_______________________

Name:
_
Marriage partnership
_______________________
Class:
_

_______________________
Date:
_

Time: 79 min.

Marks: 139 marks

Comments:

Page 1 of 24
Q1.
Le mariage

Vous entendez cette personne à la radio suisse parler du mariage.

Complétez les phrases en français.

Répondez aux deux aspects de cette question.

1 Après le mariage de sa tante, elle voulait se

___________________________________________________________________

Pour elle, l'essentiel dans un couple c'est

___________________________________________________________________
(2)

2 Pour rencontrer son partenaire, le mieux c'est de

___________________________________________________________________
(1)
(Total 3 marks)

Q2.
A proposed marriage

Read this extract from the short story ‘Le mariage de Chiffon’ by Gyp and answer the
questions which follow in English.

1 What do we know about Chiffon’s character? Give two details.

___________________________________________________________________

Page 2 of 24
 ___________________________________________________________________
(2)

2 What was her mother’s main ambition?

___________________________________________________________________
(1)

3 Why did Chiffon not want to marry the duke? Give two reasons.

___________________________________________________________________

___________________________________________________________________
(2)

4 What are we told about Chiffon’s uncle, Marc? Give two details.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 7 marks)

Q3.
Vous décrivez vos rapports avec les autres pour un magazine français.

Décrivez:

• votre meilleur(e) ami(e)

• des activités avec vos copains / copines
• un anniversaire récent
• votre préférence pour le mariage à l’avenir

Ecrivez environ 90 mots en français. Répondez à chaque aspect de la question.

(Total 16 marks)

Q4.

Le mariage

Dans un restaurant français, vous écoutez ces jeunes qui parlent du mariage.

Complétez les phrases suivantes en français.

1 Selon Loïc, pour ceux qui s’aiment, le mariage n’est pas ...

___________________________________________________________________
(1)

2 Mais Loïc pense que la cérémonie de mariage est ...

___________________________________________________________________
(1)

Page 3 of 24
 3 Selon Pascale, le mariage est ...

___________________________________________________________________
(1)

4 De nos jours, Pascale dit qu’il y a souvent beaucoup plus de ...

___________________________________________________________________
(1)
(Total 4 marks)

Q5.

Candidate’s Photo card

• Look at the photo during the preparation period.

• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and about topics related to
me, my family and friends.

Your teacher will ask you the following three questions and then two more questions
which you have not prepared.

• Qu’est-ce qu’il y a sur la photo ?

• Est-ce que tu es allé(e) à un mariage récemment ?
• Tu t’entends bien avec ta famille ? ... Pourquoi/pourquoi pas ?

Q6.

Candidate’s Photo card

Page 4 of 24
 • Look at the photo during the preparation period.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and about topics related to
me, my family and friends.

Your teacher will ask you the following three questions and then two more questions
which you have not prepared.

• Qu’est-ce qu’il y a sur la photo ?

• A ton avis est-ce que le mariage est nécessaire ? ... Pourquoi/pourquoi pas ?
• Qu’est-ce que tu as fait avec ta famille le week-end dernier ?

Q7.

Tweets about marriage

Your French exchange partner has posted a tweet about marriage on Twitter.
Read some of his followers' replies.

Page 5 of 24
 What are his followers' views on marriage?

For a positive view, write P.

For a negative view, write N.
For a positive and a negative view, write P / N.

1 Thomas

(1)

2 Maeva

(1)

3 Louane

(1)
(Total 3 marks)

Q8.
Relationships

Page 6 of 24
 These young people have taken part in a TV dating game show. They are talking about
the people they met on the programme.

What is their opinion of these people?

Write P for a positive attitude.

Write N for a negative attitude.

Write P/N for a positive and a negative attitude.

Example:

Florian

(a) Laura

(1)

(b) Arthur

(1)

(c) Lucas

(1)

(d) Clémentine

(1)
(Total 4 marks)

Q9.
Future plans

These teenage girls are chatting online about their ideal partners.

Page 7 of 24
 Muriel Mon partenaire idéal serait sympa et beau.
Pas du tout. C’est sa personnalité qui est importante.
Béa Mais l’essentiel, c’est de trouver quelqu’un qui aime le
sport, comme moi.
Oui, je comprends. Mais moi, je veux aussi être libre
Muriel
de sortir avec mes copines de temps en temps.
Je suis bien d’accord avec toi. Et, à part ça, tu voudrais
Béa
une grande famille ?
Muriel Ça serait génial, car je suis fille unique.

Answer the following questions in English.

(a) For Béa, what is most important in a partner?

___________________________________________________________________
(1)

(b) What do Béa and Muriel both want to be able to do?

___________________________________________________________________
(1)

(c) Why might Muriel like to have lots of children?

___________________________________________________________________
(1)
(Total 3 marks)

Q10.
Dating

The contestants of a television dating programme are being introduced.

Choose the correct answer and write the letter in each box.

Example:

This person enjoys ...

A reading.

B listening to music.

C watching TV.

1 This person enjoys ...

A winter sports.

Page 8 of 24
 B water sports.

C team sports.
(1)

2 At the moment, this person cannot live without ...

A her mobile.

B her camera.

C her computer.
(1)

3 This person enjoys going ...

A to the cinema.

B to parties.

C shopping.
(1)

4 This person spends the most time with ...

A to the cinema.

B to parties.

C shopping.
(1)
(Total 4 marks)

Q11.

Read Suzanne’s letter to a magazine, and the reply.

Page 9 of 24
Answer these questions in English.

1 Why did Suzanne wake up in the night? Give two details.

1. _________________________________________________________________

2. _________________________________________________________________
(2)

2 Why was she so surprised?

___________________________________________________________________
(1)

3 What advice does the magazine offer? Give two details.

1. _________________________________________________________________

2. _________________________________________________________________
(2)
(Total 5 marks)

Page 10 of 24
Mark schemes

Q1.

Key idea Accept Reject Mark

marier marié(e) / me marier / marier ma tante etc

marrier / marie marier ou pas
ne marier
mari
mariage (elle aussi) 2
1 ici for aussi (different
l’amour
dans / en amour meaning)
d’amour / l’armour /
amor / amore amoureux tc
aimer / adorer / adore /
adoré

sortir sorti / sortie / sortis / faire de sortir 1

sorte
sortir avec lui / il / elle /
2
partenaire
sertir / certie
[3]

Q2.

Key idea Accept Reject Mark

clever skilful / able / intelligent young

selfish self-centred / reference to confident
egoistical / egotistical / arrogant 2
1 kind big ego
gentle
(any 2 from 3) (very / quite /
sometimes) nice /
caring

to marry off her to find her a husband / anything implying 1

daughter a man / to get the Duke mother’s getting
2
to marry Chiffon married e.g. (for her) to
get married tc

no sense of humour humourless / not funny some sense of humour

(=1) 2
3 he was twice her age / anything implying
(too) old (=1) so much older than Chiffon is older than the
her / age difference Duke

Page 11 of 24
 loves photography (=1) past or present tense Photographer
answers 2
4 gets on well with good / nice with Chiffon
Chiffon (=1) she confides / confided always there for Chiffon
in him is close to Chiffon
[7]

Q3.
10 marks for Content + 6 marks for Quality of Language (16 marks in total).

Candidates write approximately 90 words in total about four different bullet points. All
bullet points must be covered, but there is no need for equal coverage of the bullets.

When deciding a particular mark, it is advisable to identify the band of marks first, and
then decide whether you are tempted by the band above or the band below. This will
enable you to award an appropriate mark within a mark range.

The question is marked for Content and for Quality of language, according to the following
criteria.

Content

Level Marks Responses

A very good response covering all aspects of the task.

5 9-10 Communication is clear and a lot of information is conveyed.
Opinions are expressed.

A good response covering all aspects of the task.

Communication is mostly clear but perhaps with occasional
4 7-8
lapses. Quite a lot of information is conveyed. Opinions are
expressed.

A reasonable response covering almost all aspects of the task.

3 5-6 Communication is generally clear but there are likely to be
lapses. Some information is conveyed. An opinion is expressed.

A basic response covering some aspects of the task.

Communication is sometimes clear but there are instances
2 3-4
where messages break down. Little information is conveyed. An
opinion is expressed.

A limited response covering some aspects of the task.

Communication is often not clear and there may be frequent
1 1-2
instances where messages break down. Very little information is
conveyed. There may be no opinions expressed.

The content does not meet the standard required for a mark at
0 0
this tier

Notes
There may be some imbalance in the coverage of the four compulsory bullet points but,
provided at least some coverage of all bullet points is evident, students will have access to
full marks where the other criteria are met.

The candidate’s response must be relevant to the bullet points. Any information which

Page 12 of 24
cannot be deemed relevant in the broadest sense must be ignored when awarding the
mark for Content.

A minimum number of bullet points must be covered for the award of marks for Content,
as follows:
• 7-10 marks: 4 bullet points
• 5-6 marks: 3 bullet points
• 3-4 marks: 2 bullet points
• 1-2 marks: 1 bullet point

The information that the candidate gives must be clear. If what is written is unclear, this
will have a bearing on the mark for Content. For example, the candidate may convey
information in relation to all four bullet points, but lapses in clarity may mean that a mark
lower than the 9 or 10 band is more appropriate. The more lapses in clarity that there are,
the lower the mark is likely to be. All of the information that a candidate attempts to give in
relation to a particular bullet point may be unintelligible, in which case that bullet point will
not have been covered, meaning that the maximum mark will be 6.

You must accept any information which is a plausible response to the bullet point, even if it
does not explicitly mention, for instance, a time or place. For example, if the bullet asks
what the candidate did last weekend, and he / she writes ‘I went to see my grandparents
and then went to a theme park’, this can feasibly be an account of what happened last
weekend, even though ‘last weekend’ is not mentioned. Equally, if the student is asked to
say what he / she does on a typical visit to a shopping centre and they write ‘I bought
some clothes and went to see a film’, this is also an acceptable fulfilment of the task, even
though ‘shopping centre’ is not mentioned.

The bands refer to the amount of information that is conveyed, as follows:

9-10: a lot
7-8: quite a lot
5-6: some
3-4: little
1-2: very little

All of these have to be considered with reference to the suggested number of words,
which is approximately 90. In other words, a candidate who writes approximately 90
words, clearly understandable and relevant to all four bullet points, will be able to achieve
10 marks, provided the other criteria are met. Conversely, a candidate may write much
more than 90 words, but the language is so inaccurate that little or very little information is
conveyed successfully and the mark will be much lower. If a candidate writes considerably
fewer than 90 words, ‘a lot of information’ will not be conveyed.

The candidate must give opinions in order to have access to certain marks, as follows:

7-10: two opinions

3-6: one opinion

This is not an automatic mark and the other criteria within a particular band must be met.
If there is no opinion, the maximum mark is 2. An opinion may be expressed simply, for
example: ‘I like going shopping’. Any positive or negative adjective (‘interesting’; ‘boring’,
etc) is classed as an opinion. A neutral or descriptive adjective is only classed as an
opinion if it is preceded by something like ‘I think that’. For example: ‘I think that my town
is big’.

Quality of language

Page 13 of 24
 Level Marks Responses

A variety of appropriate vocabulary is used. Complex structures and

sentences are attempted. There are references to three time
frames, which are largely successful. Errors are mainly minor.
3 5-6
Some more serious errors may occur, particularly in complex
structures and sentences, but the intended meaning is nearly
always clear. The style and register are appropriate.

Some variety of appropriate vocabulary is used. There may be

some attempt at complex structures and sentences. There are
references to at least two different time frames, although these may
2 3-4 not always be successful. There may be some major errors, and
more frequent minor errors, but overall the response is more
accurate than inaccurate and the intended meaning is usually clear.
The style and register may not always be appropriate.

The range of vocabulary may be narrow, repetitive and / or

inappropriate to the needs of the task. Sentences are mainly short
1 1-2 and simple or may not be properly constructed. There may be
frequent major and minor errors. Little or no awareness of style and
register.

The language produced does not meet the standard required for a
0 0
mark at this tier.

Notes
(a) A major error is one which seriously affects communication.

(b) A mark of zero for Content automatically results in a mark of zero for Quality of
language.
Apart from that, the Content mark does not limit the mark for Quality of language.

General rule for this question:

the use of an infinitive in place of a finite verb is acceptable for conveying a message. It
would not, however, count as a reference to a present / past / future event (i.e. no
annotation of Pr / P / F).

Bullet Comments

Votre meilleur(e) ami(e)

Accept no reference to avec mes

Des activités avec vos copains /
copains if activities could be
copines
undertaken with friends.

Un anniversaire récent Reference to birthday is needed

Accept information about a future

relationship e.g. mon partenaire
Votre préférence pour le mariage à idéal sera ...
l’avenir Accept ‘j’ai voudrais’ for
communication but do not credit as
a time frame.

The following indicative content is an example of the response that students may give to
this question. It demonstrates a balanced coverage of the compulsory bullet points.

Page 14 of 24
 This is a possible response (indicative content):
Ma meilleure amie s’appelle Sophie. Elle est assez grande et mince. A mon avis elle est
sympa et généreuse. Je m’entends très bien avec elle. Le week-end j’adore aller au
cinéma avec mes copains car j’aime les comédies. Quelquefois on fait du bowling en ville
aussi. Pour mon anniversaire l’année dernière je suis allée au restaurant avec ma famille.
J’ai mangé un bifteck et un gâteau au chocolat. Je pense que le mariage est une bonne
idée et à l’avenir je voudrais me marier dans une église avec toute ma famille. (91 words)

The whole of the response must be assessed when awarding the mark for Quality of
Language, even if some of it is irrelevant to the bullet points.
Once you have decided on the mark for Content, you should read through the response
once more and decide on the mark for Quality of language. A mark of 0 for Content
automatically results in a mark of 0 for Quality of Language but, apart from that, the
Content mark does not limit the mark for Quality of language. However, a short piece is
unlikely to demonstrate sufficient variety for a high mark for Quality of language.

• Each band has five strands: variety of vocabulary; complexity of structures and
sentences; reference to time frames; accuracy of the language; style and register.
Sometimes it will be necessary to adopt a ‘best fit’ approach, because the five
strands will not be consistently demonstrated. Whether it is the top or bottom mark
in the band will depend on whether the criteria are nearer to those of the band
above or below.

• In order to score in the 5-6 band, there must be reference to all three time frames
(past, present and future). For the 3-4 band, there must be reference to at least two
time frames. Reference to a particular time frame may be demonstrated with one
example. The verb used to refer to a particular time frame need not be totally
correct, provided the message is clear. These marks are not awarded automatically
and the other criteria in the band are equally important. Notice that references are to
time frames, not tenses. So, for example, the present tense usage in the following
sentence is a reference to a future time frame: ‘I’m going to the concert next week’.

• When considering the complexity of the language, you should bear in mind that a)
this is the overlap question and is attempted by both Foundation and Higher
candidates; b) that the criteria for Quality of language in this question are not as
demanding as the language criteria for Higher Question 2. However, for a mark of 5
or 6, complex structures and sentences are attempted. They may not always be
successful and this may lead to serious errors because of the complexity of the
structure or sentence which the candidate attempts. Complexity may be shown in
some of the following ways: different tenses; intensifiers; time markers; connectives;
subordinate clauses; infinitive constructions. This should not be seen as a ‘tick list’,
but rather as an indication of the definition of complexity at GCSE level.

• The setting and bullet points are likely to mean that the style and register of the
writing will be appropriate. If informal address is used when the task is in a formal
setting, or vice versa, there is no need to penalise the candidate merely for that. It
may, however, be a contributory factor in the award of the overall mark if there are
other weaknesses. There is no requirement for candidates to present their piece of
writing in a particular way because of the context, e.g. a blog or email does not need
to look like a blog or email. It is the content which is to be marked.
[16]

Q4.

Accept Reject Mark

Page 15 of 24
 1 nécessaire/essentiel 1

2 Belle/romantique/magique 1

3 important 1

4 divorces/séparations/mariages qui ne durent pas 1

Q5.

For general marking of this question please refer to the Marking Guidance.

Q6.

For general marking of this question please refer to the Marking Guidance.

Q7.

Accept Mark

1 P 1

2 P/N, P+N, PN 1

3 P 1

Q8.

Accept Marks

(a) P/N
1
Accept: N / P P+N PN

(b) N 1

(c) P 1

(d) P/N
1
Accept: N / P P+N PN

Q9.

Accept Mark Reject / Notes

(a) Someone who likes / does / plays / 1 Reject: references to personality

enjoys / is interested in sport/ (who But personality + sporty = 1
is) sporty / good at sport

Page 16 of 24
 Accept: They both like sport / Reject: they work in sport
Sport(s) tc
Ignore extraneous material which
does not negate

(b) (They both want to be free / able to) Go out with friends and family
go out / spend time / be / do things (extraneous material) = 1
with / meet / see (girl)friends
Reject: go out tc
1 keep in touch with / talk to
friends
partner(s) / boyfriend(s) / each
other

(c) She is / was an only child Reject: unique / special

she is the / an only girl / daughter
Accept: Has / had no brothers or 1 they are both an only child
sisters / siblings
She is a single child

Q10.

Accept Mark

1 A 1

2 B 1

3 C 1

4 A 1
[4]

Q11.

Key idea Accept Reject Mark

1 Loud voices (1) from her Her parents keep arguing Her parents were shouting
parents’ room (1) =2 t.c. = 1 (must have idea of
‘at each other’ for 2)
OR
They/people were being
her parents were shouting loud = 0 2
at / insulting each other
(2) They/people were arguing
=1
her parents were
arguing/fighting (2)

2 She didn’t know they were She thought they were They never had problems 1
having problems happy / nothing was before
wrong
OR She didn’t know why they
were having problems /

Page 17 of 24
 the idea of divorce / them what the problems were
splitting up
Ref to 1 parent only

NB Use of ‘it’ assumed to

refer back to arguing in
part 1

5 – she doesn’t need to talk don’t rush a decision let them get on with it
to her parents (yet)
close/good friend friend t.c.
– she should be patient

– she shouldn’t give up

2
hope

– she could talk to her

best friend

(Any 2 from 4)

Page 18 of 24
Examiner reports

Q1.
As expected, students found this section challenging. It was nevertheless pleasing to see
that many students attempted the questions. The mark scheme for this section allowed for
a range of approximate spellings, in accordance with the general principles for marking.
This enabled students to gain a mark despite minor spelling mistakes. Answers which
created an ambiguity were not credited. This was often the case when students attempted
to transcribe what they had heard (e.g. marier ou pas or using ici for aussi).

Both questions 1 and 2 produced similar outcomes (10% correct). Question 1 proved to
be extremely demanding (only 2.5% correct), suggesting that amour was not a very well-
known lexical item for most students at this tier. In a minority of cases, it was clear that
students had not realised that question 1 were based on one recorded item. This is an
aspect of exam technique in terms of making use of the reading time to identify questions
with more than one part from a single recorded item (indicated by .1, .2 etc).

Q2.
In question 1, many students failed to score the two marks on offer by writing “young” and
also a frequent answer was “gentle” rather than “kind”, though many understood égoïste.
A correct rendition of habile was rarely seen. Because of the ne…que construction in
question 2, a minority felt that the mother had no ambitions. Otherwise, there were many
correct answers here. The pronoun lui was often seen as a person in question 3, leading
to answers such as “she didn’t want to marry Lui”. Otherwise this was very well answered,
with many students (65.7%) scoring both marks. In question 4, s’entendait bien was not
widely recognised and led to answers about Marc being good with Chiffon; but most
gained a mark for Marc’s interest in photography. A final point on this question: those who
were worried about the use of literary texts will be pleased to learn that there were some
high scores on this question, with the vast majority of students gaining some credit.

Q3.
For this question, there are 10 marks for Content and 6 marks for Quality of Language.
Students are required to write approximately 90 words in total, about four different bullet
points. All bullet points must be covered, but there is no need for equal coverage of the
bullets. The quality of work seen was generally good, with many students able to provide
extended responses which demonstrated their ability to develop ideas, express opinions
and refer to different time frames. Where students were less successful, this was mainly
due to misinterpretation or omission of bullet points and overlong responses, which at this
level led to more scope for error.

Content
The criteria for assessment focus on four elements: coverage of the bullet points,
development of ideas, clarity of communication and expression of opinions. Students
need to be reminded that coverage of bullet points is key, as misinterpreting or omitting
even one means that the award of a mark above 6 is impossible, given that for the award
of marks in the range 7 – 10, all aspects of the task must be covered. In addition, although
students had no difficulty in developing ideas and expressing opinions, there were
occasions when inaccuracy led to a lack of clarity of communication (referred to as
‘lapses’) and this impacted on marks awarded.

Again, students were familiar with most of the topics in this question and produced
extended responses, especially relating to bullet points 1 and 2. Bullet point 3 required
them to describe ‘un anniversaire récent’. The majority of students produced a good

Page 19 of 24
 response, but some did not notice the past tense reference and wrote about a future
birthday. Those students who were able to manipulate the rubric for bullet point 4
addressed it successfully, although many students who either attempted to write too
much, or misinterpreted the bullet point as general plans for the future, were less
successful.

Quality of language
The key features of the criteria for assessment here are variety of language, attempts at
complexity, time frames and accuracy. In relation to the first three elements, the following
were seen: successful references to two or three time frames; different persons of the
verb; synonyms ‘j’adore, j’aime, j’apprécie, je préfère’; structures reflecting complexity
often successfully attempted, for example infinitive constructions, adjectives, connectives,
intensifiers, negatives, use of subordinate clauses, relative pronouns, and even
subjunctives. Less successful language included ‘avoir / être’ confusion, spellings of
holiday destinations with many adjectives seen (‘français, espagnol’), and the inability to
express possession, for example ‘ma mère’s anniversaire’. In relation to the time frames,
attempts at the perfect tense were the most inaccurate, often with either no auxiliary verb
or an auxiliary verb with an infinitive.

Advice to students
• Aim to write roughly the suggested number of words.
• Mention all of the bullet points. Attempt to write something about them rather than
omitting them. Tick off the bullet points in the rubric once they have been addressed.
• Identify which bullet points target the different time frames and check that your verb
formation is accurate.
• Make sure you include opinions as required by the task.
• In some cases, the language of the bullet points can be manipulated to help you
write a successful response.

Q8.
Lower Tier

Parts (a) and (c) proved to be accessible but there were fewer correct answers for (b)
where perhaps il s’intéresse was misinterpreted and casse-pieds not known. In part (d),
elle me plaît was not seen as a positive since many choose to answer that the attitude
was negative.

Higher Tier

This was very well answered with many students scoring maximum marks.

Q9.
Students found his question, targeting grade E, to be rather challenging. Indeed part (c)
was the least well answered on the paper. Students tended to write too much - a frequent
failing where answers in English are required - and to take information out of sequence.
Consequently, answers to part (b) typically included references to playing sport or having
a big family. The misunderstanding of libre led to answers about going to the library, or
reading books. Another common failing was to write down the first thing they read.
Therefore, in part (a) ‘personality’ was more often provided as the answer, ignoring the
subsequent sentence, starting with l’essentiel. In part (c) students simply did not know fille
unique, Based on the sound only, many said she feels unique, and many other false
renditions included the word unique.

Q10.

Page 20 of 24
 This too was an overlap section and responses were of mixed quality. Only half of the
students scored one mark in each of the four questions. In part 1, the most popular
alternative was B. It was clear that students had recognised the expression ski nautique
but had not listened carefully to the whole utterance. The previous comment about the
necessity to listen to the whole utterance before choosing an answer is again relevant
here. Students should also be reminded to listen to the examples given, as these should
indicate to them what is required.

Q11.
This was answered well by about two thirds of candidates. The real problem arose for
those candidates who unaccountably deduced that Suzanne was sharing her parents’
room, a misconception which led to all sorts of unexpected answers in subsequent items,
generally about the shortcomings of the hotel. There were many long-winded answers and
much untidy crossing out. Those who wrote simply ‘parents arguing’ scored both marks.
Teachers should encourage brevity. Overlong answers can rarely be accommodated in
the space provided, and tend to be wrong.

Only half of candidates gained this mark, very often as a consequence of what they
had written in part 1. Those who offered a straightforward translation did well.

Only about one third of candidates scored both marks. Those who correctly
construed patienter et espérer gained two marks very straightforwardly. At this level
candidates were expected to know meilleur, so that they did not gain the mark for
‘talk to best/good/close friend’ if this was omitted.

Page 21 of 24
Notes

Q1.
1 F1 Quand j'étais petite, je suis allée au mariage de ma tante. J'étais sûre de
vouloir me marier moi aussi. Puis, j'ai changé d'avis. Je crois que l'amour c'est
ce qui compte le plus, marié ou pas.

2 F1 Vous cherchez votre futur mari en ligne ? Pas la peine ! La meilleure chose à
faire c'est de sortir. C'est comme ça qu’on rencontre son partenaire idéal.

Q4.

1 F3 Loïc, que penses-tu du mariage ?

M2 Quand on s'aime, on n'a pas besoin de le signer sur un bout de papier. Il n’est
pas nécessaire de se marier. Par contre, on ne peut pas nier qu’il y a le côté
magique, avec la robe blanche, c'est vrai. Le mariage est une belle cérémonie
romantique pour certains. Mais ce n’est pas pour moi.

2 M2 Et toi, Pascale, qu’est-ce que tu en penses ?

F3 Je rêve de me marier avec l'homme que j'aime, même si trop de personnes ne

se rendent pas compte que le mariage est toujours quelque chose de très
important. A mes yeux, c’est trop beau mais, malheureusement, souvent le
mariage ne dure pas longtemps.

Q5.

Teacher’s Notes

Theme: Identity and culture

Topic: Me, my family and friends

The maximum time for this part of the test is two minutes but may well be less than that
for some candidates.

Candidates may use any notes they have made during the preparation time.

You begin the conversation by asking the candidate the first question ‘Qu’est-ce qu’il y a
sur la photo ?’ You then ask the remaining four questions in order. You may paraphrase
the questions provided the same meaning is maintained, and you may repeat or
paraphrase a question that the candidate does not understand. You should allow the
candidates to develop their responses as well as they are able. However, do not go over
the maximum time of two minutes for the questions and answers on the Photo card.

• Qu’est-ce qu’il y a sur la photo ?

• Est-ce que tu es allé(e) à un mariage récemment ?
• Tu t’entends bien avec ta famille ? ...Pourquoi/pourquoi pas ?
• Décris ton/ta meilleur(e) ami(e).
• Qu’est-ce que tu fais avec tes amis le week-end ?

General Conversation

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 The questions on the Photo card are followed by a General Conversation. The first part of
this conversation should be on the candidate’s nominated Theme and the second part on
the remaining Theme from the ones listed below. The total time of the General
Conversation should be between three and five minutes and a similar amount of time
should be spent on each Theme.

Themes for the General Conversation

• Local, national, international and global areas of interest

• Current and future study and employment

Remember

It is a requirement for the candidate to ask you at least one question during the General
Conversation; this can happen at any time during this section of the test. If, towards the
end of the General Conversation, the candidate has not asked you a question, you must
prompt this by asking the candidate in French, ‘Is there anything you want to ask me?’

Q6.

Teacher’s Notes

Theme: Identity and culture

Topic: Me, my family and friends

The maximum time for this part of the test is three minutes but may well be less than that
for some candidates.

Candidates may use any notes they have made during the preparation time.

You begin the conversation by asking the candidate the first question ‘Qu’est-ce qu’il y a
sur la photo ?’ You then ask the remaining four questions in order. You may paraphrase
the questions provided the same meaning is maintained, and you may repeat or
paraphrase a question that the candidate does not understand. You should allow the
candidates to develop their responses as well as they are able. However, do not go over
the maximum time of three minutes for the questions and answers on the Photo card.

• Qu’est-ce qu’il y a sur la photo ?

• A ton avis est-ce que le mariage est nécessaire ? ...Pourquoi/pourquoi pas ?
• Qu’est-ce que tu as fait avec ta famille le week-end dernier ?
• Selon toi, est-ce que la famille sera toujours plus importante que les amis ?
• Qu’est-ce que c’est un(e) bon(ne) ami(e) ?

General Conversation

The questions on the Photo card are followed by a General Conversation. The first part of
this conversation should be on the candidate’s nominated Theme and the second part on
the remaining Theme from the ones listed below. The total time of the General
Conversation should be between five and seven minutes and a similar amount of time
should be spent on each Theme.

Themes for the General Conversation

• Local, national, international and global areas of interest

• Current and future study and employment

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 Remember

It is a requirement for the candidate to ask you at least one question during the General
Conversation; this can happen at any time during this section of the test. If, towards the
end of the General Conversation, the candidate has not asked you a question, you must
prompt this by asking the candidate in French, ‘Is there anything you want to ask me?’

Q8.

Example

F3 Je suis sortie avec Florian. Il est drôle et sympa.

(a) M3 J’ai passé l’après-midi avec Laura. Elle est belle et elle est intelligente.
Malheureusement, je l’ai trouvée égoïste et ennuyeuse.

(b) F1 Je suis allée au restaurant avec Arthur. Il s’intéresse seulement à lui-

même. Il est vraiment casse-pieds, ce garçon.

(c) F2 J’ai visité Paris avec Lucas. On s’entend très bien et on va se revoir. Je
voudrais me marier avec quelqu’un comme lui.

(d) M1 Je suis sorti avec Clémentine. Elle me plaît beaucoup et j’ai envie de la
revoir. Cependant, elle est un peu trop bavarde.

Q10.
Example

M2 Elle n’est pas fana de musique. Regarder la télé ne l’intéresse pas. Elle préfère la
lecture.

1 M2 Vous ne le verrez jamais en maillot de bain en train de faire du ski nautique.

Lui, ce qu’il aime c’est faire du sport seul, en hiver dans la neige.

2 M2 Quand elle était plus jeune, elle passait tout son temps libre sur son
ordinateur. Après ça, elle est devenue accro à son portable. Maintenant, elle
va partout avec son appareil photo.

3 M2 Elle aime passer le week-end à faire les magasins avec ses amies. Pas
question d’aller dans les fêtes d’anniversaire ou de voir un film.

4 M2 Elle adore ses amis et sa sœur. Malheureusement elle ne les voit pas
souvent. Alors, elle fait tout avec sa mère qui est, pour elle, un peu comme sa
meilleure amie.

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