Cambridge IGCSE French - Foreign Language 0520 — 2019 May/June Paper 1 · Variant 1

This document consists of 11 printed pages and 1 blank page. DC (NH/TP) 164715/2 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education * 0 1 0 1 0 0 7 6 9 8 * FRENCH 0520/11 Paper 1 Listening May/June 2019 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. This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2 0520/11/M/J/19 © UCLES 2019 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. BLANK PAGE

3 0520/11/M/J/19 © UCLES 2019 [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 passez des vacances en France. Vous allez à la gare routière. Vous voulez aller à la plage. 1 Vous demandez à quelle heure part le car pour la plage. L’employé répond : À quelle heure part le car ? A A B C D [1] B C D 2 À la plage, vous entrez dans un café. Vous voulez un sandwich. La serveuse dit : Quel sandwich propose la serveuse ? A A B C D [1] B C D

4 0520/11/M/J/19 © UCLES 2019 3 Vous allez à l’office de tourisme. L’employé vous dit : Qu’est-ce qu’il y a ce soir ? A A B C D [1] B C D 4 Vous demandez un plan de la ville. L’employé répond : Où sont les plans de la ville ? A A B C D [1] B C D 5 Vous allez à votre hôtel. La réceptionniste vous dit : Qu’est-ce qui ne marche pas dans votre chambre ? A A B C D [1] B C D

5 0520/11/M/J/19 © UCLES 2019 [Turn over 6 Votre amie Hélène vous téléphone. Elle dit : Où va Hélène ce week-end ? A D A B C D [1] B C D 7 Hélène continue à vous parler. Elle dit : Quel temps fera-t-il dimanche ? A A B C D [1] B C D 8 La réceptionniste de l’hôtel vous téléphone. Elle dit : Qu’est-ce que vous avez laissé à la réception ? A A B C D [1] B C D [Total : 8]

6 0520/11/M/J/19 © UCLES 2019 Exercice 2 Questions 9–15 Vous allez entendre, deux fois, une publicité pour un séjour dans une école de langues à Montréal. Pendant que vous écoutez la publicité, répondez en français 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 Séjour à Montréal Séjour du 1er au 14 ………………………………… Activité le mardi… : (cochez 1 case) A B C Activité le dimanche… : (cochez 1 case) A B C [1] [1] [1] [PAUSE]

7 0520/11/M/J/19 © UCLES 2019 [Turn over 12 13 14 15 L’école est située… : (cochez 1 case) A B C Au foyer, les chambres ont… : (cochez 1 case) A B C Au foyer, il y a… : (cochez 1 case) A B C À l’école, à midi, on peut acheter… : (cochez 1 case) A B C [1] [1] [1] [1] [Total : 7]

8 0520/11/M/J/19 © UCLES 2019 Section 2 Exercice 1 Question 16 Vous allez entendre, deux fois, quatre jeunes qui parlent de ce qu’ils font pour aider à la maison. 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 Océane (a) En semaine, Océane range sa chambre tous les matins. (b) Le week-end, le père d’Océane passe l’aspirateur. (c) Le samedi, la mère d’Océane se repose. Thomas (d) Le matin, le père de Thomas balaie la salle à manger. (e) Les parents de Thomas font le dîner ensemble. (f) Le week-end, la mère de Thomas travaille dans le jardin. Aline (g) Chez Aline, toute la famille partage les tâches ménagères. (h) Aline aide à vider le lave-vaisselle. (i) Luc recycle les déchets chaque soir. Romain (j) Après l’école, Romain fait une promenade avec son chien. (k) La sœur de Romain aide plus à la maison que lui. (l) Le week-end, le père de Romain fait des courses. [Total : 6]

9 0520/11/M/J/19 © UCLES 2019 [Turn over Exercice 2 Questions 17–25 Vous allez entendre deux interviews avec Karine, une jeune fille française qui habite à Tokyo, au Japon. Il y a une pause après chaque interview. Pendant que vous écoutez les interviews, répondez aux questions. Première partie : Questions 17 à 21. Maintenant, vous allez entendre, deux fois, la première interview avec Karine. 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 Le père de Karine est professeur. … [1] 18 À l’école, Karine est en troisième. … [1] 19 À 7 heures, Karine prend le petit déjeuner. … [1] 20 Le soir, Karine aime travailler dans sa chambre. … [1] 21 Dans le quartier de Shibuya, il y a des magasins de jouets. … [1] [PAUSE] Deuxième partie : Questions 22 à 25. Maintenant, vous allez entendre, deux fois, la deuxième interview avec Karine. Pendant que vous écoutez, répondez aux questions en français. Vous avez d’abord quelques secondes pour lire les questions. 22 Que fait Karine en se réveillant ? … [1] 23 Qu’est-ce que Karine aime télécharger ? … [1] 24 Selon Karine, qu’est-ce qui est nécessaire pour regarder un film ? … [1] 25 Quelle sorte de films Karine va-t-elle voir le plus souvent ? … [1] [Total : 9]

10 0520/11/M/J/19 © UCLES 2019 Section 3 Exercice 1 Questions 26–31 Vous allez entendre, deux fois, une interview avec Christian qui est explorateur. 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 Où Christian passait-il ses vacances quand il était petit ? A au bord de la mer B à la maison C à la campagne D au bord d’un lac [1] 27 Quel problème Christian a-t-il eu à l’école ? A Il avait très peu d’idées. B Il n’aimait pas les autres élèves. C Ses profs le trouvaient paresseux. D Ses parents ne l’encourageaient pas. [1] 28 Quel a été le premier travail de Christian ? A acteur B musicien C guide touristique D agent de voyages [1] [PAUSE]

11 0520/11/M/J/19 © UCLES 2019 [Turn over 29 Que dit Christian des habitants du Népal ? A Ils avaient peur des touristes. B Ils aimaient danser et chanter. C Ils travaillaient très dur. D Ils étaient très accueillants. [1] 30 Quelle décision Christian a-t-il prise en ce qui concerne ses voyages ? A de changer sa façon de se déplacer B de ne pas prendre trop de risques C de trouver un sponsor pour payer ses voyages D de commencer à apprendre à conduire [1] 31 Que voudrait faire Christian dans l’avenir ? A écrire un livre sur sa vie B préparer sa prochaine aventure C parler aux jeunes de ses voyages D organiser un voyage pour des élèves [1] [Total : 6]

12 0520/11/M/J/19 © UCLES 2019 Exercice 2 Questions 32–40 Vous allez entendre, deux fois, une interview avec Annie. Elle parle de son travail comme chef. 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 Quel était le métier du père d’Annie ? … [1] 33 Qu’est-ce que le chef, M. Vardon, a conseillé à Annie de faire ? … [1] 34 À 18 ans, où Annie s’est-elle inscrite à Paris ? … [1] [PAUSE] 35 Qu’est-ce qu’Annie a pu faire pendant ses stages ? … [1] 36 Quand elle était jeune chef à Strasbourg, Annie a commencé à… … [1] 37 Qui a demandé à Annie d’aller travailler en Angleterre ? … [1] [PAUSE] 38 Qu’est-ce qui montre le succès du restaurant d’Annie ? Les clients sont … [1] 39 Comment Annie décrit-elle son équipe ? … [1] 40 Selon Annie, quels sont les inconvénients de son métier ? (i) c’est fatigant. (ii) … [1] [Total : 9]

This syllabus is regulated 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 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education FRENCH 0520/11 Paper 1 Listening May/June 2019 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 May/June 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 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 May/June 2019 © UCLES 2019 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 May/June 2019 © UCLES 2019 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 May/June 2019 © UCLES 2019 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 May/June 2019 © UCLES 2019 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 May/June 2019 © UCLES 2019 Page 7 of 14 2 Detailed Mark Scheme Section 1 Exercise 1 Question Answer Marks Guidance 1 C dix heures vingt-cinq 1 2 A fromage 1 3 A concert 1 4 D chaise 1 5 D lumière 1 6 B parc d’attractions 1 7 A soleil 1 8 D portefeuille 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 8 of 14 Section 1 Exercise 2 Question Answer Marks Guidance 9 août Acceptable spellings: aout(e)(s) auot(e)(s) 1 10 A balade en bateau 1 11 A randonnée 1 12 C zone piétonne 1 13 B salle de bains 1 14 B cafétéria 1 15 C pizzas 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 9 of 14 Section 2 Exercise 1 Question Answer Marks Guidance (a) 9 En semaine, Océane range sa chambre tous les matins. (b) (c) 9 Le samedi, la mère d’Océane se repose. (d) (e) 9 Les parents de Thomas font le dîner ensemble. (f) 9 Le week-end, la mère de Thomas travaille dans le jardin. (g) (h) (i) 9 Luc recycle les déchets chaque soir. (j) 9 Après l’école, Romain fait une promenade avec son chien. (k) (l) 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 May/June 2019 © UCLES 2019 Page 10 of 14 Section 2 Exercise 2: Part 1 Question Answer Marks Guidance 17 informaticien Must start informat(t) / informet(t) Must end ic(c)ien(n)(e)(s) / it(t)ien(n)(e)(s) / is(s)ien(n)(e)(s) ic(c)ian(n)(e)(s) / it(t)ian(n)(e)(s) / is(s)ian(n)(e)(s) ic(c)ion(n)(e)(s) / it(t)ion(n)(e)(s) / is(s)ion(n)(e)(s) Also accept informatique(s) / informatics(s) 1 18 terminale Must start ter(r)m(m)in(n) Must end al(l)(e)(s) 1 19 train Must start tra train(e)(s) 1 Refuse tram / traim 20 lire 1 Accept any part, any tense of the verb lire Tolerate any attempt at bandes + dessinées e.g. lire bon dessiner BUT refuse lire bon / lire dessiner / lire dessin Refuse lire des dessiners (no attempt at bande) lire bon design(er) / lire band de cine = INV any mention of CDs = INV (different concept) livre / libre = INV 21 mode Acceptable spellings: mod(d)(e)(s) 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 11 of 14 Section 2 Exercise 2: Part 2 Question Answer Marks Guidance 22 regarde (son) + portable Acceptable spellings of portable: portab(b)l(e)(s) Also accept regard portabl(e)(s) Also accept regarder + mobil(e)(s) / cel(l)ul(l)air(e)(s) / tel(l)ephon(e)(s) / tel(l)efon(e)(s) 1 Accept any part, any tense of the verb regarder for rule on possessives see General principle 1.5(e) inclusion of message = INV 23 chansons Must start chans(s) / chanc Must end on(n)(e)(s) Also accept chansan(t)(s) / chanson(t)(s) / chantson(s) Also accept chant(s) 1 24 écran + cinéma Acceptable spellings of écran: ec(c)ran(n)(s) Acceptable spellings of cinéma: cinema(s) / cine(s) 1 Refuse cinéma tc notion of going to cinema = INV 25 historiques Acceptable spellings: histor(r)ique(s) / histor(r)ic(s) Also accept histoire 1 inclusion of science fiction = INV Refuse history / historie

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 12 of 14 Section 3 Exercise 1 Question Answer Marks Guidance 26 A au bord de la mer 1 27 C Ses profs le trouvaient paresseux. 1 28 A acteur 1 29 D Ils étaient très accueillants. 1 30 A de changer sa façon de se déplacer 1 31 C parler aux jeunes de ses voyages 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 13 of 14 Section 3 Exercise 2 Question Answer Marks Guidance 32 pâtissier Must start pat(t)is(s) / pat(t)ic(c) / pat(t)isc Must end ie(r)(e)(s) Also accept patisserier Also accept idea of pâtisserie (what her father made) pat(t)is(s)er(r)i(e)(s) / pat(t)ic(c)er(r)i(e)(s) 1 Refuse paterist Refuse patis(s)ere 33 terminer + études Acceptable spellings of études: etud(i)e(e)(s) 1 Accept any part, any tense of the verb terminer / termin(n)er Accept any part, any tense of the verb étudier (for the noun) Refuse etuides 34 école (de) + cuisine ecol(e)(s) + cuis(s)ine(e)(s) Also accept ecol(e)(s) cuis(s)in(i)er(e)(s) 1 any other establishment (e.g. lycée) = INV 35 rencontrer (des) + chefs + différents Must start rencon / recon Acceptable spellings of chefs: chef(f)(s) Acceptable spellings of différents: dif(f)(e)r(r)en(t)(e)(s) / dif(f)(e)r(r)an(t)(e)(s) / dif(f)(e)r(r)on(t)(e)(s) 1 Accept any part, any tense of the “verbs” rencont(r)er / recontrer (one letter missing in each) Refuse raconter / racontrer

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 14 of 14 Question Answer Marks Guidance 36 créer (des) + menus Acceptable spellings of menus: men(n)u(e)(s) 1 Accept any part, any tense of the verb créer perfectionner (ma) technique = INV perfectionner (la) cuisine = INV 37 (le) patron Acceptable spellings of patron: patron(n)(e)(s) 1 Monsieur Vardon = INV 38 (toujours) plus + nombreux Acceptable spellings of nombreux: nombreu(x) / nombreu(s)(e)(s) Also accept nombreaux 1 Ignore any attempt at toujours Refuse nombre / number / numer / numbreux / nombereux Refuse plusnombreux (incorrect split – see General Principle 1.7) 39 formidable Must start form(m)id / form(m)ed Must end able(s) 1 Ignore attempts at équipe (see question paper) 40 (la) chaleur (des fours) Must start chal(l) Must end (h)eur(e)(s) 1 pas agréable = HA agréable = INV désagréable = HA BUT des agréable = INV (incorrect split – see General Principle 1.7) Ignore attempts at four (e.g. for / fur / defeur – incorrect join but not a tested item) BUT the following additions will all invalidate: fou / feu(x) / foule / fort / faux (see General principle 1.10 (d))