French Extension 2024 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:

• explain why respect is necessary, rather than state where respect has or has not been shown (Q1)
• refer to the context of the question: quand le monde va mal (when the world is troubled) and link their examples to that context rather than talk about respect in general terms (Q1). For example, j'aimerais définir ce qu l'on entend par quand le monde va mal, Ce qui est les périodes difficiles collectives de notre société
• structure their response with a clear introduction, body, and conclusion
• provide a clear, concrete example to support each argument made and ensure these respond to the question. For example, quand il était confronté par la discrimination, le respect des autres l'a aidé à faire des différences en Australie en faisant beaucoup de mouvement dans le parlement (Q1)
• use formal and authentic language, including sophisticated vocabulary and structures. For example, ça veut dire que dans un monde en constante évolution politique, sociale et technologique marquée par les defis incessants et l'incertitude...
• enhance communication with a clear, calm, and confident speaking manner
• establish arguments in their introduction before proceeding to the body
• summarise or reinforce their key arguments in their conclusion
• 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:

• addressing contextual and qualifying information such as ‘when the world is troubled’, ‘entirely depend on’
• conjugating verbs correctly
• linking examples back to the question
• ensuring there is sufficient time for each part of the monologue, including the introduction, body and conclusion
• avoiding the recitation of pre-learnt paragraphs that do not directly answer the question
• using connective words to make the structure of the argument clear, such as premièrement, deuxièmement, tout d’abord, ensuite, en conclusion
• using prepositions with relative pronouns. For example, dans lequel habiter
• contracting articles where necessary
• using the direct and indirect pronouns appropriately.

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, substantiated and relevant detail with clear examples
• translate or paraphrase the quote accurately, especially the word frapper (Q1a)
• identify that Driss was objecting to Elisa’s rude and unexpected entrance into his room (Q1a)
• translate or paraphrase the word éducation in the context of this extract (Q1b)
• give evidence to support their explanation as to why the request was being made (Q1b)
• make a clear comparison between the interactions using words such as “whereas” and “however” (Q1c)
• analyse the extract rather than simply recounting the information (Q1c)
• explain the difference between the characters using tu and vous and not simply stating the information (Q1c)
• explain language features with evidence rather than use phrases such as ‘high modality’ (Q1c)
• distinguish between the idea of the ‘theme of identity’ and the characterisation of the characters in this extract (Q1d)
• avoid making sweeping generalisations and identify specific information (Q1d)
• identify the ideas about the theme of identity and clearly and succinctly communicate the analysis in the lines provided (Q1d).

Areas for students to improve include:

• ensuring their response is clearly expressed
• answering concisely and in plain English
• quoting the text in English rather than French
• referring clearly to Driss and/or Philippe rather than overusing the pronoun ‘he’
• not mixing up Eléonore and Élisa, Magalie or Yvonne
• structuring the response into clear arguments and giving supporting evidence.

Students should:

• address all parts of the question
• 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
• demonstrate their knowledge of the characters
• support their response with evidence from the prescribed 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, Philippe’s error, Philippe’s feeling about the error
• avoid simply recounting knowledge of facts without linking them to the task requirements but instead, use the extract in an original way
• stay true to the voice of the characters by using correct register between Yvonne and Philippe, formal (not familiar)
• explain details learnt by Philippe about Driss and his life after his mistake using correct details
• show reflection and provide clear examples, such as how Philippe felt about his mistake, Driss’s circumstances and finally his departure
• use the correct address for the characters’ interaction, vous (formal you) instead of tu (informal you), as Philippe is the boss and Yvonne is an employee
• show consistency in language manipulation, especially with the present tense, for example, il vient and not il vien or il était and not il étais, or il a perdu and not il à perdu, before attempting more complex structures such as the conditionnel passeuse the correct text type, a conversation with short interactions especially for Yvonne and avoid writing long paragraphs.

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
• adhering to task parameter, that is, 200 words approximately
• addressing all aspects of the question, the error, the extract given, and all the other details Philippe has learnt subsequently
• referencing the quote given in the extract in a purposeful way and following task instructions when incorporating it into the response
• using correct verb tenses, for example perfect tense qu’est ce qui s’est passé?, imperfect, conditional and the spelling of common words or basic grammar points such as au Sénégal
• placing adverbs correctly in sentences, for example, bien
• 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 and syntax 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.

In better responses, students were able to:

• write using the relevant text type required by the question and sustain it through the organisation of ideas into an introduction, a body with arguments and a conclusion
• write effectively for a specific purpose and context (un concours organisé par l’Association Française) by using a formal register
• demonstrate evidence of wide reading of related texts to support the argument
• bring depth and breadth of argument with at least two well chosen ideas, supported by at least two concrete examples
• use paragraphs to separate ideas
• explain how the example illustrates the theme of identity of rather than merely describing it
• use of a range of grammatical tenses: subjonctif (afin que je puisse; quoique nous fassions), conditionnal (la famille pourrait)
• use connectors to articulate the argument and link ideas, for example, premièrement, prenons le cas de, cependant …
• make explicit links regarding how their arguments and the examples provided answer the question
• define important terms such as the meaning of identity
• contain an introduction which outlines the argument and a conclusion that summarises the argument concisely
• provide some original examples.

Areas for students to improve include:

• avoiding personal anecdotes without clear links to how this extends to a broader truth/young people in general
• using realistic statistics and quotes
• providing widely used examples, such as Malala or Bethany, as they do not necessarily fit the question
• avoiding anglicisms, for example, les personnes LGBTIQA+ instead of the correct form, la communauté LGBTIQA+, physical instead of the correct form, phisque; les expectations instead of the correct form, les attentes; dans un second temps instead of the correct form, d’autre part
• using a wide range of vocabulary to avoid repetition
• ensuring correct grammar, such as correct conjugation, gender, prepositions and adjectival agreement
• using homophones correctly, for example, ces and ses, “-ER” verbs and past particples ending in -é
• ensuring correct spelling, especially for the word mentioned in the question, for example, l’identité.