Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

FRENCH 0520/42
Paper 4 Writing March 2019
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the March 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

This document consists of 43 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:
the specific content of the mark scheme or the generic level descriptors for the question
the specific skills defined in the mark scheme or in the generic level descriptors for the question
the standard of response required by a candidate as exemplified by the standardisation scripts.
GENERIC MARKING PRINCIPLE 2:
Marks awarded are always whole marks (not half marks, or other fractions).
GENERIC MARKING PRINCIPLE 3:
Marks must be awarded positively:
marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
marks are awarded when candidates clearly demonstrate what they know and can do
marks are not deducted for errors
marks are not deducted for omissions
answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
GENERIC MARKING PRINCIPLE 4:
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
GENERIC MARKING PRINCIPLE 5:
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
GENERIC MARKING PRINCIPLE 6:
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

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1 General Marking Principles

1.1 Crossing out:

(a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct.

(b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work.

1.2 For Questions 2 and 3, if the candidate has written an answer in the space provided for that purpose, you should ignore anything
written anywhere else, unless:

(a) there is an indication from the candidate that other material should be considered.

(b) the candidate has continued their answer outside the space provided.

(c) there is no answer in the space provided.

1.3 Annotation used in the Mark Scheme:

(a) tc = ‘tout court’ and means that on its own the material is not sufficient to score the mark.

(b) BOD = benefit of the doubt and is used to indicate that the Examiner has considered the answer/that part of the answer and judged it
to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded.

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1.4 No response and ‘0’ marks

There is a NR (No Response) option in RM Assessor.

Award NR (No Response):

If there is nothing written at all in the answer space or

If there is only a comment which does not in any way relate to the question being asked (e.g. ‘can’t do’ or ‘don’t know’) or

If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark).

Award 0:

If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working
that does not earn any marks, whether crossed out or not.

1.5 Optional questions: You must mark all questions attempted by the candidate. Where a question has not been attempted then NR must be
entered. (For Question 3 only, after marking the question(s) the candidate has answered, NR is populated automatically when you click on
‘Complete’.) Where the candidate attempts more than one of the alternatives in Question 3, RM Assessor will automatically only aggregate
the candidate’s best result.

1.6 Spellings recognised by the Académie Française will be accepted.

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Question Answer Marks

Question 1

Candidates are required to list 8 items in French. Read all of the items that the candidate has listed and award marks as follows:

(i) Select the most correct items up to a maximum of 5. Award 1 mark for each correct item up to a maximum of 5. Stop ticking once 5 items
have been rewarded.

(ii) On Question 1, award marks for items wherever the candidate has written them.

(iii) If the candidate offers more than one word per line, award a mark for each acceptable item (e.g. where a candidate has linked two
words as in gâteau au chocolat / gâteau chocolat = 1 tick; however gâteau et chocolat / gâteau, chocolat (candidate intends these as two
items) = 2 ticks).

(iv) The pictures provided on the question paper are only suggestions.

(v) Mark for communication. Tolerate inaccuracies, provided the message is clear. Ignore any definite / indefinite article, possessive adjective,
etc. Ignore any verbs.

(vi) If spelling is questionable, start by referring to the detailed mark scheme. Refer to the bullet points below if no decision on the spelling you
have encountered is recorded there.
‘If in doubt, sound it out’: if you read what the candidate has written, does it sound like the correct answer?
Look-alike test: does what the candidate has written look like the correct answer, e.g. one letter missing but no other word created.
If the first part of the word is correct, small errors in what comes next are less likely to impede communication (unless they suggest
another meaning).
Where letters are transposed, the word is likely to communicate (unless another word has been created).

(vii) Once marking proper starts, if there are five clearly acceptable items, award marks wherever these are in the list. This approach may allow
questionable versions to be ignored.

(viii) Refuse all nouns which are repeated and which do not have a separate meaning:
gâteau, gâteau au chocolat: award one mark to each item
gâteau au chocolat, gâteau à la crème: award one mark to each item
gâteau, gâteau au chocolat, chocolat: award one mark to each item
gâteau, grand gâteau: award one mark for the first gâteau

(ix) Reject misspelt words which suggest a word with a quite different meaning. Where nouns are usually plural, accept the singular and vice
versa.

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Question Answer Marks

1 À la bibliothèque. Faites une liste, en français, de 8 choses qu’on trouve à la bibliothèque. 5

Refuse verbs, people, school subjects, clothing, food.

ACCEPT ACCEPT REFUSE

bureau / pupitre / comptoir buro bureu / kiosque

carte

chaise / canapé / fauteuil / sofa chaisse / fauteil couche / lit

dictionnaire dictionaire dictoinaire / dictonare

étagère étagaire

fenêtre

journal / magazine / papier magasin / magazin

lampe / ampoule lamp lumière

livre / biographie / roman / cahier / nouvel histoire / liver

nouvelles

ordinateur / moniteur / internet ordinatuer / ordenateur / ordi informatique

pendule / horloge / montre / calendrier orloge heure / horaire / horlog / horlage / temps

placard armoire

poubelle

stylo / crayon / trousse

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Question Answer Marks

1
ACCEPT ACCEPT REFUSE

tableau tableu

téléphone / portable téléphon

télévision / télé / tv

toilettes / WC

ventilateur / climatisation

Total for Question 1: 5 marks

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Question Answer Marks

Question 2

Candidates are required to answer the question. Read the whole answer and award marks as follows:

Communication: award a mark out of 10, according to the instructions in 2.1.

Language: award a mark out of 5, according to the instructions in 2.2.

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Question Answer Marks

2 Un membre de ma famille 15

2.1: Award a mark out of 10 for Communication

(i) Place the appropriate ‘numbered’ tick as close as possible to each relevant communication point in the body of the
answer.

(ii) Award ticks flexibly across the tasks for each piece of relevant information conveyed, up to a maximum of 10.
HOWEVER, each of the tasks must be covered to get the 10 communication marks:
If 1 of the tasks is missing, the maximum communication mark is 9.
If 2 of the tasks are missing, the maximum communication mark is 8 (and so on).

(iii) Add up the ticks to give a mark out of 10 for Communication.

(iv) For COMMUNICATION

Look for a verb (finite or infinitive) before awarding a mark. Lists without a verb will not score.
See Appendix II for rules on how to decide whether a verb is accurate enough to convey meaning.
For language other than verbs, use ‘rules’ in Question 1: look alike, sound alike, etc.
Misplaced adjectives, negatives and adverbs will not usually compromise communication.

(v) LISTS = a maximum of 3 marks for communication: lists of 1–3 items = 1 mark; lists of 4 items = 2 marks; lists of 5–6
items = 3 marks
elle a les cheveux noirs avec de beaux yeux et une petite bouche (1 verb, therefore treat as list of 3 items)
elle a les cheveux noirs, est de taille moyenne, et elle est jolie (3 verbs therefore each piece of information can
score a separate communication mark)

(vi) Only reward each piece of information once, e.g. elle est super cannot score both as description and reason for liking;
elle est super et sa musique est super can both be rewarded as they each contain a different extra detail.

(vii) Do not penalise factual errors.

(viii) What the candidate writes may not follow the order of the tasks on the question paper – this is fine.

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Question Answer Marks

2
Tick Accept

31 Qui est cette personne (par exemple : nom, anniversaire, description) ?

REWARD: any statement relating to member of family

Elle s’appelle«
Il est mon cousin
C’est ma sœur

Elle a 15 ans
Son anniversaire est le 15 octobre
Il est né le 3 décembre

Elle est gentille

Il a les cheveux noirs

Elle est professeur

Il anniversaire est«
S’anniversaire est...

J’adore ma sœur as an introduction = 1; refuse as an opinion later in answer.

If candidates mention more than one person, reward information about the first person mentioned.

Mon frère nom est« (double subject) = 0

Ma cousine s’appelle est Kanta / ma cousine est s’appelle Kanta = 0
Dates: le 13th décembre = 0

Refuse references to mon uncle/ma tente

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Question Answer Marks

2
Tick Accept

32 Où habite cette personne ?

REWARD: any statement relating to where the person lives i.e. country, town, location, accommodation
Expect correct or phonetically acceptable spelling of countries.

Elle habite Mumbai

Il habite un appartement
Elle habite au bord de la mer
Elle habite chez ses grands-parents
Nous habitons une petite maison

Reward supplementary details about the place:

C’est une grande ville
Il y a trois chambres

J’habite avec elle à Mumbai = 1

Note: The following as the only statement = 0 but as supplementary details = 32

Nous avons une petite maison
J’habite avec elle
Nous habitons ensemble
J’habite avec«
Il habite avec sa famille

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Question Answer Marks

2
Tick Accept

33 Qu’est-ce que cette personne aime faire pendant son temps libre ?

REWARD: any statement relating to what the person likes to do, expect a verb.

Il aime jouer au foot

Elle écoute de la musique

J’aime jouer au foot avec lui

J’aime jouer au foot avec il = 1

J’aime jouer avec ça / sa / le / la = 0

Il aime jouer des sports, (par exemple) le badminton, le cricket = 1

Il aime jouer des sports tc = 0

Il aime la musique = 0
Elle aime le sport = 0

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Question Answer Marks

2
Tick Accept

34 Expliquez ce que vous voudriez faire ensemble pendant les prochaines vacances. Pourquoi ?

REWARD: any statement relating to what they will do together during the next holiday and why.

Expect plural reference: nous / on / je« avec ma cousine

Expect future reference either pendant les prochaines vacances or conditional verb form

Nous voudrions aller«

Nous aimerions visiter«
Nous irions à«
Je ferais une promenade avec elle / lui

Les vacances prochaines, je voudrais visiter la France avec ma sœur.

Il achèterait beaucoup de choses pour moi = 1 as extra detail

Je voudrais visiter ma sœur en France = 0

Je voudrais jouer au foot ensemble = 0
Je voudrais aller en France avec ça / sa / le / la = 0

Reward any relevant reasons or explanations, even if the plans are unclear.

Note: max 4 for Language if no conditional verb form.

Je voudrais visité la France avec mon frère = max 4 for Language.

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Question Answer Marks

2 2.2: Award a mark out of 5 for Language

Award a mark out of 5 for Language*, according to the Grade descriptors in the table below (see Note on using mark
schemes with Grade descriptors (Appendix 1)).

Grade descriptors for Language (Question 2)

Straightforward vocabulary and structure.

The style of writing is basic, but reasonably coherent.
5
Use of a limited range of verbs, generally successful.
More accuracy than inaccuracy.

Basic vocabulary and structure.

4 Some awareness of verb usage, but inconsistent.
The writing is sufficiently accurate for meaning to be conveyed.

Very basic vocabulary and structure.

3 Little awareness of verb usage (e.g. infinitives regularly used instead of finite verbs).
Despite regular errors, the writing often conveys some meaning.

A few phrases or short sentences are accurate enough to be comprehensible. Very simple sentence
2
structure.

1 Disjointed words or short phrases, one or two of them accurate enough to be comprehensible.

0 One or two disjointed words or short phrases may be recognisable.

*Consider the whole answer when awarding mark for language.

Total for Communication: 10 marks

Total for Language: 5 marks
Total for Question 2: 15 marks

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Question Answer Marks

Question 3

Candidates answer 1 question from a choice of 3. Read the whole answer and award marks as follows:

Communication: award a mark out of 10, according to the instructions in 3.1.

Language: award a mark out of 8 for Verbs, according to the instructions in 3.2.
award a mark out of 12 for Other linguistic features, according to the instructions in 3.3.

For question-specific guidance, see later in this mark scheme.

3.1: Award a mark out of 10 for Communication

(i) There are 5 relevant communication points per question, each worth a maximum of 2 marks.

(ii) For each relevant communication point, use the appropriate numbered tick and place up to 2 of these ticks as close as possible to each
relevant communication point (in the body of the answer).

2 ticks Message clearly communicated. Minor errors (adjective endings, use of prepositions etc.) are tolerated.
1 tick Communication of some meaning is achieved, but the message may be ambiguous or incomplete.
0 ticks Nothing of worth communicated.

(iii) Look for a verb (finite or infinitive) before awarding a mark for communication. See Appendix II for rules on how to decide whether a
verb is accurate enough to convey meaning.

(iv) Add up the ticks to give a mark out of 10 for Communication.

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Question Answer Marks

3.2: Award a mark out of 8 for accurate use of Verbs

When awarding ticks for Verbs, please refer back to the question in order to establish which tense is appropriate for the response. For question-
specific guidance, see later in this mark scheme.

(i) Place a tick above the first occurrence of each correct verb, up to a maximum of 18 ticks (details of how to award ticks are provided below).
(ii) Place the tick so that it does not obscure the accent/tilde.
(iii) Convert the total number of ticks to a mark out of 8 using the Conversion table below.

Conversion table for accurate use of Verbs (Question 3)

Number of ticks Mark

18+ 8
16,17 7
14,15 6
12,13 5
10,11 4
8,9 3
6,7 2
4,5 1
0,1,2,3 0

How to award ticks for accurate use of Verbs (Question 3):

(a) Subject (noun or pronoun) + any finite verb

both subject and verb must be correct for the verb to score a tick
verb must be in the appropriate tense to score a tick
inaccuracies in the use of accents are ignored except in the case of –er verbs and être where there must be an accent on the
past participle in a compound tense, and the absence of such an accent in the present tense
do not tick verbs contained in the ‘letter etiquette’: appropriate beginnings and endings to letters are considered for reward
under Other linguistic features
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Question Answer Marks

Tick No tick Note

Je suis (3)
J’aime (3) Je aime (no tick) «Je n’aime (3) (pas) le camping»
Je ne aime (3) pas treat as misuse of negative, not misuse of verb: verb is
ticked
Il est allé (3) Il est allée (no tick) insist on correct agreement
Les proffesseurs sont (no tick) incorrect subject
gentils
Le voiture s’est approché (no tick) incorrect subject
Les nouveau professeurs sont (3) «Les professeurs» is the subject and is correctly spelt. The
gentils incorrect adjective does not prevent the tick being awarded
Les invites sont arrivés (3) missing accent on noun does not prevent tick being
awarded
Les invités sont arrives (no tick) past participle must have accent for tick to be awarded;
grave is tolerated
La site que j’ai adoré (3) despite wrong gender of noun the verb is correct
La site que j’ai adorée gender of noun wrong; «site» is not a feminine noun,
therefore verb should not agree and is not ticked

Le site j’ai adoré (3) «que» clauses where the «que» is missing: tick the verb;
take absence of «que» into account when awarding mark
for Other linguistic features
Mon frère a (3) sept ans. Il y a (3) 30 for «il y a/avait», allow the impersonal use to count as an
enfants dans sa classe extra

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Question Answer Marks

With direct and indirect object pronouns

Tick No tick Note

Je l’aime (3)
Je le joue (3) Je se joue (no tick) first example – «je joue» is correct despite incorrect object
pronoun; second example – «jouer» is not a reflexive verb
Je lave (3) les voitures Je me lave (no tick) les voitures «laver» should not be used reflexively in this statement
Je t’ai dit (3)
J’ai te dit (3) basic verb formation is correct
Je les ai achetés (3) Je les ai acheté (no tick) past participle must agree in number and gender with
preceding direct object for verb tick to be awarded

With «y» and «en»

Tick No tick Note

J’y vais (3) / Elle en achète (3)
Je vais (3) y en voiture correct «je vais» scores despite incorrect position of «y»
Elle achète (3) en correct «elle achète» scores despite incorrect position of
«en»

Passive

Tick No tick Note

Elle a été attrapée (3)
Les vélos ont été vendus (3)

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Question Answer Marks

Reflexive

Tick No tick Note

Elle s’est levée (3) Elle est se levée (no tick)
Je me lave (3) les mains
Je me suis réveillé (3) et j’ai réveillé (3) correct use of a reflexive and non-reflexive verb can both
ma mère be credited

Impersonal

Tick No tick Note

C’est comique (3)
Il y a (3) «Ilya» (3) all right letters and in right order (by same rule
«yatil» also gains a tick)
«Il y a» does not score in expressions meaning ‘ago’
Est-ce que (3)

With negative

Tick No tick Note

Ils ne jouent pas (3) tick is awarded for the correct verb; the negative is
Ils ne pas jouent (3) considered for reward in ‘Other linguistic features’

Je ne aime (3) pas

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Question Answer Marks

Sequence of tenses

Tick No tick Note

Si j’avais (3) le choix je voudrais (3)
Si j’ai eu (no tick) le choix je voudrais (3) if sequence is incorrect, both verbs cannot be rewarded
Quand j’ai fini (no tick) de déjeuner (3) in time clauses, the pluperfect must be used for the verb
je suis sorti (3) to be rewarded. In other cases the perfect is acceptable
Quand j’avais fini (3) de déjeuner (3) je
suis sorti (3)

Single auxiliary with multiple past participles

Tick No tick Note

Nous avons chanté (3) et dansé (3) Nous avons chanté = tick; Nous avons dansé = tick

Correct verb within meaningless statement

Tick No tick Note

La journée est (3) longue La journée est (no tick) intelligente do not reward correct verb in a meaningless statement

(b) Imperative

Tick No tick Note

Viens (3)
Ne touche pas (3)

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Question Answer Marks

(c) Interrogative

Tick No tick Note

Tu viens? (3) / Tu viens. (3) question mark not required for mark to be awarded

Est-ce que (3) tu viens(?) (3)

Comment ça va(?) (3)

(d) Infinitive

Tick No tick Note

Je veux (3) sortir (3)

Je veut (no tick) sortir (3) award tick for any correct dependent infinitive, even if main
verb is incorrect / in the wrong tense

Je veux (3) sortier (no tick)

Il a commencé (3) à pleuvoir (3)

Il a commence (no tick) à pleuvoir (3)

Il a commencé (3) de pleuvoir (no tick)

J’ai essayé (3) de travailler (3)

Il m’aide (no tick) à préparer le repas a past tense required by the task: main verb is, therefore, in
(3) the wrong tense, but dependent infinitive is correct and is
ticked

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Question Answer Marks

Tick No tick Note

Visiter (3) d’autres pays est (3)

important

Sans hésiter (3) Sans hésité (no tick)

Je veux (3) sortir (3) parce que je veux je veux can only score once, but different infinitives can
(no tick) aller (3) aux magasins each score if correct

Après être arrivé(e) (3) il/(elle) a

mangé (3) un sandwich

Après être sorti il a commencé (3) à the subject of the perfect infinitive is not the subject of the
pleuvoir (3) main verb

Après avoir mangé (3) je suis sorti (3)

Ticking forms of the verb in the future: is the future tense appropriate to the task?

Tick No tick Note

Nous allons (3) jouer (3) au tennis

in all these cases the future tense is appropriate to the task
Je vais (3) regardé (no tick) un film on the question paper so both the finite verb and the
infinitive are ticked in the normal way
Elle vas (no tick) arriver (3) ce soir

Je vais (no tick) aller (no tick) en ville task is: what did you do last weekend? Future tense is not
appropriate therefore do not tick either verb

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Question Answer Marks

(e) Inversion

Tick No tick Note

««» a-t-il dit (3) « a-t-il dis (no tick) accept both normal word order and inversion after direct
speech
««» il a dit (3)

Viens-tu (3) / Viens tu (3)

(f) Participle (past or present)

Tick No tick Note

En arrivant (3)

Ayant fini (3)

Une fois arrivé (3)

(g) Reward only the first occurrence of a verb, e.g.

J'aime (3) la natation. J'aime (no tick) aussi le tennis
J'aime (3) la natation. Je n’aime (no tick) pas le tennis
Dans ma région il y a (3) des montagnes et des rivières. Il y a (no tick) aussi des«

However,
Je préfère (3) la natation et mon frère préfère (3) le tennis – 2 different persons of the verb
Mon frère préfère (3) la natation et ma sœur préfère (no tick) le tennis – both third person usage
Elle est (3) fâché, ce n’est (no tick) pas amusant – both third person usage
Je me suis réveillé (3) et j’ai réveillé (3) ma mère: correct use of a reflexive and non-reflexive verb can both be credited
Mon frère a (3) sept ans. Il y a (3) 30 enfants dans sa classe: with «il y a/avait» allow the impersonal use to be credited as an extra (the
same applies to «est-ce que» and «il/elle est»)

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Question Answer Marks

3.3: Award a mark out of 12 for Other linguistic features

(i) Award a mark out of 12 for Other linguistic features, according to the Grade descriptors in the table below (please see Note on using
mark schemes with Grade descriptors (Appendix I)).

(ii) Use the highlighter marking tool to highlight the first new use of any correct usage. Use the highlighter marking tool to underline a
creditable attempt at a structure. This annotation is intended to help you arrive at an appropriate mark. Therefore, the kinds of things you
highlight/underline will vary according to the quality of work, e.g. for a mark of 7/8 to be awarded the assumption is that ‘spelling of
common words, genders, adjectival agreements and basic prepositions are almost always correct’ so annotation will focus on the degree
of success with more complex language.

(iii) Consider the extent to which the following are used correctly and appropriately when assessing the candidate’s control of structures:
Subordinate clauses, including car / parce que, qui and que (relative pronouns), ce qui and ce que. Indirect or reported speech (il a
dit que, je pense que). Time clauses with quand, pendant que etc. and si (= if)
Object pronouns (il m’a dit) and ‘strong’ pronouns (chez nous etc.)
Conjunctions other than et and linking words (e.g. cependant, malheureusement, toutefois)
Prepositions – Time: depuis, pendant, pour, du« au« etc / – Place: en, dans etc.
Negatives
Adverbs
Adjectives, including possessives and demonstratives. Also comparatives and superlatives
Expressions of quantity
Partitive articles, especially de after negative, use of du, de la, des
Appropriate use of politesses in the letter.

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Question Answer Marks

Grade descriptors for Other linguistic features (Question 3)

11–12 Uses a wide range of structures effectively; produces longer, fluent sentences with ease.
Highly accurate at this level, though not necessarily faultless.
Makes effective use of a wide range of vocabulary fully appropriate to the task.

9–10 Attempts a range of structures with a good degree of success.

More complex language usually error-free^^.
Uses a variety of relevant vocabulary at this level.

7–8 In control of simple structures. Varied success with more complex structures.
Accuracy is fairly consistent throughout*. Errors may occur when more ambitious language is attempted.
Has sufficient vocabulary to add some interest to the writing.

5–6 Attempts more than basic structures.

On balance, the work is more accurate than inaccurate.
Straightforward vocabulary relevant to the task.

3–4 Reliant on basic structures.

Some examples of correct language. Meaning usually conveyed.
Basic vocabulary.

1–2 A few phrases or short sentences are accurate enough to be comprehensible. Very simple sentence structure.

0 One or two disjointed words or short phrases may be recognisable.

^^subordinate clauses, linking words, object pronouns, comparative adjectives/adverbs, strong negatives usually error free.
*spelling of common words, genders, adjectival agreements and basic prepositions are almost always correct.

Total for Communication: 10 marks

Total for Verbs: 8 marks
Total for Other linguistic features: 12 marks
Total for Question 3: 30 marks

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Question Answer Marks

3(a) Une journée très chaude à la plage 30

3.1: Award a mark out of 10 for Communication – see generic guidance above

Tick Accept Mark

31 Quand et avec qui êtes-vous allé(e) à la plage ? 2

When and with whom they went to the beach

Je suis allé à la plage hier avec ma famille

J’ai visité la plage«

Récemment«

La semaine dernière je suis allée à la plage 31

Je suis allée à la plage avec mon amie 31
La dernière semaine je suis allé à la plage avec ma famille 31

If the two details are in separate clauses/sentences both verbs must be correct/phonetically
acceptable for 2 marks. i.e. 1 + 1

La dernière semaine je suis allée à la plage ; j’été avec mes amis. 31 for second element.

La dernière semaine je suis allée à la plage ; j’alle avec mes amis = 0

La semaine dernière je allé à la plage, j’été avec mes amis 31 The verbs are both incorrect forms of
the relevant verb. No double penalty.

Accept récement/recemmente
Refuse récentement and all other misspellings

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Question Answer Marks

3(a)
Tick Accept Mark

32 Donnez des détails sur ce que vous avez fait. 2

Any reasonable beach activity

Nous avons nagé

J’ai joué au volleyball
J’ai mangé une glace
J’ai regardé un film

Mon frère a joué au foot (if clearly a member of party mentioned in 31)

J’ai fait du surfing = 0

33 Préférez-vous le temps chaud ou le temps froid ? Donnez vos raisons. 2

Preference for either hot/cold weather

Reward suitable reason

J’aime le temps chaud parce que je déteste le temps froid

Je déteste le temps chaud parce que je ne peux pas dormir 3333

Je préfère le temps froid parce qu’il y a trop de vent 33

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Question Answer Marks

3(a)
Tick Accept Mark

34 Qu’est-ce que vous aimez faire chez vous quand il fait chaud ? 2

Reward any statement relating to what the candidate likes to do.

Expect mention of ‘quand il fait chaud«’ or equivalent

Je nage dans la piscine
Je mange des glaces
Je me relaxe

35 Qu’est-ce que vous voudriez faire comme activités la prochaine fois que vous irez à la 2
plage ?

Plans for next visit to beach

La prochaine fois, je voudrais jouer au tennis

La prochaine fois, je vais nager
« j’espère / je compte / j’ai l’intention de nager

La prochaine fois, je veux nager 35

Je voudrais faire du surf tc 35

Je veux nager tc = 0

Verbs must be conditional for ticks

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Question Answer Marks

3(a)
Communication point For Verbs, accept:

1 Past

2 Past

3 Present

4 Present

5 Future/conditional

3.2: Award a mark out of 8 for accurate use of Verbs – see generic guidance above

3.3: Award a mark out of 12 for Other linguistic features – see generic guidance above

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Question Answer Marks

3(b) Mon ordinateur 30

3.1: Award a mark out of 10 for Communication – see generic guidance above

Tick Accept Mark

31 Quand est-ce que cela s’est passé ? 2

When the problem occurred

Mon ordinateur est tombé en panne la semaine dernière

Récemment«

Mon ordinateur est tombé en panne quand j’écoutais de la musique 3131

Cela s’est passé hier tc 31 (no context)

Mon ordinateur est tombé en panne la dernière semaine 31

32 Qu’est-ce que vous avez fait alors ? 2

Details of what they did afterwards

J’ai acheté un nouvel ordinateur

J’ai parlé à mon père
J’ai téléphoné au technicien

J’ai joué au foot

Je n’ai pas pu faire mes devoirs 32

33 Pour quelles activités utilisez-vous un ordinateur ? 2

Any statement relating to what the candidate does on their computer

J’utilise mon ordinateur pour faire mes devoirs

Je fais du shopping en ligne
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Question Answer Marks

3(b)
Tick Accept Mark

34 Pour les jeunes, quels sont les inconvénients des ordinateurs ? 2

Disadvantages of a computer

Les jeunes ne font pas de sport

On passe trop de temps devant l’écran
C’est mauvais pour la santé
Les ordinateurs sont très chers
Les jeunes sont accros aux ordinateurs

Je passe trop de temps devant l’ordinateur 34

Je ne fais pas assez de sport 34

35 Dans l’avenir, voudriez-vous travailler dans l’informatique ? Expliquez pourquoi. 2

Reasons for working or not in IT

Je voudrais travailler dans l’informatique parce qu’on peut gagner beaucoup d’argent
Dans l’avenir, je voudrais devenir médecin
Je ne voudrais pas travailler dans l’informatique, je voudrais être pilote

« parce que mon père travaille dans l’informatique

« parce que j’aime les ordinateurs

Je voudrais devenir ingénieur 35

Je ne voudrais pas travailler dans l’informatique tc

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Question Answer Marks

3(b)
Communication point For Verbs, accept:

1 Past

2 Past

3 Present

4 Present

5 Future/conditional

3.2: Award a mark out of 8 for accurate use of Verbs – see generic guidance above

3.3: Award a mark out of 12 for Other linguistic features – see generic guidance above

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Question Answer Marks

3(c) Je n’ai pas fait mes devoirs. 30

3.1: Award a mark out of 10 for Communication – see generic guidance above

Tick Accept Mark

31 Expliquez pourquoi vous ne vouliez pas faire vos devoirs ? 2

Detail of why candidate did not do homework

J’étais malade
C’était mon anniversaire
Je voulais sortir avec mes amis

(Je ne voulais pas faire mes devoirs) parce que je n’aime pas faire les devoirs (logic dictates present
tense)

J’ai oublié mes devoirs = 0

32 Racontez ce que vous avez fait samedi et dimanche derniers ? 2

Detail of what s/he did on Saturday and Sunday

Je suis allé au cinéma

J’ai mangé au restaurant
J’ai regardé la télé
Je suis restée au lit

J’ai décidé d’aller au cinéma

33 Any further detail relating to Tasks 1 and/or 2 2

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Question Answer Marks

3(c)
Tick Accept Mark

34 Qu’est-ce que vos parents ont pensé de la situation ? 2

Opinion of parents

Mon père a dit que«

Ma mère a pensé que«

Mes parents n’étaient pas contents

Mon père était fâché
Ma mère a crié

Mes parents ont pris mon téléphone

35 Est-ce que vous avez regretté ce qui s’est passé ? Pourquoi/pourquoi pas ? 2

Any statement explaining why the candidate regretted what happened or not.

Je n’ai pas regretté ce qui s’est passé parce que je me suis amusée
Je l’ai regretté parce que mon professeur était fâché
« parce que c’était stupide

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Question Answer Marks

3(c)
Communication point For Verbs, accept:

1 Past

2 Past

3 Past

4 Past

5 Past

3.2: Award a mark out of 8 for accurate use of Verbs – see generic guidance above

3.3: Award a mark out of 12 for Other linguistic features – see generic guidance above

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Appendix I

Note on using mark schemes with Grade descriptors

It is important that you award marks positively. In order to ensure that you reward achievement rather than penalise failure or omissions, you should
start at the bottom of the mark scheme and work upwards through the descriptors when awarding marks.

You should adopt a ‘best fit’ approach. You must select the set of descriptors provided in the mark scheme that most closely describes the quality
of the work being marked. As you work upwards through the mark scheme, you will eventually arrive at a set of descriptors that fits the candidate’s
performance. When you reach this point, you should always then check the descriptors in the band above to confirm whether or not there is just
enough evidence to award a mark in the higher band.

For example, when marking Question 3 you may find that a candidate uses a variety of relevant vocabulary but has varied success with more
complex structures. In such cases, you will need to award a mark that takes into account both the strengths and weaknesses of the piece of work.

To select the most appropriate mark within each set of descriptors, use the following guidance:

If most of the descriptors fit the piece (and after you have considered the band above), award the top mark in the band.
If there is just enough evidence (and you had perhaps been considering the band below), award the lowest mark in the band.

Note on irrelevant material in Question 3

In the case of an answer which is completely irrelevant to the chosen question (3(a) or 3(b) or 3(c)), a mark of 0 is given for Communication and for
Language.

In cases where the chosen question was clearly attempted but communication of the set tasks was not achieved (e.g. due to inadequate language
control), a score of 0 is given for Communication. Language marks (for Verbs and Other Linguistic Features) are based on any phrases that do
communicate meaning.

Irrelevant material that has been included in an otherwise relevant answer does not score for Communication or for Verbs. Communication marks
and Verb marks are awarded for the relevant parts of the answer only. The mark for Other Linguistic Features is based on the whole answer.

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Appendix II: Communication

Rules on how to decide whether a verb is accurate enough to convey meaning

Communication
an attempt at a verb is required for any communication mark to be awarded
for QUESTION 2, candidates score 1 or 0 marks for each piece of relevant information they communicate. For a sentence/phrase to be
considered for the award of a mark for communication, the verb must meet or go beyond the criteria outlined in B
for QUESTION 3, candidates score 2, 1 or 0 marks for communicating each task. For the criteria the verb must fulfil in order for a
sentence/phrase to be considered for the award of 2 marks for communication, see A below. For the criteria the verb must fulfil for a
sentence/phrase to be considered for the award of 1 mark for communication, see B below.
where a verb fits the criteria for C, the mark for communication is 0
although some allowances are made for faulty verbs when awarding COMMUNICATION marks (see below), in order for a verb to score a
LANGUAGE tick, it must be correct
‘ticks’ for communication are to be placed just above the end of the qualifying sentence/phrase

A QUESTION 3 ONLY: where THE VERB IS APPROPRIATE IN THE MEANING IT CONVEYS AND THE TIME FRAME IS APPROPRIATE,
2 communication marks are awarded in the following cases.

(i) For 2 communication marks: accept a Present where a Future context is apparent

L'an prochain je voyage en France = 2 for communication. (Je voyage receives a tick for verb)

(ii) For 2 communication marks: accept the use of a Future when a Conditional would be correct and vice versa

(iii) For 2 communication marks: accept a 'phonetic version' of the correct time frame

J'ai passer/passez les vacances = 2 for communication (Il a commencé à joue = 1 for communication – joue is not phonetic)
Les gens pense/pensait que = 2 for communication
Il a commencé à joué = 2 for communication

(iv) For 2 communication marks: accept the use of any past tense when a past is required, even when a different past tense would be
grammatically correct or appropriate

Allow Perfect, Imperfect, Pluperfect or Past Historic. Ignore

inconsistency of the Perfect and Past Historic if it occurs

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(v) Use of avoir with a past participle when être is correct: award 2 communication marks

J’ai resté en France = 2 marks for communication However the use of être when avoir is correct= 1 communication mark, e.g.
Je suis mangé la pomme (see B (iii))

(vi) Errors of accent: award 2 communication marks (eg il va telephoner = 2; il commencais = 2; j’achete = 2), except in the following cases

For 2 communication marks, insist on the accent on a past Il a joue = 1 for communication (as an attempted perfect tense)
participle of –er verbs Il joué = 1 for communication (as an attempted present tense)

For 2 communication marks insist on an accent when an Il était fatigue = 1 for communication
adjective is also a past participle Il être fatigue = 1 for communication
Il et fatigue = 1 for communication

For 2 communication marks, tolerate a grave accent for an Il a jouè = 2 for communication
acute accent

(vii) Errors of punctuation: award 2 communication marks in spite of errors of punctuation

Jai fait« = 2 for communication in spite of missing apostrophe In addition jai fait scores a tick for the verb

(viii) Errors of elision: award 2 communication marks in spite of errors of elision

Je aime« / Je habite« = 2 for communication in spite of Je aime / Je habite: no tick for the verb as elision has not been made
missing elision

(ix) Single consonant where there should be double and vice versa: award 2 communication marks

J’appele / J’apelle / J’apele / J’appelle ma mère au J’appelle ma mere au téléphone= tick for the verb
téléphone= 2 for communication

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(x) In complex sentences, reward communication based on the verb in the subordinate clause and reward according to the normal
rules (it is the information in the subordinate clause which fulfils the task)

Mon ami a dit qu’il avait mal au genou = 2 for communication However, Mon ami a dit qu’il a mal au genou = 1 for communication (see
(in addition both verbs can receive a tick) B(viii)) (in addition first verb can receive a tick)
Mon ami annonce (wrong tense) qu’il avait mal au genou Mon ami a dit qu’il mal au genou = 0 for communication (no verb in
= 2 for communication (in addition second verb can receive a subordinate clause) (first verb can receive a tick)
tick)

Je pensais que j’étais malade = 2 for communication (in However:

addition both verbs receive a tick) Je pensais qu’il pleut = 1 for communication (see B (viii))
Je pensais que j’avais malade = 0 for communication (see B (iv))
(In both cases, first verb can receive a tick)

(xi) Use of a verb in the ‘indicative’ where a subjunctive would be expected: award 2 communication marks

Il faut que j’aille chez ma grand-mère = 2 for communication

(plus both verbs receive a tick)
Il faut que je vais chez ma grand-mère = 2 for
communication (plus both verbs receive a tick)

(xii) Treat the verbs retourner, revenir and rentrer as synonyms: award 2 communication marks

(xiii) «ne» omitted in a negative statement: award 2 communication marks

J’aime pas la biologie = 2 for communication (in addition, the However Je n’aime la biologie = 1 for communication (see B (ix)) (verb
verb receives a tick) receives a tick)

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B QUESTIONS 2 AND 3: where THE VERB IS APPROPRIATE IN THE MEANING IT CONVEYS but is flawed in the following ways, the
message is partially conveyed, and 1 communication mark will be awarded:

(i) The candidate has produced a correct spelling of an inappropriate form/part/tense of an appropriate verb: award 1
communication mark

Task: where did you go on holiday. Candidate writes: In all these cases, passer is an appropriate choice of verb in terms of
Je passe les vacances en France meaning.
Je passons les vacances en France The task (‘where did you go on holiday’) requires a past tense (or
Je passé les vacances en France phonetic version of a past tense) for 2 communication marks to be
Je vais passer les vacances en France awarded: these versions do not meet this requirement.
Je suis passer les vacances en France However, in all these cases the candidate has produced an existing
J’irons en France part/tense/form of what is an appropriate verb and therefore 1
Je allez en France communication mark is awarded
J’aille en France
Je vas en France Ticks are not scored for these verbs

All score 1 mark for communication

Task: how did you and your friends react? Candidate writes:
Mes amis est contents
J’été triste
Ils avons pleure
All score 1 mark for communication

Task: what do you want to eat for lunch. Candidate writes.

Je veux mange un sandwich = 1 for communication
Je veux = tick for verb

Task: what will you do next year. Candidate writes:

L'an dernier je voyage en France = 1 for communication
L'an dernier je vais voyager en France = 1 for communication «je voyage« verb is not rewarded as there is no future context (e.g.
L'année prochaine j’allait en ville = 1 for communication (if the L’an prochain«)
task required a past tense, J’allait en ville tout court could score 2 «je vais voyager« scores 2 ticks for verbs (je vais, voyager) as the
for communication as a phonetic rendering of J’allais en ville) task requires a future
«j’allait« verb does not receive a tick

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L’année prochaine j’aille en ville = 1 for communication (aller is an L’année prochaine j’aillait en ville = 0 for communication (aillait is not
appropriate verb, aille is a form of the verb aller (subjunctive)) any part of the verb aller)

(ii) The candidate has produced a phonetic spelling of an inappropriate form/part/tense of an appropriate verb: award 1
communication mark

Task is to say what s/he enjoyed doing on holiday. J’amie (le tennis) = 0 for communication (amie is not any form/part/tense of
Candidate writes: J’aim le tennis = 1 for communication the verb aimer)
(phonetic version of the incorrect tense (j’aime) of an
appropriate verb)

Task is to say how s/he got home. Candidate writes: Je Je prendais le bus = 0 for communication (prendais is not any
prennez le bus = 1 for communication (phonetic version of form/part/tense (nor a phonetic version thereof) of the verb prendre)
an incorrect part/tense (Je prenez) of an appropriate verb)

(iii) Use of être as the auxiliary when avoir would be correct: award 1 communication mark (see also A (v))

Je suis mangé la pomme = 1

(iv) Use of être instead of avoir in some clearly defined idiomatic phrases: award 1 communication mark

J’étais peur = 1 (no tick for the verb)

J’étais soif = 1 (no tick for the verb)
J’étais faim = 1 (no tick for the verb)
Elle était cinq ans = 1 (no tick for the verb)

However
Elle est les cheveux gris = 0
J’avais fatigué = 0
J’avais malade = 0

(v) Manger, nager, ranger, etc. – ‘e’ missing from nous form and imperfect: award 1 communication mark

Je mangais des pommes = 1 (no tick for the verb) Je mang des pommes = 0
Nous nagons après l’école = 1 (no tick for the verb)

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(vi) The following commonly seen inappropriate usages: award 1 communication mark

Accept for 1 mark Refuse

il est beau for il fait beau
j’ai écouté un bruit for j’ai entendu un bruit
c’est chaud for il fait chaud
j’ai fait une promenade à l’école for je suis allé à l’école à
pied
j’ai regardé un accident for j’ai vu un accident j’ai regardé pour mon sac for j’ai cherché mon sac

(vii) The following commonly seen mis-usages: award 1 communication mark

il et (venu me voir)
je return(e) etc (accept returner for retourner)
je s’appelle (Carole) However, Il m’appelle (Carole) when the candidate is trying to give his/her
own name = 0 as nothing of worth is communicated

(viii) In complex sentences, consider the verb in the subordinate clause when awarding the mark for communication and reward
according to the normal rules (see also A(vii))

Mon ami a dit qu’il a mal au genou = 1 for communication il a mal au genou, contains an appropriate verb in the wrong time frame
which is awarded 1 mark for communication (in addition, first verb receives a
tick)

Je pensais qu’il pleut = 1 for communication The subordinate clause, qu’il pleut, contains an appropriate verb in the
wrong time frame which is awarded 1 communication mark according to the
usual rules) (in addition, first verb receives a tick)

(ix) «pas», or equivalent, is omitted in a negative statement = 1 for communication

Je n’aime la biologie = 1 for communication However J’aime pas la biologie = 2 for communication (in addition, the verb
(verb receives a tick) receives a tick)

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C QUESTIONS 2 AND 3: award 0 communication marks in the following cases:

(i) No attempt at a verb = 0 for communication

je pied à l’ecole = 0 for communication However, je travail à l’école (in response to Qu’est-ce que vous faites à
je promenade mon chien = 0 for communication l’école?) = 2 for communication because travail works phonetically
il pluie = 0 for communication

(ii) The verb attempted delivers a message different from the desired one = 0 for communication

mon père a un prof for mon père est prof = 0 for

communication
j’ai travaillé en Australie for j’ai voyagé en Australie = 0 for
communication
il pleure for il pleut = 0 for communication

(iii) The attempt at the verb is not a part/form of an appropriate verb or a phonetic rendition thereof = 0 for communication

L’année prochaine j’aillait en ville = 0 for communication

(aillait is not any part of the verb aller)
Je prendais le bus = 0 for communication (prendais is not
any part of the verb prendre)
J’amie (le tennis)
J’alle au cinema
Je m’apple Carole

(iv) There are two subjects = 0 for communication

il j’aime = 0 for communication

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