2013 Notes from the Marking Centre – French Beginners
Introduction
This document has been produced for the teachers and candidates of the Stage 6 French Beginners course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:
- the French Beginners Stage 6 Syllabus
- the 2013 Higher School Certificate French Beginners examination
- the marking guidelines
- Advice for students attempting HSC languages examinations, and HSC Languages oral examinations – advice to students
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of French in Stage 6.
Oral examination
Characteristics of better responses:
- language was manipulated effectively in response to most questions
- comparisons were good and ideas were well elaborated
- information was volunteered without prompting and a wide variety of structures was used
- there was good use of linking words, adjectives, adverbs, direct and indirect object pronouns
- pronunciation and intonation were generally very accurate.
Characteristics of weaker responses:
- responses lacked depth and variety of vocabulary
- questions were often misunderstood
- common vocabulary was frequently mispronounced
- verbs were often omitted and very basic grammatical structures used
- possessive and personal pronouns were often wrongly used.
Written examination
Section I – Listening
Characteristics of better responses:
- candidates did not simply translate the text but interpreted and evaluated information
- the terms used in the questions were understood and valid points were chosen to support responses
- apt verbs or prepositions were provided to create more accurate responses
- the word croisière was understood.
Characteristics of weaker responses:
- candidates did not know subjects or clothing
- prepositions were not well known, eg avant, après
- the terms vingt-quatre heures sur vingt-quatre, and sept jours sur sept were not understood.
Section II – Reading and Responding
Question 11
Characteristics of better responses:
- a clear outline of the features of the lessons was provided
- more than two details were given.
Characteristics of weaker responses:
- particulière was translated poorly.
Question 12
Characteristics of better responses:
- the meaning of dernier étage was clearly understood
- responses were clear and unambiguous
- verbs to give specific and accurate directions were used.
Characteristics of weaker responses:
- candidates were not precise about where in the department store or answered with somewhere outside the department store
- key words such as mairie and la Place Hugo were not translated correctly.
Question 13
Characteristics of better responses:
- the context of all texts was analysed to correctly understand that they were places to rent
- all relevant details were given
- all similarities and differences were clearly shown in a coherent way
- words/phrases such as whereas, on the other hand, in comparison were used to show a clear comparison
- corresponding details between the two notices were linked.
Characteristics of weaker responses:
- three different notices were itemised rather than looking at the overall text or comparing and contrasting
- louer was misinterpreted as sale
- not enough detail was given
- prepositions were not used to be specific and accurate
- words such as animé and tranquille were poorly understood, perhaps due to poor dictionary use.
Question 14
Characteristics of better responses:
- relevant information was identified to support opinions
- the whole text was referred to when required
- convincing arguments were given for Mr Dupont’s daughter to use, based on both Mr Dupont’s entry and that of Antoine.
Characteristics of weaker responses:
- some details were included but opinions were not supported with enough accurate detail
- personal opinions were used to support their responses instead of those found in the text
- the same information was repeated in (b) and (c).
Question 15
Characteristics of better responses:
- all family members, including the grandmother, were correctly identified
- responses were supported by identifying and linking the mother’s and daughter’s differing expectations expressed in both emails
- a comprehensive understanding of the text was shown and relevant details were selected to support opinions.
Characteristics of weaker responses:
- wrong conclusions were drawn
- the same information was repeated in (a), (b) and (c)
- candidates were confused by the different family members – Mamie was often misinterpreted as mum and petite-fille as little girl
- tenses were incorrectly interpreted by candidates and this led to confusion when referring to both emails in (c)
- the issues raised in both emails were not linked – many focused just on Natasha’s email, but both emails needed to be used.
Section III – Writing in French
Questions 16 and 17
Characteristics of better responses:
- a variety of vocabulary and language structures was used
- responses were well structured and planned, with relevant detail and sophistication
- candidates used the appropriate register (tu or vous) and addressed the question to the appropriate person or people
- verb conjugations and tense agreements were more accurate
- candidates added questions and used authentic phrases and expressions.
Characteristics of weaker responses:
- register was use inconsistently
- there was poor verb conjugation and inconsistent formation of tenses (near future, future and conditional)
- English syntax and English expressions were translated literally into French and the dictionary for vocabulary or verbs was used inappropriately
- not all parts of the question were addressed (omitted key details)
- the signoff was not appropriate to the task.
Questions 18 and 19
Characteristics of better responses:
- relevant details, comments and a well-structured narrative were provided, including coherent progression and linking words
- a variety of vocabulary, tenses and language features was used
- appropriate use of register (tu/vous) was demonstrated and the word limit of approximately 125 words was respected
- candidates clearly explained the reasons that made them want to come home early from school camp (Q.18)
- candidates thanked their favourite teacher, explained how they had been affected by her/his teaching and included relevant anecdotes/memories (Q.19).
Characteristics of weaker responses:
- irrelevant details and comments were provided and ideas were not presented in a coherent manner
- a basic understanding of vocabulary, tenses and language features was demonstrated
- responses were way under the word limit with anglicisms and literal translations
- dictionaries were not used appropriately
- candidates did not clearly state that they were at a school camp and/or that they wanted to come back home (Q.18)
- candidates did not adequately stress the qualities of their teacher and elaborated instead on their plans for the future (Q.19).
NSW Government