Cambridge IGCSE French - Foreign Language 0520 — 2014 May/June Paper 1 · Variant 1

* 3 1 9 0 2 5 7 4 4 6 * FRENCH 0520/11 Paper 1 Listening May/June 2014 Approx. 45 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions in Section 1, Section 2 and Section 3. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. Cambridge International Examinations Cambridge International General Certificate of Secondary Education This document consists of 11 printed pages and 1 blank page. DC (NH/SW) 81546/3 © UCLES 2014 [Turn over

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3 0520/11/M/J/14 © UCLES 2014 [Turn over Section 1 Exercice 1 Questions 1–8 Dans cette section de l’épreuve, vous allez entendre une série de remarques ou de courts dialogues que vous pourriez entendre dans des pays francophones. Pour chaque question indiquez la réponse qui convient le mieux en cochant la case A, B, C ou D. Vous allez entendre chaque remarque ou dialogue deux fois. Vous allez passer des vacances à Nîmes. Vous êtes à la gare SNCF. 1 Vous demandez à l’employé de quelle voie part le train pour aller à Nîmes. L’employé répond: De quelle voie part le train? A 3 B 6 C 7 D 8 [1] 2 À Nîmes, vous retrouvez votre amie Eliane. Elle vous dit: Comment allez-vous chez Eliane? A A B C D [1] B C D

4 0520/11/M/J/14 © UCLES 2014 3 Vous arrivez chez Eliane. Elle dit: Où est votre valise? A A B C D [1] B C D 4 Eliane vous propose de sortir ce soir. Elle dit: Qu’est-ce que vous allez manger? A A B C D [1] B C D 5 Au restaurant, le garçon dit: Qu’est-ce qu’il vous propose? A Les entrées Les plats principaux A B C D [1] B C D

5 0520/11/M/J/14 © UCLES 2014 [Turn over 6 À la maison, vous demandez ce qu’il y a à la télévision ce soir. Le père d’Eliane dit: Qu’est-ce qu’il y a à la télévision ce soir? A A B C D [1] B C D 7 Vous allez aux magasins avec Eliane. Elle dit: Qu’est-ce qu’elle a laissé dans la pâtisserie? A 12 A B C D [1] B C D 8 Vous écoutez la météo à la radio. Vous entendez: Quel temps fera-t-il demain? A A B C D [1] B C D [Total : 8]

6 0520/11/M/J/14 © UCLES 2014 Exercice 2 Questions 9–16 Vous allez entendre, deux fois, une annonce pour un stage sportif à Plouharnel. Pendant que vous écoutez l’annonce, répondez en français et cochez les cases appropriées. Il y a une pause dans l’annonce. Vous avez d’abord quelques secondes pour étudier les notes. 9 10 11 12 Stage sportif à Plouharnel Dates des stages: du 1er avril au 31 ………………….. Le matin, on peut faire…: (cochez 1 case) A B C L’après-midi, on peut aller à la…: (cochez 1 case) A B C Le prix comprend…: (cochez 1 case) A le petit déjeuner B le petit déjeuner le déjeuner C le petit déjeuner le déjeuner le dîner [1] [1] [1] [1] [PAUSE]

7 0520/11/M/J/14 © UCLES 2014 [Turn over 13 14 15 16 Les chambres ont…: (cochez 1 case) A B C Activité le soir…: (cochez 1 case) A B C Le jeudi, à l’usine on peut acheter…: (cochez 1 case) A B C À Vannes, on peut visiter…: (cochez 1 case) A B C [1] [1] [1] [1] [Total : 8]

8 0520/11/M/J/14 © UCLES 2014 Section 2 Exercice 1 Question 17 Vous allez entendre, deux fois, quatre jeunes qui parlent des anniversaires. Pendant que vous écoutez les jeunes, cochez (✓) les cases si les affirmations sont vraies. Cochez seulement 6 cases (✓✓✓✓✓✓). Vous avez d'abord quelques secondes pour lire les affirmations. Vrai Amélie (a) Amélie fête son anniversaire pendant les vacances scolaires. (b) L’année dernière, Amélie est allée au cinéma pour son anniversaire. (c) L’année prochaine, Amélie voudrait passer son anniversaire chez elle. Alex (d) Alex aime passer son anniversaire avec ses amis. (e) L’année dernière, les amis d’Alex ont apporté la nourriture pour son anniversaire. (f) Les voisins d’Alex n’ont pas apprécié le bruit. Coraline (g) Aujourd’hui, c’est l’anniversaire de Coraline. (h) Comme cadeau, Coraline a reçu une bande dessinée d’Astérix. (i) D’habitude, Coraline passe le jour de son anniversaire en famille. Luc (j) Luc est né le 25 décembre. (k) Luc pense que son frère a plus de chance que lui. (l) Luc aimerait partir en vacances le jour de son anniversaire. [Total : 6]

9 0520/11/M/J/14 © UCLES 2014 [Turn over Exercice 2 Questions 18–27 Vous allez entendre deux interviews avec Maxime. Il travaille come professeur. Il y a une pause après chaque interview. Pendant que vous écoutez les interviews, répondez aux questions. Première partie: Questions 18 à 22. Maintenant vous allez entendre, deux fois, la première interview avec Maxime. Dans chaque phrase, il y a un détail qui ne correspond pas à l’extrait. Écoutez l’extrait et écrivez le(s) mot(s) juste(s) en français. Vous avez d’abord quelques secondes pour lire les questions 18 à 22. 18 Maxime travaille maintenant près de Marseille. …[1] 19 Le père de Maxime est professeur de maths. …[1] 20 Le collège de Maxime se trouve dans un quartier calme. …[1] 21 Les élèves de Maxime sont souvent méchants. …[1] 22 En classe, Maxime fait beaucoup d’examens avec ses élèves. …[1] [PAUSE] Deuxième partie: Questions 23 à 27. Maintenant, vous allez entendre, deux fois, la deuxième interview avec Maxime. Pendant que vous écoutez, répondez aux questions en français. Vous avez d’abord quelques secondes pour lire les questions. 23 Qu’est-ce qu’il y a sur les murs de la salle de classe de Maxime? …[1] 24 Qu’est-ce que les élèves pensent de Maxime? …[1] 25 Qu’est-ce que Maxime n’aime pas faire en classe? …[1] 26 Quelle activité est-ce que Maxime fait le mercredi avec ses élèves? (Mentionnez 1 activité.) …[1] 27 Selon Maxime, quel est l’inconvénient de son métier? (Donnez 1 détail.) …[1] [Total : 10]

10 0520/11/M/J/14 © UCLES 2014 Section 3 Exercice 1 Questions 28–33 Vous allez entendre, deux fois, une interview avec Thibault. Il a passé un an en Chine. Pendant que vous écoutez l’interview, répondez aux questions en cochant la bonne case A, B, C ou D. Il y a une pause dans l’interview. Vous avez d’abord quelques secondes pour lire les questions. 28 Pourquoi Thibault a-t-il commencé à étudier le chinois? A Son père voulait qu’il étudie le chinois. B Son professeur l’a beaucoup encouragé. C Il a apprécié son premier séjour en Chine. D Il voulait communiquer avec un voisin chinois. [1] 29 Où habitait la famille d’accueil de Thibault en Chine? A dans une maison B dans un immeuble C à la campagne D en banlieue [1] 30 En ce qui concerne les repas chinois, qu’est-ce que Thibault a trouvé difficile? A Il ne savait pas les préparer. B Il n’aimait pas les ingrédients. C Il n’y avait pas de fourchette. D Il n’y avait pas assez à manger. [1] [PAUSE]

11 0520/11/M/J/14 © UCLES 2014 [Turn over 31 Quelle observation Thibault fait-il sur la vie scolaire chinoise? A Les élèves respectent leurs professeurs. B Les élèves doivent porter un uniforme. C Les professeurs sont travailleurs et sympa. D La journée scolaire finit de bonne heure. [1] 32 Quel souvenir Thibault a-t-il gardé du jour de Noël en Chine? A Il était heureux d’aller à Shanghai. B Son ordinateur est tombé en panne. C Il était content de manger au restaurant. D Sa famille lui manquait. [1] 33 Selon Thibault, quelle a été la conséquence la plus positive de son séjour en Chine? A Il a amélioré son chinois. B Il se dispute moins avec ses parents. C Il a plus de confiance en lui. D Il est reconnaissant envers la famille chinoise. [1] [Total : 6]

12 0520/11/M/J/14 © UCLES 2014 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. Exercice 2 Questions 34-42 Vous allez entendre, deux fois, une interview avec Louisa. Elle parle de son scooter. Pendant que vous écoutez l’interview, répondez aux questions en français. Il y a deux pauses dans l’interview. Vous avez d’abord quelques secondes pour lire les questions. 34 Combien de temps met Louisa maintenant pour aller au lycée? …[1] 35 Quels sont, selon Louisa, les avantages d’avoir un scooter? (Donnez 2 détails.) On peut: (i) gagner du temps … (ii) …[1] (iii) …[1] [PAUSE] 36 Pourquoi le père de Louisa ne voulait-il pas lui offrir un scooter? …[1] 37 Comment la mère de Louisa se sentait-elle après l’accident de Jean? …[1] 38 Qu’est-ce que Louisa a montré en allant à l’école à vélo? …[1] 39 Qu’est-ce que Louisa a appris pendant sa «mini-formation»? …[1] [PAUSE] 40 Que voulait savoir sa mère quand elle suivait Louisa en voiture? …[1] 41 De quoi Louisa a-t-elle peur quand elle est au lycée? …[1] 42 Si elle n’avait pas de scooter, Louisa dit qu’elle serait… …[1] [Total : 10]

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2014 series 0520 FRENCH (FOREIGN LANGUAGE) 0520/11 Paper 1 (Listening), maximum raw mark 48 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 1 General Marking Notes 2 General Marking Principles 2.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided in Section 3. You will need to consider all alternative answers and unexpected approaches in candidates' scripts, make a decision on whether they communicate the required elements, in consultation with your Team Leader if necessary (or with your Product Manager if you are a single Examiner), and award marks accordingly. The following marking principles underpin the detailed instructions provided in Section 3 of the Mark Scheme. Where a decision is taken to deviate from these principles for a particular question, this will be specified in the Mark Scheme. Often the general principles will have to be weighed up against each other, e.g. the answer might pass the look-alike test (2.5(b)), but if the candidate has produced an answer that is another word in French they will not score (2.6). 2.2 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 2.3 More than the stipulated number of boxes ticked/crossed by the candidate: (a) If more than one attempt is visible, but the candidate has clearly indicated which attempt is his/her final answer (e.g. by crossing out other attempts or by annotating the script in some way), mark in the usual way. (b) If two attempts are visible (e.g. two boxes ticked instead of the 1 box stipulated), and neither has been crossed out/discounted by the candidate, no mark can be awarded. (c) In questions where candidates are required to tick a number of boxes (e.g. tick the 6 true statements) the general rule to be applied is as follows: the number of 'extra' answers indicated by the candidate is deducted from their number of correct answers and the remaining number is the mark awarded, e.g. the candidate is required to tick 6 true statements, but instead ticks 8 statements. 5 of the ticks are correctly placed, but 2 of the ticks are 'extras' (8 ticks placed by candidate minus 6 ticks required by rubric = 2). Therefore the candidate is awarded a mark of 3 5 number of correct ticks –2 minus number of extra ticks = 3 (d) Answers in pen do not take precedence over answers in pencil, e.g. if a candidate is asked to tick 1 box and ticks two, one in pen and the other in pencil, the mark cannot be awarded unless there is some explicit indication from the candidate as to which is his/her final answer.

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 2.4 For questions requiring more than one element for the answer, (i) and (ii), where the answers are interchangeable: Both correct answers on line 1 and line 2 blank = 2 Both correct answers on line 1 and line 2 wrong = 1 (or vice-versa) 2.5 Answers requiring the use of French (rather than a non-verbal response) should be marked for communication. Tolerate inaccuracies provided the message is clear. (a) ‘If in doubt, sound it out’: if you read what the candidate has written, does it sound like the correct answer? (b) Look-alike test: does what the candidate has written look like the correct answer? (c) Accept incorrect gender or person unless Mark Scheme specifies otherwise. (d) Accept incorrect possessive adjectives, e.g. mon, ton, son etc., unless Mark Scheme specifies otherwise. (e) Accept incorrect tense unless Mark Scheme specifies otherwise. (f) Tolerate incorrect auxiliary unless Mark Scheme specifies otherwise. (g) Tolerate incorrect use of infinitive unless Mark Scheme specifies otherwise. 2.6 Unless the Mark Scheme specifies otherwise, do not accept incorrect French if the word given means something else in French. (Incorrect French which constitutes a word in any language other than French is marked (i) on the basis of whether it is accepted or refused in the Mark Scheme and (ii) if not mentioned in the Mark Scheme, on the basis of 2.5 above). 2.7 Where words are combined or split inappropriately do not award the mark, e.g. ‘sonpère’ and ‘lar ticle’ (inappropriate splitting or combination is an indication that the candidate has not understood). 2.8 Annotation used in the Mark Scheme: (a) INV = Invalidation and is used when additional material included by the candidate is judged to invalidate an otherwise correct answer thus preventing them from scoring the mark (INV = 0). (b) tc = ‘tout court’ and means that on its own the material is not sufficient to score the mark. (c) HA = harmless additional material which in conjunction with the correct answer does not prevent the candidate from scoring the mark. (d) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded.

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 2.9 No response and '0' marks There is a NR (No Response) option in scoris. Award NR (No Response): • If there is nothing written at all in the answer space or • If there is only a comment which does not in any way relate to the question being asked (e.g. 'can’t do' or 'don’t know') or • If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: • If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not.

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 2.10 Extra material: It is the candidate’s responsibility to answer questions in such a way as to demonstrate to the Examiner that s/he has understood the recorded material. Where candidates introduce extra, irrelevant material to an otherwise correct answer the danger is that the Examiner is being forced to ‘choose’ the correct answer and s/he cannot be certain that the candidate has shown understanding. Where the Examiner is put in this position the mark cannot be awarded. The Detailed Mark Scheme cannot cover all eventualities and where specific instructions are not provided, Examiners must check the transcript to ensure the correct elements which would qualify for the mark are not contradicted or distorted by any extra material. The following, general, rules should be applied: (a) Extra material, mentioned in the Mark Scheme, which reinforces the correct answer or in itself constitutes an alternative correct answer: this is acceptable and is not penalised (b) Extra material which constitutes an alternative answer, but which is not explicitly mentioned in the Mark Scheme: the Examiner needs to decide, by consulting the transcript and the Team Leader if necessary, whether the alternative answer constitutes: (i) an alternative correct answer, in which case this falls into category (a) and the answer should be rewarded (ii) or an answer which on its own would be refused, in which case this falls into category (c) and the answer should be refused (c) Extra material which constitutes an alternative answer specifically refused in the Mark Scheme: this puts the Examiner in the position of having to ‘choose’ which is the candidate's 'final' answer – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded (d) Extra material which distorts or contradicts the correct answer: this affects communication – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded (e) Extra material introduced by the candidate and which does not feature in the original transcript: this affects communication – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded. It can sometimes be difficult to draw the line between what is a deduction made by an able candidate on the basis of what they have heard and pure guesswork. Therefore where a particular answer is not covered in the Mark Scheme, Examiners should consult their Team Leader

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 3 Detailed Mark Scheme Section 1 Exercice 1 Questions 1–8 ACCEPT REFUSE 1 C [1] 2 B [1] 3 A [1] 4 B [1] 5 D [1] 6 D [1] 7 B [1] 8 C [1] [Total: 8] Exercice 2 Questions 9–16 ACCEPT REFUSE 9 octobre [1] oktobre / october / octombre any other month = inv 10 B [1] 11 B [1] 12 C [1] 13 A [1] 14 C [1] 15 A [1] 16 C [1] [Total: 8]

Page 7 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 Section 2 Exercice 1 Question 17 A mark out of 6 is entered for the whole exercise in the mark input box. USE MARKING TOOL TO TICK ‘
’ EACH CORRECT ANSWER UNLESS ALL 6 CORRECT If more than 6 boxes are ticked by the candidate, indicate ‘working’ in ‘Comments’ box: e.g. 7 boxes ticked of which 6 are correct use formula 6 – 1 = 5 (where 1 = the number of extra boxes ticked). Amélie (a)
(b) (c)
Alex (d)
(e)
(f) Coraline (g) (h) (i)
Noël (j) (k)
(l) [Total: 6]

Page 8 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 Exercice 2 Questions 18–27 Part 1 ACCEPT REFUSE 18 Paris [1] Must start «par…» Examples of acceptable spellings of «Paris»: Pari(e) / Parri 19 technologie [1] Must start «tech(o)no…» «tec(o)no…» «tek(o)no…» «teck(o)no…» + Must end «…logi(e) «…logy» «…legi(e)» «…legy» 20 dif(f)icil(e) [1] Must start «dif(f)…», e.g. dif(f)icle / dif(f)cile Also accept synonym, e.g. dur(e) difficult 21 EITHER: [1] • bruyants Must start «bru(i)y…» «brui…» «bruill…» + Must end «…ant(s)» «…ent(s)» «…ont(s)» Also accept: bruitant(s) OR: • bruit Must start «brui…», e.g. brui / bruis anything beginning with «bro…» / «bri…» / «bry…» bruilent / bruilant (refuse single «l») bruillient (refuse «…ient»)

Page 9 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 ACCEPT REFUSE 22 EITHER: [1] • Attempt at noun: jeu(x) Must start «jeu…» + Must end «…x» «…s» «…t» «…e» OR: • Attempt at verb: jouer Accept any part / any tense of «jouer», including «joue(s)» Also accept: «jou» IGNORE attempts at «d’…», e.g. «d’jeux» / «d’jouer» dejeux (see marking principle 2.7) juex (does not start «jeu…») guex (does not start «jeu…») Part 2 ACCEPT REFUSE 23 carte(s) [1] cart(s) karte(s) / kart(s) If attempt at «carte» is acceptable then ignore attempts at «…tous les pays du monde» Accept «affiche» / «poster» or equivalent if the notion of «pays» is conveyed card cartent q(u)arte affiche tc

Page 10 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 24 EITHER: [1] • patient Must start «pat…» + Must end «…ient» «…iant» Also accept: «pacient» OR: • patience pacience pacion anything beginning «pas…», e.g. passion / passionnant pasience (refuse «pas…» – see above) 25 EITHER: [1] • crier cri / crier / faire crier / ne pas crier Accept any part / any tense of «crier» Also accept as spelling of «crier»: criy(e) / criyé / criyer / criyent cry(e) / cryé / cryer / cryent OR: • (se mettre en) colère (il ne se met pas) en colère (il fait son travail) en colère griller cryient (not an acceptable spelling – see list) souvent (en) colère

Page 11 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 26 EITHER: [1] • vtt velo / bicyclette / cyclisme OR: • kayak Must start: «kay…» «cay…» + Must end: «…ak» «…ac» «…ack» «…aq(ue)» NB If both concepts are attempted and one is correct then ignore attempts at the other vetete vdt 27 EITHER: [1] • fatig(u)ant Must start «fatig…» + Must end «…(u)ant» «…(u)e» «…(u)ent» «…(u)eant» Also accept any part / any tense of «fatiguer» IGNORE attempts at rendering «métier» OR: • devoirs à «corriger» Acceptable spellings of «corriger» must begin: «corri(e)g…» / «cori(e)g…» / «cor(r)eg…» NB If both concepts are attempted and one is correct then ignore attempts at the other unless it distorts (eg «devoirs à faire» = wrong message) fatigeons (doesn’t fit accepted endings and is not part of the verb «fatiguer») devoirs tc (incomplete) devoirs à faire = INV devoirs and fatigant = ha [Total: 10]

Page 12 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 Section 3 Exercice 1 Questions 28–33 ACCEPT REFUSE 28 C [1] 29 B [1] 30 C [1] 31 A [1] 32 D [1] 33 B [1] [Total : 6] Exercice 2 Questions 34–42 ACCEPT REFUSE 34 10 minutes / 10 mins / 10 m / 10 mn [1] Spellings of «minute» must start «min(i)ut» Acceptable spellings of «dix»: dis / diz minuit(s) dix minutes avant une heure = INV 35 (i) and (iii) [1 + 1] Concept 1 and 2 can appear in any order • CONCEPT 1: avoiding / not taking + public + transport o éviter (les) transports (en) co(m)mun Spellings of «commun» Must start «com(m)…» + Must end «…un(e)» «…en(e)» «…on(e)» «…an(e)» «…in(e)» o ne prendre (les) transport(s) public(s) / publique(s) / pas prendre (les) transport(s) public(s) / publique(s) elle déteste les transports en commun tc but ha («déteste» does not = avoiding or not taking) éviter (les) transports (incomplete without idea of «commun» / «public») com(m)ain («…ain(e)» is not an acceptable ending) • CONCEPT 2: (se) lever plus tard (le matin) Accept any part / any tense of «lever» élève(r) réveiller plus tard le matin («réveiller» = wrong message) NB 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or vice versa)

Page 13 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 ACCEPT REFUSE 36 EITHER: [1] • (trop) cher(e)(s) cherre OR: • prix Must begin: «pri», e.g. pris / pri / prit / prie IGNORE attempts at «coûter» trop(s)cher (see marking principle 2.7) 37 anxieuse [1] Must start: «anxi…» «anci…» «ansi…» «ansci…» + Must end: «…eus(e)» «…eux(e)» «…us(e)» «…ous(e)» 38 EITHER: [1] • (qu’elle faisait) attention attencion / attension (elle est) attention / (elle est) attentif / (elle est) attentive OR • (qu’elle était) prudente prudence compris les attention = INV 39 conduir(e) (en) ville [1] Accept any part / any tense of «conduire» IGNORE attempts at «appris» conduire tc conduire à l’ecole = INV très utile = tc but ha

Page 14 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0520 11 © Cambridge International Examinations 2014 ACCEPT REFUSE 40 LOOK FOR CONCEPT of stopping at / not going through (red) light(s) [1] Idea of at / through can be expressed with a variety of prepositions, e.g. «avant», «derrière», «en», «pour», «à côté de», etc. • (s’) arrêtait aux feu(x) / rouges (s’) arrêtait aux feu(x) (s’) arrêtait aux rouge(s) («feux» not needed in French to convey red lights) • attendre au(x) feu(x) / rouges attendre au(x) feu(s) attendre au(x) rouge(s) ne / pas passer les feu(x/s) / les rouges attendre au signe rouge («signe» introduces wrong concept) arrêtait feux rouges (no idea of at/through) lampe (ha if «rouge» is provided) lumière (ha if «rouge» is provided) 41 voleur(s) [1] vol / voler(s) Also accept any part / any tense of «voler» 42 moin(s) indépendante [1] Spellings of «indépendante»: Must start: «i(n)dep…» «i(n)dip…» «i(n)dap…» + «en…» «in…» «an…» + Must end: «…ant(e)» «…en(t) / «...ent(e)» «…in(t)» / «int(e)» moi indépendante mois indépendante moine indépendante [Total: 10]