📚 Year 12 Cambridge French: Exam Changes and Trends for 2026 | 剑桥AS法语：2026年考试变化与趋势
The Cambridge International AS Level French qualification is undergoing a significant transformation for first teaching in 2024, with the first examinations taking place in 2026. This article unpacks the key syllabus updates, new assessment formats and emerging trends that Year 12 students and teachers need to understand in order to succeed in the revamped programme.
剑桥国际 AS 法语课程自 2024 年起采用全新大纲进行教学，首次考试将于 2026 年举行。本文详细解读了关键的教学大纲更新、全新的评估形式以及正在形成的考试趋势，帮助 Year 12 学生和教师在新体系下有效备考。
1. Introduction to the New 2024–2026 Syllabus | 2024–2026 新考纲简介
The revised Cambridge International AS & A Level French (9716) syllabus, for first examination in 2026, represents a substantial rethinking of language assessment. It moves away from a predominantly skills‑based approach towards a more integrated, culture‑rich framework where literary texts, films and authentic materials play a central role from the very start of the course.
修订后的剑桥国际 AS 与 A Level 法语（9716）大纲，自 2026 年首考起，体现了对语言评估的深刻反思。它从以往以技能训练为主的模式，转向更为整合、文化内涵丰富的框架，让文学作品、电影和真实语料从课程一开始就占据核心位置。
The new syllabus aims to develop not only linguistic competence but also critical thinking and intercultural awareness. For Year 12 students, this means engaging with a prescribed literary work or film already at AS Level, a requirement that was previously reserved for the full A Level.
新考纲不仅旨在培养语言能力，还着重发展批判性思维和跨文化意识。对 Year 12 学生而言，这意味着在 AS 阶段就需要学习一部指定的文学作品或电影，而这一要求过去只出现在完整的 A Level 课程中。
Teachers and learners should note that the syllabus is designed with a clear progression from AS to A Level. The topics, grammar and assessment weightings are carefully distributed to ensure that the AS year builds a solid foundation for the extended study in Year 13.
教师和学习者应注意，考纲设计具有从 AS 到 A Level 的明确递进性。各个主题、语法点和评估权重都经过精心分配，确保 AS 学年为 Year 13 的拓展学习奠定扎实基础。
2. Paper 1: Reading and Writing Revamp | 试卷一：阅读与写作改革
Paper 1 (Reading and Writing) remains the longest written component at AS Level, now set at 1 hour 45 minutes. The paper will feature a greater variety of authentic texts, including online articles, blog posts, interviews and reports, all anchored in the prescribed topics of the syllabus.
试卷一（阅读与写作）依然是 AS 阶段笔试中时间最长的部分，考试时长调整为 1 小时 45 分钟。该试卷将包含更多样的真实语篇，如网络文章、博客帖子、访谈和报告，全部扎根于考纲规定的主题范围。
Tasks include comprehension questions that test literal and inferential understanding, vocabulary manipulation and summary writing. Notably, the summary exercise now requires students to distil key points from a longer passage and express them concisely in French, which places a high premium on paraphrasing skills.
题型包括理解题，考查字面理解和推理理解，还有词汇运用和概要写作。值得注意的是，新的概要写作任务要求学生从较长的段落中提炼要点并用法语简洁表达，这对转述能力提出了很高要求。
There is also a mandatory translation task from French into English, designed to assess precise grammatical knowledge and idiomatic awareness. The new syllabus stresses that candidates must be able to handle informal registers and cultural references embedded in the source texts.
此外，必答的法译英翻译题旨在评估准确的语法知识和惯用语意识。新考纲强调，考生必须能处理源文本中的非正式语域和文化指涉。
3. Paper 2: Literary and Film Essays at AS | 试卷二：AS 阶段引入文学与电影论文
Paper 2 (Writing) is where the most dramatic shift occurs. The new AS Level now requires students to study either one literary text or one film from a prescribed list, and to write a critical essay about it in the exam. This replaces the former controlled writing tasks and short discursive essays.
试卷二（写作）发生了最显著的变化。新的 AS 阶段要求学生从指定清单中学习一部文学作品或一部电影，并在考试中撰写一篇评析性论文。这取代了以往的控制性写作和简短的议论性短文。
The prescribed works are chosen to reflect a range of Francophone cultures, with titles spanning classic literature, contemporary novels, and acclaimed films from France, Canada, North Africa and beyond. Students will need to demonstrate an ability to analyse themes, characters and cinematic or literary techniques in clear, well‑structured French.
指定作品经过精心挑选，以反映多样的法语国家文化，涵盖经典文学、当代小说以及来自法国、加拿大、北非等地的知名电影。学生需展现出用法语清晰、结构严谨地分析主题、人物和电影或文学手法的能力。
Teachers are encouraged to integrate the study of the work throughout the AS year, rather than treating it as an isolated exam topic. Classroom discussion, note‑taking in French and short analytical paragraphs will be essential in building the critical vocabulary needed for the final essay.
鼓励教师在 AS 学年中贯穿作品教学，而不是将其当作孤立的考试题目。课堂讨论、用法语记笔记和短篇分析段落对于积累论文所需的批判性词汇至关重要。
4. Speaking Test Redesigned: Cards and Discussion | 口语测试重新设计：提示卡与讨论
The AS speaking test has been restructured to include two main parts: a presentation based on a stimulus card and a general conversation. The card presents a short, topical statement or question linked to one of the AS themes, and the candidate must deliver a prepared response lasting approximately two minutes, followed by spontaneous follow‑up questions from the examiner.
AS 口语测试经过重新设计，包含两个主要部分：基于提示卡的个人陈述和一般性对话。提示卡给出一个与 AS 主题相关的简短时政陈述或问题，考生需准备大约两分钟的陈述，然后由考官进行即兴追问。
The second part is a broader discussion covering another AS topic area. Examiners will probe the student’s ability to express and justify opinions, speculate about future scenarios and link ideas to the Francophone world. Grammar accuracy, fluency and pronunciation are all assessed holistically.
第二部分是覆盖另一 AS 主题领域的更广泛讨论。考官将考查学生表达和论证观点、推测未来情景并将观点与法语世界联系起来的能力。语法准确性、流利度和发音都会得到整体评估。
Candidates should expect a more dialogic and interactive format compared to the old test. The emphasis is on sustaining a natural conversation, not delivering monologues, and marks are awarded for responding authentically to the examiner’s prompts.
相较于旧版测试，考生应预期一种更对话化、更具互动性的形式。重点在于维持自然的交谈，而非背诵独白，评分会奖励那些真实回应用考官提示的考生。
5. Greater Emphasis on Francophone Cultures | 更加侧重法语国家文化
A key trend in the 2026 syllabus is the deliberate shift from a narrow focus on metropolitan France to a wider exploration of the Francophone world. Themes such as ‘Family, Community and Citizenship’ and ‘The Francophone World’ explicitly require students to learn about customs, social issues and perspectives from diverse French‑speaking regions.
2026 年考纲的一个关键趋势，是从狭隘地聚焦法国本土，转向更广泛地探索法语世界。比如 “家庭、社区与公民身份” 和 “法语世界” 等主题，明确要求学生了解不同法语地区的习俗、社会问题与视角。
Authentic resources from Quebec, Senegal, Belgium, Switzerland and the Maghreb are now recommended as core materials. This multicultural approach enriches the linguistic experience and prepares students to use French in genuinely global contexts.
来自魁北克、塞内加尔、比利时、瑞士和马格里布等地的真实素材现已被推荐为核心材料。这种多元文化的方法丰富了语言体验，也为学生在真正的全球语境下使用法语做好了准备。
Assessment materials will reflect this diversity, with reading texts and listening stimuli potentially featuring regional accents, vocabulary and cultural references. Students who expose themselves early to a variety of Francophone media will gain a clear advantage.
评估材料将体现这种多样性，阅读篇章和听力素材可能包含地方口音、词汇和文化指涉。尽早接触各类法语国家媒体的学生将获得明显优势。
6. Grammar and Vocabulary in Context | 语境中的语法与词汇
Rote learning of grammar rules is being de‑emphasised in favour of contextualised application. The new examination papers assess grammar through editing tasks, gap‑fills embedded in authentic passages, and translation. Students must demonstrate control of complex structures such as the subjunctive, passive voice and conditional perfect in functional settings.
死记硬背语法规则的做法正被淡化，转而强调在语境中的运用。新试卷通过编辑任务、嵌入真实语篇的完形填空和翻译来考查语法。学生必须在功能性场景中展现对虚拟式、被动语态、条件式过去时等复杂结构的掌握。
The syllabus provides a detailed grammar list for AS, including items like relative pronouns ‘dont’ and ‘lequel’, negative structures, and temporal conjunctions requiring the subjunctive. Vocabulary is expected to be topic‑specific and increasingly idiomatic, with a focus on collocations and register.
考纲为 AS 提供了详细的语法清单，包括关系代词 “dont” 和 “lequel”、否定结构以及要求使用虚拟式的时间连词等项目。词汇应具有主题针对性且日益地道，注重搭配和语域。
Effective vocabulary building now relies on extensive reading and listening rather than memorisation of word lists. Digital tools and corpus‑based activities are recommended to help students notice patterns and learn words in meaningful clusters.
如今，有效的词汇积累依赖于广泛的阅读和听力，而非记忆词表。建议使用数字工具和语料库活动，帮助学生观察模式并以有意义的方式成组学习词汇。
7. Assessment Objectives Shifts | 评分目标的转变
The weighting of assessment objectives (AOs) has been adjusted to reflect the new priorities. AO1 (Understand and respond to written and spoken language) still commands a significant share, but AO3 (Analyse and evaluate cultural content) and AO4 (Show knowledge and understanding of the culture) have been elevated, especially in Paper 2 and the speaking test.
评分目标（AOs）的权重已调整，以体现新的优先事项。AO1（理解并回应书面和口头语言）仍占较大比重，但 AO3（分析与评价文化内容）和 AO4（展现对文化的知识与理解）的地位有所提升，尤其在试卷二和口语测试中。
This means that a well‑argued essay about a film’s characters now carries more weight than simply recounting the plot, and examiners will credit candidates who can draw connections between the literary or film work and broader societal themes.
这意味着，围绕电影角色展开论证充分的论文比单纯复述情节更重要，考官会认可那些能将文学或电影作品与更广泛社会主题联系起来的考生。
For teachers, this shift implies that lesson planning must integrate cultural analysis skills from the start. Teaching a work becomes not just a language exercise but a genuine intellectual exploration, aligning language learning with critical thinking.
对于教师而言，这一转变意味着课程规划必须从一开始就融入文化分析技能。教授一部作品不再仅仅是语言练习，而是一次真正的知性探索，让语言学习与批判性思维对齐。
8. Preparation Strategies for 2026 | 2026 年备考策略
Starting early with the chosen literary work or film is essential. Students should read or view the work multiple times, create character maps, theme logs and build a bank of analytical phrases in French. Timed essay practice under exam conditions should become a regular part of the weekly routine from the second term onwards.
尽早着手学习所选文学作品或电影至关重要。学生应反复阅读或观看作品，制作角色图谱、主题日志，并建立分析性短语的法语词库。从第二学期起，限时论文练习应成为每周常规的一部分。
For Paper 1, daily exposure to authentic French news websites, podcasts and YouTube channels is recommended. Summarising a short article each day in French can sharpen both comprehension and conciseness, while translation practice can be woven into grammar revision sessions.
针对试卷一，建议每日接触真实的法语新闻网站、播客和 YouTube 频道。每天用法语总结一篇短文可以同步提升理解力和简洁表达能力，而翻译练习可融入语法复习环节。
Speaking confidence grows through regular mini‑presentations and recorded conversations. Students can use voice recording apps to practise the 2‑minute card response, then self‑evaluate or receive peer feedback focusing on fluency, grammar and pronunciation.
口语自信通过定期微型展示和录音对话来培养。学生可以使用录音应用程序练习两分钟的提示卡陈述，然后自我评估或接受同伴反馈，重点关注流利度、语法和发音。
9. Digital Tools and Authentic Resources | 数字工具与真实语料
The move towards contextualised, culture‑rich assessment makes digital resources more important than ever. Websites like TV5Monde, Radio‑Canada and France Inter provide free access to news reports, documentaries and debates that mirror the style and level of the exam texts.
随着评估向语境化、文化丰富型转变，数字资源比以往更加重要。TV5Monde、Radio‑Canada 和 France Inter 等网站提供免费的新闻报道、纪录片和辩论，其风格和水平与考试文本相近。
Corpus tools such as Sketch Engine or simple concordancers can help students explore collocations and authentic usage of tricky grammar structures. Digital flashcard platforms with spaced repetition can support systematic vocabulary acquisition, provided the words are embedded in sentences rather than isolated.
Sketch Engine 等语料库工具或简易的词语索引系统可帮助学生探索搭配和棘手语法结构的真实用法。带有间隔重复功能的数字抽认卡平台能辅助系统化词汇习得，只要单词嵌入句子而非孤立呈现。
Teachers are increasingly using collaborative platforms to share model essays, annotated film clips and speaking card simulations. A blended approach, combining face‑to‑face discussion with online portfolio work, is set to become the norm in many Cambridge classrooms.
教师越来越多地使用协作平台来分享范文、带注释的电影片段和口语卡模拟练习。面授讨论与在线作品集相结合的混合式学习方法，势将成为许多剑桥课堂的常态。
10. Predicted Trends and Future Directions | 预测趋势与未来发展
Looking ahead, Cambridge assessments are likely to continue deepening the integration of cultural content. We may see even more regional variety in stimulus materials, and perhaps a future inclusion of online interactive texts or social media‑style posts as part of the reading corpus.
展望未来，剑桥评估很可能继续加深文化内容的整合。我们可能会看到激励材料中出现更广泛的地区多样性，或许将来阅读语料中还会纳入在线互动文本或社交媒体风格的帖子。
There is also a growing expectation that students will demonstrate digital literacy, such as identifying bias in online sources or understanding the register of a blog versus a formal report. Cross‑curricular skills like this are increasingly valued by universities and employers alike.
人们也越来越期望学生展现出数字素养，比如识别网络资源中的偏见或理解博客与正式报告的语域差异。这类跨学科技能正日益受到大学和雇主的重视。
Performance trends from early pilot exams suggest that strong candidates differentiate themselves through cultural insight and essay structure, rather than mere linguistic accuracy. Therefore, the long‑term trend points towards a more holistic, content‑driven language education model that treats French as a living medium of global communication.
早期试点考试的成绩趋势表明，高分考生通过文化洞察力和论文结构脱颖而出，而不仅仅是语言准确性。因此，长期趋势指向一种更全面、以内容为驱动的语言教育模式，将法语视为全球交流的活生生的媒介。
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