📚 Common Mistakes and Corrections for Year 13 WJEC French | WJEC Year 13法语常见误区与纠正方法
Year 13 learners of WJEC French often find themselves making the same predictable errors, even when they have a solid grasp of grammar. These recurring mistakes can cost valuable marks in the speaking exam, the essay paper, and the translation tasks. This article identifies the most common pitfalls – from the subjunctive to false friends, from oral register to essay structure – and provides clear explanations and corrections. Each section is designed to help you self-diagnose and eliminate these errors before the final assessment.
Year 13 的 WJEC 法语学习者即使语法基础扎实，也常常会犯一些可以预见的同类错误。这些反复出现的问题可能在口试、作文和翻译题中丢掉宝贵的分数。本文梳理了从虚拟式到假朋友、从口语语体到作文结构等最常见的误区，并给出了清晰的解释与纠正方法。每一节都旨在帮助你在最终评估前进行自我诊断，彻底消除这些错误。
1. Subjunctive Confusion | 虚拟式的混淆
Many students wrongly assume the subjunctive is only about ’emotion’ or ‘doubt’ and forget that it follows a fixed set of conjunctions and impersonal expressions. A typical error is using the indicative after bien que or pour que, for example: ‘Bien que je suis fatigué’ instead of ‘Bien que je sois fatigué’. Another frequent slip is failing to use the subjunctive after superlatives or restrictive expressions like ‘le seul qui’ or ‘le meilleur que’.
许多学生错误地认为虚拟式只与“情感”或“怀疑”有关，却忘了它还用于固定的一组连词和无人称表达之后。一个典型错误是在 bien que 或 pour que 后用直陈式，例如：说 ‘Bien que je suis fatigué’ 而非正确的 ‘Bien que je sois fatigué’。另一个常见失误是在最高级或限制性表达如 ‘le seul qui’ 或 ‘le meilleur que’ 后不使用虚拟式。
Correction: learn the trigger phrases by heart. Certain conjunctions always demand the subjunctive. Create a table that groups them:
纠正方法：牢记触发短语。某些连词总是要求接虚拟式。可以制作一个分组表格：
| Conjunction | Meaning | Example requiring subjunctive |
|---|---|---|
| bien que | although | Bien qu’il pleuve, nous sortons. |
| pour que | so that | Je parle lentement pour que tu comprennes. |
| à moins que | unless | À moins qu’il ne vienne, nous partirons. |
| avant que | before | Avant que tu partes, appelle-moi. |
| le seul qui | the only one who | C’est le seul qui sache la vérité. |
Also, remember that verbs of wishing, ordering, and fearing trigger the subjunctive in the dependent clause. Regular exposure to authentic texts helps the pattern feel natural.
此外，要记住表示愿望、命令和恐惧的动词会在从句中触发虚拟式。经常接触真实语料有助于让这种模式变得自然。
2. Gender and Agreement Errors | 性数配合错误
Gender mistakes often arise with nouns ending in -e or -ion, where students guess incorrectly. For example, ‘le problème’ (masculine) is frequently treated as feminine. Past participle agreement also trips candidates up, especially with preceding direct objects: ‘Les lettres que j’ai écrit’ is incorrect; it must be ‘Les lettres que j’ai écrites’. Colour adjectives and compound tenses involving être require careful agreement too.
性数错误常出现在以 -e 或 -ion 结尾的名词上，学生往往猜错。例如 ‘le problème’（阳性）常被误当作阴性。过去分词的配合也容易让人出错，尤其是当直接宾语前置时：’Les lettres que j’ai écrit’ 是错误的，必须说 ‘Les lettres que j’ai écrites’。颜色形容词以及使用 être 的复合时态同样需要仔细配合。
To correct this, first review the rules for past participle agreement: with avoir, the participle agrees with a preceding direct object; with être, it agrees with the subject. For gender, create colour-coded flashcards for the most commonly misused nouns. Also, practise the following sentences aloud to internalise the concept:
要纠正这个，首先复习过去分词配合规则：用 avoir 时，与前置的直接宾语配合；用 être 时，与主语配合。对于名词阴阳性，制作彩色闪卡，针对最常误用的名词进行练习。同时，大声朗读以下句子以内化该概念：
- Elle s’est lavée. / Elle s’est lavé les mains. (reflexive agreement nuance)
- Les décisions que nous avons prises.
- Une robe vert clair (invariable colour adjective).
3. Passé composé vs Imparfait | 复合过去时与未完成过去时的区分
The most stubborn mistake is using the passé composé for background description or the imparfait for a single completed action. Consider the sentence: ‘Hier, il pleuvait et j’ai décidé de rester chez moi.’ Students often write ‘Hier, il a plu et je décidais’, which changes the meaning entirely. Another error is describing a state that has ended in the imperfect instead of the passé composé, for example ‘Pendant dix ans, j’habitais à Paris’ when the period is clearly finished and needs ‘J’ai habité à Paris pendant dix ans.’
最顽固的错误是用复合过去时描写背景，或用未完成过去时表示一次性完成的动作。例如这个句子：’Hier, il pleuvait et j’ai décidé de rester chez moi.’ 学生常写成 ‘Hier, il a plu et je décidais’，意思完全不同。另一个错误是用未完成过去时描述已经结束的状态，比如 ‘Pendant dix ans, j’habitais à Paris’，当时间段已明确结束时，应该用 ‘J’ai habité à Paris pendant dix ans.’
A reliable rule of thumb: imparfait sets the scene (time, weather, feelings, ongoing actions), while passé composé moves the story forward with specific events. Use a timeline visual to distinguish between a continuous past action and a punctual event. Also, practise sentences where both tenses appear together, such as ‘Je lisais quand il est entré.’ In essays, a conscious check of which tense to use for each sentence helps prevent the error.
一个可靠的经验法则：未完成过去时用来搭建背景（时间、天气、感受、持续动作），而复合过去时通过具体事件推动故事发展。借助时间轴图示来区分过去的持续动作和一次性事件。同时，多练习两种时态并存的句子，如 ‘Je lisais quand il est entré.’ 在写作时，有意识地检查每一句该用哪个时态，有助于防止出错。
4. False Friends and Anglicisms | 假朋友与英式法语
False friends like actuellement (currently, not ‘actually’), éventuellement (possibly, not ‘eventually’), sensible (sensitive, not ‘sensible’) and library/librairie (bookshop, not library) are traps even for high-achieving linguists. Anglicisms such as ‘Je suis 17 ans’ (calqued from ‘I am 17’) instead of ‘J’ai 17 ans’ or ‘attendre pour’ instead of ‘attendre’ also creep into oral and written work.
假朋友词汇如 actuellement（目前，而非 actually）、éventuellement（可能，而非 eventually）、sensible（敏感的，而非 sensible）以及 library/librairie（书店，而非 library）是即使成绩优异的学生也会遭遇的陷阱。英式法语如 ‘Je suis 17 ans’（照搬 I am 17）而非正确的 ‘J’ai 17 ans’，或说 ‘attendre pour’ 而非 ‘attendre’ 也会悄悄出现在口语和写作中。
The solution is to compile a personal false-friend log. Every time you encounter or use one incorrectly, add it to a table with the correct French and an example. For example:
解决方法是建立一个个人的假朋友日志。每次遇到或用错某个词，就把它连同正确的法语释义和例句一起加到表格里。例如：
| False friend | Actual meaning | Corrected use |
|---|---|---|
| actuellement | currently | Actuellement, je fais mes devoirs. |
| assister à | to attend | J’assiste à une conférence. (not ‘help’) |
For Anglicisms, read your work aloud slowly – this often highlights unnatural phrasing. Ask a native-speaker assistant or your teacher to check for calques.
对于英式法语，慢慢把文章读出来，往往能发现不自然的措辞。请母语助教或老师帮你检查是否存在来自英语的直译表达。
5. Prepositions with Infinitives | 不定式前的介词
A large number of mistakes occur because students cannot recall whether a verb is followed by à, de, or nothing before an infinitive. Common examples include: ‘J’ai décidé de partir’ (not ‘décidé à partir’), ‘Il m’a aidé à finir’ (not ‘aidé de finir’), and ‘Je veux aller’ (no preposition). Errors with avant de vs après avoir also appear: ‘avant de sortir’ is correct; ‘après être sorti’ uses the past infinitive, but many say ‘après sortir’.
大量错误源于学生记不住某个动词接不定式时用 à、de 还是零介词。常见例子有：’J’ai décidé de partir’（而非 ‘décidé à partir’），’Il m’a aidé à finir’（而非 ‘aidé de finir’），以及 ‘Je veux aller’（无介词）。avant de 与 après avoir 的混淆也频频出现：’avant de sortir’ 正确，’après être sorti’ 使用过去不定式，但很多人会说 ‘après sortir’。
Memorisation is the most effective strategy. Group verbs into three lists: those requiring à, those requiring de, and those with no preposition. For après, drill the structure ‘après avoir/être + past participle’. A useful mnemonic is that verbs of perception (see, hear) and movement often omit the preposition: ‘Je l’ai vu entrer’, ‘Je suis allé parler’. Practising gap-fill exercises regularly helps automate the rule.
记忆是最有效的策略。把动词分成三类：接 à 的、接 de 的以及不接介词的。对于 après，反复训练 ‘après avoir/être + 过去分词’ 的结构。一个有用的记忆窍门是，感知动词（看、听）和运动动词常常省略介词：’Je l’ai vu entrer’，’Je suis allé parler’。定期做填空练习有助于让规则自动化。
6. Direct and Indirect Object Pronouns | 直接与间接宾语代词
Placement and order of object pronouns cause endless confusion. Errors such as ‘Je le ai donné’ instead of ‘Je l’ai donné’, or ‘Donne-moi-le’ instead of ‘Donne-le-moi’ are typical. The combination y and en with other pronouns, as in ‘Il m’en a parlé’, is often reversed by candidates. In double-pronoun constructions, some students forget that lui and leur come before le/la/les in declarative sentences but follow a different order in the imperative positive.
宾语代词的位置和顺序经常让人头疼。常见错误如 ‘Je le ai donné’（应为 ‘Je l’ai donné’），或 ‘Donne-moi-le’（应为 ‘Donne-le-moi’）。y 和 en 与其他代词组合时，如 ‘Il m’en a parlé’，考生常常当次序搞反。在双宾语结构中，有些学生忘记在陈述句中 lui 和 leur 位于 le/la/les 之前，但在肯定命令式中顺序不同。
Learn the standard pronoun order chart: me/te/se/nous/vous → le/la/les → lui/leur → y → en. For the imperative affirmative, the order becomes: le/la/les → moi/toi/lui/nous/vous/leur → y → en. Practise transforming sentences like ‘Il donne le livre à Marie’ into ‘Il le lui donne’ until the flow becomes automatic. Always make sure the past participle agrees with the preceding direct object pronoun: ‘Il les a vus.’
学习标准的代词顺序表：me/te/se/nous/vous → le/la/les → lui/leur → y → en。在肯定命令式中顺序变为：le/la/les → moi/toi/lui/nous/vous/leur → y → en。反复练习将 ‘Il donne le livre à Marie’ 转换为你 ‘Il le lui donne’，直到顺序成为本能。务必确保过去分词与前置的直接宾语代词配合：’Il les a vus.’
7. Translation Pitfalls: English to French | 英译法陷阱
WJEC translation tasks demand precision. Common blunders include translating ‘I have been doing’ literally as ‘J’ai été fait’ instead of the present tense ‘Je fais… depuis…’ or using the passé composé where French would use the present. Another pitfall is rendering the English continuous ‘I am thinking’ as ‘Je suis penser’ – the correct form is simply ‘Je pense’. Candidates also struggle with the causative faire: ‘I had my hair cut’ becomes ‘Je me suis fait couper les cheveux’, not ‘J’ai eu mes cheveux coupés’.
WJEC 翻译题要求精确。常见错误包括将 ‘I have been doing’ 直译为 ‘J’ai été fait’，而法语应用现在时 ‘Je fais… depuis…’，或在不该用复合过去时的地方用了复合过去时。另一个误区是把英语进行式 ‘I am thinking’ 译成 ‘Je suis penser’——正确形式就是 ‘Je pense’。考生还容易在使动结构上栽跟头：’I had my hair cut’ 应为 ‘Je me suis fait couper les cheveux’，而不是 ‘J’ai eu mes cheveux coupés’。
To improve, practise the following tricky structures regularly:
- Depuis with the present tense: ‘I have lived here for three years’ → ‘J’habite ici depuis trois ans.’
- Venir de for recent past: ‘I have just seen him’ → ‘Je viens de le voir.’
- Après avoir + past participle for ‘after doing’.
- Causative: always use faire + infinitive.
Read your translations backwards from French into English to see if the sense holds – this often reveals calques that have sneaked in.
要改进，需经常练习以下易错结构：
- Depuis 与现在时连用：’I have lived here for three years’ → ‘J’habite ici depuis trois ans.’
- Venir de 表示最近过去：’I have just seen him’ → ‘Je viens de le voir.’
- 表示“做完……之后”用 après avoir + 过去分词。
- 使动结构：始终用 faire + 不定式。
把你的译文从法语回译成英语，看看意思是否成立——这往往能揪出混入的直译表达。
8. The Past Historic in Literary Texts | 文学作品中的简单过去时
Although the passé simple (past historic) is no longer used in everyday speech, it appears regularly in set texts and narrative passages. Students often mistake it for an irregular present or imperfect form. For example, ‘il entra’ is past historic of entrer, not a misspelt imperfect. Misinterpreting these forms leads to a loss of narrative thread and, in the critical essay, an inability to comment accurately on tense usage.
尽管简单过去时（passé simple）已不再用于日常口语，但它会定期出现在指定文本和叙事段落中。学生常将其误认为不规则的现在时或未完成过去时形式。例如 ‘il entra’ 是 entrer 的简单过去时，而不是拼错的未完成过去时。误读这些形式会导致叙事线索丢失，在评论性作文中也无法准确评价时态的运用。
The key is passive recognition. You do not need to produce the passé simple, but you must recognise the most frequent stems: -a for -er verbs (il parla), -it for -ir/-re verbs (il finit, il vendit), and irregular stems like ‘il eut’, ‘il fut’, ‘il vint’. Create a cheat sheet of irregular stems from your prescribed text. Practise identifying them in context by highlighting all passé simple verbs in a paragraph. Knowing the tense will also help you write more sophisticated literary analysis, referring to the suddenness or punctual nature of an event expressed by the passé simple.
关键在于被动识别。你不需要主动使用简单过去时，但必须能识别最常见的词干：以 -er 结尾的动词用 -a (il parla)，以 -ir/-re 结尾的动词用 -it (il finit, il vendit)，以及不规则的词干如 ‘il eut’、’il fut’、’il vint’。针对你的指定文本制作一张不规则词干速查表。通过在段落中标出所有简单过去时动词来练习在语境中识别它们。熟悉此时态还有助于你写出更有深度的文学分析，指出由简单过去时所表达的瞬间性或一次性事件。
9. Oral Exam: Avoiding Simplistic Language | 口语考试：避免过于简单的语言
In the speaking test, many candidates rely on safe but simplistic constructions such as ‘c’est bien’, ‘j’aime’, ‘je pense que c’est intéressant’ repeatedly. Examiners look for a range of structures, including subjunctive, conditional, connectives, and idiomatic expressions. Poor pronunciation of liaisons (e.g., ‘les‿amis’ vs ‘les amis’ with a glottal stop) and failure to use fillers naturally also detract from the fluency mark.
在口语考试中，很多考生依赖安全但过于简单的表达，如不断重复 ‘c’est bien’、’j’aime’、’je pense que c’est intéressant’。考官看重的是各类结构的运用，包括虚拟式、条件式、连接词以及地道的习语。联诵发音差（例如 ‘les‿amis’ 与带声门塞音的 ‘les amis’）以及不会自然使用填充词，也会影响流利度得分。
Build a bank of complex structures and force yourself to use them in practice. For example, instead of ‘c’est important’, say ‘il est primordial que nous prenions conscience de…’. Replace ‘j’aime’ with ‘ce que j’apprécie le plus, c’est…’. Learn a handful of filler phrases: ‘alors’, ‘en fait’, ‘tu vois’, ‘ce que je veux dire, c’est que…’. Record yourself answering a topic card and listen critically for repetitive patterns. A checklist of grammar items (at least one subjunctive, one conditional perfect, one ‘y’ or ‘en’) per response can be useful.
建立一个复杂句型库，并在练习中强迫自己使用。例如不要说 ‘c’est important’，而说 ‘il est primordial que nous prenions conscience de…’；把 ‘j’aime’ 替换为 ‘ce que j’apprécie le plus, c’est…’。学习一些填充短语：’alors’、’en fait’、’tu vois’、’ce que je veux dire, c’est que…’。录下自己回答话题卡片的过程，挑剔地聆听其中的重复模式。每次回答时使用一个语法自查清单（至少包含一个虚拟式、一个条件式过去时、一个 ‘y’ 或 ‘en’）会很有帮助。
10. Essay Structure and Complex Sentences | 作文结构与复合句
Year 13 essays need a clear introduction, well-developed paragraphs with topic sentences, and a conclusion that offers a personal judgement. A frequent mistake is writing an overly descriptive summary of the plot or topic rather than building an argument. Another is linking sentences with a comma alone, creating a comma splice, or overusing ‘et’ and ‘mais’ instead of sophisticated connectives such as ‘en revanche’, ‘pourtant’, ‘dès lors’, ‘non seulement… mais aussi’.
Year 13 的作文需要清晰的引言、主题句明确的详细段落，以及表达个人评判的结论。一个常见错误是过度描述情节或话题概要，而非构建论点。另一个错误是仅用逗号连接句子，造成逗号拼接，或过度使用 ‘et’ 和 ‘mais’，而不使用 ‘en revanche’、’pourtant’、’dès lors’、’non seulement… mais aussi’ 等高级连词。
Plan your essays with a mind map or linear plan that moves from thesis to supporting points to counter-argument and synthesis. This ensures every paragraph has a function. For sophistication, consciously replace simple connectors with the following:
用思维导图或线性提纲来规划作文，从论点到支持观点，再到驳论与综合，确保每一段都有明确功能。为了提升文采，有意识地将简单连接词替换为以下表达：
| Simple connective | Sophisticated alternative |
|---|---|
| et | de plus, en outre, par ailleurs |
| mais | cependant, néanmoins, en revanche |
| donc | par conséquent, ainsi, c’est pourquoi |
| parce que | car, étant donné que, puisque |
Also, vary sentence length dramatically: follow a long, complex sentence with a short, punchy one for impact. Proofread specifically for comma splices: if two independent clauses are joined only by a comma, insert a connective or use a semi-colon.
同时，要有意识地变换句子长度：将一个长复合句与一个短小精悍的句子搭配使用，以制造冲击力。专门检查逗号拼接：如果两个独立的句子只用逗号连接，应插入连词或改为分号。
11. Use of ‘y’ and ‘en’ | 副代词 y 和 en 的用法
The adverbial pronouns y and en are frequently omitted or misused. Y replaces a place or a thing introduced by à, but many students forget it with verbs like ‘penser à’, incorrectly saying ‘Je pense à cela’ instead of ‘J’y pense’. En replaces phrases introduced by de or quantifiers, but learners often treat it as optional: ‘J’ai trois sœurs’ cannot become ‘J’en ai trois’ if the noun is absent in the answer. Another error is using en for people when the preposition is à: ‘Je parle à mon ami’ → ‘Je lui parle’, never ‘J’en parle’.
副代词 y 和 en 经常被遗漏或误用。y 替代地点或由 à 引导的事物，但很多学生在像 ‘penser à’ 这样的动词后会忘记使用它，错误地说 ‘Je pense à cela’ 而非 ‘J’y pense’。en 替代由 de 引导的短语或数量表达，但学习者常把它当作可有可无：回答 ‘J’ai trois sœurs’ 时，如果名词缺失，不能说 ‘J’en ai trois’（此处其实正确，需要纠正示例：实际应说 ‘J’en ai trois’ 是对的，但误用在于 ‘en’ 指人，这有时可以，但需要注意：实际上 ‘en’ 可以指人，在口语中常见，但需避免在正式场合用 ‘en’ 指人时产生歧义，典型错误是替代间接宾语人物如用 ‘j’en parle’ 来指人，应为 ‘je parle de lui/elle’。那么更准确的错误：用 ‘en’ 代替间接宾语人物 ‘Je parle de Marie’ -> ‘J’en parle’ 这在口语中可接受，但有的语法认为对人物更常用 ‘d’elle’。不过作为常见误区可以指出：当动词是 ‘parler à quelqu’un’, 用 ‘lui’，而不是 ‘y’ 或 ‘en’；而 ‘parler de quelqu’un’ 可以用 ‘en’ 但有时考试要求用重读人称 ‘de lui/d’elle’。我将聚焦于典型的混淆：用 ‘en’ 来指代由 à 引导的人。
所以纠正：Y replaces à + thing/place; en replaces de + thing/idea. For people, use lui/leur with à and often use a stressed pronoun with de (de lui/d’elle), though ‘en’ is sometimes colloquially used for people when the antecedent is indefinite. In WJEC written tasks, it is safer to use stressed pronouns for people after de.
纠正：Y 代替 à + 事物/地点；en 代替 de + 事物/概念。指人时，à 后用 lui/leur，de 后常用重读人称代词 (de lui/d’elle)，尽管在口语中 ‘en’ 有时也用来指人，但从 WJEC 书面任务安全角度出发，指人时最好用重读代词。习惯性练习如 ‘Tu vas à Paris? – Oui, j’y vais.’ ‘Tu as des frères? – Oui, j’en ai deux.’ ‘Tu t’intéresses à la politique? – Oui, je m’y intéresse.’
坚持练习：
- ‘Tu as besoin d’aide?’ → ‘Oui
Published by TutorHao | Year 13 法语 Revision Series | aleveler.com
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