Example Candidate Responses - o7ocmrfjp.qnssl.com IGCSE/French - Foreign... · Example Candidate Responses ... of this booklet is to exemplify standards for those teaching Cambridge

Cambridge Secondary 2

Example Candidate Responses (Standards Booklet)

Cambridge IGCSE®

French

0520

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© Cambridge International Examinations 2013

Contents

Introduction ...........................................................................................................................2

Assessment at a glance ........................................................................................................3

Component 1 – Listening ......................................................................................................4

Component 2 – Reading and Directed Writing ....................................................................60

Component 4 – Continuous Writing ...................................................................................111

Introduction

2 Cambridge IGCSE French 0520

Introduction

The main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE French (0520), and to show how different levels of candidates’ performance relate to the subject’s curriculum and assessment objectives.

For the Listening paper and the Reading and Directed Writing paper a range of candidate responses has been chosen as far as possible to exemplify grades A, C and E. The candidate responses are presented by section of the question paper. After each candidate’s responses for a particular section, a brief commentary is provided to explain the strengths and weaknesses of the answers.

For the Continuous Writing paper a set of candidate’s responses scoring full marks has been chosen, as well as responses to exemplify the A/B borderline and grade C. Each response is accompanied by a brief commentary explaining the strengths and weaknesses of the answers.

In this booklet the grade given to each example candidate response is the overall grade achieved by that candidate for the whole question paper. It is therefore possible that a weaker candidate will do better on an individual question than a candidate who achieves a higher grade for the whole paper.

For ease of reference the following format for each section has been adopted:

Mark scheme

Example candidate

response

Examiner comment

For the Listening paper the relevant section of the tapescript is also provided.

Comments are given to indicate where and why marks were awarded, and how additional marks could have been obtained. In this way, it is possible to understand what candidates have done to gain their marks and what they still have to do to improve their grades.

Past papers, Examiner Reports and other teacher support materials are available at http://teachers.cie.org.uk

Assessment at a glance


Assessment at a glance

All candidates have access to all elements of the examination. However, for the examination to be appropriate to candidates across the full ability range, separate options are available for Core Curriculum candidates and Extended Curriculum candidates:

Core curriculumGrades available: C, D, E, F, G

Extended curriculum (Core + Supplement)Grades available: A*, A, B, C, D, E, F, G

Paper 1 Listening 45 minutes: Sections 1, 2 and 3

Paper 2 Reading and Directed Writing 1½ hours: Sections 1, 2 and 3

Paper 3 Speaking 15 minutes

Paper 1 Listening 45 minutes: Sections 1, 2 and 3

Paper 2 Reading and Directed Writing 1½ hours: Sections 1, 2 and 3

Paper 3 Speaking 15 minutes

Paper 4 Continuous Writing 1¼ hours

Teachers are reminded that the full syllabus is available at www.cie.org.uk

Component 1 – Listening



Section 1Tapescript











Detailed mark scheme

Component 1 – ListeningSection 1: Example candidate response – grade A


Section 1: Example candidate response – grade A

Marks awarded

Question 1 = 1Question 2 = 1

Component 1 – Listening Section 1: Example candidate response – grade A


Marks awarded

Question 3 = 1Question 4 = 1Question 5 = 1



Marks awarded




Marks awarded

Question 9 = 1Question 10 = 1Question 11 = 1Question 12 = 1



Marks awarded


Examiner comment – grade AThe performance on this first section was of a high standard and it scored 14 out of a possible 16 marks. This initial section is targeted at grades E, F and G and was clearly well within the ability of this candidate. The performance on both of the exercises in this section shows that the candidate has a very good understanding of specific items of vocabulary in Topic Areas A, B, and C and is usually well able to identify key items of a factual nature.

Section 1: Exercise 1 (Q1–8)On this exercise, the material tests key vocabulary and each short item is heard twice. The questions tested vocabulary in the areas of food, times, numbers, places in the house, film types and shops. The candidate makes a very competent start to the paper and scores full marks on this exercise.

Component 1 – Listening Section 1: Example candidate response – grade C


Section 1: Exercise 2 (Q9–16)This exercise differs from the first one in that the material heard is divided into two short sections with four questions on each section. The material typically tests short factual details of tourist information. This candidate puts in a competent performance but on Question 13 probably mishears équitation as natation and incorrectly chooses option A. Questions 14 and 15 are answered correctly but on Question 16 the number 642 is offered instead of 680.

Section 1: Example candidate response – grade C

Marks awarded


Component 1 – ListeningSection 1: Example candidate response – grade C


Marks awarded




Marks awarded




Marks awarded




Marks awarded


Examiner comment – grade CThe performance on this first section was faultless and the candidate scored full marks (16). This initial section is targeted at grades E, F and G and was clearly well within the ability of this candidate. The performance on both of the exercises in this section shows that the candidate has a very good understanding of specific items of vocabulary in Topic Areas A, B, and C and is well able to identify key items of a factual nature.

Section 1: Exercise 1 (Q1–8)All questions were answered correctly, even Question 6 (les verres) where candidates frequently selected option A.

Section 1 Exercise 2 (Q9–16)This candidate performs well and scores full marks. On Question 14, the answer is acceptable as the candidate has clearly crossed out answers which the examiner is not to consider. This is also the case on Question 16.

Component 1 – ListeningSection 1: Example candidate response – grade E


Section 1: Example candidate response – grade E

Marks awarded


Component 1 – Listening Section 1: Example candidate response – grade E


Marks awarded




Marks awarded




Marks awarded




Marks awarded


Examiner comment – grade EThe performance on this first section was sound, with the candidate scoring a total of 10 marks out of a possible 16 marks on the opening two exercises. This initial section is targeted at grades E, F and G.

Section 1: Exercise 1 (Q1–8)On Question 1 the number is correctly identified but on Question 2 option D is chosen instead of option C. The key information is heard on Question 3 (le café) but on Question 4, the candidate is unable to identify le lit and instead confuses this with la chaise. On Question 5 le poulet is correctly chosen. On Question 6 the candidate confuses les verres with les assiettes and consequently chooses the incorrect option A. Likewise, on Question 7 film types are not well known and the candidate rejects the correct option C (un film d’horreur) and instead chooses option B (un film de science-fiction). Shops are better known and the final question is answered correctly as the candidate chooses option B (la pharmacie). The score on this exercise is typical of this level of performance in that certain areas of key, basic vocabulary are less well known.



Section 1: Exercise 2 (Q9–16)Overall, the candidate performs well and is successful on six of the eight questions. On Question 9 le lac is heard and identified correctly and on Question 10 the mark is scored for septembre. On Question 11 there are two clues given in the text in that candidates could arrive at the answer by identifying dans les arbres or also by identifying des maisons en bois. On Question 12 the candidate is able to understand the negative concept and picks out that there is no electricity available. Question 13: the key vocabulary item of équitation is understood and chosen, but on Question 14 the incorrect option A (la voile) is chosen rather than option C (la pêche). The candidate does not attempt an answer to Question 16 and at this level of performance it is fairly common for candidates to experience difficulty when identifying larger multiple numbers such as 680.



Section 2Tapescript

















Marks awarded

Question 17(b) = 1Question 17(d) = 1Question 17(f) = 0

Question 17(g) = 1Question 17(k) = 1Question 17(l) = 1



Marks awarded

Question 18 = 0Question 19 = 1Question 20 = 0Question 21 = 1Question 22 = 1




Examiner comment – grade AThis section of the paper features material aimed at testing grades C and D. The extracts heard are longer and include opinions and tenses other than the present tense. On Exercise 2, (Deuxième partie), questions requiring answers in French are phrased in such a way so as to avoid the need for candidates to write long answers.

It is on this section of the paper that one can start to see a definite rise in performance on the script representing the A threshold compared with the script representing the C threshold. The performance on the A script is more consistent across the section and the candidate scores 12 marks out of a possible 16 marks.

Section 2: Exercise 1 (Q17)The candidate makes a good start to this section and scores five out of a possible six marks. The candidate clearly understands the rubrics and has ticked the correct number of boxes but chooses option e instead of option f. The word rapidité is used in the written question and the word rapide is heard on the recording which has perhaps led to this incorrect choice being made. Option f requires the ability on the part of the candidate to understand écrire une lettre me permet de me sentir proche de mes amis and to link it to the paraphrased version used in the question: Pour Juliette, écrire une lettre est un signe d’amitié.

Section 2: Exercise 2 (Q18–22)Despite offering an incomprehensible answer to Question 18, the answers to Questions 19, 21 and 22 are all correct. On Question 20, the attempt is only partially correct as the question requires the candidate not just to replace le paysage with a reference to generally liking life on the island. The use of surtout in the question is signficant as it indicates the need to pick out what is liked most. The candidates heard ce que j’aime le plus ici, c’est le calme. The essential concept to identify here was calme.

Section 2: Exercise 2 (Q23–27)This final part of the exercise is done well by the candidate. On Question 23 the candidate offers two answers, both of which are correct. It is worth reminding candidates that they should keep their answers concise and avoid invalidating a correct answer by adding extra incorrect material. On this question, however, as the mark scheme shows, Examiners were instructed to be tolerant of incorrect attempts at an alternative answer if the correct answer was present. This was also the marking instruction for Question 24 and the candidate’s attempt at grillade can be ignored and the mark awarded for plage. Question 25 was answered successfully and was spelt well. As the mark scheme shows many phonetic variations were accepted for the word manteau . Question 26 was also answered correctly, but the answer on the final question in this section showed only partial comprehension. The concept of having to leave is conveyed but it is not fully linked to the idea of leaving for university. It is worth noting that the brief responses to many questions are ideal as they give the candidate more time to listen and think.

It is interesting to note the overall performance on the grade C script on this section and the overall performance of the grade A candidate on this section.




Marks awarded





Marks awarded





Examiner comment – grade CThis section of the paper features material aimed at testing grades C and D. The extracts heard are longer and include opinions and tenses other than the present tense. On Exercise 2, (Deuxième partie), questions requiring answers in French are phrased in such a way so as to avoid the need for candidates to write long answers.

The candidate scores half marks on the first exercise and goes on to score just under half marks on the second exercise.

Section 2: Exercise 1 (Q17)The candidate has ticked the correct number of options and is successful on options b, d and g. The candidate has ticked option e incorrectly. It is possible that the choice of this option was made because the French heard featured the word rapide and the question uses la rapidité. The candidate does not however realise that Juliette clearly states that she does not like emails as they are too fast. Option j is also ticked: the candidate understands perhaps that Noémie does not have a working mobile phone but has not understood the difference between perdu and cassé.

Section 2: Exercise 2 (Q18–22)The candidate understands the rubric and is aware of how to approach the exercise. The candidate however, does not score the mark on Question 18 as the answer breaches one of the fundamental principles of the mark scheme which is that even if a word sounds like the correct answer it cannot be rewarded if the word given means something else. Here, mere is refused in the mark scheme as although it sounds like mer, it could be understood to be mère/mother. On Question 19 the candidate has not concentrated on correcting the word collège and has instead added in an extra detail heard about school which is that Angélique will start back in the troisième. (This is a correct detail, but does not answer the question.) On Question 20, the candidate has again picked out a detail heard on the recording but does not realise the importance of surtout in the question and the need to link this to the French heard, ce que j’aime le plus ici, c’est le calme. The mark is awarded on Question 21 for le sport, but not on the next question, which required the answer froid, as fois constitutes another word in French.

Section 2: Exercise 2 (Q23–27)The candidate is more successful on this second part of the exercise. As can be seen from the answers which score, the response can be brief and still score the mark. On Question 27 it was decided to accept this spelling of Suisse (swiss) at the marking coordination meeting and on Question 28 the response plage gains the mark. On Question 25 the answer does not say which item of clothing is not needed, but journaliste on Question 26 gains the mark. The last question on this exercise indicates some partial grasp of the essential concept, but as can be seen in the mark scheme, there needed to be a reference to the idea of there not being a university or having to leave to study at university for the mark to be awarded. Although this script only scores four marks out of a possible 10 on this exercise, it can be seen that this represents a markedly stronger performance than that seen on the grade E script on this exercise.




Marks awarded





Marks awarded





Examiner comment – grade EThis section of the paper features material aimed at testing grades C and D. The extracts heard are longer and include opinions and tenses other than the present tense. On Exercise 2, questions requiring answers in French are phrased in such a way so as to avoid the need for candidates to write long answers.

Section 2: Exercise 1 (Q17)It is clear in this section of the paper that the candidate is starting to experience some difficulty in following longer extracts. The candidate has ticked the correct number of options and is successful on options b and k. There is some evidence that the candidate has partial comprehension of some of the concepts.

Section 2: Exercise 2 (Q18–22)There is a clear fall off in performance on this exercise. The candidate has difficulty in correcting the incorrect details on this first part of the exercise. The rubric has been understood and the candidate attempts answers to most of the questions but is only successful on Question 19 (l’hôpital). The answer to Question 18 shows that the candidate has heard la ville on the recording but has not understood the question fully. There is only partial comprehension on Question 20: the candidate is correct in that Angélique does like living there but the importance of surtout in the question and its link to ce que j’aime le plus ici, c’est le calme has not been made. Again, the answer offered to Question 21 featured a phrase heard on the recording, but the question had not been clearly understood. There is no attempt to answer the final question.

Section 2: Exercise 2 (Q23–27)Some understanding of the sequence of events was needed in this section. The candidate gives an acceptable answer for Question 23 (Swisse was one of the acceptable spellings on the mark scheme). The answer to Question 24 shows that the importance of the tense of the question has not been seen as the candidate refers to what Marie used to do rather than what she does now. No further marks are scored on this exercise.



Section 3Tapescript















Marks awarded




Marks awarded




Marks awarded





Examiner comment – grade AThis final section of the paper features material designed to test grades A and B. The extracts heard in this section test comprehension of specific facts and more general understanding. They feature longer extracts which require an appreciation of narrative and the ability to evaluate and understand opinions.

The candidate performs well on the first multiple choice exercise and makes a fair attempt at questions in the last exercise, scoring a final mark of eight (half marks) on the hardest section which is designed to stretch the most able candidates. There is a clear rise in performance on this section compared to the script representing the grade C. The responses to the first exercise show that there is comprehension of both specifics and the gist of the conversation heard. The performance on the second exercise is weaker but there is some limited success in identifying certain specific pieces of information and the candidate has, on this quite challenging material, been able to locate and identify certain answers in the correct order of the extract. The responses on this last exercise are usually brief and this is to be encouraged as full sentences are not required to gain the mark. Examiners require clarity of message and tolerate inaccuracy provided that the message is clear.

Section 3: Exercise 1 (Q28–33)The candidate clearly indicates the final chosen answer by crossing out any choice s/he does not want the examiner to consider.

Answers to Question 28 and 30 are correct but although mes amis is heard on Question 29 (as are all the options on the answer) this is not the correct answer. On Question 31 the candidate has heard the word culture and chooses an answer which contains the same word. The candidate has not identified the double culture and this partial comprehension leads to the choice of the wrong option. The final two questions are answered correctly.

Section 3: Exercise 2 (Q34–43)The brief answer on Question 34 is correct but no attempt is made at Question 35. On Question 36 the correct concept of long days not being a problem is conveyed and, fortunately, the extra information (an attempt at time passing quickly) is one of the correct alternative answers on the scheme and does not invalidate. On Question 37 the candidate is not familiar with the word clients: contact has been recognised but the phonetic attempt l’egliande makes the answer incomprehensible. The crossed out start to an answer for the next question (d’orang) indicates that the correct section is being listened to as this is clearly an attempt the render ranger phonetically. The next answer is correct, as is the answer to Question 40 which required the attempt at an appropriate verb. The final three responses show only partial comprehension of the material heard. On Question 42 the correct concept was one of adapting to the customer’s needs, and on Question 43 the concept of freedom or the responsibility not being heavy was not clearly grasped.




Marks awarded




Marks awarded




Marks awarded





Examiner comment – grade CThis final section of the paper features material designed to test grades A and B. The extracts heard in this section test comprehension of specific facts and more general understanding. They feature longer extracts which require an appreciation of narrative and the ability to evaluate and understand opinions.

As one would expect, there is a rise in performance on this section compared to the script awarded a grade E but only a few extra marks are scored as the final section is intended to stretch the most able candidates.

Section 3: Exercise 1 (Q28–33)The candidate gets off to a good start and is able to identify the reason for Zahera being in France and the person who encouraged her musical talents. Answers to later questions reveal a tendency to choose an answer which is only partially correct or which is chosen because the candidate incorrectly associates a detail related to somebody else with Zahera (e.g. Question 30). On Question 31 reference is made in the extract to Zahera singing in French but prior to this she clearly states that it is the mixing of styles which influences her music. On Question 32 the candidate mistakenly gives the reason for Zahera singing in Arabic as the reason why she sings in French. On the final question the candidate mistakenly chooses D, possibly because the word problèmes is heard towards the end of the extract. The correct answer is C which is a rephrasing of ma passion pour mon pays. The candidate scores two marks on this exercise.

Section 3: Exercise 2 (Q34–43)The candidate is now working on questions which are clearly challenging for his/her ability. The only answer which gains a mark is Question 34, tourisme. On Question 35 the word Paris would have been sufficient to score. On Question 36 rather than say what Patrick thought about his long working day, the candidate instead offers the days he works which clearly does not answer the question. Answers to the next two questions reveal an attempt to transcribe certain details heard (ecriyon for les clients on Question 37 and etages for étagères on Question 38). Even had these renderings been correct, neither answer would have scored as they are only partially complete. On Question 39 the answer is again only partially correct and needs la télévision to score. Again, on Question 40 there is partial completion as ambiguity could only be avoided by the inclusion of an appropriate verb such as faire. On Question 41 presse would have scored the mark. On Question 42 the answer offered by the candidate is far removed from the idea of adapting to the needs of the customer. There is an attempt to render besoins (boisons) but, even had the rest of the answer been correct, the spelling boisons would have invalidated the answer (as its resemblance to another word interferes with communication). The required concept of freedom is not present in the last answer.




Marks awarded




Marks awarded




Marks awarded





Examiner comment – grade EThis final section of the paper features material designed to test grades A and B. The extracts heard in this section test comprehension of specific facts and more general understanding. They feature longer extracts which require an appreciation of narrative and the ability to evaluate and understand opinions.

The candidate does attempt questions in both of the exercises but the requirements of these questions lie beyond the candidate’s ability.

Section 3: Exercise 1 (Q28–33)The options selected by the candidate demonstrate only partial understanding of the concepts required for the answer.

Section 3: Exercise 2 (Q34–43)Answers to Questions 34 and 36 show that there has been partial comprehension of the French heard, but that this understanding is far from complete. The answer to Question 38 is in fact the answer to Question 39. No marks are scored on this exercise.

Component 2 – Reading and Directed Writing



Section 1 Detailed mark scheme



Component 2 – Reading and Directed WritingSection 1: Example candidate response – grade A



Marks awarded


Component 2 – Reading and Directed Writing Section 1: Example candidate response – grade A


Marks awarded




Marks awarded




Marks awarded




Marks awarded




Marks awarded

Question 16 communication = 2Question 16 language = 0



Examiner comment – grade ASection 1: Exercices 1–3 (Q1–15)The candidate did very well in these exercises, scoring the maximum 15 marks.

Section 1: Exercice 4 (Q16)For this question, candidates needed to be able to state:

• the day of their arrival

• the means of transport

• where they would meet their friend.

Here, the candidate was successful in giving the information that s/he would be arriving lundi and travelling by train, so scored a communication mark for both (a) and (b), but for (c) the candidate offered – On va rencontrer au magazine – unfortunately confused with magasin, and since the word has a different meaning, the mark cannot be awarded.

The two language marks available are awarded only where communication marks have been scored and verbs are appropriate and correct, so neither Je vais arrivez nor Je vien can score. A mark would have been awarded for je vais + a correct infinitive, and if the candidate had used magasin for (c), the verb used would also have scored. The candidate scored a total of two for the successful communication elements.

Component 2 – Reading and Directed Writing Section 1: Example candidate response – grade C



Marks awarded


Component 2 – Reading and Directed WritingSection 1: Example candidate response – grade C


Marks awarded




Marks awarded




Marks awarded




Marks awarded




Marks awarded




Examiner comment – grade CSection 1: Exercices 1–3 (Q1–15)In the first exercise, all were correct except for Question 5, where C was given instead of A. Full marks were scored for the second exercise, and three of the five marks available for the third – Questions 13 and 15 did not score.





Here the candidate did not give a day, though a time was offered instead, and correctly written – unfortunately no marks were available for this. Gare, on its own, was not enough to score the communication mark for task (b), and there was no idea of meeting for task (c), so the candidate did not score for communication. As no marks had been given for communication, no mark for language could be awarded.

Component 2 – Reading and Directed WritingSection 1: Example candidate response – grade E



Marks awarded


Component 2 – Reading and Directed Writing Section 1: Example candidate response – grade E


Marks awarded




Marks awarded




Marks awarded




Marks awarded




Marks awarded




Examiner comment – grade ESection 1: Exercices 1–3 (Q1–15)In the first exercise, the candidate scored two of the available five marks, correctly identifying the items of vocabulary in Question 1 and Question 3. The candidate scored well in the second exercise, scoring four of the five marks, but offering E for Question 10 rather than the correct answer, A. In the next exercise, the candidate answered two of the questions correctly.





There is no mention of a day, and although the candidate does mention train, the verb used (arrête) is not appropriate – the candidate has confused travailler with voyager. There is no mention of meeting. No communication marks have been scored here, and so no marks can be awarded for language – even if there had been a correct and appropriate verb.


83v 0.10 Cambridge IGCSE French 0520

Section 2Detailed mark scheme


84 Cambridge IGCSE French 0520 v 0.10




86 Cambridge IGCSE French 0520 v 0.10

Text for Exercise 1




Marks awarded

Question 17 = 1Question 18 = 1Question 19(a) = 1Question 19(b) = 1Question 19(c) = 1




Marks awarded

Question 25 communication = 8Question 25 accuracy = 3



Examiner comment – grade ASection 2: Exercice 1 (Q17–24)The candidate scored full marks in this exercise – for Question 21 the key concepts of dormir plus le lendemain matin were present, so the mark was scored, regardless of the verb form.

Section 2: Exercice 2 (Q25)As can be seen from the mark scheme, this question is marked both for communication (10 marks), and for accuracy (five marks). The 10 communication marks are awarded flexibly across the tasks, but all the tasks must be mentioned for candidates to score the maximum. The five marks for accuracy are awarded according to the descriptors set out in the Accuracy table.

The candidate wrote about the singer (one mark), Bruno Mars (one mark), so scored two marks for task (a). Two marks were also scored for each of the other tasks – for (b), il chant vraiment bien and the further detail about a concert; for task (c), that this is the candidate’s favourite music, and je pense qu’il est genial; for (d), je veut pas la meme métier and je veut étré un jour proffesionel de foot. The candidate, therefore, scored eight marks for communication.

A lot of what is said is phonetically understandable, but the language used is very basic. Infinitives appear regularly instead of finite verbs. A mark of three was awarded for the language element.




Marks awarded





Marks awarded




Examiner comment – grade CSection 2: Exercice 1 (Q17–24)In this exercise, the candidate scored just over half marks – though able to locate the part of the text needed to answer each question, sometimes the lifted phrases did not supply quite enough information to be rewarded. For example in the first two parts of Question 19, gens was omitted in (a), and in (b) there was no mention of cassées. Similarly with Question 21: although lendemain matin appeared, there was no reference to dormir.

Section 2: Exercice 2 (Q25)As can be seen from the mark scheme, this question is marked both for communication (10 marks), and for accuracy (five marks). The 10 communication marks are awarded flexibly across the tasks, but all the tasks must be mentioned for candidates to score the maximum. The five marks for accuracy are awarded according to the descriptors set out in the Accuracy table.

For this essay, the candidate scored six marks for communication. The first two lines did not relate to the set tasks and did not score marks, but a mark was awarded for task (a) for the name of the singer, and the candidate gave a number of descriptive details for task (b) – elle à tres beau (one mark)... est assez grande et vraiment sympa (one mark for the two adjectives)... Elle à cheveux brun et les yeux bleu (one mark for the two items, as a list) and an additional mark for the reference to the concert. One mark was scored for task (c) – J’adore... parce qu’elle est très bon. There was no attempt to deal with task (d).

For language, a mark of three was given – the language was very basic, and, despite regular errors, meaning was often conveyed.




Marks awarded





Marks awarded




Examiner comment – grade ESection 2: Exercice 1 (Q17–24)In this exercise, candidates can score well by locating the correct item of information in the text and by either lifting the clause or phrase containing this, or by giving the information very briefly, sometimes just as a single word. There was some difficulty with comprehension, but the candidate often seemed to have located the right part of the text for the answers, and then unfortunately either copied the wrong part of the sentence, or left out the actual detail needed, so could not score. The similar answer offered for Question 19 (b) and (c) scored a mark at (c) and marks were awarded for Question 20 (vingtaine d’amis) and Question 22 (le barbecue).

Section 2: Exercice 2 (Q25)As can be seen from the mark scheme, this question is marked both for communication (10 marks), and for accuracy (5 marks). The 10 communication marks are awarded flexibly across the tasks, but all the tasks must be mentioned for candidates to score the maximum. The five marks for accuracy are awarded according to the descriptors set out in the Accuracy table.

The candidate makes it clear that the subject of the essay is a musician, called Willie Smith, and scores two marks for task (a). Three items of description are given – his age, the instrument he plays, and how long he has been a musician, so three marks are scored for task (b), but although the candidate says s/he likes the musician, there are no reasons given, so no marks are scored for task (c). There is no attempt at task (d) so the candidate scores a total of five marks for communication.

Although it is possible to understand some of what the candidate says, some parts are unclear – two marks are awarded for language.



Section 3Text for Exercise 1



Text for Exercise 2













Marks awarded

Question 26 = 1Question 26 justification = 1Question 27 = 0Question 27 justification = 0Question 28 = 1Question 28 justification = 0

Question 29 = 1Question 30 = 1Question 31 = 0Question 31 justification = 0



Marks awarded

Question 32 = 0Question 33 = 1Question 34 = 1Question 35(i) = 0Question 35(ii) = 0




Examiner comment – grade ASection 3: Exercice 1 (Q26–31)In this exercise, six marks are available for correctly ticking the true/false boxes, and four additional marks for correcting the false statements.

The candidate correctly identified four of the true/false elements, but thought Questions 27 and 31 were both true. The justification for Question 26 was awarded a mark, but the sentence supplied as a correction for Question 28 – il a connait quand il a aller au Mali – did not score, as it is not clear who or what was known on the trip to Mali. Four marks were scored for identifying four of the true/false elements, plus one mark for the sentence provided for Question 26.

Section 3: Exercice 2 (Q32–40)The candidate scored half the marks available for this exercise. For Question 32, it was not enough to write lire des livres, there had to be some mention of aventures en montagne / grands alpinistes. Questions 33 and 34 both scored – the use of the infinitive was tolerated for Question 33. For the first part of Question 35, the candidate wrote an answer which would have scored the mark, but then crossed it out and supplied a different answer in the blank space at the bottom of the script – this was not a correct answer to this question and did not score. The candidate seemed to have looked for the answers to Question 35 too far ahead in the text.

Question 36 was awarded a mark – the verb error was tolerated – and a mark was scored for the answer to Question 38, which had also appeared previously as an answer to Question 35(i). The answer to Question 40 was correct.




Marks awarded





Marks awarded





Examiner comment – grade CSection 3: Exercice 1 (Q26–31)In this exercise, six marks are available for correctly ticking the true/false boxes, and four additional marks for correcting the false statements.

In this exercise, the candidate scored just under half the marks available, all for the true/false ticks: Question 28 was incorrectly ticked as true, and Question 30 incorrectly given as false. Although the candidate had decided that the statement in Question 26 was false, there was no attempt to supply a corrected version for this question, and for Questions 27 and 31, the sentences offered did not correct the original statements.

Section 3: Exercice 2 (Q32–40)The text clearly presented the candidate with some comprehension difficulties, and as in an earlier exercise on the paper, even when right area of the text was located for the answer to a particular question, the candidate was not quite able to pinpoint precisely the answer needed. For example, in Question 35(i) étudier attentivement was offered, but without the vital detail that he studied the building he was going to climb. The answer given for Question 35(ii) was, in fact the answer to Question 36. The candidate did not attempt two of the questions, and the only mark scored in this exercise was for the answer to Question 39 – toute erreur peut causer la mort.




Marks awarded





Marks awarded





Examiner comment – grade ESection 3: Exercice 1 (Q26–31)In this exercise, six marks are available for correctly ticking the true/false boxes, and four additional marks for correcting the false statements.

Here, the candidate does well deciding which statements are true and which false, and scores five of the six marks for this part of the exercise. The candidate is not successful with the two corrections attempted, and makes no attempt to provide any other corrections.

Section 3: Exercice 2 (Q32–40)The candidate has struggled to understand the text. All questions were attempted, but no marks were scored, although some answers came close – the candidate was able to find the correct part of the text for some of the answers, but could not narrow the focus to the actual detail required. For Question 35(i) the answer was close, but contained an additional and confusing le; for Question 36 the candidate had found the right area of the text, but lifted the sentence following it. For the last question, exactly the right information was located, but the candidate was not able to manipulate the language sufficiently to score the mark.

Component 4 – Continuous Writing



Mark scheme



































Question 1(a)

Question 2

Component 4 – Continuous Writing Example candidate response – grade A


Example candidate response – grade A

Component 4 – Continuous WritingExample candidate response – grade A


Component 4 – Continuous Writing Example candidate response – grade A


Examiner comment – grade AThis response illustrates the best of what an able, well-prepared candidate can produce. The candidate fulfils the requirements of the rubric very carefully, writing strictly to the point throughout. The candidate addresses all the bullet points, giving equal attention to each and writing almost exactly the 140 words recommended for each question. The quality of the candidate’s French is excellent, the candidate writes fluently with very little incidence of error and is never short of a perceptive comment. The presentation is very clear and the handwriting unambiguous.

Question 1(a)

The candidate chooses to write about leisure activities, specifically about a visit to an amusement park. This candidate is not excessively enthusiastic. There was little to do (pas beaucoup de choses à faire). The candidate talked to friends mostly (pour la plupart) and says he never did like amusement parks much, employing a correct negative (je n’ai jamais aimé).

The candidate likes going out with his family, nevertheless (néanmoins, an unusual lexical item) he prefers the company of his best friends. They are more fun (plus drôles) and he can discuss his problems with them (avec eux).

Next weekend will be brilliant (génial). He will visit his girlfriend whom he has known forever (depuis toujours). They will watch television. Having done that (après avoir fini) they will go to town with friends, see a film and dine out in a restaurant. It will be a great weekend.

This mass of information is expressed concisely in French which is virtually error free. The candidate’s control of the language is exceptionally good. Moving easily between tenses and making appropriate use of present, perfect, imperfect and future. There are seven different infinitive constructions. The candidate uses the comparative correctly. Short sentences predominate and if one has a small criticism it is that the candidate makes little use of subordinate clauses. The vocabulary and register are impeccable. The candidate can use modern colloquialisms (génial, super) when appropriate but mostly keeps to orthodox French usage.

This answer scores full marks for Communication, Language and Impression.

Mark awarded = 25 out of 25

Question 2

The candidate follows the rubric closely and writes 140 words. The candidate throws himself enthusiastically into the task and writes with some sensitivity about his feelings, when faced with the challenges of a new school. The candidate can express a range of reactions. The school buildings looked beautiful but the pupils were rowdy. He felt disorientated (dérouté). He hoped the staff would be pleasant but he was disappointed (déçu). The food was dreadful. On leaving he slammed the door in frustration. He hoped never to return. He was sad and anxious (troublé). He will be embarrassed if he goes back. He wants to change schools again! He is angry with his parents for sending him there.

The use of language is again excellent. The candidate employs a variety of tenses, including present, perfect, imperfect, future and conditional. This time there are four subordinate clauses, all correctly employed (j’espérais qu’ils seraient..si j’y vais encore je serai...) There are eight different infinitive constructions, après avoir claqué la porte being perhaps the best. The vocabulary is rich and varied. There are a small number of errors (des nouveaux gens, mon vieille école for mon ancienne école, je ne peux pas faire rien) but the standard of accuracy is still high.


Component 4 – Continuous WritingExample candidate response – grade A/B borderline


Example candidate response – grade A/B borderline

Component 4 – Continuous Writing Example candidate response – grade A/B borderline


Component 4 – Continuous WritingExample candidate response – grade A/B borderline


Examiner comment –grade A/B borderlineThis candidate’s answers are typical of work at the A/B borderline. Keeping to fairly simple language, the candidate scores well for the more structured Question 1 but copes less well in Question 2 where she is required to create her own plan.

Question 1(a)

Sensibly, the candidate plans her answer around the bullet points set out in the rubric. She writes just over 140 words and no loss of marks is incurred for communication points falling outside the word count.

The candidate starts by saying she went to an amusement park with friends, it was fun and they had a good meal, she loved it. The French is mainly accurate although there are some serious errors such as nous sommes passé and nous sommes mangé. She likes amusement parks but there are a lot of people, which is a désavantage.

She prefers to go out with friends as it is more interesting than with her family. She makes a correct comparative with c’est plus intéressant. She also likes spending time with her family (j’aime aussi passer les temps avec ma famille). She likes their conversation. She enjoys dining out with them (avec eux). This section scores quite well for language, being expressed in simple, often correct structures.

Finally, the candidate outlines her plans for the weekend – cinema and billiards. Again she uses common verbs such as pouvoir and vouloir with infinitives aller and jouer. She thinks it will be great fun. Again, there is a lot of correct language to reward.

This is a competent performance. The candidate keeps within her limitations and while there is not a lot of ambition linguistically, she communicates her ideas clearly and fulfils each of the tasks.

Communication 5/5 Language 13/15 Impression 4/5


Question 2

This answer is well short of 140 words and the opportunity to score marks for language is therefore limited.

The candidate makes a promising start and scores two marks for réactions. The day was difficile. She was intimidated. Then the sentence je pense que je ne va trouver les amis fails to communicate effectively. Then she uses mettre meaning ‘to meet’, which reveals her lack of security. Perhaps she is losing a little confidence at this point, as a sequence of errors ensues – à nouvelle école, beaucoup des herbes, j’était, les étudiants était, ma l’école.

Of the communication marks available for saying what happened during the day (comment s’est passée la journée) the candidate scores one, for saying the students played games. She ends on a positive note. The pupils were friendly (amicales), she likes the school and she does not wish to change it.

The qualities shown in Question 1 are not so evident in Question 2 when the candidate is required to create her own subject matter, rather than responding to a number of set tasks. However a reasonable number of ticks for correct language gave a mark of 12/25, which combined with 22/25 for Question 1 ensured a result at the very top of the grade B band.



Component 4 – Continuous Writing Example candidate response – grade C


Example candidate response – grade C

Component 4 – Continuous WritingExample candidate response – grade C


Component 4 – Continuous Writing Example candidate response – grade C


Examiner comment – grade CQuestion 1(a)

The candidate writes just over 140 words and addresses each of the tasks set out in the rubric, with varying success.

She begins well with a series of five correct perfect tenses, avoir and être verbs and a reflexive. She went to the park, they went for a walk and then ate ice cream. That is all they did. She has difficulty in her attempt to say it was not their first visit – c’est ne pas premiere fois.

She says she prefers the company of her friends when shopping, or going to cafés or the cinema, parce que c’est plus intéressants. She likes going out with her family too. They enjoy picnics and travelling together.

Plans for the weekend are not successfully conveyed: she says nous voudrions rencontrons (for nous rencontrer) and then runs out of words.

This candidate gathers enough language ticks to secure a mark of 9/15, through simple usages. There are examples of correct present, past and future tenses. She is rewarded for the correct rendering of quantities (beaucoup de glaces), adverbs (personnellement, toujours), conjunctions (parce que) and the possessives mes and ma. When she goes beyond simple basic structures, she sometimes encounters difficulty, as when she attempts a negative or a dependent infinitive.



Question 2

The candidate makes a creditable attempt to tell her story but her linguistic limitations are more evident than in Question 1. The frequency of errors is greater now and in addition she writes fewer than 140 words.

She has changed school. She makes an unfortunate start. She puts changé l’école when the correct idiom changé d’école is given in the rubric. She makes a clear statement about the other pupils who are souriants and friendly. She lists the subjects she finds interesting, (biologie, français, géographie and histoire) but substitutes an invented word métieres for cours or matières.

A Communication mark and several Language ticks are scored for j’aime beaucoup les personnes dans cette école and for reactions – j’ai eu peur, maintenant je suis heureuse and enjoys going to les lessons.

In the last paragraph, the candidate communicates a number of facts in past tenses. She played tennis and football. She read a book. Where language is accurate, ticks for Language can be awarded.

This candidate is more successful in expressing ideas than in writing accurately. All five marks for Communication are awarded but not enough of the language is accurate to produce a high mark for Language. The mark of nine for this answer combined with the mark of 15 for Question 1 puts this response comfortably into the grade C band.



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