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French – Foreign Language 0520 Past Papers Download | Cambridge IGCSE

French – Foreign Language 0520 Past Papers ─ Cambridge IGCSE

French – Foreign Language 0520 Cambridge IGCSE Past Papers are essential for anyone who wants to prepare for the IGCSE French – Foreign Language 0520 exams. They provide valuable information about the exam format and what to expect on the day of the test. Additionally, they can help you identify your strengths and weaknesses so that you can focus your studying accordingly. Past papers are also a great way to familiarize yourself with the IGCSE French – Foreign Language 0520 exam format and get a feel for how the questions are typically structured.

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First Language French - 0501 IGCSE Cambridge International Examination

Past papers.

2020 - 2022 Syllabus 2020 - 2022 Syllabus update 2019 Syllabus

0520 French ECR Speaking (2021)

Topic outline.

This resource applies to the following syllabuses, for examination from 2021:

• Cambridge IGCSE French 0520
• Cambridge IGCSE (9-1) French 7156
• Introduction
• Assessment criteria grids
• High level response
• Middle level response
• Low level response

The main aim of this resource is to exemplify standards of Cambridge IGCSE French, Paper 3 Speaking, and show how different levels of candidates' performance (high, middle and low) relate to the subject's curriculum and assessment objectives. 

Candidate responses have been selected from the June 2021 examination series to exemplify a range of answers. 

The recording of each speaking test is followed by Cambridge moderator comments on how the test was conducted, and where and why marks were awarded or omitted. At the end of the test we provide further comments on how the teacher/examiner and candidate performance could improve. In this way, it is possible for you to understand how to conduct the test successfully and what candidates have to do to gain their marks and what they can do to improve their answers. 

Common mistakes and misconceptions are also listed for the Cambridge IGCSE French speaking test.  

A transcript of the audios with additional commentary is also provided. 

• Speaking assessment criteria grids

Now that you have read the speaking assessment criteria grids, you may want to practise marking a speaking test. Listen to the candidate responses below, make a note of the strengths and weaknesses of the candidate and give a mark, before you read the examiner comments and marks below.

Please n ote:  Information about the candidate and centre has been removed from the recordings to protect the identity of the candidate.

Example candidate response transcript – high

Role play card 7 transcript

Teacher/examiner: À quelle heure est-ce qu’on va au centre commercial aujourd’hui ? [The teacher/examiner reads the first question exactly as printed.]

Candidate: A midi [A brief, appropriate answer]

Teacher/examiner: Okay. Excellent. Et comment veux-tu aller au centre commercial ? [The teacher/examiner gives a brief reaction and then asks the second question exactly as printed.]

Candidate: En voiture [A brief, appropriate answer.]

Teacher/examiner: Quelle sorte de magasins préfères-tu et pourquoi? [The teacher/examiner does not mark the pause in the script. This question should be asked in two parts to give the candidate time to process the information.]

Candidate: J’aime les magasins de sport parce que j’aime de sport. [The candidate answers both parts of the question clearly. The incorrect partitive article is a minor error and does not impede communication.]

Teacher/examiner: Okay. Et qu’est-ce que tu as fait la dernière fois que tu es allé dans un centre commercial et c’était avec qui ? [The teacher/examiner does not mark the pause in the script.]

Candidate: J’ai achète … j’ai acheté un T-shirt et je suis allé avec ma mère. [The candidate successfully corrects the verb and answers both parts of the question in the appropriate time frame.]

Teacher/examiner: Okay. Et qu’est-ce que tu voudrais acheter aujourd’hui et pourquoi? [The teacher/examiner does not mark the pause in the script.]

Candidate: Aujourd’hui je voudrais un pantalon parce que je voudrais un pantalon. [ Acheter is not necessarily a requirement as the message is clear, but the second part of the task is addressed with a simple repetition so not a clear reason.]

Teacher/examiner: Okay. Allez. On va passer à la conversation. [The teacher/examiner ends the role play and announces the transition to the first topic conversation.]

Topic conversation 1 transcript - Topic 1 La santé

Teacher/examiner: Donc le premier thème de notre conversation c’est la santé. [Clear announcement of the first topic]

Teacher/examiner: Combien de repas manges-tu? [The teacher/examiner omits the last part of the question ( par jour ). All questions should be read exactly as printed.]

Candidate: Je mange trois repas par jour parce que je pense que manger … manger aussi de nourriture par jour est très important pour le santé. Donc mon repas préféré est le petit déjeuner parce que j’aime le lait et j’aime de céréales et normalement dans le petit déjeuner je mange le céréales. [The candidate gives a well-developed response including opinions and uses connectors to link ideas.]

Teacher/examiner: Ok. Et qu’est-ce que tu manges aussi au petit déjeuner à part les céréales ? Qu’est-ce que tu manges au petit déjeuner ? [The candidate has already mentioned les céréales in his response to question 1 so the teacher/examiner uses this to steer him back to the set question. However, it must be noted that the teacher/examiner must not supply vocabulary to the candidate.]

Candidate: De temps en temps quand je veux je mange … pardon … je mange un fruit ou d’un légume ou les crudités parce que c’est très bon pour le santé et je veux rester en bon forme. [Not just a simple repetition of vocabulary from the previous response but evidence of a range being used.]

Teacher/examiner: Okay. Et parle-moi des activités que tu as faites récemment pour garder la forme. Et où as-tu fait ces activités ? [When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second question provided after the pause]

Candidate: Oui. Hier j’ai un course de éducation physique et on a joué au foot en groupe et on a un petit tournoi au foot et heureusement on a gagné et on a joué au foot dans le terrain de sport à l’école. [A clear answer in the correct time frame despite some verb errors and the mispronunciation of cours . The candidate is able to give relevant extra details and the adverb heureusement adds an opinion to otherwise factual information.]

Teacher/examiner: Okay. Excellent. Et selon toi, quel est le plus grand danger pour la santé des jeunes ? Et pourquoi? [The teacher/examiner does not mark the pause in the script.]

Candidate: Je pense que il y a beaucoup de dangers pour le santé des jeunes tels que les matières grasses et aussi je pense que aujourd’hui les gens rester tout le temps devant leur  … oui leur écran et ne pas faire aussi de d’exercice. Et pour moi je pense que faire au moins trente minutes d’exercice par jour est très important. Aussi … de plus je aussi pense que manger beaucoup de plats avec de sucre n’est pas … n’est pas très bon pour le santé. [A very well-developed answer with opinions, examples and explanations. There is a good variety of vocabulary although the opinion expressions are a little repetitive. The verb errors and confusion between aussi/assez do not impede communication.]

Teacher/examiner: Okay. Excellent. Et à l’avenir, que pourrais-tu changer dans ta vie pour améliorer ta santé et pourquoi ? [The teacher/examiner does not mark the pause in the script.]

Candidate: Oui. A l’avenir je voudrais améliorer mon … ma santé. Par exemple je voudrais essayer un nouvel sport tel que le ski ou le basket parce que je voudrais devenir plus grande.  Et aussi je pense que je pourrais manger plus … manger plus de légumes et de crudités. Et aussi je pense que aujourd’hui je ne mange aussi de … non pardon je ne bois aussi de l’eau et à l’avenir je voudrais essayer boire plus de l’eau.   [A well-developed answer with opinions and justifications. The candidate can switch from a present to a future time frame. He self corrects successfully.]

Teacher/examiner: Okay. Excellent. On va passer à la deuxième conversation sur le thème de l’éducation. [Clear ending to Topic conversation 1 and transition to Topic conversation 2.]

Topic conversation 2 transcript – Topic 6 L’éducation

Teacher/examiner: Alors. Où se trouve ton école ? [The teacher/examiner reads the first question exactly as printed.]

Candidate: Mon école se trouve loin de centre ville et dans un quartier industriel. Et à côté de mon école il y a un supermarché et beaucoup d’autres … beaucoup d’autres collèges et aussi il y a un lycée pour les jeunes qui … pour les adultes qui veut devenir ingénieur. [Good extra details with a range of vocabulary. Structures include correctly used prepositions of place and a relative pronoun.]

Teacher/examiner: Ingénieur. Okay. Et combien d’élèves y a-t-il dans ton collège ? [The candidate mentioned ingénieur in his response. However, it must be noted that the teacher/examiner must not supply the candidate with vocabulary and must not correct the candidate.]

Candidate: Peux-tu répéter s’il vous plaît? [The candidate can ask for the question to be repeated if it has not been understood.]

Teacher/examiner: Combien d’élèves y a-t-il dans le collège ? [The teacher/examiner repeats the question exactly as printed.]

Candidate: Un jour … oui … pour un jour il y a quatre cours. [The candidate has not understood the question and gives an irrelevant answer.]

Teacher/examiner: Non. Non, non, non, c’est pas grave. Parle-moi de ce que tu as fait hier à l’école. [There is no alternative question to question 2. As the candidate has been unable to answer the question after one repetition the teacher/examiner moves on to the next question.]

Candidate: Hier j’ai quatre courses qui commencent à huit heures. J’ai la biologie, les mathématiques, l’informatique et l’histoire. Et particulièrement j’ai apprécié la biologie.   [The candidate understands the question and supplies relevant information, although there is some ambiguity as the verbs are in the wrong time frame and cours is mispronounced again. As this is quite a short, straightforward answer, the teacher/examiner could have asked an extension question to encourage a fuller response.]

Teacher/examiner: Okay. Alors pourquoi aimes-tu ton école, okay, et quels sont les inconvénients de ton école ? [The teacher/examiner does not mark the pause in the script.]

Candidate: Oui je pense que il y a beaucoup d’avantages de mon école tels que c’est très … non pardon,  il y a un terrain de jour pour jouer de sport. Il y a aussi un gymnase et une bibliothèque ou je peux … je peux gagner d’informations de quelque chose et il y a aussi un gymnase. Mais il y a … il est aussi trop loin de mon appartement. Normalement, un jour ça me prend vingt minutes d’aller à l’école en voiture. [The candidate communicates a good deal of relevant information. In spite of some errors in the choice of vocabulary the main messages come across and ideas are linked with connectors. There is also a correctly used object pronoun.]

Teacher/examiner: Okay. Et dans l’avenir, après avoir fini tes études, okay, qu’est-ce que tu voudrais faire et pourquoi ? [The teacher/examiner does not mark the pause in the script.]

Candidate: A l’avenir je voudrais devenir ingénieur parce que j’aime construit de quelque chose. Mais quand j’étais plus jeune je voulais devenir astronaute et … parce que j’aime l’espace et je pensais que c’est très cool. Mais je pense que ... oui, je pense que devenir ingénieur serait très dur mais je suis déterminé.   [The candidate demonstrates a good command of verbs and tenses and is able to switch from a future to a past time frame giving relevant information and opinions.]

Teacher/examiner: Okay. Excellent. Merci. [The teacher/examiner ends the conversation and the exam. There is no need to add up to two further questions as the conversation has lasted around 4 minutes.]

The teacher/examiner identifies herself and then, as required, gives the candidate number and name followed by the date. (This has been edited out). She then reads out the role play card number. This should be done for all candidates. The teacher/examiner greets the candidate using the prompts provided but does not ask the final warm-up question. All the provided prompts should be read for all candidates.

The teacher/examiner reads the scenario of the role play, task 1 and task 2 exactly as they are printed in the instructions. However, on tasks 3, 4 and 5, the teacher/examiner does not pause between the questions. Centres are reminded that when a [PAUSE] is indicated on the script, the teacher/examiner must pause after the first part of the task to allow the candidate time to answer.

After the role play has finished, the teacher/examiner correctly announces in French that it is time to move on to the topic conversations and gives the title of the first topic.

Centres should note that the role play does not need to be timed.   

Candidate response

Mark awarded for task 1 = 2 out of 2   The response is brief but communicates appropriately and unambiguously.

Mark awarded for task 2 = 2 out of 2   The response is brief but communicates appropriately and unambiguously.

Mark awarded for task 3 = 2 out of 2   The candidate says which kind of shop he likes and gives a relevant reason why.

Mark awarded for task 4 = 2 out of 2   The candidate starts to answer in an inappropriate time frame but then self corrects and answers both parts of the task relevantly and in appropriate time frames. 

Mark awarded for task 5 = 1 out of 2   The candidate is successful in saying what he would like in response to the first part of the task, but merely repeats this information for the second part of the task and adds nothing extra in the way of language or ideas. This is counted as partial completion of the task, as he is only successful on the first of the two set tasks.  

Total mark awarded = 9 out of 10

Topic 6: L’éducation 

Conduct of the test

The teacher/examiner reads the first question but misses the end ( par jour). It is important that the questions are read exactly as printed and not changed in any way . The candidate gives a very full response and tries to develop his answer, but without realising starts to cover the material required for the next question on task 2 about what he eats for breakfast. The teacher/examiner is aware of this and therefore cuts in at the end of his response to task 1 and asks the next question required for task 2. This task however is slightly rephrased. Each question should be read exactly as printed. On tasks 3, 4 and 5, there are two parts to each task. The teacher/examiner reads both questions out together and does not leave a pause during which the candidate can have the time to respond to the first question.

On tasks 3, 4 and 5, the candidate clearly understands the questions and therefore does not need the alternative questions. As the candidate is able to develop his answers fully, the examiner does not need to make use of any extension questions. This part of the test lasts for just over 4 minutes and no further questions are required.

The teacher/examiner announces in French that she is moving to the second topic which she identifies. On this topic, the teacher/examiner reads the first task as printed. On the second task, the candidate asks her to repeat the question, but he still does not answer relevantly. Therefore, the teacher/examiner moves on and starts task 3. On tasks 3, 4 and 5, the teacher/examiner misses the pause between the first and second parts of each task. The second topic ends after the candidate has responded to the last of the five set tasks. This part of the test also lasts just over 4 minutes and no alternative or further questions are needed.

After the response to the last question, the teacher/examiner thanks the candidate and ends the test.

The candidate approaches the first topic of la santé very confidently and even on the easier first two tasks he gives full responses which communicate relevantly. On the remaining harder three tasks he carries on developing his ideas and he consistently includes ideas and opinions. There is some occasional slight ambiguity of message due to incorrect time frames. On task 3, when the candidate has to talk about what he did recently to stay healthy, one or two utterances can be heard in a present rather than past time frame. He does however switch back to appropriate time frames. The candidate also shows he can justify and explain his answers at length, particularly on the last two tasks. He understands all questions with ease and does not require any alternative questions or invitations to extend his answers. In terms of language, the candidate can use a wide range of time frames, with only occasional errors, and can produce subordinated language in longer utterances using connectors, adverbial phrases and dependent verbs. He uses a good range of vocabulary about health and has very good pronunciation. Overall, at this point on the first topic, the performance would be in the 'Very good' level of descriptors for both Communication and Quality of Language.  

On the second topic, l’éducation, the candidate understands all questions, except on task 2 where he does not understand Combien d’élèves…? Even though   task 1 could be answered briefly, he gives some extra relevant factual details. On tasks 3, 4 and 5, he does not need the alternative questions. His answers are better developed and he can respond rapidly. In these responses, he communicates information which is almost always relevant and develops ideas and opinions well, giving reasons for some answers. Overall, on this topic, the performance would be at the very top of the 'Good' level for Communication. In terms of language, the performance is a little less consistent than on the first topic and would be at the very top of the 'Good' level, as the range of both structures and vocabulary are not quite as wide as in the first topic. His pronunciation and fluency are generally very good despite occasional errors.

The two topics are awarded one global mark for both topic conversations. The best fit over the two topics would put this candidate at the bottom of the 'Very good' level for both Communication and Quality of language.

Communication Mark awarded = 13 out of 15

Quality of Language Mark awarded = 13 out of 15

Total mark awarded = 35 out of 40

How the teacher/examiner performance could improve

The candidate is clearly and correctly identified by the teacher/examiner and the test itself is conducted at a brisk pace, which is appropriate for a candidate of this ability, but which weaker candidates could find a little too demanding. Timings are generally correct. The teacher/examiner makes the different stages of the test very clear to the candidate and links the different sections of the test correctly in French. In terms of improvement, the teacher/examiner should always adhere to the printed script and not insert or miss out parts of the set tasks. It is also essential that, where a [PAUSE] is indicated on tasks with two parts, the teacher/examiner leaves the candidate enough time to answer before the second part of the task is asked. The pause is given so that candidates have time to think and make sure they answer relevantly. It is harder for candidates if both parts of a task are asked together as they must keep more information in their heads and process more in a short space of time. Tasks are often split to ensure that candidates have the opportunity to approach them in a logical way and this approach should, in the interests of fairness, be observed for all candidates, whatever their ability

How the candidate performance could improve

• The question  Combien de  is not always well answered by even the most able candidates. 
• Candidates also often find it difficult to use the past participle of the verb  avoir  correctly .

For further details about how candidates performed in this particular examination series please refer to the Principal Examiner Report for Teachers .

Example candidate response transcript – middle

Role play card 6 transcript

Teacher/examiner: Bonjour Mademoiselle. [The teacher/examiner begins the first question as printed.]

Candidate: Bonjour. [The candidate responds naturally but this is not a requirement of the task.]

Teacher/examiner: A quelle heure arrive votre taxi ? [The teacher/examiner asks the first set question.]

Candidate: Le taxi arrive à le quatre heures. [A clear appropriate answer, although a brief answer would also have been appropriate here. The incorrect definite article is a minor error and does not impede communication.]

Teacher/examiner: Où allez-vous aujourd’hui en taxi? [The teacher/examiner reads the question exactly as printed.]

Candidate: J’ai allé … j’ai allé … [The candidate attempts an answer but gets into difficulty.]

Teacher/examiner: Où allez-vous aujourd’hui en taxi? [The teacher/examiner repeats the question to give the candidate the opportunity to work for the available marks.]

Candidate: J’ai allé où avec mes amis. [An irrelevant answer. It seems the candidate has not understood the interrogative où .]

Teacher/examiner: Hier, qu’est-ce que vous avez fait comme activités à notre hôtel ? [As the teacher/examiner has already repeated question 2 once, she moves on to the next question.]

Candidate: Nous avons joué au tennis et nous avons fait de la natation et nous avons mangé beaucoup de nourriture. [The candidate gives three pieces of relevant information in the correct time frame when one piece of information would have been enough. Short, appropriate answers are preferable in the role plays to avoid errors leading to ambiguity.]

Teacher/examiner: Que pensez-vous de votre chambre ? [The teacher/examiner reads the first part of the question and marks the pause in the script to give the candidate time to answer.]

Candidate: Ma chambre est très claire et le … le … ma chambre est très claire et très grande et très confortable et le scenery de mon chambre est très belle. [The first part of the candidate’s answer would have been enough to fully complete this part of the task. But the extra information contains details that make the response as a whole ambiguous.]

Teacher/examiner: Pourquoi? [The teacher/examiner reads the second part of the task.]

Candidate: Parce que le hôtel est un près de un océan et parce que est très belle. [Again, the candidate gives more detail than she needs to, but some relevant information is communicated.]

Teacher/examiner: Voudriez-vous revenir dans cette région l’année prochaine? Voudriez-vous revenir dans cette région l’année prochaine ?   [The teacher/examiner repeats the question before giving the candidate time to respond. It is important to give candidates time to hear the question and process the information before repeating if necessary.]

Candidate: Oui, je … [The candidate begins her response.]

Teacher/examiner: Pourquoi? [The teacher/examiner asks the second part of the task.]

Candidate: Oui , j’aime revenir dans cet hôtel parce que est très bon et nous avons beaucoup s’amuser dans cet hôtel. [This answer indicates that the candidate had understood the first part of the question. But the verb errors in the justification lead to ambiguity as the time frame is incorrect.]

Teacher/examiner: Très bien. Merci. Maintenant on va passer au premier sujet de la conversation. [Clear end to the role play and transition to the first Topic conversation.]

Topic conversation 1 transcript – Topic 3 Les loisirs

Teacher/examiner: Le thème c’est les loisirs. [Clear announcement of the first topic.]

Teacher/examiner: Qu’est-ce que tu fais souvent comme passe-temps ? Qu’est-ce que tu fais souvent comme passe-temps ?   [The teacher/examiner repeats the question before giving the candidate time to respond. It is important to give candidates time to hear the question and process the information before repeating if necessary.]

Candidate: Je fais écouter de la musique et je jouer au basket et nous avons joué pendu et je visite le parc. [Several relevant details. Some ambiguity due to incorrect verb forms.]

Teacher/examiner: Le soir, après les devoirs qu’est-ce que tu fais en famille ? [The teacher/examiner reformulates the question slightly. Each question should be asked exactly as printed.]

Candidate: Nous avons regardé la télé et nous avons mangé les bonbons et nous avons parlé avec nos jours et nous avons joué le X-Box. [Again, this is a good attempt to add extra detail, without repeating vocabulary from the previous response. But there is no range of connectors to link ideas and the incorrect time frame leads to ambiguity.]

Teacher/examiner: D’accord. Parle-moi de ce que tu as fait le weekend dernier pour t’amuser avec tes copains. [ The teacher/examiner reads the question exactly as printed. ]

Candidate: Le weekend dernier nous avons allé à la … un parc d’amusement et nous avons joué beaucoup dans le parc d’amusement. Et après le amusement parc nous avons allé à le restaurant et nous avons mangé le poulet, du riz, le ratatouille et nous avons boire jus de fruit. [The candidate has recognised the need for a past time frame although there are some errors of conjugation. She communicates several pieces of information, but the response remains factual with no opinions or justifications.]

Teacher/examiner: A ton avis, les loisirs sont-ils importants pour les jeunes ? [The teacher/examiner could have asked the candidate for more details in answer to Task 3 to encourage some simple opinions and/or explanations.]

Candidate: Oui … [The candidate begins an answer but is hesitant.]

Teacher/examiner: A ton avis, les loisirs sont-ils importants pour les jeunes ? [The teacher/examiner repeats the first part of the Task.]

Candidate: Oui le loisirs est très important. [A short answer indicating the candidate has understood the question.]

Teacher/examiner: Pourquoi? [The Teacher/examiner asks the second question of task 4.]

Candidate: Parce que est-ce assiste moi relaxer et pour le travailler lendemain. [The candidate has understood what is required but has difficulty expressing her ideas.]

Teacher/examiner: A l’avenir, quels autres passe-temps voudrais-tu essayer ? A l’avenir, quels autres passe-temps voudrais-tu essayer ? [The teacher/examiner moves on to the first part of task 5 without an extension question to encourage a simple opinion on the importance of hobbies. She repeats the question immediately before giving the candidate time to respond.]

Candidate: Je … je lis les bandes dessinées et je … je me regarder le laptop. [It is unclear whether the candidate has fully understood the question. The verb errors lead to ambiguity, as does the interference from another language, although les bandes dessinées is good vocabulary.]

Teacher/examiner: Pourquoi voudrais-tu essayer ces passe-temps ? [The teacher/examiner asks the second part of Task 5.]

Candidate: Parce que après les devoirs je me relaxer et je … je me garde.   [The candidate’s answer contains an attempt at a relevant justification, but the time frame and vocabulary errors lead to ambiguity.]

Teacher/examiner: D’accord. On passe maintenant au deuxième thème de la conversation. Le sujet c’est le travail. [Clear end to Topic conversation 1 and transition to Topic conversation 2.]

Topic conversation 2 transcript – Topic 5 Le travail

Teacher/examiner: Qui travaille dans ta famille? [The teacher/examiner reads the first question as printed.]

Candidate: Mon père travaille dans ma famille. [Clear, straightforward answer. No attempt at development.]

Teacher/examiner: Le soir, combien d’heures de devoirs fais-tu ? [The Teacher/examiner reads the question as printed.]

Candidate: J’ai six heures de devoirs et j’ai beaucoup de devoirs dans l’école. [The candidate gives an appropriate answer and adds an extra detail. There was the opportunity here to give an opinion about homework: too much / not enough / easy / difficult, etc.]

Teacher/examiner: Parle-moi des matières scolaires que tu as étudiées l’année dernière. [The teacher/examiner reads the question as printed.]

Candidate: J’ai … [The candidate begins an answer but is hesitant.]

Teacher/examiner: Parle-moi des matières scolaires que tu as étudiées l’année dernière. [The teacher/examiner repeats the question.]

Candidate: L’année dernière j’étudie les mathématiques parce que j’ai beaucoup de … de devoirs dans les mathématiques et j’ai finissais les devoirs … derniers. [The candidate has understood the need for a past time frame. She tries to give an explanation but errors in verbs and word order lead to ambiguity.]

Teacher/examiner: D’accord. Est-ce que tu penses que les études supérieures sont nécessaires pour trouver un bon travail ? [The teacher/examiner reads the first part of task 4 as printed.]

Candidate: Oui le … [The candidate begins an answer but is hesitant.]

Teacher/examiner: Est-ce que tu penses que les études supérieures sont nécessaires pour trouver un bon travail ? [The teacher/examiner repeats the question.]

Candidate: Oui l’écoute supérieure est nécessaire pour le travail [There is clear ambiguity in this response. The mistaken use of écoute in place of étude makes it unclear whether the candidate has understood the question.]

Teacher/examiner: Pourquoi? [The teacher/examiner asks the second part of task 4. Given the ambiguity of the candidate’s response to the first part the Teacher/examiner could have asked the alternative question provided.]

Candidate: parce que le … est très assiste pour le continuer un promotion dans le travail et … [The candidate attempts an answer but does not have the necessary command of the language to express her ideas.]

Teacher/examiner: Dans l’avenir, aimerais-tu travailler à l’étranger? Dans l’avenir, aimerais-tu travailler à l’étranger?   [The teacher/examiner reads the question as printed. She repeats the question immediately before giving the candidate time to respond.]

Candidate: Oui, j’aimerais travail dans l’étranger [A clear, straightforward answer in the correct time frame with no explanation or opinion.]

Teacher/examiner: Pourquoi? [The teacher/examiner asks the second part of task 5.]

Candidate: Parce que j’aime le travail [A simple opinion but it does not really answer the question.]

Teacher/examiner: Est-ce que tu peux me dire un peu plus? [The teacher/examiner asks an extension question to encourage a fuller response.]

Candidate: Parce que moi et mes amis travailler dans le office [The candidate tries to give a justification, but it is unclear from this response whether she has fully understood the question and again there is interference from another language.]

Teacher/examiner: Okay. Quelle profession tu veux faire plus tard ? Quelle profession tu veux faire plus tard?  [As the conversation has lasted less than 3.5 minutes the Teacher/examiner asks a further question on the same topic. She repeats the question immediately before giving the candidate time to respond.]

Candidate: Je veux un commencer et j’aime le commencer parce que j’ai commencé le commencement pour le dernière année et le … [A very ambiguous answer giving no indication that the candidate has understood the question.]

Teacher/examiner: D’accord. Est-ce que tu penses aller à l’université dans ton pays ou dans un pays étranger ?  [The teacher/examiner can ask up to 2 further questions at the end of the 5 set questions up to a total time of 4 minutes. This must be the final question of the conversation.]

Candidate: Je pensais le … [The candidate attempts an answer but hesitates]

Teacher/examiner: Est-ce que tu voudrais faire tes études dans ton pays ou dans un pays étranger?  [The teacher/examiner repeats her final question with a slight reformulation. It is not an entirely different question so this can be permitted.]

Candidate: Je pensais dans un pays étranger parce que est assiste pour mon étudies supers  … supers et le lycée pour un travail bon. [The basic message is communicated but the attempt at a justification is unclear.]

Teacher/examiner: D’accord. Merci beaucoup. Votre épreuve est terminée.  [The teacher/examiner ends the conversation and the examination.]

The teacher/examiner identifies herself and then, as required, gives the candidate number and name followed by the date. (This has been edited out.) She then reads out the role play card number. This should be done for all candidates. The teacher/examiner then greets the candidate using the prompts provided.

The scenario is read out clearly, exactly as printed in the instructions.

Tasks 1-4 are read out precisely as printed, at a good pace and clearly. Task 2 is repeated once by the teacher/examiner as the candidate is struggling to reply. On task 4 the [PAUSE] in the script is respected and the candidate has time to respond before the next part of the task is read out. On task 5, which also has two parts, the teacher/examiner reads the first part but immediately repeats the question before the candidate has the chance to respond. The question should only be repeated if the candidate is clearly unable to respond. The teacher/examiner asks the second part of the task too quickly.

Centres should note that the role play does not need to be timed.    

Mark awarded for task 1 = 2 out of 2   The response communicates an appropriate answer and is unambiguous.

Mark awarded for task 2 = 0 out of 2   The candidate misunderstands the question and gives an irrelevant answer, eventually saying who she went with rather than giving a destination.

Mark awarded for task 3 = 2 out of 2   The candidate understands the question well and also develops her answer well. All the verbs are in an appropriate time frame.

Mark awarded for task 4 = 1 out of 2    The candidate gives several messages which are relevant (some with minor errors) but introduces a word in another language during part of the task which leads to ambiguity.

Mark awarded for task 5 = 1 out of 2    The candidate does not recognise the future time frame (a conditional tense is used). There is a notion of wanting to come back expressed and an attempt to say why. The message is only partly communicated in language which is not totally appropriate to the situation and contains more than minor errors. 

Total mark awarded = 6 out of 10

Topic 3: Les loisirs

Topic 5: Le travail

The timing of this topic starts as the first question is asked. The first question is read out clearly but is repeated immediately before the candidate has time to answer. The teacher/examiner changes the interrogative form on the question on task 2 but reads out tasks 3 correctly. On task 4, the teacher/examiner repeats the initial question straight after the candidate responds “ oui ”. A little more thinking time could have been given to the candidate here. There is, however, a chance given by the teacher/examiner for the candidate to give a fuller statement in support of her thinking that leisure activities are important before the teacher/examiner moves on and asks for a reason why. The teacher/examiner does not make use of extension questions to encourage the candidate to develop her responses and does not ask any further questions of her choice on this topic. The timing on Topic conversation 1 is consequently too short.

The teacher/examiner then announces in French that she is moving to the second topic. The questions on tasks 1 and 2 are read out as printed. On task 3, the candidate starts to respond but falters and the examiner repeats the question quite quickly. The teacher/examiner also repeats tasks 4 and 5 quite quickly. On task 5 the teacher/examiner makes use of an extension question and invites the candidate to add to her answer. The teacher/examiner is aware that the timing is short and that she needs to ask up to two further questions of her own on the same topic. She asks a first question about the candidate’s desired future profession and then asks her a further question about whether she wants to study abroad (which is quite similar to the set question on task 5). As this question is not immediately understood by the candidate, the examiner rephrases it slightly rather than just repeating her original question. The speaking test ends after 4 minutes of conversation on the second topic.  

On the first topic, the candidate understands some questions quite well and attempts a response to all of them but there is frequent ambiguity of message due to the time frames used in her responses. Although she can recognise and use a past time frame appropriately (as in task 3), there are some inaccuracies which impede communication in responses to other questions. Her performance is inconsistent, and the responses sometimes require an effort to understand fully on the part of the listener.  

On tasks 1 and 2, the time frames used in responses sometimes lead to ambiguity. In Task 3, the candidate recognises the time marker of le week-end dernier and makes some successful attempts to respond relevantly. The information given however is very factual. There is an attempt at an explanation in task 4 but there are no opinions expressed. The response to task 5 is ambiguous due to the candidate not recognising that the question points to a future time frame. She does however always try to develop her answers to all the questions and the examiner does not need to resort to the use of the alternative questions to elicit an answer.

In terms of language, the candidate is sometimes aware of appropriate time frames and attempts to answer some questions not just in the first person singular. There is evidence of her using some time frames appropriately and accurately and she also shows that she can conjugate some verbs in past tenses in plural forms. Her use of vocabulary is satisfactory but there are errors. Her pronunciation is also generally satisfactory despite some errors.  

Overall, at this point on the first topic the performance would be at the top of the 'Satisfactory' level for Communication and Quality of Language. It should also be noted that she shows that she can understand questions quite well without needing alternative questions and she always attempts to develop her answers which is one of the descriptors for the 'Good' level. This needs to be taken into account when deciding upon a final mark for the two topics together.

On the second topic of le travail , the candidate answers the first two tasks quite well, but on the remaining tasks she seems to show less understanding of the questions. The answer to task 4 is very ambiguous and there is only partial communication on task 5. Her responses on the two further questions are at an equal level of performance. She does attempt to convey some simple ideas on this topic but there is little explanation of them and there is some irrelevance. In terms of language, the candidate shows only a limited awareness of future and past time frames and finds such structures difficult to use accurately. The use of tenses is insecure. There are also gaps in her vocabulary at times which prevent her from expressing her ideas. Generally, the performance on this second topic is weaker than on the first topic.   

The two topics are awarded one global mark for both topic conversations. The best fit over the two topics would put this performance at the top of the 'Satisfactory' level for Communication and in the middle of the 'Satisfactory' level for Quality of Language.

Communication Mark awarded = 9 out of 15

Quality of Language Mark awarded = 8 out of 15

Total mark awarded = 23 out of 40

The candidate is clearly and correctly identified by the teacher/examiner and the test itself is conducted in a calm and sympathetic way. The teacher/examiner has prepared her role but needs to leave adequate time for her candidates to process her questions and to respond before repeating the questions in both the role plays and topic conversations. It is also important to adhere precisely to the wording of the questions in the instructions, to ensure fairness to all candidates.

The transition to the conversation topics is done efficiently but the teacher/examiner should make more use of extension questions, especially during the responses to tasks 3, 4 and 5 on the topic conversation tasks. More use of extension questions and use of further questions could be made on the first topic to make sure that the timing was taken up to the full 4 minutes. On the last topic, the second further question asked was very similarly to one of the set questions, and this may have confused the candidate. A different question should have been used. In the preparation time for the teacher/examiner before the test it is well worth the teacher/examiner making a list of differentiated questions on each conversation topic which do not crossover with set questions. Care needs to be taken with further questions to avoid the need to rephrase them. Further questions should enable candidates to explore different aspects of the topic and cater for candidates of different abilities to show what they know and can do, and should be clearly and carefully worded.  

It is also advisable to make sure that candidates themselves realise that there is a hierarchy of difficulty in the set questions on each topic and that the first two tasks do not require tenses other than the present tense to be used.

To improve, the candidate needs to have more practice in identifying the time frames used in questions, as the verbs used in response to questions were often insecure across the tenses in their conjugation in the first person. This would help to ensure that a correct time frame is used, which would help improve marks for both Communication and Quality of Language. Work on associating appropriate time frames with time markers could help here, e.g. À l’avenir with a future time frame, la semaine dernière with a past time frame. The candidate also needs to be able to express more simple opinions and start to connect simple ideas with some simple connectors. Further work on giving simple reasons for an action would also add interest to the performance. Thorough learning of vocabulary for each topic would also help the candidate to avoid the use of words in another language for commonly met words.

• Candidates at this level of ability need to listen very carefully to the tense used in the question, as they frequently resort to using time frames inappropriately and often confuse present and perfect tenses. 
• Importance needs to be given to sounding out the accent on past participles as its omission can lead to ambiguity of message, e.g.  j’ai étudie  is heard instead of  j’étudie  or  j’ai étudié . 
• The verb  assister  is often used instead of  aider.  
• Some confusion is also heard over the use of the correct auxiliary verb used with the verb  aller  in the perfect tense. 
• The irregular past participle  bu  is not known and  nous avons bois  is heard rather than  nous avons bu.  
• The very common mispronunciation of  jus d’orange  as  juice d’orange  is also evident . 
• There are also examples of using  pourquoi  in reponses where a  parce que  or a  car  would be required.

Example candidate response transcript – low

Role play card 2 transcript

Teacher/examiner: A quelle heure est-ce qu’on va au centre sportif? [The teacher/examiner reads the question exactly as printed.]

Candidate: A dix heures. [A brief, appropriate answer]

Teacher/examiner: A dix heures.  Et quel sport veux-tu faire ? [The teacher/examiner repeats the candidate’s answer before asking the next question. It is best for teacher/examiners to avoid this to ensure that they are not supplying the candidate with vocabulary or correcting them.]

Candidate: Je fais le sport à patinoige. [There is some element of response here, but the meaning is ambiguous as there is uncertainty between patinage and patinoire .]

Teacher/examiner: Le patinage. Okay. [The teacher/examiner should not correct the candidate. He could have moved on to task 3 here as a longer response is not a requirement of the role play.]

Candidate: parce que c’est … j’adore le froide et ma grand-mère est un patinage professionnel pour trente ans. [The candidate tries to develop her answer with a justification and opinion, but this adds to the ambiguity of the overall response.]

Teacher/examiner: Wow ! Incroyable ! Quand est-ce que tu es allé à un centre sportif pour la dernière fois ? [The teacher/examiner gives a brief reaction and then asks the first part of task 3 exactly as printed.]

Candidate: Could you repeat the question? [The candidate asks for a repeat of the question in English. Candidates can ask for a question to be repeated once but they should learn to do it in French to maintain the target language throughout the speaking test.]

Teacher/examiner: Quand est-ce que tu es allé à un centre sportif pour la dernière fois ? [The teacher/examiner repeats the question]

Candidate: La dernière fois je … je suis à centre sportif pour … [The candidate is unable to give an appropriate answer.]

Teacher/examiner: C’était avec qui? [The teacher/examiner has already repeated the first part of the task once, so he moves on to the second part.]

Candidate: Avec ma mère. [The candidate gives an appropriate response to the second part of the task.]

Teacher/examiner: Bien. Est-ce que tu préfères les sports d’équipe ou les sports individuels ? [The teacher/examiner gives a brief reaction and then asks the first part of task 4 exactly as printed.]

Candidate: Les sports individuels. [The candidate responds clearly and appropriately.]

Teacher/examiner: Pourquoi? [The teacher/examiner asks the second part of task 4.]

Candidate: parce que c’est … je n’aime pas les sports d'équipe parce que c’est très ennuyeux et je n’aime pas le sport … je n’aime pas le sport grand. [The first part of the candidate’s justification is clear and appropriate to the task and if she had stopped after je n’aime pas les sports d’équipe she would have fulfilled all the requirement of the task. However, the last part of her response is ambiguous and therefore task 4 is only partially completed.]

Teacher/examiner: Après avoir fait du sport, qu’est-ce que tu voudrais faire ce soir ? [The teacher/examiner asks the first part of task 5 exactly as printed.]

Candidate: Je fais à manger au restaurant parce que c’est  … j’ai très … [The verb form leads to some ambiguity between manger / faire à manger . The candidate begins a justification but then hesitates.]

Teacher/examiner: Pourquoi? [The teacher/examiner asks the second part of task 5. If the candidate had successfully given a justification in the first part of her answer it would not have been necessary to ask Pourquoi? ]

Candidate: Pourquoi c’est très fatigant et ma … et  j’adore le … et je mange … et … [The justification is not successfully communicated and therefore task 5 has only been partially completed.]

Teacher/examiner: Okay. Maintenant on passe au thème À la maison. [Clear end to the role play and transition to the first Topic conversation with an announcement of the topic to be discussed.]

Topic conversation 1 transcript – Topic 2 À la maison

Teacher/examiner: Combien de personnes habitent chez toi? [The teacher/examiner reads the first question exactly as printed.]

Candidate: Six personnes. [Clear, appropriate answer with no development.]

Teacher/examiner: Six personnes. [The teacher/examiner repeats the candidate’s answer. It would have been better to ask for more details instead.]

Candidate: Ma mère, mon père, mes deux soeurs et mon frère et moi. [The candidate adds some more details about her family demonstrating some knowledge of topic specific vocabulary.]

Teacher/examiner: Le soir, que fais-tu dans ta chambre ? [The teacher/examiner reads the next question as printed.]

Candidate: Dans ma chambre est mon … mon tableau et à côté de mon sœur chambre et … à ma chambre je texto mes amis et je joue aux vidéos avec mon sœur … ma sœur et je dormir. [After some irrelevant information the candidate gets back on task. There is some evidence of correct verb usage despite some errors.]

Teacher/examiner: Qu’est-ce que tu as fait récemment comme tâches ménagères chez toi ? [The teacher/examiner reads the next question as printed.]

Candidate: Je ménagère … Could you repeat the question? [The candidate tries to respond but has not understood the question. She asks for a repeat of the question in English. Candidates can ask for a question to be repeated once but they should learn to do it in French to maintain the target language throughout the speaking test.]

Teacher/examiner: Oui. Qu’est-ce que tu as fait récemment comme tâches ménagères chez toi ? … Ou la semaine dernière, qu’est-ce que tu as fait pour aider à la maison ? [The teacher/examiner repeats the question but then asks the alternative question provided before giving the candidate time to respond.]

Candidate: Je … je … je … le chien à pied … à pied. [There is an indication here that the candidate has understood the alternative question better, but she is unable to communicate clearly.]

Teacher/examiner: Penses-tu que les jeunes doivent aider leurs parents à faire le ménage ? [The teacher/examiner moves on to task 4.]

Candidate: Could you repeat the question? [Again, the candidate asks for a repeat of the question in English.]

Teacher/examiner: Oui. Penses-tu que les jeunes doivent aider leurs parents à faire le ménage ? [The teacher/examiner repeats the question.]

Candidate: Je aider mes parents le ménatage … avec le … avec … la … le … [It seems the candidate has difficulty understanding the meaning of ménage .]

Teacher/examiner: Et pourquoi? [The teacher/examiner could have asked the alternative question provided for task 4 which the candidate may have found easier to understand but he moves on to the second part of task 4.]

Candidate: Parce que c’est … j’adore mon parents et c’est … j’adore mes parents. [The candidate expresses a simple opinion, but it is not clear from this response whether she has really understood the question that was asked about the importance of young people helping at home.]

Teacher/examiner: Où aimerais-tu vivre plus tard dans la vie ? [The teacher/examiner asks the first part of Task 5.]

Teacher/examiner: Oui. Où aimerais-tu vivre plus tard dans la vie ? [The teacher/examiner repeats the question.]

Candidate: Je aimerais … mon … mon grand sœur parce que c’est … elle est très confident et très rigolo. [The candidate attempts an answer that includes a justification, but it is an ambiguous response to the question that has been asked.]

Teacher/examiner: Et comment serait la maison de tes rêves ? [The teacher/examiner could have asked the alternative question provided for task 5 to encourage a less ambiguous response, but he moves on to the second part of task 5.]

Candidate: Mon rêve … dans ma maison mon rêve est … ma chamber … ma chambre parce que c’est très … est très confortable et très … pas froide. [The candidate attempts a justification and includes a relevant adjective but the overall message is unclear.]

Teacher/examiner: Okay. Maintenant on passe au deuxième thème : L’Éducation. [Clear end to Topic conversation 1 and transition to Topic conversation 2.]

Teacher/examiner: Où se trouve ton école? [The teacher/examiner reads the first question exactly as printed.]

Candidate: A ma l’école … [The candidate begins her answer but then hesitates.]

Teacher/examiner: Où se trouve ton école? [The teacher/examiner repeats the question.]

Candidate: Ma trouve c’est ma l’école est … ma l’école est à dix ans. [The candidate has clearly not understood the question.]

Teacher/examiner: Et combien d’élèves y a-t-il dans ton école? [At the teacher/examiner has already repeated the question once and, as there is no alternative question provided for task 1, he moves on to task 2.]

Candidate: Dix. [The candidate gives a number, but it does not seem appropriate to the question.]

Teacher/examiner: Dix? [The teacher/examiner repeats the candidate’s answer. It would have been better to repeat the question.]

Candidate: Dix-neuf. [Again, it is unclear whether the candidate has understood the set question.]

Teacher/examiner: Et parle-moi de ce que tu as fait hier à l’école ? [The teacher/examiner moves on to task 3.]

Candidate: Hier à l’école je … je jouer au vidéo et je étudie et je … je fais mes devoirs. [The candidate recognises the need to answer in a past time frame. She is able to communicate some simple, factual information in spite of the inaccurate verbs.]

Teacher/examiner: Okay. Il y a plus de détails de ce que tu as fait hier à l’école ? [The teacher/examiner asks an extension question using language that is on the card to encourage a fuller response.]

Candidate: … [The candidate is unable to add any further details.]

Teacher/examiner: Okay. Pourquoi aimes-tu ton école ? [The teacher/examiner moves on to the first part of task 4.]

Candidate: J’aime ma l’école parce que c’est très … très intéressant et très grande. J’adore les grands … les grands l’école parce que c’est … j’aime …. [There is a little more development here with a simple opinion although the end of the response is unclear.]

Teacher/examiner: Quels sont les inconvénients de ton école? [The teacher/examiner asks the second part of task 4.]

Candidate: Inconvénients? Les toilettes c’est loin la classe. [A simple response that demonstrates some understanding of the question.]

Teacher/examiner: Et dans l’avenir, après avoir fini tes études, qu’est-ce que tu voudrais faire ? [The teacher/examiner asks the first part of task 5.]

Candidate: Je voudrais au université parce que c’est … je … je … [The candidate recognises the need for a future time frame but her response is ambiguous and there is no main verb.]

Teacher/examiner: Pourquoi? [The teacher/examiner asks the second part of Task 5.]

Candidate: Pourquoi … sorry … parce que … je … je … je … je être un scientifique. [As in the rest of the conversation, the candidate attempts an answer even when she has difficulty with the questions. In her final answer she is able to give an element of explanation in spite of inaccuracies.]

Teacher/examiner: Okay. Merci beaucoup. [The teacher/examiner ends the conversation.]

The teacher/examiner correctly identifies himself and then, as required, gives the candidate number and name followed by the date. (This has been edited out.) He then goes on to read out the role play card number. This should be done for all candidates. The teacher/examiner then greets the candidate using the prompts provided.

The candidate is clearly nervous, but the teacher/examiner approaches the role play well, in a sympathetic and calm manner. He reads the questions clearly and observes pauses on all of the tasks where necessary. He gives a brief, natural and encouraging comment when she communicates something of interest on task 2. On task 3, he reads the question out and repeats it once in French when the candidate struggles to answer and asks for a repetition of the question. He correctly carries on to the next part of the task in task 3 when the candidate does not respond to the first part. His pace is steady. The rest of the role play is conducted correctly and when he sees she is unable to answer he moves on to the next tasks.

Mark awarded for task 1 = 2 out of 2   The response is brief but appropriate and the message is unambiguous.

Mark awarded for task 2 = 1 out of 2   The candidate manages to communicate the partially complete message that the sport is at the ice rink and then tries to develop her answer. The verbs used are not always in an appropriate form.

Mark awarded for t ask 3 = 1 out of 2   The candidate does not complete the first part of the task but gains some credit for being able to say (she went) with her mother.

Mark awarded for t ask 4 = 1 out of 2   The candidate manages to convey that she prefers individual sports but is unable to give a clear message about why. The task as a whole is therefore only partially complete.

Mark awarded for task 5 = 1 out of 2   In the first part, the candidate conveys some idea of going to the restaurant. The second part is ambiguous, and the message is only partly communicated in language which is not totally appropriate to the situation and contains more than minor errors. 

  Total mark awarded = 6 out of 10

Topic 2: À la maison

Topic 6: L’éducation

Tasks 1 and 2 are clearly read out exactly as printed. On task 3, the candidate is clearly confused and unsure how to answer. She again asks in English for a repetition of the question. The teacher/examiner carries on in French and repeats this first question and, still seeing her confusion, moves straight away to the easier set alternative question, to which she is able to attempt an answer. On task 4, the teacher/examiner reads the question, and the candidate again asks in English for it to be repeated. He correctly repeats the question in French. After she attempts an answer, he then asks the final question on task 4, to which she offers some information. On task 5, the candidate again asks for a repetition of the question in English. The teacher/examiner carries on and manages to give her the opportunity to say something. At this point, the timing is 4 minutes, so the examiner announces that he is moving on to the second topic.

Tasks 1 and 2 are read clearly as printed and the teacher/examiner does not rush the candidate but maintains a steady pace. He repeats questions where necessary. At the end of the response to task 3 he invites the candidate to add more detail. The candidate is unable to do this, so he moves on to the next task. On task 4, he observes the [Pause] given in the script and gives the candidate the time to answer. He then moves on and reads the first part of task 5. He is aware of when she can add no more information to the first question on task 5 and then asks the final question.

The timing on this last topic is 4 minutes so the teacher/examiner does not need to add further questions.

On the first topic, the candidate communicates quite well on the simpler opening question. On task 2, she starts to give irrelevant detail and starts to describe the contents of her bedroom but then goes on to say what she does in her room. Her answers to the remaining more open and challenging questions gradually become more ambiguous as her answers contain irrelevant material. She frequently asks for a repetition of the question in English. However, despite having difficulty with many questions, she continues to attempt to answer and can, in earlier questions, communicate some simple information. She also gives the occasional simple opinion such as c’est ennuyeux . She shows a limited range of structures in this topic, and they are often incomplete. There is frequent ambiguity, but she makes a fair effort at pronunciation. At this stage of the test the performance is in the 'Weak' level for both Communication and Quality of language.

On the second topic, the performance is very similar. She finds difficulty in responding relevantly, even to the first two simpler questions, but is able, despite her hesitations, to give some simple details on the latter questions and a few simple opinions. She has some notions of a few verb conjugations but is generally unable to use appropriate time frames for verbs. The range of vocabulary and structures remain limited with a stilted delivery.

The two topics are awarded one global mark for both topic conversations. The best fit over the two topics would put this performance in the middle of the 'Weak' level for both Communication and Quality of language.

Communication Mark awarded = 5 out of 15

Quality of Language Mark awarded = 5 out of 15

Total mark awarded = 16 out of 40

The teacher/examiner conducts the test well. He is aware of when to repeat questions and when to ask alternative and extension questions. He tries to interact and encourage the candidate and remains calm whilst maintaining a measured pace. He is clearly aware of when the candidate may be able to say something more and when she is not able to respond further. He is not distracted by the candidate asking in English for repetitions but could have prepared the candidate during teaching time to ask for questions to be repeated in French. Generally, timings in the test are well observed and the recording is clear. It should be noted, however, that some background noise could be heard at one stage in the test. Centres are reminded of the need to find as quiet a place as possible for recordings. 

Careful learning of all interrogative adverbs is needed, together with revision of vocabulary on familiar topics (e.g. the names of sports) on the list in the syllabus. The candidate could also study forms of the common verbs in the first person and make sure she can relate these to the clues of time markers such as d’habitude , récemment and prochain(e) when these occur in questions. These could be learnt as vocabulary items if accurate conjugation of verbs in different tenses proves too challenging. One useful technique is to look through a range of possible questions at the end of each topic studied and identify which time frame is being used. Learners can then work in pairs and match possible answers from a list provided by the teacher or work on possible answers together depending on the level of support needed. This can help build confidence and give vital extra practice in speaking. One other useful technique to master would be the giving of simple opinions as the candidate is insecure in this area. It is crucial that candidates of all abilities learn how to ask for a repetition of questions in French so that they do not have to resort to using another language to seek help during their test. 

Candidates also need to be very familiar with the format of the speaking test and realise that there will always be two easier starter questions on both the role play and the topic conversations which can be answered briefly (and in the present tense if they choose to use a verb). On the remaining three tasks, there will always be at least one task which enables them to use a past time frame, at least one task which requires a future time frame and at least one task which requires an opinion.

• The meaning of interrogative forms such as Quel…? and Où…? is not understood well. At this level of achievement, candidates frequently show a need to listen more precisely to the interrogative adverb so that they make any information they give relevant to the question. Irrelevant material does not gain credit. 
• The difference in pronunciation of j’ai and j’aime is also confused at times and, consequently, messages can become ambiguous. 
• Sometimes, instead of attempting to conjugate verbs, the candidate uses the subject pronoun in front of an infinitive (e.g. je dormir ). 
• The candidate also finds it difficult to say that she walks her dog. She is, as many candidates are in this situation, unsure in her use of the verb promener and instead tries to use pied.  

• Foreign Language

Example Candidate Responses (Standards Booklet) 0520 Cambridge IGCSE

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Programmes & Qualifications

Cambridge igcse french - foreign language (0520).

• Syllabus overview

This syllabus is designed for students who are learning French as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.

The syllabus also aims to offer insights into the culture of countries where French is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.

The syllabus year refers to the year in which the examination will be taken.

• -->2022 - 2024 Syllabus update (PDF, 174KB)
• -->2025 - 2027 Syllabus update (PDF, 155KB)

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• -->Support for French (PDF, 1MB)

Important notices

For the listening exam, candidates will submit their answers on a multiple-choice answer sheet. They will not submit them on the question paper. At the end of the exam candidates will have six minutes to transfer their answers from the question paper onto the multiple-choice answer sheet. Find out more information and view a sample multiple-choice answer sheet .

Please note that if you make an entry for the A*-G grading scale, it is not then possible to switch to the 9-1 grading scale once the entries deadline has passed. If you find that you have accidentally made an entry for the A*-G syllabus, you must withdraw and re-enter before the entries deadline.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

Check the Submit for Assessment page and the samples database for information and guidance on submitting moderated and examined work using Submit for Assessment.

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IGCSE French: Exam Preparation and Speaking Tips

The International General Certificate of Secondary Education (IGCSE) French exam assesses your language proficiency in listening, reading, writing, and speaking. It is an important qualification that can open up opportunities for further education and career prospects. In this article, we'll provide you with tips and strategies to help you prepare for the IGCSE French exam, with a focus on the speaking component.

 IGCSE French Exam Overview

The IGCSE French exam consists of different components, including:

1. Listening (Paper 1): 

You listen to audio recordings and answer questions based on them.

2. Reading and Writing (Paper 2): 

This paper includes reading comprehension questions and a writing task.

3. Speaking (Paper 3): 

In the speaking component, you engage in a conversation with an examiner, respond to questions, and give a presentation.

 Exam Preparation Tips

 1. build your vocabulary:.

- Expand your French vocabulary by regularly learning new words and phrases. Flashcards and language apps can be helpful for this.

 2. Practice Listening Skills:

- Listen to French podcasts, news broadcasts, or watch French films and TV shows. This will improve your listening skills and help you become accustomed to different accents and speech rates.

 3. Reading Comprehension:

- Practice reading French texts, including newspapers, magazines, and literature. Pay attention to comprehension questions, as this is a key part of Paper 2.

 4. Writing Practice:

- Write regularly in French to enhance your writing skills. Try to cover different types of writing, from essays to informal letters.

 5. Conversation Practice:

- Engage in conversations with native speakers or fellow learners. Language exchange partners or conversation classes can be beneficial.

 6. Mock Exams:

- Take mock exams to simulate the exam conditions. This will help you become more comfortable with the format and time constraints.

 7. Time Management:

- Learn to manage your time effectively during the exam. This is crucial for completing all sections.

 IGCSE French Speaking Tips

The speaking component (Paper 3) of the IGCSE French exam assesses your ability to communicate verbally in French. Here are some tips to help you perform well in this section:

 1. Be Confident:

- Confidence is key in the speaking exam. Even if you make minor mistakes, speak with confidence and clarity.

 2. Practice Speaking Aloud:

- Practice speaking French aloud to improve your pronunciation and fluency. You can read texts, practice dialogues, or describe pictures.

 3. Familiarize Yourself with Common Topics:

- The examiner may ask you questions about various topics, such as your hobbies, family, school, or future plans. Be prepared to discuss these common themes.

 4. Vocabulary and Phrases:

- Develop a good range of vocabulary and useful phrases related to the topics. This will help you answer questions more comprehensively.

 5. Stay Calm and Listen:

- Listen carefully to the examiner's questions or prompts. Take a moment to think about your response before speaking.

 6. Use Connectors and Transitions:

- Incorporate connectors and transitions (e.g., "de plus," "en outre," "en conclusion") to make your speech more structured and coherent.

 7. Presentation:

- If you are required to give a short presentation, prepare in advance. Create a structure with an introduction, main points, and a conclusion.

 8. Ask for Clarification:

- If you don't understand a question, it's acceptable to politely ask the examiner to repeat or clarify.

 9. Practice Timed Responses:

- Time yourself while practicing speaking responses to ensure you can provide coherent answers within the allocated time.

 10. Recording Practice:

- Record your spoken responses and listen to them. This can help you identify areas for improvement in pronunciation and fluency.

 Conclusion

Preparing for the IGCSE French exam requires consistent practice, a strong foundation in the language, and specific strategies for each component. The speaking component can be particularly challenging, but with practice and confidence, you can perform well. Remember to familiarize yourself with common topics, build your vocabulary, and work on your pronunciation and fluency. With dedication and effort, you can excel in the IGCSE French exam and achieve your language learning goals. Bonne chance! (Good luck!)

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IGCSE French - Foreign Language 0520 Past Papers

AQA GCSE French Past Papers

This section includes recent GCSE (9-1) French (8658) past papers from AQA. You can download each of the AQA GCSE French past papers and marking schemes by clicking the links below.

June 2022 AQA GCSE French (8658)

June 2022 Paper 1: Listening - Foundation (8658/LF) Download Listening Test     -    Download Past Paper     -     Download Mark Scheme

June 2022 Paper 1: Listening - Higher (8658/LH) Download Listening Test     -     Download Past Paper     -     Download Mark Scheme

June 2022 Paper 3: Reading - Foundation (8658/RF) Download Past Paper     -     Download Mark Scheme

June 2022 Paper 3: Reading - Higher (8658/RH) Download Past Paper     -     Download Mark Scheme

June 2022 Paper 4: Writing - Foundation (8658/WF) Download Past Paper     -     Download Mark Scheme

June 2022 Paper 4: Writing - Higher (8658/WH) Download Past Paper     -    Download Mark Scheme

November 2021 AQA GCSE French (8658) (Labelled as June 2021)

November 2021 Paper 1: Listening - Foundation (8658/LF) Download Listening Test     -    Download Past Paper     -     Download Mark Scheme

November 2021 Paper 1: Listening - Higher (8658/LH) Download Listening Test     -     Download Past Paper     -     Download Mark Scheme

November 2021 Paper 3: Reading - Foundation (8658/RF) Download Past Paper     -     Download Mark Scheme

November 2021 Paper 3: Reading - Higher (8658/RH) Download Past Paper     -     Download Mark Scheme

November 2021 Paper 4: Writing - Foundation (8658/WF) Download Past Paper     -     Download Mark Scheme

November 2021 Paper 4: Writing - Higher (8658/WH) Download Past Paper     -    Download Mark Scheme

November 2020 AQA GCSE French (8658) (Labelled as June 2020)

November 2020 Paper 1: Listening - Foundation (8658/LF) Download Listening Test     -    Download Past Paper     -     Download Mark Scheme

November 2020 Paper 1: Listening - Higher (8658/LH) Download Listening Test     -     Download Past Paper     -     Download Mark Scheme

November 2020 Paper 3: Reading - Foundation (8658/RF) Download Past Paper     -     Download Mark Scheme

November 2020 Paper 3: Reading - Higher (8658/RH) Download Past Paper     -     Download Mark Scheme

November 2020 Paper 4: Writing - Foundation (8658/WF) Download Past Paper     -     Download Mark Scheme

November 2020 Paper 4: Writing - Higher (8658/WH) Download Past Paper     -    Download Mark Scheme

June 2019 AQA GCSE French (8658)

June 2019 Paper 1: Listening - Foundation (8658/LF) Download Listening Test     -    Download Past Paper     -     Download Mark Scheme

June 2019 Paper 1: Listening - Higher (8658/LH) Download Listening Test     -     Download Past Paper     -     Download Mark Scheme

June 2019 Paper 3: Reading - Foundation (8658/RF) Download Past Paper     -     Download Mark Scheme

June 2019 Paper 3: Reading - Higher (8658/RH) Download Past Paper     -    Download Mark Scheme

June 2019 Paper 4: Writing - Foundation (8658/WF) Download Past Paper     -     Download Mark Scheme

June 2019 Paper 4: Writing - Higher (8658/WH) Download Past Paper     -    Download Mark Scheme

June 2018 AQA GCSE French (8658)

June 2018 Paper 1: Listening - Foundation (8658/LF) Download Listening Test     -    Download Past Paper    -    Download Mark Scheme

June 2018 Paper 1: Listening - Higher (8658/LH) Download Listening Test    -    Download Past Paper     -    Download Mark Scheme

June 2018 Paper 3: Reading - Foundation (8658/RF) Download Past Paper    -    Download Mark Scheme

June 2018 Paper 3: Reading - Higher (8658/RH) Download Past Paper    -     Download Mark Scheme

June 2018 Paper 4: Writing - Foundation (8658/WF) Download Past Paper    -    Download Mark Scheme

June 2018 Paper 4: Writing - Higher (8658/WH) Download Past Paper    -     Download Mark Scheme

AQA French GCSE Specimen Papers (8658)

Paper 1: Listening - Foundation (8658/LF) Download Listening Test    -    Download Past Paper    -    Download Mark Scheme

Paper 1: Listening - Higher (8658/LH) Download Listening Test     -    Download Past Paper    -    Download Mark Scheme

Paper 3: Reading - Foundation (8658/RF) Download Past Paper    -    Download Mark Scheme

Paper 3: Reading - Higher (8658/RH) Download Past Paper     -    Download Mark Scheme

Paper 4: Writing - Foundation (8658/WF) Download Past Paper    -    Download Mark Scheme

Paper 4: Writing - Higher (8658/WH) Download Past Paper     -    Download Mark Scheme

For French GCSE Exam past papers from other exam boards  click here