MODERN FOREIGN LANGUAGES PRESENTATION JANUARY 2013 PRESENTATION JANUARY 2013.

MODERN FOREIGN LANGUAGES

PRESENTATION JANUARY 2013PRESENTATION JANUARY 2013

The Common Entrance examThe Common Entrance exam

The examination will test candidates’ ability to:

The examination will test candidates’ ability to:

• Listen:• show an understanding of the spoken language dealing with a range

of familiar topics, and identify and note main points and specific details, including opinions;

• Speak• take part in short conversations, giving and obtaining information

and opinions;• Read• show an understanding of a number of printed items, ranging from

short, simple phrases to longer, more complex texts and identify and note main points and specific details, including opinions;

• Write• produce pieces of writing, ranging from short phrases to longer

passages in which they seek and convey information and opinions.

What do we have to learn?What do we have to learn?

• Language of the classroom, including basic ICT

• House, home, daily routine and chores

• Life and work at school • Time, dates, numbers and

prices• Personal description • Family, friends and pets• Meeting people• Free-time activities

• Language of the classroom, including basic ICT

• House, home, daily routine and chores

• Life and work at school • Time, dates, numbers and

prices• Personal description • Family, friends and pets• Meeting people• Free-time activities

• Holiday activities• Visiting a café or

restaurant• Simple health problems *• Description of a town or

region• Finding the way and using

transport• Understanding tourist

information*• Shopping (e.g. for food,

clothes, presents)• Pocket money *• Weather

• Holiday activities• Visiting a café or

restaurant• Simple health problems *• Description of a town or

region• Finding the way and using

transport• Understanding tourist

information*• Shopping (e.g. for food,

clothes, presents)• Pocket money *• Weather

Verbs and tensesAll students Where appropriate to candidate’s

ability/senior school requirementspresent tense:(i) regular and common irregular(ii)common reflexive in the singular-future tense with aller -conditional: Only je voudrais, j'aimerais- imperative forms - infinitive after aller, aimer,détester, préférer, vouloir,pouvoir, devoir, il faut - interrogative forms + est-ce que

passé composé with avoir/être- common reflexive verbs in the plural. - imperfect tense: all verbs at least for recognition

Regular verb endings-er verbs -ir verbs -re verbs

Je -e -is -s

tu -es -is -s

Il/elle -e -it

on -e -it

nous -ons -issez -ons

vous -ez issez -ez

Ils/elles -ent -issent -ent

Some common irregular verbsAvoir – to have Etre – to be Faire – to do/make

J’ai - I have Je suis – I am Je fais – I do

Tu as – you have Tu es – you are Tu fais – you do

Il/elle a – he/she has Il/elle est – he/she is Il/elle fait – he she does

On a – we have On est – we are On fait – we do

Nous avons – we have Nous sommes – we are Nous faisons – we do

Vous avez – you have Vous êtes – you are Vous faites – You do

Ils/elles ont – they have Ils/elles sont – they are Ils/elles font – they do

Aller – to go

Je vais – I go

Tu vas – you go

Il/elle va – he/she goes

Nous allons – we go

Vous allez – You go

Ils/elles vont – they go

Reflexive verbs

Se reveiller To wake up

Se lever To get up

Se laver To wash

S’habiller To get dressed

Se doucher To shower

Se baigner To bathe

Se bronzer To sun tan

Se brosser les dents To brush your teeth

Se coucher To go to bed

Je me lave

Tu te laves

Il/elle se lave

Nous nous lavons

Vous vous lavez

Ils/elles se lavent

Listening paper

speakingspeaking

How to produce a really good speaking test

• Practice your answers. Read them out. Record them (onto Itunes and download onto Ipod).

• Get parents to test you (listen to their accents and pronunciation). • Learn key question words (for role-play). Where? When? How? Can

I? Do you have? I would like etc. • Practise using a dictionary to look up key phrases.• Make sure you know what you are saying – put expression into your

voice.• Time yourself.• Use really good expressions, tenses and opinions. Try to keep

hesitation to a minimum. • Show the examiner what you can say.

Mark scheme for role-play

Mark schemeMark Descriptors

8 Excellent: a lot of information communicated; good pronunciation and at least a reasonable attempt at intonation; a high level of accuracy; a range of tenses attempted; opinions and justification offered.

7 Very good communication: ready responses, mainly accurate; a wide range of vocabulary; good pronunciation.

6 Good communication: generally ready responses, though with some hesitation and a number of errors; a good range of vocabulary; a reasonable attempt at pronunciation.

4-5 Satisfactory communication: adequate responses; some hesitation; some significant errors.

3 Limited communication: hesitant and probably with serious errors; prompting required.

2 Very limited communication: very hesitant, with prompting needed; relatively little accurate usage.

0–1 Very weak: little or no communication; not easily understood; much prompting needed.

WritingWriting• There will be two written exercises.• Question 1 (8 marks)• Write five simple sentences in the target language, each

based on a visual or written stimulus. • Marks will be awarded for content, accuracy and quality of

language.• Question 2 (17 marks)• This question will require 80–130 words of continuous

writing in the form of a letter based on a written stimulus in the target language.

• demonstrate the full range of their knowledge of the linguistic features contained in the syllabus. Marks will be awarded for content, accuracy and quality of language.

• There will be two written exercises.• Question 1 (8 marks)• Write five simple sentences in the target language, each

based on a visual or written stimulus. • Marks will be awarded for content, accuracy and quality of

language.• Question 2 (17 marks)• This question will require 80–130 words of continuous

writing in the form of a letter based on a written stimulus in the target language.

• demonstrate the full range of their knowledge of the linguistic features contained in the syllabus. Marks will be awarded for content, accuracy and quality of language.

Content and communication

7 All four points covered with some elaboration.

6 Four points covered but not all with detail.

4-5 Reasonable content but either one point not covered or the general coverage of the points lacking detail.

2-3 Limited coverage of the required points; little or no attempt to elaborate or only two of the points covered.

1 Very little relevant information communicated.

0 No relevant information communicated.

accuracy

5 Very accurate: a sound application of grammar, vocabulary and structures; reads well.

4 A good level of accuracy: a generally sound application of grammar, vocabulary and structures.

3 Fairly accurate: satisfactory application of grammar, vocabulary and structures.

2 Lacking in accuracy: difficulty in communicating the relevant information; marked weaknesses in application of grammar, vocabulary and structures.

0-1 Substantially inaccurate: very limited knowledge of the language.

Quality of language

5 Excellent range of idiom, vocabulary and structures.

4 Good range of idiom, vocabulary and structures.

3 Adequate range of idiom, vocabulary and structures.

2 Some range and variety of idiom, vocabulary and structures.

0-1 Frequent repetition of identical words and structures.

Un supermarché

• J’habite à Cobham au sud-est d’Angleterre. Dans ma ville il y a 3 très grands supermarchés qui s’appellent Waitrose, Tesco et Sainsbury. Personellement je n’aime pas beaucoup les supermarchés car ils sont barbants, mais mes parents les adorent. Nous allons à Waitrose toutes les semaines pour faire les courses. On peut acheter des légumes, de la viande, du pain, des boissons etc. Waitrose est très cher mais c’est bon. Il y a aussi un petit café la, donc on peut prendre un café au lait avec les amis.

Une personne impolie

• Mon frère (Keith) est très impoli. Il est toujours méchant et il ne fait rien à la maison. Mon père lui donne de l’argent de poche mais Keith ne dit pas merci. Quand ma mère veut aller au cinéma avec nous Keith dit «NON je ne veux pas ! Je déteste ça». Il ne lave pas la voiture de maman. Il ne prépare jamais le répas et il ne se lève pas les samedis.

Des fruits

• J’adore les fruits surtout les pommes, les bananes et les poires. En été on peut manger des fraises, des framboises et des oranges mais je n’aime pas trop les oranges. Quand on fait un pique-nique ma mère prépare toujours une salade de fruits avec des fraises, du kiwi, un ananas et des pommes. C’est délicieux. En hiver il n’y a pas de bon fruit.

Checklist:Opinions []Time phrases []Past tense future tense []Linking words [] Quality language []

How to revise – top tips• Little and often – 10-15 mins per day. • Always revise key words from vocabulary areas and regular

verb endings. Check irregular verbs too.• Past papers: learn from your mistakes. Especially writing. • When you encounter new vocab or phrases write them

down and try to use them (in speaking and writing)• Check key vocab and grammar www.linguascope.com• After revision on Linguascope topic write a short paragraph

in French for each of the main topic areas or practise your conversation questions.

• Go over as many role-plays as possible (from website) and practise them.

• Little and often – 10-15 mins per day. • Always revise key words from vocabulary areas and regular

verb endings. Check irregular verbs too.• Past papers: learn from your mistakes. Especially writing. • When you encounter new vocab or phrases write them

down and try to use them (in speaking and writing)• Check key vocab and grammar www.linguascope.com• After revision on Linguascope topic write a short paragraph

in French for each of the main topic areas or practise your conversation questions.

• Go over as many role-plays as possible (from website) and practise them.

How to revise – top tips• Little and often – 10/15 minutes per day. • Be specific in what you want to achieve from the revision.• Be active in the revision• Use variety of methods

o make up little rhymes o use colouro draw mind mapso make up association storieso draw pictures / practice diagramso learn listso flash cards help for certain things – e.g. learning key

words or vocab.o test yourself with “Look, Cover, Write, Check” Be

• Little and often – 10/15 minutes per day. • Be specific in what you want to achieve from the revision.• Be active in the revision• Use variety of methods

o make up little rhymes o use colouro draw mind mapso make up association storieso draw pictures / practice diagramso learn listso flash cards help for certain things – e.g. learning key

words or vocab.o test yourself with “Look, Cover, Write, Check” Be

How to revise – top tips

•Always revise key words from vocabulary areas and regular verb endings. Check irregular verbs too.•Past papers: learn from your mistakes. Especially writing. •When you encounter new vocab or phrases write them down and try to use them (in speaking and writing)•Check key vocab and grammar www.linguascope.com•Username: ffleet•p/word: olympics•Go over as many role-plays as possible (from website) and practice them.

•Always revise key words from vocabulary areas and regular verb endings. Check irregular verbs too.•Past papers: learn from your mistakes. Especially writing. •When you encounter new vocab or phrases write them down and try to use them (in speaking and writing)•Check key vocab and grammar www.linguascope.com•Username: ffleet•p/word: olympics•Go over as many role-plays as possible (from website) and practice them.

Common mistakes• Spellings: père/mère/frère • Je m’appelle - je mappel• J’habite – je habite• Mon pere j’aime• Mes parents chambre• Nous allons (instead of nous avons).• Adjective agreements• Oui – often spelled as Qui• Du/de la/des au/à la/aux

How to produce a really good writing paper.

• Always try to keep your sentence structure simple yet effective.

• Add lots of relevant detail( when, with who, where, opinion and reason)

• Have a good opener for each paragraph.

• Use a separate paragraph for each bullet point in the question.

• Don’t translate literally e.g Je joue un grillet allumette (I play a cricket match).

Ma Ville• J’habite à Cobham au sud-est d’Angleterre. Ma

ville est jolie mais petite. Il y a des supermarchés, des églises, et des cafés où on peut prendre un café au lait avec les amis. On a aussi des magasins qui vendent les vêtements à la mode mais malheureusement, Il n’y a pas de cinéma, alors si on veut voir un film on doit aller à Guildford. Aussi Il y a un vieux château dans le parc derrière Marks and Spencers. C’est super car on peut jouer au foot dans le parc. La semaine prochaine je vais faire les magasins avec mes parents car c’est l’anniversaire de ma sœur. C’est barbant!