Language output skill

Context

Inspired by the work of Yann Arthus-Bertrand, Super X is inviting learners to choose an object that represents them and write about it. Super X would like there to be a range of objects to build up a snapshot of MYLO learners.

Creative task

The creative task for this 'Challenge' is for learners to choose an object, explain how long they have had it for, its background, and what they would do if they lost it. Learners should add a photo if they can. (Level 6)

For additional kudos points, learners should be imaginative in their choice of description and use a wide range of tenses to talk about their object. They could also research some language on their own to express what they feel about the object and also try to capture the essence of the object in a photo. (Level 7)

Language covered

When completing the 'Challenge' of writing about their chosen object, learners will use a range of vocabulary and grammatical structures, in a creative context, to meet the objectives set by Super X. The activities have been designed to introduce learners to some of the new vocabulary they will need and allow them to practise this together with key structures that will be useful in their writing and recording. Below is a list of the topics and grammar covered within the 'Challenge'. Learners may want to revise some of these items in more depth before starting the activities.

Topics

• Describing an object or a series of objects photographed
• Explaining the story of an object – how long they've had it, why they like it, what they use it for, why they chose it, how/why they got it
• Saying how they would feel if they lost the object
• Considering photography; discovering the work of Yann Arthus-Bertrand

Grammar

• Three tenses - present, past (perfect and imperfect) and conditional – 'if I lost it'
• Expressions of time (use of 'cela fait…' and 'depuis')
• Explaining a choice (use of 'pour', 'car', 'parce que', 'afin de')
• Giving opinions and justifying them
• Direct object pronouns
• Adjectival agreement
• Using 'si' and the conditional form

Culture notes

The linked cultural notes cover Yann Arthus-Bertrand, the project 6 Billion Others, Robert Doisneau and the Drouot Auction House.

Acknowledgements

NC Levels 6 – 7

This 'Challenge' is within Levels 6-7 of the National Curriculum for writing and speaking skills. The listening and reading skills required to complete the comprehension activities are also around NC Level 6-7. Should the student decide to complete the extension task suggested, they could reach NC Levels 6-7 in listening and/or reading. Please find below two exemplars of some of the language that could be expected at these levels:

Lower level of difficulty

L'objet sur cette photo représente une peinture moderne. Ma tante est une artiste et j'ai reçu cette peinture pour mon dixième anniversaire. J'aime cette peinture parce qu'elle me rappelle mon enfance. Si je perdais cette peinture, je serais très triste.

Higher level of difficulty

L'objet sur cette photo représente une peinture moderne. Au centre on peut voir des enfants sur la plage et tout au fond, à l'horizon, on aperçoit un bateau. Ma tante est une artiste et j'ai cette peinture depuis mon dixième anniversaire. Cela fait donc trois ans que j'ai reçu cette peinture de ma tante. J'aime cette toile parce qu'elle me rappelle mon enfance et les bons moments passés avec ma famille. Si je perdais ce cadeau, j'aurais beaucoup de chagrin car j'y tiens énormément.

Extension task

Now that you have written a full description about your item and that you have also recorded your answers, why don't you set up a forum with friends to exchange information about your objects? You could interview them on their object and check your listening skills by trying to take as many notes as possible to then be able to make a summary of what you have understood in French or in English. You could also ask to read some of your friends' accounts/descriptions and check up on your reading skills.

There is no statutory 'Programme of study' for Key Stage 4. MFL is now part of the entitlement curriculum areas so, where a course in MFL is offered, it should enable students to:

• acquire knowledge and understanding of the target language
• develop language skills
• develop learning skills
• develop cultural awareness

Shelf portraits allows students to pursue the development of skills introduced during KS2 and KS3 and enables students to follow up skills developed with the 'KS3 Programme of study' such as the ones outlined below:

Programme of study

Key concepts of Modern foreign languages

1.1 Linguistic competence

• developing the skills of listening, speaking, reading and writing in a range of situations and contexts
• applying linguistic knowledge and skills to understand and communicate effectively

1.2 Knowledge about language

• understanding how a language works and how to manipulate it
• recognising that languages differ but may share common grammatical, syntactical or lexical features

1.3 Creativity

• using familiar language for new purposes and in new contexts
• using imagination to express thoughts, ideas, experiences and feelings

1.4 Intercultural understanding

• appreciating the richness and diversity of other cultures
• recognising that there are different ways of seeing the world, and developing an international outlook

Key processes of Modern foreign languages

2.1 Developing language-learning strategies

• identify patterns in the target language
• develop techniques for memorising words, phrases and spellings
• use their knowledge of English or another language when learning the target language
• use previous knowledge, context and other clues to work out the meaning of what they hear or read
• use reference materials such as dictionaries appropriately and effectively

2.2 Developing language skills

• listen for gist or detail
• skim and scan written texts for the main points or details
• respond appropriately to spoken and written language
• use correct pronunciation and intonation
• write clearly and coherently, including an appropriate level of detail
• redraft their writing to improve accuracy and quality
• reuse language that they have heard or read in their own speaking and writing
• adapt language they already know in new contexts for different purposes
• deal with unfamiliar language

Curriculum opportunities of Modern foreign languages

• hear, speak, read and write in the target language regularly and frequently within the classroom and beyond
• use an increasing range of more complex language
• make links with English at word, sentence and text level
• use a range of resources, including ICT, for accessing and communicating information in the target language
• listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment
• use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum

GCSE specifications

Below is a list of topic area links within each of the specifications of the main GCSE examination boards.

AQA GCSE French

Lifestyle - Relationships and choices

• relationships with family and friends

Leisure - Free time and the media

• free time activities
• shopping, money, fashion and trends

Home and environment - Home and local area

• home, town, neighbourhood and region, where it is and what it is like

CCEA GCSE French

The individual - Students' lives, families, homes and interests, and those of others in French-speaking countries and communities.

• travel and tourism: destinations and choices

Citizenship - Lifestyles, attitudes and customs in students' own countries and communities, and in French-speaking countries and communities.

• travel and tourism: destinations and choices
• celebrations: festivals and customs

Edexcel GCSE French

Media and culture

• music/films/reading
• blogs/internet

Sport and leisure

• hobbies and interests
• local amenities
• directions

OCR GCSE French

Home and local area

• life in the home; friends and relationships

Leisure and entertainment (includes online)

• socialising, special occasions and festivals
• photography, art and creativity

Travel and the wider world

• environmental, cultural and social issues

WJEC GCSE French

Personal and social life

• self
• family
• friends
• home life
• free time

The wider world

• travel and holidays
• life in the countries and communities where the language is spoken