1) Academic French

2) Culture in French speaking countries

3) Study of a book and a film
4) Analytical and critical thinking skills
5) Advanced listening, reading, speaking and writing
skills
Back in year 11 I didn't know what I wanted to study at University, what I
wanted to do with my life, so choosing a language was the idea of having a safe
and versatile option that would help me in the future.
In my mind, I thought that if I didn't find anything else interesting then I was
going to pick French because it’s a safe choice and I'm good at it. However,
this was one of the best decisions I have ever made.
Choosing a language at A-level is in fact much respected. It shows employers
and universities that you can challenge yourself since learning new languages is
a difficult skill. I’m so thankful for choosing French though, because if I didn't
then I wouldn't be able to do the course I want to study at unit now:
Languages!
My favourite part of the course is the movie we get to study: ‘La Haine’. I feel
like it’s quite 'easy' because we can still relate to the issues discussed in the
movie in our real lives. Also, the movie itself is amazing and has become one of
my favourite movies.
The course has helped me say and write things properly in French, instead of
having an automatic translation in my head that doesn't really make sense in
the proper French language.
The most difficult part for me is the speaking tasks, since I am not very
confident in my speaking abilities, also using big/more advanced words in
writing.
My advice for Year 11s is that, every A-level is hard; there is no such thing as
an 'easy’ A-level. You need to get out of the mind-set that A-levels are going to
be like GCSE because they are nowhere near the same thing. Even though Year
11s won’t be doing their GCSEs this year doesn't mean it should give you a
reason to hold yourself back.
Start revising as soon as possible and find things that motivates you to do
good, otherwise you will fall behind and it’s hard to catch up. Remember, even
though you only do 3 subjects in A-level, you go much more in depth and there
is a lot more content, so stay on track!
You can do it! From a Year 12 Student
 Introduction:
 Why study French?
 What will I study?
 How am I going to be assessed?
 Interview questions
 Your teachers are going to allocate a timeslot for a 10 minutes mock interview during
Week 4. They will then call you and you will have a phone interview in French.
 It is important that you prepare your answers during the four weeks and not to leave
them until the last day!
 Week 1:
A Level language and content taster.
 AQA A Level Year 1 topics are linked to the GCSE topics in a logical way.
 The activities are structured in such a way that you can work through the topics and
slowly build on your vocabulary and grammar knowledge, and your reading and
translation skills.
 Week 2:
Film analysis.
o You will be watching a French film that you will be studying for the next two
years.
o You will do some readings on how to analyse a Film.
o You will complete some comprehension activities on the film
 Week 3:
Let’s cook!
 This week you will pick a recipe from this website
https://www.marmiton.org/recettes/?type=dessert
 You will then realise it and create a Presentation, in French, of your
dish/dessert. This could be a tutorial video or a PowerPoint.
 Why? This will help you build up the skills you will need for the Individual
Research Project which is part of your exam!
 Week 4:
Book analysis.
 You will be reading some pages from the book ‘Kiffe Kiffe demain’ by Faïza
Guène.
 You will then complete some comprehension activities and essay writing
practice.
 Finally you will write a 150/200 words essay in French.
When Tasks to submit Teacher

Week 1 A Level language Miss E. Paolillo

and content taster Email:
5th June 2020 Slides 11-31 epaolillo@lambeth-
Answers only on a word
By 4 pm max document -please indicate
academy.org
the number and the name of
task.

Week 2 Film analysis - Ms A. Paturaud

slide 37 Email :
12th June 2020 1 essays in ENGLISH based apaturaud@lambeth
By 4 pm max on the First 31 minutes of -academy.org
the film.
Word document , tasks
clearily labeled

Week 3 Let’s cook! Miss E. Paolillo

Slide 45 Email:
19th June 2020 epaolillo@lambeth-
Send your presentation:
By 4 pm max video/PPT/or whatever you
academy.org
have produced

Week 4 Book analysis. Ms A. Paturaud

*interview to be Slide 58 Email :
arranged by your Submit your essay on a apaturaud@lambeth
word document. Write
teachers the title you have
-academy.org
chosen
26th June 2020
By 4 pm max
 Why study French?

The Benefits of Learning French

Studying A Level French will not only enable you to learn the French language,
but you will gain an in-depth insight into the cultural, social, political and
artistic aspects of the French speaking country/countries you will study.

Follow these links to find out some of the benefits of learning French!

https://www.ted.com/talks/john_mcwhorter_4_reasons_to_learn_a_new_language?utm_source=te

dcomshare&utm_medium=email&utm_campaign=tedspread

https://www.youtube.com/watch?v=MMmOLN5zBLY

http://www.thefrenchcorner.net/2014/09/30-reasons-to-learn-french.html

https://www.thoughtco.com/jobs-using-french-or-other-languages-1368771

https://www.fluentu.com/blog/french/jobs-that-require-french/

Activité

→ Demonstrate your learning. Visit the links and:

1. Rank the benefits of learning French in order of

importance for you.
2. What is the most startling or surprising fact you have
discovered from your research?
 What will I study?
• Aspects of French- speaking society: current trends
• The changing nature of family (La famille en voie de changement)
• The 'cyber-society' (La « cyber-société »)
• The place of voluntary work (Le rôle du bénévolat)

• Aspects of French- speaking society: current issues

• Positive features of a diverse society (Les aspects positifs d'une société diverse)
• Life for the marginalised (Quelle vie pour les marginalisés ? )
• How criminals are treated (Comment on traite les criminels)

• Cinema: the 7th art form (Cinéma : le septième art)

• Contemporary francophone music (La musique francophone contemporaine)
• Artistic culture in the French-speaking world
• A culture proud of its heritage (Une culture fière de son patrimoine)

• Politics and immigration (La politique et l'immigration)

• Demonstrations, strikes – who holds the power? (manifestations, grèves – à qui le pouvoir ? )
• Aspects of political life in the French-speaking world
• Teenagers, the right to vote and political commitment (Les ados, le droit de vote et
l'engagement politique)

→Demonstrate your learning:

• Define ‘marginalised’.
 Challenge: Give an example of
marginalised people in the UK.
• Give an example of a French
musician who has had a top 10
single in France this year. 1. You improve vocabulary acquisition
2. You learn about a specific historical and social
• Who were the ‘yellow vest’ context
protesters in 2019? 3. You practise your research skills
• Who is the Prime Minister of 4. You improve your essay writing
France? 5. You analyse themes, quotes, scenes and
characters
 How am I going to be assessed?

1. What skill scores the highest marks?

2. What skill scores the lowest grades?

• Films in French with or without subtitles (4oD -

YouTube)
• Regular use of the following websites:

www.info.arte.tv/fr/arte-journal-junior
www.1jour1actu.com
www.lesclesjuniors.com
www.lepointdufle.net
http://apprendre.tv5monde.com/
www.blog.okapi.fr/category/actus/en-bref/
www.memrise.com
www.quizlet.com
www.ouest-france.fr/actualites-enfants/
 Interview questions- Questions d’entretien!
o Prepare and answer these questions in French for your course interview.
o Be prepared to get them asked out of sequence.
o Your answers should last between 5 and 7 minutes minimum.
o This will help assess your conversational skills, and your motivation for the
course.
o Interviews will take place during the last week. (22nd-26th June 2020)

Most of the lessons are delivered in French and students are expected to reply and
articulate their thoughts in French.

1. Pourquoi avez-vous choisi d’étudier le Français pour votre Baccalauréat ?

2. Quels sont vos projets d’avenir : quelles études pensez-vous faire ?

3. Quel serait votre métier de rêve ? Et pourquoi ?

4. Vous tenez-vous informé des actualités en France ? Donnez-moi un exemple

récent.

5. Quel est votre roman préfère et pourquoi ?

6. Selon vous, quels aspects du cursus seront les plus difficiles pour vous et

pourquoi ?

7. Si vous deviez vous décrire en 3 adjectifs quels seraient-ils ?

8. Décrivez-moi votre meilleur souvenir de l’école.

9. Quel a été l’impact, sur vous, de la fermeture et des écoles pendant le

confinement ?

10. Avez-vous des questions à me poser ? (3 maximum)

 Week 1:
A Level language and content taster.

You should work through this pack in order. Here is a list of the
content and suggestion of timings you should spend on each section.
 Part 1: 1 hour
1.1 Me, my family and friends.
- Section 1 – Vocab
- Section 2 – Grammar
1.2 The changing nature of family.
- Section 1 – Vocab
- Section 2 - Reading

 Part 2: 1 hour
2.1 Technology in everyday life
- Section 1 – Grammar
- Section 2 – Translation
2.2. The ‘cyber society’
- Section 1 – Grammar
- Section 2 – Reading

 Part 3: 1 hour
3.1. Social and global issues
- Section 1 – Vocab
- Section 2 – Reading
3.2 The place of voluntary work
- Section 1 – Vocab
- Section 2 – Reading
- Section 3 – Translation
2
2
Film Study - Task purpose

• This section of the course looks at your

analytical skills as well as your knowledge and
understanding of film, cultural and historical
context and your in depth knowledge of
societal events and trends.
• In the exam, this section is to be completed in
French. However, for the purpose of this task,
we will be looking at your analytical skills in
general. Hence why this section is to be
completed in English.
• Remember your PEEL paragraphs at all times,
and to support your statements by quoting
from the source material.
• Always express opinions and justify these in
your writing.
 LA HAINE
Mathieu Kassovitz
 Watch the first 31 minutes of
the film here
Film synopsis and general information
In the following pages, you will be reading a pack about the film.
Complete the activities in this pack in English.
You DO NOT need to submit them, but are very important for your
essay on the film that you have to submit. (12.06.2020)
Here is also a link to the pack:
http://www.filmeducation.org/pdf/film/LaHaine.pdf
Essay questions
 Complete ONE questions and answer the questions in English
 Write approximately 200 words for each.
 Support your answers with references from the film as well as
contextual references about the film and cultural context*.
*You will need to carry out some short independent research on this to
familiarize yourselves with the social/historical context of the film.

Q1: What impact does the director’s decision to film

this in black and white have on the audience?

Q2: Vince- Some argue he is a poorly constructed

stereotype. To what extent do you agree/disagree?

Suggested further reading

 https://www.indiewire.com/2016/02/twenty-years-of-hate-why-la-haine-is-
more-timely-than-ever-24180/
 https://www.criterion.com/films/216-la-haine
Challenge
 If you are feeling confident enough, try to answer one of the
questions in French.
 You can use the following pages to help you with specific
vocabulary.

Le Langage de Cinéma
http://prog.trincoll.edu/langmedia/readafilm/Default.htm

Le plan: Le plan c'est l'image que l'on voit sur l'écran jusqu'à ce que l'on passe
à la prochaine image.
The basic shot: The basic shot is the image that you see on the screen until
the film cuts to the next one.

Le plan général ou plan de grand ensemble montre une grande partie de

l'espace soit pour situer le film ou situer le sujet par rapport à l'espace dans
lequel il se trouve. Les personnages sont difficiles à identifier. C'est un plan
essentiellement descriptif.
In the extreme long shot, the human figure is barely visible. It reveals the
landscape and situates the story or the scene.

Le plan d'ensemble révèle un large espace qui permet de situer le film dans
son environnement géographique ou son milieu social. Les personnages sont
identifiables.
The long shot reveals as much of the decor as possible either to situate the
film or the scene. In that kind of shot the character's entire body can be seen
and often in proportion to the space around him/her. Often a descriptive shot.
 Le plan moyen cadre le personnage en entier dans un décor plus restreint que
le plan général. C'est un plan propice aux dialogues particulièrement lorsqu'il y
a plusieurs personnages dans le cadre.
The medium shot can show the entire body or from the waist up at close
range. Often view in scenes involving dialogue, especially when more than one
character is in the frame.
Le plan américain est une variation du plan moyen cadre le personnage au trois
quart ou à mi-cuisse. Ce plan est souvent utilisé dans les westerns, les films de
gangster ou les films comiques. Le plan américain offre un compromis entre le
plan moyen et le plan d'ensemble.

The three-quarter shot or American shot shows the character up to the knee.
Very often used in westerns, in gangster films or, in screwball comedies. The
American shot offers a compromise between the medium shot and the long
shot.

Le gros plan ne cadre que le visage et permet de lire les expressions du

personnage et de révéler sa vie intérieure.
The close-up shows only the face of the character revealing his/her emotions
and private thoughts

Le travelling indique tout déplacement de la caméra horizontalement ou

verticalement.
Tracking shot the camera moves on tracks or a dolly or anything that can move
the camera.

Champ et contrechamp indique le point de vue, par exemple: deux personnages

A et B se parlent face à face. La caméra cadre A puis B. Le plan B est le
contrechamp de A.
Shot/reverse shot a point of view shot which shows first a character then the
person he/she is talking to or looking at.
Le plan panoramique mouvement horizontal ou vertical de la caméra
sur son axe qui reste fixe. Le panoramique peut servir à situer dans
l'espace ou le temps l'histoire du film. Il peut aussi servir de conclusion
ou révéler quelque chose que le ou les personnages ne voient pas.
The pan and tilt shot refers respectively to the horizontal and vertical
movement of the camera. Often used in establishing shots to situate
the story in space and time. It can also be used as a concluding
statement or to reveal something to the spectator unknown to the
protagonist.

Le plan grue est une technique qui permet de filmer de larges espaces
de haut car la caméra se trouve accrochée à un bras mobile.
In the crane shot, the camera is above the ground and mobile, thus
able to change frame and reveal a very large space.

La profondeur de champ technique cinématographique qui permet de

distinguer plusieurs images ou personnages dans un même champ. Ce
genre de plan permet de réduire l'utilisation de la coupe.
Deep-focus shot A technique of photography that permits all distance
planes to remain clearly in focus from close-up ranges to infinity. This
shot reduces the need for cutting.
Week 3: Let’s cook!
Follow the steps in order to master the vocabulary and the
skills you will need for your presentation!
Step 1: look at the video on how to make Crème Brûlée to get some ideas on
how to make a tutorial and also to look at the language you will need to use in
your Presentation.

https://www.youtube.com/watch?v=ZAtZS97_wYc

Step 2: Complete the following quiz.

Step 3: Complete the following gap filling activity by putting
the missing verbs.
Step 4: Order the sentences!
Step 5: It’s your turn! 
Go on the following website
https://www.marmiton.org/recettes/?type=dessert

 Pick a recipe and get all the ingredients you will need.
 Now think about how you are going to make your presentation. You will have
to create a 10 minutes max Presentation, in French, of your dish/dessert.
This could be a tutorial video or a PowerPoint.
 Examples of what to include:
History of the dish (created by who/where/when/why; which region
etc..). For this you will probably to do some research!
List of ingredients and quantities (in French)
Steps, tools needed portions (for how many people?), cooking times,
etc...
Presentation step-by-step of how you realised your dish/dessert!
Use the mat in the next page to help you! Or visit this website
https://www.maxicours.com/se/cours/ecrire-une-recette/
 Send this to your Teacher by the end of Week 3! 19.6.2020
 Week 4: Book analysis.
This week, you will be reading some pages from the
book ‘Kiffe Kiffe demain’ by Faïza Guène.
You can read them here or use the PPT presentation
with the voice over so you can check the pronunciation
of the words.
You will complete some comprehension activities.
Finally you will write a 150/200 words essay in French.

• As part of the A Level course, you

are required to study a novel.
• The one we will work on is called Put the
PowerPoint in full
Kiffe Kiffe demain, written by screen mode to
author Faïza Guène when she was hear the teacher
just 19 years old. reading the text.
• It tells the story of a young
French/North African teen living in
poverty in the suburbs in the
general Paris area.
• Her father leaves and goes back to
the homeland to have a son and
she and her illiterate mother are
left to fend for themselves.
• The text is written in slang and
part French with Arabic
expressions.
• Read the first few chapters of the novel
• Listen to the PPT with voice over (full
screen mode to hear the teacher read
aloud - warning, the pace is snappy!)
• Complete the tasks after the chapters.
• When you have completed reading, you will
have to write a 150/200 words essay.
• Plan your essay before starting to write
(see examples)

TIPS
Write down and look up any words you
do not know. There are lots of cultural
references such as F2/F5, Hippotamus,
Carrefour, bled, « le barbu ».
You will need to understand these to
understand the cultural references. This
will all be part of the course.
Faïza Guène
Vocabulaire
Les personnages
Essay questions - PICK ONE and submit on 26.06.2020

•Plan your essay first- see example below

•Write approximately 150/200 words in French on ONE of
the following questions
•Support your answers with references from the book.
•Use the support mat below and include A Level structures
•Use quotations
•Use PEEL paragraphs​

Sample answer and mark scheme

1. Doria représente une

jeunesse abandonnée. Dans quelle mesure êtes-
vous d'accord avec cette phrase? ​
2. La mère de Doria- stéréotype de la femme
Maghrébine en France; êtes-vous d'accord?​
3. Analysez les relations entre Doria et les adultes
dans sa vie.
Now assess your essay! Then send it to your teacher!
Look at the assessment criteria below
 WELL DONE FOR
COMPLETING THE FRENCH
TRANSITION BOOKLET!

MAKE SURE YOU HAVE

SENT ALL YOUR WORK TO
YOUR TEACHER!
MERCI