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Speaking Test Training
Handbook
Cambridge IGCSE®
Mandarin Chinese
0547
Cambridge Secondary 2
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
® IGCSE is the registered trademark of Cambridge International Examinations.
© Cambridge International Examinations 2013
Contents
Section 1: Introduction ......................................................................................................... 3
1.1 The purpose of this training handbook
1.2 How to use this training handbook
Section 2: About the Speaking Test ..................................................................................... 5
2.1
2.2
2.3
2.4
General principles
Administration of the test
Elements of the Speaking Test
Differentiation – asking the right questions
Section 3: May/June 2012 Teachers’ Notes Booklet .......................................................... 13
Section 4: May/June 2012 Role Play Cards ....................................................................... 33
Section 5: Commentary and assessment of recorded Speaking Tests .............................. 51
Appendices
..................................................................................................................63
Appendix A: Defined Content Topic List
Appendix B: Speaking Examination Working Mark Sheet
Appendix C: Cover Sheet for moderation sample
This handbook is to be used with the accompanying CD of recorded material containing work produced
by candidates in the May/June 2012 Examination.
2
Cambridge IGCSE Mandarin Chinese
Section 1: Introduction
Section 1: Introduction
1.1 The purpose of this training handbook
This handbook provides guidance on the conduct and assessment of the 0547 Cambridge IGCSE Mandarin
Chinese Speaking Test (Paper 3). It offers practical advice and support on conducting and assessing the
Speaking Test and should be read in conjunction with the syllabus booklet.
The aim of the handbook is to:
•
clarify points of administration, marking and interpretation which have been brought up in training
sessions and enquiries made to Cambridge
•
offer advice and guidance on examination procedures
•
provide examples on CD of Speaking Test practice, together with suggested marks.
1.2 How to use this training handbook
When you have read Sections 2 and 3 of this Speaking Test Training Handbook you will be ready to
start the assessment of the accompanying CDs which contain recordings of six Speaking Tests. Only
when you have completed the assessment of the CDs should you consult Section 5 to compare your
assessment with that of the Principal Moderator.
If possible, you will find it helpful to carry out your first assessment with other teachers and then to discuss
your marking together before you read Section 5. Do not worry too much if you are a few marks too harsh/
too lenient – try to aim for consistency. If your marks do differ from the agreed ones, try to identify in
which particular part this has occurred, then go back to it on the CD, listen again and re-read the Principal
Moderator’s comments.
When you have completed Section 5, you should conduct four Speaking Tests yourself, preferably with
candidates across a range of abilities (weak to strong). These should be conducted using the June
2012 Role Play situations (provided in Sections 3 and 4) and recorded onto cassette or CD. Please
note that only recordings at normal speed and on standard size cassettes/CDs can be accepted. The
Speaking Tests should be marked according to the mark scheme provided and marks recorded on a copy of
the Working Mark Sheet (see Appendix B). Marking should take place as you conduct the test, that is, you
should mark the live performance and not a recording.
The completed Working Mark Sheet should then be returned to the Accreditation Coordinator at Cambridge
(see below for contact details), together with the recordings. Feedback can then be given not only on the
standard of assessment but also on the questioning techniques used. Should you have fewer than four
candidates, please contact Cambridge for further advice.
Your sample tests (recordings and working mark sheets) and any queries relating to this training
handbook should be addressed to:
IGCSE Accreditation Coordinator EDM
Cambridge International Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Please allow four – six weeks for us to assess the work and for Cambridge to inform you of the outcome.
Cambridge IGCSE Mandarin Chinese
3
Section 1: Introduction
Further help
We hope that after working through this training handbook and its CDs, the criteria and requirements for
the conduct and assessment of the Cambridge IGCSE Mandarin Chinese Speaking Test (0547) will be clear
to you. However, if you have any problems or if you have any further questions, please do not hesitate to
contact us, and we will do our best to help.
The address to which queries should be sent is:
Customer Services
Cambridge International Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Telephone:
Fax:
Email:
Website:
4
+44 1223 553554
+44 1223 553558
info@cie.org.uk
www.cie.org.uk
Cambridge IGCSE Mandarin Chinese
Section 2: About the Speaking Test
Section 2: About the Speaking Test
2.1 General principles
The IGCSE Mandarin Chinese Speaking Test is aimed at Foreign Language candidates and its main
aim is to assess language used with a purpose. In all Speaking Test work you should be seeking to
mark positively; rewarding the candidate’s ability to communicate in a foreign language rather than
withholding marks for whatever the candidate is unable to achieve. Try to put yourself in the position of
a well-disposed native speaker who does not know the candidate’s mother tongue. Your role is to
draw out the candidate by giving him/her opportunities to speak rather than by seeking to show what s/he
cannot do. Therefore, the fundamental principle when assessing is to reward what is right and not to
penalise what is wrong.
The mark scheme for the Speaking Test makes use of marking bands which feature specific descriptions of
levels of performance. Many teacher/examiners have commented on how easy it is to use these bands
after a little practical experience. This system aims to reward candidates:
(a) for the successful transmission of messages in tasks which are related to real life
(b) for the varying degrees of linguistic complexity they achieve in the process.
It should be stressed, when referring to communication, that errors of language should not be taken into
account unless they obscure meaning.
If you find yourself in the position of examining for the first time you may feel that a scheme which
attempts to mark the productive skill of speaking cannot be an objective one, given that your assessment
may differ from that of other teacher/examiners. One can only reiterate that the bands of performance
can be applied well with a little experience and that one of the most important factors in successful
examining is for the teacher/examiner to be consistent in his/her marking. Moderation procedures allow
for adjustments to be made to consistently harsh or consistently generous marking. Therefore, if you are
unsure of the mark to award, err on the side of generosity, and be consistent in doing so.
An important criterion for successful assessment is that of the amount of teacher/examiner input. To what
extent can the candidate manage, unaided? The extent to which your candidate can cope without your help
is a useful indicator of how successful s/he is. As the Speaking Test is the only examination common in
its entirety to both Core and Extended level candidates, it is the teacher/examiner’s task to adjust his/her
level of questioning according to the ability of the candidate in order to give the candidate adequate and
appropriate opportunity to respond.
Prompting and help can be given by you (but not feeding a choice of possible answers in which the
candidate’s own input is nil). Obviously the extent of your input has to be borne in mind when allocating
marks.
Finally, it is important to remember that it is not necessary for a candidate to be of native-speaker standard
in order to be given maximum marks within any single category of the Speaking Test. You are urged to use
the full range of marks and to bear in mind that the candidate who has a level in the target language more
typical of a working language or first language will be off the top of the scale according to the bands of
performance for Foreign Language candidates.
Cambridge IGCSE Mandarin Chinese
5
Section 2: About the Speaking Test
2.2 Administration of the test
Please also refer to Section 3 of this handbook. This comprises the Teachers’ Notes Booklet which is sent
out to Centres for each examination series in an administrative dispatch and offers step-by-step instructions.
Please note that although this document bears the date of March-April this is because the window in
which the Speaking Test can take place is during that period even though the rest of the examination may
be sat in the May/June period of the year.
The following comments are matters that have been raised at training sessions and might prove useful.
2.2.1 Sample size
If your Centre has more than 16 candidates it is vital that you send a sample that represents the full
spread of marks. Such samples allow moderators to check the standard of marking over the full range of
performance and allow any necessary adjustments to be made with greater accuracy. If you have a large
range of marks (e.g. 40–90), try to send tests spread evenly across the range, not just the top two, middle
two and bottom two.
It is helpful to record all candidates first and choose the candidates to make up a sample after the
completion and assessment of all the tests. Choosing the candidates to feature on the sample prior to the
examination may result in surprises as candidates may perform better or worse than expected. You should
not send all your recordings, but only the sample and you should be prepared to submit a further sample
should the moderators feel it to be necessary.
NB. Please check the quality of recordings prior to despatch. Please label all CDs/cassettes clearly, and pack
them in plastic boxes inside a padded envelope, not just paper envelopes, which offer little protection.
2.2.2 Preparation
You should give candidates a practice examination using a previous examination paper well ahead of the
live examination. This will enable both you and the candidates to feel more confident and will give you the
opportunity to familiarise yourself with the marking criteria. Candidates should be recorded as it will then be
less of an ordeal for them on the actual day of the live test.
For the live examination, confidential test materials are despatched approximately 2–3 weeks before the
assessment period (which is 1 March to 30 April for the May/June session). If you are the person who
will be conducting and assessing the tests you can open these materials up to 4 working days prior to the
first live test in order to familiarise yourself with the Role Play material to be used and the marking criteria.
This preparation is vital as teacher/examiners who have prepared their own roles fully and are confident in
what they are doing are better able to help candidates who experience any difficulty. Once the materials
have been opened, they must remain in the examination Centre – their contents must not be disclosed to
candidates. After the tests have taken place, the test materials remain confidential and must be kept in a
secure place by the Centre until the end of the Speaking Test period.
All recording equipment should also be tested in situ before (and occasionally in between) recording
candidates. If testing in between candidates, it is important not to forget to press the Record button before
the next candidate’s test! In areas prone to electricity cuts, a supply of batteries should be kept handy. If
external microphones are used, you should check they are switched on. If the internal microphone is used,
the position should favour the candidate.
6
Cambridge IGCSE Mandarin Chinese
Section 2: About the Speaking Test
2.2.3 Recording
For the purpose of moderation, Speaking Tests may be recorded onto CD or cassette, but these must be
standard size and all recordings must be at normal speed. Please label CD tracks as explained in Section 3 of
this Handbook (Teachers’ Notes – Administrative Arrangements – 9. Recording of candidates) page 17.
For effective and efficient moderation to take place, it is essential that good quality recordings are provided
to Cambridge.
Recording of a candidate’s test should be continuous, once started. Please do not stop a recording
between different sections of a candidate’s test.
2.2.4 Mark sheets
A copy of the Working Mark Sheet (Oral Examination Summary Mark Sheet) is provided each year in
the syllabus and should be photocopied as required. A copy is provided in Appendix B for use with this
handbook.
Marks for each section for each candidate must be entered with care on the Working Mark Sheet as this
enables moderators to identify specific sections of the test in which under- or over-marking may have
occurred. Such information can be included in the report on moderation and can help you in preparing
candidates for future examinations. Do not enter Total Marks only.
Ideally, one teacher/examiner only should be used per Centre. However, Centres with large numbers
of candidates may apply to the Languages Group at Cambridge for permission to use more than
one teacher/examiner. This permission must be sought on an annual basis, well before the start of the
oral examination period, in order to allow Cambridge to allocate the correct amount of work to each
moderator. If more than one teacher/examiner is used, internal moderation must take place at the Centre
to ensure that all its Speaking Tests are marked to the same standard. The recorded sample should include
the work of each teacher/examiner and a Working Mark Sheet should be submitted for each teacher/
examiner, with candidate names and numbers clearly entered.
Once the Working Mark Sheet is completed, you should check all additions carefully, then transfer the total
for each candidate to the computer-printed Internal Assessment Mark Sheet (MS1). All transferred marks
must be checked carefully. It is the Centre’s responsibility to ensure that all marks are transferred correctly.
2.2.5 Despatch of samples
You must ensure that you despatch your moderation sample in good time to meet Cambridge’s deadlines.
For the live examination, moderation samples from Centres must be with Cambridge, for onward
transmission to moderators, by 15 May for the May/June session. Late submission of samples can cause
great problems in the moderation procedure and delay the final process of grading candidates. Please pack
CDs/cassettes carefully, using a plastic box enclosed in a padded envelope.
2.2.6 Dictionaries
Dictionaries are not allowed. They may not be used during preparation time immediately prior to the
examination nor in the course of the examination.
Cambridge IGCSE Mandarin Chinese
7
Section 2: About the Speaking Test
2.3 Elements of the Speaking Test
(See also Section 3 of this handbook)
The Speaking Test lasts for approximately 15 minutes for all candidates (during which time the next
candidate prepares his/her Role Plays) and has three distinct sections:
(i) 2 Role Play situations of 5 tasks each (each task with a maximum of 3 marks) = 30 marks
(ii) Topic Conversation = 30 marks
(iii) General Conversation = 30 marks
Impression: at the end of the test an Impression mark is awarded out of 10 marks
Total available marks = 100
It is crucial that all three sections of the test are examined. Marks cannot be awarded for parts of the
test which are not examined. It is also vital that a clear distinction is made between the end of the Topic
Conversation and the start of the General Conversation.
2.3.1 Role Plays (5 minutes approximately)
(See also Section 3 of this handbook)
You will examine each candidate in two Role Play situations. The first of the two Role Plays (Role Play A)
on each card is more straightforward, the second (Role Play B) is more ‘open’. Role Play A will test material
taken from Areas A, B or C of the Defined Content in terms of topics and vocabulary. The teacher/examiner
delivers prompts and/or responses, suggestions for these are printed in the Teachers’ Notes. These
suggestions may be altered, as appropriate, as long as the overall framework of the original set tasks is
adhered to. However, teacher/examiners must remember that the set testing points are the ones which
earn the marks and candidates can only be awarded marks for completing the tasks printed on the Role
Play cards.
Should a candidate miss out a task, then try to guide him/her back to it, in as natural a way as possible. It
does not matter to moderators that tasks may occur in a different order as long as they are all attempted.
Remember that if a task is not attempted or is omitted by you, marks cannot be awarded.
A mark of 1 is awarded if some relevant meaning is transmitted, but the message remains incomplete. A
candidate with an initial mark of 1 may well be helped to work for a mark of 2, if the situation allows it to be
done appropriately.
A mark of 2 is awarded if the response communicates and transmits the message of the set task. The
quality of language only plays a part if the level of language used obscures the meaning. If the meaning is
obscured then a mark of 2 would not be appropriate.
In order for a mark of 3 to be awarded, perfection is not sought. Minor errors are tolerated. A mark of 3 is,
in essence, a bonus quality mark which goes beyond the basic transmission of the message. Remember,
however, that a short response can be worthy of 3; quantity does not always equal quality.
When awarding marks, it is essential to start at the bottom mark of 0 and work up the marking bands. If
one starts off marking with a notional 3 in mind, it is all too easy to mark negatively, e.g. deducting marks
for errors. Starting from a bottom mark of 0 or 1 is a positive reinforcer of positive marking.
The extent to which the candidate is successful in assuming his/her own role often depends on the extent
to which the teacher/examiner assumes his/her role. It is, therefore, vital that you study the Role Plays
8
Cambridge IGCSE Mandarin Chinese
Section 2: About the Speaking Test
well in advance (see 2.3.2 Preparation) and that you feel familiar with the situations and testing points. If
you make a genuine error and part of a task is omitted for a candidate, a covering note explaining what
has happened should be included with the recorded sample. A copy of the note should also be sent to
the Product Manager for 0547 IGCSE Mandarin Chinese at Cambridge. If possible, the recording of the
candidate affected should be included as an extra sample.
2.3.2 Topic Presentation/Conversation (5 minutes approximately)
(See also Section 3 of this handbook)
Marks out of 15 are awarded (total = 30) for:
(a) Comprehension/responsiveness
(b) Linguistic content.
This section starts with a presentation by the candidate on a topic of their choice. The topic must be
prepared by candidates in advance. You should allow the candidate to speak on their choice of topic for
one to two minutes uninterrupted and then follow this up with specific questions on the topic. Where a
candidate has been talking for two minutes and shows no sign of finishing their initial exposition, you must
interrupt and ask specific questions. It is the extent to which candidates can manipulate their prepared
material according to the needs of the teacher/examiner that determines their marks. The use of illustrative
materials is welcomed (e.g. photographs appropriate to their topic), but candidates are not allowed to
make use of written notes/cue cards. Encourage candidates to talk clearly in their initial exposition minute.
Although teacher/examiners will offer guidance, it is important that candidates are given the freedom to
choose their own topic. Teacher/examiners should not encourage candidates to all prepare the same topic.
They should check that the choice of topic is not overambitious and that it is a topic on which the candidate
can do him/herself justice. Candidates should not be allowed to choose ‘Myself’ as a topic as it often
leads to over-generalised performances, leaving little new material to explore in the General Conversation
section. The Topic Presentation/Conversation section of the test is intended to enable candidates to talk
about something in which they have a genuine interest.
For example suitable topics might include:
• holidays
•
school
•
my country
•
life in another country
•
pastimes (general or specific)
•
my ambitions.
Topics dealing with politics or social and economic issues are ambitious for this level of achievement and
may disadvantage candidates if they do not possess the linguistic skills and maturity of ideas which such
subjects necessitate.
When assessing the communicative content of a candidate’s topic, refer to Scale (a) of Table B on page 25
in this handbook. When assessing the linguistic content, refer to Scale (b). It may be helpful to bear in mind
that marks in Scales (a) and (b) usually do not vary by more than one band. Please do not confuse the two
scales of marking.
In Scale (a), we are looking for the successful transmission of messages in terms of comprehension of, and
response to, the teacher/examiner.
Cambridge IGCSE Mandarin Chinese
9
Section 2: About the Speaking Test
In Scale (b), linguistic content, please note that for a mark of 7+ to be awarded, candidates must be able
to display control over more complex structures, including those structures which convey past and future
meaning. Please remember therefore to ask questions that will allow candidates to demonstrate the extent
to which they can use these structures (see pages 21–22 for further guidance).
It is the role of the teacher/examiner here to probe and seek more in-depth repsonses wherever
possible, adjusting the level of questioning according to the level of ability of the candidate. A variety of
interrogative forms will help to elicit good performances. Candidates who are allowed to present a series of
pre-learnt answers and who do not demonstrate the ability to deal with unexpected questions will not score
high marks.
You should indicate the end of the Topic Conversation section by the use of a general comment such as
‘⦄೼䖯ܹ㄀ϝ䚼ߚDŽ៥Ӏ㞾⬅䇜䆱৻DŽ៥Ӏ䇜䇜߿ⱘˈད৫˛’, and must not try to examine the Topic
Conversation and General Conversation sections simultaneously over ten minutes. The two sections must
appear as distinct sections of the test.
2.3.3 General Conversation (5 minutes approximately)
(See also Section 3 of this handbook)
2 marks out of 15 are awarded (total = 30) for:
(a) Comprehension/responsiveness
(b) Linguistic content.
The discussion of the Topic will have paved the way for the General Conversation. Any point of interest can
be developed, and you are free to cover any number of subjects according to the ability of the candidate.
However, topics chosen by you for discussion in the General Conversation should be different from
the topic discussed in the Topic Conversation. A greater number of subjects covered at a superficial level
is frequently the hallmark of the less able candidate. It is here that the role of the teacher/examiner is
so important; questions should try and stretch the candidates, and encourage them to give extended
responses. You should try to give the candidate the opportunity to display his/her level of linguistic
sophistication. If you avoid the more demanding questions, able candidates may not have adequate
opportunity to do themselves justice. Avoidance of error does not always equal positive quality of language.
You should aim to cover at least two or three of the Defined Content Topics in this section of the test
(these are listed in Appendix A).
If candidates are clearly out of their depth with a certain level or type of questioning, then be ready to pass
on to another subject or rephrase the question. Likewise, if the candidate presents you with something of
interest, be prepared to follow it up.
The style of questioning is also important: you should avoid the use of closed questions which only
elicit yes/no answers. In order to extend candidates, use a variety of interrogative forms (see pages 11–12:
2.5 Differentiation – asking the right questions, for further guidance).
You need to be careful, when awarding marks, that you do not reward your own performance! Wherever
possible, your input should be kept to a minimum and the candidate given the opportunity to work for the
marks. Try to use the full range of marks and if you have any bilingual students, remember that their
performance does not equal a ‘30 mark student’ by which all other Foreign Language candidates are to be
judged.
10
Cambridge IGCSE Mandarin Chinese
Section 2: About the Speaking Test
2.3.4 Impression
(See Section 3 of this handbook)
10 marks are awarded.
The marking criteria featured on the Impression table give the opportunity for an overall Impression mark to
be awarded. Here, the main criteria are pronunciation, intonation and fluency. Again, candidates do not have
to be of native-speaker standard to score 9 or 10 marks.
Above all, in all sections of the Speaking Test, be consistent in your marking and if in doubt between two
marks, go for the higher one. Also, if you are examining a full range of ability, try not to be harsh/lenient at
one end of the range.
The whole approach to the Speaking Test should be a positive one. The test is meant to reflect and sample
classroom practice, so please ensure that candidates have sufficient preparation so as not to feel unnerved
by the format of the test itself. Candidates will also benefit from the opportunity to ‘perform’ to a tape/CD,
prior to the Speaking Test.
2.4 Differentiation – asking the right questions
The Speaking Test is common in its entirety to all candidates. In the Topic Presentation/Conversation and
General Conversation sections, differentiation is by outcome. Successful differentiation depends on the
teacher/examiner asking the right questions, thus enabling each candidate to show what s/he knows and
can do – whatever his or her ability. The level of questioning must therefore be adjusted according to the
ability of the candidate.
It is sometimes useful to use closed questions which demand only ‘yes’ or ‘no’ answers as starter
questions, but generally it is wiser to use a variety of question types, from a basic level of simple
questions which demand simple short responses, to more searching questions such as ‘Why……?’ or ‘Tell
me more about......’ or ‘What do you think about…...?’. If candidates are clearly out of their depth on a
certain question then you should feel free to rephrase it or pass on to a different kind of question. Likewise,
if the candidate presents you with something of interest, it should be pursued. Questions never asked
cannot be answered and, if you avoid asking the more stretching questions, the more able candidates may
not have adequate opportunity to do themselves justice.
Scale (a) (Comprehension/responsiveness) makes reference to a hierarchy of questions which move up
from:
(i) simple predictable questions to
(ii) predictable questions with some unpredictable or unexpected elements to
(iii) unexpected questions which may require candidates to give reasons, explain and/or justify their
opinions.
Candidates’ responses are judged in terms of the readiness of response to such questions and the need (or
not) for rephrasing.
Scale (b) (Linguistic content) assesses the complexity and accuracy of structures and vocabulary used,
together with the extent to which the candidates can use different time frames. Candidates must be able
to express past and future meaning for a mark of 7 or more to be awarded.
You should keep your input to an appropriate minimum and aim to provide a ‘framework’ that allows
candidates to achieve spontaneity of performance.
Cambridge IGCSE Mandarin Chinese
11
Section 2: About the Speaking Test
Although it is a good idea for teacher/examiners to have banks of questions which can be used to practise
eliciting performance at certain levels, it is not recommended that such lists of questions are used in the
examination, as the spontaneity of the situation is removed and candidates can sound very pre-rehearsed.
It is far better to familiarise candidates on topic areas during the course of study beforehand
and then to approach things more freely on the day. You need to give the candidate the opportunity to
shape his/her response not just to the expected question, but also, at a higher level, to the less predictable
question.
The kinds of questions which could be used are ones which use a variety of interrogative forms, pitched
at different levels of candidate ability.
A suggested hierarchy of questions on ‘School’ could be as follows. At a low level:
Դⱘᄺ᷵িҔМৡᄫ˛
Դⱘ∝䇁⧁᳝໮ᇥᄺ⫳˛
Դⱘᄺ᳝᷵ҔМ䆒ᮑ˛
ԴᄺдҔМ⾥Ⳃ˛
Դ᳔୰⃶ⱘ⾥ⳂᰃҔМ˛
At a slightly higher level, different time-frames can be used alongside slightly more open question forms
which are ‘an invitation to respond’.
ԴᰃҔМᯊ‫׭‬㄀ϔ⃵ᴹࠄԴⱘᄺ᷵ⱘਸ਼˛
Դ߮߮ᴹࠄ䖭᠔ᄺ᷵ⱘᯊ‫ˈ׭‬Դᇍᄺ᷵ⱘॄ䈵ᗢМḋ˛
Դ↩ϮҹৢᛇϞ໻ᄺ৫˛
Դ∝䇁ᄺњ໮䭓ᯊ䯈њ˛
Դᄺ䖛߿ⱘ໪䇁≵᳝˛
These questions could be used at a higher level still and could include more ‘invitations to respond’ and
more short questions of the ‘Why?’ variety which demand explanations and justifications.
䇋Դ㒭៥ҟ㒡ϔϟᄺ᷵ⱘᚙ‫މ‬DŽ
ԴᏠᳯ↩ϮҹৢϞા᠔໻ᄺ˛ЎҔМ˛
བᵰԴৃҹᬍ䖯Դⱘᄺ᷵ˈԴ㽕‫خ‬ѯҔМ˛
䇋Դ㒭៥ҟ㒡ϔϟԴ᳔୰⃶ⱘ㗕ᏜDŽ
Դ㾝ᕫ᳔᳝䍷ⱘ⾥ⳂᰃҔМ˛ЎҔМ˛
᳝Ҏ䇈ˈ໻໮᭄ⱘ໪೑Ҏ䛑Ӯ䇈㣅䇁ˈᄺд∝䇁≵ҔМ໻⫼໘DŽԴৠᛣ৫˛
In general, more able candidates often respond well to the ‘Tell me about…’ kind of question, but this should
not be allowed to develop into a monologue.
You could try building up such banks of questions on topics such as holidays, sport, free time/
entertainment, my home/country, school, work and future plans, life in another country. These can then be
used in class, in pair work or indeed as starting points for candidates preparing Topic Conversation subjects.
Remember, it is helpful to start candidates off with an easy question or two to ‘warm them up’. It is
also helpful to ask a series of questions in the same topic area – do not change topics without telling the
candidate as s/he can lose the train of thought very easily. The best performances from candidates of all
abilities come from situations in which the teacher/examiner listens to the candidate.
12
Cambridge IGCSE Mandarin Chinese
Section 3: May/June 2012 Teachers’ Notes Booklet
Section 3: May/June 2012 Teachers’ Notes Booklet
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Cards One – Nine
TEACHERS’ NOTES
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Each candidate’s Speaking Examination must consist of the following three parts:
Part One of the examination is two role plays. The role play situations are set out on pages 27–32 of this
booklet and must be followed carefully by the teacher/examiner. The teacher/examiner must play his/her role
as prescribed by Cambridge in order that candidates are given the opportunity to attempt all tasks. Extra
tasks must not be created. Candidates should study the situation for fifteen minutes and then be prepared to
act the roles assigned to them and respond to the parts played by the teacher/examiner.
Part Two of the examination starts with a presentation by the candidate on a topic of his/her choice. The
teacher/examiner must allow the candidate to speak for 1–2 minutes on his/her prepared topic and then
follow this up with specific spontaneous questions related to the topic. This section of the examination should
last about five minutes in total.
Part Three of the examination is a spontaneous conversation of a more general nature and should last
about five minutes.
In the interests of candidates, Centres must adhere to the stipulated timings for the Topic Presentation/
Conversation and General Conversation.
The Speaking Examination must be marked by the Centre according to the instructions and a sample
recorded for external moderation.
This document consists of 22 printed pages and 2 blank pages.
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
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Section 3: May/June 2012 Teachers’ Notes Booklet
Contents
ADMINISTRATIVE ARRANGEMENTS
1
Examination period
2
Appointment of teacher/examiner
3
Materials for the Speaking examination
4
Recorded sample
5
Two types of mark sheet are provided
6
Despatch of materials to Cambridge for External moderation
7
Arrangements for the examination
8
Conduct of the examination
9
Recording of candidates
10 Internal moderation
Page
15
15
15
15
16
16
16
17
17
17
19
STRUCTURE OF THE EXAMINATION
Test 1: Role Plays
Test 2: Topic Presentation/Conversation
Test 3: General Conversation
Impression
20
20
20
21
22
MARKING INSTRUCTIONS
Table A – Test 1: Role Plays
Table B – Tests 2 and 3: Topic Presentation/Conversation and General Conversation
Table C – Impression
23
24
25
26
ROLE PLAYS
27
Each candidate role play card contains two role plays. The list below gives details of the pages on
which the role play cards appear in this booklet.
14
Role Play A
Role Play B
CARD ONE
Page 27
Page 30
CARD TWO
Page 27
Page 31
CARD THREE
Page 27
Page 32
CARD FOUR
Page 28
Page 30
CARD FIVE
Page 28
Page 31
CARD SIX
Page 28
Page 32
CARD SEVEN
Page 29
Page 30
CARD EIGHT
Page 29
Page 31
CARD NINE
Page 29
Page 32
THE WORKING MARK SHEET
66
THE COVER SHEET FOR MODERATION SAMPLE
67
Cambridge IGCSE Mandarin Chinese
Section 3: May/June 2012 Teachers’ Notes Booklet
ADMINISTRATIVE ARRANGEMENTS
1
Examination period
The Speaking examination takes place before the main examination period: between 1 March
and 30 April for the June examination. Each Centre decides on a convenient period within
these dates for its Speaking examinations.
It is important that dates given for the completion of the Speaking examination and the
despatch of recordings and mark sheets to Cambridge (see paragraph 6) are adhered to in
order to allow sufficient time for moderation.
2
Appointment of teacher/examiner
Each Centre selects its own teacher/examiner to conduct and assess the Speaking
examination for its candidates. This is normally a teacher from within the Languages
department, but could be someone local from outside the Centre. Cambridge is not
responsible for any fees agreed.
In the interests of standardisation there will be only one teacher/examiner per Centre.
Where a Centre wishes to use additional teacher/examiners because it has a large number
of candidates, permission to do so must be sought from the IGCSE Languages Group at
Cambridge before the start of each Speaking examination period. Permission to use more
than one teacher/examiner will only be granted on the understanding that teacher/
examiners at the Centre work together to ensure a common approach to the conduct
of the Speaking examination and the application of the mark scheme. The sample
the Centre submits to Cambridge should include the work of each teacher/examiner and a
Speaking Examination Working Mark Sheet should be submitted for each teacher/examiner,
with candidate names and numbers clearly entered. Please see paragraph 10 Internal
Moderation on page 19 for further details.
3
Materials for the Speaking examination
Confidential test materials (Teachers’ Notes Booklet and Role Play Cards) are despatched by
Cambridge approximately two to three weeks before the assessment period. These should be
opened four working days before the Centre’s assessment starts and studied carefully by the
teacher/examiner before conducting his/her first Speaking examination. Teacher/examiners
who have prepared their own roles fully and are confident in what they are doing are better
able to help candidates who experience any difficulty. Once the materials have been opened,
the Speaking examinations must be completed as soon as is realistically possible. Once the
Centre has completed its Speaking examinations, the materials remain confidential and must
be kept in a secure place by the Centre until the end of the examination period (e.g. until 30
April for the June examination).
Cambridge IGCSE Mandarin Chinese
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Section 3: May/June 2012 Teachers’ Notes Booklet
4
Recorded sample
In order to allow Cambridge to check accurately the standard of assessment, each Centre
must record and send to Cambridge a recorded sample as follows:
• Centres entering 1–16 candidates must send the recordings of all candidates
• Centres entering 17 or more candidates must send:
(i)
the recordings of the first 10 candidates according to candidate number
and
(ii) the recordings of 6 candidates spread evenly across the ability range. The candidates
selected should be representative of the range of marks awarded by the Centre and
should be spread as evenly as possible across that range. If possible, the recordings
of the strongest and the weakest candidates at the Centre should be included, with the
other recordings spaced at equal intervals in between.
Note Centres entering 17 or more candidates must send a total of 16 recordings. The
category (ii) candidates must be chosen from candidates who do not fall into category (i). In
Centres with just over 17 candidates, Cambridge accepts this may mean that the category
(ii) candidates are not fully representative of the range.
The recording should be carried out in accordance with the instructions headed ‘Recording
of candidates’ (see paragraph 9). The recording must be sent to Cambridge together with the
Moderator copy of the completed MS1 mark sheet and copies of the completed Speaking
Examination Working Mark Sheet and Cover Sheet for Moderation Sample (see pages 65 and
67).
5
Two types of mark sheet are provided
(a) The Speaking Examination Working Mark Sheet is provided in this handbook (see page
65) and should be photocopied as required. It is a working document to be completed
during each candidate’s Speaking examination. Candidates must be marked as they are
being examined and not afterwards from a recording. The marks for each section of the
examination must be entered in detail as specified in the Marking Instructions. All additions
must be carefully checked.
(b) The total marks must then be transferred to the computer-printed Internal Assessment
Mark Sheet (MS1) or to a marks file for Centres submitting marks electronically.
6
Despatch of materials to Cambridge for external moderation
(a) Mark sheets and recordings must be returned to Cambridge as soon as all the Speaking
examinations have been completed. The deadline for receipt by Cambridge of these
items is 15 May for the June examination. Centres must not wait until the end of the
assessment period before despatching them.
(b) (i)
The Board copy of the completed Internal Assessment Mark Sheet (MS1) must be
returned to Cambridge in the separate envelope provided.
(ii) The following items must be sent, to reach Cambridge by no later than 15 May for the
June examination.
• the Moderator copy of the completed Internal Assessment Mark Sheet (MS1) or a
signed print-out of the marks file for Centres submitting marks electronically
• a copy of the completed Speaking Examination Working Mark Sheet
• a copy of the completed Cover Sheet for Moderation Sample
• the recorded sample
• details of Internal Moderation procedures (only for Centres permitted to use more
than one teacher/examiner).
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Cambridge IGCSE Mandarin Chinese
Section 3: May/June 2012 Teachers’ Notes Booklet
(c) Copies of both types of mark sheet are to be retained by the Centre in case of postal
losses or delays.
7
Arrangements for the examination
(a) Quiet conditions: Centres should ensure well in advance of the Speaking examination
that a suitably quiet room will be available. Rooms which are too close to a playground,
recreation room or noisy classroom are to be avoided. It is essential to exclude
unnecessary background noise, e.g. lawn-mowers, phones. Notices must be displayed
to prevent interruptions from people entering the room unaware that an examination is in
progress.
(b) Invigilation: examination conditions must prevail in the area where the Speaking
examination takes place, including the space set aside for a candidate to study the role
play situations. Adequate supervision must be provided to ensure that each candidate
can study alone and in silence and that candidates leaving the interview room do not
communicate with those waiting to enter. Candidates are not allowed to bring any notes
for use during their preparation time. Nor are they allowed to make notes.
(c) The examination room: Centres should ensure that a suitably-sized, e.g. not too big,
room will be available. Candidates must be examined singly. No other person should
be present during the examination with the exception of another teacher/examiner or
an Officer from Cambridge. In those cases where it is necessary for a second teacher/
examiner to be present during the Speaking examination, only one teacher/examiner
must conduct each examination.
The teacher/examiner should be positioned so that they face the candidates when they
enter the room, with a table between themselves and the candidates. Candidates should
not be positioned where they can see what the teacher/examiner is writing on the mark
sheets as this can be distracting.
Teacher/examiners must not smoke in the examination room or in the presence of
candidates. Smokers should arrange for breaks in the timetable as necessary.
8
Conduct of the examination
(a) Teacher/examiners should do their best to put candidates at their ease, e.g. by smiling
when they enter the room, and indicating where they should sit. A good teacher/examiner
will usually send a candidate out of the interview room smiling, no matter how good or
bad the performance has been. However, the use of expressions such as ‘very good’,
which candidates may interpret as a comment on performance, should be avoided.
(b) In addition, teacher/examiners should not walk about or distract candidates in any way
(e.g. by doodling or fiddling with papers, etc.); should always appear interested, even in
mundane matters; should never show undue surprise, impatience or mockery; and should
never correct a candidate.
9
Recording of candidates
The Centre is responsible for supplying blank cassettes/CDs for the recording of
its moderation sample: these will not be supplied by Cambridge. The Centre is also
Cambridge IGCSE Mandarin Chinese
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Section 3: May/June 2012 Teachers’ Notes Booklet
responsible for supplying recording equipment (e.g. cassette recorder and microphone). All
recording equipment, including cassettes/CDs, must be of as high a standard as possible to
ensure that moderation samples are clearly audible. In order to ensure that recording levels
are satisfactory for both candidates and teacher/examiner, the equipment to be used must be
tested in situ some time before the actual examination, ideally with one of the candidates.
If at all possible, external microphones should be used so that separate microphones can
be supplied to the candidate and the teacher/examiner. If only one microphone is used it
should be placed nearer to the candidate than to the teacher/examiner. With a softly-spoken
candidate the microphone should be placed even nearer to the candidate before the start of
the examination.
Moderation samples must be recorded at normal speed onto either C90 audiocassettes or
standard format CDs. Mini cassettes and mini CDs must not be used. Where Centres make
use of digital recording software, each candidate’s file must be saved individually and saved
as .mp3 so that it can be accessed for the purposes of moderation.
If C90 cassettes are used, these are 45 minutes per side and therefore 6 Speaking
examinations should fit on each cassette, 3 on each side. An audio CD will record
approximately 80 minutes of sound/5 candidates.
The recording must not be stopped once a candidate’s examination has started.
Each cassette/CD must be introduced by the teacher/examiner, as follows:
‘Cassette/CD number...
Centre number e.g. HK215
Centre name e.g. King’s College
Examination number 0547
Examination name IGCSE Mandarin Chinese
Name of examiner e.g. Mr R Peters
Date e.g. 2nd March 2012’
Each candidate must be introduced by the teacher/examiner, as follows:
‘Candidate Number e.g. 047
Candidate Name e.g. William Lee
Role Play Card e.g. Number 4’
After the last recording on side A of a cassette the teacher/examiner must announce ‘No more
recordings on this side. Recording continues on side B’. Cassettes must be wound on to the
end before turning over or starting a new cassette.
After the last candidate on each cassette/CD, the teacher/examiner must announce ‘end of
cassette/CD no. ...’; and after the last candidate on the last cassette/CD ‘end of examination’.
Cassettes
Each cassette box must be clearly labelled with syllabus name, syllabus/component number,
Centre name/number and candidate name/number in recording order. Labels are provided
by Cambridge for this purpose. In addition each cassette must be labelled with syllabus/
component number and Centre number.
CDs
Each CD sleeve must be labelled with syllabus name, syllabus/component number, Centre
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Section 3: May/June 2012 Teachers’ Notes Booklet
name/number and candidate name/number in recording order. Each CD must be labelled with
syllabus/component number and Centre number. CD friendly marker pens must be used to
label CDs as the use of biro, for example, may make the contents of the CD unreadable.
Each recorded file on the CD must be clearly named using the following convention:
Centre number_candidate number_syllabus number_component number.
Before cassettes/CDs are despatched, spot checks must be made to ensure that every
candidate is clearly audible. Cassettes must then be rewound to the start of side 1.
If for any reason the cassette/CD has failed to record or there are problems with the audibility
of the recordings, the Centre must contact Cambridge Customer Services immediately to seek
advice.
10
Internal moderation
Where Centres with large numbers of candidates request permission from Cambridge to use
more than one teacher/examiner to conduct and assess the Speaking examination for their
candidates, this will be granted on the understanding that the following procedures are put in
place. The purpose of these procedures is to ensure that marks submitted by the Centre are
consistent for all candidates, irrespective of which teacher/examiner conducted and assessed
the examination:
• The teacher/examiners conducting and assessing Speaking examinations at the Centre
must work together to ensure a common approach to the conduct of the Speaking
examination and the application of the mark scheme.
• One teacher/examiner at the Centre must take responsibility for the standardisation
of the marking of teacher/examiners at the Centre. This person must ensure that all
candidates taking the 0547/03 Speaking test at the Centre are judged against the
same standards and that a valid rank order of candidates for the Centre as a whole is
produced.
Standardisation can take various forms, but the initial marking of each candidate must
be done as the test is being conducted and not on the basis of a recording.
• The Speaking tests of all candidates at the Centre must be recorded. A single recorded
sample for External Moderation should then be produced according to the instructions in
paragraph 4 (Recorded sample), with the additional requirement that the sample should,
as far as possible, include equal numbers of recordings from each teacher/examiner
used at the Centre. A Speaking Examination Working Mark Sheet should be submitted
for each teacher/examiner, with candidate names and numbers clearly entered.
• The final column on the Working Mark Sheet (Internal and/or External Moderation) must
be used to record the results of Internal Moderation and details of the Centre’s Internal
Moderation procedures must be enclosed with the materials for External Moderation.
Guidelines for the Internal Standardisation/Moderation of Cambridge IGCSE Foreign Language
Speaking tests are available from Cambridge.
Cambridge IGCSE Mandarin Chinese
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Section 3: May/June 2012 Teachers’ Notes Booklet
STRUCTURE OF THE EXAMINATION
Test 1: Role Plays (about 5 minutes) 30 marks
(a) A number of alternative role play cards are supplied by Cambridge, and these should be used
at random during each session of examining. The teacher/examiner gives each candidate
one card containing two role play situations (Role Play A and Role Play B). Each of these
situations consists of five tasks (numbered 1-5 on the Role Play Cards). Candidates must be
examined in both role play situations on the card they have been given and must complete all
the tasks specified on their card. Having given the first candidate 15 minutes to prepare his/her
two situations, the teacher/examiner should hand a different card to the second candidate to
prepare while the first candidate is being examined.
Candidates may not make written notes during their preparation time. They may take the Role
Play Card they have prepared into the examination room. However, they may not take the Role
Play Card away with them once the Speaking examination is over.
Teacher/examiners should note that although the timing for the role plays is given as 5 minutes,
the actual time it takes to complete them will often be less and will vary from candidate to
candidate.
(b) For each role play situation, the role of the teacher/examiner is specified on pages 25–30 of
this booklet. Usually, the teacher/examiner has to initiate the dialogue. The teacher/examiner is
to assume the role of a well-disposed native speaker with no knowledge of the candidate’s first
language.
Teacher/examiners must prepare the situations carefully and ensure that they play their role as
prescribed by Cambridge in order that candidates are given the opportunity to attempt all the
required tasks. The teacher/examiner must not create extra tasks, nor must s/he omit tasks.
(c) Each situation must be carried out in full. If the candidate cannot handle one of the tasks set,
the teacher/examiner should not leave too long a pause, but should lead the candidate on to
the next task.
(d) Should a candidate miss out a task, the teacher/examiner should try to guide him/her back to it,
in as natural a way as possible, e.g. by repeating or rephrasing a question if the candidate fails
to complete the task at the first attempt or gives an ambiguous response. It does not matter
to Moderators that this may lead to tasks occurring in a different order, as long as they are all
attempted. However, teacher/examiners must ensure that when rephrasing a task they do not
change its nature, e.g. if the task requires a candidate to produce a particular vocabulary item
and this is in fact supplied by the teacher/examiner, no credit can be given.
For mark scheme, see Table A of the Marking Instructions.
Test 2: Topic Presentation/Conversation (about 5 minutes) 30 marks
(a) This part of the examination starts with a one to two minute presentation by the candidate on a
topic of their choice which they will have prepared in advance. The teacher/examiner will follow
up the presentation with specific questions on the topic bringing the total time for the Topic
Presentation and Topic Conversation to approximately 5 minutes.
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Section 3: May/June 2012 Teachers’ Notes Booklet
(b) It is not expected that all candidates within a Centre will prepare the same topic. Candidates
must be encouraged to choose a topic in which they have a personal interest. Suitable subjects
might be, for example: ‘School life’, ‘Hobbies and pastimes’ (general or specific), ‘My country’,
‘Life in another country’, ‘My ambitions’, ‘Holidays’. Topics dealing with politics or social and
economic issues are ambitious for this level of achievement and may disadvantage candidates
if they do not possess the linguistic skills and maturity of ideas which such topics necessitate.
Candidates should not be allowed to present ‘Myself’ or ‘My life’ as topics as these can often
pre-empt the General Conversation section.
(c) Candidates may use illustrative material, e.g. photographs, if this seems appropriate to their
topic, but are not allowed to use written notes of any kind.
(d) The teacher/examiner must allow the candidate to speak for one to two minutes uninterrupted
on their chosen topic before starting the Topic Conversation. Where a candidate has been
talking for two minutes and shows no sign of finishing their Topic Presentation, the teacher/
examiner must interrupt and start the Topic Conversation.
(e) In the Topic Conversation, candidates should be able to respond to the teacher/examiner’s
questions in a spontaneous and natural manner. It is the extent to which candidates can
manipulate their prepared material according to the needs of the teacher/examiner that
determines their marks: candidates must not be allowed to deliver a prepared monologue or a
series of obviously prepared replies.
(f)
The teacher/examiner must try to extend the candidate as far as possible by giving them the
opportunity to provide opinions and justifications and use a variety of time frames. In order to
extend the candidate as far as possible, the teacher/examiner should probe, explore, ask for
explanations, enlargements, descriptions (how? when? why? tell me a bit more about…etc.).
For mark scheme, see Table B of the Marking Instructions.
Test 3: General Conversation (about 5 minutes) 30 marks
(a) The teacher/examiner must indicate to the candidate the point of transition from Topic
Conversation to General Conversation.
It can be helpful to ease the candidate into the General Conversation either by starting out from
a point of interest noted earlier, or by asking a couple of general ‘starter’ questions relating to
the candidate’s everyday life.
Questioning in the General Conversation must not cover the same material as the Topic
Conversation, e.g. if the candidate has talked about Sport in the Topic Conversation, it is not
appropriate for the teacher/examiner to return to this topic in the General Conversation.
The General Conversation must last the stipulated 5 minutes for each candidate. Some
candidates may dry up after a few minutes, but it is important to persevere with the conversation
(e.g. by complete changes of subject), so that they are given every opportunity to do themselves
justice.
(b) The teacher/examiner should aim to cover at least two or three of the Defined Content Topics
in this section of the examination (these are listed in the Curriculum Content section of the
syllabus booklet). Examples of suitable topics are school (subjects, number of periods, times,
games, etc.), home, town, journey to and from school, free time (evenings, weekends), holidays,
hobbies. All candidates can reasonably be expected to have the command of vocabulary and
idiom necessary to discuss these topics.
Cambridge IGCSE Mandarin Chinese
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Section 3: May/June 2012 Teachers’ Notes Booklet
Precise factual information or knowledge is not required, and candidates should not be
penalised for lack of such knowledge. The teacher/examiner should be ready to pass on quickly
to another topic if candidates are obviously out of their depth. Care should be taken to avoid
questions which might cause embarrassment, e.g. where a candidate has only one parent.
(Centres are requested to supply such information to the teacher/examiner in advance.)
(c) Candidates are expected to give natural replies to questions so their answers need not be
in the form of complete sentences. However, candidates whose conversation consists largely
of monosyllabic or disjointed replies cannot gain much credit for such a performance, and
it is therefore the teacher/examiner’s responsibility to avoid questions inviting answers of
simply ‘yes’ or ‘no’. Instead, the teacher/examiner must use a variety of question types and
interrogative adverbs, ranging from a basic level of simple questions which demand short
predictable responses, e.g. when? how many? how long? with whom? with what? how? etc. to
more searching questions such as why? tell me about… what do you think about?
(d) Questions should be adjusted to the candidate’s ability. However, as in the Topic Conversation,
the teacher/examiner must try to extend the candidate as far as possible by giving them the
opportunity to provide opinions and justifications and use a variety of time frames (themes
could be past visits to other countries, plans for the future, etc.). More able candidates may not
be able to do themselves justice if the more stretching questions are avoided.
(e) Candidates should be prompted and encouraged where necessary and long silences should be
avoided. However, a candidate should not be interrupted unless it is clear that he or she cannot
complete the answer. Incorrect answers should never be corrected, nor answers supplied
when none are given. Questions should be rephrased (rather than repeated) in an attempt to
maintain the dialogue.
(f)
The use of vocabulary or phrases from the candidate’s first language should be avoided, except
in the case of particular institutions e.g. names of examinations, types of school, etc.
(g) The teacher/examiner must avoid talking too much themselves and limiting the amount of time
available to the candidate to show what they can do. The onus is on the candidate to show that
he or she can converse adequately in the language, but at the same time it is up to the teacher/
examiner to make sure that the candidate is given every opportunity to do so by following up
any opening given.
For mark scheme, see Table B of the Marking Instructions.
Impression 10 marks
At the end of the examination, the teacher/examiner must make an assessment of the candidate’s
pronunciation, accent and fluency based on the candidate’s overall performance in the Speaking
examination.
For mark scheme, see Table C of the Marking Instructions.
22
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Section 3: May/June 2012 Teachers’ Notes Booklet
MARKING INSTRUCTIONS
Use the Speaking Examination Working Mark Sheet (see page 65: to be photocopied as required).
Test 1 Role Plays. 30 marks. Use Table A.
Enter the mark for each task in the ten columns 1–10 of the Speaking Examination Working
Mark Sheet.
Test 2 Topic Presentation/Conversation. 30 marks. Use Table B.
(i)
A mark out of 15 on Scale (a) Comprehension/responsiveness.
Enter the mark in column 11.
(ii) A mark out of 15 on Scale (b) Linguistic content.
Enter the mark in column 12.
Test 3 General Conversation. 30 marks. Use Table B.
Mark as for Test 2 using Table B.
Enter marks out of 15 in columns 13 and 14.
Test 4 Impression. 10 marks. Use Table C.
Enter the mark (maximum 10) in column 15.
Add the marks and enter the total, in large figures, in the column headed Total Mark. Please double
check the addition as even small errors create problems.
Marking: General Principles
1
Teacher/examiners are urged to use the full range of marks, bearing in mind that it is not
necessary for a candidate to be of native speaker standard in order to be given maximum
marks within any single category.
2
The general approach is a positive one and marks should be awarded based on what the
candidate can do rather than deducted for errors.
3
Above all else, teacher/examiners should be consistent in their marking. The moderation
process allows for adjustments to be made to consistently harsh or consistently generous
marking. Where teacher/examiners are unsure of the mark to award, they should err on the
side of generosity.
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Section 3: May/June 2012 Teachers’ Notes Booklet
TABLE A – Test 1: Role Plays (30 marks)
In this part of the examination the teacher/examiner plays the part of a patient and well-disposed
foreigner with no knowledge of the candidate’s first language.
The role plays test the ability of the candidates to communicate needs, information, requests, etc.,
in plausibly life-like situations. Intelligibility is therefore more important than grammatical or syntactic
accuracy. However, verbal communication only is assessed: credit is not given for gestures, facial
expressions or other non-verbal forms of communication.
Candidates are required to give natural responses, not necessarily in the form of full sentences. The
use of appropriate register and correct idiom is rewarded.
Each of the ten tasks to be performed in the role plays will be assessed on the scale below. Marks
may not be awarded for the completion of tasks other than those specified by Cambridge in the
Role Play Cards/Teachers’ Notes Booklet, nor for tasks that are omitted.
An accurate utterance which not only conveys the meaning but which is expressed
in native idiom and appropriate register. Minor errors are tolerated. The utterance is
intelligible and the task of communication is achieved.
3
The language used is not necessarily the most appropriate to the situation and may
contain inaccuracies which do not obscure the meaning.
2
Communication of some meaning is achieved, but the native speaker would find the
message ambiguous or incomplete.
1
The utterance is unintelligible to the native speaker.
0
NB 1
If there are two elements in a task and only one is completed, then a maximum of one
mark only may be awarded.
2
When awarding marks, teacher/examiners should start at the bottom of the mark scheme
and work upwards:
0 = nothing of worth communicated
1 = partial communication
2 = all points communicated – but with some linguistic inaccuracies – meaning clear
3 = meaning clear and accurately conveyed.
3
24
Short utterances, if appropriate, can be worth three marks – especially true in Role Play A.
Cambridge IGCSE Mandarin Chinese
Section 3: May/June 2012 Teachers’ Notes Booklet
TABLE B – Tests 2 and 3: Topic Presentation/Conversation and General Conversation
(2 × 30 marks)
Each of Tests 2 and 3 is marked on two scales:
Scale (a)
Comprehension/responsiveness. This assesses the candidate’s response in terms of
comprehension of the teacher/examiner, immediacy of reaction/response, fluency of
response, presentation of material in the topic.
Scale (b)
Linguistic content. This assesses the linguistic content of the candidate’s answers in
terms of the complexity, accuracy and range of structures, vocabulary and idiom.
Category
Outstanding
Very good
Good
Satisfactory
Weak
Poor
Mark
(a)
A spontaneous interchange between candidate and examiner.
Responds confidently to all question types. Fluent. Not
necessarily of native speaker standard.
(b)
Very accurate use of structures, vocabulary and idiom with
occasional errors in more complex language. Not necessarily of
native speaker standard.
(a)
Generally understands questions first time, but may require
occasional re-phrasing. Can respond satisfactorily to both
straightforward and unexpected questions.
(b)
Wide range of mostly accurate structures, vocabulary and idiom.
(a)
Has no difficulty with straightforward questions and responds
fairly well to unexpected ones, particularly when they are rephrased.
(b)
Good range of generally accurate structures, varied vocabulary.
(a)
Understands straightforward questions but has difficulty with
some unexpected ones and needs some re-phrasing. Fairly
fluent, but some hesitation.
(b)
Adequate range of structures and vocabulary. Can convey past
and future meaning; some ambiguity.
(a)
Has difficulty even with straightforward questions, but still
attempts an answer.
(b)
Shows elementary, limited vocabulary and faulty manipulation of
structures.
(a)
Frequently fails to understand the questions and has great
difficulty in replying.
(b)
Shows very limited range of structures and vocabulary.
14–15
12–13
10–11
7–9
4–6
0–3
The mark scheme allows for the award of a mark of zero. examiners and Moderators are made
aware that they should use the full range of marks as appropriate.
Cambridge IGCSE Mandarin Chinese
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Section 3: May/June 2012 Teachers’ Notes Booklet
TABLE C – Impression (10 marks)
26
Very good pronunciation, intonation and fluency; an occasional slight mistake or
hesitation. Not necessarily of native speaker standard.
9–10
Good pronunciation and fluency; makes a fair attempt at correct intonation and
expression; some mistakes and/or hesitation.
7–8
A fair degree of fluency and accuracy in pronunciation despite quite a number of errors;
some attempt at intonation and expression.
5–6
Conveys some meaning despite a lack of fluency and many errors; pronunciation
strongly influenced by first language.
3–4
Many gross errors; frequently incomprehensible.
0–2
Cambridge IGCSE Mandarin Chinese
Section 3: May/June 2012 Teachers’ Notes Booklet
For Role Play Cards One, Two, Three. Role Play A.
A
㗕Ꮬ˖ഄ䪕ϞⱘϔϾҎ
Դ˖࣫Ҁ໻ᄺⱘϔϾ㕢೑⬭ᄺ⫳
Դത೼ഄ䪕Ϟˈ䎳ത೼Դᮕ䖍ⱘϔϾҎ䇜䆱DŽ
You are on an underground train, talking to the person sitting next to you.
Ꮬ˖Դᰃા೑Ҏ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դⱘ∝䇁ᰃ೼ા‫ܓ‬ᄺⱘ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դᴹ࣫Ҁ‫خ‬ѯҔМ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖ԴҞ໽এા‫˛ܓ‬
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖ԴЎҔМএ[place]˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
27
Section 3: May/June 2012 Teachers’ Notes Booklet
For Role Play Cards Four, Five, Six. Role Play A.
A
㗕Ꮬ˖ଂ䋻ਬ
Դ˖фϰ㽓ⱘϔԡ乒ᅶ
Դ೼ϔᆊⱒ䋻ଚᑫ㒭ϔԡ᳟টф㸷᳡DŽ
You are in a department store buying clothes for a friend.
Ꮬ˖Դᛇ㒭᳟টфҔМ㸷᳡˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ㽕ҔМ买㡆ⱘ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դᛇф޴ӊᴵ[clothing] ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ᳟টᑈ㑾໮໻˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖ҪཌྷⱘϾᄤ↨Դ催৫˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
28
Cambridge IGCSE Mandarin Chinese
Section 3: May/June 2012 Teachers’ Notes Booklet
For Role Play Cards Seven, Eight, Nine. Role Play A.
A
㗕Ꮬ˖ԴⱘЁ೑᳟ট
Դ˖ϔԡ⊩೑⬭ᄺ⫳
Դ೼Ϟ⍋⬭ᄺDŽԴ䎳ϔԡ߮߮䅸䆚ⱘЁ೑᳟ট೼ϔᆊ佁佚ৗ
佁DŽ
You are studying in Shanghai. You are talking to a new Chinese friend in a restaurant.
Ꮬ˖Դ୰⃶ৗ叵䖬ᰃ吁ᄤ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖⊩೑㦰䎳Ё೑㦰ϔḋདৗ৫˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ೼Ϟ⍋Ꮖ㒣໮Йњ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դᛇᆊ৫˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ‫ޚ‬໛ҔМᯊ‫׭‬ಲ೑˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
29
Section 3: May/June 2012 Teachers’ Notes Booklet
For Role Play Cards One, Four, Seven. Role Play B.
B
㗕Ꮬ˖䚂ሔⱘϔԡᎹ԰Ҏਬ
Դ˖Դ㞾Ꮕ
Դ೼䚂ሔ㒭᳟টᆘϔϾ䚂ࣙDŽ
You are in a post office, posting a parcel to a friend.
Ꮬ˖Դ㽕ᆘࠄા‫˛ܓ‬
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖䞠䖍ᰃҔМϰ㽓˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ㽕ᆘ㟾ぎ৫˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ䖬㽕߿ⱘ৫˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դᄺњ޴ᑈ∝䇁њ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
30
Cambridge IGCSE Mandarin Chinese
Section 3: May/June 2012 Teachers’ Notes Booklet
For Role Play Cards Two, Five, Eight. Role Play B.
B
㗕Ꮬ˖ए⫳
Դ˖Դ㞾Ꮕ
Դ䎳ϔԡए⫳䇜Դⱘ䑿ԧ‫ع‬ᒋᚙ‫މ‬DŽ
You are discussing your health with a doctor.
Ꮬ˖᳔䖥Դ䑿ԧᗢМḋ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖ԴϔϾ᯳ᳳৗ޴⃵㙝˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ୰⃶ৗҔМ∈ᵰ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ䛑‫خ‬ѯҔМԧ㚆⌏ࡼ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ↣໽޴⚍ⴵ㾝˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
31
Section 3: May/June 2012 Teachers’ Notes Booklet
For Role Play Cards Three, Six, Nine. Role Play B.
B
㗕Ꮬ˖䫊㸠ⱘϔԡᎹ԰Ҏਬ
Դ˖ϔԡ໪೑⬭ᄺ⫳
Դ೼䫊㸠ᤶ䪅ˈ䎳ϔԡᎹ԰Ҏਬ䇜䆱DŽ
You are in a bank changing money, talking to a bank clerk.
Ꮬ˖Դᛇᤶ໮ᇥ䪅˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դএા‫ܓ‬ᮙ㸠˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ‫ޚ‬໛೼[place] ԣ޴໽˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ䎳䇕ϔ䍋এ˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
Ꮬ˖Դ೼[place] ‫خ‬ҔМਸ਼˛
⫳˖ಲㄨҪཌྷⱘ䯂乬DŽ
32
Cambridge IGCSE Mandarin Chinese
Section 4: May/June 2012 Role Play Cards
Section 4: May/June 2012 Role Play Cards
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Card One
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and
yourself are indicated. You have 15 minutes to prepare the situations.
The important thing is to convey the message.
You should remember that you are taking part in a conversation: you must respond to what the examiner
says, and not simply carry out the tasks supplied as though the examiner were not there.
Although it may not be specified, you are expected to include such details as ‘Good morning’, ‘Thank you’;
etc., as appropriate.
This document consists of 2 printed pages.
(NL) 53959/1
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
33
Section 4: May/June 2012 Role Play Cards
A
㗕Ꮬ˖ഄ䪕ϞⱘϔϾҎ
Դ˖࣫Ҁ໻ᄺⱘϔϾ㕢೑⬭ᄺ⫳
Դത೼ഄ䪕Ϟˈ䎳ത೼Դᮕ䖍ⱘϔϾҎ䇜䆱DŽ
You are on an underground train, talking to the person sitting next to you.
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
ಲㄨҪཌྷⱘ䯂乬DŽ
5
B
㗕Ꮬ˖䚂ሔⱘϔԡᎹ԰Ҏਬ
Դ˖Դ㞾Ꮕ
Դ೼䚂ሔ㒭᳟টᆘϔϾ䚂ࣙDŽ
You are in a post office, posting a parcel to a friend.
34
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
Section 4: May/June 2012 Role Play Cards
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Card Two
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and
yourself are indicated. You have 15 minutes to prepare the situations.
The important thing is to convey the message.
You should remember that you are taking part in a conversation: you must respond to what the examiner
says, and not simply carry out the tasks supplied as though the examiner were not there.
Although it may not be specified, you are expected to include such details as ‘Good morning’, ‘Thank you’;
etc., as appropriate.
This document consists of 2 printed pages.
(NL) 53959/1
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
35
Section 4: May/June 2012 Role Play Cards
A
㗕Ꮬ˖ഄ䪕ϞⱘϔϾҎ
Դ˖࣫Ҁ໻ᄺⱘϔϾ㕢೑⬭ᄺ⫳
Դത೼ഄ䪕Ϟˈ䎳ത೼Դᮕ䖍ⱘϔϾҎ䇜䆱DŽ
You are on an underground train, talking to the person sitting next to you.
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
B
㗕Ꮬ˖ए⫳
Դ˖Դ㞾Ꮕ
Դ䎳ϔԡए⫳䇜Դⱘ䑿ԧ‫ع‬ᒋᚙ‫މ‬DŽ
You are discussing your health with a doctor.
36
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
Section 4: May/June 2012 Role Play Cards
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Card Three
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and
yourself are indicated. You have 15 minutes to prepare the situations.
The important thing is to convey the message.
You should remember that you are taking part in a conversation: you must respond to what the examiner
says, and not simply carry out the tasks supplied as though the examiner were not there.
Although it may not be specified, you are expected to include such details as ‘Good morning’, ‘Thank you’;
etc., as appropriate.
This document consists of 2 printed pages.
(NL) 53959/1
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
37
Section 4: May/June 2012 Role Play Cards
A
㗕Ꮬ˖ഄ䪕ϞⱘϔϾҎ
Դ˖࣫Ҁ໻ᄺⱘϔϾ㕢೑⬭ᄺ⫳
Դത೼ഄ䪕Ϟˈ䎳ത೼Դᮕ䖍ⱘϔϾҎ䇜䆱DŽ
You are on an underground train, talking to the person sitting next to you.
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
B
㗕Ꮬ˖䫊㸠ⱘϔԡᎹ԰Ҏਬ
Դ˖ϔԡ໪೑⬭ᄺ⫳
Դ೼䫊㸠ᤶ䪅ˈ䎳ϔԡᎹ԰Ҏਬ䇜䆱DŽ
You are in a bank changing money, talking to a bank clerk.
38
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
Section 4: May/June 2012 Role Play Cards
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Card Four
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and
yourself are indicated. You have 15 minutes to prepare the situations.
The important thing is to convey the message.
You should remember that you are taking part in a conversation: you must respond to what the examiner
says, and not simply carry out the tasks supplied as though the examiner were not there.
Although it may not be specified, you are expected to include such details as ‘Good morning’, ‘Thank you’;
etc., as appropriate.
This document consists of 2 printed pages.
(NL) 53959/1
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
39
Section 4: May/June 2012 Role Play Cards
A
㗕Ꮬ˖ଂ䋻ਬ
Դ˖фϰ㽓ⱘϔԡ乒ᅶ
Դ೼ϔᆊⱒ䋻ଚᑫ㒭ϔԡ᳟টф㸷᳡DŽ
You are in a department store buying clothes for a friend.
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
B
㗕Ꮬ˖䚂ሔⱘϔԡᎹ԰Ҏਬ
Դ˖Դ㞾Ꮕ
Դ೼䚂ሔ㒭᳟টᆘϔϾ䚂ࣙDŽ
You are in a post office, posting a parcel to a friend.
40
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
Section 4: May/June 2012 Role Play Cards
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Card Five
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and
yourself are indicated. You have 15 minutes to prepare the situations.
The important thing is to convey the message.
You should remember that you are taking part in a conversation: you must respond to what the examiner
says, and not simply carry out the tasks supplied as though the examiner were not there.
Although it may not be specified, you are expected to include such details as ‘Good morning’, ‘Thank you’;
etc., as appropriate.
This document consists of 2 printed pages.
(NL) 53959/1
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
41
Section 4: May/June 2012 Role Play Cards
A
㗕Ꮬ˖ଂ䋻ਬ
Դ˖фϰ㽓ⱘϔԡ乒ᅶ
Դ೼ϔᆊⱒ䋻ଚᑫ㒭ϔԡ᳟টф㸷᳡DŽ
You are in a department store buying clothes for a friend.
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
B
㗕Ꮬ˖ए⫳
Դ˖Դ㞾Ꮕ
Դ䎳ϔԡए⫳䇜Դⱘ䑿ԧ‫ع‬ᒋᚙ‫މ‬DŽ
You are discussing your health with a doctor.
42
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
Section 4: May/June 2012 Role Play Cards
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Card Six
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and
yourself are indicated. You have 15 minutes to prepare the situations.
The important thing is to convey the message.
You should remember that you are taking part in a conversation: you must respond to what the examiner
says, and not simply carry out the tasks supplied as though the examiner were not there.
Although it may not be specified, you are expected to include such details as ‘Good morning’, ‘Thank you’;
etc., as appropriate.
This document consists of 2 printed pages.
(NL) 53959/1
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
43
Section 4: May/June 2012 Role Play Cards
A
㗕Ꮬ˖ଂ䋻ਬ
Դ˖фϰ㽓ⱘϔԡ乒ᅶ
Դ೼ϔᆊⱒ䋻ଚᑫ㒭ϔԡ᳟টф㸷᳡DŽ
You are in a department store buying clothes for a friend.
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
B
㗕Ꮬ˖䫊㸠ⱘϔԡᎹ԰Ҏਬ
Դ˖ϔԡ໪೑⬭ᄺ⫳
Դ೼䫊㸠ᤶ䪅ˈ䎳ϔԡᎹ԰Ҏਬ䇜䆱DŽ
You are in a bank changing money, talking to a bank clerk.
44
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
Section 4: May/June 2012 Role Play Cards
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Card Seven
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and
yourself are indicated. You have 15 minutes to prepare the situations.
The important thing is to convey the message.
You should remember that you are taking part in a conversation: you must respond to what the examiner
says, and not simply carry out the tasks supplied as though the examiner were not there.
Although it may not be specified, you are expected to include such details as ‘Good morning’, ‘Thank you’;
etc., as appropriate.
This document consists of 2 printed pages.
(NL) 53959/1
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
45
Section 4: May/June 2012 Role Play Cards
A
㗕Ꮬ˖ԴⱘЁ೑᳟ট
Դ˖ϔԡ⊩೑⬭ᄺ⫳
Դ೼Ϟ⍋⬭ᄺDŽԴ䎳ϔԡ߮߮䅸䆚ⱘЁ೑᳟ট೼ϔᆊ佁佚ৗ佁DŽ
You are studying in Shanghai. You are talking to a new Chinese friend in a restaurant.
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
B
㗕Ꮬ˖䚂ሔⱘϔԡᎹ԰Ҏਬ
Դ˖Դ㞾Ꮕ
Դ೼䚂ሔ㒭᳟টᆘϔϾ䚂ࣙDŽ
You are in a post office, posting a parcel to a friend.
46
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
Section 4: May/June 2012 Role Play Cards
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Card Eight
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and
yourself are indicated. You have 15 minutes to prepare the situations.
The important thing is to convey the message.
You should remember that you are taking part in a conversation: you must respond to what the examiner
says, and not simply carry out the tasks supplied as though the examiner were not there.
Although it may not be specified, you are expected to include such details as ‘Good morning’, ‘Thank you’;
etc., as appropriate.
This document consists of 2 printed pages.
(NL) 53959/1
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
47
Section 4: May/June 2012 Role Play Cards
A
㗕Ꮬ˖ԴⱘЁ೑᳟ট
Դ˖ϔԡ⊩೑⬭ᄺ⫳
Դ೼Ϟ⍋⬭ᄺDŽԴ䎳ϔԡ߮߮䅸䆚ⱘЁ೑᳟ট೼ϔᆊ佁佚ৗ佁DŽ
You are studying in Shanghai. You are talking to a new Chinese friend in a restaurant.
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
B
㗕Ꮬ˖ए⫳
Դ˖Դ㞾Ꮕ
Դ䎳ϔԡए⫳䇜Դⱘ䑿ԧ‫ع‬ᒋᚙ‫މ‬DŽ
You are discussing your health with a doctor.
48
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
Section 4: May/June 2012 Role Play Cards
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
0547/03
MANDARIN CHINESE
Paper 3 Speaking Role Play Card Nine
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and
yourself are indicated. You have 15 minutes to prepare the situations.
The important thing is to convey the message.
You should remember that you are taking part in a conversation: you must respond to what the examiner
says, and not simply carry out the tasks supplied as though the examiner were not there.
Although it may not be specified, you are expected to include such details as ‘Good morning’, ‘Thank you’;
etc., as appropriate.
This document consists of 2 printed pages.
(NL) 53959/1
© UCLES 2012
[Turn over
Cambridge IGCSE Mandarin Chinese
49
Section 4: May/June 2012 Role Play Cards
A
㗕Ꮬ˖ԴⱘЁ೑᳟ট
Դ˖ϔԡ⊩೑⬭ᄺ⫳
Դ೼Ϟ⍋⬭ᄺDŽԴ䎳ϔԡ߮߮䅸䆚ⱘЁ೑᳟ট೼ϔᆊ佁佚ৗ佁DŽ
You are studying in Shanghai. You are talking to a new Chinese friend in a restaurant.
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
B
㗕Ꮬ˖䫊㸠ⱘϔԡᎹ԰Ҏਬ
Դ˖ϔԡ໪೑⬭ᄺ⫳
Դ೼䫊㸠ᤶ䪅ˈ䎳ϔԡᎹ԰Ҏਬ䇜䆱DŽ
You are in a bank changing money, talking to a bank clerk.
50
1
ಲㄨҪཌྷⱘ䯂乬DŽ
2
ಲㄨҪཌྷⱘ䯂乬DŽ
3
ಲㄨҪཌྷⱘ䯂乬DŽ
4
ಲㄨҪཌྷⱘ䯂乬DŽ
5
ಲㄨҪཌྷⱘ䯂乬DŽ
Cambridge IGCSE Mandarin Chinese
Section 5: Commentary and assessment of recorded Speaking Tests
Section 5: Commentary and assessment of recorded
Speaking Tests
To be used in conjunction with the IGCSE Teachers’ Notes Booklet and Role Play Cards in Sections 3 and 4
of this handbook. The recorded performances can be found on the accompanying CDs.
CANDIDATE 1 – CARD 9 (CD 1)
The teacher/examiner does not state the roles and the situation in Chinese.
Role Play A
Task 1
No problems.
Task 2
The response is incomprehensible.
0 mark
Task 3
The response is ambiguous.
1 mark
Task 4
No problems.
Task 5
The response is ambiguous.
3 marks
3 marks
1 mark
Total = 8 marks
Role Play B
Task 1
The response ϔⱒ䪅 is incomplete.
2 marks
Task 2
No problems.
3 marks
Task 3
No problems.
3 marks
Task 4
No problems.
3 marks
Task 5
No problems.
3 marks
Total = 14 marks
Total = 8 + 14 = 22 marks
Cambridge IGCSE Mandarin Chinese
51
Section 5: Commentary and assessment of recorded Speaking Tests
Topic presentation/conversation: Holiday
The teacher/examiner starts by saying ㄀ϔ䚼ߚ㒧ᴳњˈ៥Ӏৃҹᓔྟ㄀Ѡ䚼ߚDŽThe Presentation is quite
good, with a range of vocabulary, and using some conjunctive structures such as ㄀Ѡ໽andҹৢ. The
teacher/examiner interrupts after a suitable interval, and asks about her travels and her visit to Nice and
Paris, including eating and shopping. The teacher/examiner asks her to compare the two cities. The pace
and content of the questions are very good.
Scale (a) The candidate has no difficulty with straightforward questions and is able to sustain the
conversation with reasonable fluency even when it moves into less familiar areas. She is at the top of the
Good band for Comprehension/responsiveness and a score of 11 is indicated.
Scale (b) She has a wide range of vocabulary, some of it (Louvre, Eiffel Tower, da Vinci) quite specialised,
and allowing her to talk in some detail about her travels. However, she is not always able to construct
sentences accurately, for example when saying with whom she will travel. She is able to use both past and
future time-frames. She is in the Good band for Linguistic Content. A score of 11 is indicated.
Total = 11 + 11 = 22 marks
General conversation
The teacher/examiner starts by saying㄀Ѡ䚼ߚ㒧ᴳњˈ៥Ӏᓔྟ㄀ϝ䚼ߚDŽ៥Ӏ䇈䇈߿ⱘϰ㽓DŽThe topics
covered include her name, sport, school subjects being studied, and out-of-school activities. At home, the
daily routine, meals and who does the cooking, leading naturally into questions about her experiences of
eating foreign food.
Scale (a) She understands simple questions but is insecure with more unexpected ones. There is
more hesitation than in the Topic Conversation. She is in the Satisfactory band for Comprehension/
responsiveness. A score of 8 is indicated.
Scale (b) She can speak about her own diet, and is able to talk about past experiences, but her vocabulary
is not sufficient to speak convincingly about eating foreign food. She is in the Satisfactory band for Linguistic
Content. A score of 8 is indicated.
Total = 8 + 8 = 16 marks
Impression
She has a fair degree of fluency. She pronounces some words very well, and makes a fair attempt at the
tones. A score of 7 is indicated.
Total = 7 marks
Overall total = 8 + 14 + 11 + 11 + 8 + 8 + 7 = 67 marks
This is a very solid C performance.
52
Cambridge IGCSE Mandarin Chinese
Section 5: Commentary and assessment of recorded Speaking Tests
CANDIDATE 2 – CARD 7
The teacher/examiner introduces the roles and the situation in Chinese.
Role Play A
Task 1
No problems.
3 marks
Task 2
No problems.
3 marks
Task 3
No problems.
3 marks
Task 4
No problems.
3 marks
Task 5
No problems.
3 marks
Total = 15 marks
Role Play B
Task 1
No problems.
3 marks
Task 2
Minor error with the pronunciation but the meaning is clear.
3 marks
Task 3
No problems.
3 marks
Task 4
No problems.
3 marks
Task 5
No problems.
3 marks
Total = 15 marks
Total = 15 + 15 = 30 marks
Topic presentation/conversation: My friend
The teacher/examiner begins by saying ៥Ӏⱘষ䆩㄀ϔ乍ህ㒧ᴳњˈ⦄೼៥Ӏⱘষ䆩ⱘ㄀Ѡ乍ˈԴ䇜䇜Դ᠔‫ޚ‬
໛ⱘ乬ⳂDŽThe presentation is quite fluent, including a good range of vocabulary and using idiomatic phrases
such as ФѢࡽҎ and ⌏⋐ᓔᳫ, and structures such as ↣⃵Ă䛑ĂᰃĂⱘজĂজĂㄝㄝ䎳Ăϔḋ She
is able to use both past and future time-frames. She can handle both straightforward and unexpected
questions. This is excellent examining by a teacher/examiner who sounds interested in what she is being
told, and asks thoughtful questions suitably challenging for this able candidate, skilfully requiring her to use
both past and future time-frames. The whole Topic Conversation lasts 7 minutes which is slightly long.
Scale (a) She generally understands the questions first time, but occasionally requires rephrasing. She
responds to straightforward and unexpected questions. Her Presentation was also very good. She is in the
Very Good band for Comprehension/responsiveness. A score of 13 is indicated here.
Scale (b) She uses a wide range of mostly accurate structures, vocabulary and idioms. She is in the Very
Good band for Linguistic Content. A mark of 13 is indicated here too.
Total = 13 + 13 = 26 marks
Cambridge IGCSE Mandarin Chinese
53
Section 5: Commentary and assessment of recorded Speaking Tests
General conversation
The teacher/examiner indicates the beginning of the General Conversation by saying ៥Ӏ㒧ᴳᇍԴⱘ乬Ⳃ䇜
䆱ˈ៥Ӏ䇜䇜߿ⱘϰ㽓ˈདϡད˛ The first questions about pets are handled very well by the candidate, who
is quite confident in a spontaneous conversation with the teacher/examiner, despite some mistakes. The
candidate is able to describe her cat and her dog with accurate use of adjectives. The teacher/examiner
moves on to daily routine, but perhaps not enough time was spent on this topic compared to pets. There
should have been more use of questions leading to different time-frames in this conversation.
Scale (a) She is able to respond satisfactorily to both straightforward and unexpected questions. She is in
the Very Good band for Comprehension responsiveness. A mark of 12 is indicated here.
Scale (b) She is able to use a wide range of mostly accurate structures, although there are some errors. Her
Linguistic Content is in the Very Good band. A mark of 12 is indicated here.
Total = 12 + 12 = 24 marks
Impression
She has generally good pronunciation and fluency. Her tones are fairly accurate. A mark of 8 is indicated
here.
Total = 8 marks
Overall total = 15 + 15 + 13 + 13 + 12 + 12 + 8 = 88
This is a very good A performance.
54
Cambridge IGCSE Mandarin Chinese
Section 5: Commentary and assessment of recorded Speaking Tests
CANDIDATE 3 – CARD 4
The teacher/examiner gives introductions to the Role Plays in Chinese, stating the role of the teacher/
examiner and candidate, and also setting the scene.
Role Play A
Task 1
The candidate omits ф but the utterance is intelligible
and the task of communication is achieved.
3 marks
Task 2
No problems.
3 marks
Task 3
No problems.
3 marks
Task 4
No problems.
3 marks
Task 5
The candidate corrects herself.
3 marks
Total = 15 marks
Role Play B
Task 1
Slight mispronunciation of 䶽೑ does not prevent a mark of 3 being awarded
3 marks
Task 2
No problems.
3 marks
Task 3
No problems.
3 marks
Task 4
The answer of䖬..≵᳝ is not the most appropriate but does not obscure the meaning.
2 marks
Task 5
No problems.
3 marks
Total = 14 marks
Topic Presentation/Conversation: My home and nearby amenities
It would have been better had the teacher/examiner introduced this section of the test in Chinese by
saying 䇋Դ㒭៥䆆Դ᠔‫ޚ‬໛ⱘ䆱乬DŽThe candidate gives a good, well-prepared presentation, despite a few
mistakes. The teacher/examiner allows her to speak for rather too long before interrupting and starting to
ask questions. (The Topic Presentation itself should last no more than two minutes.)
There is overall quite a lot of hesitation. She can answer straightforward questions about what shops she
visits (although there are some errors). The teacher/examiner reworded the question about how often she
visits the shops. It took several tries by the teacher/examiner before she says whom she goes shopping
with. The question about whether she enjoys living in the town centre or in the suburbs is a good openended question, allowing a follow–up “Why?” question when she has given her reply, and making her
explain the advantages of both places. There is then another good question about the advantages of large
and small shops. The teacher/examiner also asks an unexpected question about what to do if the goods she
has bought are of poor quality. She first says she would try them on, but then says she will ask her mother.
The final question about comparing her homes in China and Korea she handles quite well. The timing of this
part was about 8 minutes which is rather long.
Scale (a) She copes with simple questions but struggles with harder ones. Although she does keep going,
overall there is a quite a lot of hesitation. She is in the Satisfactory band for Comprehesion/responsiveness,
but near the top of this band. A score of 9 is suitable here.
Cambridge IGCSE Mandarin Chinese
55
Section 5: Commentary and assessment of recorded Speaking Tests
Scale (b) She has an adequate range of vocabulary and structures. There is some ambiguity in her response
about what to do about poor quality clothing: perhaps she has not understood the terms 䋼䞣 or ⸈њ. She is
in the Satisfactory band for Linguistic Content and near the top. A score of 9 is suitable here.
Total = 9 + 9 = 18 marks
General Conversation
It would have been better had the teacher/examiner introduced this section by saying ⦄೼䖯ܹ㄀ϝ䚼ߚ
៥䯂Դ޴Ͼ䯂乬DŽThe candidate comfortably handles the early, famiiar questions about the subjects she
is studying, but when the teacher/examiner asks what she should do when she encounters problems in
her Mathematics homework, she is unable to answer. Questions about friends are shortly attempted. The
teacher/examiner then sensitively moves on to a rather easier question about her favourite subject, leading
to a question about her future plans. Further questions about the school are handled well, as are questions
about travel.
Scale (a) There is some hesitation throughout the conversation. She is in the Satisfactory band for
Comprehension/responsiveness, and a score of 9 is indicated here.
Scale (b) Her vocabulary is adequate but relatively limited. She is in the Satisfactory band for Linguistic
Content. A score of 9 is indicated here too.
Total = 9 + 9 = 18 marks
Impression
There is sometimes influence from her native language, but her pronunciation is fairly good, and she does
make a fair attempt at the tones. There are a few errors. A score of 6 is appropriate here.
Total = 6 marks
Overall total = 15 + 14 + 9 + 9 + 9 + 9 + 6 = 71
This is a low B performance.
56
Cambridge IGCSE Mandarin Chinese
Section 5: Commentary and assessment of recorded Speaking Tests
CANDIDATE 4 – CARD 4 (CD 2)
Role Play A
Task 1
No problems.
3 marks
Task 2
No problems.
3 marks
Task 3
No problems.
3 marks
Task 4
No problems.
3 marks
Task 5
No problems.
3 marks
Total = 15 marks
Role Play B
Task 1
No problems.
3 marks
Task 2
No problems.
3 marks
Task 3
No problems.
3 marks
Task 4
No problems.
3 marks
Task 5
No problems.
3 marks
Total = 15 marks
Total = 15 + 15 = 30 marks
Topic Presentation/Conversation: Festivals and holidays
The teacher/examiner helpfully indicated that she was now starting this section of the test by saying ⦄೼
䖯ܹ㄀Ѡ䚼ߚDŽ䇋䎳៥䇈Դ‫ޚ‬໛ⱘ䆱乬DŽ The Presentation and Conversation are very fluent, with an excellent
range of vocabulary and accurate structures, drawing on the candidate’s own personal experiences. The
teacher/examiner interrupted at an appropriate time and asked detailed questions, probing the candidate’s
ability to answer questions about holidays in other countries and the food she had eaten, using past timeframe questions employing the aspect particle 䖛 guo. The unexpected question asking the candidate to
compare the sea in Malaysia and Japan was exactly appropriate for this very able candidate, and challenged
her both structurally and lexically. There was also a good question Դ䭓໻ҹৢᛇ೼ાϾජᏖ⫳⌏˛ about her
future plans.
Scale (a) The candidate responded extremely well to both expected and unexpected questions. She is
fluent and accurate. Although she is not a native speaker, this is the highest standard expected of an IGCSE
candidate. She is in the Outstanding band for Comprehension/responsiveness. A score of 15 is indicated
here. This mark should not only be reserved for native speakers.
Scale (b) Her vocabulary and structures are very good, including some structures that are beyond IGCSE
standard. She is in the Outstanding band for Linguistic Content. A mark of 15 is also appropriate here.
This mark should not only be reserved for native speakers.
Total = 15 + 15 = 30
Cambridge IGCSE Mandarin Chinese
57
Section 5: Commentary and assessment of recorded Speaking Tests
General Conversation
The teacher/examiner moved smoothly to the General Conversation by saying ⦄೼៥Ӏ䖯㸠㄀ϝϾ䚼ߚDŽThe
examining was again very good here, with an appropriately fast pace of questioning. The first question
about books led into an open-ended request to describe the plot of Harry Potter, which the candidate did
very well, including a description of his magical abilities. The teacher employed “Why?” questions skilfully
here. The teacher/examiner moved on to the candidate’s experiences of learning Chinese, and then on to
music. The candidate was asked about her performances with the school music group, to describe the lyrics
of one of the songs, and also her experience of playing the violin. This was all good, challenging examining
of this very able candidate.
Scale (a) The candidate is fluent and spontaneous. She is able to respond to all the teacher/examiner’s
questions. She is in the Outstanding band for Comprehension/ responsiveness. A mark of 15 is
appropriate here. This mark should not only be reserved for native speakers.
Scale (b) The candidate uses a wide range of vocabulary and structures. She is performing at the highest
level expected of an IGCSE candidate. She is in the Outstanding band for Linguistic Content. A mark of 15
is appropriate here. This mark should not only be reserved for native speakers.
Total = 15 + 15 = 30 marks
Impression
Than candidate is not a native speaker, but her fluency, pronunciation and enunciation of tones are all
excellent. Occasional slight hesitation should not prevent a mark of 10 being awarded.
Total = 10
Overall total = 15 + 15 + 15 + 15 + 15 + 15 + 10 = 100
This is an A performance.
58
Cambridge IGCSE Mandarin Chinese
Section 5: Commentary and assessment of recorded Speaking Tests
CANDIDATE 5 – CARD 5
The teacher/examiner states the roles and the situation for the Role Plays clearly in Chinese.
Role Play A
Task 1
No problems.
3 marks
Task 2
No problems.
3 marks
Task 3
The correct measure word ӊwas not used.
2 marks
Task 4
No communication.
0 marks
Task 5
Obscure.
0 marks
Total = 8 marks
Role Play B
Task 1
No problems.
Task 2
Ambiguous.
Task 3
No problems.
3 marks
Task 4
Some inaccuracy, but the meaning is clear.
2 marks
Task 5
No communication.
0 marks
3 marks
1 mark
Total = 9 marks
Total = 8 + 9 = 17 marks
Topic Presentation/Conversation: School
The teacher/examiner begins this section by saying Ҟ໽Դ㽕䎳㗕Ꮬ䇜ҔМ˛The Presentation is wellprepared, accurate and fairly fluent. She has a wide range of vocabulary. She is able to discuss the
pressures of work involved with having a private tutor as well as school lessons. When the unexpected
question about whether she spends too much time on study is asked, the candidate doesn’t pick it up.
Scale (a) She deals with questions well. She is in the Good band for Comprehension/responsiveness with
a mark of 10 being appropriate here.
Scale (b) She can talk about past experiences, despite some inaccuracy. She uses a wide range of
vocabulary and some structures such as ϡԚĂгĂShe is in the Good band for Linguistic Content.
A mark of 10 is appropriate here.
Total = 10 + 10 = 20 marks
General Conversation
The teacher/examiner does not make a very clear transition to the General Conversation, merely saying ៥
Ӏ䇜ϔ䇜… The discussion starts with food, in which the candidate is able to discuss school canteen food,
but struggles to say how it can be improved. The question of who cooks at home is misunderstood as
Cambridge IGCSE Mandarin Chinese
59
Section 5: Commentary and assessment of recorded Speaking Tests
family members. When asked to talk about Singapore she can describe her home quite well, but she does
not understand 䆒ᮑ . The teacher/examiner could have spent more time on this section (it should be
5 minutes), and could have asked questions which would have allowed different time-frames.
Scale (a) This is fairly fluent performance in the Satisfactory band for Comprehension/responsiveness.
A mark of 8 is appropriate here.
Scale (b) Vocabulary is adequate, and should be in the Satisfactory band for Linguistic Content. A mark of
8 is appropriate here.
Total = 8 + 8 = 16
Impression
The candidate is reasonably fluent, with a fair attempt at tones.
Total = 6 marks
Overall total = 8 + 9 + 10 + 10 + 8 + 8 + 6 = 59 marks
This is a high D performance.
60
Cambridge IGCSE Mandarin Chinese
Section 5: Commentary and assessment of recorded Speaking Tests
CANDIDATE 6 – CARD 7
The teacher/examiner states the situations for the Role Plays clearly in Chinese, but doesn’t introduce the
roles.
Role Play A
Task 1
No problems – a short answer is fine.
Task 2
The answer of དৗ is incomplete to the question.
Task 3
No communication.
0 marks
Task 4
No problems.
3 marks
Task 5
No communication.
0 marks
3 marks
1 mark
Total = 7 marks
Role Play B
Task 1
No problems.
3 marks
Task 2
The candidate finally gives the word of 㹀㸿DŽ.
3 marks
Task 3
Minor errors are tolerated.
3 marks
Task 4
The candidate simply says ߿ which is unintelligible here.
0 marks
Task 5
It is clear that the candidate means ಯᑈ.
3 mark
Total = 12 marks
Total = 7 + 12 = 19 marks
It is obviously better if the candidate asks the teacher/examiner to repeat the question in Chinese rather
than English.
Topic Presentation/Conversation: Weather, seasons and means of transport
The teacher/examiner begins this section by saying Դ‫ޚ‬໛њ䆱乬ĂԴ‫ܜ‬ᴹ䇈ϔ䇈 ... The presentation is
reasonably fluent but with some errors in vocabulary and structure. The teacher/examiner asks him to say
more about taxis, then to say where he would take a foreign friend to visit in Hong Kong. The candidate is
not able to say much more than a few names of sports, and could only say “Ocean Park” in English. This is
not an ideal choice of topic for this candidate, as the candidate does not have a great deal of his own to say.
Scale (a) The candidate can express his ideas reasonably well when asked simple questions, but finds it
hard to answer unexpected questions. His performance is in the Satisfactory band for Comprehension/
responsiveness, but low in this band as he struggles to make himself understood. There is some hesitation.
A mark of 7 is appropriate here.
Scale (b) His vocabulary and structures are adequate but quite simple and repetitive.
He is in the Satisfactory band for Linguistic Content. A mark of 7 is appropriate here.
Total = 7 + 7 = 14 marks
Cambridge IGCSE Mandarin Chinese
61
Section 5: Commentary and assessment of recorded Speaking Tests
General Conversation
The teacher/examiner says ៥Ӏ䖯ܹ㄀ϝ䚼ߚĂĂ㞾⬅Ѹ䇜DŽHe begins by asking easy questions about the
candidate’s home, but the candidate does not understand⦃๗so the teacher/examiner moves on to
asking about his school, where he should be on firmer ground, but he could not understand the term 䆒ᮑ
at first. When he does grasp the meaning he lists a number of sports grounds. The teacher/examiner asks
about other foreign languages, and the candidate is able to answer the question despite the pronunciation.
The teacher/examiner tries to ask about holidays, and the candidate says he has been to China but is not
able to say anything about it, nor where he would most like to travel. The teacher/examiner has worked hard
to give the candidate as many opportunites as possible.
Scale (a) The candidate struggles even with simple questions, but does attempt an answer. His
performance is in the Weak band for Comprehension/responsiveness. A mark of 5 is appropriate here.
Scale (b) His vocabulary is quite limited and he tends to fall back on listing the names of sports when
unsure of the answer to a question. His performance is in the Weak band for Linguistic Content. A mark of
4 is appropriate here.
Total = 5 + 4 = 9 marks
Impression
He has a fair degree of fluency and his pronunciation is quite good. A score of 5 is appropriate here.
Total = 5 marks
Total = 7 + 12 + 7 + 7 + 5 + 5 + 5 = 48
Please refer to page 4 of this manual: ‘How to use this handbook’ for further instructions. The next stage is to
record and assess your own tests.
This is a high grade E performance.
62
Cambridge IGCSE Mandarin Chinese
Appendices
Appendices
Appendix A: Defined Content Topic List
Appendix B: Speaking Examination working Mark Sheet
Appendix C: Cover Sheet for Moderation Sample
Cambridge IGCSE Mandarin Chinese
63
Appendix A: Defined Content Topic List
Appendix A: Defined Content Topic List
Topic Areas
Examination Topics
Area A Everyday activities
Home life and school
Home life
School routine
A1
A2
Food, health and fitness
Eating and drinking
Health and fitness
A3
A4
Self, family and personal relationships
Self, family, personal relationships, pets
House and home
Leisure, entertainments, invitations
Eating out
B1
B2
B3
B4
Holidays and special occasions
Festivals and special occasions
Holidays; getting around
Accommodation
B5
B6
B7
Home town and local area
Home town and geographical surroundings
Shopping
Public services
C1
C2
C3
Natural and made environment
Natural environment
Weather
Finding the way
C4
C5
C6
People, places and customs
Meeting people
Places and customs
Travel and transport
C7
C8
C9
Continuing education
Further education and training
D1
Careers and employment
Future career plans
Employment
D2
D3
Language and communication
in the work place
Communication
Language at work
D4
D5
Area B Personal and social life
Area C The world around us
Area D The world of work
64
Cambridge IGCSE Mandarin Chinese
Appendix A: Defined Content Topic List
Area E The international world
Tourism at home and abroad
Holiday travel and transport (see also C9)
Geographical surroundings (see also C1)
Weather (see also C5)
E1
E2
E3
Life in other countries and communities
Places and customs (see also C8)
Food and drink (see also A3)
Meeting people (see also C7)
E4
E5
E6
World events and issues
Issues according to available resources
and individual interest
E7
Cambridge IGCSE Mandarin Chinese
65
Speaking Test Training Handbook
Please read the instructions printed in the Teachers’ Notes Booklet and the Syllabus before completing this form.
Centre Number
TRAINING
Centre Name
Chinese (0547/03)
Candidate
Number
R.P.
Card
no.
Candidate Name
Role Play A
Role Play B
(max 15)
(max 15)
Topic and
General
Discussion Conversation
(max 30)
(max 30)
Impression
(max 10)
Cambridge IGCSE Mandarin Chinese
IGCSE Mandarin CHINESE (0547/03)
Oral Examination Summary Mark Sheet
Task
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total
Mark
Mark (Max)
3
3
3
3
3
3
3
3
3
3
15
15
15
15
10
100
Name of teacher completing this form
Signature
Date
External
Moderation
Appendix B: Speaking Examination Working Mark Sheet
66
Appendix B: Speaking Examination Working Mark Sheet
Appendix C: Cover Sheet for moderation sample
Appendix C: Cover Sheet for moderation sample
IGCSE Mandarin Chinese (0547): Cover Sheet for Moderation Sample
A copy of this cover sheet must be completed by the Centre and enclosed with the Moderation documentation
and recorded sample to be despatched to CIE.
Centre number:
Centre name:
1.
Tick to confirm that the required moderation documents are enclosed:
(i) Moderator copy of MS1 or printout of marks file if marks submitted electronically.
(ii) Copy of completed Working Mark Sheet(s) (WMS).*
(* One WMS per examiner in Centres using more than one examiner)
If any other documents are enclosed for CIE’s attention, please list them below:
…………………………………………………………………………………………………….......................……
2.
Tick to confirm that documentation has been checked for arithmetical and transcription errors:
(i) Addition of marks on WMS has been checked and Total Mark is correct for each candidate.
(ii) Total Mark for each candidate has been correctly transferred to the MS1 or computer.
3.
Tick to confirm that the recording quality of Moderation samples has been checked:
All sample recordings are clearly audible.
Samples are recorded on standard size CDs/cassettes and recorded at normal speed.
Digital recordings only: each candidate saved individually and files saved as .mp3.
4.
Tick to confirm that the correct number of candidates has been submitted for moderation:
For Centres with 16 or fewer candidates, the following are enclosed:
Recordings of the complete Speaking test for all candidates.
For Centres with 17 or more candidates, the following are enclosed:
(i) Recordings of the complete Speaking test for six candidates across the range AND
(ii) Recordings of the complete Speaking test for the first 10 candidates by candidate number.
5.
CENTRES USING MORE THAN 1 EXAMINER – tick to confirm Internal Moderation procedures:
Internal moderation carried out and details of Internal Moderation procedures enclosed.
Materials checked by:
(name)
Date:
(signature)
Cambridge IGCSE Mandarin Chinese
67
Appendix C: Cover Sheet for moderation sample
68
Cambridge IGCSE Mandarin Chinese
Cambridge International Examinations
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Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cie.org.uk www.cie.org.uk
© Cambridge International Examinations 2013 v1 3Y05
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