📚 Common Mistakes and Corrections for Year 12 WJEC French | Year 12 WJEC 法语：常见误区与纠正方法
Mastering French at Year 12 level for the WJEC specification requires not only a solid grasp of vocabulary and grammar but also an acute awareness of the pitfalls that can undermine your performance in all four skills: listening, speaking, reading, and writing. Many students repeatedly lose marks because of a handful of recurring errors that are entirely avoidable with the right strategies. This article highlights the most common mistakes seen in WJEC French exams and provides practical, topic-specific corrections to help you refine your accuracy and boost your confidence.
在 WJEC 考试局的 Year 12 法语学习中，牢固掌握词汇和语法固然重要，但清醒地认识到那些会在听、说、读、写四个技能中拉低分数的陷阱同样关键。许多学生因为一些本可避免的常见错误而反复丢分。本文聚焦 WJEC 法语考试中最典型的误区，并提供具有针对性的纠正策略，帮助你提升准确性、增强信心。
1. Mixing up the Passé Composé and the Imparfait | 混淆复合过去时与未完成过去时
One of the most persistent errors is the incorrect choice between the passé composé and the imparfait when describing past events. Students often use the passé composé for background descriptions, weather, or ongoing states, or they use the imparfait for single, completed actions. The key is to remember that the imparfait sets the scene, describes habits, and expresses continuous or repeated actions in the past, while the passé composé expresses specific, completed events that advance the narrative. A helpful test is to ask: 'Is this a single action with a clear beginning and end, or am I painting a picture of how things were?' For example, 'Il pleuvait' (it was raining) is background, whereas 'Il est tombé' (he fell) is an event.
最常见的问题之一是在描述过去事件时混淆复合过去时和未完成过去时。学生往往用复合过去时来描写背景、天气或持续的状态，或者用未完成过去时表达一次性的完成动作。关键是要记住：未完成过去时用来铺陈场景、描述习惯、表达过去持续或重复的动作；而复合过去时则表达具体的、完成的、推动叙事发展的事件。一个有效的测试方法是自问：“这是一个有明确起止的单一动作，还是在描绘当时的情况？”例如，“Il pleuvait”（当时正在下雨）是背景，而“Il est tombé”（他摔倒了）是一个事件。
Another dimension of this confusion arises with verbs like 'savoir', 'connaître', 'pouvoir', and 'vouloir', where the choice of tense changes the meaning significantly. ‘J'ai su’ means ‘I found out’, while ‘je savais’ means ‘I knew’. Always consider whether you are marking a change of state (passé composé) or a continuous mental state (imparfait). Practise with timelines or storyboards to visualise the difference.
这种混淆还体现在“savoir”、“connaître”、“pouvoir”和“vouloir”等动词上，时态的选择会明显改变意思。“J'ai su”意为“我得知了”，而“je savais”是“我以前知道”。一定要判断你是要表达状态的变化（复合过去时），还是一个持续的心理状态（未完成过去时）。可以通过时间轴或故事板来练习，直观地感受二者的区别。
2. Agreement Errors with Adjectives and Past Participles | 形容词和过去分词的性数配合错误
Agreement in gender and number is a fundamental aspect of French grammar, yet it remains a frequent source of lost marks. A typical mistake is leaving the adjective in the masculine singular form when the noun it describes is feminine plural. For instance, writing 'les filles est content' instead of 'les filles sont contentes'. Remember that adjectives must agree with the noun they modify, not necessarily the subject of the sentence if the adjective is separated. In the case of past participles used with 'être', the agreement must match the subject. With 'avoir', the past participle agrees with a preceding direct object. For example, ‘la lettre que j’ai écrite’ (the letter that I wrote) shows agreement because ‘la lettre’ precedes the verb.
性数配合是法语语法的基本功，却仍然是常见的失分点。一个典型错误是当名词为阴性复数时，形容词仍保持阳性单数形式。例如，把“les filles sont contentes”写成“les filles est content”。要记住形容词必须与它所修饰的名词保持性数一致，而不一定与句子的主语一致，尤其当形容词被分隔开时。在使用“être”作助动词的复合时态中，过去分词必须与主语配合。使用“avoir”时，过去分词则需要与前置的直接宾语配合。比如“la lettre que j’ai écrite”（我写的那封信），“écrite”之所以配合，是因为直接宾语“la lettre”位于动词之前。
Be particularly vigilant with verbs that can use both 'avoir' and 'être', such as 'passer', 'monter', 'descendre', and 'sortir'. When these verbs take a direct object, they use 'avoir' and there is no agreement with the subject: ‘J’ai monté les valises’ (I took up the suitcases) versus ‘Je suis monté(e)’ (I went up). Drill these patterns systematically and always double-check written work for agreement before submission.
需要特别警惕那些既可用“avoir”也可用“être”的动词，比如“passer”、“monter”、“descendre”和“sortir”。当这些动词带有直接宾语时，助动词用“avoir”，且不与主语配合：“J'ai monté les valises”（我把行李箱搬上去了）；对比“Je suis monté(e)”（我上去了）。要系统地操练这些模式，并在提交书面作业前务必检查配合。
3. Misplacing Object Pronouns and Ordering Them Incorrectly | 宾语代词位置错误及顺序混乱
object pronouns in French causes major headaches. A common error is producing strings like 'Je le lui ai donné' imperative affirmative) is: me/te/se/nous/vous → le/la/les → lui/leur → y → en. Therefore, ‘I gave it to him’ is ‘Je le lui ai donné’ (not ‘Je lui le ai donné the order changes to: le/la/les → moi/toi/lui/nous/vous/leur → y → en, with hyphens, as in ‘Donne-le-moi!’. Many learners fail to adjust the order when switching from statement to command.
法语中宾语代词的顺序常常让人头疼。常见的错误是造出“Je le lui ai donné”这样词序不对的句子，或者在多个代词同时出现时忘记正确的顺序。在陈述句（肯定祈使句除外）中，固定的顺序是：me/te/se/nous/vous → le/la/les → lui/leur → y → en。因此，“我把它给了他”应该是“Je le lui ai donné”，而不是“Je lui le ai donné”。在肯定祈使句中，顺序变为：le/la/les → moi/toi/lui/nous/vous/leur → y → en，并用连字符连接，例如“Donne-le-moi!”。很多学习者在从陈述句转换为命令句时忘记调整顺序。
Additionally, in negative structures, the pronoun block stays just before the conjugated verb and after the 'ne': ‘Je ne le lui ai pas donné’. In compound tenses, the pronouns sit before the auxiliary verb: ‘Je l’ai vu’. A reliable correction method is to memorize the order chart and practise with substitution drills, gradually building up from two pronouns to three. Repeated oral practice helps embed the rhythm.
此外，在否定结构中，代词块仍在变位动词之前、在“ne”之后：“Je ne le lui ai pas donné”。在复合时态中，代词位于助动词之前：“Je l'ai vu”。一个可靠的纠正方法是熟记顺序表格，并通过替换练习逐步从两个代词过渡到三个。反复的口头练习有助于内化这种节奏。
4. Overusing the Subjunctive or Using It Without a Trigger | 滥用虚拟式或缺少触发条件
The subjunctive mood is required only in specific subordinate clauses, typically introduced by 'que', and after expressions of doubt, necessity, emotion, desire, or certain conjunctions. A widespread mistake is using the subjunctive after all 'que' clauses or after verbs of thinking and believing when they are affirmative. For example, 'Je pense qu’il vient' (I think he is coming) does NOT take the subjunctive, because 'penser' in the affirmative expresses certainty. However, in the negative or interrogative, it triggers the subjunctive: ‘Je ne pense pas qu’il vienne’. Similarly, after 'il est probable que' the indicative is used, whereas 'il est possible que' requires the subjunctive.
虚拟式只在特定的从句中使用，通常由“que”引导，并跟随表示怀疑、必要性、情感、愿望或某些连词之后。一个普遍的错误是在所有“que”从句中都使用虚拟式，或者在表示思考和相信的动词（肯定形式）后使用虚拟式。例如，“Je pense qu'il vient”（我觉得他会来）不接虚拟式，因为肯定式的“penser”表达的是确定性。然而，在否定或疑问式中，它就会触发虚拟式：“Je ne pense pas qu'il vienne”。类似地，“il est probable que”后用直陈式，而“il est possible que”后需要用虚拟式。
To correct this, make a list of impersonal expressions and conjunctions that always take the subjunctive (e.g., 'bien que', 'pour que', 'avant que', 'à moins que') and those that take the indicative (e.g., 'parce que', 'puisque', 'étant donné que'). Practise transforming sentences from positive to negative to see the shift. In WJEC exams, this is often tested in translation and essay writing, so accuracy here is highly rewarded.
要纠正这一点，可以整理一份清单，列出总是引导虚拟式的无人称短语和连词（如“bien que”、“pour que”、“avant que”、“à moins que”），以及引导直陈式的连词（如“parce que”、“puisque”、“étant donné que”）。练习将肯定句转为否定句，观察语式的变化。在 WJEC 考试中，这一点常在翻译和短文写作中进行考查，因此准确使用虚拟式能赢得高分。
5. Mishandling the Conditional and 'Si' Clauses | 条件式与“si”从句搭配不当
Forming conditional sentences with 'si' f) is a classic area of confusion. The most common mistake is using the conditional in the 'si' clause itself, as in *‘Si je serais riche’ instead of ‘Si j’étais riche’. The rule is strict: 'si' → future, (2) Si + imperfect → conditional, (3) Si + pluperfect → past conditional. Thus, ‘If I had money, I would travel’ must be ‘ de l’argent, je voyagerais’. The conditional appears only in the main clause, never after 'si'.
使用“si”（如果）构成条件句是经典的混淆点。最常见的错误是在“si”从句本身使用条件式，比如“Si je serais riche”而不是“Si j'étais riche”。规则非常严格：“si”引导的从句绝不使用将来时或条件式。三种标准模式是：(1) Si + 现在时 → 将来时, (2) Si + 未完成过去时 → 条件式现在时, (3) Si + 愈过去时 → 条件式过去时。因此，“如果我有钱，我就会去旅行”必须说成“Si j'avais de l'argent, je voyagerais”。条件式只出现在主句中，绝不在“si”后面。
Another subtle point is the use of 'si' meaning 'whether' in indirect questions, which can be followed by the future or conditional: ‘Je ne sais pas si elle viendra’. Students sometimes overgeneralise the ban on future/conditional after 'si' and incorrectly use the present here. Clarify the distinction between conditional 'si' and interrogative 'si' to avoid this trap.
另一个微妙之处是“si”在间接问句中表示“是否”时，后面可以接将来时或条件式：“Je ne sais pas si elle viendra”。学生有时过度泛化“si”后禁止使用将来时/条件式的规则，在这种情况下错误地使用现在时。要澄清条件“si”和疑问“si”之间的区别，避免掉入陷阱。
6. Incorrect Placement of Negation in Compound Tenses and with Infinitives | 复合时态和不定式中否定结构的位置错误
The two-part negation 'ne...pas' must embrace the conjugated verb, but in compound tenses like the passé composé, it encloses the auxiliary verb, not the past participle: ‘Je n’ai pas mangé’, NOT ‘Je n’ai mangé pas’. A related error is forgetting to place the second part of the negation before an infinitive: ‘Je préfère ne pas sortir’ rather than ‘Je ne préfère pas sortir’ when the intended meaning is ‘I prefer not to go out’. With object pronouns, the negation wraps the pronoun and the auxiliary: ‘Je ne l’ai pas vu’.
否定结构“ne...pas”必须把变位动词包裹在内，但在复合时态如复合过去时中，它包裹的是助动词，而不是过去分词：“Je n'ai pas mangé”，而不能说“Je n'ai mangé pas”。一个相关的错误是忘记把否定结构的第二部分放在不定式之前：当要表达“我宁愿不出去”时，应该说“Je préfère ne pas sortir”，而不是“Je ne préfère pas sortir”。当有宾语代词时，否定结构包裹代词和助动词：“Je ne l'ai pas vu”。
More advanced errors appear with multiple negations like 'ne...plus', 'ne...jamais', 'ne...rien'. 'Rien' and 'personne' can also be subjects, requiring 'ne' before the verb: ‘Rien n’est impossible’. Ensure you can accurately position these in speaking and writing, as WJEC examiners frequently penalise faulty negation in grammar sections and oral interviews.
更复杂的错误出现在“ne...plus”、“ne...jamais”、“ne...rien”等多重否定结构中。“Rien”和“personne”也可以作主语，此时“ne”要放在动词前：“Rien n'est impossible”。要确保在口语和写作中都能准确放置否定成分，因为 WJEC 考官经常在语法部分和口试中对错误的否定进行扣分。
7. Misuse of the Prepositions 'à' and 'de' | 介词“à”和“de”的误用
The choice between 'à' and 'de' after certain verbs and adjectives is a notorious stumbling block. For instance, ‘commencer à’ (to start to) but ‘décider de’ (to decide to). Many learners guess or rely on English equivalents, which leads to errors like ‘j’ai décidé à partir’. There is no single rule; these must be memorised as verb + preposition bundles. Similarly, ‘jouer à’ is used for games and sports, while ‘jouer de’ is for musical instruments: ‘jouer au tennis’ versus ‘jouer du piano’. Adjective + preposition pairs are equally tricky: ‘content de’ but ‘prêt à’.
在某些动词和形容词后选择用“à”还是“de”是一个臭名昭著的难点。例如，“commencer à”（开始做）但“décider de”（决定做）。许多学习者靠猜或依赖英文对应，导致出现“j'ai décidé à partir”这样的错误。这里没有统一的规则，必须作为动词+介词搭配来记忆。类似地，“jouer à”用于游戏和运动，而“jouer de”用于乐器：“jouer au tennis”对应“jouer du piano”。形容词与介词的搭配同样棘手：“content de”但“prêt à”。
To master these, create flashcards with the infinitive and its preposition, and practise forming sentences. In WJEC reading and listening tasks, a slight change of preposition can alter meaning, so being precise is essential. Also note the use of 'de' after expressions of quantity and negation with 'pas de'. Constant exposure through reading authentic texts will cement these patterns.
要掌握这些搭配，可以制作带有不定式和其介词的抽认卡，并练习造句。在 WJEC 的阅读和听力任务中，介词的细微变化可能改变意思，因此精准很重要。同时注意在数量表达及否定句中“pas de”的使用。通过持续阅读真实语料来巩固这些模式。
8. Pronunciation Pitfalls: Silent Letters, Liaison, and 'E' Caduc | 发音误区：不发音字母、联诵和省音“e”
French spelling is full of silent final consonants, and students often pronounce letters that should be silent, such as the '-ent' ending of third-person plural verbs, the '-s' in plural nouns, or the final consonants in words like 'trop', 'parfum', and 'tabac'. In the WJEC oral exam, these mistakes can obscure meaning and lower marks for pronunciation. Learn some general rules: final '-d', '-p', '-s', '-t', '-x', and '-z' are usually silent except in liaison. Final '-e' is silent, but in poetry or songs it may be pronounced slightly as a schwa. Practise by reading aloud and recording yourself, focusing on stopping the voice before the silent letter.
法语拼写中包含大量不发音的词尾辅音，学生经常把应该静默的字母读出来，比如第三人称复数的词尾“-ent”、复数名词的“-s”，或者“trop”、“parfum”、“tabac”等词的词尾辅音。在 WJEC 口语考试中，这些错误会模糊意思并降低发音分。学习一些总体规则：词尾的“-d”、“-p”、“-s”、“-t”、“-x”和“-z”通常不发音，除非发生联诵。词尾的“-e”不发音，但在诗歌或歌曲中可能会作为一个轻音ə读出。通过大声朗读并录音进行练习，重点在不发音字母前截住声音。
Liaison, the linking of a normally silent consonant to a following vowel sound, is another tricky area. Over-liaison or missing compulsory liaison both sound unnatural. Compulsory liaisons occur between determiner and noun (les‿amis), pronoun and verb (ils‿ont), after prepositions (chez‿eux), and in set phrases. Forbidden liaisons include after 'et' (et‿on is wrong) and before 'h aspiré' (les héros without liaison). Mastering these will significantly improve your speaking fluency score.
联诵，即将通常不发音的辅音与后续的元音连起来读，是另一个棘手的地方。过度联诵或漏掉必须的联诵都会听起来不自然。必须联诵的情况包括：限定词与名词之间（les‿amis）、代词与动词之间（ils‿ont）、介词之后（chez‿eux）以及固定短语中。禁止联诵的情况包括：在“et”之后（et‿on 是错误的）以及在“h aspiré”之前（les héros 不联诵）。掌握这些将显著提升你的口语流利度得分。
9. Listening Comprehension: Getting Lost by Numbers, Dates, and Distractors | 听力理解：被数字、日期和干扰项迷惑
In WJEC listening exams, students frequently misinterpret numbers, prices, times, and dates because they are not prepared for the natural speed and variation of spoken French. For example, 'quatre-vingt-dix-sept' can blend into a stream of sound, and 'il est deux heures et quart' might be misheard as 2:15. To correct this, dedicate regular practice to French numbers, especially 70–99, which are structurally complex. Listen to weather reports, announcements, or online videos and pause to write down any numbers you hear. Note that 'une demi-heure' is half an hour, and 'quinze jours' often means a fortnight.
在 WJEC 听力考试中，学生经常解读错数字、价格、时间和日期，因为他们对自然语速和法语口语的变体准备不足。例如，“quatre-vingt-dix-sept”可能融入语流，而“il est deux heures et quart”可能被误听为2:15。要纠正这一点，需要定期练习法语数字，尤其是结构复杂的70到99。收听天气预报、公告或网络视频，暂停并写下你听到的任何数字。注意“une demi-heure”是半小时，“quinze jours”通常指两周。
Another common pitfall is falling for distractors – information that is mentioned but then corrected or rejected. For instance, a speaker might say, ‘Je voulais aller au cinéma, mais finalement je suis resté chez moi.’ If the question asks what the person actually did, the correct answer is stayed at home, not went to the cinema. Train yourself to listen for discourse markers like 'mais', 'en fait', 'pourtant', and 'cependant' which signal a change of plan. Taking notes and looking for the final decision is key.
另一个常见的陷阱是掉入干扰项的圈套——这些信息被提及但随后被更正或否定。例如，说话者可能说：“Je voulais aller au cinéma, mais finalement je suis resté chez moi.”如果问题问此人实际上做了什么，正确答案是待在家里，而不是去电影院。训练自己倾听“mais”、“en fait”、“pourtant”和“cependant”等话语标记，它们预示着计划的改变。做好笔记并寻找最终的决定是关键。
10. Translation and Reading: False Friends and Literal Rendering | 翻译与阅读：假朋友和字面直译
Translating from French to English or vice versa in the WJEC paper is littered with false friends (faux amis) that trap the unwary. Words like 'actuellement' (currently, not actually), 'sensible' (sensitive, not sensible), 'éventuellement' (possibly, not eventually), and 'assister à' (to attend, not to assist) frequently cause mistakes. Students rely on the English-looking word rather than checking the context. The correction method is to maintain a running list of false friends encountered in class and in past papers, and to always translate meaning, not words.
在 WJEC 试卷中进行法译英或英译法时，布满了假朋友，让不警惕的学生上当。像“actuellement”（目前，而非 actually）、“sensible”（敏感的，而非 sensible）、“éventuellement”（可能，而非 eventually）和“assister à”（参加，而非 assist）这些词频繁导致错误。学生往往依赖看起来像英语的词，而不去核对语境。纠正方法是建立一个在课堂和历年试卷中遇到的假朋友清单，并始终翻译意思，而不是字面意思。
Literal translation is another major error in both directions, especially with idiomatic expressions. Rendering 'avoir envie de' as 'to have envy of' instead of 'to feel like' misses the mark entirely. In English-to-French translation, a common mistake is trying to impose English word order on French, producing clumsy sentences. Always step back and consider whether a French native would say it that way. Re-read your translation aloud to check for natural flow and adherence to French syntax, particularly with adverbs and time phrases.
字面直译是双向翻译中另一个主要错误，尤其是遇到习语表达时。把“avoir envie de”翻译成“to have envy of”而不是“to feel like”，完全偏离了原意。在英译法中，一个常见错误是试图将英语的词序强加到法语上，造出生硬的句子。始终要退一步想一想，法语母语者会不会这么说。大声重读你的译文，检查是否自然流畅，以及是否符合法语句法，尤其是在副词和时间短语的位置上。
11. Writing: Lack of Structure, Poor Use of Connectives, and Anglicisms | 写作：结构缺失、连接词贫乏及英语式表达
In the essay component, candidates often lose marks not because of grammar alone, but due to weak organisation and a lack of sophisticated connectives. A typical essay may jump from point to point without clear paragraphs or logical progression. To correct this, always plan your essay with an introduction, two or three developed paragraphs, and a conclusion. Use a variety of connectives: 'tout d’abord' (first of all), 'en outre' (moreover), 'par ailleurs' (besides), 'en revanche' (on the other hand), 'cependant' (however), 'par conséquent' (therefore). Avoid overusing 'et' and 'aussi'.
在短文写作部分，考生丢分往往不仅因为语法，还由于结构薄弱和缺乏复杂的连接词。一篇典型的短文可能会在各点之间跳跃，没有清晰的段落或逻辑进展。要纠正这一点，一定要提前规划短文结构，包括引言、两到三个展开的段落和一个结论。使用多样化的连接词：“tout d'abord”（首先）、“en outre”（此外）、“par ailleurs”（再者）、“en revanche”（相反地）、“cependant”（然而）、“par conséquent”（因此）。避免过度使用“et”和“aussi”。
Anglicisms, or direct translations of English structures, also creep into writing. For example, ‘Je suis 17 ans’ instead of ‘J’ai 17 ans’, or ‘Je regarde forward to’ – a nonsense phrase. Another classic is ‘Je suis d’accord’ overused as a filler. To combat this, build a bank of advanced French phrases for expressing opinions, such as ‘Je suis convaincu que’, ‘Il me semble que’, ‘Quant à moi’. Review model essays and learn sentence openers and closing expressions that are authentically French. This will elevate your style significantly.
英语式表达，即英语结构的直译，也会侵入写作。例如，“Je suis 17 ans”而不是“J'ai 17 ans”，或者“Je regarde forward to”——一个毫无意义的短语。另一个经典是过度使用“Je suis d'accord”作为填充语。要克服这点，建立一个表达观点的高级法语短语库，比如“Je suis convaincu que”、“Il me semble que”、“Quant à moi”。阅读范文，学习地道的法语开头句和结尾表达。这将显著提升你的文风。
12. Oral Exam: Hesitation, Over-Reliance on Fillers, and Intonation | 口语考试：犹豫、过度依赖填充词及语调问题
During the WJEC speaking assessment, long pauses and excessive 'um' and 'er' sounds give an impression of poor fluency. While some hesitation is natural, students can prepare 'thinking time' phrases such as ‘Alors, voyons…’, ‘C’est une bonne question…’, ‘Laissez-moi réfléchir un instant…’. The correction is to practise speaking on a range of topics with a timer, using these set phrases sparingly to maintain flow. Real fluency comes from knowing your topic so well that ideas come readily.
在 WJEC 口语测评中，长时间的停顿以及过多的“呃”、“嗯”声会给人留下流利度差的印象。虽然些许犹豫是正常的，但学生可以准备一些“思考时间”短语，如“Alors, voyons…”、“C'est une bonne question…”、“Laissez-moi réfléchir un instant…”。纠正方法是围绕一系列话题进行限时口语练习，适度使用这些固定短语以保持语流。真正的流利来源于你对话题非常熟悉，以至于观点能信手拈来。
Intonation is another often-neglected aspect. English speakers tend to use a narrower pitch range in French, which can make speech sound monotonous. French intonation rises slightly within a phrase and falls at the end of a statement, but rises on the final syllable of a yes/no question. Practise shadowing native speakers from news clips or podcasts, mimicking the musicality of their speech. Also, be careful with the pronunciation of 'u' and 'ou', which differentiate words like 'tu' and 'tout'. Minimal pair drills can sharpen these distinctions and prevent embarrassing misunderstandings.
语调是另一个经常被忽视的方面。英语母语者在说法语时往往音高范围较窄，这可能让说话显得单调。法语的语调在短语内部略微上升，在陈述句末尾下降，但在一般疑问句的最后一个音节上升。通过跟读新闻片段或播客中母语者的讲话，模仿他们说话的韵律。同时，注意“u”和“ou”的发音，它们区分了“tu”和“tout”等词。最小对立体训练可以强化这些区别，防止尴尬的误解。
| Common Mistake | Example Error | Correction |
|---|---|---|
| Tense confusion | Quand j'étais jeune, j'ai joué au foot chaque jour. | Quand j'étais jeune, je jouais au foot chaque jour. |
| Agreement | Elle s'est lavé les mains. | Elle s'est lavé les mains. (Correct: no agreement because direct object 'les mains' follows; but 'Elle s'est lavée' when the action is on herself.) |
| Pronoun order | Je lui l'ai donné. | Je le lui ai donné. |
| Subjunctive misuse | Je pense qu'il soit malade. | Je pense qu'il est malade. |
| Si clause | Si j'aurais su, je serais venu. | Si j'avais su, je serais venu. |
| Negation | Je n'ai mangé pas. | Je n'ai pas mangé. |
Published by TutorHao | French Revision Series | aleveler.com
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