F+H GCSE FRENCH 8658/SF+SH. Paper 2 Speaking (Foundation and Higher) Draft Specimen 2018 SPECIMEN MATERIAL

Save this PDF as:
 WORD  PNG  TXT  JPG

Dimension: px
Commencer à balayer dès la page:

Download "F+H GCSE FRENCH 8658/SF+SH. Paper 2 Speaking (Foundation and Higher) Draft Specimen 2018 SPECIMEN MATERIAL"

Transcription

1 SPECIMEN MATERIAL GCSE FRENCH Paper 2 Speaking (Foundation and Higher) F+H Draft Specimen 2018 Teacher s Booklet To be conducted by the teacher-examiner Time allowed: 7-9 minutes at Foundation (+ between 10 and 12 minutes preparation time) minutes at Higher (+ between 10 and 12 minutes preparation time) Instructions During the preparation time candidates are required to prepare one Role-play card and one Photo card. Candidates may make notes during the preparation time for use during the test. Candidates should hand both stimulus cards to you before the start of the next part of the test. Information The test will last a maximum of 9 minutes (at Foundation) or 12 minutes (at Higher) and will consist of a Role-play card (approximately 2 minutes at Foundation and Higher) and a Photo card (approximately 2 minutes at Foundation and 3 minutes at Higher), followed by a conversation. This conversation is based on two out of the three Themes listed in the Teacher s Booklet (3-5 minutes at Foundation; 5-7 minutes at Higher). Candidates must not use a dictionary at any time during this test. This includes the preparation time. 8658/SF+SH

2 2 General Certificate of Secondary Education June 2018 French Speaking Test Teacher s Booklet Contents Part 1 Role-plays (Foundation Tier) (1-9) Role-plays (Higher Tier) (10-18) Part 2 Photo cards (Foundation Tier) (A-I) Photo cards (Higher Tier) (J-R) Part 3 Suggested questions for General Conversation

3 3 BLANK PAGE Turn over

4 4 Part 1 ROLE-PLAY 1 (FOUNDATION TIER) STUDENT S ROLE You are talking to your new French friend about where you live and what you do in your free time. You should address your friend as tu. Say where you live.! Say what you think of your town. Ask your friend if he/she prefers the town or the country. Say what you like to watch on television. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

5 5 ROLE-PLAY 1 (FOUNDATION TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Bonjour! 2! Qu est-ce qu il y a comme distractions à/en (place)? (elicit two details if a verb is not used by the student). 3 Chez nous aussi. 4 Ah oui! 5 La campagne. 6 Moi aussi. Turn over

6 6 ROLE-PLAY 2 (FOUNDATION TIER) STUDENT S ROLE You are talking to your French friend about sport and hobbies. You should address your friend as tu. Say what your favourite sport is. Say which sport you dislike. Say why. Ask your friend where he/she does sport.! When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

7 7 ROLE-PLAY 2 (FOUNDATION TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Tu es sportif/sportive? 2 Tu aimes tous les sports? 3 Ah bon. Pourquoi? 4 D accord. 5! Au centre sportif. Et toi, à part le sport, qu est-ce que tu fais le week-end? 6 D accord. Turn over

8 8 ROLE-PLAY 3 (FOUNDATION TIER) STUDENT S ROLE You are talking to your French friend about future study. You should address your friend as tu. Say what you think of your school. Say what subject you like and why. Say what job you want to do.! Ask your friend what his/her ideal job is. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

9 9 ROLE-PLAY 3 (FOUNDATION TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Que penses-tu de ton école? 2 Et les matières? 3 Tu t intéresses à quel emploi? 4! Pourquoi? 5 C est intéressant, ça. 6 Mon travail idéal, c est (add appropriate job). Turn over

10 10 ROLE-PLAY 4 (FOUNDATION TIER) STUDENT S ROLE You are talking to your French friend about technology at home and school. You should address your friend as tu. Ask your friend if he/she likes the internet. Say that you have a new mobile.! Say when you can use mobiles at school. Say what you can use computers for at school. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

11 11 ROLE-PLAY 4 (FOUNDATION TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Mon ordinateur est super. 2 Oui, bien sûr. 3! Décris ton nouveau portable (elicit two details if a verb is not used by the student). 4 Et à l école? 5 Ah bon. Tu utilises beaucoup des ordinateurs au collège? 6 C est intéressant, ça. Turn over

12 12 ROLE-PLAY 5 (FOUNDATION TIER) STUDENT S ROLE You are discussing school with your French friend. You should address your friend as tu. Say what you think of school. Say when your lessons start. Say what you do at break time.! Ask your friend if he/she has a lot of homework. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

13 13 ROLE-PLAY 5 (FOUNDATION TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Que penses-tu de ton école? 2 Ah bon. 3 Que fais-tu pendant la récréation? 4! Moi aussi. Quelle est ta matière préférée et pourquoi? 5 Ah oui. 6 Oui, malheureusement. Turn over

14 14 ROLE-PLAY 6 (FOUNDATION TIER) STUDENT S ROLE You are talking to your French friend about food and healthy living. You should address your friend as tu. Say what healthy food you eat. Ask your friend what he/she likes to drink.! Say one healthy activity you do. Say why you like this activity. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first..

15 15 ROLE-PLAY 6 (FOUNDATION TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton amie(e). 1 Tu manges équilibré? 2 Moi aussi. 3! Du coca. Qu est-ce que tu penses du fast-food? 4 Ah bon. Est-ce que tu es sportif/sportive? 5 Pourquoi? 6 Je vois. Turn over

16 16 ROLE-PLAY 7 (FOUNDATION TIER) STUDENT S ROLE You are talking to an employee in a French tourist information office You should address the employee as vous. Say where you come from. Say that you are on holiday.! Ask what there is in the town. Say what you want to do in the evenings. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of the employee and will speak first.

17 17 ROLE-PLAY 7 (FOUNDATION TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Vous parlez avec un(e) employé(e) dans un office de tourisme en France. Moi, je suis l employé(e). 1 Bonjour. 2 D accord. 3! Vous restez où, et vous passez combien de temps ici? 4 Ah bon. 5 Il y a un château historique en ville. 6 C est possible, ça. Turn over

18 18 ROLE-PLAY 8 (FOUNDATION TIER) STUDENT S ROLE You are talking to the receptionist at a French restaurant. You should address the receptionist as vous. Say that you want to eat here. Ask for a table near the window.! Say that it is your first visit to France. Say which country you are from. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of the receptionist and will speak first.

19 19 ROLE-PLAY 8 (FOUNDATION TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Vous parlez avec le/la réceptionniste dans un restaurant en France. Moi, je suis le/la réceptionniste. 1 Bonjour Monsieur/Mademoiselle. 2 Oui, bien sûr. 3! Vous voulez quelque chose à boire? 4 Tout de suite. 5 Super. 6 Ah bon. Turn over

20 20 ROLE-PLAY 9 (FOUNDATION TIER) STUDENT S ROLE You are talking to an employee at a French theatre. You should address the employee as vous. Say that you are here for the concert. Say how many of you there are. Ask when the concert starts. Say that you want to buy a T-shirt.! When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of the employee and will speak first.

21 21 ROLE-PLAY 9 (FOUNDATION TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Vous parlez avec un(e) employé(e) dans un théâtre en France. Moi, je suis l employé(e). 1 Bonjour Monsieur/Mademoiselle. 2 Ah oui. 3 Super. 4 Dans quarante minutes. 5! De quelle couleur et de quelle taille? 6 D accord. Turn over

22 22 ROLE-PLAY 10 (HIGHER TIER) STUDENT S ROLE You are talking to your French friend about music and free time. You should address your friend as tu. Say you went to a concert yesterday and who with.! Say what sort of music you do not like. Ask your friend if he/she plays a musical instrument. Say what you normally do in the evening. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

23 23 ROLE-PLAY 10 (HIGHER TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Qu est-ce que tu as fait hier? 2! Pourquoi aimes-tu aller aux concerts? 3 Tu aimes toutes sortes de musique? 4 Ah bon. 5 Non. Qu est-ce que tu fais normalement le soir? 6 Super. Turn over

24 24 ROLE-PLAY 11 (HIGHER TIER) STUDENT S ROLE You are talking to your French friend about careers and future employment. You should address your friend as tu. Say what you plan to do in terms of study in September (give two details). Ask your friend what his/her plans are. Say what job you would like to do.! Say what voluntary work you do at the moment. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

25 25 ROLE-PLAY 11 (HIGHER TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Tu as pensé à ton avenir? 2 Ah bon. 3 Je ne sais pas. 4! Pourquoi? 5 Tu as déjà travaillé? 6 Excellent! Turn over

26 26 ROLE-PLAY 12 (HIGHER TIER) STUDENT S ROLE You are talking to your French friend about food and sport. You should address your friend as tu. Say what sport you did last weekend (give two details)! Say what you like to eat and drink. Ask your friend if there is a good restaurant in the area. Say what you prefer to eat in a restaurant. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

27 27 ROLE-PLAY 12 (HIGHER TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Qu est-ce que tu as fait récemment? (elicit two details) 2! Ah bon. Et à part le sport, qu est-ce que tu fais pour être en forme? 3 Qu est-ce que tu aimes manger et boire? 4 C est intéressant, ça. 5 Oui, un restaurant italien. 6 Super. Turn over

28 28 ROLE-PLAY 13 (HIGHER TIER) STUDENT S ROLE You are talking to your French friend about social media and mobile technology. You should address your friend as tu. Mention two ways you used technology last week. Say what you think is the most important thing about a mobile and why. Give an advantage or disadvantage of using social network sites.! Ask your friend if he/she prefers to download music or buy CDs. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

29 29 ROLE-PLAY 13 (HIGHER TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Tu as utilisé les nouvelles technologies récemment? 2 Les portables sont importants pour toi? 3 Tu aimes les réseaux sociaux? 4! D accord. Qu est-ce que tu penses des nouvelles technologies au collège? 5 Ah bon. 6 Je télécharge de la musique. Turn over

30 30 ROLE-PLAY 14 (HIGHER TIER) STUDENT S ROLE You are talking to a French friend about the environment. You should address your friend as tu. Say in what way your town is environmentally friendly. Say what the traffic is like in your town.! Ask your friend what he/she does to help the environment. Say what you would like to do to help with the environment. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

31 31 ROLE-PLAY 14 (HIGHER TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Comment est ta ville? 2 Ah bon. Et la circulation? 3! D accord. Tu préfères voyager en bus ou en voiture? Pourquoi? 4 Je vois. 5 Malheureusement je ne fais rien. 6 C est bien, ça. Turn over

32 32 ROLE-PLAY 15 (HIGHER TIER) STUDENT S ROLE You are talking to a French friend about school life. You should address your friend as tu. Say where you went recently with school (give two details).! Give an advantage or disadvantage of school uniform. Ask if your friend gets a lot of homework. Say what you would like to study next year. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of your friend and will speak first.

33 33 ROLE-PLAY 15 (HIGHER TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Tu parles avec ton ami(e). Moi, je suis ton ami(e). 1 Tu as déjà fait une visite scolaire? 2! Tu aimes les visites scolaires? Pourquoi (pas)? 3 Et l uniforme, c est une bonne chose? 4 Ah bon. 5 J ai trop de devoirs. Tu as des projets pour tes études à l avenir? 6 C est intéressant, ça. Turn over

34 34 ROLE-PLAY 16 (HIGHER TIER) STUDENT S ROLE You speak to the assistant in a department store in France. You want to return a T- shirt. You should address the assistant as vous. Say that the T-shirt is too big and you do not like the colour. Say when you bought it and how much you paid. Ask if you can change it.! Say what you think of the store and why. When you see this! you will have to respond to something you have not prepared. Your teacher will play part of the assistant and will speak first.

35 35 ROLE-PLAY 16 (HIGHER TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Vous parlez avec un(e) employé(e) dans un magasin en France. Moi, je suis l employé(e). 1 Bonjour Monsieur/Mademoiselle. Je peux vous aider? 2 Ah non. 3 D accord. 4! Certainement. Vous voudriez un t-shirt de quelle couleur, de quelle taille et de quelle marque? 5 Voilà. 6 Vous avez raison. Turn over

36 36 ROLE-PLAY 17 (HIGHER TIER) STUDENT S ROLE You are talking to an employee in a tourist office in France. You should address the employee as vous. Say where you are staying. Say what you did in the area yesterday (give two details). Ask the employee what sporting activities there are in the town.! Say what sport(s) you would like to try. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of the employee and will speak first.

37 37 ROLE-PLAY 17 (HIGHER TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Vous parlez avec un(e) employé(e) dans un office de tourisme en France. Moi, je suis l employé(e). 1 Bonjour Monsieur/Mademoiselle. Je peux vous aider? 2 Ah oui. Vous connaissez déjà la région? 3 D accord. 4! Quels sports aimez-vous et pourquoi? 5 Super. 6 Ça c est possible. Voilà un dépliant. Turn over

38 38 ROLE-PLAY 18 (HIGHER TIER) STUDENT S ROLE You are talking to an employee in a travel agency in France. You should address the employee as vous. Say that you would like to spend a day in Paris.! Say what you have already visited in France (give two details). Ask the employee how much the visit costs. Say why you are enjoying your holiday. When you see this! you will have to respond to something you have not prepared. Your teacher will play the part of the employee and will speak first.

39 39 ROLE-PLAY 18 (HIGHER TIER) TEACHER S ROLE You may change the target language phrases given below if necessary, for example if the student s response makes them inappropriate. Remember that if you supply key vocabulary, students cannot be rewarded for it. Vous parlez avec un(e) employé(e) dans une agence de voyages en France. Moi, je suis l employé(e). 1 Bonjour Monsieur/Mademoiselle. Je peux vous aider? 2! Pourquoi est-ce que vous voulez visiter Paris? 3 Ah bon. Vous connaissez bien la France? 4 C est intéressant, ça. 5 Any appropriate cost in euros. Ça se passe bien, les vacances? 6 Au revoir. Turn over

40 40 Part 2 Card A Student s Photo card FOUNDATION TIER Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to me, my family and friends. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu veux te marier un jour? Pourquoi/pourquoi pas? Tu t entends bien avec ta famille? Pourquoi/pourquoi pas?

41 41 Card A Teacher s Notes Theme: Identity and culture Topic: Me, my family and friends The maximum time for this part of the test is two minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of two minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu veux te marier un jour? Pourquoi/pourquoi pas? Tu t entends bien avec ta famille? Pourquoi/pourquoi pas? Décris ton/ta meilleur(e) ami(e). Qu est-ce que tu fais avec tes amis le week-end? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between three and five minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Local, national, international and global areas of interest Current and future study and employment Turn over

42 42 FOUNDATION TIER Card B Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to customs and festivals. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Que fais-tu normalement pour fêter ton anniversaire? Quel est ton cadeau d anniversaire idéal?

43 43 Card B Teacher s Notes Theme: Identity and culture Topic: Customs and festivals The maximum time for this part of the test is two minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of two minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Que fais-tu normalement pour fêter ton anniversaire? Quel est ton cadeau d anniversaire idéal? Qu est-ce que tu aimes manger le jour de ton anniversaire? Quelle est ta fête préférée? Pourquoi? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between three and five minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Local, national, international and global areas of interest Current and future study and employment Turn over

44 44 FOUNDATION TIER Card C Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to global issues. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Que fais-tu pour aider les autres? A ton avis, il est important d aider les pauvres?

45 45 Card C Teacher s Notes Theme: Local, national, international and global areas of interest Topic: Global issues The maximum time for this part of the test is two minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of two minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Que fais-tu pour aider les autres? A ton avis, il est important d aider les pauvres? Qu est-ce que tu recycles à la maison? Tu aimes faire du recyclage à la maison? Pourquoi/pourquoi pas? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between three and five minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Current and future study and employment Turn over

46 46 FOUNDATION TIER Card D Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to travel and tourism. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Qu est-ce qu on peut faire au bord de la mer? Tu préfères loger dans un hôtel ou dans un camping? Pourquoi?

47 47 Card D Teacher s Notes Theme: Local, national, international and global areas of interest Topic: Travel and tourism The maximum time for this part of the test is two minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of two minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Qu est-ce qu on peut faire au bord de la mer? Tu préfères loger dans un hôtel ou dans un camping? Pourquoi? Qu est-ce que tu aimes faire en vacances? Avec qui est-ce que tu vas en vacances normalement? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between three and five minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Current and future study and employment Turn over

48 48 FOUNDATION TIER Card E Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to life at school/college. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Fais-moi une description de ton collège. Tu aimes ton école? Pourquoi/pourquoi pas?

49 49 Card E Teacher s Notes Theme: Current and future study and employment Topic: Life at school/college The maximum time for this part of the test is two minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of two minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Fais-moi une description de ton collège. Tu aimes ton école? Pourquoi/pourquoi pas? Quelle est ta matière préférée? Qu est-ce que tu fais normalement pendant la récré? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between three and five minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Local, national, international and global areas of interest Turn over

50 50 FOUNDATION TIER Card F Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to career choices and ambitions Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu aimes l informatique? Pourquoi/pourquoi pas? Tu veux travailler dans un bureau?

51 51 Card F Teacher s Notes Theme: Current and future study and employment Topic: Career choices and ambitions The maximum time for this part of the test is two minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of two minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu aimes l informatique? Pourquoi/pourquoi pas? Tu veux travailler dans un bureau? Tu veux aller à l université? Quel est ton emploi idéal? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between three and five minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Local, national, international and global areas of interest Turn over

52 52 FOUNDATION TIER Card G Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to free time activities. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Quelle sorte de films aimes-tu? Pourquoi? Quand est-ce que tu regardes la télé?

53 53 Card G Teacher s Notes Theme: Identity and culture Topic: Free time activities The maximum time for this part of the test is two minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of two minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Quelle sorte de films aimes-tu? Pourquoi? Quand est-ce que tu regardes la télé? Avec qui est-ce que tu regardes la télé normalement? Est-ce que tu préfères les films au cinéma ou à la télé? Pourquoi? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between three and five minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Local, national, international and global areas of interest Current and future study and employment Turn over

54 54 FOUNDATION TIER Card H Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to home, town, neighbourhood and region. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Où habites-tu? Tu aimes ta maison? Pourquoi/pourquoi pas?

55 55 Card H Teacher s Notes Theme: Local, national, international and global areas of interest Topic: Home, town, neighbourhood and region. The maximum time for this part of the test is two minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of two minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Où habites-tu? Tu aimes ta maison? Pourquoi/pourquoi pas? Qu est-ce qu on peut faire dans ta région? Tu préfères habiter en ville ou à la campagne? Pourquoi? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between three and five minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Current and future study and employment Turn over

56 56 FOUNDATION TIER Card I Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to education post-16. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu aimes étudier quelles matières? Pourquoi? Que veux-tu faire après tes examens?

57 57 Card I Teacher s Notes Theme: Current and future study and employment Topic: Education post-16 The maximum time for this part of the test is two minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of two minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu aimes étudier quelles matières? Pourquoi? Que veux-tu faire après tes examens? Quelles sont les qualités d un bon prof? Que penses-tu d aller à l université? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between three and five minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Local, national, international and global areas of interest Turn over

58 58 HIGHER TIER Card J Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to me, my family and friends. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu voudrais te marier un jour? Pourquoi/pourquoi pas? A ton avis, est-ce que le mariage est important?

59 59 Card J Teacher s Notes Theme: Identity and culture Topic: Me, my family and friends The maximum time for this part of the test is three minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of three minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu voudrais te marier un jour? Pourquoi/pourquoi pas? A ton avis, est-ce que le mariage est important? Tu es déjà allé(e) à un mariage? Selon toi, est-ce que la famille est plus importante que les amis? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between five and seven minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Local, national, international and global areas of interest Current and future study and employment Turn over

60 60 HIGHER TIER Card K Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to customs and festivals. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu aimes aller à des fêtes d anniversaire? Pourquoi/pourquoi pas? Parle-moi d une fête d anniversaire récente.

61 61 Card K Teacher s Notes Theme: Identity and culture Topic: Customs and festivals The maximum time for this part of the test is three minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of three minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu aimes aller à des fêtes d anniversaire? Pourquoi/pourquoi pas? Parle-moi d une fête d anniversaire récente. Qu est-ce que tu penses de la Saint-Valentin? Où est-ce que tu voudrais célébrer ton anniversaire idéal? Pourquoi? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between five and seven minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Local, national, international and global areas of interest Current and future study and employment Turn over

62 62 HIGHER TIER Card L Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to global issues. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu aimes aider les pauvres? Pourquoi/pourquoi pas? Qu est-ce que tu as fait récemment pour aider les autres?

63 63 Card L Teacher s Notes Theme: Local, national, international and global areas of interest Topic: Global issues The maximum time for this part of the test is three minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of three minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu aimes aider les pauvres? Pourquoi/pourquoi pas? Qu est-ce que tu as fait récemment pour aider les autres? Tu voudrais faire du travail bénévole un jour? Pourquoi/pourquoi pas? Quels sont les problèmes principaux pour les SDF? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between five and seven minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Current and future study and employment Turn over

64 64 HIGHER TIER Card M Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to travel and tourism. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu préfères aller en vacances avec ta famille ou tes amis? Pourquoi? Où es-tu allé(e) en vacances l année dernière?

65 65 Card M Teacher s Notes Theme: Local, national, international and global areas of interest Topic: Travel and tourism The maximum time for this part of the test is three minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of three minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu préfères aller en vacances avec ta famille ou tes amis? Pourquoi? Où es-tu allé(e) en vacances l année dernière? Comment seraient tes vacances idéales? Selon toi, est-ce que les vacances sont importantes? Pourquoi/pourquoi pas? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between five and seven minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Current and future study and employment Turn over

66 66 HIGHER TIER Card N Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to life at school/college. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu aimes les sciences? Pourquoi/pourquoi pas? Que penses-tu du règlement scolaire?

67 67 Card N Teacher s Notes Theme: Current and future study and employment Topic: Life at school/college The maximum time for this part of the test is three minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of three minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu aimes les sciences? Pourquoi/pourquoi pas? Que penses-tu du règlement scolaire? Comment était ton école primaire? Tu voudrais continuer tes études? Pourquoi/pourquoi pas? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between five and seven minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Local, national, international and global areas of interest Turn over

68 68 HIGHER TIER Card O Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to career choices and ambitions. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu voudrais travailler dans un bureau? Pourquoi/pourquoi pas? Quel est ton emploi idéal?

69 69 Card O Teacher s Notes Theme: Current and future study and employment Topic: Career choices and ambitions The maximum time for this part of the test is three minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of three minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu voudrais travailler dans un bureau? Pourquoi/pourquoi pas? Quel est ton emploi idéal? Quel emploi est-ce que tu voulais faire quand tu étais plus jeune? Selon toi, est-ce qu un bon salaire est important? Pourquoi/pourquoi pas? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between five and seven minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Local, national, international and global areas of interest Turn over

70 70 HIGHER TIER Card P Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to free time activities. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Qui est ton acteur/actrice préféré(e)? Pourquoi? Comment était le dernier film que tu as vu?

71 71 Card P Teacher s Notes Theme: Identity and culture Topic: Free time activities The maximum time for this part of the test is three minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of three minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Qui est ton acteur/actrice préféré(e)? Pourquoi? Comment était le dernier film que tu as vu? Quels sont les avantages de regarder un film à la télé? Qu est-ce que tu vas regarder à la télé demain? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between five and seven minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Local, national, international and global areas of interest Current and future study and employment Turn over

72 72 HIGHER TIER Card Q Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to home, town, neighbourhood and region. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Tu aimes habiter dans ta région? Pourquoi/pourquoi pas? Qu est-ce que tu as fait récemment dans ta ville/ton village?

73 73 Card Q Teacher s Notes Theme: Local, national, international and global areas of interest Topic: Home, town, neighbourhood and region The maximum time for this part of the test is three minutes but may well be less than that for some students. Students may use any notes they have made during the preparation time. You begin the conversation by asking the student the first question Qu est-ce qu il y a sur la photo? You then ask the remaining four questions in order. You may paraphrase the questions provided the same meaning is maintained, and you may repeat or paraphrase a question that the student does not understand. You should allow the students to develop their responses as well as they are able. However, do not go over the maximum time of three minutes for the questions and answers on the Photo card. Qu est-ce qu il y a sur la photo? Tu aimes habiter dans ta région? Pourquoi/pourquoi pas? Qu est-ce que tu as fait récemment dans ta ville/ton village? Quels sont les avantages d habiter à la campagne? Tu voudrais vivre à l étranger? Pourquoi/pourquoi pas? Part 3 - General Conversation The questions on the Photo card are followed by a General Conversation. The first part of this conversation should be on the student s nominated Theme and the second part on the remaining Theme from the ones listed below. The total time of the General Conversation should be between five and seven minutes and a similar amount of time should be spent on each Theme. Themes for the General Conversation Identity and culture Current and future study and employment Turn over

74 74 HIGHER TIER Card R Student s Photo card Look at the photo during the preparation period. Make any notes you wish to on an Additional Answer Sheet. Your teacher will then ask you questions about the photo and about topics related to education post-16. Your teacher will ask you the following three questions and then two more questions which you have not prepared. Qu est-ce qu il y a sur la photo? Quelles matières est-ce que tu as trouvées très difficiles cette année? Quels sont les avantages d aller à l université?

GCSE French Speaking booklet Modules 1 to 4

GCSE French Speaking booklet Modules 1 to 4 GCSE French Speaking booklet Modules 1 to 4 Your speaking exam will consist of three tasks: 1) Task 1 a role play based on one topic. This is allocated by Pearson at the time of assessment. 2) Task 2 a

Plus en détail

General Certificate of Secondary Education June FRENCH (SPECIFICATION A) Speaking Test Teacher s Booklet. Monday 27 March to Friday 12 May 2006

General Certificate of Secondary Education June FRENCH (SPECIFICATION A) Speaking Test Teacher s Booklet. Monday 27 March to Friday 12 May 2006 General Certificate of Secondary Education June 2006 FRENCH (SPECIFICATION A) Speaking Test Teacher s Booklet Monday 27 March to Friday 12 May 2006 Contents Pages! Instructions for the Conduct of the Tests

Plus en détail

French IGCSE. Conversation questions

French IGCSE. Conversation questions French IGCSE Conversation questions During the conversation section of the examination you will need to be able to answer questions on two of the following five topic areas. You will already have chosen

Plus en détail

Success at speaking GCSE French

Success at speaking GCSE French Success at speaking GCSE French speaking www.teachitlanguages.co.uk 2017 Page 1 of 10 Success at speaking GCSE French Contents Contents Introduction... 003 Teaching notes... 004 Les réseaux sociaux et

Plus en détail

General Certificate of Education Advanced Subsidiary Examination January 2013

General Certificate of Education Advanced Subsidiary Examination January 2013 General Certificate of Education Advanced Subsidiary Examination January 2013 French Unit 2 Speaking Test Candidate s Material To be conducted by the teacher examiner between 2 January and 20 January 2013

Plus en détail

Year 9 French Exam Revision

Year 9 French Exam Revision Year 9 French Exam Revision Name : Lesson 1 Starter - Write in the English meanings Sports Je joue J ai joué Je vais jouer J aime jouer Je déteste jouer Je voudrais jouer Je fais J ai fait Je vais faire

Plus en détail

French near future battleships

French near future battleships Worksheet Exercise 1 Write four Xs. Do not show your partner. First time: find your partner s Xs: Nous allons jouer au foot. Second time: find your partner s Xs: Nous allons jouer au foot? jouer au foot.

Plus en détail

General Certificate of Education Advanced Subsidiary Examination June 2014

General Certificate of Education Advanced Subsidiary Examination June 2014 General Certificate of Education Advanced Subsidiary Examination June 2014 French Unit 2 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2014 (FRE2T)

Plus en détail

General Certificate of Education Advanced Subsidiary Examination June 2015

General Certificate of Education Advanced Subsidiary Examination June 2015 General Certificate of Education Advanced Subsidiary Examination June 2015 French Unit 2 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2015 (FRE2T)

Plus en détail

Paper Reference. Edexcel GCSE

Paper Reference. Edexcel GCSE Surname Centre No. Initial(s) Paper Reference 1 2 2 6 Candidate No. 1 F Signature Paper Reference(s) 1226/1F Examiner s use only Edexcel GCSE Team Leader s use only French Paper 1F Listening and Responding

Plus en détail

General Certificate of Education Advanced Subsidiary Examination January 2010

General Certificate of Education Advanced Subsidiary Examination January 2010 General Certificate of Education Advanced Subsidiary Examination January 2010 French Unit 2 Speaking Test Candidate s Material To be conducted by the teacher examiner between 4 January and 22 January 2010

Plus en détail

Paper Reference. 1226/1F Edexcel GCSE French Paper 1F Listening and Responding. Foundation Tier

Paper Reference. 1226/1F Edexcel GCSE French Paper 1F Listening and Responding. Foundation Tier Centre No. Candidate No. Paper Reference(s) 1226/1F Edexcel GCSE French Paper 1F Listening and Responding Foundation Tier Friday 9 June 2006 Morning Time: 30 minutes (+5 minutes reading time) Materials

Plus en détail

French translation: school and future plans

French translation: school and future plans A. Starter Match the opinion words and phrases by writing the letters in the grid below. 1 = 2 = 3 = 4 = 5 = 6 = 7 = 8 = 9 = 10 = 11 = 12 = French English 1. ma matière préférée a. my teacher is nice 2.

Plus en détail

How to ask questions in French? using the same form as the positive form, but raising the intonation at the end of the sentence

How to ask questions in French? using the same form as the positive form, but raising the intonation at the end of the sentence www.jefrench.com How to ask questions in French? There are basically 3 ways to ask yes-no questions in French: using the same form as the positive form, but raising the intonation at the end of the sentence

Plus en détail

How to ask open questions (1/2)

How to ask open questions (1/2) In lesson 14 and 24, we learned how to ask closed questions. It s now time to focus on how to ask open questions, which are the questions that can t be answered by Yes or No. BASIC INTERROGATIVE WORDS

Plus en détail

MLTAQ Sunshine Coast Branch SPEECH CONTEST 2016 Year 4 French Speech

MLTAQ Sunshine Coast Branch SPEECH CONTEST 2016 Year 4 French Speech Year 4 French Speech Bonjour. Je m'appelle. J'ai ans (age). J'habite à (where you live/suburb). J aime (name one thing that you like). Je n aime pas (name one thing that you do not like). Je compte : un,

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 1 (for C/C+ grade) Question 2 Subject: Topic: French Writing In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

General Certificate of Education Advanced Level Examination June 2013

General Certificate of Education Advanced Level Examination June 2013 General Certificate of Education Advanced Level Examination June 2013 French FRE4T/FRE4V Unit 4 Speaking Test Examiner s Material To be conducted by the teacher examiner between 7 March and 15 May 2013

Plus en détail

Happy Families: cultural game Teaching notes

Happy Families: cultural game Teaching notes Teaching notes This is a revision card game based on Happy Families. You will need to copy and cut up one set of the playing cards for each group of three to four students. The aim of the game is for students

Plus en détail

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education *9586831394* FRENCH 0520/03 Paper 3 Speaking Role Play Card One 1 March 30 April 2009 No Additional

Plus en détail

Listening. Foundation. Name... 1 On fait des excuses. Quel est le bon dessin? A B C D E F G

Listening. Foundation. Name... 1 On fait des excuses. Quel est le bon dessin? A B C D E F G Listening Foundation 1 On fait des excuses. Quel est le bon dessin? A B C D E F G Écrivez la bonne lettre dans chaque case. (4 marks) Exemple: D 1 2 3 4 2 Vous sortez avec une copine. Elle vous pose des

Plus en détail

French tenses Happy Families Teaching notes

French tenses Happy Families Teaching notes Teaching notes This is a revision card game based on Happy Families. You will need to copy and cut up one set of playing cards for each group of four to six students. The aim of the game is for students

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 2 (for A/A* grade) Question 5 Subject: Topic: French Writing In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

French translation: technology

French translation: technology A. Starter Match the expressions by writing the letters in the grid below. 1 = 2 = 3 = 4 = 5 = 6 = 7 = 8 = 9 = 10 = 11 = 12 = French English 1. tous les jours a. after school 2. d habitude b. last night

Plus en détail

General Certificate of Education Advanced Level Examination June 2011

General Certificate of Education Advanced Level Examination June 2011 General Certificate of Education Advanced Level Examination June 2011 French FRE4T/FRE4V Unit 4 Speaking Test Examiner s Material To be conducted by the teacher examiner between 7 March and 15 May 2011

Plus en détail

FRENCH I END OF COURSE

FRENCH I END OF COURSE FRENCH I END OF COURSE Pinellas County Schools French I End of Course Essential Learning Assessment Essential Learning #1: I can express likes and dislikes. Essential Learning #2: I can greet others and

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 2 (for A/A* grade) Question 4 Subject: Topic: French Writing In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

1. As-tu une bonne mémoire? (Memory) (Section One, Day Two; Section Two, Day Two; Section Five, Day Seven)

1. As-tu une bonne mémoire? (Memory) (Section One, Day Two; Section Two, Day Two; Section Five, Day Seven) Module Four 1. As-tu une bonne mémoire? (Memory) (Section One, Day Two; Section Two, Day Two; Section Five, Day Seven) You may play with a partner or individually. With a partner: Mix up the cards. Place

Plus en détail

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education *0187872717* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education FRENCH 0520/03 Paper 3 Speaking Role Play Card One October/November 2010 Approx.

Plus en détail

Photo card: le collège

Photo card: le collège A. Match up the French and the English questions in the grid below. Photo card: le collège a. What subjects are you going to study next year? b. What is there in the picture? c. What do you think of French

Plus en détail

CHAPITRE 3 Nom Date 1 PENDANT ET APRES LES COURS. 1 Légendes Complete the captions for each of the following illustrations. à huit.

CHAPITRE 3 Nom Date 1 PENDANT ET APRES LES COURS. 1 Légendes Complete the captions for each of the following illustrations. à huit. CHAPITRE 3 Nom Date 1 Vocabulaire Mots 1 PENDANT ET APRES LES COURS 1 Légendes Complete the captions for each of the following illustrations. 1 Patrick à l école à huit. 2 Il passé à l école. 3 Les élèves

Plus en détail

Additional translation practice: French (Paper 4 Writing)

Additional translation practice: French (Paper 4 Writing) Additional translation practice: French (Paper 4 Writing) This resource supports GCSE French (8658). Two full sets of sample assessment materials for the new specification are available to teachers (one

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 1 (for C/C+ grade) Question 4 Subject: Topic: French Speaking In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

French III. Prerequisite: French II. The following materials are needed for this course: Oak Meadow French III Syllabus French 3 Bien dit!

French III. Prerequisite: French II. The following materials are needed for this course: Oak Meadow French III Syllabus French 3 Bien dit! INDEPENDENT LEAR NING S INC E 1975 French III The new French III program uses the latest technology in learning a world language. This updated course consists of the student text and online access to links

Plus en détail

Mangeons! How to play:

Mangeons! How to play: Mangeons! Object of the game: To be the first one to fill your plate with all the food groups, a beverage, and a dessert (The players will try to collect all four food group cards, then a dessert card.)

Plus en détail

Mill Hill School. Name: School: 14+ Examination in French January 2014 Time: 1 hour. Section A (Listening) 20 Marks Suggested time: minutes

Mill Hill School. Name: School: 14+ Examination in French January 2014 Time: 1 hour. Section A (Listening) 20 Marks Suggested time: minutes Name: School: Mill Hill School 14+ Examination in French January 2014 Time: 1 hour Section A (Listening) 20 Marks Suggested time: 15 20 minutes Section B (Reading) 20 Marks Suggested time: 15 20 minutes

Plus en détail

Les expressions idiomatiques

Les expressions idiomatiques A. Translate the following idioms literally (word for word) into English, using a dictionary to help you. Remember that il (ne) faut (pas) can be translated as you must (not) or you should (not). 1. Une

Plus en détail

General Certificate of Education Advanced Subsidiary Examination June 2013

General Certificate of Education Advanced Subsidiary Examination June 2013 General Certificate of Education Advanced Subsidiary Examination June 2013 French Unit 2 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2013 (FRE2T)

Plus en détail

Level 1 French, 2013

Level 1 French, 2013 90881 908810 1SUPERVISOR S Level 1 French, 2013 90881 Demonstrate understanding of a variety of French texts on areas of most immediate relevance 2.00 pm Tuesday 19 November 2013 Credits: Five Achievement

Plus en détail

Bellshill Academy Modern Languages Department. S2 French Homework

Bellshill Academy Modern Languages Department. S2 French Homework Bellshill Academy Modern Languages Department S2 French Homework Instructions You will be given one of these homework sheets to do for each topic you study this year. You should hand it in on time and

Plus en détail

Leçon 10. Unité 4. LEÇON 10 Vive la différence!, pages Nom. Absent Student Copymasters. URB p. 52

Leçon 10. Unité 4. LEÇON 10 Vive la différence!, pages Nom. Absent Student Copymasters. URB p. 52 Unité 4 Nom LEÇON 10 Vive la différence!, pages 150 151 Audio CD 2, Tracks 28 29 Video 2 or DVD 1; Counter 35:48 41:03 Read Vive la différence! (p. 150). Look at the photographs and read the captions.

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 2 (for A/A* grade) Question 2 Subject: Topic: French Writing In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

UNIT: Society Topic: Family and friends Subject: Becoming an adult SAMPLE QUESTION BOOKLET

UNIT: Society Topic: Family and friends Subject: Becoming an adult SAMPLE QUESTION BOOKLET UNIT: Society Topic: Family and friends Subject: Becoming an adult SAMPLE QUESTION BOOKLET CONTENTS: 1. Gap fill little words 2. Gap fill verbs 3. Gap fill nouns 4. Complete the sentence in French (dictation)

Plus en détail

A pronoun is a word that replaces a noun. It is a pronoun that replaces coffee. Ex: Fred n aime pas boire le café parce qu il le trouve amer.

A pronoun is a word that replaces a noun. It is a pronoun that replaces coffee. Ex: Fred n aime pas boire le café parce qu il le trouve amer. Les Pronoms Qu est-ce que c est? A pronoun is a word that replaces a noun. Ex: Fred doesn t like to drink coffee because he finds it bitter. It is a pronoun that replaces coffee Ex: Fred n aime pas boire

Plus en détail

Enquête «La jeunesse [ça] se cultive» Mars 2009

Enquête «La jeunesse [ça] se cultive» Mars 2009 FRENCH 1 - INTERPRETIVE PERFORMANCE ASSESSMENT Thème : le temps libre Source : http://www.joc.asso.fr/stockage/presse/resultats%20complets-%20enquete%20culture%20loisirs.pdf In this document, you will

Plus en détail

National French Contest 2015 Level 2

National French Contest 2015 Level 2 General instructions National French Contest 2015 Level 2 Time - 1 hour Number of questions 70 Indicate all your answers to questions in this test on the separate answer sheet. No credit will be given

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 2 (for A/A* grade) Question 1 Subject: Topic: French Speaking In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS AVEC RAPPELS DE COURS BY MARC FERMIGIER

HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS AVEC RAPPELS DE COURS BY MARC FERMIGIER Read Online and Download Ebook HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS AVEC RAPPELS DE COURS BY MARC FERMIGIER DOWNLOAD EBOOK : HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS Click link bellow and free

Plus en détail

hij GCSE French Linear Specification A Suggested Questions for GCSE Speaking Tests Issued: Autumn 2005

hij GCSE French Linear Specification A Suggested Questions for GCSE Speaking Tests Issued: Autumn 2005 Version 1.0 hij GCSE French Linear Specification A Suggested Questions for GCSE Speaking Tests During workshop sessions in the Spring 2005 Speaking Test Support Meetings, groups of teachers considered

Plus en détail

General Certificate of Education Advanced Subsidiary Examination June 2011

General Certificate of Education Advanced Subsidiary Examination June 2011 General Certificate of Education Advanced Subsidiary Examination June 2011 French Unit 2 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2011 (FRE2T)

Plus en détail

It consists of three worksheets (which can be used in sequence or as standalone tasks): Au college (p.3), Les matières (p.4) and Les raisons (p.5).

It consists of three worksheets (which can be used in sequence or as standalone tasks): Au college (p.3), Les matières (p.4) and Les raisons (p.5). Teaching notes This resource is designed as an introduction to the topic of my studies for foundation level students, with a focus on optional and compulsory school subjects and the reasons for studying

Plus en détail

Photo card: la musique

Photo card: la musique Understanding the questions 1A. Match up the French and English questions by writing the letters in the grid. 2. Est-ce que tu es déjà allé(e) à un 3. Quel genre de musique est-ce que tu aimes écouter

Plus en détail

French translation: eating out

French translation: eating out A. Starter Match the food and drink items by writing the letters in the grid below. 1 = 2 = 3 = 4 = 5 = 6 = 7 = 8 = 9 = 10 = 11 = 12 = French English 1. la viande a. spinach 2. le poisson b. potatoes 3.

Plus en détail

Opinions and reasons (simple & extended)

Opinions and reasons (simple & extended) Year 9 French Section n 1 Section n 2 Section n 3 Opinions and reasons (simple & extended) The near future Comparative & superlative Asking questions Dictionary skills Opinions Simple say whether you like

Plus en détail

RECORDING TRANSCRIPT Level 1 French (90878), 2012

RECORDING TRANSCRIPT Level 1 French (90878), 2012 RECORDING TRANSCRIPT Level 1 French (90878), 2012 Level 1 French (90878) 2012 Recording Transcript Page 2 of 10 TRACK 1 Audibility check. Please listen carefully to this introduction. This exam is NCEA

Plus en détail

FRENCH. 2/3 UNIT (COMMON) LISTENING SKILLS (25 Marks) STUDENT NUMBER CENTRE NUMBER HIGHER SCHOOL CERTIFICATE EXAMINATION

FRENCH. 2/3 UNIT (COMMON) LISTENING SKILLS (25 Marks) STUDENT NUMBER CENTRE NUMBER HIGHER SCHOOL CERTIFICATE EXAMINATION STUDENT NUMBER CENTRE NUMBER HIGHER SCHOOL CERTIFICATE EXAMINATION 1999 FRENCH 2/3 UNIT (COMMON) LISTENING SKILLS (25 Marks) DIRECTIONS TO CANDIDATES Write your Student Number and Centre Number at the

Plus en détail

French 3H Summer Assignments Madame von Essen Summer, 2017

French 3H Summer Assignments Madame von Essen Summer, 2017 French 3H Summer Assignments Madame v Essen Summer, 2017 As you are well aware, French 3 is an hors course. In that regard you are required to complete a summer assignment prior to the start of school.

Plus en détail

The Skill of Reading French

The Skill of Reading French By the end of this session... The Skill of Reading French ALL of you will be able to recognise some words A LOT of you will be able to understand simple phrases SOME of you will be able to translate a

Plus en détail

Wednesday 8 May 2013 Afternoon Time: 30 minutes (plus 5 minutes reading time)

Wednesday 8 May 2013 Afternoon Time: 30 minutes (plus 5 minutes reading time) Write your name here Surname Other names Edexcel International GCSE French Paper 1: Listening Centre Number Candidate Number Wednesday 8 May 2013 Afternoon Time: 30 minutes (plus 5 minutes reading time)

Plus en détail

Pendant et après les cours

Pendant et après les cours 3 Vocabulaire Mots 1 Pendant et après les cours 1 Légendes Complete the captions for each of the following illustrations. 1. Patrick arrive à l école à huit heures. 2. Il passe la journée à l école. 3.

Plus en détail

5 - Quel cadeau! Quel cadeau!

5 - Quel cadeau! Quel cadeau! Il était une fois six petits lapins : Lola, Finfin, Blanchot, Nina, Tiki et Pierrot. Un jour, Finfin regarde le calendrier. Finfin dit : «Oh là là, c est la fête de maman!» Il appelle ses frères et ses

Plus en détail

Coffee Break French Season 3 Expansion Pack A. Radio Lingua Ltd.

Coffee Break French Season 3 Expansion Pack A. Radio Lingua Ltd. Coffee Break French Season 3 Expansion Pack A Radio Lingua Ltd www.radiolingua.com Episode 1... 3 English phrases for translation... 3 Episode 1 Answer Key... 4 French translations... 4 Episode 2... 5

Plus en détail

Leçon 9. Unité 4. LEÇON 9 Le français pratique: Les personnes et les objets, pages Nom. Absent Student Copymasters. URB p.

Leçon 9. Unité 4. LEÇON 9 Le français pratique: Les personnes et les objets, pages Nom. Absent Student Copymasters. URB p. LEÇON 9 Le français pratique: Les personnes et les objets, pages 134 137 Video 2 or DVD 1; Counter 29:20 35:38 Unit Opener: Look at the photograph on pp. 134 135. What do you notice about this room? List

Plus en détail

HAMILTON ACADEMY OF MUSIC DEPARTMENT OF WORLD LANGUAGES & CULTURES

HAMILTON ACADEMY OF MUSIC DEPARTMENT OF WORLD LANGUAGES & CULTURES French II Study Worksheet for Entre Les Murs Read the questions before you watch the film so that you will know what to look for while you watch. At breaks during the showing or at the film's end, you

Plus en détail

Haslett French One Unit Four Notes. To Be être to be

Haslett French One Unit Four Notes. To Be être to be Haslett French One Unit Four Notes La Belle Vie To Be être to be Beauty & Aesthetics je nous tu vous il/elle/on ils / elles The chart above is called a. Je, Tu, Il, etc are all called. The verb être is

Plus en détail

Leçon 14. Unité 5. Une promenade en ville Activité 1. En ville Counter 7:47 8: Activité 2. Où allez-vous? Counter 8:21 8:46.

Leçon 14. Unité 5. Une promenade en ville Activité 1. En ville Counter 7:47 8: Activité 2. Où allez-vous? Counter 8:21 8:46. Unité 5 Leçon 14 Nom MODULE 14 Une promenade en ville Video 3, DVD 2 14.1 Activité 1. En ville Counter 7:47 8:20 Listen as various people on the video tell you where they are going. Circle the letter of

Plus en détail

General Certificate of Education Advanced Level Examination June 2015

General Certificate of Education Advanced Level Examination June 2015 General Certificate of Education Advanced Level Examination June 2015 French FRE4T/FRE4V Unit 4 Speaking Test Examiner s Material To be conducted by the teacher examiner between 7 March and 15 May 2015

Plus en détail

A-level FRENCH Paper 3 Speaking

A-level FRENCH Paper 3 Speaking SPECIMEN MATERIAL A-level FRENCH Paper 3 Speaking Examiner s material To be conducted by the teacher-examiner or by the visiting examiner. Time allowed: 21-23 minutes (including 5 minutes preparation time

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 2 (for A/A* grade) Question 2 Subject: Topic: French Speaking In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

1. Lydia is talking about an event in a part of the French-speaking world. Which part?

1. Lydia is talking about an event in a part of the French-speaking world. Which part? Task 1 Listen to the recording and answer the multiple-choice questions by selecting answer a, b or c in each case. 1. Lydia is talking about an event in a part of the French-speaking world. Which part?

Plus en détail

PENDANT ET APRÈS LES COURS

PENDANT ET APRÈS LES COURS CHAPITRE 3 - PENDANT ET APRÈS LES COURS 1 2 Mots 1 Activité 2: Listen and choose. 1. Match the following pictures to the captions that describe them. (If no match write rien.) A. B. C. 1. Patrick déteste

Plus en détail

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education Cambridge International Examinations Cambridge International General Certificate of Secondary Education FRENCH 0520/03 Paper 3 Speaking Role Play Card One For Examination from 2015 SPECIMEN ROLE PLAY Approx.

Plus en détail

French. Wednesday 31 May Question and response book. Test venue code LUI. School name. First names. Attach your barcode ID label here

French. Wednesday 31 May Question and response book. Test venue code LUI. School name. First names. Attach your barcode ID label here LUI Test venue code School name First names Family name Attach your barcode ID label here Wednesday 31 May 2017 Question and response book French Time allowed Section 1 Listening Clear zone margin trimmed

Plus en détail

L environnement: prêts pour le défi?

L environnement: prêts pour le défi? Translation and speaking grids Quand je serai adulte, je recyclerai plus. ---------------------------------- --------------------------------------------------------------------------------------------------------------------------

Plus en détail

The Pluperfect Tense

The Pluperfect Tense The Pluperfect Tense The pluperfect tense is used to express an action in the past that happened before another action in the past. In English, this is called the past perfect tense. For example By the

Plus en détail

ASKING QUESTIONS in ENGLISH

ASKING QUESTIONS in ENGLISH ASKING QUESTIONS in ENGLISH A/ Les pronoms interrogatifs pour construire des «WH- questions» : quel pronom interrogatif correspond à chaque pictogramme? WHO WHAT WHERE WHEN WHY WHICH WHAT TIME HOW OLD

Plus en détail

LA PERSONNE SPÉCIALE

LA PERSONNE SPÉCIALE LA PERSONNE SPÉCIALE These first questions give us some basic information about you. They set the stage and help us to begin to get to know you. 1. Comment tu t appelles? What is your name? Je m appelle

Plus en détail

KS3 French: Year 8 Contents

KS3 French: Year 8 Contents KS3 French MyWorks Guide: Year 8 KS3 French: Year 8 summary Mini quizzes: 23 Super quizzes: 6 Extension quizzes: 6 Skills quizzes: 6 TOTAL 41 What are MyWorks quizzes? MyWorks quizzes are short individual

Plus en détail

1 - Robert et sa famille

1 - Robert et sa famille Robert est un petit garçon. Il a cinq ans. Robert est dehors avec son papa et sa maman. Maman travaille. Elle ratisse les feuilles. Papa travaille. Il ratisse les feuilles. Robert ne travaille pas. Il

Plus en détail

OXFORD CAMBRIDGE AND RSA EXAMINATIONS ADVANCED SUBSIDIARY GCE F701 FRENCH. Speaking ROLE PLAY A

OXFORD CAMBRIDGE AND RSA EXAMINATIONS ADVANCED SUBSIDIARY GCE F701 FRENCH. Speaking ROLE PLAY A OXFORD CAMBRIDGE AND RSA EXAMINATIONS ADVANCED SUBSIDIARY GCE F701 FRENCH Speaking ROLE PLAY A 1 December 2009 10 January 2010 SUITABLE FOR VISUALLY IMPAIRED CANDIDATES This Candidate s Sheet is to be

Plus en détail

Activity 2: fill in the gaps with the words in the box below, using the recording to help you.

Activity 2: fill in the gaps with the words in the box below, using the recording to help you. Recording one: pupils version Lydia s holidays Activity 1: true or false? statement true/false She hates visiting foreign countries. She has visited Europe, South America and North America. She spent Christmas

Plus en détail

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education Cambridge International Examinations Cambridge International General Certificate of Secondary Education *1286412680* FRENCH 0520/41 Paper 4 Writing May/June 2015 1 hour Candidates answer on the Question

Plus en détail

Leçon 22. Unité 7. LEÇON 22 Vive le week-end, pages Nom. Absent Student. Copymasters. URB p. 51

Leçon 22. Unité 7. LEÇON 22 Vive le week-end, pages Nom. Absent Student. Copymasters. URB p. 51 LEÇON 22 Vive le week-end, pages 318 319 Unité 7 Audio CD 4, Tracks 4 5 Read Vive le week-end! (pp. 318 319). Look at the drawings and read the captions. Copy the captions from Le week-end dernier (pp.

Plus en détail

National Quali cations SPECIMEN ONLY

National Quali cations SPECIMEN ONLY H National Quali cations SPECIMEN ONLY SQ7/H/0 Date Not applicable Duration hour and 40 minutes French Reading and Directed Writing Total marks 40 SECTION READING 30 marks Attempt ALL questions. Write

Plus en détail

Future Tense with Quand and Si

Future Tense with Quand and Si Future Tense with Quand and Si This article will look at using quand with the future tense. This is very different to the way we use when to describe the future in English. We will also look at the future

Plus en détail

APPRENEZ L ANGLAIS RAPIDEMENT... Rien de plus simple!

APPRENEZ L ANGLAIS RAPIDEMENT... Rien de plus simple! APPRENEZ L ANGLAIS RAPIDEMENT... Rien de plus simple! NIVEAU / LEVEL II SEMAINE / WEEK 34 Par Bob McDuff FORWARD AND INSTRUCTIONS FORWARD Hi! My name is Bob McDuff, the English Professor. Welcome to week

Plus en détail

Photo card: les vacances

Photo card: les vacances A. Match up the French and the English questions in the grid below. Photo card: les vacances a. Where do you stay on holiday and what do you think of it? b. Where would you like to go next year? c. What

Plus en détail

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education Cambridge International Examinations Cambridge International General Certificate of Secondary Education *9764827124* FRENCH 0520/42 Paper 4 Writing February/March 2017 1 hour Candidates answer on the Question

Plus en détail

Les fêtes franco-ontariennes

Les fêtes franco-ontariennes Les fêtes franco-ontariennes Maureen Chudyk www.tralco.com Les fêtes franco-ontariennes Table des matières Dialogues et exercices 4 Introduc on 5 Teacher s Guide and Answer Key La Fête du drapeau 5 Le

Plus en détail

French translation: town

French translation: town A. Starter Use a dictionary to help you write the correct French spelling of these words, adding the appropriate article le, la, l or les, as in the example. English Article French 1. church l église 2.

Plus en détail

Part I: Expressing the Present, Future, and Past in French

Part I: Expressing the Present, Future, and Past in French Part I: Expressing the Present, Future, and Past in French Activity One: The Present Tense ***Read and review the files on ER verbs in the present tense found on my website under French Essentials, French

Plus en détail

FRENCH OBJECT PRONOUNS

FRENCH OBJECT PRONOUNS www.jefrench.com FRENCH OBJECT PRONOUNS Examples of direct and indirect objects in English: I see you. I eat an apple. I slap Pierre. I slap him. I give Pierre an apple. I give him an apple. In these last

Plus en détail

DICTIONNAIRE DE SPIRITUALITé ASCéTIQUE ET MYSTIQUE : DOCTRINE ET HISTOIRE...

DICTIONNAIRE DE SPIRITUALITé ASCéTIQUE ET MYSTIQUE : DOCTRINE ET HISTOIRE... Read Online and Download Ebook DICTIONNAIRE DE SPIRITUALITé ASCéTIQUE ET MYSTIQUE : DOCTRINE ET HISTOIRE... DOWNLOAD EBOOK : DICTIONNAIRE DE SPIRITUALITé ASCéTIQUE ET Click link bellow and free register

Plus en détail

LE SCHEMA DES PHRASES

LE SCHEMA DES PHRASES LE SCHEMA DES PHRASES Ordonner les mots dans la phrase A) Les phrases affirmatives Toute phrase affirmative a un schéma régulier. Elle peut être constituée d une seule proposition. Dans ce cas, on l appelle

Plus en détail

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education Cambridge International Examinations Cambridge International General Certificate of Secondary Education *2679705910* FRENCH 0520/41 Paper 4 Writing May/June 2017 1 hour Candidates answer on the Question

Plus en détail

Le Passé Composé. Grammaire. The perfect tense or the passé compose is used to speak about the past tense in French. The perfect tense has two parts:

Le Passé Composé. Grammaire. The perfect tense or the passé compose is used to speak about the past tense in French. The perfect tense has two parts: Le Passé Composé The perfect tense or the passé compose is used to speak about the past tense in French. The perfect tense has two parts: 1. Avoir To have 2. The Past participle Grammaire Part 1/ La première

Plus en détail

Unit 6 Notes. Nom. 6.A Notes. The verb venir. De + Definite Articles. The verb is irregular. It means. venir. Examples:

Unit 6 Notes. Nom. 6.A Notes. The verb venir. De + Definite Articles. The verb is irregular. It means. venir. Examples: Unit 6 Notes Nom 6.A Notes The verb venir The verb is irregular. It means. je tu il/elle/on venir nous vous ils/elles Vous ne venez pas demain? Si, je viens à 16 heures. De + Definite Articles The preposition

Plus en détail

General Certificate of Secondary Education French Unit 3: Listening Foundation Tier [GFR31] TUESDAY 16 MAY, MORNING TRANSCRIPT

General Certificate of Secondary Education French Unit 3: Listening Foundation Tier [GFR31] TUESDAY 16 MAY, MORNING TRANSCRIPT General Certificate of Secondary Education 2017 French Unit 3: Listening Foundation Tier [GFR31] TUESDAY 16 MAY, MORNING TRANSCRIPT Audio beep to precede each question Questions 1 9 insert 5 and 10 second

Plus en détail

FRIDAY, 22 MAY 9.00 AM AM. Date of birth Day Month Year Scottish candidate number

FRIDAY, 22 MAY 9.00 AM AM. Date of birth Day Month Year Scottish candidate number FOR OFFICIAL USE Mark X059//0 NATIONAL QUALIFICATIONS 05 FRIDAY, MAY 9.00 AM 0.0 AM FRENCH INTERMEDIATE Reading Fill in these boxes and read what is printed below. Full name of centre Town Forename(s)

Plus en détail

BARBIE TOP MODEL. Un jeu de cartes avec des Barbie, pour 2 à 5 joueurs à partir de 5 ans. Règle du jeu

BARBIE TOP MODEL. Un jeu de cartes avec des Barbie, pour 2 à 5 joueurs à partir de 5 ans. Règle du jeu BARBIE TOP MODEL Un jeu de cartes avec des Barbie, pour 2 à 5 joueurs à partir de 5 ans Règle du jeu MATERIEL 80 cartes Barbie (5 x 16 cartes). Une carte Spéciale «Barbie Top Model». BUT DU JEU Préparer

Plus en détail