GCSE French Specimen teacher booklet

GCSE French Specimen teacher booklet

GCSE French Specimen teacher booklet

8658/SF+SH DRAFT SPECIMEN GCSE FRENCH Paper 2 Speaking (Foundation and Higher) 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) 10-12 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. SPECIMEN MATERIAL F+H

GCSE French Specimen teacher booklet

2 DRAFT SPECIMEN 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

GCSE French Specimen teacher booklet

3 Turn over  DRAFT SPECIMEN BLANK PAGE

GCSE French Specimen teacher booklet

4 DRAFT SPECIMEN 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.

GCSE French Specimen teacher booklet

5 Turn over  DRAFT SPECIMEN 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.

GCSE French Specimen teacher booklet

6 DRAFT SPECIMEN 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.

GCSE French Specimen teacher booklet

7 Turn over  DRAFT SPECIMEN 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.

GCSE French Specimen teacher booklet

8 DRAFT SPECIMEN 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.

GCSE French Specimen teacher booklet

9 Turn over  DRAFT SPECIMEN 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).

10 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

12 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

14 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

16 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

18 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

20 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

22 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

24 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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 !

26 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

28 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

30 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

32 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

34 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

36 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

38 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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.

40 DRAFT SPECIMEN Part 2 FOUNDATION TIER Card A 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 veux te marier un jour ? Pourquoi/pourquoi pas ? • Tu t’entends bien avec ta famille ? Pourquoi/pourquoi pas ?

41 Turn over  DRAFT SPECIMEN 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

42 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

44 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

46 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

48 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

50 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

52 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

54 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

56 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

58 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

60 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

62 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

64 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

66 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

68 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

70 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

72 DRAFT SPECIMEN 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 Turn over  DRAFT SPECIMEN 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

74 DRAFT SPECIMEN 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 ?

75 Turn over  DRAFT SPECIMEN Card R Teacher’s Notes Theme: Current and future study and employment Topic: Education post-16 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 ? • Quelles matières est-ce que tu as trouvées très difficiles cette année ? • Quels sont les avantages d’aller à l’université ? • Qu’est-ce que tu penses des apprentissages ? • Qu’est-ce que tu vas étudier l’année prochaine ? 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 • Identity and culture • Local, national, international and global areas of interest

76 DRAFT SPECIMEN Part 3 SUGGESTED QUESTIONS FOR GENERAL CONVERSATION The General Conversation is based on two out of the three Themes (i.e. the remaining two Themes that have not been covered in the Photo card) and you may use any of the suggested questions listed below. Identity and culture Parle-moi un peu de ta famille. Tu t’entends bien avec ta famille ? Pourquoi/pourquoi pas ? Décris ton/ta meilleur(e) ami(e). Qu’est-ce que tu vas faire avec tes copains ce week-end ? Quel est ton repas préféré ? Parle-moi d’un film que tu as vu récemment. A ton avis, est-ce que les portables sont nécessaires pour tout le monde ? Qu’est-ce que tu aimes comme sports ?

Local, national, international and global areas of interest Parle-moi un peu de ta région. Quels sont les problèmes de l’environnement dans ta région ? Qu’est-ce que tu fais pour aider les gens dans ta région ? Qu’est-ce que tu fais pour être en bonne forme ? Qu’est-ce que tu aimes faire d’habitude en vacances ? Où es-tu allé(e) en vacances l’année dernière ? Comment est-ce que tu vas passer les grandes vacances cette année ? Est-ce que tu penses que les vacances sont importantes ? Pourquoi/pourquoi pas ? Current and future study and employment Que penses-tu de ton collège ? Est-ce que tu es pour ou contre l’uniforme scolaire ? Pourquoi ? Quelle(s) matière(s) préfères-tu ? Pourquoi ? Parle-moi un peu d’une visite scolaire que tu as faite récemment. Est-ce que tu veux aller à l’université ? Pourquoi/pourquoi pas ? Quel(s) sport(s) fais-tu à l’école ?

Tu voudrais étudier quelles matières l’année prochaine ? Quel serait ton métier idéal ? Pourquoi ?

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