Cambridge IGCSE French - Foreign Language 0520 — 2018 Oct/Nov Paper 1 · Variant 1

* 4 7 5 2 3 1 4 5 8 7 * This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 11 printed pages and 1 blank page. DC (SC/SW) 148560/1 © UCLES 2018 [Turn over FRENCH 0520/11 Paper 1 Listening October/November 2018 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 in the spaces at the top of this page. 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. 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

2 0520/11/O/N/18 © UCLES 2018 BLANK PAGE

3 0520/11/O/N/18 © UCLES 2018 [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 rendre visite à votre amie Sophie, en Suisse. 1 À la gare, Sophie vous téléphone. Elle dit : Où est-ce que Sophie vous attend ? A A B C D [1] B C D 2 Vous retrouvez Sophie. Elle dit : Quel autobus allez-vous prendre ? A 6 7 8 9 A B C D [1] B C D

4 0520/11/O/N/18 © UCLES 2018 3 Vous arrivez chez Sophie. Elle vous présente quelqu’un. Elle dit : Quelle personne est-ce que Sophie vous présente ? A A B C D [1] B C D 4 Sophie vous parle de la salle de jeux dans sa maison. Elle dit : Où est la salle de jeux ? A A B C D [1] B C D 5 La mère de Sophie vous parle du déjeuner. Elle dit : Qu’est-ce que vous allez manger pour le déjeuner ? A A B C D [1] B C D

5 0520/11/O/N/18 © UCLES 2018 [Turn over 6 Le père de Sophie vous offre quelque chose à boire. Il dit : Qu’est-ce que le père de Sophie vous offre à boire ? A A B C D [1] B C D 7 Après le déjeuner, Sophie vous propose de sortir. Elle dit : Où est-ce que Sophie propose de faire une promenade ? A A B C D [1] B C D 8 Sophie vous dit qu’elle doit faire des courses. Elle dit : Où devez-vous aller demain ? A A B C D [1] B C D [Total : 8]

6 0520/11/O/N/18 © UCLES 2018 Exercice 2 Questions 9–15 Vous allez entendre, deux fois, une publicité pour une auberge. Pendant que vous écoutez la publicité, répondez en français ou avec des chiffres et cochez les cases appropriées. Il y a une pause dans la publicité. Vous avez d’abord quelques secondes pour étudier les notes. 9 10 11 12 La Vieille Auberge L’auberge est située près de... : (cochez 1 case) A B C Dans l’auberge, il y a … chambres. Toutes les chambres ont... : (cochez 1 case) A B C On sert le dîner jusqu’à... : (cochez 1 case) A B C [1] [1] [1] [1] [PAUSE]

7 0520/11/O/N/18 © UCLES 2018 [Turn over 13 14 15 Sur le terrain de sport, on peut jouer... : (cochez 1 case) A B C Pour aller à Langon, il y a un service... : (cochez 1 case) A B C À Langon, on vous recommande de visiter... : (cochez 1 case) A B C [1] [1] [1] [Total : 7]

8 0520/11/O/N/18 © UCLES 2018 Section 2 Exercice 1 Question 16 Vous allez entendre, deux fois, quatre jeunes qui parlent de leurs passe-temps. Pendant que vous écoutez les jeunes, cochez (3) les cases si les affirmations sont vraies. Cochez seulement 6 cases (333333). Vous avez d’abord quelques secondes pour lire les affirmations. Vrai Natasha (a) Natasha aime jouer du piano. (b) Le frère de Natasha joue de la guitare. (c) Les parents de Natasha n’aiment pas le théâtre. Éric (d) Éric adore le rugby. (e) Éric joue au basket à l’école. (f) Éric aime beaucoup jouer au golf. Fatima (g) Maintenant, Fatima aime planter des légumes. (h) Fatima travaille dans le jardin le samedi. (i) Fatima trouve le jardinage fatigant. Victor (j) Victor a deux chats comme animaux domestiques. (k) Le cousin de Victor a un serpent. (l) Victor voudrait devenir vétérinaire un jour. [Total : 6]

9 0520/11/O/N/18 © UCLES 2018 [Turn over Exercice 2 Questions 17–25 Vous allez entendre deux interviews avec Raisa, une jeune fille qui habite un pays francophone en Afrique. Il y a une pause après chaque interview. Pendant que vous écoutez les interviews, répondez aux questions. Première partie : Questions 17–21. Maintenant, vous allez entendre, deux fois, la première interview avec Raisa. 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 17 à 21. 17 Raisa habite avec sa sœur et son frère. …[1] 18 Raisa est plus timide que son frère. …[1] 19 Cette année, Raisa a de bons résultats en géographie. …[1] 20 Jamal, le frère de Raisa, travaille comme infirmier. …[1] 21 L’activité favorite de Raisa, c’est courir. …[1] [PAUSE] Deuxième partie : Questions 22 à 25. Maintenant, vous allez entendre, deux fois, la deuxième interview avec Raisa. Pendant que vous écoutez, répondez aux questions en français. Vous avez d’abord quelques secondes pour lire les questions. 22 Raisa habite dans son pays depuis quand ? …[1] 23 Que dit Raisa au sujet de sa ville ? …[1] 24 Comment est le climat dans le pays de Raisa ? (i) chaud (ii) …[1] 25 À l’avenir, selon Raisa, qu’est-ce qu’on doit faire dans son pays ? …[1] [Total : 9]

10 0520/11/O/N/18 © UCLES 2018 Section 3 Exercice 1 Questions 26–31 Vous allez entendre, deux fois, une interview avec Nicolas, un jeune Français. Il parle de sa vie et de son stage avec le Service Bénévole Européen (le SBE). 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. 26 Pourquoi Nicolas était-il malheureux en juillet 2015 ? A Il n’avait pas de travail. B Il avait raté son bac. C Il n’était pas content de sa vie professionnelle. D Il n’aimait pas le foyer où il vivait. [1] 27 Comment se sentait Nicolas en décembre 2015 ? A optimiste B sans espoir C jaloux de ses amis D motivé [1] 28 Pourquoi Nicolas n’est-il pas parti à l’étranger en janvier 2016 ? A Il n’avait pas envie de voyager. B Il n’avait pas assez d’argent. C Il voulait rester près de sa famille. D Il avait trouvé un emploi chez lui. [1] [PAUSE]

11 0520/11/O/N/18 © UCLES 2018 [Turn over 29 Qu’est-ce que l’association SBE offrait en plus de l’argent de poche et du logement ? A les cours de langue B le voyage C l’assurance D tous les repas [1] 30 Qu’est-ce que Nicolas a fait quand le directeur du SBE lui a offert un poste en Pologne ? A Il a accepté rapidement. B Il a voulu en parler avec ses amis. C Il a fêté sa réussite. D Il a demandé l’avis de ses parents. [1] 31 Comment les amis de Nicolas ont-ils réagi à sa décision de partir ? A Ils ont été très heureux pour lui. B Ils ont eu envie de faire pareil. C Ils lui ont demandé de chatter en ligne. D Ils lui ont conseillé de refuser le poste. [1] [Total : 6]

12 0520/11/O/N/18 © UCLES 2018 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. Exercice 2 Questions 32–40 Vous allez entendre, deux fois, une interview avec Leila, une jeune Belge qui chante de la musique pop. 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. 32 Depuis quand est-ce que Leila chante ? … [1] 33 À quels événements Leila chantait-elle ? …[1] 34 Qu’est-ce que Leila a fait quand elle a fini ses études ? …[1] [PAUSE] 35 Que faisait Leila avec son père quand elle était petite ? …[1] 36 Pourquoi la mère de Leila voulait-elle que Leila continue à chanter ? …[1] 37 En parlant de ses parents, Leila dit qu’elle est très… …[1] [PAUSE] 38 Pourquoi Leila n’a-t-elle pas chanté en français au début ? …[1] 39 Pourquoi Leila aime-t-elle la langue française ? …[1] 40 Que dit Leila du contact avec le public ? …[1] [Total : 9]

This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 14 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education FRENCH 0520/11 Paper 1 Listening October/November 2018 MARK SCHEME Maximum Mark: 45 Published 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 2 of 14 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 3 of 14 1 General Marking Principles 1.1 It is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided in Section 2. 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 2 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 (1.5(c)), but if the candidate has produced an answer that is another word in the target language they will not score (1.6). 1.2 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. 1.3 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. 2 boxes ticked instead of the 1 box stipulated), and neither has been crossed out/discounted by the candidate, no mark can be awarded. (c) Where candidates must tick a number of boxes (e.g. tick the 6 true statements) and tick too many, apply the following rule: deduct the number of ‘extra’ answers indicated by the candidate from their number of correct answers. The remaining number is the mark awarded, e.g. the candidate is asked to tick 6 statements, but ticks 8. 5 of the ticks are correctly placed, but 2 are ‘extras’ (8 ticks placed by candidate minus 6 ticks required by rubric = 2 ‘extras’). Therefore the candidate is awarded a mark of 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 2, one in pen and the other in pencil, the mark cannot be awarded unless there is explicit indication from the candidate as to which is his/her final answer.

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 4 of 14 1.4 For questions requiring more than one element for the answer, (i) and (ii), where the answers are interchangeable: (a) Both correct answers on line 1 and line 2 blank = 2 (b) Both correct answers on line 1 and line 2 wrong = 1 (or vice-versa) 1.5 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) Spellings recognised by the Académie Française will be accepted. (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? (d) Accept incorrect gender or person unless Mark Scheme specifies otherwise. (e) Accept incorrect possessive adjectives, e.g. mon, ton, son etc., unless Mark Scheme specifies otherwise. (f) Accept incorrect tense unless Mark Scheme specifies otherwise. (g) Tolerate incorrect auxiliary unless Mark Scheme specifies otherwise. (h) Tolerate incorrect use of infinitive unless Mark Scheme specifies otherwise. 1.6 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 1.5 above). 1.7 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).

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 5 of 14 1.8 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 him/her 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. 1.9 No response and '0' marks There is a NR (No Response) option in RM Assessor. 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.

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 6 of 14 1.10 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

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 7 of 14 2 Detailed Mark Scheme Section 1 Exercise 1 Question Answer Marks Guidance 1 B salle d’attente 1 2 C huit 1 3 A petit frère 1 4 A grenier 1 5 D potage 1 6 A eau 1 7 D au bord de la rivière 1 8 B boucherie 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 8 of 14 Section 1 Exercise 2 Question Answer Marks Guidance 9 B lac 1 10 15 / quinze Acceptable spellings: quinz(e)(s) quanz(e)(s) qinz(e) 1 Refuse quenze 11 C sèche-cheveux 1 12 A 21h00 1 13 A volley 1 14 B car 1 15 B musée 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 9 of 14 Section 2 Exercise 1 Question Answer Marks Guidance (a) 3 Natasha aime jouer du piano. (b) 3 Le frère de Natasha joue de la guitare. (c) (d) (e) 3 Éric joue au basket à l’école. (f) (g) 3 Maintenant, Fatima aime planter des légumes. (h) (i) 3 Fatima trouve le jardinage fatigant. (j) (k) (l) 3 Victor voudrait devenir vétérinaire un jour. 16 Type in the letter for each correct option: 6 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).

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 10 of 14 Section 2 Exercise 2: Part 1 Question Answer Marks Guidance 17 grand-mère Acceptable spellings: grandmere / grand’mere / grande mere 1 mère tc = INV Refuse gran(e) mere 18 jeune Must start jeu Must end n(e)(s) 1 Refuse jaune / jou(r)ne Refuse juene 19 maths Acceptable spellings of maths: math(e)(s) OR Acceptable spellings of mathématiques: Must start mat(t)(h)(e) Must end matiq(u)(e)(s) / matic(e)(s) 1 Note: “h” not needed if full word is attempted Refuse mathematica(s) / mathematiq(u)a(s) 20 informaticien Must start informat(t) Must end ic(c)ien(n)(e)(s) / is(c)ien(n)(e)(s) / is(s)ien(n)(e)(s) / itien(n)(e)(s) Also accept informatician 1 Refuse informatizien Refuse informatique But refuse informatisian / informatitian 21 nager 1 Accept any part, any tense of the verb nager

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 11 of 14 Section 2 Exercise 2: Part 2 Question Answer Marks Guidance 22 naissance Must start nais(s) / neis(s) / nais(c) Must end ance / anse / ence / ense Also accept naisseance 1 But refuse naiseance 23 bruyant Must start bru Must end yant(e)(s) / il(l)ant(e)(s) 1 24 humide Acceptable spellings: humid(e)(s) 1 Refuse humit Tolerate references to chaud / chaleur = HA 25 protéger + éléphants Acceptable spellings: elephant(e)(s) elef(f)ant(e)(s) 1 Accept any part, any tense of the verb protéger

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 12 of 14 Section 3 Exercise 1 Question Answer Marks Guidance 26 C Il n’était pas content de sa vie professionnelle. 1 27 B sans espoir 1 28 B Il n’avait pas assez d’argent. 1 29 B le voyage 1 30 A Il a accepté rapidement. 1 31 D Ils lui ont conseillé de refuser le poste. 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 13 of 14 Section 3 Exercise 2 Question Answer Marks Guidance 32 enfance Must start enf Must end ance(s) / anse(s) 1 Refuse enfant / infant 33 mariages Acceptable spellings: mar(r)iag(e)(s) 1 Refuse marije / marage / mar(r)ige 34 (premier) disque Acceptable spellings: disq(u)(e)(s) disc(s) disk(s) 1 Ignore attempts at enregistrer = tc but HA chanteuse INV 35 assister + répétitions Must start repet / repit Must end ition(n)(e)(s) / is(s)ion(n)(e)(s) / ic(c)ion(n)(e)(s) / is(c)ion(n)(e)(s) 1 Accept any part, any tense of the verb assister / as(s)ister faire répétitions INV Refuse répétitions tc 36 (avoir une) belle + voix Acceptable spellings of belle: bel(l)(e)(s) Also accept beau Acceptable spellings of voix: voi(x) 1 Ignore attempts at rendering avoir Refuse voie(s) / vois / voir / voit / voiz / voic(e) Refuse voil(l)(e)(s)

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 14 of 14 Question Answer Marks Guidance 37 reconnaissante Must start recon(n)ais(s)(c) / recon(n)e(s)(c) Must end ant(e)(s) / ent(e)(s) / ont(e)(s) Also accept recon(n)ais(s)ance / recon(n)ais(s)anse / reconaicance 1 38 pas + (sa) langue + maternelle Acceptable spellings of langue: langu(e)(s) Acceptable spellings of maternelle: matern(n)el(l)(e)(s) / matern(n)al(l)(e)(s) 1 Must have notion of negative (ne or pas) Refuse langue maternelle tc Refuse lingua / lengua Refuse premier(e) langue materne INV 39 douce Also accept doux 1 Refuse dulce / doulce Refuse douse / douze / deuce 40 (ce qu’elle) aime + (le) plus 1 Accept any part, any tense of the verb aimer Ignore attempts at ce qu’elle Refuse aime tc Refuse plus tc Refuse plu