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La matinée du français Association of French Teachers in Victoria Le 27 août 2017, La matinée du français Association of French Teachers in Victoria Le 27 août 2017, MCEC

Bienvenue! MC Philippe Vallantin Président de l’AFTV Eteignez vos portables, svp Bienvenue! MC Philippe Vallantin Président de l’AFTV Eteignez vos portables, svp

L’ordre du jour Les conseils d’Anand Bharadwaj (‘ 50’ en 2016!) L’ écoute: Pierrick L’ordre du jour Les conseils d’Anand Bharadwaj (‘ 50’ en 2016!) L’ écoute: Pierrick Hubert La lecture: Tasha Brown L’ écrit: Fiona Curnow Les oraux: Isabelle Mangeot-Hewison Tasha Brown + Philippe Vallantin avec Alex Mc. Farlane Fiona Curnow + Pierrick Hubert avec Alan Martin

Attention! While we are all experienced VCE French teachers and examiners, we are not Attention! While we are all experienced VCE French teachers and examiners, we are not VCAA Do refer to the VCAA website for any queries www. vcaa. vic. edu. au/vce/studies/lote/french Ask your teachers. They are experts too.

The written exam Tuesday 21 November 2017 3: 00 pm – 3: 15 pm: The written exam Tuesday 21 November 2017 3: 00 pm – 3: 15 pm: Reading Time 3. 15 pm – 5: 15 pm: Writing Time

What to take? A clean dictionary with no added notes or tabs. (monolingual AND/OR What to take? A clean dictionary with no added notes or tabs. (monolingual AND/OR bilingual) Water (no labels) – You won’t make friends by coughing during the listening section. Take pens, highlighters, reliable transport and a deep breath!

Suggested timing Reading time: 15 mins Section 1: Listening (Parts A&B) = 30 min Suggested timing Reading time: 15 mins Section 1: Listening (Parts A&B) = 30 min Section 2: Reading (Parts A&B) = 40 min Section 3: Writing = 50 min

During reading time No pens allowed Read questions thoroughly, especially listening You can refer During reading time No pens allowed Read questions thoroughly, especially listening You can refer to your dictionary

Les conseils d’un élève • Avec Anand Bharadwaj Les conseils d’un élève • Avec Anand Bharadwaj

10 L’examen oral: La conversation Preparation is key, but so is spontaneity. Use interesting 10 L’examen oral: La conversation Preparation is key, but so is spontaneity. Use interesting content and expand on the assessors’ questions Manipulate the conversation towards your favourite areas. Build a mind map of different ways in which the conversation could progress. Run practice orals with teachers and other native French speakers.

L’étude approfondie 11 Research your topic in depth and prepare for a range of L’étude approfondie 11 Research your topic in depth and prepare for a range of sample questions. Write a concise and effective one-minute introduction to point the assessor towards the areas that you have focused on. Refer frequently to your three resources. Discuss your topic in the context of French culture and values. If possible, mention the significance of your topic to France/the world today.

Le jour de l’examen écrit Manage your time. Consider taking some extra time on Le jour de l’examen écrit Manage your time. Consider taking some extra time on the listening and reading sections to maximise marks. Use your dictionary only when necessary. Use word roots and patterns to guess the meaning of a word that you don’t know. Eg: abriter is similar to sansabri (homeless), so could you guess it means to house? Missed something? Made a mistake? Don’t get too stressed. . . make sure to keep a positive attitude. 12

L’écoute 13 Take notes in French, using suitable abbreviations and shorthand. Answer the questions…don’t L’écoute 13 Take notes in French, using suitable abbreviations and shorthand. Answer the questions…don’t write everything. Transcribe unfamiliar words phonetically and try different possibilities in the dictionary. During the pauses: check detail, transfer easy answers and highlight gaps to fill.

 • Add more notes during the second playing. Remember, this is your last • Add more notes during the second playing. Remember, this is your last chance! • Trust what you have written in your notes. Selfdoubt after the second playing won’t help at all. • Read questions in English only if required/for clarity. • Full sentences in French for best marks. Can you use the question to build the answer? • Structure your responses effectively: connectives? Agreement of tenses?

La lecture 15 Read the text first. Read questions, then re-read the text, highlighting La lecture 15 Read the text first. Read questions, then re-read the text, highlighting key information. Don’t overuse your dictionary. Start with oui or non if required. In French: write in your own words (e. g. changing active voice to passive, synonyms, connectives, changing verbs to nouns)

 • In your preparation, pay attention to challenging reading tasks, such as rebutting • In your preparation, pay attention to challenging reading tasks, such as rebutting an argument (2016) and tasks relating to identifying and justifying a text type (2009).

L’écrit 17 Read all the prompts and pick the one for you: content/style/text type? L’écrit 17 Read all the prompts and pick the one for you: content/style/text type? Be aware of text type conventions in your writing. Use interesting content to enhance your writing. Proofread for accurate vocabulary and grammar. Incorporate some sensible idiomatic expressions Ensure good structure, especially an engaging opening and conclusion.

18 Entre aujourd’hui et les examens? Review your school assessments and SACs and identify 18 Entre aujourd’hui et les examens? Review your school assessments and SACs and identify your mistakes. Revise grammatical structures and vocabulary Practise regularly under examination conditions Practise with appropriate listening tasks Rehearse your oral with teachers, French speakers and fellow students

Most of all, have fun and do your best! If you have done the Most of all, have fun and do your best! If you have done the hard work, you will certainly reap the rewards in November.

Les conseils des profs: l’ écoute Avec Pierrick Hubert Les conseils des profs: l’ écoute Avec Pierrick Hubert

Criteria for Part A (Answers in English) The capacity to understand convey general and Criteria for Part A (Answers in English) The capacity to understand convey general and specific aspects of texts (Note the marks allocated per question)

Criteria for Part B (Answers in French) The capacity to understand general and specific Criteria for Part B (Answers in French) The capacity to understand general and specific aspects of texts The capacity to convey information accurately and appropriately (Individual marks are not allocated, but globally, look for 10 points for comprehension and 5 points for your best French)

Can I still improve? YES! Listen to French radio and TV (RFI/ TV 5 Can I still improve? YES! Listen to French radio and TV (RFI/ TV 5 Monde) Download French podcasts, French Youtube! Listen to French music, French films Make your devices speak French Practise with your friends and your teacher Complete past VCAA papers and others online Immerse yourself in French every day

Revise numbers (04 75 86 92 97, deuxième, un tiers, la moitié, un quart, Revise numbers (04 75 86 92 97, deuxième, un tiers, la moitié, un quart, 90. 000, 1976) dates (le 31 août, au milieu du siècle, les années soixante, quotidien, mensuel, hebdomadaire ), times (23 h 45, midi, moins le quart),

Revise alphabet (g=gé, j=ji w y i e) directions (tout droit, à droite, au Revise alphabet (g=gé, j=ji w y i e) directions (tout droit, à droite, au bout de, au coin de) place names (Tours, Montréal) faux amis and acronyms (see p 13 of your booklet)

ANGLAIS FRANCAIS ET NON QUI SE DIT EN ANGLAIS to achieve réaliser achever to ANGLAIS FRANCAIS ET NON QUI SE DIT EN ANGLAIS to achieve réaliser achever to complete actually en fait actuellement at present character personnage caractère nature comprehensive complet compréhensif understanding hazard danger hasard chance location emplacement location renting, lease medicine médicament médecin doctor sensible raisonnable sensitive

OGM Organisme génétiquement modifié GMO RATP Régie autonome des transports parisiens Paris’ Metlink RER OGM Organisme génétiquement modifié GMO RATP Régie autonome des transports parisiens Paris’ Metlink RER Réseau express régional Fast Parisien suburban trains SAMU Secours d’aide médicale d’urgence Ambos

During reading time From the questions try to imagine the context Can you predict During reading time From the questions try to imagine the context Can you predict any answers? What are you looking for? - Where and when. . ? The points and space will be good indicators Are full sentences required? How will you show your best French?

Wrong language? No marks Wrong language? No marks

During the 1 st playing • Take notes in French in the margin • During the 1 st playing • Take notes in French in the margin • Keep up with the text • Transfer your answers if you have time • DON’T consult a dictionary while listening

During the pause Transfer the answers of which you’re confident into the spaces provided During the pause Transfer the answers of which you’re confident into the spaces provided if you have time Check key words in a dictionary if you have time. Attention: your spelling may be dodgy! ‘lotel’? ? ? = l’hôtel!, ‘somfiss’? ? ? = son fils! ‘beau cul’? ? ! = beaucoup Get ready for the 2 nd playing

nd playing During the 2 Add more info to your notes Check your answers nd playing During the 2 Add more info to your notes Check your answers – especially numbers and dates Transfer your information to the space provided if you have time Get ready for the next text if there are more

After the last text Transfer all your answers from your notes into the spaces After the last text Transfer all your answers from your notes into the spaces provided No blanks! Make an educated guess based on the text Everything in the margin will be ignored – even a perfect answer

After the last text In the French Part B: Don’t copy question forms in After the last text In the French Part B: Don’t copy question forms in your answer. Remove question words. Remove verb inversions eg: Question form: Pourquoi Annaëlle l’a-t-elle invité? Answer: Annaëlle l’a invité pour/parce que…

After the last text In the French Part B: You may not have to After the last text In the French Part B: You may not have to write in full sentences, but you want to show your best French Check your genders/ agreement/ spelling/ tenses and use some nice linking words where possible eg: Néanmoins, pourtant, d’ailleurs MOVE ON!

Listening practice Part A à la page 8, Part B à la page 9 Listening practice Part A à la page 8, Part B à la page 9 We will only practise one text each in Part A and Part B (VCAA length & no. different) As in the real exam, you’ll hear both texts twice & pauses between each playing & text Take a minute to read questions for Part A & B

Instructions for Listening Shortened version Part A 1 Text, Part B 1 text You Instructions for Listening Shortened version Part A 1 Text, Part B 1 text You will hear 2 texts. Each text will be played twice. There will be a short pause between the first and the second playing of each text. You may make notes at any time.

Listening practice Part A and Part B Listening practice Part A and Part B

Section 1: Listening Part A a. What is Antoine’s train number? 8575 b. What Section 1: Listening Part A a. What is Antoine’s train number? 8575 b. What does Sylvie notice about Antoine when she meets him? He looks well (Tu as bonne mine = idiom!) He is tanned (Tu es bronzé)

c. Where did Antoine go? – (2 points) • Visit friends (rendre visite à c. Where did Antoine go? – (2 points) • Visit friends (rendre visite à des amis) • In Provence/Near Aix-en-Provence d. Why is Sylvie teasing him? – (2 points) • He did not rest (tu as dû bien te reposer…Pas vraiment) • He had to work/Help paint/clean the barn J’ai dû faire de la peinture et aussi nettoyer une grange.

e. What did Sylvie plan and what did she end up doing? – (3 e. What did Sylvie plan and what did she end up doing? – (3 points) • She wanted to go to Barcelona (je serais allée à Barcelone) • She stayed in Paris (suis restée à Paris) • She went to Paris-Plages (J’ai été à Paris -Plage ) NB: There will be 15 points on the real exam

Section 1: Listening Part B Look at spaces provided and find 10 marks for Section 1: Listening Part B Look at spaces provided and find 10 marks for understanding across the questions

a. Vrai ou faux? V la nuit du 11 au 12 juin F je a. Vrai ou faux? V la nuit du 11 au 12 juin F je commence à 18 h 30. Je suis allé voir un film F Mmmm je ne sais pas. . vers 20 h 30 …Je ne me souviens plus S’il vous plait, répondez simplement /Comment? Vous ne vous souvenez plus ! F

b. Avec qui le suspect est-il allé au cinéma ? Pourquoi cela surprend-il le b. Avec qui le suspect est-il allé au cinéma ? Pourquoi cela surprend-il le policier ? Répondez en phrases complètes. Il n’y est allé avec personne. Il y est allé tout seul, donc la policière est surprise parce que le film qu’il est allé voir est Bambi, un film pour les enfants. At least 2 points clearly required by question

C. Le suspect offre-t-il un alibi convaincant ? En phrases complètes, expliquez votre réponse C. Le suspect offre-t-il un alibi convaincant ? En phrases complètes, expliquez votre réponse en donnant 4 raisons. Non, il n’est pas convaincant. D’abord il n’a pas gardé le ticket de cinéma. De plus il était tout seul au cinéma et personne ne l’a vu, ensuite Il est rentré à pied et encore une fois, personne ne l’a vu. Egalement, il n’a parlé à personne à la crêperie, et donc personne ne se souvient de lui. Aussi il répète souvent « je ne sais pas » . On remarque qu’il parle d’un ton défiant /ironique et que toutes ses réponses sont vagues. .

Attention: number of points asked: - No points for ‘no’ alone. - Specifically asked Attention: number of points asked: - No points for ‘no’ alone. - Specifically asked for 4? Write 4! Ensure points are distinct. No help adding a 5 th if the first is wrong! - Some points may be inferred, but exhaust obvious answers first

La compréhension écrite Avec Tasha Brown À la page 10 How to best prepare? La compréhension écrite Avec Tasha Brown À la page 10 How to best prepare?

Il est encore temps! It is not too late, you can start now ! Il est encore temps! It is not too late, you can start now !

Read anything you can obtain in French – read for understanding, grammar, vocabulary and Read anything you can obtain in French – read for understanding, grammar, vocabulary and pleasure! ØShort articles (le Monde, Figaro, le petit journal, Phosphore) ØFollow blogs/ Youtube of your interest in French ØRead books/ ebooks/ song lyrics in French

Reading Strategies 1. Read questions carefully to help you read the texts selectively. Broad Reading Strategies 1. Read questions carefully to help you read the texts selectively. Broad outline of events Precise information to be sought Vocabulary (use logic before a dictionary)

Reading Strategies 2. Look for question word/ key words in each question Où Quand Reading Strategies 2. Look for question word/ key words in each question Où Quand Comment Pourquoi Qui / que 52

3. Seek links between the vocabulary of the question and the vocabulary embedded in 3. Seek links between the vocabulary of the question and the vocabulary embedded in the passage. e. g the text might talk about “ le conducteur de la voiture était un homme d’un trentaine d’années aux cheveux courts. ” And the question might be “décrivez la personne conduisant la voiture" §use of a noun in the text but use of a present participle in the question.

Reading Strategies 4. Look for any extra information Ø Title, sub headings Ø Introductory Reading Strategies 4. Look for any extra information Ø Title, sub headings Ø Introductory remarks Ø Dates / times Ø Email address/ URL Ø Author Ø Punctuation Ø Images 54

Reading Strategies 5. Questions are often in a chronological order of the text but Reading Strategies 5. Questions are often in a chronological order of the text but be mindful of questions that relate to the text as a whole, or that require inference

Criteria Part A The capacity to understand convey general and specific aspects of texts. Criteria Part A The capacity to understand convey general and specific aspects of texts. 56

Criteria Part B The capacity to understand general and specific aspects of texts AND Criteria Part B The capacity to understand general and specific aspects of texts AND The capacity to convey information accurately and appropriately 57

 IMPORTANT CHECKLIST üCheck language! French in the question = French in the answer IMPORTANT CHECKLIST üCheck language! French in the question = French in the answer üFull sentences not necessary but help with clarity (refer to instructions & space provided) üAnswer ALL questions 58

ü Look at marks provided for answers in Part A. ü Look at space ü Look at marks provided for answers in Part A. ü Look at space provided for answers, especially in Part B. ü Remember when answering in French in Part B, there is a global mark for comprehension, no individual marks are noted: Look for 5 marks overall for comprehension, and 5 marks for good French (accuracy and range) 59

When wording your answers in French for Part B - If reusing language in When wording your answers in French for Part B - If reusing language in the question, rephrase it, so that your answer is a statement Eg: Qu’a-t-elle fait pour faire face à ce problème? Pour faire face à ce problème, elle a ---- -Try to use your own words as much as possible -Check your grammar and impress with your best French - Now, it’s over to you. Today, we’ll only give you 5 minutes to respond to each text. 60

Section 2: Reading Part A. a. Why is the Paris climate agreement criticized by Section 2: Reading Part A. a. Why is the Paris climate agreement criticized by Donald Trump? (1 point) Because it is bad for the American workers Pour Donald Trump, cet accord est mauvais pour les travailleurs américains

b, . How does the American president justify his decision? (2 points) He quotes b, . How does the American president justify his decision? (2 points) He quotes an MIT study which, according to him, shows that the Paris agreement won’t have a real impact on global warming. Pourtant, le président américain justifie son choix en citant une étude du célèbre Massachussetts Institute of Technology (MIT)…. . qu’un effet extrêmement limité

c. Compare Donald Trump’s statement with the MIT study findings using figures (3 points) c. Compare Donald Trump’s statement with the MIT study findings using figures (3 points) Trump thinks the Paris accord would have a limited effect of reducing global warming by 0. 2 degrees by 2100, whereas MIT predicts a more significant impact of a 0. 6 degrees to 1. 1 degree reduction by end of 21 st century

Selon Donald Trump, cette e tude …n’aurait qu’un effet extre mement limite sur le Selon Donald Trump, cette e tude …n’aurait qu’un effet extre mement limite sur le re chauffement de la plane te. Une baisse de 0, 2 degre d’ici 2100, d’apre s lui D’apre s le MIT, l’application de l’accord de Paris devrait permettre de re duire le re chauffement climatique de 0, 6 a 1, 1 degre d’ici la fin du 21 e me sie cle.

d. Explain the title of the article (2 points) L’Amérique jette un froid It d. Explain the title of the article (2 points) L’Amérique jette un froid It is a play on words relevant to an article on global warming, as it implies that America is casting a shadow / creating a chill (in global relations. )

Section 2: Reading Part B a. La fille de Monique est-elle végétarienne ou végétalienne Section 2: Reading Part B a. La fille de Monique est-elle végétarienne ou végétalienne ? Expliquez votre réponse. Elle est végétarienne, car Monique dit qu’elle mange des oeufs. Or, les végétaliens ne consomment aucun produit d’origine animale. (1 pt content)

b. Comment Monique a-t-elle tenté de dissuader sa fille ? Pour deux de ses b. Comment Monique a-t-elle tenté de dissuader sa fille ? Pour deux de ses actions, développez les arguments donnés en réponse par le Dr. Alain.

Monique a expliqué à sa fille le risque de carences alimentaires pour un/e adolescent/e Monique a expliqué à sa fille le risque de carences alimentaires pour un/e adolescent/e qui n’a pas une alimentation équilibrée (manque de protéines) Le Dr Alain est d’accord sur le risque de carence en protéines. Mais il insiste sur le fait qu’on peut consommer des protéines dans d’autres aliments que la viande par exemple les céréales, les graines, les légumineuses, et les œufs

Monique a puni sa fille, en lui confisquant son téléphone portable. Pourtant le docteur Monique a puni sa fille, en lui confisquant son téléphone portable. Pourtant le docteur lui explique les punitions ne servent à rien, et risquent d’empêcher Monique et sa fille de communiquer. D’ailleurs il pense que si Monique parle avec sa fille, peut-être qu’elle comprendra les motivations de sa fille et pourra l’aider à avoir une alimentation équilibrée.

L’Ecrit Avec Fiona Curnow L’Ecrit Avec Fiona Curnow

What happens in the exam? What happens in the exam?

Writing in French Specific instructions for Section 3 Answer one question in 200 -300 Writing in French Specific instructions for Section 3 Answer one question in 200 -300 words in FRENCH (‘This word range is a guide…the whole response will be considered against the criteria’. VCE Bulletin. April 2012 ) Responses in the wrong language will receive no credit.

Writing in French 1. There will be a choice of 5 questions requiring responses Writing in French 1. There will be a choice of 5 questions requiring responses using 5 different kinds of writing.

Writing in French 2. Kinds of writing – Link in your booklet page 12 Writing in French 2. Kinds of writing – Link in your booklet page 12

Kinds of Writing Personal Imaginative Persuasive Informative Evaluative Kinds of Writing Personal Imaginative Persuasive Informative Evaluative

Writing in French 3. Text types Writing in French 3. Text types

Text-Types Identifiable features: Link in your booklet page 12 Text-Types Identifiable features: Link in your booklet page 12

Writing in French 4. Audience/purpose Identify your audience and ensure you strike the correct Writing in French 4. Audience/purpose Identify your audience and ensure you strike the correct ‘tone’. Is the purpose of your task to persuade, entertain, inform, analyze or criticize?

Writing in French 5. Plan/structure Introduction Body Conclusion Writing in French 5. Plan/structure Introduction Body Conclusion

Writing in French 6. Verbs/grammar Présent, Négatif, Impératif, Interrogatif Passé composé, imparfait, passé simple Writing in French 6. Verbs/grammar Présent, Négatif, Impératif, Interrogatif Passé composé, imparfait, passé simple Plus-que-parfait Futur proche, futur simple, futur antérieur Conditionnel, conditionnel passé Subjonctif

Writing in French 7. Vocabulary [phrases and expressions] Have a list of key vocabulary Writing in French 7. Vocabulary [phrases and expressions] Have a list of key vocabulary prepared Have a list of expressions prepared

Writing in French 8. Stylistic devices u avant de + infinitif = before doing… Writing in French 8. Stylistic devices u avant de + infinitif = before doing… u en + participe présent = by/while doing… u après avoir/être + past participle= after doing u si présent ------ futur u si imparfait ----- conditionnel u si plus-que-parfait conditionnel passé

Writing in French 8. Stylistic devices connecteurs logiques on page 12 -13 of your Writing in French 8. Stylistic devices connecteurs logiques on page 12 -13 of your booklet.

Writing in French 9. Instructions correct length [200 -300 words] solid structure [intro/body/conclusion] accurate Writing in French 9. Instructions correct length [200 -300 words] solid structure [intro/body/conclusion] accurate grammar [genders/ verb agreements] + spelling Check over your work!

Writing in French Other points to consider Writing in French Other points to consider

Writing in French Write neatly and clearly. If you make a mistake, cross out Writing in French Write neatly and clearly. If you make a mistake, cross out & rewrite Don’t use pencil or pale ink. Keep track of time Practise using a dictionary before the exam Don’t translate directly from English to French

How to prepare? How to prepare?

Writing in French Practise writing regularly in French on a variety of themes and Writing in French Practise writing regularly in French on a variety of themes and topics. Consult the VCAA website. Consult other texts. Consider attending workshops (See the AFTV website, some financial support may be available)

How are you assessed? How are you assessed?

Writing in French Criterion 1 Relevance, breadth and depth of content Criterion 2 Appropriateness Writing in French Criterion 1 Relevance, breadth and depth of content Criterion 2 Appropriateness of structure and sequence Criterion 3 Accuracy, range and appropriateness of vocabulary and grammar

Practice Questions. . . Practice Questions. . .

Writing in French Choose your question carefully Don’t just go for the shortest question. Writing in French Choose your question carefully Don’t just go for the shortest question. Complicated looking topics are often really structured, and thus easy to plan for. Make sure you can master all the elements required by the content, the kind of writing AND the text type.

Writing in French Make sure you know whether you need to be subjective or Writing in French Make sure you know whether you need to be subjective or objective [persuasive vs informative] If you can’t work out what style/text type the question requires choose another question.

Question 5 (informative speech) En tant qu’élève de français, vous avez été invité à Question 5 (informative speech) En tant qu’élève de français, vous avez été invité à faire un discours devant un groupe d’étudiants français qui vient d’arriver à votre école. Vous lui expliquerez comment se déroule une journée typique à votre école. Écrivez le transcrit de votre discours. As a student of French, you have been asked to give a speech to the newly arrived French exchange students at your school. You will explain how a normal school day functions at your school. Write the script of your speech.

Planning ♦ Who I am meant to be? French-speaking student ♦ For whom am Planning ♦ Who I am meant to be? French-speaking student ♦ For whom am I writing this piece? French exchange students ♦ What am I writing? An informative speech ♦ What am I trying to do? Inform them ♦ What is my topic? Explain how a typical school day functions at your school ♦ Number of words 200 -300 words

Planning Criterion 1: relevance, breadth and depth L’emploi du temps Quand les cours commencent, Planning Criterion 1: relevance, breadth and depth L’emploi du temps Quand les cours commencent, finissent Les matières Les bâtiments Où trouver les cours Où trouver la cantine Où trouver les activités périscolaires

Planning Criterion 1: relevance, breadth and depth Les règles L’uniforme scolaire Le comportement en Planning Criterion 1: relevance, breadth and depth Les règles L’uniforme scolaire Le comportement en ligne L’accueil Où aller pour trouver de l’aide Les différences entre cette école et la leur

Planning l Criterion 2: Appropriateness of structure and sequence l Key features of text: Planning l Criterion 2: Appropriateness of structure and sequence l Key features of text: l title/topic; structure; content; register; style; layout

Planning l Criterion 2: Appropriateness of structure and sequence l Form of address l Planning l Criterion 2: Appropriateness of structure and sequence l Form of address l Opener l Body l Closer

Planning Criterion 3: Accuracy, range and appropriateness of vocabulary and grammar Key words from Planning Criterion 3: Accuracy, range and appropriateness of vocabulary and grammar Key words from topic: élève de français, un groupe d’étudiants français, se déroule, une journée typique Tenses and/or sentence structures to use.

A vous de jouer! Question 7 (persuasive formal letter) Écrivez une lettre formelle au A vous de jouer! Question 7 (persuasive formal letter) Écrivez une lettre formelle au Président du Comité des Parents de votre école pour les persuader de modifier les exigences par rapport à l'uniforme scolaire. Write a formal letter to the President of your School Council persuading them to change the school uniform requirements.

Planning ♦ Who I am meant to be? French-speaking student ♦ For whom am Planning ♦ Who I am meant to be? French-speaking student ♦ For whom am I writing this piece? President of your School Council ♦ What am I trying to do? Persuade them ♦ What is my topic? Convince the Council to change the school uniform requirements ♦ Number of words 200 -300 words

Planning Criterion 1: relevance, breadth and depth Try to find 5 distinct points/ideas to Planning Criterion 1: relevance, breadth and depth Try to find 5 distinct points/ideas to include in your piece of writing Contexte – la situation actuelle ne marche pas, donc il faut changer les exigences de l’uniforme

Planning Criterion 1: relevance, breadth and depth Les bénéfices de changer/abolir: L’ école devrait Planning Criterion 1: relevance, breadth and depth Les bénéfices de changer/abolir: L’ école devrait encourager l’indépendance et la curiosité – l’uniforme empêche notre individualité Un uniforme encourage la responsabilité, l‘organisation – mais cela ne nous prépare pas pour le monde après l’école car il n’y a pas forcément d’uniforme après l’école En tant qu’école internationale, on devrait suivre ce que font les écoles ailleurs où on ne porte pas d’uniforme.

Planning Criterion 1: relevance, breadth and depth Conclusion – impact sur l’apprentissage et le Planning Criterion 1: relevance, breadth and depth Conclusion – impact sur l’apprentissage et le bienfait des élèves

Planning Criterion 2: Appropriateness of structure and sequence Key features of text: Address; date; Planning Criterion 2: Appropriateness of structure and sequence Key features of text: Address; date; [reference number]; salutation; greeting; body [content]; farewell [formal!!]; signing off [your fake French name]; register; style; layout

Planning Criterion 2: Appropriateness of structure and sequence Persuasive writing techniques Key features of Planning Criterion 2: Appropriateness of structure and sequence Persuasive writing techniques Key features of text type e. g. Je vous prie d’agréer Madame, Monsieur l’expression de mes sentiments les meilleurs.

Planning Criterion 3: Accuracy, range and appropriateness of vocabulary and grammar Key words from Planning Criterion 3: Accuracy, range and appropriateness of vocabulary and grammar Key words from topic: formelle, Comité des Parents, exigences, l'uniforme scolaire Tenses and/or sentence structures to use.

Bonne chance et bon courage! Bonne chance et bon courage!

L’examen oral Avec Isabelle Mangeot-Hewison L’examen oral Avec Isabelle Mangeot-Hewison

QUAND et QUOI? à partir du LUNDI 9 OCTOBRE ……. . CONVERSATION GÉNÉRALE: 7 QUAND et QUOI? à partir du LUNDI 9 OCTOBRE ……. . CONVERSATION GÉNÉRALE: 7 mins ÉTUDE APPROFONDIE: 1 minute d’introduction 7 minutes de discussion

PRÉPARATION POUR LA CONVERSATION GÉNÉRALE La scolarité; la vie à la maison La famille PRÉPARATION POUR LA CONVERSATION GÉNÉRALE La scolarité; la vie à la maison La famille et les amis Intérêts : loisirs, travail, avenir, aspirations Soyez spontanés !

CONVERSATION GÉNÉRALE UN MOT-CLEF: sachez DIRIGER la conversation UN AUTRE MOT-CLEF: ECHANGER NORMALEMENT CONVERSATION GÉNÉRALE UN MOT-CLEF: sachez DIRIGER la conversation UN AUTRE MOT-CLEF: ECHANGER NORMALEMENT

PRÉPARATION POUR L’ÉTUDE APPROFONDIE 3 textes sur un sujet/un thème de votre choix (dans PRÉPARATION POUR L’ÉTUDE APPROFONDIE 3 textes sur un sujet/un thème de votre choix (dans le cadre de ce que vous avez étudié en classe) en soulignant vos intérêts particuliers et vos opinions Soyez spontanés !

Pour l’introduction …… 1 mn maximum pas notée MAIS primordiale car elle donne le Pour l’introduction …… 1 mn maximum pas notée MAIS primordiale car elle donne le ton, la direction et les informations nécessaires à votre discussion.

L’INTRODUCTION en 3 points 1. Ce que vous avez étudié 2. Votre intérêt / L’INTRODUCTION en 3 points 1. Ce que vous avez étudié 2. Votre intérêt / angle particulier 3. Vos 3 textes Suscitez l’intérêt de l’examinateur: ni trop ni pas assez

L’ ÉTUDE APPROFONDIE UN MOT-CLEF: sachez DIRIGER la discussion Et encore une fois: c’est L’ ÉTUDE APPROFONDIE UN MOT-CLEF: sachez DIRIGER la discussion Et encore une fois: c’est une discussion NORMALE

CRITÈRES d’ÉVALUATION l VCAA: lien dans votre livret Language Assessment Handbook Ce que vous CRITÈRES d’ÉVALUATION l VCAA: lien dans votre livret Language Assessment Handbook Ce que vous devez savoir est SIMPLE et tient en 4 mots.

CRITÈRES d’ÉVALUATION COMMUNICATION v MAINTENIR et DIRIGER une VRAIE conversation/discussion Contenu v FAITS, IDÉES CRITÈRES d’ÉVALUATION COMMUNICATION v MAINTENIR et DIRIGER une VRAIE conversation/discussion Contenu v FAITS, IDÉES et OPINIONS bien préparés (pertinence, ampleur/variété, profondeur) Langue v vocabulaire et grammaire: VARIÉTÉ et JUSTESSE Compréhension v prononciation, intonation, CLARTÉ d’EXPRESSION

Communication - maintenir Maintenir la conversation = répondre aux questions en profondeur, mais rester Communication - maintenir Maintenir la conversation = répondre aux questions en profondeur, mais rester à l’écoute de votre interlocuteur. Ce n’est pas un monologue de 7 mn. Ne vous étonnez pas des interruptions.

Communication – stratégies de réparation Demandez directement Pouvez-vous répéter la question? Utilisez votre INTONATION Communication – stratégies de réparation Demandez directement Pouvez-vous répéter la question? Utilisez votre INTONATION Après cet examen? Répétez la question (discours indirect ) Vous me demandez bien si….

Le jour J…. Au moins ½ heure avant votre heure Tenue vestimentaire Avec vous: Le jour J…. Au moins ½ heure avant votre heure Tenue vestimentaire Avec vous: ce que vous DEVEZ avoir v. Votre convocation v. Une pièce d’identité avec photo v. Vous pouvez prendre une bouteille d’eau

Dans la salle d’examen 2 examinateurs Enregistrement ‘vous’ Les examinateurs parlent TOUJOURS français. Your Dans la salle d’examen 2 examinateurs Enregistrement ‘vous’ Les examinateurs parlent TOUJOURS français. Your candidate number in English. …puis c’est parti pour 15 minutes en français

Useful sites and resources Free Youtube resources -VCE French Pierrick Hubert for helpful videos Useful sites and resources Free Youtube resources -VCE French Pierrick Hubert for helpful videos explaining text types and grammar among other things -ilearn french with Fiona Curnow with more explanations and worked grammar examples -Le journal en français facile -Weekly news in slow French…. etc

Useful resources to buy Practice exams with corrections: - A+ French Exam VCE Units Useful resources to buy Practice exams with corrections: - A+ French Exam VCE Units 3 & 4 - The Leading Edge VCE French - Education Perfect (French): educationperfect. com - VCE Exam Kits from University of Melbourne & Alliance Française Listening - Ecoutez bien: ecoutezbien. com - French Wizard: frenchwizard. com. au Vocabulary - Mot à mot: Advanced French Vocabulary

Bonne chance de la part de l’AFTV Bonne chance de la part de l’AFTV