French Extension 2020 HSC exam pack

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• establish their main argument(s) in the introduction before proceeding to the body of the discussion
• provide relevant examples in a logical and structured manner
• provide a concise summary of their main argument(s) in the conclusion.

Question 1

• discuss when it may or may not be necessary to accept others
• use sophisticated vocabulary and expressions, such as une lueur d’espoir, l’adversité, il faut aussi
• introduce the question in an original way, for example, Ce n’est pas évident d’avoir une opinion franche sur la question de la résilience sans analyser les deux côtés de l’argument
• speak fluently with few pauses
• speak with sophisticated and accurate vocabulary and grammar structures.

Question 2

• define both resilience and success
• provide examples of people’s personal struggles which convey how someone is able to develop resilience and achieve success
• use consistently high levels of accuracy and sophisticated vocabulary and grammatical structures, for example, on ne peut pas nier le fait que, pour qu’on puisse,
• explain how resilience is developed and demonstrated in different contexts such as individual, local and global
• use current, original examples as well as historical examples to support their arguments.

Areas for students to improve include:

• keeping to the allocated time limit of 3 minutes
• stating the number of the question in English at the start of the examination
• fully explaining ideas rather than stating facts
• making explicit links of how the examples provided answer the question
• revising the gender of common words such as une personne, un jour, le public, un problème
• avoiding the pronunciation of the last letters of words such as dans, souffert, succès
• avoiding mispronunciation of words ending in -tion
• ensuring agreement of adjectives such as une personne différente
• avoiding anglicisms such as using ‘experience’ as a verb in French
• ensuring the arguments are well developed and there is equal amount of time allocated to each argument
• ensuring there is sufficient time for a conclusion
• using the infinitive after pouvoir not a conjugated verb, for example, on peut faire, NOT on peut fait
• ensuring the question is being answered rather than going off topic, for example, making the question about diversity rather than a discussion about accepting those who are not like us
• avoiding the use of quotes unless they are well linked to the argument
• keeping to two well-structured arguments.

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in French and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• explain Elisa’s behaviour by clearly defining her behaviour towards Driss (Q1a)
• identify and thoroughly explain that Philippe’s motivation for swapping the two photographs, was his lack of acceptance of his disability (Q1b)
• identify and explain that Driss reveals how changed he is and how he now values respect, which may be ironic (Q1c)
• analyse how the issue of acceptance is explored through the relationship between Driss and Philippe and provide evidence from this extract and ONE other scene (Q1d).

Areas for students to improve include:

• providing parallels between the given extract and another scene in the film by recalling accurate details
• understanding the difference between analysis and retelling of the story
• using simple and precise terms in English and avoid using unnecessarily complex or trendy terms
• analysing the issue of acceptance not analysing a subtopic of acceptance such as, stereotypes or the acceptance of a specific group into society
• answering concisely and to the point, especially avoiding repetition when continuing the answer in a booklet
• ensuring that the characters’ names are correct, as well as the retelling of events in other parts of the movie
• ensuring that the retelling of the events is chronologically correct.

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write from a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words and avoid translating the text as part of their response.

In better responses, students were able to:

• refer to the quote but also recount the information of the prior event with reflection
• create a sense of banter between Yvonne and Magalie
• stay true to the voice of the characters, il lui a carément téléphoné and use correct register and tone, vous form
• demonstrate their knowledge of the chosen extract using relevant parts of the text when responding
• use humour effectively.

Areas for students to improve include:

• paying more attention to accuracy (agreements, gender, tenses, spelling)
• staying within the parameter of the task, that is not mentioning content that is not relevant to the quote given
• using reported speech accurately, il a dit qu’il fallait l’appeler
• using shorter segments in the dialogue instead of long paragraphs to make it more authentic
• using less anglicisms or anglicised syntax, such as, Il était perturbateur comme d’habitude.

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses, students were able to:

• plan the different elements of their response carefully
• write a title (as the text type required was an article), write sub-titles and use paragraphs
• structure their response with an introduction outlining their argument
• present a discussion of their points identifying the important terms in the chosen question and defining these to demonstrate their understanding of the question
• link the elements of their response with conjunctions
• write in short, carefully constructed sentences
• give concrete examples that illustrate their argument and how these are related to the question
• use authentic expressions and sophisticated expressions related to the prescribed issues
• make explicit links on how their arguments and the examples provided answer the question.

Areas for students to improve include:

• developing an argument without repetition
• avoiding the use of pre-learned material that does not relate to the question
• avoiding anglicisms and use vocabulary and expressions related to the course’s prescribed issues
• avoiding generalisations and provide relevant and precise ideas, examples and information
• using appropriate language for the audience, as expressed in the question, that is, youth
• ensuring correct grammar, such as correct conjugation, gender, prepositions
• ensuring correct spelling
• avoiding recounting their personal experience and using the pronoun, je.