AQA FRENCH SPEAKING EXAM - GCSE
Role-play (15 marks)
Based on a stimulus card, to be prepared by the student immediately before the test during their preparation
time. Students will carry out one role-playing situation (approximately two minutes at Foundation Tier and two
minutes at Higher Tier).
The Role-play card will allow students to answer questions and convey information, using and adapting language
for new purposes. Students will respond to unexpected questions and use repair strategies to sustain
communication. They will also ask a question.
Photo card (15 marks)
Based on a stimulus card, to be prepared by the student immediately before the test in the supervised preparation
time. Students will discuss one Photo card (approximately two minutes at Foundation Tier and three minutes at
Higher Tier). Teachers will ask five prescribed questions based on the Photo card. Three of these five questions will
be printed on the student’s card.
General conversation (30 marks)
The teacher will conduct a conversation based on the two themes which have not been covered on the Photo card
(between three and five minutes at Foundation Tier and five and seven at Higher Tier). A similar amount of time
should be spent on each theme. The student will choose the first theme; the second theme is the remaining theme
which has not been covered in the Photo card part of the test. This ensures that aspects of all three themes are
covered in the Speaking test.
The General conversation allows the student to take part in a conversation, asking and answering questions and
exchanging opinions. The student will also convey information and narrate events coherently and confidently and
use and adapt language for new purposes. They will be able to speak spontaneously, responding to unexpected
questions, points of view or situations and sustain communication by using repair strategies. They will initiate and
develop conversations and discussion to produce extended sequences of speech. They will make creative and
more complex use of language, as appropriate, to express and justify their own thoughts and points of view.
All three parts of the test will allow students to demonstrate appropriate and accurate use of a variety of
vocabulary and grammatical structures, including some more complex forms, with reference to past, present and
future events. They will also allow students to use accurate pronunciation and intonation so as to be understood
by a native speaker.
Fais une description de ta ville
J’habite à (name of place) depuis que je suis né(e) (alternative: depuis ma
naissance).
J’ai de la chance parce que ma ville se trouve au bord de la mer. La plage est tout
près de chez nous. Il y a aussi des magasins dans ma ville mais malheureusement
, il y a un manque de bons restaurants. De plus il n’y a aucun théâtre à (name of
place) où on peut voir une pièce. Pour améliorer ma ville, on pourrait construire
un théâtre.
Alternative sentences
J’habite dans un bel apartment
J’habite dans une rue rectiligne (I live on a very straight road)
Fais une description de ta maison
Ma maison est assez grande et nous avons une vue sur la mer. Il y a cinq chambres
et deux salles de bain. Il y a une petite salle à manger, un salon et une grande
cuisine ouverte au rez-de-chaussée. Nous sommes en train de bâtir une nouvelle
cave. Chez moi il y a aussi un grenier.
Ma maison est assez petit mais très modern. Nous avons deux chambres et il n’y a
qu’une salle de bains. Le jardin est petit mais vraiment joli. Nous avons de la
chance parce que notre maison se trouve au centre ville.
J’habite dans une maison de trois étages avec une cave et un grenier qui se trouve
à la campagne.
J’habite dans une maison mitoyenne (terraced) assez grande qui se trouve à la
montagne
Ma maison est seulement 5 minutes à pied de notre école
Ma maison est situé à cinq minutes à pied du centre ville
Role-play (15 marks)
Based on a stimulus card, to be prepared by the student immediately before the test during their preparation
time. Students will carry out one role-playing situation (approximately two minutes at Foundation Tier and two
minutes at Higher Tier).
The Role-play card will allow students to answer questions and convey information, using and adapting language
for new purposes. Students will respond to unexpected questions and use repair strategies to sustain
communication. They will also ask a question.
Photo card (15 marks)
Based on a stimulus card, to be prepared by the student immediately before the test in the supervised preparation
time. Students will discuss one Photo card (approximately two minutes at Foundation Tier and three minutes at
Higher Tier). Teachers will ask five prescribed questions based on the Photo card. Three of these five questions will
be printed on the student’s card.
General conversation (30 marks)
The teacher will conduct a conversation based on the two themes which have not been covered on the Photo card
(between three and five minutes at Foundation Tier and five and seven at Higher Tier). A similar amount of time
should be spent on each theme. The student will choose the first theme; the second theme is the remaining theme
which has not been covered in the Photo card part of the test. This ensures that aspects of all three themes are
covered in the Speaking test.
The General conversation allows the student to take part in a conversation, asking and answering questions and
exchanging opinions. The student will also convey information and narrate events coherently and confidently and
use and adapt language for new purposes. They will be able to speak spontaneously, responding to unexpected
questions, points of view or situations and sustain communication by using repair strategies. They will initiate and
develop conversations and discussion to produce extended sequences of speech. They will make creative and
more complex use of language, as appropriate, to express and justify their own thoughts and points of view.
All three parts of the test will allow students to demonstrate appropriate and accurate use of a variety of
vocabulary and grammatical structures, including some more complex forms, with reference to past, present and
future events. They will also allow students to use accurate pronunciation and intonation so as to be understood
by a native speaker.
Fais une description de ta ville
J’habite à (name of place) depuis que je suis né(e) (alternative: depuis ma
naissance).
J’ai de la chance parce que ma ville se trouve au bord de la mer. La plage est tout
près de chez nous. Il y a aussi des magasins dans ma ville mais malheureusement
, il y a un manque de bons restaurants. De plus il n’y a aucun théâtre à (name of
place) où on peut voir une pièce. Pour améliorer ma ville, on pourrait construire
un théâtre.
Alternative sentences
J’habite dans un bel apartment
J’habite dans une rue rectiligne (I live on a very straight road)
Fais une description de ta maison
Ma maison est assez grande et nous avons une vue sur la mer. Il y a cinq chambres
et deux salles de bain. Il y a une petite salle à manger, un salon et une grande
cuisine ouverte au rez-de-chaussée. Nous sommes en train de bâtir une nouvelle
cave. Chez moi il y a aussi un grenier.
Ma maison est assez petit mais très modern. Nous avons deux chambres et il n’y a
qu’une salle de bains. Le jardin est petit mais vraiment joli. Nous avons de la
chance parce que notre maison se trouve au centre ville.
J’habite dans une maison de trois étages avec une cave et un grenier qui se trouve
à la campagne.
J’habite dans une maison mitoyenne (terraced) assez grande qui se trouve à la
montagne
Ma maison est seulement 5 minutes à pied de notre école
Ma maison est situé à cinq minutes à pied du centre ville
