Final objectives of the third grade of mainstream
secondary education - ASO
MODERN FOREIGN LANGUAGES
ENGLISH
FRENCH
1 Listening
The pupils are able to
1 determine the general subject, identify the
main idea, form a spontaneous view/evaluation, follow the train of thought
in artistic literary texts such as a short story, a chanson/song, a
play (excerpt) , which are formulated in a way that is not too complex.
2 arrange the information in a comprehensible
and personal way for:
- rather complex informative texts such
as a report, a radio and TV news item, a documentary, an interview, a
presentation;
- rather complex prescriptive texts such
as an advertising message, an instruction;
- narrative texts
such as a report, a film, a fragment of a serial, which are formulated and structured in a way that
is not too complex;
- polemic texts such
as a discussion, a debate and an argument , which are formulated and structured
in a way that is not too complex;
- simply formulated and simply structured artistic
literary texts such as a short story, a chanson/song, a play excerpt.
3 judge the information in:
- informative texts
such as a report, a radio and TV news item, a documentary, an explanation
, which are formulated and structured in a way that is not too complex;
- prescriptive texts such
as an advertising message, an instruction, which are formulated and structured
in a way that is not too complex;
- simply structured and simply formulated narrative
texts such as a report, a film, a fragment of a serial;
- simply structured and simply formulated polemic
texts such as a discussion, a debate , an argument.
4 sufficiently understand the discussion partner
to participate in a rather complex conversation and in a telephone conversation
which is not too complex.
The texts with regard to final objectives 1-4:
-
mainly concern the pupils’ own experience, but also occasionally involve subjects of a more general nature;
-
are presented in a normal speaking voice and
are clearly articulated;
-
can deviate from standard language.
The pupils are able to
5 use the practical knowledge required to perform
the listening task:
- with regard to form, meaning and the real
context for the use of words and grammatical constructions;
- with regard to pronunciation , speech rhythms
and patterns of intonation;
- with regard to the socio-cultural diversity
in the French-speaking/English-speaking world.
6 apply learning strategies in planning, carrying
out and evaluating their listening tasks, which promote the achievement of
the listening objective
- using relevant prior knowledge related to
content and expanding it at the same time;
- determining the listening objective;
- identifying the type of text;
- formulating hypotheses and listening expectations;
- relating the listening behaviour to the listening
objective;
- not becoming distracted by the fact of not
being able to understand everything in a stream of words;
- noting important information.
7 reflect on the individual character of the
spoken language. This means that they:
- are familiar with the basic forms of interaction;
- are familiar with non-verbal behaviour;
- are familiar with the individual character
of the spoken language (redundancy, incomplete sentences, abbreviated language
forms, ...);
- evaluate the speaker’s use of language (formal,
informal, confidential) and draw conclusions with regard to the intentions
and emotions of the speaker.
8 use communication strategies. This means that
they :
- make use of visual material, context, redundancy;
- can say that they do not understand something
and ask what something means;
- ask someone to speak more slowly, repeat something,
show something, spell something, say something in different words, write something
down;
- repeat something themselves to confirm that
they have understood the other person.
Attitudes
9 * The pupils are prepared to:
- show an interest in what the speaker is saying;
- listen attentively and without prejudice;
- respect listening conventions;
- identify with the speaker’s socio-cultural
world;
- listen to French/English texts, also outside
the classroom situation;
- be open to aesthetic experiences.
2 Reading
The pupils are able to
10 determine the general subject, identify the
main idea, formulate a spontaneous view/evaluation, follow the train of thought
, select relevant information, recognise the structure and composition of
the text in:
- rather complex polemic texts such
as a pamphlet, an argument, a column ,a reader’s letter;
- artistic literary texts such as a poem, a short story, a novel excerpt , a play (excerpt),
which are formulated and structured in a way that is not too complex.
11 arrange the information in a comprehensible
and personal way for:
- rather complex narrative texts such
as a (travel) story, a report;
- simply formulated and simply structured artistic
literary texts such as a poem, a short story, a novel excerpt or a play
excerpt;
- polemic texts such
as a pamphlet, an argument, a column , a reader’s letter, which are formulated
and structured in a way that is not too complex.
12 judge the information in:
- rather complex informative texts such
as a leaflet, a newspaper article, a review, a hyper text;
- rather complex prescriptive texts
such as an advertising message;
- simply formulated and simply structured polemic
texts such as a pamphlet, an argument, a column, a reader’s letter.
The texts with regard to final objectives 10-12:
The pupils are able to:
13 use the practical knowledge required to perform
the reading task as correctly as possible:
- with regard to form, meaning and the real
context for the use of words and grammatical constructions;
- with regard to spelling and punctuation;
- with regard to the socio-cultural diversity
in the French/English-speaking world.
14 apply learning strategies in planning, carrying
out and evaluating their reading tasks which promote the achievement of the
reading objective:
- using relevant prior knowledge related to
content and expanding it at the same time;
- using practical knowledge and expanding it
at the same time;
- determining the reading objective;
- identifying the type of text;
- interpreting the lay-out (e.g. subtitles);
- relating the reading behaviour to the reading
objective;
- not becoming distracted by the fact of not
being able to understand all the words in a text;
- indicating important information;
- anticipating what is following , based on
what has been read.
15 reflect on the individual character of the
written language. This means that they:
- are able to make a distinction between different
types of text;
- recognise different language registers (formal,
informal, confidential use of language);
- indicate elements of the composition of a text;
- are able to interpret the writer’s use of
language and draw conclusions from it with regard to the writer’s intentions
and emotions.
16 use communication strategies. This means
that they:
- deduce the meaning of words they do not know
from the context;
- make efficient use of traditional and electronic
sources and databases;
- use supporting visual materials (photographs,
cartoons, tables and diagrams).
Attitudes
17 * The pupils are prepared to:
- read without prejudice and concentrate on
what they wish to find out;
- identify with the socio-cultural world of
the writer;
- reflect on their own reading behaviour;
- read French/English texts, also outside the
classroom situation;
- be open to aesthetic experiences;
- develop a personal preference and taste, by
reading a broad and varied range of texts.
3 Speaking/engaging
in conversations
The
pupils are able to:
18 provide and ask information about documents
such as an illustration, a form, an instructions guide, a design, a quotation.
19 summarise the information in a comprehensible
and personal way for:
- informative, prescriptive, narrative and polemic
texts which they have listened to and which are formulated and structured
in a way that is not too complex and informative, prescriptive, narrative
and polemic texts which the have read and which are rather complex in formulation
and structure;
- simple artistic and literary texts which they have listened to and texts
which are not too complex and which they have read;
20 put forward a view or conclusion, stating reasons, about simple informative,
prescriptive, narrative and polemical texts they have listened to or the same
texts which they have read and which are not too complex;
21 report on, cover and comment on experiences and
events;
22 give a simple presentation about a familiar subject;
23 start, continue and conclude a relatively complex, direct
dialogue such as a conversation, question and answer session, discussion;
24 start, continue and conclude a telephone conversation
which is not too complex;
25 put forward points of view , based on arguments
in a discussion;
26 in a conversation, respond to the contributions of the partner in the
conversation.
The texts to be produced with regard to final objectives
18-26:
- are related to the pupils’ own experiences
and subjects of a general nature;
- are formulated in a comprehensible way and
relatively fluently;
- contain the start of varied intonation;
- are adapted to the listener and/or partner
in the conversation in terms of language register;
- can form part of a conversation with a less
predictable course.
The pupils are able to
27 use the practical knowledge which
is necessary to perform the speaking task as correctly as possible:
- with regard to form, meaning and the real
context of words and grammatical constructions;
- with regard to pronunciation, speech rhythms
and patterns of intonation;
- with regard to the socio-cultural diversity
in the French-speaking/English- speaking world.
28 apply learning strategies in planning, carrying out and evaluating their
speaking tasks/conversation tasks, which promote the achievement of the
speaking objective:
- using the relevant prior knowledge related
to content;
- using their practical knowledge and expanding
it at the same time;
- collecting information, also by using electronic
resources, and incorporating the information;
- determining the speaking objective;
- drawing up a speaking plan;
- in a common speaking task, dividing the tasks
, discussing these together, helping each other, keeping agreements, making
use of each other’s contributions and presenting the results together.
29 reflect on language and the use
of language. This means that they:
- are familiar with the basic forms of interaction;
- are familiar with non-verbal behaviour;
- are familiar with the composition of a spoken
text (redundancy, incomplete sentences...).
30 use communication strategies. This means that they:
- make use of receptive and productive skills
simultaneously when carrying out their speaking tasks;
- make use of non-verbal behaviour;
- say it in a different way;
- say that they do not understand something,
ask the other person to repeat something, indicate something , spell something;
- repeat something themselves to confirm that
they have understood the other person;
- check with the conversation partner if the
formulation is correct.
Attitudes
31 * The pupils are willing
- to listen carefully in order to speak well;
- to speak and participate in a conversation;
- to aim for a correct use of words and grammar;
- to aim at a varied use of language.
4 Writing
The pupils are able to:
32 summarise , in a comprehensible and personal way, information
found in simple texts listened to and in not too complex read tests. The texts
are of the informative, narrative and polemic kind;
33 write a report about their own experiences, a situation or an event in a
comprehensible and personal way;
34 write an informal or formal letter, memorandum or e-mail that is not too
complex;
35 formulate a point of view about a familiar subject,
stating reasons.
The texts to be produced with regard to final objectives
32-35:
The pupils are able to
36 use the practical knowledge required to correctly perform the writing task:
- with regard to form, meaning and the real
context of the use of words and grammatical constructions;
- with regard to spelling and punctuation;
- with regard to the socio-cultural diversity
in the French-speaking/English-speaking world.
37 apply learning strategies in planning,
carrying out and evaluating their writing tasks, which promote the achievement
of the writing objective:
- using relevant prior knowledge related to
content;
- using their practical knowledge and expanding
it at the same time;
- collecting information, also by using electronic
sources and incorporating the information;
- taking into account the target audience;
- drawing up a writing plan;
- using an appropriate lay-out;
- in a joint writing task, dividing the tasks,
discussing them together, keeping to agreements, making use of each other’s
contributions and presenting the results together.
38 reflect on the individual character
of the written language. This means that they:
- know that the written language is more formal
and structured than the spoken language;
- understand the significance of spelling, punctuation
and lay-out;
- are familiar with the composition of a written
text.
39 use communication strategies. This means that they:
- independently consult traditional and electronic
resources;
- make use of the possibilities of ICT in the
writing process;
- make use of a model.
Attitudes
40 * The pupils are prepared
to:
- critically re-read the texts they have written
to check form and content, and to learn from previous mistakes;
- devote attention to the presentation of their
written texts;
- where necessary, look up the spelling of a
word;
- aim for a correct use of words and grammar;
- aim for a varied language usage.
Attitudes have been indicated by * in the margin, for checking by
the inspectorate.
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