Cambridge IGCSE French - Foreign Language 0520 — 2019 May/June Paper 1 · Variant 2

This document consists of 11 printed pages and 1 blank page. DC (SC/SG) 164714/1 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education * 3 2 6 6 8 6 2 1 7 4 * FRENCH 0520/12 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 0520/12/M/J/19 © UCLES 2019 BLANK PAGE

3 0520/12/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 allez passer des vacances en France chez votre amie Marion. Vous êtes dans le train. 1 Vous demandez à quelle heure arrive votre train. Le contrôleur dit : À quelle heure arrive le train ? A A B C D [1] B C D 2 Votre amie Marion vous téléphone. Elle dit : Où est Marion ? A A B C D [1] B C D

4 0520/12/M/J/19 © UCLES 2019 3 Vous arrivez chez Marion. Le père de Marion vous dit : Le père de Marion vous propose quelle boisson ? A A B C D [1] B C D 4 La mère de Marion vous montre votre chambre. Elle dit : Qu’est-ce qu’il y a sur le lit ? A A B C D [1] B C D 5 Le père de Marion vous parle du dîner. Il dit : Quel plat allez-vous manger ce soir ? A A B C D [1] B C D

5 0520/12/M/J/19 © UCLES 2019 [Turn over 6 Le père de Marion vous demande d’aider. Il dit : Qu’est-ce que vous devez aller chercher ? A A B C D [1] B C D 7 Marion vous parle de vos projets pour demain. Elle dit : Où allez-vous demain ? A A B C D [1] B C D 8 Le lendemain, la mère de Marion dit : Qu’est-ce que vous devez prendre aujourd’hui ? A A B C D [1] B C D [Total : 8]

6 0520/12/M/J/19 © UCLES 2019 Exercice 2 Questions 9–15 Vous allez entendre, deux fois, une publicité pour un centre de vacances en France. 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 12 Centre de vacances Séjours pendant le mois de ………………………………… Le centre de vacances est situé… : (cochez 1 case) A B C Logement… : (cochez 1 case) A B C Dans les chambres, il y a… : (cochez 1 case) A B C [1] [1] [1] [1] [PAUSE]

7 0520/12/M/J/19 © UCLES 2019 [Turn over 13 14 15 Dans le jardin, il y a… : (cochez 1 case) A B C Le matin, cours de… : (cochez 1 case) A B C Activité le soir… : (cochez 1 case) A B C [1] [1] [1] [Total : 7]

8 0520/12/M/J/19 © UCLES 2019 Section 2 Exercice 1 Question 16 Vous allez entendre, deux fois, quatre jeunes qui parlent de leur vie à la campagne ou en ville. Pendant que vous écoutez les jeunes, cochez (✓) les cases si les affirmations sont vraies. Cochez seulement 6 cases (✓✓✓✓✓✓). Vous avez d'abord quelques secondes pour lire les affirmations. Vrai Aminata (a) Aminata trouve les habitants de son village gentils. (b) En hiver, Aminata fait de la marche. (c) Aminata préfère vivre à la campagne. Luc (d) Dans la ville de Luc, il y a beaucoup à faire. (e) Quand Luc sort le soir, il rentre en taxi. (f) Dans l’avenir, Luc a l’intention de quitter sa ville. Nina (g) Quand elle était petite, Nina aimait sa vie à la ferme. (h) Pendant la semaine scolaire, Nina est interne dans son lycée. (i) Nina espère aller à l’université à l’étranger. Omar (j) Omar ne veut plus habiter en ville. (k) Le soir, le quartier d’Omar est très calme. (l) Selon Omar, les rues ne sont pas propres. [Total : 6]

9 0520/12/M/J/19 © UCLES 2019 [Turn over Exercice 2 Questions 17–25 Vous allez entendre deux interviews avec Léa, qui habite à Dubaï. 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 Léa. 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 Léa est arrivée à Dubaï à la fin de ses vacances. … [1] 18 Les parents de Léa avaient déjà une maison à Dubaï. … [1] 19 Le père de Léa vend des appartements à Dubaï. … [1] 20 La sœur de Léa est très intelligente. … [1] 21 Léa trouve le désert beau et calme. … [1] [PAUSE] Deuxième partie : Questions 22 à 25. Maintenant, vous allez entendre, deux fois, la deuxième interview avec Léa. Pendant que vous écoutez, répondez aux questions en français. Vous avez d'abord quelques secondes pour lire les questions. 22 Quel temps fait-il à Dubaï le matin ? … [1] 23 Qu’est-ce qui énerve le père de Léa pendant le trajet en voiture ? … [1] 24 Comment Léa trouve-t-elle ses journées scolaires à Dubaï ? … [1] 25 Qu’est-ce que Léa aime faire le soir ? (i) regarder la télé (ii) … [1] [Total : 9]

10 0520/12/M/J/19 © UCLES 2019 Section 3 Exercice 1 Questions 26–31 Vous allez entendre, deux fois, une interview avec Isabelle qui parle de ses voyages. 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 Qu’est-ce qu’Isabelle a fait à l’âge de 7 ans ? A Elle a rendu visite à des amis américains. B Elle a déménagé à New York. C Elle a séjourné aux États-Unis. D Elle a fait le tour du monde avec ses parents. [1] 27 Quand Isabelle était adolescente, comment passait-elle ses vacances ? A Elle partait à la mer en famille. B Elle voyageait avec ses copains de classe. C Elle faisait du camping en France. D Elle allait en Allemagne. [1] 28 Pourquoi Isabelle a-t-elle quitté le Togo ? A Elle n’aimait pas le climat. B Elle ne gagnait pas d’argent. C Il n’y avait pas de logement à l’école. D Les élèves n’étaient pas travailleurs. [1] [PAUSE]

11 0520/12/M/J/19 © UCLES 2019 [Turn over 29 À Paris, Isabelle a travaillé comme… A caissière. B mécanicienne. C réceptionniste. D serveuse de café. [1] 30 Comment Isabelle a-t-elle trouvé les gens en Russie ? A joyeux B amusants C curieux D surprenants [1] 31 Quel est le projet d’avenir d’Isabelle ? A Elle voudrait écrire un livre sur ses expériences. B Elle va créer un blog sur ses aventures. C Elle va continuer à faire de longs voyages. D Elle voudrait gagner plus d’argent. [1] [Total : 6]

12 0520/12/M/J/19 © UCLES 2019 Exercice 2 Questions 32–40 Vous allez entendre, deux fois, une interview avec Alain, champion de patinage artistique. 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 Qu’est-ce qui se passait quand les copains d’Alain patinaient ? … [1] 33 Qu’est-ce que Daniel a fait après avoir vu Alain patiner ? … [1] 34 Quel genre de collège Daniel a-t-il recommandé pour Alain ? … [1] [PAUSE] 35 Comment les professeurs du collège décrivaient-ils Alain ? … [1] 36 Pendant l’entraînement, que voulait faire Alain ? … [1] 37 Selon Alain, comment étaient les autres compétiteurs ? … [1] [PAUSE] 38 Aux Jeux Olympiques, Alain avait peur de ne pas plaire au… … [1] 39 En ce moment, de quoi Alain est-il la vedette ? … [1] 40 Selon Alain, qu’est-ce qu’il faut éviter dans la vie ? … [1] [Total : 9] 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.

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 0520/12 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.

0520/12 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.

0520/12 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.

0520/12 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).

0520/12 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.

0520/12 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

0520/12 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 D 9h30 1 2 A guichets 1 3 D jus d’orange 1 4 C serviette 1 5 D poisson 1 6 A assiettes 1 7 B centre commercial 1 8 A parapluie 1

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 8 of 14 Section 1 Exercise 2 Question Answer Marks Guidance 9 juillet Must start jui Must end l(l)(i)et(t)(e) Also accept jul(l)et 1 Refuse any other month Refuse julie / july / julier / juier / juile 10 A plage 1 11 A chalet 1 12 B armoire 1 13 C chaise longue 1 14 C planche à voile 1 15 B soirée musicale 1

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 9 of 14 Section 2 Exercise 1 Question Answer Marks Guidance (a) 9 Aminata trouve les habitants de son village gentils. (b) (c) 9 Aminata préfère vivre à la campagne. (d) 9 Dans la ville de Luc, il y a beaucoup à faire. (e) (f) (g) 9 Quand elle était petite, Nina aimait sa vie à la ferme. (h) (i) (j) 9 Omar ne veut plus habiter en ville. (k) (l) 9 Selon Omar, les rues ne sont pas propres. 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).

0520/12 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 année scolaire Acceptable spellings of année: an(n)e(e)(s) Acceptable spellings of scolaire: sc(h)ol(l)air(e)(s) 1 Refuse scolaire tc Refuse escolaire 18 famille Must start fam(m) Must end il(l)(e)(s) 1 Refuse family / families Refuse fam(m)ail(l)e(s) 19 construit Must start const Must end (r)ui(t)(e)(s) Also accept the noun construction(n)(e)(s) / construc(c)ion(n)(e)(s) 1 Accept any part, any tense of the verb construire / const(r)uire Refuse constriuis Refuse constriut Refuse constriure 20 mignonne Must start mig Must end n(i)on(n)(e)(s) 1 Refuse mingn(n)ogne / mingon(n)(e)(s) Refuse mignont 21 sec Acceptable spellings: sec(s) / sech(e)(s) Also accept seq(u)(e) 1 Refuse tresec / treseque (see General principle 1.7) Refuse sac(s) / saq(u)(e)(s)

0520/12 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 frais Acceptable spellings: frai(e)(s) / fraich(e)(s) / fraish(e)(s) 1 Refuse frais(s)e (as fraise is another word) Refuse frait / fraid / fret(e)(s) / fre(s) Refuse f(r)oid(e)(s) 23 circulation Must start circul(l) Must end ation(n)(e)(s) / as(s)ion(n)(e)(s) / ac(c)ion(n)(e)(s) 1 affreux = HA (see transcript) 24 pas longues Acceptable spellings of longues: long(u)(e)(s) 1 Must have notion of negative, i.e. ne or pas Inclusion of très = HA Attempts at comme en France = HA 25 chatter (en) ligne Acceptable spellings of ligne: lign(e)(s) Also accept (sur) Internet Also accept on ligne 1 Accept any part, any tense of the verb chatter / chater / tchat(t)er / tchatcher Refuse line / on line / online Refuse enligne / onligne (see General principle 1.7)

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 12 of 14 Section 3 Exercise 1 Question Answer Marks Guidance 26 C Elle a séjourné aux États-Unis. 1 27 B Elle voyageait avec ses copains de classe. 1 28 B Elle ne gagnait pas d’argent. 1 29 A caissière 1 30 C curieux 1 31 C Elle va continuer à faire de longs voyages. 1

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 13 of 14 Section 3 Exercise 2 Question Answer Marks Guidance 32 tombaient 1 Accept any part, any tense of the verb tomber Ignore attempts at glace Inclusion of trouver ça facile with the idea of friends falling over = INV (Alain found ice-skating easy) 33 contacter + parents Also accept the noun contact Acceptable spellings of parents: parent(e)(s) Also accept père et mère 1 Accept any part, any tense of the verb contacter Any other verb = INV (e.g. téléphoner) BUT refuse père tc / mère tc 34 section sportive Acceptable spellings of section: section(n)(e)(s) Acceptable spellings of sportive: sportiv(e)(s) / sportif(e)(s) Also accept section (de) sport 1 Paris tc but HA 35 (il avait) trop (d’) énergie Acceptable spellings of trop: trops Acceptable spellings of énergie: en(n)erg(g)i(e)(s) / en(n)erg(g)y(e)(s) Also accept en(n)erg(g)ique(s) / en(n)erg(g)yque(s) 1 Refuse denergie / denergy (see General principle 1.7) Refuse beaucoup / très Refuse énergétique (different concept)

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 14 of 14 Question Answer Marks Guidance 36 (son/mon) mieux Acceptable spellings: mieu Also accept meilleur Must start meil(l) / mail(l) / mel(l) Must end eur(r)(e)(s) / or(r)(e)(s) / ur(r)(e)(s) 1 Refuse meux / meiux 37 plus âgés Acceptable spellings of âgés: age(e)(s) 1 Must have plus Refuse ager(s) qu’Alain = HA Inclusion of compétitif = INV 38 comité (olympique) Acceptable spellings: com(m)it(t)e(e)(s) 1 Tolerate attempts at olympique Refuse com(m)it(t)er 39 spectacle (sur) glace Acceptable spellings of spectacle: spec(c)tacl(e)(s) Acceptable spellings of glace: glace(s) 1 Refuse glas(s)(e) Refuse spectaculair(e)(s) / spectacular(e)(s) class = INV place = INV 40 (les) regrets Acceptable spellings: regret(t)(e)(s) Also accept any part, any tense of the verb regretter 1 Tolerate inclusion of negative such as jamais / pas (see transcript) Tolerate attempts at il ne faut jamais avoir