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Speaking Test Training
Handbook
Cambridge IGCSE®
French
0520
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 Accreditation
1.3 How to use this training handbook
Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test .................. 5
2.1
2.2
2.3
2.4
General principles
Administration of the live speaking test
Elements of the speaking test
Differentiation – asking the right questions
Section 3: Teachers’ Notes booklet ................................................................................... 15
Section 4: Role play cards ................................................................................................. 39
Section 5: Commentary and assessment of recorded speaking tests ............................... 57
CD 1 Candidate 1 – Card 6
CD 1 Candidate 2 – Card 7
CD 1 Candidate 3 – Card 1
CD 2 Candidate 1 – Card 2
CD 2 Candidate 2 – Card 6
CD 2 Candidate 3 – Card 5
Appendix A: Defined content topic list .............................................................................. 69
Appendix B: Accreditation submission forms .................................................................... 71
Appendix C: Guidelines for internal standardisation/moderation ....................................... 77
2
Cambridge IGCSE French 0520
Section 1: Introduction
Section 1: Introduction
1.1 The purpose of this training handbook
This training handbook provides guidance on the conduct and assessment of the (0520) Cambridge IGCSE
French Speaking Test (Paper 3). It offers practical advice and support, and should be read in conjunction
with the syllabus booklet.
The aim of this handbook is to:
•
clarify points of administration, marking and interpretation which have been brought up in training
sessions and via enquiries made to Cambridge;
•
offer advice and guidance on examination procedures;
•
provide examples on CD of speaking test practice, together with suggested marks;
•
provide training for those seeking accredited Speaking Test examiner status.
Please note that Sections 3 and 4 of this training handbook are reproductions of actual assessment
materials and guidance (Teacher’s Notes and Role Play Cards) that are sent to Centres two to three weeks
before the period of assessment, on an annual basis. They have been included in this handbook for the
purposes of training and to familiarise teachers with the requirements of the Speaking Test. For the live
examination, teachers should use the official documentation despatched by Cambridge in advance of each
series.
1.2 Accreditation
Accreditation by Cambridge is not obligatory for teacher/examiners conducting and assessing the IGCSE
French Speaking Test. However, we do recommend that, in the interests of candidates, teacher/examiners
new to the syllabus undergo distance training via the Speaking Test Training Handbook. Please note that
accreditation is only available through the completion of the Speaking Test Training Handbook.
1.3 How to use this training handbook
If you wish to work through this handbook to make use of the training exercises but are not intending to
apply for accreditation, you should follow the process below.
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 audio 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 section this has occurred, then go back to that section on the CD, listen again and re-read the
Principal Moderator’s comments.
Cambridge IGCSE French 0520
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Section 1: Introduction
Accreditation using this training handbook
When you have completed Section 5, you should conduct some speaking tests yourself, preferably with
four candidates across a range of abilities (weak to strong). These should be conducted using the 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. If you make digital recordings,
you must save each test as a separate file and save each file in .mp3 format. The speaking tests should
be marked according to the mark scheme provided and marks recorded on 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.
Copy and complete the Accreditation submission forms (Appendix B) and return them to the Cambridge
IGCSE Accreditation Co-ordinator at the address below, together with the recordings and working mark
sheet. Feedback can then be given not only on the standard of assessment but also on the questioning
techniques used.
We hope that after working through this training handbook and the CDs, the criteria and requirements for
the conduct and assessment of the speaking test 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.
Your sample tests (recordings and working mark sheets) and any queries relating to this training handbook
should be addressed to:
Cambridge IGCSE Accreditation Co-ordinator (EDM)
Cambridge International Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Telephone:
Facsimile:
E-mail:
Website:
4
International Code + 44 1223 553554
International Code + 44 1223 553558
info@cie.org.uk
www.cie.org.uk
Cambridge IGCSE French 0520
Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
Section 2: Introduction to the (0520) Cambridge IGCSE
French Speaking Test
2.1 General principles
The (0520) Cambridge IGCSE French 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 what the candidate is able to communicate in a foreign language rather than what 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 makes use of marking bands which feature specific descriptions of levels of performance.
Many teachers 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 and (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 that 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. We 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 so doing.
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. 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.
You can prompt and offer help but don’t feed answers to the candidate as this reduces their input. However,
the extent of your input must 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 French 0520
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Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
2.2 Administration of the live speaking test
Please refer also to Section 3 of this handbook. The following comments are matters raised at training
sessions.
2.2.1 Sample size
If your centre has more than 16 candidates it is vital that you send a sample which 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. Try to send tests
spread evenly across the range.
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.
NB
Please check the quality of recordings prior to despatch. Please label all recordings clearly.
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 in the practice
examination as this will lessen the ordeal for them on the 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 series and 15 September to 31 October
for the October/November series). Always refer to the relevant syllabus and the Teachers’ Notes booklet
for the most up-to-date information on deadlines as these may vary. If you are the person who will be
conducting and assessing the tests you can open these materials in the 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 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 be returned to your Centre’s secure storage whenever they are not being used to
prepare or conduct live Speaking examinations – their contents must not be disclosed to candidates. After
the tests have taken place, the test materials remain confidential and must be kept in your Centre’s secure
storage 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 an internal microphone is used,
the position of the equipment should favour the candidate.
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. Guidelines for Centres wishing to submit
digital files to Cambridge for External Moderation are available in the Exams Officer area of the website
www.cie.org.uk
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Cambridge IGCSE French 0520
Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
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 is provided each year in the Teachers’ Notes booklet and should be
photocopied as required. An adapted copy is provided in Appendix B of this handbook specifically for use in
applying for accreditation.
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
students 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. Guidelines for the internal standardisation of the (0520) Cambridge
IGCSE French Speaking Test are available from Cambridge and in Appendix C of this handbook.
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) or to computer. All
transferred marks must be checked carefully. It is the centre’s responsibility to ensure that all marks are
added up and transferred correctly.
2.2.5 Despatch of samples
You must ensure that you despatch your moderation sample in good time to meet Cambridge deadlines. For
the live examination, moderation samples from centres must be with Cambridge, for onward transmission
to moderators, usually by 15 May for the May/June series and 15 November for the October/November
series. Always check the latest version of the syllabus and the Teachers’ Notes booklet for the most up-todate deadlines, as these may vary. Late submission of samples can cause great problems in the moderation
procedure and delay the final process of grading candidates. Please pack cassettes and CDs carefully.
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.
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:
Cambridge IGCSE French 0520
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Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
(i) 2 role play situations of 5 tasks each (each task with a maximum of 3 marks) = 30 marks
(ii) Topic Presentation and 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.
It is important to 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.
Where a script is provided for the teacher/examiner by Cambridge, you should only deviate from
it to help a candidate who is stuck or in danger of drying up. By playing your role as prescribed by
Cambridge you will ensure that candidates are given the opportunity to attempt all tasks.
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,
in essence, includes a bonus quality mark which goes beyond the basic transmission of the message.
Remember that a short response can be worthy of 3; quantity does not equal quality.
Although tasks can often be completed without the need to use a verb, should a candidate use a verb, this
must be correct for a mark of 3 to be awarded.
Should a task require the completion of two elements (e.g. indication of a time and place) then both
elements must be completed for a mark of 2 or 3 to be scored. If one element only is completed, award a
mark of 1.
Remember that you may also break tasks into two parts where appropriate and prompt each item
individually e.g. When? Where?
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Cambridge IGCSE French 0520
Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
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 reinforces 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
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
Cambridge IGCSE French
Cambridge International Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
If possible, the recording of the candidate affected should be included as an extra sample.
2.3.2 Topic Presentation and Conversation (5 minutes approximately)
(See also Section 3 of this handbook.)
2 marks out of 15 are awarded (total = 30) for:
(a) Communication
(b) Language.
This section is intended to be a conversation between the teacher/examiner and the candidate on one
topic of the candidate’s 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. Candidates may use illustrative materials e.g. photographs, in their Topic
Presentation. The purpose of any illustrative materials must be to add interest for the audience, in this case
the teacher/examiner, and not to act as an aide-mémoire. Candidates are not allowed to make use of
written notes/cue cards. Encourage candidates to talk clearly in their initial exposition.
Although teachers will offer guidance, it is important that candidates are given the freedom to choose
their own topic. Teachers 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 Conversation section of the test is intended to enable candidates to talk about
something in which they have a genuine interest. Suitable topics 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.
Cambridge IGCSE French 0520
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Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
When assessing the communicative content of a candidate’s topic, refer to Table B on page 28. When
assessing the linguistic content, refer to Table C on page 29. It may be helpful to bear in mind that marks
for Communication and Language usually do not vary by more than one band and that it is very rare for
the Language mark to be higher than the Communication mark. Please do not confuse the two mark
schemes. For Communication, we are looking for the successful transmission of messages in terms of
comprehension of, and response to, the teacher/examiner. For Language, please note that for a mark of 7+
to be awarded, candidates must be able to display accurate use of 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 Section 2.5 below for further guidance).
It is the role of the teacher/examiner here to probe and go into depth 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
‘Let’s talk about something else!’, and must not try to examine the Topic 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) Communication
(b) Language.
The discussion of the Topic will have paved the way for the General Conversation. You should aim to cover
two or three of the Defined Content Examination topics (listed in Appendix A) with each candidate, asking
a series of linked questions in order to explore each topic. Any point of interest can be developed, and you
are free to choose which Examination topics you cover with each candidate. However, you must ensure
that you cover different Examination topics with different candidates and that topics chosen by you for
discussion in the General Conversation are different from the topic discussed in the Topic Presentation/
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, to extend and probe, is so important.
You should try to give the candidate the opportunity to display his/her level of linguistic sophistication.
Questions never asked cannot be answered, and, 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.
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 (again see Section 2.5
below for further guidance).
You need to be careful, when awarding marks, that you do not reward your own performance!
Wherever possible, teacher/examiner input should be kept to a minimum and the candidate given the
10
Cambridge IGCSE French 0520
Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
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.
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 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 one or two closed questions which demand only ‘yes’ or ‘no’ answers as
starter questions, but then you should open up the conversation and make use of 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.
The mark scheme for Communication (Table B) makes reference to a hierarchy of questions which move
up from (i) simple straightforward questions to (ii) straightforward questions with some unpredictable or
unexpected elements to (iii) unexpected questions which may require candidates to develop their ideas
and opinions and give justifications routinely. Candidates’ responses are judged in terms of the readiness of
response to such questions, the need (or not) for rephrasing.
Table C, Language, assesses the range and accuracy of structures and vocabulary used, together with the
extent to which the candidates can use different tenses. Candidates must be able to use past and future
tenses accurately 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 French 0520
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Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
Although it is a good idea for teachers 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 to elicit performance are ones which use a variety of
interrogative forms, pitched at different levels of candidate ability.
A suggested hierarchy of questions on ‘Holidays’ could be as follows. For example, at a low level,
straightforward questions of a ‘closed’ type:
•
Normalement / d’habitude où vas-tu en vacances?
•
Où loges-tu? Où restes-tu? À l’hôtel ou chez des amis?
•
Décris l’hôtel / décris le camping / décris la ferme / décris la maison de tes amis.
•
D’habitude, que fais-tu pendant les vacances? Fais-tu du sport? Lequel? / Quel sport, le tennis? La
natation? Où, à la piscine / la mer?
•
Avec qui passes-tu les vacances?
•
Comment est-ce que tu voyages? En avion?
•
Où est-ce que tu es allé(e) en vacances l’année dernière? Où est-ce que tu es resté(e)? Combien de
temps est-ce que tu as passé en vacances?
At a slightly higher level, different tenses can be used alongside slightly more open question forms which
are ‘an invitation to respond’.
12
•
Où préfères-tu passer tes vacances? Avec qui? Pourquoi?
•
Comment as-tu passé les vacances l’année dernière? Avec qui?
•
Est-ce que tu préfères passer les vacances avec ta famille ou avec tes amis? Pourquoi?
•
As-tu voyagé à l’étranger? Où exactement? / Quel(le)(s) pays / région(s) de ton pays as-tu visité/e/s?
•
Comment as-tu voyagé?
•
Qu’est-ce que tu as vu/visité?
•
Parle-moi de ta visite / ton séjour en / à / au… (+ interjections as to likes / dislikes)
•
Comment étaient les gens?
•
Comment était le paysage? / l’hôtel?
•
Qu’est-ce que tu as préféré (faire) / aimé pendant les vacances? Pourquoi?
•
Parle-moi d’une journée typique pendant tes vacances.
•
Quel temps faisait-il pendant les vacances?
•
Qu’est-ce que tu as fait quand il a fait beau / mauvais?
•
Est-ce que tu voudrais retourner à…? (NB… also in section below!)
•
Quels sont tes projets de vacances pour l’année prochaine? Qu’est-ce que tu voudrais faire? Où
voudrais-tu aller? / Où iras-tu? Avec qui? Pour combien de temps?
Cambridge IGCSE French 0520
Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
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 require the ability to justify and explain routinely.
•
Quelle(s) différence(s) entre ton pays / ta région / ta routine quotidienne et … est-ce que tu as
remarquée(s)?
•
Qu’est-ce que tu as pensé de la cuisine / du mode de vie / des gens (etc) en/à… Pourquoi?
•
Est-ce que tu voudrais y retourner? Pourquoi / pas?
•
Si tu avais le temps et l’argent, où voudrais-tu aller? Pourquoi?
•
Décris tes vacances idéales.
•
Parle-moi de tes (des) meilleures vacances.
•
À ton avis, à quoi servent les vacances?
NB with these final questions you should be ready to push candidates to respond fully to a variety
of question types (using a variety of tense, subordination / a variety of more complex structures).
The ability to respond spontaneously to unexpected questions is also rewarded.
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 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 Presentation/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, picks up on points of
interest raised and offers him/her the opportunity to respond spontaneously to unexpected questions.
Cambridge IGCSE French 0520
13
Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test
14
Cambridge IGCSE French 0520
Section 3: Teachers’ Notes booklet
Section 3: Teachers’ Notes booklet
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
0520/03
FRENCH
Paper 3 Speaking Role Play Cards One – Nine
TEACHERS’ NOTES (Speaking Test Training Handbook)
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 in 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 must
last about five minutes in total.
Part Three of the examination is a spontaneous conversation of a more general nature and must last about
five minutes.
In the interests of fairness to 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.
© UCLES 2012
[Turn over
Cambridge IGCSE French 0520
15
Section 3: 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
17
17
17
17
18
18
18
19
19
20
21
STRUCTURE OF THE EXAMINATION
Test 1: Role Plays
Test 2: Topic Presentation/Conversation
Test 3: General Conversation
Test 4: Impression
22
22
22
23
24
MARKING INSTRUCTIONS
Table A – Test 1: Role Plays
Table B – Tests 2 and 3: Topic Presentation/Conversation and General Conversation
Table C – Tests 2 and 3: Topic Presentation/Conversation and General Conversation
Table D – Impression
25
26
28
29
29
ROLE PLAYS
30
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.
16
Role Play A
Role Play B
CARD ONE
Page 30
Page 33
CARD TWO
Page 30
Page 34
CARD THREE
Page 30
Page 35
CARD FOUR
Page 31
Page 33
CARD FIVE
Page 31
Page 34
CARD SIX
Page 31
Page 35
CARD SEVEN
Page 32
Page 33
CARD EIGHT
Page 32
Page 34
CARD NINE
Page 32
Page 35
THE WORKING MARK SHEET
36
THE COVER SHEET FOR MODERATION SAMPLE
37
Cambridge IGCSE French 0520
Section 3: Teachers’ Notes booklet
ADMINISTRATIVE ARRANGEMENTS
1
Examination period
The speaking examination takes place before the main examination period. Each centre decides
on a convenient period within the stipulated 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 below) 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, 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 below (Internal Moderation) for further details.
3
Materials for the speaking examination
Confidential test materials (a Teachers’ Notes booklet, similar to this section of the handbook,
and Role Play Cards) are despatched by Cambridge approximately two to three weeks before
the assessment period. These should be opened in the 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.
Please note that the role play situations remain confidential throughout the examination period
and until the deadline by which samples for External Moderation must arrive in Cambridge. The
Teachers’ Notes Booklet and Role Play Cards must be returned to the Centre’s secure room
when they are not being used to prepare or conduct live Speaking examinations.
Cambridge IGCSE French 0520
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Section 3: Teachers’ Notes booklet
4
Recorded sample
In order to allow Cambridge to accurately check the standard of assessment, each teacher/
examiner must send a recorded sample to Cambridge.
•
centres entering 1–16 candidates must send the recordings of all the 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 below). 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 36
and 37).
5
Two types of mark sheet are provided
(a) The Speaking Examination Working Mark Sheet is provided in this booklet (see page 36)
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 computer for Centres submitting marks electronically.
6
Despatch of materials to Cambridge for External moderation
(a) Marks 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 and 15 November for the November
examination. Always check the appropriate syllabus and Teachers’ Notes booklet to get
up-to-date deadlines. Centres must not wait until the end of the assessment period before
despatching them.
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Cambridge IGCSE French 0520
Section 3: Teachers’ Notes booklet
(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 (or by 15 November for the November examination). Please check
these dates annually as they may vary.
•
•
•
•
•
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).
(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.
Cambridge IGCSE French 0520
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Section 3: Teachers’ Notes booklet
(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
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
used for 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. ES215
Centre name e.g. King’s College, Madrid
Examination number 0520
Examination name IGCSE French
Name of examiner e.g. Mr R Peters
Date e.g. March 2nd, 2015
Each candidate must be introduced by the teacher/examiner, as follows:
Candidate Number e.g. 047
Candidate Name e.g. Jane Williams
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 recording on each cassette, the teacher/examiner must announce ‘end of cassette
number ...’; and after the last recording on the last cassette ‘end of examination’.
20
Cambridge IGCSE French 0520
Section 3: Teachers’ Notes booklet
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
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 A.
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 0520/3 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 by the
teacher/examiner 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 recorded sample for
External Moderation should then be produced according to the instructions in paragraph 4
above (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 Speaking Examination 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.
Cambridge IGCSE French 0520
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Section 3: 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 30–35 of
Section 3. 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 the 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.
22
Cambridge IGCSE French 0520
Section 3: 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: once the discussion of the prepared Topic begins, 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 tenses. Candidates who
do not show that they are able to use past and future tenses accurately cannot be awarded a
mark in the Satisfactory band or above for Language (see Table C of the Marking Instructions).
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 Tables B and C 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 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). With weaker candidates, it may be necessary to cover a greater number of topics
Cambridge IGCSE French 0520
23
Section 3: Teachers’ Notes booklet
superficially, but with more able candidates, the teacher/examiner should ask a series of linked
questions on just two or three topics, in order to explore these in greater depth. 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.
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 explain and justify their opinions and use a variety of tenses (themes could be
past visits to other countries, plans for the future, etc.). Candidates who do not show that they
are able to use past and future tenses correctly cannot be awarded a mark in the Satisfactory
band or above for Language (see Table C of the Marking Instructions). 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 Tables B and C 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, intonation and fluency based on the candidate’s overall performance in the speaking
examination.
For mark scheme, see Table D of the Marking Instructions.
24
Cambridge IGCSE French 0520
Section 3: Teachers’ Notes booklet
MARKING INSTRUCTIONS
Use the Speaking Examination Working Mark Sheet (see page 36: 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 Tables B and C.
(i)
A mark out of 15 for Communication using Table B
Enter the mark in column 11.
(ii) A mark out of 15 for Language using Table C
Enter the mark in column 12.
Test 3 General Conversation. 30 marks. Use Tables B and C.
Mark as for Test 2 using Tables B and C.
Enter marks out of 15 in columns 13 and 14.
Impression. 10 marks. Use Table D.
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 teachers/examiners are unsure of the mark to award, they should err on the
side of generosity.
Cambridge IGCSE French 0520
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Section 3: 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
plausible, life-like situations. Intelligibility is therefore more important that 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 using the mark scheme
below. Marks may not be rewarded 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 (adjective endings, use
of prepositions, etc.) 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 meaning.
2
Communication of some meaning is achieved, but the native speaker would find the
message ambigious 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
26
Short utterances, if appropriate, can be worth three marks.
Cambridge IGCSE French 0520
Section 3: Teachers’ Notes booklet
TABLES B and C – Tests 2 and 3: Topic Presentation/Conversation and General Conversation
(2 × 30 marks)
Each of Tests 2 and 3 is awarded two marks, a mark out of 15 for Communication and a mark out of
15 for Language (see Tables B and C)
It is important that teacher/Examiners award marks positively. In order to ensure that they reward
achievement rather than penalise failure or omissions, teacher/Examiners should get in the habit of
starting at the bottom of the mark schemes and working upwards through the descriptors when
awarding marks.
The teacher/Examiner should adopt a ‘best-fit’ approach. For each of the two assessment criteria,
Communication (Table B) and Language (Table C), the teacher/Examiner must select the set of
descriptors provided in the mark scheme that most closely describes the quality of the work being
marked. As the teacher/Examiner works upwards through the mark scheme, s/he will eventually
arrive at a set of descriptors that fits the candidate’s performance. When s/he reaches this point, the
teacher/Examiner should always then check the descriptors in the band above to confirm whether
or not there is just enough evidence to award a mark in the higher band.
When awarding the marks for the Topic Presentation/Conversation the teacher/Examiner may
find that the quality of the work produced in the presentation is superior to that produced in the
conversation (or vice versa). In such cases, the teacher/Examiner will need to award a mark that
takes into account both the strengths and weaknesses of the performance.
To select the most appropriate mark within each set of descriptors, teacher/Examiners should use
the following guidance:
•
If most of the descriptors fit the work, then the teacher/Examiner will award the middle mark in
the band.
•
If the descriptors fully fit the work (and the teacher/Examiner had perhaps been considering the
band above), the highest of the three marks will be awarded.
•
If there is just enough evidence (and the teacher/Examiner had perhaps been considering the
band below), then the lowest mark in the band will be awarded.
Where there are only two marks within a band, the choice will be between work which in most
respects meets the descriptor and work which just meets the descriptors.
Cambridge IGCSE French 0520
27
Section 3: Teachers’ Notes booklet
TABLE B – Mark Scheme for Communication
This assesses the candidate’s response in terms of comprehension of the teacher/Examiner,
immediacy of reaction/response, and successful transmission of messages (including presentation
of material in the topic).
Outstanding
Very good
Good
Satisfactory
Weak
Poor
•
A spontaneous interchange between candidate and Examiner.
Candidate responds fully and confidently to all question types.
•
Can justify and explain routinely.
•
Very consistent performance. Not necessarily native speaker
standard.
•
Generally understands questions first time, but may require
occasional rephrasing. Can respond satisfactorily to both
straightforward and unexpected questions.
•
Regularly develops own ideas and opinions and provides justifications.
•
Has no difficulty with straightforward questions and responds
satisfactorily to some unexpected ones.
•
Communicates essential elements and can expand occasionally.
•
Regularly expresses opinions with some simple justifications.
•
Understands most straightforward questions, but has difficulty with
some unexpected ones and needs some rephrasing.
•
Communicates most of the essential elements.
•
Can convey simple, straightforward opinions.
•
Has difficulty with many straightforward questions, but still attempts
an answer.
•
Communicates simple pieces of information.
•
Frequently has difficulty understanding the questions and has great
difficulty in replying.
•
Communicates a few facts.
Communicates no relevant information
28
Cambridge IGCSE French 0520
14–15
12–13
10–11
7–9
4–6
1–3
0
Section 3: Teachers’ Notes booklet
TABLE C – Mark Scheme for Language
This assesses the linguistic content of the candidate’s answers in terms of complexity, accuracy
and range of structures, vocabulary and idiom.
Outstanding
•
Very accurate use of a wide range of structures, vocabulary and idiom
with occassional errors in more complex language.
14–15
•
Not necessarily of native speaker standard.
Very good
•
Wide range of mostly accurate structures and vocabulary.
12–13
Good
•
Good range of generally accurate structures, varied vocabulary.
10–11
Satisfactory
•
Adequate range of structures and vocabulary. Can use past and future
tenses accurately. Some ambiguity.
7–9
Weak
•
Some manipulation of structures and awareness of verbs, though
often faulty and/or incomplete. Shows elementary, limited vocabulary.
4–6
Poor
•
Shows very limited range of structures and vocabulary.
1–3
•
Nothing coherent or accurate enough to be comprehensible
0
TABLE D – Impression (10 marks)
This assesses the candidates’ performance across the whole Speaking examination in terms of
pronunciation, intonation and fluency.
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.
1–2
Nothing comprehensible
0
Cambridge IGCSE French 0520
29
Section 3: Teachers’ Notes booklet
For Role Play Cards One, Two, Three. Role Play A.
A
Candidat(e): vous-même
Professeur: employé(e) au restaurant
Vous allez au restaurant avec un(e) ami(e). Vous avez une réservation.
P
Saluez le/la candidat(e) et dites: ‘Je peux vous aider?’
C1 (i)
Saluez l’employé(e) et
(ii) Dites que vous avez une réservation.
P
Dites: ‘Ah oui Monsieur/Mademoiselle. Quel menu préférez-vous: le menu à 20 euros ou
le menu à 30 euros?’
C2 Écoutez l’employé(e) et choisissez un des menus.
P
Dites: ‘Qu’est-ce que je vous sers?’
C3 Commandez un plat principal.
P
Dites: ‘Très bien… et comme boisson?’
C4 Commandez une boisson.
P
Dites: ‘Voici votre boisson Monsieur/Mademoiselle’.
C5 (i)
Remerciez l’employé(e) et
(ii) Posez 1 question (par exemple: addition? toilettes?).
P
30
Répondez de façon appropriée et terminez la conversation.
Cambridge IGCSE French 0520
Section 3: Teachers’ Notes booklet
For Role Play Cards Four, Five, Six. Role Play A.
A
Candidat(e): vous-même
Professeur: employé(e) au théâtre
Vous téléphonez au théâtre pour acheter des billets pour un concert. Vous parlez avec l’employé(e).
P
Saluez le/la candidat(e) et dites: ‘Bonjour. Théâtre Molière. Je peux vous aider?’
C1 (i)
Saluez l’employé(e) et
(ii) Dites que vous voulez acheter des billets pour le concert.
P
Dites: ‘C’est pour quel soir Monsieur/Mademoiselle?’
C2 Dites pour quel soir vous voulez les billets.
P
Dites: ‘Combien de billets voulez-vous?’
C3 Dites combien de billets vous voulez.
P
Dites: ‘Vous voulez payer quand: maintenant ou le jour du concert?’
C4 Écoutez l’employé(e) et choisissez quand vous voulez payer.
P
Dites: ‘D’accord Monsieur/Mademoiselle’.
C5 (i)
Remerciez l’employé(e) et
(ii) Posez 1 question (par exemple: parking? restaurant?).
P
Répondez de façon appropriée et terminez la conversation.
Cambridge IGCSE French 0520
31
Section 3: Teachers’ Notes booklet
For Role Play Cards Seven, Eight, Nine. Role Play A.
A
Candidat(e): vous-même
Professeur: marchand(e) de fruits au marché
Vous allez au marché. Vous voulez acheter des fruits.
P
Saluez le/la candidat(e) et dites: ‘Je peux vous aider?’
C1 (i)
Saluez le/la marchand(e) et
(ii) Dites que vous voulez acheter des fruits.
P
Demandez: ‘Quels fruits désirez-vous?’
C2 Dites quel fruit vous voulez.
P
Dites: ‘Le(s)quel(les) préférez-vous: nous en avons à 1 euro le kilo ou à 2 euros le kilo?’
C3 Écoutez le/la marchand(e) et choisissez un des prix.
P
Demandez: ‘Combien en voulez-vous Monsieur/Mademoiselle?’
C4 Dites combien de fruits vous voulez.
P
Dites: ‘Voilà Monsieur/Mademoiselle’.
C5 (i)
Remerciez le/la marchand(e) et
(ii) Demandez le prix.
P
32
Répondez de façon appropriée et terminez la conversation.
Cambridge IGCSE French 0520
Section 3: Teachers’ Notes booklet
For Role Play Cards One, Four, Seven. Role Play B.
B
Candidat(e): vous-même
Professeur: propriétaire d’une maison de vacances, Monsieur/Madame Moreau
Pendant vos vacances en Suisse vous perdez la clé de votre maison de vacances. Vous téléphonez
au/à la propriétaire de la maison, Monsieur/Madame Moreau.
P
Répondez au téléphone: ‘Allô. Monsieur/Madame Moreau à l’appareil’.
C1 (i)
Saluez le/la propriétaire et
(ii) Expliquez la situation.
P
Demandez: ‘Où avez-vous perdu la clé et quand?’
C2 (i)
Dites où vous avez perdu la clé et
(ii) Dites quand vous avez perdu la clé.
P
Dites: ‘J’ai une autre clé. Où êtes-vous en ce moment?’
C3 Répondez à la question.
P
Dites: ‘Je ne suis pas loin. Je vais venir avec l’autre clé’.
C4 (Le/la propriétaire va venir.)
(i)
Faites vos excuses et
(ii) Proposez de payer pour la clé.
P
Dites: ‘Ne vous inquiétez pas. J’arrive’.
C5 Posez 1 question sur l’heure de son arrivée.
P
Répondez de façon appropriée et terminez la conversation.
Cambridge IGCSE French 0520
33
Section 3: Teachers’ Notes booklet
For Role Play Cards Two, Five, Eight. Role Play B.
B
Candidat(e): vous même
Professeur: vendeur/vendeuse dans un magasin de vêtements
Vous avez acheté un pantalon mais il y a un problème. Vous voulez échanger le pantalon. Vous
retournez au magasin.
P
Saluez le/la candidat(e) et dites: ‘Je peux vous aider?’
C1 (i)
Saluez le/la vendeur/vendeuse et
(ii) Expliquez la situation.
P
Dites: ‘Quand est-ce que vous avez acheté le pantalon?’
C2 Répondez à la question.
P
Dites: ‘Pourquoi voulez-vous échanger le pantalon Monsieur/Mademoiselle?’
C3 Expliquez pourquoi vous voulez échanger le pantalon (donnez 2 détails).
P
Dites: ‘Alors je peux vous proposer ce pantalon – il est très beau!’
C4 (Vous voulez essayer le pantalon.) Posez 1 question appropriée.
P
Dites: ‘Bien sûr Monsieur/Mademoiselle… passez par ici. Alors que pensez-vous du
pantalon? Il vous plaît?’
C5 (i)
Donnez 1 opinion positive sur le pantalon et
(ii) Dites pourquoi le pantalon vous plaît.
P
34
Répondez de façon appropriée et terminez la conversation.
Cambridge IGCSE French 0520
Section 3: Teachers’ Notes booklet
For Role Play Cards Three, Six, Nine. Role Play B.
B
Candidat(e): vous-même
Professeur: ami(e) français(e), Dominique
Vous êtes à l’aéroport. Votre avion ne peut pas partir ce soir à cause du mauvais temps. Vous téléphonez
à votre ami(e) français(e), Dominique.
P
Répondez au téléphone: ‘Allô. Dominique à l’appareil’.
C1 (i)
Saluez votre ami(e) et
(ii) Expliquez la situation.
P
Dites: ‘Quel dommage! Qu’est-ce que tu fais pour passer le temps?’
C2 Dites ce que vous faites pour passer le temps à l’aéroport (donnez 2 détails).
P
Dites: ‘Mais il est tard! Où vas-tu dormir?’
C3 Répondez à la question.
P
Dites: ‘Je viendrai te chercher à l’aéroport demain. À quelle heure est-ce que tu vas arriver?’
C4 (i)
Réagissez avec plaisir et
(ii) Dites quand vous allez arriver demain.
P
Dites: ‘Je serai là’.
C5 Posez 1 question sur le rendez-vous.
P
Répondez de façon appropriée et terminez la conversation.
Cambridge IGCSE French 0520
35
Please read the instructions printed in the Teachers’ Notes Booklet before completing this form
Centre Number
R.P.
Candidate Card
Number no. Candidate Name
June/November
Centre Name
Role Play A
Role Play B
(max 15)
(max 15)
Topic / Topic
General
Conversation Conversation
(max 30)
(max 30)
Impression
(max 10)
Cambridge IGCSE French 0520
IGCSE
Task
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Mark (Max)
3
3
3
3
3
3
3
3
3
3
15
15
15
15
10
Name of teacher completing this form in capitals
Signature
Date
2 0
Internal
and/or
Total External
Mark Moderation
100
Section 3: Teachers’ Notes booklet
36
FRENCH (0520)
Speaking Examination Working Mark Sheet (Speaking Test Training Handbook)
Section 3: Teachers’ Notes booklet
Cambridge International General Certificate of Secondary Education
French (0520): 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 Cambridge.
Centre name:
1
Centre number:
Tick to confirm that the required moderation documents are enclosed:
(i)
Moderator copy of MS1 or printout of Internal Marks Report.
(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 Cambridge’s attention, please list them below:
….......................................................................................................................................................
2
3
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.
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:
5
(i)
Recordings of the complete Speaking test for 6 candidates across the range
AND
(ii)
Recordings of the complete Speaking test for the first 10 candidates by candidate number.
CENTRES USING MORE THAN 1 EXAMINER – tick to confirm Internal Moderation procedures:
Copy of permission from Cambridge to use more than 1 Examiner enclosed.
Internal moderation carried out and details of Internal Moderation procedures enclosed.
Materials checked by:
(name)
Date:
(signature)
Cambridge IGCSE French 0520
37
Section 3: Teachers’ Notes booklet
38
Cambridge IGCSE French 0520
Section 4: Role play cards
Section 4: Role play cards
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
FRENCH
0520/03
Paper 3 Speaking Role Play Card One (Speaking Test Training Handbook)
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.
© UCLES 2011
[Turn over
Cambridge IGCSE French 0520
39
Section 4: Role play cards
2
A
Candidat(e): vous-même
Professeur: employé(e) au restaurant
Vous allez au restaurant avec un(e) ami(e). Vous avez une réservation.
1
(i)
Saluez l’employé(e); et
(ii) Dites que vous avez une réservation.
2
Écoutez l’employé(e) et choisissez un des menus.
3
Commandez un plat principal.
4
Commandez une boisson.
5
(i)
Remerciez l’employé(e); et
(ii) Posez 1 question (par exemple: addition? toilettes?).
B
Candidat(e): vous-même
Professeur: propriétaire d’une maison de vacances, Monsieur/Madame Moreau
Pendant vos vacances en Suisse vous perdez la clé de votre maison de vacances. Vous téléphonez
au/à la propriétaire de la maison, Monsieur/Madame Moreau.
1
(i)
Saluez le/la propriétaire; et
(ii) Expliquez la situation.
2
(i)
Dites où vous avez perdu la clé; et
(ii) Dites quand vous avez perdu la clé.
3
Répondez à la question.
4
(Le/la propriétaire va venir.)
(i)
Faites vos excuses; et
(ii) Proposez de payer pour la clé.
5
Posez 1 question sur l’heure de son arrivée.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
40
Cambridge IGCSE French 0520
Section 4: Role play cards
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
FRENCH
0520/03
Paper 3 Speaking Role Play Card Two (Speaking Test Training Handbook)
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.
© UCLES 2011
[Turn over
Cambridge IGCSE French 0520
41
Section 4: Role play cards
2
A
Candidat(e): vous-même
Professeur: employé(e) au restaurant
Vous allez au restaurant avec un(e) ami(e). Vous avez une réservation.
1
(i)
Saluez l’employé(e); et
(ii) Dites que vous avez une réservation.
2
Écoutez l’employé(e) et choisissez un des menus.
3
Commandez un plat principal.
4
Commandez une boisson.
5
(i)
Remerciez l’employé(e); et
(ii) Posez 1 question (par exemple: addition? toilettes?).
B
Candidat(e): vous même
Professeur: vendeur/vendeuse dans un magasin de vêtements
Vous avez acheté un pantalon mais il y a un problème. Vous voulez échanger le pantalon. Vous
retournez au magasin.
1
(i)
Saluez le/la vendeur/vendeuse; et
(ii) Expliquez la situation.
2
Répondez à la question.
3
Expliquez pourquoi vous voulez échanger le pantalon (donnez 2 détails).
4
(Vous voulez essayer le pantalon.) Posez 1 question appropriée.
5
(i)
Donnez 1 opinion positive sur le pantalon; et
(ii) Dites pourquoi le pantalon vous plaît.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
42
Cambridge IGCSE French 0520
Section 4: Role play cards
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
FRENCH
0520/03
Paper 3 Speaking Role Play Card Three (Speaking Test Training Handbook)
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.
© UCLES 2011
[Turn over
Cambridge IGCSE French 0520
43
Section 4: Role play cards
2
A
Candidat(e): vous-même
Professeur: employé(e) au restaurant
Vous allez au restaurant avec un(e) ami(e). Vous avez une réservation.
1
(i)
Saluez l’employé(e); et
(ii) Dites que vous avez une réservation.
2
Écoutez l’employé(e) et choisissez un des menus.
3
Commandez un plat principal.
4
Commandez une boisson.
5
(i)
Remerciez l’employé(e); et
(ii) Posez 1 question (par exemple: addition? toilettes?).
B
Candidat(e): vous-même
Professeur: ami(e) français(e), Dominique
Vous êtes à l’aéroport. Votre avion ne peut pas partir ce soir à cause du mauvais temps. Vous
téléphonez à votre ami(e) français(e), Dominique.
1
(i)
Saluez votre ami(e); et
(ii) Expliquez la situation.
2
Dites ce que vous faites pour passer le temps à l’aéroport (donnez 2 détails).
3
Répondez à la question.
4
(i)
Réagissez avec plaisir; et
(ii) Dites quand vous allez arriver demain.
5
Posez 1 question sur le rendez-vous.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
44
Cambridge IGCSE French 0520
Section 4: Role play cards
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
FRENCH
0520/03
Paper 3 Speaking Role Play Card Four (Speaking Test Training Handbook)
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.
© UCLES 2011
[Turn over
Cambridge IGCSE French 0520
45
Section 4: Role play cards
2
A
Candidat(e): vous-même
Professeur: employé(e) au théâtre
Vous téléphonez au théâtre pour acheter des billets pour un concert. Vous parlez avec l’employé(e).
1
(i)
Saluez l’employé(e); et
(ii) Dites que vous voulez acheter des billets pour le concert.
2
Dites pour quel soir vous voulez les billets.
3
Dites combien de billets vous voulez.
4
Écoutez l’employé(e) et choisissez quand vous voulez payer.
5
(i)
Remerciez l’employé(e); et
(ii) Posez 1 question (par exemple: parking? restaurant?).
B
Candidat(e): vous-même
Professeur: propriétaire d’une maison de vacances, Monsieur/Madame Moreau
Pendant vos vacances en Suisse vous perdez la clé de votre maison de vacances. Vous téléphonez
au/à la propriétaire de la maison, Monsieur/Madame Moreau.
1
(i)
Saluez le/la propriétaire; et
(ii) Expliquez la situation.
2
(i)
Dites où vous avez perdu la clé; et
(ii) Dites quand vous avez perdu la clé.
3
Répondez à la question.
4
(Le/la propriétaire va venir.)
(i)
Faites vos excuses; et
(ii) Proposez de payer pour la clé.
5
Posez 1 question sur l’heure de son arrivée.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
46
Cambridge IGCSE French 0520
Section 4: Role play cards
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
FRENCH
0520/03
Paper 3 Speaking Role Play Card Five (Speaking Test Training Handbook)
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.
© UCLES 2011
[Turn over
Cambridge IGCSE French 0520
47
Section 4: Role play cards
2
A
Candidat(e): vous-même
Professeur: employé(e) au théâtre
Vous téléphonez au théâtre pour acheter des billets pour un concert. Vous parlez avec l’employé(e).
1
(i)
Saluez l’employé(e); et
(ii) Dites que vous voulez acheter des billets pour le concert.
2
Dites pour quel soir vous voulez les billets.
3
Dites combien de billets vous voulez.
4
Écoutez l’employé(e) et choisissez quand vous voulez payer.
5
(i)
Remerciez l’employé(e); et
(ii) Posez 1 question (par exemple: parking? restaurant?).
B
Candidat(e): vous même
Professeur: vendeur/vendeuse dans un magasin de vêtements
Vous avez acheté un pantalon mais il y a un problème. Vous voulez échanger le pantalon. Vous retournez
au magasin.
1
(i)
Saluez le/la vendeur/vendeuse; et
(ii) Expliquez la situation.
2
Répondez à la question.
3
Expliquez pourquoi vous voulez échanger le pantalon (donnez 2 détails).
4
(Vous voulez essayer le pantalon.) Posez 1 question appropriée.
5
(i)
Donnez 1 opinion positive sur le pantalon; et
(ii) Dites pourquoi le pantalon vous plaît.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
48
Cambridge IGCSE French 0520
Section 4: Role play cards
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
FRENCH
0520/03
Paper 3 Speaking Role Play Card Six (Speaking Test Training Handbook)
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.
© UCLES 2011
[Turn over
Cambridge IGCSE French 0520
49
Section 4: Role play cards
2
A
Candidat(e): vous-même
Professeur: employé(e) au théâtre
Vous téléphonez au théâtre pour acheter des billets pour un concert. Vous parlez avec l’employé(e).
1
(i)
Saluez l’employé(e); et
(ii) Dites que vous voulez acheter des billets pour le concert.
2
Dites pour quel soir vous voulez les billets.
3
Dites combien de billets vous voulez.
4
Écoutez l’employé(e) et choisissez quand vous voulez payer.
5
(i)
Remerciez l’employé(e); et
(ii) Posez 1 question (par exemple: parking? restaurant?).
B
Candidat(e): vous-même
Professeur: ami(e) français(e), Dominique
Vous êtes à l’aéroport. Votre avion ne peut pas partir ce soir à cause du mauvais temps. Vous téléphonez
à votre ami(e) français(e), Dominique.
1
(i)
Saluez votre ami(e); et
(ii) Expliquez la situation.
2
Dites ce que vous faites pour passer le temps à l’aéroport (donnez 2 détails).
3
Répondez à la question.
4
(i)
Réagissez avec plaisir; et
(ii) Dites quand vous allez arriver demain.
5
Posez 1 question sur le rendez-vous.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
50
Cambridge IGCSE French 0520
Section 4: Role play cards
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
FRENCH
0520/03
Paper 3 Speaking Role Play Card Seven (Speaking Test Training Handbook)
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.
© UCLES 2011
[Turn over
Cambridge IGCSE French 0520
51
Section 4: Role play cards
2
A
Candidat(e): vous-même
Professeur: marchand(e) de fruits au marché
Vous allez au marché. Vous voulez acheter des fruits.
1
(i)
Saluez le/la marchand(e); et
(ii) Dites que vous voulez acheter des fruits.
2
Dites quel fruit vous voulez.
3
Écoutez le/la marchand(e) et choisissez un des prix.
4
Dites combien de fruits vous voulez.
5
(i)
Remerciez le/la marchand(e); et
(ii) Demandez le prix.
B
Candidat(e): vous-même
Professeur: propriétaire d’une maison de vacances, Monsieur/Madame Moreau
Pendant vos vacances en Suisse vous perdez la clé de votre maison de vacances. Vous téléphonez
au/à la propriétaire de la maison, Monsieur/Madame Moreau.
1
(i)
Saluez le/la propriétaire; et
(ii) Expliquez la situation.
2
(i)
Dites où vous avez perdu la clé; et
(ii) Dites quand vous avez perdu la clé.
3
Répondez à la question.
4
(Le/la propriétaire va venir.)
(i)
Faites vos excuses; et
(ii) Proposez de payer pour la clé.
5
Posez 1 question sur l’heure de son arrivée.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
52
Cambridge IGCSE French 0520
Section 4: Role play cards
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
FRENCH
0520/03
Paper 3 Speaking Role Play Card Eight (Speaking Test Training Handbook)
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.
© UCLES 2011
[Turn over
Cambridge IGCSE French 0520
53
Section 4: Role play cards
2
A
Candidat(e): vous-même
Professeur: marchand(e) de fruits au marché
Vous allez au marché. Vous voulez acheter des fruits.
1
(i)
Saluez le/la marchand(e); et
(ii) Dites que vous voulez acheter des fruits.
2
Dites quel fruit vous voulez.
3
Écoutez le/la marchand(e) et choisissez un des prix.
4
Dites combien de fruits vous voulez.
5
(i)
Remerciez le/la marchand(e); et
(ii) Demandez le prix.
B
Candidat(e): vous même
Professeur: vendeur/vendeuse dans un magasin de vêtements
Vous avez acheté un pantalon mais il y a un problème. Vous voulez échanger le pantalon. Vous retournez
au magasin.
1
(i)
Saluez le/la vendeur/vendeuse; et
(ii) Expliquez la situation.
2
Répondez à la question.
3
Expliquez pourquoi vous voulez échanger le pantalon (donnez 2 détails).
4
(Vous voulez essayer le pantalon.) Posez 1 question appropriée.
5
(i)
Donnez 1 opinion positive sur le pantalon; et
(ii) Dites pourquoi le pantalon vous plaît.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
54
Cambridge IGCSE French 0520
Section 4: Role play cards
CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
FRENCH
0520/03
Paper 3 Speaking Role Play Card Nine (Speaking Test Training Handbook)
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.
© UCLES 2011
[Turn over
Cambridge IGCSE French 0520
55
Section 4: Role play cards
2
A
Candidat(e): vous-même
Professeur: marchand(e) de fruits au marché
Vous allez au marché. Vous voulez acheter des fruits.
1
(i)
Saluez le/la marchand(e); et
(ii) Dites que vous voulez acheter des fruits.
2
Dites quel fruit vous voulez.
3
Écoutez le/la marchand(e) et choisissez un des prix.
4
Dites combien de fruits vous voulez.
5
(i)
Remerciez le/la marchand(e); et
(ii) Demandez le prix.
B
Candidat(e): vous-même
Professeur: ami(e) français(e), Dominique
Vous êtes à l’aéroport. Votre avion ne peut pas partir ce soir à cause du mauvais temps. Vous téléphonez
à votre ami(e) français(e), Dominique.
1
(i)
Saluez votre ami(e); et
(ii) Expliquez la situation.
2
Dites ce que vous faites pour passer le temps à l’aéroport (donnez 2 détails).
3
Répondez à la question.
4
(i)
Réagissez avec plaisir; et
(ii) Dites quand vous allez arriver demain.
5
Posez 1 question sur le rendez-vous.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
56
Cambridge IGCSE French 0520
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 Teachers’ Notes and the Role Play cards of Sections 3 and 4 of this
handbook. The taped performances can be found on the accompanying CDs. Three speaking tests are
recorded on CD 1 and three on CD 2
CD 1 Candidate 1 – Card 6
Role Play A
Task 1 No problems
3 marks
Task 2 No problems
3 marks
Task 3 No problems. Note that the minimal response is quite appropriate.
3 marks
Task 4 No problems
3 marks
Task 5 No problems. The use of du instead of un is acceptable.
3 marks
Total = 15 marks
Role Play B
Task 1 The mispronunciation of mauvais prevents a mark of 3 from being awarded.
2 marks
Task 2 The candidate manages to correct himself which is quite acceptable and then
goes on to communicate that he has eaten a small meal and drunk what we
presume is coffee, but the ambiguity prevents a mark of 3 from being awarded.
2 marks
Task 3 The utterance je pense je vas dormir en un hôtel is not accurate enough for a
mark of 3, but the message is clearly there.
2 marks
Task 4 The time is correctly communicated but there is no expression of pleasure. The
task is therefore only partially completed.
Task 5 Again, the message is there, but the form of the verb is not accurate
1 mark
2 marks
Total = 9 marks
Topic Presentation and Conversation: Holidays
The initial exposition of the topic is very competent and lasts just over the one minute minimum. The
candidate presents his material quite quickly but the messages are clearly communicated and there are
several instances of good past and future tenses. Occasionally, the pronunciation is a little distorted. (This
is taken into account at the end of the exam in the Impression mark.) Appropriate unusual vocabulary has
been researched.
The examining in this follow up conversation section is skilful and a good natural conversation develops
in which the examiner picks up certain leads (such as that the candidate has lived in India) and invites the
candidate to develop them further. There is one very natural question to help guide the candidate back
on track when he talks about visiting the Eiffel Tower in America. Normally, one would never correct a
candidate but this kind of querying to establish meaning is acceptable as the candidate can correct his slipup. The overall timing in this section is just right (a few seconds over 5 minutes).
The candidate is usually very successful in communicating his messages and is able to understand and
respond to both straightforward and unexpected questions. Only occasional rephrasing/help is needed from
the examiner and he is able to develop his answers. He regularly develops ideas and opinions and offers
some justifications. In terms of the mark for Communication (Table B), it is clear that the candidate is being
encouraged and stretched to work and he works well for the marks. 13 marks are scored.
Cambridge IGCSE French 0520
57
Section 5: Commentary and assessment of recorded speaking tests
In terms of the mark for Language (Table C), there are many good examples of confident tense usage and
a fairly wide range of mostly accurate structures. There are also some errors of auxiliaries, and tense errors
in response to some questions or where he is trying to develop material in a natural way. Occasional nonFrench words appear. His performance still falls into the Very Good category but at the bottom end of the
marking band. 12 marks are scored.
TOTAL = 13 + 12 = 25 marks
General Conversation
The examiner makes it very clear that she is passing on to the final part of the exam and this is helpful.
She starts off with a closed question asking if the candidate likes his school and he is able to take the
initiative and expand on several aspects. He talks about favourite subjects and teachers and his response
is rapid and very natural. He can routinely give and develop ideas and opinions and he is again successful
in communicating his ideas unambiguously. He is very responsive and confident. He answers several quite
stretching questions, for example about the necessary qualities for a journalist and he is clearly at ease
with his material. The conversation moves on to sport and he is again consistent in his performance and
maintains his speed of response and length of answers on a different topic area. He finally moves on to
talk about the area where he lives and is, once again, able to talk freely about his area, transport and what
changes he would like to make if he were the Mayor of London. There is hardly any need to repeat/rephrase
a question and the speed of this conversation and his ability to expand are impressive.
In terms of Communication (Table B), this performance just passes into the top band (Outstanding), and he
is again being stretched to work for the marks. 14 marks are scored.
In terms of Language (Table C), he is usually able to respond in a variety of tenses which are mostly
appropriate and accurate. There are instances of ambiguity due to incorrect conjugation and incorrect tense
usage. His structures are, again, mostly accurate. His performance is at the bottom of the Very Good
band and had the tenses been a little more accurate it would have been at the top of the Very Good band.
12 marks are scored.
Total = 14 + 12 = 26 marks
Impression
The candidate is very fluent, but there are some mistakes of pronunciation and intonation. He makes a fair
attempt at intonation. 8 marks are scored.
Total = 8 marks
Total = 15 + 9 + 25 + 26 + 8 = 83 marks
This represents a comfortable grade A performance.
58
Cambridge IGCSE French 0520
Section 5: Commentary and assessment of recorded speaking tests
CD 1 Candidate 2 – Card 7
Role Play A
Task 1 No problems.
3 marks
Task 2 It is clear that the type of fruit required is banana.
3 marks
Task 3 The deux is mispronounced. It is clear that it is not un, but not a clear deux.
2 marks
Task 4 Although one banana was mentioned before this is ignored. No problems.
3 marks
Task 5 No problems.
3 marks
Total = 14 marks
Role Play B
Task 1 The message is clear, but the verb is inaccurate.
2 marks
Task 2 The candidate is again inaccurate in his verb usage, but it would appear to be the
same error as before and this is therefore ignored. However, the accumulation of
other inappropriate language prevents a mark of 3 from being scored. It is clear
that a time and place are mentioned.
2 marks
Task 3 The candidate is initially thrown by the ‘unexpected’ question and seeks a
repetition of the question. Had he then responded successfully it would not
have prevented a mark of 3 from being scored. However, he clearly has not
understood and asks for another repetition. The examiner repeats the question,
but there is still no response and then she finally shortens it to où which he does
understand and he is able to say dans un restaurant. The task is completed but
due to the amount of hesitation and repetition a mark of 3 is not awarded.
2 marks
Task 4 An interesting task to mark. The first part would appear to be an attempt,
perhaps, to indicate that the key has been lost (fallen?) in the woods. It is
ignored. The set task is to apologise and offer to pay for the key. The apology
is not given here, but right at the beginning of this role play the candidate did
apologise well, so this is allowed to count here. He then finally utters Je voudrais
un achète payer pour la clé. This is just enough to convey the idea of an offer to
pay and the self correction of achète to payer is allowed. He therefore just scores
2 on this task.
2 marks
Task 5 This task is only partially completed: À quelle heure dans son arrive?
1 mark
Total = 9 marks
Topic Presentation and Conversation: School
The candidate presents fairly confidently and for nearly two minutes. He has prepared fairly well. Most of his
messages are fairly straightforward and there are also some simple opinions. In terms of language there are
some correct present tenses and one case of him using a perfect tense when he talks about what he has
studied. (This will be important later on when assessing a mark for Language.) There is not a huge variety
of structures. Once the discussion starts the standard of the candidate’s French is not as good as in his
presentation. He needs quite an amount of rephrasing to start him off again and he has difficulty answering
unexpected questions. The performance is inconsistent: at times he can respond well once he has the
question repeated, but at others he is hesitant and very dependent upon the examiner.
For Communication (Table B), the performance falls into the Satisfactory band and 8 marks are scored.
Cambridge IGCSE French 0520
59
Section 5: Commentary and assessment of recorded speaking tests
For Language (Table C), the examiner is clearly aware of the need to include questions to test for tense and
nearly veers off the subject as she talks about weekend activities. The topic, however, goes back onto the
correct subject matter with a question on which homework the candidate did last night to which he replies
in correct language (j’ai fini), but in an inappropriate way which does not answer the question. There are
several instances of correct future meaning expressed using je vais and an infinitive and the correct instance
of a perfect in the presentation means that the mark is not limited to 6. (There need to be instances of
correct past and future tenses to score a mark of 7 or more for Language.) The performance in terms of
the performance descriptors clearly rises above the Weak descriptors and is placed in the middle of the
Satisfactory band. Overall a mark of 8 is scored.
Total = 8 + 8 = 16 marks
General Conversation
Again, the examiner indicates helpfully that she is passing on to the next section of the test and starts with
a good open question inviting the candidate to talk about his town. He can at times communicate quite
well, but as the conversation progresses he starts to tire and he is clearly at times trying to translate word
for word when he talks about his home area. There are instances of correct tenses but the conversation
starts to get patchy in terms of both content and language. To his credit he does try to respond to some
unexpected questions, but his level of performance is inconsistent and he, again, needs repetition on some
straightforward questions and is at times hesitant.
For Communication, the performance is very similar to before and 8 marks are scored.
For Language, the performance is also in the Satisfactory band, but at the bottom of the band as the range
of structures is not always adequate, resulting in some ambiguity. 7 marks are scored.
Total = 8 + 7 = 15 marks
Impression
The candidate makes some attempt at intonation and despite there being errors of pronunciation, he is fairly
fluent. His pronunciation is not too heavily influenced by the intrusion of another language. A mark of 6 is
just scored.
Total = 6 marks
TOTAL = 14 + 9 + 16 + 15 + 6 = 60 marks
This performance represents the lowest mark for the award of a C grade.
60
Cambridge IGCSE French 0520
Section 5: Commentary and assessment of recorded speaking tests
CD 1 Candidate 3 – Card 1
Role Play A
Task 1 There is a slight mispronunciation but a mark of 3 is awarded. The use of the
perfect here is entirely acceptable as it does not change the message.
3 marks
Task 2 No problems.
3 marks
Task 3 The intrusion of à is ignored and does not prevent a mark of 3.
3 marks
Task 4 The candidate gives a local brand name une Fanta which at this level is accepted.
3 marks
Task 5 The mispronunciation on toilettes introduces a little ambiguity, the language is
not the most appropriate.
2 marks
Total = 14 marks
Role Play B
Task 1 No problems. A greeting + j’ai perdu la clé.
3 marks
Task 2 The answer is brief but appropriate.
3 marks
Task 3 A simple but appropriate response: je suis à la maison.
3 marks
Task 4 There is no apology (which already limits the mark for this two-part task to 1).
The offering to pay is not fully completed (payer pour la clé), but there is some
partial achievement. The benefit of the doubt is given to the candidate. This
would have been difficult to prompt, but it might have helped the candidate here
to query her meaning eg: Qu’est-ce que vous voulez faire?
1 mark
Task 5 This sounds like vous avons arrive. The message is clear but not accurate enough
for a mark of 3 to be awarded.
2 marks
Total = 12 marks
Topic Presentation and Conversation: South Africa
The candidate makes an initial exposition of just under one minute before she is asked questions by the
examiner. She can communicate messages at a simple level about the geographical location, the capital,
and the sport there but she clearly needs guidance from the examiner. The language in this introduction to
her topic is basic and there are frequently incorrect attempts at verbs and faulty manipulation of structures.
The examiner pitches his level of questioning in a skilful way and his questions are very clear and very well
phrased. He makes a big difference to this candidate as he is calm and encourages her to work for the
marks. He is ready to take any French she produces and base his next question on it whilst still bearing in
mind that he is trying to elicit different tenses from her if he can. Following his lead, the candidate is able
to attempt answers to most of the questions. She clearly has difficulty at times but she does keep going
and tries her best to convey relevant meaning. There is hesitation on her part and the verb forms are often
not attempted or are incomplete. She uses structures such as je t’aime for j’aime and sometimes confuses
nouns for verbs. Sometimes, her answers do not answer the question, e.g. when she is asked what she
did with her family and instead she lists the people in her family. The examiner correctly presses on with a
different question and is not thrown, which is important as this candidate is not confident. Despite finding
even straightforward questions hard, a fairly natural (if somewhat limited) conversation does take place and
the timing of 5 minutes is achieved.
For Communication (Table B), the candidate‘s performance is just at the top of the Weak band as she
always attempts an answer. She is able just to follow the meaning and time frames in several questions
due to the way in which the examiner puts the questions and as a result she is able to communicate simple
pieces of information. 6 marks are scored.
Cambridge IGCSE French 0520
61
Section 5: Commentary and assessment of recorded speaking tests
For Language (Table C), the candidate’s performance also falls into the Weak band. Verbs and structures
tend to be limited or incomplete and the vocabulary is also elementary. 5 marks are scored.
Total = 6 + 5 = 11 marks
General Conversation
The examiner clearly indicates the transition to the final part of the test. He asks simple closed questions
on family life, interests (music and TV) and finally asks briefly about school life and future plans. Again,
the candidate usually attempts to answer, but as she tires, there is at times ambiguity of message and
she is heavily dependent upon the examiner in terms of rephrasing and steering the conversation. There
are occasional encouraging patches when her meaning is clearly transmitted such as when she says she
has sisters and that she would like a brother, but at other times messages are incomplete. There is also
interference from another language on key vocabulary items.
For Communication (Table B), her performance again falls in the Weak band but at a slightly lower level.
5 marks are scored.
For Language (Table C), the language is very similar to that heard before. Verbs, structures and vocabulary
are very limited. Phrases rather than sentences are often given and are often incomplete. Subject/verb
accords are attempted but the incorrect use of the subject pronoun means these are unsuccessful.
5 marks are scored.
Total = 5 + 5 = 10 marks
Impression
The performance rises above the bottom band as she is frequently comprehensible and can convey some
meaning. Her pronunciation is at times influenced by other languages. The performance does not have any
characteristics of the 5-6 band. A mark of 4 is awarded which recognises her good attempt on the role play
section. 4 marks are awarded.
Total = 4 marks
TOTAL = 14 + 12 + 11 + 10 + 4 = 51
This mark represents 1 mark above the lowest mark for the award of a grade D. It is interesting to note that
a good role play performance and sympathetic examining have helped this candidate to achieve her best
possible mark.
62
Cambridge IGCSE French 0520
Section 5: Commentary and assessment of recorded speaking tests
CD 2 Candidate 1 – Card 2
Role Play A
Task 1 No problems.
3 marks
Task 2 No problems.
3 marks
Task 3 No problems.
3 marks
Task 4 The gender error is minor. No problems.
3 marks
Task 5 The subject verb accord is faulty (therefore a mark of 3 is not possible), but the
message is clear.
2 marks
Total = 14 marks
Role Play B
Task 1 No problems.
3 marks
Task 2 No problems. The answer is brief but appropriate.
3 marks
Task 3 No problems.
3 marks
Task 4 The meaning is there, but the language is inaccurate.
2 marks
Task 5 No problems: both parts of the task are done with only a minor slip.
3 marks
Total = 14 marks
Topic Presentation and Conversation: Future plans
The candidate introduces her topic in an interesting way. The subject matter is mature in nature and she
is able to use complex language and a very wide range of vocabulary in order to explain and justify her
opinions about her future plans. (Interestingly, the language she uses in her topic presentation already
satisfies the requirement to express herself using past and future tenses.) Her presentation lasts for one
and a half minutes.
The ensuing conversation is very spontaneous and rapid in pace. The candidate responds at length to
all kinds of questions and is always able to give detail and develop her answers. She is very fluent and
can follow the examiner when necessary, but can also take the initiative. She talks freely in a range of
tenses, she can also talk in the first and third persons, and she can use a very wide range of structures
and vocabulary. There are some minor slips and also occasional errors in sequences of tense, but these
only occur in more complex language. She is a fluent and very accurate communicator who interests the
listener and can justify her opinions and explain them routinely. She is clearly able to ‘think on her feet’. The
examiner conducts this part of the exam at quite a pace – she clearly knows the standard of her candidate
and stretches her accordingly. The timing of the follow-up conversation is a little long (five and a half
minutes for the whole section), but is within acceptable limits. The candidate has prepared her topic well in
terms of vocabulary and structures and can access the information in a very natural way according to the
needs of the examiner. Her performance is in the Outstanding band.
For Communication (Table B), a maximum mark of 15 is scored.
For Language (Table C), a mark of 14 is scored.
Total = 15 + 14 = 29 marks
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Section 5: Commentary and assessment of recorded speaking tests
General Conversation
The examiner indicates that she is moving on to talk about the candidate’s family and this signals the
start of the general conversation. The conversation again develops in a totally natural way and covers the
topics of family, activities/interests and school. The candidate communicates extremely well on a good
range of topics at a rapid pace. The examiner moves well from one topic to another and, again, a genuine
spontaneous conversation develops. The candidate can develop her answers, give lengthy responses and
justify her opinions. She speaks fluently and can take the initiative. In terms of language, there are only
occasional minor slips in more complex sequences of language. She shows that she can use a range of
tenses accurately, and a very wide range of structures, pronouns, adverbs and conjunctions.
For Communication (Table B), a maximum mark of 15 is scored.
For Language (Table C), a mark of 14 is scored.
Total = 15 + 14 = 29 marks
Impression
The candidate fulfils all the descriptors in the top marking band. Her accent (although not a native speaker) is
very good with only the occasional slight mistake. A maximum score of 10 marks is awarded.
Total = 10 marks
TOTAL = 14 + 14 + 29 + 29 + 10 = 96 marks
This performance of this candidate represents the very highest level of IGCSE speaking performance.
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Section 5: Commentary and assessment of recorded speaking tests
CD 2 Candidate 2 – Card 6
Role Play A
Task 1 The message is clearly there despite being inaccurate.
2 marks
Task 2 The candidate indicates who the tickets are for rather than a day. This could have
been queried by the examiner.
0 marks
Task 3 The candidate just reads the cue and does not achieve even partial achievement
despite a prompt from the examiner.
0 marks
Task 4 The candidate does not understand the task which requires him to listen and
choose one of the options offered.
0 marks
Task 5 The candidate partially communicates but does not manage to formulate a
correct question or transmit a complete message.
1 mark
Total = 3 marks
Role Play B
Task 1 The candidate does not greet the examiner and then fails
to communicate the situation.
0 marks
Task 2 The examiner repeats the cue and despite inaccuracies
the candidate communicates what he is eating and drinking.
2 marks
Task 3 Despite a sympathetic prompt the candidate fails to communicate.
0 marks
Task 4 The candidate only achieves communication of part
of the task and does not express his pleasure.
Task 5 The candidate does not attempt a question.
1 mark
0 marks
Total = 3 marks
Topic Presentation and Conversation: Tanzania
The candidate has, to his credit, clearly prepared a lot of material for his presentation. He manages to
convey essential points about the country, geographical features and the food. He sustains this at a fairly
straightforward level linguistically, but at this stage he is fairly fluent. In the follow up conversation however,
the level of performance dips and he has difficulty in answering straightforward questions, which often
need reformulations from the examiner. During the Topic Conversation, the language remains at a fairly
weak level. There are often incorrect attempts at verbs and there are no instances of correct past and future
tenses. The language is often ‘list-like’ and only a weak range of structures is displayed. In cases such as
this where the language of the presentation is at a higher level than in the conversation a ‘best fit’ approach
is taken. The examiner is clearly aware of the need to reformulate questions and to keep his questions clear.
Although this candidate is not a strong candidate the examiner manages to keep the conversation at an
appropriate level (even if there are quite a few lists). There are a few attempts to try to get the candidate to
talk about how he travelled round, but they are not successful.
In terms of Communication (Table B), this performance falls in the middle of the Satisfactory band and a
score of 8 is achieved.
In terms of Language (Table C), the performance falls at the top of the Weak band and a score of 6 is
achieved. (NB. Remember that for a score of 7+ for Language there must be examples of correct past and
future tenses.)
Total = 8 + 6 = 14 marks
Cambridge IGCSE French 0520
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Section 5: Commentary and assessment of recorded speaking tests
General Conversation
The examiner indicates very clearly that he is moving on to the final section of the test which is helpful
to the candidate. Several different topics are talked about and despite the candidate sometimes lacking
confidence and not always being able to answer, the conversation does develop in a fairly natural way. The
examiner is clearly trying to pick up on interesting points offered by the candidate and tries to get him to
develop points on holidays and sport in particular. At times the candidate can communicate quite well, but
at other times he needs reformulations and rephrasing and relies very much on the examiner. Again, to his
credit, he always tries to answer and on some parts of some topics he is fairly fluent (e.g. holidays in Spain).
The performance is however inconsistent and he finds it very hard to respond well to unexpected questions
which are out of the safe zone of straightforward questions. There are a few instances of correct past
tenses, but no future tenses which, again, limits the Language mark.
For Communication (Table B), the conversation scores 8 marks.
For Language (Table C), 6 marks are scored.
Total = 8 + 6 = 14 marks
Impression
Despite quite a number of errors there is an attempt at intonation and expression. The correct band for such
a performance is 5-6 marks. The performance on the role plays is weak, but on the presentation of the topic
there are some good attempts to pronounce well despite prepared material being delivered. The benefit of
the doubt is given between these two marks and a mark of 6 is scored.
Total = 6 marks
TOTAL = 3 + 3 + 14 + 14 + 6 = 40 marks
A mark of 40 represents the lowest mark for the award of a grade E.
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Section 5: Commentary and assessment of recorded speaking tests
CD 2 Candidate 3 – Card 5
Role Play A
Task 1 No problems.
3 marks
Task 2 The mispronunciation on tickets prevents a mark of 3 being scored.
2 marks
Task 3 No problems. (A minimal response of deux would have been appropriate for a
mark of 3.)
3 marks
Task 4 A full and accurate response.
3 marks
Task 5 The minor error does not prevent 3 marks being scored.
3 marks
Total = 14 marks
Role Play B
Task 1 The message is there, but the verb is not quite correctly conjugated and there
are several minor errors.
2 marks
Task 2 The errors made are minor. Note, however, that had there been extensive
rephrasing on this unexpected question a mark of 2 would have been
appropriate.
3 marks
Task 3 The candidate has already said the trousers are too small. The examiner shows
she is aware of this by repeating this point and then asks for one other detail. The
candidate responds that he wants to échanger la couleur (minor error: a mark of
3 is just achieved).
3 marks
Task 4 The candidate gets a little lost here and despite the efforts of the examiner to
bring him back on course he does not ask an appropriate question.
0 marks
Task 5 The examiner gets the candidate back on task but he does not give his opinion
about the new trousers and say why he likes them. He instead states a
preference of size and colour and does not complete the task.
0 marks
Total = 8 marks
Topic Presentation and Conversation: Holidays
The candidate does quite a long and fairly fluent presentation. He can communicate messages quite
clearly in the presentation, but at times there is ambiguity due to incorrect verb forms. He delivers his
presentation without much hesitation and is able to express opinions and simple justifications. In the
follow-up conversation, he understands the examiner quite well and she does not have to resort to a lot of
reformulation. He can usually respond to straightforward questions and can respond satisfactorily to a few
unexpected ones, occasionally needing some rephrasing. In terms of language, he uses one past tense
correctly and several future tenses (usually present continuous tense). Even though there is a not a good
range of structure and vocabulary, he can use some dependent infinitives. Overall, it is interesting to note
that his performance does not drop dramatically after his presentation and that even when inaccurate he is
fairly successful in communicating his messages.
For Communication (Table B), the performance fits at the top of the Good band and
11 marks are scored.
For Language (Table C), the range of structures is adequate. There are some instances of correct verb
usage but it is not ‘generally accurate’. This level of performance fits at the top of the Satisfactory band and
9 marks are scored.
Total= 11 + 9 = 20 marks
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Section 5: Commentary and assessment of recorded speaking tests
General Conversation
The candidate talks quite confidently on several topic areas. Some of the exchanges are very straightforward
and there appear to be few unexpected questions but he can give opinions and some simple justifications.
He is, again, reasonably successful at getting the essential elements across and his speed of response
is good. There is little hesitation and he is fairly forthcoming. He is also able to perform fairly consistently
across the topics. Generally, it is a very similar performance to that heard in the Topic Conversation. In terms
of language, there are again some correct future times frames but only one example of a correct perfect
tense. The examiner is aware of the need to elicit some past tenses and it would have been safer to ask a
few more questions in the perfect tense. There is an adequate range of structures and vocabulary. There is
some confusion over the use of plus and beaucoup.
For Communication (Table B), 11 marks are scored.
For Language (Table C), 9 marks are scored. (It should be noted that had there not been the single use of
the perfect tense, the mark for Language would have been limited to 6).
Total = 11 + 9 = 20 marks
Impression
The candidate is fairly fluent and there is a good attempt to pronounce correctly. The intonation is generally
good with only a few mistakes. There is not much hesitation. A mark of 8 is just scored.
Total = 8 marks
TOTAL = 14 + 8 + 20 + 20 + 8 = 70 marks
The mark of 70 represents the lowest mark for the award of a grade B.
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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
A1
School routine
A2
Eating and drinking
A3
Health and fitness
A4
Food, health and fitness
Area B
Personal and social life
Self, family and personal relationships
Self, family, personal relationships, pets
B1
House and home
B2
Leisure, entertainments, invitations
B3
Eating out
B4
Festivals and special occasions
B5
Holidays; getting around
B6
Accommodation
B7
Holidays and special occasions
Area C
The world around us
Home town and local area
Home town and geographical surroundings
C1
Shopping
C2
Public services
C3
Natural environment
C4
Weather
C5
Finding the way
C6
Meeting people
C7
Places and customs
C8
Travel and transport
C9
Natural and made environment
People, places and customs
Area D
The world of work
Continuing education
Further education and training
D1
Careers and employment
Future career plans
D2
Employment
D3
Language and communication in the
workplace
Communication
D4
Language at work
D5
Area E
The international world
Tourism at home and abroad
Holiday travel and transport (see also C9)
E1
Geographical surroundings (see also C1)
E2
Weather (see also C5)
E3
Places and customs (see also C8)
E4
Food and drink (see also A3)
E5
Meeting people (see also C7)
E6
Issues according to available resources
and individual interest
E7
Life in other countries and communities
World events and issues
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Appendix A: Defined content topic list
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Appendix B: Accreditation submission forms
Appendix B: Accreditation submission forms
1
Copy and fill in the form on the following page with your personal details, signing the declaration that
the work is your own.
2
Complete the Speaking Examination Working Mark Sheet with the marks you have given the students
taking part in this training sample.
3
Staple these documents together in the order they appear in the handbook and send them, along with
your recordings, to the address overleaf.
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Appendix B: Accreditation submission forms
72
Cambridge IGCSE French 0520
Appendix B: Accreditation submission forms
Evidence for Cambridge IGCSE® Speaking Test examiner accreditation
Cover Sheet
Cambridge IGCSE French 0520
Please complete this form in BLOCK CAPITALS.
Centre number
Centre name
Teacher’s name
Contact email
Declaration of authenticity
I have read and understood the training materials and certify that the evidence submitted
with this form is my own original work.
Signed
Date
(DD / MM / YY)
Name
Return this form to
Cambridge IGCSE Accreditation Coordinator (EDM),
Cambridge International Examinations,
1 Hills Road,
Cambridge,
CB1 2EU,
UK.
Save a copy of all forms submitted, for your own records.
Cambridge IGCSE French 0520
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Appendix B: Accreditation submission forms
74
Cambridge IGCSE French 0520
.............................................................................................................
IGCSE
FRENCH (0520/03)
.............................................................................................................................................................................
Working Mark Sheet
.............................................................................................................................................................................
Speaking Test Training Handbook
Please read the instructions printed in the Teachers’ Notes Booklet and the Syllabus before completing this form.
Centre Number
Centre Name
R.P.
Task
Card
Candidate
no. Candidate Name Mark (Max)
Number
1
3
Role Play A
Role Play B
(max 15)
(max 15)
2
3
3
3
4
3
5
3
6
3
7
3
8
3
9
3
General
Topic/Topic
Conversation Conversation
(max 30)
(max 30)
10
3
11
15
12
15
13
15
14
15
Impression
(max 10)
French (0520/03)
Total
Mark
15
10
100
Signature
Date
75
Appendix B: Accreditation submission forms
Cambridge IGCSE French 0520
Name of teacher completing this form
Internal
and/or
External
Moderation
Appendix B: Accreditation submission forms
76
Cambridge IGCSE French 0520
Appendix C: Guidelines for internal standardisation/moderation
Appendix C: Guidelines for internal standardisation/
moderation
Cambridge IGCSE foreign language Speaking Tests (June 2011
onwards)
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Appendix C: Guidelines for internal standardisation/moderation
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