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Type de

texte:
discours La Culture Française et la culture de
Hong Kong
Dans le cadre de la semaine de la francophonie, vous devrez faire un discours devant vos camarades sur le sujet
suivant: “En quoi la culture francophone que vous avez découverte au cours de votre scolarité est-elle différente
de la culture du pays dans lequel vous vivez?” Ecrivez le texte de votre discours.

For this text type:

• Make your organisation very obvious so that the listener can follow your plan without looking at the page. Make it clear
which aspects you are going to talk about, then talk about them one at a time.
• Be fairly formal but address the audience (vous) directly on a number of occasions – ask rhetorical questions.
• Fill your presentation with facts but use interesting adjectives to make the audience interested in the subject.
• Give your opinion too.

Research

• Choose which three aspects of the culture to concentrate on – choose only the most important or the most interesting.
• Collect your facts from the internet or books. Do your research in French so you will not have to translate later. Collect
important vocabulary – words and phrases. DO NOT cut and paste whole sentences – this is plagiarism.
• If you cannot find much about a certain aspect, perhaps you need to rethink which are the three most important.
Development and organisation Structural elements & register
Greeting • Chers amis, bienvenue.
Introduction • Clearly introduce main topic • Je vous présente aujourd’hui
• Je vais vous expliquer / décrire
• Brief mention of main points (i.e. what are paragraphs 1-3 about?) • Il faut faire mention de…
• Je dois vous dire que…
• Vous savez déjà sans doute que
• Il va sans dire que
3 main
paragraphs
• Topic sentence (general statement making topic of paragraph clear). e.g. • Tout d’abord, regardons de près…
• Considérons maintenant….
(general to Eating is an important part of family life.
• Connaissez-vous que…..?
specific)
• Avez vous remarqué que…?
• Savez-vous que….?
• Vous pouvez imaginer que….
• Vous voyez, sans doute, que….

• Explanation.
Grâce à…
• À cause de…
• Étant donné le……
• Facts and figures. • Selon….
• La plupart des…
• La moitié de….
• Plus de / moins de….
• Examples. • Par exemple,…
• Un exemple frappant est…
• Contrasts and differences • …..tandis que
• alors que…
• Pourtant,….
• Au contraire,
• A la difference de Hong Kong,
• Contrairement à Hong Kong,
• En revanche,
• Par contre,
• Plus…que
• Moins….que
• Pas aussi…..que
• Personal opinion. • À mon avis…
• Il me semble que…
• On peut dire que…
• Il est évident que…
• Je trouve bizarre que…
• Il faut admettre que…
• J’ai l’impression que…
• Impressionant, non?
• Surprenant, non?
• Extraordinaire, non?
• (Mal)heureusement,
Conclusion • Summing up of most important points • Donc on peut voir que….
• Personal reflection • Bref,
• Thanks • Merci de votre attention.
Connectives: donc, alors, pourtant, d’ailleurs, depuis, mais, en revanche, par contre.

Complex structures: y, depuis + present tense

IB Language B Standard Level Writing Task


General criteria 1-2 3-4 5-6 7-8 9-10 Marks
Range of Very limited; Limited; hardly any Fairly limited; Average; a few Wide; some Language
complex structures complex structures complex structures complex structures complex structures
grammar not attempted attempted attempted but used clearly used clearly
generally unclear

Accuracy of Basic Errors in basic Some errors in Common Correct except


constructions very constructions basic constructions constructions some complex
grammar inaccurate but usually clear usually clear constructions

Range of Very limited Limited Fairly limited Average Wide


vocabulary

Spelling Overall – incorrect Often incorrect & Sometimes Sometimes Generally correct
& difficult to difficult to incorrect, usually incorrect but
understand understand understandable understandable

Register Rarely appropriate Sometimes Generally Appropriate Effective & Cultural interaction
appropriate appropriate appropriate

Structural Rarely used Limited Limited but mostly Generally Contribute to


appropriate appropriate clarity of text
elements

Ideas Often irrelevant / Sometimes Generally relevant Generally relevant Relevant Message
repetitive irrelevant /
repetitive

Development & Confused; little or Confused; limited / Generally clear; Fairly methodical; Methodical &
no supporting inappropriate limited / generally thorough;
organisation details supporting details inappropriate appropriate appropriate
supporting details supporting details supporting details

25-30 = 7
22-24 = 6 Grade
19-21 = 5
15-18 = 4
10-14 = 3
04-09 = 2
00-03 = 1
Subthemes – topic 1 2 3

S
sentences.

Supporting ideas –
examples, reasons,
consequences.

Structural signposts

Tone – celebratory,

T
persuasive, critical,
instructive, emotional
(reflecting emotion of
writer, provoking emotion
in reader)

Audience – specific /

A
non-specific, formal /
informal, singular / plural.
Does the audience need
to be referred to?

Appearance – headings?
Subheadings? Layout?

Context – imagine this is

C
real – who are you, who
are you writing to, and
what has prompted you to
do this?
Cultural knowledge

Kerching – higher level

K
vocabulary, complex
language, relative
clauses, idiomatic
phrases

Task – do you cover all

T
the points in the
instructions?

Tense – have you


identified possibilities to
use all appropriate
tenses?