NCEA Level 2 French Vocabulary List - Appendix for External Assessment - Texts for Achievement Standards

Sep 28, 2026

Uploaded by Asher

NCEA Level 2 French vocabulary list appendix for external assessment, aligned to achievement standards for demonstrating understanding of spoken and written French texts on familiar matters. The appendix outlines learning expectations for interpreting increasingly complex, varied language, including cultural and linguistic forms that guide meaning. It also gives teacher notes on recognizing grammar construction from verbs, cognates and loanwords, word families, and opposites. It specifies scope for end-of-year reading and listening external assessments.

LanguageEnglish

CategoryExam

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Achievement Standards

Demonstrate understanding of spoken French texts

Demonstrate understanding of written and/or visual French texts

Language learning expectations

Linguistic and cultural forms for interpretation

Level 2 based on familiar matters

Notes to teachers

Recognising grammar patterns and word relationships

Notes for internal assessments

Appendix scope and classroom context

NCEA Level 2 French Vocabulary List Appendix for external assessment Texts for Achievement Standards 91118 Demonstrate understanding of a variety of spoken French texts on familiar matters (2 . 1) 91121 Demonstrate understanding of a variety of written and / or visual French text(s) on familiar matters (2 .4) These reflect the achievement objectives levels 7 and 8 for Learning Languages: • Communicate information, ideas, and opinions through increasingly complex and varied texts. • Understand texts which explore the views of others, and which develop and share personal perspectives. Students will be expected to identify linguistic and cultural forms that guide interpretation of texts. This will involve understanding information, ideas and opinions through increasingly complex and varied texts. Level 2 texts will be based on familiar matters, personal / community interest. This refers to regularly encountered information, ideas, and opinions that will be expressed in clear standard language. The texts will reflect the relationship between language and culture and be adapted as appropriate. The standards can be accessed here: [www.nzqa.govt.nz/french](www.nzqa.govt.nz/french) Notes to teachers Students are expected to be able to recognise: • where a noun, adverb , or adjective can be constructed from the verb • cognates and loan words • word families • the opposite of a word, e.g. égal, inégal. Note for internal assessments This appendix applies only to language used for the two end-of-year reading and listening external assessments. The language which students will use to communicate in internal assessment activities and associated learning opportunities throughout the year will necessarily reflect the French teaching and learning that takes place within the context of each particular classroom and cannot and should not therefore be restricted to solely the language and useful expressions contained in this appendix. | A | | | | --- | --- | --- | | | à peu près | approximately | | | à propos (de) | in regard to | | | à travers | through | | | abandonner | to abandon | | l’ | abus de (m) | the abuse of | | | accompagner | to accompany | | | accueillir | to welcome | | | actuel / actuelle | current | | | admettre | to admit | | l’ | ado(lescent) | teenager | | ’s | adresser à | to apply to, approach | | | afficher | to display, to post (on a notice board) | | ’s | agir de (il s’agit de) | to be about | | | ailleurs | elsewhere | | | aimable | pleasant, likeable | | | ainsi | thus, in this way | | | ajouter | to add | | l’ | alcool (m) | alcohol | | | alors que | whereas | | l’ | ambiance (f) | atmosphere | | | améliorer | to improve | | | amener | to take (things and people) | | l’ | amitié (f) | friendship | | l’ | amour (m) | love | | | ancien | former, ancient | | | annuler | to cancel | | (s’) | apercevoir | to get a glimpse of / to realise | | | apporter | to bring a thing | | | appuyer | to press | | | arrêter (de) | to stop | | | arriver à | to arrive at, to manage, succeed, complete | | | assister à | to be present at | | | attacher | to attach | | | attirer | to attract | | | aucun | not a single, not one | | | autant de | as much as, as many as | | | avancer | to go forward | | | avant que / de | before doing something | | l’ | avantage (m) | advantage | | l’ | avenir (m) | future | | l’ | aventure (f) | adventure | | | avertir | to warn | | l’ | avis (m) | opinion | | B | | | | --- | --- | --- | | le | bac (baccalauréat) | baccalaureat | | la | bande dessinée (B. D) | cartoon | | la | banlieue | suburb | | | bas (m) basse (f) | low | | (se) | battre | to fight / beat | | | bizarre | strange | | | blesser | to injure | | le | bonheur | happiness | | | bouger | to move | | le | boulot | job | | | brûler | to burn | | l’e | but | goal, purpose | | C | | | | | cacher | to hide | | | calculer | to calculate | | | capable | capable | | | car

FAQs

What is the purpose of this appendix in NCEA Level 2 French?

It supports external assessment by providing language focused for the two end-of-year reading and listening external assessments.

Which achievement standards are referenced for French understanding?

The appendix references 91118 for spoken French texts on familiar matters and 91121 for written and/or visual French texts on familiar matters.

What recognition skills are students expected to have according to the teacher notes?

Students are expected to recognise noun/adverb/adjective construction from verbs, cognates and loanwords, word families, and opposites such as égal/inégal.

Sep 28, 2026

Uploaded by Asher