French Continuers 2020 HSC exam pack

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• express their ideas and opinions and justify their point of view
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use French to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• manipulate a variety of tenses
• provide opinions, justifications and comparisons effectively, without prompting, and directly relate them to the question
• answer unexpected questions with relative ease and develop them with some depth
• provide sophisticated vocabulary and use synonyms to avoid repetition
• compare and contrast on a range of topics
• use the verb form provided in the question and then expand on it with opinions, reasons, comparisons and examples
• use sophisticated conjunctions and connecting words, for example, étant donné que, au mesure, grâce à.

Areas for students to improve include:

• avoiding false cognates, such as mes sujets; should be mes matières, des places should be des endroits, abilité should be la capacité
• revising the pronouns qui/que and their use in sentences
• ensuring the accuracy of verb endings, for example, je fais, not je faire, je regarde, not je regarder, je préfère, not je préféré
• ensuring the correct positioning of direct and indirect object pronouns, for example, Il me conduit, not il conduit moi and ils nous ont poussés, not ils ont nous poussés
• revising the pronunciation of the following words, parents, temps, j’étudie, trop
• avoiding the use of two conjugated verbs in a row, for example, je peux sors, je peux parle should be je peux sortir, je peux parler
• revising the correct positioning of adverbs, for example, je beaucoup aime should be j’aime beaucoup
• ensuring the correct use of prepositions with faire and jouer, for example, je fais du sport,je joue au basket, je joue du piano and je fais de la natation.

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response.

In better responses, students were able to:

• express ideas concisely, for example, she obtained her reference; she helps her sister specifically with homework (Q3)
• label language techniques employed in the text correctly, provide an actual example,such as high modality and how it answers the question
• state the obvious, essential details and clearly describe their function in text
• provide adequate evidence from text and express it in clear English
• provide accurate translations of words such as emmener, terminale
• distinguish context between the workplace and the home (Q4).

Areas for students to improve include:

• checking the meaning of unknown words in dictionary such, as engagé
• transferring information from the Candidate’s Notes to their answer
• always translating quotes and examples into English
• providing a concise summary containing key ideas without unnecessary detail
• analysing not just listing the language techniques
• not referring to language features if it is not specifically requested in the questions.

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• read the whole text in order to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• express their responses clearly in English
• use the dictionary efficiently, choosing the accurate translation in the given context, for example, tirer parti, and understand difference between words, such as stage and emploi (Q9)
• use adverbs such as presquedisparu correctly.

Areas for students to improve include:

• providing adequate terminology regarding linguistic devices when referring to language techniques
• proofreading their answers at the end
• not adding information that is off topic
• selecting specific information from the text to justify their argument
• identifying reasons for why the author was asked to produce the text (Q9a)
• accurately identifying causality as an ability to obtain a job after graduating with work experience (Q9c).

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• address all key points indicated in the stimulus text, then expand them with specific personal examples and explanations
• use a variety of tenses
• use idiomatic expressions appropriately
• structure their response logically and link ideas with justifications, for example, able to practise the piano and hold down a part-time job
• develop ideas and present deeper insights, such as perhaps the sister stealing was a cry for attention/peer pressure/other reasons linked to her desire to choose her own clothes
• establish and maintain a tone such as reassurance/sympathy/disbelief in their response
• provide specific comments related to Claudine’s situation.

Areas for students to improve include:

• using appropriate spelling and expressions, not sur le week-end
• planning and finishing the response by ensuring there is an ending and final statement supporting the overall text/point of view as well as sequencing ideas and making references to the whole text
• avoiding repetitions such as je crois
• reading the whole text carefully and consulting the dictionary before responding, ensuring their understanding of the text is thorough
• avoiding lengthy anecdotes/talking about their own world/family/experience that are not directly related to the stimulus
• avoid using sentences from the stimulus text, but rephrase them in their responses
• using idiomatic expressions in a natural, context-appropriate way.

5 mark question

Students should:

• address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• proof read and edit work
• adhere to the suggested word length.

In better responses, students were able to:

• use the correct tone and register without irrelevant fillers
• clearly identify the context of the task to produce an authentic response
• use accurate syntax so that the response flows
• demonstrate a range of tenses and vocabulary that fits into the context.

Areas for students to improve include:

• using a better range of language and expressions
• exploring the context of the task
• expressing ideas concisely without going beyond the word limit
• consistently using tu/vous throughout the text
• ensuring accuracy of basic sentence structures
• avoiding the overuse of si-clauses and subjunctives
• avoiding literal translations of idiomatic expressions (la paille que casse le dos du chameau, le vol n’est pas droit – stealing is not right)
• preparing genre-specific expressions in advance, such as closure and thank you in an invitation.

10 mark question

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• proof read and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• use si clauses, imparfait/conditionnel, and make them relevant to the context
• reflect with depth and/or with balanced arguments
• plan their line of thought coherently with effective use of connectors
• demonstrate correct use of prepositions of place, relative pronouns and passive voice
• demonstrate a range of expressions to describe shock and surprise correctly, for example bouleversé, étonné, ce n’était pas comme prévu
• use relevant idiomatic expressions, for example ma mère était aux anges, c’était la pagaille
• express themselves creatively and with high accuracy.

Areas for students to improve include:

• considering the questions carefully and select one that allows them to capitalise on their best language skills
• adding more reflection that is overt and reducing recounts
• improving accuracy of basic structures such as, verb conjugations in present tense, agreement of adjectives and use of reflexive verbs
• acquiring vocabulary to express different emotions, fear, wish, anticipation j’ai peur, j’aurais aimé, j’ai hâte de
• varying verbal expressions to describe intention and plans, such as j’envisage de instead of repeating conjugated modal verbs, such as pouvoir and vouloir.