Cambridge IGCSE French - Foreign Language 0520 — 2019 Oct/Nov Paper 1 · Variant 1

This document consists of 11 printed pages and 1 blank page. DC (ST/SW) 168710/1 © UCLES 2019 [Turn over * 8 3 9 0 4 7 1 5 4 2 * FRENCH 0520/11 Paper 1 Listening October/November 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. Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2 0520/11/O/N/19 © UCLES 2019 BLANK PAGE

3 0520/11/O/N/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 voulez prendre le train pour Paris. 1 À la gare, vous entendez une annonce. On dit : De quelle voie part le train pour Paris ? A 7 9 11 13 A B C D [1] B C D 2 Dans le train, un passager vous parle du temps. Il dit : Quel temps va-t-il faire à Paris ? A A B C D [1] B C D

4 0520/11/O/N/19 © UCLES 2019 3 À Paris, vous allez au restaurant. La serveuse vous dit : Aujourd’hui, quel est le plat du jour ? A A B C D [1] B C D 4 Après le repas, vous oubliez quelque chose sur la table. La serveuse vous dit : Qu’est-ce que vous avez oublié sur la table ? A A B C D [1] B C D 5 Dans la rue, vous demandez à un passant comment aller à votre hôtel. Il dit : Où est votre hôtel ? A D X Vous êtes ici C B [1] A B C D

5 0520/11/O/N/19 © UCLES 2019 [Turn over 6 À l’hôtel, la réceptionniste vous parle. Elle dit : Comment est votre chambre ? A A B C D [1] B C D 7 Le soir, vous sortez. La réceptionniste vous dit : Qu’est-ce que la réceptionniste vous conseille de prendre ? A A B C D [1] B C D 8 En ville, vous cherchez une pharmacie. Un passant vous dit : Qu’est-ce qui se trouve près de la pharmacie ? A A A B C D [1] B C D [Total : 8]

6 0520/11/O/N/19 © UCLES 2019 Exercice 2 Questions 9–15 Vous allez entendre, deux fois, une publicité pour le village de St Denis. 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 Le village de St Denis Endroit à visiter dans le village… : (cochez 1 case) A B C Jour des matchs de foot ………………………………… Autre sport possible… : (cochez 1 case) A B C La fête du village a lieu… : (cochez 1 case) A B C [1] [1] [1] [1] [PAUSE]

7 0520/11/O/N/19 © UCLES 2019 [Turn over 13 14 15 Magasin près du camping… : (cochez 1 case) A B C Il y a un car à… : (cochez 1 case) A B C Pour les enfants, dans le parc… : (cochez 1 case) A B C [1] [1] [1] [Total : 7]

8 0520/11/O/N/19 © UCLES 2019 Section 2 Exercice 1 Question 16 Vous allez entendre, deux fois, quatre jeunes qui parlent de sport. 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 Margot (a) Margot fait du volley grâce à une amie. (b) Margot s’entraîne deux fois par semaine. (c) Après les matchs, Margot aime aller au café avec son équipe. Christophe (d) Christophe a commencé le golf dans son enfance. (e) Selon Christophe, on doit être fort physiquement pour jouer au golf. (f) Christophe aime jouer au golf seulement en été. Éloïse (g) Éloïse pratique plusieurs sports. (h) En jouant au tennis, Éloïse s’est fait des amis. (i) Éloïse ne perd jamais ses matchs. Alim (j) Quand Alim était petit, il voulait copier ses frères. (k) Les parents d’Alim lui ont acheté une planche de skate. (l) Selon Alim, il faut une piste spéciale pour faire du skate. [Total : 6]

9 0520/11/O/N/19 © UCLES 2019 [Turn over Exercice 2 Questions 17–25 Vous allez entendre deux interviews avec Matthieu, jeune Français, qui passe un an dans une école en Angleterre. 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 Matthieu. 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 Pour Matthieu, il est facile de laver ses vêtements le matin. … [1] 18 Des parents viennent au collège pour parler de leur vie. … [1] 19 Le but des réunions avant les cours, c’est de calmer les élèves. … [1] 20 Les professeurs de Matthieu sont très sévères. … [1] 21 Les élèves reçoivent une note pour leur uniforme. … [1] [PAUSE] Deuxième partie : Questions 22 à 25. Maintenant, vous allez entendre, deux fois, la deuxième interview avec Matthieu. Pendant que vous écoutez, répondez aux questions en français. Vous avez d’abord quelques secondes pour lire les questions. 22 Quand les élèves travaillent en groupe, qu’est-ce que tout le monde doit faire ? … [1] 23 En Angleterre, la pause-déjeuner est très… … [1] 24 Que pense Matthieu de l’orchestre de l’école ? … [1] 25 Que fait Matthieu une fois par semaine ? … [1] [Total : 9]

10 0520/11/O/N/19 © UCLES 2019 Section 3 Exercice 1 Questions 26–31 Vous allez entendre, deux fois, une interview avec Serge, jeune cuisinier français. 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 À l’âge de 15 ans, qu’est-ce que Serge a décidé de faire ? A arrêter ses études B étudier la cuisine C continuer à étudier les maths D devenir technicien [1] 27 Pendant ses stages, de quoi Serge voulait-il être spécialiste ? A des fruits de mer B des entrées C des fromages D des desserts [1] 28 Serge a découvert sa passion pour la cuisine en travaillant… A à Cannes. B dans une école de cuisine. C en Amérique. D à la maison. [1] [PAUSE]

11 0520/11/O/N/19 © UCLES 2019 [Turn over 29 Où est-ce que Serge travaille en ce moment ? A sur la côte B en Angleterre C à la montagne D à la campagne [1] 30 Quand Serge est-il le plus heureux ? A Quand il arrive au travail. B Quand il va au marché. C Quand un client apprécie son travail. D Quand son patron lui dit merci. [1] 31 Quelle est la plus grande ambition de Serge ? A travailler dans le même restaurant B voyager en France C rencontrer des chefs espagnols D être propriétaire d’un restaurant [1] [Total : 6]

12 0520/11/O/N/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. Exercice 2 Questions 32–40 Vous allez entendre, deux fois, une interview avec Stéphanie, une jeune fille qui a fait un échange scolaire au Sénégal, en Afrique, chez sa correspondante Marème. 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 Quand est-ce que les jeunes Sénégalais viennent en France ? … [1] 33 Au Sénégal, où habitaient les grands-parents de Marème ? … [1] 34 Pendant les repas, les conversations étaient sur quel sujet ? … [1] [PAUSE] 35 Quelles chaînes de télévision regardaient les jeunes Sénégalais ? … [1] 36 Pourquoi Marème devait-elle rentrer de bonne heure ? … [1] 37 Qu’est-ce que Stéphanie aimait faire tous les après-midi au Sénégal ? … [1] [PAUSE] 38 Selon Stéphanie, qu’est-ce qui est facile pour les Sénégalais ? … [1] 39 Que dit Stéphanie au sujet des élèves dans les classes au Sénégal ? … [1] 40 Pourquoi les élèves sénégalais rentraient-ils chez eux pour prendre le déjeuner ? … [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 October/November 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 October/November 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 October/November 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 October/November 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 October/November 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 October/November 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 October/November 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 October/November 2019 © UCLES 2019 Page 7 of 14 2 Detailed Mark Scheme Section 1 Exercise 1 Question Answer Marks Guidance 1 C onze / 11 1 2 C vent 1 3 A poulet rôti 1 4 B lunettes 1 5 D première à droite 1 6 A balcon 1 7 B imperméable 1 8 D supermarché 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 8 of 14 Section 1 Exercise 2 Question Answer Marks Guidance 9 A église 1 10 mercredi(s) Acceptable spellings: me(r)c(r)edi(e)(s) / me(r)c(r)idi(e)(s) 1 any other day = INV 11 B équitation 1 12 B place 1 13 C boulangerie 1 14 C 9:30 1 15 B terrain de jeux 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 9 of 14 Section 2 Exercise 1 Question Answer Marks Guidance (a) 9 Margot fait du volley grâce à une amie. (b) 9 Margot s’entraîne deux fois par semaine. (c) (d) 9 Christophe a commencé le golf dans son enfance. (e) (f) (g) (h) 9 En jouant au tennis, Éloïse s’est fait des amis. (i) (j) 9 Quand Alim était petit, il voulait copier ses frères. (k) 9 Les parents d’Alim lui ont acheté une planche de skate. (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 October/November 2019 © UCLES 2019 Page 10 of 14 Section 2 Exercise 2: Part 1 Question Answer Marks Guidance 17 choisir Accept any part, any tense of the verb choisir / choissir 1 Refuse chosir / chausir / chousir / choicir 18 métier Must start met(t) Must end ier(e)(s) Also accept metiez 1 matière = INV Refuse metie 19 encourager Accept any part, any tense of the verb encourager 1 Refuse ecourager / décourager Refuse dencourager (see General Principle 1.7) 20 positifs Must start pos(s) Must end it(t)if(f)(e)(s) / it(t)iv(e)(s) 1 Refuse pisitif / pisitive 21 attitude Must start at(t)it Must end ud(e)(s) 1 Refuse hatitude

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 11 of 14 Section 2 Exercise 2: Part 2 Question Answer Marks Guidance 22 participer Accept any part, any tense of the verb participer / partic(c)iper 1 23 courte Must start cour Must end t(e)(s) 1 40 minutes tc but HA inclusion of incorrect number of minutes = INV difficile tc but HA 24 génial Acceptable spellings: genial(e)(s) 1 Refuse geniel 25 (la) lecture Must start lect Must end ur(e)(s) 1 Refuse delalecture (see General Principle 1.7) une fois par semaine tc but HA 15 / quinze minutes tc but HA avec les petits tc but HA

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 12 of 14 Section 3 Exercise 1 Question Answer Marks Guidance 26 B étudier la cuisine 1 27 D des desserts 1 28 C en Amérique 1 29 A sur la côte 1 30 C Quand un client apprécie son travail. 1 31 D être propriétaire d’un restaurant 1

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 13 of 14 Section 3 Exercise 2 Question Answer Marks Guidance 32 automne Must start aut(t) Must end om(n)e / o(m)n(n)e / om(m)e 1 Refuse autumn(e) 33 chez elle / chez Marème Also accept maison + Marème 1 Refuse chez eux / chez lui Refuse avec elle Refuse chezelle / ches(s)elle (see General Principle 1.7) 34 (les) problèmes + monde Acceptable spellings of problèmes: problem(m)(e)(s) Acceptable spellings of monde: mond(e)(s) 1 Refuse problema(s) Refuse munde / mundo / mondo / mundi / mound 35 françaises Acceptable spellings: francais(s)(e)(s) 1 Refuse fransaise(s) / frances(es) / francois(e) Refuse les mêmes qu’en France / comme en France 36 (se) coucher (tôt) Accept any part, any tense of the verb (se) coucher 1 repetition of bonne heure (from question) = HA tôt tc but HA plus tard = INV 37 prendre (le) thé Accept any part, any tense of the verb prendre Also accept any part, any tense of the verb boire Acceptable spellings of thé: the(e)(s) 1 préparer (le) thé = INV Refuse any part, any tense of the “verbs” prender / reprender Refuse tea(s) / tet(s)

0520/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 14 of 14 Question Answer Marks Guidance 38 (la) communication Must start com(m)unic Must end ac(c)ion(n)(e)(s) / at(t)ion(n)(e)(s) / as(s)ion(n)(e)(s) Also accept any part, any tense of the “verb” com(m)uniq(u)er 1 inclusion of trouvent facile = HA en train = INV 39 plus nombreux Acceptable spellings of nombreux: Must start nomb Must end reu(x) / reu(s)(e)(s) Also accept nombereux / nombr(e)aux 1 plus d’élèves tc but HA Note: plus nombreux dans les classes is correct BUT classes plus nombreuses = INV 40 pas + cantine Acceptable spellings: cantin(e)(s) 1 Must be notion of negative = ne or pas or both / non Refuse ni Refuse cantina / canteen Refuse restaurant / cafeteria