In the aural exam, students have a right to have the tape stopped in the event of a noise interfering with their listening.
Hopefully, the oral has given everybody a lift and set you up for the final hurdle. So what lies ahead on June 13th? Unfortunately, due to the non-prescriptive nature of the course the paper is difficult to predict in terms of subject matter and the standard range of skills assessed, i.e. oral, aural, reading and writing.
In preparation, you should revise samples of your best homework, especially your formal and informal letters as well as your acquired lists of phrases and vocabulary.
Pay particular attention to your most common mistakes. Time should also be devoted to the main tenses and their endings.
During the exams treat yourself to good breakfasts, try to relax and above all avoid being panicked by those around you. Work at your own pace and attack the papers strategically.
Reading Comprehension
The reading comprehension questions carry big marks (30 per cent of the exam total) and are deserving of great respect in terms of time and care. Allocate about 30 minutes to both questions 1 and 2. And the same again for the follow-up productive writing question.
Needless to say, they should be answered first while you are still fresh and vigilant.
The reading comprehension should be read twice before attempting an answer and as accuracy is important you need to watch out for words such as relevez/trouvez which require quotes, as distinct from questions such as Qu'est-ce qu'elles ont fait, which require a little manipulation.
Keep your answers as short and as precise as possible, otherwise you run the risk of supplying irrelevant material and getting punished as a consequence.
Here I must confess to my own dissatisfaction with a marking scheme that deducts marks for excess material written in the supercharged atmosphere of a high stakes examination.
Take care in answering questions containing sub-divisions, because the placing of two or more answers on the same line will be regarded as only one answer and marked accordingly.
Part six must be answered in reasonably good English/Irish. Here you are expected to provide two points with short, clear, appropriate references or quotes (from the text) in English/French. Remember your quotes and references must be relevant.
Productive Writing
As already indicated, question 1 is a follow-on from the reading comprehension and needs to be treated with great respect.
It is longer and more valuable in terms of marks than any other question in this section.
You should allow 25-30 minutes for it. In my experience this is the most stressful question you are likely to encounter, so take care.
Make sure you understand the question. It is not a place for guesswork.
Take time to sort out ideas from a French-language perspective.
Select from your store of useful phrases and write in short sentences to produce a clear relevant argument.
You may use some vocabulary from the reading passage but don't go overboard by lifting whole clauses/sentences. Now is the time to show off your acquired knowledge.
Be vigilant about verb endings and agreements.
Question 2 should be a easy place to score highly. Letter writing, diary entries and messages have become a matter of routine for all students.
In the case of the latter, remember to start by stating the task, e.g. message/fax/e-mail. There are no excuses for doing badly here.
In preparation, you should familiarise yourself with samples of your best work in this area.
Question 3 seeks your views/ reaction/feelings on a given topic.
Take time to unravel the question. This is no place for a shot in the dark.
Use the stimulus material in your answer.
Question 4 asks for your reaction to a given problem or current issue.
Start by setting out your position and develop it to suit the knowledge you have of the area. Students who have read French newspapers/magazines as part of their course should have their enthusiasm and endeavour rewarded here.
In the event of a resume, you should extract the main point from each paragraph as part of the initial filtering process. Then summarise those points in your own words. Three points will normally suffice. It is advisable to write this answer in rough form before attempting the final polished version.
Questions 2 to 4 should take about 20 minutes each.
Ordinary Level
The reading comprehension questions are straightforward. The written productive section offers good choice with some in-built support as in the cloze test.
The only real difficulties arise in the final question, where the choice can include a diary entry or formal letter. Previous exercises should be revised and the formulas learned off by heart.
The Aural
The listening comprehension test can be quite daunting for many students. Many complain that it is too long and meandering with lots of irrelevant material. This is especially true for ordinary level students. That aside, you are now on the home stretch and the finishing line is in sight, so remain calm.
Check that the tape is satisfactory in terms of clarity and volume during the introduction. If not, draw the supervisor's attention to the problem.
Listen to the first play of each segment for its overall meaning, length and any surprise twists. These could be missed if you are already writing. Start answering during the second play.
In my view, students have a valid point when they complain about the reduced number of replays in part 5. It really seems quite petty in the overall context of things. So remember that you will only hear the final part once.
Students should be made aware of their right to have the tape stopped in the event of a sudden/ persistent loud noise, which interferes with their listening, e.g. school bell, fit of coughing, passing aircraft.
In such circumstances, superintendents should replay the relevant segment when in receipt of an immediate complaint. More vigilance is required in this area.
Remember
No matter what, the examiners are on your side and will try to maximise your marks to the fullest possible extent. Bonne Chance.
Sean Higgins teaches in St Mary's Diocesan school, Drogheda, where he is also the Transition Year Co-ordinator. He is a former president of the ASTI and is a member of its education committee and the central executive council. He is a member of the NCCA Council and is a former chairman of the French Syllabus Committee, which drafted the new syllabus. He has been chosen to contest the next Seanad Eireann election on behalf of the ASTI.