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2012 HSC Notes from the Marking Centre – French

Contents

• Introduction
• French Beginners
  • Oral examination
  • Written examination
  • Section I – Listening
  • Section III – Writing in French
• French Continuers
  • Oral examination
  • Written examination
  • Section I – Listening and Responding
  • Section II – Reading and Responding
  • Section III – Writing in French
• French Extension
  • Oral examination
  • Written examination
  • Section I – Response to Prescribed Text
  • Section II – Writing in French

Introduction

This document has been produced for the teachers and candidates of the Stage 6 courses in French. It contains comments on candidate responses to the 2012 Higher School Certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabuses, the 2012 Higher School Certificate examinations, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of French.

General comments

_{Dictionary use}

In better responses, candidates contextualised the meaning from the choices given in the dictionary. When looking for an English equivalent, these candidates ensured that they chose the correct equivalent part of speech as well as the most appropriate meaning. They cross-referenced words from the English–French dictionary with their complements in the French–English dictionary.

_{Self-identification}

Candidates must not identify themselves, their school or their teachers in their oral or written responses. If a question asks them to thank a teacher, describe a school or draft a letter to a friend, they should not include any identifying details.

_{Answering the question}

The mark allocation and the number of lines in the short answer questions provide candidates with an indication of the length of the required response. Questions will sometimes require the direct translation of material, while other questions will ask for information to be interpreted in some way. In every case, it is essential that candidates answer the question and refrain from including large amounts of extraneous material.

_{Word limits}

Candidates are reminded that it is possible to gain full marks within the prescribed word limit for a writing task. Nothing is gained by providing unnecessarily long responses that often contain irrelevant material and are poorly structured and repetitive. In better responses, candidates took time to prepare and structure their written responses in French.

_{Use of Notes column}

Candidates must ensure that all relevant information contained in the Notes column is transferred to the lined section of the examination paper if they want this information to be considered as part of their response.

Preparing for the Beginners/Continuers oral examinations

Detailed advice is provided on the Board’s website for teachers and students about the nature and conduct of the HSC oral examinations at www.boardofstudies.nsw.edu.au/syllabus_hsc/languages.html.

However, teachers and students are reminded that:

• Questions will relate to the candidate’s personal world as it relates to the prescribed topics in the syllabus.
• Neither the number of questions nor the number of topics covered by the examination is predetermined. The examiner may ask questions that relate to a previous response made by the candidate or introduce a new topic.
• Candidates should answer each question ONLY with information related specifically to the question asked.
• Candidates who attempt to dominate the conversation with long, rote-learned monologues will be interrupted by the examiner at an appropriate moment.
• Candidates will be asked questions that relate to past, present and future experience.
• If candidates do not understand a question, they may ask for the question to be repeated, clarified or rephrased in the language being examined. Candidates should NOT ask the examiner to translate words or questions.
• Candidates should NOT identify themselves, their teachers or their schools to the examiner.

French Beginners

Oral examination

General comments

In better responses, candidates manipulated tenses and qualified their responses. These candidates used expressions such as je les ai vus en concert, juste après le bac, parfois je le trouve pénible, j’aurais aimé. They made comparisons and elaborated on their ideas when questioned by the examiner.

In better responses, candidates also demonstrated an ability to manipulate grammar and language structures to communicate effectively. The pronunciation by these candidates was accurate, with only minor imperfections. In better responses, candidates listened to the question and answered appropriately, rather than hearing a key word and going off on a tangent that did not answer the question asked.

Most candidates were able to talk about their free time, family, home and school. However, some candidates were unable to offer reasons and explanations when the examiner questioned them. All candidates must be prepared to expand on their responses to the topics.

Many candidates repeated questions rather than manipulating the language and many confused adjectives and verbs.

Generally pronunciation was good, despite common mispronunciations that included j’ai, je, cheveux, chevaux, soeur. Many candidates used the wrong pronoun ma sœur il est or possessive adjective mon mere. Basic grammatical structures of subject and verb often eluded some candidates.

Written examination

Section I – Listening

Question 1

In better responses, candidates understood the meaning of anniversaire to mean birthday not anniversary.

Question 2

In better responses, candidates understood that there were two modes of transport involved, ie train and taxi.

Question 5

Candidates needed to clearly state that Jean Marc was a past student of the school who now works as an engineer. He returned to school to address the students. Recognition of the past tense was essential. In better responses, candidates understood il y a and depuis and the numbers required to complete the answer.

Question 6

In better responses, candidates clearly identified the word fête as meaning a party as opposed to an event.

In weaker responses, candidates were confused between message and massage.

Question 7

1. Candidates needed to clearly understand that the telephone numbers are recorded as pairs.
2. Most candidates correctly translated the words sportive and énérgique.

Question 8

Candidates were required to link the concept of cinéma to entertainment and trop de voitures to traffic.

Question 9

In better responses, candidates focused on the elements of doubt and outlined the accusation of possible cheating.

Question 10

In better responses, candidates identified the sport of roller correctly and clearly made the detailed links between the sports and the reason for the choice. Better responses also understood pratiquer to mean to practise and not practical and ennuyeux to mean boring.

Section III – Writing in French

General comments

In better responses, candidates fully addressed all aspects required by the question by providing relevant information and details. Tenses were used correctly to refer to past, present and future events. Other language features such as pronouns, adverbs and comparatives were used successfully, as well as a wide range of vocabulary and idiomatic expressions. The word limit and text types were generally respected. Candidates organised ideas coherently and manipulated the language creatively to answer each question.

Weaker responses were generally quite short, contained numerous language errors, lacked coherency and did not always address the main points raised by each question. They regurgitated rote-learnt answers that did not address the questions or took ideas and entire phrases from the reading passages.

Question 16

In better responses, candidates used the correct text type and addressed their message to their host parent(s). They provided substantial information in relation to their plans for the evening but also relevant details, such as their phone number in case they needed to be contacted or the time at which they were planning to return home. Candidates expressed future plans successfully through the use of a variety of tenses (present, conditional and future) and modal verbs (je dois/veux aller).

In weaker responses, candidates included limited elaboration and provided little insight into what the candidate was planning to do in the evening. They usually included the mention of a location and/or an activity but did not provide supplementary information. The inability to manipulate tenses correctly led to answers that were not coherent. Such answers appeared to be quite disjointed and difficult to read as words were missing and verbs were often left in the infinitive form.

Question 17

In better responses, candidates addressed all the requirements of the question. These candidates clearly stated in their email that they were on a school trip and elaborated on what they had already done. They successfully used the past tense (perfect and imperfect) and used expressions such as c’était or il y avait.

In some weaker answers, candidates made no mention of a school trip. The narrative focused on what the class/group was going to do rather than what it had already done. The language structures and vocabulary were often repetitive. These responses presented many language inaccuracies, were disjointed and the past tense was often not even attempted.

Question 18

In option (a) some candidates only gave a physical description of their house, without expressing their feelings/impressions about it. In better responses, candidates not only gave their impressions, but also compared their two houses, justified their views and created interesting narratives within the word limit.

In option (b) many candidates struggled with the introduction, which required the manipulation of a reflexive verb in the past tense je me suis inscrit.

In better responses, candidates were not limited to a physical description and included character descriptions and expressed their affinity with or dislike of the people they met. They demonstrated their ability to manipulate verbs in several tenses and avoided the repetitive use of vocabulary. They did not exceed the word limit, as this often leads to a decline in the quality of the language used.

French Continuers

Oral examination

Most questions were understood and candidates answered them using correct pronunciation, intonation and gave some detail.

In better responses, candidates attempted to use a broader range of structures, including a variety of subjunctives. Almost all candidates attempted to justify their responses, whether using one adjective or a more comprehensive explanation. It was evident that sound preparation prior to the oral examination allowed candidates to provide extended responses.

In better responses, candidates increased engagement by thinking carefully about their views on each topic studied. They recognised that this is a conversation and as such they answered the question posed and did not deliver a prepared monologue. They had studied specific vocabulary and structures relating to the syllabus topics in order to give full and varied answers to the questions.

Common inaccuracies in pronunciation included final consonants nous, trop, chez, beaucoup, et and other words such as parents, examens, tennis, humeur, humour, surtout, médecin. The main grammatical errors were in the areas of prepositions such as dans la campagne, en Paris, à la France, à le cinema and en Queensland. Tenses caused difficulties in si clauses, second verb infinitives, je veux voyagerai and the use of depuis. Mistakes occurred with pronouns, including reflexives, je vais me relaxe, indirect object/direct object and disjunctive, avec ils. There were also errors with possessive adjectives, ma père, mon sœur, elle parents, inappropriate liaisons such as et, and nous travaillons.

Some candidates found relative clauses challenging, particularly with ce qui and ce que. Expressions using avoir posed some problems, je suis peur and mon frère est dix-huit ans. Errors in vocabulary included the misuse of manquer, visiter/rendre visite à, especialement/surtout, pas beaucoup/pas grand chose, fondu/fondé, le maths/sciences/les maths/sciences, attendre une école, gagner une place, sujet/matière and salle/chambre.

Written examination

Section I – Listening and Responding

General comments

Question 2

On the whole this question was well answered, although there was some confusion between fridge and freezer.

Question 3

In better responses, candidates provided a full answer to justify the point. These candidates avoided using French words in their answer. In better responses, candidates recognised that the translation of moto is motorbike and not car.

In some weaker responses, candidates misinterpreted the text and thought both parents were unemployed, rather than just the father.

Question 5

Candidates were required to interpret how each person felt about the relationship, as well as providing detail to back up the point. Some candidates misheard the pronunciation of Simone and interpreted it as Simon, referring in the answer to ‘he’.

Question 6

In better responses, candidates clearly identified the change in Nathalie’s reaction and provided relevant details for each reaction.

In weaker responses, candidates did not understand the meaning of tablette.

Question 7

For the most part, candidates had an overall understanding of Jacqueline’s career in cycling and at least a partial understanding of her character. In better responses, candidates provided specific adjectives to describe her character then gave supporting detail from the text.

In weaker responses, candidates did not describe her character and only details of her career were provided.

Question 8

Overall this question was answered well and in some detail. Most candidates understood that Alex’s parents wanted him to be a real estate agent and that he was reluctant to do so. The candidates who wrote better responses provided a balanced view of his indecision with supporting detail.

In weaker responses, candidates repeated themselves and avoided specific detail.

Section II – Reading and Responding

General comments

Candidates are encouraged to read and consider the questions before attempting to read the text. During their first reading of the text, candidates are advised to underline or highlight key words and make brief annotations relevant to the questions. It is advisable that candidates then reread the entire passage to gain a holistic understanding before completing their responses. Candidates are advised to read over their answers to ensure they make sense and that all relevant detail is included and well-founded links to the texts are made.

Question 9

1. In better responses, candidates explained fully what prompted Cloé to make the comment. As well as stating that it was am when Delphine sent Cloé a message, it was necessary to make reference to the fact that Cloé was woken up in the middle of the night.
2. In addition to content, interpretation was required for this question. Better candidates conveyed Delphine’s need of advice, as well as identifying the relevant content. When explaining Bruno’s threat, candidates needed to describe the compromising nature of the photo.
3. In better responses, candidates articulated the type of relationship and supported this with a number of reasons taken from the text. They avoided repetition and cited most or all of the reasons contained in the text.

A number of weaker responses were repetitive and candidates stated that Delphine had been banned from using her mobile phone rather than restricted from using it. They did not relate the negative impact of internet usage on Delphine’s schoolwork.

Question 10

1. In the best responses, candidates expressed who Bernard Chevallier was in terms of his French origin, the fact he lives in Australia and his profession. There were many candidates who interpreted depuis cinq ans to mean ‘since he was five years old’ rather than ‘living in Australia for five years’.
2. In better responses, candidates clearly identified that Bernard Chevallier’s career development was unforeseen or unanticipated and supported their answers with clear examples from the text. A significant number of candidates did not understand the meaning and context of définitivement and hence missed the point of it being unintended that Bernard would remain in Australia indefinitely.
3. In better responses, candidates recognised how the citizens succeeded in preserving their coastal heritage, which was under threat from the supermarket construction. It was clear that l’ont emporté, the notion of gaining the upper hand or winning, was often misunderstood as meaning ‘took over’ or ‘not to be angry with.’
4. In better responses, candidates were familiar with a range of language features and explained them with accurate references to the text. They also included accurate translations or paraphrases. In the best responses, candidates demonstrated a perceptive understanding of how both language and content reflected Bernard’s satisfaction with making the documentary.

Part B

General comments

Candidates need to manipulate language authentically to meet the requirements of the task and not simply transcribe information from the text. Candidates should allocate enough time to carefully check their work. Candidates should use the recommended word limit as overly long responses often result in insufficient time to check and correct errors.

Question 11

In better responses, candidates showed an excellent understanding of the whole text by successfully referring to all the key elements and some included anecdotal situations from their own lives to try to empathise with or advise Erika. Candidates manipulated language authentically and creatively. These responses were characterised by the use of varied vocabulary and demonstrated a thorough mastery of different tenses, eg imperfect, perfect and conditional.

In weaker responses, candidates did not write about the key elements of the text, but rather wrote about content that did not address Erika’s concerns. Some responses were marred by poor use of verbs, incorrect spelling of basic words, anglicisms and incorrect word order. Common errors involved confusion between noun, adjectival and verb forms of some words, eg retiré and retirer; elle se retire son permis; le retrait d’un permis and on m’a retrait mon permis; conduire and conduit; le permis and le permit.

Candidates should use their dictionaries to confirm such details as gender, verb stems and endings. Some candidates struggled with the correct use of direct, indirect, subject, object and possessive pronouns.

Section III – Writing in French

General comments

Candidates are reminded that they need to plan their responses carefully. Inserting content that is not linked or particularly relevant to the question does not enhance natural communication, regardless of how impressive the complexity of the language used. Candidates are advised to proofread their responses, paying careful attention to spelling. Crosschecking vocabulary in both the English and French sections of the dictionary is also advised.

Question 12

Responses were generally of the required length of 75 words and those that were too long were often repetitive and included poorly linked content.

The register of language used needs to be consistent throughout the response. This question gave scope for the use of either tu or vous. In better responses, candidates developed ideas and selected content that was appropriate to the formality of their chosen register, and manipulated tenses and structures naturally and appropriately.

In weaker responses, candidates inserted previously learnt phrases and sentences taken from the dictionary, which impeded communication and disrupted flow. Similarly, some content was not explained, linked or developed.

Better responses were planned and well structured. Candidates who thanked their aunt in a manner appropriate to the register of language they chose also gave reasons for their appreciation and made specific references to their trip to New Caledonia. In better responses, candidates showed good understanding and use of a variety of tenses, thereby clearly indicating the timeframe of their trip. Careful consideration of context and content helped candidates develop their email in a logical manner.

Weaker responses were not well organised, relied on contrived and complex language, did not link ideas logically and appeared as if translated from English. Common errors included the misspelling of la Nouvelle Calédonie; poor word order, eg chère ma tante; misuse of vocabulary poorly chosen from the dictionary, basic verb conjugations, the verb payer, eg payer pour; confusion of avoir for être; verbs in the past tense, eg j’ai allé; poor placement of negatives, especially in compound tenses; poor use of irregular comparative and superlative forms, eg meilleur for mieux and vice versa; poor use of irregular future stems, eg j’envoyerai; poor adjectival agreements, eg Cher tante; poor use of the à construction, eg à Nouvelle Calédonie, en Nouméa.

Question 13

Many responses that demonstrated extensive knowledge of French missed out on top marks because some parts of their writing were irrelevant to the question. Answers must be carefully planned beforehand so that each paragraph contributes to fulfilling the requirements of the question. For (a) and (b), the best answers were those scripts that stayed in touch with the key words from the questions: ‘reflect’ and ‘feelings’.

Consistent fundamental errors detracted from responses. Proofreading and using a mental grammatical checklist would have helped eliminate basic errors or slips. Among the most common grammatical mistakes were gender of some very common words such as note, examen, matière, basic conjugation of verbs such as prendre, pouvoir, vouloir, recevoir and se sentir, si clauses, confusion between the imparfait and the passé composé, position of pronouns, prepositional verbs, confusion between savoir and connaître, inaccuracy and overuse of idiomatic phrases, faux-amis and regular lack of accents. The most basic and widespread negligence was with adjectival agreement.

A misuse of the dictionary was obvious in many cases. In many responses, candidates did not distinguish between a noun, adjective or verb category or between contexts and language registers. Many candidates did not know or find the right French for key words or expressions such as ‘to cheat’, ‘to do well’, ‘to suspect’, ‘to feel’, ‘best/better’, ‘a mark’, ‘percent’, ‘disappointed’ or ‘the character’ which were much needed for questions (a) or (b). English influence was also evident at times with the poor translation of ‘to make a decision’, ‘to be excited’, ‘to earn marks’ and ‘to be happy with’.

In better responses, candidates demonstrated a good attempt at a variety of sentence structures and tenses (si clauses, expressions in the subjunctive mood, rhetorical questions), appropriate idioms and expressions and a broad range of relevant vocabulary.

In weaker responses, candidates did not present the information in a coherent and structured sequence. Some answers were far too long or left unfinished. Some candidates made overly long introductions instead of getting to the point. Those who did write overly long answers often did not have the time to proofread their work and eliminate careless mistakes.

French Extension

Oral examination

General comments

In better responses, candidates presented and developed a logical and well-structured argument, and supported it with a range of relevant ideas and examples. They developed and concluded their argument within the time allocation and communicated their ideas confidently and fluently, with authentic intonation and pronunciation. These responses were also characterised by a consistently high level of grammatical accuracy, as well as sophistication of vocabulary and sentence structure.

In better responses, candidates gave a quick introduction before getting into the body of their discussion and clearly linked their answer to the question asked. Although the use of appropriate linking words and phrases was essential, an overly long introduction, an abundance of set phrases or giving an opinion on whether the question was difficult or pertinent was unnecessary and reduced the time that should have been devoted to arguing a case.

Question 1

In better responses, candidates argued that positive discrimination is sometimes necessary to promote equality among certain groups of people. They gave a balanced view, giving examples of positive discrimination and showing the negative consequences of discrimination on the grounds of race, gender, religion, disability or age. Some candidates mounted a good case that discrimination is never acceptable, but in doing this they had to discuss the negative impact of discrimination on society and cite relevant examples.

Question 2

In better responses, candidates compared today’s society with that of previous generations and discussed the consequences of a lack of respect in society. Examples included lack of respect for minority groups, people from different cultures, older people, teachers, parents, as well as the environment. Many candidates who attempted this question mispronounced the word le respect, sounding the last two consonants of the word.

Written examination

Section I – Response to Prescribed Text

Part A

General comments

A number of candidates gave general answers without referring to specific examples from the given extract to support and justify their answers. In general, a sound understanding of the settings, events, characters and their portrayal and the issues was evident, with many candidates able to offer perceptive interpretations and analysis. Quotations in the question needed to be either paraphrased into English or translated. When justifying a point of view, copying quotations given or large tracts from the extract is not advised.

Question 1

1. In better responses, candidates described at least two significant events that led to the conversation, such as the fact that the Soubeyrans coveted the land of Les Romarins that Jean had come to claim.
   
   Some candidates did not read the question carefully and, rather than relate the incident leading up to the given extract, focused on the extract itself. In weaker responses, candidates became fixated on a single idea, such as the concept of l’authentique or lotantique and neglected to elaborate on the events leading to the conversation in the given extract.

2. In better responses, candidates noted that Ugolin’s body language (for example his tics and blinking) reflected his nervousness and discomfort in front of his uncle. In these responses, candidates also made a clear distinction between Ugolin and Le Papet’s character.
   
   In better responses, candidates paraphrased rather than quoted and showed implicit understanding of the content.
   
   In weaker responses, candidates revealed only one insight into Ugolin’s character, based on the quote referred to. Responses that focused only on Ugolin’s guilty conscience and repeated this same idea in a variety of ways could only have it acknowledged once. In some responses, candidates did not refer to the given quote.

3. In better responses, candidates not only looked at the content of the given extract, but also analysed style and language as means to convey Pagnol’s evil intent. There were many stylistic devices such as authorial intrusion s’écria joyeusement, listing of Le Papet’s ruses and tricks to mislead Jean, use of future tense to imply Le Papet’s absolute certainty and intent such as tu verras/ il te vendra/nous le dirons. In better responses, candidates also referred to the actual content, such as Le Papet telling Ugolin to purposefully mislead Jean in order to ensure Jean’s downfall and their success.
   
   In weaker responses, candidates neglected to deal with the ‘how’ in the question and tended to describe or recount what happened, without explaining how these events portrayed evil intent.

4. In better responses, candidates analysed the exploration of the issue in the extract and in the novel generally. Within the extract there are many references, such as le bossu, ces gens de la ville, telling Jean the wrong information because as an outsider from the city he would not know, Jean’s self-isolation by taking on his mother’s advice and not trusting les Bastidiens and buying his bread in Ruissatel.
   
   In weaker responses, candidates treated the issue only from the idea of Jean being an outsider, without considering wider references to the issue. A simple mention of il est de Crespin without any explanation as to why and how this relates to the issue (such as the long standing historical enmity and the fact that his mother had warned him about the Bastidiens’ hatred for les Crespinois) could not be awarded. Many candidates repeated the content of their answers from question c) and sometimes from question b). Responses that only drew from the given extract could not attract full marks, as the question required that candidates refer to the novel as a whole.
   
   Social order was often neglected as a point of exploration, especially the role of the Soubeyrans in the given extract and in the novel as a whole in terms of the two rules of Les Bastides Blanches. In better responses, candidates did mention the concept of social order and the outsider in Extract 15 with Pamphile and Amélie discussing the role of the Soubeyrans in the blocking of the spring.

Part B

Question 2

In better responses, candidates carefully considered the text type (ie a letter) and used the language appropriate for the character from whose perspective they wrote. They used the stimulus quote effectively and in context. In these better responses, candidates authentically produced the ‘voice’ of Aimée. They clearly recounted the events leading up to their current situation, giving a clear explanation and justification for why Aimée had to pawn the necklace, as well as identifying the lack of communication regarding their financial situation in order to not worry each other. They also gave a good deal of relevant information, demonstrating a perceptive and deep understanding of the prescribed text. The quote was also creatively used as a stimulus for the account and ideas were well synthesised.

In weaker responses, candidates either misinterpreted or failed to express Aimée’s emotions. They did not follow the convention of a letter or stay true to the time/era. They often failed to show sufficient depth of knowledge of the prescribed text and focused too much on irrelevant events or situations and not enough on Aimée’s feelings. The most common errors involved verb endings and conjugations, agreements and genders, as well as anglicisms.

Section II – Writing in French

General comments

In the best responses, candidates demonstrated an understanding of the requirements of the article text type and demonstrated this by providing a heading and attempting to engage the audience through literary techniques such as rhetorical questions.

In better responses, candidates planned their writing in order to produce a clear and coherent argument, and were able adhere to the word limit. Most common errors involved verb conjugations, adjective agreements and anglicisms.

Weaker responses tended to be structured more like an essay, speech or debate. In better responses, candidates presented and developed a sophisticated, clearly structured argument, supported by a range of relevant ideas, which were treated in depth. They manipulated language effectively, with a consistently high level of grammatical accuracy and sophistication of vocabulary and structures.

Question 3

In better responses, candidates referred to both sides of the question, the exploitation of the environment and the possibility of continuing to live on the planet. They clearly stated their point of view in the introduction then developed their argument by giving a range of relevant, concrete and well-developed examples. They then discussed the measures needed in order for humans to continue to live on the planet.

In weaker responses, candidates tended to discuss the state of the environment and present a list of things people can do to help. These responses contained generalisations or sweeping statements that were not backed up by relevant examples and lacked depth.

Question 4

In better responses, candidates used interesting and relevant examples to support their argument and discussed the importance of learning from past mistakes in order to improve the future.

Some candidates tended to use less sophisticated examples and focused on the importance of not having regrets in order to move forward.