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THE ROYAL HIGH SCHOOL HIGHER MODERN LANGUAGES

Course Notes PUPIL BOOKLET 2018

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CONTENTS

Resources p3

Learner Targets p4

Approaches to Study p5

Assessment Overview p6

Contexts and Topics p7

Checklist for Submission of Typed Coursework p8

Homework p8

Reading p10

Translation p11

Directed Writing p13

Listening p17

Writing Assignment p18

Talking p23

Post-prelim Analysis P27

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RESOURCES – WHAT YOU WILL NEED

Highlighters Mfl dictionary Collins, Dictionary plus Grammar Ring-binder with sections for:

Society

Culture

Learning

Employability

Grammar

Directed writing

Discursive writing

Talking

ORGANISIATION

Classwork jotter

Homework jotter

Writing jotter

Log vocab test scores Folio kept in class of final drafts of all personal response and directed writing essays (photocopied for you to

take home to revise)

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LEARNER TARGETS

After each mini topic YOU should make a point of reviewing your learning. Take time to go over all vocabulary/grammar points

until you are sure that you have grasped everything. Some study tips are detailed below. Although the skills are listed

separately, there is a large crossover and you will soon find that focus on one area will have a positive impact on other areas.

TALKING

Overall Target: To build confidence in speaking and improve pronunciation and fluency.

SPECIFIC TARGET SUGGESTED MEANS OF IMPROVING

Improve pronunciation Listen to audio files and repeat after recording. Record yourself and listen to it.

Increase confidence Read notes/essay/phrases aloud. Listen to recording and read transcript at same time.

Improvising Build up bank of key phrases, practice answering questions without help of notes.

Fluency Learn key phrases to help you sound more fluent.

Extended speaking Learn linking words and opinions in order to give extended answers.

Questioning techniques Learn the question words and practise asking questions.

Preparing for assessments Create cue cards/prompts. Practise until you are familiar with what you are going to say.

LISTENING

Overall Target: Aim to improve aural skills and be able to extract key information with ease.

SPECIFIC TARGET SUGGESTED MEANS OF IMPROVING

Vocabulary recall Revise all vocabulary on a regular basis

Versatility Listen to as many different listening materials in MFL as possible (TV, audio files, music, films)

Answering questions Practice being asked questions/role play with friends/family member/cue cards

Word recognition Listen to how individual words sound (www.mylanguages.co.uk)

Word recognition Listen to listening files and read transcript at same time to recognise how words sound

Note taking Practice taking short notes when doing listening practice

Exam practice (S4/5/6) Do one past paper per week

READING

Overall Target: To learn techniques for tackling reading passages.

SPECIFIC TARGET SUGGESTED MEANS OF IMPROVING

Scanning skills Read questions, scan passage –identify key words in text/questions in order to locate answer.

Vocabulary recall Get into habit of noting down any new vocab that you look up and LEARN it.

Versatility Read as wide a range of MFL materials as possible (look up website which interest you)

Accuracy Get into habit of looking up all vocab around the answer – don’t ignore any words

Verbs Be able to find stem of regular verbs and learn irregular verbs

Dictionary skills Familiarise self with dictionary and how to look up words quickly

Tense recognition Familiarise yourself with tenses and irregular stems

Exam practice (S4/5/6) Do one past paper per week

WRITING

Overall Target: To improve accuracy and raise level of writing.

SPECIFIC TARGET SUGGESTED MEANS OF IMPROVING

Accuracy Use vocabulary book /dictionary to check spelling, gender, tenses – don’t forget accents

Sophistication Try to incorporate as many high-level phrases in your writing as possible

Sense Think about what you are writing and how this translates verbatim (word for word) in English

Structure Plan work - ensure beginning, middle and end

Dictionary skills Learn write accurately with aid of a dictionary but don’t rely on it too much.

Exam practice (S4/5/6) Do one past paper per week

If you think of any other methods which have been particularly useful to you, PLEASE share these with your teacher.

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APPROACHES TO STUDY

MAIN THEMES AND TOPICS (VOCABULARY)

Revise all vocabulary twice weekly (on the topics below from your notes (incl N5), booklets and essays)

Prepare some very good phrases on each topic which you could include in essays/speaking

Revise openers, connectors, endings and essay phrases from your induction booklet

READING AND LISTENING

You should be using Scholar twice weekly - do the reading and listening activities (note down good phrases)

http://courses.scholar.hw.ac.uk/vle/scholar/

Download the France Radio Live app and listen daily.

Download France Press app and Press Reader app and read daily.

GRAMMAR PRACTICE & EXPLANATIONS

Practice grammar on Scholar, websites below and revise your grammar notes from last year.

Ensure you are confident with tenses – present, perfect, pluperfect, imperfect, future, conditional, future

and conditional perfect.

Prepare 5 phrases with a verb in the subjunctive which you could include in your essay.

Revise the imperative and any other grammar topics studied this year.

NEWS AND CURRENT AFFAIRS (Reading and Listening)

You need to keep abreast of current affairs and should listen to and read French every day.

Set yourself listening targets – listen for numbers and dates / listen for salient points then write a brief summary / write a dictation of exactly what you hear.

Set yourself reading targets - summarise / highlight key vocab / translate small sections / consider the author’s opinion.

PAST PAPERS, REVISION & EXAM TIPS

Go to SQA website and do the reading/translation and listening practice from the last 3 years

Print out the listening transcripts if you don’t have them and underline any good vocabulary you could use in

essays.

For each text choose a second translation section.

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ASSESSMENT OVERVIEW

COMPONENT DETAILS LENGTH MARKS SCALED %

INTERNAL EXAM:

Talking

Talking (30 marks) – conducted by class teacher and

recorded (February). 10 minute discussion on at least two

of the contexts.

10

minutes

30

marks

25%

WRITING

ASSIGNMENT

(done internally,

marked externally)

200-250 words based on one of the four contexts. May

refer to more than one context.

20

marks

15 12.5%

EXTERNAL EXAM

Paper 1:

Reading (20 marks) – 20 marks are available for identifying

main points, supporting detail and overall purpose.

Answers in English. Generally 1-3 marks available for each

question. In penultimate question, candidates need to

identify overall purpose.

Translation (10 marks) –divided into 5 sections, each

section worth 2 points.

Directed Writing (20 marks) – write one essay (150-180

words) in the past tense from a choice of 2 scenarios from 2

different contexts not sampled in reading or listening

(Society, Learning, Employability, Culture). You will have to

cover 6 bullet points (BP1 contains 2 pieces of information)

You may use a bilingual dictionary for both parts of the

exam.

2 hours 30

marks

20

marks

30

15

25%

12.5%

EXTERNAL EXAM

Paper 2:

Listening (20 marks) – 2 parts. Part A is monologue. Answer

in English (8 marks). Part B is a conversation between 2

people. The texts are linked thematically and based on

context not used in reading or directed writing. Questions

and answers in English (12 marks).

You may NOT use a dictionary.

30 mins 20

marks

30 25%

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CONTEXTS AND TOPICS

Society

Family and friends

Becoming an adult/new family structure/marriage/partnership/gang culture/bullying/social influences and pressures.

Lifestyle Teenage problems, e.g. smoking, drugs, alcohol.

Media Impact of the digital age.

Global languages Minority languages and their importance/association with culture.

Citizenship Global citizenship/democracy/politics/power.

Learning Learning in context

Understanding self as a learner, e.g. learning styles/importance of language learning.

Education Advantages/disadvantages of higher or further education, choosing a university/college, lifelong learning.

Employability Jobs Getting a summer job, planning for future jobs/higher education, gap year, career path, equality in the workplace.

Work and CVs

Preparing for a job interview/importance of language in global contexts, job opportunities.

Culture Planning a trip

Taking a gap year Working abroad (mobility) Travel

Other countries Living in a multicultural society/stereotypes/ prejudice and racism.

Celebrating a special event

Social influences on/importance of traditions, customs and beliefs in another country

Literature of another country

Literature — analysis and evaluation

Film and television

Studying the media of another country

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CHECKLIST FOR SUBMISSION OF TYPED COURSEWORK

LAYOUT

1. My full name is typed at the top of the document

2. The title of the work is clearly printed at the top of the document

3. I have typed the document in Calibri, font size 12

4. I have used double-line spacing

5. I have used correct punctuation (capital letter at start of sentence, full stop, etc.)

6. My work is laid out in paragraphs

CONTENT

1. I have not used Google translate

2. The word-count is clearly shown at the bottom of the document

3. If speaking, the time it takes me to read this aloud is detailed at the bottom of the document

4. I have used my resources and carefully copied any phrases used from my resources

5. I have checked grammar including adjectives and verb conjugation

6. I have checked all spelling and accents thoroughly

7. I have ensured that the MFL spell-check is enabled and have checked my document fully

SUBMISSION

Prior to submission you must print out your document, proof-read it and edit it. Once you have edited your

document, a final copy should then be printed and given to your teacher.

1. I have printed a hard copy of my work and given this to my teacher

2. I have ensured that my work has been handed in to my teacher before or on the deadline.

3. It is clearly indicated on my document if this is my 1st, 2nd or 3rd draft.

Work which is not deemed to have been completed to the best of your ability or not checked thoroughly by you will

be returned to you for redrafting.

Work which is handed in after the deadline will be logged as late. If homework is handed in late on 2 occasions a

letter will send home informing your parents.

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HOMEWORK Personal response and directed writing essays in French, preparation, and final drafts done on separate lined

paper and put into the folio [weekly]

Studying useful sentences and paragraphs for essays

Studying vocabulary in advance of class listening tasks [most nights]

Studying useful sentences and paragraphs for speaking test

Reading over grammar notes

Reading comprehensions, having gone over vocabulary in class

Translations into English

Speaking questions will be given out at the beginning of each topic

Listening vocabulary will be assigned in class and linked to the next week’s listening task

In addition, the personal response and directed essays in the following schedule are essential, and as many of the reading tasks will be covered as there is time for:

HOW TO BE SUCCESSFUL

Plan your time carefully

Use your planner to record homework

Complete homework tasks to the best of your ability

Hand in homework on time

Work consistently over the whole year

Ask for help if you need it or if you feel you require any area to have more emphasis placed on it

Practice skills by writing short essay on each topic area and do presentation.

Practice vocab on each topic on www.brightredbooks.net

Use listening transcripts to get useful phrases/vocabulary.

Go over vocabulary for all (N5) topics

Remember to build up a bank of phrases which can be ‘recycled’

Build a list of pros/cons phrases for each topic

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Reading & Translation (25%)

HOW CAN I IMPROVE MY READING SKILLS?

Use Scholar at least 3 times per week

Generate sophisticated vocab/phrases from listening passages and use in speaking and writing

You need to keep abreast of current affairs and listen to and read MFL every day.

Set yourself reading targets - summarise /highlight key vocab /translate small sections /consider the author’s opinion.

Work at reading skills, particularly dictionary use, and knowing where to find the answers.

Look at past papers with the SQA marking schemes (download from the SQA website).

Try Scholar reading assessments

If asked to give details, be sure to answer in full.

If asked to give any two or three details, it means that there will be more than two or three details – choose the ones that you understand.

Don’t waste time looking up all words in a dictionary – you don’t need to understand every word. Use the questions to help you locate where the answer is then look up all vocab relating to answer.

N.B. O/P question is only worth 2 marks – do not spend huge amount of time on it or write lengthy paragraph. Just pick out a key sentence to justify your answer. Answer this in ENGLISH (no marks for quoting a part of the passage in MFL).

READING PREP

I have practised using dictionary

I have completed lots of timed past papers and looked carefully at marking scheme

I am familiar with SQA marking schemes and the depth of answers required

I have completed scholar assessments

I have revised vocabulary for all topics from vocab booklet and topic booklets

I regularly read a wide variety newspaper articles

I am in the habit of asking myself what the overall purpose of passage is/point of view of author

READING EXAM CHECKLIST

I have read the introduction in English to give some clues to the passage

I have read all of the comprehension questions carefully to get the gist of the passage

I have highlighted/underlined key words in questions

I have read the text globally to gain an overall understanding before answering questions.

I have checked the number of points for each question and written bullet points in anticipation of answers

I have located and highlighted corresponding answers in passage

When asked to give details, I have answered in full (do not miss out words)

I have checked for a glossary at the end of the passage

I have answered the correct question (not the next or previous question)

I have answered the questions in the order in which they come (follows the order of passage)

I have answered in depth, giving full answers with accompanying details (check the number of points)

My answers are accurate and I have not omitted essential details

I have not included information from the translation section in these answers.

I have written in good English and my answer makes sense is clear to understand and answers the question

If I get stuck, I have moved on and will come back to the question later.

My handwriting is neat and legible.

I have managed my time and left sufficient time to check answers and do the translation and DW.

N.B. Reading, Translation and Directed Writing all need to be done in 2 hours.

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OVERALL PURPOSE QUESTION Make an assertion, give a reason for that assertion, and back it up with relevant detail from the text

Don’t simply quote parts of the text in French as the means of justifying answer -no credit for this

Write succinctly in answer to the overall purpose question – don’t write lengthy responses that merely regurgitate

answers from the comprehension questions.

TARGET SETTING

What am I going to do to improve my reading?

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Translation

HOW CAN I IMPROVE MY TRANSLATION SKILLS?

Each translation is divided into 5 sense units, each awarded 2/1/0 points.

Ensure reads well and makes sense in English (don’t ignore words, highlight words as you translate them)

Watch out for - mistranslation of words, false friends, tenses, definite article

Test yourself on www.brightredbooks.net and translate some of the passages

You have to give all the relevant information, but your translation has to read like English! So change what you have to, but make sure you give all the details from the original.

It can be quite different from the original, but the key is getting all the detail in. You should look at past papers with the SQA marking schemes which you can download from the SQA website. This will show you the variety of answers which are seen as acceptable.

You should make sure you leave at least 10 minutes for the translation: it is worth 10 marks. Don’t try to do the translation until you have answered the questions (although you might try it before you tackle the overall purpose question).

Develop translation skills – get lots of practice translation and dictionary.

TRANSLATION PREP

I have practised doing translations regularly (English to MFL and MFL to English)

I have completed all of the translations from the SQA past papers and checked against marking scheme

I understand the level of accuracy required for translation

I have revised all tenses

I have learned the negative constructions

I know how to pay attention to the words that come before the nouns (my/this/that/the etc)

I know the false friends

TRANSLATION EXAM CHECKLIST

I have given myself MAX 10/15 mins for this (worth half the points of the reading, need time to do it well)

I have completed translation after I have answered all the reading questions

I have re-read the underlined section several times before writing anything.

I have taken into consideration the text as a whole and what it is about (do not view in isolation)

In my head I have divided it into sense units (5 sections each worth 2 marks)

I have highlighted the verbs which tense each verb is in and meaning

I have highlighted the nouns can recognise if singular/plural

I have written on every second line

I have translated tenses and verbs accurately (correct tense)

When using dictionary, I have looked all options for meaning of word and chose words which makes sense

I have translated every word (tick each word as you put in into English to ensure nothing missed).

I have not guessed the meaning of words – always check, even if you think that you know

I have checked for false friends

I have not paraphrased (need to be accurate here)

I have adhered closely to the same sequence and structures as the French sense units

I have checked for accuracy and possible omissions (especially single words)

I have used the dictionary as much as is necessary (don’t just choose first word, look for correct meaning)

I have re-read my literal translation (probably won’t sound like natural English)

In the blank lines, I have now written a corrected, natural translation

My translation reads well in English, is accurate and makes sense (no clumsy English)

Once finished, I have scribbled out my first draft

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Directed Writing (12.5%)

You must write one essay (150-180 words) in the past tense from a choice of 2 scenarios from 2 different contexts

(Society, Learning, Employability, Culture) not covered in reading or listening. For the directed writing you must

address all 6 bullet points. The first bullet point contains two pieces of information to be addressed. The remaining

five bullet points contain one piece of information each.

The Directed Writing task will assess your ability to use appropriate past tenses and at least one other tense (e.g.

conditional or future). You may use a dictionary.

You should aim to revise learned material which you know is correct, whilst being able to adapt this to fit specific

bullet points. Impress the markers with a range of vocabulary, structures and linking words.

To achieve ‘Very Good’ or full marks or an ‘A’ pass you must demonstrate that

Your language is mostly accurate [verbs, the language system]

You can form complex sentences

You write with a range of structures

You write with a range of vocabulary

You make appropriate use of learned material [from your folio of writing]

You address the topic fully

Your presentation is clear

Your presentation is structured

N.B. If you fail to address one of the bullet points, the maximum mark that can be awarded is 6. If you fail to address two of the bullet points, the maximum mark that can be awarded is 4. If you fail to address three or more of the bullet points, the maximum mark that can be awarded is 0. DIRECTED WRITING EXAM PREP

I know tenses well, especially the perfect, imperfect and conditional and when they are used

I know how to form perfect tense (including irregular verbs)

I have revised vocabulary thoroughly

I have revised adjectives, adjective agreement and irregular adjectives

I have chosen a town in appropriate country and know how to spell it, location, sights etc to include in writing

I have learned some impressive A* phrases (learn multi-purpose phrases)

I can adapt learned language to cover different scenarios

I have built up a bank of vocabulary and phrases which I can reuse and recycle to cover all BPs

I know how to say that my MFL has improved as a result of the trip and future impact of trip

I have learned sophisticated structural and opinion phrases

I can give a sophisticated conclusion

I have practised under timed, exam conditions and checked word count (and submitted for marking)

DIRECTED WRITING EXAM CHECKLIST

I have read both scenarios carefully and decided which one I can do better (only write ONE essay)

I have scored out the scenario that I am not going to write about

I have made a plan of structure incl. good phrases and verbs which I will use

I have only used learned material (don’t make things up or translate directly from English)

My intro includes when, where, why, where I stayed and how I travelled (repeat what’s said in intro)

BP1 – I have written about BOTH pieces of information required

I have written in paragraphs (and clear sentences with capital letter, full stop etc.)

I have not changed the details of the scenario (points will be deducted for this)

My writing has structure (including into and conclusion)

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I have addressed bullet points in a balanced way

I have covered ALL bullet points (if you miss one out, the most you can score will be 6/10)

I have used detailed and complex structures, compound sentence and range of tenses (top marks)

I have checked spelling, genders, plurals, accents, and adjectival agreement

I have checked all grammar (verbs, tenses etc.)

I have not written lists

What I have written is relevant to the bullet point

I have used dictionary to check spelling (avoid dictionary misuse and overreliance)

I have used learned material and have not translated directly from English

My handwriting is neat and accents are clear (capital letters, full-stops etc.)

I have checked my work for accuracy

DIRECTED WRITING SUCCESS CRITERIA DEC 2017

Content Accuracy Language Resource Mark The content is comprehensive

All bullet points are addressed fully and some candidates may also provide additional relevant information.

The language is accurate in all four bullets. However, where the candidate attempts to go beyond the range of the task, a slightly higher number of inaccuracies need not detract from the overall very good impression

A comprehensive range of verbs is used accurately and tenses are consistent and accurate

There is evidence of confident handling of all aspects of grammar and accurate spelling, although the language may contain a number of minor errors, or even one serious error

Where the candidate attempts to go beyond the range of the task, a slightly higher number of inaccuracies need not detract from the overall very good impression.

The language used is detailed and complex

There is good use of adjectives, adverbs, prepositional phrases and, where appropriate, word order

A comprehensive range of verbs/verb forms, tenses and constructions is used

Some modal verbs and infinitives may be used

The candidate is comfortable with the first person of the verb and generally uses a different verb in each sentence

Sentences are mainly complex and accurate

The language flows well.

10

The content is clear

All bullet points are addressed clearly

The response to one bullet point may be thin, although other bullet points are dealt with in some detail.

The language is mostly accurate

Where the candidate attempts to use detailed and complex language, this may be less successful, although basic structures are used accurately

A range of verbs is used accurately and tenses are generally consistent and accurate

There may be a few errors in spelling, adjective endings and, where relevant, case endings. Use of accents is less secure, where relevant.

The language used is detailed and complex

In one bullet point the language may be more basic than might otherwise be expected at this level

The candidate uses a range of verbs/verb forms and other constructions

There may be less variety in the verbs used

The candidate is comfortable with the first person of the verb and generally uses a different verb in each sentence

Sentences are generally complex and mainly accurate

Overall the writing will be very competent, essentially correct, but may be pedestrian.

8

The content is adequate and may

The language may be mostly accurate in two or three bullet points. However, in the

There are some examples of detailed and complex language

6

15

be similar to that of an 8

Bullet points may be addressed adequately, however one of the bullet points may not be addressed.

remaining one or two, control of the language structure may deteriorate significantly

The verbs are generally correct, but basic tenses may be inconsistent, with present tenses being used at times instead of past tenses

There may be errors in spelling, adjective endings and some prepositions may be inaccurate or omitted. There are quite a few errors in other parts of speech – personal pronouns, gender of nouns, adjective endings, cases (where relevant), singular/plural confusion – and in the use of accents (where relevant)

Overall, there is more correct than incorrect and there is the impression that the candidate can handle tenses.

The language is perhaps repetitive and uses a limited range of verbs and fixed phrases not appropriate to this level

The candidate relies on a limited range of vocabulary and structures

There is minimal use of adjectives, probably mainly after ―“is”

The candidate has a limited knowledge of plurals

A limited range of verbs is used to address some of the bullet points

The candidate copes with the past tense of some verbs

When using the perfect tense, the past participle is incorrect or the auxiliary verb is omitted on occasion

Sentences are mainly single clause and may be brief.

The content may be limited and the Directed Writing may be presented as a single paragraph

Bullet points may be addressed in a limited way OR

Two of the bullet points are not addressed

The language is mainly inaccurate and after the first bullet the control of the language structure may deteriorate significantly

A limited range of verbs is used

Ability to form tenses is inconsistent

In the use of the perfect tense the auxiliary verb is omitted on a number of occasions

There may be confusion between the singular and plural form of verbs

There are errors in many other parts of speech – gender of nouns, cases, singular/plural confusion – and in spelling and, where appropriate, word order

Several errors are serious, perhaps showing mother tongue interference

There is limited use of detailed and complex language

The language is repetitive, with undue reliance on fixed phrases and a limited range of common basic verbs such as to be, to have, to play, to watch

The candidate mainly copes only with simple language

The verbs “was” and “went”may also be used correctly

Sentences are basic and there may be one sentence that is not intelligible to a sympathetic native speaker

An English word may appear in the writing or a word may be omitted

There may be an example of serious dictionary misuse.

4

The content may be basic or similar to that of a 4 or even a 6

Bullet points are addressed with difficulty

The language is inaccurate in all four bullets and there is little control of language structure

Many of the verbs are incorrect or even omitted. There is little evidence of tense control

There are many errors in other parts of speech — personal pronouns, gender of nouns, cases, singular/ plural confusion, prepositions, for instance.

There is little use, if any, of detailed and complex language

Verbs used more than once may be written differently on each occasion

The candidate displays almost no knowledge of the past tense of verbs

The candidate cannot cope with more than one or two basic verbs

Sentences are very short and some sentences may not be understood by a sympathetic native speaker.

2

16

The content is very basic.

The candidate is unable to address the bullet points OR

Three or more of the bullet points are not addressed.

The language is seriously inaccurate in all four bullets and there is almost no control of language structure

Most errors are serious

Virtually nothing is correct

Very little is intelligible to a sympathetic native speaker.

There is no evidence of detailed and complex language

The candidate may only cope with the verbs to have and to be

There may be several examples of mother tongue interference

English words are used

Very few words are written correctly in the modern language

There may be several examples of serious dictionary misuse.

0

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Listening (25%)

HOW CAN I IMPROVE MY LISTENING SKILLS?

Use Scholar at least 3 times per week – VITAL

The earlier Scholar activities are easier and slower, so start with them. When you are in the Higher area, on the left under additional tools you will find activities. Click on that and look for all the listening activities to practise with. Get used to the listening by looking at the script while you are listening. Listen and read, and pause as often as you want to get used to the listening.

Get used to the listening by looking at the script while you are listening. This is easy to do on Scholar by pressing reveal at the bottom of the page.

Set yourself listening targets – listen for numbers/dates/salient points then write a brief summary/dictation of exactly what you hear.

See course info booklet for news channels, radio stations

Listen to any listening homework files (go over any that you didn’t do so well in)

Past papers - download the scripts for the last three or four years from the SQA website, as well as the sound files. Listen and read, and pause as often as you want to get used to the listening (past paper pack)

Generate sophisticated vocab/phrases from listening passages and use in speaking and writing

N.B. No dictionary permitted for the exam. LISTENING EXAM PREP

I have listened to MFL news/radio re current affairs EVERY DAY

I have regularly watching DVDs in MFL/ TV online

I have revised vocabulary on all topics regularly (at least twice a week)

I have practised taking short notes in the MFL from listening files

I have practised doing listening with the transcripts

I have completed all of the SQA past papers and marked using marking scheme and completed list pack

I have gone over SQA marking schemes and understand requirements for Higher

LISTENING EXAM CHECKLIST

I have read all questions carefully prior to recording

I have highlighted/underlined key words in questions

I have made bullet points in preparation for answers (e.g. 3 marks available, 3 bullet points)

I have answered questions accurately, giving a full and detailed answer

I have translated all key vocabulary

I have answered all questions

I have accurately translated numbers/dates/statistics

I have focused on what was actually said and not own knowledge of a particular topic or theme

My answers read well in English and answer the question

I have scored out any notes at end

Target Setting

What am I going to do to

improve my listening?

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Writing Assignment (12.5%)

The assignment allows candidates to produce a piece of writing in the modern language based on one of the following contexts: society, learning, employability, culture. It gives candidates an opportunity to demonstrate: Using detailed and complex written language, in the modern language, as part of a coursework writing task on a chosen topic Using language accurately to convey meaning Expressing ideas and opinions and using content relevant to the task Language resource and a range of vocabulary, structures and, where appropriate, tenses ASSIGNMENT WRITING OVERVIEW

Candidates produce a piece of writing in the modern language of 200 – 250 words using detailed and complex

language. The piece of writing is based on one of the following contexts: society, learning, employability, culture.

You may refer to other contexts in your writing if you wish.

Centres may provide candidates with a choice of writing stimuli in English. These may be selected from those

published by SQA or centres may produce their own stimuli. Candidates may choose to write about a topic of

particular interest and agree this with the teacher or lecturer. Whichever of these approaches is adopted, it is

important to note that candidates must not have sight of the actual stimulus until the point of assessment

Candidates have opportunities for remediation and consolidation of their writing. Teachers and lecturers provide

feedback on areas for improvement via the use of, for example, a writing improvement code.

The information relayed in the piece of writing is mainly of a discursive nature. Teachers and lecturers should

encourage candidates to write in a focused and structured way, and to write in paragraphs. Candidates should

practise how to structure a piece of writing, while developing techniques on how to check the accuracy of written

work.

Candidates should express of discuss different viewpoints, while demonstrating relevant content, ideas and opinions

and, where applicable, give reasons for opinions. You should draw conclusions and demonstrate language resource

(variety and range of structures) and accuracy.

ASSESSMENT CONDITIONS TIME There is no time limit for any of the four stages of the assignment. Teachers and lecturers may use their discretion to decide how much time candidates need for preparation, consolidation, remediation and completion of the piece of writing. SUPERVISION, CONTROL AND AUTHENTICATION Teachers and lecturers must exercise their professional responsibility in ensuring that evidence submitted by a candidate is the candidate’s own work. Candidates must confirm by a signature that the submission is their own work. They must also provide the stimulus to which they are responding and indicate the context they have chosen. Candidate submissions must be legible and free from teacher or lecturer annotations. PROCESS When candidates receive their annotated draft, they do not have to produce their final version immediately. They may have the time they need to reflect on any annotations. How much time this takes can vary from candidate to

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candidate. Candidates may choose to revise a particular topic or rules of the language out of class time, between the draft and final version. Teachers and lecturers should encourage them to reflect on their writing prior to producing their final submission. Candidates have up to two attempts to produce their assignment (that is a maximum of one draft annotated by teachers or lecturers) before it is ready for submission to SQA. Teachers and lecturers must not provide the correct version in the modern language of any part of the writing, but may discuss with candidates how to make improvements by using their reference or support materials. At all stages, candidates must be encouraged to develop their knowledge and understanding of the modern language. Any drafts produced by candidates, together with all reference and support materials used during the assignment– writing process, must be retained by the teacher or lecturer and must not be removed from the classroom during all stages of the process. RESOURCES Candidates may use any of the following support materials:

grammar reference notes (including verb tables)

bilingual dictionary

wordlist or vocabulary list

writing improvement code (if applied by teachers or lecturers to writing drafts and with which candidates are familiar)

draft writing annotated by the teacher or lecturer, provided it does not contain the correct version in the modern language

the writing stimulus (in English) Candidates must not use:

textbooks or reading texts in the modern language (paper or electronic)

web-based resources

list/bank of phrases

writing frames REASONABLE ASSISTANCE Candidates must produce their assignment–writing independently. However, reasonable assistance may be provided. The term ‘reasonable assistance’ is used to try to balance the need for support with the need to avoid giving too much assistance. If candidates require more than what is thought to be ‘reasonable assistance’, they may not be ready for assess mentor they may have been entered for the wrong level of qualification. Reasonable assistance may be given on a generic basis to a class or group of candidates, for example advice on how to put forward view-points, develop ideas, opinions, and the language resource to use in order to structure a piece of writing. It may also be given to candidates on an individual basis. When reasonable assistance is given on a one-to-one basis in the context of something the candidate has already produced or demonstrated, there is a risk that it becomes support for assessment; EVIDENCE TO BE GATHERED The following candidate evidence is required for this assessment:

One piece of writing in the modern language as a response to a stimulus provided in English, from one of the contexts of society, learning, employability, culture

the stimulus

candidate answer booklet signed by the candidate

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DETAILED MARKING INSTRUCTIONS The nine characteristics of the three aspects of the assignment marking are as follows: CONTENT Communication of relevant ideas and opinions Range of ideas and opinions and reasons for these Communication of different viewpoints and drawing conclusions Organisation and structure of writing and/or focus ACCURACY All aspects of grammar spelling LANGUAGE RESOURCES Use of detailed and complex language Range of vocabulary and language structures used Application and understanding of the modern language, including use of a range of tenses (if appropriate) and other language features ASSIGNMENT WRITING PREP

Learn useful discursive phrases to help make your arguments more powerful

I have learned some good intro phrases to link paragraphs and build up to effective ending

I have recycled good (checked) phrases from the speaking exam

Build a bank of pros and cons for each topics

Talk about ‘some people’ rather than ‘I think’

Set out your arguments logically

Ensure that your mastery of tenses is spot-on (especially present tense)

I can recycle phrases from the final oral

I know lots of (sophisticated) opinion words and phrases

I understand spelling, gender, accents and adjectival agreement

I have revised present tense irregular verbs and the future and conditional tenses

I have undertaken lots of practice on a wide range of topics

ASSIGNEMENT WRITING EXAM CHECKLIST

I have understand the questions in MFL

I have planned my essay prior to starting

I have stuck to things that I know how to say – don’t be tempted to make things up

I have given reasons for my opinions and used as many opinion phrases as possible

My writing is relevant to the task that is set, expressing opinions and giving reasons for those opinions

I have tried to include detailed and complex sentences with sophisticated vocabulary.

I have used pre-learned phrases (don’t be tempted to make up essay from scratch)

I have responded to ALL questions asked (no need to write an equal number of words each question)

My writing is accurate and I have avoided translating directly from English

I have avoided dictionary misuse and mother tongue/other MFL interference

I have checked my spelling, gender, accents and adjectival agreement

I have addressed the task properly (don’t write directed writing-style essay)

I have not included irrelevant material

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ASSIGNMENT WRITING SUCCESS CRITERIA MAY 2018

Content Accuracy Language Resource Mark addresses the title in a full and balanced way

uses content which is relevant

expresses a wide range of ideas, opinions and reasons

presents different arguments or viewpoints and draws a conclusion

writes in a very structured and organised way and the language flows well

demonstrates a very good degree of grammatical accuracy corresponding to the level, although may make a few errors which do not detract from the overall impression

demonstrates a very good degree of accuracy in spelling and, where appropriate, word order

uses detailed and complex language throughout

uses a wide range of structures

uses a wide range of verbs/verb forms, tenses (if appropriate) and other language features

20

addresses the title competently

uses content which is mostly relevant

expresses a range of ideas, opinions and reasons

presents different arguments or viewpoints and draws a conclusion

writes in a structured and organised way

demonstrates a good degree of grammatical accuracy corresponding to the level. Errors may occasionally detract from the overall impression

demonstrates a good degree of accuracy in spelling and, where appropriate, word order

mostly uses detailed and complex language

uses a range of structures

uses a range of verbs/verb forms, tenses (if appropriate) and other language features

may occasionally repeat structures, verbs, etc.

16

addresses the title fairly competently

uses content which is generally relevant

expresses some ideas, opinions and reasons

attempts to present different arguments or viewpoints and to draw a conclusion

writes with an adequate sense of structure and writing is mostly organised

demonstrates an adequate degree of grammatical accuracy corresponding to the level, although errors, which occasionally may be serious, detract from the overall impression

demonstrates an adequate degree of accuracy in spelling and, where appropriate, word order

produces more correct language than incorrect

attempts to use detailed and complex language

attempts to use a range of structures

uses a few different verbs/verb forms, tenses (if appropriate) and other language features

may use fairly repetitive language

may use some lists

12

uses content which at times may not be relevant to the title

expresses limited ideas, opinions and reasons

may find it difficult to present different arguments or viewpoints and to draw a conclusion

writes with a limited sense of structure and writing may not be well organised

demonstrates an inadequate degree of grammatical accuracy corresponding to the level

makes errors, many of which are serious and impede communication

demonstrates an inadequate degree of accuracy in spelling and, where appropriate, word order

may demonstrate evidence of misuse of the dictionary

may include other language interference

uses a limited amount of detailed and complex language

uses a limited range of structures

uses a limited amount of verbs/verb forms, and other language features

uses language which is largely repetitive

demonstrates an over- reliance on the use of lists

8

uses content which may have little relevance to the title

expresses very limited ideas, opinions and reasons

presents few arguments or viewpoints and has difficulty drawing a conclusion

demonstrates little sense of Structure or organisation

demonstrates serious grammatical inaccuracies corresponding to the level

makes serious errors which impede communication throughout

demonstrates an insufficient degree of accuracy in spelling and, where appropriate, word order

uses a very limited amount of detailed and complex language

uses a very limited range of structures

uses a very limited amount of verbs/verb forms, and other language features

uses repetitive language

4

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demonstrates evidence of misuse of the dictionary

may include other language interference

uses content which is irrelevant to the title

does not express any ideas, opinions or reasons

is unable to present any arguments or viewpoints and/or draw a conclusion

is unable to write with any structure or organisation

demonstrates little or no evidence of grammatical accuracy corresponding to the level

has great difficulty in spelling most words correctly

demonstrates little or no knowledge of word order

frequently demonstrates evidence of misuse of the dictionary

includes frequent other language interference

does not use detailed and complex language

makes little or no use of structures, verbs/verb forms and other language features

0

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TALKING (25%)

You are assessed on at least two of the four contexts: society, learning, employability, culture. You will have the opportunity to use the modern language to demonstrate:

using detailed and complex spoken language, as part of a discussion on the chosen contexts

using language accurately to convey meaning

maintaining interaction as appropriate to purpose The performance takes the form of a discussion which will last approximately 10 minutes. This has a total mark allocation of 30 marks. This is 25% of the overall marks for the course assessment. You may use brief notes and/or visual aids. You may refer to five headings of not more than eight words each. The headings are prompts and are not to be read out word for word. OVERVIEW Candidates take part in a discussion with the teacher or lecturer using detailed and complex language on at least two different contexts and respond to questions in the modern language relating to each of the contexts. The exchange of information is mainly of a factual nature and also includes ideas and opinions. Candidates may ask questions where appropriate during the discussion. Candidates identify beforehand the contexts and related topic development for the discussion. They communicate these to the teacher or lecturer before taking part in the performance talking. The contexts chosen must be noted on the candidate assessment record (or equivalent). Candidates choose contexts from those included in the course, and preparation largely takes place as a normal part of learning and teaching The final speaking will take place at the end of February/beginning of March. You should be fully prepared for this by the end of January (presentation and answers to questions submitted, marked and redrafted).

The eight characteristics of the four aspects of the performance are as follows:

CONTENT

Organisation and communication of ideas and opinions

Development and relevance of ideas and opinions

ACCURACY

Vocabulary and structures

Pronunciation and intonation

LANGAUGE RESOURCE

Variety and range of vocabulary and language structures used

INTERACTION (as a feature of content and language resource)

Understanding of the modern language

Ability to maintain and sustain a discussion

HOW CAN I IMPROVE MY SPEAKING?

Create bank of phrases for each topic (take from reading and listening passages)

Learn vocabulary and phrases regularly Learn how to express opinions e.g. agreeing, disagreeing, asking questions, ask for clarification Record your presentation/responses and listen to your recording Ensure that you know how to pronounce vocabulary (use the ‘Pronounce’ app, www.voki.com or www.textivate.com) When making notes/prompt sheets, be selective in the words that you need

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EXAM TIPS

I have prepared WELL in advance, learn off-by-heart (flash-cards, recording etc.)

I have checked that the length of the discussion is correct

I have learned and included discursive phrases and conversational MFL (natural and informative)

I have included use of detailed and complex language

I have demonstrated a variety of structures, verbs, tenses and vocabulary

I understand everything that I am saying

I have learned a variety of discussion techniques to cope with unexpected language.

I have practised pronunciation and intonation

I am able to discuss a theme constructively and expand on answers.

I have thought about question that I might be asked

My conversation has a mixture of longer and shorter answers

I have learned some natural interjections

I know how to show that I have understood the question

I am prepared to asked questions that are relevant to the discussion and at relevant times

I know how to ask for clarification if stuck

FINAL SPEAKING CHECKLIST

I have chosen topics which is not too prescriptive to allow for development of discussion

I have learned some phrases to buy myself time/ask to clarification or repetition

I have learned expressions to give my point of view

I can sustain a discussion (ask questions back and respond to unexpected questions in natural way)

I can take the initiative and go beyond minimal responses

I can deal with questions that go beyond learned material.

I can incorporate pre-learned material naturally and avoid any tendency to deliver mini-speeches.

Focus on grammatical accuracy, particularly with regard to use of verbs (especially the preterite and the

perfect), gender of nouns, adjectival agreements and the subjunctive.

I have had frequent practice of talking to develop confidence.

TARGET SETTING

What level are you at now?

What level are you going to aim for?

What are you going to do to achieve this?

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PERFORMANCE TALKING SUCCESS CRITERIA MAY 2018

Content Accuracy Language Resource Pegged Mark

uses content which is comprehensive, relevant and well-organised

expresses a wide range of ideas and opinions

readily goes beyond minimum responses

readily adapts learned material as appropriate to the discussion

deals confidently with unpredictable elements

shows little, if any, undue hesitation

readily takes the initiative

covers at least two contexts

demonstrates a very good degree of grammatical accuracy corresponding to the level

may make a few errors which do not detract from the overall impression

uses pronunciation and intonation which are sufficient to be readily understood by a speaker of the language

immediately understands almost all of what is said

uses a wide range of detailed and complex language

uses a wide range of structures

uses a wide range of verbs/verb forms, tenses and other language features

may use some idiomatic language and expressions

may use some interjections and/or connectives

may occasionally seek clarification in the modern language

30 or 27

uses content which is mostly relevant and well-organised

expresses a range of ideas and opinions

goes beyond minimum responses

uses learned material but not always appropriately

deals with unpredictable elements

may hesitate occasionally but recovers successfully

occasionally takes the initiative

covers at least two contexts

demonstrates a good degree of grammatical accuracy corresponding to the level

may make errors which occasionally detract from the overall impression

uses pronunciation and intonation which can mostly be understood by a speaker of the language

understands almost all of what is said

uses a range of detailed and Complex language

uses a range of structures

uses a range of verbs/verb forms, tenses and other language features

may attempt to use some idiomatic language and expressions

may attempt to use some interjections and/or connectives

may seek clarification in the modern language

24 or 21

uses content which is generally relevant and well organised

expresses some ideas and opinions

attempts to go beyond minimum responses

mostly deals with unpredictable elements

may rely on the use of learned material

may hesitate occasionally, thereby affecting the flow of the discussion

may attempt to take the Initiative but not always successfully

may not cover at least two

demonstrates an adequate degree of grammatical accuracy corresponding to the level

makes errors which detract from the overall impression

uses pronunciation and intonation which are sufficient to be understood by a speaker of the language, although some points may not be immediately clear

understands most of what is said

attempts to use a range of detailed and complex language

attempts to use a range of structures

uses a few different verbs/verb forms, tenses and other language features

uses language which is perhaps repetitive

may require occasional prompting and/or repetition

may attempt to use some interjections and/or connectives but not always successfully

may attempt to seek clarification in the modern language

18 or 15

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contexts

uses content which at times may not be relevant and well-organised

expresses limited ideas and opinions

tends not to go beyond minimum responses

has difficulty dealing with some unpredictable elements

relies heavily on the use of learned material

hesitates in many responses, thereby affecting the flow of the discussion

rarely takes the initiative

may not cover at least two contexts

demonstrates an inadequate degree of grammatical accuracy corresponding to the level

makes errors which often impede communication

uses pronunciation and intonation which are generally sufficient to be understood by a speaker of the language, al though some points may not be immediately clear

may have difficulty in understanding much of what is said

uses a limited amount of detailed and complex language

uses a limited range of structures

uses a limited amount of verbs/verb forms, tenses and other language features

requires some prompting and/or repetition

frequently uses language which is not appropriate to the level

may seek clarification in the modern language but often unsuccessfully

12 or 9

uses content which is basic, irrelevant and disorganised

expresses ideas and opinions with difficulty

is unable to go beyond the use of learned material

has difficulty dealing with most unpredictable elements

hesitates throughout, thereby seriously affecting the flow of the discussion

does not take the initiative

may not cover at least two contexts

demonstrates serious grammatical inaccuracy corresponding to the level

makes errors which impede communication throughout

uses pronunciation and intonation which are often insufficient to be understood by a speaker of the language, and many points may not be clear

may have difficulty in understanding most of what is said

uses a very limited amount of detailed and complex language

uses a very limited range of structures

uses a very limited amount of verbs/verb forms, tenses and other language features

requires frequent prompting and/or repetition

mostly uses language which is not appropriate to the level

may demonstrate other language interference

may not seek clarification in the modern language

6 or 3

uses content which is basic, irrelevant and disorganised

expresses no ideas and opinions

is unable to deal with unpredictable elements

hesitates throughout, thereby seriously impeding communication

is unable to take the initiative

may not cover at least two contexts

uses language which is almost completely inaccurate

makes errors which seriously impede communication throughout

uses pronunciation and Intonation which are insufficient to be understood by a speaker of the language

is unable to understand much of what is said

uses no detailed and complex language

uses very few, if any, structures

uses very few, if any, verbs/verb forms, tenses and other language features

requires constant prompting and/or repetition

uses language which is not appropriate to the level

may demonstrate several examples of other language interference

is unable to seek clarification in the modern language

0

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THE ROYAL HIGH SCHOOL - HIGHER POST-PRELIM ANALYSIS

ELEMENT OF EXAM PRELIM SCORE TARGET SCORE

READING & TRANSLATION

DIRECTED WRITING

LISTENING

DISCURSIVE WRITING

TOTAL

READING

What I did well

What I need to improve upon

How I plan to do this

TRANSLATION What I did well

What I need to improve upon

How I plan to do this

DIRECTED WRITING What I did well

What I need to improve upon

How I plan to do this

LISTENING What I did well

What I need to improve upon

How I plan to do this