AQA GCSE French 8658 Past Paper Specification PDF

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Get help and support GCSE FRENCH Visit our website for information, guidance, support and resources at aqa.org.uk/8658 You can talk directly to the French subject team E: [email protected] (8658) T: 01423 534 381 Specification For teaching from September 2016 onwards For exams in 2018 onwards Version 1.2 18 May 2016 aqa.org.uk Copyright © 2016 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications, including the specifications. However, schools and colleges registered with AQA are permitted to copy material from this specification for their own internal use. G00565 AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 Contents 1 Introduction 5 1.1 Why choose AQA for GCSE French 5 1.2 Support and resources to help you teach 5 2 Specification at a glance 7 2.1 Subject content 7 2.2 Assessments 7 3 Subject content 11 3.1 Themes 11 3.2 Scope of study 12 3.3 Grammar 13 3.4 Communication strategies 16 3.5 Vocabulary 23 4 Scheme of assessment 87 4.1 Aims and learning outcomes 87 4.2 Assessment objectives 88 4.3 Assessment weightings 88 4.4 Paper 1: Listening 89 4.5 Paper 2: Speaking 90 4.6 Paper 3: Reading 91 4.7 Paper 4: Writing 92 4.8 Assessment criteria 94 5 General administration 111 5.1 Entries and codes 111 5.2 Overlaps with other qualifications 111 5.3 Awarding grades and reporting results 111 5.4 Resits and shelf life 112 5.5 Previous learning and prerequisites 112 5.6 Access to assessment: diversity and inclusion 112 5.7 Working with AQA for the first time 113 5.8 Private candidates 113 Visit for the most up-to-date specification, resources, support and administration 3 Are you using the latest version of this specification? You will always find the most up-to-date version of this specification on our website at We will write to you if there are significant changes to the specification. 4 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 1 Introduction 1.1 Why choose AQA for GCSE French A specification designed for you and your students We’ve worked with a range of teachers to create this specification. We have focussed on ensuring that our assessments are clear, accessible and discriminate effectively. Our objective is to enable students of all abilities to develop their French language skills to their full potential, equipping them with the knowledge to communicate in a variety of contexts with confidence. Languages for life At AQA we're passionate about the benefits that learning a language can bring. We strongly believe in languages as a skill for life and something students should enjoy and find rewarding. We know you want a specification which you can enjoy teaching, and one which expands your students' cultural knowledge whilst developing their language skills. We are confident our assessments will deliver the right results for your students. We want to help you to attract students of all abilities to languages and to deliver the assessments and results you and your students deserve. Comprehensive support We are here to offer a comprehensive range of support and resources to assist your planning, teaching and assessment of our specifications. You can rely on us to support you when you need help. You can find out about all our French qualifications at aqa.org.uk/french 1.2 Support and resources to help you teach We’ve worked with experienced teachers to provide you with a range of resources that will help you confidently plan, teach and prepare for exams. Teaching resources Visit aqa.org.uk/8658 to see all our teaching resources. They include: sample schemes of work to help you plan for course delivery online progress tests to provide effective means of monitoring individual student progress resources to support teaching of grammar, translations and the exploitation of literary texts text book and digital resources endorsed by AQA training courses to help you deliver AQA French qualifications subject expertise courses for all teachers, from newly-qualified teachers who are just getting started to experienced teachers looking for fresh inspiration. Visit for the most up-to-date specification, resources, support and administration 5 Preparing for exams Visit aqa.org.uk/8658 for everything you need to prepare for our exams, including: past papers, mark schemes and examiners’ reports sample papers and mark schemes for new courses Exampro: a searchable bank of past AQA exam questions example student answers with examiner commentaries. Analyse your students' results with Enhanced Results Analysis (ERA) Find out which questions were the most challenging, how the results compare to previous years and where your students need to improve. ERA, our free online results analysis tool, will help you see where to focus your teaching. Register at aqa.org.uk/era For information about results, including maintaining standards over time, grade boundaries and our post-results services, visit aqa.org.uk/results Keep your skills up-to-date with professional development Wherever you are in your career, there’s always something new to learn. As well as subject- specific training, we offer a range of courses to help boost your skills. Improve your teaching skills in areas including differentiation, teaching literacy and meeting Ofsted requirements. Prepare for a new role with our leadership and management courses. You can attend a course at venues around the country, in your school or online – whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk Help and support available Visit our website for information, guidance, support and resources at aqa.org.uk/8658 If you'd like us to share news and information about this qualification, sign up for emails and updates at aqa.org.uk/keepinformedmfl Alternatively, you can call or email our subject team direct. E: [email protected] T: 01423 534 381 6 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 2 Specification at a glance This qualification is linear. Linear means that students will sit all their exams at the end of the course. 2.1 Subject content Core content Students study all of the following themes on which the assessments are based. Theme 1: Identity and culture (page 11) Theme 2: Local, national, international and global areas of interest (page 11) Theme 3: Current and future study and employment (page 12) 2.2 Assessments GCSE French has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening What's assessed Understanding and responding to different types of spoken language How it's assessed Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier) 40 marks (Foundation Tier), 50 marks (Higher Tier) 25% of GCSE (Each exam includes 5 minutes’ reading time of the question paper before the listening stimulus is played.) Questions Foundation Tier and Higher Tier Section A – questions in English, to be answered in English or non-verbally Section B – questions in French, to be answered in French or non-verbally Visit for the most up-to-date specification, resources, support and administration 7  Paper 2: Speaking What's assessed Communicating and interacting effectively in speech for a variety of purposes How it's assessed Non-exam assessment 7–9 minutes (Foundation Tier) + preparation time 10–12 minutes (Higher Tier) + preparation time 60 marks (for each of Foundation Tier and Higher Tier) 25% of GCSE Questions Foundation Tier and Higher Tier The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play. The timings are different too: Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier) Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier) General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier) Paper 3: Reading What's assessed Understanding and responding to different types of written language How it's assessed Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) 60 marks (for each of Foundation Tier and Higher Tier) 25% of GCSE Questions Foundation Tier and Higher Tier Section A – questions in English, to be answered in English or non-verbally Section B – questions in French, to be answered in French or non-verbally Section C – translation from French into English (a minimum of 35 words for Foundation Tier and 50 words for Higher Tier) 8 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 Paper 4: Writing What's assessed Communicating effectively in writing for a variety of purposes How it's assessed Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier) 50 marks at Foundation Tier and 60 marks at Higher Tier 25% of GCSE Questions Foundation Tier Question 1 – message (student produces four sentences in response to a photo) – 8 marks Question 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marks Question 3 – translation from English into French (minimum 35 words) – 10 marks Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks Higher Tier Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marks Question 3 – translation from English into French (minimum 50 words) – 12 marks Visit for the most up-to-date specification, resources, support and administration 9 10 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 3 Subject content 3.1 Themes The specification covers three distinct themes. These themes apply to all four question papers. Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/ communities where French is spoken. 3.1.1 Theme 1: Identity and culture Theme 1: Identity and culture covers the following four topics with related sub-topics shown as bullet points: Topic 1: Me, my family and friends Relationships with family and friends Marriage/partnership Topic 2: Technology in everyday life Social media Mobile technology Topic 3: Free-time activities Music Cinema and TV Food and eating out Sport Topic 4: Customs and festivals in French-speaking countries/communities 3.1.2 Theme 2: Local, national, international and global areas of interest Theme 2: Local, national, international and global areas of interest covers the following four topics with related sub-topics shown as bullet points: Topic 1: Home, town, neighbourhood and region Topic 2: Social issues Charity/voluntary work Healthy/unhealthy living Visit for the most up-to-date specification, resources, support and administration 11 Topic 3: Global issues The environment Poverty/homelessness Topic 4: Travel and tourism 3.1.3 Theme 3: Current and future study and employment Theme 3: Current and future study and employment covers the following four topics: Topic 1: My studies Topic 2: Life at school/college Topic 3: Education post-16 Topic 4: Jobs, career choices and ambitions 3.2 Scope of study 3.2.1 Listening: understand and respond to spoken language Students are expected to be able to: demonstrate general and specific understanding of different types of spoken language follow and understand clear standard speech using familiar language across a range of specified contexts identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions. 3.2.2 Speaking: communicate and interact in speech Students are expected to be able to: communicate and interact effectively in speech for a variety of purposes across a range of specified contexts take part in a short conversation, asking and answering questions, and exchanging opinions convey information and narrate events coherently and confidently, using and adapting language for new purposes speak spontaneously, responding to unexpected questions, points of view or situations, sustaining communication by using rephrasing or repair strategies, as appropriate initiate and develop conversations and discussion, producing extended sequences of speech make appropriate and accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, with reference to past, present and future events 12 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 make creative and more complex use of the language, as appropriate, to express and justify their own thoughts and points of view use accurate pronunciation and intonation to be understood by a native speaker. 3.2.3 Reading: understand and respond to written language Students are expected to be able to: understand and respond to different types of written language understand general and specific details within texts using high frequency familiar language across a range of contexts identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language and recognising the relationship between past, present and future events deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing relevant contemporary and cultural themes recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw inferences in context and recognise implicit meaning where appropriate translate a short passage from French into English. 3.2.4 Writing: communicate in writing Students are expected to be able to: communicate effectively in writing for a variety of purposes across a range of specified contexts write short texts, using simple sentences and familiar language accurately to convey meaning and exchange information produce clear and coherent text of extended length to present facts and express ideas and opinions appropriately for different purposes and in different settings make accurate use of a variety of vocabulary and grammatical structures, including some more complex forms, to describe and narrate with reference to past, present and future events manipulate the language, using and adapting a variety of structures and vocabulary with increasing accuracy and fluency for new purposes, including using appropriate style and register make independent, creative and more complex use of the language, as appropriate, to note down key points, express and justify individual thoughts and points of view, in order to interest, inform or convince translate sentences and short texts from English into French to convey key messages accurately and to apply grammatical knowledge of language and structures in context. 3.3 Grammar The grammar requirements for GCSE are set out in two tiers: Foundation Tier and Higher Tier. Visit for the most up-to-date specification, resources, support and administration 13 GCSE students will be expected to have acquired knowledge and understanding of French grammar during their course. In the exam they will be required to apply their knowledge and understanding, appropriate to the relevant tier of entry, drawing from the following lists. The examples in brackets are indicative, not exclusive. For structures marked (R), only receptive knowledge is required. Students will be expected to develop and use their knowledge and understanding of this grammar progressively throughout their course. 3.3.1 Foundation Tier 3.3.1.1 Nouns gender singular and plural forms 3.3.1.2 Articles definite, indefinite and partitive, including use of de after negatives 3.3.1.3 Adjectives agreement position comparative and superlative: regular and meilleur demonstrative (ce, cet, cette, ces) indefinite (chaque, quelque) possessive interrogative (quel, quelle) 3.3.1.4 Adverbs comparative and superlative regular interrogative (comment, quand) adverbs of time and place (aujourd’hui, demain, ici, là-bas) common adverbial phrases 3.3.1.5 Quantifiers/intensifiers très, assez, beaucoup, peu, trop 3.3.1.6 Pronouns personal: all subjects, including on reflexive relative: qui relative: que (R) 14 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 object: direct (R) and indirect (R) position and order of object pronouns (R) disjunctive/emphatic demonstrative (ça, cela) indefinite (quelqu’un) interrogative (qui, que) use of y, en (R) 3.3.1.7 Verbs regular and irregular verbs, including reflexive verbs all persons of the verb, singular and plural negative forms interrogative forms modes of address: tu, vous impersonal verbs (il faut) verbs followed by an infinitive, with or without a preposition Tenses: present perfect imperfect: avoir, être and faire other common verbs in the imperfect tense (R) immediate future future (R) conditional: vouloir and aimer pluperfect (R) passive voice: present tense (R) imperative present participle. 3.3.1.8 Prepositions common prepositions eg à, au, à l', à la, aux; de, du, de l', de la, des; après; avant; avec; chez; contre; dans; depuis; derrière; devant; entre; pendant; pour; sans; sur; sous; vers common compound prepositions eg à côté de; près de; en face de, à cause de; au lieu de 3.3.1.9 Conjunctions common coordinating conjunctions eg car; donc; ensuite; et; mais; ou, ou bien, puis common subordinating conjunctions eg comme; lorsque; parce que; puisque; quand; que; si 3.3.1.10 Number, quantity, dates and time including use of depuis with present tense Visit for the most up-to-date specification, resources, support and administration 15 3.3.2 Higher Tier Students entering for Higher Tier assessments will be required to apply all grammar and structures listed for Foundation Tier, in addition to the new grammar and structures listed for Higher Tier. 3.3.2.1 Adjectives comparative and superlative, including meilleur, pire 3.3.2.2 Adverbs comparative and superlative, including mieux, le mieux 3.3.2.3 Pronouns use of y, en relative: que relative: dont (R) object: direct and indirect position and order of object pronouns demonstrative (celui) (R) possessive (le mien) (R) 3.3.2.4 Verbs Tenses: future imperfect conditional pluperfect passive voice: future, imperfect and perfect tenses (R) perfect infinitive present participle, including use after en subjunctive mood: present, in commonly used expressions (R). 3.3.2.5 Time including use of depuis with imperfect tense. 3.4 Communication strategies Whilst it is useful for students to concentrate on a core of key language for any given topic, it is impossible to predict all the linguistic elements they might meet when reading and listening to authentic French, or which they themselves might need to use. For this reason, the student will need to develop communication strategies as part of the teaching and learning process, which will greatly increase their ability to cope successfully with unknown words. There are two main types of strategy: those that relate to understanding (reading and listening) and those that relate to production (speaking and writing). 16 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 3.4.1 Strategies for understanding 3.4.1.1 Ignoring words which are not needed Many tasks contain words which are not essential for an understanding of the main points of the text. What is important in the text is often presented more than once, in different ways: the student may not understand a point in one form of words and understand it fully in another. 3.4.1.2 Using the visual and verbal context The skilled reader can find many clues about the purpose and content of a text from a study of the layout, the title, the length, the typeface and any related pictures. When reading and listening, students can learn to infer the meaning of new words from the verbal context. For example, someone who did not know the word chêne might be able, after some appropriate practice, to deduce from the following context that it is some sort of tree: Il s'est assis sous un chêne: dans ses branches, un oiseau chantait. 3.4.1.3 Making use of grammatical markers and categories Students will be helped to master all these strategies if, when reading and listening, they learn to use such clues as the plural forms of nouns and verbs, the way verbs change to form tenses, word order and other such features to help them recognise to which category (verb, noun, adjective etc) an unknown word belongs. This can be a considerable help in making intelligent guesses about the meaning of the word. 3.4.1.4 Making use of the social and cultural context Another aid to the drawing of correct inferences is for the students to bear in mind that there are regularities in the real world which make it possible to anticipate what people may say or write about it. The ability to predict occurrences in the real world makes it possible to anticipate words, and their meaning, in a given context. This is one reason why it is important for a French course to develop awareness and understanding of countries and communities where French is spoken. 3.4.1.5 Using common patterns with French Knowledge of the following patterns of word formation in French can help to understand a text. re prefix (eg commencer – recommencer; faire – refaire) the eur ending applied to verbs (eg employer – employeur) and applied to adjectives (eg grand, grandeur, etc) ette ending (eg maison – maisonette; tarte – tartelette; camion – camionette) able ending (eg laver – lavable; manger – mangeable) aine ending (eg quinze – quinzaine; cent – centaine; douze – douzaine) té ending (eg bon – bonté; beau – beauté) ier ending (eg épicerie – épicier; police – policier; ferme – fermier) in prefix (eg actif – inactif; connu – inconnu; cassable – incassable) ion and ation endings (eg réparer – réparation; inventer – invention). 3.4.1.6 Using cognates and near-cognates A few 'false friends' (eg expérimenté, sensible, large) make it necessary to use this strategy with care and in collaboration with the strategy of using the visual and verbal context above. However, for each 'false friend' there are very many 'good friends' of which anglophone learners of French can make good use. These fall into two main categories: cognates and near-cognates. Visit for the most up-to-date specification, resources, support and administration 17 Cognates There are many words which have the same form and essentially the same meaning in French and in English (eg innocent, justice, muscle, rectangle). When such words occur in context, students can be expected to understand them in English and French. Near-cognates Students will be expected to understand words which meet the criteria above but which differ slightly in their written form in French, usually by the addition of one or more accents and/or the repetition of a letter (eg création, hygiène, mâle, littérature). 3.4.1.7 Using common patterns between French and English There are thousands of words in French which, although not having exactly the same form as the English word, can easily be understood with the application of a few, simple rules. When words which can be understood using the rules below occur in context, students will be expected to understand them. Rule Examples The French word adds an 'e' branche, liquide, signe, vaste The English word adds an 'e' futur, masculin, paradis, pur Words which end with 'e' or 'é' in French and with beauté, liberté, mystère, armée 'y' in English Words which end with 'i' or 'ie' in French and with économie, parti, tragédie 'y' in English Words which end with aire in French and with 'ar' grammaire, militaire, populaire or 'ary' in English Words which end with el in French and with al in individuel, officiel English French adverbs ending with ment which end with complètement, généralement, spécialement 'ly' in English Verbs which add 'r' or 'er' in the infinitive in French admirer, confirmer, inspecter Verbs which end with er in French and with 'ate' in assassiner, cultiver, décorer English Words where 'o' or 'u' in English is replaced by ou approuver, gouvernement, mouvement, in French bouddhiste Words where a 'd' is added in English aventure, avance, juge 18 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 Rule Examples Present participles ending in ant in French and dégoûtant, commençant, nageant 'ing' in English Students will be expected to understand such present participles where the infinitive of the verb is a listed word Words which end with e or eux in French and with énorme, précieux, religieux 'ous' in English Words which end with que in French and with 'c', automatique, attaque, physique, risque 'ck', 'ch', 'k', or 'cal' in English Words which end with f in French and with 've' in actif, adjectif, possessif English Words which end with eur in French and with 'our', boxeur, empereur, vigueur 'or', or 'er' in English Words which end with e or re in French and with ministre, ordre, interprète 'er' in English Words which end with e in French and 'a' in drame, propagande English Words where 'u' in English is replaced by o in fonction, prononciation French Words where 'oun' in English is replaced by on in annoncer, prononcer French Words which have a circumflex accent in French forêt, honnête, intérêt, tempête and an 's' in English Words where dé in French is replaced by 'dis' in décourager, dégoûter English Words where é or es in French is replaced by 's' espace, éponge in English Strategies such as those outlined above will generally be more easily applied in reading than in listening, as reading offers more opportunities to slow down, look at unknown items at leisure and study the context. Words which look the same in two languages may sound quite different. Also, in French, there are many sound features which are not word-based (eg elision; whether or not 'e' is sounded; stress; intonation) and so make the application of some of the strategies for understanding unknown words more difficult. In particular, it must be remembered that grammatical markers in the spoken language are often quite different from those in the written one. The most obvious are the plural forms: nouns and adjectives frequently have no plural forms: plurality is shown by a change in the pronunciation of the article or some other related word: Visit for the most up-to-date specification, resources, support and administration 19  le grand pont – les grands ponts; Verbs either have no plural form at all: il donne/ils donnent: il chantait/ils chantaient or add a consonant: il vend/ils vendent: il finit/ils finissent. To hear accurately, students should have the specific differences of the spoken language brought to their attention. However some of the general strategies for understanding listed above can be used successfully in listening. For example: ignoring words which are not needed for a successful completion of the task set using the (visual and) verbal context making use of the social and cultural context using common patterns within French. In addition, the following strategies are included for listening and understanding (in place of reading the above strategies regarding cognates and common patterns between French and English). 3.4.1.8 Near-cognates Strictly speaking there are no French words which sound exactly like their English equivalents. There are a few near-cognates which are relatively easily recognised. They are often words imported from other languages eg whisky, ski. Some words which in reading cause no problem can be unrecognisable in speech. For example, spécialisation has seven distinct syllables in French and five in English, it has five specific pronunciation differences in French and a complete change of stress pattern. However, provided that certain relationships between sound patterns in French and English are recognised, then French words with a clearly 'different' pronunciation in English can be understood. Examples of patterns where a communicative strategy can be applied include the following: the sound [i] will always involve a French i, which in English may be a diphthong eg pipe, mine the sound [a] will always involve a French a which in English may be a diphthong eg nation the termination [œr] is always eur which may be English -or or -er eg acteur the termination [siɔ] is always -tion or -sion and therefore English [Ÿen], eg nation, passion the termination [if] in French is -if and in English is often "-ive" eg actif the termination [ik] in French is -ique and ic and in English is often "-ic" or "-ical" eg physique the initial [Ÿ] is usually the English ch eg chapelle, charme. the termination [mα˜] which can be added to many of the adjectives in the lists to form the adverb eg complètement the termination [α˜] which can be added to the stem of listed verbs to give the present participle eg mangeant, gémissant. 3.4.2 Strategies for production Research and experience show that people who communicate effectively in a foreign language tend to make good use of systematic efficient verbal and non-verbal strategies to get meaning across, in spite of their imperfect command of the language. Individual students may fail to learn – or forget – language items required by some tests, or they may wish to attempt to go beyond the demands of the specification in completing the task set. In 20 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 these circumstances, the following strategies can prove useful. They fall into two main categories: non-verbal and verbal. 3.4.2.1 Non-verbal strategies Pointing and demonstration This may be accompanied by some appropriate language (eg "Comme ça…" "Qu'est-ce que c'est ?" "Ça fait mal ici"). Expression and gesture This may be accompanied, where appropriate, with sounds (eg "Oh !" which, with appropriate intonation, facial expression and gestures, can convey such attitudes and functions as pain, surprise, anger, fear, pleasure and admiration). Mime This can be accompanied by appropriate sounds and language and can sometimes help communication to be maintained when it might otherwise break down (eg "Je peux vous aider ?" with a suitable mime if one has forgotten the words such as "balayer" and "essuyer"). This strategy has obvious limitations in a speaking test which is recorded and assessed on the basis of the recording. Drawing This can be an efficient strategy with some tasks (especially written) and can convey both attitude and information (eg a diagram showing how to get from one point, such as a station, to another, for instance a home). 3.4.2.2 Verbal strategies Using a word which refers to a similar item Using a word which refers to a similar item to the one the speaker/writer wishes to refer to, but for which he/she has forgotten the word (eg montre for horloge, tasse for verre, fleur for rose or prêter for louer). This is not always effective and its use would be assessed according to its effectiveness in a particular context. Description of physical properties This can be used to refer to something when the name has been forgotten (eg "c'est rond... le fruit jaune... l'objet qu'on voit sur la table..."). The physical properties refer to colour, size, material, position and shape. The use of this strategy in an exam would be assessed according to its communicative effectiveness. Requests for help These can include requests for rewording (eg "Comment dit-on 'chair' en français…?" "Qu'est-ce que cela veut dire en anglais ?") and questions; which make no reference to English (eg "Comment s'appelle cette machine-là ?"…"Ça s'écrit comment ?"). It is clearly preferable to use such requests for help than for communication to collapse and their use will be assessed according to the context. When requests for help with specific problems occur, the teacher should maintain the role of a sympathetic native speaker and help accordingly. The teacher should avoid taking over from the student and carrying out the tasks set. Visit for the most up-to-date specification, resources, support and administration 21 Simplification This is when a student avoids the use of a form of which he/she is unsure (eg "il faut que je m'en aille"…"je viendrai s'il fait beau") by using a form he/she finds simpler (eg "je dois partir"…"je viens s'il fait beau"). When such simple forms are used correctly and appropriately they will be rewarded accordingly. Correct and appropriate use of more complex forms will also be rewarded. A systematic use of simplified forms may reduce error, facilitate communication and increase fluency but, if overused, this strategy may result in students failing to make full use of their capabilities. Paraphrase This is where the student uses words and messages in acceptable French, avoiding the use of words which he/she has forgotten (eg "Elle n'est pas mariée" for "Elle est célibataire", "C'est comme un…" "C'est le contraire de…" "C'est une sorte de…" "Je voudrais une tranche de cette viande-là"). When used well, this strategy communicates the message effectively to a sympathetic native speaker and such use in an exam would be assessed accordingly. Reference to specific features Reference to specific features (eg "L'animal aux longues oreilles…" "La jeune fille qui porte des lunettes…") is often quite effective and its use would be assessed accordingly in an exam. Reference to the function of an object Reference to the function of an object and the actions that can be performed with it (eg "L'objet qu'on utilise pour ouvrir une bouteille") is a commonly used strategy which is usually effective in communicative terms. Word coinage Another strategy sometimes used by language learners is word coinage, the creation of words based either on English or French words. This strategy usually produces words which do not exist in French or, if they do exist, have a different meaning from the one intended. The use of this strategy is rarely effective in promoting communication and students would be well advised to use it only if all other strategies fail. Topic avoidance Another commonly used strategy is topic avoidance, when the student avoids or abandons a topic because of inability to deal with it. Use of this strategy in the exam will not allow the student to be given full credit. Use of it in a learning situation will reduce opportunities for the development or expansion of the student's repertoire. It is a strategy which should be discouraged. A basic condition for communication strategies to have a potential learning effect is that they are governed by achievement, rather than avoidance behaviour. Evidence suggests that the availability of a range of strategies such as those outlined above, and flexibility in their use, represent an important advantage in overall communicative effectiveness. It also appears that the most effective strategies demand some linguistic proficiency and that the more proficient speakers are also better at using communication strategies effectively. The development of such strategies cannot be seen as encouragement not to develop linguistic knowledge. Strategic competence is not a substitute for vocabulary learning, but a useful supplement. All language users make use of communication strategies, even in their first language, and really successful strategies usually pass unnoticed. It is an important part of the teaching and learning process. 22 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 3.5 Vocabulary The minimum core vocabulary lists are primarily intended as a guide for teachers to assist in the planning of schemes of work. The assessment tasks at Foundation Tier will require students to understand and respond to common or familiar words and/or forms of words that are not on the vocabulary list. The assessment tasks at Higher Tier will require students to understand and respond to words and/or forms of words that are not on the vocabulary list and which are less common or familiar than those used in relation to Foundation Tier assessments. Vocabulary listed under a particular theme should be considered transferable, as appropriate, to the other themes. Students will be expected to be familiar with feminine forms of nouns/adjectives where these are not given. The vocabulary lists reflect the spelling rules in force before the changes approved by the Académie française were introduced. Examiners will accept both versions of the spellings affected by this reform, ie old and new. 3.5.1 Rubrics and instructions The following is a guide to the sort of rubrics and instructions which will be used in Section B of the Listening and Reading exams. The list is indicative, not exclusive. French English Attention ! Vous pouvez utiliser la même lettre NB You can use the same letter more than plus d'une fois. once. C’est quelle personne ? Ecrivez le nom de la Which person is it? Write the name of the bonne personne. correct person. C’est qui ? Ecrivez le nom de la bonne Who is it? Write the name of the correct person. personne. Choisissez (deux) phrases qui sont vraies. Choose (two) correct sentences. Choisissez la réponse correcte/la bonne Choose the correct answer. réponse. Complétez … en français. Complete… in French. Complétez la grille. Complete the grid. Complétez le texte suivant avec les mots de la Complete the following text with words from the liste ci-dessous. list below. Complétez les phrases avec les mots de la Complete the sentences with words from the liste. list. Décidez si c’est Vrai (V), Faux (F) ou Pas Decide if it is True (V), False (F) or Not Mentionné (PM). Ecrivez V, F ou PM. Mentioned (PM). Write V, F or PM. Donnez (deux) détails. Give (two) details. Ecoutez ce passage/cette conversation/cette Listen to this passage/this conversation/this interview/ce reportage… interview/this report… Visit for the most up-to-date specification, resources, support and administration 23  French English Ecrivez la bonne lettre dans chaque case. Write the correct letter in each box. Ecrivez la bonne lettre dans la case. Write the correct letter in the box. Ecrivez les bonnes lettres dans les cases. Write the correct letters in the boxes. Identifiez la bonne personne. Identify the correct person. Il n’est pas nécessaire d’écrire en phrases It is not necessary to write in full sentences. complètes. Lisez … Read… Mentionnez un aspect positif/négatif/avantage/ Mention one positive aspect/negative aspect/ inconvénient. advantage/disadvantage Pour une opinion négative, écrivez N For a negative opinion, write N Pour une opinion positive, écrivez P For a positive opinion, write P Pour une opinion positive et négative, écrivez P For a positive and negative opinion, write P+N +N Quelle est la réponse correcte ? Which is the correct answer? Qui … ? Who…? Remplissez les blancs. Fill in the blanks. Répondez à ces questions. Answer these questions. Répondez (aux questions) en français. Answer (the questions) in French. The following is a guide to the sort of rubrics and instructions which will be used in the Writing exam. The list is indicative, not exclusive. French English Décrivez … Describe... Ecrivez … Write... Ecrivez environ 40 mots en français. Write approximately 40 words in French. Ecrivez environ 90 mots en français. Write approximately 90 words in French. Write Répondez à chaque aspect de la question. something about each bullet point. Ecrivez environ 150 mots en français. Write approximately 150 words in French. Write Répondez aux deux aspects de la question. something about both bullet points. Ecrivez quatre phrases en français sur la Write four sentences in French about the photo. photo. Mentionnez … Mention... 3.5.2 General vocabulary Students will be expected to use and understand the general vocabulary listed below. This vocabulary is not restricted to specific settings and can occur in any of the themes listed in the specification. 24 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 3.5.2.1 Comparisons French English plus/moins more/less plus que/moins que more than/less than bon/meilleur/le meilleur good/better/best mauvais/pire/le pire bad/worse/worst bien/mieux/le mieux well/better/best mal/plus mal/le plus mal badly/worse/worst beaucoup/plus/le plus lots/more/the most peu/moins/le moins few, little/less/the least 3.5.2.2 Conjunctions and connectives French English à cause de because of à part apart from ainsi so, therefore alors so, therefore, then aussi also car because cependant however c’est-à-dire that is to say, i.e. comme as, like d’un côté/de l’autre côté on the one hand/on the other hand donc so, therefore ensuite next évidemment obviously Visit for the most up-to-date specification, resources, support and administration 25  French English mais but même si even if ou or par contre on the other hand par exemple for example pendant que while pourtant however puis then puisque seeing that, since quand when sans doute undoubtedly, without doubt, probably si if y compris including 3.5.2.3 Prepositions French English à to, at à côté de next to à travers across, through au bord de at the side/edge of au bout de at the end of (ie length, rather than time) au-dessous de beneath, below au-dessus de above,over au fond de at the back of, at the bottom of au lieu de instead of 26 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 French English au milieu de in the middle of autour de around contre against de of, from depuis since, for derrière behind devant in front of en in, within (time) en dehors de outside (of) en face de opposite entre between jusqu’à up to, until malgré despite, in spite of parmi amongst pour for, in order to près de near sans without selon according to sous under sur on vers towards 3.5.2.4 Negatives French English ne...jamais never Visit for the most up-to-date specification, resources, support and administration 27  French English ne…pas not ne...personne nobody, no-one ne...plus no more, no longer ne…que only, nothing but ne…rien nothing ni…ni neither….nor pas encore not yet 3.5.2.5 Alphabet and accents Students are expected to know the letters of the alphabet and appropriate accents. 3.5.2.6 Numbers Students are expected to know the cardinal numbers 0–1,000 and the word for 1,000,000 (million le). They are also expected to know the ordinal numbers first-tenth (premier/première–dixième). Other number expressions French English dizaine une about 10 douzaine une dozen nombre de number of 3.5.2.7 Asking questions French English combien ? how much, how many? comment ? how? est-ce que ? expression put before a verb to make sentence into a question où ? where? pourquoi ? why? 28 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 French English quand ? when? que ? what? quel/quelle ? which? qu’est-ce que ? what? qu’est-ce qui ? what? qu’est-ce que c’est ? what is it? qui ? who? quoi ? what? Common questions French English à quelle heure ? at what time? ça s’écrit comment ? how is that written? c’est combien ? how much is it? c’est quelle date ? what is the date? c’est quel jour ? what day is it? de quelle couleur ? what colour? d’où ? from where? pour combien de temps ? for how long? que veut dire... ? what does... mean? quelle heure est-il ? what time is it? 3.5.2.8 Greetings and exclamations French English à bientôt see you soon à demain see you tomorrow Visit for the most up-to-date specification, resources, support and administration 29  French English à tout à l’heure see you soon/later allô hello (on phone) amitiés best wishes au secours help bien sûr of course, certainly bienvenue welcome bon anniversaire happy birthday bon appétit enjoy your meal bon voyage have a good trip bonne année happy new year bonne chance good luck bonne idée good idea bonne nuit good night bonnes vacances have a good holiday bonsoir good evening d’accord ok de rien don't mention it désolé (e) sorry excusez-moi excuse me félicitations congratulations joyeux Noël Merry Christmas meilleurs voeux best wishes pardon excuse me quel dommage what a pity 30 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. 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Version 1.2 18 May 2016 French English salut hi santé cheers s’il te/vous plaît please 3.5.2.9 Opinions French English à mon avis in my opinion absolument absolutely affreux awful agréable pleasant amusant funny barbant boring bien entendu of course bien sûr of course ça dépend that depends ça m’énerve it gets on my nerves ça me fait rire it makes me laugh ça me plaît I like it ça m’est égal it’s all the same to me ça ne me dit rien it means nothing to me/I don't fancy that/I don't feel like it ça suffit that’s enough casse-pieds annoying certainement certainly cher dear, expensive chouette great Visit for the most up-to-date specification, resources, support and administration 31  French English comme ci comme ça so-so compliqué complicated content happy croire to believe désagréable unpleasant désirer to want détester to hate dire to say drôle funny embêtant annoying en général in general enchanté delighted ennuyeux boring espérer to hope étonné astonished, amazed facile easy faible weak formidable great franchement frankly généralement generally génial great grave serious habile clever intéressant interesting 32 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. 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Version 1.2 18 May 2016 French English (s’)intéresser à to be interested in inutile useless incroyable incredible inquiet/inquiète worried marrant funny marre (en avoir) (to be) fed up mauvais bad merveilleux/merveilleuse marvellous mignon/mignonne cute moche ugly (moi) non plus nor me neither, nor do I nouveau new nul rubbish parfait perfect passionnant exciting peine la the bother penser to think peut-être perhaps pratique practical préférer to prefer promettre to promise ridicule ridiculous rigolo funny sage well behaved Visit for the most up-to-date specification, resources, support and administration 33  French English sembler to seem sensass sensational supporter to put up with utile useful vouloir to wish, want vraiment really, truly 3.5.2.10 Expressions of time Seasons French English printemps le spring été l' (m) summer automne l' (m) autumn hiver l' (m) winter Time expressions French English à la fois at the same time à l’avenir in the future à l’heure on time à temps partiel part-time an l' (m) year année l' (f) year après after après-demain the day after tomorrow après-midi afternoon 34 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 French English aujourd’hui today auparavant formerly, in the past avant before avant-hier the day before yesterday bientôt soon d’abord at first, firstly d’habitude usually de bonne heure early début le start demain tomorrow dernier/dernière last de temps en temps from time to time déjà already de nouveau again en attendant whilst waiting (for), meanwhile en avance in advance en ce moment at the moment en retard late en train de (faire...) (to be) doing en même temps at the same time encore une fois once more, again enfin at last, finally environ about, approximately fin la end Visit for the most up-to-date specification, resources, support and administration 35  French English hier yesterday il y a ago jour le day journée la day lendemain le the next day longtemps for a long time maintenant now matin le morning mois le month normalement normally nuit la night parfois sometimes passé le past pendant during plus tard later presque almost, nearly prochain next quelquefois sometimes rarement rarely récemment recently semaine la week seulement only siècle le century soir le evening 36 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 French English soudain suddenly souvent often suivant following sur le point de (être) (to be) about to tard late tôt early toujours always, still tous les jours every day tout à coup suddenly, all of a sudden tout de suite immediately vite quickly 3.5.2.11 Location and distance French English à droite on/to the right à gauche on/to the left banlieue la suburb centre-ville le town centre campagne la countryside chez at the house of de chaque côté from each side de l’autre côté from the other side en bas down(stairs) en haut up(stairs) est l' (m) east Visit for the most up-to-date specification, resources, support and administration 37  French English ici here là there là-bas over there loin de far from nord le north nulle part nowhere ouest l' (m) west par by partout everywhere quelque part somewhere situé (e) situated sud le south tout droit straight ahead tout près very near toutes directions all directions ville la town 3.5.2.12 Colours French English châtain light brown clair light foncé dark marron brown noisette hazel pourpre purple 38 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. 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Version 1.2 18 May 2016 French English rose pink roux ginger 3.5.2.13 Weights and measures French English assez enough, quite bas low boîte la box, tin, can bouteille la bottle court short demi le half encore de more étroit narrow gros fat haut high large wide maigre skinny, thin mince slim, thin moitié la half morceau le piece moyen/moyenne medium, average nombre le number paquet le packet pas mal de lots of peser to weigh Visit for the most up-to-date specification, resources, support and administration 39  French English plein de full of, lots of pointure la size (for shoes) suffisamment sufficiently taille la size (for clothes) tranche la slice trop too (much) 3.5.2.14 Shape French English carré square rond round 3.5.2.15 Weather French English averse l' (f) shower briller to shine brouillard le fog brume la mist chaleur la heat ciel le sky climat le climate couvert overcast doux mild éclair l' (m) lightning éclaircie l' (f) bright spell ensoleillé sunny 40 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. 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Version 1.2 18 May 2016 French English faire beau to be fine (weather) faire mauvais to be bad (weather) geler to freeze glace la ice humide humid, wet météo la weather forecast mouillé wet neiger to snow nuage le cloud nuageux cloudy ombre l' (m) shade, shadow orage l' (m) storm orageux stormy pleuvoir to rain pluie la rain sec/sèche dry tempête la storm temps le weather tonnerre le thunder tremper to soak vent le wind 3.5.2.16 Access French English complet/complète full Visit for the most up-to-date specification, resources, support and administration 41  French English entrée l' (f) entry, entrance libre free, vacant, unoccupied fermer to close interdit forbidden, not allowed occupé taken, occupied, engaged ouvert open ouvrir to open sortie la exit 3.5.2.17 Correctness French English avoir raison to be right avoir tort to be wrong corriger to correct erreur l' (f) error, mistake faute la fault, mistake faux/fausse false il (me) faut you (I) must juste correct obligatoire compulsory parfait perfect sûr certain, sure se tromper to make a mistake vrai true 42 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. 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Version 1.2 18 May 2016 3.5.2.18 Materials French English argent l' (m) silver béton le concrete bois le wood cuir le leather fer le iron laine la wool or l' (m) gold soie la silk verre le glass 3.5.2.19 Common abbreviations French English CDI centre de documentation et resource centre d’information le CES collège d’enseignement secondaire le secondary school EPS éducation physique et sportive l’ (f) PE (physical education) HLM habitation à loyer modéré l’ (f) council/social housing accommodation SAMU service d’aide médicale d’urgence le emergency medical services SDF sans domicile fixe le homeless person SNCF société nationale des chemins de fer National Rail Service français la TGV train à grande vitesse le high-speed train TVA taxe sur la valeur ajoutée la VAT (Value Added Tax) VTT vélo tout terrain le mountain bike Visit for the most up-to-date specification, resources, support and administration 43 3.5.3 Theme-based vocabulary (Foundation Tier) 3.5.3.1 Identity and culture Me, my family and friends French English aimable kind aîné elder amour l’ (m) love s’appeler to be called avoir...ans to be...years old barbe la beard bavard chatty/talkative beau/belle/bel beautiful beau-père le step-father belle-mère la step-mother bête stupid, silly bouclé curly célibataire single cheveux les (m) hair copain le/copine la friend, mate court short demi-frère le half-brother demi-sœur la half-sister se disputer to argue dire to say, tell égoïste selfish ensemble together 44 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. 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Version 1.2 18 May 2016 French English s’entendre (avec) to get on (with) fâché angry se faire des amis to make friends femme la wife/woman fille la daughter/girl fils le son frisé curly généreux/généreuse generous gentil/gentille kind, nice grand-mère la grandmother grand-père le grandfather grands-parents les (m) grandparents gros/grosse fat heureux/heureuse happy injuste unfair jeune young joli pretty laid ugly long/longue long lunettes les (f) glasses mari le husband se marier to get married, marry méchant naughty mi-long medium length Visit for the most up-to-date specification, resources, support and administration 45  French English mort dead naissance la birth né(e) le... born on the... nom le name paresseux/paresseuse lazy partager to share partenaire le/la partner pénible annoying petit ami le boyfriend petite amie la girlfriend petite-fille la grand-daughter petit-fils le grandson prénom le first name raide straight rapports les (m) relationships sens de l’humour le sense of humour séparé separated sortir to go out sportif/sportive sporty sympa kind, nice de taille moyenne medium height tante la aunt timide shy tranquille quiet, calm 46 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. 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Version 1.2 18 May 2016 French English travailleur/travailleuse hard-working triste sad unique only vieux/vieil/vieille old yeux les (m) eyes Technology in everyday life French English acheter to buy avantage l’ (m) advantage chercher to look for clavier le keyboard cliquer to click dangereux dangerous désavantage le disadvantage écran l’ (m) screen envoyer to send faire des achats to shop forum le chat room imprimante l’ (f) printer inconvénient l’ (m) disadvantage, drawback jeu le game lecteur DVD le DVD player lecteur MP3 le MP3 player en ligne online Visit for the most up-to-date specification, resources, support and administration 47  French English mettre to put mettre en ligne to upload mot de passe le password ordinateur l’ (m) computer ordinateur portable l’ (m) laptop ordinateur tablette l’ (m) tablet passer du temps to spend time portable le mobile (phone) recevoir to receive réseau social le social network rester en contact to stay in contact site internet/web le website souris la mouse surfer sur Internet to surf the internet taper to type tchater to talk online télécharger to download texto le text touche la key Free-time activities French English actualités les (f) news agneau l’ (m) lamb argent l’ (m) money 48 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. 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Version 1.2 18 May 2016 French English assiette l’ (f) plate/dish basket le basketball beurre le butter bière la beer billet le ticket bœuf le beef boire to drink boisson la drink canard le duck la carte menu centre sportif le sports centre cerise la cherry champignon le mushroom chanter to sing chanteur le/chanteuse la singer chanson la song cheval le horse choisir to choose chou le cabbage chou-fleur le cauliflower citron le lemon club des jeunes le youth club commander to order commencer to start Visit for the most up-to-date specification, resources, support and administration 49  French English confiture la jam courir to run coûter to cost crêpe la pancake crudités les (f) raw chopped vegetables débuter to begin dessin animé le cartoon dinde la turkey eau (minérale) l’ (f) (mineral) water équitation l’ (f) horse riding escalade l’ (f) rock climbing escargot l’ (m) snail essayer to try fana de (le) a fan of feuilleton le soap opera film de guerre le war film film policier le detective film fraise la strawberry framboise la raspberry fruits de mer les (m) seafood glace la ice cream goûter to taste haricots verts les (m) green beans hors d’œuvre le (m) starter 50 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. 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Version 1.2 18 May 2016 French English s’intéresser à to be interested in jambon le ham jeu télévisé le game show lait le milk légumes les (m) vegetables natation la swimming nourriture la food œuf l’ (m) egg oignon l’ (m) onion passe-temps le hobby pâtes les (f) pasta patinage à glace le ice skating patinoire la ice rink payer to pay (for) pêche la fishing/peach petits pois les (m) peas planche à voile la wind-surfing plat principal le main meal/dish poire la pear poisson le fish poivre le pepper pomme la apple pomme de terre la potato potage le soup Visit for the most up-to-date specification, resources, support and administration 51  French English poulet le chicken piscine la swimming pool pourboire le tip prendre to take promenade la walk publicité la adverts raisins les (m) grapes rencontrer to meet repas le meal riz le rice saucisse la sausage saumon le salmon sel le salt série la series serveur le/serveuse la waiter, waitress skate le skateboarding ski (nautique) le (water) skiing sports d’hiver les (m) winter sports stade le stadium steak haché le burger sucre le sugar tasse la cup télé réalité la reality television temps libre le free time 52 Visit for the most up-to-date specification, resources, support and administration  AQA GCSE French 8658. GCSE exams June 2018 onwards. Version 1.2 18 May 2016 French English thé le tea thon le tuna truite la trout vedette la film star viande la meat voile la sailing voir to see volley le volleyball vouloir to wish, want yaourt le yoghurt Customs and festivals in French-speaking countries/communities French English cadeau le present église l’ (f) church fête la festival, celebration, party fête des mères la Mother's Day fête des rois la Twelfth Night/Epiphany fête du travail la May Day fêter to celebrate feux d’artifice les (m) fireworks Jour de l’An le New Year’s Day juif/juive Jewish mosquée la Mosque musulman Muslim Visit for the most up-to-date specification, resources, support and administration 53  French English Pâques Easter poisson d’avril April Fools' Day, April Fool! religieux/religieuse religious Saint-Sylvestre la New Year’s Eve Saint Valentin la St. Valentine’s Day Toussaint la