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© UCLES 2017 [Turn over
Cambridge IGCSE®
FRENCH 0520/04
Paper 4 Writing For examination from 2020
MARK SCHEME
Maximum Mark: 50
Specimen
0520/04 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2020
Page 2 of 24© UCLES 2017
1
Gen
era
l M
ark
ing
Pri
ncip
les
1.1
C
rossin
g o
ut:
•If a
candid
ate
changes h
is/h
er
min
d o
ver
an a
nsw
er
and c
rosses o
ut
an a
ttem
pt,
aw
ard
a m
ark
if th
e fin
al a
tte
mp
t is
co
rre
ct.
•If a
can
did
ate
cro
sses o
ut an a
nsw
er
to a
whole
question b
ut
makes n
o s
econd a
ttem
pt a
t it, m
ark
th
e c
rosse
d o
ut w
ork
.
1.2
F
or
Qu
esti
on
s 2
an
d 3
, if
th
e c
an
did
ate
has w
ritt
en
an
an
sw
er
in t
he s
pace p
rovid
ed
fo
r th
at
pu
rpo
se
, y
ou
sh
ou
ld ig
no
re a
ny
thin
g
wri
tten
an
yw
here
els
e, u
nle
ss:
•th
ere
is a
n indic
ation fro
m the c
andid
ate
that
oth
er
mate
rial should
be c
onsid
ere
d
•th
e c
an
did
ate
has c
ontinued their a
nsw
er
outs
ide t
he s
pace p
rovid
ed
•th
ere
is n
o a
nsw
er
in the s
pace p
rovid
ed.
1.3
A
nn
ota
tio
n u
sed
in
th
e M
ark
Sch
em
e a
nd
/or
Mark
ing
:
•tc
= ‘to
ut court
’ and m
eans that on its
ow
n t
he m
ate
rial is
not
suffic
ient
to s
core
the m
ark
.
•B
OD
= b
enefit of th
e d
oubt and is u
sed t
o indic
ate
that
the E
xam
iner
has c
onsid
ere
d t
he
an
sw
er/
tha
t p
art
of th
e a
nsw
er
an
d ju
dg
ed
it to
be
more
co
rrect th
an incorr
ect: the b
enefit
of
the d
oubt
is g
iven t
o t
he c
andid
ate
and t
he m
ark
is a
wa
rde
d.
1.4
N
o r
espo
nse
and ‘0’ m
ark
s
A
ward
NR
(N
o R
esp
on
se):
•If there
is n
oth
ing w
ritten a
t all
in t
he a
nsw
er
space o
r
•If there
is o
nly
a c
om
ment w
hic
h d
oes n
ot
in a
ny w
ay r
ela
te t
o t
he q
uestion b
ein
g a
sked
(e
.g. ‘c
an
’t d
o’ o
r ‘d
on
’t k
no
w’) o
r
•If there
is o
nly
a m
ark
whic
h isn’t a
n a
ttem
pt
at
the q
uestion (
e.g
. a d
ash,
a q
uestion m
ark
).
A
ward
0:
•If there
is a
ny a
ttem
pt th
at earn
s n
o c
redit. T
his
could
, fo
r exam
ple
, in
clu
de t
he c
andid
ate
co
pyin
g a
ll o
r so
me
of th
e q
ue
stio
n, o
r a
ny w
ork
ing
that doe
s n
ot earn
any m
ark
s, w
heth
er
cro
ssed o
ut
or
not.
1.5
O
pti
on
al q
uesti
on
s:
you m
ust m
ark
all
question
s a
ttem
pte
d b
y t
he c
andid
ate
. W
here
a q
ue
stio
n h
as n
ot b
ee
n a
tte
mp
ted
th
en
a N
R m
ust b
e
ente
red. (F
or
Question 3
only
, after
ma
rkin
g t
he q
uestion(s
) th
e c
andid
ate
has a
nsw
ere
d,
NR
is p
op
ula
ted
au
tom
atica
lly w
he
n y
ou
clic
k o
n
‘Com
ple
te’.)
Where
the c
andid
ate
attem
pts
more
than o
ne o
f th
e a
ltern
atives in Q
uestion 3
, o
nly
th
e c
an
did
ate
’s b
est re
su
lt w
ill b
e a
gg
reg
ate
d.
0520/04 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2020
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2
Deta
iled
Mark
Sch
em
e
Qu
esti
on
An
sw
er
Ma
rks
Qu
esti
on
1
Candid
ate
s a
re r
equired to lis
t 8 ite
ms in F
rench.
Read a
ll of
the ite
ms t
hat
the c
andid
ate
has lis
ted
an
d a
wa
rd m
ark
s a
s fo
llow
s:
(i)
Sele
ct th
e m
ost corr
ect item
s u
p to a
maxim
um
of
5. A
ward
1 m
ark
for
each c
orr
ect
item
up
to
a m
axim
um
of 5
. S
top
tic
kin
g o
nce
5 ite
ms h
ave
been r
ew
ard
ed.
(ii)
On Q
uestion 1
, aw
ard
mark
s for
item
s w
here
ver
the c
andid
ate
has w
ritt
en t
hem
.
(iii)
If
th
e c
an
did
ate
off
ers
mo
re t
han
on
e w
ord
per
lin
e,
aw
ard
a m
ark
fo
r each
accep
tab
le ite
m (
e.g
. w
he
re c
an
did
ate
ha
s lin
ke
d tw
o w
ord
s
as in b
oîte à
cra
yons / b
oîte c
rayons =
1 t
ick;
how
ever
boît
e e
t cra
yons /
boît
e,
cra
yons (
can
did
ate
in
ten
ds th
ese
as tw
o ite
ms)
= 2
tic
ks)
(iv)
The p
ictu
res p
rovid
ed o
n the q
uestion
paper
are
only
suggestions.
(v)
Mark
for
com
munic
ation. Tole
rate
inaccura
cie
s,
pro
vid
ed t
he m
essage is c
lear.
Ignore
any d
efin
ite
/ in
de
fin
ite
art
icle
, p
osse
ssiv
e a
dje
ctive
, e
tc.
Ignore
any v
erb
s.
(vi)
If s
pelli
ng is q
uestionable
, sta
rt b
y r
efe
rrin
g t
o t
he d
eta
iled m
ark
schem
e.
Refe
r to
the b
ulle
t p
oin
ts b
elo
w if n
o d
ecis
ion
on
th
e s
pe
llin
g y
ou
have e
ncou
nte
red is r
ecord
ed there
.
•‘If in
doubt, s
ound it out’: if y
ou r
ead w
hat
the c
andid
ate
has w
ritt
en,
does it
sound lik
e th
e c
orr
ect a
nsw
er?
•Look-a
like test: d
oes w
hat th
e c
andid
ate
has w
ritt
en look lik
e t
he c
orr
ect
answ
er
e.g
. o
ne
le
tte
r m
issin
g b
ut n
o o
the
r w
ord
cre
ate
d.
•If the first part
of th
e w
ord
is c
orr
ect,
sm
all
err
ors
in w
hat
com
es n
ext
are
less lik
ely
to im
pe
de
co
mm
un
ica
tio
n (
un
less th
ey s
ug
ge
st
anoth
er
meanin
g).
•W
here
letters
are
tra
nsposed, th
e w
ord
is lik
ely
to c
om
munic
ate
(unle
ss a
noth
er
word
ha
s b
ee
n c
rea
ted
).
(vii)
Once m
ark
ing p
roper
sta
rts, if there
are
fiv
e c
lea
rly a
ccepta
ble
ite
ms,
aw
ard
mark
s w
here
ve
r th
ese
are
in
th
e lis
t. T
his
ap
pro
ach
ma
y a
llow
questionable
vers
ions to b
e ignore
d.
(viii
) R
efu
se a
ll nouns w
hic
h a
re r
epeate
d a
nd w
hic
h d
o n
ot
have a
separa
te m
eanin
g:
baskets
, chaussure
s: aw
ard
one m
ark
to e
ach ite
m
baskets
, baskets
de s
port
: aw
ard
one m
ark
for
the f
irst
basket.
(ix)
Reje
ct m
isspelt w
ord
s w
hic
h s
uggest
a w
ord
with
a q
uite d
iffe
rent
meanin
g.
Where
nouns a
re u
su
ally
plu
ral, a
cce
pt th
e s
ing
ula
r a
nd
vic
e
vers
a.
0520/04 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2020
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Qu
esti
on
An
sw
er
Ma
rks
1V
ou
s al
lez
en v
ille.
Où
alle
z-vo
us?
Fai
tes
un
e lis
te e
n f
ran
çais
de
8 en
dro
its
à vi
site
r.
ba
nque
magasin
bib
lioth
èque
mairie
cath
édra
lem
arc
hé
centr
e (
com
merc
ial / sport
if)
musée
centr
e-v
ille
offic
e d
e t
ourism
e
châte
au
patinoire
cin
ém
apis
cin
e
églis
epla
ce
école
pont
gara
ge
poste
gare
(sncf/ro
utière
)re
sta
ura
nt
gendarm
erie
sta
de
hôte
l (d
e v
ille)
théâtr
e
hôpital
zoo
jard
in p
ublic
To
tal fo
r Q
ue
sti
on
1:
5 m
ark
s
5
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Qu
esti
on
An
sw
er
Ma
rks
Qu
esti
on
2
Candid
ate
s a
re r
equired to a
nsw
er
the q
uestion.
Read t
he w
hole
answ
er
and a
ward
mark
s a
s fo
llow
s:
•C
om
mu
nic
ati
on
: aw
ard
a m
ark
ou
t o
f 10,
acco
rdin
g t
o t
he i
nstr
ucti
on
s i
n 2
.1.
•L
an
gu
ag
e:
aw
ard
a m
ark
ou
t o
f 5, a
cco
rdin
g t
o t
he i
nstr
ucti
on
s i
n 2
.2.
0520/04 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2020
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Qu
esti
on
An
sw
er
Ma
rks
2Il
y a
san
s d
ou
te u
n c
han
teu
r, u
n a
cteu
r, o
u u
n m
usi
cien
qu
e vo
us
aim
ez b
eau
cou
p.
15
2.1
: A
ward
a m
ark
ou
t o
f 10 f
or
Co
mm
un
icati
on
(i)
Pla
ce the a
ppro
priate
‘num
bere
d’ t
ick a
s c
lose a
s p
ossib
le t
o e
ach r
ele
vant
com
munic
ation p
oin
t in
th
e b
od
y o
f th
e a
nsw
er.
(ii)
Aw
ard
tic
ks fle
xib
ly a
cro
ss the tasks f
or
each p
iece o
f re
levant
info
rmation c
onveyed,
up t
o a
ma
xim
um
of 1
0. H
OW
EV
ER
, e
ach
of th
e ta
sks
must be c
overe
d to g
et th
e 1
0 c
om
munic
ation m
ark
s:
•If 1
of th
e tasks is m
issin
g, th
e m
axim
um
com
munic
ation m
ark
is 9
.
•If 2
of th
e tasks a
re m
issin
g, th
e m
axim
um
com
munic
ation m
ark
is 8
(and s
o o
n).
(iii)
A
dd u
p the
tic
ks to g
ive a
mark
out of
10 f
or
Com
munic
ation.
(iv)
For
CO
MM
UN
ICA
TIO
N
•L
oo
k f
or
a v
erb
(fi
nit
e o
r in
fin
itiv
e)
befo
re a
ward
ing
a m
ark
. Lis
ts w
ithout
a v
erb
will
no
t sco
re.
•F
or
lan
gu
ag
e o
ther
than
verb
s,
use ‘
rule
s’ in
Qu
esti
on
1:
look a
like,
sound a
like,
etc
.
•M
isp
laced
ad
jecti
ves, n
eg
ati
ve
s a
nd
ad
verb
s w
ill
no
t u
su
all
y c
om
pro
mis
e c
om
mu
nic
ati
on
.
(v)
LIS
TS
= a
maxim
um
of 3 m
ark
s for
com
munic
ation:
lists
of
1–3 ite
ms =
1 m
ark
; lis
ts o
f 4 ite
ms =
2 m
ark
s; lis
ts o
f 5
–6
ite
ms =
3 m
ark
s
•elle
a les c
heveux n
oirs a
vec d
e b
eaux y
eux e
t une p
etite
bouche
= 1
mark
(1 v
erb
= a
lis
t o
f 3
)
•elle
a les c
heveux n
oirs (
1),
est de t
aill
e m
oyenne
(1),
et
elle
est
jolie
(1)
= 3
mark
s (
3 v
erb
s).
(vi)
Only
rew
ard
each p
iece o
f in
form
ation o
nce,
e.g
. elle
est
super
cannot
score
both
as d
escrip
tio
n a
nd
re
aso
n fo
r lik
ing
(e
lle e
st su
pe
r a
nd
sa
musiq
ue e
st super
can b
oth
be r
ew
ard
ed).
(vii)
Do n
ot penalis
e factu
al err
ors
.
(viii
) W
hat th
e c
andid
ate
write
s m
ay n
ot fo
llow
the o
rder
of
the t
asks o
n t
he q
uestion p
aper
– t
his
is fin
e.
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Qu
esti
on
An
sw
er
Ma
rks
Tic
kA
ccep
t
1
Dit
es q
ui il/e
lle e
st
et
ce q
u’i
l/ell
e f
ait
co
mm
e m
éti
er.
nam
e =
1 m
ark
; pro
fessio
n =
1 m
ark
. A
s long a
s e
ither
giv
en,
consid
er
task c
om
ple
te.
2
Décri
vez c
ett
e p
ers
on
ne.
RE
WA
RD
: any form
of
description:
e.g
. anyth
ing a
bout
the p
ers
on –
appeara
nce
, ch
ara
cte
r, a
ge
, m
ore
de
tail
ab
ou
t
what th
ey d
o, fa
mily
backgro
und,
likes/d
islik
es,
etc
.
3
Dit
es p
ou
r q
uelles r
ais
on
s v
ou
s l
’aim
ez.
RE
WA
RD
: a p
ositiv
e c
om
ment
even if
‘aim
er’
not
sta
ted
4
Allez-v
ou
s f
air
e le m
êm
e m
éti
er
plu
s t
ard
? P
ou
rqu
oi
/ p
ou
rqu
oi
pas?
AC
CE
PT:
‘yes’ o
r ‘n
o’ o
r ‘d
on’t k
now
’ and/o
r w
hat
they a
re g
oin
g t
o d
o a
s a
jo
b
AC
CE
PT:
reason w
hy/w
hy n
ot
even if
not
cle
ar
wheth
er
or
not
they w
ill d
o s
am
e jo
b / w
ha
t jo
b th
ey w
ill d
o.
0520/04 Cambridge IGCSE – Mark Scheme For examination
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Qu
esti
on
An
sw
er
Ma
rks
2.2
: A
ward
a m
ark
ou
t o
f 5 f
or
Lan
gu
ag
e
Aw
ard
a m
ark
out of 5 for
Language*,
accord
ing t
o t
he G
rade d
escripto
rs in t
he t
able
belo
w (
see
No
te o
n u
sin
g m
ark
sch
em
es w
ith
gra
de
de
scripto
rs (
last page o
f m
ark
schem
e))
.
Gra
de d
escri
pto
rs f
or
Lan
gu
ag
e (
Qu
esti
on
2)
5S
traig
htforw
ard
vocabula
ry a
nd s
tructu
re.
The s
tyle
of w
riting is b
asic
, but re
asonably
cohere
nt.
Use o
f a
lim
ited r
ange o
f verb
s, ge
nera
lly s
uccessfu
l.
More
accura
cy than inaccura
cy.
4B
asic
vo
cabula
ry a
nd s
tructu
re.
Som
e a
ware
ness o
f verb
usage, but
inconsis
tent.
The w
riting is s
uffic
iently a
ccura
te f
or
meanin
g t
o b
e c
onveyed.
3V
ery
basic
vocabula
ry a
nd s
tructu
re.
Little a
ware
ness o
f verb
usage (
e.g
. in
finitiv
es r
egula
rly u
sed inste
ad o
f finite v
erb
s).
Despite
regula
r err
ors
, th
e w
riting o
ften c
onveys s
om
e m
eanin
g.
2A
few
ph
rases o
r short
sente
nces a
re a
ccura
te e
nough t
o b
e c
om
pre
hensib
le.
Very
sim
ple
se
nte
nce
str
uctu
re.
1D
isjo
inte
d w
ord
s o
r short
phra
ses,
one o
r tw
o o
f th
em
accura
te e
nough t
o b
e c
om
pre
hen
sib
le.
0O
ne o
r tw
o d
isjo
inte
d w
ord
s o
r sho
rt p
hra
ses m
ay b
e r
ecognis
able
.
*Consid
er
the w
hole
answ
er
when a
ward
ing m
ark
for
language
To
tal fo
r C
om
mu
nic
ati
on
: 1
0 m
ark
s
To
tal fo
r L
an
gu
ag
e:
5 m
ark
s
To
tal fo
r Q
ue
sti
on
2:
15
ma
rks
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Qu
esti
on
An
sw
er
Ma
rks
Qu
esti
on
3
Candid
ate
s a
nsw
er
1 q
uestion fro
m a
choic
e o
f 3.
Read t
he w
hole
answ
er
and a
ward
mark
s a
s fo
llow
s:
•C
om
mu
nic
ati
on
: aw
ard
a m
ark
ou
t o
f 10,
acco
rdin
g t
o t
he i
nstr
ucti
on
s i
n 3
.1
•L
an
gu
ag
e:
aw
ard
a m
ark
ou
t o
f 8 f
or
Verb
s,
acco
rdin
g t
o t
he i
nstr
ucti
on
s i
n 3
.2
aw
ard
a m
ark
ou
t o
f 12 f
or
Oth
er
lin
gu
isti
c f
eatu
res,
acco
rdin
g t
o t
he
in
str
uc
tio
ns
in
3.3
.
Fo
r q
uesti
on
-sp
ecif
ic g
uid
an
ce, see late
r in
th
is m
ark
sch
em
e.
3.1
: A
ward
a m
ark
ou
t o
f 10 f
or
Co
mm
un
icati
on
(i)
There
are
5 r
ele
vant com
munic
ation p
oin
ts p
er
question,
each w
ort
h a
maxim
um
of
2 m
ark
s.
(ii)
For
each r
ele
vant com
munic
ation p
oin
t, u
se t
he a
ppro
priate
num
bere
d t
ick a
nd p
lace u
p t
o 2
of th
ese
tic
ks a
s c
lose
as p
ossib
le to
ea
ch
rele
vant com
munic
ation p
oin
t (in the b
ody o
f th
e a
nsw
er)
.
2 t
icks
Message c
learly c
om
munic
ate
d.
Min
or
err
ors
(adje
ctive e
ndin
gs,
use o
f pre
positio
ns e
tc.)
are
to
lera
ted
.
1 t
ick
Com
munic
ation o
f som
e m
eanin
g is a
chie
ved,
but
the m
essage m
ay b
e a
mbig
uous o
r in
co
mp
lete
.
0 t
icks
Noth
ing o
f w
ort
h c
om
munic
ate
d.
(iii)
L
oo
k f
or
a v
erb
(fi
nit
e o
r in
fin
itiv
e)
befo
re a
ward
ing
a m
ark
fo
r co
mm
un
icati
on
.
(iv)
Add u
p the
tic
ks to g
ive a
mark
out of
10 f
or
Com
munic
ation.
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Ma
rks
3.2
: A
ward
a m
ark
ou
t o
f 8 f
or
accu
rate
use o
f V
erb
s
When a
ward
ing
tic
ks for
Verb
s, ple
ase r
efe
r back t
o t
he q
uestion in o
rder
to e
sta
blis
h w
hic
h t
ense
is a
pp
rop
ria
te fo
r th
e r
esp
on
se
. F
or
qu
es
tio
n-
sp
ecif
ic g
uid
an
ce, see late
r in
th
is m
ark
sch
em
e.
(i)
Pla
ce a
tic
k a
bove the f
irst
occurr
ence o
f each c
orr
ect
verb
, up t
o a
maxim
um
of
18 t
icks (
de
tails
of h
ow
to
aw
ard
tic
ks a
re p
rovid
ed
be
low
).
(ii)
Pla
ce the t
ick s
o that it d
oes n
ot obscure
the a
cu
te a
ccent
on a
past
part
icip
le.
(iii)
C
onvert
the
tota
l num
ber
of ticks to a
mark
out
of
8 u
sin
g t
he C
onvers
ion t
able
belo
w.
Co
nvers
ion
tab
le f
or
accu
rate
use o
f V
erb
s (
Qu
es
tio
n 3
)
Nu
mb
er
of
ticks
Mark
18+
8
16,1
77
14,1
56
12,1
35
10,1
14
8,9
3
6,7
2
4,5
1
0,1
,2,3
0
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An
sw
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Ma
rks
Ho
w t
o a
ward
tic
ks f
or
accu
rate
use o
f V
erb
s (
Qu
esti
on
3):
(a)
Su
bje
ct
(no
un
or
pro
no
un
) +
an
y f
init
e v
erb
•b
oth
su
bje
ct
an
d v
erb
mu
st
be
co
rrect
for
the v
erb
to
sco
re a
tic
k
•verb
mu
st
be in
th
e a
pp
rop
riate
ten
se t
o s
co
re a
tic
k
•in
accu
racie
s in
th
e u
se o
f accen
ts a
re i
gn
ore
d e
xcep
t in
th
e c
ase o
f -e
r verb
s a
nd
êtr
e w
he
re t
he
re m
us
t b
e a
n a
cc
en
t o
n t
he
past
part
icip
le in
a c
om
po
un
d t
en
se,
an
d t
he a
bsen
ce o
f su
ch
an
accen
t in
th
e p
res
en
t te
ns
e
•d
o n
ot
tick v
erb
s c
on
tain
ed
in
th
e ‘
lett
er
eti
qu
ett
e’:
ap
pro
pri
ate
beg
inn
ing
s a
nd
en
din
gs
to
le
tte
rs a
re c
on
sid
ere
d f
or
rew
ard
un
der
Oth
er
lin
gu
isti
c f
eatu
res.
Tic
kN
o t
ick
No
te
Je s
uis
(
)
J’a
ime (
)Je a
ime (
no t
ick)
«Je
n’a
ime
(
) (p
as)
le c
am
pin
g»
Je n
e a
ime (
)pas
tre
at a
s m
isu
se
of n
eg
ative
, n
ot m
isu
se
of ve
rb:
ve
rb is tic
ke
d
Il e
st allé
(
)Il e
st
allé
e (
no t
ick)
insis
t o
n c
orr
ect a
gre
em
en
t
Les p
roffesseurs
sont (n
o t
ick)
gentils
inco
rre
ct su
bje
ct
Le v
oiture
s’e
st
appro
ché (
no t
ick)
inco
rre
ct su
bje
ct
Les n
ouveau p
rofe
sseurs
sont (
) gentils
«L
es p
rofe
sse
urs
» is th
e s
ub
ject a
nd
is
co
rre
ctly s
pe
lt. T
he
in
co
rre
ct a
dje
ctive
do
es n
ot
pre
ve
nt th
e tic
k b
ein
g a
wa
rde
d
Les invites s
ont arr
ivés (
)m
issin
g a
cce
nt o
n n
ou
n d
oe
s n
ot p
reve
nt tick
be
ing
aw
ard
ed
Les invités s
ont
arr
ives (
no t
ick)
pa
st p
art
icip
le m
ust h
ave
acce
nt fo
r tick to
be
aw
ard
ed
; th
ou
gh
gra
ve
is to
lera
ted
La s
ite q
ue j’a
i adoré
(
)d
esp
ite
wro
ng
ge
nd
er
of n
ou
n th
e v
erb
is
co
rre
ct
La s
ite q
ue j’a
i adoré
eg
en
de
r o
f n
ou
n w
ron
g; «
site
» is n
ot a
fe
min
ine
no
un
, th
ere
fore
ve
rb s
ho
uld
no
t a
gre
e a
nd
is
no
t ticke
d
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rks
Tic
kN
o t
ick
No
te
Le s
ite j’a
i adoré
(
)«
qu
e»
cla
use
s w
he
re th
e «
qu
e»
is m
issin
g: tick
the
ve
rb; ta
ke
ab
se
nce
of «
qu
e»
in
to a
cco
un
t
wh
en
aw
ard
ing
ma
rk fo
r O
the
r lin
gu
istic
fea
ture
s
Mon frè
re a
(
) sept ans. Il y
a (
) 30 e
nfa
nts
dans s
a c
lasse
for
«il
y a
/ava
it»
, a
llow
th
e im
pe
rso
na
l u
se
to
co
un
t a
s a
n e
xtr
a
Wit
h d
irect
an
d in
dir
ect
ob
ject
pro
no
un
s
Tic
kN
o t
ick
No
te
Je l’a
ime (
)
Je le joue (
)Je s
e joue (
no t
ick)
First e
xa
mp
le –
«je
jo
ue
» is c
orr
ect d
esp
ite
inco
rre
ct o
bje
ct p
ron
ou
n; se
co
nd
exa
mp
le –
«jo
ue
r» is n
ot a
re
fle
xiv
e v
erb
Je lave (
) le
s v
oiture
sJe m
e lave (
no t
ick)
les v
oiture
s«
lave
r» s
ho
uld
no
t b
e u
se
d r
efle
xiv
ely
in
th
is
sta
tem
en
t
Je t’a
i dit (
)
J’a
i te
dit (
)b
asic
ve
rb fo
rma
tio
n is c
orr
ect
Je les a
i acheté
s (
)Je les a
i acheté
(no t
ick)
pa
st p
art
icip
le m
ust a
gre
e in
nu
mb
er
an
d
ge
nd
er
with
pre
ce
din
g d
ire
ct o
bje
ct fo
r ve
rb tic
k
to b
e a
wa
rde
d
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Ma
rks
Wit
h «
y» a
nd
«en
»
Tic
kN
o t
ick
No
te
J’y
vais
(
) / E
lle e
n a
chète
(
)
Je v
ais
y (
) e
n v
oiture
co
rre
ct «
je v
ais
» s
co
res d
esp
ite
in
co
rre
ct
po
sitio
n o
f «
y»
Elle
achète
(
) en
co
rre
ct «
elle
ach
ète
» s
co
res d
esp
ite
in
co
rre
ct
po
sitio
n o
f «
en
»
Passiv
e
Tic
kN
o t
ick
No
te
Elle
a é
té a
ttra
pée (
)
Les v
élo
s o
nt é
té v
endus (
)
Refl
exiv
e
Tic
kN
o t
ick
No
te
Elle
s’e
st le
vée
(
)E
lle e
st
se levée (
no t
ick)
Je m
e lave (
) le
s m
ain
s
Je m
e s
uis
réveill
é (
) et j’a
i ré
veill
é (
) m
a
mère
co
rre
ct u
se
of a
re
fle
xiv
e a
nd
no
n-r
efle
xiv
e
ve
rb c
an
bo
th b
e c
red
ite
d
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rks
Imp
ers
on
al
Tic
kN
o t
ick
No
te
C’e
st com
ique
(
)
Il y
a (
)«
Ilya
» (
) a
ll rig
ht le
tte
rs a
nd
in
rig
ht o
rde
r (b
y
sa
me
ru
le «
ya
til»
als
o g
ain
s a
tic
k)
«Il y
a»
do
es n
ot sco
re in
exp
ressio
ns m
ea
nin
g
‘ag
o’
Est-
ce q
ue (
)
Wit
h n
eg
ati
ve
Tic
kN
o t
ick
No
te
Ils n
e jouent pas (
)tick is a
wa
rde
d fo
r th
e c
orr
ect ve
rb; th
e
ne
ga
tive
is c
on
sid
ere
d fo
r re
wa
rd in
‘O
the
r
ling
uis
tic fe
atu
res’
Ils n
e p
as jouent (
)
Je n
e a
ime (
) pas
Seq
uen
ce o
f te
nses
Tic
kN
o t
ick
No
te
Si j’a
vais
(
) le
choix
je v
oudra
is (
)
Si j’a
i eu (
no tic
k)
le c
hoix
je v
oudra
is (
)if s
eq
ue
nce
is in
co
rre
ct, b
oth
ve
rbs c
an
no
t b
e
rew
ard
ed
Quand j’a
i fini (n
o tic
k)
de d
éje
uner
()
je s
uis
sort
i (
)
in tim
e c
lau
se
s, th
e p
lup
erf
ect m
ust b
e u
se
d
for
the
ve
rb to
be
re
wa
rde
d. In
oth
er
ca
se
s th
e
pe
rfe
ct is
acce
pta
ble
Quand j’a
vais
fin
i (
) de d
éje
uner
()
je s
uis
sort
i (
)
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An
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er
Ma
rks
Sin
gle
au
xilia
ry w
ith
mu
ltip
le p
ast
part
icip
les
Tic
kN
o t
ick
No
te
Nous a
vons c
hanté
(
) et dansé (
)N
ou
s a
vo
ns c
ha
nté
= tic
k; N
ou
s a
vo
ns d
an
sé
= tic
k
Co
rrect
verb
wit
hin
mean
ing
less s
tate
men
t
Tic
kN
o t
ick
No
te
La journ
ée e
st
()
longue
La journ
ée e
st
(no t
ick)
inte
lligente
do
no
t re
wa
rd c
orr
ect ve
rb in
a m
ea
nin
gle
ss
sta
tem
en
t
(b)
Imp
era
tive
Tic
kN
o t
ick
No
te
Vie
ns (
)
Ne touche p
as (
)
(c)
Inte
rro
gati
ve
Tic
kN
o t
ick
No
te
Tu v
iens? (
) / T
u v
iens. (
)q
ue
stio
n m
ark
no
t re
qu
ire
d fo
r m
ark
to
be
aw
ard
ed
Est-
ce q
ue (
) tu
vie
ns (
?)
()
Com
ment ça v
a (
?)
()
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Ma
rks
(d)
Infi
nit
ive
Tic
kN
o t
ick
No
te
Je v
eux (
) so
rtir (
)
Je v
eut (n
o tic
k)
sort
ir (
)a
wa
rd tic
k fo
r a
ny c
orr
ect d
ep
en
de
nt in
fin
itiv
e,
eve
n if m
ain
ve
rb is in
co
rre
ct / in
th
e w
ron
g
ten
se
Je v
eux (
) so
rtie
r (n
o tic
k)
Il a
com
mencé (
) à p
leuvoir (
)
Il a
com
mence (
no tic
k)
à p
leuvoir (
)
Il a
com
mencé (
) de p
leuvoir (
no tic
k)
J’a
i essayé (
) de tra
vaill
er
()
Il m
’aid
e (
no tic
k)
à p
répare
r le
repas (
)p
ast te
nse
re
qu
ire
d b
y th
e ta
sk: m
ain
ve
rb is
in th
e w
ron
g te
nse
bu
t d
ep
en
de
nt in
fin
itiv
e is
co
rre
ct a
nd
is tic
ke
d
Vis
iter
()
d’a
utr
es p
ays e
st (
) im
port
an
t
Sans h
ésiter
()
Sans h
ésité (
no t
ick)
Je v
eux (
) so
rtir (
) parc
e q
ue je v
eux (
no
tick)
alle
r (
) a
ux m
agasin
s
je v
eu
x c
an
on
ly s
co
re o
nce
, b
ut d
iffe
ren
t
infin
itiv
es c
an
ea
ch
sco
re if co
rre
ct
Aprè
s ê
tre a
rriv
é(e
) (
) il/
(elle
) a m
angé (
) un
sandw
ich
Aprè
s ê
tre s
ort
i il
a c
om
mencé (
) à p
leu
voir
()
the
su
bje
ct o
f th
e p
erf
ect in
fin
itiv
e is n
ot th
e
su
bje
ct o
f th
e m
ain
ve
rb
Aprè
s a
voir m
angé (
) je
suis
sort
i (
)
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rks
Tic
kin
g form
s o
f th
e v
erb
in the futu
re: is
th
e f
utu
re t
ense a
ppro
priate
to t
he t
ask?
Tic
kN
o t
ick
No
te
Nous a
llons (
) jo
uer
()
au tennis
in a
ll th
ese
ca
se
s th
e fu
ture
te
nse
is
ap
pro
pria
te to
th
e ta
sk o
n th
e q
ue
stio
n p
ap
er
so
bo
th th
e fin
ite
ve
rb a
nd
th
e in
fin
itiv
e a
re
ticke
d in
th
e n
orm
al w
ay
Je v
ais
(
) re
gard
é (
no tic
k)
un film
Elle
vas (
no tic
k)
arr
iver
()
ce s
oir
Je v
ais
(no tic
k)
alle
r (n
o tic
k)
en v
ille
task is: w
ha
t d
id y
ou
do
la
st w
ee
ke
nd
? F
utu
re
ten
se
is n
ot a
pp
rop
ria
te th
ere
fore
do
no
t tick
eith
er
ve
rb
(e)
Invers
ion
Tic
kN
o t
ick
No
te
«…
» a
-t-il dit (
)…
a-t
-il dis
(no t
ick)
acce
pt b
oth
no
rma
l w
ord
ord
er
an
d in
ve
rsio
n
afte
r d
ire
ct sp
ee
ch
«…
» il a d
it (
)
Vie
ns-t
u (
) /
Vie
ns tu (
)
(f)
Part
icip
le (
past
or
pre
sen
t)
Tic
kN
o t
ick
No
te
En a
rriv
ant (
)
Ayant fini (
)
Une fois
arr
ivé (
)
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Qu
esti
on
An
sw
er
Ma
rks
(g)
Rew
ard
on
ly t
he f
irst
occu
rren
ce o
f a v
erb
, e.g
.
•J’a
ime
(
) la
nata
tion. J’a
ime (
no t
ick)
aussi le
tennis
•J’a
ime (
) la
nata
tion. Je n
’aim
e (
no t
ick)
pas le t
ennis
•D
ans m
a r
égio
n il y a
(
) des m
onta
gnes e
t des r
iviè
res.
Il y
a (
no t
ick)
aussi des…
H
ow
ever,
•Je p
réfè
re (
) la
nata
tion e
t m
on
frè
re p
réfè
re (
) le
tennis
– 2
diffe
rent
pers
ons o
f th
e v
erb
•M
on frè
re p
réfè
re (
) la
nata
tion e
t m
a s
œur
pré
fère
(no t
ick)
le t
ennis
– b
oth
third p
ers
on
usa
ge
•E
lle e
st (
) fâ
ché, ce n
’est
(no tic
k)
pas a
musant
– b
oth
third p
ers
on u
sage
•Je m
e s
uis
réveill
é (
) et j’a
i ré
veill
é (
) m
a m
ère
: corr
ect
use o
f a r
eflexiv
e a
nd n
on-r
efle
xiv
e v
erb
ca
n b
oth
be
cre
dite
d
•M
on frè
re a
(
) sept ans. Il y
a (
) 30 e
nfa
nts
dans s
a c
lasse:
with «
il y a
/avait» a
llow
th
e im
pe
rso
na
l u
se
to
be
cre
dite
d a
s a
n e
xtr
a (
the
sam
e a
pplie
s to «
est-
ce q
ue» a
nd «
il/elle
est»
)
3.3
: A
ward
a m
ark
ou
t o
f 12 f
or
Oth
er
lin
gu
isti
c f
eatu
res
(i)
Aw
ard
a m
ark
out of 12 for
Oth
er
ling
uis
tic f
eatu
res,
accord
ing t
o t
he G
rade d
escripto
rs in th
e ta
ble
be
low
(p
lea
se
se
e N
ote
on
usin
g m
ark
schem
es w
ith G
rade d
escripto
rs (
Appendix
I))
.
(ii)
Consid
er
the e
xte
nt to
whic
h the follo
win
g a
re u
sed c
orr
ectly a
nd a
ppro
priate
ly w
hen a
sse
ssin
g th
e c
an
did
ate
’s c
on
tro
l o
f str
uctu
res:
•S
ubord
inate
cla
uses, in
clu
din
g c
ar
/ parc
e q
ue,
qui and q
ue (
rela
tive p
ronouns),
ce q
ui a
nd
ce
qu
e. In
dire
ct o
r re
po
rte
d s
pe
ech
(il
a d
it
que, je
pense q
ue
). T
ime c
lauses w
ith q
uand
, pendant
que
etc
. and s
i (=
if)
•O
bje
ct pro
nouns (
il m
’a d
it)
and ‘str
ong’ p
ronouns (
chez n
ous e
tc.)
•C
onju
nctions o
ther
than e
t and lin
kin
g w
ord
s (
e.g
. cependant,
malh
eure
usem
ent,
toute
fois
)
•P
repo
sitio
ns –
Tim
e: depuis
, pen
dant,
pour,
du…
au…
etc
. /
– P
lace: en,
dans e
tc.
•N
egatives
•A
dverb
s
•A
dje
ctives, in
clu
din
g p
ossessiv
es a
nd d
em
onstr
atives. A
lso c
om
para
tives a
nd s
uperlative
s
•E
xpre
ssio
ns o
f quantity
•P
art
itiv
e a
rtic
les, especia
lly d
e a
fter
negative,
use o
f du,
de la,
des
•A
ppro
priate
use o
f polit
esses in t
he lett
er.
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Qu
esti
on
An
sw
er
Ma
rks
Gra
de d
escri
pto
rs f
or
Oth
er
lin
gu
isti
c f
eatu
res (
Qu
esti
on
3)
11–12
•U
ses a
wid
e r
ange o
f str
uctu
res e
ffectively
; pro
duces longer,
flu
ent
sente
nces w
ith
ea
se
.
•H
ighly
accura
te a
t th
is level, t
hough n
ot
necessarily
faultle
ss.
•M
akes e
ffective u
se o
f a
wid
e r
ange o
f vocabula
ry f
ully
appro
priate
to t
he t
ask.
9–10
•A
ttem
pts
a r
ange o
f str
uctu
res w
ith a
good d
egre
e o
f success.
•M
ore
com
ple
x language u
sually
err
or-
free^^
.
•U
ses a
variety
of re
levan
t vocabula
ry a
t th
is level.
7–8
•In
contr
ol of sim
ple
str
uctu
res.
Varied s
uccess w
ith m
ore
com
ple
x s
tructu
res.
•A
ccura
cy is fairly
consis
tent
thro
ughout*
. E
rrors
may o
ccur
when m
ore
am
bitio
us la
ng
ua
ge
is a
tte
mp
ted
.
•H
as s
uffic
ient vocabula
ry t
o a
dd s
om
e inte
rest
to t
he w
riting.
5–6
•A
ttem
pts
more
than b
asic
str
uctu
res.
•O
n b
ala
nce, th
e w
ork
is m
ore
accura
te t
han inaccura
te.
•S
traig
htforw
ard
vocabula
ry r
ele
vant
to t
he t
ask.
3–4
•R
elia
nt on b
asic
str
uctu
res.
•S
om
e e
xam
ple
s o
f corr
ect
language.
Meanin
g u
sually
conveyed.
•B
asic
vocabula
ry.
1–2
•A
few
phra
ses o
r short
sente
nces a
re a
ccura
te e
nough t
o b
e c
om
pre
hensib
le. V
ery
sim
ple
se
nte
nce
str
uctu
re.
0 •
One o
r tw
o d
isjo
inte
d w
ord
s o
r short
phra
ses m
ay b
e r
ecognis
able
.
^^subord
inate
cla
uses, lin
kin
g w
ord
s, obje
ct
pro
nouns,
com
para
tive a
dje
ctives/a
dverb
s,
str
ong
ne
ga
tive
s u
su
ally
err
or
fre
e.
*spelli
ng o
f com
mon w
ord
s, genders
, adje
ctival agre
em
ents
and b
asic
pre
positio
ns a
re a
lmost a
lwa
ys c
orr
ect.
To
tal fo
r C
om
mu
nic
ati
on
: 1
0 m
ark
s
To
tal fo
r V
erb
s:
8 m
ark
s
To
tal fo
r O
the
r lin
gu
isti
c f
ea
ture
s:
12
ma
rks
To
tal fo
r Q
ue
sti
on
3:
30
ma
rks
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Qu
esti
on
An
sw
er
Ma
rks
3(a
)U
ne
visi
te à
un
par
c d
’att
ract
ion
s. L
’an
née
der
niè
re v
ou
s êt
es a
llé(e
) à
un
par
c d
’att
ract
ion
s. É
criv
ez u
n e
-mai
l à u
n(e
) am
i(e)
fra
nça
is(e
).
3.1
: A
ward
a m
ark
ou
t o
f 10
fo
r C
om
mu
nic
ati
on
– s
ee g
en
eri
c g
uid
an
ce a
bo
ve
.
Tic
kA
ccep
tM
ark
1
Wh
at
can
did
ate
did
wit
h f
rien
d(s
)
Insis
t on p
ast te
nse
Allo
w n
ous a
s s
ubje
ct
with n
o m
ention o
f fr
iend(s
)
Allo
w je +
activity w
ith
avec +
nam
e(s
) (o
f fr
iend(s
))
2
2
Wh
at
can
did
ate
did
wit
h f
rien
d(s
)
Insis
t on p
ast te
nse
Allo
w n
ous a
s s
ubje
ct
with n
o m
ention o
f fr
iend(s
)
Allo
w je +
activity w
ith
avec +
nam
e(s
) (o
f fr
iend(s
))
2
3
Reaso
n c
an
did
ate
do
es o
r d
oes n
ot
like a
mu
sem
en
t p
ark
(s)
Do n
ot in
sis
t on j’a
ime
/je n
’aim
e p
as a
s les p
arc
s s
ont
div
ert
issants
/ennuye
ux e
tc. to
ut co
urt
im
plie
s th
at
2
4
Reaso
n f
or
pre
ferr
ing
ou
tin
gs w
ith
fri
en
d(s
)/p
are
nt(
s)
Allo
w a
nyth
ing s
ensib
le
2
5
Wh
at
can
did
ate
wo
uld
lik
e t
o d
o (
wit
h f
rien
d(s
)) n
ext
weeken
d
Le w
eekend (
pro
chain
) je
voudra
is/v
eux +
infinitiv
e is o
bvio
usly
ok (
do n
ot in
sis
t o
n ‘w
ith
frie
nd
(s)’)
Allo
w for
com
munic
ation a
sim
ple
futu
re,
e.g
. nous iro
ns e
n v
ille le w
eekend
(p
roch
ain
)
tout court
Allo
w a
pre
sent +
le w
eek-e
nd (
pro
chain
), e
.g. le
week-e
nd (
pro
chain
) nou
s a
llon
s e
n v
ille
Allo
w le w
eekend p
rochain
nous a
vons d
écid
é d
e…
2
3.2
: A
ward
a m
ark
ou
t o
f 8 f
or
accu
rate
use o
f V
erb
s –
see g
en
eri
c g
uid
an
ce a
bo
ve
.
3.3
: A
ward
a m
ark
ou
t o
f 12 f
or
Oth
er
lin
gu
isti
c f
eatu
res –
see g
en
eri
c g
uid
an
ce
ab
ov
e.
30
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Qu
esti
on
An
sw
er
Ma
rks
3(b
)L
e sh
op
pin
g e
t la
mo
de
3.1
: A
ward
a m
ark
ou
t o
f 10
fo
r C
om
mu
nic
ati
on
– s
ee g
en
eri
c g
uid
an
ce a
bo
ve
.
Tic
kA
ccep
tM
ark
1
Descri
pti
on
of
a d
ay t
he c
an
did
ate
sp
en
t sh
op
pin
g
Insis
t on p
ast te
nse
2
2
Descri
pti
on
of
a d
ay t
he c
an
did
ate
sp
en
t sh
op
pin
g
Insis
t on p
ast te
nse
2
3
Neg
ati
ve a
sp
ects
of
desig
ner
clo
thes
Allo
w a
nyth
ing s
ensib
le
2
4
Po
sit
ive a
sp
ects
of
desig
ner
clo
thes
Allo
w a
nyth
ing s
ensib
le
2
5
Wh
at
the c
an
did
ate
wo
uld
lik
e t
o w
ear
if s
/he h
ad
lo
ts o
f m
on
ey
Si j’a
vais
beaucoup d
’arg
ent
je v
oudra
is p
ort
er
/ je
port
era
is /
j’a
chète
rais
+ c
loth
es
(allo
w futu
re for
com
munic
ation)
2
3.2
: A
ward
a m
ark
ou
t o
f 8 f
or
accu
rate
use o
f V
erb
s –
see g
en
eri
c g
uid
an
ce a
bo
ve
.
3.3
: A
ward
a m
ark
ou
t o
f 12 f
or
Oth
er
lin
gu
isti
c f
eatu
res –
see g
en
eri
c g
uid
an
ce
ab
ov
e.
30
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Qu
esti
on
An
sw
er
Ma
rks
3(c
)«J
e vo
yag
eais
ave
c u
n(e
) am
i(e)
. No
tre
trai
n s
’est
arr
êté
dan
s u
ne
pet
ite
gar
e et
je s
uis
des
cen
du
(e)
po
ur
ach
eter
un
jo
urn
al. À
mo
n r
eto
ur
le t
rain
éta
it p
arti
…»
Co
nti
nu
ez l’
his
toir
e.
3.1
: A
ward
a m
ark
ou
t o
f 10
fo
r C
om
mu
nic
ati
on
– s
ee g
en
eri
c g
uid
an
ce a
bo
ve
.
Tic
kA
ccep
tM
ark
1
Wh
at
can
did
ate
did
to
co
nta
ct
frie
nd
Aw
ard
com
munic
ation m
ark
for
sta
tem
ent
in p
ast
tense o
f w
hat
candid
ate
did
to
co
nta
ct fr
ien
d a
fte
r tr
ain
le
ft
2
2
Wh
at
can
did
ate
did
to
arr
ive a
t d
esti
nati
on
Aw
ard
com
munic
ation m
ark
for
sta
tem
ent
in p
ast
tense o
f w
hat
candid
ate
did
to
arr
ive
at d
estin
atio
n
Allo
w j’a
i acheté
un c
afé
etc
. and r
ew
ard
with c
om
munic
ation m
ark
s (
even
th
ou
gh
no
t e
xa
ctly w
ha
t th
e
candid
ate
did
to a
rriv
e a
t destination)
2
3
Th
ird
co
mm
un
icati
on
mark
to b
e a
ward
ed f
lexib
ly f
or
extr
a d
eta
il re
lating to
eith
er
of firs
t tw
o b
ulle
t p
oin
ts
in the q
uestion
2
4
Reacti
on
to
th
e e
ven
ts
Expect opin
ions/e
motions
Do n
ot in
sis
t on p
ast
tenses. A
llow
j’é
tais
/ c
’éta
it /
je s
uis
/ c
’est …
2
5
Reacti
on
to
th
e e
ven
ts
Expect opin
ions/e
motions
Do n
ot in
sis
t on p
ast
tenses. A
llow
j’é
tais
/ c
’éta
it /
je s
uis
/ c
’est …
2
3.2
: A
ward
a m
ark
ou
t o
f 8 f
or
accu
rate
use o
f V
erb
s –
see g
en
eri
c g
uid
an
ce a
bo
ve
.
3.3
: A
ward
a m
ark
ou
t o
f 12 f
or
Oth
er
lin
gu
isti
c f
eatu
res –
see g
en
eri
c g
uid
an
ce
ab
ov
e.
30
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Ap
pen
dix
I
No
te o
n u
sin
g m
ark
sch
em
es w
ith
Gra
de d
escri
pto
rs
It is im
port
ant th
at you a
ward
mark
s p
ositiv
ely
. In
ord
er
to e
nsure
that
you r
ew
ard
achie
vem
ent
rath
er
tha
n p
en
alis
e fa
ilure
or
om
issio
ns, yo
u s
ho
uld
sta
rt a
t th
e b
ottom
of th
e m
ark
schem
e a
nd w
ork
upw
ard
s t
hro
ugh t
he d
escripto
rs w
hen a
ward
ing
ma
rks.
Yo
u s
hould
adopt a ‘best fit’
appro
ach. Y
ou m
ust
sele
ct
the s
et
of
descripto
rs p
rovid
ed in t
he m
ark
sch
em
e th
at m
ost clo
se
ly d
escrib
es th
e q
ua
lity
of th
e w
ork
bein
g m
ark
ed. A
s y
ou w
ork
upw
ard
s t
hro
ugh t
he m
ark
schem
e,
you w
ill e
ventu
ally
arr
ive
at a
se
t o
f d
escrip
tors
th
at fits
th
e c
an
did
ate
’s
pe
rform
ance. W
hen y
ou r
each this
poin
t, y
ou s
hould
alw
ays t
hen c
heck t
he d
escripto
rs in t
he b
an
d a
bo
ve
to
co
nfirm
wh
eth
er
or
no
t th
ere
is ju
st
en
ough e
vid
ence
to a
ward
a m
ark
in the h
igher
band.
Fo
r exam
ple
, w
hen m
ark
ing Q
uestion 3
you
may f
ind t
hat
a c
andid
ate
uses a
variety
of
rele
vant vo
ca
bu
lary
bu
t h
as v
arie
d s
ucce
ss w
ith
mo
re
co
mple
x s
tructu
res. In
such c
ases, you w
ill n
eed t
o a
ward
a m
ark
that
takes into
account
both
the
str
en
gth
s a
nd
we
akn
esse
s o
f th
e p
iece
of w
ork
.
To
sele
ct th
e m
ost appro
priate
mark
within
each s
et
of
descripto
rs,
use t
he f
ollo
win
g g
uid
ance:
•If m
ost of th
e d
escripto
rs fit the p
iece (
and a
fter
you h
ave c
onsid
ere
d t
he b
and a
bove),
aw
ard
th
e to
p m
ark
in
th
e b
an
d.
•If there
is just enough e
vid
ence (
and y
ou h
ad p
erh
aps b
een c
onsid
ering t
he b
and b
elo
w),
aw
ard
th
e lo
we
st m
ark
in
th
e b
an
d.
No
te o
n irr
ele
van
t m
ate
rial
In th
e c
ase o
f a d
elib
era
tely
evasiv
e a
nsw
er
whic
h c
onsis
ts e
ntire
ly o
f irre
levant
mate
rial explo
ite
d in
de
fia
nce
of th
e r
ub
ric, a
sco
re o
f 0
is g
ive
n. T
his
is e
xtr
em
ely
rare
.
A g
enuin
e a
ttem
pt to
answ
er
the q
uestion w
hic
h f
ails
due t
o a
mis
unders
tandin
g o
f th
e r
ubric w
ill n
orm
ally
lo
se
Co
mm
un
ica
tio
n m
ark
s b
ut w
ill s
co
re
for
Language. Y
ou s
hould
consult y
our
Team
Leader.
0520/04 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2020
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