Cambridge IGCSE French - Foreign Language 0520 — 2020 Oct/Nov Paper 1 · Variant 2

Cambridge IGCSE™ DC (JC/CT) 187796/2 © UCLES 2020 [Turn over This document has 12 pages. Blank pages are indicated. * 4 4 1 2 4 0 4 1 3 5 * FRENCH 0520/12 Paper 1 Listening October/November 2020 Approximately 45 minutes You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. INFORMATION ● The total mark for this paper is 45. ● The number of marks for each question or part question is shown in brackets [ ].

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3 0520/12/O/N/20 © UCLES 2020 [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 chez Louise, votre amie française. Vous êtes dans le train. 1 Dans le train, vous entendez une annonce. On dit : Combien de minutes de retard avez-vous ? A 5 10 15 20 A B C D [1] B C D 2 Louise vous téléphone. Elle dit : Où est-ce que Louise va vous attendre ? A A B C D [1] B C D

4 0520/12/O/N/20 © UCLES 2020 3 Dans le train, vous allez au buffet. L’employé dit : Aujourd’hui, il y a quelle sorte de sandwichs ? A A B C D [1] B C D 4 L’employé continue à vous parler. Il dit : Pour 1 € de plus, qu’est-ce que vous pouvez avoir ? A A B C D [1] B C D 5 Plus tard, vous rencontrez Louise. Elle dit : Comment allez-vous chez Louise ? A A B C D [1] B C D

5 0520/12/O/N/20 © UCLES 2020 [Turn over 6 Louise parle d’une activité pour ce soir. Elle dit : Que faites-vous à la maison ce soir ? A A B C D [1] B C D 7 Le père de Louise propose de sortir demain. Il dit : Demain, où allez-vous ? A D A B C D [1] B C D 8 Le lendemain matin, le père de Louise dit : Qu’est-ce que vous devez prendre ? A A B C D [1] B C D [Total : 8]

6 0520/12/O/N/20 © UCLES 2020 Exercice 2 Questions 9–15 Vous allez entendre, deux fois, une publicité touristique au sujet d’une fête de village. 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 Fête du village Jour de la fête : …………………….. À 18h00, pour les enfants… : (cochez 1 case) A B C À 19h00… : (cochez 1 case) A B C On peut réserver des places… : (cochez 1 case) A B C [1] [1] [1] [1] [PAUSE]

7 0520/12/O/N/20 © UCLES 2020 [Turn over 13 14 15 À 22h00… : (cochez 1 case) A B C La soirée va finir avec… : (cochez 1 case) A B C Interdit à la fête… : (cochez 1 case) A B C [1] [1] [1] [Total : 7]

8 0520/12/O/N/20 © UCLES 2020 Section 2 Exercice 1 Question 16 Vous allez entendre, deux fois, quatre jeunes qui parlent de leurs loisirs. 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 Lisa (a) Lisa doit se lever tôt pour aller à l’école. (b) Quand elle n’est pas à l’école, Lisa fait beaucoup de choses. (c) Lisa préfère passer le week-end en famille. Alain (d) Alain aime attraper des poissons. (e) Alain habite à côté de la mer. (f) Alain parle seulement le français. Margaux (g) Les amis de Margaux aiment se baigner dans la mer. (h) Margaux sort souvent en été. (i) Margaux habite une maison climatisée. Yves (j) Les grands-parents d’Yves vivent chez lui. (k) Yves trouve la vie à Tahiti très chère. (l) Yves voudrait continuer à vivre sur son île. [Total : 6]

9 0520/12/O/N/20 © UCLES 2020 [Turn over Exercice 2 Questions 17–25 Vous allez entendre deux interviews avec Pierre, jeune champion sportif. 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 Pierre. 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 Depuis 12 ans, Pierre fait du skate. … [1] 18 Pierre dit qu’il y a beaucoup de participants. … [1] 19 Au club, Pierre a trouvé un sac. … [1] 20 Avec Robert, Pierre a pu beaucoup voyager. … [1] 21 Il y a trois ans, Pierre a choisi de la musique forte. … [1] [PAUSE] Deuxième partie : Questions 22 à 25. Maintenant, vous allez entendre, deux fois, la deuxième interview avec Pierre. Pendant que vous écoutez, répondez aux questions en français. Vous avez d’abord quelques secondes pour lire les questions. 22 Combien de fois par semaine Pierre s’entraînait-il ? … [1] 23 Le matin des compétitions, comment Pierre se sentait-il ? … [1] 24 Qu’est-ce que Pierre gagnait de plus en plus ? … [1] 25 Comment sont les nouveaux participants ? … [1] [Total : 9]

10 0520/12/O/N/20 © UCLES 2020 Section 3 Exercice 1 Questions 26–31 Vous allez entendre, deux fois, une interview avec Nabila, une jeune fille française, qui est allée au Portugal. 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 Nabila est-elle allée au Portugal ? A Pour faire des études techniques. B Pour réparer un bâtiment scolaire. C Pour apprendre la langue portugaise. D Pour faire un échange scolaire. [1] 27 Que dit Nabila des bénévoles portugais ? A Ils avaient le même âge qu’elle. B Ils voulaient toujours faire la fête. C Ils avaient tous une formation technique. D Ils étaient tous très gentils. [1] 28 Comment Nabila et ses amis ont-ils pu payer leur voyage ? A La mairie de la ville de Nabila a été généreuse. B Leur école a offert les billets d’avion. C Nabila et ses amis ont fait des économies. D Les familles portugaises ont payé le voyage. [1] [PAUSE]

11 0520/12/O/N/20 © UCLES 2020 [Turn over 29 En arrivant à l’école au Portugal pour la première fois, Nabila et ses amis étaient… A inquiets. B joyeux. C déçus. D optimistes. [1] 30 Selon Nabila, comment les électriciens travaillaient-ils ? A Ils faisaient très attention. B Ils faisaient beaucoup d’erreurs. C Ils étaient très rapides. D Ils étaient souvent paresseux. [1] 31 En travaillant avec les autres, Nabila est devenue… A moins timide. B plus motivée. C moins égoïste. D plus sûre d’elle. [1] [Total : 6]

12 0520/12/O/N/20 © UCLES 2020 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 Thomas, propriétaire d’un centre pour animaux en Afrique. 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 Comment sont les lions dans le centre de Thomas ? … [1] 33 Comment les lions vivaient-ils dans le passé ? Ils avaient … [1] 34 Au début, quelle a été la réaction de certains habitants à la présence des lions ? … [1] [PAUSE] 35 Comment se sent Thomas en voyant des lions en mauvaise santé ? … [1] 36 Maintenant, les employés au centre travaillent… … [1] 37 Qui paie le salaire des employés ? … [1] [PAUSE] 38 Comment les gens remercient-ils Thomas ? … [1] 39 Qu’est-ce que Thomas voudrait faire construire dans l’avenir ? … [1] 40 Que souhaite Thomas pour les lions guéris ? … [1] [Total : 9]

This document consists of 14 printed pages. © UCLES 2020 [Turn over Cambridge IGCSE™ FRENCH 0520/12 Paper 1 Listening October/November 2020 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 2020 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 October/November 2020 © UCLES 2020 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 October/November 2020 © UCLES 2020 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 October/November 2020 © UCLES 2020 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 October/November 2020 © UCLES 2020 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 October/November 2020 © UCLES 2020 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 October/November 2020 © UCLES 2020 Page 7 of 14 2 Detailed Mark Scheme Section 1 Exercise 1 Question Answer Marks Guidance 1 A 5 / cinq 1 2 A consigne automatique 1 3 B fromage 1 4 B fruit 1 5 C métro 1 6 B barbecue 1 7 C zoo 1 8 D casquette 1

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 8 of 14 Section 1 Exercise 2 Question Answer Marks Guidance 9 samedi Must start sam(e) / sam(i) Must end di(e)(s) 1 any other day = INV Ignore attempts at prochain 10 C dessiner 1 11 B repas 1 12 C épicerie 1 13 C film 1 14 B feu d’artifice 1 15 A chiens 1

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 9 of 14 Section 2 Exercise 1 Question Answer Marks Guidance (a)  Lisa doit se lever tôt pour aller à l’école. (b)  Quand elle n’est pas à l’école, Lisa fait beaucoup de choses. (c) (d)  Alain aime attraper des poissons. (e)  Alain habite à côté de la mer. (f) (g) (h) (i)  Margaux habite une maison climatisée. (j) (k) (l)  Yves voudrait continuer à vivre sur son île. 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 October/November 2020 © UCLES 2020 Page 10 of 14 Section 2 Exercise 2: Part 1 Question Answer Marks Guidance 17 roller Acceptable spellings: rol(l)er(e)(s) 1 Refuse rol(l)eur 18 spectateurs Acceptable spellings: spec(c)tateur(e)(s) / spectatric(e)(s) 1 Refuse spectators / spectaters 19 entraîneur Acceptable spellings: entrain(n)e(u)r(e)(s) / entrain(n)eus(e)(s) Also accept entren(n)eur(e)(s) / entren(n)eus(e)(s) 1 20 apprendre Accept any part, any tense of the verb ap(p)rendre 1 Refuse a prendre (see General principle 1.7) 21 classique Acceptable spellings: classiq(u)(e)(s) Also accept classic(s) 1 look for a double ‘s’

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 11 of 14 Section 2 Exercise 2: Part 2 Question Answer Marks Guidance 22 quatre / 4 Acceptable spellings: q(u)at(t)re(s) Also accept quatre temps 1 quatre soir(s) = INV Refuse quart / quartre 23 nerveux Must start nerv Must end eu(x) / eu(s)(e)(s) 1 Ignore attempts at je me sentais vraiment ravi = INV Refuse nerveaux 24 prix Acceptable spellings: pri(x)(s) 1 le public appréciait / très important pour moi = INV premier prix = INV plus deprix = INV (see General principle 1.7) Refuse priz(e) / prie(s) / prise 25 forts Acceptable spellings: fort(e)(s) 1 de plus en plus fort = INV Ignore attempts at très

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 12 of 14 Section 3 Exercise 1 Question Answer Marks Guidance 26 B Pour réparer un bâtiment scolaire. 1 27 D Ils étaient tous très gentils. 1 28 A La mairie de la ville de Nabila a été généreuse. 1 29 C déçus 1 30 A Ils faisaient très attention. 1 31 C moins égoïste. 1

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 13 of 14 Section 3 Exercise 2 Question Answer Marks Guidance 32 (ils sont) malades Must start mal(l) Must end ad(e)(s) 1 Refuse mal(l)ard(e)(s) les lions sont plus malades = INV 33 plus (d’)espace 1 Refuse despace (see General principle 1.7) addition of pour vivre = HA addition of pour jouer = INV 34 (ils se sont) fâchés Accept any part, any tense of the verb (se) fâcher 1 Concept that inhabitants were cross (because the lions were dangerous) les lions étaient dangereux / ils trouvaient les lions dangereux = HA if combined with correct answer BUT dangereux et fâché tc (ambiguous) = INV admirer la beauté des lions = INV Refuse ils étaient en colère 35 furieux Must start fur(r)i Must end eu(x) / eus(e)(s) Also accept fureur 1 Refuse furious 36 (à) plein temps Acceptable spellings: plein(e)(s) temp(s) 1 plain(e) = INV bénévole = INV addition of dix employés = HA pleintemps = INV (see General principle 1.7)

0520/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 14 of 14 Question Answer Marks Guidance 37 (la) région Acceptable spellings: region(n)(e)(s) 1 addition of des aides extérieures / d’autres aides = INV région aussi = INV (aussi distorts) pas la région = INV (the negative invalidates) NB sont pays par la région = INV (pays suggests country not payment) BUT accept payés par / pour la région 38 donnent (de la) viande Accept any part, any tense of the verb donner Acceptable spellings: viand(e)(s) Also accept don (de la) viande 1 laviande = INV (see General principle 1.7) les jeunes = INV les gens sont généreux = HA Refuse pour nourrir les lions tc BUT = HA (if combined with the correct answer) 39 centre touristique Acceptable spellings: centre(s) tour(r)istiq(u)(e)(s) / tour(r)istic(u)(e)(s) 1 addition of et grande publicité = INV tourisme / touriste = INV Refuse tur(r)istiq(u)(e)(s) / tur(r)istic(u)(e)(s) 40 (rendre leur) liberté Acceptable spellings: liberte(e)(s) Also accept libre(s) 1 Ignore attempts at rendre au(x) région = INV fantastique tc but HA guérir les lions = INV – BUT accept rendre aux lions guéris leur liberté garder lions malades tc Accept chercher un endroit et rendre aux lions (guéris) liberté but refuse trouver un village et rendre aux lions (guéris) liberté