📚 Common Mistakes in Year 13 CCEA French and How to Fix Them | Year 13 CCEA 法语：常见误区与纠正方法
Even at Year 13, students preparing for the CCEA A-level French exam can fall into predictable traps that cost them valuable marks. Whether it is a lingering confusion between two past tenses, a mismatch in adjective agreement, or a misplaced object pronoun, these mistakes are often deeply ingrained. The good news is that each one has a clear rule and a straightforward fix. This article will guide you through ten of the most common errors seen in CCEA French exams, from grammar to speaking, and show you exactly how to correct them.
即使是 13 年级的学生，在准备 CCEA A-level 法语考试时，仍然可能掉入一些可预测的陷阱，从而丢掉宝贵的分数。无论是两个过去时态之间的顽固混淆、形容词配合的失当，还是宾语代词放错了位置，这些错误往往根深蒂固。好消息是，每一个错误都有明确的规则和直接的纠正方法。本文将带你浏览 CCEA 法语考试中十个最常见的误区——从语法到口语——并告诉你如何一一纠正。
1. The Passé Composé vs Imparfait Trap | 复合过去时与未完成过去时的陷阱
Many students continue to misuse the passé composé and the imparfait, especially in narrative writing. The passé composé describes completed, one-off actions or a sequence of events, while the imparfait sets the scene, describes ongoing states, or repeated habits. A classic error is writing “Hier, j’allais au cinéma” to mean “Yesterday I went to the cinema.” That should be “Hier, je suis allé au cinéma,” because it is a completed action.
许多学生在叙事性写作中仍然混用复合过去时和未完成过去时。复合过去时描述已完成的一次性动作或一连串事件，而未完成过去时则用于铺陈场景、描述持续的状态或重复的习惯。一个经典的错误是写 “Hier, j’allais au cinéma” 来表达“昨天我去了电影院”，这应当是 “Hier, je suis allé au cinéma”，因为这是一个完成的动作。
Equally problematic is the failure to combine the two tenses correctly. When an ongoing action (imparfait) is interrupted by a new, completed action (passé composé), you must change tense: “Je lisais quand le téléphone a sonné.” Never write “J’ai lu quand le téléphone sonnait,” which changes the meaning entirely.
同样成问题的是未能正确结合这两种时态。当一个持续动作（未完成过去时）被一个新的完成动作（复合过去时）打断时，必须切换时态：“我正看书时电话响了。”千万不要写成 “J’ai lu quand le téléphone sonnait”，这会完全改变意思。
2. Mastering the Subjunctive Mood | 掌握虚拟语气
The subjunctive is a notorious stumbling block. A frequent mistake is using the indicative after set phrases that always require the subjunctive, such as “bien que,” “pour que,” “avant que,” and “à moins que.” For example, “Bien qu’il est malade” is wrong; it must be “Bien qu’il soit malade.”
虚拟语气是一个出了名的绊脚石。一个常犯的错误是在必须使用虚拟式的固定短语后面使用了直陈式，比如 “bien que”（尽管）、”pour que”（为了）、”avant que”（在……之前）和 “à moins que”（除非）。例如，”Bien qu’il est malade” 是错误的，必须是 “Bien qu’il soit malade”。
Another pitfall is forgetting the subjunctive after verbs expressing desire, doubt, or emotion when the subject changes: “Je veux que tu viens” should be “Je veux que tu viennes.” However, when the subject remains the same, the infinitive is used: “Je veux venir” not “Je veux que je vienne.” This distinction appears frequently in essay writing.
另一个陷阱是在表达愿望、怀疑或情感的动词后，当主语发生变化时忘记使用虚拟式：”Je veux que tu viens” 应该是 “Je veux que tu viennes”。然而，当主语相同时，则使用不定式：”Je veux venir”，而不是 “Je veux que je vienne”。这一区别在写作中频繁出现。
3. Relative Pronouns: Qui, Que, Dont, Lequel | 关系代词：qui，que，dont，lequel
Choosing the wrong relative pronoun can make a sentence clumsy or incorrect. “Qui” is the subject of the relative clause, while “que” is the direct object. A typical error is “La fille que parle” instead of “La fille qui parle.” Remember: if the pronoun is doing the action of the verb that follows, use “qui.”
选错关系代词会使句子变得笨拙或错误。”Qui” 是关系从句的主语，而 “que” 是直接宾语。一个典型的错误是 “La fille que parle”，而正确的应该是 “La fille qui parle”。记住：如果代词是后面动词动作的执行者，就用 “qui”。
“Dont” causes even more confusion because it replaces “de + noun.” Students often write “Le livre dont j’ai acheté” instead of “Le livre que j’ai acheté.” The correct use is “Le livre dont j’ai parlé” (the book I spoke of), because “parler de” requires “de.” Also, in formal writing, prepositions require the compound pronoun “lequel,” especially after prepositions like “avec,” “sur,” or “dans”: “La table sur laquelle j’ai posé le verre” not “La table sur qui.”
“Dont” 引起的混淆更多，因为它替代的是“de + 名词”。学生们常常写出 “Le livre dont j’ai acheté” 而不是 “Le livre que j’ai acheté”。正确的用法是 “Le livre dont j’ai parlé”（我谈到的那本书），因为 “parler de” 需要 “de”。此外，在正式书面语中，介词后需要使用复合关系代词 “lequel”，尤其是在介词如 “avec”, “sur”, “dans” 之后：”La table sur laquelle j’ai posé le verre”，而不是 “La table sur qui”。
4. The Conditional and ‘Si’ Clauses | 条件式和“si”从句
The sequence of tenses in ‘si’ clauses is frequently violated. The rule is strict: “si” + present → future, “si” + imperfect → conditional. A glaring mistake is “Si j’aurais de l’argent, j’achèterais une voiture.” The “si” clause must not contain a conditional or future. It should be “Si j’avais de l’argent, j’achèterais une voiture.”
“si”从句中的时态配合经常被违反。规则很严格：“si” + 现在时 → 将来时；“si” + 未完成过去时 → 条件式。一个明显的错误是 “Si j’aurais de l’argent, j’achèterais une voiture”。在 “si” 从句中不能出现条件式或将来时。正确的应该是 “Si j’avais de l’argent, j’achèterais une voiture”（如果我有钱，我就会买一辆车）。
Another confusion arises with the conditional perfect. When expressing a past hypothetical, the “si” clause must be in the pluperfect, and the main clause in the conditional perfect: “Si j’avais su, je ne serais pas venu.” Many students slip and write “Si j’aurais su,” a grave error that signals a lack of advanced control.
另一个混淆之处在于条件式过去时。在表达过去的假设时，“si”从句必须使用愈过去时，主句使用条件式过去时：”Si j’avais su, je ne serais pas venu”（要是我早知道，我就不会来了）。许多学生失误写成 “Si j’aurais su”，这是一个严重错误，表明缺乏高级语言掌控力。
5. Adjective Agreements and Past Participle Pitfalls | 形容词配合与过去分词配合的陷阱
Even at Year 13, gender and number agreements remain a source of consistent error. A common oversight is forgetting that past participles with “être” agree with the subject: “Elle est allée” not “Elle est allé.” With “avoir,” the past participle agrees with a preceding direct object: “Les pommes que j’ai mangées” not “Les pommes que j’ai mangé.”
即便到了 13 年级，性与数的配合仍然是一个持续不断的错误来源。一个常见的疏忽是忘记以 “être” 为助动词的过去分词需要跟主语配合：”Elle est allée” 而不是 “Elle est allé”。在 “avoir” 作助动词的情况下，过去分词与前置的直接宾语配合：”Les pommes que j’ai mangées”，而不能是 “Les pommes que j’ai mangé”。
Adjectives such as “vieux,” “beau,” and “nouveau” change form before a masculine noun starting with a vowel: “un nouvel ami” not “un nouveau ami.” Mistakes also creep in with colour adjectives that are compound or derived from nouns; these remain invariable: “des chaussures marron” (chestnut-brown) not “marronnes,” and “des robes orange” not “oranges.”
像 “vieux”, “beau”, “nouveau” 这样的形容词在元音开头的阳性名词前会改变形式：”un nouvel ami” 而不是 “un nouveau ami”。颜色形容词如果是复合词或来自名词，也会出错；这些词保持形式不变：”des chaussures marron”（栗色），不是 “marronnes”，以及 “des robes orange” 不是 “oranges”。
6. Position of Object Pronouns | 宾语代词的位置
The correct order of double object pronouns puzzles many learners. In an indicative sentence, the order is: me/te/se/nous/vous → le/la/les → lui/leur → y → en. A typical error is “Je le lui donne” when it should be “Je le lui donne”? Actually, that order is correct: “Je le lui donne” (I give it to him/her). The mistake often is “Je lui le donne,” which reverses the correct sequence. In the imperative affirmative, the order changes: “Donne-le-moi!” not “Donne-moi-le!”
双宾语代词的顺序困扰着许多学习者。在直陈句中，顺序是 me/te/se/nous/vous → le/la/les → lui/leur → y → en。一个典型的错误是 “Je le lui donne” 实际上是对的，但许多人会写成 “Je lui le donne”，颠倒了顺序。在肯定祈使句中，顺序发生变化：“Donne-le-moi！”而不是“Donne-moi-le！”。
Negative imperative structures are another trap. Students forget that pronouns precede the verb again: “Ne me le donne pas.” They might write “Ne donne-moi-le pas,” which is profoundly incorrect. Mastering this structure is essential for achieving high marks in the writing paper, where formal and conversational tones are tested.
否定祈使结构是另一个陷阱。学生们忘记代词要重新回到动词前面：”Ne me le donne pas”。他们可能会写 “Ne donne-moi-le pas”，这是严重错误的。掌握这一结构对于在写作试卷中获得高分至关重要，因为试卷会考察正式和口语话的语体。
7. False Friends and Anglicisms | 假朋友与英式法语
False friends are words that look similar in French and English but have different meanings. At A-level, examiners expect precision. Using “actuellement” to mean “actually” is a classic mistake; “actuellement” means “currently,” while “actually” translates to “en fait.” Similarly, “une librairie” is a bookshop, not a library (which is “une bibliothèque”).
假朋友指的是那些在法语和英语中看起来相似但意思不同的单词。在 A-level 阶段，考官期待用词精确。用 “actuellement” 来表达 “actually” 是一个经典错误，”actuellement” 意思是“目前”，而 “actually” 应该翻译为 “en fait”。同样，”une librairie” 是书店，而不是图书馆（图书馆是 “une bibliothèque”）。
Anglicisms are equally damaging. Over-translating English idioms word for word produces nonsense. “Je suis excité” does not convey “I am excited” in a positive, anticipatory sense; it often means “I am aroused.” Use “J’ai hâte” or “Je suis impatient(e)” instead. “C’est bien” cannot cover every instance of “It’s good”; vary your vocabulary with “C’est agréable,” “C’est efficace,” or “C’est réussi.”
英式法语同样具有破坏性。逐字翻译英语习语会制造出无意义的句子。”Je suis excité” 并不能传达积极意义上的“我很兴奋”，它通常意味着“我性奋”。请改用 “J’ai hâte” 或 “Je suis impatient(e)”。”C’est bien” 也不能涵盖所有“It’s good”的情况；试着变换词汇，使用 “C’est agréable”, “C’est efficace” 或 “C’est réussi”。
8. Linking Words and Discourse Markers | 连接词与话语标记
To access the highest marks in the CCEA essay, you must use a range of logical connectors. Weak candidates overuse “et,” “aussi,” and “mais,” and underuse sophisticated linking words like “en revanche,” “par conséquent,” “pourtant,” “d’autant plus que,” and “en ce qui concerne.” A common mistake is misplacing “donc” or “car” without considering register; “car” is more formal than “parce que” and should not introduce the first clause in a sentence in formal writing.
要在 CCEA 论文中拿到最高分，你必须使用一系列的逻辑连接词。表现欠佳的考生过度使用 “et”, “aussi” 和 “mais”，而较少使用如 “en revanche”（相反）, “par conséquent”（因此）, “pourtant”（然而）, “d’autant plus que”（更何况）和 “en ce qui concerne”（就……而言）这类高级连接词。一个常见错误是在没有考虑语域的情况下误用 “donc” 或 “car”；”car” 比 “parce que” 更正式，并且在正式写作中不应置于句首引入第一个从句。
Another error is using “comme” in a sentence-final position to mean “like,” which is an anglicism. Use “comme” for comparisons and cause, but never as a hesitation filler. For conversation, useful fillers are “eh bien,” “enfin,” and “tu vois,” not “like” translated directly. In writing, avoid overusing sentence fragments that start with “Et” or “Mais,” as this can break the formal cohesion expected in an A-level essay.
另一个错误是在句末用 “comme” 来表示英语中的 “like”，这是一种英式法语。可以使用 “comme” 进行比较和表示原因，但绝不要把它当作犹豫语气词。在口语中，有用的填充词是 “eh bien”, “enfin” 和 “tu vois”，而不是直接翻译的 “like”。在写作中，避免过多使用以 “Et” 或 “Mais” 开头的句子片段，这会被坏 A-level 论文所期望的形式连贯性。
9. The Subtleties of Articles | 冠词的微妙之处
French article usage can trip up even the most diligent student. After expressions of quantity, “de” is used without an article: “beaucoup de problèmes” not “beaucoup des problèmes.” However, when the noun is specific, “des” or “du/de la” may be required: “La plupart des gens pensent…” One persistent error is writing “J’adore les chiens” to mean “I love dogs” (general sense) but forgetting that in negative constructions, all direct object articles become “de”: “Je n’ai pas de chiens” (not “Je n’ai pas des chiens”).
法语冠词的用法能绊倒最勤奋的学生。在数量表达之后，用 “de” 而不带冠词：”beaucoup de problèmes” 而不是 “beaucoup des problèmes”。然而，当名词是确指时，则需要 “des” 或 “du/de la”：”La plupart des gens pensent…” 一个顽固的错误是写出 “J’adore les chiens”（我爱狗，泛指），但在否定结构中，所有直接宾语冠词都变为 “de”：”Je n’ai pas de chiens”（不是 “Je n’ai pas des chiens”）。
Partitive articles cause trouble when dealing with abstract nouns. We say “avoir de la patience” but “manquer de patience.” Students often incorrectly continue using the partitive: “Il manque de la patience” is wrong; the fixed expression “manquer de” takes “de.” Articles before professions also remain a bête noire: “Elle est professeur” not “Elle est une professeur,” although with an adjective, the indefinite article appears: “C’est une excellente professeur.”
部分冠词在处理抽象名词时也会制造麻烦。我们说 “avoir de la patience”（有耐心），但 “manquer de patience”（缺乏耐心）。学生常常错误地继续使用部分冠词：”Il manque de la patience” 是错误的；固定搭配 “manquer de” 接 “de”。职业前的冠词也是一大难点：”Elle est professeur” 而不是 “Elle est une professeur”，尽管有了形容词修饰，不定冠词就会出现：”C’est une excellente professeur.”
10. Oral Exam Fluency Killers | 口语考试中的流畅度杀手
During the CCEA speaking test, many students let nerves push them into English fillers or a flat monotone. Common fluency killers include pausing after every word, inserting “um” in English, or using a rising intonation at the end of every single sentence. Examiners look for a natural conversational flow. Instead of “um,” practise using “euh,” “alors,” or a short pause. To buy time, you can say “C’est une question intéressante…” or “Laissez-moi réfléchir un instant.”
在 CCEA 口语考试中，许多同学因为紧张而不自觉用英语填充词或语调平淡。常见的流畅度杀手包括在每个词后停顿、插入英文的“um”，或者每句话结尾都用升调。考官期待自然的对话流畅感。与其“um”，不如练习使用“euh”、“alors”，或短暂停顿。为了争取时间，你可以说“C’est une question intéressante…”或“Laissez-moi réfléchir un instant.”
Another repeated mistake is focusing so much on verb endings that pronunciation suffers. In particular, the silent final consonants of verbs like “ils finissent” (pronounced /finis/) are often pronounced fully, giving a stilted feel. Also, failing to use the interrogative particle “est-ce que” or inversion when asking questions can make your speech sound declarative. Instead of “Tu aimes le sport?” which is acceptable but informal, try “Est-ce que tu aimes le sport ?” or in a more formal discussion, “Aimez-vous le sport ?”
另一个反复出现的错误是太专注于动词词尾导致发音受损。特别是像“ils finissent”（发音为 /finis/）这类动词末尾不发音的辅音常被完全读出，给人一种生硬的感觉。而且，在提问时没有使用疑问助词“est-ce que”或主谓倒装，会让你的讲话听起来像陈述句。与其说“Tu aimes le sport ?”（可以接受但非正式），不如试着说“Est-ce que tu aimes le sport ?”或者在更正式的讨论中用“Aimez-vous le sport ?”
Published by TutorHao | French Revision Series | aleveler.com
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