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Year 11: French

Scholarship application for a Regional Exchange Program to France


Activity 1: Audio presentation

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Year 11 French: audio presentation

Grade Student work samples
Grade A Gabrielle   Tina
Grade B Erica   Sajuki
Grade C Jensoi   Michelle
Grade D Zenith
Grade E  

Description of activity

Speaking and writing in French

Task 1 is based on an advertisement for a 3-month reciprocal exchange program to regional France (see below) for which you have decided to apply. Record an audio in which you address all the information in the advertisement. You must speak for approximately two minutes in French.

Experience  the real France on a three-month exchange program

castle on a cliff at night
castle on a cliff at night

You might think you know France, but France isn’t Paris or Marseilles! There is a whole world outside the big French cities that you can get to know.

  • If you are over 16 why not come to France for a three month exchange
  • The exchange will provide you with accommodation during the period you attend school with a French family
  • There will be two months of school and one month of holidays
  • The exchange is reciprocal. If you are accepted you will be expected to host a student either before or after your exchange
  • What you can offer a potential exchangee will be considered
  • To be successful you must demonstrate that you:
      • are outgoing and interested in France
      • are a good student of French
      • enjoy new challenges
      • can act as a global ambassador.

If you are interested, please submit a two-minute audio in which you address the selection criteria to:

Context

Students would have studied approximately 200 hours of the French course. They are assumed to be competent in communicating ideas and information.  They have knowledge of past, present and future tenses, and relevant vocabulary. Students are aware of the language and culture of French speaking communities.

Areas of assessment for Task 1

  • Relevance of the response to the task with specific reference to the stimulus material
  • Capacity to manipulate French to create comprehensible text

Outcomes

Stage 6

The student:
2.1  applies knowledge of language structures to create original text
2.2  composes informative, reflective, persuasive texts appropriate to context, purpose and/or audience
2.3  structures and sequences ideas and information
3.1  conveys the gist of texts and identifies specific information
4.3  reflects upon significant aspects of language and culture

Criteria for assessing learning

In Task 1 (audio presentation), the student will be assessed on how well s/he:

  • Composes text appropriate to context, purpose and audience
  • Structures information and ideas
  • Demonstrates capacity to manipulate language structures and vocabulary in French.
  • Demonstrates control of French pronunciation and intonation

Activity 2: Blog

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Year 11 French: Blog

Grade Student work samples
Grade A Edith   Kim
Grade B Alex   Chris   Rachelle
Grade C Dominique   Gabriella   Kris   Toni
Grade D  
Grade E  

Description of activity

Writing in French

Task 2
Imagine that you are the student who stayed with Daniel. He has posted the blog below based on his exchange with a different family in Melbourne. You decide to write a blog about your experiences with his family in France. In your blog refer specifically to Daniel, his family, school and the town where you stayed using information from his blog.

Daniel’s blog
Bonjour, je m’appelle Daniel. J’ai passé trois mois en échange scolaire à Melbourne, dans une banlieue de l’ouest. J’ai habité un tout petit appartement qui était très différent de ma maison dans le village de Montbrun en France à vingt kilomètres de Toulouse. J’habite avec mon père, ma mère et mon petit frère et les animaux!

Comparé à la France, les études en Australie sont bien plus faciles. J’ai bien profité mon temps libre le week-end pour sortir avec mes amis. Je me suis fait beaucoup d’amis très vite – plus sympa que je l’imaginais.
La nourriture chez moi est très différente: Ma mère cuisine super bien. En fait tous mes plats préférés sont des plats de la région!

Man on a bike at an intersection

Ça me rappelle l’étudiant australien qui était de Sydney. Il était en échange chez moi en France l’an dernier. Le pauvre ne savait même pas faire du vélo!

Je pense souvent à lui parce qu’au début il était triste et pas du tout dynamique. C’est dommage. Il trouvait l’école difficile et la nourriture ne lui plaisait pas. Je ne pense pas qu’il mangeait des plats faits maison chez lui. Heureusement ça a changé au bout de quelques semaines! Il a retrouvé son équilibre et sa joie de vivre. Il a pu vraiment profiter de son séjour. En plus il est très sympa et on s’écrit de temps en temps

Context

Students would have studied approximately 200 hours of the French course. They are assumed to be competent in communicating ideas and information.  They have knowledge of past, present and future tenses, and relevant vocabulary. Students are aware of the language and culture of French speaking communities.

Areas of assessment for Task 2

  • Relevance of the response to the task with specific reference to the stimulus material
  • Capacity to manipulate French to create comprehensible text

Outcomes

Stage 6
The student:
2.1  applies knowledge of language structures to create original text
2.2  composes informative, reflective, persuasive texts appropriate to context, purpose and/or audience
2.3  structures and sequences ideas and information
3.1  conveys the gist of texts and identifies specific information
4.3  reflects upon significant aspects of language and culture

Criteria for assessing learning

In Task 2 (blog), the student will be assessed on how well s/he:

  • Composes text appropriate to context
  • Demonstrates the relevance of information, ideas and research
  • Structures information and ideas
  • Demonstrates capacity to manipulate language structures and vocabulary in French.
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