Communications and technology (e.g. the digital world, documents and texts)

Lesson Objective

Students will be able to understand and use the vocabulary and grammatical structures required for Cambridge IGCSE French 0520 World Around Us – Communications & Technology (Topic C). They will describe digital devices, explain how to use online documents, discuss the advantages and disadvantages of the digital world and give safety advice, using the target language accurately and with the range of grammar required across the whole syllabus.

1. Syllabus Alignment – Topics A‑E

Topic (Syllabus)	Key Requirements	Coverage in this Unit	Additional Activity / Mini‑Unit
A – Everyday Activities	Time expressions, food & drink, health, travel, daily routines	Bridge worksheet (see Section 8.8) revises time, meals and transport before entering Topic C.	Mini‑unit (2 pages) – “A la maison et en ville” – integrates digital‑life vocabulary (e.g., “Je regarde une vidéo sur YouTube pendant le dîner”).
B – Personal & Social Life	Family, home, leisure, clothing, relationships	Link activity (Section 8.9) asks learners to talk about their hobbies online.	Mini‑unit – “Mes loisirs numériques” – role‑play of planning a weekend using a calendar app.
C – Communications & Technology	Digital devices, online services, documents, safety, internet etiquette	Fully covered – vocabulary, grammar, reading, listening, speaking, writing.	–
D – World of Work	Education, jobs, workplace, career aspirations	Not in original notes.	Mini‑unit – “Le travail à l’ère du numérique” – students describe a job using future proche, passive voice and comparatives.
E – International World	Culture, customs, celebrations, global issues	Not in original notes.	Mini‑unit – “Le numérique dans les pays francophones” – short reading/listening on how France uses cloud computing in education.

2. Key Vocabulary – Digital World

French	English
le numérique	digital / information technology
un ordinateur / un PC	a computer / PC
une tablette	a tablet
un smartphone	a smartphone
un réseau social	a social network (Facebook, Instagram, TikTok…)
un e‑mail / un courriel	an e‑mail
un message texte / un SMS	a text message
un chat (en ligne)	online chat
un site web / une application (app)	a website / an app
un document (PDF, Word, Google Docs)	a document
un texte (article, blog, commentaire)	a text
le cloud (stockage en ligne)	cloud storage
la cybersécurité	cyber‑security
un virus informatique	a computer virus
le partage (de fichiers, d’informations)	sharing (files, information)
mettre à jour	to update
télécharger	to download
envoyer / recevoir	to send / to receive
liker, suivre, partager	to like, to follow, to share

2.1 Vocabulary Check‑point (Master List Integration)

The Cambridge syllabus provides a master list of ~500 items. The following table shows where the digital vocabulary fits and prompts students to locate at least three other items from the master list in each sub‑category.

Master‑list Category	Digital Items (examples)	Student Task
Technologie	le cloud, le virus informatique, le smartphone	Find two more tech words (e.g., la tablette tactile).
Loisirs & médias	un réseau social, un blog, un podcast	Identify a leisure word not yet used (e.g., un jeu vidéo).
Éducation & travail	un document, un e‑mail, un site web	Locate a work‑related term (e.g., un rapport).
Vie quotidienne	télécharger, envoyer, recevoir	Find a daily‑life verb (e.g., faire les courses).

3. Grammar Overview – All Structures Required by the Syllabus

Each structure is linked to a specific activity (see Section 8) so that every item can be assessed for AO1–AO3.

Grammar Item	Typical Use in Topic C	Activity Where Practised
Present simple (être, avoir, verbes réguliers/irréguliers)	Describing devices, stating facts	8.1 Role‑play – Technical Support
Passé composé	Reporting a past problem (e.g., “J’ai perdu mon mot de passe”)	8.7 Writing – Email after workshop
Imparfait	Describing past habits with technology (“Quand j’étais ado, je…”)	8.8 Bridge – Everyday Activities
Plus‑que‑parfait	Explaining a sequence before another past event (“J’avais déjà téléchargé le fichier quand…”)	8.5 Reading – Blog analysis (transformation task)
Futur simple	Predictions about digital trends	8.6 Speaking – Topic Conversation (future predictions)
Future proche (aller + infinitif)	Giving step‑by‑step instructions	8.3 Digital Guide (paper 4)
Conditional (simple)	Safety advice, recommendations	8.7 Email – safety tips
Pronominal verbs (se connecter, se déconnecter, se partager)	Describing actions on the internet	8.1 Role‑play & 8.3 Guide
Passive voice (être + participe passé)	Describing how data are protected	8.2 Document analysis & 8.7 Writing
Relative pronouns (qui, que, dont, où)	Linking clauses about devices/websites	8.2 Document analysis
Comparatives & superlatives	Comparing apps, services	8.6 Speaking – compare social media vs instant messaging
Adverbs of frequency (toujours, souvent, parfois, rarement, jamais)	Talking about usage habits	8.4 Listening – tech‑support call
Partitive article (du, de la, de l’, des)	Talking about amounts of data (“J’ai téléchargé du contenu”)	8.7 Email – incorporate partitive article
“de” after negative verbs (ne … pas de…)	Expressing absence of internet, virus, etc.	8.7 Email – “Je n’ai pas de sauvegarde…”
Expressions of quantity (beaucoup de, peu de, trop de)	Describing data volume	8.3 Guide – “trop de fichiers”

Grammar Checklist (Syllabus Reference)

• Present simple – ✔
• Passé composé – ✔
• Imparfait – ✔
• Plus‑que‑parfait – ✔
• Futur simple – ✔
• Future proche – ✔
• Conditional – ✔
• Pronominal verbs – ✔
• Passive voice – ✔
• Relative pronouns – ✔
• Comparatives & superlatives – ✔
• Adverbs of frequency – ✔
• Partitive article – ✔
• “de” after negative – ✔
• Expressions of quantity – ✔

4. Types of Digital Documents & Texts

Document	Primary Use	Key Verbs / Expressions
PDF	Sharing fixed‑format files	télécharger, imprimer, enregistrer
Word / Google Docs	Collaborative writing	modifier, commenter, partager
Blog	Publishing articles	publier, lire, commenter
Message instantané	Quick communication	envoyer, recevoir, répondre
Réseau social	Social interaction online	liker, suivre, partager

5. Communicative Functions (AO3 – S2, S3)

1. Describe a digital device or service.
2. Explain a step‑by‑step procedure for using an online document.
3. Give an opinion on the advantages / disadvantages of the digital world.
4. Offer safety advice or a recommendation.
5. Compare two technologies or services.

6. Model Sentences (Useful for Speaking & Writing)

• Describing a device: « Mon smartphone possède un écran de six pouces et une batterie qui dure toute la journée. »
• Explaining a procedure (future proche): « Pour enregistrer un fichier sur le cloud, je vais cliquer sur « Enregistrer sous », choisir le dossier partagé, puis valider. »
• Expressing an opinion: « Je trouve que les réseaux sociaux sont utiles pour rester en contact, mais ils peuvent aussi être source de distraction. »
• Giving safety advice (conditional): « Il faudrait toujours mettre à jour son antivirus et ne jamais ouvrir de pièces jointes suspectes. »
• Passive voice: « Les données sont protégées par un pare‑feu. »
• Comparative: « Cette application est plus rapide que l’ancienne, mais elle consomme plus de batterie. »
• Partitive article: « J’ai téléchargé du contenu éducatif pour mes révisions. »
• Negative + “de”: « Je n’ai pas de sauvegarde de mes fichiers importants. »

7. CEFR Focus Box

Target level: A2/B1
Assessment Objectives addressed: AO1 (listening & reading comprehension), AO2 (written production), AO3 (spoken interaction, S2 & S3).
Skill balance (mirroring exam weighting): 20 % listening, 20 % reading, 30 % speaking, 30 % writing.

8. Activities (aligned with Papers 1‑4)

8.1 Role‑play – “Technical Support” (Paper 3 Speaking)

1. Pairs: one student is the client, the other the technician.
2. The client describes a problem (e.g., “Mon ordinateur ne démarre plus”).
3. The technician uses future proche, pronominal verbs, conditional and comparative language to give instructions.
4. Switch roles after 5 minutes.
5. Assessment: check for correct use of target grammar and functional language.

8.2 Document Analysis (Paper 2 Reading)

• Provide a short formal e‑mail (≈80 words) about a file‑sharing policy.
• Students identify:
  • Register (formal)
  • Key vocabulary
  • Grammar structures (passive voice, relative pronoun, partitive article, “de” after negative)
• Rewrite the same message in an informal tone for a colleague, adapting register and pronouns.

8.3 Creating a Digital Guide (Paper 4 – Blog / Form‑Filling)

1. Groups of 3‑4 produce a 150‑200 word guide titled « Comment créer un compte sur Dropbox ».
2. Guide must contain:
   • Future proche for each step.
   • At least two pronominal verbs.
   • One safety tip using the conditional.
   • One comparative sentence.
   • A short table of French ↔ English vocabulary.
3. Peer‑review: one group member exchanges the guide with another group for feedback on grammar and register.

8.4 Listening Practice (Paper 1 – Multiple Choice)

Two audio scripts (teacher‑recorded or from an IGCSE‑style bank).

1. Script 1 – Tech‑support call (30 s): Client asks how to install an antivirus. MCQs focus on future proche, conditional and adverbs of frequency.
2. Script 2 – Podcast excerpt (45 s): Teen discusses pros and cons of social media. MCQs test comprehension of opinion language and comparative structures.

8.5 Reading Practice (Paper 2 – Matching & Short Answer)

• Text A – Blog post on digital safety (120 words). Students match five statements to paragraphs and answer two short‑answer questions using relative clauses.
• Text B – Email invitation to a webinar on cloud computing (90 words). Students locate three pieces of information and rewrite the invitation in informal style, employing passive voice.

8.6 Speaking – Topic Conversation (Paper 3 – Part 2)

Prompt cards (one per pair). Each student speaks for 45 seconds, then answers a follow‑up question (30 seconds).

• « Parlez des avantages du cloud pour les étudiants. »
• « Comparez les réseaux sociaux à la messagerie instantanée. »
• « Donnez votre avis sur la protection des données personnelles en ligne. »
• « Quel futur voyez‑vous pour la réalité virtuelle dans l’éducation ? » (uses futur simple).

8.7 Writing – Email / Blog (Paper 4 – Extended Writing)

Situation: You have just attended a workshop on cyber‑security. Write an email to your classmate Alex summarising three safety tips you learned. Use a polite but informal tone. (≈120 words). Include at least one conditional sentence, one relative clause and one partitive article.

8.8 Bridge – Everyday Activities (Topic A Review)

Quick‑fire worksheet that asks students to:

• State the time of a video call (e.g., “Il est 18 h 30.”)
• Order a meal while streaming a cooking tutorial (food vocab).
• Describe a short trip using transport vocabulary (train, bus, avion).

Grammar focus: present simple, adverbs of frequency, prepositions of time.

8.9 Linking Personal & Social Life (Topic B)

Pair activity: each student writes a short paragraph about a hobby they practice online (e.g., “Je joue à des jeux vidéo avec mes amis”). They must use at least one pronominal verb and one comparative sentence.

9. Mini‑Units for Topics A, B, D, E (2‑3 pages each)

All mini‑units follow the same template as this lesson (objective, key vocab, grammar checklist, communicative functions, model sentences, activities, quick‑check). Brief outlines are given below; full worksheets can be downloaded from the teacher’s resource pack.

Topic A – Everyday Activities

• Objective: Review time, meals, travel and health vocabulary; practise present simple and adverbs of frequency.
• Key vocab: l’heure, le petit‑déjeuner, le métro, le médecin, etc.
• Grammar focus: present simple, “il y a”, “c’est”, adverbs of frequency.
• Activities: timetable matching, role‑play at a café, listening to a short travel announcement.

Topic B – Personal & Social Life

• Objective: Talk about family, friends, leisure and clothing; integrate digital‑life vocabulary.
• Key vocab: la famille, le loisir, le vêtement, le réseau social, le jeu en ligne.
• Grammar focus: possessive adjectives, pronominal verbs, comparative & superlative.
• Activities: “My weekend online” diary, picture description, peer interview.

Topic D – World of Work

• Objective: Describe jobs, education routes and workplace technology.
• Key vocab: le métier, le stage, le bureau, le logiciel, la visioconférence.
• Grammar focus: future proche, passive voice, relative pronouns, expressions of quantity.
• Activities: job‑advertisement analysis, mock interview (paper 3), write a short CV entry using passive constructions.

Topic E – International World

• Objective: Explore cultural differences in digital usage across French‑speaking countries.
• Key vocab: la culture numérique, la connexion, le gouvernement, le streaming.
• Grammar focus: imparfait (describing past practices), plus‑que‑parfait, subjunctive of necessity (optional for higher‑level learners).
• Activities: reading a article about “Le numérique en Afrique francophone”, listening to a radio interview, group discussion comparing France and Canada.

10. Quick‑Check (Self‑Assessment)

1. Conjugate télécharger in the future proche with nous.
   Answer: nous allons télécharger
2. What is the French term for “cloud storage”?
   Answer: le cloud (ou le stockage en ligne)
3. Transform the sentence into the passive voice: « Les utilisateurs partagent leurs photos. »
   Answer: Les photos sont partagées par les utilisateurs.
4. Write one sentence using a relative pronoun to describe a website you like.
   Sample answer: Le site web où je trouve des tutoriels est très complet.
5. Give a safety tip using the conditional.
   Sample answer: Si vous utilisez un mot de passe fort, vous seriez moins vulnérable aux piratages.
6. Insert the correct partitive article: “J’ai téléchargé ___ vidéos éducatives.”
   Answer: du
7. Rewrite with “de” after a negative: “Je n’ai ___ sauvegarde de mes fichiers.”
   Answer: pas de

11. Suggested Diagram

12. Teacher’s Notes

• All audio scripts can be recorded with a smartphone or accessed via the Cambridge “Listening Bank”.
• For the mini‑units, teachers may select any two to complement the main Topic C lesson, ensuring the whole specification is covered before the exam.
• Encourage students to keep a personal “digital glossary” throughout the unit – this supports the vocabulary checkpoint and provides a useful revision tool.
• During peer‑review of the Digital Guide (8.3), use the checklist on page 9 to verify that each required grammar item appears at least once.