Langues modernes (3) - SeGEC

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$Bain de fractions ! Cycle auquel est destiné cet outil : cycle ... - SeGEC$

MODULE 2 : L’ÉVALUATION À VALEUR CERTIFICATIVE : QUELQUES OUTILS. 132 Fiches de jeu de rôles (en français ou en langue cible) Rôle A Rôle B Tu téléphones à un(e ) ami(e ) qui vient chez toi samedi prochain et tu lui proposes trois activités possibles (cf. les annonces cijointes). Pour chacune d’entre elles tu lui expliques avec tes propres mots de quoi il s’agit, en quoi l’activité consiste, où elle a lieu et combien ça coûte. Décidez ensemble de ce que vous ferez. Tu décroches le téléphone et tu y entames une conversation avec ton ami(e ) chez qui tu dois te rendre samedi prochain. Il/Elle a quelque chose à te proposer et tu l’écoutes, ; tu peux bien sûr lui poser quelques questions. Exemple 2 : Compétences visées : lire pour parler : compréhension à la lecture / expression orale Source : Norbert Jacquinet - Etablissement Soeurs-Notre-Dame, Namur Niveau : 3 ème degré Situation de communication – tâche – consignes Préparation avant l’examen : chaque élève a choisi un livre dans une liste et l’a lu pour l’examen. Il ne sait rien de la situation de communication qu’il recevra avant de commencer son examen. Les élèves tirent au sort une des situations suivantes. Exemples de situations que l’on pourrait proposer Situation 1 : You are meeting the author of the book you’ve read. You will ask him questions about the novel. You will also tell him what you liked and what you didn’t like in the plot. You will also suggest ways in which he could adapt the story if it had to be made into a film. The author (played by the teacher) will also actively take part, interrupt you, react to your propositions… N.B. You must speak a maximum while answering the questions (more than a few seconds) and you may ask questions too. Situation 2: You’re meeting an English friend of yours (played by the teacher). You will convince him /her to read or not to read the book you’ve read. Don’t tell the plot but situate somehow the story, give your arguments for or against this book. Be ready to answer your friend’s questions. N.B. You must speak a maximum while answering the questions (more than a few seconds) and you may ask questions too. Situation 3: You’re taking part in a teenagers’ television programme about books. You will present the book you’ve read, starting with the summary (but don’t tell too much!), and giving your opinion about this book. The author of the novel (played by the teacher) will participate in the programme too. He will interrupt you, ask you questions and sometimes disagree with you. N.B. You must speak a maximum while answering the questions (more than a few seconds) and you may ask questions too.
MODULE 2 : L’ÉVALUATION À VALEUR CERTIFICATIVE : QUELQUES OUTILS. Exemple 3 : Compétences visées : lire pour écrire : compréhension à la lecture / expression écrite Source : Nicole Flammang - Etablissement Soeurs-Notre-Dame, Namur Niveau : 3 ème degré Situation de communication – tâche – consignes You’ve read at least two different books during this schoolyear. The editor of these books organises a huge book fair on his website; he offers his readers the possibility of writing an article (about 300 words) in which they would convince other people to read one of these books. The article writer should give good arguments and be original. 133
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Langues modernes (3) - SeGEC

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