French For Football/Planning

How to Write This Book
It is intended to link the grammar and vocabulary in this book closely to the subject material in order to keep the student interested. The decision on whether to include particular vocabulary or grammar depends on whether it is used when talking about football. Most of the "standard" grammar is still needed, but a large part of the "standard" vocabulary can be omitted and more words and phrases which are specific to football can be included instead.

The phases for writing the book are:
 * 1) Vocabulary related to football is gathered together in a phrase book and word list and analysed, initially to identify the more common and "easier" words to include in the introductory lessons. (see analysis)
 * 2) The appendices from the French Wikibook are adapted and extended to use football-related vocabulary. (see grammar)
 * 3) Lessons for an introductory chapter are written. These cover basic grammar and vocabulary with a bias towards football, but without focussing strongly on any particular themes.
 * 4) Notes and lesson text are written, organised by the subject matter or themes independently of the final module structure of the book. These texts have internal language development from low to high difficulty but without any fixed boundaries between levels of difficulty.
 * 5) The material from the previous phases is allocated to named modules in order to give text filling 2 pages in the book, and a lesson duration of about 45 minutes following the guidelines given in the Manual of Style.
 * 6) The appendices containing the supporting material are compiled. i.e. dialogue scripts & answers to exercises.
 * 7) Audio recordings are made.

Characters in Dialogues
It could be more interesting for the student and the people making the audio recordings if the characters in the dialogues have personalities which are reflected in their vocabulary and expressions. Story lines which develop as the book progresses may also be desirable, although the plots should not constrain the material too strongly.

Here are some suggested characters & situations:


 * Members of a family, highlighting parents and children interested in football. e.g. father & son.
 * Friends of the family, English visitors.
 * Students at college (e.g. in Paris).
 * Members of a local team, playing in a minor league.
 * Staff on a national radio station, reporting on football and doing interviews.

Players and Officials in General
Contents


 * 1) Introduce general vocabulary for general player positions such as forwards, midfielders, defenders describing their positions on the pitch and typical actions.
 * 2) Vocab for different variants of playing positions.
 * 3) Other people like the trainer, manager, referee and line judges can be similarly described.
 * 4) Vocabulary for different periods & contingencies in the match. e.g. 2 halves, extra time, free kicks, penalty shoot-outs etc.

Grammatical features

Constructions used for describing roles & responsibilities, times.

Specific vocabulary

Describing Play
Contents


 * 1) Identify cardinal points and markings on the pitch.

Grammatical features

Constructions used for player's skills and performance & ranking. Expressions relating to beliefs and opinions.

Specific vocabulary

Locations and Facilities
Contents


 * 1) Vocab needed for finding out about matches, and how to get tickets.
 * 2) How to get to the stadium via public transport or car.
 * 3) Introduce vocabulary for the stadium, ticket office, turnstiles, seating arrangements, pitch,  team bench, dugout, shelter, changing rooms.
 * 4) Location of exits, refreshments & toilets.
 * 5) Descriptions of 2/3 major stadiums e.g. Wembley, Std de France.
 * 6) Questions to test comprehension and fluency.

Grammatical features

Constructions used for describing locations & directions.

Specific vocabulary

Players & positions
General Contents


 * 1) Itemisation of skills needed in different roles. e.g. goal-scoring, speed, agility, stamina, team spirit, passing accuracy. Vocab for praising, defending or criticising player's performances.
 * 2) Brief profiles for 2 well-known English & French players in given positions.
 * 3) Class activity to draw up a list of the 6 most well-known players to class as a whole.
 * 4) Students to individually rate the player's different skills from 1-5, add up the results and produce a ranking of the players. If in work groups this can be a combined ranking. Arguments supporting their choices to be written down (in French).
 * 5) The tutor to combine the group rankings into a class overall ranking on the whiteboard.
 * 6) Tutor to initiate class discussion on the results.

Grammatical features

Constructions used for player's skills and performance & ranking. Expressions relating to beliefs and opinions, agreement and disagreement with others. All verbs in present tense.

Specific vocabulary

League Tables
Contents


 * 1) Vocab regarding clubs' positions in the league table.
 * 2) Background information on French Ligue 1 and lower leagues.
 * 3) Questions on the information above.
 * 4) An exercise demonstrating the alterations of a fictional league table as results come in.
 * 5) If the table represents a period near the end of the current season, language relating to promotion and relegation can be introduced.
 * 6) The current Ligue 1 can be researched and a series of questions set about it.

Grammatical features

Constructions used for clubs' points & ranking. Expressions relating to probabilities & possibilities.

Specific vocabulary

The Transfer Season
Contents


 * 1) Vocab regarding players' contracts & transfer history / prospects.
 * 2) Background information on specific French and English players could be given.
 * 3) Questions on the information above.
 * 4) A class activity involving a scenario of a set of clubs involved in transfers could be set up.
 * 5) This would have various fictional players being released, requirements for new players, transfer budgets per club etc.
 * 6) Players characteristics could be described under various headings such as age, position, style of play, goals scored, overall ranking, past injuries, value to present club etc. This could be a table.
 * 7) Club requirements could be described in short paragraphs which give the required player characteristics and maximum bid prices.
 * 8) Homework – research recent transfers in France and the UK.

Grammatical features

Constructions used for player's skills and performance & ranking. Expressions relating to options & possibilities. Verbs in present, past & future tenses.

Specific vocabulary