leaving cert french sample essays homelessness

Homelessness

SENTENCES ON PENURY

PHRASES MORE L’ITINÉRANCE

Firstly, that issue off Homelessness in Ireland is a quite contentious edit. This remains a major stumbling block in attaining uniformity for all. For example, a leaving cert question on Vagrancy continue appeared included 2015, also has been a topic in a number of pre-exam papers.

Secondly, hiring us now look in the actual question that was asked in who 2015 exam…

Q1. En Irlande aussi, la situation des personnes sans domicile fixe (SDF) estuary assess grave. À votre avis, est-ce qu’on fait assets pour résoudre ce problème?

In purchase for discuss an topic for who leaving cert, you will demand toward consider how serious the current of home be, and what wenn anything can be done to resolve or résoudre this problem. It what a 40 mark question in 2015. This means that this be asked as one of the two possible required questions. Students, who did okay in this go, replies both divider: the circumstance of homeless folks in Ireland remains serious both seek at determines or not ourselves are doing enough to resolve the issue. To sum up, remember that for you are answering a question for that leaving cert French exam, you must keep within an parameters of an question being asked, and give a concise, well-structured argument. All the Light Ours Does See from Anonymous Doerr

• Le problème de l’itinérance devient in plus en plus coasting en Irlande, et cut-out en Europe.

Aforementioned problem of homelessness is becoming more and more prevalent/common in Ireland, and everywhere in Europe.

• Je crois qu’il faut meaning in advertising english sensibilisation dans les écoles.

IODIN think/believe is ourselves have for have an public campaign by schools.

• En conclusion, go output dire que de plus en plus de persones sont maintenant sans refuge à cause des augmentations de loyer excessives.

Is conclusion, we can say that moreover and more people are now homeless due to excessive rent increases.

For more phrases on Homelessness..

Leave ampere Comment Cancel Reply

It must remain logged in to post adenine comment.

Privacy Overview

2nd & 3rd Twelvemonth Easter Break MasterClass 5th & 6th Years Eastern Brake Classes

SimpleStudy® Subject Guides

Leaving certificate french exam & revision.

The Leaving Certificate French Exam is the final test for students studying French as part of their Leaving Cert. French is a very popular Leaving Certificate subject and is available through most schools in Ireland. Ireland's Leaving Cert French Course is comprised of two parts, an Oral examination and Paper Examination. The Leaving Cert French Oral Exam is worth 20% of the overall grade, while the written paper exam carries the remaining 80%. SimpleStudy offers exclusive revision tools and learning resources for Leaving Certificate French. Including Revision Notes, Past Exams, Quizzes, Essays, Timed Questions by Topic, and other unique features usually reserved for private schools or expensive tutors.

SimpleStudy® H1 Revision Notes

Leaving cert french notes.

French Leaving Cert Revision Notes; study beautiful, concise and carefully curated learning materials. SimpleStudy’s LC French Notes are broken down into curriculum focused topics, already highlighted, and structured for easy recall in an exam environment.

SimpleStudy® Past Papers

Leaving cert french exams.

French Exams; Easily study years of LC French Past Papers and marking schemes. Build custom French Exams or Tests from previous French exam questions with marking schemes for each answer. Studying French exam papers, marking schemes and building custom exams is effective & easy with SimpleStudy.

SimpleStudy® Questions by topic

Leaving cert french questions.

Leaving Cert French Questions; Explore LC French state exam questions. SimpleStudy’s French questions are divided by topic, timed, and offer a marking scheme for each question. Easily study previous French questions, pick your topic, and simulate the exam environment with our unique timer for each French question.

SimpleStudy® Quiz by topic

Leaving cert french quizzes.

Leaving Cert French Quizzes; Unique LC French quizzes designed for each topic. Practice multiple choice LC French quizzes built to replicate short form exam questions. Pick a French quiz, answer each quiz question, and review your results; check what answers you got, how long the quiz took you, and try to beat your high score.

SimpleStudy® Essays

Leaving cert french essays.

H1 Leaving Cert French Essays; study perfect French sample Essays. Concise and curated for specific LC French Essay questions. SimpleStudy’s LC French essays allows you read full Essays for key exam questions. Review exclusive French essays and get full marks in your Leaving Cert French Exam with Simplestudy’s sample Essays.

Leaving Cert French topics to explore

Opinion piece - education, opinion piece - technology, opinion piece - sport, opinion piece - social issues & politics, opinion - teenagers & family, opinion piece - ireland,travel & culture, diary entry, letter writing, written production, opinion - health, opinion - environment & animals/pets, oral examination, opinion/reaction, algebra topic.

Mathematics - Edexcel

97% of our students report improved grades

Whether you want an A+ or just less stress, we work with exam experts to help you study.

Already have an account? Log in

Leaving Cert French: Homelessness and terrorism among topics on ‘straightforward’ papers

Teacher calls for greater emphasis on spoken french.

Charlie Hebdo on sale at a news stand on O’Connell Street, Dublin. Photograph: Dara Mac Dónaill

Homelessness, terrorism, and moving house: they're not quite the topics a person needs for doing business or taking a holiday in France, but they were among those featured on this year's Leaving Cert higher level French paper.

Students were divided on the French aural exam, with some taking to Twitter to declare the listening element was too hard, and others saying it was brilliant.

The written exam, however, was reasonably current and straightforward, according to Amanda Quinn, a French teacher at Pobalscoil Chlioch in Falcarach, Co Donegal. "The language was familiar to students, and it was straightforward, and most of the vocabulary and verbs would have been accessible too."

Quinn praised some of the written questions on the paper, which included whether people should be able to vote at the age of 16 and whether young people are addicted to their mobile phone. “These are current, and age appropriate,” she said. “Overall, the paper was reasonably engaging.”

One question, which focused on terrorism, provided an opportunity for students to write about the Charlie Hebdo massacre in Paris earlier this year, despite the paper being set last October.

The ordinary level French paper was very fair and the questions were manageable, said Quinn. Comprehension topics included selfies, the French mayoral system, an interview with a French chef, and an extract from a detective novel. “As for the written sections, they had to answer two out of six questions, including a short CV, a cloze test [a fill-in-the-gaps exercise], a postcard, a message, a formal letter, and a diary. There was nothing unfair or unexpected.”

Natasha Lynch, managing director of EssentialFrench.ie , said the syllabus has too heavy an emphasis on the written word. "Leaving Cert Irish students earn 40 per cent of their marks for oral conversation; it's about time we looked at doing something similar for French," she said. "Big name companies like Apple and Google, with bases in Ireland, are looking abroad for people with language skills, and yet the Modern Languages in Primary School Initiative, which introduced national school students to a European language, was dropped."

Lynch said the comprehension question on homelessness was “nice and straightforward” but some students may have struggled in other comprehensions if they weren’t familiar with a particular word. Overall, both papers were doable, she said.

TRY THIS AT HOME Leaving Cert French, higher level En Irlande, la situation des personnes sans domicile fixe (SDF) est assez grave. À votre avis, est-ce qu'on fait assez pour résoudre ce problème ?

IN THIS SECTION

Academics for palestine criticise universities over ‘neutrality’ and lack of action on war in gaza, why introduce a new leaving cert subject on climate action geographers have been teaching these issues for years, ‘tackle funding crisis, plug skills gaps and boost pay’: the key challenges facing the new minister for higher education, universities set to run deficits of €15m as some colleges struggle with rising costs, higher options: how can i choose the right course, john magnier’s coolmore pays €8.925m for 591 acres in tipperary, is dunnes breaking consumer law when it comes to returns, this under-the-radar dublin neighbourhood restaurant is brilliant value, ireland to overhaul asylum system with legally binding application time frames after eu vote, soldier sexually abused colleagues when drinking session turned sour, court martial told, latest stories, former spar operators entitled to full hearing of claims against franchise owners, impaire et passe and willie mullins prevail in narrow aintree hurdle after stewards inquiry, cork developer michael o’flynn gets green light for kildare scheme, campaigning for general election in india gathers momentum amid nationwide concern.

• Terms & Conditions
• Privacy Policy
• Cookie Information
• Cookie Settings
• Community Standards

Leaving Cert Papers, News, Notes, Tips and Resources

Higher Level Exam Papers

2019 2019-aural 2018 2018-aural 2017 2017-aural 2016 2016-aural 2015 2015-aural 2014 2014-aural 2013 2013-aural 2012 2012-aural 2011 2011-aural 2010 2010-aural 2009 2009-aural 2008 2008-aural 2007 2007-aural 2006 2005

Ordinary Level Exam Papers

Higher Level Marking Schemes

2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005

Ordinary Level Marking Schemes

3 thoughts on “French”

Hey have yaz got the 2003 Higher paper?

hi, have you the marking schemes for higher level for 2010 & 2009?

Do you know where I can get past mock papers

Comments are closed.

Everything you need to study Leaving Cert French

French is a popular Leaving Certificate language that tests your aural, oral, written and comprehension skills. There is a lot of vocabulary to learn and grammar structures to be understood in French but don't let that put you off because Studyclix has loads of resources to help you get a H1 in the exam.

What's involved?

Here is a summary of what you can expect on your higher-level French paper:

The listening comprehension (aural) questions take up the first 30 minutes of the exam. Here are the types of aural questions that can come up:

• Conversation
• News pieces

You will be asked to read and answer questions on a variety of texts. Here are some types of texts you might come across:

On the French exam you might be asked to express an opinion on the following topics:

• Animals, nature and the environment
• Ireland, travel, tourism and culture
• Politics, social issues and equality
• Technology and media
• Youth, teenagers and families

During the exam, you will have to produce a written text. Here are examples of the kinds of texts you could be asked to write:

Exam structure

Here is a breakdown of how you will be examined for Leaving Cert French at higher level:

Oral exam (25%)

Listening comprehension (20%)

Reading comprehension (30%)

Written production (25%)

Like all languages, it is really important that you work on building your vocabulary as this will help you in the reading comprehensions as well as the listening and written parts of the paper. Writing out a list of the most common verbs with their English meaning will also come in very handy for all sections of the paper.

Don't forget to prepare for your aural exam by practicing the listening comprehension questions as you listen to the streamed audio clips on Studyclix.

How Studyclix can help you study French

Languages may not be your thing (and that's okay) or you may absolutely love them. Regardless of how you feel about languages, this H1 French Guide has everything you need to know about excelling in this subject. 

Aural Revision Tool

Studyclix makes revising listening comprehension questions much easier! You will find an audio player above every listening question. 

Podcast episode

If you would prefer to listen to some tips then you're in the right place. In this episode of the Studyclix Podcast, Eimear and Nessa share their tips for excelling in Leaving Cert French.

Eimear is the Communications Manager for Studyclix.ie and got a H1 in her Leaving Cert French exam. From the oral preparation to vocab books, revision tips to podcast recommendations, they cover everything students need to equip themselves with to be 100% prepared for the exam. You can listen here:

Oral exam guide

The idea of a conversation in a language that isn't English is daunting for any student. This is why we have created loads of resources to make the oral exams easier for you.

In this Studyclix advice video, Gabrielle (who did 3 oral exams and now lives in France) goes through her top tips for the orals. Check it out here:

If you prefer listening to podcast episodes, we have you covered. Eimear and Nessa spend two episodes of the Studyclix Podcast discussing how to approach the orals:

Podcast: How To Succeed In The Oral Exams

Podcast: How to overcome your nerves before the oral exams

Still worried about the orals? Read this blog going through 5 Extra Tips to Help You Prepare for the French Oral Exam.

French Insta Live

Here at Studyclix we often team up with experienced teachers to bring you expert advice and the best tips for your exams. In this case, we teamed up with Audrey MacSuibhne from the French learning Instagram page @excel_in_french to bring you an Insta Live session going through the French exam. You can find it on our Instagram page or by clicking here . 

Examiner-annotated essays

Expert teacher and examiner, Deborah Ewing, has reviewed a number of sample essays to show you how to structure an answer and where to pick up marks. Along with written notes in the paragraphs, every essay includes a number of feedback boxes from the examiner which have been colour-coded to represent what you should and shouldn't do in your answers, for example:

You can find these essays on the 'videos and notes' page on a topic or at the bottom of an exam question. Click here to read more about how you can study using these essays. 

There are loads of benefits to reading sample answers so don't hesitate to check them out. You can find them under relevant questions from our Questions by Topic page.

Stuck on a question? Not sure about a topic? Looking for some more notes? Try asking our community page for some tips and advice. There are plenty of students and teachers there who are more than willing to help you out. 

Have some ideas for more resources?

We are always looking for new ways to improve our site so we would love to hear your feedback. Get in touch by emailing [email protected] 😊

• September 14, 2023

Prepare your French Leaving Cert!

Prepare your french leaving cert, here are some tips that will help you, to improve your written and oral skills, knowing the different moods and tenses in french is the key..

Mastering the difficulties of the French language is a vital asset for any student navigating the French Leaving Certificate . A comprehensive grasp of grammar, moods , and tenses forms the bedrock of success.

Understanding the nuances of the French language will improve your written and oral proficiency but will also help with the foundation for confidence when you’re trying to communicate in a different language.

In this blog post, we’ll dig into essential tips to improve the understanding of different moods and tenses. Lets go!

Below you will find #625Lab French submissions with detailed corrections that you can use as learning points.

Un jour, un incident stressant s’est passé au lycée. Décrivez ce qui s’est passé. (90 mots)

Je me rappelle un jour clairement. Il faisait beau et c’était le jour que je faisais mon Leaving Cert.

Je suis été (J’étais – use the imperfect when describing things)  très nerveuse.  J’ai resté tout le nuit étudier. (As this is something that occurred before the events of your story, you should use the plus-que-parfait tense, with the verb passer, which is the correct verb to use to mean “to spend”: J’avais passé le nuit entier à l’étudier [this means “I had spent the entire night studying”] )  C’était mon premier examen, l’anglais.  J’ai détesté (This might be better as “Je détestais” in the imperfect, to mean “I used to hate”)  l’anglais. Le matin, je suis allée au lycée à pied. Sur la route il y a  un (une – rivière is feminine)  rivière. J’ai oublié  óu (où – watch out for accents)  j’allais et soudain  j’ai tombé (je suis tombée – tomber always goes with  être)  dans la  riviere (rivière – watch your accents . J’étais vraiment  surpise (surprise) . L’eau  étais (était)   très froide. Heureusement, un homme m’a aidé et  il a emménagé (emménager means “to move in”, the verb you’re looking for is emmener, which means “to bring”. He borught me home will be “Il m’a emmené chez moi)  chez moi.  Je suis été un gratitude (This sentence doesn’t make sense, it translates as “I am was a gratitude”. Try “J’étais pleine de gratitude” instead) . Mais quand  j’ai vu à la temp (Change this to “j’ai regardé l’heure”, which means “I checked the time”)   je ne croyais pas (This would read as more French if you phrased it as “Je n’ai pas pu en croire mes yeux”, which means I could not believe my eyes”) .  La examen (L’examen)   étais  à dix minutes (To say “was going to start in ten minutes”, .  say “L’examen allait commencer dans dix minutes”)  J’étais  boulvèrsée (bouleversée) . J’ai changé  ma (mes)  vêtements et je suis partie ma  maisin (maison)  à vite (replace this with “rapidement”) .  Quand j’étais à l’école, j’avais un un minute (This would read better as “Je suis arrivée à l’école un minute avant le début de l’examen” – I arrived one minute before the start of the exam.)  .  C’était ma récit (You don’t need to say this) .  Je ne suis allée jamais sur la route après la jour. (This last sentence would read better as “Depuis ce jour-là, je n’utilise plus cette route à l’école” – Since that day, I no longer use this way to school)

Communication : You deal with the question well and your story is clear and coherent in its flow from beginning to middle to end. There is very little relevant material and for the most part, a French monoglot would be able to understand the general idea of the story (although some issues with sentence structure might cause a few little difficulties). It is written in an appropriate register and achieves its goal of telling a story. For communication, I’d give this about 15/20.

Language . Your language mark is what is bringing down your overall mark. In a lot of places, you could rephrase sentences to make them more idiomatic, less clunky and more “French” sounding. You have a nice rich vocabulary and some really good phrases in there, but you need to watch out for spelling, and especially accents. You use a good variety of verb forms but again, you need to make sure that they are all conjugated correctly and that they respect the rule of agreement and the rule of the order of tenses. Try reading more French literature/ magazines/ websites to try to familiarise yourself with the French style of writing! For language, I would give this 10/20.

Total : 25/40

Aujourd’hui en Irlande on prend généralement la voiture au lieu d’utiliser les transports en commun ou d’aller à pied. Quels problèmes cela pose-t-il pour notre société?

Il me semble que  les gens en Irlande  on   (replace this with « les irlandais », this sounds more French)  prennent leurs voitures régulièrement. Si on a besoin d’aller au magasin près de chez soi,  in a   (on)  prend la voiture au lieu de marcher cinq minutes. C’est un grave problème en Irlande et nous devons trouver la solution. Si nous ne le trouvons pas, il y aura des conséquences.

Premièrement, au résultat  de la   (du – « nombre » is masculine)  nombre des voitures sur les routes, il y a beaucoup de circulation et plus d’embouteillages. Maintenant, il prend plus long d’aller d’un endroit à l’autre, et tous les gens sont en retard  tous le temps  (tout le temps – « temps » is singular).

Aussi   (If you put « aussi » at the start of a sentence, it means « therefore », so I would replace this with « De plus » if you want to say “also”)  les gaz d’échappement des voitures sont très dangereuses de notre environnement. Il aide avec le changement climatique,  le plus gros menace   (« menace » is feminine, so this should be « La plus grosse menace »)  de la Terre. Je crois que si tous les gens marchaient, le changement climatique s’amélioreraient.

En conclusion, il y a beaucoup de  problème  (problèmes – just like in English, this should be plural)  au résultat de voitures, par exemple les bouchons, et les gaz d’échappement dangereuses. J’ai le regret de devoir dire que  cette problème   (ce problème – « problème » is masculine)   est devenir pire, et sans des solutions, la Terre serait souffrir.  (Your verbs in this last sentence don’t make sense. If you want to say that the problem has gotten worse and without solutions, the Earth will suffer, it should read “Cette problème est devenu pire, et sans des solutions, la Terre va souffrir”).

This is a good answer – it’s structured well and addresses the question directly, which is exactly what the examiners will be looking out for. It flows well from introduction through your points and to the conclusion, and you show off your environment vocab.

Communication : You handle the stimulus material well and consider several different points. The text is coherent and flows well and is all written in the correct register, and everything is relevant to the question. The clear structure of the piece means that it is clear and easy to follow. For Communication, I would give this 18/20 – to bring this up to 20/20, you could maybe add a third point to bolster your argument.

Language : Your vocabulary is varied and specific to the topic. However, you need to watch out for small mistakes, especially with the agreement of gender and number between adjectives and nouns. Also be really careful that your verbs are conjugated in the correct tense. In some places, there are more idiomatic phrases that you could have used to make the writing seem less clumsy and more French. For Language, I’d give this about 13/20.

Total : 31/40

On peut passer des vacances formidables en Irlande, qui ne coûtent pas trop cher. Il n’y a pas besoin d’aller à l’étranger. Donnez vos réactions

Á   (À – accents are important for distinguishing between different words that might otherwise look very similar)  mon avis, je pense  que il   (qu’il – when que comes before a word starting with a vowel, you need to stick them together with an apostrophe)  n’y a pas besoin d’aller à l’étranger. Je crois  que on   (qu’on – same rule as above with qu’il)  peut avoir des vacances formidables en Irlande. J’ai été en vacances à l’étranger et en Irlande et personnellement  je crois que Irlande comme un pays étranger quand il fait beau  (Try this structure instead : Quand il fait beau et le soleil brille, je crois que l’Irlande est aussi belle que des autres pays  à  When the weather is nice and the sun is shining, I believe that Ireland is just as beautiful as other countries).  Il n’y a pas de vues dans le monde comme en Irlande, par  example   (exemple – watch out for words that are very similar to their English equivalents, but are spelled differently)  les falaises de Moher.  Bien que, on n’a pas besoin le  (que + on = qu’on ; Bien que takes the subjunctive  à  Bien qu’on n’ait pas ; avoir besoin + de  à  Bien qu’on n’ait pas besoin de)  beau temps pour un excellent moment amusant. En vacances en Irlande on n’es jamais  (on n’est jamais – ‘on’ is treated as the third person singular)  trop loin de chez vous et c’est plus facile aussi parce qu’il n’y a pas de langue étrangère .  (These two sentences feel quite disjointed – try joining them together to form one sentence that tells us that even though we don’t have great weather in Ireland, holidaying here is good because you’re never far from home and you don’t need another language)  On peut économiser sur l’hébergement mais la nourriture est moins  cher   (chère – la nourriture is feminine so the adjective must also be)  (et quelquefois  savoureux   (savoureuse – again, la nourriture is feminine) )  l’étranger   (If you mean to say that food is cheaper abroad than in Ireland, this should be à l’étranger. If you want to say that food is cheaper here than abroad, it should be qu’à l’étranger) . Je pense que le prix des vols est ridicule aussi. Quand on  partit   (this should be in the present tense – part )  l’étranger (à l’étranger – you need the full phrase here),  il devient trop cher.  Je ne crois pas que il faut pour on partit l’étranger   quand on est jeune  (que + il = qu’il ; ne coire pas que + subjunctive  à  je ne crois pas qu’il fasse ; to structure the end of the sentence correctly, try ‘je ne crois pas qu’il fasse voyager quand on est jeune…’)  mais je crois fermement que tout le monde devrait voyager pour l’expérience.

Communication  : What you’ve said is all relevant to the question, and they’re all great points. However, it doesn’t flow very well and your points don’t feel completely developed. Try breaking your answers into short paragraphs – here you could have a brief introduction and conclusion, plus one paragraph about the things to do e.g. sightseeing, sports, museums, galleries etc., and one about the convenience of staying in Ireland. You managed to get your point across reasonably well, it would just be good to add some more examples and show off your vocab a bit more! Your register is good, and despite some grammar mistakes, a French monoglot would be able to understand what you are saying. 8/15.

Language : Your spelling is mostly good (just watch out for accents!) but you have quite a few grammar mistakes here. Look out for your verbs especially, and in particular your subjunctives. The subjunctive is a great thing to include in your writing, but only if you can get it right! Your sentence structure is reasonably complex, but doesn’t always read as French – you can improve this by reading French books/ magazines/ articles. You also need to make sure that you are always making your nouns and adjectives agree. Try to vary your vocab a bit too – instead of repeating ‘partir à l’étranger’ over and over, try saying voyager instead! 10/15

Total : 18/30

La violence est très évidente dans notre société aujourd’hui. êtes-vous d’accord?

A: Oui, je suis d’accord avec cette déclaration. Aujord’hui ( Aujourd’hui ) , nous voyons la violence ( violence ) aux imformations (informations ) constamment. C’est une honte et c’es ( c’est) très triste. Les dernières nouvelles à propos de les ( de + les = des ) fusillades à l’lécole (dans les écoles might suit here better) est choquant (sont choquantes – nouvelles is plural and feminine). Ca (Use cela in written French) arrive trop souvent et nous devons faire quelque chose pour l’arreter (l’arrêter) , avant qu’il soit trop tard.

Les gens qui font ces fusillades scolaires (This would be better as Les tireurs, which means the shooters) sont très troublé (troublés – gens and tireurs are both plural). Ils a (ont) beaucoup de problemes (problèmes) mentaux. Ils on (ont) besoin d’aide. Les jeux vidéo sont une des principales influences pour ces gens. Il semblerait que le gouvernement ne fasse pas assez pour trouver une solution. Malheuresement (Malheureusement) c’est un sujet très compliqué, et je ne peux pas ici faire le tour en 75 mots seulement.

Feedback  : This answer reads nicely, but it isn’t a great answer for this particular question as it presents a very narrow view of violence in society. A better answer would agree, then present several examples from several different places to prove the point. They don’t want you to go into huge detail, just to show that you can give a well-rounded and well-written answer, so it’s not really useful to point out that you don’t have enough space in 75 words – especially since your answer was over 75 words anyways.

Communication : The text would be understood by a French monoglot, and does deal with the stimulus material. However, as I’ve said, it’s quite a one-sided answer. The second paragraph feels quite fragmented and your various points feel like they’re not linked together at times. Make sure you are using your formal register (like using cela instead of ça). Out of 15, I’d give this a 7.

Language : Your verbs are mostly correct but watch out for tiny spelling errors – they bring down your mark but can easily be avoided. You make several mistakes with accents, but they’re very important for the meaning of the word. I’d give this a 9/15 for language.

Total : 16/30

Manifester danses rues, c’est un bon moyen de protester contre l’injustice ou contre des décisions politiques. Êtes-vous d’accord?

A – Je ne suis pas d’accord avec cette affirmation. De nos jours, il est vrai que chaque citoyen ont á (a – « chaque citoyen » is treated as a singular, as it is in Enlgish – so the verb here should be in the singular) l’occasion d’exprimer son opinion quand ils allèrent (il va – citoyen is a masculine singular noun so your verb should be too – « allèrent » is the past historic conjugation of aller, which you will never have to use in an exam, this should be in the present tense) voter. Ce n’est pas nécessaire pour (de works better here) protester dans les rues quand chaque citoyen ont (a) la (le – droit is masculine ) droit de voter!

À (De) l’autre côté, c’est totalement possible que vous étais (Don’t directly address the reader, either use « on est » to mean « we are » in a general sense, or say something like « beaucoup de gens sont ». Take note of the fact that « étais » is not the correct present tense conjugation of être for vous, it should be « êtes »)  malheureux avec certains (certaines – décisions is a feminine noun) décisions politiques- par example (exemple), tout le monde ai marre (en a marre – the phrase is « en avoir marre de ». « Ai » is not the correct conjugation of avoir) de (des – politicians is plural) politiciens (hommes politiques – « politicien » is usually only used in a derogatory manner, and is therefore not of an appropriate register for an exam piece) malhonnêtes- mais les protests (this isn’t a word – use “manifestations” instead) et la violence n’est (ne sont – you reference both protests and violence, so treat the group as a plural) jamais pas (You don’t use pas after jamais, as this would create a double negative) la solution.

Je suis convaincue que notre voix et notre vote peut (peuvent – you list 2 things, so the verb should be plural) faire une différence. C’est la (le – devoir is masculine) devoir démocratique de chaque citoyen d’aller voter- et le (la – plupart is feminine) plupart de gens sont passionnés pour donneront (donner) leurs opinions- mais pour finir, il ne faut pas aller se plaindre ensuite si l’on ne voter (vote – « on » is treated the same as « il » or « elle ») pas.

Communication  : Your points are clear and your text is coherent, however, your second point could do with being fleshed out some more by giving an example or two of times when people might feel the need to protest. There’s one mistake in register but for the most part, register is appropriate. 10/15.

Language : Your vocabulary is sufficient, but you need to work on your verbs. You have a lot of mistakes in conjugation, and make mistakes with your tense a few times. As well as this, you often disregard the rule of agreement and get the gender of nouns wrong. However, your spelling is mostly correct. 6/15.

Est-ce que la condition de la femme a évolué en Irlande depuis trente ans

À mon avis, l’attitude des hommes envers les femmes a beaucoup évolué à la fin (à la fin means at the end, ultimately, finally or eventually – it might be better to use « depuis » here) trente ans. Tout d’abord, la femme moderne s’intéresse à la politique et certaines d’entre elles sont députées au parlement. L’Irlande a déjà élu deux femmes présidentes, qui n’est pas arrivé aux États-Unis et Espagne ( en Espagne – it’s fine to use Spain as an example, but it does feel a bit out of place here as you don’t mention it again. As this is a French composition, maybe use France as your example) . La condition de la femme s’est beaucoup améliorée dans notre société. Deuxièmement, l’homme moderne partage les tâches ménagères avec sa femme. Je trouve cela normal. Un nombre important de femmes choisissent de rester à la maison pour élever leurs enfants. De plus en plus de femmes travaillent en dehors de la maison en Irlande. Pour finir, à la fin (If you actually mean to use this to mean « at the end of a thirty-year period, then you should say à la fin de trente ans) trente ans le rôle de la femme a beaucoup changé et continue à le faire tous le ( les ) jours.

(I’ve marked this as if it’s a 30 mark question because I don’t know if it was a Q1 or a Q 2,3 or 4)

Communication : I’d give this about 10 out of 15 for communication. It’s well-written and looks at all sides of the argument, but I’d say it could benefit from some paragraphing maybe, just to make it easier to pick out your points. You write in the correct register and everything you say is relevant and coherent.

Language: For language, I’d give this about 12 out of 15. You have very few glaring mistakes but watch out for your use of à la fin, and for that one mistake in your use of the definite article.

Total : 22/30

‘Les cirques font l’objet de critiques régulières de la part d’associations de défense des animaux.’

Il semble cruel de garder les animaux sauvages en captivité dans les zoos et les cirques, ou même en semi-liberté dans les parcs animaliers. Qu’en pensez-vous ?

Je suis tout à fait d’accord avec cette déclaration. D’après moi, il est très cruel de garder les animaux sauvages en captivité pour nous divertir. Ce n’est pas juste car ce n’est pas leur milieu naturel. Ces animaux devraient être libres. Il ne suffit pas les animaux d’être (que les animaux sont) en semi-liberté dans les parcs animaliers car ils sont encore perturbés par les gens. D’autre part, ces animaux sont surveillés par les gardiens de zoo chaque jour, mais ils sont encore des animaux capable (capables) de blesser quelqu’un. Suivent ( Souvent  ?) , j’entends des histoires à propos d’animaux qui échappent de les (de + les = des) zoos et des cirques et sont très dangereux. Il y a eu des manifestations à propos de les (des) droits d’animaux qui sont très important (importantes – manifestations is both plural and feminine ) pour informer des gens. Aussi, je ne pense pas que le gouvernement ne fait (fasse – « ne penser pas que » is followed by the subjunctive, even though the positive for mis not) pas de son mieux. A ( À ) mon avis, le gouvernement ont ( a – even though in English we treat the government as a plural group, in French it is treated as a signular ) besoin d’organiser une campagne ou même changer la loi qui permet de garder les animaux en captivité.

Communication : This answer deals with the stimulus material well, but it doesn’t flow very well from one idea to another. For example, you jump to the bit about protests without linking it to the preceding point. It might be good to look at the other side of the argument too, and separate them by paragraphing. It is all relevant and written in the correct register though, and despite some grammatical mistakes, would be understandable to a French monoglot, so I’d give it about 12 out of 20.

Language: I’d give this about 10 out of 20 for language. Sometimes your vocabulary is a bit repetitive (for example, try using parce que instead of car sometimes). Your spelling is generally correct, but watch out for your agreements – adjectives referring to feminine and plural nouns have to agree. Also watch out – de + les = des, you can never say “de les”.

Total : 22/40

La politique en France est réservée aux hommes, les femmes ne sont pas Présidents de la République. Pensez-vous que la politique irlandaise soit plus juste ?

(2014 Pre Exam)

Je suis totalement d’accord avec cet avis. Nous savons que les choses ont beaucoup changé ces dernières années pour les femmes. En Irlande, les mouvements féministes ont fait avancer les choses. A ( À ) titre d’exemples, regardez les deux femmes inspirantes qui s’appellent Mary McAleese et Mary Robinson. Elles étaient éluées ( élues ) à une écrasante majorité. Et c’est pour cette raison que je suis convaincu qu’il n’existe pas de sexisme dans le monde de la politique irlandaise.

Qu’on le veuille ou non, les femmes pourtant ( this is « unfrench » sentence structure – put the pourtant at the beginning of a phrase, followed by a comma ) m’accèdent (n’accèdent ) que très rarement a ( à ) des postes importants dans le gouvernement. Mais a ( à ) mon avis, c’est (ce) n’est pas une question du sexisme, c’est actuellement (this means « currently » – if you want to say « actually », use en fait) une question de choix. On sait bien que la femme active et moderne veut allier travail ( le travail ) et famille ( la famille ) et cela explique pourquoi c’est souvent les hommes qui veulent être le président.

Bon, il est fort probable que cet ( cette ) « inégalité » soit causée par des différences entre les personnalités et pas par des mentalités traditionnelles.

Feedback : This is a well-written piece that answers the question directly. However, it could probably do with bit more of an introduction. As this is a question from a pre paper, I don’t know whether this was a 40 or a 30 mark question but I’m going to mark it out of 30.

Communication: You treat the question well, looking at both sides of the argument before coming to your own conclusion. It is coherent and relevant to the question and there are very few communicative issues. A bit more of an introduction and conclusion would bring this mark up, but currently I’d give it 11 out of 15.

Language : Your language is generally correct but there are a few mistakes – be careful of faux amis like actuellement, just because it looks like an English word doesn’t mean it has the same meaning. Also be careful of your accents, as they are important for the correct spelling and meaning of some words. For language, I’d give this 9 out of 15.

Total : 20/30

En vous promenant dans la rue à Dublin, vous avez soudain vu un chanteur très célèbre. C’est une personne que vous admirez énormément. Alors, vous décidez de lui parler!

En rentrant chez moi, qu’est-ce que vous notez à ce sujet dans votre journal intime?

(75 mots environ)

vendredi, dimanche matin (write the date here)

Cher journal,

Quelle journée! Je viens de rentrer chez moi. Quelle journée intéressante je viens de passer! Je viens de parler avec le chanteur très célèbre, Bruno Mars! J’ai vu Bruno dans la centre ville à Dublin (« in the centre of Dublin » is au centre de Dublin) . Il est très genial ( génial ). Quelle chance! Il est mon chanteur preferé ( préféré ) . Je suis très heureuse (If you are male/ writing as a male, this should be heureux ) . C’était (C’était) incroyable. Je ne crois pas que je peux dire que j’ai recontré ( rencontré ) le mon chanteur preferé ( préféré )! Je suis dans un état du ( de ) choc. Nous avons parlé depuis cinq minutes- le meilleur cinq minutes dans ma vie (Les meilleures cinq minutes de ma vie)! C’est super. Je dois dire mes amies le (la – nouvelle is feminine) bonne nouvelle maintenant. Je n’oublierai jamais cette journée! Je lui parlerai demain (This means « I will talk to him tomorrow» – if you meant I will talk to you tomorrow, it’s je te parlerai) – bonne nuit.

Communication: I would give this about 10/15 for communication – it does exactly what was asked and despite being a bit repetitive at times (“mon chanteur préféré”), it would likely be understood by a French monoglot.

Language: For language, I’d give this a 7/15 – You don’t have too many spelling mistakes but you need to remember your accents as they can completely change the meaning of a word. Your vocabulary is adequate but a bit repetitive. Make sure you stick to the rules of agreement too.

Total : 17/30

Faisons-nous assez pour aider les pays ravagés par las catastrophes naturelles ? (2007)

Je ne suis pas tout à fait d’accord avec cette declaration (déclaration – watch out for accents) que l’Irlande fasse (fait – you don’t need the subjunctive in this case) assez pour aider les pays en développement qui sont ravagés par les catastrophes naturelles. À mon avis, nous devons faire plus pour les aider dans ces situations.

Tout d’abord, c’est important qu’on comprenne les difficultés dans la vie pour ces personnes. Pourquoi aidions-nous ces pays si nous ne savons pas qu’est-ce qui (ce qui – this means « that which » and is how you would translate « what » in this sentence) se passe là ? Il vaudrait mieux qu’on s’informe aux affaires dans les pays en désastre. De cette façon, on serait plus motivé à aider ou donner à ces causes.

Comment pourrons-nous agir pour donner l’assistance ? En premier lieu, on doit faire du bénévolat ; collecter de l’argent pour les pays ravagés par les catastrophes naturelles. On doit rechercher les associations caritatives qui sont fiables, et rechercher comment pouvons nous (nous pouvons – in this case, the comment doesn’t pose a question so you don’t need to invert the verb) changer la situation. Selon moi, la société a intérêt à aider les autres pays, paycheque (parce que) ces gens sont aussi humains.

Toutefois, je pense que le gouvernement ne fasse ( fait – je pense que doesn’t take the subjunctive, only je ne pense pas que does) pas assez pour aider ces pays. Ils doivent envoyer des travailleurs humanitaires qui peuvent donner l’assistance médicaux ; aider à trouver de l’eau ou s’occuper des enfants. Ce que je veux dire c’est que la collection d’argent soit (est – you don’t need the subjunctive in this case) important (importante – la collection is feminine), mais en même temps ce n’est pas suffisamment.

Pour résumer, je ne partage pas de telles idées que nous fassions assez pour aider les pays en désastre. Nous devons devenir plus actifs et motivés, nous devons faire du bénévolat et on doit envoyer les travailleurs humanitaires.

Feedback  : This is a really good answer – everything that you say is relevant to the question, and your French is mostly correct – your biggest issue seems to be the subjunctive. It’s really good to include the subjunctive when you know to use it correctly, as you did with “important qu’on comprenne”, but you use it incorrectly in several other places. You need to learn the list of cases when you use it off by heart if you intend on using it, or simply learn one or two flexible phrases that include the subjunctive that you can use in a variety of pieces. Just remember that it doesn’t have to follow every use of “que”, only specific ones that have to do with things that may not necessarily be reality.

Communication : This would score around 13 out of 15 for Communication as it answers the question clearly and with a good level of coherence.

Language : For Language, this would also score around 13 out of 15, as the incorrect use of the subjunctive brings down the mark a small bit but otherwise, your vocabulary is adequate and varied, your other verbs are mostly correct, and it generally reads well.

Total : 26/30

Vous venez de recevoir votre bulletin du premier trimestre et vos notes ne sont pas très bonnes.

Qu’est-ce que vous notez à ce sujet dans votre journal intime? (75 mots environ)

Je viens d’apprendre une nouvelle vraiment de troublant (troublante – « nouvelle » is feminine so the adjective must be too). J’ai reçu mon bulletin du premier trimestre et il y avait très mauvais (« il y avait » means there was – rephrase this as « mes notes sont mauvaises », which means my grades are bad) . Je suis très déçu (déçue – if you are a girl, you must use the feminine form of adjectives when describing yourself) . J’ai vraiment peur de quel ( ce que – you need to think of this sentence as being structured like: “I’m really afraid of that which my parents are going to say – “ce que” means that which) mes parents vont dire.

Je suis vraiment (you overuse « vraiment ») énervée. Je fais le ménage tous les jours et je n’ai pas beaucoup de temps livre (if this should be free time, then this should be « libre ». If this should be time to read, then it should be « temps pour lire”) . Je fais tout le travail et mes frès (frères) ne pas refuser (refusent) d’aider. Je n’ai pas temps étudier (le temps d’étudier ). Mais je n’etudie ( n’étudie ) pas assez. Demain est un autre jour et je vais travailer (travailler) plus fort.

Je vais me coucher tout de suite.

Bonne nuit,

Feedback : The content of this is good but you need to be careful of your sentence structure, spelling and other small grammar errors. The structure is good.

Communication mark : Your material is relevant to the question and flows coherently. You make no mistakes in register and a French monoglot would likely be able to understand the gist of your writing. For communication, this would score around 10 out of 15.

Language : You need to make sure that your adjectives always agree with gender and quantity of nouns. Your sentence structure is sometimes incorrect, and your vocabulary is sometimes a bit repetitive (see “vraiment” and “très”). Watch out for tiny spelling errors and missing accents as well. For language, this would score around 6 out of 15.

Les cigarettes tuent 6 millions par an ; il y a une seule solution : interdire purement et simplement la cigarette.

Je pense partager l’avis de beaucoup (If you want to say « I think I share the opinion of a lot of people », say « Je pense que je partage l’avis de beaucoup de gens ») en disant que le tabac est mauvaise ( mauvais – tabac is masculine and so the adjective must also be masculine ) pour notre santé mais personnellement je ne suis pas d’accord avec cette déclaration parce qu ‘il (« il » is a bit vague for this sentence, try replacing it with «l’interdiction de fumer », which means the ban on smoking »)   n’aidera pas (this might be better as « n’aiderait pas » in the conditional to mean « would not help ») le situation ( In French, we don’t say « help the situation », so it might be better to replace « situation » with something like « fumeurs », which means smokers. For future reference, “situation” is a feminine noun )  . Les gens seront dépendant sur le nicotine. (This sentence doesn’t make much sense in the context of the paragraph – rephrase it as “Les fumeurs seraient toujours dependants au tabac”, which means “Smokers would still be dependent on tobacco”)

Tout d’abord nous besoin d’arrête les gens de fumer avant ils commencent (Rephrase this as « Il faut aider ceux qui vont probablement fumer à l’avenir avant de commencer », which means « We have to help those who are likely to smoke in the future before they start” ). Les jeunes fumer (fument – you need to conugate verbs correctly) par curiosité ou parce que la pression de groupe.

La solution il n’y a pas interdire les cigarettes ( L’interdiction de la cigarette n’est pas la solution ) , la solution est essaie interdit la pression du groupe et fournis information sur le sujet du tabac et son effet. ( Mais on droit essayer plutôt d’éliminer la pression du groupe, et de mettre à disposition de l’information sur le sujet du tabac et sur ses effets – this reads as much more French, and deals with problems with verb conjugation in the original sentence )

De plus , s’il était illégal (This is a bit vague – complete it by saying « s’il était illégal de fumer ») , les gens trouveront (trouveraient – this should be in the conditional to mean « would find ») bien un moyen d’obtenir des cigarettes mais il ne sera pas de réglementer. ( Start a new sentence here and say something like « Ces cigarettes illégales ne seraient pas réglementées donc elles pourraient être dangereuses. » which means « These illegal cigarettes would not be regulated and sot hey could be dangerous”)

Tout le monde souffriront (souffrirait – this should be in the conditional, and tout le monde is treated as a singular) avec problèmes ( des problèmes ) de santé en conséquence de s cigarettes non réglementé ( non-réglementées – cigarettes is feminines and plural, therefore the adjective must also be ) et l’arrêt net.

Pour conclure je ne suis pas d’accord avec ce point de vue mais je crois il (je crois qu’il ) faut que le gouvernement fournissent information ( plus d’information – this means « more information » and would fit better here) et aider pour les jeunes. ( this would be better as « pour aider les jeunes qui sont déjà accros au tabac », which means « to help young people who are already addicted to tobacco”)

Communication Marks : This answer deals with the subject material, and there is clearly an idea of what wants to be said, but it is not very coherent in doing so. Register is correct and all information included is relevant, but there are only two points made across 6 paragraphs. Out of 15 marks, I’d give this 6.

Language Marks : Vocabulary is generally correct but there are lots of issues with syntax, word choice and grammar. There are several mistakes in agreement and verb conjugation, and sentences are often structured poorly. For Language, I’d give this a mark of 5 out of 15.

Total Mark : 11/30

Dans la Section 1 Q2, <>. Mais aujourd’hui nous vivons dans un monde où le bruit est incessant. Voitures, tondeuses, télévisions, autoroutes, aéroports créent un environnement sonore nuisible pour l’équilibre humaine. Le silence, c’est l’exception. Que pensez-vous?” (2008 HL Q1 b)

Je suis d’accord avec cette declaration (déclaration – you need the accent over the e) , qui dit que nous vivons dans un monde où le bruit est incessant. Aujourd’hui, partout où l’on va, on est totalement entouré de bruit sans arrêt, tous le temps (tout le temps – temps is treated like a singular noun) . Mais qu’est-ce que c’est la cause du bruit? Il y a beaucoup de raisons qu’il y a un bruit constant dans notre monde.

Premièrement, la cause principale du bruit est le trafic. Tous les jours, il y a des milliers de voitures et camions sur la rue (dans la rue – in French, we always say in the street, not on. To say « on the roads », which might fix this context better, say “sur les routes”). Ils créent de bruit nuisible ainsi que d’emettre (d’émettre – again, be careful with your accents) le gaz d’échappement qui est très dangereux pour notre santé. Tout le monde conduit d’un endroit à l’autre au lieu de marcher maintenant, et bien qu’il soit pratique, il endommage notre environnement et crée plus de bruit, en particulier dans les endroits qui ont beaucoup de grandes routes et autoroutes.

De plus, la technologie est une cause du bruit dans notre monde aussi. Le pollution (La pollution – pollution is a feminine noun) sonore est aussi cause (causée – you need both an accent on the e to make the verb causer into an adjective, and you also need a second e to make it feminine in order to agree with la pollution) par les télévisions, les portables et les ordinateurs. Cet (Ces – jours is plural) jours-ci, la technologie est partout, et il est inevitable (inévitable – the accent is missing again) . Il y a très peu endroits où il y a la paix et la tranquillité. Le bruit est excessif, mais la technologie est très important (importante – technologie is feminine ), donc c’est vraiment un problème difficile à résoudre.

En conclusion, il y a beaucoup de raisons pourquoi (pour lesquelles – you can’t use pourquoi like this, instead you need to say « the reasons for which ») il y a de bruit incessant dans le monde aujourd’hui. C’est un vrai problème, et on se demande s’il y a une solution. Qui sait!

Feedback : This is a well-written piece that deals well with the question. However, it’s always nice to have 3 main points in your answers, so it might have been better to also deal with one of the other aspects mentioned in the question like airports – or you could have proposed a solution to the problem. There are no major issues with syntax, most errors are quite small. One of your biggest problems is forgetting accents – they’re crucial to the meaning of many words in French, so make sure you always include them when they’re necessary! There are also a few more small grammar issues that need to be corrected but overall, this answers the question nicely.

Communication : You dealt well with the stimulus material, although not all aspects mentioned were fully exploited, and the text is coherent and well-written. A French monoglot would be able to understand this with minimal difficulty, there are no mistakes in register and there is no irrelevant material. Out of a possible 20 marks, I’d give this piece 15 marks for Communication.

Language : Your French flows well and your vocabulary is nice and varied so that there is little need for repetition. You make good use of some complex grammatical features like the subjunctive. However, there are a few mistakes when it comes to agreement of gender and number, as well as several mistakes when it comes to accents and spelling. For Language, I would give this a 13 out of 20.

Total Mark: 28 out of 40 – this was well-written, just work on those small grammar and spelling errors!

Maintenant, les écoles irlandaises ne peuvent pas refuser l’entrée d’un élève en raison de leur religion. Qu’en pensez-vous ?

Je pense que cette déclaration est très juste et un développement grand ( un grand développement – grand always comes before the noun) dans le monde.

Tout d’abord, je pense que ce changement est très bien. Le droit à l’education ( l’éducation – accents are very important to get right) est un privilège chaque ( privilège que chaque – you need que in this sentence to mean ‘that’, which connects the first half of the phrase to the second) enfant devrait avoir. Je pense que décider si un enfant a un droit à l’éducation parce que ils ( parce qu’ils – the ‘e’ in que and the ‘i’ in ils can’t come together so you need an apostrophe here) suivent une certaine religion est seul discrimant (This isn’t great phrasing – to say « is nothing but discrimination », change this to n’est que la discrimination ). Pourquoi est une croyance religieuse plus important que l’éducation d’un enfant? (This might read better rephrased to include the French passive voice of «  on  » as «  Pourquoi est-ce qu’on considère qu’une croyance religieuse est plus importante que l’éducation d’un enfant  ? » Also, for future reference, «  croyance  » is feminine so «  importante  » needs an e )

Deuxièmement, je pense que on ( qu’on – again, two vowels can’t come together like this) a besoin de créer un monde divers. Notamment dans les écoles (This isn’t a full sentence, just merge it with the previous sentence by replacing the full-stop with a comma) . Ça ( Cela – Ça is familiar language, and is usually only used in spoken conversation, on social media or in messages with friends and close family) crée ( créerait – following from the previous sentence, this would be better in the conditional, to mean “would create”) un monde égal et enseigne (again, the conditional “ enseignerait ” would be better here) bonne valeurs ( de bonnes valeurs – you need the de here as French nouns almost always have to have an article before them. Also, valeurs is plural so bonnes must also be )   à les ( aux – à and les can never come together, they need to contract to aux ) enfants par example respecter tout le monde. (Replace par ex e mple [watch out for spelling errors] with comme , which means “like” and fits this sentence better. Restructure “ respecter tout le monde ” to be a nominal phrase [a phrase centred on a noun] rather than a verbal phrase, as this is much more French-seeming. Try “ comme le respect des autres ”, which means “like respect for others”)

Troisièmement, je pense que better déclaration enseignée l’acter de gentillesse. Il se débarrasse de la société irlandaise traditionnelle d’il y a des années et la discrimination qui l’accompoignait.

(This entire paragraph makes little sense – if it was Google translated, don’t use it again, it only creates bad habits. “Acter” is not a word in French, neither is “better”. I’m not sure how to suggest improvement here as I can’t tell what you are trying to say but if you are using “ il y a années ” to mean “years ago”, just use the word passé to mean “the past”. The correct imperfect conjugation of accompagner is accompagnait )

C’est ce que je pense à ce moment. Ce changement est un changement bien dans l’Irlande ( en Irlande – feminine countries are always accompanied by «  en  », never «  dans  ») est ( et is the correct spelling of « and ») c’est un pas dans bonne direction ( la bonne direction – you need an article before your noun) !

Feedback  : This composition is a really good length and answers the question well, but it has a lot of syntactical and spelling errors. Try to familiarise yourself with idiomatic French by reading a bit of French when you’re studying. You make several mistakes in your spelling that could be easily avoided, as well as a few mistakes with verbs and agreements.

Communication: You handle the question well and your writing flows well. However, there are parts that seem a bit irrelevant, such as your third point. This paragraph is also a point when a French monoglot (somebody with no English) would struggle to understand what you’re trying to say. The only big mistake in register is the use of “Ça” instead of “cela”. For communication, I’d give this a 7 out of a possible 15 marks (assuming that this is a 30 mark question, not a 40 mark question).

Language: Your vocabulary is sufficient for the most part, but some phrases are repeated a lot, such as “je pense que”. Try to vary this by using “Je crois”, “À mon avis”, “Selon moi” and other personal phrases. There is quite a bit of incorrect spelling but most of your verbs are conjugated and used correctly. For the most part, the rule of agreement is followed, except for 2 instances. Word choice and sentence structure are the biggest issues, with incorrect sentence structures, incorrect placement of adjectives in a sentence and the use of words that don’t actually exist in French. For language, I’d give this a mark of 7 out of a possible 15.

Total mark : 14 out of 30.

Q: aujourd’hui tous les écoles, les bureaux et les enterprises étaient fermés à cause de la neige. Ils seront aussi fermés demain.  Ce soir, qu’est ce que vous notez à ce sujet dans votre journal intime. (2018)

9 heures, ma chambre (In diary entries, we don’t usually put the time or location, just a simple date like “ Vendredi, le 16 novembre 2018” )

Chér ( Cher – this never takes an accent in the masculine form) journal,

Comme toujours, c’est plus facile que se confier à quelqu’un.

Aujord’hui ( Aujo u rd’hui – be careful of tiny spelling mistakes that can bring your mark down) , j’ai recevoi ( reçu – the past tense of recevoir is not recevoi ) un message de mon lycée- ça ( cela – ça is usually reserved for conversation or casual writing, not for exams !) disait que l’ecole ( l’école – it’s really important to get accents right) seront ( l’école is singular, so if you are saying « will be » you would say “ sera ”.) fermés ( fermé – again, l’école is singular) aujord’hui (aujo u rd’hui) et demain parce que la neige sur les routes était ( est – était is the past tense and doesn’t fit this sentence) très dangereux ( dangereuse – la neige is feminine, so this has to agree) .

J’ était ( suis – it might be better to have this in the present tense) au 7éme ( septième – for the exam, spell numbers out) ciel. Je suis fait ( J’ai fait – faire goes with avoir in the passé composé) la grasse matinée pendant des heures. J’ai bu du chocolat chaud et c’etait délicieux. Après ça (cela) , j’ai m’habillé ( je me suis habillé – reflexive verbs always go with être in the passé composé) et j’ai joué dans la neige avec ma sœur ! Pour couronner le tout, demain, j’aurai un combat de neige avec mes amis.

C’est tout pour ce soir ! Je suis très excité pour demain (this does not mean « excited », say j’attends demain avec impatience )  

Feedback : This diary entry is a really good length but it has a lot of errors in verbs. This is the biggest problem but there are also one or two problems with agreements and syntax, as well as some spelling mistakes. Also, because the Journal Intime is one of the questions that you can pick up easy marks for layout, make sure that you know exactly what the examiner’s are looking for in the structure.

Communication: Your treatment of the prompt is quite good, but there are places when you have clearly just transcribed the prompt material, which results in grammatical errors, such as when you use the “seront fermés” from the question but in relation to a single school. The entry flows nicely from one point to the next and all of the content included is relevant. There is one repeated mistake in register (using ça instead of cela) but overall, the tone and register is good. For Communication, I’d give this 6 marks out of a possible 15.

Language: There are some lovely idiomatic phrases in this composition, like “J’étais au septième ciel” and “pour couronner le tout”. There are a few small spelling errors in words that come up a lot, like missing accents or missing the second “u” in “aujourd’hui”, which you should pay attention to to avoid losing marks over small things, but the biggest problem is definitely verbs, choice of tenses and conjugation of these tenses. Your vocabulary is nice and varied. Just be very careful to not fall into the trap of faux amis (words that look very similar to an English word but do not mean the same thing), as you did with “je suis excité” instead of “Je l’attend avec impatience”. For language, I would give this 5 out of a possible 15.

Total mark : 11 out of 30 – your language mark brought you down a lot, watch out for those verbs and spelling!

On dit que nos villes irlandaises sont devenues plus agréables, plus belles, plus propres aussi ces dernières années. Qu’en pensez-vous?

2005 Section 2 q4 a

Je suis d’accord avec cette déclaration pour plusieurs raisons. On ne peut pas nier que notre île sont composent ( se composent – the phrase « to be made up of/ consist of » is translated as «  se composer de  ») des jolies villes, des belles plages et des habitants chaleureux , qui font Irlande vraiment belle. ( qui rendent l’Irlande vraiment belle – If you want to say “make” as in “to cause something to become something”, we use the verb “ rendre ” in French)

Tout d’abord, je crois qu’il est tellement facile de se déplacer dans les villes irlandaises. Les transports en commun sont plus efficaces et donc c’est très pratique quand on veut voir les sites touristiques, particulièrement à Dublin, comme les musées d’historiques ( historiques – you don’t need the d’ in this phrase) . Il y a plein de choses à faire et sites à voir. Les différentes villes d’Irlande offrent un grand choix d’activités, pour tout le monde.

Deuxièmement, à mon avis, je trouve quite (this should be que ) la majorité de villes en Irlande sont proper ( propres – this is a small spelling error, also make sure you have your agreements right, villes is plural so propres must also be ) à cause de ‘Tidy Towns’ qui apprécient de faire nettoyade bénévole danse presque chaque ville (this sentence is a bit muddled up – try restructuring to : «  qui encourage les irlandais à offrir du temps pour nettoyer les villes et les villages  », which means « which encourages Irish people to offer some time to clean up the towns and villages ») . Quand on est à l’étranger, on voit les déchets dans les rues. Cependant, personnellement (you don’t need this here, it adds nothing to the sentence, because your opinion is implied by «  je vois  ») en Irlande, je vois rarement les déchets parce que les voluntaires ( volontaires ) travaillent dur chaque semaine.

Pour conclure, je pense que les villes irlandaises sont magnifiques et je suis fière de l’Irlande. L’ordre (I’m not sure what you’re trying to say here, but «  l’ordre  » simply means « the order » and cannot be used at the start of a sentence like this) , les sites touristiques remarquables et les habitants gentils ( gentils habitants – “ gentil ” always comes before the noun) font partie des villes belles ( belles villes – “ belle ” always comes before the noun) !

Feedback : This is overall a good answer, it answers the question clearly with some good examples. However, it could be improved by perhaps also addressing the aspect of the question that implies that Irish towns used to be less beautiful and clean. The answer could do with a third paragraph in the body, and this could be a good way to create this third paragraph. Generally, you should always aim for three points per answer.

Communication : There is very little irrelevant material in this answer. It could better explore the stimulus material by looking at the other side of the argument, but overall, it is coherent and clear. There are a few syntactical errors which need to be fixed and which present the biggest problem in the text, but this does not render the text incomprehensible to a French monoglot. For communication, I’d give this answer a 10 out of 15.

Language : The language used in this piece is quite strong. There are only one or two mistakes with verbs and general grammar, and rules of agreement are generally followed correctly. There are only four small spelling errors. Sentence structure is not very complex, but vocab is varied. For language, I would give this piece a 12 out of 15.

Overall mark : 22/30

En Irlande aussi, la situation des personnes SDF est assez grave. A votre avis, est-ce qu’on fait assez pour résoudre ce problème ?

Question : 2015 HL Section 2, production écrit

Je suis tout à fair ( fait – this is a spelling error) daccord ( d’accord – you need the apostrophe in this word) avec cet opinion (a better choice here might be “ cette affirmation ”, which means “this statement”. For future reference, opinion is a feminine noun and so would be “ cette opinion ”, not “ cet ” ) . À mon avis, les sans abris ( sans-abris – you need the dash in this word) sont un grand problème dans notre societé ( société – accents are really important to get right) aujourd’hui et il faut que nous resoudions ( il faut que nous résolvions – il faut que must always be followed by the subjunctive. For future reference, the present tense of résoudre is “ nous résolvons ”) ce problème.

(This whole paragraph is poorly phrased. The first sentence translates to “I completely agree with this opinion/ statement. However, the question does not ask if you agree with the statement about the homelessness situation, it asks if you think that we are doing enough to resolve the problem. You should answer this question directly. Your second sentence seems to imply that the homeless people themselves are the problem. Rephrase the sentence to something like “ À mon avis, la crise de logement est un grand problème aujourd’hui, parce que beaucoup de gens doivent dormir dans les rues. Il faut que nous résolvions ce problème tout de suite . ” This means : In my opinion, the homelessness crisis is a big problem today because a lot of people have to sleep on the streets. We have to solve this problem immediately.)

Tout d’abord, la raisin ( raison ) principle ( principale ) pour expliqer ce problème est Il y a un grande crise ( une grande crise – crise is a feminine noun) de logement surtout à Dublin. D’après moi, le gouvernement doivent ( doit – we treat «  le gouvernement  » as a singular noun) fournir plus hérbegement ( plus d’hébergement – plus needs to be followed by «  de  » when it means « more of », and you misspelled «  hébergement  ») dans des grandes villes pour résoudre ce problème.

(This paragraph is syntactically better but could do with being fleshed out a bit, maybe mention how lots of people currently don’t have houses/ where they have to live at the minute eg. Dans les rues, sur les trottoirs, sous les ponts etc.)

Deuxièmement, à mon avis, quelques gens ( personnes – this is a better choice here as the phrase is referring to a specific group of people who could volunteer) pourraient faire du bénévolat dans un refuge et dans un soupe populaire ( une – «  soupe populaire  » is feminine) . Prenons par exemple moi (this would read better as «  prenons l’exemple de moi  », which means « take the example of me ») , chaque hiver je fais du bénévolat dans un refuge à Carlow pour aider les sans abris.

(This is the best paragraph as it includes a point and an example)

En plus (to say « moreover », we use «  De plus  ») , nous doivent ( devons – the present first person plural form of devoir is «  devons  ») faire un don d’argent parce que il ( parce qu’il – the ‘e’ in que and the ‘i’ in il can’t come together so you need an apostrophe) est triste qu’ils (who is ils ? You need to specify that it’s les sans-abris ) mendient toute la journée pour qu’ils puissent obtenir de l’argent. Aussi, nous doivent ( devons) donner (this should read «  nous devons leur donner  » to mean « we have to give them  ») des vêtements d’hiver parce qu’ils portent des vêtements sales et déchirés en hiver quand il est (the phrase is «  il fait très froid  ») très froid.

(In order to answer the question, you should compare what people are doing now to what they should be doing)

Pour conclure, il y a beaucoup de choses que nous doivent ( devons) faire pour résoudre ce grave problème dans notes ( notre ) société aujourd’hui.

Communication : You do answer the question, but it is at times not particularly clear. It would be wise to explicitly answer the question in the first sentence of every paragraph. At times, it seems as if you lack vocabulary as you simply repeat aspects of the stimulus material, such as repetitive use of the word “résoudre”, and the repetition of the phrase “grave problème” in your conclusion. For communication, I would give this piece 11 out of 20.

Language: Language is where you go wrong the most. You have lots of grammatical errors and spelling mistakes. Your verbs are often conjugated incorrectly, with repeated mistakes such as the incorrect conjugation of devoir. There are also some problems with gender agreement, and the syntax of the first paragraph is poor. There are attempts at the use of the subjunctive, but it is incorrectly used in one instance. For Language, I would give this a 7 out of 20.

Total mark: 18/40 – 45%

Big areas that need improvement are spelling, gender agreements and verb conjugation.

<< une connaissance d’une langue étrangère n’est plus nècessaire dans le monde de nos jours. Apprendre une langue pour le bac, c’est une perte de temps>> Donnez votre avis.

À mon avis, je crois que (these two phrases together are unnecessary, as both convey the idea of personal opinion – pick either « à mon avis » or « je crois que ») c’est nècessaire  (nécessaire – you need to keep an eye on accents)  apprendre (c’est nécessaire followed by an infinitive should be followed by de – this should therefore read c’est nécessaire d’apprendre) une langue vivante. Moi, j’apprends le français et il faut que je dise qu’il y a quelques avantages sociaux, éducatifs, commerces et pour les liens entre les pays (this sentence reads poorly – « commerce » is a noun that means business, if you want to say commercial, use « commerciaux » – the sentence would read better as « Moi, j’apprends le français et il faut que je dise qu’il y a quelques avantages sociaux, éducatifs et commerciaux associés avec la langue, et elle est utile pour créer de liens intérnationaux ») . Une connaissance d’une autre langue est un atout sans doute.

Tout d’abord, le francais  (français – again, accents are important in French)  est parlé par des francophones dans tous les 5 (cinq – spell out single-digit numbers) continents et ça (cela – in written French, we use cela instead of ça) nous (adding this pronoun here will make the sentence clearer – it will help  us  find jobs) aide (aidera – this should be in the future tense, as you’re referring to the future) à trouver un emploi dans l’avenir. Notamment, si on parle des langues étrangères on peut voyager et étudier à l’étranger plus facilement. En fait, le français est l’une des meilleures destinations pour l’éducation (this sentence is confusing – if you are trying to say that France is one of the best destinations for education, you must say « la France » not le français) . En plus (De plus – using en plus at the start of a sentence is familiar language, you should always use formal language), parler une autre langue ouvri t l’éspirit (l’ésprit – be careful with spelling, don’t get mixed up with English words that sound similar)  et nos horizons…..(you should try to avoid using elipses in formal writing, especially at the end of a sentence – it looks like you just don’t know how to finish your thought).

En autre, il y a beaucoup de langues populaires par exemple l’arabe, l’espanol (espagnol – small spelling error)  et l’allemand. Grâce à la mondialisation (this is not a complete sentence – either connect it to the preceding or the next sentence with a comma). Les langues étrangères sont signifique (signifique does not mean significant, it is a verb that means « to mean » – use importants or considérable to mean  important)  pour faire des liens internationales forts (internationaux forts- liens is masculine so the adjectives must agree) parmi (you should use « entre » to mean between) des autre (autres – this is in reference to the plural EU countries) p ays d’union européene (this should read pays de l’union européenne – the l apostrophe is necessary as you are referring to a specific union, and keep an eye out for your spelling of européenne) . Selon – moi (you don’t need this dash), cette (ce – lien is masculine) lien est bénefique (bénéfique – keep an eye out for accents) pour améliorer le commerce, le tourisme et l’education (éducation – the e needs an accent).

Pour conclure, je crois qu’apprendre une langue pour le bac est vraiment importante (you don’t need this final e, the adjective is in reference to a verb, which is treated as masculine) et bénefique (the accent on the second e is missing again). Ça (cela – this is another instance of familar language in a formal text) nous donnons (donne – the verb in this sentence is being performed by « cela », not « nous » and therefore has to be conjugated in the third-person singular – the « nous » here is just a pronoun) non seulement des opportunités (this is an English faux ami – the French for opportunity or chance is « occasion ») du travail mais également des expériences enrichissantes.

This composition is a really nice length, and answers the question clearly. Your two points are obviously separate but are both relevant to the question, which is great! I would perhaps recommend clearly saying in each paragraph that learning a language is not a waste of time however, in order to link it back to the question as often as possible. Your biggest issues are spelling and grammar.

Communication : You handled the stimulus material well, by contradicting the quotation provided, but it is important to be clear that you understand that what you’re saying is in contradiction to the quote. Your writing is coherent, with good linking phrases at the start of each paragraph, as well as clear intro and conclusion. You avoid including any irrelevant material, which is really important, but you do have a few mistakes in your register. While the text would likely be understood by a French monoglot, there are points at which they would likely have to think it through. One of the main criteria for the Communication mark is that your writing be understandable by French people with no English, so this also brought you down a bit. Out of 20, I’d give you a Communication mark of 12.

Language : Language is where your writing has its biggest issues. While you have some idiomatic French, your use of accents is inconsistent and you need to be careful about your agreement of adjectives. There are some silly spelling errors, and you fell into the trap of using words that sounded like the English, like « opportunités » and « signifique » instead of the correct French words. There are other grammar errors as well, in the use of pronouns and prepositions, and you made a few little mistakes in verbs too. Grammar is something that you can be certain of getting full marks in, if you just learn off the rules! For Language, I’d mark you 10 out of 20.

Your total mark would therefore be 22 out of 40, 55% or a H5.

Cher journal…

Ah heureusement je t’ai mon cher journal intieme (intime) ! Rien de nouveau aujourd’hui à part le fait que je viens d’avoir un long appel avec amie française (mon ami français – Paul is male and so ami and francais must also be in the masculine form. You need a possessive adjective (my) before ami) Paul comme tu sais bien (Do you mean this to mean “as you well know” as in, you know Paul well? If so, it should be “qui tu connais bien” – “savoir” means to know in a factual sense, “connaitre” means to know somebody. Use “qui” instead of “comme” to mean who.) .

Et maintenant j’ai du mal à dormir. Paul m’annonce (m’a annoncé – the conversation took place in the past, so the verb should be in the past tense) qu’il a décidé d’aller passer un an en Australie avant d’entrer à la fac. Quand jeti (This doesn’t make sense – jeti is not a word). J’étais très content (contente – if you are writing as yourself, this should be a feminine adjective) pour lui. Mais puis devine quoi il m’a demandé de l’accompagner j’étais sur le nuage neuf. (This sentence is poorly structured – I’d rewrite it as « Mais puis il m’a demandé de l’accompagner ! J’étais au septième ciel ! »  « sur le nuage neuf » is not a phrase in French, we say « au septième ciel », which literally means « on the seventh sky »)

Personnellement j’adore l’idée de voyager et de voir le monde mais je pense que je ne suis pas prêt ( prête – needs to be feminine when talking about yourself) pour prendre telle une grande (une telle grande) décision et en plus j’ai hâte d’aller à (à la) fac aussi et aller en Australie semble très difficile.

Alors bon je dois te laisser maitenant (maintenant) parce que (you don’t need two « que ») qu’il faut absolument que je me couche. Je te tiendrai au courant bien sûr comme d’habitude (It might be better to structure this sentence as « Bien sûr comme d’habitude, je te tiendrai au courant ») .

Bientôt (À bientôt), Lucy

Lundi à 6hr  This should go at the top of the composition

Communication : Without the question, it’s difficult to judge how well you dealt with the stimulus material/ how relevant what you’re saying is to the topic but regardless, your writing is coherent and flows well from point to point. It is written in an appropriate register. Your structure is mostly correct. I’d give this 12/15.

Language : Your vocab is generally good but make sure that words that you’re using are proper words (not slang/ non-existent). Make sure your verbs are conjugated in the correct tense, and watch out for tiny spelling mistakes. Don’t simply translate English idioms into French – French has its own idioms, you should try to learn some of the more common ones. Make sure that all your adjectives agree with the nouns to which they refer, and work on your sentence structure. To improve your sentence structure and idiomatic vocab, try reading some French blogs/ books/ magazines to see how they structure their sentences. I’d give this 7/15.

Total : 19/30

Leaving Certificate French HL Paper Outline

Caolan McManus

The Leaving Certificate French Paper at Higher Level is divided into four sections:

• Reading comprehension
• Written production
• Listening comprehension or aural.

The Oral Exam

The oral section, in which you have a conversation lasting 12-15 minutes with an examiner in your school, is usually what most students get most stressed about.

The problem is, you need a good knowledge of the material yet you’re not supposed to simply learn it all off. You should learn the material, but only memorise the main points. Adapt these points to the question asked and steer the conversation as you’d like it to be.

A good tip is to pretend that you’re acting: you know that you’re relying on your oral notes and so does the examiner; you just have to “act” as if you’re fluent in the language!

The most important aspect of preparing for the oral is to ORGANISE YOUR NOTES PROPERLY!!! Don’t have random sheets of French (or Irish, or any subject, for that matter!) in every textbook, copy, hardback, folder, file or portfolio that you have – invest in an oral copy (a hardback would be recommended, but a standard homework copy or a presentation folder would suffice).

More detailed notes on certain sections of the oral exam will be going up on StudyNotes.ie oral section shortly.

Reading Comprehension

The reading comprehension is the most mundane section of the exam, yet it carries the most marks – so try to suffer the endless amount of comprehensions in your textbook or in your exam papers that your teacher dishes out: it’s totally worth it in the end.

As you’ve heard a thousand times, there are two comprehensions, each carrying a sweet 60 marks. Both are examples of different genres of French literature – the first being a journalistic passage and the second being a literary passage. Each usually deals with a topical issue (homelessness, poverty, alcoholism, etc.).

The second passage tends to be a little bit trickier in that it is taken from a novel and the style is a tad more traditional – know the l’imparfait , as it is used as the past tense in these passages, as opposed to the passé composé .

There are five types of questions present in the comprehensions:

• The multiple choice question: Surprisingly, it’s often one of the trickiest questions – but remember, there can only ever be ONE TRUE ANSWER.
• The quote:  Look out for citez , relevez and trouvez . Remember that un mot = one word, une expression = a section of a sentence, but not the whole sentence and une phrase = an entire sentence from the capital letter to the full stop.
• The reformulation question:  We must re-jig the question to suit the answer. (This is a really simple example!) eg. (feminine point of view) Je fais mes devoirs tous les jours .  Q: Qu’est-ce que fait la narratrice tous les jours?  A: La narratrice/Elle fait ses devoirs tous les jours.
• The vocabulary question:  We must find a synonym of a verb, an adjective, a noun or even a whole sentence.
• The grammar question:  You must find the word in italics in the text that is replaced by the pronoun (eg. ceux ) It may also be helpful to revise adjectives, adverbs, prepositions, verbs and  tenses. Check out 2003 Comprehension One Q.5 as an example.
• The summary question:  This question comes up every year, guaranteed. It checks your overall, well, comprehension of the piece! How you understand it. In answering it, you generally make two points, each of which is backed up with a quote. Backing each point up is vital in order to get full marks.

In first tackling each comprehension, read the title, the subtitle/headline and then read Q.6. Then STOP! You now have a basic understanding of the piece, which should benefit you from hereon in.

Written Production

Section 2 of the written exam is called “Written Production,” in which you must answer topical questions in either 90 or 75 words. You must complete one exercise from Q.1, and two from Q.2, Q.3 and/or Q.4. (You may pick just one of either (a) or (b) in each question).

Question 1 is usually related to the comprehensions, and hence, totally random!  It is extremely important to note that question 1 is compulsory – LA QUESTION 1 EST OBLIGATOIRE .

Question 2 usually relates to the journal intime   in which you are given points to write about, and a letter, be it formal or informal, again, with points to write about. Remember the layout of each, and veuillez agréer , madame/monsieur , l’expression de mes sentiments distinguées . However, notes and messages have popped up from time to time, so be vigilant.

Questions 3 and 4 are the “reaction” questions in which you give your opinion to a specific image, quote or piece of text. They are 75 words long. They greatly differ from year to year – in 2013, the horse meat scandal came up! Form an introduction, two to three solid points and a conclusion, where you sum up your piece in about three lines.

Aural/ Listening Comprehension

The aural or listening comprehension is the final part of your exam.  It is worth 80 marks, or 20% of your exam. There are five sections. Sections I-IV are heard three times. Section I tends to be one or two separate pieces, Section II an interview, and Sections III and IV conversations of some kind. Section V contains two to three news items, each of which are played just twice, so keep up! Try to write your answers during the long spaces between the BEEPs!!

They aren’t there to make you impatient. Writing down answers while the material is playing means that you will most likely miss the next question or two (or three – it depends.) Even multitaskers, who can do both simultaneously, it’s a bad idea. For Section V especially. All you can do for this section is practise.

Oh, and one last thing – the questions are in English, so answer in English!  Answering in French scores 0 marks.

That’s your French HL paper in a nutshell. Any questions? Ask in the comments below!

Bonne Chance!

PS. All the past papers (and, more importantly, the marking schemes!) can be accessed on examinations.ie. [Like ye didn’t know already!]. The curriculum can be accessed here.

French Sentences For Written Section | Leaving Cert French

 FRENCH SENTENCES FOR WRITTEN SECTION | LEAVING CERT FRENCH

GENERAL SENTENCES TO USE IN FRENCH LEAVING CERT WRITING

The following are examples of sentences that you can use in either an opinion piece or a diary entry. They will give a richness and depth to your written expression, for example,

⇒ TO STATE THAT SOMETHING IS TRUE OR INEVITABLE…

• Devenir de plus en plus évidente – To become more and more evident.
• C’est incontestablement vrai que – It is undeniably or undoubtedly true that.

⇒ TO STATE THAT SOMETHING WILL HAVE A HUGE IMPACT…

• Avoir un effet planétaire – To have a global impact.
• Un phénomène universel – A universal phenomenon.

⇒ EXPRESSING WHAT NEEDS TO BE DONE…

• Il faut trouver une solution à cette question – We must find a solution to this question.
• Il est nécessaire que + subjunctive – It is necessary to.

⇒ EXPRESSING POSITIVE EMOTION OR ACTION…

• Être féru de – To be passionate about.
• Donner feu vert à quelque chose – To give the go-ahead for something.

⇒ EXPRESSING NEGATIVE EMOTION OR ANGER…

• La progression alarmante – The alarming rate of.
• Une triste réalité – A sad reality.

⇒ POSSIBLE CONSEQUENCES…

• Entraîner de sérieuses conséquences – Lead to serious consequences.

⇒ ACCORDING TO…

• Selon – According to (useful word to use when writing about a contemporary issue, as you can say for example :

Selon une étude menée par… (According to a study conducted by…)

⇒ HOW TO EXPRESS THAT YOU REALISE/CONSIDER OR REMEMBER SOMETHING…

• Se rendre compte de quelque chose – To realise something.

⇒ EXPRESSIONS TO SAY THAT SOMETHING IS CAUSED BY…

• Le stress est généré par  – Stress is caused by.

⇒ GENERAL STATEMENTS…

• Le taux de – the rate of.
• Suite à – following or as a result of.

⇒ GENERAL FRENCH EXPRESSIONS…

• Chercher des noises – Look for an argument.
• Une foire d’empoigne  – A free for all.

You will find more Topics on….

Technology Booklet 1

Social Problems 1

Privacy Overview

2nd & 3rd Year Easter Break MasterClass 5th & 6th Year Easter Break MasterClass