Theme 1
Unit 2
La « cyber-société »
Unit 2
Language
Grammar
Skills
Page
2.1 Comment la technologie
facilite la vie quotidienne
Describe and
discuss how
technology has
transformed
everyday life
Understand and use
infinitive constructions
Express opinions
30
2.2 Quels dangers la cybersociété pose-t-elle?
Consider and
discuss the dangers
of digital technology
Understand and use
object pronouns
Use strategies to
broaden range of
vocabulary
34
2.3 Qui sont les
cybernautes?
Consider the
different uses of
digital technology
and discuss possible
future developments
Form the present tense
of regular and irregular
verbs
Answer questions
in French
38
Résumé
42
Pour commencer
1 Devinez la bonne réponse.
These multiple-choice questions provide statistics relating to the use of digital technology in France in 2012.
Encourage students to make educated guesses, drawing on their own knowledge and experience. Do students
think the situation will have changed much between 2012 and today?
Answers
1c
2b
3a
4c
5c
6a
7b
8b
Le saviez-vous?
This section presents various facts and figures relating to the contexts of Unit 2, focusing on: the French Minitel
service (seen as a precursor to the Internet); the number of ‘digital identities’ or online accounts that the average
person has (e.g. for shopping and banking, email, social media, etc.); and more recent trends towards ‘unplugging’
from technology.
2 Reliez les mots aux définitions appropriées.
This activity introduces some key vocabulary relevant to Unit 2. Students match the words to the corresponding
definitions.
Answers
1c
2b
3d
4a
5f
Oxford University Press 2016
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6e
Page 1 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
3 Regardez la photo. Quelle impression donne-t-elle? Est-ce un vrai reflet de la vie moderne? Discutez
vos idées avec un(e) partenaire.
The photo depicts a mother, father and their two young children breakfasting in bed together, each engrossed in
their own mobile phone or other digital device. Students discuss the photo in pairs: do they feel it is a true reflection
of modern life?
Encourage students to use vocabulary from this Pour commencer spread as well as GCSE vocabulary. They could
comment on how much time they themselves and the members of their own family spend using digital technology.
A self-marking interactive activity to introduce Unit 2 can be found on Kerboodle: Unit 2
Introductory activity.
Oxford University Press 2016
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Page 2 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
2.1 A: Comment la technologie facilite la vie quotidienne
Spread number
2.1 A (pages 30–31)
Language covered
Describe and discuss how technology has transformed everyday life
AQA Theme
Aspects of French-speaking society: current trends
Topic
La « cyber-société »
Grammar
Understand and use infinitive constructions
Vocabulary
Pages 46–47
Audio files and transcripts
2.1A Student Book audio: activity 3
2.1A Student Book transcript: activity 3
Unit 2 Bilingual vocabulary list
Unit 2 Bilingual vocabulary list audio
Unit 2 Key expressions list
Unit 2 Key expressions audio
2.1A Reading activity: Internet: outil indispensable
2.1A Listening activity: Internet nous a-t-il simplifié la vie?
2.1A Listening activity transcript: Internet nous a-t-il simplifié la vie?
2.1A Grammar interactive activity: Infinitive constructions
2.1A Grammar worksheet: Infinitive constructions
2.1 Reading worksheet
2.1 Speaking worksheet
Unit 2 worksheet answers
1 À l’oral. Discutez avec un(e) partenaire.
Speaking activity. In pairs, students talk about their own use of technology. Questions are provided as prompts for
their discussion: What kinds of devices do they use, e.g. desktop computer, laptop, tablet, smartphone, Google
watch? How much time do they spend online? What do they do online and what do they see as the most important
use of the Internet?
Students can tackle this activity using GCSE vocabulary. Question 2 provides an opportunity to practise passer du
temps à + infinitive. Question 3 invites the use of pour / afin de + infinitive, e.g. Je surfe sur Internet pour chercher
des informations.
Encourage students to get used to the idea of always justifying their opinions, e.g. if they regard online shopping as
the most important use of the Internet, they should explain why.
Oxford University Press 2016
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Page 3 of 31
Theme 1
Unit 2
La « cyber-société »
Unit 2
2 Lisez le texte et complétez les phrases selon le sens du texte.
Reading activity. Students read the text Internet: outil indispensable. They complete eight sentences in French with
reference to the text.
Suggested answers
1
…trouvent Internet indispensable.
2
…pensent qu’Internet est incontrôlable.
3
…qu’Internet est un levier de croissance pour l’économie française (et permet de créer des emplois).
4
…qu’Apple incarne le mieux le développement de la Toile.
5
…est le moteur de recherche de Google.
6
…trouvent le poids de Google inquiétant.
7
…de Français utilisaient Facebook.
8
…Facebook et Twitter.
A follow-on self-marking interactive activity can be found on Kerboodle: 2.1A Reading activity:
Internet: outil indispensable.
3a Internet nous a-t-il simplifié la vie? Écoutez les opinions. Qui pense…
Listening activity. Six people explain whether they think the Internet makes life easier. Students listen while reading
a list of opinions. They attribute each opinion to a speaker.
A transcript of this recording can be found on Kerboodle in the folder for 2.1.
Answers
1
Nicolas
2
Julien
3
Mohamed
4
Audrey
5
Océane
6
Cassandra
7
Cassandra
8
Océane
9
Julien
A follow-on self-marking activity can be found on Kerboodle: 2.1A Listening activity: Internet
nous a-t-il simplifié la vie? A transcript is also provided.
Oxford University Press 2016
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Page 4 of 31
Theme 1
Unit 2
La « cyber-société »
Unit 2
3b Choisissez deux des personnes interviewées. Écrivez un résumé de leurs opinions en utilisant vos
propres mots.
Listening and writing activity. Students choose two of the speakers and write a summary of their opinions in
French.
As with all summary tasks, students need to be trained to identify the key points and to express them as far as
possible in their own words. Point out that it is fine to lift individual words and short phrases from the original text,
but students should avoid repeating whole sentences verbatim.
As a follow-up activity, ask individual students to read out one of their summaries without revealing which speaker it
relates to. The class try to identify the name of the speaker.
Infinitive constructions
This grammar section focuses on three categories of infinitive constructions:
verb + à + infinitive (e.g. aider à); verb + de + infinitive (e.g. permettre de);
verb + infinitive (e.g. vouloir). Lists of verbs belonging to each category are
provided on pages 154–155 of the Student Book.
For further practice, a worksheet and self-marking
interactive activity are provided on Kerboodle: 2.1A
Grammar activity: Infinitive constructions and 2.1A
Grammar worksheet: Infinitive constructions. Answers to worksheets
can be found in the Teacher Support folder.
4 Remplissez les blancs avec à, de ou rien.
Grammar activity. This activity provides grammar practice of infinitive structures. Students read ten sentences
about the Internet and decide whether each verb is followed by à, de or no preposition.
Answers
1–
2à
3 de
4 de
5–
6à
7 d’
8à
9–
10 de
5 À l’écrit. Comment Internet a-t-il changé la vie du Français moyen? Écrivez environ 150 mots.
Writing activity. Students write approximately 150 words discussing how the Internet has changed the lives of
ordinary French people. Some ideas are provided as a stimulus, e.g. more information is available to people;
communication is quick and easy; people use fewer books and less paper, download music and films, and spend
more time in front of computer screens.
The Internet is inherently international so the points made here could probably apply not only to France but equally
to the UK or to any other Western country. However, encourage students to try to find information relating
specifically to France or another French-speaking country. For example, the Francoscopie series of books,
produced by a team of sociologists headed by Gérard Mermet, provides a useful source of up-to-date statistics and
information about French society (http://francoscopie.fr).
Worksheets to accompany spreads 2.1A and 2.1B can be found on Kerboodle: 2.1 Reading
worksheet and 2.1 Speaking worksheet. Answers to worksheets can be found in the Teacher
Support folder.
Oxford University Press 2016
www.oxfordsecondary.co.uk/acknowledgements
Page 5 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
2.1 B: Comment la technologie facilite la vie quotidienne
Spread number
2.1 B (pages 32–33)
Language covered
Describe and discuss how technology has transformed everyday life
AQA Theme
Aspects of French-speaking society: current trends
Topic
La « cyber-société »
Skill
Express opinions
Vocabulary
Pages 46–47
Audio files and transcripts
2.1B Student book audio: activity 3
2.1B Student Book transcript: activity 3
Unit 2 Bilingual vocabulary list
Unit 2 Bilingual vocabulary list audio
Unit 2 Key expressions list
Unit 2 Key expressions audio
2.1B Reading activity: Le monde désormais à la portée de nos mains.
2.1B Listening activity: Une journée sans portable
2.1B Listening activity transcript: Une journée sans portable
2.1B Strategy worksheet: Expressing opinions
2.1 Reading worksheet
2.1 Speaking worksheet
Unit 2 worksheet answers
1 À l’oral. Qu’est-ce qu’un(e) technophile? Qu’est-ce qu’un(e) technophobe? Discutez avec un(e)
partenaire et essayez de trouver une définition.
Speaking activity. Working with a partner, students attempt to define a technophile and a technophobe. Which
category would they place themselves in? Why?
Ask students to think of someone they know who falls into each category (but perhaps without naming the person,
so as to avoid embarrassment). To what extent do students think it is true that older people are more likely to be
less keen on using technology than younger people?
2a Trouvez dans le texte des synonymes pour les expressions suivantes.
Reading and vocabulary activity. Students read the text Le monde désormais à la portée de nos mains! They
identify in the text the French translations of the English words and phrases listed.
Answers
1
nul ne doute que
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Page 6 of 31
Theme 1
Unit 2
La « cyber-société »
Unit 2
2
nous sommes devenus accros
3
une mutation de notre façon de penser
4
nous sommes prêts à tout
5
à portée de nos mains
6
quoi qu’il en soit
A follow-on self-marking interactive activity can be found on Kerboodle: 2.1B Reading activity:
Le monde désormais à la portée de nos mains.
2b Complétez les phrases selon le sens du texte.
Reading activity. Students read the text again and complete eight sentences in French to summarise some of the
main points.
Suggested answers
1
…que l’univers du numérique occupe une place importante dans notre société et dans nos vies.
2
…la personne qui a fait demi-tour en se rendant compte qu’elle avait oublié son téléphone chez elle et le
lycéen qui s’est fait prendre en train d’utiliser son téléphone en classe.
3
…nos comportements et notre façon de penser.
4
…nous pouvons recevoir une information en continu / nous sommes toujours connectés.
5
…dix millions d’IPhone 6 ont été vendus.
6
…veulent posséder tous les nouveaux gadgets le plus vite possible.
7
…nous devrions consommer le monde à portée de nos mains avec plus de modération, et si cette évolution
nous est nuisible.
8
…si cette addiction aux nouvelles technologies aura continué.
3a Écoutez cinq personnes qui parlent du rôle de la technologie dans la vie. Trouvez les expressions qui
veulent dire…
Listening activity. Five people talk about the role played by technology in our lives. Students listen and identify the
French for the English words and phrases listed.
Point out to students that number 5 (‘turn a blind eye to’) can be expressed as fermer les yeux sur (as on the
recording) or fermer les yeux à.
A transcript of this recording can be found on Kerboodle in the folder for 2.1.
Answers
1
ce qui nous entoure
2
que serait devenu
3
aurions-nous découvert
4
sans fond
5
fermer les yeux sur
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Page 7 of 31
Theme 1
Unit 2
La « cyber-société »
Unit 2
6
perdre de vue
7
il n’est écrit nulle part
8
pas l’inverse
3b Écoutez encore. Reliez le début et la fin des phrases.
Listening activity. Students listen again and match up sentence halves to summarise some of the key points made
by the speakers.
Answers
1c
2d
3j
4b
5e
6i
7a
8h
9f
10 g
A follow-on self-marking activity can be found on Kerboodle: 2.1B Listening activity: Une
journée sans portable. A transcript is also provided.
Expressing opinions
This skills box encourages students to build up a stock of phrases for
expressing positive and negative opinions, so that they don’t have to keep
repeating common verbs such as penser and trouver. A list of key
expressions is provided as a starting point.
For further practice, a worksheet is provided on
Kerboodle: 2.1B Strategy worksheet: Expressing
opinions. Answers to worksheets can be found in the
Teacher Support folder.
4 À l’oral. À deux. Une personne est technophile, l’autre est technophobe. Chacun(e) exprime son point
de vue sur les bienfaits ou les méfaits de la technologie et essaie de persuader l’autre.
Speaking activity. Working in pairs, one student takes the viewpoint of a technophile while their partner plays the
part of a technophobe. They try to change their partner’s mind by explaining their point of view and talking about
the advantages or disadvantages of technology.
Encourage students to use vocabulary and ideas from the preceding activities to help them construct their
discussion. Depending on their confidence, they may need to prepare a script as support. Before they begin, they
should read through the skills box on ‘Expressing opinions’. It may also be worth reminding them of some
examples of persuasive language, e.g. Je suis persuadé(e) que… and sans aucun doute.
5 À l’écrit. Traduisez en français.
Translation activity. Students translate sentences into French.
Suggested answers
1
Dans notre société, nous dépendons de plus en plus de la technologie numérique.
2
Il y a cinquante ans, peu de gens utilisaient un ordinateur et les téléphones portables n’existaient pas.
3
Sans aucun doute, Internet a changé notre façon de penser.
Oxford University Press 2016
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Page 8 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
4
Est-ce une bonne chose d’être connecté et de recevoir une information en continu?
5
Les gens continueront-ils à / d’acheter les derniers gadgets électroniques?
6 Travail de recherche. Que fait-on en France (ou dans un autre pays francophone) pour encourager les
gens à utiliser Internet?
Research activity. Students find out what measures are taken in France (or in another French-speaking country) to
encourage people to use the Internet. A few ideas are provided as a stimulus, e.g. making official websites easier
to use, offering reduced prices to online shoppers, faster and cheaper broadband, better IT education in schools.
This research activity could be set as homework, or completed in a computer room at school (or with students
using laptops or tablets) with teacher guidance. Encourage students to find examples specifically relating to France
or another French-speaking country.
Worksheets to accompany spreads 2.1A and 2.1B can be found on Kerboodle: 2.1 Reading
worksheet and 2.1 Speaking worksheet. Answers to worksheets can be found in the Teacher
Support folder.
Oxford University Press 2016
www.oxfordsecondary.co.uk/acknowledgements
Page 9 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
2.2 A: Quels dangers la cyber-société pose-t-elle?
Spread number
2.2 A (pages 34–35)
Language covered
Consider and discuss the dangers of digital technology
AQA Theme
Aspects of French-speaking society: current trends
Topic
La « cyber-société »
Grammar
Understand and use object pronouns
Vocabulary
Pages 46–47
Audio files and transcripts
2.2A Student Book audio: activity 3
2.2A Student Book transcript: activity 3
Unit 2 Bilingual vocabulary list
Unit 2 Bilingual vocabulary list audio
Unit 2 Key expressions list
Unit 2 Key expressions audio
2.2A Reading activity: Un collégien sur cinq a été victim de « cyber-violence »
2.2A Reading activity: Comment combattre la cyber-violence à l’école
2.2A Reading activity: Les dangers des réseaux sociaux
2.2A Grammar interactive activity: Object pronouns
2.2A Grammar worksheet: Object pronouns
2.2A Writing worksheet
Unit 2 worksheet answers
1 À l’oral. Discutez avec un(e) partenaire ou en groupe.
Speaking activity. Working in pairs or in groups, students begin by considering a list of issues relating to the
Internet. They decide whether each aspect is positive, negative or both. Students then go on to discuss the
reasons why some people don’t trust the Internet and whether they are justified, and what measures can be taken
to protect people online.
These questions invite students to justify their opinions, e.g. to explain why they agree or disagree with the
viewpoints of others. Question 3 provides an opportunity to use expressions such as il faut / faudrait, on doit /
devrait, c’est une bonne idée de, c’est nécessaire / essentiel / obligatoire.
2a Lisez le texte. Trouvez dans le texte des synonymes pour les expressions suivantes.
Reading activity. This text presents the results of a study into online violence and young people. Students read the
text and identify synonyms of the words and phrases listed.
Answers
1
cible
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Page 10 of 31
Theme 1
Unit 2
La « cyber-société »
Unit 2
2
brimade
3
s’accroît
4
pèsent
5
a porté sur
6
subi
7
s’apparente à
8
enseignants
2b Traduisez le dernier paragraphe du texte en anglais.
Translation activity. Students translate the final paragraph of the text into English.
Suggested answer
More than a third of the pupils affected by online violence don’t mention it to anyone, especially boys. Those who
do talk about it go to their friends (33%) or parents (29%) rather than to teachers (16%). Finally, 8% of pupils have
lodged a complaint with their parents. Nevertheless, the phenomenon does not prevent 93% of pupils from feeling
good / being happy in their school.
2c Relisez le texte « Un collégien sur cinq… ». Pour chaque phrase, écrivez vrai (V), faux (F) ou
information non-donnée (ND).
Reading activity. Students read the text again and work out whether statements 1–10 are true, false or not
mentioned.
Answers
1V
2 ND
3F
4F
5 ND
6F
7V
8V
9V
10 F
A follow-on self-marking interactive activity can be found on Kerboodle: 2.2A Reading activity:
Un collégien sur cinq a été victim de « cyber-violence ».
Two accompanying self-marking interactive activities can be found on Kerboodle: 2.2A Reading
activity: Comment combattre la cyber-violence à l’école and 2.2A Reading activity: Les
dangers des réseaux sociaux.
3 Écoutez l’interview avec Catherine Blaya, qui parle de la cyber-violence à l’école. Répondez aux
questions en français.
Listening activity. Students listen to an interview with Catherine Blaya, professor of education science and
president of the Observatoire international de la violence à l’école (International Centre for Research into Violence
in Schools). They answer questions in French.
A transcript of this recording can be found on Kerboodle in the folder for 2.2.
Answers
1
un auditoire
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Page 11 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
2
pour gagner des « like » / pour faire valoir leur popularité
3
Ils ont été victimes eux-mêmes.
4
qu’un collégien sur cinq est concerné par la cyber-violence
5
Les réseaux sociaux sont plus utilisés.
6
la médiation et le dialogue
7
C’est un exemple de ce qu’on peut faire pour rendre les jeunes actifs.
Object pronouns
This grammar section summarises the different forms of object pronouns:
direct, indirect and disjunctive / emphatic. It also provides a reminder of the
pronouns y (to replace à + noun) and en (to replace de + noun). Students
will find more information on pages 143–145 of the Student Book.
For further practice, a worksheet and self-marking
interactive activity are provided on Kerboodle: 2.2A
Grammar activity: Object pronouns and 2.2A
Grammar worksheet: Object pronouns. Answers to worksheets can be
found in the Teacher Support folder.
4 Remplissez les blancs avec le bon pronom.
Grammar activity. This activity provides grammar practice of pronouns. Students fill in the missing pronoun in each
sentence.
Answers
1
les
2
lui
3
moi
4
nous
5
le
6
leur
7
l’
8
l’
9
en
10
y
5 À l’oral. Jeu de rôle. Une personne (B) est victime de cyber-violence, l’autre (A) écoute et donne des
conseils.
Speaking activity. Students work in pairs for this role-play activity: one student plays the part of a victim of online
violence and explains the problem to their partner, who listens and gives advice.
Oxford University Press 2016
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Page 12 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
Encourage students to use vocabulary from the reading and listening activities. Some students may perform better
if they prepare a script and perform it. This activity provides an opportunity to practise question forms, e.g. Ça s’est
passé quand exactement? Comment as-tu réagi? Pourquoi la personne a-t-elle fait cela?
6 À l’écrit. Qu’est-ce qu’il faut faire pour combattre et éliminer la cyber-violence? C’est la responsabilité
de qui, surtout? Écrivez environ 150 mots.
Writing activity. Students write approximately 150 words expressing their views on how to combat and eliminate
online violence. Point out that the second part of the question (Whose responsibility is it to deal with it?) may hold
the key to the first part, because the steps taken to combat it might differ depending on who takes responsibility,
e.g. school, parents, the government.
Ask students to think about whether online violence and cyberbullying are different from other forms of violence
and bullying. How do they think the perpetrators should be treated?
An accompanying worksheet can be found on Kerboodle: 2.2A Writing worksheet. Answers for
worksheets can be found in the Teacher Support folder.
7 Travail de recherche. Quelles initiatives existent en France (ou dans un autre pays francophone) pour
combattre la cyber-violence? À votre avis, sont-elles efficaces?
Research activity. Students find out what measures are in place in France (or in another French-speaking country)
to combat online violence. Do students think these measures are effective?
This activity is intended for homework or for individual research during class time. If students have so far been
looking mainly at France in their research tasks, this might be an appropriate point for them to consider other
French-speaking countries.
Oxford University Press 2016
www.oxfordsecondary.co.uk/acknowledgements
Page 13 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
2.2 B: Quels dangers la cyber-société pose-t-elle?
Spread number
2.2 B (pages 36–37)
Language covered
Consider and discuss the dangers of digital technology
AQA Theme
Aspects of French-speaking society: current trends
Topic
La « cyber-société »
Skill
Use strategies to broaden range of vocabulary
Vocabulary
Pages 46–47
Audio files and transcripts
2.2B Student Book audio: activity 3
2.2B Student Book audio transcript: activity 3
Unit 2 Bilingual vocabulary list
Unit 2 Bilingual vocabulary list audio
Unit 2 Key expressions list
Unit 2 Key expressions audio
2.2B Reading activity: Piratage à TV5 Monde
2.2B Listening worksheet
2.2B Listening worksheet audio
2.2B Listening worksheet transcript
2.2B Strategy worksheet: Quels dangers la cyber-société pose-t-elle?
Unit 2 worksheet answers
1 À l’oral. Quels comportements sont bons quand on utilise Internet? Lesquels sont mauvais?
Pourquoi?
Speaking activity. Students consider a list of advice on safe use of the Internet. They identify which advice is good
and which is not.
Ask them to pick two or three of the suggested actions and to explain why they are (or aren’t) good advice. This
provides an opportunity to use si clauses to explain the consequences of each action.
Answers
Good advice: créer des mots de passe complexes, changer régulièrement les mots de passe, télécharger un
logiciel de sécurité, installer des outils de protection, scanner les fichiers joints aux messages avant de les ouvrir
2 Lisez le texte « Faut-il craindre un cyber-terrorisme? » Complétez les phrases selon le sens du texte.
Essayez d’utiliser vos propres mots.
Reading activity. Students read a text about the threat of cyberterrorism. They complete ten sentences in French,
based on the text.
Oxford University Press 2016
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Page 14 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
Suggested answers
1
…il y a eu une vague de piratage de sites français.
2
…est possible / pourrait avoir lieu.
3
…une importante cyber-attaque.
4
…ont été bloqués / visés.
5
…causer une explosion dans une centrale nucléaire / faire exploser une centrale nucléaire.
6
…de beaucoup de personnes / de beaucoup de moyens humains.
7
…multiplié ses recrutements / (un effectif de) 450 personnes.
8
…un milliard d’euros à la cyber-défense.
9
…elle se prémunit au maximum.
10
…présentent le plus gros risque.
3a Écoutez le reportage sur un piratage d’ampleur à TV5 Monde. Choisissez les cinq phrases qui
correspondent au contenu de la première partie du reportage.
Listening activity. Students listen to a two-part report: part 1 describes the events of 8–9 April 2015, when the
French international television station TV5 Monde became the victim of a cyberattack; part 2 discusses the serious
nature of the attack, the security measures taken afterwards, and the perpetrators of the attack.
In activity 3a, students focus on part 1 of the report. They read a list of ten statements and choose the five that
correspond with the details given in part 1.
A transcript of this recording can be found on Kerboodle in the folder for 2.2.
Answers
The five statements are: 1, 4, 5, 9, 10
3b Écoutez encore la deuxième partie du reportage. Écrivez-en un résumé.
Listening and writing activity. Students now focus on part 2 of the report. They write a summary in French, focusing
on the following issues:
•
what shows the seriousness of the attack
•
the immediate steps taken by the French National Agency for Computer Security (ANSSI)
•
the priority of ANSSI in the weeks following the attack
•
the involvement of a group of computer hackers called CyberCaliphate and the organisation Islamic State.
As with other summary tasks, students need to identify the key points in the report and then express them as far as
possible in their own words.
Suggested answers
Students might include the following information in response to each bullet point:
•
Les pirates ont pénétré profondément dans les réseaux informatiques d’une chaîne de télévision.
•
L’Anssi a triplé le nombre d’agents déployés dans les locaux.
•
L’action prioritaire d’Anssi est d’assurer le retour à la normale.
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Page 15 of 31
Theme 1
Unit 2
La « cyber-société »
Unit 2
•
CyberCaliphate est à l’origine de cette attaque. Les liens entre CyberCaliphate et l’organisation État islamique
sont incertains.
A follow-on self-marking activity can be found on Kerboodle: 2.2B Reading activity: Piratage à
TV5 Monde.
An accompanying worksheet can be found on Kerboodle: 2.2B Listening worksheet. An audio
file and transcript are also available. Answers to worksheets can be found in the Teacher
Support folder.
4 À l’oral. Discutez avec un(e) partenaire les mesures que vous prenez quand vous vous connectez à
Internet. Ces mesures sont-elles suffisantes à votre avis. Pourquoi (pas)?
Speaking activity. In pairs, students talk about what steps they personally take to protect themselves online. Are
they effective? What makes them think they are effective (or not)?
Students can recycle vocabulary from activity 1 here. In response to the second part of the question, they could
give examples of problems they’ve experienced themselves or heard about from others.
Strategies to broaden your vocabulary range
This skills box suggests ways to help students use a wider range of
language. Advice includes using synonyms, rephrasing whole sentences,
and replacing nouns with verbs (or vice versa).
Students might find it helpful to try out some of the suggestions as
preparation for activity 5. For example, challenge them to come up with
different ways of saying Protégez-vous.
A worksheet is provided on Kerboodle for further practice:
2.2B Strategy worksheet: Quels dangers la cybersociété pose-t-elle? Answers to worksheets can be
found in the Teacher Support folder.
5 À l’écrit. Dessinez un poster ou rédigez une circulaire en français pour promouvoir la cyber-sécurité.
Writing activity. Students produce a poster or a flyer in French to promote safety online. This activity can be tailored
to students’ ability, e.g. by specifying a word count and / or supplying students with key expressions. It provides an
opportunity to revise command forms (e.g. Protégez-vous) and to apply the advice given in the skills box
‘Strategies to broaden your vocabulary range’.
6 Traduisez en français.
Translation activity. Students translate sentences into French.
Suggested answers
1
Il est essentiel de protéger les données personnelles sur Internet.
2
Les gens ferment leur voiture à clé mais ne pensent pas toujours à la sécurité en ligne.
Oxford University Press 2016
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Page 16 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
3
L’enjeu est d’identifier les risques; on ne peut jamais les éliminer.
4
Des hackers ont choisi la chaîne (de télévision) TV5 Monde et l’ont attaquée.
5
Pour eux, c’était un succès. Les émissions ont été interrompues pendant trois heures.
Oxford University Press 2016
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Page 17 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
2.3 A: Qui sont les cybernautes?
Spread number
2.3 A (pages 38–39)
Language covered
Consider the different uses of digital technology and discuss possible future
developments
AQA Theme
Aspects of French-speaking society: current trends
Topic
La « cyber-société »
Grammar
Form the present tense of regular and irregular verbs
Vocabulary
Pages 46–47
Audio files and transcripts
2.3A Student Book audio: activity 3
2.3A Student Book audio transcript: activity 3
Unit 2 Bilingual vocabulary list
Unit 2 Bilingual vocabulary list audio
Unit 2 Key expressions list
Unit 2 Key expressions audio
2.3A Reading activity: Un jeu pour aider les adolescents en souffrance
2.3A Listening activity: « A Touch Away »
2.3A Listening activity transcript: « A Touch Away »
2.3A Grammar activity: Present tense
2.3A Grammar worksheet: Present tense
2.3A Speaking worksheet
Unit 2 worksheet answers
1 À l’oral. Choisissez quatre métiers dans la case à gauche et discutez avec un(e) partenaire. Pour
chaque métier choisi, l’usage d’Internet est-il: indispensable? utile? peu important? Pourquoi? Donnez
des exemples.
Speaking activity. Working in pairs, students read through a list of job titles. For each one, they decide whether the
Internet is absolutely essential, useful or unimportant. They explain why and give examples to justify their
decisions.
As a starting point, students could choose one job for which the Internet is essential, one for which it is useful, and
one for which it is unimportant; or they could discuss the job of a parent or other adult relative. Can students think
of any jobs where electronic technology is completely irrelevant?
2a Lisez l’article « Un jeu… ». Trouvez dans le texte les expressions qui veulent dire…
Reading activity. Students read the article Un jeu pour aider les adolescents en souffrance (page 38). They search
the text for the French equivalents of some English words and phrases.
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Page 18 of 31
Theme 1
Unit 2
La « cyber-société »
Unit 2
Answers
1
entretiens
2
parvenir à
3
mentir
4
l’issue
5
maîtrise de soi
6
dédramatiser
7
essais
8
se lâchent
2b Traduisez en anglais le dernier paragraphe (La dureté… directement).
Translation activity. Students translate into English the final paragraph of the article.
Suggested answer
The harshness of the conversations in the game made me realise the need to be less aggressive towards my
parents,’ reveals Julie, 17. ‘At any time, the player can go back and choose a less violent response if (s)he thinks
(s)he went too far,’ explains Xavier Pommereau. For Julie, Clash Back was a eureka moment. ‘From now on, I
want to play the game with my parents in order to give them certain messages that I cannot manage to tell them
directly.’
A follow-on self-marking activity can be found on Kerboodle: 2.3A Reading activity: Un jeu
pour aider les adolescents en souffrance.
3a Écoutez sept Français qui parlent des réseaux sociaux. Qui dit…
Listening activity. Students listen to seven people talking about online social networks. They read ten statements
based on the recording and attribute each statement to a speaker.
A transcript of this recording can be found on Kerboodle in the folder for 2.3.
Answers
1
Maëlys
2
Adam
3
Gabriel
4
Louise
5
Adam
6
Maëlys
7
Sarah
8
Juliette
9
Timéo
10
Gabriel
Oxford University Press 2016
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Page 19 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
3b Choisissez deux des personnes que vous venez d’écouter. Écrivez un résumé de leurs opinions en
utilisant vos propres mots.
Listening and writing activity. Students choose two of the speakers and write a summary of their views in French.
They could choose someone whose views they share and someone they disagree with.
This activity provides opportunities to manipulate grammar, e.g. by changing first person verb forms to the third
person, so students might find it useful to read through the grammar box on the present tense before they begin.
Encourage students to use a variety of verbs and other phrases for expressing people’s views, e.g. pense / croit /
trouve / dit que, d’après / selon…
An accompanying self-marking activity can be found on Kerboodle: 2.3A Listening activity: « A
Touch Away ». A transcript is also provided.
Present tense
This grammar box provides a reminder of the present tense endings of
regular verbs. Knowledge of the present tense is an essential requirement at
AS level so it is very important that teachers revise it thoroughly with
students.
Students are referred to page 147 of the Student Book for detailed coverage
of the present tense, including a list of irregular verbs. They will find more
about reflexive verbs and negatives on pages 154 and 155–156.
For further practice, a worksheet and self-marking
interactive activity are provided on Kerboodle: 2.3A
Grammar activity: Present tense and 2.3A Grammar
worksheet: Present tense. Answers to worksheets can be found in the
Teacher Support folder.
4 Remplissez les blancs avec la bonne forme du verbe au présent.
Grammar activity. Students fill in the gap in each sentence using the correct present tense form of the verb given in
brackets. They should read through the grammar box on the present tense before they begin this activity.
Answers
1
intéressent
2
sers
3
choisis
4
crois
5
permet
6
part
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Page 20 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
5 À l’écrit. Quelle est l’importance d’Internet dans l’enseignement? Devrait-on encourager les élèves à
utiliser Internet pour leurs études? Écrivez environ 200 mots.
Writing activity. Students write approximately 200 words in French expressing their views on the importance of the
Internet in education. Do they think pupils should be encouraged to use the Internet in their studies? A list of ideas
is provided as a stimulus. The final point (abandon de l’écriture?) provides an opportunity to use the future tense:
do students think will we ever have a paper-free education system?
Students will be able to draw on their own experience of school or college. Encourage them to suggest ways in
which the use of electronic technology might be handled differently in education. If they have visited a school or
college in a French-speaking country, they could comment on any differences between the use of electronic
technology there and in their own school or college.
An accompanying worksheet can be found on Kerboodle: 2.3A Speaking worksheet. Answers
to worksheets can be found in the Teacher Support folder.
Oxford University Press 2016
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Page 21 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
2.3 B: Qui sont les cybernautes?
Spread number
2.3 B (pages 40–41)
Language covered
Consider the different uses of digital technology and discuss possible future
developments
AQA Theme
Aspects of French-speaking society: current trends
Topic
La « cyber-société »
Skill
Answer questions in French
Vocabulary
Pages 46–47
Audio files and transcripts
2.3B Student Book audio: activity 3
2.3B Student Book audio transcript: activity 3
Unit 2 Bilingual vocabulary list
Unit 2 Bilingual vocabulary list audio
Unit 2 Key expressions list
Unit 2 Key expressions audio
2.3B Strategy worksheet: Answering questions in French
2.3B Reading activity: « Max Prudhomme, voyageur de code »
2.3B Reading activity: Une classe pas comme les autres
2.3B Translation worksheet
Unit 2 worksheet answers
1 À l’oral. Lisez ces prédictions sur l’avenir pour la technologie numérique en France. Discutez avec
un(e) partenaire. Avec quelles prédictions êtes-vous d’accord?
Speaking activity. In pairs, students consider a set of predictions about the future of digital technology in France.
Which ones do they agree with? They might find it helpful to refer to the phrases in the Expressions clés box on
page 41.
Ask students to rank the predictions in order of feasibility and / or to compare their opinions with those of other
pairs. How desirable do students regard these predicted outcomes?
2 Lisez l’entretien de Laurent Bloch. Lisez les phrases 1–10. Remplissez les blancs avec un mot choisi
dans la case à droite. Attention! Il y a cinq mots de trop.
Reading activity. Students read the text of an interview with Laurent Bloch, a researcher at the French Institute for
Strategic Analysis. A list of ten gap-fill sentences is provided, based on the text. Students fill in the gaps, choosing
from the words provided. (There are five words too many.)
Answers
1
vrai
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Page 22 of 31
Theme 1
Unit 2
Unit 2
2
fournir
3
appartiennent
4
nécessaires
5
comparer
6
dépend
7
possèdent
8
faible
9
s’inquiéter
10
souligne
La « cyber-société »
Answering questions in French
This skills box provides guidance on answering questions in French.
Students need to be aware that usually it is not enough to simply identify the
required information in a written text or in a recording and to write it down
verbatim. Instead, they must try to rephrase the information to correspond
with the way in which the question is worded.
A worksheet is provided on Kerboodle for further
practice: 2.3B Strategy worksheet: Answering
questions in French. Answers to worksheets can be
found in the Teacher Support folder.
3a Écoutez l’interview avec le codeur Max Prudhomme. Expliquez en français le sens de ces
expressions.
Listening activity. Students listen to an interview with Max Prudhomme, a computer coder. They read a list of words
and phrases from the interview, identify them in the interview, then try to express their meanings in a different way,
using their own words. Point out to students that being able to paraphrase the information given in a recording (or
in a written text) is an important skill required when answering comprehension questions in French: see skills box
on ‘Answering questions in French’.
A transcript of this recording can be found on Kerboodle in the folder for 2.3.
Suggested answers
1
choses qui l’intéressent vivement
2
(quand j’étais) petit (enfant)
3
débile, stupide, idiot
4
il a été nécessaire
5
on a oublié
6
on est vraiment heureux
7
commencer
8
connaissance, compétence
9
enseigner ses connaissances aux autres
Oxford University Press 2016
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Page 23 of 31
Theme 1
Unit 2
La « cyber-société »
Unit 2
10
indépendamment
3b Réécoutez et répondez aux questions en français.
Listening activity. Students listen to the interview again and answer questions in French. This activity provides
another opportunity for students to put into practice the advice given in the skills box ‘Answering questions in
French’.
Suggested answers
1
Il fait ses études à Epitech, une école supérieure d’informatique.
2
Il a atteint un haut niveau dans un jeu (Dofus) et il avait besoin de construire un site personnel.
3
le problème de mettre une horloge sur son site si celle qu’on vous propose ne vous plaît pas
4
de la persévérance
5
une compétence en maths; Max a eu 6 sur 20 au bac
6
Il les a aidés à monter leurs sites, ou plutôt à comprendre comment ils pouvaient eux-mêmes monter leurs
sites.
7
Il enseigne le codage à des enfants (avec le logiciel Scratch).
8
C’est une plateforme interactive qu’ils peuvent utiliser de manière autonome.
9
Il sera développeur, ou il aura un emploi dans la cyber-sécurité.
10
Le mot « chômage » ne fait pas partie de son horizon.
A follow-on self-marking activity can be found on Kerboodle: 2.3B Reading activity: « Max
Prudhomme, voyageur de code ».
An accompanying self-marking activity can be found on Kerboodle: 2.3B Reading activity: Une
classe pas comme les autres.
4 Traduisez en français.
Translation activity. Students translate into French five sentences relating to future technological developments.
Suggested answers
1
À l’avenir, on consommera de moins en moins de papier.
2
Les hôpitaux se serviront peut-être de robots au lieu de chirurgiens.
3
L’enseignement de l’informatique devrait être obligatoire dans les écoles françaises.
4
Les jeunes doivent être capables de travailler avec la technologie numérique.
5
Personne ne sait ce qui sera possible d’ici vingt ans.
A follow-up worksheet can be found on Kerboodle: 2.3B Translation worksheet. Answers to
worksheets can be found in the Teacher Support folder.
Oxford University Press 2016
www.oxfordsecondary.co.uk/acknowledgements
Page 24 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
Extra activity
Travail de recherche: Ask students to find out what new technological developments are currently being talked
about in the French press, and to consider whether this is different from any such developments being talked about
in the UK press. An online search from the home page of any French-speaking newspaper or magazine ought to
produce some useful results. Students will notice that the French press carries reports from the USA and other
countries because technology is a global phenomenon.
Oxford University Press 2016
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Page 25 of 31
Theme 1
Unit 2
La « cyber-société »
Unit 2
Résumé
Démontrez ce que vous avez appris!
This is a page of activities revising the language, grammar and vocabulary of Unit 2.
1 Reliez les expressions 1–10 aux explications a–j.
Students match each French word or phrase to its corresponding definition.
Answers
1f
2h
3b
4c
5i
6e
7d
8g
9j
10 a
2 Reliez les chiffres 1–8 aux explications a–h.
Students match a list of percentages and other figures to the corresponding statements.
Answers
1d
2a
3b
4c
5g
6f
7h
8e
3 Remplissez les blancs avec le pronom approprié.
Students fill in the gap in each sentence using the correct pronoun.
Answers
1
nous
2
l’
3
en
4
eux
5
en
6
la
7
en
8
les
9
leur
10
y
4 « Internet, c’est aussi important que l’eau et l’électricité dans la vie du Français moyen. » Comment
réagissez-vous à cette opinion? Écrivez environ 150 mots.
Students write approximately 150 words discussing the statement ‘The Internet is as important as water and
electricity to the average French person.’ This activity allows students to reuse vocabulary and ideas from the
whole unit. A few suggestions are listed as a stimulus. The final one (Et si un jour Internet n’existait plus?) invites a
response using the conditional.
Oxford University Press 2016
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Page 26 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
A self-marking interactive activity to accompany this page can be found on Kerboodle (in the
Assessment tab): Unit 2 Test yourself.
Oxford University Press 2016
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Page 27 of 31
Theme 1
Unit 2
Unit 2
Résumé
La « cyber-société »
Testez-vous!
These three pages provide a mixture of exam-style activities relating to Unit 2.
Spread title
Résumé – Testez-vous! (pages 43–45)
AQA Theme
Aspects of French-speaking society: current trends
Topic
La « cyber-société »
Total score
60 (excluding free writing and speaking activities)
Tip
Respond to a stimulus card
Audio files and transcripts
Unit 2 Résumé, Testez-vous! Student Book audio: activity 2
Unit 2 Résumé, Testez-vous! Student Book transcript: activity 2
Unit 2 Discussion 1
Unit 2 Discussion 1 transcript
Unit 2 Discussion 2
Unit 2 Discussion 2 transcript
Unit 2 Listening and writing assessment worksheet
Unit 2 Listening and writing assessment audio
Unit 2 Listening and writing assessment transcript
Unit 2 Reading and writing assessment worksheet
Unit 2 Speaking assessment worksheet
Unit 2 Translation assessment worksheet
The above assessment activities can be found on the Assessment tab. Answers
to worksheets are provided in the Teacher Support folder.
1 Écoutez ce reportage sur les réseaux sociaux en Belgique. À quoi correspondent ces chiffres? Écrivez
vos réponses en français. Il n’est pas toujours nécessaire de faire des phrases complètes.
Listening activity. Students listen to a report about social networks in Belgium and look at a list of figures. They
identify what each figure represents, according to the report, and write their answers in French.
A transcript of this recording can be found on Kerboodle in the folder for Unit 2 ‘Testez-vous!’.
Answers
1
C’est le nombre d’internautes en Belgique.
2
C’est le nombre de consommateurs qui ont participé à cette étude.
3
C’est le pourcentage de la population belge en ligne qui utilise les réseaux sociaux.
4
C’est le nombre de Belges qui utilisent Facebook.
Oxford University Press 2016
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Page 28 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
5
C’est le pourcentage des Belges qui utilisent Twitter.
6
C’est le pourcentage des Belges qui suivent au moins une marque sur les réseaux sociaux.
[Total: 6 marks]
2 Lisez le texte sur les cyberproblèmes au Québec. Écrivez vos réponses aux questions en français.
Reading and writing activity. The text Cyber-aide pour résoudre les cyberproblèmes des jeunes describes three
schemes set up to help young people understand the risks of new technology and deal with problems they
experience online. Students write answers to the questions in French.
Suggested answers
1
que les jeunes utilisent souvent Internet de façon excessive [1] ou inadaptée [1]
[2 marks]
2
la cyberintimidation [1], la criminalité juvénile [1] et l’hypersexualisation [1]
[3 marks]
3
de diminuer les suspensions et les expulsions en milieu scolaire [1] et d’empêcher la criminalité juvénile via
les écoles [1]
[2 marks]
4
de sensibiliser les jeunes aux conséquences négatives de l’hypersexualisation
[1 mark]
5
d’outiller les jeunes [1], de leur faire comprendre les risques des nouvelles technologies [1]
[2 marks]
[Total: 10 marks]
3a Lisez les deux premiers paragraphes du texte « La cyberintimidation… ». Choisissez les quatre
phrases qui sont vraies selon le texte.
Reading activity. Students read the first two paragraphs of the text La cyberintimidation prend de l’ampleur (page
43). They look at a list of nine statements and choose the four that are correct according to the text.
Answers
The four true statements are: 1, 3, 6, 7
[Total: 4 marks]
3b Écrivez en français un paragraphe de 70 mots maximum où vous résumez les paragraphes 3 (À ce
stade-ci… n’en savaient rien) et 4 (Il y a des éléments… difficile à circonscrire), selon les points
suivants. Écrivez des phrases complètes.
Writing activity. Students write no more than 70 words in French, summarising paragraphs 3 and 4 of the text La
cyberintimidation prend de l’ampleur. They should write in full sentences, using their own words. The bullet points
prompt them to focus on:
•
the 2008 plan (it was a government action plan against violence in schools)
•
whether the plan was successful (it was not very successful because it had a low penetration rate and few
people knew whether the plan had been implemented in their schools or not)
[3 marks]
•
what is and isn’t needed, according to Réjean Parent (schools do need support in this area but support
doesn’t necessarily have to be expensive).
[2 marks]
Draw students’ attention to the 5 additional marks available for quality of language.
[2 marks]
[5 marks]
[Total: 12 marks]
Oxford University Press 2016
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Page 29 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
3c Traduisez le dernier paragraphe du texte (Pour Shaheen Shariff… sur ces questions) en anglais.
Translation activity. Students translate into English the final paragraph of the text La cyberintimidation prend de
l’ampleur.
Suggested answer
For Shaheen Shariff, a researcher at the education faculty of McGill University in Montreal, part of the problem lies
in the fact that young people don’t know exactly what constitutes breaking the law. ‘Might it be an offence to post
on YouTube a video that your girlfriend sent you? At what point does a joke become an act of aggression? At what
point does a lie become criminal?’ she emphasises. Next May, she is going to launch a bilingual website, financed
by the Education Ministry and the Federal Government, to guide teachers, parents and pupils in these matters.
[Total: 10 marks]
4 Lisez le texte « Les enfants… ». Traduisez les phrases en français.
Reading and translation activity. Students read the text Les enfants et les réseaux sociaux. They translate six
sentences into French, drawing on language from the text to help them.
Answers
1
Les enfants savent qu’ils ne devraient pas donner leurs coordonnées à une personne inconnue.
[3 marks]
2
Hier, j’ai supprimé un message sans le lire.
[3 marks]
3
Beaucoup de jeunes se sont inscrits sur Facebook – et leurs parents aussi!
[3 marks]
4
Si nous comprenons les dangers des réseaux sociaux, nous pouvons nous en protéger.
[3 marks]
5
Vous sentez-vous dépassé en ce qui concerne la communication électronique?
[3 marks]
6
J’ai assisté à une conférence parce que je voulais tout simplement m’informer.
[3 marks]
[Total: 18 marks]
Responding to a stimulus card
This tip provides guidance on responding to a stimulus card in the speaking
exam. Students are advised to:
•
read the information on the card carefully
•
read the questions carefully and make notes in the form of bullet points
on key vocabulary, opinions and examples, useful verbs, connectives,
etc.
•
try to predict any additional questions from the examiner and how the
conversation might develop.
Students should read through this advice before they do activity 5.
5 À l’oral. Lisez les données et discutez avec un(e) partenaire.
Speaking activity. The graph shows the percentage of French households with access to digital technology in each
year between 1998 and 2013. Students discuss the information with a partner. The questions prompt them to focus
on:
Oxford University Press 2016
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Page 30 of 31
Theme 1
Unit 2
Unit 2
La « cyber-société »
•
how the use of digital technology in France has developed since 1998, as shown by the graph
•
why, in their opinion, touchscreen tablets have increased in popularity
•
why, in their opinion, some French people still didn’t have Internet access in 2013.
This activity is designed to offer preparation for the AS and A level oral exam. In line with the stimulus task in the
exam, the first bullet point targets comprehension of the stimulus material. Students won’t be expected to mention
every detail of the material but should give a summary of the key points.
As in the exam, the second and third questions invite students to express and justify their own opinions. In an exam
situation, students would need to incorporate specific evidence from a French-speaking country in order to attract
credit for Assessment Objective 4 (AO4). For example, in answer to the third question about Internet access,
students might draw on information gathered from a newspaper article about efforts to get every French citizen
online (e.g. the campaign L’accès à Internet, un droit fondamental: signez l’appel des élus).
To reflect the marks available for each stimulus card discussion in the exam, teachers might mark this task out of
30, evaluating students on fluency and conversation skills, quality of language, interpretation of the stimulus
material, and knowledge and understanding of the sub-theme.
6 À l’oral. Discutez avec un(e) partenaire.
Speaking activity. Working in pairs, students discuss social networks, focusing on the reasons for their popularity,
the dangers associated with them, and whether they think they should be regulated.
This speaking activity allows students to recycle ideas and vocabulary from the whole of Unit 2. Like many other
tasks on this topic, the issues are not specific to France or any other French-speaking country, but students should
try to find evidence and examples from a French context.
As with activity 5, this activity is designed to offer preparation for the AS and A level oral exam. See activity 5 for a
suggested mark scheme.
Oxford University Press 2016
www.oxfordsecondary.co.uk/acknowledgements
Page 31 of 31