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YEAR 13 FRENCH ORGANISING YOUR FILE

A well organised file is the key to success at A2. If you keep to these guidelines you will have no difficulty in keeping yourself prepared for lessons and keeping up with what is expected of you. Please label your file dividers as follows:

1. Course information

Our Environment 2. Environmental pollution 3. Energy 4. Call to Action

Multicultural Society

5. Immigration 6. Integration 7. Racism

Contemporary Social Issues

8. Wealth and poverty 9. Rights and punishment 10. Science and Technology

11. Cultural Topic 1.La France pendant la deuxième guerre mondiale (1939-1945) 12. Cultural Topic 2: Jean-Pierre Jeunet 13. Grammaire 14 Travail oral et preparation pour l’examen oral


YEAR 13 FRENCH

When you are given handouts, please ensure that they are filed in the appropriate section of your folder. If you miss a lesson for any reason, it is your responsibility to get a copy of anything handed out.

It is essential that you bring your file to every lesson.

It is your responsibility take good care of the text books you are given. They must be returned to school at the end of the course in the same state that they were given to you, so you may wish to cover them. The text books are:

• A2 AQA French Nelson Thornes • Elan Grammar Workbook

Your teacher will tell you which books you will need for each lesson. In general you will need the A2 AQA Nelson Thornes book for every topic lesson, and the grammar and vocabulary books can be used at home, to supplement your class work.

You will see the Language Assistant once a week. This is a compulsory lesson and if you know that you are going to be away you must inform her, just as you would inform your class teacher. The Language Assistant will tell you if she wants you to bring any books.

Use your private study time to develop your independent study skills (not just to complete homework!). Use online resources such as Kerboodle for explicit exam practice, or for more general information read French newspapers or blogs. In addition watch French DVDs and TV to help with the cultural topic as well as for listening practice.

o My Kerboodle Log-in: ____________________

o My Kerboodle Password: __________________


UNIT 3 EXAM TIPS

Listening, Reading & Writing – 2.5 hours, 110 marks

1. The exams: a. Listening – approx 30 minutes (25 marks)

You will write your answers in French or answers will be given by a number or letter. b. Reading & Writing – approx 1 hour (45 marks)

This section is made up of answers given by a letter or number. There is a short passage to be translated from German to English and five sentences to be translated form English to German. This is in essence your grammar section.

c. Writing – at least 45 minutes (40 marks) You will have a choice of two questions for each cultural topic but you only need to answer one. You must write a minimum of 300 words and the average candidate writes 500 - 600 words. Make sure you answer the question given, focus on using a wide variety of vocabulary, with good structures that make your work ‘flow’ nicely. Accuracy is also important so make sure that you leave enough time to check through your work at the end. Make sure you address the task. Remember at A2 you cannot get marks in a higher bracket for Range of Vocabulary, Complexity of Language or Accuracy than Content. Check verbs- tense & person + endings, check adjectival agreements and remember you want to try to include a variety of structures and tenses.

Check spellings and remember you are in control – it’s your opportunity to shine and show the progress you’ve made since AS– if you know something is incorrect –do not use it! You must try to keep to the approximate timings for each section or else you will find that

you will run out of time! WHAT CAN I DO TO REVISE?

• Revise key vocabulary from the topics covered throughout the year. • Look through previous Listening, Reading and Writing practice, especially past papers. • Revise verbs, tenses and grammar points covered this year (see overview of Scheme of

Work) • Use useful revision sites (look at the sites listed at the end of this booklet)


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Writing tasks Exemplar 1. La France entre 1939 et 1945.

1. Parlez-moi des trois aspects les plus importants de la période que vous avez étudiée.

2. Pour quelles raisons à votre avis est-ce que cette période devrait figurer dans l’histoire de l’Europe / du monde du 20ème siècle?

3. Qui est, à votre avis, le personnage historique le plus significatif de la période que vous avez étudiée? Pourquoi?

4. Pour les gens ordinaires qui vivaient à cette époque, comment était la vie de tous les jours?

5. Si vous aviez vécu à cette époque, comment est-ce que votre vie aurait été différente?

6. Si vous avez fait partie de la Résistance, qu’est-ce que vous auriez fait?

7. Comment caractérisez-vous la vie des français sous l’occupation ? Pourquoi est-ce si difficile ?

Below is a list of websites that you may find useful when carrying out your own research into this area of French culture.

Chronology of 20th century France

http://www.e-chronologie.org/france/vingtiem.php

General History

www.histoiredefrance.net

www.histoire-image.org

http://www.quid.fr/selection.html?catid=45&subcatid=445

http://www.memo.fr

http://www.cheminsdememoire.gouv.fr

http://www.hku.hk/french/starters/histoire/lang2002_histoire_20e.htm

Cultural History

http://www.la-litterature.com/dsp/dsp_display.asp

http://www.crdp-strasbourg.fr/mini_cr/histarts/ecole/20eme

http://www.memo.fr

http://www.memo.fr/


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Second World War http://hsgm.free.fr

http://www.crdp-reims.fr/memoire/bac/2gm/menu.htm

Key Figures

http://www.biographie.net

http://www.monsieur-biographie.com

http://www.linternaute.com/biographie

A period of 20th century history from a target language-speaking country/communitywill involve studying the following. • Main events of the period • Causes of these events • The importance/influence/effects of these events • The ideas and influences of at least two individuals who made a significant impact during the period. • Specific actions of these individuals plus an appraisal of the importance of these actions. • A personal perspective: Would I have liked to live in that period?


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2. Un metteur en scène francophone 1 Analysez au moins une oeuvre importante du metteur en scène que vous avez étudié et expliquez pourquoi cette oeuvre est/ces oeuvres sont si importante(s). (40 marks) 2 Analysez les principales techniques du metteur en scène que vous avez étudié. Que pensez-vous de ces techniques ? (40 marks)

3 Evaluez les nouvelles idées et/ou les nouvelles techniques introduites par l’architecte/le metteur en scène/musicien/peintre que vous avez étudié. (40 marks) 4 Qu’est-ce que vous appréciez surtout dans l’oeuvre de l’architecte/du metteur en scène/musicien/peintre que vous avez étudié et pourquoi? (40 marks)

The work of a director, architect, musician or painter from a target language speaking country/community will involve studying • The context of the artist’s work • The influences on the artist. events and people • The ideas/techniques of the artist plus personal appraisal • The importance/influences of the artist both in his/her own lifetime and later • A detailed study of at least one work of the artist plus a personal appraisal • A personal evaluation: Why do I find this artist so interesting?

A list of websites and resources will be provided as we study this aspect.

Interesting French proverbs

'A beau jeu beau retour' (one good turn deserves another)

'A l’oeuvre on connaît l’artisan’ (A man/woman is judged by his/her works)

‘ L’appétit vient en mangeant (The more one has the more one wants) 'Après la pluie le beau temps (After the storm calms the calm; every cloud has a silver lining)

‘C’est en forgeant q’on deviant forgeron’ (Practice makes perfect)


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‘Charité bien ordonnée commence par soi-même’ (Charity begins at home)

’Un homme averti en vaut deux’ (Forewarned is forearmed)

‘Il n’y a pas de fumée sans feu’(There’s no smoke without fire)

‘Loin des yeux, loin du coeur (Out of sight, out of mind) 'Mieux vaut tard que jamais' (Better late than never)

'Ne réveillez pas le chat qui dort' (Let sleeping dogs lie)

‘Point de rose sans épine’ (There is no rose without a thorn)

‘Tout vient à point à qui sait attendre.' (Everything comes to him who waits)

ESSAY MARK SCHEME

You will have to respond to one question from a choice of four. There are two questions for each of the cultural topics you have studied but they will be general questions. You will need to tell the examiner which period of history or book you have studied. You are advised to spend approximately 1 hour minutes on this section and must write a minimum of 300 words and the average candidate will write 500-600. (It is worth reading the best essays to ascertain the length and quality required). CONTENTS Very Good 21 - 25

• Thorough understanding and knowledge of task • Well-organised structure with clear progression • Wide range of relevant examples and evidence • Clear evidence of evaluation and well-justified personal opinion

Good 16 - 20

• Sound understanding and knowledge of task • Good range of relevant examples and evidence • Some evidence of evaluation and personal reaction but not always convincingly justified • Logical structure with some progression

Sufficient 11 - 15

• Some understanding and knowledge of the task • Some relevant examples of evidence • Some evaluation and personal reaction evident but often not justified; over-reliance on received ideas • Structure is satisfactory although there may be some deficiencies

Limited 6 - 10

• Limited understanding and knowledge of the task • Limited use of relevant examples and evidence • Limited evaluation and personal reaction; mainly descriptive or factual • Structure limited – often unclear or confusing

Poor 0 - 5

• Little understanding and knowledge of the task • Lack of relevant evidence. Few examples • Little or no evaluation and/ or personal reaction • Structure mainly unfocussed and/ or disorganized


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5 Very wide range of appropriate vocabulary used 4 A wide range of appropriate vocabulary used 3 Some variety in the use of vocabulary 2 Little variety in the use of vocabulary

0 - 1 Vocabulary simple and very limited

5 Very wide range of complex structures 4 A wide range of structures including complex structures 3 A variety of structures used with some attempts at complex constructions 2 Structures mainly simple with little variety

0 - 1 Structures very simple and limited in scope

5 Highly accurate with only occasional errors 4 General accurate with few errors 3 More accurate then inaccurate. Errors rarely impede communication 2 Some errors but these do not generally do not impede communication

It should be noted that the marks awarded for each of Range of Vocabulary, Complexity of Language and Accuracy cannot be in a band higher than the band awarded for Content.

VOCABULARY

ACCURACY

COMPLEXITY OF LANGUAGE


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ESSAY WRITING TIPS

Your essay should consist of 3 main sections:

1. The introduction

a) Make it clear to the examiner what period of history or which director you have covered. Questions are general and not specific to what you have studied. If writing on the film director give a BRIEF synopsis of plot as examiner may not be familiar with it.

b) Set the question in context and give a brief outline of how you are going to deal with the question.

2. The main body of the essay

Depending on the essay question, you may need to divide this section into an “arguments pro” part and “arguments cons” part. Remember, 2 or 3 arguments for each part is generally enough. For each argument, remember, one idea per paragraph and for each paragraph:

1. What is my point? 2. Where is my evidence? 3. How does this answer the question? Have I linked my point back to the question? 4. How can I link this to the next point?

Remember that it is VERY important to give your own personal reaction and to justify it! Look at the criteria for the essays before you start, during and afterwards!

3. The conclusion Sum up the main points you have made throughout the essay – DON’T introduce new ideas. Give your opinion. Finally Do a systematic error check using the checklist below.


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Really useful writing tips

• Check genders/ accents/ adjective endings agree

• Check endings of verbs agree with the subject

• You have formed comparatives by using ‘plus/moins’ before the adjective, which must agree with the noun.

• You have formed superlatives using le/la/les plus/moins before the adjective, which

must agree with the noun. Also le (la/les) meilleur – best; le (la/les) pire - worst

• You have used the correct tense. Don’t chop and change between the imperfect and the perfect. Remember the imperfect tense is used for a repeated action in the past tense. It is better stylistically to choose one and stick to one.

• Choose to use ‘on’ or the indirect ‘Il’ (such as il faut/vaut mieux etc) in essays and

certainly NOT ‘tu’.

• Do you know how to use the passive? Remember you must use ‘on’ with donner à/téléphoner à and other similar verbs which are always followed by an indirect noun or pronoun (always followed by à). e.g. On lui a donné un cadeau – He was given a gift.

• If you have commented on what might have happened or what you would do, make sure

you use the condicional or past conditional e.g. Si j’avais vévu pendant la geurre, je n’aurais jamais fait partie de la collaboration. J’aurais été membre de la Résistance.

• Use a wide range of vocabulary

• Use a wide variety of constructions e.g. impersonal constructions (il vaut mieux)

e.g. relative clauses (qui/que/ce qui/ce que/dont), subordinating clauses, word order varied (e.g. to emphasise your point), range of subordinating conjunctions, conditional tense, subjunctive – SHOW OFF WHAT YOU KNOW!

• Check correct case with prepositions

• Check possesive adjectives NB son = his/her (masculine noun) sa =his/her (feminine noun)


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ESSAY TERMINOLOGY INTRODUCTORY REMARKS

PERSONAL COMMENTS A mon avis/selon moi En ce qui me concerne Quant à moi/ Pour ma part A mon sens Il me semble que Il semble que J’estime que Je soutiens que Je suis d’avis que - Je suis persuadé que/convaincu que Je pense que/J’estime que Je crois que Je trouve que Je suis certain/sûr que Je dirais que

In my opinion As far as I am concerned As for me As I see it It seems to me that (not subjunctive) It seems that (+ subjunctive) I consider that I maintain that I’m of the opinion that I am convinced that I think that I believe that I find (that) I am sure that… I would say that…

IMPERSONAL EXPRESSIONS Mieux vaut faire X que de faire Y - Il est évident que Il est hors question que C’est un argument de poids Il y a bien des mérites à faire -

It is better to do X than to do Y It is obvious that… It is unquestionable that… it’s a forceful argument There's a lot to be said for

D’abord En premier lieu Deuxièmement Je vais/On va…… discuter On va…… étudier/examiner Le réalisateur, que j’ai étudié, s’appelle.. La question est donc de savoir... Ce que je trouve le plus intéressant, c’est… Il faut se demander si On doit considérer deux aspects Il faut considérer les avantages et les inconvénients Il est bien connu que

First of all First(ly) Secondly I am going/ we are going to talk about/ We are going to examine/ study The director I studied is called… The question therefore is What I find most interesting is… We have to ask ourselves whether… We have to consider two aspects We have to weigh the pros and cons It is well known, that…


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CAUSE AND EFFECT RELATIONSHIPS Par conséquent Donc Pour cette raison C’est à dire D’ailleurs puis car étant donné que puisque Cet exemple montre que Il va sans dire que Néanmoins/ quand même (il) reste que pour autant quoi qu'il en soit

Consequently Therefore For this reason That is to say / namely Besides Then For (in sense of because) Given that since (in sense of because) This example proves that… It goes without saying that… Nevertheless the fact remains that for all that be that as it may

CONTRADICTING mais pourtant par contre De toute façon D’une part D’autre part Bien que + subjunctive malgré en effet comparé à/par rapport à

But However On the contrary Actually On one hand… On the other hand Although Despite …... In fact Compared to


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CONCLUSION

REALLY USEFUL FRENCH WEBSITES and how to use them best!

TO WORK ON YOUR LISTENING, READING AND GRAMMAR

You should select a short text, audio or video clip from the Internet. Read the extract or play the clip at least three times and write a brief summary in French (it needn’t be any longer than 50 words) with a vocabulary list of at least 10 words. These could be key words or they could be words that are new to you and had to be looked up. It is easier to start with short news bulletins. Video clips are ideal as they are easier to understand. Start with shorter clips and then when you feel ready, you could choose a radio programme from the Radio station websites listed below. www.euronews.net/

- français This website has the latest news that you can listen to with the transcript

www.zut.org.uk www.20minutos.fr/ fr.news.yahoo.com/

Pour conclure/en conclusion En guise de conclusion Enfin Bref En somme Comme j’ai expliqué Comme j’ai noté On peut conclure que A la suite de Cela revient à dire que...

In conclusion To sum up Finally In short All things considered As I have explained As I have stated We can conclude that… As a result of This boils down to saying that...

http://www.euronews.net/

http://www.zut.org.uk/

http://www.20minutos.fr/

http://es.news.yahoo.com/


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Grammar www.swarthmore.edu

- French - Links and resources - Grammar

http://fog.ccsf.cc.ca.us/~creitan/grammar.htm http://www.nelsonthornes.com/secondary/modern_lang/ap/default.html

- grammarNet http://atschool.eduweb.co.uk/stpmlang/languages.htm

- interactive exercises www.languagesonline.org.uk

- français - AS resources

http://www.columbia.edu/~ab410/drills.html

Reading www.20minutes.fr On-line newspaper Other useful websites www.europeinfos.com www.mediajunior.com www.CALL@Hull (provides links to a number of useful sites) www.bonjourdefrance.com www.tv5.org www.rfi.fr www.zut.org.uk www.linguascope.com www.frenchteacher.net www.jde.fr www.google.fr www.fr.yahoo.com www.ipsos.fr www.ados.fr www.lesclesjunior.com www.bbc.co.uk www.touslesmedias.com www.realfrench.net

http://www.swarthmore.edu/

http://fog.ccsf.cc.ca.us/~creitan/grammar.htm

http://www.nelsonthornes.com/secondary/modern_lang/ap/default.html

http://atschool.eduweb.co.uk/stpmlang/languages.htm

http://www.languagesonline.org.uk/

http://www.columbia.edu/~ab410/drills.html

http://www.20minutes.fr/


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On-line Dictionaries http://www.wordreference.com/ Lexicon of foreign words in texts http://www.ai-studio.com/joshwood/lexintro.html Newspapers & Magazines A large number are available, both on line and via European School Books. AUTHENTIK (we recommend you to purchase this) http://corumcle.edres74.ac-grenoble.fr/presse/pressefr.htm provides a link to all major French newspapers Etincelles (AS) Authentik en français (A2) Les Dossiers de l’Actualité Phosphore Ça m’intéresse

UNIT 4 – USEFUL EXAM TIPS

This is worth 50 marks. You will have 20 minutes preparation time to prepare one of two cards given by the examiner. They will be on a sub topic from the topics of the Environment, Multicultural Society or Contemporary Social Issues. You choose one of the two points of view expressed on the card. You then have one minute to present your point of view to the examiner and a further four minutes to discuss the topic with the examiner. You will then have five minutes on each cultural topic. Expect to have to defend and justify your opinion. The examiner may well interrupt you to argue their counter point – be prepared!

http://www.ai-studio.com/joshwood/lexintro.html


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The stimulus card carries 15 marks Mark In response to the stimulus material 5 Develops a wide range of relevant points 4 Develops a number of relevant points 3 Some relevant points made 2 Response is brief and lacking in development 0 -1 Very little meaningful response Marks In the face of challenges by the examiner 9 – 10 Responds readily to all opportunities to develop views and defend or justify opinions 7 - 8

Frequent evidence of developing views and defending or justifying opinions

5 – 6 Little evidence of developing views and defending or justifying opinions

3 – 4 Meaningful views are rarely expressed 0- 2 Very little meaningful response The conversation carries 20 marks Marks for Fluency 5 A thoroughly confident speaker; able to sustain a conversation at a natural pace 4 A generally confident speaker demonstrating a good pace of delivery,with some slight hesitation between

and during utterances 3 Prompt to respond but hesitating regularly between and during utterances 2 Lacking in confidence. Inappropriate pace of delivery (fast, slow or erratic) adversely affects the natural

flow of conversation 0 – 1 The pace of delivery (either hurried and garbled or slow and halting) is such that the flow of

communication is severely impaired Marks for Interaction 9 -10 Sustains a meaningful exchange with very little prompting. Responds well to regular opportunities to react

spontaneously. Can develop ideas and counter views. 7 – 8 Responds reasonably well with some evidence of spontaneity. Reacts infrequently to opportunities to

develop ideas and counter views. 5 – 6 Tends to react rather than initiate. Limited evidence of spontaneity in developing responses to questions

seeking views and opinions. More comfortable with factual information. 3 – 4 Generally dependent on the examiner’s prompting, which elicits only occasional attempts to give

additional information. 0 – 2 Minimal reaction with little or no development of responses independent of any prompting. Marks for Pronunciation and Intonation 5 Very good 4 Good 3 Fairly good 2 Intelligible 0 – 1 Poor In both parts of the speaking exam you will be tested on grammar (15) Knowledge of Grammar (AO3)

13 – 15 Very good command of the language. Good use of idiom, complex structures and range of vocabulary. Highly accurate grammar and sentence structure; occasional mistakes.

10 – 12 Good command of the language. Attempts to use complex constructions and a wide range of vocabulary. Good grammar and sentence structure; generally accurate.

7 – 9 A variety of linguistic structures used, generally effectively. Limitations in the use of more complex structures and more sophisticated vocabulary. Errors generally minor but with some serious errors in more complex structures.

4 – 6 Reasonable performance. Tends to use unsophisticated constructions and vocabulary. Grammatical errors do not generally interfere with communication

0 - 3 Generally comprehensible to a native speaker. Limited range of constructions, vocabulary and sentence patterns. Serious grammatical errors may sometimes cause difficult


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YEAR 13 FRENCH ORGANISING YOUR FILE - Arden · PDF fileYEAR 13 FRENCH . ORGANISING YOUR FILE ....

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