GCSE French Reading (H)
School and education
Date:
Time: 41 minutes
Total marks available: 36
Total marks achieved: ______
Mark Scheme
Q1.
Number / Answer / Mark
(a) / Youness / 1
Question
Number / Answer / Mark
(b) / Claire / 1
Question
Number / Answer / Mark
(c) / Estelle / 1
Question
Number / Answer / Mark
(d) / Fanfan / 1
Q2.
Q3.
Number / Answer / Mark
(a) / Florent / 1
Question
Number / Answer / Mark
(b) / Kévin / 1
Question
Number / Answer / Mark
(c) / Jamela / 1
Question
Number / Answer / Mark
(d) / Marion / 1
Q4.
Number / Answer / Mark
(a) (ii) / F / 1
Question
Number / Answer / Mark
(a) (iii) / D / 1
Question
Number / Answer / Mark
(a) (iv) / E / 1
Question
Number / Answer / Mark
(a) (v) / C / 1
Question
Number / Answer / Mark
(a) (vi) / G / 1
Question
Number / Answer / Mark
(b) (i) / (b) / 1
Question
Number / Answer / Mark
(b) (ii) / (f) / 1
Question
Number / Answer / Mark
(c) / (ii) / 1
Q5.
(a)(b) (i)and (ii)(c) (i)and (ii)
(d)(e) (i)
and (ii) / Pupils/ young people
/students who haven't gone
away / gone on holiday Any two of:1. course / work experience
with firemen / FIRE
BRIGADE / DEPARTMENT 2. visit to the castle of
Fontainebleau / FONT. C
ETC 3. recording a song (in the
studio of Radio Déclic) /
SINGING IN STUDIO /
RECORDING IN STUDIO /
must mention the activity of
singing or recording. 4. day in a leisure / theme
park / AMUSEMENT PARK /
VISIT, TRIP TO LP etcAny two of:1. understand group life (and its rules) 2. get a different view / perspective of school 3. get up to date with lessons / school work Seeing unknown / different places / NEW places Any two of: 1. having a laugh / it was fun / fun / enjoying themselves 2. learning lots of things 3. not getting bored at home / People (on own) The order of the answers is not important VISIT TO FIREMEN ETC
A CASTLE. / FONT.
CHATEAU RECORDING +
SOMETHING WRONG
e.g.. PROGRAMME.
SINGING + SOMETHING
WRONG e.g. CAROLS
Visit to the radio station. JOURNEY TO LP etc.
WATER PARK
PARK WORK IN A GROUP.
DEVELOP TEAM WORK DO HOMEWORK The order of the answers is not important The order of the answers is not important / 12212Total
8
Q6.
(a) / B C E F / 1 mark for every correct answer4
(b)(i)(b)(ii)(b)(iii)(b)(iv) / A C B C / 1 mark for every correct answer4
Q1.
No Examiner's Report available for this question
Q2.
This question was targeted at Grade A candidates and candidates of a lower ability found this question challenging. Comprehension of a text based on an adapted authentic original was tested by questions in English. Very few candidates made the mistake of answering this question in French. Answers for the questions could be found sequentially in the text and centres need to ensure that candidates are aware that this is usually the case. Candidates need to have access to authentic materials containing some quite complicated structures in order to develop their ability to perform well in an exercise at this level.
a) was tackled quite well with many candidates recognising that Marcel spoke only Russian. The ne...que foxed many, though, with its implied negative leading some to conclude that Marcel could not speak Russian. Failure to read the question properly led many to deduce that the fact of being an immigrant was the problem, and a number of candidates misunderstood "primaire". Misunderstanding over the direction of the migration had many candidates imagining Marcel was in Russia whilst others blamed divorcing parents for Marcel's problems. Another common error was that Marcel had difficulties with learning languages.
In b) failure to read the question properly, or to really work out what was being asked, led many candidates astray. The word sorties was not well known and gave rise to many answers about sorting, organising and more understandably, exits. Others felt that Grace was an important friend but many were able to work out that going out (with his mentor) was important. Many wrong answers focused on the wrong section of the passage and candidates needed to establish and recognise the link with the word important in the text.
c). Many candidates left this part of the question blank. The majority of candidates who attempted this question gave a correct answer concerning Marcel's progress in French, securing one point. They were not all quite as successful with their second answer. The main confusion lay in the mistranslation of the expression à l'aise which was often interpreted as finding school easier, instead of feeling more at ease. Popularity and confidence were also recurrent incorrect responses. There also seemed to be widespread misunderstanding of collège with any number of strange interpretations of Marcel's problems getting into college because he either didn't speak Russian or spoke only Russian, or because he was badly behaved.
d). The majority of candidates found this part of the question challenging with some failing to attempt it. Most candidates achieved 0 marks. Common incorrect answers included he put his feet on the table or he walked on the table.
e). Candidates found this part of the question quite accessible and many were able to give a very detailed answer. Incorrect responses often included the idea of Marcel's parents inviting him out to a restaurant for a meal.
f). Many candidates failed to gain any marks for this part of the question. A significant number of candidates simply left the answer blank. Common incorrect answers often referred to Marcel being badly behaved, finding lessons difficult or having no friends. Many responses appeared to be guesswork on the part of the candidate rather than related to misinterpretation of any part of the text.
g). Many candidates fared better with this part of the question and were able to produce a good answer which incorporated the idea of speaking to the teacher, contacting the school or arranging for Clément to sit on his own.
Q3.
No Examiner's Report available for this question
Q4.
This was aimed at Grade A*. The text was based on an authentic original and contained some complicated material and structures, as is appropriate for a question at this level. The tasks set were also more complicated than those in the other questions. Candidates had to pair up the beginnings and ends of five statements and to select the appropriate answers from three alternatives in three further statements. For the latter, conclusions had to be drawn from the text as a whole, which required deductive ability. Access to authentic published material would help students to deal with such tasks.
Q5.
This was targeted at Grade A, and students of a lower ability seemed to find this question challenging. Comprehension of a text based on an adapted authentic original was tested by questions in English. Very few made the mistake of answering in French. The answers for the questions could generally be found sequentially in the text, and in questions worth 2 marks, there were more than 2 possible answers, allowing students to discard material they felt they did not understand fully. Some answers offered seemed to be based on guesses rather than information in the text. Students need to have access to authentic materials containing some quite complicated structures to develop their ability to perform satisfactorily in an exercise at this level.
Q6.
This was aimed at Grade A*. The text was adapted from an authentic original and contained some complicated material and structures, as is appropriate for a question at this level. The scores in this question were inevitably lower than in the others, which were less demanding. Candidates had to identify four correct statements from eight and then pair up the beginnings and ends of four statements, choosing from three alternatives. Access to authentic published material would help students to deal with such tasks.