Français ab initio — Niveau moyen
Assessment criteria
| Criterion | Focus | Marks |
|---|---|---|
| A — Langue | Vocabulary, grammar, accuracy | 6 |
| B — Message | Relevance, development, organization | 6 |
| C — Compréhension conceptuelle | Text type, register/tone, conventions | 3 |
| TOTAL | 15 |
CRITÈRE A — LANGUE [6]
To what extent does the candidate demonstrate control of written language?
To what extent does the accuracy of the language contribute to effective communication?
To what extent is the vocabulary appropriate and varied?
To what extent are the grammatical structures varied?
1–2
Language control is limited. Vocabulary is only sometimes appropriate and may be repetitive. Mainly basic grammatical structures are used. Frequent errors and repetition may interfere with meaning and may make communication difficult.
3–4
Language is generally effective. Vocabulary is generally appropriate and shows some variety. Basic grammatical structures are generally controlled, with some attempts at more complex structures. Errors may occasionally affect communication, but the overall message remains understandable.
5–6
Language is effective and generally accurate. Vocabulary is appropriate and varied. A range of basic and more complex grammatical structures is used effectively. Occasional errors do not impede communication.
When awarding Criterion A, I will consider all three questions together:
- Vocabulary: Is it appropriate, relevant and varied?
- Grammar: Does the candidate use a range of structures?
- Accuracy: Do errors affect the effectiveness of communication?
I will not simply count grammatical mistakes. I will consider the overall effectiveness of the written language and whether errors actually interfere with communication.
CRITÈRE B — MESSAGE [6]
- To what extent does the candidate accomplish the task?
- To what extent are the ideas relevant to the task?
- To what extent are the ideas developed?
- To what extent do the clarity and organization of ideas contribute to the effective communication of the message?
The “Explanation of the descriptors” column provides further detail about the assessment criteria. When a candidate’s response does not correspond exactly to a particular markband, examiners should consider the bolded elements and use the best-fit approach.
1–2 — Partially accomplished
Only some relevant ideas are presented; development is weak or absent; organization may make the message difficult to follow.
3–4 — Generally accomplished
Most required ideas are addressed. Some are developed with details/examples. Organization is generally logical and the overall message is understandable.
5–6 — Effectively accomplished
All required elements are addressed and relevant. Ideas are well developed with appropriate details/examples. Organization is clear and logical, with suitable linking words.
TÂCHE 1 — Nouveau club
Criterion A — Langue
Look for effective use of:
Vocabulary
- club
- activité
- école
- loisirs
- participants
- séance
- équipe
- expérience
- opinion
Grammar
- présent for describing the club
- passé composé for describing what happened
- imparfait where appropriate for description/background
- opinion structures
- adjective agreement
- appropriate prepositions
Useful language
- Mon école vient de créer…
- J’ai participé à…
- Pendant la première séance…
- J’ai beaucoup aimé…
- Je pense que…
- À mon avis…
- Je recommande ce club parce que…
Criterion B — Points à aborder
You should address:
1. Décrire le club
- nom/type du club
- lieu
- activités proposées
- personnes participantes
2. Expliquer ce que vous avez fait
- activité(s) pendant la première séance
- personnes avec qui vous avez participé
- déroulement de la séance
3. Donner votre opinion
- ce que vous avez aimé
- pourquoi
- si vous souhaitez continuer/recommander le club
For the 5–6 band, all three required areas should be meaningfully addressed and developed.
Criterion C — Text type
| Text type | Suitability |
|---|---|
| Blog | Adapté |
| Message sur réseaux sociaux | Généralement adapté |
| Courriel | Généralement inadapté |
Register: informal/semi-formal
Tone: enthusiastic, personal, descriptive
Likely tenses: passé composé/imparfait + présent
TÂCHE 2 — Mode de vie et santé
Criterion A — Langue
Look for effective use of:
Vocabulary
- alimentation
- repas
- fruits et légumes
- eau
- sport
- sommeil
- santé
- bien-être
- stress
- habitudes
Grammar
- present tense
- frequency expressions
- reflexive verbs
- il faut
- je conseille de
- tu devrais
- imperative
- adjective agreement
Useful language
- Je fais du sport…
- Je mange…
- Pour rester en bonne santé…
- Il faut…
- Tu devrais…
- Je te conseille de…
Criterion B — Points à aborder
1. Habitudes alimentaires
- alimentation équilibrée
- fruits/légumes
- eau
- repas
- aliments à éviter/modérer
2. Habitudes sportives / bien-être
- sport pratiqué
- fréquence
- sommeil
- détente
- gestion du stress
3. Donner un conseil
- faire régulièrement du sport
- mieux manger
- dormir suffisamment
- boire de l’eau
- réduire le temps d’écran, etc.
For 5–6, all three components should be developed.
Criterion C
| Text type | Suitability |
|---|---|
| Courriel | Adapté |
| Blog | Généralement adapté |
| Article | Généralement inadapté |
The direct recipient is « votre ami(e) francophone », so a courriel is the strongest choice.
Register: informal — tu
Tone: friendly, informative, advisory
Language: présent + impératif/structures of advice (tu devrais, il faut, je te conseille de…)
TÂCHE 3 — Technologie
Criterion A — Langue
Look for effective use of:
Vocabulary
- téléphone
- ordinateur
- Internet
- réseaux sociaux
- technologie
- communication
- information
- études
- avantages
- inconvénients
- dépendance
- distraction
Grammar
- present tense
- expressions of opinion
- cause/consequence
- comparison
- connectors
- modal/obligation structures
Useful language
- J’utilise mon téléphone pour…
- Un avantage est que…
- Un autre avantage est…
- Cependant…
- En revanche…
- Un inconvénient est…
- À mon avis…
- Il faut utiliser la technologie de manière responsable.
Criterion B — Points à aborder
1. Expliquer l’utilisation
- téléphone/ordinateur
- études
- communication
- divertissement
- réseaux sociaux
2. Présenter DEUX avantages
For example:
- communication rapide
- accès à l’information
- aide aux études
- gain de temps
3. Présenter UN inconvénient
For example:
- dépendance
- distraction
- cyberharcèlement
- problèmes de sommeil
- vie privée
4. Donner votre opinion
- technologie utile/dangereuse
- nécessité d’une utilisation responsable
For 5–6, all four components should be addressed, including two advantages and one disadvantage.
Criterion C
| Text type | Suitability |
|---|---|
| Article | Adapté |
| Blog | Généralement adapté |
| Discours | Généralement inadapté |
Register: neutral/semi-formal
Tone: informative, explanatory and reflective
Conventions: title, introduction, organized paragraphs, conclusion/opinion
TÂCHE 4 — Futur métier
Criterion A — Langue
Look for effective use of:
Vocabulary
- métier
- profession
- travail
- études
- université
- formation
- stage
- compétences
- qualités
- responsabilité
- avenir
Grammar
- present
- future proche/futur simple
- conditional where appropriate
- il faut
- je voudrais
- j’aimerais
- adjective agreement
- reasons using parce que/car
Useful language
- Je voudrais devenir…
- Ce métier m’intéresse parce que…
- Pour exercer ce métier, il faut…
- Après le lycée, je vais…
- J’aimerais travailler…
- À l’avenir…
Criterion B — Points à aborder
1. Présenter le métier
- nom de la profession
- secteur/domaine
- lieu de travail possible
2. Expliquer pourquoi
- intérêt personnel
- passion
- salaire
- aider les autres
- compétences personnelles
3. Décrire les qualités nécessaires
- patient
- responsable
- créatif
- organisé
- travailleur
- communicatif, etc.
4. Expliquer la préparation
- études
- université
- formation
- stage
- compétences à développer
For 5–6, all four areas should be developed.
Criterion C
| Text type | Suitability |
|---|---|
| Présentation | Adapté |
| Article | Généralement adapté |
| Courriel | Généralement inadapté |
Register: semi-formal/formal
Tone: informative and enthusiastic
Language: présent + futur proche/futur simple/conditionnel
TÂCHE 5 — Voyage et nouvelle culture
Criterion A — Langue
Look for effective use of:
Vocabulary
- voyage
- destination
- vacances
- culture
- traditions
- langue
- rencontre
- expérience
- découverte
- souvenirs
- perspective
- ouverture d’esprit
Grammar
- passé composé
- imparfait
- present for reflection
- time expressions
- sequencing connectors
- cause and consequence
Useful language
- L’année dernière, je suis allé(e)…
- Pendant le voyage…
- J’ai découvert…
- J’ai rencontré…
- Cette expérience m’a appris que…
- Depuis ce voyage…
- Cela a changé ma façon de penser parce que…
Criterion B — Points à aborder
1. Raconter le voyage
- destination
- quand
- avec qui
- durée
2. Décrire une expérience importante
- activité
- rencontre
- visite
- événement culturel
3. Expliquer ce qui a été appris
- culture
- langue
- traditions
- nourriture
- comportement/mode de vie
4. Expliquer le changement personnel
- nouvelle perspective
- ouverture d’esprit
- indépendance
- respect d’autres cultures
- désir de voyager davantage
For 5–6, the response should go beyond simply describing the trip: the learning and personal change should also be developed.
Criterion C
| Text type | Suitability |
|---|---|
| Blog | Adapté |
| Journal intime | Adapté / généralement adapté |
| Article | Généralement inadapté |
Register: informal/personal
Tone: reflective, descriptive, enthusiastic
Language: passé composé + imparfait + présent
TÂCHE 6 — Quartier et communauté
Criterion A — Langue
Look for effective use of:
Vocabulary
- quartier
- communauté
- environnement
- pollution
- déchets
- recyclage
- espaces verts
- nettoyage
- volontariat
- responsabilité
- sensibilisation
Grammar
- present tense
- imperative
- il faut
- nous devons
- on devrait
- future where appropriate
- cause/consequence
- connectors
Useful language
- Dans mon quartier…
- Le principal problème est…
- Il faut agir parce que…
- Nous devons…
- On pourrait…
- Je propose de…
- Je vous encourage à…
- Ensemble, nous pouvons…
Criterion B — Points à aborder
1. Décrire le problème
- déchets
- espaces sales
- manque d’entretien
- pollution
- manque d’espaces verts
2. Expliquer pourquoi il faut agir
- environnement
- santé
- qualité de vie
- sécurité
- responsabilité communautaire
3. Proposer des solutions
- nettoyage collectif
- recyclage
- poubelles
- sensibilisation
- planter des arbres
- volontariat
4. Encourager les jeunes à participer
- avantages pour la communauté
- responsabilité
- travail collectif
For 5–6, you should clearly describe the problem, explain its importance and develop practical solutions.
Criterion C
| Text type | Suitability |
|---|---|
| Discours | Adapté |
| Article | Adapté / généralement adapté |
| Blog | Généralement adapté |
Register: semi-formal/formal
Tone: informative and persuasive
Language: présent + impératif + expressions of obligation (il faut, nous devons, on devrait…)
CRITÈRE C — COMPRÉHENSION CONCEPTUELLE [3]
- To what extent does the candidate demonstrate conceptual understanding?
- To what extent is the choice of text type appropriate to the task?
- To what extent are the register and tone appropriate to the context, purpose and audience of the task?
- To what extent does the response incorporate the conventions of the chosen text type?
Assessing three things together: text-type choice, register/tone, and conventions.
1
Limited conceptual understanding: text type generally inappropriate; tone/register inappropriate; few conventions.
2
Conceptual understanding generally evident: text type generally appropriate; tone/register partly appropriate but inconsistent; some conventions included.
3
Conceptual understanding consistently evident: appropriate text type, appropriate register and tone, and conventions effectively maintained.
MARKING SHEET
| Criterion | Mark | Notes |
|---|---|---|
| A — Langue | ___ /6 | Vocabulary / grammar / accuracy |
| B — Message | ___ /6 | Required points / development / organization |
| C — Compréhension conceptuelle | ___ /3 | Text type / register / conventions |
| TOTAL | ___ /15 |
Raw mark /15 → converted school mark /30
13–15 → 26–30/30: Effective/strong performance
10–12 → 20–24/30: Generally effective performance
7–9 → 14–18/30: Developing generally effective performance
4–6 → 8–12/30: Limited performance
0–3 → 0–6/30: Very limited performance
Overall Descriptor Bands
| Raw score /15 | Converted /30 | Overall band | Descriptor |
|---|---|---|---|
| 13–15 | 26–30 | 5–6 band equivalent | The student demonstrates effective and generally accurate language control. Vocabulary is appropriate and varied, and a range of basic and more complex grammatical structures is used effectively. The task is effectively accomplished: ideas are relevant, well developed with appropriate details and examples, and clearly and logically organized. Conceptual understanding is consistently evident through an appropriate text type, suitable register and tone, and effective use of text-type conventions. |
| 10–12 | 20–24 | 3–4 band equivalent | The student demonstrates generally effective language control. Vocabulary is generally appropriate and varied, with some attempts at more complex grammatical structures. The task is generally accomplished: most ideas are relevant, some are developed with details and examples, and the response is generally clear and logically organized. Conceptual understanding is generally evident, although the register, tone or conventions may show some inconsistencies. |
| 7–9 | 14–18 | 3–4 band equivalent — lower range | The student demonstrates generally effective control of basic language, although accuracy and range may be inconsistent. The task is partially to generally accomplished: some relevant ideas are communicated and some are developed, but one or more aspects may lack sufficient development. The response is generally understandable, although organization, register, tone or text-type conventions may be inconsistent. |
| 4–6 | 8–12 | 1–2 band equivalent | The student demonstrates limited language control. Vocabulary is sometimes appropriate and mainly basic grammatical structures are used. Repetition and inaccuracies may interfere with meaning. The task is partially accomplished; some relevant ideas are presented but are insufficiently developed or clearly organized. Conceptual understanding is limited or inconsistent, with weaknesses in text type, register, tone and/or conventions. |
| 0–3 | 0–6 | 1–2 band equivalent — very limited | The student demonstrates very limited control of language. Vocabulary and grammatical structures are basic, and frequent errors, repetitions and inaccuracies may significantly interfere with communication. Only a limited part of the task is addressed and ideas are minimally developed or difficult to follow. There is limited evidence of appropriate text type, register, tone or conventions. |
Criterion A — Language: the progression moves from limited language control at 1–2, to generally effective control at 3–4, and effective and generally correct language at 5–6.
Criterion B — Message: the progression moves from the task being partially accomplished at 1–2, to generally accomplished at 3–4, and effectively accomplished at 5–6, with increasing relevance, development, clarity and organization.
Criterion C — Conceptual understanding: the progression is limited at 1, generally evident at 2, and consistently evident at 3, based on text type, register, tone and conventions.
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