FRENCH

Paper 3015/01
Translation and Composition


General comments

Overall, the Examiners were impressed by much of the work that they saw and there were a number of
superb performances right at the top of the range. Only a relatively small number of candidates had clearly
been inappropriately entered for the examination. There were some excellent answers to the essay
questions which used a wide range of lexis and syntax, though frequently the writing was inaccurate.
Candidates should be reminded that a broad and fluent command of the material is highly commendable and
will be well rewarded, but that accuracy in writing is absolutely essential for full credit to be given. The
translation into French was once again a very popular choice and many candidates are to be congratulated
on the high standard they achieved in this question; they had clearly worked hard to acquire a good range of
vocabulary and grammatical structures, and there were many very good marks indeed which frequently
mirrored, or in some cases exceeded, the marks gained for the essay. Set against this was the fact that,
sadly, many candidates wasted marks through sheer carelessness and an apparent unwillingness to read
the English carefully and translate exactly what is there. A small number found the demands of this question
beyond them and scored poorly.

As usual, it was clear that candidates had been well prepared for this examination, but each year many still
prejudice their chances of success by ignoring the clearly stated instructions. For each essay question,
candidates are instructed quite specifically and unambiguously that they must not write more than 150
words. Large numbers of candidates persist in ignoring this instruction and often exceed this number by an
enormous margin this year, it was common to find essays of anything between 200 and 600 words. It
would appear either that candidates do not bother reading the rubric or that they do not believe the
Examiners will exact any penalty. Yet again, therefore, it should be emphasised in the strongest possible
terms that the rubric is unequivocal and that candidates writing any amount in excess of 150 words are
simply wasting their time. They should be reminded as clearly as possible that nothing whatsoever is taken
into account after the 150 word limit for either Language or Communication - no tolerance at all is applied.
Thus, those writing at great length will certainly be penalised by losing Communication marks - indeed all 5
marks can easily be lost with very long essays which do not begin to address the required points within the
first 150 words. Furthermore, by writing at excessive length, candidates clearly will not have the time to
check their work as carefully as they should in order to minimise the incidence of error.

Each essay question has quite specific guidelines regarding its content either the pictures for Question 1
or clearly stated rubric points for the three options of Question 2. The word count will start at the beginning
of the answer for Question 1 and the first word after the given opening phrase for Question 2. Candidates
who ignore the instruction to start their essay after the given phrase are liable to be penalised. Any material
which does not clearly relate to the content guidelines for any essay will remain as part of the word count but
will be treated as irrelevant and will gain no marks for either Communication or Accuracy.

A further continuing point of concern is that some candidates insist on ignoring the rubric by answering three
questions instead of the two that are clearly required. No advantage will be gained by doing this; indeed,
candidates answering three questions are likely to find themselves rushing their work.

Thus, Centres are strongly urged to remind their candidates that the instructions in the question paper mean
exactly what they say and that marks are likely to be affected where these instructions are ignored.

The vast majority of scripts were well and neatly presented and this was, as always, much appreciated by
the Examiners. However, a number of cases of poor presentation with messy and unclear handwriting were
noted. Candidates should be reminded, particularly if they make alterations to their script, that, while
Examiners will always try to be tolerant, illegibility and ambiguous writing are not credited.

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Communication Marks (Questions 1 and 2 only): Each essay has a maximum score of 5 available for
successful communication of relevant points in unambiguous, but not necessarily completely accurate
French. It should be noted that, while Examiners show considerable tolerance of faulty spelling and
grammatical inaccuracy when awarding Communication marks, a mark will not be given for a phrase
containing a verb form which is so inaccurate that the meaning becomes unclear. Poor handling of verbs
was by far the most significant factor preventing the award of Communication marks. In order to score 5
marks, candidates must make clear reference to at least five of the pictures in Question 1 and to all the
given rubric points in Question 2. Lengthy essays will therefore almost invariably be penalised if they fail to
cover one or more of the later points or pictures.


Comments on specific questions

Question 1: Picture Story

Of the essays this was by far the most popular choice. The story appeared to be clear and there were very
few cases of confused narrative. It was intended that the story would start with a reference to the four
people (either a family or four friends) cycling along a country road on their way to a picnic. A certain amount
of description of what had preceded this (preparing their food, making arrangements to meet up, for
example), is permissible but lengthy introductory material should be avoided as it will not score any extra
Communication points and may be treated as irrelevant if taken to excess. The arrival of the group at the
entrance to a field deemed to be a likely picnic spot and with what appeared to be a sign promising water
constituted the second point, to be followed by them entering the field, settling down on some kind of
protective covering and eating their lunch. The fourth picture showed disaster arriving in the shape of an
angry and dangerous-looking bull along with an equally angry farmer/warden/landowner and the horrified
reaction on the part of the picnickers. The next event was the destruction by the bull of the groups property
and picnic while they fled to safety and the final picture saw the man pointing out that, seen from a slightly
different standpoint, the sign warned of the presence of a bull in the field. Most candidates started their
narrative at the appropriate point, but some were unable to resist filling in a lengthy background scenario to
explain what had happened before this, often including an account of basic morning routine (getting up and
washed, having breakfast, etc.). As pointed out above, such an approach is pointless as no Communication
marks will be awarded for ideas not suggested by the pictures. The narrative was frequently competently
executed but dwelling at too great a length on the earlier part of the story inevitably led to loss of the later
Communication points for many candidates. This could very easily make a significant difference to the final
grade. Those who kept within the word limit generally had no difficulty scoring the maximum of 5 for
Communication.

The conventional third person narrative approach was mostly adopted, but some chose to write in the first
person, as one of the group of four. This was, of course, perfectly acceptable.

The quality of the language used was variable but many candidates showed confident use of the necessary
vocabulary as well as a variety of appropriate structures. Most candidates (but by no means all) knew the
basic words required by this set of pictures. Taureau was, of course, given in the final picture but it was
disappointing to note that, even so, some candidates could not spell it or invented another word.. A number
of words were accepted for the picnic site (ferme, pr, prairie, champ, parc, but plaine and jardin were felt to
be inappropriate). Place was almost universally used instead of endroit or lieu; barrire was not well-known
and pique-nique was frequently written in English. Highly welcome when they appeared were better items of
vocabulary such as arriver en courant, en colre, senfuir, dtruire, etc. It should be noted that a good range
of vocabulary will always score highly as will complex syntax use of infinitive constructions and present and
past participles, for example. Not all candidates managed tense usage successfully and there was frequent
confusion between the Imperfect and the Perfect/Past Historic. The Present, of course, was unacceptable
as the narrative tense. The Pluperfect was not always handled correctly, either not being used when it was
required or, occasionally, being constantly used without justification. Minor common errors were confusion
between car, comme and quand; between on and ont, ce and se and ces and ses.

Question 2

(a) Letter

This was a popular choice. Most candidates understood the task and often covered the required points very
well, but those who ignored the guidelines or who dealt with any point at excessive length were inevitably
penalised. Five clear points were mentioned in the rubric (four separate points with one requesting two
details) and all had to be covered by a discrete statement containing a verb to qualify for the award of the
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2 UCLES 2009
five Communication marks. Candidates are reminded that for all Question 2 essays the opening phrase is
given and should be copied out before starting the main body of the essay. Deliberately ignoring this and
launching into a pre-learnt and irrelevant opening will be penalised. A reference to the invitation was
required to open the letter, to be followed by a statement of where the holiday was to take place.
J ustification of the decision was then required (Its beautiful, peaceful, lively, interesting, we always go there,
my uncle lives there, etc.). The final Communication marks were awarded to any two statements describing
different possible activities On pourrait faire de la natation. Il y a des discothques. Je temmnerai faire
du shopping etc.

The majority dealt in a satisfactory manner with the points outlined above. Some rubric points will, of course,
invite greater length than others, but a single, clear reference in an acceptable tense is sufficient for the
award of a Communication mark. Even where candidates have avoided the trap of wasting words on
irrelevant preamble, they should still beware of dwelling at excessive length on any one rubric point in order
to ensure that they deal with all five before reaching the word limit.

Candidates who started with the given opening followed immediately by relevant treatment of the rubric
points usually covered the material appropriately. Some, however, in spite of being given the lead-in, could
not resist then turning to a conventional letter-opening formula full of stock phrases and irrelevant references,
with the inevitable result that, once into the body of the letter and the actual rubric points, they quickly ran out
of words. Candidates should be encouraged to avoid doing this. The best candidates were able to express
their ideas in a range of appropriate and accurate French which gained high marks for Language.
Competence in handling different tenses is clearly vital here if a high score is to be gained and this was not
always evident. In particular, many candidates seemed to have little appreciation of the difference between
the Perfect and Imperfect tenses. It should also be noted that the Past Historic is not accepted in a letter.
Correct handling of a multiplicity of other linguistic aspects is equally important as marks for Language are
only awarded for accurate usage and not for near-misses.

(b) Dialogue

This was the least popular of the three options but the relatively straightforward subject of two people talking
about themselves clearly appealed to a number of candidates some of whom wrote competent and relevant
dialogues. The best candidates dealt with the points exactly as stated and in the order in which they
appeared. They were asked to give at least one relevant detail about family, hobbies/pastimes, pets and
future holidays. As there were only four rubric points a further mark was awarded to any discrete relevant
extra detail about any of the stated points.

It was felt that a conversation based on presumably well-practised topics should be within the compass of
virtually all candidates and, indeed, there were some competent performances. Candidates should beware,
however, of over-using basic phrases for instance asking about the health of each member of the family or
what they do for a job as Impression marks are likely to be lowered for material that is excessively
repetitive.

It should be noted that only the actual words of the conversation should be written (with an indication, of
course, of which person is speaking). Any kind of narrative introduction, interjection or description via
reported speech is contrary to the rubric and will be ignored in the marking.

(c) Narrative

This was another popular choice and many candidates seemed to relish the scope it gave to their
imaginations. As a result of being given the opening words, there were few irrelevant preambles before the
account of the incident in the classroom started though, as with the other essay questions, some
candidates dealt with the earlier points at far too great a length and thus ran out of words before completing
the Communication tasks. In spite of the foregoing comment, a very small number of candidates seemed to
go out of their way to try to avoid the restriction imposed by the given opening, either by writing irrelevant
material and then quoting the opening words when well into the essay, or by repeating the given phrase but
not then immediately dealing with the first rubric item. Both these approaches are pointless and will seriously
affect the marks awarded.

Candidates were required to give a brief description of the friends symptoms (headaches, nausea or
dramatic collapses onto the floor being the most popular) and to describe the action taken by the teacher. A
mention of a phone call by someone at the school to the parents was then required to be followed by their
arrival (usually at school, though in some cases at the hospital). The final point required a reference to their
gratitude usually thanking the teacher, the narrator or the doctor. Needless to say, the situation in a highly
3015 French June 2009
3 UCLES 2009
familiar context seemed to appeal to those who attempted this question and gave great scope for
imaginative invention. There were some enjoyable and graphic accounts of the incident, with few massive
misunderstandings of the points required but, as implied above, excessive length in the treatment of the
earlier points often involved the loss of the final Communication points.

The best stories were lively and fluently written, using a range of appropriate vocabulary and structure.
Tense usage was sometimes suspect with, again, confusion between the Imperfect and Perfect/Past
Historic. Careless errors in other areas (gender, agreement of adjectives, incorrect use of object pronouns,
misspellings) frequently cost Language marks.

Question 3: Translation into French

This was again the most popular of all the options and often produced work of a very high standard. There
was a high level of parity between the essay mark and the one gained for the translation though there
were, of course, exceptions and, in a number of cases, the mark gained for the translation was higher than
the essay mark. The vocabulary and grammatical structures required seemed largely to be available to
many candidates though some of the structures, inevitably, proved to be more challenging. What seemed to
be careless errors rather than lack of knowledge accounted for a large proportion of lost marks confusion
of the and a, for example. While the marking principles are identical (ticks are given for correct units of
language and errors are ignored) it should be pointed out that this is a rather different exercise from the
essay. The linguistic demands for the translation are very precise and, in most cases, the English will
transfer directly into French without the need for paraphrase, circumlocution or drastic changes in word
order. Candidates are advised always to translate exactly what the English says and not to seek to use
alternative words if this is not necessary. The Examiners will not credit French which strays too far from the
sense of the English original without good reason.

No points proved universally impossible but difficulties were experienced with a number of items.

Paragraph A Alain and his wife lived ... liked being free the tense was often wrong, de was
wrongly used after aimaient and, in spite of the immediate proximity of the plural
pronoun, libres rarely showed a plural agreement. Their children few wrote leurs
correctly.

Paragraph B Half an hour later was frequently misspelt as une demie-heure or translated as une
heure et demie. Evening was frequently translated as aprs-midi instead of soire.
A lot of Alains friends, several employees there was frequent confusion
between and misspelling of beaucoup and plusieurs.

Paragraph C They were feeling the Imperfect was essential. Alain had drunk only mineral
water the partitive de l'eau minrale was often poorly handled and the
feminine agreement on the adjective was also missed. His wife soon fell asleep
neither the verb nor the adverb were well handled. They went to bed for a
relatively simple phrase, this was surprisingly poorly translated.

Paragraph D This paragraph was probably the most successful of all but hardly anyone knew
puis.

Paragraph E Im sorry, Dad - in spite of the mention of daughter in the preceding paragraph
and the next word being she, it was rare to see the feminine agreement where
dsole was used. Can you take me by car? the use of prendre was
widespread, but is incorrect for emmener. In order to help his daughter pour or
afin de were expected but were not as well known as had been anticipated. He
was not at all pleased - at all was frequently omitted.
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4 UCLES 2009
FRENCH


Paper 3015/02
Reading Comprehension


General comments

Overall, candidates appeared to be very well prepared for this paper and found it accessible. Some
candidates would benefit from closer reading of the text. In most cases presentation was good and
handwriting legible.


Comments on specific questions

Section 1

Most candidates found this exercise straightforward.

Problems sometimes arose with the following questions:

Exercice 1

Question 2 A notable number of candidates did not seem to understand charcuterie.

Question 5 Some candidates seemed to understand moto to mean motor car as they selected D in answer
to this question.

Exercice 2

Almost all candidates performed well in this exercise, although some answered Question 10 incorrectly.
Some candidates may have benefitted from closer reading of the text.

Exercice 3

A number of candidates appeared to be unfamiliar with some of the vocabulary in this exercise. Questions
11 and 12 were sometimes incorrect, but Questions 13, 14 and 15 were answered correctly by the majority
of candidates.

Section 2

Exercice 1

Many candidates scored extremely well on this exercise.

Problems sometimes arose with the following questions:

Question 20 In a small number of cases candidates mistakenly stated that Paul had never seen his father
happy before rather than noting that he had not seen him so happy for a long time, suggesting that depuis
longtemps had not been understood.

Question 26 Some candidates wrote ambiguous answers in response to this question. For example, Il allait
passer du temps faire/expliquer/tudier les maths; it was not clear who the subject of the sentence was.
Some used a pronoun which rendered the sentence confusing, for example, Son pre allait texpliquer les
maths or even Le pre de Paul allait sexpliquer les maths.

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5 UCLES 2009
Exercice 2

Again a high percentage of the candidature produced very good responses. Some errors may have been
avoided by closer reading. Rather than making inferences, candidates are advised to give answers based
more precisely on the text. Signs of genuine comprehension are required; some candidates who appeared
to lift indiscriminately failed to demonstrate comprehension and did not score the mark.

Problems sometimes arose with the following questions:

Question 29 proved challenging for a notable number of candidates. Some lifted Sil fait 3 degrs en t
which did not show a true understanding of the question. Some wrote that it was particularly cold in summer,
or even more confusingly, that it was particularly hot in summer. Just a few candidates wrote about the
temperature falling au moins 40 degrs rather than moins 40 degrs, suggesting that more careful
checking of work is required.

Question 30 Some candidates did not use a reflexive verb here, but wrote Elle a vite adapte, which was
not credited, because it made no sense as a response to the question.

Question 34 Although there were some very good responses here, a number of candidates again failed to
use a reflexive verb and wrote Emilie occupait des reserves de nourriture. This was not credited. Some
wrote Emilie tait responsible de la nourriture. Again this was not credited as it suggested that she was in
charge of cooking rather than of food supplies.

Section 3

Responses to this exercise were mixed; some candidates seemed to find this very difficult, including several
who had performed very well on the preceding exercises, whilst a significant number scored almost full
marks.

The most frequent errors occurred in the following questions:

Question 40 Although almost all candidates knew that a preposition was required here, not all supplied an
appropriate one. Sous and dans occurred frequently.

Question 42 A significant number wrote pas.

Question 45 Many candidates wrote de rather than the required .

Question 46 It appeared that some candidates did not fully understand the storyline, as both pendant and
aprs were supplied as answers, which worked grammatically but which were not very logical choices.

Question 49 Many candidates wrote en or du.

Question 51 Les or des were used.

Question 54 Almost all candidates provided an infinitive, but not always faire as required; prendre occurred
frequently.

Question 56 Candidates gave a variety of responses including de and les.

Question 57 Many candidates supplied an incorrect preposition. En and were the most common.
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6 UCLES 2009