GCE EXAMINERS' REPORTS
FRENCH
AS/Advanced
SUMMER 2015
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Annual Statistical Report
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outcomes of all examinations administered by WJEC.
Unit
Page
FN1
1
FN2
6
FN3
10
FN4
13
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FRENCH
General Certificate of Education
Summer 2015
Advanced Subsidiary/Advanced
FN1: ORAL EXAMINATION
Principal Examiner:
G W Roberts
SUMMARY
As the specification is now familiar to most centres, much of this report echoes or repeats
comments or advice given in previous examiners’ reports. Nevertheless, some areas for
improvement still require attention.
It is pleasing to note that the proportion of centres where there were weaknesses in the
conduct or nature of the FN1b test has been significantly reduced, but about a quarter of
centres had shortcomings in the way that they conducted the tests. Indeed, in some
instances, weaknesses commented upon to individual centres in 2014 were still present
during the conduct of the 2015 examination and this indicated, perhaps, that guidance given
in the feedback to the centre, the examiner’s report or CDP sessions was not known or
ignored.
In too many centres where centre staff conduct the FN1b test, candidates are allowed and
sometimes encouraged to deliver mini-speeches without sufficient challenge or further
questioning. This is true both in the two card-based tasks and in the General Conversation.
Many centres are still reluctant to understand that fluency is only one strand of
‘communication’ and that spontaneity and interactivity are also very important. This is
perhaps more clearly evident in the new mark scheme introduced for communication in the
AS conversation and applied from 2015 onwards.
There is a tendency in too many centres for candidates, especially at AS, to rely heavily on
pre-learnt material. In a significant number of the centres which conduct their own FN1b
tests, candidates are familiar not only with the type of questions they will be asked but also
how these questions will be phrased.
In both FN1 and FN3 candidates still tend to write too much in the preparation room when
getting ready for their tests. Many then read this out word for word. This has an adverse
effect on pronunciation and intonation and limits the time for spontaneous discussion
The best performances are to be seen where candidates have been thoroughly prepared
and happy to discuss in French and show spontaneity and flexibility in their answers. This is
true of both FN1 and FN3.
Centres also need to be aware that expectations are very high indeed in both the AS and the
A2 test.
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At FN3, candidates and centres are familiar with the requirements of the topic based
conversation tests. Candidates, however, tend to have prepared too long answers to the
initial three ‘starter’ questions and have to be interrupted.
Exposés on films remain most popular and the ensuing conversations do convey the
candidates’ enthusiasm for the choice of film or book. Many exposés on regions, however,
remain descriptive lists of features or examples rather than evaluative presentations. As the
discussion following the exposé lasts ‘up to ten minutes’, candidates must expect questions
which broaden out the conversation to the book, film or region chosen and not just the
specific aspect discussed. They must also expect to be discouraged from giving pre-learnt
mini-monologues and be required to rise to the challenge of unexpected questions.
A significant number of ‘native speakers’ or ‘near-native speakers’ sit these tests. There is
no guarantee, however, that they will be awarded the very highest marks. The quality of their
language may be very good but these tests, especially FN3, have further requirements
regarding very good knowledge of the subject matter and the ability to analyse and order
ideas and facts.
Administrative arrangements.
These remarks are similar to those made in reports in previous years.
The Board would like to thank centres for the welcome given to the visiting examiners and
the arrangements made for them.
The dates of the Easter holidays vary from year to year and also from area to area. This year
most of the tests were undertaken after the Easter break. There are some centres, however,
that like to have their external tests before the end of the Spring term. Examiners do try their
best to be flexible and help agree suitable examination dates with centres. Centres need to
be aware, however, that examiners have commitments to other work and preferred dates
cannot be guaranteed.
Oral examiners are aware that centres vary in the quality of their facilities but appreciate the
centres’ efforts to provide suitable accommodation for the tests. Visiting examiners are now
expected to present receipts for any meals paid for at the centre. Obtaining one can be
difficult in some centres.
The preparation room does not have to be supervised but it is essential to have someone
close by in case of an emergency, though this was not always the case. The preparation
room, as well as the room where the tests take place, must be clearly indicated as
examination rooms. This was not done in a few centres.
We state again that it is not part of the visiting examiner’s duties to check whether
candidates have taken mobile phones etc. into examination rooms, nor is it part of the
examiner’s duties to look after candidates’ belongings during the examination. A chaperone
is not required but is permitted. A chaperone, for any reason, should not be the candidate’s
French teacher or the French assistant.
The centre is expected to provide the visiting FN3 examiner with the sheet indicating the
candidates’ details and the topic of the exposes. In some instances this was not available or
the details supplied were too vague. Centres are required to give a copy of this form to the
visiting examiner so that it can be passed on to the Examination Board. The centre is also
expected to include the original or a copy of this sheet with their FN4 scripts. This is to allow
examiners marking the FN4 examination to check that the candidate has not chosen the
same book, film or region as the basis of both the FN3 exposé and the Guided Studies
essay in the written paper.
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FN1a (conducted and marked by the visiting examiner)
(a) Topic-based conversation
The system of choosing cards worked well. Centres are again reminded that they need to
cover each of the topics in the specification.
There were no reported problems with the cards themselves.
There was, however, a problem in the way that candidates and centres dealt with the three
initial set questions. Candidates often thought that they had to describe and compare the
details of the two photographs in the picture based task. All that is required is a brief
statement on the similarities and differences between the two photographs. It does not really
matter if they haven’t worked out the connection and differences e.g. sports –individual or
group, as long as they have some relevant idea and can make some comparison. Similarly
with the text-based cards, candidates do not need to regurgitate or read out what the card
states in their answer to the first question.
Many candidates still wrote an excessive amount of material in the preparation room.
Consequently, they often read out very full answers to the initial three questions. This is not
in the spirit of the examination as over-reliance on pre-prepared material is discouraged in
the specification and the mark scheme.
Examiners do interrupt overlong answers from candidates and consequently some
candidates feel threatened by interruptions from the examiner.
Candidate performance is impaired if they give ‘mini speeches’ on something they have
prepared earlier or talk about something which is not strictly relevant to the question. Very
often pre-learnt material means that candidates go beyond the question asked. Examiners
are looking for a good interactive atmosphere and a high degree of spontaneity. Speaking at
length or fluently is not the same as also speaking spontaneously and interactively with the
examiner.
(b) General Conversation
Most candidates coped well with the General Conversation – which is really a ‘personal
conversation’. Surprisingly, a few candidates lacked ideas on all three topics in the
conversation, namely the subjects they are studying, their hobbies and interests and their
future plans. Candidates who might wish to steer the conversation to another topic should
expect to be stopped by the examiner.
Some candidates barely improved their level of language beyond GCSE French, for example
when discussing hobbies or subjects studied. There needs to be a clear improvement in
sophistication, length of utterances and quality of language and vocabulary between GCSE
and AS.
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FN1b (tests conducted by teachers but externally marked)
Centre staff undertake the FN1 tests of about a third of the AS candidates.
1) Administration
a) Almost all centres submitted their orals in digital format, as required. There are
problems, however, with labelling.
i) CDs often do not give the centre number, candidate number and their examination
order on the CD. This is particularly important where the digital recording file
names themselves do not identify the candidate. Mp3 files can usually be easily
renamed and take up less room on a CD than broadcast quality recordings in other
formats.
ii) Permanent ink can be used to write information on the CD itself as paper labels
become unstuck.
iii) In a few instances CDs which were not sufficiently protected were damaged before
the examiner could listen to them. A CD case gives better protection than a flimsy
plastic wallet.
b) A few centres failed to identify by name the teacher examiner(s) undertaking the
tests.
c) Occasionally the form containing the candidates’ names, examination numbers and
cards chosen by them were not included.
Although many centres conduct their tests well and respond fully to the requirements, other
centres are less successful in this respect. There were specific administrative problems in
some centres - these will have been noted in the brief report sent to centres that conduct
their own tests.
2) Conduct of the examination
Many centres have paid attention to the feedback given to them in 2014 but there are still
centres which conduct tests in a way that can disadvantage their candidates. The list that
follows is very similar to that published last year, but the more common problems have been
mentioned first.
a) Make sure that all three starter questions are asked during the card based tasks and
that the candidates are not allowed to answer these at too great a length. In practice,
answering the starter questions takes about 1.5 minutes out of the four minutes for
each card.
b) Keep to the timings in the specification i.e. four minutes for each of the two cards and
seven minutes for the General Conversation. This makes a total of 15 minutes.
c) Stop candidates when they try and answer questions by means of a pre-learnt,
possibly somewhat irrelevant, mini-monologue i.e. when they stop answering
spontaneously and regurgitate pre-learnt material.
d) Ensure that the General Conversation discusses three things only, namely the
candidate’s hobbies and interests, the subjects they are currently studying and their
plans for the future. Discussions on visits to France, school exchanges, their current
college or school, their family, their life and travels, and where they live are not
relevant to the three set topics.
e) Ensure that the discussion on the card is a discussion on the topic chosen and not a
personal discussion. The wording of the second question on each card was changed
in 2014 to discourage candidates from turning the topic based discussion into a
personal discussion. Questions and subsequent answers with ‘on’, les jeunes’ etc.
rather than ‘tu’ are likely to lead to a topic rather than a personal discussion.
Discussion about the candidate’s hobbies and interests, fashions, sports etc. should
take place in the General Conversation not when discussing the topic cards.
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f)
Ensure that one card from group A and one card from group B (one picture and one
text card) are chosen and not two picture or text cards and not two from the same
section. This happened quite rarely this year.
g) Ensure that candidates do not 'hijack' the card to a previously learnt and prepared
discussion e.g. the card on la bonne et la mauvaise santé becoming a discussion on
alcohol or smoking.
h) When working as an examining teacher avoid jumping in the General Conversation
from one question to a question on something completely different without further
exploration.
i) Be ready to explore candidates’ ideas more fully and deeply and present them with a
challenge to show that they can cope with the unexpected.
Knowledge about France or a French speaking country is not one of the criteria assessed in
the current specification.
Questions by the candidate to the examiner or examining teacher always seem to be
artificial or unnatural and are best avoided.
There is no need for the examining teacher to repeat or summarised what the candidate has
just said as this reduces the time for fresh discussion. In addition, an expression of the
examining teacher’s views should be brief, relevant and perhaps challenging - and only be
used as a springboard for a suitable follow up question.
Although many shortcomings have been listed above, it is again pleasing to report that many
centres do indeed succeed in conducting very good personalised orals which are
spontaneous, interactive and are of a high quality.
The best examining teachers are excellent at creating a genuine interactive atmosphere,
varying their questions, listening to the answers and following up with relevant comments or
asking candidates to elaborate on their answers. They adapt their examining technique to
the level of the candidate which make for very in-depth discussions with the more able and
more factual and less demanding discussions for the less able.
The very best discussions on the cards show a high level of detailed knowledge and
sophisticated reasoning within the four minute discussion. Similarly, the very best General
Conversation are rich in detail, well-argued as candidates maintain or defend their
viewpoints.
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FRENCH
General Certificate of Education
Summer 2015
Advanced Subsidiary/Advanced
FN2: LISTENING, READING AND WRITING
Principal Examiner:
L Davies
There was a small overall improvement in performance this year but candidates should be
aware of the need for grammatical accuracy and correct spelling in order to gain marks. In
Question 5 the mean increased from 4.4 in 2014 to 9.0 showing a marked improvement in
this question.
Detailed answers to questions 1-5 are given in the published mark scheme as well as
possible correct alternative answers.
Question 1
Quite well done, and performance continues to improve.
Even though candidates correctly identified a statement as being false they often lose the
mark for answering incorrectly or making spelling or grammatical errors.
(i)
Faux ticked, most answers correct but English spellings sometimes favoured such
as “plants", “chemists”.
(ii) Vrai – most answered correctly.
(iii) Good answers, although some candidates said “il n’y a pas de drogues douces” (or
equivalent) which did not answer the question sufficiently.
(iv) Vrai – most answered correctly.
(v) Mostly well answered but candidates lost the mark if the English words
evidence/evident were used.
(vi) Most candidates identified this correctly as being faux but the answer was incorrect
with candidates choosing “17 ans” instead of “13 ans”.
(vii) Vrai – most answered correctly.
(viii) Mostly well answered.
Question 2
There are still problems with this grammatical exercise.
Candidates should be aware of the need for grammatical knowledge in order to complete
this question correctly. There is a zero tolerance on spelling, including accents.
(i) “Copain” – most candidates spelt this correctly, “compain” seen occasionally.
(ii) Professionnel - poorly spelt by many candidates.
(iii) Pose - often plural form “posent” or infinitive “poser”.
(iv) “Donc” – mostly correct.
(v) “Connaissant” – many candidates did not recognise this as a past participle. Even
when it was recognised, poor spelling was evident “conaissant”/ “connaisant”.
Question 3a
Well done with most candidates scoring some marks.
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Question 3b
The increase in the mean mark shows that candidates are improving in their technique in
responding in French (subtle manipulation and less “lifting”).
If candidates answer the question as it is set they are already manipulating the material from
the text. They do not have to use alternative vocabulary nor find synonyms.
Much of the text was written in the 2nd person plural whereas the questions were mostly in
the 3rd person singular “on”.
Answers containing verbs in the 2nd person or using the possessive adjectives “vos”, “votre”
are incorrect.
The answers can be found in chronological order in the text.
(i) "On doit" + infinitive needed for a correct answer. The English spelling “enterprise”
gained 0 marks.
(ii) Most candidates gave a correct response.
(iii) Answers using an infinitive were good (nb not imperative).
(iv) An infinitive was needed here to avoid answers being lifted from the text.
(v) A range of good answers seen. Some incorrect answers included “crois les bras”
“croitre les bras”.
(vi) Need the idea (i.e. description) of the attitude to avoid copying from the text.
Many spelling mistakes in this answer led to loss of marks.
Question 3c
There was an increase in the mean mark of 0.9% indicating a better performance overall.
Again, poor spelling and grammatical inaccuracy led to loss of marks.
(i) Many good answers seen with accurate but minimal manipulation of the text. Some
candidates wrongly wrote "Marseille” or “l’Hexagone”.
(ii) There were a range of possible answers needing minimal manipulation, e.g. “sa > la
gastronomie”, “son > le climat”.
(iii) The best answers were clear and straightforward – “au bord de la mer”. Many
answers were lifted from the text.
(iv) Not well answered with many candidates missing the meaning of the question and
not choosing a correct response.
(v) Well answered with most candidates choosing a suitable past tense.
(vi) “Visiteurs”, “étrangers” “touristes” did not convey the idea of staying overnight in
hotels and answers which just gave these words were incorrect.
(vii) Answers needed to include a verb (infinitive acceptable) to answer the question.
(viii) There were several possible answers, only 2 were required so candidates had a
choice. Some just mentioned a shop without conveying the idea in the question of
“le succès”.
Question 4
Selecting correct part of speech from a list. The mean mark was slightly reduced in sections
a and b and slightly increased in c.
Question 4a
2) Many candidates incorrectly chose the feminine adjective “françaises” = 0,
« paysage » is a masculine noun.
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Question 4b
5) “haut” incorrectly chosen instead of “estivale”.
6) “dans“ instead of “en”.
7) “rester” instead of “participer”.
Question 4c
9) “Belges” in upper case – not in the list given.
10) “rapidement” instead of “fréquemment”.
Question 5
There has been a significant increase in the mean mark indicating an improvement in the
quality of response to this question. There was evidence of better lexical knowledge and
manipulation of the French into English. The need for idiomatic English/Welsh is necessary
for a good rendition. Candidates should continue to look at the whole text as this can help
with contextualising the sentences chosen and aid translation. Word-for-word translation
instead of well-considered transfer of meaning should be avoided.
Any French words used in the translation into either English or Welsh resulted in the
candidate not being given credit for that part of the question. E.g.“tourisme”, “touristes”.
Omission of often simple words was a fairly common reason why candidates lost marks.
Candidates should realise that answers that make no sense in English/Welsh cannot be
correct! They should continue to learn faux-amis as these are a source of many mistranslations in this question.
(i) Imperative translated well and “confondre” known by many. “Décrocher” was often
translated as “dressing” (probably linking to second part of sentence). “Sortir en
boîte” had to convey the idea of "going to a nightclub/going clubbing" – not
“drinking”, “partying”, “disco”.
(ii) Well translated with some good accurate variations. Idea of “you/your” often not
translated.
(iii) “Bon an mal an” – many gave a literal translation “good year, bad year” but should
have extended the idea in English. “First/prime” were incorrect as was “touristic”.
(iv) Well translated showing good idiomatic manipulation.
(v) Candidates are still using non English words such as “obligated”. “Boutique” was
incorrect as it conveys a different meaning in English. “Avant de” and “après” were
confused as were “sortir” and “arriver/aller à..”
Question 6 Essay
General comments on Question 6:
The technique of answering the question set is still improving and essays are mostly of an
appropriate length (200-250 words). There were very few vastly over length essays.
Candidates are still losing too many marks for careless and basic errors – genders,
adjectival agreement and incorrect verb endings.
Most candidates focused on the title and planned accordingly. There is still a tendency for
some to write out a pre-learnt essay which has little relevance to the question set – read the
questions carefully before making a choice.
Candidates are keeping to the stated word limit of 200-250 and many are producing
pertinent and relevant essays. Unfortunately many candidates are let down by their poor
knowledge of grammar and incorrect spelling which makes an essay very difficult to
understand. There is still evidence of too much thinking in the native tongue (lengthy plans
and drafts in English are often seen) which produces an essay lacking in French idiom and
correct syntax. Some candidates are still writing lengthy prepared generic introductions
which detract from the quality of response. They should be advised to tackle the question set
straight away. Candidates are still losing too many marks for careless and basic errors –
genders, adjectival agreement, and incorrect verb endings.
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a) Malgré les efforts du gouvernement, les jeunes continuent à boire à l’excès.
Discutez et justifiez vos opinions.
This was a popular choice and provided some very good responses. Candidates showed
that they are familiar with this question and presented the arguments well. They must
remember that although the ideas of illnesses and unhealthy lifestyles caused by alcohol can
be used to complement the main theme, they should not dominate the essay. The focus was
on young people and binge drinking and not just a general essay on alcohol and it effects.
Many ignored any references to the efforts to date made by governments and what they
could continue to do.
b) La mode a-t-elle une bonne ou une mauvaise influence sur les jeunes?
Qu’en pensez-vous? Discutez et justifiez vos opinions.
The concept of « la mode » has a wide remit but some candidates launched into a general
essay on youth culture which showed little reference to “fashion” per se. This led to
digression and essays going off at a tangent. The best essays focused on fashion (clothes,
accessories, hair, to mention some) and its effects on young people including peer pressure,
cost, parental reactions etc.
c) Les loisirs non-sportifs sont importants pour une vie équilibrée.
Discutez et justifiez votre réponse.
This was the most popular choice of the four titles. Unfortunately despite advice given in
previous reports many candidates produce a pre-planned essay on “les bienfaits du sport”
with scant mention of “les loisirs non-sportifs”. Further digression occurred when candidates
linked this to unhealthy lifestyles. This is an essay which needs balance and careful
planning. Candidates show that they have the knowledge to answer the question but often
rush in and put down unconnected sequences of language not relevant to the title.
d) Avoir un diplôme est la clé pour avoir une bonne carrière à l’avenir.
Croyez-vous que ce soit vrai? Donnez et justifiez vos raisons.
Some very good examples of this essay were seen. Candidates weighed up the pros and
cons of higher versus vocational education and professional training and gave relevant and
topical examples to illustrate their points. There were some well-argued essays which
related closely to the question and there was considerably less digression in these essays.
Common grammatical errors:
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Many candidates still have trouble in conjugating verbs in the present tense 3rd person.
They cannot use “on” idiomatically and resort to “tu/vous” or a mixture of both.
Candidates should be aware that pre-learnt phrases are only as good as the rest of the
language used in the essay – “autant que je sache…” is a very popular example of this
where the rest of the sentence is barely accurate or in some cases incomprehensible.
Cedepandant and ‘j’estimate que … appeared frequently.
Collège” continues to be used incorrectly for a higher educational establishment.
Possessive adjectives are still causing problems for many candidates, especially when to
use the singular or plural form.
Words which are very well known (especially in the context of the topics) continue to be
misspelt and the wrong gender is often used.
Planning and drafting in English can affect the quality of response as well as the
accuracy, range and idiom. In some cases candidates set themselves a very difficult
prose translation task which has an adverse effect on the essay.
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FRENCH
General Certificate of Education
Summer 2015
Advanced Subsidiary/Advanced
FN3: ORAL EXAMINATION
Principal Examiner:
G W Roberts
All the tests are conducted by external visiting examiners. As centres become used to the
demands of the specification, candidates become more adept in meeting the criteria. This is
particularly true because they can choose their own exposé title and can prepare the exposé
in detail. They can also anticipate to some extent what questions the visiting examiner is
likely to ask them. The standards of the Structured Discussion (card-based task) are also
high, firstly because the sub-themes are familiar (many of these have been set since 2003)
and secondly, as they are given a limited choice of topic card (one of two cards chosen by
the examiner), they can choose the sub-topic which suits them best.
(a) Structured Discussion
Good practice
Candidates wishing to gain the highest grades must be able to give relevant, cogent, wellinformed answers which show a very good insight into the issues involved.
Candidates must also be made aware that they need to be able to withstand robust
questioning in order to get marks in the higher bands. They need to be able to express,
maintain and defend their views. The examiner is likely to interrupt them and stop them in
mid-flow if they answer obliquely or unjustifiably go beyond the demands of the question
asked. In addition, they will be interrupted if it is clear that they are reproducing previously
learnt material. The ability to present relevant, informed, spontaneous opinions and
viewpoints in good French and being able to support assertions when challenged is the main
feature of candidates who perform very well in this examination. Knowledge about France or
a French speaking country is not one of the criteria assessed. Relevant information about
France, however, may of course be included.
Candidate performance in 2015
Brief notes made in the preparation room are by far more conducive to more fluent
discussions on the Structured Discussion card. Many of the more successful candidates
barely look at what they have written in the preparation room. Some candidates are still
making too copious notes for the Structured Discussion and are tied to these when
answering the set questions. Many believe that the first question (which asks what the text is
about) needs a long summary of the content of the card. A couple of sentences are enough.
Candidates still get too involved in the detail on the card – this is not an “explication de
texte”.
Candidates still also need to bear in mind that the card containing the text is only a starting
point for a conversation that could deal with any aspect of the topic area. There is nothing,
however, to stop candidates referring to some of the content of the text if it illustrates or
strengthens a point that they wish to make.
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(b) Oral Exposé
Good practice
As all candidates are meant to prepare their exposés beforehand, the exposé must be of
very good quality to become outstanding enough to gain the highest marks. The best quality
exposés do keep to the four-minute deadline, and the vast majority of centres have made
this clear to the candidates. Very good presentations are planned meticulously and the
language is succinct and in an appropriate oral register. They have a short but effective
introduction, a central part detailing and illustrating the candidate’s viewpoint or thesis about
the topic under discussion and a conclusion that is to the point. The conclusion may well
offer a lead into the ensuing conversation.
A few centres still expect the candidates to make a formal presentation e.g. standing while
presenting slides, though this is not expected or always successful. It can also slow the pace
of the test - in some instances because of technical difficulties with the technology involved.
This year’s performance
The vast majority of exposés were on films and most of these were films from the list set for
the Guided Studies essay in FN4. The most popular were La Haine, Amélie, Au revoir les
enfants and Les Choristes. Many centres had candidates talking about films and books not
on the prescribed list and this worked well. ‘Les intouchables’ was again a very popular
choice of film. Examiners cannot be expected to know every work that is presented and
indeed this does make for an interesting and possibly more spontaneous conversation.
Preparing an exposé on a film, book or region specified for the Guided Studies essay in FN4
is allowed in the specification. Candidates and centres need to be aware, as indicated
above, that there is a check to ensure that a candidate has not answered a question on the
same film, book or region in both the oral test and the written examination. Doing so is
contrary to the regulations and will normally lead to a mark of zero being awarded for the
essay.
There were fewer exposés on books and regions than on films. Many (but not all) of those
on the regions still tended to be descriptive rather than evaluative or analytical. There were
many good exposés on books (often on the set list e.g. Boule de Suif, L’étranger, Le silence
de la mer in particular.) The best literature exposés were perceptive criticisms showing
detailed relevant knowledge.
All centres provided visiting examiners with a list of candidates and their examination
numbers in the order candidates are being tested. The centre is expected to provide the
visiting FN3 examiner with the sheet indicating the candidates’ details and the topic of the
exposes. In some instances this was not available or the details supplied were too vague.
Centres are required to give a copy of this form to the visiting examiner so that it can be
passed on to the Examination Board. The centre is also expected to include the original or a
copy of this sheet with their FN4 scripts. This is to allow examiners marking the FN4
examination to check that the candidate has not chosen the same book, film or region as the
basis of both the FN3 exposé and the Guided Studies essay in the written paper.
Centres have always been advised to present titles for presentations in the form of a
question to be answered or an issue or aspect of a film, book or region which is to be
explored and most centres follow this advice.
Some centres, however, continue to give only the title of the film or book as the title of the
exposé. Merely naming the film, book or region makes it difficult for the examiner to get a
focus for the ensuing conversation.
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The best exposés not only gave an exhaustive evaluation of the book, film or region but
indicated clear areas that the examiner could pursue in the conversation. Very often the
examiner will ‘lead into’ the questions with general questions, such as why that film was
chosen or why that particular aspect was of interest to the candidate. Some areas for
discussion chosen by the candidates were too narrow and the conversation had to be
widened out to cover other aspects of the film, book or region. Some candidates found this
disconcerting but the conversation following the exposé does last for up to 10 minutes.
Some candidates were at a loss when it came to going over ideas in a slightly different way,
or enlarging the discussion. They contented themselves with repeating statements made in
their presentation “comme j’ai déjà dit….”
Other candidates wisely kept ideas and facts in reserve to cope with challenging questions
or in some cases even managed to steer the discussion and show the depth of their
research and knowledge.
Generally the standard overall was good, in many instances very good. There were many
outstanding exposés and ensuing conversations. Those who tried to learn exposés by heart
were not always convincing. In some cases there was quite a large discrepancy between the
quality of French in the exposé and the quality of the language in the conversation that
followed. This is reflected in the marks awarded.
While the exposé is a structured presentation (not a written essay which is read out,) the
ensuing conversation is more spontaneous and interactive. This means that the discussion
can vary in depth and breadth. Even in centres where numerous candidates have chosen to
discuss the same aspect of a book, every exposé and discussion is different.
Language marks in FN1 and FN3
The language marks in both FN1 and FN3 are important. Although Accuracy and Range are
only worth five marks each, poor accuracy and lack of expression can also affect the quality
of communication.
The expectations for intonation and pronunciation are the same for both FN1 and FN3. The
quality of intonation and pronunciation can vary considerably from centre to centre.
Intonation is adversely affected if candidates are reading long pre-prepared answers to the
starter questions or if they are regurgitating pre-learnt passages or mini-monologues.
Exposés which have too obviously been learnt by heart usually have an unnatural intonation.
Vowel sounds are often anglicised. Pronunciation of final consonants is a particular problem
in some centres, indicating that the candidates are more familiar with written rather than oral
forms. Strong regional accents (both in English and Welsh) can affect the pronunciation and
intonation of the candidate’s French.
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FRENCH
General Certificate of Education
Summer 2015
Advanced Subsidiary/Advanced
FN4: LISTENING, READING AND WRITING
Principal Examiner:
G W Roberts and L Davies
Question 1
Almost all candidates answered this question in English or Welsh as specified in the rubric.
Nevertheless a handful of candidates lost all the marks allocated for this question (or the first
part of question 2a) because they answered in French.
1. Often answers were incomplete or incorrect. Many candidates omitted a reference to
petrol, coupon or voucher. There were several who answered ‘a reward of €20’.
2. Answers were frequently incomplete, for example, ‘adverts of accidents’. Many
candidates did not convey the idea that the videos etc. were designed to frighten
people. Some thought that the videos were being shown in pubs.
3. A minority of candidates thought that station service means ‘emergency services’.
Very many correctly referred to a reduced number of deaths or accidents, but without
reference to the year involved or the area involed, the ‘Var’.
4. This answer was largely correct.
5. Many candidates understood the principle but a few didn’t express it clearly enough
in English.
Question 2a Première Partie
1. A large number of candidates omitted Calais from the answer. Some gave the
impression that the Syrians were waiting for a ferry to Calais.
2. Almost universally correct.
3. Also mostly correct.
4. Correct in the majority of scripts; the most common error was ‘they want to seek
asylum in the UK’.
5. Many references to seeking asylum.
Candidates who answered questions 1 and 2a, as required, in English or Welsh lost marks
for the following reasons.
a) They had not understood the French at all or had partially misunderstood the French.
b) Answers lacked all the required details.
c) The quality of the English (or Welsh) was not good enough to convey the required
answer, for example ‘aloud’ rather than ‘allowed’.
Question 2a Deuxième partie
There was often a significant difference in quality between the answers in English and in
French. The rubric to the question clearly indicates that merely copying out from the text is
not sufficient. Marks were mainly lost through failure to manipulate or through serious
linguistic errors, rather than through failure to understand the text. Often words contained in
the text are not spelt correctly e.g. enceinte.
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6. Ils n’en peuvent plus caused lots of difficulties as candidates tried to express this in a
different way. En avoir marre (with various spellings) was often used and conveyed
the required meaning.
7. Some candidates misunderstood the text and gave responses which stated that
people could not be removed at all if they had been there for more than 48 hours.
8. Although there were many references to ‘sept enfants et plusieurs femmes,’ few said
that they were part of the group. Many candidates could not conjugate pleuvoir, which
was frequently confused with ‘pleurer’. There was also widespread confusion between
dehors, en dehors, and au dehors.
9. Many candidates gave details of two tents, blankets and sleeping bags but failed to
say this was all they had received. Few successfully used ne … que, but many
managed an answer based on suffire, suffisant or pas assez. Dérisoire (copied from
the text) appeared frequently and was not an acceptable answer.
Question 2b
The question proved challenging to the majority; however, it was clear that marks were
frequently lost through failure to manipulate or communicate effectively, rather than lack of
understanding.
1. Incorrect verb tense accounted for the majority of errors.
2. Incorrect use of prepositions caused errors in many cases, as did failure to
successfully manipulate réunir.
3. Again, manipulation of the text was difficult for many; there was quite a lot of ‘lifting’
or copying from the text, and unqualified references to 26 autobus. There were
frequent mistakes involving the use of nombre with déchets (as opposed to une
grande quantité, or similar).
4. Sensibiliser caused problems throughout question 2b: candidates understood it but
could not use it correctly, with the result that answers such as sensibiliser les déchets
were common. Similarly, enseigner: Candidates appear to be largely unaware of the
preposition required (enseigner quelquechose à quelqu’un). Renseigner seems to be
generally unknown.
5. See 4 above.
6. This was a question which was frequently misunderstood with the result that there
were few completely correct answers. intervenir was rarely conjugated correctly.
7. Throughout, océans was often misspelt as océanes, presumably in imitation of the
name of the organisation. On the whole however, the question was adequately
answered, though there was quite a lot of ‘lifting’ or copying from the text.
8. This was a challenging question. The majority talked about quantities of plastic in the
sea.
9. Again, incorrect use of prepositions after sensibiliser accounted for many errors.
10. Almost universally correct.
11. Many candidates referred to bénévoles in their answer.
Question 3: Translation into French
This question was generally not as well done as in previous years. In many instances
common grammatical mistakes impeded comprehension and affected accuracy. The
translation is based on the content of one of the comprehension passages that are often a
useful source of vocabulary or sometimes of structures. This does not mean, however, that
the original text may be completely copied e.g. entamer une grève de faim is ‘to start a
hunger strike’ not ‘continue with’ as was found in the translation. Any English word e.g.
‘Prefect’ or ‘Group’ in a section lost the communication mark for that section. Common words
were often confused e.g. ‘droit’ and ‘droite’ and ‘ou’ and ‘où’.
Verb forms as well as verbal constructions were a particular weakness.
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The numbers below refer to each of the 15 sections of the translation.
1. Some candidates had difficulty translating ‘about sixty’ (even though it is in the 2(a)
text). A few omitted the final 'e' on groupe and so lost the mark. ‘environ soixantaine’
and ‘vers soixante’ were all common.
2. Dont was frequently omitted, sur une grève was common and déjà often appeared in
place of toujours. A considerable number used entamer, presumably because it
appears in the text for 2a.
3. Only a minority managed the correct tense of occuper.
4. Very frequent misspellings of mercredi. However, in many scripts, depuis mercredi
was the only correct section of the first paragraph.
5. Candidates who did not use demander pour usually got this section right.
6. Tous was frequently omitted, or if present, was in the wrong place.
7. demander pour was frequent.
8. The vast majority used ne sont pas d’accord avec.
9. Generally correct, apart from those who used chercher pour. Trouver was often used
in place of chercher.
10. Generally correct.
11. Only a small minority knew the past participle of souffrir. En Calais was frequent.
12.The majority of candidates failed to invert the verb or if they did, then they did so
using the present tense. ‘Représentant’ seen only a few times – most candidates
used ‘représentatif’.
13. Verb errors accounted for most of the lost marks: partir notre pays, nous quittons.
14. Tense (present rather than perfect) and lack of inversion caused lost marks for the
majority of candidates.
15. Attendre pour was frequent; very few knew ambassade, and there were a great
many (largely incoherent) circumlocutions.
GUIDED STUDIES OPTION
A. LE MONDE DU CINÉMA
1. Le Boucher
One centre chose to study this film and all the candidates produced answers of the
highest quality showing a thorough knowledge of the themes, characters and the
techniques used by Chabrol in the film. The role and impact of Mlle Helene were
thoroughly explored and analysed and the question relating to the music (soundtrack)
was very well presented.
2. Le Grand Voyage
These essays were generally well done, sensitive and showing a good appreciation
of the issues involved. There were examples of both titles.
Answers to both (a) and (b) were seen although (b) - the role of the father - was more
popular. Candidates engaged well with the question although they sometimes
focused more on his personality than on his role.
3. Au Revoir les Enfants
A large number of essays on this film were over length and often included details of
Louis Malle’s wartime experiences and even of his family.
(a) In general candidates were able to give detailed descriptions of the hardships
endured during the war as well as the atmosphere of menace and incidences of antiSemitism. Better candidates were able to analyse the effects of these on Jean
Bonnet. A few candidates gave details of the ‘étoile jeune’ that Jews were required to
wear! On the whole the answers to this question tended to be more focused and to
the point.
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(b) Some essays contained overly detailed descriptions of Julien’s parting from his
mother, but also some more analytical work contrasting Jean’s experience of family
life with that of Julien. In one large centre, almost all candidates chose option (b), and
devoted their entire essay to the role of Mme Quentin and the bourgeoisie. However,
there were candidates who handled this title very well and explored the wider idea of
family and the role of “Père” Jean in respect of the children in his care.
4. La Haine
La Haine remains a popular choice and students appear to engage well with the
subject matter. Candidates should be careful not to include unnecessary background
detail which affects the quality of response.
a) Noir et blanc. A variety of standards - some essays consisted mainly of prelearned material with little substance and lots of padding, but some others contained
interesting interpretations of certain aspects. Of the two options, overall this produced
the better essays: concise, to the point and well-informed. This essay was not
confined to the cinematographic aspects of the film; there are many layers and ideas
relating to “noir et blanc” in the film
Most candidates answered (b). These essays tended to be more rambling with a lot
of description and story-telling. There were some very descriptive essays with little
comment or analysis, but some more perceptive responses which considered the
main characters as individuals rather than just a trio. The failure of society to address
the problems of “la banlieue” (within the context of the film) was well exploited by
some candidates.
5. Les Choristes
This remains a very popular choice.
The majority of candidates answered (a) and essays were generally of acceptable or
good quality. The good Mathieu versus the bad Rachin continues to appeal and
candidates were able to describe the relationship in some detail. Some were able to
suggest valid reasons for the fraught atmosphere which existed between them but
only a minority considered their influence on the boys in their care.
Less good essays deviated into description and story-telling but on the whole
candidates displayed a mature understanding.
The few candidates who answered (b) showed a good understanding of the time
period and its problems and wrote well-considered and well-structured essays.
6. Le Dernier Métro
Very few centres chose this film. Most candidates showed a sound knowledge of
both the role and importance of Marion, though they tended to focus on the ‘love
triangle’. No essays were seen for (b).
7. Amélie
This film appears to be declining in popularity for the essay option.
There were fewer examples of essay (a) l’audio-visuel, and those who chose it
tended to display an interest in cinematic effects generally. There was some
impressive use of technical vocabulary. These essays tended to be more concise
and to the point
Most candidates answered (b) and apart from the inevitable story-telling, candidates
demonstrated a good knowledge of the film. Answers tended to describe her
relationships with Collignon, Lucien, Mme Wallace and Dufayel rather than analyse
them. All candidates showed sound knowledge of the events.
8. Merci pour le chocolat
No examples of this film were seen.
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B. LE MONDE DE LA LITTÉRATURE
1. L’Étranger
The first option, title (a), was less popular and answers tended to be rather
descriptive with much comment on Meursault’s attitude to death in general, rather
than an analysis of the events on the beach. Overall this question tended to be less
well done with many candidates digressing into detailed descriptions of events
leading up to the confrontation with the Arab. Disappointingly, there was a distinct
lack of appreciation of the change in language and style (figurative, symbolic, and
metaphorical) at the moment of encounter and the powerful influence of the sun.
There were, however, some excellent essays seen.
Meursault as a threat to society (b) was the more popular choice. There was a wide
range in quality, ranging from largely irrelevant to excellent. Some candidates
engaged well with this question and were able to make perceptive comments on
society’s attitude to Meursault. A minority, however, spent time explaining ‘l’absurde’
rather than answering the question set.
2. La Place
Few centres studied this novel but answers to both questions were seen. Candidates
showed sound knowledge of the text and related well to both questions.
3. Manon des Sources
Very few essays seen, mostly (a) – some very good analytical and perceptive
responses about the relationship between Manon and Ugolin, but there was a
tendency to relate at length scenes from « Jean de Florette » (possibly based on the
film version).
4. Les Mains Sales
Very few examples seen, mostly (a) which varied in quality from descriptive to very
insightful essays.
5. Le Silence de la Mer
This is still a very popular choice. Both titles were represented and the standard was
generally very good. The second title, la résistance passive, evoked more passion in
candidates whereas answers to option a) were more analytical and dealt well with the
symbolism of the novel. Candidates continue to display an excellent knowledge of
this text and a thorough understanding of the characters and themes therein.
6. Le Blé en Herbe
Very few essays seen but they were of the highest standard both in quality of
response and linguistic aptitude. Candidates responded very well to the demands of
both questions and produced thoughtful, pertinent and analytical essays. The
character of Mme Dalleray provoked some interesting responses as a “femme fatale”
and a malign influence on the innocent and unworldly Phil.
7. Boule de Suif et autres contes de Guerre
The centres that study this book continue to produce high quality essays displaying a
thorough knowledge of the characters, the themes and the historical setting of the
stories. It is still worth noting that any of the “contes de guerre” can be explored in the
essays and that candidates are not obliged to include the title story “Boule de Suif”.
The candidates showed sound knowledge of both the action and themes contained in
Boule de Suif, Mademoiselle Fifi, Deux Amis, La Mère Sauvage and Walter Schnaffs
and were able to both describe and analyse the characteristics of the Prussians and
their treatment of the French during the Franco-Prussian war.
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8. 325.000 Francs
No examples of this novel were seen.
C. LES RÉGIONS DE LA FRANCE ET DE LA FRANCOPHONIE


Very few essays were seen on the regions:
Most were about “la Bretagne” and “PACA” and all chose (a) (of those seen). There
was a lack of focus by some candidates who wrote very descriptive and factual
essays with little analysis and insight.
One candidate wrote about un DOM – but did not specify which one so the essay
was generic.
General comments on essays
The essays on “la littérature” have the highest facility factor and mean mark. Some excellent
essays are produced in this option which are a pleasure to read.
Candidates who plan their essays, producing a well-structured answer, tend to gain higher
marks than those who plunge in without a plan (planned essays are also easier to mark). In
addition, candidates who plan their essays are more likely to observe the word count.
Candidates should take care to read the question carefully and to address all elements of
the question in their answer. Those candidates who write in excess of the stipulated 400
words tend to digress, include extraneous material (often pre-learnt) which is irrelevant and
they often repeat or revisit ideas and opinions. They also run the risk of making more errors.
These factors will have a direct bearing on the marks awarded.
GCE French Report Summer 2015
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