Skip to main content

Photo card questions in GCSE Speaking

Now that the AQA GCSE is accredited we have a very good idea of what the new exam and exam questions will look like when they are first sat in 2018. I have made a little start on one aspect of the papers for frenchteacher.net: the Photo card part of the Foundation and Higher Speaking tests.

You can see the AQA specimens by using this link:

http://www.aqa.org.uk/subjects/languages/gcse/french-8658/assessment-resources

What strikes me, having done GCSE for many years, is that the standard is slightly tougher than what we have been used to. The Foundation Photo card questions are notably more demanding that the type of material weaker candidates had to cope with in the past. I also note that in the specimens at least, the gap between Foundation and Higher is by no means a chasm. When I wrote my own examples (see below), this presented a minor challenge.

Anyway, I did ten Foundation and ten Higher examples, using the same pictures I got from pixabay.com (a source of royalty free images, available for any use including commercial). Here are two examples so you can see immediately what is involved. Remember that the Photo card question is one of three parts to the whole oral exam, the other two being role play and general conversation. No more pre-learned presentations, therefore.

So this is how it works. Here is a picture:



The candidate has to prepare three questions just before the test; the teacher also gets to ask two more surprise questions. (I have added suggestions for surprise questions in italics. These would no doubt need adapting, depending on the student's previous answers.)

Foundation

Qu'est-ce qu'il y a sur la photo?
Fais-moi une description de ta famille.
Qu'est-ce que tu as fait le weekend dernier avec ta famille?
Décris ta mère.
Qu'est-ce que tu fais à la maison avec ta famille?


Higher

Qu'est-ce qu'il y a sur la photo?
Tu t'entends bien avec ta famille? Pourquoi?
Tu es sorti en famille récemment? Où? C'était comment?
Tu te disputes avec tes parents quelquefois? Pourquoi?
Que fait ta mère dans la vie?

Those roughly correspond with the difficulty level of the AQA specimens. Notice that candidates need more than just present tense to cope with the Foundation cards.

The AQA approach views the Photo card exercise as an extension of general conversation, which I like. The subject matter for the photos will be based on the themes and topics laid out in the specification.

In due course, I'll be adding more material which relates to the new specs.




Comments

  1. Is there a set rubric that you use to grade this type of conversation?

    ReplyDelete
  2. The exam boards in England have mark schemes (rubrics) to work to. e.g. you can see examples by searching the site www.aqa.org.uk (GCSE)

    ReplyDelete

Post a Comment

Popular posts from this blog

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a langua...

Zaz - Si jamais j'oublie

My wife and I often listen to Radio Paradise, a listener-supported, ad-free radio station from California. They've been playing this song by Zaz recently. I like it and maybe your students would too. I shouldn't really  reproduce the lyrics here for copyright reasons, but I am going to translate them (with the help of another video). You could copy and paste this translation and set it for classwork (not homework, I suggest, since students could just go and find the lyrics online). The song was released in 2015 and gotr to number 11 in the French charts - only number 11! Here we go: Remind me of the day and the year Remind me of the weather And if I've forgotten, you can shake me And if I want to take myself away Lock me up and throw away the key With pricks of memory Tell me what my name is If I ever forget the nights I spent, the guitars, the cries Remind me who I am, why I am alive If I ever forget, if I ever take to my heels If one day I run away Remind me who I am, wha...

Longman's Audio-Visual French

I'm sitting here with my copies of Cours Illustré de Français Book 1 and Longman's Audio-Visual French Stage A1 . I have previously mentioned the former, published in 1966, with its use of pictures to exemplify grammar and vocabulary. In his preface Mark Gilbert says: "The pictures are not... a mere decoration but provide further foundation for the language work at this early stage." He talks of "fluency" and "flexibility": "In oral work it is advisable to persist with the practice of a particular pattern until the pupils can use it fluently and flexibly. Flexibility means, for example, the ability to switch from one person of the verb to another..." Ah! Now, the Longman offering, written by S. Moore and A.L. Antrobus, published in 1973, just seven years later, has a great deal in common with Gilbert's course. We now have three colours (green, black and white) rather than mere black and white. The layout is arguably more attrac...