French Continuers 2024 HSC exam pack

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• express ideas and opinions that justify their point of view by providing depth and insight in their responses rather than only giving short, prepared responses
• 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:

• speak clearly with correct syntax, register and intonation
• answer the questions with minimal hesitation, allowing the conversation to flow at a good pace
• answer questions with relevant information and in some depth without reverting to stereotypes. For example, what did you do in France? Nous avons fait de la planche à voile à Leucate, dans le sud de la France
• communicate feelings, provide opinions and justify their responses with adequate detail
• listen carefully to identify the tense required in the answer, paraphrasing the verb that was offered by the examiner. For example, Tu voudrais voyager? Oui, j’aimerais découvrir la France
• use tenses accurately, as required by the question. For example, responding with the imperfect and perfect tenses where appropriate
• elaborate on their responses without extra prompts from the examiner
• respond in full sentences, using compound and complex sentences
• demonstrate excellent knowledge of a wide repertoire of vocabulary, such as j’apprécie, rather than j’aime and adjectives such as accueillant, charmant, antipathique
• use the correct preposition with verbs and places such as j’ai decidé d‘aller à Londres en Angleterre
• use negatives such as je n’ai jamais visité la France, j’ai décidé de ne pas étudier l’année prochaine
• manipulate language across tenses and structures. For example, après avoir fini la Terminale je déciderai ce que je ferai.

Areas for students to improve include:

• listening to the question asked rather than only hearing a key word and providing a pre-prepared answer that does not match the question
• avoiding repetition of the same vocabulary and structures in different answers
• avoiding the use of two conjugated verbs in a row such as je veux voyagerai rather than je veux voyager
• conjugating a range of verbs and a variety of subject pronouns in all tenses and moods; good control of avoir, être and aller are essential
• speaking clearly so the ending of words and sentences can be heard
• learning vocabulary specific to the student’s life such as their parents’ jobs and hobbies
• understanding the difference between and when to use pour, pendant and depuis and à cause de, parce que and grace à
• avoiding the pronunciation of the last consonant in words such as beaucoup and temps
• learning the difference between and use of direct object pronouns and indirect object pronouns, such as je lui ai dit and je le fais.

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 onto 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:

• answer question with a holistic approach demonstrating understanding of key vocabulary and inference in text
• support their response with accurate details from the text, for example, accurately writing down the numbers for the price of the cake (Q1)
• identify that the speaker has already been offered a scholarship (Q2)
• show the relationship of quitting tennis to play only golf (Q2)
• demonstrate an understanding of key words such as ‘explain’ (Q2) and ‘summarise’ (Q3)
• be specific in translating from French into English, for example, cultiver is the idea of actually growing and picking your food and working on a farm (Q4); le patron (boss) and loin (far) (Q5) and les notes (school marks), not notes (Q7); desemparé (distraught/upset, not just disappointed)
• describe the audience and give the main reasons backed up by referring closely to the text (Q4)
• link cause and effect, for example, to ‘get back in shape and be healthy because of active farm work’ (Q4)
• state clearly that Monique is ‘very likely’ to quit her job and identify the boss as the source of the anxiety rather than the job (Q6)
• link the idea of AI being banned with Paul not wanting to risk getting a bad mark (Q7)
• correctly identify the emotions and describe the change between them (Q7).

Areas for students to improve on include:

• learning basic family vocabulary well and not confusing fils (son) with fille (daughter) (Q1)
• noting higher numbers accurately
• expanding their answers by referring to the text
• expressing blame/frustration on parents with clear examples, and identifying the brothers’ advice that Maëlla strongly disagrees with (Q7)
• identifying the difference between the past and present tense (Q8)
• understanding that ‘change’ means ‘an old situation’ versus a ‘new situation’ and knowing that evidence needs to be paired (Q8)
• revising language techniques to be provided in the language and content section: correctly naming the technique, providing an example and describing the effect/why it is being used (Q8).

Students should:

• read the title, the questions and the both texts to demonstrate understanding of relevant information and ideas
• 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
• 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:

• identify the language device, provide an accurate translation or paraphrase and link it to the question (Q9c)
• correctly attribute the leur (them) to the grandparents and uncle in the preceding sentence, therefore accurately translating vous aimeriez bien qu’on leur vienne en aide, non? (you would like someone to come and help them, wouldn't you?)
• distinguish between specific language features (Q9c) and not confusing the imperative voice, for example, ‘put your rubbish in the bin’ with imperative language, for example, ‘it is essential that you give up your seat’
• distinguish between lever (to get up) and laver (to wash), and odeur (smell) and ordures (rubbish) (Q9c)
• use dictionary resources effectively when needed
• follow the chronological order of the text
• evaluate appropriateness with reasoned explanations rather than simple translations
• translate relevant quotes before providing an explanation (Q10d)
• specify that the son got typhoid due to swimming in the polluted water (Q10b).

Areas for students to improve include:

• checking spelling of key English words, for example, 'typhoid' instead of 'tyroid/typhoon'
• using a dictionary to find contextual meanings rather than assuming cognates, for example, assainir versus assassinate, soil versus soleil/soul, travaillons versus travel, retrouver versus found, bio versus biodegradable
• recognising and attributing the subjunctive, for example, il faut respecter ‘it is necessary to respect …’ (Q9c) was often falsely referred to as a subjunctive
• including all relevant details
• staying specific to the text rather than making general comments
• knowing when to discuss linguistic features versus content (Q10c, Q10d). 

Students should:

• read the whole text in order to respond fully to the question
• plan effectively to organise their thoughts, paying attention to context, purpose and audience, as well as the type of text required by the question
• respond to the question asked in relation to the text
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response
• 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
• provide a creative and authentic response in relation to the text and the question
• use the appropriate register throughout the response
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• manipulate a range of tenses authentically and accurately
• respond creatively to all points mentioned, including explaining how they know Sandrine’s brother
• add depth by offering advice or possible solutions concerning Jean’s friends’ dispute and the grandmother’s transport issues
• refer to Sandrine’s tone as expressed by the exclamations and the subject line of the email.

Areas for students to improve include:

• taking on the persona of the writer and creating a relationship with the recipient
• manipulating language accurately and including a broad repertoire of grammatical structures and vocabulary
• using reflexive verbs such as se marier, se fiancer, se disputer and specific verbs such as emmener (to drive)
• reviewing prepositions after common verbs such as se souvenir de quelquún (to remember someone)
• reviewing use and positioning of object pronouns and negatives
• carefully checking verb conjugations and the use of tenses, especially the verb vouloir (to want) and pouvoir (can) in the present tense, the imperfect, the conditional and future tenses, for example, je pourrais versus je pourrai.

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
• proofread and edit their work
• adhere to the suggested word length

In better responses, students were able to:

• include all parts of the question clearly in their response (audience – cousin; context – family holiday for one week; situation – cousin has accepted to look after house) (Q12)
• use the imperative and the subjunctive accurately, especially after, il faut que/ mes parentsveulent que
• use the correct gender and spelling of high frequency nouns by using their dictionary effectively
• give an extended description of the new activity started or the issues encountered during the organised trip (Q13)
• develop a reflection resulting from the experience of starting the new activity or support their demand for a refund with authentic persuasion
• use a variety of expressions to show their positive or negative surprise, for example, contre toute attente, à ma grande surprise, c’est inadmissible, c’est scandaleux (Q13).

Areas for students to improve include:

• using cohesive devices, for example, à partça, avant de/avant que, de plus versus aussi, premièrement, deuxièmement
• using noun-adjective agreements, such as nous sommes reconnaissants
• ensuring the accurate spelling of common nouns, for example, la nourriture, le chien, les tâches ménagères, and les plantes
• addressing the audience, such as the cousin and the context of the one week holiday explicitly (Q12)
• using reflexive pronouns appropriately, for example, tu t’occupes de la maison; amuse-toi bien!
• avoiding copying from texts in the reading section
• using the dictionary when unsure about key words to avoid anglicisms
• staying on topic without providing irrelevant information.