. Est-ce que l'avortement est justifié? Dans quelle mesure est-ce que l'IVG est trop facile? Devrait-on permettre l'euthanasie? Est-ce qu'on devrait mettre fin à l'immigration? Est-ce que la socié té britannique est raciste à votre avis? Que pensez-vous des greffes d'organes et la ventes des organes? La vivisection - oui ou non? L'é nergie nuclé aire sera l'avenir ou la fin de la terre? Seriez-vous prê te à ê tre une mè re de substitution? La solution au nombre de mè res adolescentes est de distribuer la contraception au collè ge. Ê tes-vous d'accord? Peut-on jamais justifier la violence/la guerre? Est-ce qu'on a jamais raison de violer la loi? Answer Answer outline and marking scheme for question: 1 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. La fin de la famille traditionnelle, est-elle responsable des problè mes sociaux aujourd'hui? Voudriez-vous vous marier? Que pensez-vous des familles monoparentales? Voudriez-vous avoir des enfants? Quel rô le y a-t-il pour les seniors dans la socié té actuelle? Est- il trop facile de se divorcer aujourd'hui? Answer Answer outline and marking scheme for question: 2 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. Read the text below and answer the questions that follow: Le fast food Guerre dans le hamburger McDonalds et Quick se disputent un terrain bien placé pour installer une seconde unité. Ce qui fait grimper les prix, et provoque la fermeture de Lucky Luke, premier burger implanté dans la capitale de la ré gion. Objet de toutes les controverses, le terrain du rond-point de Girac, proprié té de l'hô pital du mê me nom, à mi-chemin entre le centre d'Angoulê me et la zone commerciale d'Auchan. Les deux restaurants rapides de la ville sont en guerre ouverte pour sa possession, rê vant chacun de leur cô té d'y construire une succursale. Que ce soit McDonalds, (en place dans les rues pié tonnes du centre depuis 1991), ou Quick ouvert en 89 sur la place de la mairie, la course à l'investissement est lancé e, accompagné e d'une surenchè re du prix du mè tre carré. Cô té hô pital, on compte les points avec sé ré nité. On estime que le gagnant devra dé bourser au total 10 millions de francs pour son futur drive in, sans oublier que le perdant pourra de toutes maniè res envisager une solution de remplacement. Car de l'autre cô té du rond point, se trouve Castorama et sa zone commerciale, sur laquelle prochainement des terrains seraient à cé der. Le seul perdant de l'affaire reste l'outsider Lucky Luke, tout premier burger implanté à Angoulê me, en 1985. Fré dé ric Letertre, son directeur, vient de le confirmer, n'employant plus que six salarié s contre dix-neuf à la cré ation de l'é tablissement. Il va changer d'activité, et proposer un autre type de restauration. Une hyper concurrence, qui affirme-t-il n'est bonne pour personne. Quoiqu'il en soit, sur la zone de Girac, McDonalds et Quick se retrouveront face à face, l'incertitude n'existant simplement que sur leur implantation exacte, d'un cô té ou d'un autre du croisement sur lequel arriveront prochainement la Route Nationale 10 et à deux pas de là une toute nouvelle discothè que. Give 8 details about the conflict between McDonalds and Quick and 2 details about its effect on Lucky Luke. (Marks available: 20) Answer Answer outline and marking scheme for question: 3 Give 8 details about the conflict between McDonalds and Quick: McDonalds and Quick are fighting over land for a second branch. The land is at the Girac roundabout. It's owned by the hospital. McDonalds has been in pedestrianised town centre since 1991. Quick opened in 89 in the Town Hall square. Fight is pushing price. Hospital is making money. Estimate winner will have to spend 10 million francs on new branch. Loser might be able to find alternative anyway. On other side of roundabout is Castorama and its commercial zone. There will soon be land here available. (16 marks) Give 2 details about its effect on Lucky Luke: Lucky Luke is loser in this fight. First burger bar in Angoulê me (1985). Only now employing six people, as opposed to original nineteen. Is going to change to a different sort of restaurant. Says excessive competition is not good for anyone. (4 marks) (Marks available: 20) Pourriez-vous vous passer de la té lé vision? La té lé, est-elle responsable de la violence dans la rue? Que pensez-vous de la conduite de certains journaux anglais? Peut-on dé fendre la publicité pour le tabac / l'alcool? Quel est le rô le du journal? Answer Answer outline and marking scheme for question: 4 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. Read the following text and answer the questions below: Huit mois de prison ont é té requis par le tribunal correctionnel de la Rochelle contre un maire suite à la mort accidentelle d'un adolescent en 1999. Bernard Drappeau, le maire de Courç on-d'Aunis risque huit mois de prison avec sursis pour " homicide involontaire" suite à la mort d'un adolescent de 13 ans, sur le stade de la ville, la poitrine transpercé e par la barre transversale d'une cage de football. L'accident remonte au 12 mai 1999. C'est le premier é lu à passer devant la justice depuis le vote de la nouvelle loi sur la responsabilité pé nale le 11 juillet dernier. Il est poursuivi pour " homicide involontaire par maladresse, inattention et né gligence" par le tribunal correctionnel de La Rochelle. L'avocat de la dé fense, Me Xavier de Roux, a demandé la relaxe de son client, arguant de l'impossibilité dans cette affaire de " trouver une intention coupable". Aux termes du texte de loi voté il y a moins d'un mois, les é lus ne peuvent ê tre tenus pour responsables pé nalement en l'absence de dé lit pré sentant un caractè re intentionnel. C'est-à-dire en cas de faute caracté risé e ou de manque dé libé ré à une obligation de prudence ou de sé curité. Pour le repré sentant du ministè re public, les choses en vont autrement. Celui-ci estime en effet que le maire est coupable d'avoir " fermé les yeux trop longtemps" sans donner plus de pré cisions. Le tribunal a mis son jugement en dé libé ré au 7 septembre. Answer the following questions in English: 1. Why is Bernard Drappeau in the news? (5 marks) 2. Give details of the accident. (4 marks) 3. Why is this case important? (4 marks) 4. What has the counsel for the defence claimed? (3 marks) 5. What has the prosecution maintained? (2 marks) (Marks available: 18) Answer Answer outline and marking scheme for question: 5 Answer the following questions in English: 1. Why is Bernard Drappeau in the news? He is mayor of Courç on - d'Aunis (1) and he might get an eight months suspended sentence (1) for manslaughter (1) after the death of a 13 year old boy (1) at the town football ground (1). (5 marks) 2. Give details of the accident. The boy was stabbed (1) in the stomach (1) by the crossbar (1) of a football goal frame (1). (4 marks) 3. Why is this case important? It's the first case (1) brought under the new law (1) of manslaughter (1) by neglect/ negligence (1). (4 marks) 4. What has the counsel for the defence claimed? That he should be released (1) as the law requires (1) proof of deliberate/ intentional lack of care or attention (1). (3 marks) 5. What has the prosecution maintained? That the mayor is guilty of having closed his eyes / turned a blind eye (1) to the problem for too long (1). (2 marks) (Marks available: 18) Read the text below and answer the following questions: Drogue: les chiffres du flé au La France reste plus que jamais une des plaques tournantes essentielles du trafic de drogue en Europe. Le bilan, publié mardi, des affaires traité es par la police, la douane et la gendarmerie en 1999 vient d'en apporter une nouvelle preuve : 39 389 dé lits ont é té constaté s l'an dernier, contre 35 930 en 1998, soit - dans un contexte de tassement global de la dé linquance - une augmentation de plus de 11%. Né anmoins, signe encourageant, la consommation d'hé roï ne baisse pour la premiè re fois depuis 1990. Ce qui se traduit par une diminution sensible du nombre de dé cè s par surdose (393 morts en 1999 contre 465 en 1998). Avec plus de 51 000 personnes interpellé es pour " usage et revente", le cannabis est toujours à l'origine de l'essentiel des affaires traité es en France. Ce sont prè s de 67 tonnes de ce produit qui ont é té saisies, soit une hausse de 58%. La tranche d'â ge des 18-25 ans repré sente, à elle seule, 67.3% des personnes interpellé es. Plus inquié tant encore: l'accè s aux drogues se fait de plus en plus jeune, et plus de la moitié des consommateurs de cannabis sont sans profession dé claré e. Pis, les 75% des usagers d'hé roï ne et 72% des usagers de cocaï ne sont sans emploi. Les saisies de cocaï ne ont, de leur cô té, plus que doublé en 1999 (1.7 tonnes). Cette drogue, trè s prisé e des milieux branché s du Tout-Paris, provient toujours essentiellement de Colombie (77%). Le trafic se fait principalement par avion. Le Venezuela et l'Argentine, avec respectivement des augmentations de 432% et de 1356% des saisies leur entré e au hit-parade des pays producteurs. Ce sont les 36 - 40 ans qui sont apparus comme les plus actifs dans ce trafic de cocaï ne. L'Office des stups ne manque pas de constater que chaque caté gorie sociale a sa drogue favorite. Ainsi, les jeunes bien insé ré s professionnellement sont les principaux consommateurs d'ecstasy, trè s prisé e dans les raves. 349 210 doses ont é té saisies en 1999 (+27,6%). Si é loquents que soient ces chiffres, ils ne reflè tent pas, selon l'Ocrtis, la ré alité du phé nomè ne drogue en France: " la partie caché e demeure considé rable". Le Point, 26 avril 1999 Lisez le texte et complé tez la table: La drogue en gé né ral Dé lits constaté s = 35,930 Augmentation de... 11 % Hé roine Nombre de morts (1999) = (a) Nombre de morts l'anné e pré cé dente = (b) Cannibis Nombre de personnes interpellé = (c) Somme saisie = (d) Augmentation de... (e) L'â ge principal des usagers = (f) à (g) Cocaï ne Augmentation de saisies en 1999 de...(h) % Pays d'origine principaux 1. (i) 2. (j) L'â ge principal (k) à (l) Ecstacy Nombre de doses saisie = (m) Augmentation de = (n) (Marks available: 14) Answer Answer outline and marking scheme for question: 6 Lisez le texte et complé tez la table: La drogue en gé né ral Dé lits constaté s = 35,930 Augmentation de....11 % Hé roine Nombre de morts (1999) = 393 Nombre de morts l'anné e pré cé dente = 465 Cannibis Nombre de personnes interpellé = + 51,000 Somme saisie = prè s de 67 tonnes Augmentation de ... 58% L'â ge principal des usagers = 18 à 25 Cocaï ne Augmentation de saisies en 1999 de ... + 100 % Pays d'origine principaux 1. Venezuela 2. Argentine L'â ge principal 36 à 40 Ecstacy Nombre de doses saisie = 349,210 Augmentation de = 27,6 % (Marks available: 14) On n'attache pas assez d'importance à ce qu'on mange. Discutez. Answer Answer outline and marking scheme for question: 7 Grade: Standard of language: A Excellent response. Question answered fully; extremely clear and effective structure; excellent knowledge of French-speaking country; language virtually flawless with very few errors. B Very good response. Question answered very well with very good structure and knowledge of country; Very accurate - few errors, usually minor. C Good relevant answer; clear logical organisation; sound accuracy but errors in more difficult language. D Satisfactory answer; lacks clarity in places or relies heavily on any source material; accuracy is variable with some very basic errors. E A few relevant points are made. Frequent defects in organisation; limited knowledge of country concerned; high number of basic errors which hampers understanding. N Very limited answer - largely irrelevant and disorganised. Very limited knowledge of France. Frequent basic answers with only a few parts accurate. U Question not really understood. Virtually no knowledge of country. No real appropriate language. Read the text below and answer the following questions: La France constitue l'un des premiers pô les du tourisme du monde. En 1993, elle a accueilli sur son sol prè s de 60 millions de visiteurs, soit plus de 10 % des touristes internationaux, ce qui en fait le premier pays d'accueil touristique du monde. Les touristes sont essentiellement des Nord-Europé ens (Britanniques, Allemands, Né erlandais), des Nord-Amé ricains (de 2 à 3 millions par an) et des Japonais (plus de 1 million). Les recettes du tourisme se sont é levé es, en 1995, à 27,5 milliards de dollars. La France possè de un potentiel touristique exceptionnel, favorable à la fois au tourisme estival (mer chaude, soleil), hivernal (grands domaines skiables) et culturel (patrimoine architectural). Le dé veloppement du tourisme a commencé dans la seconde moitié du XIXe siè cle. Limité es dans un premier temps aux littoraux de la Manche (Deauville, Dieppe, Cabourg) et de la Cô te d'Azur (Riviera), les pratiques touristiques balné aires puis montagnardes se popularisè rent avec le dé veloppement des congé s payé s. Elles se gé né ralisè rent à partir des anné es 1960 avec la cré ation, de vastes é quipements touristiques sur le littoral du Languedoc-Roussillon et de l'Aquitaine, et dans les Alpes du Nord. You are working in a tourist information office in the holidays and your boss asks you to tell him about this article. You should re-write it in English. You do not have to translate word for word but your reply should convey all the information in the French original. (Marks available: 20) Answer Answer outline and marking scheme for question: 8 France is one of the most popular places for tourism in the world (1). In 1993, it received about 60 million visitor (1) i. e. 10 % of all international tourists, which made it the top holiday resort in the world. (1). Tourists are mainly from Northern Europe (British, German, Dutch), (1) North Americans (2- 3 million each year) and Japanese (1 million). (1) Receipts / Profits from tourism have increased (1) to 27.5 million dollars in 1995. (1) France has exceptional tourist potential (1), summer - sea, sun,. hot weather (1), winter (ski resorts) (1) and cultural (architecture) (1). Development of tourism started in second half of 19th Century (1) - at first just on English Channel coast (1) and on the Riviera (1); seaside resorts and then mountain resorts (1), this developed with introduction of paid holidays (1). Developed from 1960s onwards (1) with establishment of large tourist resorts (1) along the coast of Languedoc-Riusillon and Acquitaine (1) and in the Northern Alps (1). (Marks available: 20) Les transports en commun ne remplaceront jamais la voiture particuliè re. Answer Answer outline and marking scheme for question: 9 Grade: Standard of language: A Excellent response. Question answered fully; extremely clear and effective structure; excellent knowledge of French-speaking country; language virtually flawless with very few errors. B Very good response. Question answered very well with very good structure and knowledge of country; Very accurate - few errors, usually minor. C Good relevant answer; clear logical organisation; sound accuracy but errors in more difficult language. D Satisfactory answer; lacks clarity in places or relies heavily on any source material; accuracy is variable with some very basic errors. E A few relevant points are made. Frequent defects in organisation; limited knowledge of country concerned; high number of basic errors which hampers understanding. N Very limited answer - largely irrelevant and disorganised. Very limited knowledge of France. Frequent basic answers with only a few parts accurate. U Question not really understood. Virtually no knowledge of country. No real appropriate language. Read this text about plans for a new French law concerning the family and answer the questions below in English: Famille Quelle loi pour la famille? Le ministè re de la Justice a lancé une vaste consultation pour nourrir le dé bat sur son projet de ré forme. L'Express en publie les ré sultats en exclusivité... Comment inciter les pè res et les mè res à exercer ensemble l'autorité parentale, qu'ils soient marié s ou pas, sé paré s ou non? Faut-il donner les mê mes droits à tous les enfants, qu'ils soient lé gitimes, naturels ou adulté rins? Ces questions viennent de faire l'objet d'une grande consultation lancé e par le ministè re de la Justice auprè s de toutes les professions concerné es par la ré forme du droit de la famille. On peut recenser au moins trois bonnes raisons de s'attaquer à une ré forme de fond du droit de la famille. 1. Trè s complexes, les textes existant en la matiè re sont devenus illisibles. 2. Les valeurs ré gissant la vie privé e ont é volué. 3. Les mœ urs, de fait, ont changé. Les normes sont moins pré gnantes. Mê me si, au fond, tout le monde continue à rê ver d'un bonheur familial à l'ancienne, chacun se sent libre de bricoler sa petite organisation conjugale et parentale - 40% des bé bé s - 55% des aîî né s - naissent hors mariage, 2 millions d'enfants ont des parents sé paré s. La Chancellerie a donc lancé sa grande consultation sur des sujets qui concernent tout le monde: le statut des enfants adulté rins, le principe de la garde alterné e des enfants du divorce, les droits du beau-parent, l'allé gement des procé dures de divorce. Premier principe: é galité entre tous les enfants, lé gitimes, naturels ou adulté rins. Le statut de l'enfant ne doit plus dé pendre des conditions de sa naissance et de la situation conjugale de ses parents. Deuxiè me principe: le pè re et la mè re sont é gaux et responsables, quelle que soit l'histoire de leur couple. En cas de conflit, il faut privilé gier les solutions consensuelles, avec mé diateur s'il le faut. Le principe de la garde alterné e entre les parents, en cas de sé paration, serait encouragé par la proposition de supprimer dans le Code civil toute ré fé rence à la « ré sidence habituelle» de l'enfant. Tout le monde est d'accord pour canaliser les coups de force d'un parent divorcé qui dé cide de partir à l'autre bout de la France avec les enfants. Le rapport propose de soumettre tout dé mé nagement à un accord pré alable sur les modalité s d'exercice de l'autorité parentale. Troisiè me principe: é galité entre parents marié s, ou concubins. Un enfant doit avoir deux parents responsables, quel que soit leur mode de vie, martè le la commission des experts. Quatriè me principe: tenir compte de l'avis de l'enfant. La commission pré conise l'obligation pour le juge d'entendre les enfants de plus de 13 ans. L'Express du 04/05/2000 1. Who is the consultation process taking place with? (1 mark) 2. What are the three good reasons for reviewing family law? (4 marks) 3. What are the four subjects that the consultation process will include? (4 marks) 4. Give details of all four principles. (15 marks) (Marks available: 24) Answer Answer outline and marking scheme for question: 10 1. All groups / professions concerned with / affected by a change in Family law (1). (1 mark) 2. Current texts / laws are too complex (1) and unworkable (1); values concerning private life have changed (1); manners / ways of doing things have changed (1). (4 marks) 3. The status of children born of adultery, (1) custody of children in divorce cases (1) the rights of step-parents (1) and the simplifying of divorce procedures (1). (4 marks) 4. (i) equality of all children (1) regardless of the conditions of their birth (1) or the marital status of their parents (1). (ii) mother and father are equal (1) and both responsible (1) whatever their history (1). Where there is conflict, should aim for compromise (1) with mediation if necessary (1). Joint custody is to be encouraged (1) and all reference to " main residence" will be abolished in law (1). Any moving (home) is subject to a pre-arranged agreement on parents' authority (1). iii) equality between those parents that are married and those living together (1) A child should have two responsible parents, whatever their marital status (1). iv) The child's views must be taken into consideration (1). A judge must listen to the wishes of any child over 13 (1). (15 marks) (Marks available: 24) Read the following text and answer the questions below: A La Grand-Combe, deux é lè ves franç aises converties à l'islam bravent le rè glement du collè ge Lé o-Larguier. Diana et sa soeur Romina. Certains professeurs refusent de les admettre. Une petite ville oublié e, au fond d'une vallé e sinistré e des Cé vennes. À La Grand-Combe, les rares femmes en foulard n'avaient jamais dé rangé personne. Puis Romina Page est arrivé e, avec son voile à fleurs, sa peau de blonde et son pedigree de jeune Franç aise convertie à la foi musulmane. C'é tait à la rentré e 1997, dans le collè ge Lé o-Larguier, sur la grand-place. En sixiè me, Romina a refusé d'ô ter son foulard en classe. L'anné e suivante, sa sœ ur Diana l'a imité e. Au collè ge, l'affaire a tourné au vinaigre, les enseignants partant en croisade pour la " dé fense de la laï cité" aux cô té s des parents d'é lè ves. Au dé but de janvier, la mé diation du ministè re de l'Education nationale a permis à Romina et à Diana de reprendre les cours, aprè s avoir passé plus d'un an en salle de permanence. Mais certains professeurs refusent encore de les admettre. Nathalie Huguet-Boyer, prof de maths, n'en dé mord pas: " J'ai toujours puni les é lè ves qui me manquaient de respect en mâ chouillant du chewing-gum ou en portant une casquette. Pourquoi agirais-je autrement avec le foulard?" Encouragé es par leur frè re aî né, membre actif d'une association musulmane montpellié raine, Romina et Diana disent porter le foulard " parce qu'il repré sente l'islam et qu'on a l'habitude". Ce qui n'empê che pas la jolie Diana, 13 ans, de se farder le minois et d'arborer bijoux fantaisie et jeans moulants. Mais toutes deux jurent : " On attendra 18 ans pour se fiancer avec un frè re musulman de Montpellier." D'aprè s la loi, les adolescentes peuvent ê tre renvoyé es pour avoir refusé de se dé couvrir pendant les cours de gymnastique et de technologie, où le voile est considé ré comme dangereux. La famille Page pré pare sa parade: une capuche ignifugé e. Une capuche pour concilier Allah avec la Ré publique. * foulard = headscarf * capuche = hood Foulard L'Express 20/01/2000 Complé tez le paragraphe avec les mots justes: Romina Page est ............... Quand elle avait ............... ans, elle a refusé d'............... son foulard en classe. L'anné e suivante, sa sœ ur a fait ............... D'abord, les professeurs ont ............... de les enseigner, le traitant comme ............... Bien qu'elles soient ............... Elles portent quand mê me des ............... et des ............... Elles ont l'intention de se marier avec un ............... En ce moment, elles risquent d'ê tre ............... pour ne pas ............... dans certains cours. bijoux la mê me chose dix-sept accepté musulman se dé couvrir renvoyé e musulmane musulmanes onze renvoyé es autre chose enlever d'agré ables enfants manque de respect renvoyé (Marks available: 16) Answer Answer outline and marking scheme for question: 11 Romina Page est musulmane. Quand elle avait onze ans, elle a refusé d'enlever son foulard en classe. L'anné e suivante, sa sœ ur a fait la mê me chose. D'abord, les professeurs ont refusé de les enseigner, le traitant comme manque de respect. Bien qu'elles soient musulmanes. Elles portent quand mê me des jeans et des bijoux. Elles ont l'intention de se marier avec un musulman. En ce moment, elles risquent d'ê tre renvoyé es pour ne pas se dé couvrir dans certains cours. (Marks available: 16) Read the following text and answer the questions below: Extraordinaire lieu de liberté, le Web est vite devenu une é norme machine à diffuser des images porno. Pour certains, c'est un fructueux marché. Pour d'autres, une dé pendance. Et les pé dophiles s'y incrustent plus facilement qu'on ne les traque. La voix est blanche, mais bien posé e. Elle ne tremble pas. Seuls les yeux brillants, à peine humides, disent l'é motion contenue. Harry Higgins serre les dents et, en quelques mots, confesse sa dé tresse au mé decin qui l'interroge depuis un long moment: " Je n'en peux plus...". Harry est au fond du trou. 34 ans, informaticien de mé tier, il vit à Chicago et ce n'est pas sans gê ne qu'il franchit. Harry l'avoue dans un sourire crispé: " Pour avoir fré quenté, tel un forcené, des sites pornographiques, à raison de dix heures par jour, je suis devenu un bagnard du Web." Bienvenue au premier " Net hô pital". C'est ici, dans d'anciens locaux de la compagnie General Electric, repeints de blanc, que s'est ouvert, il y a quelques mois, une clinique d'un nouveau genre: un centre thé rapeutique, unique au monde, pour les malades atteints de " cyberdé pendance". L'un des avatars pittoresques, certes, de la cyberculture, mais une boué e de sauvetage pour les paumé s du Net. Lumiè re tamisé e, musique d'ambiance, personnel en blouse blanche, l'endroit, dé routant, est peuplé de drô les de pensionnaires. Sé journe là, dans un silence pesant, tout ce que le cybersexe a pu ré duire en miettes, des junkies shooté s à la Playmate, tous ces accros du Net que l'on a aussitô t baptisé s " netaholiques", faute de mieux. Comme Harry. Dont la vie a basculé. Que son patron a flanqué dehors. Que sa femme a plaqué. Et pour qui la sexualité est devenue un enfer. " Il faut que je m'en sorte", murmure-t-il. Et il va tout faire, ici, en Californie, pour " dé crocher". Un traitement de choc, une thé rapie de groupe (faç on Weight Watchers), mené e à un rythme de commando. Coû te que coû te. Facture du sé jour: 10 000 dollars, 70 000 francs. Le prix de la dé livrance... Car la grande prê tresse du " Net addict" aux Etats-Unis, Kimberly Young, à l'origine de la cré ation de ce centre, est aussi une redoutable femme d'affaires: plusieurs centaines de cyberdé pendants, de toutes nationalité s, sont dé jà passé s entre les mains de cette psychologue et sexologue de renom, pionniè re de ce nouveau champ de recherche. Le filon semble iné puisable: " Ici, nous explique un mé decin, nous acceptons toutes les cartes de cré dit!" Premiè re source de connexions du Net, le sexe fait exploser tous les compteurs: plus de trois internautes sur quatre - 87% des Amé ricains, et plus de 50% en France - se sont connecté s, au moins une fois dans l'anné e, sur un site pornographique. Et le phé nomè ne ne cesse de faire des é mules. En avril 1999, le hit-parade des mots les plus cliqué s, en France, donnait, dans l'ordre: sexe, sexe gratuit, gros seins, MP 3 - un moteur de recherche pour les sites musicaux - zoophilie, gays, emploi et musique. Le bon docteur Young a du pain sur la planche... 1. Give details of Harry Higgins and say why he has gone to the doctor. (7 marks) 2. What is the " Net hospital" and what is it like? (11 marks) 3. How does it work? (4 marks) 4. What does it tell you about people looking at sex sites on the Internet? (3 marks) (Marks available: 25) Answer Answer outline and marking scheme for question: 12 1. Give details of Harry Higgins and say why he has gone to the doctor. Higgins is a 34 year-old (1) computer worker (1) who lives in Chicago (1). He has gone to the doctor because he can't take any more (1). He has been spending ten hours a day (1) visiting pornographic site (1) on the Internet (1). (7 marks) 2. What is the " Net hospital" and what is it like? It is set in the former buildings of General Electric (1) and is the first of its kind (1). It treats those suffering from " cyberdependence" (1). It has low lighting (1) background lighting (1) and staff in white coats (1) and caters for all those 'Netholics' (1) whose life has collapsed (1) boss has thrown them out (1), whose wife has left them (1) and for whom sex has become hell (1). (11 marks) 3. How does it work? It does everything it can to get people 'unhooked' (1), shock therapies (1), group therapy like Weight Watchers (1). All in all, a course of therapy costs $10 000.(1) (4 marks) 4. What does it tell you about people looking at sex sites on the Internet? The principal sites visited on the net are sex sites (1); 87% of Americans or more than 50% of people in France (1) logged on at least once last year to a sex site (1). (3 marks) (Marks available: 25) Lisez le texte suivant et ré pondez aux questions: Changer de prenom pour trouver un emploi: Discrimination raciale à la franç aise AFIN de mesurer scientifiquement l'é tendue de la discrimination raciale à l'embauche dans les entreprises, plusieurs associations ont ré cemment adopté la pratique du " testing". Les ré sultats confirment les dires de ces jeunes qui, à diplô me é gal, se voient é carté s du fait de leur couleur de peau ou de la consonance "é trangè re" de leur nom. La France, face à cette " maladie honteuse" qui la conduit toujours plus loin de ses principes fondateurs, saura-t-elle se donner les moyens d'y mettre un terme? Depuis qu'il se pré nomme Thomas, Abdelatif, 25 ans, DEUG d'allemand et BTS d'action commerciale, collectionne les entretiens d'embauche. Enfin des propositions de rendez-vous aprè s plus de deux anné es de chô mage et exactement 93 lettres de candidature toujours resté es infructueuses! A Toulouse, Nedjma, vingt-six ans, titulaire d'une maî trise de droit et d'un DEA de management, est toujours au chô mage deux ans aprè s la fin de ses é tudes. La plupart de ses camarades de promotion ont, eux, trouvé un emploi. Pourtant, elle ne changera pas de nom. " En arabe, Nedjma veut dire "é toile". Vous ne trouvez pas ç a beau, vous? Jamais je ne changerai de nom. Cela signifierait que nous sommes dans un pays de non-droit qui intè gre les gens non pas en fonction de leurs compé tences et talents, mais en fonction de leur faciè s ! En attendant de trouver un emploi en rapport avec sa formation, cette Toulousaine confectionne des hamburgers pour une grande chaî ne de restauration rapide pendant la journé e et garde des enfants plusieurs soirs par semaine. Mais comment prouver que c'est en raison de leurs origines que Nedjma, Abdelatif et tant d'autres ne sont jamais embauché s? Le droit franç ais, au nom du principe de pré somption d'innocence, fait peser sur le discriminé la charge de la preuve. Ce qui revient, sauf rares exceptions, à le priver de toute possibilité de saisir les tribunaux. Car rapporter la preuve de l'intention discriminatoire s'apparente à une mission impossible. Jusqu'à trente cas par semaine au siè ge parisien du MRAP. " Il s'agit surtout de pratiques discriminatoires dans le monde du travail. En plus de l'embauche, on dé couvre de nombreuses affaires de discrimination raciale dans la promotion professionnelle, les salaires, l'accè s aux dispositifs de formation continue, les licenciements.... ", indique M. Mouloud Aounit, secré taire gé né ral de l'organisation antiraciste. Et, dans nombre d'é tablissements, le recours au " testing" (une pratique courante au Royaume-Uni) prouve de maniè re spectaculaire l'existence d'un vé ritable ré flexe de discrimination raciale au moment de la sé lection des curriculums ou à l'occasion d'appels té lé phoniques: les candidats portant un nom maghré bin sont systé matiquement é carté s. Pour M. Malik Boutih, pré sident de SOS-Racisme, à l'origine du dé veloppement du " testing" en France, la discrimination peut aussi prendre des formes plus sournoises " qui passent par la ghettoï sation des personnes d'origine é trangè re dans des emplois de base bien infé rieurs à leurs qualifications ré elles en leur interdisant l'accè s aux postes à responsabilité et en les é loignant de toutes les fonctions de repré sentation publique qui les amè neraient à entrer en contact avec la clientè le". Answer the following questions in English: 1. What is the aim of " testing"? (3 marks) 2. Explain the case of Abdelatif. (6 marks) 3. How is Nedjma different from Abdelatif? (5 marks) 4. Why is it difficult ever to bring any charges? (2 marks) 5. Apart from at the job appointment stage, where else is discrimination found, according to M. Aounit? (4 marks) 6. According to Malik Boutih, how else does racism show itself in the work place? (3 marks) (Marks available: 23) Answer Answer outline and marking scheme for question: 13 1. What is the aim of " testing"? To try to measure (1) the spread/amount of racial discrimination (1) in company employment/ recruitment (1). (3 marks) 2. Explain the case of Abdelatif. He had been unemployed for more than two years (1), and had applied unsuccessfully for 93 jobs (1) ; he is qualified in German (1 and commerce (1). Changed his name to Thomas (1) and has now received job interview offers (1). (6 marks) 3. How is Nedjma different from Abdelatif? She is not prepared to change her name. (1) She believes people should be appointed on the basis of their skill not appearance.(1) She has not received any job offers (1) and works preparing hamburgers during the day (1) and babysitting in the evening (1). (5 marks) 4. Why is it difficult ever to bring any charges? You have to be able to prove that the candidate was rejected because of their race (1) and this is practically impossible (1). (2 marks) 5. Apart from at the job appointment stage, where else is discrimination found, according to M. Aounit? Promotion, salaries/wages, training and redundancies/dismissals. (4 marks) 6. According to Malik Boutih, how else does racism show itself in the work place? Stuck in jobs below their qualifications, no promotion/posts of responsibility, keeping them away from things that would bring them into contact with the public. (3 marks) (Marks available: 23) Avez-vous une voiture? Quels sont les inconvé nients d'une voiture? Devrait-on encourager l'usage des transport en commun? Comment? Vaut-il mieux construire plus de routes ou de subventionner les trains et les bus? Comment voyez-vous le transport dans dix ans? Answer Answer outline and marking scheme for question: 14 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. La fin de la famille traditionnelle est responsable de beaucoup de problè mes sociaux. Answer Answer outline and marking scheme for question: 15 Grade: Standard of language: A Excellent response. Question answered fully; extremely clear and effective structure; excellent knowledge of French-speaking country; language virtually flawless with very few errors. B Very good response. Question answered very well with very good structure and knowledge of country; Very accurate - few errors, usually minor. C Good relevant answer; clear logical organisation; sound accuracy but errors in more difficult language. D Satisfactory answer; lacks clarity in places or relies heavily on any source material; accuracy is variable with some very basic errors. E A few relevant points are made. Frequent defects in organisation; limited knowledge of country concerned; high number of basic errors which hampers understanding. N Very limited answer - largely irrelevant and disorganised. Very limited knowledge of France. Frequent basic answers with only a few parts accurate. U Question not really understood. Virtually no knowledge of country. No real appropriate language. Est-ce que la religion a toujours un rô le à jouer dans le monde aujourd'hui? Est-ce que la religion est plutô t une bonne chose ou une mauvaise chose? Devrait-on enseigner la religion à l'é cole? Est-ce que la varié té de religions dans notre socié té enrichit ou dé truit notre culture? Est-ce que la religion est seulement une bé quille pour les faibles? Answer Answer outline and marking scheme for question: 16 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. La té lé vision - flé au de notre socié té. Answer Answer outline and marking scheme for question: 17 Grade: Standard of language: A Excellent response. Question answered fully; extremely clear and effective structure; excellent knowledge of French-speaking country; language virtually flawless with very few errors. B Very good response. Question answered very well with very good structure and knowledge of country; Very accurate - few errors, usually minor. C Good relevant answer; clear logical organisation; sound accuracy but errors in more difficult language. D Satisfactory answer; lacks clarity in places or relies heavily on any source material; accuracy is variable with some very basic errors. E A few relevant points are made. Frequent defects in organisation; limited knowledge of country concerned; high number of basic errors which hampers understanding. N Very limited answer - largely irrelevant and disorganised. Very limited knowledge of France. Frequent basic answers with only a few parts accurate. U Question not really understood. Virtually no knowledge of country. No real appropriate language. Que peut-on faire pour aider le tiers monde? Devrait-on aider le tiers-monde? Quelles seront les consé quences d'aider / de ne pas aider le tiers-monde? Est-il une bonne chose d'annuler la dette des pays sous-dé veloppé s? Est-ce que les problè mes du tiers-monde sont dus à des circonstances indé pendantes de notre volonté (famine, sé cheresse etc.)? Answer Answer outline and marking scheme for question: 18 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. Que peut-on faire pour amé liorer le systè me d'enseignement en Angleterre? Answer Answer outline and marking scheme for question: 19 Grade: Standard of language: A Excellent response. Question answered fully; extremely clear and effective structure; excellent knowledge of French-speaking country; language virtually flawless with very few errors. B Very good response. Question answered very well with very good structure and knowledge of country; Very accurate - few errors, usually minor. C Good relevant answer; clear logical organisation; sound accuracy but errors in more difficult language. D Satisfactory answer; lacks clarity in places or relies heavily on any source material; accuracy is variable with some very basic errors. E A few relevant points are made. Frequent defects in organisation; limited knowledge of country concerned; high number of basic errors which hampers understanding. N Very limited answer - largely irrelevant and disorganised. Very limited knowledge of France. Frequent basic answers with only a few parts accurate. U Question not really understood. Virtually no knowledge of country. No real appropriate language. Pourrait-on jamais d´ faire la destruction à l'environnement? Answer Answer outline and marking scheme for question: 20 Grade: Standard of language: A Excellent response. Question answered fully; extremely clear and effective structure; excellent knowledge of French-speaking country; language virtually flawless with very few errors. B Very good response. Question answered very well with very good structure and knowledge of country; Very accurate - few errors, usually minor. C Good relevant answer; clear logical organisation; sound accuracy but errors in more difficult language. D Satisfactory answer; lacks clarity in places or relies heavily on any source material; accuracy is variable with some very basic errors. E A few relevant points are made. Frequent defects in organisation; limited knowledge of country concerned; high number of basic errors which hampers understanding. N Very limited answer - largely irrelevant and disorganised. Very limited knowledge of France. Frequent basic answers with only a few parts accurate. U Question not really understood. Virtually no knowledge of country. No real appropriate language. Le tourisme est-il toujours bé né fique pour une ré gion? Quels avantages ou inconvé nients le tourisme apporte-il à votre ré gion? Devrait-on encourager ou dé courager les touristes à visiter les endroits historiques et importants? Comment peut-on encourager les touristes à venir en Angleterre? De tous les pays du monde, lequel voudriez-vous visiter le plus et pourquoi? Answer Answer outline and marking scheme for question: 21 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. 1. Ê tes-vous satisfait(e) de votre é ducation? Comment changeriez-vous le systè me d'enseignement en Angleterre? Pourquoi é tudiez-vous le franç ais? Quelles sont les qualité s d'un bon professeur? Pré fé rez-vous le systè me d'enseignement en France ou en Angleterre? Quels sont les but de l'é ducation? Answer Answer outline and marking scheme for question: 22 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. Quelles sont les menaces majeures à l'environnement? Que pourrait faire le gouvernement pour amé liorer la situation? Est-ce que vous vous sentez responsable de la dé gradation de l'environnement? Comment envisagez-vous l'environnement à l'avenir? Est-ce que l'avenir de la planè te est aussi mauvais qu'on ne le dit? Comment peut-on enseigner aux enfants le respect pour l'environnement? Answer Answer outline and marking scheme for question: 23 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. Read the following text and answer the questions below: Le ré seau de transports franç ais est l'un des plus dé veloppé s d'Europe. Les autoroutes (7 000 km) canalisaient 55 % du transport de marchandises en 1990, contre 40 % dans les anné es 1970. En 1990, il y avait prè s de 26 millions de vé hicules en circulation, dont 22 millions de voitures particuliè res. Confronté es à la concurrence routiè re, les voies navigables (8 000 km) n'assurent plus que 5 % du transport de marchandises. Les grands " ports autonomes" (Marseille, Le Havre, Dunkerque, Nantes-Saint-Nazaire) n'arrivent pas à faire face à la concurrence europé enne et mondiale, et en 1989, ces quatre ports ré unis avaient un trafic global de 209 millions de tonnes, soit moins que Rotterdam (premier port europé en avec 290 millions de tonnes). Les chemins de fer ont é té nationalisé s en 1938 avec la cré ation de la SNCF, qui ré unit plusieurs ré seaux nationaux. En 1990, il y avait environ 34 650 km de voies ferré es dont un tiers é tait é lectrifié. Le ré seau ferroviaire est aujourd'hui en voie de restructuration. On assiste à des fermetures de lignes secondaires et au dé veloppement des lignes à grande vitesse. Le train à grande vitesse (TGV) est une ré ussite technologique, que la France a exporté e dans plusieurs pays. La premiè re ligne, la ligne sud-est, reliant Paris à Lyon, a é té inauguré e en 1981, suivie par la ligne ouest et sud-ouest en 1990. Le trafic marchandises dé cline (28 % du total national en 1988), alors que le trafic voyageurs se dé veloppe (1 000 km par an par habitant contre 700 en moyenne dans l'Union europé enne). La France possè de une grande compagnie aé rienne nationale, divisé e en trois compagnies: Air France, qui assure les vols longue distance, Air Inter Europe, qui assure les vols inté rieurs, et l'Union des transports aé riens (UTA), spé cialisé e dans le trafic avec l'Afrique. Avec la libé ralisation du transport aé rien, des compagnies privé es sont apparues, dont les plus connues sont TAT et Air-Liberté, possessions de British Airways. Ces compagnies offrent des vols vers des destinations nationales et internationales. Le trafic inté rieur devrait é galement ê tre, dans un futur proche, ouvert aux compagnies é trangè res. Les principaux aé roports sont Charles-de-Gaulle (à Roissy-en-France) et Orly, situé s dans la banlieue parisienne. Reliez les chiffres et le reste de la phrase: 1 7000 a kilomè tres en train par habitant par an en moyenne en France 2 40% b la nationalisation des chemins de fers 3 26 000 000 c de marchandises transporté par an sur l'autoroute 1970 4 4 d de voies ferré es é lectrifié es 5 81 000 000 tonnes e compagnies aé riennes 6 1938 f l'inauguration du TGV 7 environ 11500 km g de diffé rence entre trafic à Rotterdam et les ports franç ais 8 1981 h Kilomè tres d'autoroute 9 1990 i vé hicules en circulation 10 1 000 km j kilomè tres en train par habitant par an en moyenne dans l'Union Europé enne 11 700 km k ports autonomes 12 3 l l'inauguration du deuxiè me TGV Example: 1 = h 1 2 3 4 5 6 7 8 9 10 11 12 h (Marks available: 11) Answer Answer outline and marking scheme for question: 24 1 2 3 4 5 6 7 8 9 10 11 12 h c i k g b d f l a j e (Marks available: 11) Comment peut-on expliquer l'augmentation dans le taux de criminalité? Qui en est responsable? Devrait-on introduire des punitions plus sé vè res? Que pensez-vous de la peine de mort? Qu'est-ce qu'on peut faire pour ré duire le taux de criminalité? Answer Answer outline and marking scheme for question: 25 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. Devrait-on interdire le tabac? Answer Answer outline and marking scheme for question: 26 Grade: Standard of language: A Excellent response. Question answered fully; extremely clear and effective structure; excellent knowledge of French-speaking country; language virtually flawless with very few errors. B Very good response. Question answered very well with very good structure and knowledge of country; Very accurate - few errors, usually minor. C Good relevant answer; clear logical organisation; sound accuracy but errors in more difficult language. D Satisfactory answer; lacks clarity in places or relies heavily on any source material; accuracy is variable with some very basic errors. E A few relevant points are made. Frequent defects in organisation; limited knowledge of country concerned; high number of basic errors which hampers understanding. N Very limited answer - largely irrelevant and disorganised. Very limited knowledge of France. Frequent basic answers with only a few parts accurate. U Question not really understood. Virtually no knowledge of country. No real appropriate language. Quelle sorte de cuisine pré fé rez-vous? Pourquoi? Que pensez-vous de la cuisine vé gé tarienne? Faut-il suivre un ré gime é quilibré? A quoi attribuez-vous la popularité des Fast foods dans la socié té d'aujourd'hui? Est-il important de prendre des repas en famille? Est-ce qu'on attache trop d'importance à la nourriture en France? Est-ce qu'il y a beaucoup de diffé rences entre la cuisine anglaise et la cuisine franç aise aujourd'hui? (Marks available: ) Answer Answer outline and marking scheme for question: 27 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. Read the following text and answer the questions below: L'Organisation mondiale de la santé (OMS) publie le premier classement des pays selon l'espé rance de vie " en bonne santé". Ce nouvel indicateur, mis au point par les scientifiques de l'OMS, soustrait à l'espé rance de vie totale, calculé e à partir des taux de mortalité, le nombre moyen d'anné es de maladies, pondé ré es en fonction de leur gravité. Ce classement accentue la disparité entre pays riches et pays pauvres : si vingt-quatre pays offrent à leurs habitants de vivre en bonne santé plus de soixante-dix ans, l'espé rance de vie est infé rieure à quarante ans dans les trente-deux pays en queue de classement. Alors que les Japonais, derriè re lesquels se placent les Australiens et les Franç ais - les É tats-Unis arrivant en vingt-quatriè me position, peuvent espé rer vivre 74,5 ans, cette espé rance est ramené e à 26 ans pour les Sierra-Lé onais et 33,5 ans pour les É thiopiens. Lisez le texte. Dé cidez si les phrases suivantes sont varies,(V) fausses (F) ou pas mentionné es (X): Questions Ré ponse 1 L'OMS est membre des Nations Unies 2 Ce classement compte seulement des ans en bonne santé 3 Au moins 90 pays ont une espé rance de vie de plus de 70 ans 4 Il y a plus de 30 pays avec une espé rance de vie de moins de 40 ans 5 Les Japonais ont l'espé rance de vie la plus longue 6 Les Amé ricains peuvent vivre 74,5 ans en moyenne 7 Les Anglais ont une espé rance de vie supé rieure à celle des Amé ricains 8 Les Anglais ont une espé rance de vie supé rieure à celle des Franç ais 9 Les pays avec les taux les plus bas sont en Asie 10 La Chine a une espé rance de plus longue que celle en Ethiopie (Marks available: 10) Answer Answer outline and marking scheme for question: 28 Lisez le texte. Dé cidez si les phrases suivantes sont varies,(V) fausses (F) ou pas mentionné es (X): Questions Ré ponse correcte 1 L'OMS est membre des Nations Unies X 2 Ce classement compte seulement des ans en bonne santé V 3 Au moins 90 pays ont une espé rance de vie de plus de 70 ans F 4 Il y a plus de 30 pays avec une espé rance de vie de moins de 40 ans V 5 Les Japonais ont l'espé rance de vie la plus longue V 6 Les Amé ricains peuvent vivre 74,5 ans en moyenne F 7 Les Anglais ont une espé rance de vie supé rieure à celle des Amé ricains X 8 Les Anglais ont une espé rance de vie supé rieure à celle des Franç ais F 9 Les pays avec les taux les plus bas sont en Asie F 10 La Chine a une espé rance de plus longue que celle en Ethiopie V (Marks available: 10) Lisez le texte et ré pondez aux questions: A noter: les mots en orange sont pour exercice numé ro deux. La " New Britain" de Tony Blair. Ecole: Gestion exté rieure sous contrat, obligation de ré sultats: les travaillistes misent sur les recettes libé rales pour doper leur systè me é ducatif public. A la rentré e prochaine, un " super-proviseur", dé niché à Brunei par des chasseurs de tê te prendra les rê nes del'é cole publique de Kings' Manor. Montré du doigt par le ministè re britannique de l'Education pour ses dé plorables ré sultats scolaires, l'é tablissement secondaire de Kings' Manor est le premier à avoir é té " semi-privatisé", avec la bé né diction du gouvernement travailliste. La tâ che sera rude à Kings' Manor. Depuis sa cré ation, en 1953, l'institution, entouré e de cottages et de massifs fleuris, a toujours recueilli les gamins en difficulté et les enfants handicapé s des environs. Les familles de la petite bourgeoisie ont peu à peu boycotté l'é tablissement. L'an dernier, seuls 330 é lè ves é tudiaient encore dans l'enceinte, conç ue pour en accueillir 1 200. En matiè re d'enseignement, la Grande-Bretagne a, il est vrai, encore beaucoup à faire. " Education, education, education", scandait Tony Blair au dé but de son mandat, en é nonç ant ses priorité s gouvernementales. Selon l'Ofsted, plus d'un tiers des 22 000 é coles, collè ges et lycé es du pays connaissent de sé rieuses difficulté s. Prè s d'un tiers des enfants de 11 ans n'ont pas le niveau requis en lecture et en calcul. Les meilleurs se ruent dans les é coles privé es, qui ne scolarisent que 7% des é lè ves, mais monopolisent les 100 premiè res places au palmarè s national des é tablissements. La plupart des grandes villes comptent aujourd'hui une education action zone (EAZ), une zone d'action é ducative. Les entreprises pré sentes dans la ré gion sont invité es à leur faire des donations et à fournir du maté riel. Plusieurs multinationales, telles Rolls-Royce, à Bedford, ou Alcatel, à Greenwich, ont accepté de jouer les mé cè nes dans l'une des 72 EAZ constitué es depuis un an et demi. A l'é cole Park View Academy de Tottenham, en revanche, jamais aucune entreprise n'est venue offrir ses services. Et pour cause: cet é tablissement des faubourgs de Londres est situé dans l'une des agglomé rations les plus pauvres de Grande-Bretagne. Les 950 é lè ves de Park View Academy, enfants de ré fugié s ou d'immigré s, parlent à eux seuls 67 langues diffé rentes. L'é tablissement bé né ficie du programme fresh start, lancé en 1998 pour é viter la fermeture d'é coles en difficulté . Un nouveau dé part, mais sans partenariat avec le privé: les quelque 20 é tablissements sé lectionné s doivent remplir des objectifs de performance avec le seul soutien des fonds publics. " C'est le meilleur boulot que j'aie eu en vingt-trois ans de carriè re, assure le nouveau directeur, Peter Walker. Ici, il faut prendre des risques!" D'ici trois ans, le patron de Park View Academy devra faire passer de 8 à 25% le pourcentage d'é lé ves reç us au GCSE, sous peine de fermeture dé finitive. Une gageure. Dans les autres lieux du dispositif, trois chefs d'é tablissement ont dé jà jeté l'é ponge. L'Express du 20/04/2000 Choisissez A ou B pour chaque ré ponse: A B Ré ponse Kings' Manor est un excellent collè ge un collè ge en difficulté Les effectifs du collè ge: 330 1 200 Le nombre de collè ges en difficulté selon OFSTED environ 7 000 environ 22 000 De toutes les é coles, les é coles privé es repré sentent les sept meilleures les cent meilleures Les EAZ encouragent la fermeture de certaines é coles la co-opé ration avec de grandes socié té s Park View Academy n'a aucun lien avec de grandes socié té a de bons liens avec les grandes socié té s Le collè ge Park View aura encore une chance à ré ussir sera fermé Le taux de ré ussite à GCSE à Park View est 8% 25% Trois directuers de Fresh Startont eu de grand succè s quitté leur emploi (9 marks) Reliez les mots du texte avec leur é quivalent: Mot du texte (en orange dans le texte) Equivalent i) prendre les rê nes de... a) â l'inté rieur ii) montré du doigt b) mathé matiques iii) gamins c) cé der iv) dans l'enceinte d) une tâ che difficile v) calcul e) é duquer vi) scolariser f) devenir responsable de... vii) mé cè nes g) enfants viii) boulot h) critiqué ix) faire passer i) parrains x) jeter l'é ponge j) travail xi) gageure k) augmenter i ii iii iv v vi vii viii ix x xi g (11 marks) (Marks available: 20) Answer Answer outline and marking scheme for question: 29 A B Ré ponse correcte Kings' Manor est un excellent collè ge un collè ge en difficulté B Les effectifs du collè ge: 330 1 200 A Le nombre de collè ges en difficulté selon OFSTED environ 7 000 environ 22 000 A De toutes les é coles, les é coles privé es repré sentent les sept meilleures les cent meilleures B Les EAZ encouragent la fermeture de certaines é coles la co-opé ration avec de grandes socié té s B Park View Academy n'a aucun lien avec de grandes socié té a de bons liens avec les grandes socié té s A Le collè ge Park View aura encore une chance à ré ussir sera fermé A Le taux de ré ussite à GCSE à Park View est 8% 25% A Trois directuers de Fresh Startont eu de grand succè s quitté leur emploi B (9 marks) i ii iii iv v vi vii viii ix x xi f h g a b e i j k c d (11 marks) (Marks available: 20) Pourquoi tant de jeunes commencent-ils à fumer? Faut-il interdire le tabac? L'alcool - est-il une drogue comme les autres? Que peut-on faire pour avertir les jeunes du danger des drogues? Est-il possible d'empê cher que le SIDA ne se ré pande? Comment dé courageriez-vous quelqu'un de fumer / se droguer / boire à l'excè s? Que faites-vous pour vous tenir en forme? Answer Answer outline and marking scheme for question: 30 For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded... Do you have to give opinions? Do you have to give specific examples from France? etc. Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well. Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?). Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected. Roughly, marks for speaking are as follows: Grades: Description: A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms. B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures. C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times. D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times. E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised. N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures. U Nothing of any merit. Read the following text and answer the questions below: Contre la Pollution de l'air Limitons l'automobile, pour faire respirer la ville Incontestablement, l'air des villes est de plus en plus pollué. La pollution due aux industries a fortement diminué, mais la pollution due à l'automobile ne cesse d'augmenter : l'ozone, les oxydes de carbone et les particules fines prolifè rent. Toutes les Etudes mé dicales le montrent. Quand la pollution augmente, les crises d'asthme, les maladies respiratoires, les conjonctivites, les maux de tê te et la mortalité augmentent. L'automobile ne tue pas que par les accidents, elle tue aussi des milliers de personnes chaque anné e par ses pots d'é chappement. Le diesel introduit une pollution particuliè rement dangereuse ; il é met des particules fines qui s'accumulent dans les poumons, provoquant des maladies respiratoires et cardio-vasculaires. Les Verts proposent de limiter la place et les budgets publics accordé s à l'automobile et d'augmenter ceux des autres moyens de transport. Nous proposons de rendre chaque maire juridiquement responsable de la pollution dans sa ville, et d'adopter un Plan de Dé placement Urbain impé ratif privilé giant les transports en commun, les pié tons, les cyclistes. De plus, les agglomé rations doivent ê tre progressivement ré amé nagé es pour rapprocher les lieux d'habitat des lieux de travail. Ré organiser l'espace et les transports prendra des anné es, mais si rien n'est fait maintenant, dans 10 ans il sera trop tard. Les transports en commun (train, bus, tramway) doivent ê tre massivement aidé s, pour devenir conviviaux, bon marché, fiables et rapides, notamment grâ ce à des voies ré servé es et proté gé es. Lisez le texte et dé cidez si les phrases sont vraies (V), fausses (F) ou pas dans le texte (X): 1 La pollution des voitures a cessé d'augmenter V/F/X 2 La pollution industrielle s'est arrê té e V/F/X 3 Une augmentation de pollution é gale une augmentation de certaines maladies V/F/X 4 La voiture tue plus de personne par la pollution que par les accidents V/F/X 5 Le diesel n'est pas nocif V/F/X 6 Les verts veulent privilé gier les autres moyens de transport V/F/X 7 Ils veulent faire payer les conducteurs de stationner au centre-ville V/F/X 8 Le maire sera responsable de la pollution, selon la proposition des Verts V/F/X 9 Les nouvelles maisons et les nouvelles usines doivent ê tre plus prè s l'un de l'autre V/F/X 10 On ne peut rien en faire et dans dix ans, il sera trop tard V/F/X 11 Les transports en commun sont fiables V/F/X 12 Il n'y a pas des voies ré servé es aux cyclistes en France V/F/X (Marks available: 12) Answer Answer outline and marking scheme for question: 31 Lisez le texte et dé cidez si les phrases sont vraies (V), fausses (F) ou pas dans le texte (X): 1 La pollution des voitures a cessé d'augmenter F 2 La pollution industrielle s'est arrê té e F 3 Une augmentation de pollution é gale une augmentation de certaines maladies V 4 La voiture tue plus de personne par la pollution que par les accidents X 5 Le diesel n'est pas nocif F 6 Les verts veulent privilé gier les autres moyens de transport V 7 Ils veulent faire payer les conducteurs de stationner au centre-ville X 8 Le maire sera responsable de la pollution, selon la proposition des Verts V 9 Les nouvelles maisons et les nouvelles usines doivent ê tre plus prè s l'un de l'autre V 10 On ne peut rien en faire et dans dix ans, il sera trop tard F 11 Les transports en commun sont fiables F 12 Il n'y a pas des voies ré servé es aux cyclistes en France X (Marks available: 12) On ne devrait pas encourager le tourisme. Answer Answer outline and marking scheme for question: 32 Grade: Standard of language: A Excellent response. Question answered fully; extremely clear and effective structure; excellent knowledge of French-speaking country; language virtually flawless with very few errors. B Very good response. Question answered very well with very good structure and knowledge of country; Very accurate - few errors, usually minor. C Good relevant answer; clear logical organisation; sound accuracy but errors in more difficult language. D Satisfactory answer; lacks clarity in places or relies heavily on any source material; accuracy is variable with some very basic errors. E A few relevant points are made. Frequent defects in organisation; limited knowledge of country concerned; high number of basic errors which hampers understanding. N Very limited answer - largely irrelevant and disorganised. Very limited knowledge of France. Frequent basic answers with only a few parts accurate. U Question not really understood. Virtually no knowledge of country. No real appropriate language.