Dawn Jarbeau (Team Solutions Auckland) has sent on to share the listening and reading exams which were written by French teachers at a workshop held in Auckland. 1.1 Listening includes:
1. Teacher's Instructions & Script
2. Evidence statement/ assessment schedule
3. Student's booklet
- All words and verb tenses proofed against the levels vocabulary and grammar (vary this according to the needs of you students)
- Spell check only with French and English but not full editing.
"These exams have been written by teachers as practice activities in order to help student familiarise themselves with the new exam format. They are not meant to be be an exact replication of the NZQA publish exam. We have endeavoured to edit and proof them but errors may still occur. It's important that you read through the exam and check its suitability for your students. Please feel free to alter the exams to suit your needs".
If you have any editing recommendations, please feel free to contact Dawn Jarbeau.
Patsy Hall (Hamilton High School for Girls) "took a guess" (sic) at what the 2009 exam papers are going to look like. The NZQA site gives only the questions, but not a whole paper. Patsy has done more that just cut and paste from the 2007 paper which provides the base for the new 1.1 and 1.4 format. She has formatted the paper by putting together 2 whole assessment booklets, including assessment schedules and evidence statements that you might want to look at and trial with your students, while of course letting them know that these are samples only.
Julia Brown (Dilworth College) has kindly shared these 1.4 practice papers and assessment schedule. The first one (1-) has been created by Julia and based on a Bonjour magazine article. Based on the topic Food and Obesity, Julia adds that although "it is probably not as an examiner would make it, (yet) anyone would be welcome to use it if you deem it suitable". The second one (2-) is the adaptation into 2009 style of the 2007 1.4 paper, and its marking schedule follows in a separate document.
Philippa Kruger (St Hilda's Collegiate School) has adaptedwith Frédéric Dichtel's (Aquinas College) permission, the 1.1 Practice Paper he created last year as a mock exam. The revised transcript and marking schedule are also included. Philippa has shared a number of practice papers at all three levels, and she will be grateful for your feedback, so that she can work towards providing a better version still. Please email her direct with your suggestions at pkruger@shcs.school.nz
Philippa Kruger (St Hilda's Collegiate School) has adapted, with the author's permission, a 1.4 practice paper previously published by Ali Rennie (Renash Resources) The revised transcript and marking schedule are also included. Philippa has shared a number of practice papers at all three levels, and she will be grateful for your feedback, so that she can work towards providing a better version still. Please email her direct with your suggestions atpkruger@shcs.school.nz
The following document suggests answers to the four tasks set in the 2007 Assessment paper. Pascale Hyboud-Peron (french.ac.nz Administrator) wrote possible answers to these tasks using a wide variety of vocabulary and structures including some from Curriculum Level 6. While expressing and responding to personal ideas and opinions, Pascale communicates information, ideas and opinions through different text types. Evidence of Level 6 vocabulary and structures are highlighted. These possible answers can be used in the classroom with students who can self evaluate their language knowledge prior to the external assessment. They can study these short responses to understand the ways in which the target language is organised, as well as the different text types and their different purposes. The texts can be used for dictation, fill in the gaps exercise, vocabulary search etc. Pascale welcomes your feedback on these, which you can send using the contact form of the website.
Based on a possible answer she wrote for a 2006 1.5 task, Pascale Hyboud-Peron (french.ac.nz Administrator) has developed a revision activity for students preparing the assessment. By initially sharing the task only with the students, you get student to understand the task then to think about how they are going to tackle it, which words and structures they can use, to show evidence of Level 6. They can revise L6 vocabulary by completing the word list. You may want to spend some time on particular conjugation or word combination before moving on to the gap filling exercise. Upon completion, they can look at the text to find evidence of L6 vocabulary and structures.
