GCSE Resource Pack French This is a resource pack which supports the teaching and learning of the French specification

Transcription

1 GCSE Resource Pack French This is a resource pack which supports the teaching and learning of the French specification Version 3 17 October 2011 Contains minor editorial changes from previous version

2 GCSE French Contents Section 1 Page 5 Contexts for Learning Resources 18 Section 2 A Guidance on setting Controlled Assessment Speaking Tasks 19 B Guidance on setting Controlled Assessment Writing Tasks 31 Section 3 Guidance on preparing Candidates for Controlled Assessment Tasks 43 Section 4 Thinking Skills and Personal Capabilities 65 Appendices: 1 Candidate feedback form for writing tasks 2 Candidate feedback form for speaking tasks written work 3 Candidate feedback from for speaking tasks oral work

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4 Introduction CCEA has developed new GCSE specifications for first teaching from September This resource pack has been designed to support you in introducing the new specification. The resource pack provides suggestions for organising and supporting candidates learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive. Please remember that assessment is based on the specification which details the knowledge, understanding and skills that candidates need to acquire during the course. The resource pack should therefore be used in conjunction with the specification. Published resources included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications referred to within this scheme of work. A Microsoft Word version of this resource pack is available on the subject microsite on the CCEA website. You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your candidates. I hope you find this support useful in your teaching. Best wishes Seán McNally Education Manager Telephone: +44 (0) (ext: 2325) Fax: +44 (0) smcnally@ccea.org.uk 1

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6 CCEA Resource Pack: GCSE French 3

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8 Section 1: Contexts for Learning 5

9 Specification: French Section 1: Context 1: Contexts for Learning The Individual Specification Content Learning Outcomes Teaching and Learning Activities Resources Relationships: families and friends students should be able to investigate, understand, describe, discuss and give opinions about their families and friends. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students listen to people describing themselves and match the spoken descriptions to the appropriate pictures. AO2 Speaking: Students work in pairs and/or small groups asking and answering questions describing themselves. AO3 Reading: Students read s from friends describing themselves and complete cloze tests. AO4 Writing: Students send s to each other describing themselves and asking questions about the other person. Voilà Unit 1A: Famille et amis Unit 4A: On s entend bien Encore Tricolore 4 Unit 1: Jeunes sans frontières Unit 6: Bon Appétit! Équipe Dynamique 2 Unit 1: Personnellement Clic! 1 Unit 1: Vive la France Unit 5: Ma famille Expo 4 Rouge Module 1 and Unit 1: Je me présente À plus Unité 10: Tu t entends bien avec eux? 6

10 Specification Content Learning Outcomes Teaching and Learning Activities Resources Local Environment: advantages and disadvantages students should be able to investigate, understand, describe, discuss and give opinions in relation to their local environment. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students listen to an extract about an area and complete two lists of positive and negative points. AO2 Speaking: Students conduct a class survey about where people live and the facilities available. AO3 Reading: Students read a text about a town and complete a Venn Diagram sorting statements into various categories facilities for tourists/locals/both. Voilà Unit 1C: Là où j habite Unit 2A: Trouver son chemin Encore Tricolore 4 Unit 2: En ville et à la campagne Équipe Dynamique 2 Unit 2: A la maison Unit 6: Infos pratiques Clic! 1 Unit 1: Vive la France Unit 4: Mon coin du monde AO4 Writing: Students prepare a brochure on their local area. Expo 4 Rouge Module 3: Là où j habite À plus Unité 3: Là où j habite 7

11 Specification Content Learning Outcomes Teaching and Learning Activities Resources Activities: daily routine and leisure activities students should be able to investigate, understand, describe, discuss and give opinions in relation to daily routine and leisure activities. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students participate in a game of Simon says where the teacher says a statement describing a daily routine (brush your hair) and the students have to perform the correct action, if they get it wrong they are out. AO2 Speaking: Students work in pairs, describing their daily activities to each other. They then report back to the rest of the class on what their partner does, changing the verb. AO3 Reading: Students read and extract information from a review of a film. Voilà Unit 1B: Loisirs Unit 1D: Ma vie quotidienne Unit 2D: Sortir Unit 3E: Faire des courses Unit 4B: Je vais au collège à vélo Encore Tricolore 4 Unit 1: Jeunes sans frontières Unit 5: Une semaine typique Équipe Dynamique 2 Unit 1: Personnellement Unit 2: A la maison Unit 8: On sort AO4 Writing: Students work in teams to write correct sentences about pictures on daily routine. The teacher does not give the correct answer just circles mistakes. Students work together to identify the mistakes. Clic! 1 Unit 2: Moi, j aime Unit 5: Ma famille Expo 4 Rouge Module 1 and Unit 1: Je me présente À plus Unité 2: On se détend Unité 5: Parlons loisirs Unité 8: Le shopping 8

12 Specification Content Learning Outcomes Teaching and Learning Activities Resources Health and Lifestyle: diet, exercise and illness students should be able to investigate, understand, describe, discuss and give opinions in relation to health and lifestyle. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students listen to a stimulus about people who are unwell and complete a grid, linking the illness with the appropriate advice. AO2 Speaking: Students work in pairs discussing what exercise they take and complete a class survey. AO3 Reading: Students read an article about food and answer questions on what people like to eat and why. AO4 Writing: Students work in small groups to prepare posters giving advice on adopting a healthy lifestyle. Encore Tricolore 4 Unit 6: Bon Appétit Équipe Dynamique 2 Unit 5: La superforme Clic! 1 Unit 6: On mange! Expo 4 Rouge Module 3: Là où j habite À plus Unité 2: On se détend Unité 4: Bien manger pour être en forme 9

13 Specification: French Context 2: Citizenship Specification Content Learning Outcomes Teaching and Learning Activities Resources Social issues: problems in society and equality students should be able to understand some vocabulary relating to social issues. they may produce creative pieces in speech and writing on this topic. AO2 Speaking and AO4 Writing: Students may choose to prepare information about a subject from this topic, for example, a problem in their town, such as vandalism. Encore Tricolore 4 Unit 2: En ville et à la campagne Unit 4: Un séjour en France Équipe Dynamique 2 Unit 6: Infos pratiques Expo 4 Rouge Module 2: On sort Module 3: Là où j habite 10

14 Specification Content Learning Outcomes Teaching and Learning Activities Resources Travel and Tourism: destinations and choices students should be able to investigate, understand, describe, discuss and give opinions, in relation to travel and tourism. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students listen to announcements at a train station and answer questions. AO2 Speaking: Students take part in role plays - one student is a hotel receptionist, the other is a guest. AO3 Reading: Students read signs in a town and answer questions Voilà Unit 2B: Pluie, beau temps et vacances Unit 2C: L hôtel ou le camping? Encore Tricolore 4 Unit 3: Bon Voyage Unit 4: Un séjour en France Équipe Dynamique 2 Unit 4: Le temps des vacances AO4 Writing: Students write an to book accommodation. Clic! 1 Unit 1: Vive la France Expo 4 Rouge Module 3: Là où j habite À plus Unité 6: On prépare les vacances Unité 7: On arrive en France! Unité 9: On a des problèmes! 11

15 Specification Content Learning Outcomes Teaching and Learning Activities Resources Environmental issues: attitudes to and responsibilities for litter, transport, energy, conservation and recycling students should be able to investigate, understand, describe, discuss and give opinions in relation to environmental issues. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students listen to an extract about towns and their environmental issues and match the descriptions with the names of the towns. AO2 Speaking: Students prepare a short presentation on what recycling their families do. AO3 Reading: Students read a text and complete a matching exercise linking problems and solutions. Encore Tricolore 4 Unit 2: En ville et à la campagne Équipe Dynamique 2 Unit 6: Infos pratiques Expo 4 Rouge Module 3: Là où j habite À plus Unité 5: Notre environnement AO4 Writing: Students prepare a poster on environmental issues. 12

16 Specification Content Learning Outcomes Teaching and Learning Activities Resources Media and Communications students should be able to investigate, understand, describe, discuss and give opinions in relation to media and communications. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students listen to a series of radio advertisements and explain what products are being described. AO2 Speaking: Students do a presentation as a character from a book/tv programme/film, or, as a celebrity. AO3 Reading: Students read and answer questions on the web page of a pop star. AO4 Writing: Students do a review of a book/tv programme/film/computer games. Voilà Unit 3D: J adore les feuilletons Encore Tricolore 4 Unit 4: Un séjour en France Équipe Dynamique 2 Unit 10: A l écran Expo 4 Rouge Module 2: On sort? À plus Unité 5: Parlons loisirs 13

17 Specification Content Learning Outcomes Teaching and Learning Activities Resources Celebrations: festivals and customs students should be able to investigate, understand, describe, discuss and give opinions in relation to celebrations. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students listen to a news bulletin about a celebration and answer questions. AO2 Speaking: Students work in pairs asking and answering questions on how they celebrate their birthdays. AO3 Reading: Students read an article about traditional French dishes and recipes and report back to the class on what they would do to make the dish. AO4 Writing: Students prepare a presentation comparing Christmas celebrations here and in France. Encore Tricolore 4 Unit 1: Jeunes sans frontières Unit 4: Un séjour en France Équipe Dynamique 2 Unit 4: Le temps des vacances Clic! 1 Unit 1: Vive la France Unit 2: Moi, j aime Expo 4 Rouge Module 2: On sort? À plus Unité 4: Bien manger pour être en forme 14

18 Specification: French Context 3: Employability Specification Content Learning Outcomes Teaching and Learning Activities Resources School life students should be able to investigate, understand, describe, discuss and give opinions in relation to school life. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students listen to the language assistant talking about the French school system and note down the differences. AO2 Speaking: Students select school subjects at random out of a hat and have to say two sentences about that subject. AO3 Reading: Students read the instructions for a school outing and fill in a grid with what they must and must not do. AO4 Writing: Students make a graffiti wall with comments from all students about the school and subjects, sorted into different categories. Voilà Unit 1E: L école et après Unit 4C: La vie scolaire Encore Tricolore 4 Unit 1: Jeunes sans frontières Unit 5: Une semaine typique Équipe Dynamique 2 Unit 3: Un jour à l école Clic! 1 Unit 3: Au collège Expo 4 Rouge Unit 1: Je me présente À plus Unité 1: C est la rentrée! Unité 14: L école, c est pour quoi faire? 15

19 Specification Content Learning Outcomes Teaching and Learning Activities Resources Part-time jobs: advantages and disadvantages students should be able to investigate, understand, describe, discuss and give opinions in relation to part-time jobs. they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO1 Listening: Students listen to people describing their jobs and match them to the appropriate activities. AO2 Speaking: Students take part in an interview for a parttime job. AO3 Reading: Students read a series of job advertisements and personal qualities of selected people and match the people to the jobs. AO4 Writing: Students complete an application form for a job. Voilà Unit 3C: Au travail Équipe Dynamique 2 Unit 3: Un jour à l école Unit 7: Au travail Clic! 1 Unit 3: Au collège Expo 4 Rouge Module 1 and Unit 1: Je me présente À plus Unité 11: Le travail et l argent Unité 13: Être responsable 16

20 Specification Content Learning Outcomes Teaching and Learning Activities Resources Future Plans: choices and expectations students should be able to investigate, understand, describe, discuss and give opinions in relation to future plans. AO1 Listening: Students listen to people describing their future plans, the reasons for them and complete a grid. Voilà Unit 1E: L école et après Unit 4D: Gagner sa vie Unit 4E: Projets de vie they should also be able to communicate effectively, listen, read and respond to stimulus material and may produce creative pieces in speech and writing on this topic. AO2 Speaking: Students work in groups to prepare questions and answers on their own future plans. AO3 Reading: Students read a text on future plans and complete an exercise matching the beginning and end of sentences. Encore Tricolore 4 Unit 1: Jeunes sans frontières Équipe Dynamique 2 Unit 7: Au travail Clic! 1 Unit 3: Au collège AO4 Writing: Students imagine they are twenty and write a diary for the week describing what they are doing now and explaining the choices they have made. Expo 4 Rouge Module 1 and Unit 1: Je me présente À plus Unité 15: Projets d avenir 17

21 Resources Textbooks: Bell, C and McNab,R (2006) Expo 4 Rouge, Heinemann Bourdais, D and Finnie, S (2006) Équipe Dynamique 2, OUP Oxford Bourdais, D and Finnie, S (2008) Clic! 1, OUP Oxford Geohegan, C and Geohegan, J (2004) Voilà!: Course in French for Adult Beginners, Hodder & Stoughton Mascie-Taylor, H and Honnor, S (2001) Encore Tricolore 4, Nelson Thornes Grime, Y and Witt, J (2009) À plus, Philip Allan Updates 18

22 Section 2 A: Guidance on setting Controlled Assessment Speaking Tasks 19

23 Section 2 A: Guidance on setting Controlled Assessment Speaking Tasks Every candidate must take part in two controlled assessment speaking tasks. One of these tasks must be a conversation. The other task may be a conversation or could be one of the other types of speaking task described in the specification and this resource pack. Alternatively, centres may decide to create a different type of task for their candidates. The two tasks must be from different contexts. Once the teacher has decided what the task will be, there are five stages in the process of completing a controlled assessment task. Pre-preparation stage There are no restrictions placed on content, resources, timing or feedback that teachers can give to candidates in the pre-preparation period. At this stage, candidates must not know the details of the task they will be completing. Task setting The teacher should spend minutes outlining the task to candidates. This task may be one of the CCEA tasks in the specification, one from the CCEA resource pack, an adapted version of one of these tasks or the task may be one that the teacher has designed. Teachers should follow the guidelines in the CCEA specification on adapting/designing tasks. There is no requirement to submit tasks to CCEA for prior approval. However, if teachers wish to do so, CCEA will facilitate this. During this task setting stage, teachers should explain: that candidates must reach their own conclusions during the preparation stage; the format and purpose of the task; the time allowed for the preparation of the task (3 4 hours) and the taking of the task (4 6 minutes); the nature of the preparation and the resources permitted; the feedback the teacher is permitted to give to candidates during the preparation stage; how to answer potential questions to cover all the points in the task; the variety of tenses candidates may need to answer the questions; the type of vocabulary and structures they may find useful when preparing for this task; and how to develop points. 20

24 Preparation stage Once the task has been set and explained to candidates by the teacher, they have 3 4 hours to prepare for the task. During the preparation stage, candidates have access to all their resources. Teachers may give feedback to candidates as outlined in the CCEA specification but correction of any work at this stage is not permitted as it is important that candidates reach their own conclusions. Candidates should prepare a proforma at this stage which should have no more than 40 words. There are no other restrictions on what can be written on this proforma. Task taking Candidates have 4 6 minutes to complete the controlled assessment task. The only resource they will have access to during the task is their proforma. Task marking Teachers mark the speaking tasks. In centres with more than one teaching group for the same language, internal standardisation must take place. Centres must have one piece of recorded evidence for each candidate in the centre so that CCEA can moderate the centre s marking. The marks for both speaking tasks must be submitted to CCEA at the same time. 21

25 Adapting/designing tasks: If centres adapt/design their own speaking tasks, they should ensure that the tasks meet the requirements of the specification and will allow candidates to access the highest mark bands. Centres may wish to use the following checklist: Each task will allow candidates to: Yes No Express ideas and opinions Justify ideas and opinions Use a variety of vocabulary Use a variety of structures The two speaking tasks should be from different contexts. The same topic should not be covered in a speaking task and a writing task. There is no requirement for centres to submit the tasks they adapt/design to CCEA for approval. If centres wish to do this, CCEA will facilitate them. 22

26 CCEA has already provided three exemplar tasks for speaking in the specification and guidance on how these tasks could be adapted. In this section, CCEA is providing six more exemplar tasks with guidance on how they can be adapted. Existing examples (in CCEA specification): Context Topic Type The Individual Relationships Conversation Citizenship Travel and Tourism Presentation and discussion Employability Part-time jobs Interview Additional examples in this resource pack: Context Topic Type The Individual Local Environment Conversation Citizenship Media and Communications Conversation The Individual Health and Lifestyle Presentation and discussion Citizenship Celebrations Presentation and discussion Employability School life Interview Employability Future Plans Interview 23

27 GCSE Controlled Assessment Speaking Exemplar Tasks Task Type: Conversation Context: Topic: Format: Purpose: Timing: The Individual Local Environment (advantages and disadvantages) The candidate engages in a conversation based on the topic of local environment. To display the ability to inform and respond to questions on the topic. 4 6 minutes Topic: Local Environment (Guidance for candidates) Someone from the target language country/community has moved in next door to you and has come over to talk about the area. You will be asked questions on the following: what facilities, e.g. shops/schools, there are in the area; what the public transport is like; what there is for adults to do; what there is for children and young people to do; and the most exciting thing that has happened in the area recently. You will also be expected to respond to two items that you have not prepared. Task adaptation: Topic: Local Environment (Guidance for candidates) You are having a conversation about your local area with a friend from school who is about to move to where you live. You will be asked questions on the following: a description of the area you live in; what you and your friends do in the area; the advantages of living where you do; the disadvantages of living where you do; and where you would like to live and why. You will also be expected to respond to two items that you have not prepared. 24

28 Task Type: Conversation Context: Topic: Format: Purpose: Timing: Citizenship Media and Communications: Facebook The candidate engages in a conversation based on the topic of media and communications. To display the ability to inform and respond to questions on the topic. 4 6 minutes Topic: Media and Communications (Guidance for candidates) You are talking to a friend about Facebook. You will be asked questions on the following: what you have put on your Facebook profile; the advantages of a social networking site; the disadvantages of a social networking site; how often you use it and what you use it for; and why you think people should (not) use a social networking site. You will also be expected to respond to two items that you have not prepared. Task adaptation: Topic: Media and Communications (Guidance for candidates) You are talking to a friend about a film you saw recently. You will be asked questions on the following: when and where you saw the film; what it was about; why you enjoyed/didn t enjoy it; who your favourite actor is and why; and what sort of films you enjoy and why. You will also be expected to respond to two items that you have not prepared. 25

29 Task Type: Presentation and Discussion Context: Topic: Format: Purpose: Timing: The Individual Health and Lifestyle: diet, exercise and illness The candidate gives a presentation lasting 1 2 minutes describing their daily diet, followed by a discussion. To display the ability to present information and engage in a discussion about the topic. 4 6 minutes Topic: Health and Lifestyle: diet, exercise and illness (Guidance for candidates) You should prepare a presentation lasting 1 2 minutes describing your daily diet. In a follow-up discussion you will be asked questions on the following: why healthy eating is important; what sort of exercise you take; and how healthy you think you are and why. You will also be expected to respond to one item that you have not prepared. Task adaptation: Topic: Health and Lifestyle: diet, exercise and illness (Guidance for candidates) You should prepare a presentation lasting 1 2 minutes describing what activities you do to keep healthy. In a follow-up discussion you will be asked questions on the following: why keeping healthy is important to you; what you think a healthy diet is; and who your sporting role model is. You will also be expected to respond to one item that you have not prepared. 26

30 Task Type: Presentation and Discussion Context: Topic: Format: Purpose: Timing: Citizenship Celebrations: festivals and customs The candidate gives a presentation lasting 1 2 minutes describing a festival, followed by a discussion. To display the ability to present information and engage in a discussion about the topic. 4 6 minutes Topic: Celebrations: festivals and customs (Guidance for candidates) You should prepare a presentation lasting 1 2 minutes describing a festival. In a follow-up discussion you will be asked questions on the following: why tourists should go and experience that celebration; what other festival you would like to go and see, and why; and how you and your family celebrate Christmas. You will also be expected to respond to one item that you have not prepared. Task adaptation: Topic: Celebrations: festivals and customs (Guidance for candidates) You should prepare a presentation lasting 1 2 minutes recognising a different custom between the target language community/country and Northern Ireland. In a follow-up discussion you will be asked questions on the following: what customs people from the target language community/country and Northern Ireland share; what local celebrations you have where you live; and what your favourite celebration is and why. You will also be expected to respond to one item that you have not prepared. 27

31 Task Type: Interview Context: Topic: Format: Purpose: Timing: Employability School life The candidate is interviewed to take part in a school exchange. To display the ability to prepare for and take part in an interview. 4 6 minutes Topic: School life (Guidance for candidates) You are going to be interviewed to take part in a school exchange. You will be asked questions on the following: why you want to take part in the school exchange; what other experiences you have had with schools from other communities/countries; how you think you will benefit from this exchange; how you think you could contribute to this experience; and why you think you would be good at representing your school. You will also be expected to respond to two items that you have not prepared. Task adaptation: Topic: School life (Guidance for candidates) You are going to take part in an interview to change schools. You will be asked questions on the following: why you want to change schools; what subjects you are best at in your school; what you think will be more enjoyable in this school; how you think you can be an asset to the school; and why you think you should be offered a place here. You will also be expected to respond to two items that you have not prepared. 28

32 Task Type: Interview Context: Topic: Format: Purpose: Timing: Employability Future Plans: choices and expectations Your careers advisor will interview you to help you make the right choices for your future. To display the ability to prepare for and take part in an interview. 4 6 minutes Topic: Future Plans (Guidance for candidates) Your careers advisor will interview you to help you make the right choices for next year. You will be asked questions on the following: what your favourite subjects at school are; what your strengths are; what part-time jobs you have had; what type of job you would like to get in the future; and what you would like to be doing in ten years time. You will also be expected to respond to two items that you have not prepared. Task adaptation: Topic: Future Plans (Guidance for candidates) You are going for an interview for a course you want to do at university. You will be asked questions on the following: what your strongest subjects at school are; what type of extra-curricular activities you participate in; what you enjoy most about your school; what subjects you would like to keep studying; and what part-time job you currently have. You will also be expected to respond to two items that you have not prepared. 29

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34 Section 2 B: Guidance on setting Controlled Assessment Writing Tasks 31

35 Section 2 B: Guidance on setting Controlled Assessment Writing Tasks Every candidate must submit two controlled assessment writing tasks. The two tasks must be from different contexts and must have different purposes. Once the teacher has decided what each of the tasks will be, there are five stages to complete each controlled assessment task. Pre-preparation stage There are no restrictions placed on content, resources, timing or feedback that teachers can give to candidates in this stage. At this stage, candidates must not know the details of the task they will be completing. Task setting The teacher should spend minutes outlining the task to candidates. This task may be one of the CCEA tasks in the specification, one from the CCEA resource pack, an adapted version of one of these tasks, or the task may be one that the teacher has designed. Teachers should follow the guidelines in the CCEA specification on adapting/designing tasks. There is no requirement to submit tasks to CCEA for prior approval, however, if teachers wish to do so, CCEA will facilitate this. During this task setting stage, teachers should explain: that candidates must reach their own conclusions during the preparation stage; the format and purpose of the task; the time allowed for the preparation of the task (5 6 hours) and the taking of the task (up to 60 minutes); the guidelines for word length: words for those aiming for D G grades and words for those aiming for A* C grades; the nature of the preparation and the resources permitted; the feedback the teacher is permitted to give to candidates during the preparation stage; that all the points contained in the outline must be covered; that the overall piece should be reasonably balanced i.e. it will not be a good idea to write a large amount about one part of the outline while ignoring something else; that candidates should think about the tenses they may need to use in order to address all the points in the task; that the piece should be carefully organised into distinct paragraphs so that the overall meaning is clear; and that points should be developed. 32

36 Preparation stage Once the task has been set and explained to candidates by the teacher, they have 5 6 hours to prepare for the task. During the preparation stage, candidates have access to all resources. Teachers may give feedback to candidates as outlined in the CCEA specification but correction of any work at this stage is not permitted as it is important that candidates reach their own conclusions. As of September 2011, candidates are permitted to take all preparation for the GCSE writing tasks home and may work on it there. Teachers must be able to authenticate that the work prepared is the candidate s own. Candidates should prepare a proforma at this stage which should have no more than 40 words. There are no other restrictions on what can be written on this proforma. Task taking Candidates have up to 60 minutes to complete the controlled assessment task. They will have access to their proforma and a dictionary when taking the task. Task marking CCEA marks the controlled assessment writing tasks. 33

37 Adapting/designing tasks: If centres adapt/design their own writing tasks, they should ensure that the tasks meet the requirements of the specification and will allow candidates to access the highest mark bands. Centres may wish to use the following checklist: Each task will allow candidates to: Yes No Express ideas and opinions Justify ideas and opinions Use a variety of vocabulary Use a variety of structures Show they can write for a particular purpose The two writing tasks should be from different contexts. The two writing tasks should have different purposes. The same topic should not be covered in a speaking task and a writing task. There is no requirement for centres to submit the tasks they adapt/design to CCEA for approval. If centres wish to do this, CCEA will facilitate them. 34

38 CCEA has already provided three exemplar tasks for writing in the specification and guidance on how these tasks could be adapted. In this section, CCEA is providing six more exemplar tasks with guidance on how they can be adapted. Existing examples (in CCEA specification): Context Topic Type Citizenship Festivals and customs Informative article The Individual Health and Lifestyle Comparative report Citizenship Environmental issues Persuasive leaflet Additional examples in this resource pack: Context Topic Type Employability Part-time jobs Informative report Citizenship Media and Communications Informative report The Individual Activities Comparative report Employability School life Comparative report The Individual Health and Lifestyle Persuasive leaflet Citizenship Travel and Tourism Persuasive brochure 35

39 GCSE Controlled Assessment Writing Exemplar Tasks Task Type: Informative writing Context: Topic: Format: Purpose: Timing: Word limit: Employability Part-time jobs You have been asked by a magazine to write a report about part-time work in Northern Ireland. To display the ability to research, plan and inform. 1 hour Candidates aiming for grades D G: words Candidates aiming for grades A* C: words Topic: Part-time jobs (Guidance for candidates) You have been asked by a magazine to write a report about your part-time job. Your work may include information on some or all of the following: what your work consists of; the hours of work and salary; what you have done at work recently; a job you would like to have in the future; and your opinion of your job. Task adaptation: Topic: Future Plans (Guidance for candidates) You have been asked by a magazine to write a report about your ideal job. Your work may include information on some or all of the following: what your ideal job would be; where you would like to work; past work experience; how you will get this job; and why you want to do this. 36

40 Task Type: Informative writing Context: Topic: Format: Purpose: Timing: Word limit: Citizenship Media and Communications The candidate writes a review for a magazine about a film/tv programme in the target language. To display the ability to research, plan and inform. 1 hour Candidates aiming for grades D G: words Candidates aiming for grades A* C: words Topic: Media and Communications (Guidance for candidates) You have been asked to write a report for a magazine about a film/tv programme. Your work may include information on some or all of the following: a general description of the film/tv programme; what you enjoyed about it; what you didn t enjoy about it; the type of films/tv programmes you prefer; and your opinion of current films/tv programmes. Way of adapting this task. Topic: Media and Communications (Guidance for candidates) You have been asked to write a review for a magazine about a concert you have recently been to. Your work may include information on some or all of the following: where the concert was; who you went with and how you got there; what you thought about the concert; what you like/dislike about live music; and why you would (not) advise someone to go to a live concert. 37

41 Task Type: Comparative writing Context: Topic: Format: Purpose: Timing: Word limit: The Individual Activities: daily routine and leisure activities You have been asked to write a report for a school magazine comparing two films you have seen recently. To display the ability to research and provide comparisons. 1 hour Candidates aiming for grades D G: words Candidates aiming for grades A* C: words Topic: Activities: daily routine and leisure activities (Guidance for candidates) You have been asked to write a report for a school magazine comparing two films you have seen recently. Your work may include information on some or all of the following: the type of films you like to watch; a film you have seen recently; how it compares to another film you have seen; which you prefer and why; and a film you would like to see in the future. Task adaptation: Topic: Activities: daily routine and leisure activities (Guidance for candidates) You have been asked to write a report for a school magazine comparing two concerts you went to recently. Your work may include information on some or all of the following: your favourite kind of music; a concert you recently attended; how it compared to a previous concert; which you preferred and why; and a group/singer you would like to see in the future. 38

42 Task B: Comparative writing Context: Topic: Format: Purpose: Timing: Word limit: Employability School life You have been asked to write a report for a magazine comparing a school in the target language community/country and the one you attend in Northern Ireland. To display the ability to research and provide comparisons. 1 hour Candidates aiming for grades D G: words Candidates aiming for grades A* C: words Topic: School life (Guidance for candidates) You have been asked to write a report for a magazine in a community/country where the language is spoken, comparing a school there to the one you attend in Northern Ireland. Your work may include information on some or all of the following: a description of the school and why you were there; what you did there; what was different about the classes; what was different about the school day; and which you preferred and why. Task adaptation: Topic: Activities (Individual) (Guidance for candidates) After an exchange visit to a country/community where the target language is spoken you have been asked to write a report for a magazine comparing family life there with that in Northern Ireland. Your work may use some or all of the following information: what you did during the exchange visit; what was different about the daily routine; what was different about the food; any other differences you noticed; and which you preferred and why. 39

43 Task Type: Persuasive writing Context: Topic: Format: Purpose: Timing: Word limit: The Individual Health and Lifestyle You are asked to write a leaflet for a local youth group to persuade people that they should eat healthy food. To display the ability to present information and persuade an audience. 1 hour Candidates aiming for grades D G: words Candidates aiming for grades A* C: words Topic: Health and Lifestyle (Guidance for candidates) You are asked to write a leaflet for a local youth group to persuade people that they should eat healthy food. Your work may use some or all of the following information: food that is healthy to eat; foods that are unhealthy; why we should eat healthy food; the consequences of bad eating habits; and your opinion of the diet in your own country. Task adaptation: Topic: Health and Lifestyle (Guidance for candidates) You are asked to write a leaflet for a local youth group to persuade people that they should take more exercise. Your work may use some or all of the following information: the sports facilities available in the area; other ways of keeping fit; the benefits of keeping fit; the dangers of not keeping fit; and your opinion of how healthy people are in your country. 40

44 Task Type: Persuasive writing Context: Topic: Format: Purpose: Timing: Word limit: Citizenship Travel and Tourism You are asked to write a brochure to persuade visitors from Northern Ireland to visit a region in a community/country where the language is spoken. To display the ability to present information and persuade an audience. 1 hour Candidates aiming for grades D G: words Candidates aiming for grades A* C: words Topic: Travel and Tourism (Guidance for candidates) You are asked to write a brochure to persuade people to visit a region of a community/country where the target language is spoken. Your work may use some or all of the following information: a general description of the region; what is good about the climate; a sight worth seeing; places to stay; and why the region compares favourably with other areas. Task adaptation: Topic: Travel and Tourism (Guidance for candidates) You are asked to write a brochure to persuade people from a community/country where the target language is spoken to visit Northern Ireland. Your work may use some or all of the following information: a general description; a famous place; what the people are like; where you can stay; and why it is preferable to other areas. 41

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46 Section 3: Guidance on preparing Candidates for Controlled Assessment Tasks 43

47 Section 3: Guidance on preparing Candidates for Controlled Assessment Tasks Prior to setting a task with candidates, teachers should equip them with the vocabulary, structures and skills they will need to enable them to complete the task successfully. As soon as teachers tell candidates the exact nature of the task, the preparation stage has begun when candidates must reach their own conclusions. Teachers are not allowed to correct candidates work during the preparation stage. Prior to this, in the pre-preparation stage, teachers can correct work and give direction as to how to complete the work set. Teachers will know at this stage the exact nature of the task that the candidates will be submitting. They must not however tell the candidates the details of the task. The activities and exercises included in this section are the sort of work that can be done in the prepreparation stage. The Preparatory Work Topic: School life The initial work done for this topic with candidates will cover the vocabulary, grammar and structures relating to aspects of this topic such as: subjects; the school day; classroom activities; teachers; and extra-curricular activities. Topic: Related vocabulary The following exercises/activities could be used to help candidates understand and use vocabulary relevant to aspects of school life mentioned above. 44

48 1 Classroom activities (a) Fais correspondre chaque phrase avec la bonne matière: Match the following with the relevant subject: A Je prends des notes 1 l EPS B Je dessine 2 l informatique C Je lis 3 l histoire D Je fais du sport 4 l anglais E J étudie avec des cartes 5 la géographie F Je travaille sur l ordinateur 6 la musique G Je dois utiliser ma calculatrice 7 les langues H Je fais de la grammaire 8 la biologie I J aime utiliser le microscope 9 les maths J Je chante et j écoute des CDs 10 le dessin A B C D E F G H I J 3 (b) Essaie de développer tes réponses. Try to develop your answers. Exemple: En anglais je lis des romans et aussi il y a un débat chaque semaine. 45

49 (c) Écris 50 mots sur tes activités en classe. Write a paragraph of about 50 words, giving details of what you do in some of your classes. You could include some longer sentences using car and parce que and also try to include some opinions. 46

50 2 The school day (a) Mets les activités dans le bon ordre. Put the following activities in the order in which you do them during a normal school day. Les cours finissent Il y a une récréation Je mange dans la cantine Les cours commencent Je range mes affaires Je bavarde avec des amis Les cours recommencent J ai mon premier cours Je vais au lycée en bus de ramassage scolaire Je rentre à la maison La récréation dure quinze minutes Je prends le goûter Je fais mes devoirs 47

51 (b) Remplis la grille avec la bonne lettre pour faire correspondre les deux moitiés de la phrase. Fill in the table with the correct letter to complete the sentences. A B C D E F G H I J Hier, pendant l heure du déjeuner D habitude dans la salle d histoire Ce matin pendant la récréation Tous les mardis mon ami et moi Lundi dernier, je ne suis pas allé à l école A mon avis les profs J ai échoué à l examen de physique Aujourd hui je ne dois pas porter mon uniforme Mes camarades de classe L année prochaine je ne ferai que 1 parce que c était un jour férié. 2 j ai bavardé avec mes copines. 3 parce que c est une matière que je trouve difficile à comprendre. 4 m aident quand j ai des problèmes avec mes devoirs. 5 trois matières. 6 je dois écrire plein de notes. 7 allons au centre ville après les cours. 8 j ai mangé à la cantine. 9 nous donnent trop de devoirs. 10 car je fais une visite scolaire. A B C D E F G H I J 8 48

52 (c) Ecris une description de ta journée scolaire. Essaie d utiliser les mots suivants. Write a description about your school day. Try to include the following vocabulary/time phrases. avant les cours à neuf heures puis ensuite à une heure pendant l heure du déjeuner après l heure du déjeuner après les cours pendant la récréation 49

53 3 Expressing opinions about school subjects Useful vocabulary: Je suis fort(e) en = I m good at J adore = I really like J aime bien = I like...all right Je déteste = I hate facile(s) = easy difficile(s) = hard intéressant(e)(s) = interesting compliqué(e)(s) = complicated pratique(s) = practical utile(s) = useful ennuyeux/euse(s) = boring moins strict(e)(s) = less strict plus marrant(e)(s) = more fun il y a moins de devoirs = there are fewer homeworks Les cours sont trop longs = The classes are too long J ai toujours de bonnes/ = I always get good/bad marks in mauvaises notes en (Comparisons) L histoire est plus facile que la géographie History is easier than Geography La physique est la matière la plus compliquée du lycée Physics is the most complicated subject in the school. (a) Ecris une opinion sur les matières suivantes: Write an opinion about the following: 1. les sciences 2. l EPS 3. les langues 4. le dessin 5. l informatique 6. les maths Exemple: J adore les sciences. 50

54 (b) Maintenant développe ta réponse en donnant plusieurs opinions avec des raisons. Try to extend this by giving a couple of opinions and then justify them. Exemple: À mon avis la chimie est une matière très intéressante et pratique. Je l aime beaucoup parce qu on fait des travaux pratiques et de plus le prof nous donne de bonnes explications. (In my opinion, Chemistry is a very interesting and practical subject. I like it so much because we always do experiments and the teacher explains everything very well.) 51

55 4 Extra-Curricular Activities (a) Remplis la grille avec la bonne lettre pour faire correspondre les deux moitiés. Fill in the table with the correct letter to match the following: A Dans l atelier de dessin. B Je suis membre de l équipe de basket. C Le prof de géo. D On s entraîne les jeudis. E Chaque année on prépare. F L année dernière mon équipe. G Je vais apporter mon nouvel appareil photo. H Le mardi à midi on a. I Les profs d EPS. J J adore jouer du violon. 1. au club de géo le lundi. 2. une pièce de théâtre dans mon lycée. 3. a gagné un tournoi important. 4. depuis deux ans. 5. dans l orchestre du lycée. 6. organise des excursions à la montagne. 7. les réunions du club de débats. 8. pour l équipe de foot. 9. on va faire une exposition de peintures. 10. s occupent des équipes de sport. A B C D E F G H I J 9 52

56 (b) Ecris deux ou trois phrases sur tes activités extrascolaires au collège. Write two or three sentences about your extra-curricular activities at school. Exemple: Je suis membre de l équipe de foot depuis trois ans. Le prof d EPS s occupe de l équipe. On s entraîne chaque mardi après les cours. J adore le foot et j aime jouer pour l équipe du collège. (I ve been a member of the football club for three years. The PE teacher is in charge of the team. We train every Tuesday after classes. I love football and like playing for the school team.) 53

57 Verb Tenses (i) The Present Tense Change the following to the present tense according to the person given. 1. Dans la salle de dessin nous (dessiner). beaucoup. 2. Tous les élèves (faire) du sport le mercredi. 3. Dans ma classe d anglais je (lire) un roman et je (prendre) des notes. 4. Notre collège (se trouver) en banlieue. 5. Les cours (commencer) à neuf heures et quart et (finir) à trois heures et demie. 6. Le prof de dessin n (être) pas très strict. 7. Nous (avoir) neuf cours chaque jour. 8. Les salles de classe (être) très modernes. 9. Dans les cours d EPS je (jouer) au tennis ou je (faire) de l athlétisme. 10. Après les cours je (rentrer) à la maison en voiture. Follow-up: Fais une liste de cinq choses que tu fais pendant la journée scolaire: Make a list of five things you do during the school day. 54

58 (ii) Perfect tense Change the following to the perfect tense according to the person given. Be careful, as some use avoir and some use être. 1. Hier j (écrire) beaucoup pendant le cours d histoire. 2. Ce matin, nous (avoir) une épreuve d anglais. 3. Je (aller) voir un film avec ma classe de français. 4. Mon prof de français m (donner) beaucoup de devoirs cette semaine. 5. Je (arriver) au collège très tard hier. 6. Mes amis et moi (faire) une excursion avec la classe de géographie. 7. Hier soir, j (lire) deux chapitres d un roman anglais. 8. Vendredi dernier nous (regarder) un DVD dans la salle de biologie. 9. Les cours (finir) plus tôt hier parce que c était un jour férié. 10. Pour le déjeuner je (manger). des pâtes et (boire) de l eau minérale. Follow-up: Fais une liste de cinq choses que tu as faites hier au collège. Make a list of five things you did yesterday at school. 55

59 (iii) The Imperfect Tense This can be used for describing something or someone in the past. Exemple: Le collège était assez grand et moderne. Change the following into the imperfect tense. 1. Les devoirs (être).. assez difficiles. 2. Le collège (se trouver) au centre ville. 3. Le prof de dessin (être).. très grand et il (porter).. des lunettes. 4. La directrice (avoir) les cheveux courts et noirs. 5. Les élèves ne (porter). pas d uniforme. 6. Mes camarades de classe (avoir). 15 ou 16 ans. 7. Parfois il n y (avoir).. pas de récréation à onze heures. 8. Mon ami français (être) toujours très agréable. 9. Le collège (offrir).. plein d activités sportives. 10. Les laboratoires (se trouver).. au troisième étage. 56