NewMeetingPoint1re Evaluations Diagnostiques

FICHES D'ÉVALUATION DIAGNOSTIQUE k 1-2 • SPOKEN PRODUCTION

Évaluation diagnostique

Cette consigne sera valable pour les quatre sujets d’évaluation diagnostique de prise de parole en continu. Chaque élève ne traitera qu’un sujet.

– Before you start, observe the cartoon and try to gather all the words and expressions that might be necessary.

– When you present your cartoons, keep speaking for 2 minutes.

– During your presentation, you should not worry if you hesitate, but you should keep talking either about the cartoon itself or the situation that is represented in it. SPEAK WITHOUT NOTES!

soul: âmesprinklers: jets d’eau

Sujet A

loosen: desserrernotch: cran

Sujet B

3 2 0 • FICHES PHOTOCOPIABLES 1-2 •

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FICHES D'ÉVALUATION DIAGNOSTIQUE k 3-4 • SPOKEN PRODUCTION

• FICHES PHOTOCOPIABLES 3-4 • 3 2 1

Sujet C

Sujet D Partial credit = a few points / marks for an incomplete or not totally correct answer.

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FICHE D'ÉVALUATION DIAGNOSTIQUE k 5 • READING

3 2 2 • FICHE PHOTOCOPIABLE 5 •


Nom de l’élève : ............................................... Classe : ........

A. Read text A and find the two missing words.

Dear Diary,Ms G1 made us do an oral report in front of the class about what we wanted

to be. Her plan was to get us thinking about our careers in the future. We fi lled

out cards with all kinds of information about our fi rst and second choice of

career. I went through three or four cards, with my fi rst choice changing every

time. As much as I’d changed cards, my second choice remained the same.

So the time came when it was fi nally my time to stand up in front of the class

and talk about my future. As soon as I got up there, I started talking about my

1 to be a 2, and make movies. I went on and on about my 1, but then I added,

“but realistically I would like to be a…’’ Ms G automatically butted in when she

noticed me disregarding my 1. “What do you mean ‘realistically’? Why don’t

you go for what you love? Follow your 1.” Then it sunk in. I can do this. I want

to make real fi lms that will impact people in their everyday lives.

I’m in the same position as some of my favorite 2, like Richard Rodriguez

and Quentin Tarantino, who had people doubt them because of where they

came from. Before today, if I told people I wanted to be a 2, they thought I

was insane and would suggest a career that was more “realistic’’ for a poor

Latino kid like me. Luckily, Ms G. and the Freedom Writers don’t see poor and

Latino as an obstacle to becoming a 2. They believe I can achieve my 1. And

with their support, I know I can.

The Freedom Writers Diary, 1999

1. Ms G = Miss Gunwell, the teacher

1. 2. 2 ptsFi

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• FICHE PHOTOCOPIABLE 5 • 3 2 3

B. Read text B and answer the following questions in English.

1. a. Which country is involved with this programme? b. Justify with one element from the text.

1 pt1 pt

2. a. Who is targeted (visé)? b. Age group: c. Number of people involved:

1 pt1 pt1 pt

3. a. How much money can you get? b. Give a precise example. c. How much money was invested in this programme?

1 pt1 pt1 pt

4. What are the goals? - - - -

4 pts

5. a. What are the results? b. Justify your answer by quoting one sentence from the text. c. Which subjects are included?

2 pts1 pt1 pt

6. What about the future of this programme? 1 pt7. Find another title for this press article. 1 pt

Total texte B ……/ 18 pts

PAY GRADE: KIDS GET CASH FOR MARKSStudy shows kids perform better when they’re paid

by CAITLIN MILLAT

A new cash-for-grades 1 scheme 2 is giving kids cash for getting good grades – and studies show it’s improving the way middle-schoolers 3 perform.Students who participate in the Sparks program in New York City, which pays seventh-graders 4 up to $500 for their performance on state tests and in the classroom, showed a 40 percentage point jump in reading and math scores, the New York Post reported.“It’s an ego booster in terms of self-worth,” Rose Marie Mills, principal at MS 343 in Mott Haven, told the Post.“When they get the checks, there’s that competitiveness– ‘Oh, I'm going to get more money than you next time’ – so it’s something that excites them.”More than 8,000 kids in the program have earned over $1.25 million collectively in the two years the Harvard University-based program has been active.The kids say the cash incentive gives them a reason to study – and something to look forward to when the school day ends.“It’s all we talk about,” said Alize Cancel, a 13-year-old at IS 286 in New York City who has earned $180 in the program.“Every day we ask our teachers, ‘Did we pass? When do we get paid?’” she said. “It made me study more because I was getting paid.”Similar programs that will trade cash for good grades are set to be launched in Chicago and Washington, D.C.

� NBC Los Angeles, June 8, 2009

1. résultats 2. programme 3. collégiens 4. élève de 5e

5

10

15

Total des points /20

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A. Lisez le texte A et trouvez les deux mots anglais manquants.

Dear Diary,Ms G1 made us do an oral report in front of the class about what we wanted

to be. Her plan was to get us thinking about our careers in the future. We fi lled

out cards with all kinds of information about our fi rst and second choice of

career. I went through three or four cards, with my fi rst choice changing every

time. As much as I’d changed cards, my second choice remained the same.

So the time came when it was fi nally my time to stand up in front of the class

and talk about my future. As soon as I got up there, I started talking about my

1 to be a 2, and make movies. I went on and on about my 1, but then I added,

“but realistically I would like to be a…’’ Ms G automatically butted in when she

noticed me disregarding my 1. “What do you mean ‘realistically’? Why don’t

you go for what you love? Follow your 1.” Then it sunk in. I can do this. I want

to make real fi lms that will impact people in their everyday lives.

I’m in the same position as some as my favorite 2, like Richard Rodriguez

and Quentin Tarantino, who had people doubt them because of where they

came from. Before today, if I told people I wanted to be a 2, they thought I

was insane and would suggest a career that was more “realistic’’ for a poor

Latino kid like me. Luckily, Ms G. and the Freedom Writers don’t see poor and

Latino as an obstacle to becoming a 2. They believe I can achieve my 1. And

with their support, I know I can.

The Freedom Writers Diary, 1999

1. Ms G = Miss Gunwell, the teacher

1. 2. 2 ptsFi

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B. Lisez le texte B et répondez aux questions ci-dessous en français, seules les citations sont en anglais.

1. a. Quel pays est concerné par ce programme ? b. Citez un élément pour justifier votre réponse.

1 pt1 pt

2. a. Qui est visé? b. Tranche d’âge : c. Nombre de personnes concernées :

1 pt1 pt1 pt

3. a. Combien d’argent peut-on gagner ? b. Donnez un exemple précis. c. Combien d’argent a été investi dans ce programme ?

1 pt1 pt1 pt

4. Dans quels buts ?- - - -

4 pts

5. a. Quels sont les résultats de ce programme ? b. Justifiez votre réponse en citant une phrase du texte. c. Quelles matières sont concernées ?

2 pts1 pt1 pt

6. Quelle suite sera donnée à ce programme ? 1 pt7. Donnez un autre titre à l’article. 1 pt

Total texte B ……/ 18 pts


PAY GRADE: KIDS GET CASH FOR MARKSStudy shows kids perform better when they’re paid

by CAITLIN MILLAT

A new cash-for-grades 1 scheme 2 is giving kids cash for getting good grades – and studies show it’s improving the way middle-schoolers 3 perform.Students who participate in the Sparks program in New York City, which pays seventh-graders 4 up to $500 for their performance on state tests and in the classroom, showed a 40 percentage point jump in reading and math scores, the New York Post reported.“It’s an ego booster in terms of self-worth,” Rose Marie Mills, principal at MS 343 in Mott Haven, told the Post.“When they get the checks, there’s that competitiveness– ‘Oh, I'm going to get more money than you next time’ – so it’s something that excites them.”More than 8,000 kids in the program have earned over $1.25 million collectively in the two years the Harvard University-based program has been active.The kids say the cash incentive gives them a reason to study – and something to look forward to when the school day ends.“It’s all we talk about,” said Alize Cancel, a 13-year-old at IS 286 in New York City who has earned $180 in the program.“Every day we ask our teachers, ‘Did we pass? When do we get paid?’” she said. “It made me study more because I was getting paid.”Similar programs that will trade cash for good grades are set to be launched in Chicago and Washington, D.C.

� NBC Los Angeles, June 8, 2009

1. résultats 2. programme 3. collégiens 4. élève de 5e

5

10

15

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FICHE D'ÉVALUATION DIAGNOSTIQUE k 7 • LISTENING




Vous entendrez le document sonore trois fois. Dans vos réponses, la qualité de l’anglais ne sera pas prise en compte ; seule l’exactitude de la réponse le sera.

Main topic of the speech: 1 pt

Tick the correct box : . 1 ptPresident Obama is talking about: parents politicians journalists students principals?

Name four jobs mentioned by President Obama. 4 pts- - - -

What are the conditions to get these jobs? 3 ptsYou’ve got to and and

What is linked to personal success? 2 pts

Name four school subjects, list the corresponding qualities developed and say in which fields they will be useful in the future. Fill in the grid. 16 pts

School subjects Qualities Different fields

and - - - -

and - - - -

All subjects - - - -

Fill in the blanks. 2 ptsTo solve its most difficult problems, the USA will need each student to develop their , their .

List three excuses given for not working. 3 pts- - -

Pick out two examples of unacceptable behaviour. 2 pts- -

1.

2.

3.

4.

5.

6.

7.

8.

9.

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FICHE D'ÉVALUATION DIAGNOSTIQUE k 7 • LISTENING


Say in your own words what is criticized here. 2 pts

Circle the correct answer(s). 2 ptsPresident Obama says that:a) people are responsible for their life later.b) people’s destiny is already written.c) the USA offers limited opportunities.d) in the USA, people will be rewarded for their efforts.

Is the end optimistic or pessimistic? Why? Quote the text. 2 pts

10.

11.

12.


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Cette consigne sera valable pour les 6 sujets d’évaluation diagnostique de prise de parole en interaction. Chaque élève ne traitera qu’un sujet.

Subject AYour high school wants to reward students with money when they get very good results.Give your opinion.

Subject BYour high school wants to reward students with money for regular attendance.Give your opinion.

Subject CYour high school wants to impose uniforms.Give your opinion.

Subject DYour high school wants to forbid students to bring electronic devices like cell phones or MP3 players.Give your opinion.

Subject EYour high school wants to impose a very strict dress code.Give your opinion.

Subject FYour school discrict envisages separating boys and girls in schools.Give your opinion.

FICHE D'ÉVALUATION DIAGNOSTIQUE k 8 • SPEAKING INTERACTION


Vous tirerez au sort un sujet et pendant 3 minutes, vous noterez sur une feuille autant d’arguments pour et d’arguments contre que vous le pourrez. Ensuite, vous échangerez avec un camarade. L’un sera pour et l’autre contre.

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FICHE D'ÉVALUATION DIAGNOSTIQUE k 9 • WRITING



Students will do both subjects.

A. You have forgotten your homework, write an excuse note to your teacher in about 50 words.

B. Observe the following comic and tell the story in 80 to 100 words.

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CORRIGÉS ET GRILLES CECRL – FICHES D'ÉVALUATION DIAGNOSTIQUE

3 3 0 • CORRIGÉS ET GRILLES CECRL

SPOKEN PRODUCTION

– On divisera la classe en plusieurs groupes qui se concentreront sur chacune des rubriques proposées dans le 1. On procèdera ensuite à une mise en commun sous forme de mindmap ou de diagramme, ce qui permettra aux élèves de mémoriser plus facilement le vocabulaire qui peut réapparaître ou qu’ils peuvent avoir à réutiliser dans les différentes évaluations.– On demandera ensuite à chaque groupe de réagir sur le dessin proposé p. 15. Un rappor-teur dans chaque groupe rendra compte du travail effectué (question 2)– Les élèves confronteront leurs opinions et leurs réactions, notamment grâce à la question 3.– Pour la question C, on pourra faire faire des posters aux élèves où seront listées leurs bonnes intentions. Ces posters pourront ensuite être affichés en classe.

> Proposition de corrigéA. 1. School buildings: staff room, nurse’s office / infirmary / medical room, classrooms,

playground, hall, corridor, cloakroom / changing room, lab(oratory), computer room, entrance, sports field, study hall, dormitory, principal’s / headmaster’s office, gym(nasium), cafeteria / dining hall, music room, art room...Subjects: economics, latin, literature, sciences, foreign languages, arts, music, computer sciences, media studies, design, sports, information technologies, robotics, history...School rules and codes: be on time, learn, be quiet, listen to the teachers, have school things, write, read, count, revise, study, get detention, do one’s assignements / homework / tests, take / pass one’s exams, concentrate / focus on, be engrossed in...The role of school: teach, be well-trained, prepare for new challenges, use modern techno-logies, broaden students’ horizons, motivate students...Students: middle-schoolers, high-school students (freshman, sophomore, junior, senior)... 2. Students from different countries are shown in this cartoon. Students from developing countries are opposed to a student from a developed country / a Westerner. There’s a stri-king contrast between the Asian students and the American student. There’s a discrepancy between the Asian students’ attitude and the American’s. The Asian students are engros-sed in reading their textbooks contrary to the American student who is wasting his time chewing bubble gum and listening to his iPod. The Asian students look really serious. Both are wearing glasses. They embody the teacher’s pet. They look hard-working and painsta-king whereas the American student seems to be very lazy. He is wearing casual clothes: a T-shirt and a cap. He is ready to go on holiday! The Asian students are eager to learn more about science and maths unlike the American student who looks as if he already knows everything. He appears really relaxed and self-assured / self-confident. He doesn’t even open his book. The American youth looks smug. The cartoonist humorously emphasizes two different attitudes to study and life. The Asian students act as if they had something to learn and to prove, unlike the American student who acts as if he had nothing to learn or to prove, which certainly isn’t the right attitude to have. The Asian students could catch up with the American student who thinks it is not worth wor-king. They might even overtake him. In the end the Asian students will have more skills than the American youth. And yet the cartoonist is not lecturing us. The cartoonist humorously drives his point home. He makes us aware of the competition that quickly develops between the North and the South. The cartoonist seems to warn Westerners not to be too smug.

C. Like Calvin, I expect school to be a challenging environment where I am encouraged to push my limits in order to gain knowledge, develop new skills and grow intellectually. But I also know that you only get out of school what you put into it: This year I plan on being organized and self-disciplined so as to maximize my learning.

MANUEL k P. 15

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CORRIGÉS ET GRILLES CECRL• 3 3 1

> Proposition de corrigé : fiches d’évaluation diagnostique 1 à 4 (prise de parole en continu)

Ceci est un exemple de production possible (sujet A)In his drawing, the cartoonist has depicted a morning drop-off scene at an elementary school in a leafy suburb of America. As one small girl bids goodbye to her mother, she looks back into the car and makes one last statement, which the cartoonist has written below in the caption.My initial surprise lay in the irony of such a long, complex sentence coming from such a small person. And I would not have expected a child of that age to be talking about her body versus her soul – it is quite comical!On second glance, the drawing made me feel a bit sorry for the kids depicted, trudging into school reluctantly. And it made me admire the determination of the girl who is resigning herself to the dull reality of the day ahead, but bravely asserting that it will not affect her lively spirit. She may have no control over where she is physically, but she knows that only she can control her thoughts – she will not let an unfortunate situation get her down!I think the cartoonist is making an analogy. He is making reference to a religious belief, that the body will die but the soul lives on forever. In this case, the cartoonist would be suggesting that schoolchildren see school as a sort of death: Back to school means the end of summer, the end of playing freely outside, running through sprinklers under the sun. The return to the indoors – hard work, obligations and routines. But don’t we send children to school because we believe it is good for them, and don’t most children report enjoying school? It is therefore ironic to see this girl being so negative and dramatic. I think the cartoonist may be suggesting that children who don’t appreciate their education are spoiled and whiney.To conclude, I found this cartoon quite amusing – it really made me smile.

> Grille d’évaluation du CECRL

Compétence Composante évaluée Points

Réalisation de l’exercice et traitement du sujet (respect de la consigne) 0 1

Discours cohérent et organisé 0 1 2 3

A2Chronologie respectéeDiscours sous forme d’une succession de pointsUtilisation de mots de liaison simples (and, but, because, so…)

B1Production d’un discours cohérent et logique Utilisation d’énoncés complexes : propositions relatives, subordonnées en when, where...

B2Discours clair et détailléÉnoncés complexes Utilisation de mots de liaison (although, provided…)

Capacité à communiquer 0 1 2 3 4

A2Auditoire souvent ignoréDiscours compréhensible malgré des maladressesÉnoncés courtsPauses et faux démarrages systématiques

B1Auditoire pris en compteDiscours facilement compréhensible Énoncés longs et complexesQuelques pauses et hésitations

B2Peut parler relativement longtemps avec un débit assez régulierCommunique avec spontanéité et aisance

FICHIER PÉDAGOGIQUE k P. 320-321

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Contenu 0 1 2

A2Nombre d’informations données restreint et peu précis

B1Informations nombreuses, pertinentes et détaillées

B2Sait exprimer son opinion et argumenter

Phonologie 0 1 2 3 4

A2Discours compréhensible malgré de nombreuses erreurs de prononciation, d’accentuation de mot et d’intonation

B1Discours aisément compréhensible car les erreurs de prononciation, d’accent de mot et d’intonation sont rares

B2Discours compréhensible Erreurs d’accent de mot, de prononciation et d’intonation très rares

Lexique 0 1 2 3A2Vocabulaire adéquat mais limitéImpossibilité de compenser les manques

B1Vocabulaire pertinent, riche et variéRecours à des périphrases si le vocabulaire manque

B2Vocabulaire pertinent, riche et varié Tournures et expressions idiomatiques

Grammaire 0 1 2 3A2Utilisation de structures simplesErreurs élémentaires systématiques

B1Utilisation de structures complexesErreurs grammaticales oc-casionnelles qui ne gênent pas la compréhension

B2Bonne maîtrise de la grammaire et de la syntaxe

Total /20 pts

> Critères de répartition en niveaux de compétenceNote entre 0 et 6 points : A2 en cours d’acquisitionNote entre 7 et 10 : B1 en cours d’acquisitionNote entre 11 et 16 : B1 Au-delà : B2

READING> Proposition de corrigé : fiches d’évaluation diagnostique 5 et 6 (compréhension de l’écrit)

k Corrigé fiche élève en anglaisTexte A

dream 2. film-maker / director Texte B

a. the USA b. New York City (accepter Mott Haven) a. Middle-schoolers b. 13-year-old pupils c. 8,000 a. up to $500 b. Alize Cancel got $180 c. $1.25 million - ego booster in terms of self-worth - a reason to study - something to look forward to when

the school day ends - it made me study more

1.

1.2.3.4.


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a. 40% jump / rise b. “showed a 40 percentage point jump in reading and math scores.” (l. 4) c. math and reading

Similar experiences will be launched in Chicago and Washington D.C. Schoolchildren get paid at last! / A salary for schoolchildren at last! / A reward for good

marks ...

k Corrigé fiche élève en françaisTexte A

dream 2. film-maker / directorTexte B

a. les États-Unis b. New York City (accepter Mott Haven) a. élèves de collèges / de 5e b. adolescents de 13 ans c. 8 000 a. jusqu’à $500 b. Alice Cancel a gagné $180 c. 1,25 million de dollars - quelque chose de flatteur qui me met en valeur - une raison d’étudier - un objectif à

atteindre à la fin d’une journée de classe - cela me pousse à étudier davantage a. un progrès de 40 % dans les résultats b. “it showed a 40 percentage point jump in reading

and math scores” (l. 4) c. les mathématiques et la lecture des expériences identiques vont débuter à Chicago et Washington D.C. Les élèves enfin récompensés / Un salaire pour les bonnes notes / L’argent améliore leurs

résultats

> Critères de répartition en niveaux de compétenceNote entre 0 et 6 points : niveau A2Note entre 7 et 12 : B1 en cours d’acquisitionNote entre 13 et 16 : B1Au-delà: B2 en cours d’acquisition

LISTENING> Script de l’enregistrement et proposition de corrigé : fiche d’évaluation diagnostique 7 (compréhension de l’oral)

> Script de l’enregistrement (CD 1, plage 1)And no matter what you want to do with your life – I guarantee that you’ll need an education to do it. You want to be a doctor, or a teacher, or a police officer? You want to be a nurse or an architect, a lawyer or a member of our military? You’re going to need a good education for every single one of those careers. You cannot drop out of school and just drop into a good job. You’ve got to train for it and work for it and learn for it. And this isn’t just important for your own life and your own future. What you make of your education will decide nothing less than the future of this country. […] What you’re learning in school today will determine whether we as a nation can meet our greatest challenges in the future. You’ll need the knowledge and problem-solving skills you learn in science and math to cure diseases like cancer and AIDS, and to develop new energy technologies and protect our environment. You’ll need the insights and critical thinking skills you gain in history and social studies to fight poverty and homelessness, crime and discrimination, and make our nation more fair and more free. You’ll need the creativity and ingenuity you develop in all your classes to build new companies that will create new jobs and boost our economy. We need every

5.

6.7.

1.

1.2.3.4.

5.

6.7.


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single one of you to develop your talents, and your skills and your intellect so you can help us […] solve our most difficult problems. If you don’t do that – if you quit on school – you’re not just quitting on yourself, you’re quitting on your country. […] I know it’s not always easy to do well in school. […] But at the end of the day, the circumstances of your life – what you look like, where you come from, how much money you have, what you’ve got going on at home – none of that is an excuse for neglecting your homework or having a bad attitude in school. That’s no excuse for talking back to your teacher, or cutting class, or dropping out of school. That is no excuse for not trying. Where you are right now doesn’t have to deter-mine where you’ll end up. No one’s written your destiny for you, because here in America, you write your own destiny. You make your own future.

k Ceci est une proposition de corrigé. Accepter toute réponse pertinente.

Education President Obama is talking about students. - nurse - architect - lawyer - member of the military You’ve got to work for it and train for it and learn for it. The future of the nation

School subjects Qualities Different fields

science and math - problem-solving skills

- to cure diseases like cancer, AIDS- to develop new energy technologies- to protect the environment

history and social studies

- critical thinking skills

- to fight poverty - to fight homelessness- to fight crime and discrimination- to make our nation more fair and more free(3 réponses sur 4 demandées)

All subjects - creativity and ingenuity

- build new companies- create new jobs- boost the economy

To solve its most difficult problems, the USA will need each student to develop their talent, their skills (their intellect).

- what you look like - where you come from - how much money you have (autre réponse possible: what you’ve got going on at home)

- talking back to your teacher - cutting class - dropping out of school (deux réponses exigées)

The false excuses that some students find for not working, their misbehaviour in class or their dropping out of school.

a) people are responsible for their life later.d) in the USA, people will be rewarded for their efforts.

The end is optimistic: “In America you write your own destiny. You make your own future.”

1.2.3.4.5.6.

7.

8.

9.

10.

11.

12.

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Capacités Question n°Identifier 1

Repérer 3 - 6 (subjects) - 7 - 8 - 9

Mettre en relation 5 - 6 (skills / qualities and uses)

Traiter l’information 2 - 4 - 10 - 11- 12

> Critères de répartition en niveaux de compétenceNote inférieure à 8 points : A2 Note entre 8 et 12 : B1 en cours d’acquisitionNote entre 13 et 17 : B1Au-delà : B2 en cours d’acquisition

SPEAKING INTERACTION> Proposition de corrigé : fiche d’évaluation diagnostique 8 (prise de parole en interaction)

k Ceci est en exemple de production possible (sujet A)For: I think it’s a great idea. There are some students who work extremely hard and are frustrated with how much time they have to spend toiling away at their homework. This could finally be their pay-off for all those evenings spent at home studying while their friends were hanging out downtown!Against: I don’t agree with you at all. I’m really against the idea. High school students should be motivated by learning, or at least by getting good grades in order to be admitted to a good college. Schools provide education – that should be more than enough!For: I see your point, but there are kids who could do a lot better than they actually do. They slack off because they don’t see why they should work so hard. This would give them a bit of extra incentive to go the extra mile and give it their all.Against: It’s true – I have more than one classmate who would put in more time if it meant getting some extra pocket money! But it doesn’t seem right to me for a school to have to pay its students. My parents raised me to appreciate education as an immense privilege – there are millions of kids our age around the world who would go to great measures to be able to attend such a good school as ours. We don’t realize how lucky we are! What kind of a student would only work for money?For: One who sees it as an obligation, clearly! But it could be really nice for families who can’t afford to give their children a big allowance. I have a friend whose parents pay her when she gets good grades anyway – her family wouldn’t need the school to chip in on top of that. But other friends have to do a fair amount of babysitting – which implies staying up late in the evenings – in order to earn enough money to join the rest of us at the movies on the weekends. They could be using the time spent babysitting to study harder – they’d be learning more, getting more rest – and still have the same amount of pocket money! Against: Fair enough, but where exactly would the schools find this money? Our district is already strapped for cash. What services would our school have to cut to pay for all the good grades? I really don’t see how it could be feasible. I think if it were presented as a bill to congress, it would never stand a chance of getting passed!For: You’re right – it’s a bit of a moot point in the end isn’t it!

FICHIER PÉDAGOGIQUE k P. 328

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Critères d’évaluation CECRL Points

Interaction 0 1 2 3 4

A2Utilisation de techniques simples pour lancer, poursuivre et clore un bref échangeA souvent besoin d’être aidé pour poursuivre l’échange

B1Prend l’initiative, mène l’échange et répond de façon pertinente en étoffant ses réponses Capacité à négocier pour aboutir à un choix en fin d’échange

B2Participe spontanément à un échange Interaction soutenue avec un locuteurSait exposer ses opinions et les défendre avec pertinence

Capacité à communiquer 0 1 2 3 4

A2Auditoire souvent ignoréDiscours compréhensible malgré des maladressesÉnoncés courtsPauses et faux démarrages systématiques

B1Auditoire pris en compteDiscours facilement compréhensible Énoncés longs et complexesQuelques pauses et hésitations

B2Communique avec aisance et spontanéitéParle relativement longtemps avec un débit régulier

Phonologie 0 1 2 3 4

A2Discours compréhensible malgré de nombreuses erreurs de prononciation, d’accentuation de mot et d’intonation

B1 Discours aisément compréhensible car les erreurs de prononciation, d’accent de mot et d’into-nation sont rares

B2Discours compréhensible Erreurs d’accent de mot, de prononciation et d’into-nation très rares

Lexique 0 1 2 3 4

A2Vocabulaire adéquat mais limitéImpossibilité de compen-ser les manques

B1Vocabulaire pertinent, riche et varié Recours à des périphrases si le vocabulaire manque


Grammaire 0 1 2 3 4

A2Utilisation de structures simplesErreurs élémentaires systématiques

B1Erreurs grammaticales occasionnelles qui ne gênent pas la compréhension


Total / 20 pts

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> Critères de répartition en niveaux de compétenceNote entre 0 et 6 points : A2 Note entre 7 et 10 : B1 en cours d’acquisitionNote entre 11 et 16 : B1Au-delà : B2 en cours d’acquisition

WRITING> Proposition de corrigé : fiche d’évaluation diagnostique 9 (expression écrite)

A. Dear Teacher,I’m really sorry but I’ve forgotten my essay. I had just finished typing it up when my friend came over to work on our science project. After he left, I couldn’t remember what I had been doing when he arrived so just went off to dinner.I’ll print it out for you as soon as I can. I promise to start keeping better track of my assignments.Sincerely,John Smith

B. Calvin is dozing off at school when his desk suddenly sprouts legs and turns into a gigantic dinosaur. The beast plucks Calvin up before charging through the wall of the classroom and across the school grounds with Calvin clutching a horn for his life. Calvin wakes up abruptly from this daydream when his teacher smacks her ruler across his desk. This jolt manages to keep him awake for a while but he nods off again soon enough. This time the dinosaur is of the flying type and we see Calvin perched between its shoulder blades, soaring high above the school.

> Grille d’évaluation du CECRL (sujet A)

Critères d’évaluation Points

Réalisation de l’exercice et traitement du sujet 0 1 2

Respect de la consigne (nombre de mots, respect de la forme du mot d’excuse…)Présentation, écriture et soin

Cohérence et organisation du contenu 0 1 2 3 4 5

A2 Chronologie du récit respectéeDescription sous forme d’une succession de pointsUtilisation de mots de liaison simples (and, but, because)

B1Texte articulé Utilisation d’énoncés complexes (propositions relatives, subordonnées en when, whereas...)

B2Texte argumenté et détailléÉnoncés complexesArticulateurs logiques utilisés avec pertinence

Lexique 0 1 2 3 4 5

A2Vocabulaire limité qui permet de rédiger un court récit

B1 Lexique plus varié qui permet de raconter l’histoire


FICHIER PÉDAGOGIQUE k P. 329

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Grammaire 0 1 2 3 4 5

A2Utilisation de structures simplesErreurs élémentaires encore systématiques

B1Correction grammaticale suffisante Erreurs occasionnelles qui ne gênent pas la compréhension


Idées - Originalité 0 1 2 3

Total / 20 pts

Chaque production écrite sera évaluée sur 20 points. Total sur 40 points.

> Critères de répartition en niveaux de compétenceNote entre 0 et 12 points : A2 Note entre 13 et 20 : B1 en cours d’acquisitionNote entre 21 et 32 : B1 Au-delà : en route vers B2 ou B2 acquis

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NewMeetingPoint1re Evaluations Diagnostiques

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