📚 Common Mistakes and How to Fix Them in WJEC A-Level French | WJEC A-Level 法语常见误区与纠正方法
Many A-Level French students lose marks not because they lack ability, but because they fall into the same avoidable traps year after year. This article identifies the most frequent pitfalls in the WJEC A-Level French exam and gives you clear, practical strategies to correct them, helping you to boost your grade and feel more confident in your written and spoken French.
许多 A-Level 法语学生丢分并不是因为能力不足，而是因为他们年复一年地陷入相同的可避免的误区。本文指出了 WJEC A-Level 法语考试中最常见的陷阱，并为你提供了清晰、实用的纠正策略，帮助你提高分数，并在书面和口语法语中更加自信。
1. Misusing Direct and Indirect Object Pronouns | 混淆直接宾语代词与间接宾语代词
A classic mistake is swapping ‘le/la/les’ with ‘lui/leur’ or placing them in the wrong position in the sentence. Students often write ‘Je le parle’ instead of ‘Je lui parle’ (I speak to him/her), forgetting that ‘parler à quelqu’un’ takes an indirect object.
一个经典的错误是将 ‘le/la/les’ 与 ‘lui/leur’ 互换，或者把它们放在句子中的错误位置。学生常写 ‘Je le parle’，而不是 ‘Je lui parle’（我和他/她说话），忘记 ‘parler à quelqu’un’ 需要间接宾语。
To fix this, learn verbs with their prepositions. If the verb is followed by ‘à’ + person, use ‘lui/leur’; if it is a direct object (no preposition), use ‘le/la/les’. Also, remember the order in compound tenses: pronoun goes before the auxiliary, e.g. ‘Je lui ai parlé’. Practise with flashcards that show the verb structure: ‘téléphoner à’ → ‘Je lui téléphone’.
要纠正这一点，学习动词时要连带它的介词。如果动词后跟 ‘à’ + 人，用 ‘lui/leur’；如果是直接宾语（无介词），则用 ‘le/la/les’。还要记住复合时态中的顺序：代词位于助动词之前，例如 ‘Je lui ai parlé’。使用展示动词结构的抽认卡进行练习：’téléphoner à’ → ‘Je lui téléphone’。
2. Incorrect Use of the Subjunctive | 虚拟式的错误使用
Many candidates either overuse the subjunctive after expressions of certainty, or completely avoid it where it is required after ‘bien que’, ‘pour que’, or verbs of emotion. For example, ‘Je pense qu’il est malade’ (indicative) is correct, but ‘Je ne pense pas qu’il soit malade’ needs the subjunctive.
许多考生要么在表示确定性的表达后过度使用虚拟式，要么在 ‘bien que’、’pour que’ 或情感动词后完全避免使用它。例如，’Je pense qu’il est malade’（直陈式）是正确的，但 ‘Je ne pense pas qu’il soit malade’ 则需要虚拟式。
Learn the WEIRDOS mnemonic: Wishes, Emotions, Impersonal expressions, Recommendations, Doubt/Denial, Ojalá (though for French replace with ‘pourvu que’), and ‘Superlatives/Subordinating conjunctions’. Focus especially on the conjunctions that always take the subjunctive: ‘avant que’, ‘sans que’, ‘à moins que’. Regularly practise transformations like ‘Il est probable qu’il viendra’ (indicative) vs ‘Il est peu probable qu’il vienne’ (subjunctive).
学习 WEIRDOS 助记法：愿望、情感、无人称表达、建议、怀疑/否定、虚拟式引导连词。尤其关注那些总要用虚拟式的连词：’avant que’、’sans que’、’à moins que’。经常练习转换，如 ‘Il est probable qu’il viendra’（直陈式）对比 ‘Il est peu probable qu’il vienne’（虚拟式）。
3. Gender and Number Agreement Errors | 性与数的一致错误
A persistent error is failing to make past participles agree with the preceding direct object when using ‘avoir’ as the auxiliary, or forgetting to add ‘-e’ or ‘-s’ to adjectives. For instance, ‘Les pommes que j’ai mangé’ should be ‘Les pommes que j’ai mangées’.
一个持续存在的错误是，在使用 ‘avoir’ 作助动词时，过去分词没有与前置的直接宾语保持性数一致，或者忘记给形容词加上 ‘-e’ 或 ‘-s’。例如，’Les pommes que j’ai mangé’ 应写作 ‘Les pommes que j’ai mangées’。
Create a checklist for every sentence you write: find the subject, the noun, and any pronouns, then check that every adjective, article, and past participle agrees in gender and number. Practise with sentences containing a preceding direct object: ‘La voiture que j’ai achetée…’, ‘Les lettres qu’il a écrites…’. Even better, read your work aloud—your ear will often catch mismatches that your eye misses.
为你写的每个句子创建一个检查清单：找到主语、名词和所有代词，然后检查每个形容词、冠词和过去分词在性和数上是否一致。练习包含前置直接宾语的句子：’La voiture que j’ai achetée…’，’Les lettres qu’il a écrites…’。更好的方法是大声朗读你的作业——你的耳朵常常能捕捉到眼睛忽略的不一致之处。
4. Mixing Up Passé Composé and Imparfait | 复合过去时与未完成过去时的混淆
Students frequently use the passé composé to describe ongoing background situations or habitual actions, and the imparfait for a single, completed action. For example, ‘Quand j’étais petit, j’ai joué au football tous les jours’ should use ‘je jouais’ for the habitual action.
学生经常用复合过去时来描述持续的、背景性的情况或习惯性动作，而用未完成过去时来描述单一、完成的动作。例如，’Quand j’étais petit, j’ai joué au football tous les jours’ 应当用 ‘je jouais’ 来表示习惯性动作。
Remember the rule: imparfait for background, description, habitual actions, and interrupted actions; passé composé for specific, completed actions that advance the narrative. Visualise a timeline: imparfait covers a period without clear boundaries, while passé composé is a point or a distinct block. Practise with stories by underlining each verb and justifying why you chose the tense.
记住规则：未完成过去时用于背景、描述、习惯性动作和被中断的动作；复合过去时用于推进叙述的特定、已完成动作。想象一条时间线：未完成过去时覆盖没有明确边界的一段时间，而复合过去时是一个点或一个明确的块。练习时，在故事中划出每个动词，并解释你为什么选择该时态。
5. Preposition Pitfalls | 介词陷阱
English interference leads to mistakes like ‘Je suis bon à le tennis’ (should be ‘bon en tennis’) or ‘Je cherche pour mon livre’ (should be ‘Je cherche mon livre’). Prepositions after verbs are notoriously tricky and often tested in gap-fill exercises.
英语的干扰导致诸如 ‘Je suis bon à le tennis’（应为 ‘bon en tennis’ ）或 ‘Je cherche pour mon livre’（应为 ‘Je cherche mon livre’）之类的错误。动词后的介词出了名的棘手，常常在完形填空练习中被考察。
Compile a personal list of high-frequency verbs with their prepositions: ‘réussir à’, ‘s’intéresser à’, ‘avoir besoin de’, ‘penser à’ (to think about) vs ‘penser de’ (to have an opinion of). Use colour-coding: green for ‘à’, blue for ‘de’, red for no preposition. Regularly test yourself by writing sentences and building up to paragraphs that incorporate several of these verbs.
整理一份高频动词及其介词的个性化清单：’réussir à’、’s’intéresser à’、’avoir besoin de’、’penser à’（想念/考虑）对比 ‘penser de’（对…的看法）。使用颜色编码：绿色代表 ‘à’，蓝色代表 ‘de’，红色代表无介词。经常通过写句子并进行自测，然后逐步过渡到包含多个这类动词的段落。
6. Negation Structures | 否定结构错误
A frequent error is placing the second part of the negation incorrectly, especially with compound tenses and infinitives. Many write ‘Je n’ai pas fini’ but miscue with ‘Je ne veux pas le faire’ when ‘Je ne veux pas le faire’ is actually correct; however, the problem arises with two-verb structures: ‘Je ne suis pas allé’ is fine, but ‘Je ne peux pas le voir’ is also correct, yet learners often misplace ‘pas’ before the infinitive.
一个常见错误是，否定结构的第二部分放置不当，尤其在复合时态和不宇式中。很多人能正确写出 ‘Je n’ai pas fini’，但在双重动词结构中出错，例如 ‘Je ne veux pas le faire’ 实际上是正确的。然而学习者常常在否定不定式时把 ‘pas’ 放错位置，比如把 ‘pour ne pas oublier’ 写成 ‘pour ne pas oublier’ 其实是对的，但要注意不要写成 ‘pour pas oublier’。
Remember that in a simple conjugated verb, ‘ne’ and ‘pas’ surround the verb; in compound tenses they surround the auxiliary: ‘je n’ai pas mangé’. When negating an infinitive, both parts come before the infinitive: ‘pour ne pas être en retard’, ‘sans avoir rien dit’ (though more common ‘sans rien dire’). In spoken French, the ‘ne’ is often dropped, but in A-Level written French you must always include it. Practise rewriting positive sentences in the negative, paying special attention to word order in complex sentences.
记住，在简单变位动词中，’ne’ 和 ‘pas’ 包围动词；在复合时态中，它们包围助动词：’je n’ai pas mangé’。当否定不定式时，两部分都放在不定式之前：’pour ne pas être en retard’，’sans avoir rien dit’（更常见的是 ‘sans rien dire’）。在口语中，’ne’ 常常被省略，但在 A-Level 书面法语中，你必须始终包含它。练习将肯定句改写为否定句，特别注意复杂句中的语序。
7. Relative Pronouns Confusion | 关系代词混淆
‘Qui’, ‘que’, ‘dont’, and ‘lequel’ are often swapped. A typical mistake is using ‘que’ where ‘qui’ is needed because the student does not identify the function of the relative pronoun in the subordinate clause. For example, ‘Le livre que est sur la table’ should be ‘qui est sur la table’ because it is the subject.
‘Qui’、’que’、’dont’ 和 ‘lequel’ 常常被互换。一个典型的错误是，在该用 ‘qui’ 的地方用了 ‘que’，因为学生没有识别出关系代词在从句中的功能。例如，’Le livre que est sur la table’ 应为 ‘qui est sur la table’，因为它在从句中作主语。
Use the ‘slot’ technique: after the relative pronoun, can you place a subject? If yes, use ‘que’ (direct object): ‘Le film que j’ai vu’ (I saw the film). If the verb comes directly after with no extra subject, use ‘qui’: ‘Le film qui passe ce soir’. For ‘dont’, check if the verb is followed by ‘de’: ‘La personne dont je parle’. With prepositions other than ‘de’, use ‘lequel/laquelle’: ‘La table sur laquelle j’ai posé mon verre’. Create a chart and practise combining two sentences into one using the correct pronoun.
使用“空位”技巧：在关系代词之后，你能放入一个主语吗？如果能，用 ‘que’（直接宾语）：’Le film que j’ai vu’（我看过的电影）。如果动词直接跟在后面且没有额外的主语，则用 ‘qui’：’Le film qui passe ce soir’。对于 ‘dont’，检查动词后是否跟 ‘de’：’La personne dont je parle’。对于 ‘de’ 以外的介词，用 ‘lequel/laquelle’：’La table sur laquelle j’ai posé mon verre’。制作一份图表，并练习使用正确的关系代词将两个句子合并为一个。
8. Pronunciation and Spelling Mistakes | 发音与拼写错误
Silent endings cause countless spelling mistakes, such as writing ‘j’ai manger’ instead of ‘j’ai mangé’. Moreover, confusing homophones like ‘a/à’, ‘est/et’, ‘son/sont’ is a major source of lost marks in dictation and written production. Accents are also frequently omitted or misplaced.
不发音的词尾导致无数拼写错误，比如将 ‘j’ai mangé’ 写成 ‘j’ai manger’ 。此外，混淆同音异义词如 ‘a/à’、’est/et’、’son/sont’ 是听写和写作产出中失分的一个主要来源。重音符号也经常被遗漏或标错位置。
Treat accents as part of the spelling, not an optional extra. For homophones, learn the grammatical function: ‘a’ (has) is a verb, ‘à’ is a preposition; ‘et’ means ‘and’, ‘est’ is ‘is’; ‘son’ is possessive, ‘sont’ is from ‘être’. For past participles, pronounce the silent ending in your head by exaggerating: ‘mangé’ – think of the ‘é’ sound, never ‘er’. Use dictation websites and repeatedly write the most common homophone pairs in meaningful sentences.
把重音符号视为拼写的一部分，而非可选的附加项。对于同音异义词，要学习其语法功能：’a’（有）是动词，’à’ 是介词；’et’ 表示“和”，’est’ 是“是”；’son’ 是物主代词，’sont’ 来自 ‘être’。对于过去分词，在脑中夸张地读出那个不发音的词尾：’mangé’——想到的是 ‘é’ 音，绝不是 ‘er’。使用听写网站，并反复在有意义的句子中书写最常见的同音异义词对。
9. Literal Translations from English | 字面翻译英语
English structures like ‘I am 17 years old’ become ‘Je suis 17 ans’, whereas the correct French is ‘J’ai 17 ans’. Similarly, ‘I am hungry’ is ‘J’ai faim’, not ‘Je suis faim’. These idiomatic expressions are high-frequency and heavily tested in the WJEC exam.
英语结构如 ‘I am 17 years old’ 变成 ‘Je suis 17 ans’，而正确的法语是 ‘J’ai 17 ans’ 。同样，’I am hungry’ 是 ‘J’ai faim’，而不是 ‘Je suis faim’。这些惯用表达使用频率高，且在 WJEC 考试中被重点考察。
Create a dedicated section in your notebook for ‘French expressions using avoir’ (avoir chaud, avoir de la chance, avoir peur) and ‘faire’ (faire du vélo, faire attention). Whenever you catch yourself translating word-for-word, stop and ask: ‘Is there a set phrase for this in French?’ Read French materials and highlight these expressions, then write your own short paragraphs using five of them in context.
在笔记本中专门开辟一个部分，记录“使用 avoir 的法语表达”（avoir chaud, avoir de la chance, avoir peur）以及“使用 faire 的短语”（faire du vélo, faire attention）。每当你发现自己逐字翻译时，停下来问：“法语中是否有现成的固定表达？”阅读法语材料并标出这些表达，然后在上下文中用其中的五个写一小段自己的话。
10. Weaknesses in Oral Exam Preparation | 口语考试准备不足
Students often memorise entire paragraphs verbatim for the speaking exam but struggle when the examiner asks a follow-up question, leading to disjointed, panicked responses. Another common issue is not developing points fully: answering a question on a film or book with a single sentence instead of analysis.
学生常常为口语考试逐字背诵整段内容，但一旦考官提出后续问题就变得结结巴巴，导致支离破碎、慌乱失措的回答。另一个常见问题是未能充分展开观点：在回答关于电影或书籍的问题时，只用一句话而不是进行分析。
Prepare bullet-point notes and mind maps, not full scripts. Practise responding to unexpected questions by recording yourself and leaving short silences to simulate thinking time. In your preparation for the oral exam, follow the P.E.E.L. structure: Point, Example, Explanation, Link. For instance, when discussing a theme in a film, state your point, give a specific scene as an example, explain its significance, and link it back to the overall question. This ensures depth and coherence.
准备要点笔记和思维导图，而不是完整的稿子。通过给自己录音并在回答时留有短暂停顿来模拟思考时间，以练习应对意外问题。在口语考试的备考中，遵循 P.E.E.L. 结构：观点、例子、解释、联系。例如，在讨论电影的主题时，陈述你的观点，给出一个具体的场景作为例子，解释其重要性，并将其与整体问题联系起来。这确保了深度和连贯性。
11. Ignoring Cultural Context | 忽略文化背景
In both the written and oral components, candidates sometimes fail to situate their answers within the cultural framework of the French-speaking world. They might discuss a social issue like unemployment without linking it to specific Francophone countries or regions, making the answer generic and less convincing.
在笔试和口试部分，考生有时未能将他们的答案置于法语世界的文化框架内。他们可能讨论像失业这样的社会问题，但没有将其与具体的法语国家或地区联系起来，使答案显得笼统且缺乏说服力。
Build a bank of case studies and statistics related to the topics covered in the WJEC specification: ‘Le rôle du bénévolat’, ‘Les nouvelles technologies’, ‘La diversité’, etc. For each topic, note down examples from at least two different Francophone contexts (France, Quebec, West Africa, etc.). When writing an essay, always include a specific cultural reference, such as a law, a festival, or a known figure. This demonstrates a high level of cultural knowledge and raises your mark significantly.
建立一个与 WJEC 考纲所涵盖话题相关的案例研究和统计数据库：’Le rôle du bénévolat’、’Les nouvelles technologies’、’La diversité’ 等。对于每一个话题，记下来自至少两个不同法语背景（法国、魁北克、西非等）的例子。写作时，始终包含一个具体的文化参考，如一部法律、一个节日或一位知名人物。这展示了高水平的文化知识，并显著提高你的分数。
12. Poor Essay Structure | 写作结构欠佳
A common error is to write a good introduction and interesting body paragraphs, but then end abruptly with ‘En conclusion, c’est tout.’ or a simple restatement of the question. Furthermore, paragraphs often lack clear topic sentences and logical connectors, making the argument difficult to follow.
一个常见的错误是写了一篇好的引言和有趣的正文段落，但随后以 ‘En conclusion, c’est tout.’ 或简单地复述问题而突然结束。此外，段落常常缺乏明确的主题句和逻辑连接词，使得论证难以理解。
Always plan your essay for five minutes before you start writing. Structure it as: introduction (rephrase the question, outline your argument), 3-4 paragraphs each starting with a topic sentence, evidence, and a concluding link, and a conclusion that synthesises your arguments and opens up a wider perspective. Use a variety of discourse markers: ‘Premièrement’, ‘De plus’, ‘Cependant’, ‘Par conséquent’, ‘En somme’. Practise writing timed essays and ask a teacher to mark specifically for structure and coherence.
在动笔之前，始终花五分钟规划你的文章。结构如下：引言（转述问题，概述你的论点），3-4 个段落，每一个都以主题句、论据和总结性的联系开始，以及一个综合你的论点并打开更广阔视角的结论。使用多样的话语标记语：’Premièrement’、’De plus’、’Cependant’、’Par conséquent’、’En somme’。练习限时写作，并请老师专门针对结构和连贯性进行评分。
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