Common A-Level French Mistakes and How to Fix Them | A-Level法语常见误区与纠正方法

📚 Common A-Level French Mistakes and How to Fix Them | A-Level法语常见误区与纠正方法

At A-Level, French becomes significantly more demanding. You are expected to manipulate complex grammar accurately while expressing nuanced opinions on social, political and cultural topics. Many students plateau at this stage not because they lack vocabulary, but because the same errors creep into their speaking and writing repeatedly. This guide targets Year 13 AQA French candidates specifically, identifying the most persistent pitfalls and offering clear, actionable strategies to eliminate them before the final exams.

在A-Level阶段，法语的难度显著提升。你不仅要精准运用复杂的语法，还要在涉及社会、政治和文化主题时表达细腻的观点。很多同学在这个阶段遇到瓶颈，不是因为词汇量不足，而是因为在口语和写作中反复出现同样的错误。本文专门针对Year 13 AQA法语考生，梳理那些最顽固的误区，并提供清晰、可操作的策略，帮助你在最终大考前彻底解决它们。

1. The Subjunctive Trap: When Mood Matters | 虚拟式的陷阱：语气决定一切

One of the most frequent errors at A-Level is overusing or misusing the subjunctive. Students often learn a rigid list of trigger phrases — ‘il faut que’, ‘bien que’, ‘pour que’ — and then mechanically apply the subjunctive wherever they see ‘que’. This leads to mistakes when ‘que’ introduces a statement of fact or certainty. For instance, after verbs like ‘penser que’ or ‘croire que’ in the affirmative, the indicative is required: Je pense qu’il vient (not ‘vienne’). The subjunctive only kicks in after these verbs when they are negated or interrogated with doubt: Je ne pense pas qu’il vienne.

A-Level阶段最常见的错误之一就是滥用或误用虚拟式。同学们往往死记硬背一套触发短语——比如’il faut que’、’bien que’、’pour que’——然后看到’que’就机械地套虚拟式。但问题是，当’que’引导的是一个事实性或确定性的陈述时，这种做法就会出错。例如，在肯定句中，’penser que’和’croire que’后面要用直陈式：Je pense qu’il vient（他来了），而不是’vienne’。只有当这些动词被否定或表示疑问、带有不确定性时，才需要虚拟式：Je ne pense pas qu’il vienne（我不认为他会来）。

Another subtle nuance that examiners look for at the highest grades is the distinction between the subjunctive and the indicative after superlatives and restrictive expressions. When you say ‘C’est le meilleur film que j’aie jamais vu’, the subjunctive ‘aie vu’ is correct because the statement carries a subjective, emotional charge. However, if you are simply stating a factual restriction — ‘Le seul film que j’ai vu cette année’ — the indicative is used because the event is real and completed. Mastering this distinction signals sophisticated grammatical control.

考官在高分段特别看重的另一个细微差别是，在最高级和限制性表达之后，虚拟式与直陈式的区分。当你说‘C’est le meilleur film que j’aie jamais vu’（这是我看过的最好的电影）时，用虚拟式’aie vu’是正确的，因为这句话带有主观和情感色彩。但如果你只是在陈述一个事实性的限制——‘Le seul film que j’ai vu cette année’（我今年看过的唯一一部电影）——就需要用直陈式，因为这个事件是真实且已完成的。掌握这种区分，能够彰显你对语法的高阶掌控力。

Key fix: Ask yourself whether the ‘que’ clause expresses a fact (indicative) or a wish, doubt, emotion, or possibility (subjunctive).
关键纠正方法： 问自己，’que’引导的从句是表达事实（直陈式），还是表达愿望、怀疑、情感或可能性（虚拟式）。

2. Passé Composé vs Imparfait: The Storytelling Divide | 复合过去时与未完成过去时：叙事的界限

The distinction between passé composé and imparfait remains a challenge even at Year 13, particularly when students attempt to weave both tenses into narrative paragraphs or oral presentations. The basic rule — imparfait for background description and ongoing states, passé composé for completed, punctual actions — is widely known. Yet in practice, students often default to passé composé for everything, producing clumsy sequences like ‘J’ai été fatigué quand je suis arrivé’ instead of the natural ‘J’étais fatigué quand je suis arrivé’. The state of being tired (imparfait) was ongoing when the arrival (passé composé) occurred.

即便到了Year 13，复合过去时和未完成过去时的区别仍然是个难题，尤其是当同学们试图在叙事段落或口语展示中交织使用这两种时态时。基础规则——未完成过去时用于背景描述和持续状态，复合过去时用于完成的、点状动作——大家都耳熟能详。但在实际运用中，同学们常常一律用复合过去时，造出别扭的句子，比如‘J’ai été fatigué quand je suis arrivé’，而更自然的表达是‘J’étais fatigué quand je suis arrivé’（我到的时候已经很累了）。疲惫的状态（未完成过去时）是持续着的，而到达（复合过去时）这个动作是发生在这个状态之中的。

A more sophisticated error occurs with verbs that change meaning depending on the tense used. The verb ‘savoir’ in passé composé means ‘found out’ or ‘learned’ — a punctual moment of discovery — while in imparfait it means ‘knew’ as an ongoing state. Compare: ‘Quand j’ai su la vérité, j’ai pleuré’ (When I found out the truth, I cried) versus ‘Je savais déjà la vérité’ (I already knew the truth). Similar shifts occur with ‘pouvoir’ (managed to vs could), ‘vouloir’ (decided to vs wanted), and ‘connaître’ (met vs knew). At A-Level, using these correctly adds precision and flair to your writing.

一个更高阶的错误发生在那些根据时态改变含义的动词上。动词’savoir’用在复合过去时表示“得知”或“发现”——一个点状的发现时刻——而用在未完成过去时则表“知道”，是一种持续的状态。试比较：‘Quand j’ai su la vérité, j’ai pleuré’（当我得知真相时，我哭了）与‘Je savais déjà la vérité’（我早就知道真相了）。类似的语义变化也发生在’pouvoir’（设法做到 vs 能够）、’vouloir’（决定要 vs 想要）和’connaître’（结识 vs 认识）上。在A-Level阶段，准确使用这些动词能为你的写作增添精准度和文采。

Verb	Passé Composé Meaning	Imparfait Meaning
savoir	found out, learned	knew
pouvoir	managed to, succeeded in	could, was able to
vouloir	decided to, tried to	wanted
connaître	met, made the acquaintance of	knew, was familiar with

3. The Pronouns ‘En’ and ‘Y’: Small Words, Big Impact | 代词’en’和’y’：小词大用

The pronouns ‘en’ and ‘y’ are a persistent source of confusion because English often simply omits the equivalent structure. ‘En’ replaces phrases introduced by ‘de’ (including quantities), while ‘y’ replaces phrases introduced by ‘à’ (or other prepositions of location like ‘dans’, ‘sur’, ‘chez’). Students frequently misplace these pronouns in sentences with infinitives or fail to use them altogether, producing unnatural French. For example, instead of saying ‘Je veux du pain’ followed by ‘J’en veux’, many learners repeat the noun or simply drop the complement, which leaves the sentence grammatically incomplete.

代词’en’和’y’始终是混乱的根源，因为英语中往往根本没有对应的结构。’En’替代由’de’引导的短语（包括数量表达），而’y’替代由’à’引导的短语（或’dans’、’sur’、’chez’等地点介词）。同学们经常在带有不定式的句子中放错这些代词的位置，或者干脆完全不用，导致法语表达不自然。例如，许多学习者不会在说了‘Je veux du pain’之后接‘J’en veux’，而是重复名词或者干脆省略补语，这让句子在语法上不完整。

In oral exams, neglecting ‘en’ and ‘y’ makes speech sound stilted and English-influenced. Consider how much smoother ‘Je m’y intéresse beaucoup’ sounds compared to awkwardly repeating ‘Je m’intéresse beaucoup à ce sujet’. In the writing paper, especially in the translation and essay tasks, examiners actively look for precise use of these pronouns. A common error is putting them after the infinitive (‘Je veux y aller’ is correct; ‘Je veux aller y’ is wrong), or forgetting that in compound tenses they precede the auxiliary: ‘J’y suis allé’, not ‘J’ai y allé’.

在口语考试中，忽略’en’和’y’会让你的话听起来生硬且带有英语的痕迹。试想‘Je m’y intéresse beaucoup’（我对这个很感兴趣）听起来有多么流畅，而相比之下，笨拙地重复’Je m’intéresse beaucoup à ce sujet’则显得累赘。在写作卷中，尤其是在翻译和作文任务里，考官会特别关注这些代词是否使用得准确。一个常见的错误是把它们放在不定式之后（‘Je veux y aller’是对的；‘Je veux aller y’是错的），或者在复合时态中忘记它们要放在助动词之前：是‘J’y suis allé’，而不是‘J’ai y allé’。

4. Conditional and ‘Si’ Clauses: Sequence of Tenses | 条件式与’si’从句：时态搭配

The ‘si’ clause rules are deceptively simple and tripped up even strong candidates under exam pressure. The AQA mark scheme penalises inconsistent tense sequencing in conditional sentences. The three standard patterns — (1) si + present → future, (2) si + imperfect → conditional, (3) si + pluperfect → past conditional — must be applied consistently. A typical mistake is mixing pattern (2) with a future tense in the main clause: ‘Si j’avais de l’argent, j’achèterai’ instead of ‘j’achèterais’. This error signals incomplete grammatical control and costs marks in both writing and speaking.

‘Si’从句的规则看似简单，却往往让那些即使水平不错的考生在考试压力下栽跟头。AQA的评分标准会惩罚条件句中不一致的时态搭配。三种标准模式——(1) si + 现在时 → 将来时，(2) si + 未完成过去时 → 条件式现在时，(3) si + 愈过去时 → 条件式过去时——必须前后一致地运用。一个典型的错误就是在模式(2)的主句中混用了将来时：写出‘Si j’avais de l’argent, j’achèterai’，而正确的应该是‘j’achèterais’。这个错误暴露了语法掌控的不完整，会在写作和口语中都被扣分。

Beyond the basic patterns, A-Level candidates should also handle more nuanced conditional expressions correctly. Phrases like ‘au cas où’ (in case) are followed by the conditional, not the subjunctive as many students assume: ‘Au cas où tu serais en retard’. Similarly, ‘à condition que’ requires the subjunctive, while ‘à moins que’ also triggers the subjunctive but often carries an implied negation with ‘ne’ — a stylistic refinement that impresses examiners: ‘À moins que tu ne sois déjà parti’ (Unless you have already left). These subtleties elevate a response from good to excellent.

在基础模式之外，A-Level考生还需要正确处理更微妙的条件表达。像’au cas où’（以防万一）这样的短语后面要用条件式，而不是许多同学以为的虚拟式：‘Au cas où tu serais en retard’（万一你迟到了）。同理，’à condition que’要求用虚拟式，而’à moins que’也触发虚拟式，但往往在从句中带有一个隐性的’ne’——这种文雅的手法能让考官眼前一亮：‘À moins que tu ne sois déjà parti’（除非你已经离开了）。这些微妙的用法能把你的回答从良好提升到优秀的层次。

5. Adjective Agreement and Position: Beyond the Basics | 形容词配合与位置：超越基础

Adjective agreement is introduced at beginner level, yet even Year 13 students make basic errors with irregular forms, particularly under the cognitive load of producing complex arguments. Words like ‘long’ (long/longue), ‘blanc’ (blanc/blanche), and ‘favori’ (favori/favorite) are commonly misspelled. The agreement of adjectives with multiple nouns also causes problems: when modifying both a masculine and a feminine noun, the adjective takes the masculine plural form — ‘un garçon et une fille intelligents’. Many students incorrectly try to make the adjective feminine because one of the nouns is feminine.

形容词的配合在入门阶段就已经学过，然而就连Year 13的学生在提出复杂论证的高强度认知负荷下，也会在那些不规则形式上犯错。像’long’（long/longue）、’blanc’（blanc/blanche）和’favori’（favori/favorite）这样的词经常被拼错。多个名词连用时的形容词配合也容易出错：当同时修饰一个阳性名词和一个阴性名词时，形容词要用阳性复数形式——‘un garçon et une fille intelligents’（一个聪明男孩和一个聪明女孩）。很多同学错误地因为有一个名词是阴性而把形容词变成阴性形式。

Adjective position is where A-Level candidates can truly demonstrate sophistication. While most adjectives follow the noun, a core set of short, common adjectives precede it (beau, bon, grand, petit, jeune, vieux, nouveau, mauvais). However, several adjectives change meaning depending on position: ‘un ancien professeur’ (a former teacher) versus ‘un professeur ancien’ (an ancient teacher); ‘ma propre chambre’ (my own room) versus ‘une chambre propre’ (a clean room). Using these distinctions accurately in the stimulus card discussion or essay writing demonstrates lexical precision at the highest level.

形容词的位置才是A-Level考生真正能展现语言深度的领域。虽然大多数形容词放在名词后面，但有一组常用的短形容词要前置（beau, bon, grand, petit, jeune, vieux, nouveau, mauvais）。然而，有些形容词会根据位置改变含义：‘un ancien professeur’（一位前教师）与‘un professeur ancien’（一位年迈的教师）；‘ma propre chambre’（我自己的房间）与‘une chambre propre’（一间干净的房间）。在话题卡讨论或作文中准确运用这些区别，能够展示最高层级的词汇精准度。

6. Relative Pronoun ‘Dont’: The Hidden Complexity | 关系代词’dont’：隐藏的复杂性

The relative pronoun ‘dont’ replaces ‘de’ + noun and often translates as ‘whose’, ‘of which’, or ‘about which’ in English. The mistake students make most frequently is using ‘que’ instead of ‘dont’ when the verb naturally takes ‘de’. If a verb is followed by ‘de’ (parler de, avoir besoin de, se souvenir de, être fier de), then the relative clause must use ‘dont’, not ‘que’. Compare the incorrect ‘Le livre que j’ai besoin’ with the correct ‘Le livre dont j’ai besoin’ (The book I need). This error is extremely common and very noticeable to examiners.

关系代词’dont’替代’de + 名词’，在英语中通常翻译为’whose’、’of which’或’about which’。同学们最常犯的错误是，当动词本身要求跟’de’时，却用了’que’而不是’dont’。如果一个动词后面需要接’de’（比如parler de、avoir besoin de、se souvenir de、être fier de），那么关系从句中就必须用’dont’，而不是’que’。试比较错误的‘Le livre que j’ai besoin’和正确的‘Le livre dont j’ai besoin’（我需要的那本书）。这个错误极为常见，而且考官一眼就能看出来。

The complexity deepens when ‘dont’ is used with expressions that include a possessive relationship. For instance, ‘La fille dont le père est médecin’ (The girl whose father is a doctor) correctly uses ‘dont’ because the underlying structure is ‘le père de la fille’. Students often avoid ‘dont’ altogether, writing clumsier alternatives like ‘La fille et son père est médecin’, which is grammatically fractured. In AQA essays on topics like family, heritage, or social issues, precise use of ‘dont’ allows concise and elegant expression that earns marks for grammatical range.

当’dont’涉及到所有关系的表达时，复杂性进一步加深。例如，‘La fille dont le père est médecin’（父亲是医生的那个女孩）正确使用了’dont’，因为底层结构是’le père de la fille’。同学们常常完全避开’dont’，写出更笨拙的替代表达，比如’La fille et son père est médecin’，这在语法上是支离破碎的。在AQA关于家庭、传统或社会议题的作文中，精准使用’dont’能够实现简洁而优雅的表达，为语法广度赢得加分。

7. Negation: The Elusive ‘Ne’ and Complex Structures | 否定式：难以捉摸的’ne’与复杂结构

In spoken French, the ‘ne’ is frequently dropped in informal contexts, but in A-Level writing and formal speaking tasks, retaining ‘ne’ is essential for grammatical correctness. Students who habitually omit ‘ne’ in writing — writing ‘Je sais pas’ instead of ‘Je ne sais pas’ — lose marks unnecessarily. Furthermore, complex negation structures involving ‘ne … que’ (only), ‘ne … ni … ni’ (neither … nor), and ‘ne … aucun(e)’ (no, not any) are expected at this level. A sentence like ‘Je n’ai vu aucun film intéressant cette année’ (I saw no interesting films this year) shows a command of sophisticated negation that boosts the grammar score.

在口语中，非正式场合的’ne’常常被省略，但在A-Level的写作和正式口语任务中，保留’ne’对语法正确性至关重要。那些习惯在写作中省略’ne’的同学——写‘Je sais pas’而不是‘Je ne sais pas’——会白白丢分。此外，涉及’ne … que’（仅仅）、’ne … ni … ni’（既不……也不……）和’ne … aucun(e)’（没有任何）等复杂否定结构，在这个层级是理应掌握的。一个像‘Je n’ai vu aucun film intéressant cette année’（今年我一部有趣的电影都没看到）这样的句子，展示了对高阶否定式的驾驭能力，能提升语法部分的分数。

A particularly tricky area is the placement of negation with infinitives. In structures like ‘Je lui ai demandé de ne pas venir’, the two parts of the negation (‘ne’ and ‘pas’) both go before the infinitive. Students often incorrectly produce ‘Je lui ai demandé de ne venir pas’ or split the negation around the main verb. Another pattern to master is ‘sans que’ + subjunctive, which carries an implicit negation: ‘Il est parti sans que je le sache’ (He left without my knowing). This construction impresses examiners when used accurately.

一个特别棘手的地方是否定式与不定式的配合。在像’Je lui ai demandé de ne pas venir’（我叫他别来）这样的结构中，否定的两部分（’ne’和’pas’）都要放在不定式之前。同学们常常错误地写成‘Je lui ai demandé de ne venir pas’，或者把否定拆开放在主动词周围。另一个需要掌握的模式是’sans que’+虚拟式，它带有隐性的否定含义：‘Il est parti sans que je le sache’（他在我不知情的情况下离开了）。准确运用这个结构会让考官印象深刻。

8. Indirect Object Pronouns and Double Pronoun Order | 间接宾语代词与双宾语代词顺序

When two object pronouns appear together in a sentence, a strict order must be observed. The pattern — (me/te/se/nous/vous) before (le/la/les) before (lui/leur) before (y) before (en) — is frequently mangled in written and spoken responses. A sentence like ‘Je le lui ai donné’ (I gave it to him/her) is correct, but many students say ‘Je lui le ai donné’, which is a direct anglicism of ‘I gave him it’. With ‘y’ and ‘en’, the correct order is ‘Il y en a’ (There are some there), not ‘Il en y a’. These errors are deeply ingrained and require conscious drilling to eradicate.

当两个宾语代词同时出现在一个句子里时，必须遵循严格的顺序。这个模式是——(me/te/se/nous/vous) 先于 (le/la/les) 先于 (lui/leur) 先于 (y) 先于 (en)——在书面和口语回答中经常被弄得一团糟。像‘Je le lui ai donné’（我把它给了他/她）这样的句子是正确的，但很多同学会说‘Je lui le ai donné’，这完全是英语词序’我给他它’的直接翻版。对于’y’和’en’，正确的顺序是‘Il y en a’（那里有一些），而不是‘Il en y a’。这些错误根深蒂固，需要有意识地反复练习才能根除。

In the AQA speaking exam, especially during the stimulus card discussion, you may need to form these double-pronoun structures spontaneously. Practising with high-frequency verb-pronoun combinations can build automaticity. For instance, with ‘donner quelque chose à quelqu’un’, drill the variations: ‘Je le lui donne’, ‘Je la lui donne’, ‘Je les leur donne’. In the affirmative imperative, the word order changes, and pronouns are attached with hyphens: ‘Donne-le-moi!’ (Give it to me!). The pronouns ‘me’ and ‘te’ become ‘moi’ and ‘toi’ in this position, a detail that separates top-tier candidates from the rest.

在AQA的口语考试中，特别是在话题卡讨论环节，你可能需要即兴构造这些双宾语代词的结构。练习高频动词与代词的组合可以帮助你形成自动化的反应。例如，对于’donner quelque chose à quelqu’un’，反复操练这些变体：’Je le lui donne’、’Je la lui donne’、’Je les leur donne’。在肯定命令式中，词序会变化，代词要用连字符连接：‘Donne-le-moi!’（把它给我！）。代词’me’和’te’在这个位置上要变成’moi’和’toi’，这个细节能将顶尖考生与其他人区分开来。

9. False Friends and Anglicisms: Lexical Precision | 假朋友和英语化表达：词汇的精准度

False friends — words that look similar in French and English but have different meanings — are a minefield for A-Level students. Classic errors include using ‘actuellement’ to mean ‘actually’ (it means ‘currently’), ‘sensible’ to mean ‘sensible’ (it means ‘sensitive’), and ‘éventuellement’ to mean ‘eventually’ (it means ‘possibly’). Using ‘Je suis excité’ to mean ‘I am excited’ is a particularly dangerous anglicism: in French, ‘excité’ often carries a sexual connotation. The safer option is ‘Je suis impatient(e)’ or ‘Je suis enthousiaste’. These lexical slips can undermine an otherwise strong response.

假朋友——那些在法语和英语中看起来相似但含义不同的词汇——对A-Level学生来说是一片雷区。经典的错误包括用’actuellement’来表示’actually’（它的意思是“目前”），用’sensible’来表示’sensible’（它的意思是“敏感的”），以及用’éventuellement’来表示’eventually’（它的意思是“可能”）。用’Je suis excité’来表达“我很兴奋”是尤为危险的英语化错误：在法语中，’excité’往往带有性暗示。更安全的选择是‘Je suis impatient(e)’或‘Je suis enthousiaste’。这些词汇上的失误足以毁掉一个原本很强的回答。

Beyond false friends, direct translation of English idiomatic structures produces unnatural French. ‘I am looking forward to’ should not become ‘Je suis regardant en avant à’ but ‘J’ai hâte de’. ‘I am interested in’ is ‘Je m’intéresse à’, not ‘Je suis intéressé dans’. The AQA essays and oral presentations require idiomatic French that flows naturally. Building a personal lexicon of authentic phrases — drawn from French news articles, interviews, and podcasts — rather than mentally translating from English is the most effective long-term solution.

在假朋友之外，直接翻译英语的惯用结构也会产生不自然的法语。“I am looking forward to”不应该变成‘Je suis regardant en avant à’，而应该是‘J’ai hâte de’。“I am interested in”是‘Je m’intéresse à’，不是‘Je suis intéressé dans’。AQA的作文和口语展示要求流畅、地道的法语。最有长远效果的办法是建立一个来自法国新闻文章、访谈和播客的地道短语个人词库，而不是从英语开始在脑子里翻译。

10. Structuring an Argument: Coherence and Discourse Markers | 构建论证：连贯性与话语标记语

Many Year 13 students possess solid grammar and vocabulary but produce essays that lack logical flow. The AQA mark scheme rewards well-organised, coherent arguments with clear introduction, development, and conclusion. A common weakness is the overuse of basic connectors like ‘et’, ‘mais’, and ‘aussi’ while neglecting more sophisticated discourse markers that structure an argument: ‘en revanche’ (however, on the other hand), ‘par ailleurs’ (moreover, besides), ‘néanmoins’ (nevertheless), ‘en outre’ (furthermore), ‘pourtant’ (yet). Using these appropriately guides the reader through your reasoning and elevates the stylistic quality of your writing.

许多Year 13的学生语法和词汇都很扎实，但写出的文章却缺乏逻辑上的流畅性。AQA的评分标准奖励那些条理清晰、连贯一致、拥有明确引言、展开和结论的论证。一个普遍的弱点是过度使用像’et’、’mais’和’aussi’这样的基础连接词，而忽略了那些能够构建论证结构的更高级话语标记语：’en revanche’（然而，另一方面）、’par ailleurs’（此外，况且）、’néanmoins’（尽管如此）、’en outre’（此外）、’pourtant’（然而）。恰当地使用这些词语能引导读者理解你的推理过程，并提升写作的风格质量。

In the speaking exam, particularly on the Individual Research Project (IRP) presentation, structured discourse is crucial. Students who begin with ‘Tout d’abord, examinons…’ (First of all, let us examine…), move through ‘En ce qui concerne…’ (Regarding…), and conclude with ‘En guise de conclusion…’ (By way of conclusion…) demonstrate confident control of academic French register. Equally important is the skill of conceding and counter-arguing: phrases like ‘Certes, … mais il ne faut pas oublier que…’ (Admittedly, … but we must not forget that…) show the evaluative thinking required for top marks in AO3 and AO4.

在口语考试中，特别是在个人研究项目（IRP）的展示环节，有条理的话语结构至关重要。那些以‘Tout d’abord, examinons…’（首先，让我们来分析……）开头，过渡到‘En ce qui concerne…’（就……而言），再以‘En guise de conclusion…’（作为结语……）收尾的学生，展现了对学术性法语语域的自如掌控。同样重要的是让步和反驳的技巧：像‘Certes, … mais il ne faut pas oublier que…’（诚然……但我们也不能忘记……）这样的短语，体现了AO3和AO4最高分数所要求的评估性思维。

11. The Present Participle and Gerund: Adding Sophistication | 现在分词与副动词：增添语言的精致感

The present participle (en + present participle, known as the ‘gérondif’) is a structure that A-Level candidates often neglect, opting instead for simpler, more repetitive phrasing. The gerund expresses simultaneity, cause, or manner and can condense two clauses into one elegant sentence. Instead of writing ‘Pendant que je faisais mes devoirs, j’ai écouté de la musique’, a more economical and stylistically refined version is ‘En faisant mes devoirs, j’ai écouté de la musique’ (While doing my homework, I listened to music). This structure is highly valued in AQA essays for concision and grammatical range.

现在分词（en + 现在分词，即“副动词”）是一个A-Level考生常常忽略的结构，他们往往选择更简单、更重复的措辞。副动词可以表达同时性、原因或方式，并能够将两个分句压缩成一个优雅的句子。与其写‘Pendant que je faisais mes devoirs, j’ai écouté de la musique’，不如用更简洁且风格更精炼的版本：‘En faisant mes devoirs, j’ai écouté de la musique’（我在做作业时听了音乐）。这个结构在AQA的作文中因其简洁性和语法广度而备受推崇。

A common error with the gerund is forgetting to make the subject of the gerund the same as the subject of the main verb. In French, ‘En arrivant, il a commencé à pleuvoir’ is incorrect because ‘arrivant’ refers to an unspecified person, while ‘il’ refers to the weather. The correct formulation would be ‘En arrivant, j’ai vu qu’il commençait à pleuvoir’ (On arriving, I saw that it was starting to rain). Maintaining subject consistency is a grammatical rule that many students inadvertently break, and examiners

Published by TutorHao | Year 13 法语 Revision Series | aleveler.com

更多咨询请联系16621398022（同微信）

Common A-Level French Mistakes and How to Fix Them | A-Level法语常见误区与纠正方法