Exam-style Questions: Speaking

  1. .
    1. Quelle sorte de cuisine préférez-vous? Pourquoi?
    2. Que pensez-vous de la cuisine végétarienne?
    3. Faut-il suivre un régime équilibré?
    4. A quoi attribuez-vous la popularité des Fast foods dans la société d'aujourd'hui?
    5. Est-il important de prendre des repas en famille?
    6. Est-ce qu'on attache trop d'importance à la nourriture en France?
    7. Est-ce qu'il y a beaucoup de différences entre la cuisine anglaise et la cuisine française aujourd'hui?

    Answer

    Answer outline and marking scheme for question: 1

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Pourquoi tant de jeunes commencent-ils à fumer?
    2. Faut-il interdire le tabac?
    3. L'alcool - est-il une drogue comme les autres?
    4. Que peut-on faire pour avertir les jeunes du danger des drogues?
    5. Est-il possible d'empêcher que le SIDA ne se répande?
    6. Comment décourageriez-vous quelqu'un de fumer / se droguer / boire à l'excès?
    7. Que faites-vous pour vous tenir en forme?

    Answer

    Answer outline and marking scheme for question: 2

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. La fin de la famille traditionnelle, est-elle responsable des problèmes sociaux aujourd'hui?
    2. Voudriez-vous vous marier?
    3. Que pensez-vous des familles monoparentales?
    4. Voudriez-vous avoir des enfants?
    5. Quel rôle y a-t-il pour les seniors dans la société actuelle?
    6. Est- il trop facile de se divorcer aujourd'hui?

    Answer

    Answer outline and marking scheme for question: 3

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Êtes-vous satisfait(e) de votre éducation?
    2. Comment changeriez-vous le système d'enseignement en Angleterre?
    3. Pourquoi étudiez-vous le français?
    4. Quelles sont les qualités d'un bon professeur?
    5. Préférez-vous le système d'enseignement en France ou en Angleterre?
    6. Quels sont les but de l'éducation?

    Answer

    Answer outline and marking scheme for question: 4

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Avez-vous une voiture?
    2. Quels sont les inconvénients d'une voiture?
    3. Devrait-on encourager l'usage des transport en commun?
    4. Comment?
    5. Vaut-il mieux construire plus de routes ou de subventionner les trains et les bus?
    6. Comment voyez-vous le transport dans dix ans?

    Answer

    Answer outline and marking scheme for question: 5

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Le tourisme est-il toujours bénéfique pour une région?
    2. Quels avantages ou inconvénients le tourisme apporte-il à votre région?
    3. Devrait-on encourager ou décourager les touristes à visiter les endroits historiques et importants?
    4. Comment peut-on encourager les touristes à venir en Angleterre?
    5. De tous les pays du monde, lequel voudriez-vous visiter le plus et pourquoi?

    Answer

    Answer outline and marking scheme for question: 6

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Pourriez-vous vous passer de la télévision?
    2. La télé, est-elle responsable de la violence dans la rue?
    3. Que pensez-vous de la conduite de certains journaux anglais?
    4. Peut-on défendre la publicité pour le tabac / l'alcool?
    5. Quel est le rôle du journal?

    Answer

    Answer outline and marking scheme for question: 7

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Quelles sont les menaces majeures à l'environnement?
    2. Que pourrait faire le gouvernement pour améliorer la situation?
    3. Est-ce que vous vous sentez responsable de la dégradation de l'environnement?
    4. Comment envisagez-vous l'environnement à l'avenir?
    5. Est-ce que l'avenir de la planète est aussi mauvais qu'on ne le dit?
    6. Comment peut-on enseigner aux enfants le respect pour l'environnement?

    Answer

    Answer outline and marking scheme for question: 8

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Est-ce que les jeunes s'intéressent à la politique?
    2. Devrait-on faire une place pour la politique dans l'enseignement?
    3. Quelles sont les différences les plus frappantes entre les systèmes politiques en GB et en France?
    4. Qu'est-ce que vous pensez de la popularité du Front National?
    5. Voterez-vous aux prochaines élections?
    6. Que pensez-vous de la Famille Royale?

    Answer

    Answer outline and marking scheme for question: 9

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Est-ce que vous vous sentez plus européen ou britannique?
    2. Peut-on protéger à la fois les intérêts de son propre pays et ceux de l'Europe?
    3. L'unification de l'Europe, quelle importance est-ce que cela a pour vous?
    4. Qu'est-ce que vous pensez de l'idée d'avoir une monnaie commune?
    5. Est-ce qu'il y aura jamais une langue commune à tous les pays de l'U.E?

    Answer

    Answer outline and marking scheme for question: 10

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Est-ce que la religion a toujours un rôle à jouer dans le monde aujourd'hui?
    2. Est-ce que la religion est plutôt une bonne chose ou une mauvaise chose?
    3. Devrait-on enseigner la religion à l'école?
    4. Est-ce que la variété de religions dans notre société enrichit ou détruit notre culture?
    5. Est-ce que la religion est seulement une béquille pour les faibles?

    Answer

    Answer outline and marking scheme for question: 11

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Que peut-on faire pour aider le tiers monde?
    2. Devrait-on aider le tiers-monde?
    3. Quelles seront les conséquences d'aider / de ne pas aider le tiers-monde?
    4. Est-il une bonne chose d'annuler la dette des pays sous-développés?
    5. Est-ce que les problèmes du tiers-monde sont dus à des circonstances indépendantes de notre volonté (famine, sécheresse etc.)?

    Answer

    Answer outline and marking scheme for question: 12

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Comment peut-on expliquer l'augmentation dans le taux de criminalité?
    2. Qui en est responsable?
    3. Devrait-on introduire des punitions plus sévères?
    4. Que pensez-vous de la peine de mort?
    5. Qu'est-ce qu'on peut faire pour réduire le taux de criminalité?

    Answer

    Answer outline and marking scheme for question: 13

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Est-ce que l'avortement est justifié?
    2. Dans quelle mesure est-ce que l'IVG est trop facile?
    3. Devrait-on permettre l'euthanasie?
    4. Est-ce qu'on devrait mettre fin à l'immigration?
    5. Est-ce que la société britannique est raciste à votre avis?
    6. Que pensez-vous des greffes d'organes et la ventes des organes?
    7. La vivisection - oui ou non?
    8. L'énergie nucléaire sera l'avenir ou la fin de la terre?
    9. Seriez-vous prête à être une mère de substitution?
    10. La solution au nombre de mères adolescentes est de distribuer la contraception au collège. Êtes-vous d'accord?
    11. Peut-on jamais justifier la violence / la guerre?
    12. Est-ce qu'on a jamais raison de violer la loi?

    Answer

    Answer outline and marking scheme for question: 14

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Y a-t-il des différences fondamentales entre les hommes et les femmes?
    2. Est-ce que la société aujourd'hui est vraiment égale?
    3. Êtes-vous féministe?
    4. Que pensez-vous de "l'homme au foyer"?
    5. Si on vous disait que la femme devrait rester au foyer, que diriez-vous?
    6. Est-ce que l'avenir appartient à la femme?

    Answer

    Answer outline and marking scheme for question: 15

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Devrait-on faire plus de sport?
    2. Que conseillerez-vous à ceux qui n'aiment pas le sport?
    3. Que pensez-vous des grands salaires accordés aux hommes et femmes de sport?
    4. Dans le sport, l'argent est plus important que le sport lui-même. Qu'en pensez-vous?
    5. Est-ce que gagner est plus important que participer?

    Answer

    Answer outline and marking scheme for question: 16

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.
    1. Quelle carrière espérez-vous entreprendre?
    2. Le problème du chômage vous préoccupe-t-il?
    3. Qu'est-ce qu'il faudrait faire pour réduire le chômage?
    4. Comment le monde de travail changera-t-il dans les prochains vingt ans?
    5. Quelles qualités vous semblent importantes pour trouver un emploi aujourd'hui?

    Answer

    Answer outline and marking scheme for question: 17

    For all elements of the exam you need to look at the mark scheme. Ask your teacher for copies if you don't already have them. You'll generally find there are marks for content, accuracy, pronunciation and range/variety of language. But you also need to know how the marks are awarded...

    Do you have to give opinions?

    Do you have to give specific examples from France? etc.

    Make sure you work on all of these when preparing. If you know you have a weakness in one area, concentrate on that but don't forget about the other areas as well.

    Mark schemes are kept in the back of the syllabus and websites for the different exam boards (with access to the syllabuses) are in the teachers' section of the s-cool! website. Make sure you get the right syllabus (for instance, which Year?).

    Your teacher may also have sample material sent from the exam board of students' orals, showing what constitutes a grade 'A', 'C', etc. Ask if you can borrow them - listen to how well they answer questions, range of vocabulary, etc. It will give you a good idea of what's expected.

    Roughly, marks for speaking are as follows:

    Grades: Description:
    A Able to respond readily to questions, high level of comprehension, wealth of relevant opinion and information given, (well-researched presentations if relevant); very accurate, authentic pronunciation; wide range of vocabulary, structures and idioms.
    B Generally able to respond without hesitation, few comprehension problems even in unpredicted areas, occasionally lacks detail; opinions and info generally very sound; ideas well organised; language good but some errors in more advanced areas. Pronunciation good; wide range of vocabulary but occasionally inappropriate; good range of structures and some more complex structures.
    C Not always able to develop fully and relies at times on examiner's questions; very competent on prepared topic but not so on other areas; opinions satisfactory; generally accurate language but some basic errors; accuracy variable when more sophisticated language being used; pronunciation competent; vocabulary satisfactory but inappropriate at times.
    D Needs prompting; limited development of ideas; understands only basic questions; hesitation and lack of information offered; starting to be repetitive; fairly accurate but basic errors evident but communication still clear; pronunciation comprehensible but anglicised; limited vocabulary - inappropriate at times.
    E Cannot develop responses; relies on prompts from examiner; only able to answer most basic of questions; little opinion offered and sometimes inappropriate; many basic errors impeding communication; sentences simple, vocabulary very limited and pronunciation very anglicised.
    N Replies at very basic level; minimal responses, little comprehension; frequent basic errors; very little substance offered; scarcely any evidence of knowledge; only the most basic vocabulary and range of structures.
    U Nothing of any merit.