Cambridge IGCSE French - Foreign Language 0520 — 2015 May/June Paper 4 · Variant 3

This document consists of 6 printed pages and 2 blank pages. DC (SJF/SW) 93302/2 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 5 8 4 2 0 8 5 7 5 0 * FRENCH 0520/43 Paper 4 Writing May/June 2015 1 hour 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 three questions: Question 1, Question 2 and Question 3(a) or Question 3(b) or Question 3(c). 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. The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2 0520/43/M/J/15 © UCLES 2015 BLANK PAGE

3 0520/43/M/J/15 © UCLES 2015 [Turn over Section 1 1 Vous allez à la plage. Faites une liste, en français, de 8 articles à apporter à la plage. Exemple: Exemple: Chapeau de soleil __________________________ 1 ________________________________ 2 ________________________________ 3 ________________________________ 4 ________________________________ 5 ________________________________ 6 ________________________________ 7 ________________________________ 8 ________________________________ [Total : 5]

4 0520/43/M/J/15 © UCLES 2015 2 La nourriture (a) Décrivez le plat que vous préférez manger chez vous. (b) Dites qui prépare ce plat et avec qui vous le mangez. (c) Dites ce que vous n’aimez pas manger et expliquez pourquoi. (d) Décrivez le repas que vous voudriez manger pour fêter votre prochain anniversaire. Écrivez environ 80–90 mots en français. … … … … … … … … … … … … … … … … … … [Total : 15]

5 0520/43/M/J/15 © UCLES 2015 [Turn over Tournez la page pour la Section 2.

6 0520/43/M/J/15 © UCLES 2015 Se ction 2 3 Choisissez un des sujets suivants. Vous devez écrire 130–140 mots en français. (a) Ma vie à l’école Écrivez un e-mail à votre ami(e) français(e). • Décrivez ce que vous avez fait à l’école hier (par exemple: cours, récréation, pause- déjeuner). • Quels sont les aspects positifs et négatifs de votre école? • Dites comment serait votre école idéale. OU (b) Ma nouvelle mobylette Écrivez un article pour parler de votre nouvelle mobylette. • Dites quand vous avez acheté la mobylette. • Décrivez votre première sortie en mobylette. • Quels sont les aspects positifs d’avoir une mobylette? • Si vous aviez beaucoup d’argent, quel serait votre moyen de transport préféré? Pourquoi? OU (c) «J‛étais bien content(e) d‛arriver à la maison de vacances que j‛avais réservée sur Internet. Mais, quand j‛ai vu la maison, quelle mauvaise surprise!...» Continuez l’histoire. • Dites comment était la maison quand vous êtes arrivé(e). • Dites ce que vous avez fait pour résoudre les problèmes. • Donnez vos impressions de ces vacances.

7 0520/43/M/J/15 © UCLES 2015 ÉCRIVEZ VOTRE RÉPONSE A QUESTION 3 ICI … … … … … … … … … … … … … … … … … … … … … … … … … … [Total : 30]

8 0520/43/M/J/15 © UCLES 2015 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the May/June 2015 series 0520 FRENCH (FOREIGN LANGUAGE) 0520/43 Paper 4 (Writing), maximum raw mark 50 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 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 1 General Marking Notes 2 General Marking Principles 2.1 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. 2.2 For Questions 2 and 3, if the candidate has written an answer in the space provided for that purpose, you should ignore anything written anywhere else, unless: (i) there is an indication from the candidate that other material should be considered (ii) the candidate has continued their answer outside the space provided (iii) there is no answer in the space provided. 2.3 Annotation used in the Mark Scheme and/or Marking: (a) tc = ‘tout court’ and means that on its own the material is not sufficient to score the mark. (b) 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. 2.4 No response and '0' marks 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. 2.5 Optional questions: you must mark all questions attempted by the candidate. Where a question has not been attempted then a NR must be entered. (For Question 3 only, after marking the question(s) the candidate has answered, NR is populated automatically when you click on ‘Complete’.) Where the candidate attempts more than one of the alternatives in Question 3, scoris will automatically only aggregate the candidate’s best result.

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 3 Detailed Mark Scheme SECTION 1 Question 1 Candidates are required to list 8 items in French. Read all the items the candidate has listed and award marks as follows: • Select the most correct items up to a maximum of 5 • Award 1 mark for each correct item up to a maximum of 5 • Stop ticking once 5 items have been rewarded • On Question 1, award marks for items wherever the candidate has written them • If the candidate offers more than one word per line, award a mark for each acceptable item (e.g. where candidate has linked two words as in boîte à crayons = 1 tick; however boîte et crayons / boite, crayon (candidate intends these as two items) = 2 ticks) NB the pictures provided on the question paper are only suggestions. Generic mark scheme for Question 1 • Mark for communication. Tolerate inaccuracies, provided the message is clear • Ignore definite / indefinite article, possessive adjective • Questionable spellings: (a) Start by referring to sheet of examples in the mark scheme. Only refer to (ii) to (v) below, if no decision on the spelling you have encountered is recorded there. (b) ‘If in doubt, sound it out’: if you read what the candidate has written, does it sound like the correct answer? (c) Look-alike test: does what the candidate has written look like the correct answer e.g. one letter missing but no other word created. (d) If the first part of the word is correct, small errors in what comes next are less likely to impede communication (unless they suggest another meaning). (e) Where letters are transposed, the word is likely to communicate (unless another word has been created). • Once marking proper starts, if there are five clearly acceptable items, award marks wherever these are in the list. This approach may allow questionable versions to be ignored. • Refuse all nouns which are repeated and which do not have a separate meaning: o baskets, chaussures: award one mark to each item o baskets, baskets de sport: award one mark for the first basket. • Reject misspelt words which suggest a word with a quite different meaning, for example, agent for argent. • Where nouns usually plural, accept singular and vice versa.

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Session-specific instructions for Question 1: vous allez à la plage – 8 articles à apporter à la plage • Accept any item the candidate could take to the beach. • Accept clothing, toiletries, id documents, sports equipment… • Accept a maximum of 1 food item and 1 drink item (accept the generic nourriture as the max 1 food item, accept the generic boisson(s) as the max 1 drink item). The following are examples. Accept any things the candidate could take to the beach. DO NOT ACCEPT ‘CHAPEAU’ – IT IS THE EXAMPLE Accept Accept Refuse argent agent bal(l)on / bal(l)e bal/ball / football banane barbacue bikini boisson cahier caisse canoë casquette sombrero chaise (de plage) chemise chamise chien crème (solaire / de soleil) lotion bloc solaire drap (de plage) frisbee ipad jetski journal kayak lit (de plage)

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 livre lunettes (de soleil) magazine magasine magasin maillot mayo / malliot maillot de bain mayo/malliot (de bain) Mp3 nourriture ordinateur pantalon pantelon / pantaloons / pantalone planche polo portable / téléphone (either/or) telefone mobile protection solaire protecteur de soleil radio roman sac sack sac à dos sac à main serviette (de bain) servillette ski slip de bain t shirt tongs vêtements de bain / de natation / de nager vêtements tc [Total mark for Question 1: 5]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Question 2 Candidates are required to answer the question. Read the whole answer and award marks as follows: • Communication: award a mark out of 10, according to the instructions in 2.1 • Language: award a mark out of 5, according to the instructions in 2.2 2.1: award a mark out of 10 for Communication Generic mark scheme for Communication (Question 2) (i) Place the appropriate ‘numbered’ tick as close as possible to each relevant communication point in the body of the answer without obscuring it. (ii) Award ticks flexibly across the tasks for each piece of relevant information conveyed, up to a maximum of 10. HOWEVER, each of the 4 tasks must be covered to get the 10 communication marks: • If 1 of the tasks is missing, the maximum communication mark is 9. • If 2 of the tasks are missing, the maximum communication mark is 8. • If 3 of the tasks are missing, the maximum communication mark is 7. (iii) Add up the ticks to give a mark out of 10 for Communication. (iv) For COMMUNICATION • look for a verb (finite or infinitive) before awarding a mark. Lists without a verb will not score. • see Appendix II for rules on how to decide whether a verb is accurate enough to convey meaning • for language other than verbs, use ‘rules’ in Question 1: look alike, sound alike, etc. • misplaced adjectives, negatives and adverbs will not usually compromise communication. (v) LISTS = a maximum of 3 marks for communication: lists of 1–3 items = 1 mark; lists of 4 items = 2 marks; lists of 5–6 items = 3 marks. • Chez moi je préfère manger le poulet avec des frites et de la salade (list of 3 items = one
1) • Chez moi je mange du poulet. Je mange des frites. Je mange de la (3 verbs therefore each piece of information can score a separate communication mark) (vi) Only reward each piece of information once • Chez moi je préfère manger le poulet avec des frites (
1 for dish candidate prefers). Pour fêter mon anniversaire je voudrais manger le poulet avec des frites (
4 for dish candidate would like to eat to celebrate their birthday) (vii) Do not penalise factual errors. (viii) FOR (b) and (c), REWARD REASON EVEN IF MAIN CLAUSE IS NOT CLEAR (ix) What the candidate writes may not follow the order of the tasks on the question paper – this is fine [Total mark for Communication (Question 2): 10]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Session-specific instructions for Communication marks (Question 2): la nourriture Tick Accept Refuse 1 Décrivez le plat que vous préférez manger chez vous REWARD: dish / food item (name counts as description) REWARD: additional food and drink items the candidate likes REWARD: a list of ingredients with a verb REWARD: how it is made REWARD: a reason, e.g. c’est délicieux For food items accept: • La cuisine italienne / de Chine... • Le petit-déjeuner • Non-French names for dishes Tick Accept Refuse 2 Dites qui prépare ce plat et avec qui vous le mangez ACCEPT: who prepares it ACCEPT: with whom it is eaten ACCEPT: when the dish is eaten, e.g. le dimanche, pour le déjeuner ACCEPT:where the dish is eaten PLEASE NOTE: EXCEPTIONALLY FOR «QUI», «AVEC QUI» «QUAND» AND «OÙ» TO RECEIVE TICKS THEY DO NOT EACH NEED A VERB E.g. ma mère prépare ce plat (
2). Je le mange avec mes frères (
2), le week-end (
2) dans la cuisine (
2).

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Tick Accept Refuse 3 Dites ce que vous n’aimez pas manger et expliquez pourquoi ACCEPT: any dish / food item ACCEPT: reason why/why not even if not clear which food is not liked Tick Accept Refuse 4 Décrivez le repas que vous voudriez manger pour fêter votre prochain anniversaire LOOK FOR an attempt at anniversaire / fête / boum REWARD: what/where/with whom REWARD: food (including what other guests eat) REWARD: references to drinks with new verb – avoir / boire / prendre’ ACCEPT: repetitions of food mentioned for
1 REWARD: reference to the meal eaten on a previous birthday REWARD: the meal the candidate would eat for someone else’s birthday as long as the meaning is clear ACCEPT: je voudrais manger beaucoup de plats
4 PLEASE NOTE: EXCEPTIONALLY FOR WHAT, WHERE AND WITH WHOM TO RECEIVE TICKS THEY DO NOT EACH NEED A VERB e.g. Je vais fêter mon anniversaire au restaurant
4, avec ma famille
4

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 2.2: award a mark out of 5 for Language Generic mark scheme for Language (Question 2): • Award a mark out of 5 for Language*, according to the Grade descriptors in the table below (see Note on using mark schemes with Grade descriptors (last page of mark scheme)): Grade descriptors for Language (Question 2) 5 Straightforward vocabulary and structure. The style of writing is basic, but reasonably coherent. Use of a limited range of verbs, generally successful. More accuracy than inaccuracy. 4 Basic vocabulary and structure. Some awareness of verb usage, but inconsistent. The writing is sufficiently accurate for meaning to be conveyed. 3 Very basic vocabulary and structure. Little awareness of verb usage (e.g. infinitives regularly used instead of finite verbs). Despite regular errors, the writing often conveys some meaning. 2 A few phrases or short sentences are accurate enough to be comprehensible. Very simple sentence structure. 1 Disjointed words or short phrases, one or two of them accurate enough to be comprehensible. 0 One or two disjointed words or short phrases may be recognisable. [Total mark for Language (Question 2): 5] *Consider the whole answer when awarding mark for language

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 SECTION 2 Question 3 Candidates answer 1 question from a choice of 3. Read the whole answer and award marks as follows: • Communication award a mark out of 10, according to the instructions in 3.1 • Language: award a mark out of 8 for Verbs, according to the instructions in 3.2 award a mark out of 12 for Other linguistic features, according to the instructions in 3.3. 3.1 – award a mark out of 10 for Communication Generic mark scheme for Communication (Question 3) (i) There are 5 relevant communication points per question, each worth a maximum of 2 marks. (ii) For each relevant communication point, use the appropriate numbered tick and place up to 2 of these ticks as close as possible to each relevant communication point (in the body of the answer). 2 ticks Message clearly communicated. Minor errors (adjective endings, use of prepositions etc.) are tolerated. 1 tick Communication of some meaning is achieved, but the message may be ambiguous or incomplete. 0 ticks Nothing of worth communicated. (iii) Look for a verb before awarding a mark for communication. See Appendix II for rules on how to decide whether a verb is accurate enough to convey meaning. A finite verb (or phonetic version etc.) gives access to 2 marks, a non-finite verb (infinitive/past participle etc.) gives access to 1 mark. (iv) Add up the ticks to give a mark out of 10 for Communication. [Total mark for Communication (Question 3): 10]

Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Session-specific instructions for Communication marks (Question 3): Question 3(a): ma vie à l’école – écrivez un e-mail à votre ami(e) français(e) Tick Accept Mark 1 Décrivez ce que vous avez fait à l’école hier (par exemple: cours, récréation, pause-déjeuner) [2] INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – ALLOW ANYTHING THE CANDIDATE DID AT SCHOOL (for communication only, any past tense is acceptable) Must be something the candidate did at school • If they are boarders, award communication marks for getting up etc. (and verb ticks) • If they are not boarders, start awarding communication marks (and verb ticks) from arrival at school, e.g. je suis arrivé à 8 heures
1
1 Accept for 1 communication mark only • Details in the present tense 2 Décrivez ce que vous avez fait à l’école hier (par exemple: cours, récréation, pause-déjeuner) [2] INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – ALLOW ANYTHING FURTHER THE CANDIDATE DID AT SCHOOL (for communication only, any past tense is acceptable) Follow the rules for Tick 1

Page 12 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 3 Quels sont les aspects positifs et négatifs de votre école [2] ALLOW POSITIVE OR NEGATIVE ASPECT EXPRESSED IN AN APPROPRIATE TENSE • La routine est difficile / la journée est longue =
3
3 and
4
4 • C’est une bonne école
3
3 (C’était une bonne école
3) • Je m’amuse / Nous nous amusons etc.
3
3 • Mon école c’est super
3
3 • Il y a + facilities (e.g. …des laboratoires / …une piscine) • comments about teachers: en général les profs sont gentils
3
3 mais mon prof de maths est strict
4
4 à la fin de la journée je suis fatigué =
3
3 à la fin de la journée je suis fatigue =
3 à la fin de la journée je suis fatigant = 0 For Tick 3 / Tick 4 allow EITHER 2 positive OR 2 negative aspects OR 1 of each REFUSE: il n’y a aucun aspect positif/negatif 4 Quels sont les aspects positifs et négatifs de votre école [2] ALLOW FURTHER POSITIVE OR NEGATIVE ASPECT EXPRESSED IN AN APPROPRIATE TENSE Follow the rules for Tick 3 5 Dites comment serait votre école idéale [2] FOR 2 COMMUNICATION MARKS ACCEPT ANY SENSIBLE DESCRIPTION IN AN APPROPRIATE TENSE For communication future and conditional are interchangeable ACCEPT: comment re teachers, facilities, location, equipment, food, canteen, nationalities etc. REFUSE: the same detail as provided for tick 1 Mon école idéale est... e.g. amusant =
5
5 Dans mon école idéale il y a… e.g. un piscine
5
5 Mon école/cette école est mon école idéale
5 Mon école/cette école est mon école idéale parce que + reason
5
5

Page 13 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Question 3(b): – Ma nouvelle mobylette: écrivez un article pour parler de votre nouvelle mobylette Tick Accept Mark 1 Dites quand vous avez acheté la mobylette [2] INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – ACCEPT ANY DETAIL WHICH IDENTIFIES WHEN THE CANDIDATE BOUGHT/RECEIVED THE MOBYLETTE (for communication only, any past tense is acceptable) Look for the notion of ‘when’: e.g. la semaine dernière, pour mon anniversaire etc. Accept for 1 communication mark statements in the wrong tense 2 Décrivez votre première sortie en mobylette [2] INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – ACCEPT ANY DESCRIPTIVE ETAIL RELATING TO THE FIRST OUTING ON THE MOBYLETTE (for communication only, any past tense is acceptable) Look for some factual detail: • Where • When • With whom • Weather • An event on arrival at destination Accept for 1 communication mark statements in the wrong tense 3 Quels sont les aspects positifs d’avoir une mobylette? [2] FOR 2 COMMUNICATION MARKS ALLOW A POSITIVE ASPECT OF OWNING A MOBYLETTE IN AN APPROPRIATE TENSE ACCEPT: for example: cheapness, convenience (e.g. c’est vite/rapide), independence, environmentally friendly (e.g. c’est bon pour l’environnement) Accept for 1 communication mark: • c’est facile
3 (but c’est facile de se déplacer
3
3) • le voyage n’est pas long
3 (but la durée du voyage n’est pas longue
3
3)

Page 14 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 4 Si vous aviez beaucoup d’argent quel serait votre moyen de transport préféré? [2] FOR 2 COMMUNICATION MARKS LOOK FOR WHAT MEANS OF TRANSPORT THE CANDIDATE WOULD PREFER EXPRESSED IN AN APPROPRIATE TENSE (For communication future and conditional are interchangeable) Ignore attempts at «Si j’avais beaucoup d’argent…» Je voudrais / je préfèrerais / j’achèterais + noun =
4
4 Present tense: j’aime… / je préfère… / je veux… la voiture... = max
4 5 Pourquoi [2] FOR 2 COMMUNICATION MARKS ALLOW ANY SENSIBLE REASON EXPRESSED IN AN APPROPRIATE TENSE ACCEPT: for example: cheapness, convenience (e.g. c’est vite/rapide), independence, environmentally friendly (e.g. c’est bon pour l’environnement), activity this means of transport would allow candidate to do ACCEPT: «c’est mon rêve» REFUSE: the same reason as provided for tick 3 REFUSE: «parce que c’est intéressant» / «c’est beau» tc (too vague) The reason will not necessarily be introduced by «parce que» Accept for 1 communication mark statements in an inappropriate tense such as: • C’était plus rapide / c’était moins cher... =
5 (unless the context/surrounding text means that the imperfect is appropriate)

Page 15 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Question 3(c): j’étais bien content(e) d’arriver à la maison de vacances que j’avais réservée sur Internet. Mais, quand j’ai vu la maison, quelle mauvaise surprise (continuation of story) Do not award marks in any category until after introduction provided on question paper, e.g. after …j’étais bien content(e) d’arriver à la maison de vacances que j’avais reserve sur Internet. Mais, quand j’ai vu la maison, quelle mauvaise surprise If candidate misunderstands question and does not write about problems with the holiday accommodation, it may not be possible to award Tick 1 or Tick 2 or Tick 3 but it may still be possible to award Tick 4 and Tick 5. Tick Accept Mark 1 Dites comment était la maison quand vous êtes arrivé(e) [2] INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – LOOK FOR A DESCRIPTION OF THE STATE OF THE HOLIDAY HOME ON ARRIVAL (for communication only, any past tense is acceptable) ACCEPT: location, state of exterior/interior (no furniture, dirty etc.), colour of house, facilities (e.g. no garden, no swimming pool), noisy neighbours, infestations etc. Accept for 1 communication mark: statement in the present tense 2 Dites ce que vous avez fait pour résoudre les problèmes [2] INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – LOOK FOR WHAT THE CANDIDATE DID TO RESOLVE THE PROBLEMS (for communication only, any past tense is acceptable) ACCEPT: I went to a hotel / I contacted the concierge / I asked for a refund etc. Accept for 1 communication mark: statement in the present tense 3 Third communication mark to be awarded flexibly for extra detail relating to Tick 1 or Tick 2 [2] INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS Follow the rules for Tick 1 or Tick 2 depending on which task you are awarding marks for

Page 16 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 4 Donnez vos impressions de ces vacances [2] ALLOW IMPRESSION OF THE HOLIDAY EXPRESSED IN AN APPROPRIATE TENSE Do not insist on past tenses for two communication marks, e.g. allow statements such as Je ne vais pas retourner / Je voudrais retourner Accept comments on any aspect of the holiday: e.g. cost, accommodation, staff, other guests etc. Could be a positive or a negative description of the holiday • C’était fatigant et c’était difficile =
4
4 and
5
5 • Il/C’était le meilleur séjour de ma vie • Je me suis amusé / nous nous sommes amusés etc. • C’était mauvais / C’était pas mal
4
4 (C’était mal
4) • C’était cool / C’était super J’étais fatigué =
4
4 J’étais fatigue =
4 Je suis fatigue =
4 J’étais fatigant = 0 Remember: • C’était amusant. C’était formidable = 2 communication marks (each statement has a verb, even if it is the same one) • C’était amusant et formidable = 1 (a list with one verb 5 Donnez vos impressions de ces vacances [2] FURTHER POSITIVE OR NEGATIVE ASPECT EXPRESSED IN AN APPROPRIATE TENSE Follow the rules for Tick 4

Page 17 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 3.2 – award a mark out of 8 for Accurate use of verbs Generic mark scheme for Accurate use of verbs (Question 3): (i) Place a tick above the first occurrence of each correct verb, up to a maximum of 18 ticks (details of how to award ticks are provided below). (ii) Place the tick so that it does not obscure the acute accent on a past participle. (iii) Convert the total number of ticks to a mark out of 8 using the Conversion table below. Conversion table for Accurate use of verbs (Question 3) Number of ticks Mark . 18+ 8 16,17 7 14,15 6 12,13 5 10,11 4 8,9 3 6,7 2 4,5 1 0,1,2,3 0 [Total mark for Accurate use of verbs (Question 3): 8]

Page 18 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 • How to award ticks for Accurate use of verbs (Question 3) (a) Subject (noun or pronoun) + any finite verb • both subject and verb must be correct for the verb to score a tick • verb must be in the appropriate tense to score a tick • inaccuracies in the use of accents are ignored except for in the case of –er verbs and être where there must be an accent on the past participle in a compound tense, and the absence of such an accent in the present tense • do not tick verbs contained in the ‘letter etiquette’: appropriate beginnings and endings to letters are considered for reward under Other linguistic features. Tick No tick Note Je suis (✓) J’aime (✓) Je aime (no tick) «Je n’aime (✓) (pas) le camping» Je ne aime (✓) pas treat as misuse of negative, not misuse of verb: verb is ticked Il est allé (✓) Il est allée (no tick) insist on correct agreement Les proffesseurs sont (no tick) gentils incorrect subject Le voiture s’est approché (no tick) incorrect subject Les nouveau professeurs sont (✓) gentils «Les professeurs» is the subject and is correctly spelt. The incorrect adjective does not prevent the tick being awarded Les invites sont arrivés (✓) missing accent on noun does not prevent tick being awarded Les invités sont arrives (no tick) past participle must have accent for tick to be awarded; though grave is tolerated La site que j’ai adoré (✓) despite wrong gender of noun the verb is correct La site que j’ai adorée gender of noun wrong; «site» is not a feminine noun, therefore verb should not agree and is not ticked Le site j’ai adoré (✓) «que» clauses where the «que» is missing: tick the verb; take absence of «que» into account when awarding mark for Other linguistic features Mon frère a (✓) sept ans. Il y a (✓) 30 enfants dans sa classe for «il y a/avait», allow the impersonal use to count as an extra

Page 19 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 With direct and indirect object pronouns Tick No tick Note Je l’aime (✓) Je le joue (✓) Je se joue (no tick) «jouer» is not a reflexive verb Je lave (✓) les voitures Je me lave (no tick) les voitures «laver» should not be used reflexively in this statement Je t’ai dit (✓) J’ai te dit (✓) basic verb formation is correct Je les ai achetés (✓) Je les ai acheté (no tick) past participle must agree in number and gender with preceding direct object for verb tick to be awarded With «y» and «en» Tick No tick Note J’y vais (✓) / Elle en achète (✓) Je vais y (✓) en voiture correct «je vais» scores despite incorrect position of «y» Elle achète (✓) en correct «elle achète» scores despite incorrect position of «en» Passive Tick No tick Note Elle a été attrapée (✓) Les vélos ont été vendus (✓) Reflexive Tick No tick Note Elle s’est levée (✓) Elle est se levée (no tick) Je me lave (✓) les mains Je me suis réveillé (✓) et j’ai réveillé (✓) ma mère correct use of a reflexive and non-reflexive verb can both be credited Impersonal Tick No tick Note Il y a (✓) «Ilya» (✓) all right letters and in right order (by same rule «yatil» also gains a tick) «Il y a» does not score in expressions meaning ‘ago’ Est-ce que (✓)

Page 20 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 With negative Tick No tick Note Ils ne jouent pas (✓) tick is awarded for the correct verb; the negative is considered for reward in ‘Other linguistic features’ Ils ne pas jouent (✓) Je ne aime (✓) pas Sequence of tenses Tick No tick Note Si j’avais (✓) le choix je voudrais (✓) Si j’ai eu (no tick) le choix je voudrais (✓) if sequence is incorrect, both verbs cannot be rewarded Quand j’ai fini (no tick) de déjeuner (✓) je suis sorti (✓) in time clauses, the pluperfect must be used for the verb to be rewarded. In other cases the perfect is acceptable Quand j’avais fini (✓) de déjeuner (✓) je suis sorti (✓) Single auxiliary with multiple past participles Tick No tick Note Nous avons chanté (✓) et dansé (✓) Nous avons chanté = tick; Nous avons dansé = tick Correct verb within meaningless statement Tick No tick Note La journée est (✓) longue La journée est (no tick) intelligente do not reward correct verb in a meaningless statement (b) Imperative Tick No tick Note Viens (✓) Ne touche pas (✓) (c) Interrogative Tick No tick Note Tu viens? (✓) / Tu viens. (✓) question mark not required for mark to be awarded Est-ce que (✓) tu viens(?) (✓) Comment ça va(?) (✓)

Page 21 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 (d) Infinitive Tick No tick Note Je veux (✓) sortir (✓) Je veut (no tick) sortir (✓) award tick for any correct dependent infinitive, even if main verb is incorrect / in the wrong tense Je veux (✓) sortier (no tick) Il a commencé (✓) à pleuvoir (✓) Il a commence (no tick) à pleuvoir (✓) Il a commencé (✓) de pleuvoir (no tick) J’ai essayé (✓) de travailler (✓) Il m’aide (no tick) à préparer le repas (✓) past tense required by the task: main verb is in the wrong tense but dependent infinitive is correct and is ticked Visiter (✓) d’autres pays est (✓) important Sans hésiter (✓) Sans hésité (no tick) Je veux (✓) sortir (✓) parce que je veux (no tick) aller (✓) aux magasins je veux can only score once, but different infinitives can each score if correct Après être arrivé(e) (✓) il/(elle) a mangé (✓) un sandwich Après être sorti il a commencé (✓) à pleuvoir (✓) the subject of the perfect infinitive is not the subject of the main verb Après avoir mangé (✓) je suis sorti (✓)

Page 22 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Ticking forms of the verb in the future: is the future tense appropriate to the task? Tick No tick Note Nous allons (✓) jouer (✓) au tennis in all these cases the future tense is appropriate to the task on the question paper so both the finite verb and the infinitive are ticked in the normal way Je vais (✓) regardé (no tick) un film Elle vas (no tick) arriver (✓) ce soir Je vais (no tick) aller (no tick) en ville task is: what did you do last weekend? Future tense is not appropriate therefore do not tick either verb (e) Inversion Tick No tick Note «…» a-t-il dit (✓) … a-t-il dis (no tick) accept both normal word order and inversion after direct speech «…» il a dit (✓) Viens-tu (✓) / Viens tu (✓) (f) Participle (past or present) Tick No tick Note En arrivant (✓) Ayant fini (✓) Une fois arrivé (✓) (g) Reward only the first occurrence of a verb, e.g. • J'aime (✓) la natation. J'aime (no tick) aussi le tennis • J'aime (✓) la natation. Je n’aime (no tick) pas le tennis • Dans ma région il y a (✓) des montagnes et des rivières. Il y a (no tick) aussi des… However, • Je préfère (✓) la natation et mon frère préfère (✓) le tennis – 2 different persons of the verb • Mon frère préfère (✓) la natation et ma sœur préfère (no tick) le tennis – both third person usage • Elle est (✓) fâché, ce n’est (no tick) pas amusant – both third person usage • Je me suis réveillé (✓) et j’ai réveillé (✓) ma mère: correct use of a reflexive and non- reflexive verb can both be credited • Mon frère a (✓) sept ans. Il y a (✓) 30 enfants dans sa classe: with «il y a/avait» allow the impersonal use to be credited as an extra (the same applies to «est-ce que» and «il/elle est»)

Page 23 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 3.3 – award a mark out of 12 for Other linguistic features Generic mark scheme for Other linguistic features (Question 3): (i) Do not consider accuracy of verbs for your assessment of Other linguistic features, but do bear in mind idiomatic and/or particularly judicious choice of verbs. (ii) Award a mark out of 12 for Other linguistic features according to the Grade descriptors in the table below (please see Note on using mark schemes with Grade descriptors (Appendix I)). (iii) Use the highlighter marking tool to highlight the first new use of any correct usage. Use the highlighter marking tool to underline a creditable attempt at a structure. This annotation is intended to help you arrive at an appropriate mark. Therefore, the kinds of things you highlight/underline will vary according to the quality of work, e.g. for a mark of 7/8 or above to be awarded the assumption is that ‘spelling of common words, genders, adjectival agreements and basic prepositions are almost always correct’ so annotation will focus on the degree of success with more complex language.

Page 24 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Grade descriptors for Other linguistic features (Question 3) 11–12 • Uses a wide range of structures effectively; produces longer, fluent sentences with ease. • Highly accurate at this level, though not necessarily faultless. • Makes effective use of a wide range of vocabulary fully appropriate to the task. 9–10 • Attempts a range of structures with a good degree of success. • More complex language usually error-free^^. • Uses a variety of relevant vocabulary at this level. 7–8 • In control of simple structures. Varied success with more complex structures. • Accuracy is fairly consistent throughout*. Errors may occur when more ambitious language is attempted. • Has sufficient vocabulary to add some interest to the writing. 5–6 • Attempts more than basic structures. • On balance, the work is more accurate than inaccurate. • Straightforward vocabulary relevant to the task. 3–4 • Reliant on basic structures. • Some examples of correct language. Meaning usually conveyed. • Basic vocabulary. 1–2 • A few phrases or short sentences are accurate enough to be comprehensible. Very simple sentence structure. 0 • One or two disjointed words or short phrases may be recognisable. ^^subordinate clauses, linking words, object pronouns, comparative adjectives/adverbs, strong negatives usually error free. *spelling of common words, genders, adjectival agreements and basic prepositions are almost always correct. (i) Consider the extent to which the following are used correctly and appropriately when assessing the candidate’s control of structures: • Subordinate clauses, including car / parce que, qui and que (relative pronouns), ce qui and ce que. Indirect or reported speech (il a dit que, je pense que). Time clauses with quand, pendant que etc. and si (= if) • Object pronouns (il m’a dit) and ‘strong’ pronouns (chez nous etc.) • Conjunctions other than et and linking words (e.g. cependant, malheureusement, toutefois) • Prepositions – Time: depuis, pendant, pour, du… au… etc. / – Place: en, dans etc. • Negatives, especially strong forms • Adverbs • Adjectives, including possessives and demonstratives. Also comparatives and superlatives • Expressions of quantity • Partitive articles, especially de after negative, use of du, de la, des • Appropriate use of politesses in the letter. [Total mark for Other linguistic features (Question 3): 12]

Page 25 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Appendix I Note on using mark schemes with Grade descriptors It is important that you award marks positively. In order to ensure that you reward achievement rather than penalise failure or omissions, you should start at the bottom of the mark scheme and work upwards through the descriptors when awarding marks. You should adopt a ‘best fit’ approach. You must select the set of descriptors provided in the mark scheme that most closely describes the quality of the work being marked. As you work upwards through the mark scheme, you will eventually arrive at a set of descriptors that fits the candidate’s performance. When you reach this point, you should always then check the descriptors in the band above to confirm whether or not there is just enough evidence to award a mark in the higher band. For example, when marking Question 3 you may find that a candidate uses a variety of relevant vocabulary but has varied success with more complex structures. In such cases, you will need to award a mark that takes into account both the strengths and weaknesses of the piece of work. To select the most appropriate mark within each set of descriptors, use the following guidance: • If most of the descriptors fit the piece (and after you have considered the band above), award the top mark in the band. • If there is just enough evidence (and you had perhaps been considering the band below), award the lowest mark in the band. Note on irrelevant material In the case of a deliberately evasive answer which consists entirely of irrelevant material exploited in defiance of the rubric, a score of 0 is given. This is extremely rare. A genuine attempt to answer the question which fails due to a misunderstanding of the rubric will normally lose Communication marks but will score for Language. You should consult your Team Leader.

Page 26 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 Appendix II: Communication Rules on how to decide whether a verb is accurate enough to convey meaning Communication • an attempt at a verb is required for any communication mark to be awarded • for QUESTION 2, candidates score 1 or 0 marks for each piece of relevant information they communicate. For a sentence/phrase to be considered for the award of a mark for communication, the verb must meet or go beyond the criteria outlined in B • for QUESTION 3, candidates score 2, 1 or 0 marks for communicating each task. For the criteria the verb must fulfil in order for a sentence/phrase to be considered for the award of 2 marks for communication, see A below. For the criteria the verb must fulfil for a sentence/phrase to be considered for the award of 1 mark for communication, see B below. • where a verb fits the criteria for C, the mark for communication is 0 • although some allowances are made for faulty verbs when awarding COMMUNICATION marks (see below); in order for a verb to score a LANGUAGE tick, it must be correct • ‘ticks’ for communication are to be placed just above the end of the qualifying sentence/phrase A QUESTION 3 ONLY: where THE VERB IS APPROPRIATE IN THE MEANING IT CONVEYS AND THE TIME FRAME IS APPROPRIATE 2 communication marks are awarded in the following cases (i) For 2 communication marks: accept a Present where a Future context is apparent L'an prochain je voyage en France = 2 for communication. (Je voyage receives a tick for verb) (ii) For 2 communication marks: accept the use of a Future when a Conditional would be correct and vice versa (iii) For 2 communication marks: accept a 'phonetic version' of the correct time frame J'ai passer/passez les vacances = 2 for communication Les gens pense/pensait que = 2 for communication Il a commencé à joué = 2 for communication (Il a commencé à joue = 1 for communication – joue is not phonetic) (iv) For 2 communication marks: accept the use of any past tense when a past is required, even when a different past tense would be grammatically correct or appropriate Allow Perfect, Imperfect, Pluperfect or Past Historic. Ignore inconsistency of the Perfect and Past Historic if it occurs (v) Use of avoir with a past participle when être is correct: award 2 communication marks J’ai resté en France = 2 marks for communication However the use of être when avoir is correct = 1 communication mark, e.g. Je suis mangé la pomme (see B (iii))

Page 27 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 (vi) Errors of accent: award 2 communication marks (e.g. il va telephoner = 2; il commencais = 2; j’achete = 2), except in the following cases For 2 communication marks, insist on the accent on a past participle of –er verbs Il a joue = 1 for communication (as an attempted perfect tense) Il joué = 1 for communication (as an attempted present tense) For 2 communication marks insist on an accent when an adjective is also a past participle Il était fatigue = 1 for communication Il être fatigue = 1 for communication Il et fatigue = 1 for communication For 2 communication marks, tolerate a grave accent for an acute accent Il a jouè = 2 for communication (vii) Errors of punctuation: award 2 communication marks in spite of errors of punctuation Jai fait… = 2 for communication in spite of missing apostrophe In addition jai fait scores a tick for the verb (viii) Errors of elision: award 2 communication marks in spite of errors of elision Je aime… / Je habite… = 2 for communication in spite of missing elision Je aime / Je habite: no tick for the verb as elision has not been made (ix) Single consonant where there should be double and vice versa: award 2 communication marks J’appele / J’apelle / J’apele / J’appelle ma mère au téléphone = 2 for communication J’appelle ma mere au telephone = tick for the verb (x) In complex sentences, reward communication based on the verb in the subordinate clause and reward according to the normal rules (it is the information in the subordinate clause which fulfils the task) Mon ami a dit qu’il avait mal au genou = 2 for communication (in addition both verbs can receive a tick) Mon ami annonce (wrong tense) qu’il avait mal au genou = 2 for communication (in addition second verb can receive a tick) However, Mon ami a dit qu’il a mal au genou = 1 for communication (see B(viii)) (in addition first verb can receive a tick) Mon ami a dit qu’il mal au genou = 0 for communication (no verb in subordinate clause) (first verb can receive a tick) Je pensais que j’étais malade = 2 for communication (in addition both verbs receive a tick) However: Je pensais qu’il pleut = 1 for communication (see B (viii)) Je pensais que j’avais malade = 0 for communication (see B (iv)) (In both cases, first verb can receive a tick) (xi) Use of a verb in the ‘indicative’ where a subjunctive would be expected: award 2 communication marks Il faut que j’aille chez ma grand-mère = 2 for communication (plus both verbs receive a tick) Il faut que je vais chez ma grand-mère = 2 for communication (plus both verbs receive a tick)

Page 28 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 (xii) Treat the verbs retourner, revenir and rentrer as synonyms: award 2 communication marks (xiii) «ne» omitted in a negative statement: award 2 communication marks J’aime pas la biologie = 2 for communication (in addition, the verb receives a tick) However Je n’aime la biologie = 1 for communication (see B (ix)) (verb receives a tick)

Page 29 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 B QUESTION 2 AND 3: where THE VERB IS APPROPRIATE IN THE MEANING IT CONVEYS but is flawed in the following ways, the message is partially conveyed, and 1 communication mark will be awarded: (i) The candidate has produced a correct spelling of an inappropriate form/part/tense of an appropriate verb: award 1 communication mark Task: where did you go on holiday. Candidate writes: Je passe les vacances en France Je passons les vacances en France Je passé les vacances en France Je vais passer les vacances en France Je suis passer les vacances en France J’irons en France Je allez en France J’aille en France Je vas en France All score 1 mark for communication In all these cases, passer is an appropriate choice of verb in terms of meaning. The task (‘where did you go on holiday’) requires a past tense (or phonetic version of a past tense) for 2 communication marks to be awarded: these versions do not meet this requirement. However, in all these cases the candidate has produced an existing part/tense/form of what is an appropriate verb and therefore 1 communication mark is awarded Ticks are not scored for these verbs Task: how did you and your friends react? Candidate writes: Mes amis est contents J’été triste Ils avons pleure All score 1 mark for communication Task: what do you want to eat for lunch. Candidate writes. Je veux mange un sandwich = 1 for communication Je veux = tick for verb Task: what will you do next year. Candidate writes: L'an dernier je voyage en France = 1 for communication L'an dernier je vais voyager en France = 1 for communication L'année prochaine j’allait en ville = 1 for communication (if the task required a past tense, J’allait en ville tout court could score 2 for communication as a phonetic rendering of J’allais en ville) …je voyage… verb is not rewarded as there is no future context (e.g. L’an prochain…) …je vais voyager… scores 2 ticks for verbs (je vais, voyager) as the task requires a future …j’allait… verb does not receive a tick L’année prochaine j’aille en ville = 1 for communication (aller is an appropriate verb, aille is a form of the verb aller (subjunctive)) L’année prochaine j’aillait en ville = 0 for communication (aillait is not any part of the verb aller)

Page 30 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 (ii) The candidate has produced a phonetic spelling of an inappropriate form/part/tense of an appropriate verb: award 1 communication mark Task is to say what s/he enjoyed doing on holiday. Candidate writes: J’aim le tennis = 1 for communication (phonetic version of the incorrect tense (j’aime) of an appropriate verb) J’amie (le tennis) = 0 for communication (amie is not any form/part/tense of the verb aimer) Task is to say how s/he got home. Candidate writes: Je prennez le bus = 1 for communication (phonetic version of an incorrect part/tense (Je prenez) of an appropriate verb) Je prendais le bus = 0 for communication (prendais is not any form/part/tense (nor a phonetic version thereof) of the verb prendre) (iii) Use of être as the auxiliary when avoir would be correct: award 1 communication mark (see also A (v)) Je suis mangé la pomme = 1 (iv) Use of être instead of avoir in some clearly defined idiomatic phrases: award 1 communication mark J’étais peur = 1 J’étais soif = 1 J’étais faim = 1 Elle était cinq ans = 1 (no tick for the verb) (no tick for the verb) (no tick for the verb) (no tick for the verb) However Elle est les cheveux gris = 0 J’avais fatigué = 0 J’avais malade = 0 (v) Manger, nager, ranger etc. – ‘e’ missing from nous form and imperfect: award 1 communication mark Je mangais des pommes = 1 (no tick for the verb) Nous nagons après l’école = 1 (no tick for the verb) Je mang des pommes = 0 (vi) The following commonly seen inappropriate usages: award 1 communication mark Accept for 1 mark il est beau for il fait beau j’ai écouté un bruit for j’ai entendu un bruit c’est chaud for il fait chaud j’ai fait une promenade à l’école for je suis allé à l’école à pied j’ai regardé un accident for j’ai vu un accident Refuse j’ai regardé pour mon sac for j’ai cherché mon sac (vii) The following commonly seen mis-usages: award 1 communication mark il et (venu me voir) je return(e) etc. (accept returner for retourner) je s’appelle (Carole) However, Il m’appelle (Carole) when the candidate is trying to give his/her own name = 0 as nothing of worth is communicated

Page 31 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 (viii) In complex sentences, consider the verb in the subordinate clause when awarding the mark for communication and reward according to the normal rules (see also A (x)) Mon ami a dit qu’il a mal au genou = 1 for communication il a mal au genou, contains an appropriate verb in the wrong time frame which is awarded 1 mark for communication (in addition, first verb receives a tick) Je pensais qu’il pleut = 1 for communication The subordinate clause, qu’il pleut, contains an appropriate verb in the wrong time frame which is awarded 1 communication mark according to the usual rules) (in addition, first verb receives a tick) (ix) «pas», or equivalent, is omitted in a negative statement = 1 for communication Je n’aime la biologie = 1 for communication (verb receives a tick) However J’aime pas la biologie = 2 for communication (in addition, the verb receives a tick)

Page 32 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0520 43 © Cambridge International Examinations 2015 C QUESTIONS 2 AND 3: award 0 communication marks in the following cases: (i) No attempt at a verb = 0 for communication je pied à l’ecole = 0 for communication je promenade mon chien = 0 for communication il pluie = 0 for communication However, je travail à l’école (in response to Qu’est-ce que vous faites à l’école?) = 2 for communication because travail works phonetically (ii) The verb attempted delivers a message different from the desired one = 0 for communication mon père a un prof for mon père est prof = 0 for communication j’ai travaillé en Australie for j’ai voyagé en Australie = 0 for communication il pleure for il pleut = 0 for communication (iii) The attempt at the verb is not a part/form of an appropriate verb or a phonetic rendition thereof = 0 for communication L’année prochaine j’aillait en ville = 0 for communication (aillait is not any part of the verb aller) Je prendais le bus = 0 for communication (prendais is not any part of the verb prendre) J’amie (le tennis) J’alle au cinema Je m’apple Carole (iv) There are two subjects = 0 for communication il j’aime = 0 for communication