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Cross-cutting

French B2

French 85 hours

Introduction

In the field of French language, it is necessary to have an advanced knowledge of the language, as French is an official language in more than 30 countries. The level B2 allows interact with native speakers who have a sufficient level of fluidity and naturalness, so that communication takes place effortlessly for both parties. In the training session French B2Pupils will acquire knowledge that will help them improve their communication skills when it comes to French at B2 level.

Objectives

To acquire and develop communicative competence in French at CEFR level B2, ‘independent user’.

Table of Contents

TEACHING UNIT 1. LANGUAGE SKILLS

  1. Vocabulary and common expressions relating to the formal and informal situations covered in the functions studied at this level.
  2. Semantic clusters.
  3. Synonyms
  4. Antonyms
  5. Polysemous words
  6. Homonyms and homophones
  7. Words that differ according to their gender.
  8. False friends.
  9. Suffixes and prefixes.
  10. Acronyms and abbreviations.
  11. Foreign words.
  12. Nouns corresponding to trade marks.
  13. Common idiomatic expressions in colloquial language.

TEACHING UNIT 2. GRAMMAR TOPICS

  1. Prayer
  2. Nouns and adjectives
  3. Determinants
  4. Pronouns
  5. Verbs
  6. Adverbs and phrases
  7. Conjunctions/prepositions

TEACHING UNIT 3. SPELLING CONTENT

  1. Accurate spelling of the vocabulary covered.
  2. Punctuation and orthographic marks (accents, apostrophes, umlauts, hyphens, etc.)
  3. Abbreviations and acronyms.
  4. The spelling of foreign words.
  5. The alphabet/characters
  6. Graphical representation of phonemes and sounds
  7. Spelling of foreign words
  8. The use of characters in their various forms
  9. Punctuation marks
  10. Syllabic structure. Word division at the end of a line

TEACHING UNIT 4. PHONETIC, PHONOLOGICAL AND ORTHOEPIC CONTENT

  1. Vowel sounds and phonemes, and their combinations.
  2. Consonant sounds and phonemes, and their combinations
  3. Phonological processes
  4. Stress in isolated lexical items
  5. Stress and unstressed syllables: tonal patterns in phrases and sentences
  6. Intonation and its various nuances.

TEACHING UNIT 5. CONTENT OF SOCIOLINGUISTIC AND SOCIOCULTURAL COMPETENCES

  1. Linguistic markers of social relationships; rules of courtesy.
  2. Expressions of folk wisdom.
  3. Differences in register, dialects and accents, as manifested in vocabulary, grammar, phonology, vocal characteristics, paralinguistics and body language.

TEACHING UNIT 6. FUNCTIONAL CONTENT

  1. To recount past events.
  2. Dealing with problems that arise whilst travelling.
  3. Make a complaint.
  4. Talking about work.
  5. Interviewing someone / preparing for and sitting a job interview.
  6. To give a presentation on a topic or a project.
  7. Take part in a working meeting.
  8. To discuss the features, qualities and shortcomings of a product or service.
  9. Rewrite to explain.
  10. To summarise a text, a discussion or a debate by setting out the various points of view or arguments.
  11. To identify a problem and propose a solution.
  12. Talking about the future and imagining changes.
  13. Formulate a hypothesis.
  14. Express the probability.
  15. To express and defend a point of view or an opinion.
  16. Outline the advantages and disadvantages of different perspectives.
  17. To develop a logical and coherent argument.
  18. To give your opinion on a film, a book, an article, a leaflet, a set of regulations…
  19. Expressing feelings and emotions.
  20. To describe objectives, achievements and projects.
  21. To set out obligations and standards in the professional sphere.

TEACHING UNIT 7. DISCURSIVE CONTENT

  1. Coherence: the text’s suitability to the communicative context.
  2. Textual cohesion: the internal organisation of the text.
  3. Interactive skills in spoken language

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