Key Stage 3 French

A fresh approach
to teaching French
• Cover the new Key Stage 3 Programme of Study with
a cumulative language learning approach that brings
grammar to the fore
• Help all your pupils progress with a simple, non-tiered
course structure with extension and support built in
• Teach French the way you want to with a range of
resources that can be used flexibly and have been
written by an expert author team who understand
what works for Key Stage 3 learners

All
resources
out now!

Series editor: Linzy Dickinson

Authors: Marie-Thérèse Bougard, Glennis Pye,
Oliver Gray, Ginny March, Liz Fotheringham

www.collins.co.uk/mission
 Mission: français Key Stage 3 French Course Guide

Discover Mission: français 3

Pupil Books 4–5

En route pour Workbooks 6

une mission Teacher Packs 7

géniale. Audio Video Packs 8

We hope you enjoy Interactive Book, Audio, Video and

Assessment Pack on Collins Connect 9
learning more about Collins
Mission: français Resources available 10

Dictionaries 11

We’re here to help 12

About the authors About the authors

Glennis Pye teaches French and Spanish at Oliver Gray is a teacher and writer of language
secondary level. She is also a Modern Languages resources, specialising in French and German.
lecturer on the PGCE course at St Mary’s He has written materials for many publishers with
University College, giving sessions on a range of particular expertise in workbooks.
methodological and pedagogical themes.
Ginny March, after many years’ experience as a
Marie-Thérèse Bougard is an established author secondary school teacher, is now an established
of French teaching materials with over 25 years author and editor of French teaching resources.
experience in educational publishing. She also She has worked on print and digital titles.
works as a language trainer and consultant, and has
Liz Fotheringham has over twenty years’ experience
translated a series of bilingual books for children.
in teaching, including her most recent role as Head
Linzy Dickinson has over 25 years’ experience in of Modern Languages at a successful secondary
modern languages education and assessment, school. She now works as an independent language
spanning all sectors from primary to degree consultant and author.
level. She has designed award-winning language
courses and now works as a publisher, author and
consultant.

Connect Explore Mission: français on Collins Connect and watch

the how-to videos to learn more about our new platform.
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2

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Collins Mission: français

Discover Mission: français

A fresh approach to teaching French
Collins is back with a brand new course for Key Stage 3 French – Mission: français!
We’ve taken our experience in creating resources for Modern Languages and
designed a course that has been written specifically for the 2014 Key Stage 3
Programme of Study.

With Collins Mission: français you can:

• Help all pupils to progress with accessible materials and built-in opportunities
for extension
• Engage pupils with a flexible, simple and easy-to-use course, with up-to-date
and relevant topics
• Equip pupils to express themselves with confidence thanks to cumulative
language support that brings grammar and language skills to the fore
• Teach the tools pupils need to think critically and engage with the language,
using their linguistic skills to work through problems methodically
• Complete the course in two years by following the fast-track route provided
• Benefit from an affordable and easy-to-use approach thanks to the simple
course structure

The 2014 curriculum

The importance accorded to languages in the National Curriculum is growing
with learning a language now a statutory entitlement at KS2 and a language
GCSE being included in the new EBacc performance measure.
The 2014 Key Stage 3 Programme of Study includes the following changes:
• Grammatical structures and patterns now to include the appropriate use of
voice and mood
• The inclusion of translation of prose to and from the target language
• A greater emphasis on rigour and accuracy
• Students now need to read literary texts in the foreign language as well as
authentic texts from a variety of different sources

www.collins.co.uk/mission
 Pupil Books
Mission: français delivers engaging course content that matches
the new Key Stage 3 curriculum in a straightforward 3 book
format with integrated extension and support material embedded
throughout.
• Motivate your pupils and help them make links between modules
with an engaging comic book story that runs throughout the
course
• Equip pupils with an understanding of the mechanics of language
with ‘Stratégies linguistiques’ sections
Fast track route
• Ensure pupils can access the course with carefully designed use of provided to enable
English and French language pupils to complete the
course in 2 years
• Help pupils to develop their translation skills progressively with
plenty of practice exercises

1
Module 1 Topic 1
Topic 1 Ça va?
• Say how I feel and ask other people Fais un sondage. Parle à 10 personnes. Écris un nom et coche le bon symbole pour
Objectives • Use the correct spelling of some adjectives 3 chaque personne.
Do a survey. Speak to 10 people. Write a name and tick the correct symbol for each person.
Langue et grammaire Before you speak, listen again to the recording and notice how the speakers raise their voice
when they ask a question. This is the easiest way to ask a question. Practise this with the
Asking someone how they are je suis I am il est he is question words in the vocabulary list and then try to do the same when you do your survey.
There are three ways of asking this question: tu es you are elle est she is
Ça va? To use with someone you Exemple
know well
Using adjectives (describing words) Voie express
Comment ça va? To use with friends or someone In French, the spelling of an adjective often changes A Salut Sophie! Have you studied some of this language
you know a little depending on the person or thing it is describing. B Salut. before? Do you know how to ask how
Comment allez-vous? To use with an adult who you For example, many have an extra ‘e’ at the end to A Ça va? someone is? That’s great. Check with your
don’t know well show that they are describing a girl or woman.
B Ça va bien. Et toi? teacher which exercises you should do.
Using verbs Then you may be able to move on to
Pronunciation
Learning to use French verbs is very important. Regular The cedilla mark under the letter c (ç) before the some more challenging ones. Make sure
verbs follow patterns you can learn. Those that don’t letters a, o, and u makes it sound like the letter s. you learn all the words in the vocabulary
follow these patterns are called irregular verbs. To talk It always sounds like the letter s in front of the list thoroughly and that you can use the
about how you are feeling you can use the verb être letters e and i. verb être correctly to say how you are and
(to be). It’s an irregular verb. Look at how it works: A letter e with an acute accent (é) sounds like ‘ay’. how someone else is.

Écoute, écris la bonne lettre et dessine le bon symbole. Lis les conversations et trouve la différence dans la dernière ligne. Explique la différence
1 Vocabulaire 4 à ton partenaire.
Listen, write the correct letter and draw the
correct symbol. Ça va? How are you? Read the conversations and find the difference in the last line. Explain the difference
Ça va. I’m well. to your partner.
Ça va (super) I’m (really) well. L Salut Justine. Ça va? M Salut Abdou. Ça va?
Exemple 1b bien.
J Ca va, merci Lucas! Et toi? A Ça va, merci Maeva! Et toi?
Ça va mal. I’m not very well.
L Ça va mal. M Ça va mal.
a Ça va bien, merci. Et toi? d Ça va super bien. comment how, what
J Ah bon, pourquoi? A Ah bon, pourquoi?
pas mal not bad/okay
L Je suis fatigué. M Je suis fatiguée.
b Ça va très mal aujourd’hui. e Bof! Pas mal. comme ci, so-so
comme ça
bof! something to say if Regarde les images et écris des conversations comme celles de l’exercice 4.
c Mmm, comme ci, comme ça. f Ça va mal.
you’re not bothered 5 Attention aux adjectifs!
salut hi Look at the pictures and write conversations like those in exercise 4.
Écoute et choisis la bonne image pour chaque personne. Be careful with the adjectives!
2 Listen and choose the correct picture for each person.
bonjour hello/good morning
fatigué(e) tired
malade ill
Justine c Sophie Félix
stressé(e) stressed-out
Maeva Abdou Lucas triste sad
pourquoi? why?
a b c d e f parce que because
très very
merci thank you, thanks À deux, choisissez un de vos dialogues et lisez-le à haute voix.
6
aujourd’hui today In pairs, choose one of your dialogues and read it out loud.
et toi? and you?
ah bon oh really?

8 huit neuf 9

Challenging activities at
the end of each spread
highlighted with a star

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 1
Module 1
Salut tout le monde!
Monde
Intro vidéo Découverte duworld – le monde francophone – is
ing of the world.
The French-speak different parts
made up of ma
ny countries in rt from the
Le saviez-v
es hav e lots in common apa ways. • More tha
ous?
These countri different in many n 200 millio
lang uag e, but they are also es of the speak Frenc n people
French -sp eak ing countri h.
the Fre nch
If you visited all pes. • French is
see a who le range of landsca l as
spoken on
fiv
world you’d ways of life as wel • 60% of Fre e continents
many different nch speake .
You’d experience As you learn the the age of rs are unde
s and traditions. 30. r
many rich culture r som e of the se • Every ye
e, you’ll discove ar on 20 Ma
French languag r. rch, people
t they have to offe around the all
places and all tha Journée int
world celeb
rate la
ernationale
Francopho de la
nie (Interna
Parle à quatre personnes dans ta classe. Francopho tional
1 Speak to four people in your class.
ne Day).

Exemple
A Salut! Comment tu t’appelles?
B Je m’appelle . Et toi, comment tu t’appelles?

Le monde francophone 2 Associe les mots anglais et les mots français pour les continents.
Match the English and French words for the continents.

l’Europe Asia
l’Asie South America
l’Amerique du nord Europe
• Le Sénégal
l’Amerique du sud Australia
• La France
• L’Europe • L’Afrique l’Antarctique Africa
• Capitale: Paris • Capitale: Dakar l’Australie North America
• Population: 65 635 000 • Population: 12 855 153 l’Afrique Antarctica

À deux, faites une liste de pays francophones.

3 In pairs, make a list of French-speaking countries.
• Le Canada
• L’Amérique du nord
• Capitale: Ottawa
Module 1: Ta mission ...
• Population: 35 002 447 • Say how I feel and ask other people • Say how old I am and how old other people are
• Use the correct spelling of some adjectives • Talk about countries, nationalities and languages
• Describe myself and other people • Use the correct form of a regular -er verb
• Make negative sentences • Talk about the place I live in
• La Martinique
• L’Amérique du nord • Use adjectives correctly • Use un, une and des
• Capitale: Fort de France • Talk about my family
• Population: 394 173

6 six sept 7

Videos are a central feature of the course with References to Francophone countries integrated
video based activities at the start of each module throughout, showing the use of French around the world

1
Module 1
Bande dessinée
6 7 La femme blonde
s’appelle Mme
1 Au cafe ... Heros. Elle est
Un festival dans Bonjour tres gentille.
justine!
notre quartier! C’est vrai!
Le monsieur aux
Use the pictures to help you work out what
Elle est canadienne cheveux noirs
the friends are talking about. When you think
you have a good idea of what the mais elle habite en Algerie. s’appelle M. vilain.
conversation is about, try to understand the
main points in the text on the opposite page. Et il habite ou?
Use a dictionary to help you. Waouh! Il est senegalais! Ah, il n’est pas sympa!

8 9

2 3
regarde, il y a un festival!
Ma s ur a des billets.

Super!

Et c’est dans Ah, ta s ur est tres Mais c’est trop cher! Ce n’est pas difficile!
le parc! cool, Justine!
4 5 Le monsieur s’appelle M. Vilain. Il n’est vraiment
Résumé pas sympa!
Les amis sont dans un café. Dans un Le festival est cher et Lucas pense à l’argent.
journal, il y a une annonce pour un Sophie a une idée ... À SUIVRE
festival de musique dans le parc. C’est un
grand festival avec des groupes de
différents pays. Les amis sont très excités! Activité
Write a summary of the story in English.
Abdou parle de la sœur de Justine. Il Include answers to the following questions:
pense qu’elle est très cool. C’est drôle
pour les autres. • What are the friends excited about?

Il y a aussi des portraits dans le journal. • Why is Lucas worried?

Mme Héros a les cheveux blonds et
Abdou et la s ur de Justine! bouclés. Justine pense qu’elle est gentille. • What does Sophie think he should do?

26 vingt-six vingt-sept 27

The course includes a wide variety of different reading 5

texts, including many from authentic sources
www.collins.co.uk/mission
 Workbooks
Encourage pupils to develop their grammar skills with:
• An attractive full-colour design to appeal to pupils
• Full explanation of all grammar points covered
• Plenty of practice questions to reinforce learning

Module 1 Topic 1

Translate these words into English.

6
1 merci
2 pourquoi?
3 très
4 et toi?
5 pas mal Pupils can write
6 parce que
answers directly
7 Are these statements true or false?
into workbooks
1 Estelle is talking today. True
2 Estelle is ill.
3 She’s feeling happy.
4 She’s stressed out.
5 She isn’t tired.
6 She asks how you are.

8 Write this information in French.

1 You’re feeling great. Ça va super bien.
2 You’re feeling bad.
3 You’re feeling good.
4 You’re feeling sad.
5 You’re feeling stressed.
Grammar summary
boxes to support pupils
in independent study
Mission accomplie?
I can ...

Say how I feel and ask other people

1
Use the correct spelling of some adjectives

Topic 1 Ça va?
8 huit

• Pupil Book pages 8–9 3 Choose the correct French expression for each picture.

Janvier

a b c d e
12
11 1
l mm j v s d

Aujourd’ hui est . Il est .

10 2
9 3
8 4
7 6 5

Langue et Grammaire
Asking someone how they are je suis I am il est he is
There are three ways of asking this question: tu es you are elle est she is
1 Ça va super bien. 2 Bof! Pas mal. 3 Comme ci, comme ça.
Ça va? To use with someone you
know well
Using adjectives (describing words)
In French, the spelling of an adjective often changes 4 Ça va très mal aujourd’hui. 5 Ça va bien, merci.
Comment ça va? To use with friends or someone
you know a little depending on the person or thing it is describing.
Comment allez-vous? To use with an adult who you For example, many have an extra ‘e’ at the end to Fill in the gaps in the conversation with words from the list.
show that they are describing a girl or woman. 4
don’t know well
suis va ça très toi que
Using verbs
Pronunciation
Learning to use French verbs is very important. Regular va
The cedilla mark under the letter c (ç) before the Exemple Amina Salut Paul. Ça ?
verbs follow patterns you can learn. Those that don’t letters a, o, and u makes it sound like the letter s.
follow these patterns are called irregular verbs. To talk It always sounds like the letter s in front of the Paul Ça va bien, merci, Amina! Et ?
about how you are feeling you can use the verb être letters e and i.
(to be). It’s an irregular verb. Look at how it works: A letter e with an acute accent (é) sounds like ‘ay’. Amina va mal aujourd’hui.

Paul Ah bon, pourquoi?

What would you say? Underline the correct expression.
1 Amina Parce je fatiguée.
Exemple
1 To your doctor: Ça va? / Comment ça va? / Comment allez-vous? Write down how these people feel.
5
2 To a close friend: Ça va? / Comment ça va? / Comment allez-vous? Exemple 1 Chloé only got two hours’ sleep last night.
3 To your teacher: Ça va? / Comment ça va? / Comment allez-vous? Chloé est fatiguée .
4 To someone you know quite well: Ça va? / Comment ça va? / Comment allez-vous? 2 Louis has got a rotten cold.
Louis est .
2 Practise out loud. Ask these people how they are.
3 Sarah has had some bad news.
Exemple
Sarah est .
1 an adult neighbour – Comment allez-vous?
4 Everything has gone wrong today for Emma.
2 your brother
Emma est .
3 your best friend
5 Hugo didn’t get to bed till very late.
4 a girl you’ve met before
Hugo est .
5 the postman
6 Maëlle has toothache.
Maëlle est .

6 six sept 7

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Teacher Packs
Comprehensive support for teachers with ready-to-use lesson plans
to help save time and inspire new ideas for the classroom.
• Be inspired with concise topic lesson plans that are
matched to the Pupil Book and digital content with
Languages Ladder grades provided throughout
• Deliver focused language learning to pupils with
skills-based lesson plans
• Make the most of the ICT opportunities throughout
the course with detailed guidance
• Schemes of Work are provided for teaching the course
over 2 or 3 years

Pupil Book links Scheme of Work links

Pages 28–29 Weeks 7–8
Stratégies linguistiques Collins resource links
 Reasons for learning a language Language skills presentation PS1
 Reasons for learning French

Topic introduction Resources Skills

Show pupils some pictures of some well-known personalities List of celebrity linguists S
who have linguistic skills (internet search on ‘celebrity linguists’ Photos of celebrities who can
or look at a website such as www.thirdyearabroad.com) and speak languages
either ask pupils what these people have in common, or list the
language(s) they speak/studied at university and match them to
photos. Feedback on this could be in French: X (name) parle…
Je pense que…
Classroom activities Resources Skills
Write Pourquoi apprendre une langue? on the board and give Sticky notes S
pupils a sticky note. Ask them to think of as many reasons as Large sheets of paper
they can for learning a language and write these down
(exercise 1). Ask them to talk to their partner and compare
Pupil Book links Workbook links Scheme of Work links
what they have written down. Finally they should share this with
another pair and compare notes. Feedback from groups could Pages 8–9 Pages 6–8 Week 1
be partly in French: Il y a … raisons d’apprendre une langue. Learning outcomes Collins resource links
Alternatively pupils could work in groups and record their
 Say how I feel and ask other people Language presentation PL1.1
reasons on A3 or flipchart paper.
 Use the correct spelling of some adjectives Vocabulary presentation PV1.1
Pupils do the quiz (exercise 2) in pairs or in the groups already R
Image presentation PI1.1
formed. Ask groups/pairs to feed back their answers and then Language and grammar focus
discuss the statistics briefly. Can they add any further reasons Video V1.1
to their list from exercise 1?  Asking how someone is Interactive I1.1
 Telling someone how you are
Pupils look at the symbols in exercise 3 and predict what the L
young people interviewed are going to say about the benefits of  Using verbs
learning languages. Once they have listened to the interviews,  Using adjectives
ask pupils how many of these reasons are on their list already.  Pronunciation
Are there any they hadn’t thought of?
Topic focus
Pupils could carry out a survey in the class to find out what
languages are spoken at home or in the school community.  Making introductions
 Talking about how you feel
Pupils are now challenged to think why they should learn R
French. Ask pupils to think of the vocabulary they have learned S Topic introduction Resources Skills
so far and which words have been easy to learn and why. If pupils have seen the video opener, show pictures of people Images of people with S
Before pupils read the text in exercise 4 remind them of the with speech bubbles containing B…, S… and j… m’… a… and speech bubbles. L
word le monde from the video opener. Pupils read the text to elicit from pupils what these stand for (Bonjour, Salut and je Picture or video illustrating
find the French for the English words listed. Then they discuss m’appelle). Otherwise write these on the board and introduce la bise (search online for
what strategies they used. The concept of gender, the use of yourself to the class. Practise the pronunciation and then ask L’art de la bise or les gestes
the definite article and spellings of adjectives could all be pupils to form two concentric circles (each with an equal number des français)
reinforced at this point. of pupils), the inner one facing out and the outer one facing in.
Pupils greet each other and then the inner circle stays put and the
outer circle moves round. Explain to pupils that in France people
normally greet each other with la bise. They could be shown
either a picture or a video demonstrating this.
Classroom activities Resources Skills
Present emoticons or pictures illustrating Ça va bien/mal and Teacher-produced L
comme ci, comme ça to pupils in terms of positif, négatif and ni flashcards with emoticons S
positif, ni négatif. Pupils should write down the numbers 1–6, on them
listen to the short dialogues in exercise 1, note down which of Teacher-produced
1 speech bubbles a–f corresponds to what has been said and draw presentation with emoticons
the appropriate emoticon, listening to clues in the intonation of the
speakers’ voices. Pupils listen again and note the different ways
of asking someone how they are: Ça va? and Comment ça va?
Draw their attention to the explanations in the Langue et
grammaire box. Use chorus repetition to drill the questions and
answers, accompanied by gestures (thumbs up/down/horizontal).
Pupils copy the names in exercise 2 and study the expressions Survey grids L
on the faces of the characters before listening to the dialogues to Picture illustrating the S
match up the names with the pictures a–f. Use gestures and concept of a survey
pictures to demonstrate to pupils that they are going to conduct a Survey grid on the board
survey. Model the dialogue for conducting the survey with the dialogue
(exercise 3) prior to pupils doing this for themselves.

1
7

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 Audio Video Packs
New audio, video and transcript materials now available
on CD-ROMs to accompany all the listening exercises in
the Pupil Books.

● Save time by providing audio, video and transcripts

together in one place

● Print off transcripts for easy distribution to students

● Easy access to the audio and video files offline

Interactive Book, Audio, Video and Assessment Pack

Connect
Bring your French lessons to life with engaging, interactive
resources delivered on our brand new platform, Collins Connect. • A digital Pupil Book
• Videos, audio tracks and
Each level includes: transcripts
● A digital Pupil Book provided online for easy access at school • 30 language and grammar
and at home teaching PowerPoints
• 30 vocabulary and
● Audio, transcripts and exercises from the Pupil Book pronunciation teaching
downloadable for offline use PowerPoints
● Videos linked directly to relevant pages from the Pupil Book • 35 images
• 5 skills lessons
● Customisable PowerPoint slides with in-depth
• 30 interactive activities
explanation of grammar and language points
● Interactive, fun activities for the whole class with a large
database of questions so activities can be used again and again
8

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 Engage your students
with interactive
activities

30 interactive
activities per level
suitable for whole-
class or individual use

Module 1 Writing Assessment

1 Fill the gaps with the words from the list, to describe Bernard Bavard and
Daphné Drôle.

Monitor your pupils’ progress with our digital

Assessment resources

● Track progress with a detailed assessment record

that records each pupil’s marks Il s’appelle Bernard Bavard. Il est ____________ et ____________ Il a les

cheveux ____________ et ____________.

● Familiarise pupils with GCSE-style tasks through Elle s’appelle Daphné Drôle. Elle est ____________ et elle n’est pas

assessment activities ____________. Elle a les cheveux ____________ et ____________.

grand petite grosse mince blonds bruns longs courts

● Provide flexibility through dual use activities in which 2

a
Write about where these people live.
Natalie: Dakar, Sénégal

audio and text can be switched on or off b

c
Frédéric: Montréal, Canada
Charlotte: Toulouse, France
d Et toi? Give the same information in French about you. Remember to use ‘je’.

● Save preparation time by using tailor-made Example

a Natalie habite à Dakar au Sénégal. Elle est sénégalaise.

assessments for each module, with auto-marked b

c
__________________________________________________________

__________________________________________________________

interactive assessments for reading and listening d __________________________________________________________

For each level there are:

● 5 end-of-module assessments
● 5 printable writing assessments with mark schemes
● 5 printable speaking assessments with mark schemes
● 1 student assessment record sheet in PDF, Excel and Word formats

To access a free sample and watch the how-to videos to learn more about our new platform
visit http://connect.collins.co.uk/
All Collins Connect resources are available for you to trial completely for free for 30 days.
Just email education.support@harpercollins.co.uk to request a trial.
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 Course structure and resources available for Mission: français
1 2 3
Pupil Book 1 Pupil Book 2 Pupil Book 3
Pupil Books 978-0-00-751341-3 978-0-00-751342-0 978-0-00-7513437
£12.99 • 144pp £12.99 • 144pp £12.99 • 144pp

Workbook 1 Workbook 2 Workbook 3

978-0-00-751344-4 978-0-00-751345-1 978-0-00-751346-8
Workbooks
£4.50 £4.50 £4.50
96pp colour edition 96pp colour edition 96pp colour edition

Teacher Pack 1 Teacher Pack 2 Teacher Pack 3

Teacher Packs 978-0-00-751347-5 978-0-00-751348-2 978-0-00-751333-8
£50.00 • 96pp £50.00 • 96pp £50.00 • 96pp

Audio Video Pack 1

Audio Video Pack 2 Audio Video Pack 3
Audio Video CD-ROM
978-0-00-753651-1 978-0-00-753652-8
Packs 978-0-00-753650-4
£96.00 (incl. VAT) £96.00 (incl. VAT)
£96.00 (incl. VAT)

Connect
Bring learning to life with Collins Connect!
Our innovative online platform provides course content and assessment all in one place and
offers a suite of digital resources to engage your students and make testing and reporting easy.

1. Teacher access only:

Interactive Book, Audio, Video and Assessment Packs allow unlimited access for teachers to
the online resources and enables the resources to be used for front of class teaching, including
whiteboard use.

Connect 3 year licence 1 year licence

Pack 1 £500 Pack 1 £175

Interactive Book, Audio,
Video and Assessment Pack 2 £500 Pack 2 £175
Pack – Teacher only access
Pack 3 £500 Pack 3 £175

2. Digital access student options:

If you require access to the full functionality of the personalised homework and assessments
you need to also purchase a student licence for online access, either by:
• purchasing Interactive Pupil Books only for each student OR
• purchasing Combined: Print and Interactive Pupil Books for each student

Connect 3 year licence 1 year licence

Interactive Pupil Book 1 £12.99 Interactive Pupil Book 1 £5.00

Interactive Pupil Books only Interactive Pupil Book 2 £12.99 Interactive Pupil Book 2 £5.00
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Pupil Book 1 and Interactive Pupil Book 1 £17.99 Pupil Book 1 and Interactive Pupil Book 1 £14.99
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 Collins French School Dictionary
Collins French School Dictionary is the perfect companion to
Mission: français with clear, easy-to-use content for Key Stage 3 pupils.
• Key vocabulary for Key Stage 3 and from the Mission: français course
is covered, with key words highlighted, essential phrases provided
and thousands of examples to show how language is used in context
• The clear colour layout and alphabet tabs down the side of each
page guide pupils to the information they need quickly PB, 151 x 108mm

• The most common translations are underlined to help users go

straight to the answer they are looking for Also available in the
• The dictionary also includes smaller Collins Gem
language tips and culture notes french > english 31 | canon format
calculette nf pocket calculator camper [29] vb to camp
a
throughout cale nf wedge
calé, e adj (informal): Elle est calée
en histoire. She’s really good at
campeur (f campeuse) nm/f
camper
camping nm camping ▷ faire du
b

history. camping to go camping; un terrain

c
caleçon nm ß boxer shorts de camping a campsite d
® leggings Canada nm Canada; au Canada
calendrier nm calendar (1) in Canada (2) to Canada
e
calepin nm notebook canadien (f canadienne) adj f
caler [29] vb to stall Canadian
g
câlin, e adj cuddly ▶ nm/f un Canadien (man) a
▶ nm cuddle Canadian; une Canadienne h
calmant nm tranquillizer (woman) a Canadian
i
calme adj ß quiet ® calm canal (pl canaux) nm canal

a
FRENCH - ENGLISH | FRANÇAIS - ANGLAIS
▶ nm peace and quiet canapé nm ß sofa ® open j
Portugal ▷ habiter à la campagne to calmer [29] vb to soothe; se sandwich
k
live in the country ▷ au printemps in calmer to calm down ▷ Calme-toi! canard nm duck
the spring ▷ au mois de juin in June Calm down! canari nm canary l
© to ▷ aller à Paris to go to Paris calorie nf calorie cancer nm cancer; le Cancer
m
▷ aller au Portugal to go to Portugal camarade nmf friend; un Cancer
▷ aller à la campagne to go to the camarade de classe a school candidat (f candidate) nm/f ß (in n
country ▷ donner quelque chose à friend exam, election) candidate ® (for job)
o
quelqu’un to give something to cambriolage nm burglary applicant
somebody ▷ Cette veste appartient cambrioler [29] vb to burgle candidature nf poser sa p
à Marie. This jacket belongs to cambrioleur (f cambrioleuse) candidature à un poste to apply q
Marie. ▷ Je n’ai rien à faire. I’ve got nm/f burglar for a job
nothing to do.; Ce livre est à Paul. camelote nf (informal) junk caneton nm duckling r
This book is Paul’s.; Cette voiture caméra nf (cinema, TV) camera; canette nf une canette de bière a s
est à nous. This car is ours. ™ by une caméra numérique a digital small bottle of beer
▷ à bicyclette by bicycle ▷ être payé t
à l’heure to be paid by the hour;
French School Gem-VT 2col
camera
caméscope® nm camcorder
5/12/05 16:23 Page
caniche nm poodle
canicule nf scorching heat
27 u PB, 111 x 76mm
à pied on foot; C’est à côté de camion nm lorry canif nm penknife
chez moi. It’s near my house.; camionnette nf van caniveau (pl caniveaux) nm v
C’est à dix kilomètres d’ici. It’s camionneur nm lorry driver gutter wSchool
a vb see avoir 10 kilometres from here.; C’est à camomille nf camomile tea canne nf walking stick; uneFrench
canne Gem-VT 2col 5/12/05 16:23 Page 1
a should not be confused with dix minutes d’ici. It’s 10 minutes camp nm camp à pêche a fishing rod x
the preposition à. from here.; cent kilomètres à campagne nf ß country;Table à cannelle nf cinnamon y
Il a beaucoup d’amis. He has a l’heure 100 kilometres an hour; to have to; to owe ladevoir 27
campagne in the country canoë nm ß canoe ® canoeing
lot of friends.; Il a mangé des À bientôt! See you soon! ▷ À demain! ® campaign canon nm ß gun ® cannon z
frites. He had some chips.; Il a See you tomorrow! ▷ À samedi! PRESENT PRESENT SUBJUNCTIVE
neigé pendant la nuit. It snowed
during the night.; il y a (1) there is
See you on Saturday! ▷ À tout à
l’heure! See you later!
je dois
tu dois
je doive
tu doives VERB TABLES
il/elle/on doit il/elle/on doive
▷ Il y a un bon film à la télé. There’s a abandonner [29] vb ß to
nous devons nous devions
good film on TV. (2) there are ▷ Il y abandon ® to give up ▷ J’ai décidé vous devez vous deviez Introduction
a beaucoup de monde. There are lots d’abandonner la natation. I’ve ils/elles doivent Gem FEdoivent
ils/elles
Fre School A-Z.indd 31 30/4/10 11:33:11
of people. decided to give up swimming.
à prep abeille nf bee PERFECT IMPERFECT The verb tables in the following section contain 93 tables of French
a should not be confused with abîmer [29] vb to damage; j’ ai dû je devais verbs (some regular and some irregular) in alphabetical order. Each
tu as dû tu devais table shows you the following form:
the preposition à. See also au s’abîmer to get damaged
(=à+le) and aux (=à+les). abonnement nm ß season ticketil/elle/on a dû il/elle/on devait
nous avons dû nous devions Present eg je fais = I do or I’m doing
ß at ▷ être à la maison to be at ® (to magazine) subscription vous avez dû vous deviez Present Subjunctive eg je fasse = I do
home ▷ à trois heures at 3 o’clock s’ abonner [29] vb s’abonner ils/elles ont dû ils/elles devaient Perfect eg j’ai fait = I did or I have done
® in ▷ être à Paris to be in Paris à une revue to take out a Imperfect eg je faisais = I was doing or I did
▷ habiter au Portugal to live in subscription to a magazine FUTURE CONDITIONAL Future eg je ferai = I will do
je devrai je devrais Conditional eg je ferais = I would do
tu devras tu devrais Imperative eg fais = do
il/elle/on devra il/elle/on devrait Past Participle eg fait = done
nous devrons nous devrions Present Participle eg faisant = doing
vous devrez vous devriez
ils/elles devront ils/elles devraient
On the French-English side of the dictionary, all the French verbs are
Fre School Gem FE A-Z.indd 1 30/4/10 11:33:01 followed by a number (eg: donner [29] vb to give). This number
IMPERATIVE PAST PARTICIPLE
corresponds to a page number in the Verb Tables. All the French verbs
dois / devons / devez dû (NB: due, dus, dues)
in this dictionary follow the pattern of one of these 93 verbs
PRESENT PARTICIPLE (eg: ‘aimer [29] vb to love’ follows the same pattern as donner, shown
devant on page 29).

EXAMPLE PHRASES In order to help you use the verbs shown in the Verb Tables correctly,
Je dois aller faire les courses ce I have to do the shopping this there are also a number of example phrases at the bottom of each
matin. morning. page to show the verb as it is used in context.
À quelle heure est-ce que tu dois What time do you have to leave?
partir? Remember:
Il a dû faire ses devoirs hier soir. He had to do his homework last
night. je/j’ = I
Il devait prendre le train pour He had to go to work by train. tu = you (to one person you know well)
aller travailler. il = he/it
elle = she/it
on = we/one
nous = we
vous = you (polite form or plural)
ils/elles = they

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