NewMeetingPoint1re Evaluations Diagnostiques

FICHES D'VALUATION DIAGNOSTIQUE k 1-2 SPOKEN PRODUCTION
valuation diagnostique
Cette consigne sera valable pour les quatre sujets dvaluation diagnostique de prise de parole en
continu. Chaque lve ne traitera quun 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.
Sujet A
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: me
sprinklers: jets deau
Sujet B
Fiche photocopiable - Hatier 2011
loosen: desserrer
notch: cran
320
FICHES PHOTOCOPIABLES 1-2
FICHES D'VALUATION DIAGNOSTIQUE k 3-4 SPOKEN PRODUCTION
Sujet C
Sujet D
Partial credit =
a few points / marks
for an incomplete or not
totally correct answer.
FICHES PHOTOCOPIABLES 3-4
321
FICHE D'VALUATION DIAGNOSTIQUE k 5 READING
Nom de llve :
A.
...............................................
Classe :
........
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 filled
out cards with all kinds of information about our first and second choice of
career. I went through three or four cards, with my first choice changing every
time. As much as Id changed cards, my second choice remained the same.
So the time came when it was finally 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 dont
you go for what you love? Follow your 1. Then it sunk in. I can do this. I want
to make real films that will impact people in their everyday lives.
Im 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 dont 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
2.
2 pts
1.
322
FICHE PHOTOCOPIABLE 5

B.
Read text B and answer the following questions in English.
PAY GRADE: KIDS GET CASH FOR MARKS

Study shows kids perform better when theyre paid
by CAITLIN MILLAT
A new cash-for-grades scheme is giving kids cash for getting good grades and studies show its 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.
Its 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, theres that competitiveness Oh, I'm going to get more money than you next
time so its 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.
Its 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.
1
10
15
NBC Los Angeles, June 8, 2009
1. rsultats 2. programme 3. collgiens 4. lve de 5
1. a. Which country is involved with this programme?

b. Justify with one element from the text.
2. a. Who is targeted (vis)?
b. Age group:
c. Number of people involved:
3. a. How much money can you get?
b. Give a precise example.
c. How much money was invested in this programme?
4. What are the goals?
5. a. What are the results?
b. Justify your answer by quoting one sentence from the text.
c. Which subjects are included?
6. What about the future of this programme?
7. Find another title for this press article.
1 pt
1 pt
1 pt
1 pt
1 pt
1 pt
1 pt
1 pt
4 pts
2 pts
1 pt
1 pt
1 pt
1 pt
Total texte B / 18 pts
Total des points
/20
323
Nom de llve :
A.
...............................................
Classe :
........
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 filled
out cards with all kinds of information about our first and second choice of
career. I went through three or four cards, with my first choice changing every
time. As much as Id changed cards, my second choice remained the same.
So the time came when it was finally 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 dont
you go for what you love? Follow your 1. Then it sunk in. I can do this. I want
to make real films that will impact people in their everyday lives.
Im 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 dont 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
2.
2 pts
1.
324

B.
Lisez le texte B et rpondez aux questions ci-dessous en franais, seules les citations
sont en anglais.
PAY GRADE: KIDS GET CASH FOR MARKS

Study shows kids perform better when theyre paid
by CAITLIN MILLAT
10
15
A new cash-for-grades 1 scheme 2 is giving kids cash for getting good grades and studies show its 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.
Its 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, theres that competitiveness Oh, I'm going to get more money than you next
time so its 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.
Its 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. rsultats 2. programme 3. collgiens 4. lve de 5
1. a. Quel pays est concern par ce programme ?

b. Citez un lment pour justifier votre rponse.
2. a. Qui est vis?
b. Tranche dge :
c. Nombre de personnes concernes :
3. a. Combien dargent peut-on gagner ?
b. Donnez un exemple prcis.
c. Combien dargent a t investi dans ce programme ?
4. Dans quels buts ?
5. a. Quels sont les rsultats de ce programme ?
b. Justifiez votre rponse en citant une phrase du texte.
c. Quelles matires sont concernes ?
6. Quelle suite sera donne ce programme ?
7. Donnez un autre titre larticle.
1 pt
1 pt
1 pt
1 pt
1 pt
1 pt
1 pt
1 pt
4 pts
2 pts
1 pt
1 pt
1 pt
1 pt
Total texte B / 18 pts
Total des points
/20
325
FICHE D'VALUATION DIAGNOSTIQUE k 7 LISTENING
Nom de llve :
...............................................
Classe :
........
Vous entendrez le document sonore trois fois. Dans vos rponses, la qualit de langlais ne sera
pas prise en compte ; seule lexactitude de la rponse le sera.
1.
Main topic of the speech:
1 pt
2.
Tick the correct box : .

President Obama is talking about:
parents politicians journalists students principals?
1 pt
3.
Name four jobs mentioned by President Obama.

What are the conditions to get these jobs?
Youve got to
and
3 pts
and
5.
What is linked to personal success?
6.
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
2 pts
Qualities
Different fields
and
and
All subjects
7.
Fill in the blanks.

To solve its most difficult problems, the USA will need each student to develop
their
, their
.
2 pts
8.
List three excuses given for not working.

-
3 pts
9.
Pick out two examples of unacceptable behaviour.

-
326
2 pts
4.
4 pts
-
FICHE D'VALUATION DIAGNOSTIQUE k 7 LISTENING
10. Say in your own words what is criticized here.
2 pts
11. Circle the correct answer(s).
2 pts
President Obama says that:

a) people are responsible for their life later.
b) peoples destiny is already written.
c) the USA offers limited opportunities.
d) in the USA, people will be rewarded for their efforts.
12. Is the end optimistic or pessimistic? Why? Quote the text.
/40
Total des points
2 pts
327
FICHE D'VALUATION DIAGNOSTIQUE k 8 SPEAKING INTERACTION
Cette consigne sera valable pour les 6 sujets dvaluation diagnostique de prise de parole en
interaction. Chaque lve ne traitera quun sujet.
Vous tirerez au sort un sujet et pendant

3 minutes, vous noterez sur une feuille
autant darguments pour et darguments
contre que vous le pourrez. Ensuite, vous
changerez avec un camarade. Lun sera
pour et lautre contre.
Subject A
Your high school wants to reward students with money when they get very good
results.
Give your opinion.
Subject B
Your high school wants to reward students with money for regular attendance.
Give your opinion.
Subject C
Your high school wants to impose uniforms.
Give your opinion.
Subject D
Your high school wants to forbid students to bring electronic devices like
cell phones or MP3 players.
Give your opinion.
Subject E
Subject F
Your school discrict envisages separating boys and girls in schools.
Give your opinion.
328
Your high school wants to impose a very strict dress code.

Give your opinion.
FICHE D'VALUATION DIAGNOSTIQUE k 9 WRITING
Students will do both subjects.
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.
A.
329
CORRIGS ET GRILLES CECRL FICHES D'VALUATION DIAGNOSTIQUE
SPOKEN PRODUCTION
MANUEL k P. 15
On divisera la classe en plusieurs groupes qui se concentreront sur chacune des rubriques
proposes dans le 1. On procdera ensuite une mise en commun sous forme de mindmap
ou de diagramme, ce qui permettra aux lves de mmoriser plus facilement le vocabulaire
qui peut rapparatre ou quils peuvent avoir rutiliser dans les diffrentes valuations.
On demandera ensuite chaque groupe de ragir sur le dessin propos p. 15. Un rapporteur dans chaque groupe rendra compte du travail effectu (question 2)
Les lves confronteront leurs opinions et leurs ractions, notamment grce la question 3.
Pour la question C, on pourra faire faire des posters aux lves o seront listes leurs
bonnes intentions. Ces posters pourront ensuite tre affichs en classe.
> Proposition de corrig

1. School buildings: staff room, nurses office / infirmary / medical room, classrooms,
playground, hall, corridor, cloakroom / changing room, lab(oratory), computer room,
entrance, sports field, study hall, dormitory, principals / headmasters 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 ones assignements / homework
/ tests, take / pass ones exams, concentrate / focus on, be engrossed in...
The role of school: teach, be well-trained, prepare for new challenges, use modern technologies, 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. Theres a striking contrast between the Asian students and the American student. Theres a discrepancy
between the Asian students attitude and the Americans. The Asian students are engrossed 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 teachers pet. They look hard-working and painstaking 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 doesnt 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 isnt the right attitude to have.
The Asian students could catch up with the American student who thinks it is not worth working. 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.
330
CORRIGS ET GRILLES CECRL
A.

FICHIER PDAGOGIQUE k P. 320-321
> Proposition de corrig : fiches dvaluation diagnostique 1 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 dont we send children to school because we believe it is good for them, and dont
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 dont appreciate
their education are spoiled and whiney.
To conclude, I found this cartoon quite amusing it really made me smile.
> Grille dvaluation du CECRL

Comptence
Composante value
Ralisation de lexercice et traitement du sujet (respect de la consigne)

Discours cohrent et organis
A2
B1
B2
Chronologie respecte
Discours sous forme dune
succession de points
Utilisation de mots de
liaison simples (and, but,
because, so)
Production dun discours

cohrent et logique
Utilisation dnoncs
complexes : propositions
relatives, subordonnes
en when, where...
Discours clair et dtaill

noncs complexes
Utilisation de mots
de liaison (although,
provided)
B1
B2
Auditoire pris en compte

Discours facilement
comprhensible
noncs longs et complexes
Quelques pauses
et hsitations
Peut parler relativement

longtemps avec un dbit
assez rgulier
Communique avec
spontanit et aisance
Capacit communiquer
A2
Auditoire souvent ignor

Discours comprhensible
malgr des maladresses
noncs courts
Pauses et faux dmarrages
systmatiques
Points
01
0123
01234
331

Contenu
012
A2
B1
Nombre dinformations
donnes restreint
et peu prcis
Phonologie
Informations nombreuses, Sait exprimer son opinion

pertinentes et dtailles
et argumenter
B2
A2
B1
B2
malgr de nombreuses
erreurs de prononciation,
daccentuation de mot
et dintonation
Lexique
Discours aisment
comprhensible car les
daccent de mot et
dintonation sont rares
Erreurs daccent de mot,
de prononciation
et dintonation trs rares
A2
B1
Vocabulaire adquat
mais limit
Impossibilit de
compenser les manques
Grammaire
Vocabulaire pertinent,
riche et vari
Recours des priphrases
si le vocabulaire manque
B2
A2
B1
Utilisation de structures
simples
Erreurs lmentaires
systmatiques
Bonne matrise
complexes
de la grammaire
Erreurs grammaticales oc- et de la syntaxe
casionnelles qui ne gnent
pas la comprhension
01234
0123
riche et vari
Tournures et expressions
idiomatiques
0123
B2
Total
/20 pts
> Critres de rpartition en niveaux de comptence

Note entre 0 et 6 points : A2 en cours dacquisition
Note entre 7 et 10 : B1 en cours dacquisition
Note entre 11 et 16 : B1
Au-del : B2
READING
> Proposition de corrig : fiches dvaluation diagnostique 5 et 6

(comprhension de lcrit)
1.
1.
2.
3.
4.
Texte A
2. film-maker / director
dream
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
332
k Corrig fiche lve en anglais

5.
6.
7.
1.
1.
2.
3.
4.
5.
6.
7.
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 Corrig fiche lve en franais
Texte A
2. film-maker / director
dream
Texte B
a. les tats-Unis b. New York City (accepter Mott Haven)
a. lves de collges / de 5e b. adolescents de 13 ans c. 8 000
a. jusqu $500 b. Alice Cancel a gagn $180 c. 1,25 million de dollars
- quelque chose de flatteur qui me met en valeur - une raison dtudier - un objectif
atteindre la fin dune journe de classe - cela me pousse tudier davantage
a. un progrs de 40 % dans les rsultats b. it showed a 40 percentage point jump in reading
and math scores (l. 4) c. les mathmatiques et la lecture
des expriences identiques vont dbuter Chicago et Washington D.C.
Les lves enfin rcompenss / Un salaire pour les bonnes notes / Largent amliore leurs
rsultats

Note entre 0 et 6 points : niveau A2
Au-del: B2 en cours dacquisition
LISTENING
> Script de lenregistrement et proposition de corrig :

fiche dvaluation diagnostique 7 (comprhension de loral)
> Script de lenregistrement (CD 1, plage 1)

And no matter what you want to do with your life I guarantee that youll 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? Youre 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. Youve got to train for it and work for it and learn for it. And this isnt 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 youre learning in school today will determine
whether we as a nation can meet our greatest challenges in the future. Youll 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.
Youll 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. Youll 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
333

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 dont do that if you quit on school youre
not just quitting on yourself, youre quitting on your country. [] I know its 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 youve got going on at
home none of that is an excuse for neglecting your homework or having a bad attitude in
school. Thats 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 doesnt have to determine where youll end up. No ones 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 corrig. Accepter toute rponse pertinente.
1.
2.
3.
4.
5.
6.
Education
President Obama is talking about students.
- nurse - architect - lawyer - member of the military
Youve 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 rponses sur 4 demandes)
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).
8. - what you look like - where you come from - how much money you have (autre rponse
possible: what youve got going on at home)
9. - talking back to your teacher - cutting class - dropping out of school (deux rponses
exiges)
10. The false excuses that some students find for not working, their misbehaviour in class or
their dropping out of school.
11. a) people are responsible for their life later.
d) in the USA, people will be rewarded for their efforts.
12. The end is optimistic: In America you write your own destiny. You make your own future.
334
7.

Capacits
Question n
Identifier
Reprer
3 - 6 (subjects) - 7 - 8 - 9
Mettre en relation
5 - 6 (skills / qualities and uses)
Traiter linformation
2 - 4 - 10 - 11- 12

Note infrieure 8 points : A2
Au-del : B2 en cours dacquisition
FICHIER PDAGOGIQUE k P. 328
SPEAKING INTERACTION
> Proposition de corrig : fiche dvaluation diagnostique 8
(prise de parole en interaction)
k Ceci est en exemple de production possible (sujet A)

For: I think its 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 dont agree with you at all. Im 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 dont 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: Its true I have more than one classmate who would put in more time if it meant getting
some extra pocket money! But it doesnt 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 dont 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
cant afford to give their children a big allowance. I have a friend whose parents pay her
when she gets good grades anyway her family wouldnt 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 theyd 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 dont 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: Youre right its a bit of a moot point in the end isnt it!
335

Critres dvaluation CECRL
Points
Interaction
B1
Prend linitiative, mne
lchange et rpond
de faon pertinente en
toffant ses rponses
Capacit ngocier
pour aboutir un choix
en fin dchange
B2
Participe spontanment
un change
Interaction soutenue
avec un locuteur
Sait exposer ses opinions
et les dfendre
avec pertinence
Capacit communiquer
A2
Auditoire souvent ignor
malgr des maladresses
noncs courts
Pauses et faux
dmarrages
systmatiques
01234
B1
Auditoire pris en compte
Discours facilement
comprhensible
noncs longs
et complexes
Quelques pauses
et hsitations
B2
Communique avec
aisance et spontanit
Parle relativement
longtemps avec un dbit
rgulier
Phonologie
A2
malgr de nombreuses
daccentuation de mot et
dintonation
01234
B1
Discours aisment
comprhensible car les
daccent de mot et dintonation sont rares
B2
Erreurs daccent de mot,
de prononciation et dintonation trs rares
Lexique
A2
Vocabulaire adquat mais
limit
Impossibilit de compenser les manques
01234
B1
riche et vari
Recours des priphrases
si le vocabulaire manque
B2
riche et vari
idiomatiques
Grammaire
A2
simples
Erreurs lmentaires
systmatiques
01234
B1
Erreurs grammaticales
occasionnelles
qui ne gnent pas
la comprhension
Total
336
B2
Bonne matrise
de la grammaire
et de la syntaxe
/ 20 pts
A2
Utilisation de techniques
simples pour lancer,
poursuivre et clore
un bref change
A souvent besoin dtre
aid pour poursuivre
lchange
01234

Note entre 0 et 6 points : A2
Au-del : B2 en cours dacquisition
WRITING
FICHIER PDAGOGIQUE k P. 329
> Proposition de corrig : fiche dvaluation diagnostique 9

(expression crite)
A.
B.
Dear Teacher,
Im really sorry but Ive 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 couldnt remember what I had
been doing when he arrived so just went off to dinner.
Ill print it out for you as soon as I can. I promise to start keeping better track of my assignments.
Sincerely,
John Smith
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 dvaluation du CECRL (sujet A)

Critres dvaluation
Points
Ralisation de lexercice et traitement du sujet
012
Respect de la consigne (nombre de mots, respect de la forme du mot dexcuse)

Prsentation, criture et soin
Cohrence et organisation du contenu
A2
Chronologie du rcit
respecte
Description sous forme
dune succession de points
Utilisation de mots
de liaison simples
B1
Texte articul
Utilisation dnoncs
complexes (propositions
relatives, subordonnes
en when, whereas...)
012345
B2
Texte argument et
dtaill
noncs complexes
Articulateurs logiques
utiliss avec pertinence
(and, but, because)
Lexique
A2
Vocabulaire limit qui
permet de rdiger un
court rcit
012345
B1
Lexique plus vari qui
permet de raconter
lhistoire
B2
riche et vari
idiomatiques
337

Grammaire
A2
Utilisation
de structures simples
Erreurs
lmentaires encore
systmatiques
012345
B1
Correction
grammaticale
suffisante
Erreurs occasionnelles
qui ne gnent pas
la comprhension
B2
Bonne matrise de la
grammaire et de la
syntaxe
Ides - Originalit
Total
0123
/ 20 pts
Chaque production crite sera value sur 20 points. Total sur 40 points.
Note entre 0 et 12 points : A2

Au-del : en route vers B2 ou B2 acquis
338

NewMeetingPoint1re Evaluations Diagnostiques

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

NewMeetingPoint1re Evaluations Diagnostiques

Încărcat de

Drepturi de autor:

Formate disponibile

FICHES D'VALUATION DIAGNOSTIQUE k 1-2 SPOKEN PRODUCTION

Fiche photocopiable - Hatier 2011

FICHES PHOTOCOPIABLES 1-2

FICHES D'VALUATION DIAGNOSTIQUE k 3-4 SPOKEN PRODUCTION

Fiche photocopiable - Hatier 2011

FICHES PHOTOCOPIABLES 3-4

FICHE D'VALUATION DIAGNOSTIQUE k 5 READING

Read text A and find the two missing words.

Fiche photocopiable - Hatier 2011

FICHE D'VALUATION DIAGNOSTIQUE k 5 READING

Read text B and answer the following questions in English.

PAY GRADE: KIDS GET CASH FOR MARKS

NBC Los Angeles, June 8, 2009

1. rsultats 2. programme 3. collgiens 4. lve de 5

Fiche photocopiable - Hatier 2011

1. a. Which country is involved with this programme?

Total texte B / 18 pts

Total des points

FICHE D'VALUATION DIAGNOSTIQUE k 6 READING

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

Fiche photocopiable - Hatier 2011

FICHE D'VALUATION DIAGNOSTIQUE k 6 READING

PAY GRADE: KIDS GET CASH FOR MARKS

NBC Los Angeles, June 8, 2009

1. rsultats 2. programme 3. collgiens 4. lve de 5

Fiche photocopiable - Hatier 2011

1. a. Quel pays est concern par ce programme ?

Total des points

FICHE D'VALUATION DIAGNOSTIQUE k 7 LISTENING

Main topic of the speech:

Tick the correct box : .

Name four jobs mentioned by President Obama.

What is linked to personal success?

Fill in the blanks.

List three excuses given for not working.

Pick out two examples of unacceptable behaviour.

Fiche photocopiable - Hatier 2011

FICHE D'VALUATION DIAGNOSTIQUE k 7 LISTENING

10. Say in your own words what is criticized here.

11. Circle the correct answer(s).

President Obama says that:

12. Is the end optimistic or pessimistic? Why? Quote the text.

Fiche photocopiable - Hatier 2011

Total des points

FICHE D'VALUATION DIAGNOSTIQUE k 8 SPEAKING INTERACTION

Vous tirerez au sort un sujet et pendant

Fiche photocopiable - Hatier 2011

Your high school wants to impose a very strict dress code.

FICHE D'VALUATION DIAGNOSTIQUE k 9 WRITING

Fiche photocopiable - Hatier 2011

CORRIGS ET GRILLES CECRL FICHES D'VALUATION DIAGNOSTIQUE

> Proposition de corrig

CORRIGS ET GRILLES CECRL

Fiche photocopiable - Hatier 2011

CORRIGS ET GRILLES CECRL FICHES D'VALUATION DIAGNOSTIQUE

> Proposition de corrig : fiches dvaluation diagnostique 1 4

> Grille dvaluation du CECRL

Ralisation de lexercice et traitement du sujet (respect de la consigne)

Production dun discours

Discours clair et dtaill

Auditoire pris en compte

Peut parler relativement

Fiche photocopiable - Hatier 2011

Auditoire souvent ignor