French Extension 2023 HSC exam pack

Students should:

• use the seven minutes of 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:

• structure their response with a clear introduction, body, and conclusion
• establish their arguments in their introduction before proceeding to the body
• provide a clear, concrete example to support each argument made and ensure these answered the question
• summarise or reinforce their key arguments in their conclusion
• address the causal nature of the relationship between the difficult time and the development of strength (Q2)
• explain how hard times make us, or do not make us, stronger (Q2)
• state what strength(s) is/are developed through the hard times people face rather than restate the premise of the question, such as resilience, tenacity, confidence (Q2)
• speak in a clear, calm and confident manner
• use accurate expressions to indicate the logical relationship between ideas such as grâce à, à cause de, comme, car, donc, malgré.

Areas for students to improve include:

• avoiding a narrative with no clear link to the question
• avoiding the use of pre-learnt paragraphs that do not directly answer the question
• providing examples that demonstrate how an individual, or group of people, became stronger, as a result of their hard times, not just that they succeeded after enduring hard times (Q2)
• pronouncing key words such as épreuve, traverse and fort, clearly and accurately
• avoiding anglicisms such as booster, experiencer, abilité
• ensuring there is sufficient time for each part of the monologue
• using si clauses appropriately and with correct grammar
• avoiding the use of avec to introduce a logical relationship
• ensuring the correct use of direct object and indirect object pronouns
• ensuring that each argument is well-developed, and allowing equal time for each argument
• ensuring contraction occurs where necessary, such as aux, du, des
• speaking words clearly, particularly where similar sounding words exist, such as les gens, les jeunes
• understanding when to use the passive voice and when to use the impersonal pronoun on
• ensuring formulaic expressions such as un exemple frappant are used in appropriate contexts.

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 the length of response required.

In better responses, students were able to:

• respond to the question using succinct, substantial and relevant detail with clear examples
• translate or paraphrase the quote accurately, especially the word tchatcheur (Q1a)
• identify Philippe’s change from refusing to phone Éléonore at first to being happy to talk to her as well as the idea that Driss pushed Philippe to talk to Éléonore (Q1a)
• identify and illustrate Driss’ flirtatious nature (Q1b)
• clearly address the question saying why Driss thought Éléonore was right for Philippe (Q1c)
• have an overarching observation about how the friendship has changed both men (Q1d)
• have a clear understanding of influence and change that occurred with relevant supporting evidence correctly paraphrased and linked to the candidate’s idea (Q1d).

Areas for students to improve include:

• answering concisely and to the point
• quoting the text in English rather than French
• referring clearly to Driss and/or Philippe rather than overusing the pronoun ‘he’
• structuring the response into clear arguments and giving supporting evidence
• avoiding repetition of content, such as reusing information from (Q1c) to answer (Q1d)
• understanding key terms such as compare, explain and support.

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:

• select appropriate elements of the text to elaborate upon, for example, the date with Eléonore
• avoid simply recounting knowledge of facts without linking them to the task requirements, for example reflecting on how the characters would have felt
• stay true to the voice of the character by using respectful banter, for example, c’est une vanne
• explain how the date went with Eléonore
• reflect on and provide clear examples, such as what Philippe thought of Eléonore and how Philippe felt being left at the restaurant
• use the correct form of address for the characters’ interaction, vous (formal you) instead of tu (informal you), which applies to both Philippe and Driss when they are interacting
• show consistency in language manipulation.

Areas for students to improve include:

• adhering to the specified text type and observing conversation conventions such as short interactions and the start and finish of a conversation
• addressing all aspects of the question. For example, that Philippe is reflecting on previous events regarding Eléonore, Philippe not staying at the restaurant, Philippe standing Eléonore up and poetry
• referencing the quote given in the extract in a purposeful way and following task instructions when incorporating it, that is, not referencing parts of the film that have not yet happened
• using correct verb tenses, for example the perfect tense, the imperfect, the conditional and the spelling of common words such as œuf (egg)
• placing adverbs correctly in sentences, for example bien
• differentiating between reflexive and demonstrative pronouns, for example, le rendez-vous s’est bien passé versus c’est bien
• using homophones correctly, for example ça and sa, -er ending verbs and past particples ending in -é, été (summer) versus était (imperfect of être)
• ensuring sentences contain at least one verb.

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use the 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 it 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 the correct use of grammar to meet the requirements of the task
• use the dictionary to choose the appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure that there is enough time to edit their work
• outline the main points of the speech in the introduction.

In better responses, students were able to:

• write using the relevant text type required by the question and sustain it using rhetorical questions (c’est quoi la resilience pour vous? ), direct speech (vous êtes d’accord avec moi! ), imperative (sachez que, levez la main si…)
• address the intended audience (students and teachers) by using inclusive language, for example nous sommes tous impliqués
• demonstrate evidence of wide reading to support the argument
• bring depth and breadth of argument with at least two well-chosen ideas, supported by at least two concrete examples
• explain how the example demonstrates resilience rather than only highlighting the hardship for example tenacity, perseverance, obstacles
• use connectors to articulate the argument and link ideas, for example premièrement, prenons le cas de, cependant…
• make explicit links to how their arguments and the examples provided answer the question
• define important terms such as the meaning of ‘resilience’ and ‘digital identity’
• contain an introduction which outlines the argument and a conclusion that summarises the argument concisely.

Areas for students to improve include:

• avoiding personal anecdotes without clearly linking to how this extends to a broader truth/young people in general
• using credible statistics and quotes
• avoiding anglicisms, for example, à la fin de la journée instead of the correct form, en fin de compte
• using a wide range of vocabulary to avoid repetition
• ensuring correct grammar, such as verb conjugations, gender, prepositions and adjectival agreement
• using homophones correctly, for example, ces and ses, -er ending verbs and past participles ending in -é
• ensuring correct spelling, especially for the word mentioned in the question, for example la résilience
• consistently applying language that is appropriate to the audience, purpose and context.