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Version 1Please check the syllabus page at Cambridge IGCSE - 14-16 Year Olds International Qualificationto see if this syllabus is available in your administrative zone.SyllabusCambridge IGCSE™ (9–1)French 7156For examination in June and November 2021.Why choose Cambridge International?Cambridge Assessment International Education prepares school students for life, helping them develop an informedcuriosity and a lasting passion for learning. We are part of the University of Cambridge.Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can shapethe curriculum around how they want students to learn – with a wide range of subjects and flexible ways to offerthem. It helps students discover new abilities and a wider world, and gives them the skills they need for life, so theycan achieve at school, university and work.Our programmes and qualifcations set the global standard for international education. They are created by subjectexperts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform forlearners to progress from one stage to the next, and are well supported by teaching and learning resources.Our mission is to provide educational beneft through provision of international programmes and qualifcations forschool education and to be the world leader in this feld. Together with schools, we develop Cambridge learnerswho are confdent, responsible, reflective, innovative and engaged – equipped for success in the modern world.Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future withthe Cambridge Pathway.‘We think the Cambridge curriculum is superb preparation for university.’Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USAQuality managementCambridge International is committed to providing exceptional quality. In line with this commitment, ourquality management system for the provision of international qualifcations and education programmesfor students aged 5 to 19 is independently certifed as meeting the internationally recognised standard,ISO 9001:2015. Learn more at ISO 9001 CertificateCopyright © UCLES September 2018Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name ofthe University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their owninternal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even forinternal use within a centre.Contents1 Why choose this syllabus? .................................................................................................... 22 Syllabus overview .................................................................................................................... 5Aims 5Content overview 5Assessment overview 6Assessment objectives 73 Subject content ........................................................................................................................9Skills 9Topic areas 114 Details of the assessment ................................................................................................... 12Paper 1 – Listening 12Paper 2 – Reading 13Paper 3 – Speaking 14Paper 4 – Writing 18List of grammar and structures 19Vocabulary list 215 What else you need to know ............................................................................................. 44Before you start 44Making entries 45After the exam 46How students and teachers can use the grades 46Grade descriptions 46Changes to this syllabus for 2021 47Changes to this syllabusFor information about changes to this syllabus for 2021, go to page 47.Cambridge IGCSE (9–1) French 7156 syllabus for 2021.2 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents page1 Why choose this syllabus?Key beneftsCambridge IGCSE™ is the world’s most popular internationalqualifcation for 14 to 16 year olds, although it can be taken bystudents of other ages. It is tried, tested and trusted.Students can choose from 70 subjects in any combination – it istaught by over 4800 schools in 146 countries.Our programmes balance a thorough knowledge and understandingof a subject and help to develop the skills learners need for theirnext steps in education or employment.Cambridge IGCSE (9–1) French develops a set of transferable skillsfor understanding and communicating in everyday situations inFrench. Learners begin to develop cultural awareness of countriesand communities where French is spoken. They acquire the essential linguistic skills required for progression tofurther studies or employment.Our approach in Cambridge IGCSE (9–1) French encourages learners to be:confdent, using new and familiar structures and vocabulary to communicate with others in everyday situationsresponsible, seeking opportunities to use and develop their language skillsreflective, considering how to communicate different ideas and attitudesinnovative, applying language to a variety of situationsengaged, developing learning strategies which help them to express their ideas and their understanding of othercultures..‘The strength of Cambridge IGCSE qualifcations is internationally recognised and has providedan international pathway for our students to continue their studies around the world.’Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, IndonesiaCambridgelearnerCambridge IGCSE (9–1) French 7156 syllabus for 2021. Why choose this syllabus?Back to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 3Recognition and progressionOur expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of ourprogrammes and qualifcations around the world. The combination of knowledge and skills in CambridgeIGCSE (9–1) French gives learners a solid foundation for further study. Candidates who achieve grades 9 to 4are well prepared to follow a wide range of courses including Cambridge International AS & A Level French.Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence ofacademic achievement. Many universities require a combination of Cambridge International AS & A Levels andCambridge IGCSEs or equivalent to meet their entry requirements.UK NARIC, the national agency in the UK for the recognition and comparison of international qualifcations andskills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable tothe standard of GCSE in the UK. This means students can be confdent that their Cambridge IGCSE qualifcationsare accepted as equivalent to UK GCSEs by leading universities worldwide.Cambridge IGCSE (9–1) French has been designed to help candidates develop language profciency to level A2(Basic User) with some elements of profciency at level B1 (Independent User) of the Common European Frameworkof Reference for Languages: Learning, Teaching, Assessment (CEFR).Assessment objectives, subject content, mark schemes and task types have been designed with reference to theCEFR to ensure that candidates have opportunities to demonstrate profciency at the intended levels.Learn more at Learn about the recognition of Cambridge qualifications‘Cambridge IGCSE is one of the most sought-after and recognised qualifcations in the world. Itis very popular in Egypt because it provides the perfect preparation for success at advanced levelprogrammes.’Mrs Omnia Kassabgy, Managing Director of British School in Egypt BSECambridge IGCSE (9–1) French 7156 syllabus for 2021. Why choose this syllabus?4 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageSupporting teachersWe provide a wide range of practical resources, detailed guidance, and innovative training and professionaldevelopment so that you can give your learners the best possible preparation for Cambridge IGCSE.Exam preparation resources• Question papers• Mark schemes• Example candidate responses to understandwhat examiners are looking for at key grades• Examiner reports to improve future teachingCommunityYou can fnd useful information, as well asshare your ideas and experiences with otherteachers, on our social media channels andcommunity forums.Find out more atSocial Media - Cambridge International ExaminationsTraining• Introductory – face-to-face or online• Extension – face-to-face or online• Enrichment – face-to-face or online• Coursework – online• Cambridge Professional DevelopmentQualifcationsFind out more atTrainingTeaching resources• School Support HubSchool Support Hub :: Login• Syllabuses• Schemes of work• Learner guides• Discussion forums• Endorsed resourcesSupport forCambridgeIGCSECambridge IGCSE (9–1) French 7156 syllabus for 2021.Back to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 52 Syllabus overviewAimsThe aims describe the purposes of a course based on this syllabus.The aims are to enable students to:• develop the language profciency required to communicate effectively in French at level A2 (CEFR Basic User),with elements of level B1 (CEFR Independent User)• offer insights into the culture and society of countries and communities where French is spoken• develop awareness of the nature of language and language learning• encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures• provide enjoyment and intellectual stimulation• develop transferable skills (e.g. memorising, drawing of inferences) to complement other areas of thecurriculum• form a sound base of the skills, language and attitudes required for progression to work or further study, eitherin French or another subject area.Content overviewThe subject content is organised in fve broad topic areas (A–E below). These provide contexts for the acquisitionof vocabulary and the study of grammar and structures. The study of these topic areas enables students to gain aninsight into countries and communities where French is spoken. The fve topic areas listed below are described inmore detail in section 3.A. Everyday activitiesB. Personal and social lifeC. The world around usD. The world of workE. The international worldThe syllabus gives students opportunities to develop and apply a wide range of foreign language skills.Candidates will be expected to read and understand a variety of written and spoken texts on familiar topics.Candidates will be required to demonstrate understanding of the main ideas, opinions and attitudes, as well asselect and extract relevant details and deduce the meaning of occasional unknown words from context.They will also have opportunities to write in French on familiar, everyday topics, and to speak the language bytaking part in everyday conversations.Support for Cambridge IGCSE (9–1) FrenchOur School Support Hub School Support Hub :: Login provides Cambridge schools with asecure site for downloading specimen and past question papers, mark schemes, grade thresholds and othercurriculum resources specifc to this syllabus. The School Support Hub community offers teachers theopportunity to connect with each other and to ask questions related to the syllabus.Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Syllabus overview6 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageAssessment overviewAll candidates take all four papers. Candidates will be eligible for grades 9 to 1, where 9 is the highest grade.All candidates take: and:Paper 1Approximately 45 minutesListening25%40 marksCandidates listen to a number of recordingsand answer multiple-choice and matchingquestions.Externally assessedPaper 21 hourReading25%45 marksCandidates read a number of texts and answermultiple-choice and matching questions aswell as questions requiring short answers.Externally assessedand: and:Paper 3 Approximately 10 minutesSpeaking 25%40 marksCandidates complete one role play andconversations on two topics.Internally assessed and externally moderatedPaper 41 hourWriting25%45 marksCandidates complete one form-flling task,one directed writing task and one task in theformat of an email/letter or article/blog.Externally assessedInformation on availability is in the Before you start section.Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Syllabus overviewBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 7Assessment objectivesThe assessment objectives (AOs) are:AO1 ListeningL1: understand the main points and key information in simple everyday materialL2: understand clear speech on a range of familiar topicsL3: understand the description of events and expression of ideas, opinions and attitudes in simple textsL4: identify and select relevant information in predictable textsAO2 ReadingR1: understand the main points and key information in simple everyday materialR2: understand authentic factual texts on a range of familiar topicsR3: understand the description of events and expression of ideas, opinions and attitudes in simple textsR4: identify and select relevant information in predictable textsAO3 SpeakingS1: communicate clearly and effectively in a range of predictable everyday situationsS2: engage in conversations on familiar topics, expressing opinions and feelingsS3: use a range of structures and vocabulary with reasonable accuracyS4: demonstrate some ability to maintain interactionS5: show some control of pronunciation and intonationAO4 WritingW1: communicate simple factual information clearly for everyday purposesW2: write simple phrases and sentences on a familiar topicW3: write simple connected texts describing events, experiences, opinions and hopes and ambitionsW4: use a range of simple vocabulary and language structures reasonably accuratelyCambridge IGCSE (9–1) French 7156 syllabus for 2021. Syllabus overview8 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageWeighting for assessment objectivesThe approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.Assessment objectives as a percentage of the qualifcationAssessment objective Weighting in IGCSE %AO1 Listening 25AO2 Reading 25AO3 Speaking 25AO4 Writing 25Total 100Assessment objectives as a percentage of each componentAssessment objective Weighting in components %Paper 1 Paper 2 Paper 3 Paper 4AO1 Listening 100 – – –AO2 Reading – 100 – –AO3 Speaking – – 100 –AO4 Writing – – – 100Total 100 100 100 100Cambridge IGCSE (9–1) French 7156 syllabus for 2021.Back to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 93 Subject contentSkillsThe skills covered in the syllabus are outlined below.Listening• Understand short recordings dealing with everyday needs (e.g. simple transactions in shops, simpledirections or instructions).• Understand factual information and ideas from a range of sources (e.g. announcements, phone messages,news items, interviews, dialogues) on familiar topics.• Understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts (e.g. in radiobroadcasts, interviews, dialogues).• Identify main points, specifc information and details on everyday topics (e.g. personal and familyinformation, shopping, local area, employment, school, leisure activities).• Identify main points, themes, opinions, ideas, emotions and attitudes in predictable texts (e.g. news reports,conversations, interviews, simple monologues).• Deduce the meaning of occasional unknown words and expressions from the context.Reading• Understand short, simple texts (e.g. signs and notices in public places, such as streets, restaurants and bus/railway stations and airports).• Understand authentic texts on familiar topics and situations (e.g. newspaper/magazine articles, emailmessages, blogs and letters).• Understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts (e.g. in articles,interviews or personal messages).• Identify main points, specifc information and details in predictable texts (e.g. advertisements, brochures,menus, timetables, instructions, messages).• Identify main points, themes, opinions, ideas, emotions and attitudes in predictable texts (e.g. newspaper/magazine articles, simple plots of flms or books).• Deduce the meaning of occasional unknown words and expressions from the context.Speaking• Participate in short social exchanges (e.g. greet people, make and respond to invitations, apologies) andcommunicate on familiar topics to meet simple needs (e.g. order food and drink, simple transactions inshops, use public transport, ask and give directions, request information).• Participate in unprepared conversations on familiar topics of personal interest or relevant to everyday life(e.g. family, friends, home environment, hobbies and interests, education, work, travel).• Describe past events and experiences, hopes and ambitions and give brief reasons for opinions and plans.• Communicate with reasonable accuracy, using a range of structures, tenses and vocabulary relevant to thegiven situation.• Use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into aconnected sequence of points.• Use appropriate strategies to maintain interaction.• Use features of pronunciation and intonation to convey meaning and attitude.Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Subject content10 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageWriting• Fill in forms providing simple details.• Communicate simple factual information in writing using everyday vocabulary and expressions.• Write a series of simple phrases and sentences linked with simple connectors, relating to personal life,immediate environment and everyday topics (e.g. writing about a holiday).• Write simple connected texts (e.g. email messages, articles) on familiar topics (e.g. plans and arrangements,likes and dislikes, family, home environment, hobbies and interests, education, work and travel).• Describe past events and experiences, opinions, hopes and ambitions and give brief reasons for opinionsand plans.• Communicate with reasonable accuracy, using a range of structures, tenses/time frames and vocabularyrelevant to the given situation.• Use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into aconnected sequence of points.Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Subject contentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 11Topic areasCandidates will be required to show knowledge and understanding of the broad topic areas listed below. These providecontexts for the acquisition of vocabulary and the study of grammar and structures. Through the study of these broadtopic areas, candidates gain insight into the cultures of countries and communities where French is spoken.The sub-topics listed are provided as examples of what teachers may choose to focus on. They are examples only and arenot intended to be prescriptive or exhaustive.Area Topic Areas Sub-topicsA Everyday activities • Time expressions (e.g. telling the time, days, days of theweek, months, seasons)• Food and drink (e.g. meals, fruit and vegetables, meat, fshand seafood, snacks, drinks, cutlery and utensils)• The human body and health (e.g. parts of the body, healthand illness)• Travel and transportB Personal and social life • Self, family and friends• In the home (e.g. rooms, living room, kitchen, bedroom,bathroom, furniture and furnishings, garden, householdappliances)• Colours• Clothes and accessories• Leisure time (e.g. things to do, hobbies, sport)C The world around us • People and places (e.g. continents, countries andnationalities, compass points)• The natural world, the environment, the climate and theweather• Communications and technology (e.g. the digital world,documents and texts)• The built environment (e.g. buildings and services, urbanareas, shopping)• Measurements (e.g. size, shape)• MaterialsD The world of work • Education (e.g. learning institutions, education and training,the classroom, learning tools, subjects, studying)• Work (e.g. jobs and careers, the workplace)E The international world • Countries, nationalities and languages• Culture, customs, faiths and celebrationsCambridge IGCSE (9–1) French 7156 syllabus for 2021.12 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents page4 Details of the assessmentAll questions requiring written responses are to be answered in French.Dictionaries are not allowed in the examination.Paper 1 – ListeningApproximately 45 minutes, 40 marksThis paper consists of 33 multiple-choice and matching questions. Candidates answer all questions by selecting thecorrect option or options.Each question tests comprehension of recorded texts (e.g. dialogues, announcements, conversations). Candidateshear each recorded text twice.The audio material for this examination is provided on a CD. Teachers/invigilators should consult the relevantsections of the Cambridge Handbook about the conduct of listening tests and for details about rooms, equipment,guidance on acoustics and checking the CDs in advance.Description of questionsQuestions 1–8Assessment objective L1Task Candidates listen to short texts and answer eight multiple-choice questions withfour options.Text types Announcements, phone messages, news items, or dialoguesTotal marks 8Questions 9–14Assessment objective L1, L2, L4Task Candidates listen to a monologue or dialogue containing factual information andanswer six multiple-choice questions with four options.Text types Short monologues or dialoguesTotal marks 6Question 15Assessment objective L2, L3, L4Task Candidates listen to a conversation and match the names of people, places,items or activities with the correct statements.Text types Informal conversationsTotal marks 5Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 13Description of questions (continued)Questions 16–24Assessment objective L2, L3, L4Task Candidates listen to a dialogue (conversation, discussion or interview) or,alternatively, two shorter dialogues (each with a different person, on a commontheme) and answer nine multiple-choice questions with three options.Text types Conversations, interviewsTotal marks 9Questions 25–30Assessment objective L2, L3, L4Task Candidates listen to a dialogue (conversation, discussion or interview) andanswer six multiple-choice questions with four options.Text types Conversation, discussion or interviewTotal marks 6Questions 31–33Assessment objective L2, L3, L4Task Candidates listen to a conversation/discussion or interview. In each questionthere are fve options and candidates must select the two options whichare true.Text types Conversation, discussion or interviewTotal marks 6Paper 2 – ReadingWritten paper, 1 hour, 45 marksThis paper consists of six groups of questions, each comprising a number of multiple-choice and matchingquestions, as well as questions requiring short answers in French. The number of questions in each group may varyin each examination session.Description of question groupsQuestion group 1Assessment objective R1Task Candidates match a series of short statements with the correct pictures.Text types Simple descriptionsTotal marks 5Question group 2Assessment objective R1Task Candidates match a series of short notices or signs commonly found in publicplaces with an explanatory statement. The texts are all set in the same context.Text types Signs, notices, instructions, messages, advertisementsTotal marks 5Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment14 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageQuestion group 3Assessment objective R2, R4Task Candidates answer multiple-choice questions with three options on a short text.Text types Email, message, postcard or letterTotal marks 7Question group 4Assessment objective R2, R4Task Candidates answer questions on a longer text requiring short responsesin French.Text types Email, message, letter or blogTotal marks 12Question group 5Assessment objective R3Task Candidates match a series of descriptions of the requirements, interests or skillsof different people with the correct description of places, events, services oractivities. All texts are on a common theme.Text types Short descriptions, advertisementsTotal marks 5Question group 6Assessment objective R3, R4Task Candidates answer questions on a longer text requiring short responsesin French.Text types ArticlesTotal marks 11Paper 3 – SpeakingApproximately 10 minutes (plus 10 minutes of preparation time), 40 marksEach speaking test lasts approximately 10 minutes, and is structured as follows:• a warm-up section which is not assessed (approximately 30 seconds)• one role play – candidates respond to fve transactional questions to, for example, accomplish a task or obtaingoods or services (approximately two minutes)• two topic conversations – candidates respond to questions on each topic to share views, opinions andexperiences (four minutes per topic conversation).Both the role play and the topic conversations are set in predictable, everyday contexts and are based on the topicareas outlined in the syllabus.Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 15During the preparation time, candidates study a role play scenario provided on a candidate card. They must besupervised under exam conditions. Candidates are not allowed to make notes.The tests are conducted and marked by the teacher/examiner using the speaking assessment materials andassessment criteria provided. They are moderated by Cambridge International.Speaking tests take place before the main examination series (see the relevant series’ timetable). Before thespeaking test period, centres will receive materials for the test. Teachers/examiners must allow suffcient time tofamiliarise themselves with the materials and procedures (see the Cambridge Handbook for details).Cambridge International supplies a teacher/examiner booklet comprising instructions, assessment criteria andteacher/examiner scripts for the role plays and topic conversations. Candidate cards containing the role playscenarios are also supplied.The teacher/examiner allocates a role play and two topic conversations to each candidate according to arandomisation grid provided in the teacher/examiner instruction booklet.Administration of the speaking testFurther information about the administration of speaking tests is provided in the Cambridge Handbook,available from our website. For copies of the forms required for the speaking test as well as informationabout the deadlines, sample size and methods of submission, please refer to the samples database atPhase 3 - Teacher assessmentInternal moderationIf more than one teacher in your centre is marking internal assessments, you must make arrangementsto moderate or standardise your teachers’ marking so that all candidates are assessed to a commonstandard. There is further information on the process of internal moderation on the samples database atPhase 3 - Teacher assessmentYou should record the internally moderated marks for all candidates on the Working Mark Sheet and submit thesemarks to Cambridge International according to the instructions set out in the Cambridge Handbook.External moderationCambridge International will externally moderate all internally assessed components.• You must submit the marks of all candidates to Cambridge International.• You must also submit the marked work of a sample of candidates to Cambridge International.The sample you submit to Cambridge International should include examples of the marking of each teacher.The samples database at Phase 3 - Teacher assessment provides details of how the sample will beselected and how it should be submitted.External moderators will produce a short report for each centre with feedback on your marking and administrationof the assessment.Cambridge IGCSE (9–1) French 7156 syllabus for 2021.16 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageSpeaking assessment criteria gridsRole playEach of the fve role play tasks is assessed using the mark scheme below:2 The information is communicated. Language is appropriate to the situation and is accurate.Minor errors (adjective endings, use of prepositions, etc.) are allowed.1 The information is partly communicated and/or the meaning is ambiguous.Errors impede communication.0 No creditable response.Topic conversationsWhen both topic conversations have been completed, give a mark out of 15 for Communication and a mark out of15 for Quality of Language.CommunicationGive a mark out of 15 for the candidate’s performance in both topic conversations.Mark Level Descriptor13–15 Very good • Responds confdently to questions; may occasionally need repetition of wordsor phrases.• Communicates information which is consistently relevant to the questions.• Frequently develops ideas and opinions.• Justifes and explains some answers.10–12 Good • Responds well to questions; requires occasional use of the alternativequestion(s) provided.• Communicates information which is almost always relevant to the questions.• Sometimes develops ideas and opinions.• Gives reasons or explanations for some answers.7–9 Satisfactory • Responds satisfactorily to questions; frequently requires use of the alternativequestion(s) provided.• Communicates most of the required information; may occasionally giveirrelevant information.• Conveys simple, straightforward opinions.4–6 Weak • Has diffculty with many questions but still attempts an answer.• Communicates some simple information relevant to the questions.1–3 Poor • Frequently has diffculty understanding the questions and has great diffcultyin replying.• Communicates one or two basic pieces of information relevant tothe questions.0 • No creditable response.Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 17Quality of LanguageGive a mark out of 15 for the candidate’s performance in both topic conversations.Mark Level Descriptor13–15 Very good • Accurate use of a wide range of the structures listed in the syllabus withoccasional errors in more complex language.• Accurate use of a wide range of vocabulary with occasional errors.• Very good pronunciation, fluency, intonation and expression; occasionalmistakes or hesitation.10–12 Good • Good use of a range of the structures listed in the syllabus, with some errors.• Good use of a range of vocabulary with some errors.• Good pronunciation and fluency despite some errors or hesitation; a goodattempt at correct intonation and expression.7–9 Satisfactory • Satisfactory use of some of the structures listed in the syllabus, withfrequent errors.• Satisfactory use of vocabulary with frequent errors.• Satisfactory pronunciation and fluency despite frequent errors andhesitation; some attempt at intonation and expression.4–6 Weak • Limited range of structures and vocabulary, rarely accurate and/or complete;frequent ambiguity.• Pronunciation can be understood with some effort; very noticeablehesitations and stilted delivery.1–3 Poor • Very limited range of structures and vocabulary, almost always inaccurate.• Poor pronunciation, rarely comprehensible; many serious errors.0 • No creditable response.Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment18 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pagePaper 4 – WritingWritten paper, 1 hour, 45 marksThis paper consists of a form-flling task, a directed writing task and an extended writing task in response to givencontexts and prompts.Description of questionsQuestion 1Assessment objective W1, W4Task Candidates fll in a form with single words or short phrases in response to a givencontext.Total marks 5Question 2Assessment objective W2, W4Task Candidates complete a directed writing task in about 80–90 words on a familiar,everyday topic.Total marks 12Question 3Assessment objective W3, W4Task Candidates choose between two tasks (an email/letter and an article/blog) andcomplete one of these in about 130–140 words.Total marks 28Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 19List of grammar and structuresThe list of grammar and structures provides students with an indication of the grammatical knowledge they areexpected to demonstrate in all of their assessments for IGCSE French. The list is not intended to be restrictive.Articles defnite, indefnite, partitive, use of de after negative verb formsNouns gendersingular and plural formsAdjectives agreementpossessivedemonstrative (ce, cet, cette, ces)interrogative (e.g. quel, quelle, quels, quelles)indefnite (e.g. autre, chaque, même, n’importe quel, pareil, plusieurs, quelques, tel)comparative:regular forms (e.g. aussi, moins, plus + que)irregular forms (e.g. meilleur, pire)superlativeregular forms (e.g. le/la plus …, le/la moins …)irregular forms (e.g. le meilleur, le pire, le moindre)Adverbs adverbs of time and placeinterrogative (e.g. combien, comment, où, quand, depuis quand)common adverbial phrasescomparative:regular forms (e.g. aussi, moins, plus + que )irregular forms (e.g. mieux)superlative:irregular forms (e.g. le mieux, le pire)quantifers: (e.g. assez, beaucoup plus/moins, bien, comme, fort, peu, un peu, quel, si,tellement, tout, très, trop)Pronouns personalreflexiveobject: direct and indirect including position, order, agreementdemonstrative (e.g. ça, cela, celui, celle, -ci, -là, celui/celle de, celui/celle qui,celui/celle que, celui/celle dont)interrogative (e.g. qui ? que ? qui est-ce que/qui ? lequel ?)relative (e.g. qui, que, dont, où, quoi, ce qui, ce que, lequel/laquelle)disjunctivepossessive (e.g. le mien)indefnite (e.g. quelque chose, quelqu’un, chacun, certain, n’importe qui, n’importe quoi)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment20 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageVerbs regular and irregular forms of verbs, including reflexive verbsall persons of verbs, singular and pluralnegative formsinterrogative formsimperativemodes of address: tu, vousimpersonal verbsindicative tenses• present•future• imperfect•conditional• perfect•pluperfect• immediate futureperfect infnitivepresent participleverbs governing an infnitive, including à and de + infnitiveuse of depuis with present and imperfect tensesuse of venir de + infnitive in present and imperfect tensespassive voice (receptive)subjunctive mood: in commonly used expression (receptive)Conjunctions co-ordinating (e.g. car, donc)subordinating (e.g. quand, où, parce que, si, puisque)Prepositions place (e.g. chez, entre, devant, à côté de)time (e.g. avant, après, pendant, pour)movement (e.g. jusqu’à, vers)other (e.g. contre, malgré, sans, sauf, selon)Number all cardinal/ordinal numbersQuantity assez, beaucoup, demi, moitié, peu, un peu, tant, trop, tellementTime date (e.g. le 12 septembre); time, including 24-hour clock, yearsCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 21Vocabulary listThe vocabulary list provided is intended as a guide for teachers to assist in the planning of lessons and schemesof work. It is not intended to be prescriptive or exhaustive and the assessment tasks will require students tounderstand and respond to words (and/or forms of words) that are not on the list.Although the skill of deduction is not directly tested, students should be taught the skill of deducing the meaning ofunknown words from the context on familiar topics.Vocabulary is listed under particular topic headings but should be considered transferable, as appropriate, to theother topics.Students are expected to be familiar with plural and feminine forms of nouns and adjectives where these are notgiven.The list reflects the spelling rules at the time of publication for French. Examiners will accept both versions of thespellings affected by the reform, i.e. old and new.Les adjectifs courantsagréablefaux / fausseamical(e) fort(e)amusant(e) froid(e)animé(e) général(e)approprié(e) génial(e)beau / belle gentil(le)bête grand(e) / plus grand(e) / le / la plus grand(e)bon(ne) gratuit(e)bruyant(e) impoli(e)chaud(e) important(e)clair(e) impossibleconfortable intelligent(e)correct(e) inutilede valeur isolé(e)dernier / dernière léger / légèredifférent(e) lent(e)diffcile libredisponible lourd(e)douillet / douillette malheureux / malheureusedoux / douce marrant(e)drôle mauvais(e) / plus mauvais(e)dur(e) meilleur(e) / le / la meilleur(e)ennuyeux / ennuyeuse (le / la) même (que)énorme minceétroit(e) mobileexact(e) modernefacile mou / mollefaible mouillé(e)fantastique nécessaireCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment22 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageLes adjectifs courants (continued) Adverbes et prépositions courantsnégatif / négative Prépositions courantesnormal(e) ànouveau / nouvelle à côté deparfait(e) au lieupalpitant(e) au milieu depassionnant(e) au-dessous depetit(e) / plus petit(e) / le / la plus petit(e) au-dessus depire / le / la pire autourplein(e) avecpoli(e) danspopulaire deportable de (la part de)positif / positive dedanspossible dehorsprécédent(e) derrièreprêt(e) dessousprobable dessusprochain(e) devantprofond(e) entrerapide icirécent(e) là-basresponsable loin deriche poursauf / sauve près desec / sèche quelque partsemblable sansseul(e) soussévère sursilencieux / silencieusesimple Adverbes – Possibilitéstrict(e) certainementsympa peut-êtretimide probablementtypiqueutile Adverbes – Fréquencevide d’habitudevieux / vieille jamaisvrai(e) normalementrarementseulementsouventtoujourstous les joursCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 23Adverbes et prépositions courants (continued)Adverbes – Manière Nombres – Autres vocabulaire (continued)bien minorité (f)exactement moins delentement nombre (m)mal pas assezrapidement plus deplus ou moinsAdverbes – Intensité plusieurssurtout presquevraiment quantité (f)quelque(s)Adverbes – Quantité rienassez suffsammentbeaucoup total (m)juste toutsi tout(e) / tous / toutestout troptout à fait une fois / deux fois / trois foistrèstrop Verbes courantsaccompagnerNombres cardinaux accueillirzéro / un(e) / deux / trois / quatre / cinq – un million adoreraiderNombres ordinaux aimerpremier / première / deuxième / troisième /quatrième / etc.alleramenerapparaîtreNombres – Fractions appartenirmoitié (f) / tiers (m) / quart (m) apporterapprécierNombres – Autre vocabulaire apprendreà peu près arrangerchaque arrivercombien attacherdivers augmenterdouble avoirenviron avoir besoinla plupart avoir lieule/la seul(e) boireles deux bougermajorité (f) chercherCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment24 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageVerbes courants (continued)choisir pensercocher permettrecommencer pleurercomprendre porterconnaître posercontinuer poussercopier pouvoircrier prendrecroire raconterdéchirer ramasserdécrire rangerdemander recueillirdétester réduiredevoir regarderdiminuer regretterdire relierdonner réparerécouter répéterécrire répondreencourager ressemblerentendre ressentirentrer resteréprouver retourneressayer rentrerêtre retrouverêtre désolé(e) réussirexplorer revenirfaire rêverfnir riregarder s'approcher deil y a s'arrêterinviter s'asseoirlaisser tomber savoirlire se calmerlouer sentir / se sentirmanger se rappeler / rappelermentir semblermettre se servir demordre se souvenirorganiser s'inquiéteroublier s’inscrireparler s'intéresser àCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 25Verbes courants (continued) A Activités de la vie quotidienne (continued)s’occuper de Expressions de temps (continued)soigner moment (m)sourire pendanttirer pendant ce tempstoucher plus tardtravailler prochain(e)trouver puisutiliser quandvenir quelquefoisvoir soudainvouloir tard / en retardtôtA Activités de la vie quotidienne toujoursExpressions de temps tous les jours / toutes les semaines / tous les moisà venir (votre, ton, mon) tour (m)après-midi (m)aujourd'hui Donner l’heureavant à une heure / deux heuresbientôt après-midi (m)chaque jour / semaine / mois heure (f)d'abord horloge (f)de bonne heure Il est sept heures et demie / moins le quart / et quart.déjà matin (m)demain midi (m)depuis minuit (m)dernier / dernière minute (f)en attendant montre (f)encore seconde (f)enfn soir (m)ensuite une demi-heure, un quart d'heurefnalementhier Les jours de la semaineimmédiat(e) lundijamais mardijusqu'à mercredila semaine suivante jeudila semaine / la semaine prochaine / la semainedernièrevendredisamedimaintenant dimanchematin (m) week-end (m) / weekend (m)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment26 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageA Activités de la vie quotidienne (continued)Les mois / les années Manger et boire – Les fruitsan (m) / année (f) abricot (m)annuel(le) ananas (m)chaque année / tous les ans banane (f)date (f) cerise (f)hebdomadaire citron (m)mensuel(le) fraise (f)mois (m) framboise (f)janvier fruit (m)février fruit (m) de la passionmars mangue (f)avril melon (m)mai noix (f) de cocojuin orange (f)juillet pastèque (f)août pêche (f)septembre pomme (f)octobre poire (f)novembre prune (f)décembre raisin (m)Les saisons Manger et boire – Les légumesautomne (m) aubergine (f)été (m) carotte (f)hiver (m) champignon (m)printemps (m) chou (m)saisons (fpl) chou-fleur (m)concombre (m)Manger et boire – Repas haricot (m)déjeuner (m) laitue (f)dessert (m) légumes (mpl)en-cas (m) oignon (m)entrée (f) poivron (m)faire un barbecue pomme (f) de terrenourriture (f) végétarienne / végétalienne salade (f)pique-nique (m) tomate (f)plat (m) principalprendre le déjeuner Manger et boire – Autres alimentsprendre le dîner ail (m)prendre le petit déjeuner beurre (m)régime (m) cacahuète (f)repas (m) confture (f)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 27A Activités de la vie quotidienne (continued)Manger et boire – Autres aliments (continued) Manger et boire – Boissonsfarine (f) boisson (f)fromage (m) boisson (f) non alcooliséegelée (f) café (m)glace (f) chocolat (m) chaudhuile (f) cocanoisette (f) eau (f) (minérale, gazeuse, plate)noix (f) glaçon (m)œuf (m) jus (m)pain (m) lait (m)pâtes (fpl) limonade (f)poivre (m) thé (m)riz (m)sel (m) Manger et boire – Couvert et ustensilessoja (m) assiette (f)sucre (m) bol (m)tofu (m) casserole (f)couteau (m)Manger et boire – Viande, poisson et fruits de mer cuiller (f) / cuillère (f)agneau (m) fourchette (f)bœuf (m) marmite (f)fruits (mpl) de mer tasse (f)hamburger (m) verre (m)jambon (m)poisson (m) Manger et boire – Verbes et expressionsporc (m) avoir faimpoulet (m) avoir soifsaucisse (f) avoir trop mangéviande (f) boisson (f)couperManger et boire – Les en-cas cru(e)bonbons (mpl) grignoterchips (fpl) mangerchocolat (m) prendre le petit déjeuner / le dînerfrites (fpl) prendre quelque chose à boiregâteau (m) préparerpain (m) grillépizza (f)sandwich (m)soupe (f) / potage (m)yaourt (m)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment28 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageA Activités de la vie quotidienne (continued)Manger et boire – Adjectifs Le corps et la santé – La santé et la maladiecuit(e) dentiste (m/f)épicé(e) infrmier (m) / infrmière (f)frais / fraîche médecin (m/f)salé(e) médicament (m)sucré(e) pharmacie (f)rendez-vous (m)Le corps et la santé – Les parties du corps sparadrap (m)bouche (f)bras (m) La santé et la maladie – Verbes et expressionscheville (f) aller à la salle de gym / au gymnasecœur (m) avoir de la fèvrecorps (m) avoir la grippecou (m) avoir mal à la tête / au ventre / aux dentsdent (f) avoir une allergie àdoigt (m) / doigt de pied (m) blessure (f)dos (m) être au régimeépaule (f) être en forme / en bonne santégenou (m) être enrhumé(e)gorge (f) être fatigué(e)jambe (f) être malademain (f) (droite, gauche) faire de l’exercicenez (m) propreœil (m) / yeux (mpl) s’allongeroreille (f) se casser le bras / la jambeorteil (m) se faire mal à / se couper le doigtos (m) se sentir maladepeau (f) tomberpied (m) (droit, gauche) vomirpoitrine (f)tête (f) Les voyages et les transportsventre (m) auto (f)visage (m) (auto)bus (m)ambulance (f)Les parties du corps – Verbes et expressions arrêt (m) d'autobusrespirer avion (m)se maquiller bagages (mpl)se raser bateau (m)sentir carte (f)toucher chauffeur (m)voir chemin (m) de ferCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 29A Activités de la vie quotidienne (continued)Les voyages et les transports (continued) Les voyages et les transports – Verbes etconducteur (m) / conductrice (f) expressions (continued)directions (fpl) tout droitferry (m) traversermotocyclette (f) voyageroffce (m) de tourisme voyager en autobus / en trainpassager (m) / passagère (f)piste (f) cyclable B Vie personnelle et socialequai (m) Moi, ma famille et mes amis – Salutations etqueue (f) expressions parlées courantesretard (m) / en retard / retardé À plus tard.taxi (m) À demain.ticket aller-retour (m) / aller simple (m) Au revoir.touriste (m/f) Bonjour.train (m) Bonsoir.trajet (m) Ça va ? / Ça va bien merci. / Ça ne va pas bien.tram (m) Comment allez-vous ? / Comment vas-tu ?transports (mpl) en commun Enchanté(e) de faire votre connaissance.valise (f) Je dois m'en aller.vélo (m) Je suis désolé(e).visite (f) Merci.voiture (f) Pardon.vol (m) Pardon ?voyage (m) Salut.S’il vous plaît / S’il te plaît.Les voyages et les transports – Verbes etexpressions Moi, ma famille et mes amis – Exclamations /arriver Interjectionschercher Bienvenue !conduire Que c’est ennuyeux !descendre Que c’est gentil !être perdu(e) / se perdre Que c’est intéressant !faire de la randonnée Quel dommage !marchermonter Moi, ma famille et mes amis – Invitationspartir accepter / refuser une invitationprendre l'autobus / le train / le ferry / l'avion inviterretourner Merci, mais je ne peux pas. Un autre jour peut-être ?revenir Veux-tu / Voulez-vous aller au cinéma ?se garer Si on allait... ?stationnertournerCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment30 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageB Vie personnelle et sociale (continued)Moi, ma famille et mes amis – La famille et lesrelationsMoi, ma famille et mes amis – La famille et lesrelations (continued)adolescent(e) (m/f) petit(e) ami(e) (m/f)ami(e) (m/f) petit-fls (m) / petite-flle (f)bébé (m) prénom (m)belle-mère (f) / beau-père (m) se mariercélibataire (m/f) sœur (f) plus jeune / plus âgéecopain (m) / copine (f) tante (f)cousin (m) / cousine (f) voisin (m) / voisine (f)divorcé(e) vous-même / moi-mêmeenfance (f)enfant (m/f) La famille et les relations – Verbes etépouser expressionsfamille (f) avoirfemme (f) être enceintefancé (m) / fancée (f) éleverflle (f) épelerfls (m) / flle (f) grandirfrère (m) plus jeune / plus âgé mourirgens naîtregrand-père (m) / grand-mère (f) / grands-parents(mpl)s'appelervivrehomme (m)jeune femme (f) Moi, ma famille et mes amis – Descriptionjeune homme (m) physiquejeune (m/f) âge (m)jumeaux (mpl) / jumelles (fpl) barbe (f)les personnes âgées (fpl) beau / belleMadame blond(e)Mademoiselle bouclé(e)mari (m) brun(e)marié(e) chauvemariage (m) cheveux (mpl)membre (m) de la famille couleur (f)mère (f) court(e)Monsieur épais(se)neveu (m) / nièce (f) fn(e)nom (m) de famille frisé(e)oncle (m) grand(e)parents (mpl) gros(se)partenaire (m/f) jeunepère (m) joli(e)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 31B Vie personnelle et sociale (continued)Moi, ma famille et mes amis – Descriptionphysique (continued)Moi, ma famille et mes amis – Description dutempérament et de l’humeur (continued)laid(e) intelligent(e)long(ue) intéressant(e)maigre malheureux / malheureusemarron marrant(e)mince méchant(e)moustache (f) paresseux / paresseuseœil (m) / yeux (mpl) pauvrepetit(e) raisonnableporter un appareil auditif satisfait(e)porter des lunettes (fpl) sérieux / sérieuseraide stupidesexe (m) tristetaille (f)vieux / vieille Moi, ma famille et mes amis – Verbes etvoix (f) expressionsaimerMoi, ma famille et mes amis – Description dutempérament et de l'humeurembrasserêtre de bonne / mauvaise humeuractif / active pleureragréable rireaimable se fâcheranxieux / anxieuse sourirebêtecalme À la maison – Les pièces et les meublescélèbre balcon (m)content(e) bureau (m)curieux / curieuse cave (f)désagréable couloir (m)drôle entrée (f)en colère escalier (m)ennuyeux / ennuyeuse fenêtre (f)épuisé(e) garage (m)fâché(e) grenier (m)fou / folle meuble (m)gentil(le) mur (m)gourmand(e) plafond (m)heureux / heureuse plancher (m)impoli(e) porte (f)important(e) salle à manger (f)inquiet / inquiète toit (m)verre (m)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment32 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageB Vie personnelle et sociale (continued)À la maison – La salle de bains À la maison – La cuisine (continued)brosse (f) (à dents / à cheveux) chaise (f)dentifrice (m) cuisine (f)déodorant (m) évier (m)douche (f)gel (m) douche La cuisine – Verbes et expressionsmiroir (m) bouillir / faire bouillirpeigne (m) chauffer / faire chaufferrobinet (m) congelersalle (f) de bain(s) coupersavon (m) cuire / faire cuire (au barbecue)serviette (f) (de bain) cuisinershampooing (m) / shampoing (m) frire / faire friretoilettes (fpl) grillerhacherLa salle de bains – Verbes et expressions mangerprendre un bain préparer le déjeuner / le dînerse doucher prendre le déjeuner / le dînerse brosser les dents repasserse brosser les cheveux rôtir / faire rôtirse laver le visagese peigner À la maison – La chambrearmoire (f)À la maison – Le salon chambre (f)canapé (m) couverture (f)commode (f) drap (m)étagère (f) lampe (f)fauteuil (m) lit (m)peinture (f) oreiller (m)salon (m) placard (m)séjour (m)sofa (m) La chambre – Verbes et expressionstable (f) avoir sommeiltableau (m) dormirtapis (m) être fatigué(e)s'allongerÀ la maison – La cuisine se leverboîte (f) (en carton) se reposerbouteille (f) se réveillerCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 33B Vie personnelle et sociale (continued)À la maison – Les tâches ménagères À la maison – Les appareils ménagers (continued)aspirateur (m) / passer l'aspirateur machine (f) à lavercuire (au four) mode (m) d'emploidéchets (mpl) / trier les déchets pile (f)lessive (f) / faire la lessive prise (f)mettre / débarasser la table radio (f)nettoyer réveil (m)poubelle (f) / sortir la poubelle téléphone (m)ranger télévision (f) / téléviseur (m)recyclervaisselle (f) / faire la vaisselle Les appareils ménagers – Verbes et expressionsallumerÀ la maison – Le jardin casserarbre (m) éteindreclôture (f) fermerfleur (f) ouvrirjardin (m) poussermur (m) réparerpelouse (f) tirerplante (f)CouleursLe jardin – Verbes et expressions argentjardiner / faire du jardinage blanc / blancheplanter des fleurs bleu(e)pousser / faire pousser brun(e)clair(e)À la maison – Les appareils ménagers couleur (f)barbecue (m) foncé(e)casque (m) gris(e)chargeur (m) jaunechauffage (m) marronclimatisation (f) noir(e)congélateur (m) orcuisinière (f) orangeélectricité (f) rosefer (m) à repasser rougefour (m) / four (m) à micro-ondes vert(e)frigo (m) violet / violettegaz (m)horloge (f)lave-vaisselle (m)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment34 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageB Vie personnelle et sociale (continued)Les vêtements et les accessoires Les vêtements et les accessoires – Verbes etbague (f) expressionsbaskets (fpl) Ça me va. / Ça ne me va pas.bijoux (mpl) Ça vous va bien !blouson (m) C'est décontracté.botte (f) C'est élégant / chic.boucle (f) d'oreille C'est trop étroit.casquette (f) C'est trop large.ceinture (f) de quelle taille (vêtements) / pointure (chaussures)chapeau (m) essayerchaussette (f) mettrechaussure (f) paire (f) de chaussettes (fpl) / chaussures (fpl) /chemise (f) gants (mpl)chemisier (m) portercollier (m) s'habiller / se déshabillercostume (m)cravate (f) Les loisirs – Les choses à faireécharpe (f) aller à un concert / un festival de musique / augant (m) théâtreimperméable (m) chatter en lignejean (m) écouter de la musique (pop / classique / rock)jupe (f) regarder la télévision / un flm à suspense / un flmromantique / une comédie / un flm policier / undessin animé / un flm de science-fctionlunettes (fpl) / lunettes (fpl) de soleilmaillot (m) de bainmanteau (m)mode (f) Les loisirs – Les passe-tempsmontre (f) batterie (f) / jouer de la batteriepantalon (m) casque (m)parapluie (m) chant (m) / chanterpoche (f) clarinette (f) / jouer de la clarinetteportefeuille (m) dessin (m) / dessiner / faire du dessinporte-monnaie (m) échecs (mpl) / jouer aux échecspull (m) flûte (f) / jouer de la flûterobe (f) guitare (f) / jouer de la guitaresac (m) / sac à dos instrument (m) / jouer d'un instrumentsandales (fpl) jardinage (m) / faire du jardinageshort (m) lecture (f) / liretailleur (m) pêche (f) / aller à la pêcheuniforme (m) peinture (f) / peindreveste (f) photographie (f) / faire de la photographievêtements (mpl) piano (m) / jouer du pianoCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 35B Vie personnelle et sociale (continued)Les loisirs – Les passe-temps (continued) Les sports – Verbes et expressionstrompette (f) / jouer de la trompette (s') entraînerviolon (m) / jouer du violon gagner (la / une course / la / une compétition / unemédaille)Les loisirs – Les sports marquer (un but)athlétisme (m) / faire de l'athlétisme match nul (m) / faire match nulbadminton (m) / jouer au badminton perdre (une / la course / une compétition) prendreballe (f) (de tennis) des photosballon (m) (de foot)basket (m) / jouer au basket C Le monde qui nous entourecourse (f) à pied / faire de la course à pied Les gens et les lieux – Les continentscourt (m) de tennis Afrique (f)cyclisme (m) / faire du cyclisme Amérique (f) / Amérique du Sud / Amérique du Nord /escalade (f) / faire de l'escalade Amérique centraleéquipe (f) Antarctique (m)équitation / faire de l'équitation Arctique (m)fan (m) Asie (f)football (m) / foot (m) / jouer au foot(ball) Australasie (f)golf (m) / jouer au golf Europe (f)hockey (m) / jouer au hockey Océanie (f)jouermatch (m) Les gens et les lieux – Les pays / les nationalités etmatériel (m) les languesmédaille (f) nationalité (f) du / de la candidat(e) + pays (m) derésidencenagernatation (f) / faire de la natation langue (f) maternelle du / de la candidat(e) + autrespatinage (m) sur glace langues étudiéespatin (m) (patin à glace / à roulettes) pays (m) francophonepiste (f)planche (f) à voile / faire de la planche à voile Les gens et les lieux – Les points cardinauxprix (m) est (m)raquette (f) nord (m)rugby (m) / jouer au rugby ouest (m)ski (m) / skier / faire du ski sud (m)supporter (m) / supporteur (m) / supportrice (f)surf (m) / faire du surf Le monde naturel et l’environnementtennis (m) agriculture (f)terrain (m) de golf / de foot air (m) / en plein airvélo (m) / faire du vélo / faire du VTT branche (f)voile (f) / faire de la voile champ (m)volley (m) / jouer au volley chute (f) d'eauyoga (m) / faire du yoga ciel (m)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment36 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageC Le monde qui nous entoure (continued)Le monde naturel et l’environnement (continued) Le monde naturel et l’environnement – Lesclimat (m) animauxcolline (f) animal (m)côte (f) araignée (f)déforestation (f) chat (m)désert (m) chien (m)environnement (m) éléphant (m)étoile (f) lapin (m)fleuve (m) lion (m)forêt (f) mouche (f)herbe (f) mouton (m)île (f) oiseau (m)lac (m) poisson (m)lune (f) rat (m)mer (f) serpent (m)monde (m) singe (m)montagne (f) souris (f)nature (f) tigre (m)ombre (f)paysage (m) Le monde naturel et l’environnement – Le climatpierre (f) et le tempspittoresque brouillard (m)plage (f) brume (f)planète (f) chaleur (f)pollution (f) chaudpoussière (f) conditions météorologiques (fpl)protection (f) degré (m)protéger éclair (m)réchauffement climatique (m) ensoleillérecyclage (m) / recycler froid (m)région (f) gelée (f)ressource (f) naturelle givre (m)rivière (f) grêle (f)sable (m) humidese situer humidité (f)se trouver météo (f)soleil (m) neige (f)sommet (m) nuage (m)terre (f) / planète (f) Terre nuit (f)vague (f) orage (m)volcan (m) ouragan (m)vue (f) pluie (f)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 37C Le monde qui nous entoure (continued)Le monde naturel et l’environnement – Le climatet le temps (continued)La communication et la technologie – Le mondenumérique (continued)saison (f) photo (f)soleil (m) remplirtempête (f) renseignement (m)temps (m) réseau (m) socialtonnerre (m) sécurité (f) en lignevent (m) selfe (m)verglas (m) site (m)souris (f)Le climat et le temps – Verbes et expressions tablette (électronique) (f)Il fait froid / chaud / frais. téléphone (m)Il gèle. téléphone (m) portable / portable (m)Il pleut. texto (m)touche (f)La communication et la technologie – Le mondenumériquevidéo (f)vlog (m) / vlogueur (m) / vlogueuse (f)application (f) wif (m)article (m)chat (m) Le monde numérique – Verbes et expressionsclavier (m) aller sur Internet / avoir accès (à) Internet / seclé (f) USB connecter sur / à Internetcliquer cliquercourriel (m) collerdocument (m) copierdossier (m) effacerécran (m) envoyerécran tactile (m) mettre en lignee-mail (m) posteren ligne sauvegarderfchier (m) surfer sur Internetflm (m) téléchargerimprimante (f) téléconférence (f) / participer à une téléconférenceinformations (fpl) trouverInternet (m)jeu (m) La communication et la technologie – Leslogiciel (m) documents et les textesmarque (f) article (m)mot de passe (m) bande (f) dessinéenumérique billet (m)ordinateur (m) / ordinateur (m) portable brochure (f)page (f) Web carnet (m)carte (f) / carte (f) d'identitéCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment38 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageC Le monde qui nous entoure (continued)La communication et la technologie – Lesdocuments et les textesL'environnement construit – Les bâtiments et lesservices (continued)carte (f) postale hôpital (m)certifcat (m) hôtel (m)facture (f) maison (f)formulaire (m) musée (m)guide (m) (touristique) piscine (f)journal (m) poste (f)lettre (f) restaurant (m)liste (f) rez-de-chaussée (m)livre (m) salle (f) de gym / gymnase (m)magazine (m) sortie (f)note (f) stade (m)passeport (m) station-service (f)publicité (f) théâtre (m)ticket (m) université (f)usine (f)L'environnement construit – Les bâtiments et lesserviceszoo (m)appartement (m) L’environnement construit – Les zones urbainesascenseur (m) aéroport (m)bâtiment (m) aire (f) de jeuxbibliothèque (f) arrêt (m) de train / busbureau (m) autoroute (f)cabinet (m) dentaire circulation (f)café (m) coin (m)centre (m) / complexe (m) de loisirs endroit (m)château (m) feux (mpl)cinéma (m) gare (f) / gare (f) routièreclinique (f) métro (m)collège (m) parking (m)commissariat (m) passage pour piétons (m) / passage clouté (m)école (f) primaire / maternelle place (f) / place (f) du marchéentrée (f) pont (m)étage (m) (premier / deuxième) quartier (m)faculté (f) rond-point (m)ferme (f) rue (f)garage (m) village (m)gare (f) / gare (f) routière ville (f)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 39C Le monde qui nous entoure (continued)L’environnement construit – Les courses Poids et mesuresaddition (f) carré (m)billet (m) centimètre (m)bon marché court(e)boucherie (f) degré (m)boulangerie (f) gramme (m)boutique (f) kilogramme (m)carte de crédit (f) kilomètre (m)cher / chère litre (m)client (m) / cliente (f) long(ue)fermer / fermé mètre (m)kiosque (m)magasin (m) Poids et mesures – La taillemarché (m) court(e)monnaie (f) énormeouvrir / ouvert grand(e)pièce (f) de monnaie gros(se)pointure (f) long(ue)prix (m) moyen(ne)promotion (f) / en promotion petit(e)reçu (m) tout petitsac (m) à vieserveur (m) / serveuse (f) Poids et mesures – La formesoldes (mpl) / en solde carré (m) / carré(e)supermarché (m) cercle (m)taille (f) circulairevendeur (m) / vendeuse (f) rond (m) / rond(e)triangle (m)Les courses – Verbes et expressions triangulaireacheterC'est combien ? Les matériauxdépenser argent (m)faire des courses bois (m)louer (un vélo) coton (m)payer cuir (m)rapporter laine (f)rembourser / se faire rembourser métal (m)rendre or (m)se plaindre papier (m)vendre pierre (f)plastique (m)verre (m)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment40 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageD Le monde du travailL’éducation – Les institutions d’enseignement L’éducation – La salle de classe / les outilscollège (m) d’apprentissage / le matériel scolaire (continued)école (f) maternelle / primaire / internationale /privéefenêtre (f)feuille (de papier) (f)jardin d'enfants (m) gomme (f)lycée (m) iPad (m)université (f) livre (m)manuel (m) scolaireL’éducation – L’éducation et la formation ordinateur (m) portableannée (f) scolaire porte (f)bibliothèque (f) poubelle (f)cantine (f) règle (f)centre (m) sportif sonnerie (f)cour (f) stylo (m)directeur (m) / directrice (f) table (f)dortoir (m) tableau (m) (noir / blanc / interactif)élève (m/f) tablette (f)enseignant (m) / enseignante (f) trousse (f)étudiant (m) / étudiante (f)gymnase (m) L’éducation – Les matièresinternat (m) / interne (m/f) art (m) dramatiquelicence (f) biologie (f)matière (f) chimie (f)moniteur (m) / monitrice (f) dessin (m)proviseur (m) éducation (f) physique / EPSprofesseur (m) / professeure (f) études (fpl) religieusesprogramme (m) géographie (f)rentrée (f) scolaire histoire (f)salle (f) de classe informatique (f)salle (f) d'informatique langues (fpl) vivantessection (f) maths (fpl) / mathématiques (fpl)surveillant (m) / surveillante (f) musique (f)trimestre (m) physique (f)religion (f)L’éducation – La salle de classe / les outilsd’apprentissage / le matériel scolairesciences (fpl) / sciences (fpl) naturelles / SDVT(sciences de la vie et de la terre)cahier (m) sport (m)carnet (m) technologie (f)chaise (f) théâtre (m)colle (f)dictionnaire (m)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 41D Le monde du travail (continued)L’éducation – Les études Les études – Verbes et expressions (continued)classe (f) révisercontrôle (m) savoircopain (m) / copine (f) de classe s'entraînercours (m) s'exercerdevoirs (mpl) surveillerdossier (m) travailleremploi (m) du tempsépreuve (f) Le travail – Les métiers / les carrièresétude (f) acteur (m) / actrice (f)examen (m) agent de police (m/f)exemple (m) agriculteur (m) / agricultrice (f)exercice (m) architecte (m/f)instructions (fpl) avocat (m) / avocate (f)note (f) banquier (m) / banquière (f)pause (f) déjeuner / pause (f) de midi boucher (m) / bouchère (f)projet (m) scolaire boulanger (m) / boulangère (f)question (f) chanteur (m) / chanteuse (f)récréation (f) chauffeur (m)résultat (m) chef (m)chirurgien (m) / chirurgienne (f)Les études – Verbes et expressions coiffeur (m) / coiffeuse (f)adorer comédien (m) / comédienne (f)apprendre comptable (m/f)comprendre conducteur (m) / conductrice (f)connaissance (f) constructeur (m)connaître créateur (m) / créatrice (f) de sites Internetdemander cuisinier (m) / cuisinière (f)détester danseur (m) / danseuse (f)échouer dentiste (m/f)écrire docteur (m)étudier facteur (m) / factrice (f)expérimenter / faire une expérience fermier (m) / fermière (f)expliquer gendarme (m)lire homme (m) d'affaires / femme (f) d'affairespasser un examen hôtesse (f) de l’airposer une question infrmier (m) / infrmière (f)prendre des notes informaticien (m) / informaticienne (f)rater ingénieur (m) / ingénieure (f)répondre interprète (m/f)réussir journaliste (m/f)Cambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessment42 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageD Le monde du travail (continued)Le travail – Les métiers / les carrières (continued) Le monde du travail – Verbes et expressionsmécanicien (m) / mécanicienne (f) (continued)médecin (m) poser sa candidaturemenuisier (m) prendre sa retraitemusicien (m) / musicienne (f) prendre un congénotaire (m/f) se faire virerpharmacien (m) / pharmacienne (f) trouver / chercher du travailpilote (m)plombier (m) E Le monde internationalpompier (m) Les pays / les nationalités et les languesprofesseur (m) / professeure (f) nationalité (f) du / de la candidat(e) + pays deprogrammeur (m) / programmeuse (f) résidencesecrétaire (m/f) langue (f) maternelle du / de la candidat(e) + autresserveur (m) / serveuse (f) langues étudiéessoldat (m) / femme soldat (f) pays (m) francophonesteward (m)traducteur (m) / traductrice (f) La culture / les coutumes / la religion / les fêtestravailler à son compte baptême (m)vétérinaire (m/f) crèche (f) (de Noël)croyance (f)Le travail – Le monde du travail Divali / Diwali / Dipavali (m)affaires (fpl) église (f)atelier (m) feu (m) d'artifcebureau (m) foi (f)chômage (m) / chômeur (m) / chômeuse (f) jour (m) fériéCV (m) messe (f)emploi (m) / sans emploi mosquée (f)employé(e) (m/f) Noël (m)employeur (m) / employeuse (f) Nouvel An (m)entreprise (f) occasion (f)salaire (m) offce (m) religieuxtravail (m) Pâques (m)pèlerinage (m)Le monde du travail – Verbes et expressions ramadan (m)être renvoyé(e) religion (f)être promu(e) saint (m) / sainte (f)faire une demande d'emploi service (m)faire un stage synagogue (f)gagner temple (m)partir en vacancesperdre son emploiCambridge IGCSE (9–1) French 7156 syllabus for 2021. Details of the assessmentBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 43E Le monde internationalLa culture / les coutumes / la religion / les fêtes –Verbes et expressionscélébrercroireêtre croyant(e)être pratiquant(e)fêterCambridge IGCSE (9–1) French 7156 syllabus for 2021.44 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents page5 What else you need to knowThis section is an overview of other information you need to know about this syllabus. It will help to share theadministrative information with your exams offcer so they know when you will need their support. Find moreinformation about our administrative processes at http://www.cambridgeinternational.org/examsofficersBefore you startPrevious studyWe recommend that learners starting this course should have studied a French curriculum such as the CambridgeLower Secondary programme or equivalent national educational framework.Guided learning hoursWe design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each subjectduring the course but this is for guidance only. The number of hours a learner needs to achieve the qualifcationmay vary according to local practice and their previous experience of the subject.Availability and timetablesAll Cambridge schools are allocated to one of six administrative zones. Each zone has a specifc timetable.This syllabus is not available in all administrative zones. To fnd out about availability check the syllabus page atCambridge IGCSE - 14-16 Year Olds International QualificationYou can enter candidates in the June and November exam series. You can view the timetable for youradministrative zone at http://www.cambridgeinternational.org/timetablesPrivate candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to MakingEntries.Combining with other syllabusesCandidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. Theonly exceptions are:• Cambridge IGCSE French (0520)• Cambridge O Level French (3015)• syllabuses with the same title at the same level• this syllabus must not be offered in the same series with Cambridge IGCSE First Language French (0501).Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.Cambridge IGCSE (9–1) French 7156 syllabus for 2021. What else you need to knowBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 45Making entriesExams offcers are responsible for submitting entries to Cambridge International. We encourage them to workclosely with you to make sure they enter the right number of candidates for the right combination of syllabuscomponents. Entry option codes and instructions for submitting entries are in the Cambridge Guide to MakingEntries. Your exams offcer has a copy of this guide.Estimated entriesYou must make estimated entries for this syllabus. This will enable us to send you early question papers andpre-release materials, and ensure you have the necessary materials to carry out assessments at the specifed time.Further information about making estimated entries can be found in the Cambridge Handbook for the relevant yearat http://www.cambridgeinternational.org/examsofficersExam administrationTo keep our exams secure, we produce question papers for different areas of the world, known as administrativezones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone hasa specifc timetable. Some of our syllabuses offer candidates different assessment options. An entry option codeis used to identify the components the candidate will take relevant to the administrative zone and the availableassessment options.Support for exams offcersWe know how important exams offcers are to the successful running of exams. We provide them with the supportthey need to make your entries on time. Your exams offcer will fnd this support, and guidance for all other phasesof the Cambridge Exams Cycle, at http://www.cambridgeinternational.org/examsofficersRetakesCandidates can retake the whole qualifcation as many times as they want to. This is a linear qualifcation socandidates cannot re-sit individual components.Carrying forward internally assessed marksTo confrm if an option is available to carry forward marks for this syllabus, please see the Cambridge Guide toMaking Entries for the relevant series. Regulations for carrying forward internally assessed marks, and informationabout resubmitting coursework, can be found in the Cambridge Handbook.Equality and inclusionWe have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessmentmaterials. In compliance with the UK Equality Act (2010) we have designed this qualifcation to avoid any directand indirect discrimination.The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learningdiffculties. We can put arrangements in place for these candidates to enable them to access the assessments andreceive recognition of their attainment. We do not agree access arrangements if they give candidates an unfairadvantage over others or if they compromise the standards being assessed.Cambridge IGCSE (9–1) French 7156 syllabus for 2021. What else you need to know46 Cambridge IGCSE - 14-16 Year Olds International Qualification Back to contents pageCandidates who cannot access the assessment of any component may be able to receive an award based on theparts of the assessment they have completed.Information on access arrangements is in the Cambridge Handbook athttp://www.cambridgeinternational.org/examsofficersLanguageThis syllabus is available in English only. The assessment materials are in French.After the examGrading and reportingGrades 9, 8, 7, 6, 5, 4, 3, 2 or 1 indicate the standard a candidate achieved at Cambridge IGCSE (9–1).9 is the highest and 1 is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the standardrequired for grade 1. ‘Ungraded’ is reported on the statement of results but not on the certifcate. In specifccircumstances your candidates may see one of the following letters on their statement of results:• Q (result pending)• X (no result)• Y (to be issued).These letters do not appear on the certifcate.How students and teachers can use the gradesAssessment at Cambridge IGCSE has two purposes:• to measure learning and achievementThe assessment:– confrms achievement and performance in relation to the knowledge, understanding and skills specifed inthe syllabus, to the levels described in the grade descriptions.• to show likely future successThe outcomes:– help predict which students are well prepared for a particular course or career and/or which students aremore likely to be successful– help students choose the most suitable course or career.Grade descriptionsGrade descriptions are provided to give an indication of the standards of achievement candidates awardedparticular grades are likely to show. Weakness in one aspect of the examination may be balanced by a betterperformance in some other aspect.Grade descriptions for Cambridge IGCSE (9–1) French will be published after the frst assessment of the syllabus in2021. Find more information at Cambridge IGCSE - 14-16 Year Olds International QualificationCambridge IGCSE (9–1) French 7156 syllabus for 2021. What else you need to knowBack to contents page Cambridge IGCSE - 14-16 Year Olds International Qualification 47Changes to this syllabus for 2021The syllabus has been reviewed and revised for frst examination in 2021.You are strongly advised to read the whole syllabus before planning your teaching programme.Changes to syllabus content • Information that was previously in the Defned Content Booklet,such as the Minimum Core Vocabulary and the List of Grammar andStructures, is now in the syllabus.• The list of broad topic areas remains the same as the previous syllabus.The list of sub-topics has been updated. These sub-topics are notintended to be prescriptive or exhaustive.• The sub-skills to be taught are identifed and listed under the relevantskills in the subject content section.• The vocabulary list has been updated. The list is intended as a guidefor teachers to assist in the planning of lessons and schemes of work.It is not intended to be prescriptive or exhaustive. Some assessmenttasks may require students to understand and respond to words(and/or forms of words) that are not on the list.Changes to assessment(including changes to specimenpapers)• The assessment objectives (AOs) have been revised.• Paper 1 Listening will consist of matching as well as three-, four- andfve-option multiple-choice questions.• Paper 2 Reading will consist of six groups of questions, eachcomprising a number of multiple-choice or matching items, as well asitems requiring short answers in French.• Paper 3 Speaking has been updated. Candidates will complete one roleplay (consisting of fve tasks) and two topic conversations.• The levels descriptors in the mark scheme for Paper 3 have also beenrevised.• Paper 4 Writing will consist of three tasks – a form-flling task, adirected writing task and a choice of two extended writing tasks (anemail/letter or an article/blog).• The mark scheme for Paper 4 has also been revised. Candidates’responses to Questions 2 and 3 will be marked using level descriptors.Other changes • The changes to the syllabus content and assessment have been madeto ensure that candidates have opportunities to demonstrate languageprofciency at level A2 (Basic User) and some elements of level B1(Independent User) of the Common European Framework of Referencefor Languages: Learning, Teaching, Assessment (CEFR).• Grade descriptions will be published after the frst assessment of thissyllabus.In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The specimenpapers will help your students become familiar with exam requirements and command words in questions. Thespecimen mark schemes explain how students should answer questions to meet the assessment objectives.Any textbooks endorsed to support the syllabus for examination from 2021 are suitable for use withthis syllabus.Cambridge Assessment International EducationThe Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United KingdomTel: +44 (0)1223 553554 Fax: +44 (0)1223 553558Email: [email protected] http://www.cambridgeinternational.org

Since the question doesn’t specify exactly what is your problem, I will assume it is not language/syntax issue. If this is the case, then you can skip this answer for now and maybe check it back later.If we can assume your problem is a mindset problem, then I think I can suggest a solution that might help. But first let me elaborate on what a mindset (or at least that what I call it) problem is.You have a full understanding of the task, and you can think of the high level solution. But once you try to code it, you get stuck and don’t know where to start.You have understood the task, but it doesn’t seem to be solvable, as parts of the solution you imagine, requires knowledge, or skills that you don’t have.Sometime the problem/task just seem to be so complicated and you do not know what to do.When you read tutorials or textbox, you can understand the examples pretty well, but you can not form similar coding tasks on your own by any means, you just get stuck.Long story short, you just feel stuck most of the time you try to write code, and code here doesn’t mean a simple “for/while loop” or one C function; I mean writing something like a complicated algorithm or a small Content Management System (CMS) with a database and web pages, etc…If that is your case, then let me share with you my own experience (you can skip if you want, the solution will be at the end of the answer).I have no academic CS or Engineering background, actually my B.A was in English Literature and Translation. In the early days of my career, I spent three years (from 2005 to 2008), reading too many programming books (more than 120 books mainly in PHP, MySQL, HTML, CSS, JS, OOP, Design Patterns, etc…) and I gained in depth knowledge, that even some of the most experienced developers I knew back then did not have (and they did not even need). But it was all just useless knowledge at that time as I could not effectively use them. I could, with too much effort, build some basic stuff, but no more than that. I even worked as freelancer to do some simple stuff almost for free from 2007. But still, I feel I am far behind, not even a junior developer!At this point, I started to blame my English skills, as my English was very limited at that time. So I joined Faculty of Arts, English Department in 2008 to improve my English. During the first year, things started to improve, but it wasn’t really my English, it was my mindset. While reading the learning materials, I was convinced that my English isn’t good enough and somehow this thought blocked me to understand too many things. Looking back, I recognized that if this idea wasn’t in my mind all the time, I could have even gained much more knowledge from the materials I read. Anyway, since I did not see myself as a good developer yet, I started to think that maybe I am still blocking my self with something else, but I can’t figure it out yet. After several analysis to my behavior, I recognized that I still look into programming challenges from a regular PC user perspective, maybe advanced one but a user perspective, not a developer!However, I don’t know how to solve this one, so again I was about to give up, but before I do, I tried to crawl all over the internet to find a definition for this and hoping it will lead me to a solution. Because giving up would mean I have to find my passion in a different profession, and I don’t have that! Somehow I came across an online free course from Stanford named “Programming Methodology”; from its name I guessed it might be related to what I diagnosed in myself. (and indeed it was). Going through its syllabus outline, well, it is not clear if that what I am looking for, but I gave it a try anyway, and I never regret it!It taught me how to workout the solutions without having all the knowledge of everything before I start, and it also draw my attention that I don’t need to bother with everything from the first second. All that matters is that I have a high level solution, then I can break that down into structured work flow, and for every part I can either fill it in with its own implementation, or break it farther (known as top-down approach)… And all the sudden, I managed to put all the knowledge I have into very effective use! and my abilities started to grow very quickly in a way that I never imagined it is possible!To give you an example of how my mindset was before and after:Consider the following task:“We need to develop an account-registration page, where the user can fill-in his details and save it in our database so next time the user can just login. The user have to provide his first name, last name, email address and password and hist email address has to be a valid email address, and his password must be between 6 and 12 characters and it must include at least one special character”When I was looking to such description from a user perspective, I raise up too many questions and details and even irrelevant issues, for example:How will I be able to validate the email address? Regular Expressions? but this only validates the the format of the email address, it can not really check if this is a real email address?How will I be able to tell if this email address belongs to this person? he might just write any email address.From where should I start? the database schemes or the web page that presents the registration form?If I managed to do all of that, how will I keep him logged in? will I use PHP Sessions or cookies? and how will I use that to authenticate the user?Most of these questions, was not even worth thinking of at this phase, and sometime I think it was out of fear that I will fail to deliver (and I actually failed too many times). So I end up feeling that I am not skilled enough to do it!After:… Okay, it seems I have pretty much all the information I need to kick off and maybe we can fine tune it later if needed. Let’s do it! I open up my favorite PHP editor and start with something like this://1 - echo the HTML output, and make sure it has its own client side validation //2 - Receive the form data when the user hits the submit button and put it in a nice structure to handle it in the rest of the file //3 - Handle all the needed validation //3A - Make sure the email is valid //3B - Make sure the password field and its confirmation field are filled, and equal, and meets the password requirements //3C - Make sure the rest of the mandatory fields are filled out. //3D - If anything is wrong, refresh the page and highlight the errors //3E - If everything is fine, move on to step 4 //4 - Save the Database record //5 - Remember the user details so we know he is already registered //6 - Redirect the user to the success page. So basically, I outline my logic, and take each step on its own and implement it directly or write down its own sub-outline and then implement them one by one.Of course, this was just the start on which I built the rest of my experience and grow up as a very competitive developer!If the above description somehow describes your situation I highly recommend you check the CS106A - Programming Methodology course, you will definitely find it useful!Given the fact that you are studying Computer Science, your chances are much better than mine, and if programming is really something you have passion for, do yourself a favor and PLEASE DON’T GIVE UP and you will definitely SUCCEED!

Windows Operating System & Eclipse IDEIntroductionThis handout will introduce you to the Windows XP Operating System and all the skills that you will need to use it for programming. Other Microsoft operating systems (Windows NT, 2000, 95/98, etc.) operate similarly. At the beginning of the course, when we are just starting to learn programming, practice these skills repeatedly, until they become intuitive. Because there are few skills, and because you will use these same skills over and over again while taking this course, you will soon master them.Every semester about 500 students successfully complete this process. Please feel free to ask other students if you get stuck; and, if someone gets stuck and asks you a question, please try to help them. Mastering the use of the operating system is NOT an academic part of the course, so feel free to give and take help.The Windows XP Operating SystemWindows XP was build from the Windows NT Operating System (OS). Both are 32 bit, multitasking OS. Version 1.0 of Windows NT was released in 1994; Version 4.0 was the final release. Its initial size was 6 millions lines of code, which cost Microsoft $150 million. Windows XP (the successor to Windows 2000, which was the successor to Windows NT) is estimated to contains 100 million lines of code. A fascinating book that describes the initial Windows NT project at Microsoft is G. Pascal Zachary Show-Stopper! : The Breakneck Race to Create Windows NT and the Next Generation at Microsoft, Free Press, 1994.Windows TerminologyHere are a few important terms that you must know to be able to understand the rest of the information on this page.DesktopThe entire screen, which contains the Task Bar, Icons, and Windows.Task BarThe horizontal bar that appears at the bottom of the Destktop. It always contains the StartButton and buttons for any minimized applications.Start ButtonThe button that appears on the left of the Task Bar.IconsPictures with names underneath: e.g., My Computer which is typically in the upper left hand corner of the Screen. Icons represent applications (that you can run) files (data for applications that you can run) or Folders (repositories for files that you can examine) by Double Clicking.ClickingPressing and quickly releasing a mouse button. Typically refers to the left button: a longer way to say this is Left Clicking (most mouses also contain a right button).RightClickingPressing and quickly releasing the right mouse button.DoubleClickingClicking twice, in rapid succession. Typically refers to the left button. This takes a bit of practice for beginners.FoldersManila folder Icons. Folders organize data: applicatons, files and [sub]folders. Double Clicking a folder shows its contents (the applications, files, and subfolders that it contains).WindowA Window shows a running application and the data it is working on. Double Clicking an application or a file (connected to an application) starts the application (working on the data in the file), creating a window.WindowControlA control on the top right part of a Window that affects its size._ Minimize: Show window only on the Task Bar[] Maximize/Midimize: Window fills/is-in DesktopX Terminate: discard the windowIf a window is minimized, click it on the task bar and it will open and move to the desktop. When a window on the desktop is maximized, it fills the entire screen; when such a screen-filling window is midimized, it returns to its original desktop size.ExplorerA application running in a Window that is used to explore/manipulate files and folders. The easiest way to start an Explorer is by Right Clicking the Start button and then ClickingExplore.ContextMenuRight Clicking on Windows, buttons, or Icons brings up a small window containing a list of operations; the user can select which operation (from the list) to perform by clicking it.Logging OnThe following instructions are for logging onto any machine running Windows 2000 in CMU's Clusters; these include WeH 5204 (40 machines), WeH 5205 (12 machines), Cyert 100 (25 machines), and Baker 140 CEF (70 machines). You can do coursework from machines in any of these clusters.When you arrive at a machine, you should see a Welcome to Windows box displayed.Hold down the Ctrl and Alt keys and press the Del key (often written Ctrl+Alt+Delete); a Log on to Windows box will pop up.In the User Name box, enter your Andrew username.In the Password box, enter your Andrew password (it will appear a *s).Ensure the Lon on to option box says ANDREW.CMU.EDU (Kerberos Realm); if it is showing anything else, select this option from this option box.Click the button labelled OK or press the Enter/Return key.If you enter your username and password correctly, you will be logged on; otherwise repeat this process until you successfully logged on.Logging OffWhen you are finished working on a cluster machine, you should always log off. Before logging off, make sure to Backup all your files that contain useful information. Then ...Drag and Drop all your folders/files from the desktop into the Recycle Bin icon.Drag and Drop all your folders/files from c:\temp into the Recycle Bin icon.Double Click the Recycle Bin icon.Select File | Empty Recycle Bin.Click Yes for Confirm multiple File Delete.To actually log offClick Start and select Shutdown....The What do you want the computer to do text field should show Log off username (where username is your username on Andrew); if this action is not selected, select it.Click OK or press Enter/Return.At this point the machine will begin logging you off. To ensure that this operation is successful, you should wait until the Welcome to Windows box displayed.Viewing File ExtensionsFile extensions are the the part of the file name after the period (e.g., the mcp in project.mcp or the java in Application.java). It is often very useful to be able to see both file names and extensions. On the Windows XP operating systems, this is the default; on others you must follow the instructions below.Open an Explorer window.Select View | Options...Click the View tab, if it is not already visible.Ensure the box labeled Hide file extensions for known types is NOT checked (click it if it is checked to toggle it to unchecked).Click OKYou should now be able to see the extensions of all files.Renaming Folders and FilesTo rename a folder or file (if it is a file with an extension, the extension should remain the same: you will be warned if you accidentally change it);Right Click the folder or file.In its context menu, click the Rename option.Type the new name (and the same extension) in the highlighted blue box.The folder or file should now have the name that you typed.Enabling Scrolling in the Console WindowJava programs often input/output text in the console window. If scrolling is enabled on these windows, you can look at all the text printed. On the Windows XP operating systems, the is 300 lines; on others you must follow the instructions below. To allow [more] scrolling in this window, so that you can see a [longer] history of all your program's input/output, perform the following steps (you may have to perform these steps each time that you log on):Right Click in the header (on the top of the frame) of the Console Window.Click Properties.Select the Layout tab.In the Screen Buffer Size section, type 1000 (or an even bigger number) into the Height text field.Click OK.On the Apply Properties window, check the bullet marked Save properties for future windows with same title.Click OK.The console window should now be scrollable (you should see the scrolling tab along the right border of the window)Zipping FilesWinZip (the zipping/unzippng software) is already installed on all the computers in the cluster. If you want to install it on your own computer, you must follow this link to the WinZip web page to download a copy).Programming assignments must be turned in as single zip file that contains all the files inside a project folder. To zip all the files in a folder named F, for example, into a single zip fileRight Click the folder that you want to zip.In its context menu, select the Add to F.zip option (note that the name of the folder, in this example F, always precedes the zip extension; do not use the more generic Add to Zip operation).A WinZip window will automatically appear and disappear from your screen (this might happen so fast that you do not see it). When finished you should see a new file on your desktop (or wherever the folder you zipped came from) with the same names as your folder (the folder will still be there too) and the zip file extension (so in this case, the zip file is named F.zip).Unzipping FilesTo unzip all the files in a zip file, for example F.zipRight Click the zip file that you want to unzip.In its context menu, select the Extract to folder C:\...F option (note that the name of the zip file, in this example F, always appears at the end of the selection).When finished you should see a new folder on your desktop (or wherever the folder you unzipped came from) with the same names as the zip file (the zip file will still be there too; so in this case, the folder is named F).Browsing Course MaterialsAll the course materials are avaliable through my web page on the World Wide Web (WWW).Double Click any browser icon on your destkop (e.g, Internet Explorer)Enter the url http://www.cs.cmu.edu/~pattis/ and press the Enter key.From my homepage, select your web for your course; if you have your own machine, place a bookmark to this page in your browser so that you can reach it quickly and easily.If you are successful, you will see a browser loaded with the Fact Sheet for your course, with an index to all course materials on the left. You should explore these materials early in the course, until you are comfortable using the browser and have a good idea of what information is stored in the web (and how to get to it). Familiarizing yourself with this material at the start of the course can save you time later in the course (when time is more precious).Here is a brief description of these main entriesFact Sheet: A short page providing information about course staff, getting help, and meeting times.Announcements: A page with messages to the students (updated daily, archived with the most current message at the top).Syllabus: A long page providing detailed information about how the course is run (print a copy and read it).Lecture Notes: A page indexing on-line lecture notes.Programming Assignments: A page indexing programming assignments.Weekly Homework: A page listing all readings and homework assignments, week by week.Handouts (General): A page indexing a variety of handouts related to the course.Online Resources: A page indexing various useful on-line files (some meant to be viewed, some meant to be downloaded).Sample Programs: A page indexing various programs students can download, examine, and run.JavaDoc of Sun's API: Documentation of Sun's standard Java classes.JavaDoc of Courses API: Documentation of the 15-1XX's standard Java classes.Java Language Reference: Documentation of the Java Language; see the (table of) contents for detailsSolutions: A page indexing my solutions to all course assignments (quizzes, exams, and programs); updated as appropriateGrades: A zipped file you can download with all course grades (indexed by the last 5 digits of your CMU ID).Anonymous Email: A page students use to send the instructor anonymous email (when personal email might be awkward).Homework Dropoff: A page students use to drop off homework (mostly weekly programming assignments and in-class programming exams).If you want to find some keyword on a web page, select Edit | Find in Frame (Netscape) or Edit | Find (on this Page) (Internet Explorer), enter the keyword, and click the Find button. This searching mechanism can be a great help if you know some information is on a long web document, but don't know where in the document it appears.Downloading from the BrowserCourse materials are either .html files viewed directly in a browswer, or folders, or files (mostly zip files), or applications downloaded to your computer (to be activated by an application once they are saved on your computer). Clicking an html link causes its page to be displayed in your browser. Clicking a download link causes its contents to be saved onto your computer.If you Right Click a download link, select Save target as ... (from Microsoft IE) or Save link as ... (from Netscape) from the context menu.If you Left Click a download link, you will see a pop-up box that allows you to open the file or save it to the (hard) disk of your computer; select saving. In fact, it may even popup an Unknown file type window, in which case you should again select the saving option.Finally, you will see a Save As window that allows you to indicate where on your computer you want to save the file.The easiest place to save the file is on the Desktop. If Desktop is not in the Save In: box, click the yellow folder icon to its right (the one with the up-pointing arrow) repeatedly until Desktop appears. Then click Save. If you did not want to download that file, click Cancel at any time. Another useful place to download files is in the folder c:\temp.When you click on a download link, Windows might automatically download the application to a special location from where you will have to retrieve it. Also, sometimes Windows will ask you whether you want to install/open up the application immediately: if prompted, you probably do NOT want to open the application. I cannot predict which of these windows will popup on your machine, but once you learn the sequence, browser downloading will be simple and natural.Staring and Stopping EclipseWe will be using the Eclipse Integrated Development Environment (IDE) for writing, running, browsing, and debuggng our Java code. The Eclipse project itself is described on the Eclipse.org web page. It begins,Eclipse is an open source community whose projects are focused on providing an extensible development platform and application frameworks for building software. Eclipse provides extensible tools and frameworks that span the software development lifecycle, including support for modeling, language development environments for Java, C/C++ and others, testing and performance, business intelligence, rich client applications and embedded development. A large, vibrant ecosystem of major technology vendors, innovative start-ups, universities and research institutions and individuals extend, complement and support the Eclipse Platform.We start Eclipse by double-clicking (a shortcut to) its icon. While it is loading, it displays the following splash screen. Note that Version 3.2 is the most recent release of this software, the one that we will be using..At this point, Eclipse displays the Workspace Launcher window. If this is the first time that we have started Eclipse, this window will display a suggestion typed in the Workspace pull-down box, as shown below. If we examine this pull-down box, there will be no other items in it..The form of the suggested workspace is C:\Documents and Settings\username\workspace, where usernameappears above as Administrator.On subsequent statups, the contents of the pull-down box will default to the last workspace that we used. It is possible to create/use multiple workspaces: the most recently used ones will appear as items in the Workspacepull-down box, with the visible workspace the one that we used most recently. This information is stored in the eclipse folder (created when Eclipse was installed), in the file configuration\settings\org.eclipse.ui.ide.prefs(which is a text file that you can read and even edit.If we use just one workspace (recommended), we can check the box Use this as the default and do not ask again, to avoid this window's prompt altogether. Or, we can leave this box unchecked, at the cost of having to click the OK button in this window every time that we start Eclipse.Go ahead now and click the OK button to select the default work space (or Browse... or type in a folder name). The splash screen will disappear and Eclipse should appear on the screen in the following form (although its windows will be bigger)..To stop Eclipse, we can either select File | Exit from the left-most pull-down menu, or just click the terminate window button in the upper-righthand corner. If the latter, Eclipse will prompt for confirmmation of termination with the following window..Here too, we can check the box Always exit without prompt to avoid this window's prompt altogether. Or, we can leave this box unchecked, at the cost of having to click the OK button in this window every time that we stop Eclipse by clicking the terminate window button.If you ever check one of these "do not prompt again" boxes, but later want to restore these prompts, you can do it as follows. Once Eclipse appears on the screen, select Windows | Preferences. Then disclose General (click its plus) and click Startup and Shutdown. You should ultimately see the following window..Check or uncheck whatever boxes you desire for your preferences, then click Apply, and finally click OK.Practice starting and stopping Eclipse, setting these prompt/confirm preferences as described above, and observing their behavior. After starting Eclipse, change the size of its window, and note that when you stop and then restart it, the window will remember the size you last specified. In fact, once we start using Eclipse for real programming, whenever we start it, it will be in exactly the same state as when we last stopped it. Therefore, it is simple to resume working in exactly the context we were in when we stopped.Eclipse NomenclatureThis section contains a terse description of Eclipse using highlighted technical terms (become familar with them) to describe its basic layout and operation. Because Eclipse is an industrial-strength tool, and we are using it in an academic setting (an early programming course), we will focus on its simpler aspects. The most important terms thate we will discuss and use are workbench, workspace, perspective, view, and tool bar.Workbench/Workspace: These two terms are closely connected, to the point of having the same prefix. A workbench (or more accurately, a workbench window -see the window below) is the Eclipse interface to a workspace. A workspace is a folder that comprises a collection of files/subfolders that store the workspace's preferences (how the workbench window appears on the screen and how it displays/manipulates it contents) and projects (collections of related programming resources -primarily Java classes). We interact with a workspace -view and manipulate its preferences and projects- through a workbench window.Preferences specify how a workbench window displays a workspace; projects specify the software that we can develop using the workbench window. In the section above, we started Eclipse and created a new, "empty" workspace; actually, it is not really empty: it stores all the standard initial preferences for the workbench window, but no projects. Then, the workbench window displayed this "empty" workspace.So, a workspace stores information about each of its projects in a separate folder. It knows where all their resources are located, whether they ar inside or outside the workspace. Yes, a project folder (always stored inside a workspace) can store some or all of its resources outside that workspace. The workspace also records whether each project it contains is open or closed for use (for more details, see the section on Closing Workspaces). Finally a workspace stores preferences that apply to all its projects, and to the workbench using the workspace.Eclipse is general: we can have any number of workbench windows open, each referring to a unique workspace, or groups of windows referring to a common workspace. For simplicity, we will always use just one workbench window, and it will always refer to the same workspace. In fact, in the following discussion we often will say "Eclipse" when we mean "workbench window": e.g. We use Eclipse to interact with a workspace. Below is an example of Eclipse using all the standard preferences, with labels affixed to many of it interesting features. The rest of the this section will explain its layout and operation..Perspective: At any given time, Eclipse displays one perspective of the many that it can display. Each different perspective is suited to one specific programming task. The perspective shown above in Eclipse is the Javaperspective, which we use to write Java code. Notice that the name of the perspective, Java appears depressed (it is active) on the upper-rightmost tab. It it followed by another tab, indicating the Debug perspective; we can switch to this perspective being active by clicking its tab. A third perspective that we will use, less frequently than these two, is named Java Browsing.View: Each perspective contains a variety of views that allow us to view, navigate, and edit information about a program. So, views are not just for looking: we can use views to change information too. A view may appear as a single tab in its own window, or it may be one tab in a tabbed notebook window, containing many views, of which only one is active at a time- the top one. The Java perspective contains a variety of standard views. Going clockwise from the top left,The Package Explorer view (it is one tab in a window, along with the less useful Hierarchy view tab) shows all the the code (classes and libraries, and their files) under a project name.An Editor view is one tab (per file being edited) in a window comprising only editor views; here the only file is named Application.java so there is only one tab in this editor window. The tab contains the name of the resource being edited; if we hover over the tab that views a class, Eclipses displays the name of the project, the package containing the class (nothing if it is in the default package) and finally the class name.The Outline view is the only tab in a window that shows a high-level outline (mostly imports, instance variables, methods, and nested classes) of the class specified in the active editor tab. The colored icons to the left of the names specify properties: e.g., access modifiers, whether or not they are overriding an inherited method.The Problems view (it is one tab in a window, containing other tabs of which Console is the most important) shows a list of all the errors the Java compiler found when it tried to compile a project.Because these views are related, some information is propagated into multiple views: e.g., the red indicators that there are syntax errors in the code. When they disappear from one window, they often simultaneously disappear from the others.Tool Bar: The workbench tool bar appears under the menu bar that includes the drop-down menus labeled File, Edit, Source, etc. The tool buttons here act as short cuts for common operations in a perspective; we can also invoke these operations with the pull-down menus, but these buttons are faster. The picture above labels the Debug and Run buttons, as well as the New Java Project, New Java Package, and New Java Class buttons (described in the next sections). The tool buttons on this tool bar change when we change the perspective. We can customize tool bars within a perspective, but we will not cover this topic here.Starting a New Programming ProjectIn this section we will discuss how to start a new programming project, and how to manipulate the perspectives and views on the workbench window displaying that project. So, start up Eclipse as described above.Before starting any project, we should set the preferences for Eclipse to show (and default to) the Javaperspective. Generally, we can manipulate perspectives in a few interesting ways.We can remove a perspective from our view by right-clicking its tab and selecting Close.We can bring back a closed perspective P by selecting Window | Open Perspective | P or by clicking theOpen Perspective button and selecting P.We can drag the left edge of the tab holding the perspective left/right to lengthen/shorten it.We can elide the perspective names, just displaying their icons, by right-clicking any perspective and selecting Show Text (toggling whether it is shown).We can rearrange the order of the perspective tabs by dragging each to its desired location.We can dock these tabs at the Top Right, Top Left, and Left of the Ecplipse window by right clicking any perpsective tab and selecting Dock On, and then the appropriate location.So, if the upper-righmost tab in Eclipse shows the Resource perspective (the initial default in Eclipse)Click the Open perspective button appearing before it on the tab and select the Java perspective.Right-click the Resource perspective and close it.If you want to experiment with any of the other operations on this tab, please do so now; you should be able to undo whatever actions you perform, and ultimately restore and activate the Java perspective.To start a new project, clickthe New Java Project button on the tool bar for the Java perspective. The following New Project Window will appear..In this window I have created a project whose name is Demo; this project is stored in a folder named Demo. Eclipse enforces this name convention. For a simple project, just click Finish when you are done typing the project name; clicking Next leads to another window of options, which we would default anyone and are ultimately accepted clicking Finish.To create a new class inside this project, clickthe New Java Class button on the tool bar for the Javaperspective. The following New Class Window will appear..In this window I have created a class whose name is Application, inside the anonymous package, inside the project named Demo. I have checked the appropriate box, so Eclipse will automatically include a main method for the Application class. Click Finish when you are done typing the name and checking the box.Eclipse will update to look like the following..Before continuing to the next section (how to edit code), we will briefly learn how to manipulate windows and views, to customize them.Change Eclipse (Workbench Window) Size: We can increase or decrease the size of the entire Eclipse window. Generally, if we change the vertical size, the predominantly vertical windows change (the leftmost/rightmost above); if change the horizontal size, the predominantly horizontal windows change (bottommost above). The editor window always changes in both directions.Change Horizontal/Vertical Window Space Allocation: We can change the horizontal space allocation among windows by moving the mouse to the boundary between any vertical windows (the mouse icon becomes two horizontal arrows), and then dragging the boundary left or right. Likewise, we can change the vertical space allocation among windows by moving the mouse to the boundary between any horizontal windows (the mouse icon becomes two vertical arrows), and then dragging the boundary up or down. Scrolling bars may appear/disappear as needed by these adjustments.Minimize/Midimize/Maximize Views: We can minimize or maximize any window by pressing the required icon, which appears at the right of any tabs in that window: (). If we minimize a window, we can midimize or maximize it similarly (); if we maximize a window, we can minimize or midimize it as well (). We can also toggle between a midimized/maximized view by double-clicking its tab (the most useful operation of the bunch).Delete/Restore Views: We can delete any view/tab by clicking its terminate (X) button. We can restore any deleted view V via the Window pull-down menu by selecting Window | Show View | V.Move Views/Tabs: We can move any non-editor view to any non-editor window. We do so by dragging the view's tab to the location that we want it to be positioned. For example, try moving the Package Explorertab (on the leftmost window) to appear after the Declaration tab (on the bottomost window) and then move it back. We can also use this mechanism to change the order of the views/tabs in any window (editor or non-editor).Rearrange Window Docking Structure: We can rearrange how the windows dock with each, to allow for increased flexibility in how views appear within a perspective. In docking operations, we click a view/tab (to select it) or to the right of the last view/tab (to select the whole window) in any non-editor window, and then drag and drop it to the desired location (which can even be outside the Eclipse window!). When dragged, one of a set of possible outlines will appear that indicates how the new docking will be performed. This feature complements the previous operations, moving views/tabs.Disclose in the Package Explorer View: In the Package Explorer view, click the disclosure squares to examine their contents. We can also double click on any .class icons that we see. Disclose the JRE box, then the cs15-1xx.library.jar box, then the edu.cmu.cs.pattis.cs15-1xxjar box. Double click Prompt.class and see a view/tab for this class get added to the editor window, become active, and be displayed in a different form in the Outline view. Then, to restore everything, terminate this view/tab and undiclose the JRE.To understand all these operations better, you can download and then run the following Customizing Perspectives in Eclipse video clip (with sound). The download is a .zip file that unzips into about a 16Mb/1.5minute .avi file that you can watch. Practice all these operations until you can make Eclipse (the workbench window) appear in any format that you desire.Editing a Class FileWe edit classes in editor windows, mostly using standard computer editing commands. Click the Edit pull-down menu for a list of commands and their keyboard shorcuts. Also see the Source pull-down menu for additional commands involving identation, (re)formatting, commenting, and generating/organizing the members of a class.Whenever we create a new class, or double click any class in an Package Explorer, Eclipse will add a view/tab for editing that class in the editor window (if such a view is not already present). To add a second editor view/tab for a class -so that we can view two parts of it simultaneously- we can right-click its view/tab and select New Editor. Within an editor window, we can manipulate views/tabs as described above, including dividing one editor window into two editor windows, vertically or horizontally.Note that in this editor, a single click positions the cursor; a double click selects a token; dragging the cursor selects multiple characters/lines.After creating a new class, the editor window looks like as follows. Practice selecting text (characters, tokens, lines) in this window.Now we can edit the file. Below, we completed the main method. Afterwards, the window appears as follows.Note the annotations indicatingthe file has changed (and which lines have changed; if the change is one or more deleted lines, a small horizontal line appears where the lines used to be)the scope of the member being edited (and the cursor in that member)the disclosure circles for other membersNote the disappearance of the file-changed asterisk and the purple change bars. Often, if we forget to save a file, and perform some othe operation in Eclipse -such as try to run a program- Eclipse will ask us whether to save the file(s) first.To save the changed contents of an editor view to a file, right-click in the view and select Save (this word will not even appear as a selection, unless the file has been changed: see the change indicator). After issuing this command, the file is updated to contain all the information currently in the view for this class. If instead we selected the Revert File command, the view would would be restored to the file's contents when it was last saved. So, use Save and Revert File carefully. If we issued the Save command in the window above, it would be updated and appear as follows.In this editor, whenever we type an opening delimiter -a brace, parenthesis, or quotation mark- the editor automatically supplies the matching closing delimeter, and then repositions the cursor between the two so that we can type the delimited entity. Likewise, whenver we double-click directly after an opening delimiter or directly before a closing delimiter -a brace, parenthesis, or quotation mark- the editor automatically highlihts all information between the matching delimiters. Below I double-clicked just to the right of the opening brace in themain method.We can elide the method we just typed from the view by clicking its disclosure circle: - means it is disclosing (clicking elides); + means it is eliding (clicking discloses).In fact, if we hover over a disclosure circle that is eliding, the cursor will change to a hand and Eclipse will display the elided material.In complicated classes, with many members, we can use the Outline view to rapidly examine a selected members in the class: jump to its definition. Although not needed here, we can click among import declarations,Application, and main in the Outline view, and observe how the editor view changes, moving the cursor and highlighting the selected tokens. In fact, if we position the cursor inside some code, the Outline view updates to highlight its display of the member that we are editing -sometimes even self-disclosing the member, if it is nested in another member. Also observe the changes in the bar indicating the scope of the member being edited.Finally, the ctrl/space command in Eclipse generally means "help me complete what I am typing". Two useful examples are:If you are in the middle of typing the name of a method call, it can help you complete the name, while illustrating its various prototypes.If you are in the middle of typing a keyword, it can complete the keyword. If the keyword starts a control structure, it allows you to choose among various templates for that control structure, and automatically outlines the necessary code when you have made your selection.Here is an example of typing ctrl/space after the keyword for.After selecting this first for option, the editor view shows the following for template, whose outline is now ready to be edited/correctedOne last item. To get line numbers for a file (useful when exceptions are thrown by a running program), right click in the gray left margin and click Select Line Numbers to toggle it. Doing so in the above window leads to it displaying as follows.Notice the number are right aligned.Practice all these operations until you are comfortable entering and navigating code in an editor view.Run the main method in a ClassTo run the main method in any class that you are editing, save the changes to that class, right-click the editor view for that class, and then select Run As and Java Application. We assume here that there are no syntax/execution errors: see the next section for information on these topics.When you run a class in the Java perspective, a Console view automatically appears and becomes active on the bottomost window (along with the Problems, Javadoc, and Declaration views). When run this way, the code listed in the last section, displays the following windows.First, notice that information entered by the user appears in a green font; information displayed by the computer appears in a black font. Also notice that the line below the Console tab shows that the main method has run to completion -it is terminated. The interaction appears in the contents of the Console, view: if it does note fit entirely in this view, its contents can be scrolled.There are two useful tool buttons to the right of this tab. Immediately to the right is the Terminate button, a faded-red square that stops a running program (it is faded here, because it cannot be selected: the program already is terminated). The third one is the Clear Console button, which clears the contents of the console (Eclipsed does this automatically, when it runs a program).The Console window below shows this program in the middle of running; it is waiting for the user to enter the limit.Here the line below the Console tab does NOT indicate that the main method has terminated. So, the Terminatebutton is bright red; pressing it will stop the program.Once we have successfully run a program, we can use the Run button on the workbench tool bar () to rerun the program very easily. How do we know whether or not we can use this shortcut? If we hover over this button, below it will display either Run by itself or Run X where X is the name of the class whose main method will run if we click this button. Typically, it shows the name of the class that was last run successfully.Finally, if we edit a class and do not save it, and then try to run the application, Eclipse prompts us by displaying the following Save Resources window.Here we can indicate whether or not to save any editor views that have not been saved in files. If we had changed multiple views, then multiple file names would appear here. It is an excellent idea ALWAYS to resynchronize our views and the files that they are stored in, when Eclipse presents us with this prompt.Practice all these operations until you are comfortable using the Console view while running and rerunning programs.Correcting Syntax ErrorsThe process of debugging involves first correcting syntax errors, so the program will compile correctly (and be runnable), and then correcting execution errors, so that the program will run correctly. This section discusses only how to debug syntax errors, using the standard Java perspective; a later handout discusses how to debug execution errors, using the Debug perspective.The universal color for a syntax error indicator in Eclipse is red; the universal indicator for a syntax error in Eclipse is a red backgound (often a box, sometimes a circle) containing an X (e.g.,). Often a single syntax error results in multiple red boxes appearing in multiple views. Likewise, the universal color for a warning indicator in Eclipse is yellow. You must stop and fix an error, but you just need to be cautious with a warning (as with driving signs).Note that if you click the Project pull-down menu, the item Build Automatically should be checked: if it isn't, click it, and the next time you click this pull-down menu it should be checked (clicking toggles it).Eclipse tries hard to spot syntax errors while you are typing/editing your code, and help you fix them immediately. For example, after we have included the import statement in the first line, and entered the first line in the main method, the editor view reports a syntax error because we misspelled forInt as forInp. Notice that there are 4 error indicators in this editor view. The error indicator in the left margin signals that not only has Eclipse detected a syntax error, but it has a suggested fix for this error.If we hover over any of the 3 error indicators on the line, Eclipse will display a syntax error message for that line; below, we illustate hoving over the error indicator in the left margin.In fact, if we click on this error indicator, Eclipse suggests possible fixes.If we then double-click on the first suggestion, Eclipse will correctly fix this error and all 4 error indicators will disappear, but they will each be replaced by an equivalent warning indicator. This is because I have configured one of the preferences in Eclipse to warn whenever I define a local variable (limit) whose value is not used subsequently in the method. There is no real error; I just haven't written that code yet.Now assume that we type the next two lines and make a mistake on each: on the first line we write i+ instead of i++; on the second we write I instead of i. Then Java will show only a token error on the first line.When we fix this first error, then the second error immediatley appears.If we save the file now, Eclipses not only saves the file, but it also compiles it. After compiling this class (and still finding one error) all the views are updated to contain error indicators.First, note the file-changed indicator (*) and the purple change bars in the margin have disappeared. The result (now showing in all views) is that syntax errors are marked in the Package Explorer and Outline view (as well as in the tab for the editor view for this file, and finally the Problem tab at the bottom includes the error as well.We can visit and correct each syntax error in the editor view by clicking on its line in the Problems view (generally all the syntax errors appear on these lines). We can also resize each of the columns in the Problemsview. In addition, we can click on any red boxes in the right margin of the editor view; sometimes clicking the disclosure circles to the left of the code will make this operation easier.If we correct the final error in the editor window, only the editor view changes: its error indicator in the left margin turns from red to gray. All the other error indicators in that view -and in the other views- stay the same.Finally, we can perform two interesting operations here.If we save the program, Eclipse will recompile it and all the error indicators will disappear. We can then run the program.If we run the program immediately (before saving it), Eclipse will first prompt us to save the file (see the previous section) and once we agree, then it will recompile this file and all the error indicators disappear, and finally it will run the program.In either case Eclipse will create a console view tab and run the program in it, as illustrated below.Therefore, there are at least two ways to compile a class.Save the file storing the class by the right-click Save command in an editor view of that class.Run (or just attempt to run) a main method in some class (see the previous section for details).In either case, Eclipse tries to compile all classes in the project that need to be compiled.The interactions among saving, compiling, and running can sometimes be a bit subtle and confusing. Confusion especially arises concerning the synchonization of the files you are editing and Eclipse's reporting of syntax errors in various views. For example, if we fix an error, its associated error indicatators may disappear from some -but not all views; we must sometimes perform further operations At time, recompiling by saving hasn't done what I've expected, and I've had to recompile by trying to run. There is no substitute for using Eclipse repeated to better understand its operationAdvice for Debugging Syntax ErrorsInterpret syntax errors/warnings liberally.When the Eclipse detects a problem at a token, often either that token is wrong, or the one before it is wrong (less frequently the incorrect token appears even earlier in the program, and even less frequently later). Check both places.Sometimes an error/warning message makes no sense: it says that there is one kind of problem in our code, but we actually have to correct a different kind of problem.Problems snowball: one mistake can cause many error/warning messages to appear; by fixing one mistake, many message may disappear.To debug the syntax errors in a programFix the first problem (or if you are confident, the first few) Problems view. If the first error makes no sense, a subsequent error might be causing the problem (snowballing). Always find and fix at least one error; don't spend time fixing more than a few (because recompiling is so quick).Recomple the program.Repeat this process until there are no syntax errors left.To make progress, you must correct at least one error during each (re)compilation. And, fixing only one error at a time ensures that you won't get confused by snowball errors.Finishing a Project: Closing/Removing ItAs we have seen before, when we terminate Eclipse, it saves all the preferences and projects that appear in our workbench. When we restart Eclipse, it initializes itself in exactly the same state as when it terminated. Therefore, we can seemlessly start Eclipse, create/work on our projects, stop it, restart it, and continue working on our projects just where we left off.Now let us explore three options for finishing a project. We need to find out what happens to such projects both on our workbench and in our workspace. The simplest option is to just leave a project alone. It will continue to be present on our workbench and in our workspace. This is a safe option, although our workbench can be come cluttered, and we might accidentally change a project that we meant to leave alone. So, we will explore two other options: closing and deleting.Closing: First, we can just close the project. Closed projects still appear in the Package Explorer (and Navigator) view in our workbench (and are still stored in our workspace folder), but with no disclosure square: we cannot examine, run, or modify our code in such projects. We close a project by right-clicking its name and then selecting Close Project. One of the few operations that we can perform on a closed project is to reopen it: by right-clicking its name and then selecting Open Project. Once this is done, we can explore the contents of the project again. Another operation is removing it from the workbench, which is discussed next.Deleting: Our second option is actually removing a project from our workbench. In this case, the project disappears altogether from our workbench, as if it were never there. We delete a project by right-clicking its name and then selecting Delete; at this point, Eclipse displays the following confirmation window.If we leave the Do not delete contents button pressed, Eclipse removes the project from its workbench, but the folders and files containing all its resources remain intact, whether inside or outside the workspace. We can leave this information where it is, or copy/move it elsewhere; at a later time, if we want to recreate the project, it will be easy to do if we still still have all this information. But, if we press the Also delete contents under .... button, then Eclipse not only removes the project from its workbench, but also deletes the folders and files containing all its resources, whether inside or outside the workspace.Obviously this latter choice is very dangerous, and I recommend NEVER using this button, which always defaults to Do not delete contents. If need be, we can use the Do not delete contents button, and after we are done, we can delete the project folder (whether inside or outside the workspace, or archive it by moving it to any other directory on our computer.Creating a Programming Project with Existing ResourcesWe have already seen in detail how to start a new project in Eclipse. These projects begin with only the standard Java Runtime Environment (JRE) resources; we have also seen how to create classes in these projects and edit their files. In this section, we will first discuss two ways to start a new project from already existing resources: classes already written in files in a folder. At the end of this section, we will discuss how to add existing resources (class files and Java archives -JAR files) to any project.For example, we might download from the web a folder that contains a collection of files that already define various classes in a program. My Sample Programs link leads to a repository of such folders; later in the semester I will ask you to download programming project folders that contain some starter code that I have written.The easiest way to create a new project from a folder is first to copy (or move) that folder into the workspace. In fact, as we just learned, if we delete a project from a workspace, but do not delete its contents, the project folder remains in the workspace. By deleting the Demo project above, and not deleting its contents, I now have an empty workbench, but the Demo project folder is still in my workspace.To start a new project with the resources already in the workspace (as is the case with Demo), clickthe New Java Project button on the tool bar for the Java perspective. The following New Project Window will appear..When I type Demo, the name of a project folder already in the workspace, and click Finish, Eclipse creates a new project from it, with all of the resources that it contains.We don't even have to copy the project into the workspace, although then it is a bit harder to create the project. To start a new project with existing resources NOT in the workspace, clickthe New Java Project button on the tool bar for the Java perspective. The following New Project Window will appear..This time, I have created a project whose name is Demo2; the contents of this project is already stored in the bouncingBalls folder on my desktop. So long as a project referring to this folder exists is in my workbench, thebouncingBalls folder should remain in this location, because although this information is not stored in the workspace, the workbench refers to it. All changes made to files in this project will actually be made in the folder containing its resources. If we delete the project from the workbench, and do not delete its contents, the bouncingBalls folder will remain intact.Next, we will learn how to add existing Java files and Java archives to a project.Java File: First, suppose that we find a Java class stored in file, and that class is useful in some project. We add it to a project by right-clicking the project's name in the Package Explorer view and then selecting Import. We will see the following Import window.Either double-click File System or select it and click Next. We will next see the following Import window.In this window we can select exactly which files we want to import to the project. In this example, we can import all the files in the Useful Java Files folder by checking its box in the left pane; or, we can import individual files from this folder by checking their individual boxes in the right pane. In addition, we can use the Select All and Deselect All buttons for further selection control. If I import the Ball and BallPanel classes by checking them and clicking Finish, the Package Explorer view will show the followingEclipse actually copies these .java files into the project folder (and still exist in their original location).Archive/JAR File: Next, suppose that we find a Java Archive/JAR file that is useful in some project. There are two ways to add it to the project. We can import it (following instructions similar to those listed above) in which case all its resources are copied from the archive file into the project folder. Or, we can add it to a project's build-path by right-clicking the project's name in the Package Explorer view and then selecting Build Path | Add External Archives. In a JAR Selection window we just double-click the Java archive we want to use, or click it and click OK.\ Eclipse then puts this Java archive on the build path. So long as this project refers to the archive, it should remain in its original location: unlike in the previous case, nothing is copied into the project.You can down load sample programs from your course web site to practice both methods of creating projects from existing resources. Later in the semester, you will need to review the material showing how to add class files and archives to projects. If a project's resources include a JAR file, we'll have to click next not finish, and add the jar file to the build path. Advanced: later.Some Useful PreferencesEclipse allows us to specify a huge number of personal preferences for the workbench. We can even name collections of preferences, and export them to other users (or import preferences from other users). We set most preferences by first selecting Window | Preferences, which is the last option in the Window pull-down menu. From there, we use disclosure boxes to navigate to the preference that we want to find.Here are some useful preference to know about.Disclose General and then select Startup and shutdown: determines whether or not the user is prompted when Eclipse starts (for the workspace) and stops (for confirmation).Disclose Java | Editors and then select Content Assist: allows us to check/uncheck Enable auto activation. I prefer diabling this feature, and manually pressing ctrl/space when I want it.Disclose Java | Compiler and then select Error/Warnings: allows us to specify whether to ignore certain anomolies or mark them as errors or warnings. For example, disclose Unnecessary Code and see thatLocal variable is never read is set to Warning (I want to know about this inconsistency).Uploading to Andrew with WS_FTP LEBefore logging off a cluster machine, you must save any material that you will want to work on again (like programs that you are developing) and remove it from the machine. Doing so ensures that your work is not lost (saved) and that no one else can steal your programs.If you are using your own computer, your files will remain there after you terminate Metrowerks. But, it is useful to save material even from your own computer, just in case you accidentally delete it. It is a sad fact of life, but almost everyone will accidentally delete some important file during the semester.The simplest way to save work is to copy it onto a diskette: but this method requires having a diskette handy with lots of free space on it; and, sometimes diskettes wear out and their data is lost; more and more often, the diskette drives in the the cluster computers are broken. A slightly more complicated (but much more convenient) method uses a program called WS_FTP LE to save your work on your Andrew file space.To start WS_FTP LE from a cluster machine, click Start and then select Programs | Communications | WS_FTP95 LE (on your home machine, you may have a version of this program with a slightly different name). You should see a window that looks like the following. Your PCs file system will appear in the left half of the window (the right half starts blank).When you have filled your Andre User ID: and Password, click Ok to start the connection. If you filled in all the information correctly, you should be connected to your Andrew file space and see a window that looks like the following. Information about your computer will appear in the left half of the window; information about your Andrew file system will appear in the right half of the window.The top of the windows contain the names of folders; the bottom of the windows contain the names of files. Both are scrollable.To transfer the information:First find the information that you want to save by navigating downward into subdirectories on the left (Local System) side by double clicking folders in the top window until you see the project folder that you want to save (double clicking brings you back up one level).Single click on that project folder that you want to save (so that it is outlined).Navigate downward into subdirectories on the right side (Remote Site, which is your Andrew file space) until you reach the area in your Andrew file space in which you want to store this information. Do not put it in your public area!Click the transfer (left to right) icon in the center columnIf prompted, click Yes in the pop up window Do you want to transfer the selected directory structures?WS_FTP LE will then do the transfer, which also puts a Ws_ftp.log file in every transferred folder (you can delete these files). Finally, press the Close button at the lower left and then the Exit button at the lower right.Another method (one that saves space on your Andrew account) is to first Zip your project folder into one file and then upload just that zip file to your Andrew account.Finally, if you are using your own machine (not one in a cluster), you can most easily save all your work on that machine's hard disk. If you want to archive files from your own machine to your Andrew file space, you can download WS_FTP LE onto your own machine>, double-click it to install it, and the then follow the same instructions above to use it.Downloading from Andrew with WS_FTP LETo work on any material that you previously saved to your Andrew file space, you must first download it to your local system. Use the same method as you used to Uploaded the information, but in reverse: locate the information in the right window (Remote Site, which is your Andrew file space) and locate where you want to put it in your left window (Local System, which is your PC's file space; C:\TEMP is a good place to put things, which you can then move/copy to the desktop) and then press the transfer (right to left) iconin the center column.If you Zipped your project folder before uploading it, then you must Unzip it after downloading.Submiting Completed Programming AssignmentsHomework assignments (mostly programs) will be submitted electronically, via a special web page. That same web page allows you to check whether the assignment was successfully submitted To submit an assignment consisting of a project folder (e.g., multiple files), you will first need to Zip everything into a single file. To submit a zip file for any assignment:Click the Homework Dropoff link on the course home page. It may show the following pop-up window. If it does, click YesYou should then see the following web page.Enter your Andrew User ID and your password. then click the Login button. The system will locate you in our database, along with your course, section, and instructor. You will then see the following web page.Click the Submit Assignment button. You will then see the following web page.Select the assignment (from a pull-down list) that you want to submit. Do so carefully! This step has been a major source of student errors!Click the Browse button; in the pop up window, locate the single (zip) file that you want to submit; double click that file in the pop up window or single click it and then click the OK button.Click the Submit my File button.When you successfully submit an assignment, you will see a confirmation message immediately on your screen and receive an e-mail later, verifying its submission.To check submission of and submitted assignment :Repeat the previouis steps, but instead click the Check Submission button.Select the assignment that you want to check.Click the Check my submissions button.Your will see confirmation if this assignment was successfully submitted.You can terminate this process at any time by clicking the Cancel button. I suggest you archive all e-mail message that you receive from the Homework Dropoff system, in case any discrepancies arise about your homework submissions. These problems occur, but infrequently; I resolve them via saved e-mail.