South Pacific Board For Educational Assessment

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1 South Pacific Board For Educational Assessment SOUTH PACIFIC FORM SEVEN CERTIFICATE FRENCH Effective from January 00 South Pacific Board for Educational Assessment, 00 All rights reserved. No part of this publication may be reproduced by any means without prior permission of the Board.

2 SOUTH PACIFIC FORM SEVEN CERTIFICATE FRENCH (SECOND LANGUAGE) Content Page Preamble Aims Achievement Objectives Outcomes Section A: Receptive Skills Section B: Productive Skills Assessment The External Examination Internal Assessment Appendices Appendix : Achievement Objectives with examples, suggested language focus and suggested vocabulary 7 Appendix : Achievement Objectives: suggested learning and assessment activities 9 Appendix : Internal Assessment: Speaking skills criteria for assessment Advisory Section Suggested topics for study Glossary Suggested Resources 6 Sample Programme Timeline 7 IA Summary Form (FRE-IA) 8 IA Mark Capture Form (FRE-) 9 Vocabulary List 0

3 FRENCH (SECOND LANGUAGE) Preamble This prescription provides the specifications for assessment for the South Pacific Form Seven Certificate French Examination. The prescription is derived from the requirements of the New Zealand University Entrance, Bursaries and Scholarship prescription as administered by the New Zealand Qualifications Authority. Students may also require knowledge and understanding of outcomes from the Pacific Senior Secondary Certificate (PSSC) or its equivalent, which are related to the specific outcomes of this prescription. The course is designed for students who may undertake further studies in a tertiary institution as well as for those students who will complete their formal education at the end of Form 7. Aims Students should be able to: take part in general conversation with French speakers, understand much of what is said and contribute relevant comments explain and discuss many of their own ideas and opinions and to use language creatively read a variety of authentic materials and write expressively for a range of purposes use a range of language/learning strategies effectively, and to behave in a culturally appropriate way in most social situations involving French speakers. Achievement Objectives Students should be able to: communicate about certainty and uncertainty, possibility and probability develop an argument or point of view, with reasons recount a series of events to inform, persuade, or entertain communicate the same information in different ways in different contexts respond to selected and adapted texts (for example, from literature, film, newspapers, magazines, television, video, radio ) from French-speaking cultures. Refer to Appendix and for Achievement Objectives with examples, suggested language focus, and suggested vocabulary, suggested learning and assessment activities.

4 OUTCOMES Section A: Receptive Skills Outcome Students will be able to listen to and comprehend a wide variety of spoken French. Students will be expected to:. understand much of what is spoken by other speakers of French about a wide range of topics. distinguish between facts, opinions, and hypotheses and recognise intentions to persuade and influence in different contexts. Outcome Students will be able to read and comprehend a wide variety of written French. Students will be expected to:. understand much of what is written by other speakers of French about a wide range of topics. distinguish between facts, opinions, and hypotheses and recognise intentions to persuade and influence in different contexts. Section B: Productive Skills Outcome Students will be able to use spoken French in a wide variety of contexts. Students will be expected to:. initiate and sustain conversations. give talks on a range of topics in a wide range of contexts. use appropriate pronunciation, intonation, rhythm, and stress. use language to inform, to defend a point of view, to persuade and to entertain. Outcome Students will be able to use written French in a wide variety of contexts. Students will be expected to:. use resources (e.g. dictionaries, glossaries) to experiment with new language and review their writing for accuracy. write about a range of topics, selecting words and expressions that are appropriate for their purpose and intended audience. use language to inform, to defend a point of view, to persuade and to entertain.

5 ASSESSMENT Candidates will be assessed by a three-hour examination (7%) and internal assessment (%). All outcomes in the prescription will be assessed. The External Examination The external examination will consist of a written paper lasting hours and minutes and a listening test lasting minutes. The weightings given to each skill area in the examination will be as follows: Section A Reading % Section B Writing % Section C Listening % Section A: Reading Three questions will be set from the list below. One or more passages may be used in each question. No one question shall be more than 0 marks. Up to % of the vocabulary used in the reading passages may be beyond the prescribed vocabulary list provided that the meaning can be deduced from the context.. A passage for comprehension, with objective-type answers in French. For example: a. selecting the correct answers to a question b. filling in the correct missing word from a given list c. matching pairs of statements d. putting statements into correct sequence. A passage for comprehension with tasks in French requiring answers to be given in French. Complete sentences will not be required. Emphasis in marking will be placed on correctness of information rather than accuracy of French. a. answering questions on the passage b. listing the main points of the passage c. supplying headings for paragraphs d. identifying the key sentence in a paragraph or paragraphs. A passage for comprehension with tasks in English requiring answers to be given in English. Complete sentences will not be required. Emphasis in marking will be placed on correctness of information rather than accuracy of English. a. answering questions on the passage b. listing the main points of the passage c. supplying headings for paragraphs d. identifying the key sentence in a paragraph or paragraphs Section B: Writing Students will be required to write two passages in French. One passage will relate to the student s reading in French and will be 00 0 words (0 marks). The other passage will be on a general topic of up to 00 words ( marks). The topics, guidance where appropriate, and indications such as the purpose and audience of the composition, will be given in French.. Writing in French related to the student s reading. A minimum of three options will be given with at least one on each of the following, with broad questions that cover a range of

6 both literary and non-literary works by French writers (e.g. films, novels, short stories, comics, songs, poems, plays). See suggested texts in Appendix. a. discussing characterisation b. explaining a theme or message c. entering imaginatively into a work. Writing in French on a general topic. A minimum of three options will be given with at least one on each of the following: a. defending a personal point of view b. discussing a problem c. discussing an aspect of life and culture in a French-speaking country Section C: Listening Comprehension of spoken French (tested by a cassette tape recording of a native speaker or speakers with no marked regional accent). This section will test the student s ability to understand spoken French. All instructions, both oral and written, will be given in English. To familiarise students with the native speaker or speakers to be heard in the Listening Test, a brief section from the text immediately preceding the passage for dictation will be recorded on the tape and also printed on the answer sheet for the Listening Test. The following types of questions will be used:. Dictation (0 marks) Consisting of the transcript of a passage or passages of French, with a total length not normally exceeding 0 words.. Listening Comprehension ( marks) Based on a passage or passages in French and to be examined in one or more of a variety of ways. For example: a. writing a word or short phrase in French in response to questions heard in French b. filling in a form written in French according to instructions or information heard in French c. matching pictures or symbols with information heard in French d. selecting or identifying from a written list those statements which are correct in terms of the information given, e.g. items from a menu, details of a weather report, details of a television or radio programme, the tourist attractions of a particular place. e. recording very briefly in French the main points of a spoken message f. recording very briefly in English the main points of a spoken message Emphasis in marking in the Listening Comprehension will be placed on the correctness of information in the candidate s answer rather than on the accuracy of the French. Internal Assessment Speaking skills will be assessed in a variety of activities throughout the year by the class teacher. The activities for the internal assessment of speaking skills should be set at a level appropriate to the vocabulary and grammatical structures as set out in theappendix. 6

7 Candidates will be assessed on their ability to communicate in French in a variety of language activities. For example: a. role-playing b. conversation c. discussion d. defending a point of view e. giving a prepared talk f. giving an impromptu talk g. summarising written or recorded material h. re-presenting written or recorded material i. commenting on written or recorded material j. interpreting or describing visual material Criteria for assessment of speaking skills can be found in the Appendix. Each student should be assessed three times throughout the year. No one assessment should be less than % or more than 0%. On completion of the tasks, student marks (out of ) must be entered onto the mark capture forms (FRE-) as given in the Appendix. General Course work requirements, the assessment tasks and weightings given to each task should be clearly explained to students at the beginning of the year s course. Results must be clearly recorded and maintained by teachers so that accurate information on each student s progress is readily available. At the beginning of each year, each school presenting candidates for the South Pacific Form Seven Certificate French (Second Language) assessment must complete an Internal Assessment Summary Form (FRE-IA) and forward to SPBEA by the date set down by the Director. At the start of the year students should be given a copy of the assessment statement to be used. The assessment statement and copies of all assessment tasks and assessment schedules used, as well as a sample of candidate responses to all internal assessment work undertaken, must be available for verification on request until 0 November of the year of the examination. The moderation of Internal Assessment will be done in accordance with SPBEA policy as specified from time to time. 7

8 APPENDIX Appendix : Achievement Objectives with Examples, Suggested Language Focus, and Suggested Vocabulary Achievement Objectives Students should be able to: (a) communicate about certainty and uncertainty, possibility and probability; (b) (c) (d) (e) develop an argument or point of view, with reasons recount a series of events to inform, persuade, or entertain communicate the same information in different ways in different contexts respond to selected and adapted texts (e.g. from literature, film, newspapers, magazines, television, video, radio Examples Je suis sûre que tu réussiras. Ill ne pense pas qu elle revienne Il est peu probable qu il soit à l heure. Il se peut que tu aies raison. Il pense qu elle va partir. Il est possible qu il finisse ce travail avant le weekend. Si j avais mangé des moules, je serais tombé(e) malade. La terre, peut-elle survivre, malgré nous? En premier lieu, il faut se rappeler que la Nouvelle- Zélande n est qu un petit pays sur le plan mondial. En revanche, le taux de la criminalité est en baisse depuis un certain temps. En fin de compte, n oublions pas que la publicité y est pour quelque chose. L homme que nous avions vu le matin devant la cathédrale s est approché de nous. Il nous a donné un petit paquet carré et puis il est parti en courant. Mon rêvé: Figure-toi que la nuit dernière, j ai rêvé de mon voisin. Il était grand comme une giraffe, et habillé avec un pyjama rose. Il s est mis à courir après moi. J ai essayé de lui échapper mais la porte était fermée à clef. Alors, je lui ai donné un coup de poing, et il s est transformé en un adorable chaton. Rapport écrit: L incident mortel a eu lieu le mai à heures 7 à l angle du Boulevard Gambetta et de la rue Jean-Jaurés. Petite amie de la victime qui raconte l accident à ses copains: Imagine-toi oh, c est pas possible! Mon Dieu! Je ne peux pas croire qu il soit mort! Je me présente: je m appelle Werner. Je suis officier allemand. En ce moment, mon pays fait la guerre avec le pays que j aime de tout mon Coeur. Presenting oneself as a character from a text. Cette année, j ai vu un film qui m a plu énormément. Il s agit de Je trouve les paroles de cette chanson particulierement emouvantes. 8

9 Suggested Language Focus Adjectives Non-agreement of compound adjectives of colour Adverbs Words that can, depending on context, be used as adverbs as well as adjectives Connectives concessive conditional contrastive expressing purpose resultative Negation emphatic Nouns creative arts employment environment social cohesion media Pronouns after prepositions ce (marked form with etre) emphatic possession possessive relative Verbs conditional perfect future perfect passive voice subjunctive mood (full use of present mood) reported speech Suggested Vocabulary Blue vert, vert bouteille. Il s est arrêté net. Ca sent bon. Elle travaille dur. bien que à condition que, avant que, pourvu que par contre, d une part. d autre part afin que, pour que tout compte fait ne aucun, ne guère, ne nulle part, ne ni ni, ne plus jamais, ne plus rien, ne jamais rien, ne jamais personne le compositeur, l artiste, l ecrivain le chômeur, le patron, un emploi la pollution, le graffiti les immigrés, l aide sociale, le parti politique le journaliste, le web, un hebdomadaire (â) qui, (avec) lequel C est un homme remarquable! ce dont, celui dont, tout ce qui/que le/la mien(ne) dont, lequel Si j avais su, je ne serais pas venu. Ils auront pris leur douche avant de se coucher. Ce monument a été construit par les Romains. Qu elle vienne avec nous! La police est venue. / Il a dit que la police était venue. La police était venue. / Il a dit que la police était venue. 9

10 Appendix : Achievement Objectives a. communicate about certainty and uncertainty, possibility and probability b. develop an argument or point of view, with reasons Achievement Objectives; Suggested Learning and Assessment Activities Suggested Learning and Assessment Activities The following code indicates the context in which each activity is likely to be most useful: (C) = class activity; (G) = group activity, (P) = pair work, (I) = individuals work independently Students could be learning through: role-playing an interview on French television in which the interviewee expresses their feelings and hopes for the people back home in a Pacific country where there has been a natural disaster. (P) ranking significant life events (eg marriage, overseas travel) in terms of probability in their own lives and writing sentences relating to each event, using the language of probability and possibility (C, G, P) writing three statements describing what events they believe will take place in this millennium (two of these statements genuinely reflecting their own beliefs, the other not) and assessing which statements in other people s lists are genuine beliefs, giving reasons (C, G, P) reading a short science fiction story that predicts future events, listing those events and explaining how likely they are to happen (C, I) writing about how society might change if a given scenario took place (e.g. if machines could do all domestic chores) (C, P, I) describing to someone planning a visit to a Pacific country for the first time what they could do during their visit (I) Students could be learning through: putting forward a proposition (e.g. that it is healthier to be a vegetarian than a meat eater) and providing supporting details (G, P, I) preparing a package holiday to a Pacific country and presenting the package to the class, attempting to persuade the audience of its merits (C) writing to a local firm to apply for a weekend job, explaining why they are suitable and including promises (e.g. of punctuality) (C, I) telephoning a friend, asking to borrow money, explaining why they need it, promising to repay it within a specified time, and offering to do something for the friend in return (G,P) interviewing friends about what they would do to improve society if they were in positions of power and why they would choose these actions rather than others (G) reading, listening to, or viewing a recent news item about an environmental issue and writing a newspaper editorial in which they argue a particular point of view (G, I) reading a letter to a newspaper in which the victim of a robbery expresses their opinions about how criminals should be treated and taking part in a class discussion about those opinions (C, I) reading or viewing advertisements for products that the manufacturer claims will solve specific problems and creating their own advertisements for similar products (G,I) 0

11 (c) Recount a series of events to inform, persuade, entertain (d) Communicat e the same information in different ways in different contexts examining how a character in a story responds to a problem and talking or writing abut different possible responses (C, G I) researching an important social topic (e.g. genetic engineering) identifying the central issue, and listing the arguments on either side (C, G, P, I) setting up a simulated television programme to discuss a problem that has contemporary relevance (G) looking through job advertisements in a French-language newspaper, identifying jobs they would like or dislike, and discussing their reasons (C, G, P) conducting an Internet search to identify French technological inventions, researching one of them in more detail, and writing an article that states the problem or problems the inventor identified and how he or she set about finding solutions (G, P, I) Students could be learning through: producing a story in groups, using a plot, setting, and characters supplied by prompts in the form of picture cards and guide questions, with each student adding a section, and then repeating the process with their own plot, setting, and characters (G, I) competing in groups to reassemble a short narrative that has been cut into sections, with a different section being given to each student in the group (G) preparing a radio broadcast for the anniversary of a significant event and discussing in the broadcast the consequences of the event (G, P) downloading some French songs from the Internet that describe a sequence of events, performing them in groups, and writing a summary of the events recounted in each song (G) Students could be learning through: researching famous French inventors and using information to (a) create a profile for inclusion in a national newspaper (b) write an interview with one of the inventors, and (c) prepare a diary entry for an important day in his or her life (G, P, I) reading several newspaper reports about things that have happened in a small community and writing an eye witness account of the events (G, P, I) Reading an article for a French-language newspaper that they have found online and rewriting the article to make it suitable for a magazine for young teenagers (P, I) Selecting newspaper headlines and preparing alternative headlines that would be appropriate for different types of newspaper (C, G, P, I) Describing events in which they participated to (a) the principal of their school, (b) their grandmother, and (c) their best friend, while a partner lists the differences I the accounts (P) discussing the food in the school canteen with friends and writing a letter of complaint or praise to health authorities, summarizing the views presented in the discussion (C, G, P)

12 (e) Respond to selected and adapted texts (e.g. from literature, film, newspapers, magazines, television, video, radio ) from French-speaking cultures Students could be learning through: designing a book or video cover (G, P, I) writing a book or film review (G, P, I) retelling the story from a poem or song in the idiom of today and presenting it as if it had been written for a different context (e.g., a newspaper report) (G, P, I) using a picture of people as the basis for creating a dialogue between them (P) using a picture as a starting point for a description (G, P, I) telling a friend about a book they have read and reviewing it for a magazine (G, P) researching a major political event in French (or a French speaking country s) history and writing an entertaining story based on the event and the leading figures involved. (C, I) preparing and acting out a short radio play based on a photograph, painting, or historical event. (G) exploring French websites and writing a report on two of them for a magazine that advises Internet users about interesting websites (G, P, I) visiting French websites that provide information about entertainment opportunities, such as films, television, or radio plays, and discussing which appeal to them and why. (G) reading a newspaper account of a recent political or social event in a French-speaking country and preparing a talk about the central issues (C, G, P, I) listening to a short narrative, which is then divided into sections for pairs or groups to dramatise (G, P)

13 Appendix Marking Schedules for the Internal Assessment Tasks Speaking Skills Content Ability to provide information required The student is able to: give a clear organised speech with substantial development of relevant information and/or ideas give a clear organised speech which develops relevant information and/or ideas give a clear speech which gives relevant information and/or ideas Range and accuracy of expression Ability to use language accurately Ability to use variety of language structures The student: uses language accurately with a wide variety of vocabulary and structures uses language accurately with a variety of vocabulary and structures uses a variety of vocabulary and structures Fluency of expression Degree of hesitation Degree of prompting required Ability to sustain a conversation Ability to provide cohesion The student s delivery is: confident and fluent, and any errors in language do not hinder communication generally confident and any errors in language do not hinder communication some hesitancy but communication is achieved overall despite errors in language. Appropriateness to context and audience, and engagement of audience Ability to use language appropriate to the situation Ability to use language appropriate to the person(s) being addressed Ability to involve the audience eg eye contact The student: uses language appropriate to the situation and the person addressed and is able to engage the audience uses language mainly appropriate to the situation and the person addressed and is able to engage the audience uses some language appropriate to the situation and the person addressed and attempts to engage the audience Acceptability of pronunciation and intonation Ability to follow the accepted rules of pronunciation eg liaisons Ability to avoid language interference Ability to use intonation appropriately

14 The student is able to: communicate effectively with appropriate pronunciation, intonation and stress (emphasis) communicate effectively with generally sound pronunciation, intonation and stress (emphasis) communicate despite some errors in pronunciation and/or some mother-tongue interference

15 Suggested topics for study in Form 7 ADVISORY SECTION As this course of study requires a communicative approach to language learning, the four language skills (reading, listening, speaking, writing) should be taught together through the context of topics. The following suggested topics are suitable for teaching the language skills required at Form 7 level.. The Francophonie. Literary reading. The Environment. Rural/urban life. Social problems 6. Issues for young people 7. Employment/ the world of work 8. The media 9. Technology its impact on our lives 0. Health/food/sport. Tourism. A current issue

16 Glossary Accuracy refers to correct use of vocabulary and grammatical structures. Audience refers to one or more persons, e.g. teacher, group, class and could be a real speaking situation Clear means audible and comprehensible, i.e. It is an error if incorrect pronunciation would change or obscure the meaning so that communication is hindered. Any hesitation should be natural (appropriate pausing) and should not detract from the clarity of speech. Develop refers to expanding or clarifying ideas, and being able to state a point of view and support it with reasons, examples and descriptions. Errors refers to those occurring in vocabulary and structures, as well as pronunciation, intonation and tones, as appropriate to French. Language in speaking refers to vocabulary and structures, as well as pronunciation, intonation, and tones as appropriate to French. Organised indicates that the speech should be logically sequenced e.g. chronologically; with an introduction, development and conclusion; subtopics in order of importance; contrasts and comparisons; shifts in time/place etc. Productive skills The skills needed to produce language. i.e. writing, speaking. Receptive skills The skills needed to receive/comprehend language i.e. reading, listening. Relevant information refers to information relating to the topic. Structure refers to linguistic means of expression in a given situation 6

17 Suggested Resources Course Books. Tapis Volant Jane Zemiro, Alan Chamberlain. Nelson Thomson Learning, Australia Au point M. Deane, B. Powell, E. Armstrong. Thomas Nelson and Sons Ltd, UK. 99. Zenith Anneli McLachlan. Heinemann UK Teacher Resource Book.. Encore Tricolore S. Honnor, H. Mascie-Taylor, A. Wesson. Thomas Nelson and Sons Ltd UK 99 + Teacher Book.. Essor D. Bourdais, M. Hope, T. Huntley, C. Thorpe. Oxford University Press UK video cassette 6. Avantage. Heinemann 99 Senior grammar 7. Essential reprise. A Complete Review of French Grammar, Communication and Culture. NTC Publishing Group, USA La Passerelle. French Grammar in use. K. Beeching and I. Le Guilloux. Cambridge University press, UK. 99 Literary Study 9. Au Revoir les Enfants (film) 0. Etude du Film. Au Revoir Les Enfants. La France Contemporaine a travers son cinema. Jean-Marc Lecaude. Canterbury Monographs for Teachers of French, University of Canterbury, New Zealand. Sept. 99. No., 7 th series.. Le Silence de la Mer Vercors. Macmillan and Co. Ltd Le Petit Prince Antoine de Saint-Exupery. Heinemann London 98 (Reprinted 97). A La Decouverte du Petit Prince. An Enrichment Workbook for exploring Language and Themes by Anne Gassaway Brown. NTC Publishing Group, USA Annotated Teacher s Edition.. Les Petits Enfants du Siecle. Christiane Rochefort. Grasset 96. Facile a Lire (B) 97. Le Petit Nicholas Sempe-Goscinny. Folio France 990. (original publication 960) 6. Les Vacances du petit Nicholas. Sempe Goscinny. Collection Folio Junior. France 987 Poesie 7. Paroles, Jacques Prevert Folio. France Anthologie Prevert Christiane Mortelier (Editor) Methuen s Twentieth Century Texts. Methuen Educational Ltd, London Aux Vent des Iles Wanir Welepane. Agence de Development de la Culture Kanak Noumea Past Bursary Papers Available on NZQA website. Exemplars from NCEA Level Available on NZQA website Useful Websites:

18 Sample Teaching Programme PACIFIC ISLANDS HIGH SCHOOL FORM 7 FRENCH TIMELINE Time Scale Topic Skills Resources Assessment TERM ONE Week Weeks Weeks Weeks TERM TWO Weeks Week Week 6 Revision for Mid-Year Examination Time Scale Topic Skills Resources Assessment Week - MID YEAR EXAMS Marking based on Marking Guidelines Week MID YEAR BREAK Weeks Weeks Week Week Week Revision for End of year Examinations (All topics covered) END OF YEAR EXAMS Weeks Week Weeks Week Study Week 00 F7 Regional Exam End of year programme 8

19 South Pacific Board for Educational Assessment SOUTH PACIFIC FORM SEVEN CERTIFICATE FRENCH IA Summary Form FRE- IA Country: School: Task Brief Description of Task Start Date Finish Date Weight (%) Speaking Total % Teacher:

20 South Pacific Board for Educational Assessment SOUTH PACIFIC FORM SEVEN CERTIFICATE FRENCH IA Mark Capture Form FRE- Country School Surname Name First name Candidate Code Teacher Mark (out of %) 0

21 Vocabulary List The following list defines the vocabulary which may be examined. The numbers appearing alongside each entry in the list refer to the learning levels from Forms to 7 (Years 9 ) where it is suggested this vocabulary could be covered. A à à (+ countries) à (+ town and city) à (+ vehicles) à bientôt a à cause de à côté de à droite à gauche à l étranger à l intérieur à la terrasse à peine à peu près à pied à présent à travers abandonner abîmer l absence (f) accepter l accident (m) accompagner accrocher accueillir accuser l achat (m) l acier (m) l acteur (m) l action (f) l activité (f) l actrice (f) actuel l addition (f) admettre l administration (f) admirer l adresse (f) s adresser (à) adroit adulte l adulte (m/f) les affaires (f) (belongings) l affiche (f) affreux/affreuse africain l Afrique (f) [l âge (m)] quel âge? j ai ans âgé âgé (de) l agent (m) (policeman) agiter agréable l agriculture (f) aider (à) l aiguille (f) l aile (f) ailleurs aimable aimer aimer mieux ainsi ajouter l alcool (m) l Allemagne (f) allemand aller allons s en aller aller à la pêche aller chercher allô allumer l allumette (f) alors l amateur (m) amener américain l arrivée ( f) l art (m) l article (m) l artiste (m) l aspect (m) s asseoir assis assez (de) j en ai assez l assiette (f) assister (à)