Les Vacances Et Le Tourisme

COURSEWORK

Compiled by Lisa Cryan, Modern Foreign Languages Advisory Teacher

COURSEWORK

CONTENTS:

PAGE Theme 1 – My World 3 Theme 2 – Holiday Time and travel 5 Theme 3 – Work and Lifestyle 7 Theme 4 – The Young Person in Society 10 Replacement Titles 12 Choosing the Assignments 13 Sources 14 Preparing and Producing the Assignments 15 Assessment Criteria 16 Quality of Language 17 Coursework Mark Sheet (AQA) 18 Supervision and Authentication 19 Administrative Procedures 20 Coursework Plans AQA/EDEXCEL 21

APPENDICES (Not in computer format) AQA Record Forms AQA Candidate Record Form June 2003 Coursework comments sheet THEME 1 – MY WORLD

1.1 Profile of a famous person or group of people description of, for example, a person from the target language country, a football team, a singer or band, or other individual or group; physical description and personal details; what the person or group is famous for; past successes; future prospects; your opinion of the person or group, with reasons.

1.2 May favourite leisure activity description of a hobby or leisure activity, for example, shopping, sport, TV or films; how you came to start the activity; when, where and with whom you practise the activity; requirements, for example, equipment, training, costs, travel; why you enjoy the activity; whether you would recommend it to other young people, with reasons; whether you expect to continue the activity in the future, why, why not.

1.3 Advertising my local area description of the area brief introduction to the history of the area; possible future developments planned for the area; how to get there; accommodation; recreational possibilities(eg sport, culture, eating out, entertainment); why visitors should visit the area; interviews with, or comments from recent visitors.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 2 1.4 An excursion for a group of foreign visitors in my local area could be a future event or description after the event; a day in your area; meeting place, time, itinerary, refreshments; description of places (to be) visited, with reasons for your choice; meal or refreshment arrangements; why the excursion will (continue to) be successful.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 3 THEME 2 – HOLIDAY TIME AND TRAVEL

2.1 Travelling from the UK to target-language country/community could be presented very simplistically, using bar charts and visuals; travel possibilities 20 years ago; research various possibilities and describe the various means of transport, including costs, advantages and disadvantages; how you see the future; could be a checklist of advice for an exchange partner about to return home from the UK.

2.2 Account of a holiday could relate to a holiday in the UK or abroad, including target language country/community; travel to area; description of area, attractions etc; accommodation; activities undertaken; personal impressions (if appropriate in comparison to life in the UK), including of you would like to return to the area again; could be written as an account of how you spend/spent a school holiday in your area.

2.3 Account of an exchange visit feelings before visit; travel to area; description of area, attractions etc; exchange partners’ home and family; activities undertaken; personal impressions, in comparison to UK (for example, food, daily routine, school, cost of living); explain why you would (not) like to take part in another exchange visit.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 4 2.4 My dream holiday reason for choice of destination, with reference to previous holidays; travel; description of area, attractions, etc; accommodation; activities; why it will be so good could be an account of an actual dream.

2.5 Planning a holiday in the target language country/community how and why the holiday came to be planned; for whom the holiday is intended (eg self, family, group of friends); requirements and interests of the party (eg culture, sun, cost, sport, accommodation); the itinerary; why the holiday will fully match their needs; other destinations considered and why they were rejected.

2.6 Travelling to school, work or college could be targeted at a new exchange partner; transport you have used in the past with all the advantages and disadvantages of each one; how you travel now, including all advantages and disadvantages; consideration of special features in your town/area (eg weather conditions, pollution, rush hour traffic, traffic free zones); how you would like to travel and why; your ideal transport policy for your town/area considering parking and environmental factors.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 5 THEME 3 – WORK AND LIFESTYLE

3.1 Planning a meal for family and friends how the meal came to be planned (eg picnic, celebration with friends, surprise birthday gift, typical UK meal for target language guest); people involved; food preferences; cost; where foods can be bought; problems; meal itself, including any special features (eg location, music, theme); why it will be successful; could be an account of planning which went wrong.

3.2 A special occasion account of an event of personal importance (eg a birthday, a wedding, a new job, moving house, a carnival); where? When? description of people involved; personal impressions, including why you would or would not like to repeat the experience; where/when/what usually happens; why it is special and if/how you think it will be celebrated in the future.

3.3 Am I fit and healthy

current and previous eating habits; current and previous exercise habits; things preventing you form keeping fit; how you can improve your lifestyle to make yourself more healthy (eg smoking, drinking, addictions, sleep, exercise, diet) with reasons; a planned sporting activity.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 6 3.4 My work experience how the experience was organised; duration; work undertaken; staff and relations with them; personal impressions, including whether you would want to work in such an organisation in the future.

3.5 My part time job how you got the job; why you do the job; description of the job; hors and pay; staff and relations with them; personal impressions, including whether you would want to work in such an organisation in the future.

3.6 Review of an article/book/play/film/TV programme can relate to an English or target language source; can relate to a target-language graded reader or TV series directed at foreign language learners; story line; characters/setting/particularly interesting features. author/producer/actors etc where appropriate; your opinion, including whether you would like to read/see other similar articles/films etc; would you recommend the article etc? To whom and why or why not.

3.7 Imaginative response to a song/poem/film/play/TV programme can relate to an English or target language source; brief summary of what happened; could involve what happens next; letter from a character in the song etc, to a friend; conversation between two of the characters in the film etc; why you would like to be a particular character.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 7 3.8 A day that went wrong brief introduction to a normal day; account, highlighting the problems faced (eg lack of money, transport problems, relations with others; overall feelings/reactions to the day, with reference to the future.

3.9 Publicising a shopping or leisure facility could be a leaflet or website entry or other advertisement for a leisure facility, eg a sports centre, football ground, shopping centre, cinema complex, restaurant etc; information and details of activities offered, price, times; special features and advantages; a particular event to be held; future development eg new attractions; why people should use the facility.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 8 THEME 4 – THE YOUNG PERSON

IN SOCIETY

4.1 Am I an optimist or a pessimist a particular event (eg planning a party) feelings before the event; events turning out unexpectedly; how this shows you are an optimist/pessimist; how will you change this is the future; how you see your future life, with reference to your previous experiences and current situation; work, family, leisure, money; how you view life in the 21st century; anxieties about eg crime, unemployment, the environment; hopes for/excitement about eg new technology; possibilities of working abroad.

4.2 Publicising a social or environmental issue could be a simple advertisement to promote a campaign or event, for example, anti-smoking, anti-litter, helping old people; when and where; request volunteers; what has happened to make the use so important; current problems; how people should respond to these; could start from personal experience of a particular problem to draw wider conclusions.

4.3 Letter to a newspaper on a social or environmental issue could be a letter on an issue such as drugs, tobacco, youth unemployment, crime, cruelty to animals etc; why your own personal experiences in the past have alerted you to the issue; the current situation, with personal opinions; what you personally are going to do; how you would like others to respond; could be in response to a local issue etc.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 9 4.4 My ideal future job could be an imaginative, amusing, totally unrealistic job (eg high pay, few hours, no responsibilities), could relate to the work of a pop star, a world leader etc; could be a serious account of future aspirations, taking into account past experiences, current strengths, how your ideas about the ideal job have changed as you have got older, travel, responsibilities, job satisfaction, salary, helping others.

4.5 An imaginary or factual interview with someone to find out about his/her job the person and his/her role; how he/she got the job; qualifications/further training he/she has had or would lie to have; the hours worked, the responsibilities involved, the persons opinion of the job; his/her future plans.

4.6 ‘I’ve won …!’ What you have won (eg a race, a competition, a lottery); how you found out that you had won; what you did immediately afterwards; what will change as a result of your win; any problems or responsibilities arising.

4.7 Letter to a problem page a real or imaginative (possibly humorous) problem concerning eg appearance, money, work and studies, health; what has happened to cause the problem; the current situation; who is involved; why you need help; how you see the future.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 10 REPLACEMENT TITLES

As replacements for any of the above titles, candidates may offer as assignments (the Theme must be stated in both cases):

A SURVEY This may be submitted under any of the Themes, in the form of an opinion poll conducted amongst peers or adults, presented graphically with a written analysis of the results. This can be on any topic of interest to the candidate but should focus on the content of the chosen Theme. For example, What is Your favourite means of transport?

FOR AND AGAINST This may be submitted under any of the Themes, but if a survey is also submitted this should be taken from a different Theme from that used for the survey. The assignment should set out the arguments for and against a particular issue. It could be written in the form of a letter, an interview between people holding different views or a discursive essay, giving a personal conclusion. Possible titles could include:

For and against living in the town or country; For and against camping or staying in a hotel; For and against different occupations; For and against the lottery.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 11 CHOOSING THE ASSIGNMENTS

Candidates should:

decide on a chosen Theme and then select a specific assignment within that area; ensure that the choice of assignment is realistic and that source material is readily available if needed; make their choice in consultation with their teacher.

Teachers should:

consider ways in which the coursework can be integrated with the rest of the language course; consider class size and the materials available when planning the work of the group and guiding individual candidates in their choice of assignment.

It is not a requirement that all candidates in a teaching group should work on different assignments, with different source material. The exact pattern of work within centres will depend on the size of teaching groups, the number of teachers and the amount of source material which is available.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 12 SOURCES

Depending on the interests of the candidate and the level at which he/she is working and the approach of the teacher, the following types of source material could be appropriate books on aspects of life, society and institutions in target language speaking countries; articles from target language newspapers and magazines; documentary materials; radio broadcasts in target language; television programmes; feature and documentary film including video recordings; personal interviews made during exchange/holidays visits; books compiled for the study of the target language, life and culture; websites.

Candidates do not need access to all these sources in order to present work of high quality. It is important, however, for candidates to ensure that adequate source material is available when required by the particular choice of assignment.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 13 PREPARING AND PRODUCING THE ASSIGNMENTS

Having chosen an assignment and studied whatever source material is required, the candidate should allocate an appropriate amount of time (in class, in private study, and at home) to preparing and planning the assignment; make notes (using source material, if appropriate); select from and organise notes; submit a first draft to the teacher; receive back from the teacher the draft accompanied by an AQA comments sheet; write the final piece of work totally independently using any source material, the note, the first draft and the comments sheet; submit the piece of work and the comments sheet to the teacher.

Although the teacher will have discussed with the candidate the choice of assignment, any source material, and the plan, teachers must not comment on or correct any language produced by the candidate once the candidate has begun to write the work to be submitted, other than by using the AQA comments sheet.

The comments sheet may only be used to comment on a first draft. Teachers may not comment further on or correct any language produced by the candidate once the first draft has been handed back to the candidate with a completed comments sheet.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 14 ASSESSMENT CRITERIA

The teacher will assess each piece of work according to the detailed assessment criteria given below. In applying these criteria, teachers should note that the same standards of assessment should apply at whatever stage of the course the work is produced.

Criteria are provided for the assessment of communication and quality of language. Where a candidate is unable to complete a task without assistance the amount of assistance given must be taken into account in the marking of both communication and quality of language. The mark must reflect the candidate’s contributi0onto the completion of the task. In particular, if candidates are supplied with a template whereby they only have to insert appropriate vocabulary items in order to complete a task, then the mark awarded will be at best in the 1-2 mark band both for communication and quality of language.

The following criteria will be used: Marks Degree of communication 0 Nothing of merit; fails to communicate OR occasional words are recognisable within sentences but no complete messages are communicated

1 – 2 Communicates a little basic information (eg simple opinion)

3 – 4 Some basic information is conveyed; occasional additional details conveyed (eg description, simple opinion)

5 – 6 Communicates clearly quite a lot of relevant information, including personal opinions; regularly goes beyond a basic response to give more detailed information relating to descriptions and accounts 7 – 8 Communicates a lot of relevant information; candidate can narrate events, give full descriptions and can express and justify ideas and points of view

In each mark band, the higher of the two marks is awarded if there is strong evidence of the criteria in that band. If the evidence is more limited, the lower mark is awarded.

Where there is reference to particular amounts, the following interpretation will be used: A little = less than 1/3 Some = 1/3 – 1/2 Quite a lot = 1/2 – 2/3 A lot = 2/3 + QUALITY OF LANGUAGE Taken from ‘AQA General Certificate of Secondary Education 2003’ 15 Range/Complexity Marks Accuracy Very little effective vocabulary. There are 0 There is a little, if any, evidence of occasional recognisable words but they understanding of the most basic make little coherent sense. linguistic structures. The vocabulary is appropriate to the 1 There is only limited understanding of basic needs of the task. Structures are the most basic linguistic structures and simple, often repetitive and are rarely most sentences contain major errors. linked. Vocabulary is appropriate to the basic 2 Most sentences contain errors, many of needs of the task. Structures are simple, a major nature, and verb forms are often repetitive and are rarely linked. rarely accurate. Vocabulary and structures are 3 There are some major errors and appropriate to the task with a little frequent minor ones. Attempts at verb attempt at variety and there is some forms and tense formations are often successful attempt to link structures unsuccessful. together. There is some variety in the use of 4 There are a number of minor errors and vocabulary and some successful attempts a few major ones, but the piece is more at a variety of structures including accurate than inaccurate. Verb forms attempts at longer sentences using and tense formations are not always appropriate linking words. Some correct, but the intended meaning is personal opinions are successfully clearly recognisable. expressed. There are successful attempts at using more than one time frame. There is a wider range of vocabulary and 5 Inaccuracies are mainly of a minor structure which communicates nature although some major errors may descriptions and opinions with some occur when complex structures are precision. Longer sentences, including attempted. Verb forms and tense the use of subordinate clauses, are used formations are usually correct. more regularly and with increasing success. A wide range of vocabulary and 6 There are hardly any major and a few structures appropriate to the topic is minor errors in more complex effectively used. Longer, more complex structures. The overall impression is of sentences are handled with confidence accuracy and verb forms and tense producing a fluent piece of coherent formations are secure. language.

Marks will be awarded out of 6 for each Range/Complexity and Accuracy. The marks will be added to make a total out of 12 for Quality of Language. Evidence to support the Award of Marks Teachers should keep records of their assessments during the course, in a form which facilitates the complete and accurate submission of the final assessments at the end of the course. When the assessment criteria must be entered on the Candidate Record Form, with supporting information given in the spaces provided. The exact design may be modified before the operational version is issued and the correct year’s Candidate Record Forms should always be used.

COURSEWORK MARK SHEET (AQA)

Grade x3 pieces x1 piece Taken from ‘AQA General Certificate of Secondary Education 2003’ 16 A* 53 – 60 18 – 20 A 47 – 52 16 – 17 B 40 – 46 13 – 15 C 33 – 39 11 – 12 D 27 – 32 9 – 10 E 20 – 26 7 – 8 F 13 – 19 5 – 6 G 6 - 12 3 – 4 To convert the mark out of 90 multiply the end result by 1.5. Eg 60/60 x 1.5 = 90/90.

Grading – Uniform Mark Scale (1)

Candidates’ scores in each component or module will be converted to a mark on a uniform mark scale. The uniform marks for linear components are:

Grade Mark A* 80 – 90 A 70 – 79 B 60 – 69 C 50 – 59 D 40 – 49 E 30 – 39 F 20 – 29 G 10 – 19 The maximum mark available on a Foundation Tier component is 59. Grading – Uniform Mark Scale (2) Component/module marks are converted to a grade via an overall UMS out of 360. Grade Mark A* 320 – 360 A 280 – 319 B 240 – 279 C 200 – 239 D 160 – 199 E 120 – 159 F 80 – 119 G 40 – 79

SUPERVISION AND AUTHENTICATION

SUPERVISION OF CANDIDATES’ WORK

Taken from ‘AQA General Certificate of Secondary Education 2003’ 17 Candidates’ work for assessment must be undertaken under conditions which allow the teacher to supervise the work and enable the work to be authenticated. If it is necessary for some assessed work to be done outside the centre, sufficient work must take place under direct supervision to allow the teacher to authenticate each candidate’s whole work with confidence. At least ONE of the assignments must be produced in class time under controlled conditions. Candidates may have access to a bilingual dictionary only when producing this assignment, although they will have prepared the assignment in the same way as their others. The AQA comments sheet for the first draft should also be submitted with the controlled conditions assignment.

GUIDANCE BY THE TEACHER The work assessed must be solely that of the candidate concerned. Any assistance given to an individual candidate which is beyond that given to the group as a whole must be recorded on the Candidate Record Form. Any further information about the award of individual marks which may be of assistance to the moderator should also be included on the Candidate Record Form.

UNFAIR PRACTICE At the start of the course, the supervising teacher is responsible for informing candidates of the AQA Regulations concerning malpractice. Candidates must not take part in any unfair practice in the preparation of coursework to be submitted for assessment, and must understand that to present material copied directly from books or other sources without acknowledgement will be regarded are deliberate deception. Centres must report suspected malpractice to AQA. The penalties for malpractice are set out in the AQA Regulations.

AUTHENTICATION OF CANDIDATES’ WORK Both the candidate and the teacher are required to sign declarations confirming that the work submitted for assessment if the candidate’s own. The teacher declares that the work was conducted under the specified conditions, and record details of any additional assistance.

ADMINISTRATIVE PROCEDURES

RECORDING ASSESSMENTS

Taken from ‘AQA General Certificate of Secondary Education 2003’ 18 The candidates’ work must be marked according to the assessment criteria within this booklet. The marks and supporting information must be recorded in accordance with the instructions in this booklet. The completed Candidate Record Form for each candidate must be attached to the work and made available to AQA on request. The following should accompany the sample of work: Centre Declaration Sheet (one per centre); Candidate Record Form, fully completed, including bibliography (one per candidate) Coursework Comments Sheet (one per assignment) Written stimulus materials relating directly to the assignments submitted (one copy per centre, of the same material has been used with all candidates)

SUBMITTING MARKS AND SAMPLE WORK FOR MODERATION The total component for each candidate must be submitted to AQA on the mark sheets provided or by Electronic Data Interchange (EDI) by the specified date. Centres will be informed which candidates’ work is required in the samples to be submitted to the moderator.

PROBLEMS WITH INDIVIDUAL CANDIDATES

Teachers should be able to accommodate the occasional absence of candidates be ensuring that the opportunity is given for them to make up missed assessments. Special consideration should be requested for candidates whose work has been affected by illness or other exceptional circumstances. If work is lost, AQA should be notified immediately of the date of the loss, how it occurred, and who was responsible for the loss. AQA will advise on the procedures to be followed in such cases. Where special help which goes beyond normal learning support is given, AQA must be informed so that such help can be taken into account when assessment and moderation take place. Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment. Possible courses of action depend on the stage at which the move takes place. If the move occurs early in the course the new centre should take responsibility for assessment. If it occurs late in the course it may be possible to accept the assessments made at the previous centre. Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in the individual cases.

Taken from ‘AQA General Certificate of Secondary Education 2003’ 19 COURSEWORK PLANS AQA/EDEXCEL

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 20 ACCOUNT OF A HOLIDAY

In your description you should: Describe the travel from the airport to the destination

Say where you normally go on holiday; Say where you went; Say when you went; Say how you got there; Say what time you left the airport; Say what you did during the journey; Say who you travelled with; Give your opinion about the journey and justify; Say how long the journey lasted. Describe the area visited

Say where you arrived, in which town; Describe the town or area; Say where it is situated; Say what it is like; Say what there is (facilities). Describe where you stayed (accommodation)

Say where you stayed; Say what it was like in general; Describe it in details (facilities etc). Sights visited

Say what you did on holidays; Speak about the places you visited and say what you did there; Give opinions and justify; Talk about the weather on holiday. Compare the UK with France

Speak about traditions (breakfast, food) Give your opinion about the people; Give your opinion about the language; Talk about the daily routine and cost of living in France.

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 21 PREFERENCES WHEN TRAVELLING ABROAD

Introduction

Say where you went on holiday last year; Say how you travelled; What were the advantages and disadvantages of your form of travel.

Middle

List the advantages and disadvantages of the aeroplane,. The boat, the channel tunnel, the car and the coach; Relate it to different personal experiences;

Say where you will go next year for your holidays; Say what mode of transport you will take.

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 22 LETTER OF COMPLAINT TO A HOTEL

Introduction

PLEASE NOTE: THIS IS A FORMAL LETTER, SO PLEASE START IT APPROPRIATELY.

Say when you reserved the room; How many people the reservation was for; Say when you stayed at the hotel; Say that you did not enjoy your time there.

Middle

List the complaints, for example: The room was dirty; The lift did not work; The shower was broken; The towels were not clean; There were cockroaches under the bed; The pool was dirty; The food was cold; The service was poor; The town was an hour away by car, which was not made clear in the hotel brochure; There were no sports activities for children; There was no air conditioning in the room;

Say you would like to be adequately compensated; Finish the letter appropriately.

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 23 DIARY OF A CATASTROPHIC WEEKEND

Introduction:

Set the scene; Where were you? Who were you with; Were you on holiday?

Middle Saturday What did you do in the morning? Where did you go? What went wrong? How did you feel? What happened later and how did it go wrong? Did anything amusing happen? Sunday Give a proportioned account of the mishaps which occurred on Sunday.

Ending

Sum up your weekend; Say what you will do next week end.

REMEMBER!!!

Use present/past/future tenses; Use linking words; Use describing words and comparisons if you can; Give plenty of opinions; Keep it clear and concise; Make this an A* piece of work!

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 24 REVIEW OF A BOOK, FILE OR TV PROGRAMME

Introduction

Say what book, film or TV programme you have chosen to review; Say what type of book, film or TV programme it is, for example, a romantic novel, a comedy or a period drama. Say why you chose it to review.

Middle

Say what the book, film or TV programme is about ; Talk about the characters, describe them; Say what you liked about it.

Say what book, film or TV programme you will read/watch next.

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 25 LOCAL AREA BROCHURE

Introduction

What is the town called? Where is it situated? What amenities does the town have to offer? What is the weather like? How can you travel to and around the town?

Middle

Say what activities can be done; Include what you can visit, eg any museums, castles, cathedrals etc; Give opinions – both positive and negative all the way through.

Describe what your ideal town would be; Where is it situated? What amenities does it have? What is the weather like? What are the people like there?

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 26 DESIGN A NEW SCHOOL UNIFORM

Introduction:

Some brief details about your school; Describe your current school uniform; What do you think of it? Say what you wore for primary school; Compare your primary school uniform with your secondary school uniform – more comfortable etc…

Middle

Describe how you went about designing a new school uniform Eg Surveys/questionnaires (possible designs/fabrics/general questions) Magazines/catalogues/clothes shops.

Draw/describe your new design; What are your opinions of it?

Future

Say what you would like to wear in the future (with reference to a job perhaps).

REMEMBER!!!

To position your colours in the correct place (and make sure they agree with the noun); To add lots of opinions and fancy linking words to start new paragraphs etc; To compare things; Keep your tenses clear. If you are talking about you primary school – that section must be in either past/imperfect tense! When analysing surveys – use ETOILES/Avantage to see how others discuss the results!

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 27 Make this an A* piece of work! ACCOUNT OF YOUR WORK EXPERIENCE

Introduction

When did you do the work experience? Where? How long did it last? Description of the place of work; How was it arranged? Why did you decide on that particular placement; Who did you work alongside?

Middle

Mention how you travelled to the work placement; Write about your first day; Include your daily routine; Write your opinions of the work place; Describe your colleagues; What you did over lunchtime; How did you feel at the end of the day? Include positive and negative opinions all the way through.

Overall impressions of shadowing a person; Would you like to do that job when you leave school? What are your future ambitions?

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 28 JOB APPLICATION LETTER AND

CURRICULUM VITAE

Curriculum Vitae:

Write the CV on a separate sheet of paper; All details must be given in French; Full sentences may not be necessary.

Example:

NOM DE FAMILLE: Morris

PRÉNOM: Anna

Letter: Introduction Begin the letter appropriately; Say where you saw the job advertised; Briefly say which job you are applying for; Talk about yourself highlighting all your personal details which would enhance your chances of getting a job (use as many ‘fancy phrases’ as you can!)

Middle Talk about subjects you study at school – your strengths and weaknesses; Give details on any work experience you have had/you plan to do in the future; Do you do any jobs at home which show that you are responsible? What countries have you visited? Talk about likes and dislikes if they are relevant to the post.

Ending Talk about your ideal job/what you would like to do in the future; What are the qualities necessary to do the job? Finish the letter appropriately.

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 29 LETTER TO AGONY AUNT ABOUT

YOUR PARENTS

Introduction

PLEASE NOTE: USE THE PRESENT TENSE WHEN TALKING ABOUT THINGS THAT ARE

HAPPENING NOW!

Set the assignment out like a letter; Remember Dear (m) Cher, Dear (f) Chère; Introduce yourself;

Middle

Talk about your family; Say how many brothers and sisters you have; Say whether you get on with them; Talk about your parents, what are their names and ages; What do they do for a living; Say why they annoy you; Mention your pocket money; Write about your freedom; Write about jobs that you do around the house; Give an example of an incident; Include your opinions.

PLEASE NOTE: USE THE FUTURE TENSE WHEN NECESSARY!

Tell her/him your plans for the future; Remember to end your letter with a question; End the letter appropriately.

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 30 WRITE A NEWSPAPER ARTICLE ABOUT

A FAMOUS PERSON

Introduction

PLEASE NOTE: USE THE PRESENT TENSE WHEN TALKING ABOUT THINGS THAT ARE

HAPPENING NOW!

Choose a person that you know a lot about, for example, David Beckham, Robbie Williams, Madonna, Kylie. Write the article as though you are that person; Include any information that you know about that person, eg their name, age, where they live; If you do not know something about that person – make it up!!

Middle

PLEASE NOTE: USE THE PAST TENSE WHEN NECESSARY!

Include what they were like as a child; Say what school they went to; What they were like at school; What they thought of school; Talk about things that they have done in the past eg what it was like going from being in neighbours to being a pop star, what it was like signing for Manchester United, what it was like being in Take That etc. What they enjoy about doing their job; What they dislike about their job;

PLEASE NOTE: USE THE FUTURE TENSE WHEN NECESSARY!

What would they like to do in the future.

Created by Lisa Cryan, Modern Foreign Languages Advisory teacher, Cumbria 31