Commentary on Higher French Question Paper 2 (Writing)

Size: px
Start display at page:

Download "Commentary on Higher French Question Paper 2 (Writing)"

Transcription

1 Commentary on Higher French Question Paper 2 (Writing) Candidate 1 The candidate was awarded 4 marks The candidate does address the topic but the content is quite limited and the ideas expressed are quite repetitive. The language used is basic and there are many errors in gender and spelling. The writing does not start off particularly well. In the opening sentence, the incorrect form of the verb is used and the adjectival agreement is omitted -"... les langues est trés important" This sets the tone for the remainder of the writing. In line 3, "passionée" is misspelled and the article is omitted in "Français" and "Anglais" which are written with capital letters. The candidate does try to write more complex sentences but often unsuccessfully with errors in spelling and evidence of mother tongue interference. (E.g. In line 6, "Je l'espére aller au universitie à continuer mes études" and in paragraph 2, "Travailler à l'étranger aider tu ameliorer très compténces linguistiques." The verbs used tend to be basic but generally accurate and quite repetitive (E.g. On page 1, paragraph 2 "je voudrais faire un stage..."; on page 2, line 1"on peut bavarder avec les gens..." in line 4, "on peut aussi découvrir..." and in the last sentence on page 2, "on peut faire un stage...") However, on two occasions the candidate uses the wrong tense of the verb. (On page 1, paragraph 2, the imperfect tense rather than the conditional tense is used a in "c'était une expérience inoubliable" and in the last sentence the imperfect instead of the future tense is used. There is also evidence of serious dictionary misuse at the bottom of page 1 at the beginning of paragraph 3, when the candidate uses the noun "apprentissage" instead of the verb "apprendre" and this error is repeated again in the last paragraph on page 2 "... Il y a beaucoup des avantages de apprentissage une langue l'étranger" On occasion, words are omitted which makes the meaning of some sentences a bit unclear. (E.g. At the bottom of page 1 "Apprentissage une langue l'étranger est trés primordal pour plupart des élèves" Overall, there is more incorrect than correct and the frequent omission of words, wrong use of tenses and repetitive nature of the content detracts from the overall quality of the writing which is awarded 4/10. 1

2 Candidate 2 The candidate was awarded 8 marks The candidate does address the topic but the writing is not particularly well structured. The language used is mainly accurate and the writing is competent, but pedestrian. The candidate tends to stick to language which he/she knows to be correct and while there are attempts at writing complex sentences, the language used is quite basic and often contains of errors of spelling, gender and grammar.on occasion, words are also omitted. (E.g. in lines 3-5, Je voudrais faire mon stage à Sénégal parce que c est un pays très pauvre. and in lines 9-12 Quant à moi, langues sont très importante parce que dans le monde du travail il y a beaucoup de langues ) The language is quite repetitive at times, particularly in the second half of page1 where the candidate writes il y a beaucoup de langue étrangères et langues vivantes, donc je pense que les langues sont très important However, the candidate does use a wide range of tenses accurately throughout the writing. The present tense, imperfect, future and conditional are all used correctly. In line 4, there is good use of the conditional tense Je pourrais enseigner anglais et aider les gens and towards the bottom of page 1, j aimerais bien aller à l étranger The present tense is used accurately throughout the writing and is often used correctly with the infinitive (E.g. On page 2, line 1 Je veux aller au Senegal; and in lines 4-5 on j aime faire de nouvelles connaissences ) Overall, the writing is competent despite the inaccuracies in spelling, gender and grammar, and is therefore awarded 8/10. Candidate 3 The candidate was awarded 6 marks The candidate has addressed the topic adequately but the language used tends to be quite basic and repetitive. On the first page, "on peux" is spelled incorrectly, but consistently, on four separate occasions ( in line 4, "on peux voyager"; in line 9, "on peux améliorer"; in line11, "on peux parle"; and in line 16, "si on ne peux pas parle"). This mistake is repeated three times more on pages 2 and 3 (page 2, line 13, "on peux fait beaucoup de nouveux amis" and in line15 "on peux devenir plus indépendente" There are numerous mistakes in gender, accents, spelling and adjectival agreement throughout the writing. 2

3 In line 1, "les langues sont important", in line 4, ou is written without the accent in "n'importe ou". In lines 7, 10 and 15, there is no agreement on "autre" - "avec d'autre nationalités" and "d'autre pays". This continues throughout the rest of the writing. (E.g. On page 2, line 4 "c'est un bonne occassion d'améliorer mon Français") The candidate also omits prepositions and uses the wrong verb construction at times. (E.g. In the opening sentence "à" is missed out in the phrase "c'est plus facile de trouver un bon boulot l'étranger" and at the bottom of page 1, the candidate has written "c'est plus difficile à parler de les gens avec different cultures ou parle un d'autre langue" However, the candidate does attempt to write complex sentences although they are not always accurate (E.g at the top of page 2, "Tout d'abord je pense que après avoir quitté le collège j'aimerais voyager à l'étranger...") and there is good use of phrases which help structure the writing - "quant à moi", "il me semble que", "evidement" (although spelling is incorrect), "tout d'abord" and "également" Overall, there is the impression that the candidate can handle basic verbs despite errors which are repeated throughout. The number of spelling errors and lack of adjectival agreement detracts from the writing and for that reason, the mark awarded is 6/10 Candidate 4 The candidate was awarded 10 marks The candidate has addressed the topic in a balanced way. The language used is very accurate. There are a few inaccuracies but these do not detract from the overall impression that this is a competent, well-thought out piece of writing. The writing starts off very well. The candidate uses a range of tenses in the opening paragraph. The present, perfect and imperfect tenses are all used correctly (E.g. "J'ai visité la France trois fois"; "j'habitais en Espagne quand j'étais plus jeune". There is good use of the "depuis" construction in "j'étudie le français depuis six ans"). Additional information is given at the bottom of page 2 about the advantages of learning a foreign language. There is good use of the infinitive and the preceding direct object in the sentence "apprendre un autre langue nous aidé à mieux comprendre notre propre langue" There are some nice constructions in the second part of the essay. (E.g. J'espère aller..."; "J'ai l'intention de faire un stage" and " je voudrais travailler à l'étranger pour améliorer...") However, there are a few inaccuracies in spelling and grammar. On page 1, "de" is used instead of "du" in "le monde de travail" (line 3) and the accent is omitted from "etudier" in line 13. In line 15, the wrong tense is used after "si" in "si j'aurais réussi à tous mes examens". 3

4 On page 2 line 3, the candidate uses "de le" instead of "du" in "ma connaissance de le français" and omits the accent from "détesté" in line 4. Despite these inaccuracies, the candidate uses a wide range of verbs and verb constructions with some complex sentences. The writing flows well and therefore the mark awarded is 10/10. Candidate 5 The candidate was awarded 6 marks The candidate addresses the topic fully in a balanced way and the writing is well structured. The verbs are generally correct, but tend to be quite basic and the candidate relies heavily on set expressions. (E.g. "Je dois dire que" is used twice in paragraph1 - " je dois dire que les languages sont importantes" in line 4, and "je dois dire que l'année dernière je suis allée en France..." in paragraph 2 line 6. Similar expressions are used in paragraph 1 on page 2, "je dois admettre que..." and at the start on the last paragraph on page 2, " je dirais que..." On page 2, "je voudrais" is used on three separate occasions in the first paragraph (In lines1/2, " je voudrais faire un stage à l'étranger"; in line 4, "je voudrais travailler en Espagne" and in line 7 " je voudrais travailler avec les gens espagnol"). This construction is used again in the last paragraph on page 2, "je voudrais étudier l'espagnol et le français" The candidate also uses a number of adjectives but these tend to be used after "c'est" or "c'était" (E.g. On page 1, paragraph 2, "c'est très amusant et très utile" and again at the end of the same paragraph " c'était fantastique") There are lots of errors in spelling and adjectival agreement. (E.g. on page 2, paragraph 1 "la vie de Espagne me interesant beaucoup..." and at the end of that paragraph, the candidate omits the "s" on "espagnol" in the sentence "je voudrais travailler avec les gens espagnol") There are attempts to write complex sentences but these are often incorrect with words omitted. (E.g. In paragraph 1 on page 1, the candidate writes " Il y a de beaucoup avantage de apprendre une langue vivante" There is lots of Spanish interference throughout the piece of writing. (E.g. On page 1, paragraph 2 "on peut travailler en un pais" and "l'anglais est indispensable mais no est suffisant" and in the last paragraph on page 2 "es" is used instead of "est" in "je trouve que apprendre une autre langue es trés amusant" and"je voudrais étudier... en l'université". Overall, the language used is basic and although most of the verbs are correct, the frequent errors in spelling and the Spanish interference detract from the essay and therefore, the writing is awarded 6/10. 4

5 Candidate 6 The candidate was awarded 2 marks The candidate addresses the topic but the language used is almost completely inaccurate throughout and there is little control of language structure. In the opening sentence, the candidate translates word for word from English: "... je pense que c'est très important étudier des langues l'étranger parce que en permettent tu parle avec les gens...". This lack of control of the language structure is evident again towards the bottom of page 1 in line 14 where the candidate writes "il veulent me étudier le français..." The last sentence on page 2 is particularly poorly worded and is unlikely to be understood by a sympathetic native speaker as the candidate translates directly from English and writes"...beaucoup des employeurs pense que c'est un très bon talent avoir" Many of the verbs and verb forms are incorrect throughout the writing and there is little evidence to suggest that the candidate really knows how to conjugate verbs. On page 1, line 14, the third person singular of the verb is used with the third person plural ending - "il veulent...". This error is repeated in line 16, but on this occasion with the first person singular used with the third person plural - " je veulent..." This is repeated on page 2 in lines 4 and 6- "je veulent allée à Paris" and "je veulent allée l'université" There are also numerous errors in the use of pronouns, gender and spelling. (E.g. On page 1, line 6 "normellment"; in line 13 "tout les année"; in line 16 "un année sabbatique" and in line 18 "je pense que je le beaucoup apprendre..." However, some sentences are correct. On page 1, lines 7-10 are mainly accurate. "... Moi et ma famille allons dans le nord de la France. Nous avons l'habitude d'aller en avion..." And on page 2, lines 13-15, the candidate uses learned material correctly although the relevance to the topic is somewhat questionable "je voudrais me promener au bord de la mer et prendre des photos". Overall, there is generally very little correct in this piece of writing and at times the content is not particularly relevant. There is little evidence that the candidate can control the language and there are several sentences which have been translated directly from English. The mark awarded is therefore 2/10. 5

6 Candidate 7 The candidate was awarded 8 marks The candidate addresses the topic clearly and in a balanced way. The language used is mainly accurate despite errors in spelling and adjectival agreement. The candidate uses a range of tenses accurately and consistently and shows a sound knowledge of the conditional tense. However, there are a couple of serious errors. (E.g. On page 1, line 8 "...les entreprises sont cherchant pour la connaissance de langues étrangères" and in the last paragraph on page 2, the candidate fails to use the infinitive in the sentence "C'est vraiment un avantage d'apprends une langue étrangère..." and "on peut parle avec beaucoup de gens") In spite of these this, other errors tend to be errors of spelling and adjectival agreement. In paragraph 1, in lines 2 and 4 the agreement is missing in "importante". This same mistake is repeated in the opening sentence of the last paragraph on page 2. "En fin de compte, les langues sont très importante et utile..." The writing picks up in paragraph 2 of page 1 and the language used is mainly accurate. The candidate writes complex sentences using the conditional tense well "... j'aimerais faire un stage à l'étranger... Il serait l'occasion..." There are errors but again these tend to be minor errors "pour mon part"; "je pense que il..." and "beaucoup de le..." The remainder of the writing continues in the same vein and prepositions are often omitted. (E.g. On page 2, line 3 "...j'aurais plus expérience et connaissance "). However, the candidate makes very good use of opinion phrases and phrases which help to structure the writing. (E.g. In the opening paragraph on page 1, "de nos jours"; " quant à moi"; "tout d'abord"; "je pense que"; "en plus" and "je trouve que" are all used. In paragraph 2 "pour mon part" is used despite the inaccurate spelling and in paragraph 3 on page 2 "en fin de compte" Overall, despite errors in spelling and grammar, this comes across as a well thought out competent piece of writing. The use of the conditional tense is particularly good and for that reason the mark awarded is 8/10. 6

7 Candidate 8 The candidate was awarded 4 marks The candidate does address the topic fully but the language used is limited and repetitive with many errors in spelling, gender and adjectival agreement. Many words are also omitted making the meaning of sentences quite unclear at times. The opening sentence looks promising but is soon spoiled by the omission of "c'est" in the second sentence where the candidate writes "je pense que un théme unique" In paragraph 2, the candidate omits the article in "je pense que parler langue est genial" (line 2) and there is no adjectival agreement on important and indispensible. The lack of adjectival agreement is again repeated in paragraph 3, line 4 on peut rencintrer nouveau amis and in the final sentence of the writing C est un experience genial There are several errors showing mother tongue interference. (E.g. At the top of the second page, the candidate writes et est quelque chose je voudrais adore which is again repeated in the conclusion je voudrais adore un stage à l étranger and in the second paragraph on page 2 je suis certain je voudrais un bon temps where the verb is also omitted. It is also unclear exactly what the candidate means in paragraph 2 on page 1, where he/she writes pour poi. The candidates relies heavily on fixed phrases which make the language used throughout the writing limited and repetitive. (E.g. voyager à l étranger is used at the start of paragraph 3 and then again at the start of paragraph 4; faire un stage à l étranger is used on two occasions in paragraph 3 at the bottom of page 1 and then again in paragraph 4 on page 2. It is also used in the conclusion. However, there is some attempt at writing complex sentences and learned materials is well used. (E.g. in paragraph 2 on page 1 Bien que je sois timide, j adore le contact avec le public. ) Overall, there is more incorrect than correct and the make awarded in therefore 4/10. 7

Olly Richards. I Will Teach You A Language COPYRIGHT 2016 OLLY RICHARDS ALL RIGHTS RESERVED

Olly Richards. I Will Teach You A Language COPYRIGHT 2016 OLLY RICHARDS ALL RIGHTS RESERVED Olly Richards I Will Teach You A Language COPYRIGHT 2016 OLLY RICHARDS ALL RIGHTS RESERVED Make sure you get my best language tips FREE by email... Please go and click the activation link in the email

More information

Negative sentence structures

Negative sentence structures So far, when making negative sentences, we only used the structure ne pas. There are actually other ways to make negative sentences and to convey other meanings with negative sentences. In this lesson,

More information

KS4 curriculum map. Year 10

KS4 curriculum map. Year 10 KS4 curriculum map Year 10 Term 1 Module 1 Moi AQA context and purpose Content Moi et quelques autres Talking about yourself and other people Saying where you are from En and au with the names of the country

More information

Talking about yourself Using the pronouns je and tu. I can give several details about myself and describe a person s personality.

Talking about yourself Using the pronouns je and tu. I can give several details about myself and describe a person s personality. French PoS: Year 8 HT1 Students will learn about Family and the area where they live Talking about yourself Using the pronoun je. I can give a few details about myself. Talking about families Using the

More information

LEARN FRENCH BY PODCAST

LEARN FRENCH BY PODCAST LEARN FRENCH BY PODCAST AUDIO PODCASTS FOR LEARNERS OF FRENCH AS A FOREIGN LANGUAGE Lesson 23 Sorry, I can t make it tonight Plus Publications Bramley Douglas Road Cork Ireland (t) 353-(0)21-4847444 (f)

More information

Personal Response Writing

Personal Response Writing Personal Response Writing What is it? This is the essay that you will have to write after the Listening assessment. The topic for the essay is linked the the Listening. The word count is 120-150 words

More information

IMPROVING YOUR GRADE

IMPROVING YOUR GRADE Controlled assessment checklist IMPROVING YOUR GRADE Use what you have prepared in your blue book Read the feedback and act upon it Break down each bullet point (What can you write/talk about) Use opinions

More information

Copy these 2 verbs into your book:

Copy these 2 verbs into your book: Hard Copy these 2 verbs into your book: Être = to be Je suis = I am Tu es = you are Il/elle/one est = he/she is Nous sommes = we are Vous êtes = you are Ils/elles sont = they are faire = to do Je fais

More information

Cambridge International Examinations Cambridge International General Certificate of Secondary Education FRENCH (FOREIGN LANGUAGE) 0520/23 Paper 2 Reading May/June 2016 MARK SCHEME Maximum Mark: 45 Published

More information

Act 4: Low-fat croissants

Act 4: Low-fat croissants Act 4: Low-fat croissants Bonjour! C est moi Jean-Paul, your host for Act IV. Oui, Act IV already! We hope that following Jack and Michelle in their endeavor to learn French is helping you to learn as

More information

IDENTITY AND CULTURE 8. Money

IDENTITY AND CULTURE 8. Money IDENTITY AND CULTURE 8 Money Money plays a part in many of the topics, especially those associated with work. Revising the near future will help you say what you are going to do when using money. Je vais

More information

LEARN FRENCH BY PODCAST

LEARN FRENCH BY PODCAST LEARN FRENCH BY PODCAST AUDIO PODCASTS FOR LEARNERS OF FRENCH AS A FOREIGN LANGUAGE Lesson 40 How am I going to explain it to him? Plus Publications Bramley Douglas Road Cork Ireland (t) 353-(0)21-4847444

More information

LEARN FRENCH BY PODCAST

LEARN FRENCH BY PODCAST LEARN FRENCH BY PODCAST AUDIO PODCASTS FOR LEARNERS OF FRENCH AS A FOREIGN LANGUAGE Lesson 9 Discussing a sports event Plus Publications Bramley Douglas Road Cork Ireland (t) 353-(0)21-4847444 (f) 353-(0)21-4847675

More information

LEARN FRENCH BY PODCAST

LEARN FRENCH BY PODCAST LEARN FRENCH BY PODCAST AUDIO PODCASTS FOR LEARNERS OF FRENCH AS A FOREIGN LANGUAGE Lesson 6 Discussing your interests Plus Publications Bramley Douglas Road Cork Ireland (t) 353-(0)21-4847444 (f) 353-(0)21-4847675

More information

Pronominal verbs: se. (present)

Pronominal verbs: se. (present) So far, we ve learned how to conjugate regular and irregular verbs in the present tense. However, we didn t cover a specific and important type of verb: pronominal verbs. WHAT IS A PRONOMINAL VERB un verbe

More information

2. Il faut + infinitive and its more nuanced alternative il faut que + subjunctive.

2. Il faut + infinitive and its more nuanced alternative il faut que + subjunctive. Teaching notes This resource is designed to enable students to broaden their range of expression on the issue of homelessness and poverty, specifically in terms of suggesting possible solutions. The aim

More information

Si Clauses French If-Then Clauses

Si Clauses French If-Then Clauses Si Clauses French If-Then Clauses Likely Situations In French, there are also constructions for expressing likely situations (the first conditional). Likely Situations Present - Present This construction

More information

ExamLearn.ie. Journal Entry

ExamLearn.ie. Journal Entry ExamLearn.ie Journal Entry Journal Entry The 'Journal/Diary Entry' question appears in Question 2 of the Written Production section of the French exam very regularly. Therefore, it's essential to study

More information

Expected: 1. Identify two reasons Jewish people celebrate Hanukkah? ( 4 marks)

Expected: 1. Identify two reasons Jewish people celebrate Hanukkah? ( 4 marks) Subject: RE Year:7 Expected: 1. Identify two reasons Jewish people celebrate Hanukkah? ( 4 marks) Embedded: 1. Explain 5 key features of the festival of Eid. Exceptional: 1. Create a table comparing Passover

More information

Minds are like parachutes : they only function when open! So, USE YOUR BRAINS! Nobody can do it for you!!!

Minds are like parachutes : they only function when open! So, USE YOUR BRAINS! Nobody can do it for you!!! Minds are like parachutes : they only function when open! So, USE YOUR BRAINS! Nobody can do it for you!!! Aucun énoncé ne peut exister s il ne comporte au moins un groupe SUJET et tout ce qu on en dit

More information

GCSE FRENCH EXAMPLE RESPONSES (8658) Marked Papers Paper 3: Reading. Understand how to apply the mark scheme for the translation task

GCSE FRENCH EXAMPLE RESPONSES (8658) Marked Papers Paper 3: Reading. Understand how to apply the mark scheme for the translation task GCSE FRENCH (8658) EXAMPLE RESPONSES Marked Papers Paper 3: Reading Understand how to apply the mark scheme for the translation task Version. 0 September 207 Translation from French into English This resource

More information

Listen to the following text and repeat out loud after each sentence. Pay particular attention to the sounds ou: nous bonjour.

Listen to the following text and repeat out loud after each sentence. Pay particular attention to the sounds ou: nous bonjour. > Bonjour, ça va? Hello, how are you? Ça va bien, merci, et vous? Fine, thank you, and yourself? 'ou' et 'ille' pronunciation practice qu'est-ce que...? what...? c'est... this is / it's il y a... there

More information

ARE FOCUS ARE 3: Explain the sequence of events that creates geographical landforms and processes including drawing geographical sketches.

ARE FOCUS ARE 3: Explain the sequence of events that creates geographical landforms and processes including drawing geographical sketches. Subject: Geography Year: 7 ARE FOCUS ARE 3: Explain the sequence of events that creates geographical landforms and processes including drawing geographical sketches. Task: In the box below draw an annotated

More information

Customs. French customs can be different from those in Britain. You might need to know about some in your exam.

Customs. French customs can be different from those in Britain. You might need to know about some in your exam. IDENTITY AND CULTURE Customs French customs can be different from those in Britain. You might need to know about some in your exam. Tu and vous Use tu when you are: being friendly or informal talking to

More information

French Year 11 Holiday work

French Year 11 Holiday work French Year 11 Holiday work SPEAKING EXAM PREPARATION FOR CONVERSATION Advice for the speaking exam 1. Make sure you have prepared for the theme thoroughly, with reasons and opinions 2. You have to talk

More information

LEARN FRENCH BY PODCAST

LEARN FRENCH BY PODCAST LEARN FRENCH BY PODCAST AUDIO PODCASTS FOR LEARNERS OF FRENCH AS A FOREIGN LANGUAGE Lesson 8 Making a suggestion Plus Publications Bramley Douglas Road Cork Ireland (t) 353-(0)21-4847444 (f) 353-(0)21-4847675

More information

In the lesson, you will be able to hear how each word or phrase is pronounced. Be sure to practice by repeating after the speaker.

In the lesson, you will be able to hear how each word or phrase is pronounced. Be sure to practice by repeating after the speaker. Module 10: Les Voyages 10.00: in My Community: La Culture Please spend time in the lesson reading about ways to practice your in your community. Write down a few notes about what you learned. 10.01: Les

More information

Le Flâneur Contemporain: The Wanderer in the 21st Century

Le Flâneur Contemporain: The Wanderer in the 21st Century Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 5-4-2015 Le Flâneur Contemporain: The Wanderer in the 21st Century Zachary Kocanda zkocand@bgsu.edu Follow this and

More information

A Super Fun French Project. Ma famille...et moi! Family-themed vocab. avoir+age etre adjective agreement sentence structure

A Super Fun French Project. Ma famille...et moi! Family-themed vocab. avoir+age etre adjective agreement sentence structure A Super Fun French Project Ma famille...et moi! Family-themed vocab. avoir+age etre adjective agreement sentence structure Bonjour! I hope you and your students enjoy these materials! If you have a minute,

More information

GCSE FRENCH 8658/LH. Higher Tier Paper 1 Listening

GCSE FRENCH 8658/LH. Higher Tier Paper 1 Listening SPEIMEN MTERIL SEOND SET GSE FRENH Higher Tier Paper 1 Listening H Specimen 2018 Morning Time allowed: 45 minutes (including 5 minutes reading time before the test) You will need no other materials. The

More information

December 2018 Language and cultural workshops In-between session workshops à la carte December weeks All levels

December 2018 Language and cultural workshops In-between session workshops à la carte December weeks All levels December 2018 Language and cultural workshops In-between session workshops à la carte December 3-15 2 weeks All levels We have designed especially for you a set of language and cultural workshops to focus

More information

LESSON SCHEDULE FRENCH BEGINNERS (A1) MEDWAY AUTUMN TERM

LESSON SCHEDULE FRENCH BEGINNERS (A1) MEDWAY AUTUMN TERM LESSON SCHEDULE FRENCH BEGINNERS (A MEDWAY AUTUMN TERM LESSON TOPIC FOCUS EXAMPLE LANGUAGE AREAS RESOURCES/ TEXTBOOK PAGES 1 Introductions: the course Greetings & Farewells; Alphabet and numbers 0-20;

More information

Descriptive vocabulary: Il/Elle a les cheveux courts/longs. Descriptive vocabulary: Il/Elle a les yuex bleus. Nationalities: francais(e), canadien(ne)

Descriptive vocabulary: Il/Elle a les cheveux courts/longs. Descriptive vocabulary: Il/Elle a les yuex bleus. Nationalities: francais(e), canadien(ne) s Year Term 1 Unit 1 Encore! 1 Revise ways of describing people Descriptive vocabulary: Il/Elle a les cheveux courts/longs Revision of variety of avoir phrases & recognize/use third person singular. Revise

More information

WORDS WITH DIFFERENT MEANINGS IN MASCULINE AND FEMININE FORMS. The following pairs of words have different meanings for masculine and feminine forms.

WORDS WITH DIFFERENT MEANINGS IN MASCULINE AND FEMININE FORMS. The following pairs of words have different meanings for masculine and feminine forms. NOUNS AND ARTICLES WORDS WITH DIFFERENT MEANINGS IN MASCULINE AND FEMININE FORMS The following pairs of words have different meanings for masculine and feminine forms. Masculine Feminine I'aide helper

More information

FRENCH (CODE: 018) CLASS IX

FRENCH (CODE: 018) CLASS IX CLASS IX Time : 3 Hrs M. Marks: 80 A) Reading Section: Marks One unseen prose passage (factual/descriptive) (150-200 words) B) Writing Section: 20 marks One long composition (Informal letter) 80 words

More information

MY FRENCH ROUTINE. By Talk in French. Volume 6: Advanced. with audio

MY FRENCH ROUTINE. By Talk in French. Volume 6: Advanced. with audio MY FRENCH ROUTINE with audio By Talk in French Volume 6: Advanced 2 Contents Introduction 3 Week 21, Day 1 : Expressing Likes and Dislikes 5 Week 21, Day 2 : Impersonal Verbs 12 Week 21, Day 3 : The Passive

More information

MY FRENCH ROUTINE. With MP3. Bienvenue. Vol 6 - Intermediate. By Talk in French

MY FRENCH ROUTINE. With MP3. Bienvenue. Vol 6 - Intermediate. By Talk in French MY FRENCH ROUTINE Bienvenue With MP3 Vol 6 - Intermediate By Talk in French 1 My French Routine Volume 6 By Frederic Bibard Talkinfrench.com 2 Contents INTRODUCTION...4 Week 21, Day 1: Expressing Likes

More information

Examiners Report Summer 2007

Examiners Report Summer 2007 Examiners Report Summer 2007 IGCSE IGCSE French (4365) Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH Edexcel is one of the leading

More information

methodology n 1 Using a dictionary

methodology n 1 Using a dictionary methodology n 1 Using a dictionary Using a dictionary Objectives: - being able to understand any oral or written document with the help of a dictionary or an online translator - knowing how to determine

More information

Writing Correction Codes. SPN FRN Explanation

Writing Correction Codes. SPN FRN Explanation Writing Correction Codes Refer to this chart to understand how to revise your writing SPN FRN Explanation ov av Use a different verb op am Use a different word sinx sinx Sintax- check your word order lex

More information

Inter-Schools Literacy Olympiads

Inter-Schools Literacy Olympiads South Powys Inter-Schools Literacy Olympiads 2015-2016 BRONZE CHALLENGE BOOKLET YEAR 7 THE SOUTH POWYS INTER-SCHOOLS LITERACY OLYMPIADS 2015-2016 The Literacy Olympiads was launched in the academic year

More information

म... क द ष ट क ण क समझत ह. Je comprends son point de vue. Used when you believe someone else's point of view is valid, but you do not fully agree

म... क द ष ट क ण क समझत ह. Je comprends son point de vue. Used when you believe someone else's point of view is valid, but you do not fully agree - Agreeing व य पक र प स म... स सहमत ह क य क... D'une façon générale, je suis d'accord avec... parce que... Used when in general agreement with someone else's point of view... स हम ब ल क ल सहमत ह, क य क...

More information

LEARN FRENCH BY PODCAST

LEARN FRENCH BY PODCAST LEARN FRENCH BY PODCAST AUDIO PODCASTS FOR LEARNERS OF FRENCH AS A FOREIGN LANGUAGE Lesson 42 I m starving! When can we sit at the table? Plus Publications Bramley Douglas Road Cork Ireland (t) 353-(0)21-4847444

More information

Level 3 French, 2013

Level 3 French, 2013 91546 915460 3SUPERVISOR S Level 3 French, 2013 91546 Demonstrate understanding of a variety of extended written and / or visual French texts 9.30 am Thursday 28 November 2013 Credits: Five Achievement

More information

French Sample Form A Provincial Examination Answer Key

French Sample Form A Provincial Examination Answer Key French 12 2009 Sample Form A Provincial Examination Answer Key Processes W = Retrieve Information X = Recognize Meaning Y = Interpret Texts C = Composition Topics 1. Listening Competency 2. Reading Competency

More information

Examiners Report Summer 2009

Examiners Report Summer 2009 IGCSE IGCSE French (4365) Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH Edexcel is one of the leading examining and awarding bodies

More information

gpalemo 0474DEEED533B0A4E8ED3236B0B401E3 Gpalemo 1 / 6

gpalemo 0474DEEED533B0A4E8ED3236B0B401E3 Gpalemo 1 / 6 Gpalemo 1 / 6 2 / 6 3 / 6 Gpalemo Gpalemo free, books to read, read online books, free ebook download, ebooks free download pdf, free pdf books download, read online... Econopower Skousen Mark Laffer Art

More information

Proof. Département LANSAD Anglais niveau 3. EXAMEN (session 2) 1 er et/ou 2 ème semestre 2012/2013 Samedi 22 juin 2013

Proof. Département LANSAD Anglais niveau 3. EXAMEN (session 2) 1 er et/ou 2 ème semestre 2012/2013 Samedi 22 juin 2013 UFR d Etudes Interculturelles de Langues Appliquées Département LANSAD Anglais niveau 3 EXAMEN (session 2) 1 er et/ou 2 ème semestre 2012/2013 Samedi 22 juin 2013 5 10 15 Durée : 2 heures - aucun document

More information

Le français interactif Les questions, 1 ère partie :Quel(s)/Quelle(s)? Que? Qu est-ce que/qui? Quoi?

Le français interactif Les questions, 1 ère partie :Quel(s)/Quelle(s)? Que? Qu est-ce que/qui? Quoi? Nr 34 December 2011 - January 2012 Le français interactif Les questions, 1 ère partie :Quel(s)/Quelle(s)? Que? Qu est-ce que/qui? Quoi? We will be devoting the next three French Accent Magazine issues

More information

PROPOSITION DE REFERENTIEL LINGUISTIQUE PARLER EN CONTINU REAGIR ET DIALOGUER

PROPOSITION DE REFERENTIEL LINGUISTIQUE PARLER EN CONTINU REAGIR ET DIALOGUER PROPOSITION DE REFERENTIEL LINGUISTIQUE PARLER EN CONTINU REAGIR ET DIALOGUER : ce qui est exigé : ce que les élèves doivent être capables de dire à la fin du niveau concerné et qui nécessite un apprentissage

More information

Slow Echoing. Sample: the first two tracks of an Interview with a French beekeeper.

Slow Echoing. Sample: the first two tracks of an Interview with a French beekeeper. Sample: the first two tracks of an Interview with a French beekeeper. Slow Echoing www.fluentfrench.com Interview with a French beekeeper. Interview conducted by Anne-Sophie Martin. CD 1 : original interview

More information

EXAMEN (session 2) 1 er et/ou 2 ème semestre 2012/2013 Samedi 22 juin 2013 Durée : 2 heures - aucun document autorisé. Proof

EXAMEN (session 2) 1 er et/ou 2 ème semestre 2012/2013 Samedi 22 juin 2013 Durée : 2 heures - aucun document autorisé. Proof UFR d Etudes Interculturelles de Langues Appliquées Département LANSAD Anglais niveau 4 EXAMEN (session 2) 1 er et/ou 2 ème semestre 2012/2013 Samedi 22 juin 2013 Durée : 2 heures - aucun document autorisé.

More information

Glossaire G-1. aussi also autre(s) other aux (à + les) to the, in the avec with avez (you plural) have avoir to have avons (we) have aïe ouch

Glossaire G-1. aussi also autre(s) other aux (à + les) to the, in the avec with avez (you plural) have avoir to have avons (we) have aïe ouch Glossaire A a has il a he has il y a there is, there are à to, about, in d abord firstly, first of all ai (I) have aime likes, (I) love aiment (they) love aimes (you) love (a) aimé liked aller to go allons

More information

GCSE FRENCH 8658/LH. Higher Tier Paper 1 Listening

GCSE FRENCH 8658/LH. Higher Tier Paper 1 Listening SPEIMEN MTERIL GSE FRENH Higher Tier Paper 1 Listening H Specimen 2018 Morning Time allowed: 45 minutes (including 5 minutes reading time before the test) You will need no other materials. The pauses are

More information

French 3 Syllabus FIRST SEMESTER

French 3 Syllabus FIRST SEMESTER French 3 Syllabus FIRST SEMESTER First Six Weeks Reprise: Review levels 1 and 2 (suggested time 2 weeks) Episode 1: Faisons connaissance: Scènes 1-2 - 3 Students review how to introduce one s self, family

More information

Year 3 French Revision Pack Mr Hempsted and Mme Chevalley

Year 3 French Revision Pack Mr Hempsted and Mme Chevalley Name:.. Year 3 French Revision Pack Mr Hempsted and Mme Chevalley Summer 2018 1 Introduction for parents and pupils: Bonjour! Here is your French revision pack for your upcoming summer exams. Please don

More information

FRENCH Scope and Sequence Grades 9-12 Level 1 Novice Mid Unit # and Theme Essential Question Length Text Tools. most of my French class?

FRENCH Scope and Sequence Grades 9-12 Level 1 Novice Mid Unit # and Theme Essential Question Length Text Tools. most of my French class? FRENCH Scope and Sequence Grades 9-12 Level 1 Novice Mid Unit # and Theme Essential Question Length Text Tools Welcome! How can I make the most of my French class? 1-2 days Pre Test Writing report date:

More information

I Can Statements UNIDAD 1. I know how to say all of the letters of the Spanish Alphabet.

I Can Statements UNIDAD 1. I know how to say all of the letters of the Spanish Alphabet. I Can Statements Assess yourself with the material we have covered throughout Unit 1. Put a +,, or - before each statement. This will show you what you mastered and what you still need to work on before

More information

MODAL ANNOTATION GUIDELINES. Version ) Epistemic constructions are particular cases of modal constructions

MODAL ANNOTATION GUIDELINES. Version ) Epistemic constructions are particular cases of modal constructions MODAL ANNOTATION GUIDELINES. Version 1.0 11.04.2016 Paola Pietrandrea, Université de Tours & CNRS, LLL Valerio Cervoni, Université de Tours & CNRS, LLL GENERAL PRINCIPLES 1) We annotate epistemic constructions

More information

AUTHENTIC FRENCH VS MOVIE FRENCH

AUTHENTIC FRENCH VS MOVIE FRENCH UNDERSTANDING REAL FAST FRENCH AUTHENTIC FRENCH VS MOVIE FRENCH Authentic, real everyday French is very different from the French you hear in movies, podcasts and TV Shows. Why? Because when you have an

More information

Collins. Review booklet

Collins. Review booklet Collins Review booklet This booklet provides you wit h a quick and easy way to review and reinforce what you have learned during your audio course. The booklet should be used aft er you have begun working

More information

classmates to a festival or Exploring Canadian festivals: Invite celebration. Strategies relationship between animals and humans: Describe an

classmates to a festival or Exploring Canadian festivals: Invite celebration. Strategies relationship between animals and humans: Describe an ÉCHOS PRO 1 LINKS TO ONTARIO CATHOLIC GRADUATE EXPECTATIONS TG = Teacher`s Guide SR = Student Resource Ma classe et moi Ça, c est ma journée! Suivez-moi! Les animaux et nous Allons au festival! Conceptual

More information

Targeted Home Learning. Year:9

Targeted Home Learning. Year:9 Targeted Home Learning Year:9 Subject: Computing Year 9: Complete the two challenges Challenge 1 Write a program that asks a user a question for a joke and when the user presses a key, it outputs the punchline

More information

Discovering French Nouveau Blanc 2 Workbook Unit 5 Answers

Discovering French Nouveau Blanc 2 Workbook Unit 5 Answers Discovering French Nouveau Blanc 2 Workbook Unit 5 Answers We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer,

More information

Slow Echoing. Sample: the first two tracks of an Interview with a French beekeeper.

Slow Echoing. Sample: the first two tracks of an Interview with a French beekeeper. Sample: the first two tracks of an Interview with a French beekeeper. Slow Echoing www.fluentfrench.com Interview with a French beekeeper. Interview conducted by Anne-Sophie Martin. CONTENTS Introduction

More information

MT FRENCH BUIILDER (2006 Ed) 25/9/07 10:17 am Page 1 FRENCH LANGUAGE BUILDER. Hodder Arnold A MEMBER OF THE HODDER HEADLINE GROUP

MT FRENCH BUIILDER (2006 Ed) 25/9/07 10:17 am Page 1 FRENCH LANGUAGE BUILDER. Hodder Arnold A MEMBER OF THE HODDER HEADLINE GROUP MT FRENCH BUIILDER (2006 Ed) 25/9/07 10:17 am Page 1 FRENCH LANGUAGE BUILDER Hodder Arnold A MEMBER OF THE HODDER HEADLINE GROUP MT FRENCH BUIILDER (2006 Ed) 25/9/07 10:17 am Page 2 Michel Thomas, 1914

More information

Discovering French Nouveau Blanc 2 Workbook Unit 5 Answers

Discovering French Nouveau Blanc 2 Workbook Unit 5 Answers Discovering French Nouveau Blanc 2 Workbook Unit 5 Answers We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer,

More information

Discovering French Nouveau Blanc 2 Workbook Answers File Type

Discovering French Nouveau Blanc 2 Workbook Answers File Type Discovering French Nouveau Blanc 2 Workbook Answers File Type We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer,

More information

A-Level French - Outline of the AQA A-level course

A-Level French - Outline of the AQA A-level course A-Level French - Outline of the AQA A-level course PAPER 1 LISTENING, READING AND WRITINGPa per 1: Listening, reading and writing What is assessed? Aspects of French-speaking society: current trends Artistic

More information

Table of contents. A quality thought More on the quality thought: how it can be conjured up... 14

Table of contents. A quality thought More on the quality thought: how it can be conjured up... 14 Table of contents PART I: ESSAY WRITING Introduction.................................................................... 7 1. THOUGHT.....................................................................

More information

0520 FOREIGN LANGUAGE FRENCH

0520 FOREIGN LANGUAGE FRENCH UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the November question paper 0520 FOREIGN LANGUAGE FRENCH 0520 Paper 2 (Reading

More information

INSTRUCTIONS FOR PREPARATION AND SUBMISSION OF PRINT-READY PAPERS (see last page for more than 2 authors)

INSTRUCTIONS FOR PREPARATION AND SUBMISSION OF PRINT-READY PAPERS (see last page for more than 2 authors) INSTRUCTIONS FOR PREPARATION AND SUBMISSION OF PRINT-READY PAPERS (see last page for more than 2 authors) Graduate of Trinity College Dublin, 1992. Completed a masters degree in 1994 on the development

More information

Title of the paper in English

Title of the paper in English Proceedings of the XVII ECSMGE-2019 Geotechnical Engineering foundation of the future ISBN 978-0-7277-6067-8 The authors and IGS: All rights reserved, 2019 doi: 17ecsmge-2019-Y-XXXX Title of the paper

More information

Term 2 Years 6. Unit vocabulary

Term 2 Years 6. Unit vocabulary Term 2 Years 6 Unit vocabulary Le future proche The near future Aller To go On peut acheter One can buy Je vais I go / am going C est combien? How much is it? Tu vas You go / are going C est cher. It is

More information

Luigi Rizzi TG 1. Locality

Luigi Rizzi TG 1. Locality Luigi Rizzi TG 1 Locality 1. Background: Impenetrability locality and intervention locality. Syntactic representations are unbounded as a consequence of the recursive nature of natural language syntax,

More information

MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0685 FRENCH

MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0685 FRENCH UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0685 FRENCH 0685/04

More information

just like the indicative mood and (each mood has different tenses present, past )

just like the indicative mood and (each mood has different tenses present, past ) LE SUBJONCTIF Subjunctive is a mood just like the indicative mood and the conditional mood (each mood has different tenses present, past ) The subjunctive mood expresses the speaker s subjective attitudes

More information

FACULTY OF LANGUAGES

FACULTY OF LANGUAGES FACULTY OF LANGUAGES Syllabus For CERTIFICATE COURSE IN FRENCH (PART TIME) (SEMESTER: I II) Examinations: 2014 15 GURU NANAK DEV UNIVERSITY AMRITSAR Note: (i) Copy rights are reserved. Nobody is allowed

More information

Style Guide for Lingua Romana By Caitlin R. Johnson Updated 11 July 2016 by Jessica Palmer

Style Guide for Lingua Romana By Caitlin R. Johnson Updated 11 July 2016 by Jessica Palmer Style Guide / Lingua Romana / page 1 Style Guide for Lingua Romana By Caitlin R. Johnson Updated 11 July 2016 by Jessica Palmer Lingua Romana is an online journal of French, Italian, and Romanian culture.

More information

Women (Le Livre De Poche) (French Edition) By Charles Bukowski

Women (Le Livre De Poche) (French Edition) By Charles Bukowski Women (Le Livre De Poche) (French Edition) By Charles Bukowski Hell Le Livre De Poche French Edition dandong.store Poche French Edition In this age of modern era, the use of internet must be maximized.

More information

STUDY AIDS THE CONJUGATION LES CONJUGAISONS. Definition : a verb is a word which asserts something, Un verbe est un mot qui affirme quelque chose,

STUDY AIDS THE CONJUGATION LES CONJUGAISONS. Definition : a verb is a word which asserts something, Un verbe est un mot qui affirme quelque chose, STUDY AIDS THE CONJUGATION PAGE 3 STUDY AIDS THE CONJUGATION LES CONJUGAISONS Definition : a verb is a word which asserts something, Un verbe est un mot qui affirme quelque chose, an action I run. Je cours.

More information

Year 3 French Revision Pack Mme. Chevalley & Mme. Welmers

Year 3 French Revision Pack Mme. Chevalley & Mme. Welmers Name:.. Year 3 French Revision Pack Mme. Chevalley & Mme. Welmers Autumn 2018 Introduction for parents and pupils: Bonjour! Here is your French revision pack for your upcoming autumn exams. Please don

More information

Unit 3 A visit to LONDON! LESSON 1 Listening comprehension

Unit 3 A visit to LONDON! LESSON 1 Listening comprehension Unit 3 A visit to LONDON! Wednesday January 17 th warm up page 57 The large picture is a picture of London. I can see lots of people in a street. Maybe they are tourists. Maybe they are Londoners. We are

More information

If you are surprised, you can say : - Really?! - I can't believe it! No kidding?! (Sérieux?!) (Just kidding! Je rigole!)

If you are surprised, you can say : - Really?! - I can't believe it! No kidding?! (Sérieux?!) (Just kidding! Je rigole!) Monday, February 23rd How to react d id If you are pleased/excited, you can say : - Cool! Nice! (Sympa) - Great! We had a great time! It was great! iou - Fabulous! Fantastic! Brilliant! osseum wikid -

More information

Leaving Certificate 2015

Leaving Certificate 2015 Coimisiún na Scrúduithe Stáit State Examinations Commission Leaving Certificate 2015 Marking Scheme French Ordinary Level Note to teachers and students on the use of published marking schemes Marking schemes

More information

DECORATIVE HOME FURNISHING FABRICS

DECORATIVE HOME FURNISHING FABRICS BARROW INDUSTRIES DECORATIVE HOME FURNISHING FABRICS Gallery of Wovens By Merrimac Textiles Decorative Home Furnishing Fabrics BARROW INDUSTRIES Executive Offices: 3 Edgewater Drive Norwood, MA 02062 Distribution

More information

Insight Terminale (2008)

Insight Terminale (2008) Insight Terminale (2008) Workbook : Extrait de Unit 1 UNIT 1 UNIT 1 The landlady Student CD: track 1 Comment travailler avec le Student CD La fiche qui suit porte sur le premier document du CD. Les autres

More information

ELA/Literacy Released Items Grade 9 Conventions. Sample Student Responses (from all 3 released tasks)

ELA/Literacy Released Items Grade 9 Conventions. Sample Student Responses (from all 3 released tasks) ELA/Literacy Released Items 2015 Grade 9 Conventions Sample Student Responses (from all 3 released tasks) Anchor Set A1 A8 A1a A1b Score Point 3 A1c Annotations Anchor Paper 1 Conventions Score Point 3

More information

Lycée cantonal Baccalaureate Porrentruy English (3 hour exam)

Lycée cantonal Baccalaureate Porrentruy English (3 hour exam) Name: PART ONE: Listening [20 pts] You will hear part of a radio programme in which two recruitment experts, Jodie Bradwell and Gary Smart (G), are talking to radio interviewer about what candidates should

More information

Tuesday, March 3rd Cinema

Tuesday, March 3rd Cinema Tuesday, March 3rd Cinema since / for = depuis Technology has really changed the way we experience movies - since the beginning of the century ( since : avec un repère) - for 123 years ( for : avec une

More information

Chesapeake energy arena seating capacity

Chesapeake energy arena seating capacity Chesapeake energy arena seating capacity Empty seats - The O2 Arena London seating plan. You can view, download or print a full, high resolution (detailed, large) version of this image by clicking on the

More information

Materials to Gather. Prepare Ahead

Materials to Gather. Prepare Ahead Lesson 1 The Caterpillar Before Storytelling Lesson Objectives Children will be able to understand and use vocabulary: caterpillar. ask and answer questions that begin with Where. listen to, comprehend,

More information

FACULTY OF LANGUAGES

FACULTY OF LANGUAGES FACULTY OF LANGUAGES Syllabus FOR ADVANCED DIPLOMA IN FRENCH (PART TIME) (SEMESTER: I II) Examinations: 2015 16 GURU NANAK DEV UNIVERSITY AMRITSAR Note: (i) Copy rights are reserved. Nobody is allowed

More information

FACULTY OF LANGUAGES

FACULTY OF LANGUAGES FACULTY OF LANGUAGES SYLLABUS FOR ADVANCED DIPLOMA IN FRENCH (PART TIME) (SEMESTER: I II) Examinations: 2014 15 GURU NANAK DEV UNIVERSITY AMRITSAR Note: (i) Copy rights are reserved. Nobody is allowed

More information

Paper Evaluation Sheet David Dolata, Ph.D.

Paper Evaluation Sheet David Dolata, Ph.D. 1 NAME Content Not enough of your own work the most serious flaw Inaccurate statements Contradictory statements Poor or incomplete understanding of material Needs more focus; topic is too broad Clarification

More information

Review of A. Nagy (2017) *Des pronoms au texte. Etudes de linguistique textuelle*

Review of A. Nagy (2017) *Des pronoms au texte. Etudes de linguistique textuelle* Review of A. Nagy (2017) *Des pronoms au texte. Etudes de linguistique textuelle* Francis Cornish To cite this version: Francis Cornish. Review of A. Nagy (2017) *Des pronoms au texte. Etudes de linguistique

More information

METACOGNITIVE CHALLENGES SUMMARY CHART

METACOGNITIVE CHALLENGES SUMMARY CHART METACOGNITIVE CHALLENGES SUMMARY CHART Here you will find the summary of the metacognitive challenges suggested in the research project Metacognition as a tool to improve writing. SINTACTIC CHALLENGES

More information

SOL Testing Targets Sentence Formation/Grammar/Mechanics

SOL Testing Targets Sentence Formation/Grammar/Mechanics SOL Testing Targets Sentence Formation/Grammar/Mechanics For the Virginia Writing SOL tests, all surface features of writing are in one large domain the usage/mechanics domain. As a result, the list of

More information

WHODUNNIT? Reading. Which type of document is it? Which clues helped you decide? Task n

WHODUNNIT? Reading. Which type of document is it? Which clues helped you decide? Task n WHODUNNIT? Sharon stared at the powerful hands that held the gun, at the eyes that slithered from side to side, into the living-room, up the staircase, over her body. What do you want? she whispered. Within

More information

Summer Term 2017 Year 5 French Prep

Summer Term 2017 Year 5 French Prep Summer Term 2017 Year French Prep Name: Form: How to learn vocabulary LOOK COVER WRITE OR SAY THE WORD IN YOUR HEAD CHECK REPEAT THE PROCESS ADDING ANOTHER WORD EACH TIME Prep Check Have I written the

More information