Enseignement secondaire technique

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1 Enseignement secondaire technique Régime de la formation de technicien Division mécanique Section mécanique d'automobiles Anglais I. Le déroulement de l épreuve orale Les titulaires recevront les séries de questionnaires et des enveloppes par l entremise de leur direction et voudront mettre deux questionnaires identiques par enveloppe, fermer l'enveloppe et veiller à ce que les enveloppes ne portent aucun signe distinctif. Il importe que le jeu complet de questionnaires soit préparé. Les titulaires appelés à procéder aux épreuves orales dans un autre établissement recevront aussi un ou plusieurs jeux de questionnaires ainsi que des fiches d évaluation. Le candidat se présente dans la salle où se déroule l'épreuve à l'heure qui lui a été notifiée par la direction. Lors des épreuves orales, le deuxième examinateur choisit une enveloppe parmi celles qui sont ou restent disponibles et remet l'un des deux questionnaires au candidat. Un questionnaire présenté à deux candidats successifs ne peut plus être utilisé, il en est de même pour un questionnaire utilisé en fin de séance et présenté à un seul candidat. Une fois l'épreuve terminée, le candidat doit remettre le questionnaire au titulaire. En ce qui concerne les épreuves dans les branches où une préparation n'est pas prévue, notamment l'anglais, la direction de l'établissement prend les dispositions nécessaires pour qu'une communication entre deux élèves successifs ayant obtenu le même questionnaire, soit évitée. Pour chaque candidat, les deux fiches d'évaluation ainsi que le questionnaire sont remis à la direction en vue de leur dépôt aux archives du lycée. Les deux examinateurs reportent leurs notes sur une fiche de synthèse qu'ils remettent, dès que le dernier candidat aura passé son épreuve, au directeur de l'établissement, qui la transmet au commissaire du Gouvernement concerné. L'examinateur principal saisit les notes dans le fichier bac. II. The Questionnaire in the Oral Intwerviewl A. Purpose The purpose of the examination is to test the candidate s ability to generate language within a given context. Assessment should concentrate on the use of language rather than on the candidate s technical knowledge of the topic chosen. Sound general knowledge and awareness of current issues should provide the basis for the speech production. The topics should require no in-depth specialized / technical knowledge and could be taken from the following areas: 1/6

2 Weather / Global Warming Natural catastrophes Environmental Damage / Pollution Tourism Cloning / Genetic Manipulation War / Civil War War and innocent victims: children, women Refugees Third World Problems: hunger, war, medical aid, etc. Sports Racism Drugs Juvenile Violence Child Labour The Media, their influence, Advertising, Role-models, Communication Guns Society and social problems Human relations and communication Health, beauty and body Food, diet and related problems Aids Road safety and behaviour Childhood and adolescence (non-exhaustive list) Note on technical knowledge : Talking about pollution, for example, requires no in-depth specialized knowledge but just a general awareness of problems that our society is confronted with. So one does not have to be a specialist in that field to talk about this issue. Conversely, in the context of pollution, we should not expect our students to know the chemical formulas that explain the destruction of the ozone layer, e.g.. Similarly, one does not have to be a specialist in business to take about consumerism. B. Getting started The interview should last between 15 to 20 minutes. After the candidate enters the room, the first couple of minutes are used for the warming up phase. For example, the main examiner introduces the second examiner, asks the candidate to take a seat, a questionnaire is selected by the second examiner etc. This is intended to put the candidate at ease and is not part of the assessment. C. The Questionnaire The candidate s questionnaire consists of three parts, linked together by a common topic: 1. up to 3 photographs (or pictures / cartoons) on the front page 2. up to 2 small passages on the second page 3. a third activity, which is optional. 2/6

3 In addition, the examiner s questionnaire contains a set of questions that have been prepared beforehand. One questionnaire is presented to two candidates in a row. There is no preparation: as soon as the first candidate has left the examination room, the next one enters. After two successive candidates have dealt with the questionnaire, it is put aside and not used for other candidates any more. 1. The photographs Candidates are asked to give a summary description of the photograph(s) and to express their personal reaction. The photograph(s) are intended as a prompt to conversation about the illustrated topic. Similarly, the questions asked by the examiners should be a stimulus to conversation. In the ideal case, where the candidate speaks fluently, the examiner should only occasionally need to guide the conversation back to the topic and will not even need to ask further questions or make use of the supplied questions. The questions related to the topic in the photograph(s) are designed to lead to a general discussion. However, the examiners can also ask questions for further clarification respectively ask the candidate to develop certain aspects of the photo(s). The questions relate to the situation, the actions, dress, objects, facial expressions, feelings, etc. They are designed to elicit answers that can be factual descriptions, hypothetical statements, implications or personal reactions. While looking at the photograph(s) (for about a minute), the candidate should start thinking of discussion topics which might be stimulated by the photographs and figure out, in the case of two or three photographs, in how far the latter are related to one another. Candidates should not make brief comments or give short answers, but be encouraged to elaborate and speak as fluently as possible. They should not worry about asking the examiner to repeat what has not been understood. 2. The reading passage The second part of the candidate s questionnaire contains up to two small passages not exceeding 120 words in total. The passages are topically linked to the photographs, which should lead up to the passage(s). The candidate is given a few moments to study the passage(s) before he/she reads it/ them out loud. The candidate then comments on it/them. The examiners can also ask questions for further clarification respectively ask the candidate to develop certain aspects of the texts. 3. The third activity The third activity is optional. The topic introduced in the photograph and the reading passages is continued in the third phase of the interview where the candidate is set one more task. It may also happen that the third activity has already been dealt with in the photographs or reading passage parts. 4. Unknown words If the reading passage contains words that one cannot reasonably expect the candidates to know, the examiners will provide an explanation before the candidate reads the text out loud. 3/6

4 This remark should also be taken into account when setting up the questionnaire. When talking about the photograph(s) the candidate may have difficulty in finding the right word. To prevent them from making the same lexical mistake over and over again in the course of the interview, the examiners may decide to supply the adequate term. Should this happen with a number of words, however, the assessment of the candidate s vocabulary resource will be negatively affected. D. Assessment The candidate s performance is assessed on five criteria, giving a total of 30 marks, to be multiplied by 2: Fluency (10 marks) Task achievement (5 marks) Grammatical accuracy (5 marks) Vocabulary resource (5 marks) Pronunciation (5 marks) See Assessment Grid below ASSESSMENT GRID 10 Fluency 8 Speaks freely on everyday subjects but shows some hesitation when speaking on abstract topics 6 Hesitant speech, but causes no major strain on the listener 4 Frequent or prolonged hesitations causing definite strain on the listener 2 Speech disconnected 0 Incapable of connected speech Task Achievement 5 All tasks dealt with fully and effectively. Comments are appropriate to each task; personal opinions and arguments are well expressed. 4 Tasks are mostly dealt with effectively. Minor problems in expressing opinions and 3 One task dealt with in a limited manner. Minor problems in expressing opinions and 2 Two tasks dealt whit in a limited manner. Major problems in expressing opinions and 1 All the tasks are dealt with in a limited manner. Inability to express own opinions and 0 No intelligent communication. Grammatical Accuracy 5 Few if any errors when using both basic and complex structures. 4 4/6

5 Some errors when using complex structures, but no serious problems with basic structures. 3 Some errors when using both complex and basic structures, but does not cause misunderstanding. 2 Some errors when using complex or basic structures, causing misunderstanding. 1 Frequent errors, making communication difficult. 0 No awareness of basic grammatical functions. Vocabulary Resource 5 Wide and appropriate vocabulary in non-specialized contexts. 4 Adequate vocabulary in non-specialized contexts. 3 Vocabulary adequate for everyday tasks with occasional paraphrasing. 2 Limited but accurate vocabulary with frequent paraphrasing. 1 Severe lack of vocabulary with or frequent inaccuracy. 0 Vocabulary inadequate for even the simplest conversation. Pronunciation 5 Good intonation and pronunciation with few if any errors. 4 Some errors of pronunciation and intonation. 3 A frequent error of pronunciation and intonation but causes little misunderstanding. 2 Poor pronunciation and intonation causing occasional misunderstanding. 1 Very poor pronunciation and intonation causing frequent misunderstanding. 0 Unintelligible. 5/6

6 Le programme est valable pour les classes suivantes: T3HR, T3AG, T3BA, T3MG, T3CC, T3CH, T3CM, T3DG, T3EE, T3EN, T3EP, T3IF, T3MA, T3HO, T3TO, T3EC 6/6

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