Transcript View MFL Tips - Peponi Schools

MODERN FOREIGN LANGUAGES
PRESENTATION
JANUARY 2013
The Common Entrance exam
Listening
(25%)
Speaking
(25%)
Writing
(25%)
Reading
(25%)
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?
•
•
•
•
•
•
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
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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 tenses
All students
Where appropriate to candidate’s
ability/senior school requirements
present tense:
passé composé with avoir/être
(i) regular and common irregular - common reflexive verbs in the
(ii)common reflexive in the singular plural.
-future tense with aller
- imperfect tense: all verbs at least
-conditional:
for recognition
Only je voudrais, j'aimerais
- imperative forms
- infinitive after aller, aimer,
détester, préférer, vouloir,
pouvoir, devoir, il faut
- interrogative forms + est-ce que
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 verbs
Avoir – 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
Je
me
lave
Tu
te
laves
Il/elle
se
lave
Nous
nous
lavons
Vous
vous
lavez
Ils/elles
se
lavent
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
Listening paper
S
p
e
a
k
i
n
g
p
a
p
e
r
The teacher-examiner will assess the candidate’s
performance and will submit recordings of all
candidates for moderation.
Instructions will be printed in English.
For French, and Level 2 Spanish, the examination
will consist of three elements: a role-play
situation and discussion on two prepared topics
For Level 1 Spanish there will be two elements:
discussion on two prepared topics.
speaking
Role-play
• one situation.
• carry out six tasks
• Past tenses will not be
required in this exercise.
• A bilingual dictionary may
be used by the candidate
during the allowed
preparation time for the
speaking component only.
• One of the tasks will be
unpredictable
Topic A
Topic B
• The candidate will choose
any topic covered by the
syllabus (p.8)
• The candidate should
introduce his/her topic,
• Teacher intervenes after
about 30 seconds to ask at
least four questions during
the course of the two
minutes.
• The teacher will choose
one of the following topics
• house, home, daily routine
and chores
• free-time and holiday
activities
• life and work at school
• personal description,
family, friends and pets
• The candidate should
introduce his/her topic,
• Teacher intervenes after
about 30 seconds to ask at
least four questions during
the course of the two
minutes.
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 scheme
Mark
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.
Writing
• 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
accuracy
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.
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
superm
arché
• 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.
Ta 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 soeur. C’est barbant!
Ton argent
de poche
Checklist:
Opinions []
Time phrases []
Past tense future tense
[]
Linking words []
Quality language []
• Mes parents me donnent cinq livres par semaine mais je dois faire des
tâches ménagères. Par exemple, je dois ranger ma chambre tous les
samedis, débarrasser la table tous les jours et laver la voiture de papa
une fois par semaine. Mon frère aîné reçoit vingt livres par semaine.
Ce n’est pas juste car il est paresseux et il ne fait rien.
Un cadeau de Noel
• Pour Noel j’ai donné de bons cadeaux à mes parents.
Pour ma mère j’ai acheté une raquette de tennis. C’est
très cool et elle est très contente. Pour mon père j’ai
acheté un livre de Winston Churchill. Il a beaucoup aimé
le livre. Pour mes cadeaux j’ai reçu des CDs, un jean de
Hollisters, un t-shirt très cool de Abercrombie, un VTT,
une guitare électrique.
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.
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 colour
o draw mind maps
o make up association stories
o draw pictures / practice diagrams
o learn lists
o 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
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!