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Speaking Test Training
Handbook
Cambridge IGCSE®
German
0525
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 2014
Contents
Section 1: Introduction .......................................................................................................... 1
1.1 The purpose of this training handbook
1.2 Accreditation
1.3 How to use this training handbook
Section 2: Introduction to the Speaking Test ........................................................................ 3
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 ................................................................................................. 13
Section 4: Role Play Cards .................................................................................................. 37
Section 5: Commentary and assessment of recorded Speaking Test samples ................... 55
Appendices ....................................................................................................................... 65
Appendix A: Accreditation Submission Forms
Appendix B: Guidelines for Internal Standardisation/Moderation
Appendix C: Defined Content Topic List
Section 1: Introduction
iv
Cambridge IGCSE German Speaking Test Training Handbook
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 Speaking Test
(Component 3) of the Cambridge IGCSE German (0525) examination. It offers practical advice and support,
and should be read in conjunction with:
•
the syllabus for Cambridge IGCSE German (0525)
•
the Paper 3 Teachers’ Notes and Role Play Cards
•
non-coursework Speaking Test section of the Cambridge Handbook for Centres.
The aim of this handbook is to:
•
clarify points of administration, marking and interpretation which have been brought up in training
sessions and enquiries made to Cambridge
•
offer advice and guidance on examination procedures
•
provide examples on CD of Speaking Test practice, together with suggested marks and examiner
comments
•
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 (Teachers’ 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 must 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 (0525)
Cambridge IGCSE German Speaking Test. However, we do recommend that, in the interests of candidates,
teacher/examiners new to the syllabus undergo distance training via this 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 training handbook you will be ready to start marking the
practice samples on the accompanying CD. Only when you have completed this should you consult Section
5 to compare your assessment with that of the Principal Moderator.
You will find it helpful if you can conduct your first assessment with other teachers and 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 German Speaking Test Training Handbook
1
Section 1: Introduction
Using this training handbook to gain accreditation
When you have worked through Sections 2 and 3 of this handbook and practised marking the recordings on
the CD, you should conduct four Speaking Tests yourself, preferably with candidates across a good range
of abilities (weak to strong). These should be conducted using the Role Play situations provided in Sections
3 and 4, and the candidates should be recorded onto cassette or CD. Please note that only recordings at
normal speed and on standard size cassettes/CDs can be accepted. The Speaking Tests should be marked
according to the mark scheme provided on pages 22–25 of this handbook and the marks recorded on copies
of the accreditation submission forms provided on pages 66–68. Please note that in the live Speaking Test
marking should take place as you conduct the test, that is, you should mark the live performance and not a
recording.
Your completed accreditation submission forms should be returned to the Cambridge IGCSE Accreditation
Coordinator at the address below, together with the recordings and your working mark sheet. Feedback can
then be given not only on the standard of your marking but also on the questioning techniques you used.
We hope that after working through this training handbook and the CD, 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.
Your sample tests (recordings and accreditation submission forms) and any queries relating to this training
handbook should be addressed to:
Cambridge IGCSE Accreditation Coordinator (EDM)
Cambridge International Examinations
Cambridge Assessment DC10
Hill Farm Road
Whittlesford
Cambridge
CB22 4FZ
United Kingdom
Telephone: + 44 1223 553554
Facsimile: + 44 1223 553558
Email: info@cie.org.uk
Website: www.cie.org.uk
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Cambridge IGCSE German Speaking Test Training Handbook
Section 2: Introduction to the Speaking Test
Section 2: Introduction to the Speaking Test
For training purposes, Section 2 contains the instructions and advice despatched to Centres two to three
weeks before each examination series in preparation for the live Speaking Tests. It has been included here
to help familiarise you with the requirements of the Speaking Test and to help you prepare for it.
2.1 General principles
The Cambridge IGCSE German (0525) qualification is aimed at foreign language candidates and the main
aim of the Speaking Test 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 first language. Your role is to draw out the candidate by giving them
opportunities to speak rather than by seeking to show what they 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 for the:
(a)
successful transmission of messages in tasks which are related to real life and
(b)
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 their 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 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 they are. It is the teacher/examiner’s task to adjust their 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 German Speaking Test Training Handbook
3
Section 2: Introduction to the Speaking Test
2.2 Administration of the live Speaking Test
Please refer also to Section 3 of this handbook. The following comments are matters that have been 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 that represents the full
spread of marks. Such samples allow moderators to check the standard of marking over the full range of
performance and allow any necessary adjustments to be made with greater accuracy. 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. The other recordings must be retained at the Centre until
the result enquiry period has elapsed as they may be requested by Cambridge at a later stage.
N.B. 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 your 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
examinations 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 four working days prior to the first live test in order to
familiarise yourself with the role play materials 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 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 Officers area of the website
www.cie.org.uk
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.
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Cambridge IGCSE German Speaking Test Training Handbook
Section 2: Introduction to the Speaking Test
2.2.4 Mark sheets
A copy of the working mark sheet is provided each year in the Teacher’s Notes booklet and should be
photocopied as required. A copy is also provided in Appendix A for use with this handbook.
With effect from June 2015, the Speaking examination Working Mark Sheet, and the instructions for
completing it, may be downloaded from www.cie.org.uk/samples. The database will ask you for the syllabus
code (0525) and your Centre number, after which it will take you to the correct form.
Marks for each section for each candidate must be entered with care on the Working Mark Sheet as this
enables moderators to identify specific sections of the test in which under- or over-marking may have
occurred. Such information can be included in the report on moderation and can help you in preparing
candidates for future examinations. Do not enter Total Marks only and make sure to give a whole mark
for each section of the exam as the mark scheme does not contain any half marks.
Ideally, only one teacher/examiner 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 Speaking Test
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 Cambridge German
(0525) Speaking Test are available from Cambridge and in Appendix B 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:
(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
Cambridge IGCSE German Speaking Test Training Handbook
5
Section 2: Introduction to the Speaking Test
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 (see Appendix C) 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 them back to it, in as natural a way as possible. It
does not matter to the moderator that tasks may occur in a different order as long as they are all attempted.
Remember that if a task is not attempted or is omitted by you, marks cannot be awarded.
A mark of 1 is awarded if some relevant meaning is transmitted but the message remains incomplete. A
candidate with an initial mark of 1 may well be helped to work for a mark of 2, if the situation allows it to be
done appropriately.
A mark of 2 is awarded if the response communicates and transmits the message of the set task. The
quality of language only plays a part if the level of language used obscures the meaning. If the meaning is
obscured then a mark of 2 would not be appropriate.
In order for a mark of 3 to be awarded, perfection is not sought. Minor errors are tolerated. A mark of 3 is,
in essence, a bonus quality mark which goes beyond the basic transmission of the message. Remember
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 only one element 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?’.
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 their own role often depends on the extent
to which the teacher/examiner assumes their role. It is, therefore, vital that you study the role plays well
in advance (see Section 2.2.2 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
6
Cambridge IGCSE German Speaking Test Training Handbook
Section 2: Introduction to the Speaking Test
has happened should be included with the recorded sample. A copy of the note should also be sent to the
Product Manager for Cambridge IGCSE German (0525) at the following address:
The Product Manager
Cambridge IGCSE German
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.)
Two sets of 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 the candidate 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 and not to act as an aidememoire. Candidates are not allowed to make use of written notes/cue cards. Encourage candidate 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 over-ambitious and that it is a topic on which the candidate can do themselves
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.
When assessing the communicative content of a candidate’s topic, refer to Table B on page 24. When
assessing the linguistic content, refer to Table C on page 25. 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 2.4 below for further guidance).
Cambridge IGCSE German Speaking Test Training Handbook
7
Section 2: Introduction to the Speaking Test
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 C of this handbook) 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 sign 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 their 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 a
yes/no answer. In order to extend candidates, use a variety of interrogative forms (again see Section 2.4 for
further guidance).
When awarding marks, you need to be careful that you do not reward your own performance! Wherever
possible, teacher/examiner input should be kept to a minimum and the candidate given the opportunity to
work for the marks. Try to use the full range of marks and if you have any bilingual students, remember
that their performance does not equal a ’30 mark student’s’ by which all other foreign language
candidates are to be judged. Candidates who do not show that they are able to convey past and
future meaning cannot be awarded a mark in the satisfactory band or above on scale (b).
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Cambridge IGCSE German Speaking Test Training Handbook
Section 2: Introduction to the Speaking Test
2.3.4 Impression
(See also Section 3 of this handbook.)
10 marks are awarded.
The marking criteria featured on the Impression table (Table D page 25) 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 too 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 they know and can do – whatever their
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
start-questions, but then you must open up the conversation. Make use of a variety of question types from
a basic level (simple questioning) 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 justification routinely. Candidates’ responses are judged in terms of the readiness of
response to such questions and 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.
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 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 their
response not just to the expected question, but also, at a higher level, to the less predictable question.
Cambridge IGCSE German Speaking Test Training Handbook
9
Section 2: Introduction to the Speaking Test
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.
Please remind candidates to respond to questions in full sentences to be able to show that they can convey
past and future meaning.
A suggested hierarchy of questions on ‘Holidays’ could be as follows. For example, straightforward
questions, at a low level, of a ‘closed’ type:
•
Wo verbringst du normalerweise deine Ferien?
•
Wo wohnst du im Urlaub? Im Hotel oder bei Freunden?
•
Beschreibe das Hotel / den Campingplatz / den Bauernhof / das Haus deine Freunde.
•
Was machst du normalerweise in den Ferien? Treibst du Sport? Welchen Sport treibst du? / Spielst du
Tennis? Gehst du Schwimmen? Wo, im Schwimmbad oder im Meer?
•
Mit wem verbringst du deine Ferien?
•
Wie kommst du dorthin? Mit dem Flugzeug?
•
Wo warst du letztes Jahr in den Ferien? Wo hast du gewohnt / übernachtet? Wie lange warst du dort?
At a slightly higher level, different tenses can be used alongside slightly more open question forms which
are ‘an invitation to respond’.
10
•
Wo verbringst du am liebsten deine Ferien? Mit wem? Warum?
•
Wie hast du letztes Jahr deine Ferien verbracht? Mit wem?
•
Fährst du lieber mit deiner Familie oder mit Freunden in den Urlaub? Warum?
•
Warst du schon einmal im Ausland? Wo genau warst du? / Welche Länder/Regionen hast du schon
besucht?
•
Was hast du dir dort angesehen / Was hast du dort besichtigt?
•
Erzähle von deinem Besuch / deinem Aufenthalt in …
•
Wie fandest du die Leute?
•
Wie war die Landschaft? / das Hotel?
•
Was hast du in den Ferien am liebsten gemacht? Warum?
•
Beschreibe einen typischen Tag in deinen letzten Ferien.
•
Wie war das Wetter während der letzten Ferien?
•
Was hast du gemacht, als das Wetter schön / schlecht war?
•
Würdest du gern wieder nach… fahren?
•
Was hast du im nächsten Jahr für die Ferien geplant? Was willst du nächstes Jahr in den Ferien
machen? Wo möchtest du hinfahren? Mit wem? Für wie lange?
Cambridge IGCSE German Speaking Test Training Handbook
Section 2: Introduction to the 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.
•
Welche Unterschiede zwischen deinem Land / deiner Region / deinem Tagesablauf und … sind dir
aufgefallen / hast du bemerkt?
•
Wie fandest du das Essen / die Lebensweise / die Leute in … ? Warum?
•
Würdest du gern wieder dorthin fahren? Warum / nicht?
•
Wohin würdest du gern fahren, wenn du genug Zeit und Geld hättest? Warum?
•
Beschreibe deinen Traumurlaub.
•
Erzähle von den besten Ferien, die du je hattest.
•
Warum ist es deiner Meinung nach (nicht) wichtig, zu verreisen?
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 German Speaking Test Training Handbook
11
Section 2: Introduction to the Speaking Test
12
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
Section 3: Teachers’ Notes
For the purposes of training, Section 3 contains a reproduction of the Teacher’s Notes booklet which is sent to
Centres two to three weeks before the period of assessment for each examination series. It has been included
here to familiarise you with the requirements of the Speaking Test. For the live examination you must use the
official documentation despatched by Cambridge.
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
GERMAN
0525/03
Paper 3 Speaking Role Play Cards One – Nine
SPECIMEN TEACHERS’ NOTES
Approx. 15 minutes
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Each candidate’s Speaking Examination must consist of the following three parts:
Part One of the examination consists of two role plays. The role play situations are set out on pages 28–33 of
this booklet and must be followed carefully by the teacher/Examiner. The teacher/Examiner must play his/her
role as prescribed by Cambridge in order that candidates are given the opportunity to attempt all tasks. Extra
tasks must not be created. Candidates should study the situation for fifteen minutes and then be prepared to act
the roles assigned to them and respond to the parts played by the teacher/Examiner.
Part Two of the examination starts with a presentation by the candidate on a topic of his/her choice. The
teacher/Examiner must allow the candidate to speak for 1–2 minutes on his/her prepared topic and then follow
this up with specific spontaneous questions related to the topic. This section of the examination 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.
Cambridge IGCSE German Speaking Test Training Handbook
13
Section 3: Teachers’ Notes
Contents
Page
ADMINISTRATIVE ARRANGEMENTS
1
Examination period
14
2
Appointment of teacher/Examiner
14
3
Materials for the Speaking examination
14
4
Recorded sample
14
5
Two types of mark sheet are provided
15
6
Despatch of materials to Cambridge for external moderation
15
7
Arrangements for the examination
16
8
Conduct of the examination
16
9
Recording of candidates
16
10
Internal moderation
18
STRUCTURE OF THE EXAMINATION
18
Test 1: Role Plays
18
Test 2: Topic Presentation/Conversation
19
Test 3: General Conversation
20
Test 4: Impression
21
MARKING INSTRUCTIONS
21
Table A – Test 1: Role Plays
22
Tables B and C – Tests 2 and 3: Topic Presentation/Conversation and General Conversation
23
Table D – Impression
25
ROLE PLAYS
Each candidate’s role play card contains two role plays. The list below gives details of the pages on which
the role play cards appear in this booklet.
14
14
Cambridge IGCSE German Speaking Test Training Handbook
26
Section 3: Teachers’ Notes
Role Play A
Role Play B
CARD ONE
Page 26
Page 29
CARD TWO
Page 26
Page 30
CARD THREE
Page 26
Page 31
CARD FOUR
Page 27
Page 29
CARD FIVE
Page 27
Page 30
CARD SIX
Page 27
Page 31
CARD SEVEN
Page 28
Page 29
CARD EIGHT
Page 28
Page 30
CARD NINE
Page 28
Page 31
THE WORKING MARK SHEET
32
THE COVER SHEET FOR MODERATION SAMPLE
33
Cambridge IGCSE German Speaking Test Training Handbook
15
Section 3: Teachers’ Notes
Administrative Arrangements
1
Examination period
The Speaking examination takes place between 1 March and 30 April for the June examination. Each
Centre decides on a convenient period within these dates for its Speaking examinations.
It is important that dates given for the completion of the Speaking examination and the despatch of
recordings and mark sheets to Cambridge (see paragraph 6) are adhered to in order to allow sufficient
time for moderation.
2
Appointment of teacher/Examiner
Each Centre selects its own teacher/Examiner to conduct and assess the Speaking examination for its
candidates. This is normally a teacher from within the Languages department, but could be someone
local from outside the Centre. Cambridge is not responsible for any fees agreed.
In the interests of standardisation, there will be only one teacher/Examiner per Centre. Where
a Centre wishes to use additional teacher/Examiners, permission to do so must be sought from the
Languages Group at Cambridge before the start of each Speaking examination period. Permission to
use more than one teacher/Examiner will only be granted on the understanding that teacher/
Examiners at the Centre work together to ensure a common approach to the conduct of the
Speaking examination and the application of the mark scheme. The sample the Centre submits
to Cambridge should include the work of each teacher/Examiner and a Speaking Examination Working
Mark Sheet should be submitted for each teacher/Examiner, with candidate names and numbers clearly
entered. Please see paragraph 10 (Internal Moderation) for further details.
3
Materials for the Speaking examination
Confidential test materials (Teachers’ Notes Booklet and Role Play Cards) are despatched by Cambridge
approximately two to three weeks before the assessment period. These should be opened 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 (until 30 April for the June examination).
Please note, the role play situations remain confidential throughout the examination period (1
March to 30 April for the June examination) and until the deadline by which samples for external
moderation must arrive in Cambridge (15 May). 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 the live
Speaking examinations.
4
Recorded sample
In order to allow Cambridge to check accurately the standard of assessment, each teacher/Examiner
must record and send to Cambridge a recorded sample as follows:
•
Centres entering 1–16 candidates must send the recordings of all the candidates
•
Centres entering 17 or more candidates must send:
(i)
16
the recordings of the first 10 candidates according to candidate number
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
and
(ii) the recordings of 6 candidates spread evenly across the ability range. The candidates selected
should be representative of the range of marks awarded by the Centre and should be spread
as evenly as possible across that range. If possible, the recordings of the strongest and the
weakest candidates at the Centre should be included, with the other recordings spaced at equal
intervals in between.
Note: Centres entering 17 or more candidates must send a total of 16 recordings. The category (ii)
candidates must be chosen from candidates who do not fall into category (i). In Centres with just over 17
candidates, Cambridge accepts this may mean that the category (ii) candidates are not fully representative
of the range.
The recording should be carried out in accordance with the instructions headed ‘Recording of candidates’
(see paragraph 9). The recording must be sent to Cambridge, together with the Moderator copy of the
completed MS1 mark sheet, and copies of the completed Speaking Examination Working Mark Sheet
and Cover Sheet for Moderation Sample (see pages 34 and 35).
5
Two types of mark sheet are provided
(a) The Speaking Examination Working Mark Sheet is provided in this booklet (see page 34) 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 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. 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.
(b) (i)
The Board copy of the completed Internal Assessment Mark Sheet (MS1) must be returned to
Cambridge in the separate envelope provided.
(ii) The following items must be sent, to reach Cambridge by no later than 15 May for the June
examination:
•
the Moderator copy of the completed Internal Assessment Mark Sheet (MS1) or a signed
print-out of the marks file for Centres submitting marks electronically
•
a copy of the completed Speaking Examination Working Mark Sheet
•
a copy of the completed Cover Sheet for Moderation Sample
•
the recorded sample
•
details of Internal Moderation procedures (only for Centres permitted to use more than one
teacher/Examiner).
(c) Copies of both types of mark sheet are to be retained by the Centre in case of postal losses or
delays.
Cambridge IGCSE German Speaking Test Training Handbook
17
Section 3: Teachers’ Notes
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. lawnmowers, phones. Notices must be displayed to prevent interruptions from people entering the room
unaware that an examination is in progress.
(b) Invigilation: examination conditions must prevail in the area where the Speaking examination
takes place, including the space set aside for a candidate to study the role play situations. Adequate
supervision must be provided to ensure that each candidate can study alone and in silence and that
candidates leaving the interview room do not communicate with those waiting to enter. Candidates
are not allowed to bring any notes for use during their preparation time. Nor are they allowed to make
notes.
(c) The examination room: Centres should ensure that a suitably-sized, e.g. not too big, room will
be available. Candidates must be examined singly. No other person should be present during the
examination, with the exception of another teacher/Examiner or an Officer from Cambridge. In
those cases where it is necessary for a second teacher/Examiner to be present during the Speaking
examination, only one teacher/Examiner must conduct each examination.
The teacher/Examiner should be positioned so that they face the candidates when they enter the
room, with a table between themselves and the candidates. Candidates should not be positioned
where they can see what the teacher/Examiner is writing on the mark sheets as this can be distracting.
Teacher/Examiners must not smoke in the examination room or in the presence of candidates.
Smokers should arrange for breaks in the timetable as necessary.
8
Conduct of the examination
(a) Teacher/Examiners should do their best to put candidates at their ease, e.g. by smiling when they
enter the room, and indicating where they should sit. A good teacher/Examiner will usually send a
candidate out of the interview room smiling, no matter how good or bad the performance has been.
However, the use of expressions such as ‘very good’, which candidates may interpret as a comment
on performance, should be avoided.
(b) In addition, teacher/Examiners should not walk about or distract candidates in any way (e.g. by
doodling or fiddling with papers, etc.); should always appear interested, even in mundane matters;
should never show undue surprise, impatience or mockery; and should never correct a candidate.
9
Recording of candidates
The Centre is responsible for supplying blank cassettes/CDs for the recording of its moderation
sample: these will not be supplied by Cambridge. The Centre is also 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
18
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
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 six Speaking examinations
should fit on each cassette, three on each side. A CD will record approximately 80 minutes of sound/five
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. 12345
Centre name e.g. King’s College
Examination number 0525
Examination name German
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’.
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
Cambridge IGCSE German Speaking Test Training Handbook
19
Section 3: Teachers’ Notes
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 0525/03
Speaking test at the Centre are judged against the same standards and that a valid rank order
of candidates for the Centre as a whole is produced. Standardisation can take various forms, but
the initial marking of each candidate must be done 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 single recorded sample for
External Moderation should then be produced according to the instructions in paragraph 4 (Recorded
sample), with the additional requirement that the sample should, as far as possible, include equal
numbers of recordings from each teacher/Examiner used at the Centre. A Speaking Examination
Working Mark Sheet should be submitted for each teacher/Examiner, with candidate names and
numbers clearly entered.
•
The final column on the 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.
Guidelines for the Internal Standardisation/Moderation of Cambridge foreign language Speaking tests are
available from Cambridge (and are reproduced in Appendix B of this handbook).
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
20
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
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.
Teachers/Examiners should note that although the timing for the role plays is given as five 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 28–33 of this booklet.
Usually, the teacher/Examiner has to initiate the dialogue. The teacher/Examiner is to assume the role of
a well-disposed native speaker with no knowledge of the candidate’s first language.
Teachers/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 them back to it, in as natural
a way as possible, e.g. by repeating or rephrasing a question if the candidate does not 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 five minutes.
(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.
Cambridge IGCSE German Speaking Test Training Handbook
21
Section 3: Teachers’ Notes
(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 convey past and future meaning 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 five 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 Syllabus Content section of the syllabus booklet). With weaker
candidates, it may be necessary to cover a greater number of topics 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?
22
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
(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 convey past and
future meaning 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.
Test 4: Impression 10 marks
At the end of the examination, the teacher/Examiner must make an assessment of the candidate’s pronunciation,
accent and fluency based on the candidate’s overall performance in the Speaking examination.
For mark scheme, see Table D of the Marking Instructions.
Marking Instructions
Use the Speaking Examination Working Mark Sheet (see page 34: 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)
Award a mark out of 15 for Communication using Table B.
Enter the mark in column 11.
(ii) Award 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.
Cambridge IGCSE German Speaking Test Training Handbook
23
Section 3: Teachers’ Notes
Test 4 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 teacher/
Examiners are unsure of the mark to award, they should err on the side of generosity.
TABLE A – Test 1: Role Plays (30 marks)
In this part of the examination, the teacher/Examiner plays the part of a patient and well-disposed foreigner
with no knowledge of the candidate’s first language.
The role plays test the ability of the candidates to communicate needs, information, requests, etc., in plausibly
life-like situations. Intelligibility is therefore more important than grammatical or syntactic accuracy. However,
verbal communication only is assessed: credit is not given for gestures, facial expressions or other non-verbal
forms of communication.
Candidates are required to give natural responses, not necessarily in the form of full sentences. The use of
appropriate register and correct idiom is rewarded.
Each of the ten tasks to be performed in the role plays will be assessed using the mark scheme below. Marks
may not be awarded for the completion of tasks other than those specified by Cambridge in the Role Play
Cards/Teachers’ Notes Booklet, nor for tasks that are omitted.
24
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 the meaning.
2
Communication of some meaning is achieved, but the native speaker would find the message
ambiguous or incomplete.
1
The utterance is unintelligible to the native speaker.
0
NB 1
If there are two elements in a task and only one is completed, then a maximum of one mark only
may be awarded.
2
When awarding marks, teacher/Examiners should start at the bottom of the mark scheme and work
upwards:
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
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
Short utterances, if appropriate, can be worth three marks.
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 German Speaking Test Training Handbook
25
Section 3: Teachers’ Notes
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 of 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.
26
Cambridge IGCSE German Speaking Test Training Handbook
14–15
12–13
10–11
7–9
4–6
1–3
0
Section 3: Teachers’ Notes
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
occasional errors in more complex language.
•
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.
14–15
0
TABLE D – Impression (10 marks)
This assesses the candidate’s 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 German Speaking Test Training Handbook
27
Section 3: Teachers’ Notes
For Role Play Cards One, Two, Three. Role Play A
A1
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Person an der Kasse
Sie sind auf Urlaub in Deutschland und wollen mit Freunden eine Bootsfahrt auf dem Rhein machen.
Sie sprechen mit der Person an der Kasse.
28
L1:
Begrüßen Sie den Kandidaten / die Kandidatin und fragen Sie: „Bitte schön?“
K1:
(i)
(ii)
L2:
Äußern Sie sich dazu und fragen Sie, wann er / sie die Fahrt machen will.
K2:
Sagen Sie, an welchem Tag Sie die Fahrt machen wollen.
L3:
Sagen Sie: „Kein Problem. Wollen Sie um dreizehn Uhr oder fünfzehn Uhr fahren?“
K3:
Hören Sie gut zu und wählen Sie, um wie viel Uhr Sie fahren wollen.
L4:
Fragen Sie, wie viele Karten er / sie kaufen möchte.
K4:
Sagen Sie, wie viele Karten Sie kaufen möchten.
L5:
Sagen Sie: „Bitte schön!“
K5:
(i)
(ii)
L6:
Äußern Sie sich dazu und beenden Sie das Gespräch.
Begrüßen Sie die Person an der Kasse und
Sagen Sie, dass Sie eine Bootsfahrt auf dem Rhein machen wollen.
Bedanken Sie sich bei der Person an der Kasse und
Fragen Sie, ob man Souvenirs an Bord kaufen kann.
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
For Role Play Cards Four, Five, Six. Role Play A
A2
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Verkäufer / Verkäuferin
Sie sind in der Bäckerei und wollen Brötchen und einen Kuchen kaufen. Sie sprechen mit dem
Verkäufer / der Verkäuferin.
L1:
Begrüßen Sie den Kandidaten / die Kandidatin und fragen Sie: „Bitte schön?“
K1:
(i)
(ii)
L2:
Äußern Sie sich dazu und fragen Sie, wie viele Brötchen er / sie kaufen will.
K2:
Sagen Sie, wie viele Brötchen Sie kaufen wollen.
L3:
Sagen Sie: „Bitte schön. Sonst noch etwas?“
K3:
Sagen Sie, dass Sie auch einen Kuchen kaufen möchten.
L4:
Sagen Sie: „Wollen Sie Apfelkuchen oder Pflaumenkuchen kaufen?“
K4:
Hören Sie gut zu und wählen Sie, welchen Kuchen Sie kaufen wollen.
L5:
Sagen Sie: „Bitte schön!“
K5:
(i)
(ii)
L6:
Äußern Sie sich dazu und beenden Sie das Gespräch.
Begrüßen Sie den Verkäufer / die Verkäuferin in der Bäckerei und
Sagen Sie, dass Sie Brötchen kaufen wollen.
Bedanken Sie sich bei dem Verkäufer / der Verkäuferin und
Fragen Sie, was das alles kostet.
Cambridge IGCSE German Speaking Test Training Handbook
29
Section 3: Teachers’ Notes
For Role Play Cards Seven, Eight, Nine. Role Play A
A3
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Beamter / Beamtin in der Touristeninformation
Sie sind in der Touristeninformation in einer deutschen Stadt und wollen das Schloss besuchen. Sie
sprechen mit dem Beamten / der Beamtin in der Touristeninformation.
30
L1:
Begrüßen Sie den Kandidaten / die Kandidatin und fragen Sie: „Wie kann ich Ihnen
helfen?“
K1:
(i)
(ii)
L2:
Fragen Sie, wann er / sie das Schloss besuchen will.
K2:
Sagen Sie, wann Sie das Schloss besuchen wollen.
L3:
Äußern Sie sich dazu und fragen Sie: „Wie alt sind Sie denn?“
K3:
Sagen Sie, wie alt Sie sind.
L4:
Sagen Sie: „Die Karten kosten also €3 für Sie.“
K4:
(i)
(ii)
L5:
Sagen Sie: „Das Schloss ist etwa 3 Kilometer von hier entfernt. Wollen Sie mit dem Bus
fahren oder zu Fuß gehen?“
K5:
Hören Sie gut zu und sagen Sie, wie Sie zum Schloss kommen wollen.
L6:
Äußern Sie sich dazu und beenden Sie das Gespräch.
Begrüßen Sie den Beamten / die Beamtin in der Touristeninformation und
Sagen Sie, dass Sie das Schloss besuchen möchten.
Bedanken Sie sich und
Fragen Sie, wie Sie am besten zum Schloss kommen können.
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
For Role Play Cards One, Four, Seven. Role Play B
B1
Kandidat(in): Sie selbst zu Besuch in Deutschland
Lehrer(in): Ihr deutscher Brieffreund / Ihre deutsche Brieffreundin
Sie wollen Ihren deutschen Brieffreund / Ihre deutsche Brieffreundin in Augsburg besuchen. Sie
kommen vom Flughafen am Münchener Hauptbahnhof an, aber der Zug nach Augsburg ist schon
abgefahren, und Sie müssen auf den nächsten Zug warten. Sie rufen Ihren Brieffreund / Ihre
Brieffreundin an, um ihm / ihr zu sagen, was passiert ist.
L1:
Melden Sie sich und fragen Sie, wer am Apparat ist.
K1:
(i)
(ii)
L2:
Äußern Sie sich dazu und fragen Sie, was er / sie macht, bis der nächste Zug abfährt.
K2:
Sagen Sie, was Sie am Münchener Hauptbahnhof machen, bis der nächste Zug nach
Augsburg abfährt. [Nennen Sie 2 Punkte!]
L3:
Fragen Sie: „Wie war der Flug nach München?“
K3:
Beantworten Sie die Frage.
L4:
Äußern Sie sich dazu und sagen Sie: „Ich hole dich vom Bahnhof in Augsburg ab.
Wann kommst du dort an?“
K4:
(i)
(ii)
L5:
Äußern Sie sich dazu und sagen Sie: „Bis später dann!“
K5:
Fragen Sie, wo genau Sie sich am Augsburger Hauptbahnhof treffen sollen.
L6:
Schlagen Sie einen Treffpunkt vor und beenden Sie das Gespräch.
Begrüßen Sie Ihren Brieffreund / Ihre Brieffreundin und
Sagen Sie, was passiert ist.
Reagieren Sie mit Freude auf die Antwort.
Dann sagen Sie, wann Sie in Augsburg ankommen.
Cambridge IGCSE German Speaking Test Training Handbook
31
Section 3: Teachers’ Notes
For Role Play Cards Two, Five, Eight. Role Play B
B2
Kandidat(in): Sie selbst zu Besuch in Deutschland
Lehrer(in): Manager / Managerin in einem Freibad
Sie sind im Freibad. Sie haben Ihre Sachen liegenlassen, während Sie schwimmen gingen. Sie
kommen zu Ihrem Platz zurück, und Ihre Sachen sind nicht mehr da. Sie glauben, dass jemand sie
gestohlen hat. Sie sprechen mit dem Manager / der Managerin und erklären, was passiert ist.
32
L1:
Begrüßen Sie den Kandidaten / die Kandidatin und fragen Sie, wie Sie helfen können.
K1:
(i)
(ii)
L2:
Äußern Sie sich dazu und fragen Sie: „Welche Sachen haben Sie verloren?“
K2:
Sagen Sie genau, was nicht mehr da ist. [Nennen Sie 2 Sachen!]
L3:
Fragen Sie: „Und wie lange waren Sie im Wasser?“
K3:
Beantworten Sie die Frage.
L4:
Sagen Sie: „Jemand hat [die Sachen] vielleicht abgegeben. Wo haben Sie [die Sachen]
liegenlassen?“
K4:
(i)
(ii)
L5:
Äußern Sie sich dazu und sagen Sie: „Ja, die haben wir im Fundbüro.“
K5:
Fragen Sie, wann Sie zum Fundbüro kommen können, um sie zu holen.
L6:
Äußern Sie sich dazu und beenden Sie das Gespräch.
Begrüßen Sie den Manager / die Managerin und
Sagen Sie, was passiert ist.
Reagieren Sie auf die Antwort.
Dann sagen Sie, wo Sie Ihre Sachen liegenlassen haben.
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
For Role Play Cards Three, Six, Nine. Role Play B
B3
Kandidat(in): Sie selbst zu Besuch bei einer deutschen Familie
Lehrer(in): Vater / Mutter der deutschen Familie
Sie verbringen Ihre Ferien bei einer deutschen Familie. Als Sie gerade in der Stadt sind, um Einkäufe
zu machen, fallen Sie hin, und danach fühlen Sie sich nicht wohl. Sie rufen den deutschen Vater / die
deutsche Mutter an, um zu erklären, was passiert ist.
L1:
Melden Sie sich und fragen Sie, wer am Apparat ist.
K1:
(i)
(ii)
L2:
Antworten Sie mit besorgter Stimme und fragen Sie, wie es ihm / ihr im Moment geht.
K2:
Beschreiben Sie, wie es Ihnen im Moment geht. [Nennen Sie 2 Punkte!]
L3:
Fragen Sie: „Wo bist du genau?“
K3:
Beantworten Sie die Frage.
L4:
Sagen Sie: „Also gut, wir fahren sofort los und holen dich ab. Was machst du in der
Zwischenzeit?“
K4:
(i)
(ii)
L5:
Äußern Sie sich dazu und sagen Sie: „Bis gleich!“
K5:
Fragen Sie, wie lange Sie warten müssen, bis die Eltern da sind.
L6:
Äußern Sie sich dazu und beenden Sie das Gespräch.
Begrüßen Sie den Vater / die Mutter und
Sagen Sie, was passiert ist.
Reagieren Sie auf die Antwort.
Dann sagen Sie, was Sie machen wollen, während Sie auf die Eltern warten.
Cambridge IGCSE German Speaking Test Training Handbook
33
Speaking Examination Working Mark Sheet
ea
SPECIMEN
kin
Please read the instructions printed in the Teachers’ Notes Booklet before completing this form.
Centre Number
Candidate Name
gT
es
Task
Mark (Max)
1
3
Name of Examiner completing this form in capitals
Role Play A
Role Play B
(max 15)
2
3
4
3
3
3
(max 15)
5
3
6
3
7
3
8
3
9
3
10
3
tT
rai
nin
g
Signature
S P E C
General
Topic / Topic
Conversation Conversation
(max 30)
(max 30)
11
12
13
14
15
15
15
15
(max 10)
R.P.
Candidate Card
Number no.
June
Centre Name
Impression
Cambridge IGCSE German Speaking Test Training Handbook
Section 3: Teachers’ Notes
34
Sp
IGCSE GERMAN (0525)
15
10
Internal
and/or
Total External
Mark Moderation
100
Ha
nd
bo
ok
Date
Ha
nd
bo
ok
Section 3: Teachers’ Notes
Cambridge International General Certificate of Secondary Education
German (0525): 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)
gT
es
tT
rai
nin
g
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:
(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:
ea
5
Recordings of the complete Speaking test for 6 candidates across the range AND
kin
(i)
Copy of permission from Cambridge to use more than 1 Examiner enclosed.
Sp
Internal moderation carried out and details of Internal Moderation procedures enclosed.
Materials checked by:
(name)
Date:
(signature)
Cambridge IGCSE German Speaking Test Training Handbook
35
Section 3: Teachers’ Notes
36
Cambridge IGCSE German Speaking Test Training Handbook
Section 4: Role Play Cards
Section 4: Role Play Cards
For the purposes of training, Section 4 contains a reproduction of the Role Play Cards that are given to
candidates for the Speaking Test. The cards included here relate to the sample recordings on the CD and to
the questions (for teachers) included at the end of the Teacher’s Notes in Section 3 of this handbook.
During each live examination series you must use the Role Play Cards despatched to your Centre and follow
the instructions in the Teacher’s Notes booklet relevant to the live examination series.
FOREIGN LANGUAGE GERMAN
Paper 3 Speaking Role Play Card One
0525/03
1 March – 30 April 2013
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
you 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.
Cambridge IGCSE German Speaking Test Training Handbook
37
Section 4: Role Play Cards
A
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Person an der Kasse
Sie sind auf Urlaub in Deutschland und wollen mit Freunden eine Bootsfahrt auf dem Rhein machen.
Sie sprechen mit der Person an der Kasse.
1
(i)
(ii)
Begrüßen Sie die Person an der Kasse und
Sagen Sie, dass Sie eine Bootsfahrt auf dem Rhein machen wollen.
2
Sagen Sie, an welchem Tag Sie die Fahrt machen wollen.
3
Hören Sie gut zu und wählen Sie, um wie viel Uhr Sie fahren wollen.
4
Sagen Sie, wie viele Karten Sie kaufen möchten.
5
(i)
(ii)
Bedanken Sie sich bei der Person an der Kasse und
Fragen Sie, ob man Souvenirs an Bord kaufen kann.
B
Kandidat(in): Sie selbst zu Besuch in Deutschland
Lehrer(in): Ihr deutscher Brieffreund / Ihre deutsche Brieffreundin
Sie wollen Ihren deutschen Brieffreund / Ihre deutsche Brieffreundin in Augsburg besuchen. Sie
kommen vom Flughafen am Münchener Hauptbahnhof an, aber der Zug nach Augsburg ist schon
abgefahren, und Sie müssen auf den nächsten Zug warten. Sie rufen Ihren Brieffreund / Ihre
Brieffreundin an, um ihm / ihr zu sagen, was passiert ist.
38
1
(i)
(ii)
Begrüßen Sie Ihren Brieffreund / Ihre Brieffreundin und
Sagen Sie, was passiert ist.
2
Sagen Sie, was Sie am Münchener Hauptbahnhof machen, bis der nächste Zug nach
Augsburg abfährt. [Nennen Sie 2 Punkte!]
3
Beantworten Sie die Frage.
4
(i)
(ii)
5
Fragen Sie, wo genau Sie sich am Augsburger Hauptbahnhof treffen sollen.
Reagieren Sie mit Freude auf die Antwort.
Dann sagen Sie, wann Sie in Augsburg ankommen.
Cambridge IGCSE German Speaking Test Training Handbook
Section 4: Role Play Cards
FOREIGN LANGUAGE GERMAN
Paper 3 Speaking Role Play Card Two
0525/03
1 March – 30 April 2013
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
you 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.
Cambridge IGCSE German Speaking Test Training Handbook
39
Section 4: Role Play Cards
A
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Person an der Kasse
Sie sind auf Urlaub in Deutschland und wollen mit Freunden eine Bootsfahrt auf dem Rhein machen.
Sie sprechen mit der Person an der Kasse.
1
(i)
(ii)
Begrüßen Sie die Person an der Kasse und
Sagen Sie, dass Sie eine Bootsfahrt auf dem Rhein machen wollen.
2
Sagen Sie, an welchem Tag Sie die Fahrt machen wollen.
3
Hören Sie gut zu und wählen Sie, um wie viel Uhr Sie fahren wollen.
4
Sagen Sie, wie viele Karten Sie kaufen möchten.
5
(i)
(ii)
Bedanken Sie sich bei der Person an der Kasse und
Fragen Sie, ob man Souvenirs an Bord kaufen kann.
B
Kandidat(in): Sie selbst zu Besuch in Deutschland
Lehrer(in): Manager / Managerin in einem Freibad
Sie sind im Freibad. Sie haben Ihre Sachen liegenlassen, während Sie schwimmen gingen. Sie
kommen zu Ihrem Platz zurück, und Ihre Sachen sind nicht mehr da. Sie glauben, dass jemand sie
gestohlen hat. Sie sprechen mit dem Manager / der Managerin und erklären, was passiert ist.
40
1
(i)
(ii)
Begrüßen Sie den Manager / die Managerin und
Sagen Sie, was passiert ist.
2
Sagen Sie genau, was nicht mehr da ist. [Nennen Sie 2 Sachen!]
3
Beantworten Sie die Frage.
4
(i)
(ii)
5
Fragen Sie, wann Sie zum Fundbüro kommen können, um sie zu holen.
Reagieren Sie auf die Antwort.
Dann sagen Sie, wo Sie Ihre Sachen liegenlassen haben.
Cambridge IGCSE German Speaking Test Training Handbook
Section 4: Role Play Cards
FOREIGN LANGUAGE GERMAN
Paper 3 Speaking Role Play Card Three
0525/03
1 March – 30 April 2013
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
you 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.
Cambridge IGCSE German Speaking Test Training Handbook
41
Section 4: Role Play Cards
A
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Person an der Kasse
Sie sind auf Urlaub in Deutschland und wollen mit Freunden eine Bootsfahrt auf dem Rhein machen.
Sie sprechen mit der Person an der Kasse.
1
(i)
(ii)
Begrüßen Sie die Person an der Kasse und
Sagen Sie, dass Sie eine Bootsfahrt auf dem Rhein machen wollen.
2
Sagen Sie, an welchem Tag Sie die Fahrt machen wollen.
3
Hören Sie gut zu und wählen Sie, um wie viel Uhr Sie fahren wollen.
4
Sagen Sie, wie viele Karten Sie kaufen möchten.
5
(i)
(ii)
Bedanken Sie sich bei der Person an der Kasse und
Fragen Sie, ob man Souvenirs an Bord kaufen kann.
B
Kandidat(in): Sie selbst zu Besuch bei einer deutschen Familie
Lehrer(in): Vater / Mutter der deutschen Familie
Sie verbringen Ihre Ferien bei einer deutschen Familie. Als Sie gerade in der Stadt sind, um Einkäufe
zu machen, fallen Sie hin, und danach fühlen Sie sich nicht wohl. Sie rufen den deutschen Vater / die
deutsche Mutter an, um zu erklären, was passiert ist.
42
1
(i)
(ii)
Begrüßen Sie den Vater / die Mutter und
Sagen Sie, was passiert ist.
2
Beschreiben Sie, wie es Ihnen im Moment geht. [Nennen Sie 2 Punkte!]
3
Beantworten Sie die Frage.
4
(i)
(ii)
5
Fragen Sie, wie lange Sie warten müssen, bis die Eltern da sind.
Reagieren Sie auf die Antwort.
Dann sagen Sie, was Sie machen wollen, während Sie auf die Eltern warten.
Cambridge IGCSE German Speaking Test Training Handbook
Section 4: Role Play Cards
FOREIGN LANGUAGE GERMAN
Paper 3 Speaking Role Play Card Four
0525/03
1 March – 30 April 2013
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
you 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.
Cambridge IGCSE German Speaking Test Training Handbook
43
Section 4: Role Play Cards
A
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Verkäufer / Verkäuferin
Sie sind in der Bäckerei und wollen Brötchen und einen Kuchen kaufen. Sie sprechen mit dem
Verkäufer / der Verkäuferin.
1
(i)
(ii)
Begrüßen Sie den Verkäufer / die Verkäuferin in der Bäckerei und
Sagen Sie, dass Sie Brötchen kaufen wollen.
2
Sagen Sie, wie viele Brötchen Sie kaufen wollen.
3
Sagen Sie, dass Sie auch einen Kuchen kaufen möchten.
4
Hören Sie gut zu und wählen Sie, welchen Kuchen Sie kaufen wollen.
5
(i)
(ii)
Bedanken Sie sich bei dem Verkäufer / der Verkäuferin und
Fragen Sie, was das alles kostet.
B
Kandidat(in): Sie selbst zu Besuch in Deutschland
Lehrer(in): Ihr deutscher Brieffreund / Ihre deutsche Brieffreundin
Sie wollen Ihren deutschen Brieffreund / Ihre deutsche Brieffreundin in Augsburg besuchen. Sie
kommen vom Flughafen am Münchener Hauptbahnhof an, aber der Zug nach Augsburg ist schon
abgefahren, und Sie müssen auf den nächsten Zug warten. Sie rufen Ihren Brieffreund / Ihre
Brieffreundin an, um ihm / ihr zu sagen, was passiert ist.
44
1
(i)
(ii)
Begrüßen Sie Ihren Brieffreund / Ihre Brieffreundin und
Sagen Sie, was passiert ist.
2
Sagen Sie, was Sie am Münchener Hauptbahnhof machen, bis der nächste Zug nach
Augsburg abfährt. [Nennen Sie 2 Punkte!]
3
Beantworten Sie die Frage.
4
(i)
(ii)
5
Fragen Sie, wo genau Sie sich am Augsburger Hauptbahnhof treffen sollen.
Reagieren Sie mit Freude auf die Antwort.
Dann sagen Sie, wann Sie in Augsburg ankommen.
Cambridge IGCSE German Speaking Test Training Handbook
Section 4: Role Play Cards
FOREIGN LANGUAGE GERMAN
Paper 3 Speaking Role Play Card Five
0525/03
1 March – 30 April 2013
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
you 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.
Cambridge IGCSE German Speaking Test Training Handbook
45
Section 4: Role Play Cards
A
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Verkäufer / Verkäuferin
Sie sind in der Bäckerei und wollen Brötchen und einen Kuchen kaufen. Sie sprechen mit dem
Verkäufer / der Verkäuferin.
1
(i)
(ii)
Begrüßen Sie den Verkäufer / die Verkäuferin in der Bäckerei und
Sagen Sie, dass Sie Brötchen kaufen wollen.
2
Sagen Sie, wie viele Brötchen Sie kaufen wollen.
3
Sagen Sie, dass Sie auch einen Kuchen kaufen möchten.
4
Hören Sie gut zu und wählen Sie, welchen Kuchen Sie kaufen wollen.
5
(i)
(ii)
Bedanken Sie sich bei dem Verkäufer / der Verkäuferin und
Fragen Sie, was das alles kostet.
B
Kandidat(in): Sie selbst zu Besuch in Deutschland
Lehrer(in): Manager / Managerin in einem Freibad
Sie sind im Freibad. Sie haben Ihre Sachen liegenlassen, während Sie schwimmen gingen. Sie
kommen zu Ihrem Platz zurück, und Ihre Sachen sind nicht mehr da. Sie glauben, dass jemand sie
gestohlen hat. Sie sprechen mit dem Manager / der Managerin und erklären, was passiert ist.
46
1
(i)
(ii)
Begrüßen Sie den Manager / die Managerin und
Sagen Sie, was passiert ist.
2
Sagen Sie genau, was nicht mehr da ist. [Nennen Sie 2 Sachen!]
3
Beantworten Sie die Frage.
4
(i)
(ii)
5
Fragen Sie, wann Sie zum Fundbüro kommen können, um sie zu holen.
Reagieren Sie auf die Antwort.
Dann sagen Sie, wo Sie Ihre Sachen liegenlassen haben.
Cambridge IGCSE German Speaking Test Training Handbook
Section 4: Role Play Cards
FOREIGN LANGUAGE GERMAN
Paper 3 Speaking Role Play Card Six
0525/03
1 March – 30 April 2013
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
you 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.
Cambridge IGCSE German Speaking Test Training Handbook
47
Section 4: Role Play Cards
A
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Verkäufer / Verkäuferin
Sie sind in der Bäckerei und wollen Brötchen und einen Kuchen kaufen. Sie sprechen mit dem
Verkäufer / der Verkäuferin.
1
(i)
(ii)
Begrüßen Sie den Verkäufer / die Verkäuferin in der Bäckerei und
Sagen Sie, dass Sie Brötchen kaufen wollen.
2
Sagen Sie, wie viele Brötchen Sie kaufen wollen.
3
Sagen Sie, dass Sie auch einen Kuchen kaufen möchten.
4
Hören Sie gut zu und wählen Sie, welchen Kuchen Sie kaufen wollen.
5
(i)
(ii)
Bedanken Sie sich bei dem Verkäufer / der Verkäuferin und
Fragen Sie, was das alles kostet.
B
Kandidat(in): Sie selbst zu Besuch bei einer deutschen Familie
Lehrer(in): Vater / Mutter der deutschen Familie
Sie verbringen Ihre Ferien bei einer deutschen Familie. Als Sie gerade in der Stadt sind, um Einkäufe
zu machen, fallen Sie hin, und danach fühlen Sie sich nicht wohl. Sie rufen den deutschen Vater / die
deutsche Mutter an, um zu erklären, was passiert ist.
48
1
(i)
(ii)
Begrüßen Sie den Vater / die Mutter und
Sagen Sie, was passiert ist.
2
Beschreiben Sie, wie es Ihnen im Moment geht. [Nennen Sie 2 Punkte!]
3
Beantworten Sie die Frage.
4
(i)
(ii)
5
Fragen Sie, wie lange Sie warten müssen, bis die Eltern da sind.
Reagieren Sie auf die Antwort.
Dann sagen Sie, was Sie machen wollen, während Sie auf die Eltern warten.
Cambridge IGCSE German Speaking Test Training Handbook
Section 4: Role Play Cards
FOREIGN LANGUAGE GERMAN
Paper 3 Speaking Role Play Card Seven
0525/03
1 March – 30 April 2013
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
you 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.
Cambridge IGCSE German Speaking Test Training Handbook
49
Section 4: Role Play Cards
A
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Beamter / Beamtin in der Touristeninformation
Sie sind in der Touristeninformation in einer deutschen Stadt und wollen das Schloss besuchen.
Sie sprechen mit dem Beamten / der Beamtin in der Touristeninformation.
1
(i)
(ii)
Begrüßen Sie den Beamten / die Beamtin in der Touristeninformation und
Sagen Sie, dass Sie das Schloss besuchen möchten.
2
Sagen Sie, wann Sie das Schloss besuchen wollen.
3
Sagen Sie, wie alt Sie sind.
4
(i)
(ii)
5
Hören Sie gut zu und sagen Sie, wie Sie zum Schloss kommen wollen.
Bedanken Sie sich und
Fragen Sie, wie Sie am besten zum Schloss kommen können.
B
Kandidat(in): Sie selbst zu Besuch in Deutschland
Lehrer(in): Ihr deutscher Brieffreund / Ihre deutsche Brieffreundin
Sie wollen Ihren deutschen Brieffreund / Ihre deutsche Brieffreundin in Augsburg besuchen. Sie
kommen vom Flughafen am Münchener Hauptbahnhof an, aber der Zug nach Augsburg ist schon
abgefahren, und Sie müssen auf den nächsten Zug warten. Sie rufen Ihren Brieffreund / Ihre
Brieffreundin an, um ihm / ihr zu sagen, was passiert ist.
50
1
(i)
(ii)
Begrüßen Sie Ihren Brieffreund / Ihre Brieffreundin und
Sagen Sie, was passiert ist.
2
Sagen Sie, was Sie am Münchener Hauptbahnhof machen, bis der nächste Zug nach
Augsburg abfährt. [Nennen Sie 2 Punkte!]
3
Beantworten Sie die Frage.
4
(i)
(ii)
5
Fragen Sie, wo genau Sie sich am Augsburger Hauptbahnhof treffen sollen.
Reagieren Sie mit Freude auf die Antwort.
Dann sagen Sie, wann Sie in Augsburg ankommen.
Cambridge IGCSE German Speaking Test Training Handbook
Section 4: Role Play Cards
FOREIGN LANGUAGE GERMAN
Paper 3 Speaking Role Play Card Eight
0525/03
1 March – 30 April 2013
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
you 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.
Cambridge IGCSE German Speaking Test Training Handbook
51
Section 4: Role Play Cards
A
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Beamter / Beamtin in der Touristeninformation
Sie sind in der Touristeninformation in einer deutschen Stadt und wollen das Schloss besuchen.
Sie sprechen mit dem Beamten / der Beamtin in der Touristeninformation.
1
(i)
(ii)
Begrüßen Sie den Beamten / die Beamtin in der Touristeninformation und
Sagen Sie, dass Sie das Schloss besuchen möchten.
2
Sagen Sie, wann Sie das Schloss besuchen wollen.
3
Sagen Sie, wie alt Sie sind.
4
(i)
(ii)
5
Hören Sie gut zu und sagen Sie, wie Sie zum Schloss kommen wollen.
Bedanken Sie sich und
Fragen Sie, wie Sie am besten zum Schloss kommen können.
B
Kandidat(in): Sie selbst zu Besuch in Deutschland
Lehrer(in): Manager / Managerin in einem Freibad
Sie sind im Freibad. Sie haben Ihre Sachen liegenlassen, während Sie schwimmen gingen. Sie
kommen zu Ihrem Platz zurück, und Ihre Sachen sind nicht mehr da. Sie glauben, dass jemand
sie gestohlen hat. Sie sprechen mit dem Manager / der Managerin und erklären, was passiert ist.
52
1
(i)
(ii)
Begrüßen Sie den Manager / die Managerin und
Sagen Sie, was passiert ist.
2
Sagen Sie genau, was nicht mehr da ist. [Nennen Sie 2 Sachen!]
3
Beantworten Sie die Frage.
4
(i)
(ii)
5
Fragen Sie, wann Sie zum Fundbüro kommen können, um sie zu holen.
Reagieren Sie auf die Antwort.
Dann sagen Sie, wo Sie Ihre Sachen liegenlassen haben.
Cambridge IGCSE German Speaking Test Training Handbook
Section 4: Role Play Cards
FOREIGN LANGUAGE GERMAN
Paper 3 Speaking Role Play Card Nine
0525/03
1 March – 30 April 2013
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
you 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.
Cambridge IGCSE German Speaking Test Training Handbook
53
Section 4: Role Play Cards
A
Kandidat(in): Sie selbst in Deutschland
Lehrer(in): Beamter / Beamtin in der Touristeninformation
Sie sind in der Touristeninformation in einer deutschen Stadt und wollen das Schloss besuchen. Sie
sprechen mit dem Beamten / der Beamtin in der Touristeninformation.
1
(i)
(ii)
Begrüßen Sie den Beamten / die Beamtin in der Touristeninformation und
Sagen Sie, dass Sie das Schloss besuchen möchten.
2
Sagen Sie, wann Sie das Schloss besuchen wollen.
3
Sagen Sie, wie alt Sie sind.
4
(i)
(ii)
5
Hören Sie gut zu und sagen Sie, wie Sie zum Schloss kommen wollen.
Bedanken Sie sich und
Fragen Sie, wie Sie am besten zum Schloss kommen können.
B
Kandidat(in): Sie selbst zu Besuch bei einer deutschen Familie
Lehrer(in): Vater / Mutter der deutschen Familie
Sie verbringen Ihre Ferien bei einer deutschen Familie. Als Sie gerade in der Stadt sind, um Einkäufe
zu machen, fallen Sie hin, und danach fühlen Sie sich nicht wohl. Sie rufen den deutschen Vater / die
deutsche Mutter an, um zu erklären, was passiert ist.
54
1
(i)
(ii)
Begrüßen Sie den Vater / die Mutter und
Sagen Sie, was passiert ist.
2
Beschreiben Sie, wie es Ihnen im Moment geht. [Nennen Sie 2 Punkte!]
3
Beantworten Sie die Frage.
4
(i)
(ii)
5
Fragen Sie, wie lange Sie warten müssen, bis die Eltern da sind.
Reagieren Sie auf die Antwort.
Dann sagen Sie, was Sie machen wollen, während Sie auf die Eltern warten.
Cambridge IGCSE German Speaking Test Training Handbook
Section 5: Commentary and assessment of recorded Speaking Test samples
Section 5: Commentary and assessment of recorded Speaking
Test samples
Now that you have read through Sections 1 – 4, you should be ready to practise marking the sample recordings on
the accompanying CD. Using the mark scheme in the Teacher’s Notes in Section 3 try to mark the samples and
then check your marks against those of the moderator given in Section 5. Try to align your marking to that of the
moderator using the comments to guide you.
Please find below the Moderator’s marks and comments on each of the sample recordings on the accompanying
CD.
Candidate 1 – Card 1 (CD1)
Role Play A
Task 1
The greeting and exchange are fine and despite the
linguistic inaccuracies, the meaning of his request seems
clear.
2 marks
The message communicated is clear but linguistic
inaccuracies reduce the mark to two.
2 marks
Task 3
A clear and accurate choice made.
3 marks
Task 4
The pronunciation of kaufen, which had been fed by the
examiner, is poor but is tolerated as the utterance
as a whole is totally intelligible and the task of
communication fully achieved.
3 marks
Thanks are expressed well and, despite the linguistic
inaccuracies in the rest of the response, the meaning
seems clear.
2 marks
Task 2
Task 5
Total: 12 marks
Role Play B
Task 1
Nothing of worth is communicated other than a
confused greeting, which is awarded one mark.
1 mark
Task 2
Nothing of worth is communicated.
0 marks
Task 3
The short utterance Gut is totally appropriate and
is worth the full marks here.
3 marks
Task 4
Task 5
The meaning is clear and the message of (ii) conveyed,
but the addition of the extra ankommen at the end is
unfortunate. There is, however, no reaction expressed,
so the maximum available is one mark.
1 mark
Nothing of worth is communicated.
0 marks
Total: 5 marks
Topic Conversation: Schule in Südafrika und Deutschland
The candidate shows some satisfactory elements in the presentation of his chosen topic but the examiner’s questions
Cambridge IGCSE German Speaking Test Training Handbook
55
Section 5: Commentary and assessment of recorded Speaking Test samples
tend to be of a general and very basic nature and not related to the topic offered. The questions are poorly
answered, often minimally or not at all. The examiner’s attempt to encourage the candidate to respond in
a variety of tenses is unsuccessful. The marks for Communication (Table B) has to be a ‘best fit’, as the
presentation of the topic is generally quite sound, but the candidate’s response to the questions is weak. The
mark for Language (Table C) too is a ‘best fit’ with an adequate range of structures and vocabulary in the
presentation, but a weak performance in the conversation section.
Total: 8 + 6 = 14 marks
General Conversation
The questioning of the candidate is at a very basic level but even so the response is generally weak, and
occasionally poor. Again the attempts by the examiner to encourage the candidate to respond in tenses other
than the present are unsuccessful. The few open-ended questions asked (eg Sag mir etwas über deine Familie)
usually fail to evoke any response. In line with the descriptors in the mark scheme, the candidate is awarded
the middle mark in the Weak band for both Communication and Language.
Total: 5 + 5 = 10 marks
Impression
There is some degree of fluency and accuracy in pronunciation in certain role play items and in the presentation
of the topic. Meaning is successfully conveyed on the whole despite frequent errors.
Total: 5 marks
Total: 12 + 5 + 14 + 10 + 5 = 46 marks
Overall for Candidate 1, this represents a good Grade E performance.
Candidate 2 – Card 6 (CD1)
Role Play A
Task 1
Some potential confusion over Brot / Brötchen does not
disqualify the candidate from the full three marks.
3 marks
Task 2
No problems.
3 marks
Task 3
No problems.
3 marks
Task 4
No problems.
3 marks
Task 5
No problems.
3 marks
Total: 15 marks
56
Cambridge IGCSE German Speaking Test Training Handbook
Section 5: Commentary and assessment of recorded Speaking Test samples
Role Play B
Task 1
Task 2
The early Hallo! and the information ich habe mich
gestern verletzt are sufficient to qualify for the full
three marks.
The information relating to the hospital cannot
count twice (see Task 3), so only one piece of
information qualifies; a partial response only.
Task 3
A suitable and full response made.
Task 4
There is no reaction expressed, so the maximum
mark is one, despite the quality of the answer.
Task 5
3 marks
1 mark
3 marks
1 mark
A good response.
3 marks
Total: 11 marks
Topic Conversation: Korea – mein Heimatland
There is no real evidence of thorough preparation of the chosen topic, and the candidate’s presentation dries
up relatively early. The candidate is helped out by some general questioning by the examiner. The candidate’s
response is often halting and slow. The overall feel is of a poorly planned topic, which is often unclear. The
language produced is adequate for the most part, with an occasional attempt at a perfect tense which is not
always accurate. Occasional opinions are expressed. The candidate is placed in the middle of the Satisfactory
band for Communication (Table A) and Language (Table B).
Total: 8 + 8 = 16 marks
General Conversation
There is no clear transition between the two parts of the test, but the questions Interessierst du dich für
Fußball?‘ is deemed to be the starting point. The candidate’s response to the questions is generally satisfactory
and the essential elements of the conversation are communicated successfully, although at times there is
some ambiguity. The candidate is able to communicate past and future tenses but with some inaccuracy. A
great deal of encouragement is given by the examiner at times when the candidate’s response is somewhat
slow and halting. Occasional opinions are given by the candidate. The candidate is placed at the top of the
Satisfactory band for Communication (Table A) but in the middle of the same band for Language (Table B).
Total: 9 + 8 = 17 marks
Impression
Although the candidate’s first language is a factor in their pronunciation, this does not particularly inhibit their
fluency. There is some attempt at intonation and, a fair degree of accuracy in the role play.
Total: 6 marks
Total: 15 + 11 + 16 + 17 + 6 = 65 marks
Overall, this performance from Candidate 2 is the equivalent of a sound mid C grade.
Cambridge IGCSE German Speaking Test Training Handbook
57
Section 5: Commentary and assessment of recorded Speaking Test samples
Candidate 3 – Card 5 (CD1)
Role Play A
Task 1
No problems.
3 marks
Task 2
Short but appropriate utterance (zwei, bitte!).
3 marks
Task 3
Not a fully convincing pronunciation of Kuchen.
but in context achieves full communication.
3 marks
Task 4
Appropriate choice made.
3 marks
Task 5
Communicates both elements fully.
3 marks
Total: 15 marks
Role Play B
Task 1
The language is not the most appropriate but the
inaccuracies do not obscure the meaning; a greeting
is present.
2 marks
Task 2
Both lost items are clearly communicated.
3 marks
Task 3
Ich war in die Wasser für ein Uhr (sic) is not queried
by the examiner and the message remains ambiguous.
Task 4
Task 5
1 mark
There is a hint of a reaction: ...im Platz is queried
and auf dem Tisch supplied by the candidate. Full
communication of both parts.
3 marks
A good query, which is preceded by a further
appropriate reaction.
3 marks
Total: 12 marks
Topic Conversation: Die Umwelt
This is an excellent presentation which is well prepared and delivered and contains a wealth of appropriate
and sophisticated vocabulary. The questioning is relevant and appropriate, and the candidate’s response largely
positive – there is an occasional need for rephrasing of questions, after some hesitation by the candidate,
but overall a very good performance with opinions offered routinely. For both Communication (Table A) and
Language (Table B), the candidate is placed at the top of the Very Good band.
Total: 13 + 13 = 26
General Conversation
The conversation is natural, with the examiner offering suitable opportunities for the candidate to show her
grasp of past and future tenses and asking open questions to which the candidate responds fully. There
are some inaccuracies in language, structure and pronunciation, but sufficient opinions are also present to
suggest that the candidate is of a Good / Very Good standard. For Communication (Table B) the candidate is
awarded the lower mark in the Very Good band, while for Language (Table C) a mark at the top of the Good
band is awarded.
Total: 12 + 11 = 23
58
Cambridge IGCSE German Speaking Test Training Handbook
Section 5: Commentary and assessment of recorded Speaking Test samples
Impression
The candidate shows generally good pronunciation, fluency and intonation – there are however some mistakes
and hesitation at times.
Total: 8 marks
Total: 15 + 12 + 26 + 23 + 8 = 84 marks
Overall this represents a comfortable Grade A performance from Candidate 3.
Candidate 4 – Card 7 (CD2)
Role Play A
Task 1
An early greeting and communication of the message.
3 marks
Task 2
Successful communication.
3 marks
Task 3
Successful communication
3 marks
Task 4
Thanks are expressed but the message of (ii) is not
communicated.
Task 5
1 mark
The language used contains a number of errors but a
clear choice is eventually made.
2 marks
Total: 12 marks
Role Play B
Task 1
Task 2
A greeting is clear, although there is some confusion with
the language in (ii). The meaning, however, is not obscured.
2 marks
Despite the examiner’s efforts and repetitions, the candidate
is unable to offer more than a partial response (that they
were waiting for the train).
1 mark
Task 3
A clear and unambiguous response.
Task 4
No reaction is forthcoming, so the response is incomplete.
1 mark
Task 5
A hesitant response with a number of linguistic errors-; the
message remains largely ambiguous.
1 mark
3 marks
Total: 8 marks
Topic Conversation: Reiten
The candidate provides a sound presentation on their chosen topic with little hesitation and a range of topicspecific vocabulary. The questioning by the examiner is of a relatively basic style but the candidate responds
well with the occasional opinion. The candidate is helped towards an active use of future tense but there is no
attempt to encourage the use of a past tense. On Communication (Table B) the candidate qualifies for the lower
mark in the Good band, while on Language (Table C) the lack of past tenses means they can only qualify for
the highest mark in the Weak band.
Total: 10 + 6 = 16 marks
Cambridge IGCSE German Speaking Test Training Handbook
59
Section 5: Commentary and assessment of recorded Speaking Test samples
General Conversation
The candidate is more hesitant in this section of the test and finds some difficulty with certain questions, but
again occasional opinions are offered. Although one can distinguish three similar topics (school, future, uniform),
most of the questioning relates to school. The candidate is not asked questions that will elicit a response in the
past tense, although future tenses are encouraged and the candidate is successful in producing an accurate
version, among other less well-formed versions. Communication (Table B) is deemed to be Satisfactory, and
the candidate qualifies for the top mark in this category; Language (Table C) is again limited by the lack of
past tenses, the candidate can only qualify for the highest mark in the Weak band.
Total: 9 + 6 = 15 marks
Impression
The candidate shows qualities of good pronunciation and fluency, making a fair attempt at intonation and
expression, although mistakes and hesitation are often present.
Total: 7 marks
Total: 12 + 8 + 16 + 15 + 7 = 58 marks
This represents a good Grade D performance.
Candidate 5 – Card 3 (CD2)
Role Play A
Task 1
The pronunciation of Bootsfahrt is tolerated and
all other aspects are communicated.
3 marks
Task 2
Clear communication.
3 marks
Task 3
Clear choice made.
3 marks
Task 4
Clear communication.
3 marks
Task 5
Thanks and clear message communicated.
3 marks
Total: 15 marks
60
Cambridge IGCSE German Speaking Test Training Handbook
Section 5: Commentary and assessment of recorded Speaking Test samples
Role Play B
Task 1
The mixture of tenses used is not appropriate, but
the meaning is not obscured.
2 marks
The language of the material communicated here is
not totally appropriate, but sufficient meaning is
communicated.
2 marks
Task 3
Clear information, appropriately expressed.
3 marks
Task 4
No reaction is communicated, but the candidate does
communicate the fact that they will wait.
Task 2
Task 5
Clear communication.
1 mark
3 marks
Total: 11 marks
Topic Conversation: Sport
The topic is well presented with a good use of tenses where appropriate. The candidate’s response to the
examiner’s questioning is immediate and generally quite full with a number of opinions expressed. There
seems little difficulty with the questions asked and communication is good. For Communication (Table B)
the higher mark in the Good band is awarded, while on Language (Table C) the top mark in the Satisfactory
band is awarded.
Total: 11 + 9 = 20 marks
General Conversation
This is an interesting conversation where the candidate again responds swiftly and relevantly to the examiner’s
questions. Some questions are relatively straightforward but the candidate does produce a fuller response.
The candidate shows he can communicate in a range of tenses and offers simple opinions at times.
On Communication (Table B) the candidate is awarded the lower mark in the Good range, while on
Language (Table C) the top mark in Satisfactory band is awarded.
Total: 10 + 9 = 19 marks
Impression
There is some degree of fluency and accuracy in the candidate’s pronunciation despite quite a number of
errors.
Total: 6 marks
Total: 15 + 11 + 20 + 19 + 6 = 71 marks
This represents a Grade B performance.
Cambridge IGCSE German Speaking Test Training Handbook
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Section 5: Commentary and assessment of recorded Speaking Test samples
Candidate 6 – Card 1 (CD2)
Role Play A
Task 1
Fully communicates both parts of the task.
3 marks
Task 2
A good, communicative response.
3 marks
Task 3
As above.
3 marks
Task 4
As above.
3 marks
Task 5
As above.
3 marks
Total; 15 marks
Role Play B
Task 1
The two major verb errors, although not hindering
communication, reduce the mark to two.
2 marks
Task 2
Excellent response.
3 marks
Task 3
Excellent response.
3 marks
Task 4
Initially no reaction is indicated but after the final task,
a comment of das ist sehr gut can be counted retrospectively
allowing the task to be fully communicated.
3 marks
Another excellent response.
3 marks
Task 5
Total: 14 marks
Topic Conversation: Reisen
A very good example of preparation and presentation of the chosen topic. The candidate is totally at home with
a variety of tenses and offers a range of opinions and justifications. Their responses are always full and confident
and there is no need for rephrasing. A very consistent performance from a non-native speaker. The language
used throughout is outstanding with relatively few errors. Language (Table B) and Communication (Table C)
marks are in the Outstanding category, with the former scoring the higher mark and the latter the lower mark
in the band.
Total: 15 + 14 = 29 marks
General Conversation
We are treated to a confident and consistently very good performance from a non-native speaker. They is able
to respond fully to all the questions asked, justifying their opinions and offering explanations routinely. There
is a full range of tenses offered throughout, with only a few, minor errors. The performance is outstanding and
marks are awarded as for the Topic Conversation section.
Total: 15 + 14 = 29
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Section 5: Commentary and assessment of recorded Speaking Test samples
Impression
A mark of nine is justified here for the candidate’s pronunciation, intonation and fluency, despite the few
mistakes and hesitations.
Total: 9 marks
Total: 15 + 14 + 29 + 29 + 9 = 96 marks
This performance from Candidate 6 demonstrates the very highest level of achievement by a non-native
speaker.
How to apply for Speaking Examiner accreditation
Once you have worked through this handbook and practised marking the recordings on the accompanying
CD, you should conduct four practice Speaking Tests preferably with candidates across a good range of
abilities (weak to strong). These should be conducted using the Role Play situations provided in Sections 3
and 4. The Speaking Tests should be recorded onto cassette or CD.
The Speaking Tests should be marked according to the mark scheme provided on pages 22–25 of this
handbook, and the marks recorded on copies of the Accreditation Submission Forms in Appendix A. See
the instructions below. Marking should take place as you conduct the test, that is, you should mark the live
performances and not a recording.
How to prepare your accreditation submission
1.
Copy and fill in the form on the following page with your personal details, signing the declaration that the
submission is your own work.
2. Complete the Speaking Examination Working Mark Sheet with the marks you have given the learners
taking part in your accreditation submission sample.
3. Staple the Cover Sheet and the Working Mark Sheet together and send them along with your recordings
to the address provided on the form.
Your completed Accreditation Submission Forms should be returned to Cambridge at the address below,
together with the recordings and your Working Mark Sheet. Please ensure you include the Accreditation
Cover Sheet on page 66 with your submission and please keep a copy of all that you submit for your own
records.
IGCSE Accreditation Coordinator (EDM)
Cambridge International Examinations
Cambridge Assessment DC10
Hill Farm Road
Whittlesford
Cambridge
CB22 4FZ
United Kingdom
Please allow 4 – 6 weeks from the submission of your application for Cambridge to respond. Where an
application proves to be unsuccessful, you will receive a feedback report indicating how you might improve.
You will then be invited to try again in the light of this feedback advice. Please remember to submit your
application for accreditation in sufficient time to permit possible further attempts should they be required.
If your application is unsuccessful this does not mean that you will no longer be able to teach. It simply
means that you should not moderate the marking of other teachers assessing this coursework.
Cambridge IGCSE German Speaking Test Training Handbook
63
Section 5: Commentary and assessment of recorded Speaking Test samples
64
Cambridge IGCSE German Speaking Test Training Handbook
Appendices
Appendices
Appendix A: Accreditation Submission Forms
Appendix B: Guidelines for the Internal Standardisation/Moderation of Cambridge IGCSE Foreign
Language Speaking Tests
Appendix C: Defined Content Topic List
Cambridge IGCSE German Speaking Test Training Handbook
65
Appendix A: Accreditation Submission Forms
Cambridge IGCSE® Speaking Test Examiner accreditation
Cover Sheet
Please indicate the year of the
Role Play Cards used in your
accreditation sample if not 2012
2
0
Cambridge IGCSE German (0525)
Please complete this form in BLOCK CAPITALS.
Centre number
Centre name
Examiner’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,
Cambridge Assessment DC10
Hill Farm Road
Whittlesford
Cambridge
CB22 4FZ
United Kingdom
Save a copy of all forms submitted, for your own records.
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Cambridge IGCSE German Speaking Test Training Handbook
Appendix A: Accreditation Submission Forms
Completing the Speaking Examination Working Mark Sheet
The Speaking Examination Working Mark Sheet can be found on the next page.
Complete the information at the head of the form.
(a) Test 1 Role Plays
Enter the Role Play Card number for each candidate in the column provided.
Enter the mark out of 3 for each task, in the appropriate columns.
(b) Test 2 Topic Presentation/Conversation
Award a mark out of 15 for Communication
Enter the mark in Column 11.
Award a mark out of 15 for language
Enter the mark in column 12.
(c) Test 3 General Conversation
Award a mark out of 15 for Communication
Enter the mark in column 13.
Award a mark out of 15 for Language
Enter the mark in column 14.
(d) Test 4 Impression
Enter the mark (maximum 10) in column 15.
Add the marks and entre the total in the column headed ‘Total Mark’. Please double check the addition as
even small errors create problems.
Cambridge IGCSE German Speaking Test Training Handbook
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Speaking Test Training Handbook
Please read the instructions printed in the Teachers’ Notes Booklet before completing this form.
Centre Number
Candidate Name
Task
Mark (Max)
1
3
Name of Examiner completing this form in capitals
Role Play A
Role Play B
(max 15)
2
3
4
3
3
3
(max 15)
5
3
6
3
7
3
8
3
Signature
9
3
10
3
General
Topic / Topic
Conversation Conversation
(max 30)
(max 30)
11
12
13
14
15
15
15
15
Date
Impression
R.P.
Candidate Card
Number no.
June
Centre Name
(max 10)
Cambridge IGCSE German Speaking Test Training Handbook
Speaking Examination Working Mark Sheet
15
10
Internal
and/or
Total External
Mark Moderation
100
Appendix A: Accreditation Submission Forms
68
GERMAN (0525)
Appendix B: Guidelines for the Internal Standardisation/Moderation
Appendix B: Guidelines for the Internal Standardisation/
Moderation of Cambridge IGCSE Foreign
Language Speaking Tests
Cambridge IGCSE Foreign Language Speaking Tests (June 2011 onwards)
Contents
1. Introduction
1.1
1.2
1.3
1.4
Aim of these guidelines
Why is consistency important?
Request for further sample
Feedback
2. How to standardise the conduct of the Speaking test across different Examiners
2.1 Appointment of Coordinating Examiner
2.2 Working together to ensure consistency
2.2.1 Which approach to standardisation will be the most suitable?
2.2.2 Three approaches that Centres can adopt to ensure consistency:
(a) Meeting in advance of mock/practice Speaking tests
(b) Meeting shortly before the live Speaking test session
(c) Meeting in the 4 working days before the Centre’s chosen Speaking Test session
3. How to carry out Internal Moderation and produce a single rank order for the Centre
3.1 Each Examiner lists his/her candidates in rank order
3.2 Each Examiner chooses a sub-sample
3.3 Cross check each Examiner’s assessment according to the Centre’s preferred method:
(a) The Coordinating Examiner checks each Examiner’s sub-sample
(b) Each Examiner checks the sub-sample for all Examiners
(c) A ‘second’ Examiner is responsible for assessment
3.4 How to adjust the total marks for Examiners whose assessment is out of line
3.4.1 For each Examiner decide whether his/her assessment is in line with the agreed standard
3.4.2 For Examiners who are out of line, decide whether assessment is harsh or lenient and what
adjustment is necessary
3.4.3 For Examiners requiring adjustment, enter new, agreed, total marks on the Working Mark
Sheet
3.4.4 For Examiners requiring adjustment, ensure that it is the new, agreed, total marks that are
transferred to the MS1 Mark Sheet or computer (for Centre’s returning marks electronically)
3.4.5 Keep a written record of procedures and adjustments
4. Report to Cambridge on Internal Moderation procedures
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Appendix B: Guidelines for the Internal Standardisation/Moderation
Introduction
1.1 Aim of these guidelines
It is essential that any Centre using more than one examiner to conduct and assess the IGCSE Speaking
test in any language puts in place processes to achieve a consistent approach before, during and after the
Speaking test for its candidates. There are a number of ways in which this consistency can be achieved, and
this document aims to provide guidance on methods which have been used successfully by Centres in the
past.
Guidance is provided on the following:
•
how to standardise the conduct of the test across different examiners (Part 2)
•
how to carry out Internal Moderation and produce a single rank order for the Centre after the
tests take place (including how to adjust marks for an examiner whose assessment is out of line) (Part 3)
•
what to include in the report to Cambridge on Internal Moderation procedures (Part 4).
In addition, a suggested format for recording outcomes of internal standardisation after the examination has
taken place and reporting to Cambridge is provided. The final part of this document contains an overview of
the process.
1.2 Why is consistency important?
Where more than one examiner is used to conduct and assess Speaking Tests within a Centre, the risks are
as follows:
(a) an inconsistent approach to conducting the test – this may result in candidates being afforded
different opportunities to show what they can do, depending on which examiner conducted their
examination
(b) inconsistent marking – this will mean that a Centre’s marks will follow two or more rank orders instead
of the single rank order required.
To work effectively, External Moderation relies on each Centre, for each language, adopting a
consistent approach for all candidates taking the Speaking Test and producing a reliable rank order
of candidates for the whole Centre.
External Moderation is the process by which Cambridge brings each Centre’s marks into line with the agreed
international standard. The Cambridge Moderator checks the assessment at different points in each Centre’s
rank order and recommends adjustments where necessary. Any adjustments must be applied to the Centre’s
rank order as a whole, and cannot be applied to individual examiner rank orders. If it is necessary to adjust a
Centre’s marks to bring them into line with the required standard, but the standard of marking at that Centre
is inconsistent (e.g. one examiner is more severe or more generous in the way they award marks than
another), there is a risk that any adjustment will affect certain candidates more or less favourably than others.
1.3 Request for further sample
Centres using more than one examiner are required to record the Speaking Tests for all their candidates.
Cambridge Moderators will check the sample provided by the Centre to ensure assessment is consistent. If
there is evidence of inconsistency, it may be necessary to ask the Centre to provide a further sample in order
to ensure that all candidates are treated fairly. It is therefore essential that Centres keep all the recordings of
all candidates and keep a clear record of internal sampling and the decisions reached.
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Appendix B: Guidelines for the Internal Standardisation/Moderation
1.4 Feedback
Cambridge will provide each Centre with feedback as to examining technique, the consistency and range of
the sample and the way the assessment criteria have been applied.
2. How to standardise the conduct of the Speaking Test across
different Examiners
This section suggests several ways in which Centres can achieve a more consistent approach to oral
examining. This is a separate process from the standardising of the assessment through the internal
moderation of marks at the Centre (see Part 3 below).
2.1 Appointment of Co-ordinating Examiner
The first step in the process is for the Centre to identify one teacher to act as Co-ordinating Examiner.
The Co-ordinating Examiner is responsible for ensuring the standardisation procedures within the Centre.
2.2 Working together to ensure consistency
There are a variety of ways in which examiners in Centres can work together to ensure consistency and
some suggested approaches are outlined in 2.2.2 below. The method each Centre decides on will depend
on how familiar examiners are with the requirements of the IGCSE Speaking Test.
2.2.1 Which approach to standardisation will be the most suitable?
(a)
(b)
(c)
New IGCSE Centre
9
9
9
New IGCSE Centres OR a Centre which has received
feedback indicating areas for improvement
9
9
9
Centre familiar with the IGCSE requirements which
has received positive feedback
9
9
All to be followed by one
of the approaches to
standardising assessment
outlined in Section 3.
This table suggests how the different approaches to ensuring consistency outlined in 2.2.2 below can be
combined depending on how familiar a Centre is with the IGCSE standard and requirements. Whichever
approach or combination of approaches is adopted, once the live Speaking Tests have been conducted, the
Centre/Co-ordinating Examiner will have to implement one of the methods of standardising assessment
outlined in Section 3.
2.2.2 Three approaches which Centres can adopt to ensure consistency
(a) Meeting in advance of mock/practice Speaking Tests
Where a Centre is new to IGCSE, it is important that all the examiners have the opportunity to meet in
order to discuss approaches to the conduct and assessment of the Speaking Test and listen together to
mock/practice Speaking Tests, as well as carry out their own mock/practice tests.
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71
Appendix B: Guidelines for the Internal Standardisation/Moderation
This process ensures that all examiners feel as confident as possible before they conduct the live
Speaking Tests for candidates.
A good time to get together is before the practice/mock Speaking Tests. The Teachers’ Notes
booklet should be read with great care, especially the notes on guidance on each section of the test. A
common approach should be agreed at the meeting and can then be trialled in the practice/mock tests.
Things can be reviewed after the practice/mock tests and any improvements/refinements implemented
for the live tests.
Areas that examiners are advised to consider when they meet are as follows:
•
Role plays: Examiners should consider both their own role and what they expect of the candidate.
As preparation for the practice/mock Speaking Tests, they should establish some basic common
principles such as whether they will split longer tasks and when not to deviate at all from the script
provided in the Teachers’ Notes booklet. As well as discussing possible candidate responses,
Examiners can try out the role plays on each other. This will help all examiners at the Centre arrive at
a clear, shared view of their own role in the role plays.
•
Timings: it is helpful to discuss timings at this stage and to ensure that all examiners are aware of
the stipulated timings and the importance of respecting them so that all candidates within the Centre
are given equal opportunity to show what they can do.
•
Administration of the Speaking Test: examiners should agree on how they will introduce each
candidate and on how they will introduce each section of the test as the test progresses. This helps
ensure that all candidates receive the same treatment and opportunities to talk.
•
The type and style of questions for Topic and General Conversation: Examiners should go
through the requirements for the Conversation sections to ensure they all take a common approach,
e.g. that they are all aware of the need to:
–
give candidates the opportunity to work in a variety of tenses (Past and Future)
–
give candidates the opportunity to answer unexpected questions
–
ask open questions (using a variety of interrogatives) and avoid closed questions
–
cover a range of topics
For successful moderation (internal and external) to take place, it is important that the approach to
questioning between examiners at a Centre should be a uniform one and that the types and levels
of questions asked should be similar. However, although a consistent approach is required,
this must not be at the expense of spontaneity. It is acknowledged that it is common practice
to make use of question banks during the learning process prior to the Speaking Test but examiners
should only make use of such materials in a judicious way and as a last resort in the test room.
•
Mark scheme: it will be necessary to go through the mark scheme and ensure that all examiners
have a common understanding of the descriptors and their application before they conduct their
practice/mock Speaking Tests. This process will also help to inform their question techniques.
•
Practice exams from previous years: it will also be extremely useful for examiners to listen
together to practice/mock Speaking Tests from previous years or to listen to Cambridge samples of
work (e.g. Speaking Test Training Handbook), focusing on good techniques to elicit responses from
candidates at all levels of ability. Examiners can then discuss the application of the assessment
criteria and how to incorporate examples of good practice into their own examining.
After the meeting, all examiners should arrange to conduct and assess practice/mock Speaking Tests
individually with their own groups before meeting together and considering the work of the Centre as a
whole. See Part 3 for procedures that can be followed after the practice/mock tests to ensure marking is
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Appendix B: Guidelines for the Internal Standardisation/Moderation
in line across the examining team. Even though these are practice/mock tests, Centres are strongly
recommended to record all candidates so that procedures for standardising the assessment of the
tests can be trialled. (Please note that all candidates have to be recorded for the live Speaking Tests in
Centres with more than one examiner.)
(b) Meeting shortly before the live Speaking Test period
If a group of examiners is already familiar with the requirements for the IGCSE Speaking Test, it may
be more appropriate for them to meet shortly before the live Speaking Test period in order to ‘cross
mark’ some previous Speaking Tests, e.g. from the previous year or from the Centre’s practice/mock
tests. A sample of between 3 and 6 candidates, depending upon the range of ability in a Centre,
should be sufficient for this exercise, which will give examiners the opportunity to refresh their memory
of the standard and agree on how to apply this standard. If a Centre has entered candidates for the
Cambridge IGCSE Speaking Test in previous series, the Cambridge report and feedback should be reread at this point so that any feedback previously given as to the conduct and assessment of the test
can be taken on board.
(c) Meeting in the four working days before the Centre’s chosen Speaking Test period
As already mentioned, this approach is likely to be sufficient on its own where examiners are familiar
with the requirements of the IGCSE Speaking Test and where the Centre has received feedback saying
that the conduct of the test was satisfactory and the assessment was consistent. It must be used in
conjunction with one of the approaches to standardising the assessment (see Part 3).
All examiners meet in the 4 working days before the Centre’s chosen Speaking Test period and prepare
the live examination materials. They discuss between themselves any queries/points arising from the
materials and establish basic common principles such as whether they will split longer tasks and when
not to deviate at all from the script provided in the Teachers’ Notes booklet. They remind themselves of
any feedback from Cambridge in the previous session.
Centres are reminded that, once opened, Speaking Test materials (Teachers’ Notes booklet and
Role Play Cards) must remain in the Centre, in confidential storage when they are not being
used for preparation by the Examiners, and the contents must not be divulged to candidates.
Each Examiner should then conduct and assess his/her live Speaking tests. The next part of the
procedure is outlined in Part 3.
3. How to carry out Internal Moderation and produce a single rank
order for the Centre
This Part explains how, once Speaking Tests have been conducted, Centres can check that assessment
across examiners is in line and ensure marks submitted to Cambridge follow a single rank order.
This is a separate process from the standardising of the conduct of the test at the Centre (see Part 2
above).
3.1 Each Examiner lists their candidates in rank order
Once the Speaking Tests have been completed, each Examiner should make a list of their candidates and
their marks, in rank order.
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Appendix B: Guidelines for the Internal Standardisation/Moderation
3.2 Each Examiner chooses a sub-sample
Using this rank order, each examiner should choose a sample of three candidates based on candidate
performance at the top, middle and bottom of their mark range. Because each examiner may have
examined groups of different candidate ability, their application of the assessment criteria needs to be
checked across the range of marks produced by candidates in their group(s).
3.3 Cross-check each examiner’s assessment according to the Centre’s
preferred method
It is up to a Centre how they ‘cross-check’ the assessment. The following suggestions are all acceptable:
(a) The Co-ordinating Examiner checks each examiner’s sub-sample
One method is for the Co-ordinating Examiner responsible for submitting the sample to
Cambridge, to listen to and assess the samples each examiner has selected. At this stage, no changes
should be made to the marks on the Working Mark Sheet completed by the original examiner. The
‘checker’ should keep a separate record of their marks on a ‘clean’ Working Mark Sheet.
(b) Each examiner checks the sub-sample for all examiners
A second way is for each examiner to listen to and check the sample of work of all the other
examiners. This could be done in a group or individually. This approach may be too time-consuming
to be practical for larger Centres, with more than two or three examiners, but if time permits, this will
ensure consistency of approach to the assessment. Again, each ‘checker’ should keep a record of their
marking on a ‘clean’ Working Mark Sheet: at this stage marks should not be altered on the Working Mark
Sheet completed by the original Examiner.
(c) A ‘second’ examiner is responsible for assessment
An alternative approach adopted in some Centres is for one examiner to conduct the test with a second
examiner present in the room (but out of sight of the candidate), who also assesses all the candidates
during the test. The second examiner who carries out the additional assessment could be the same person
for all conducting examiners or examiners can work in pairs and mark each others candidates. If the latter
approach is adopted a sub-sample should still be checked and the marking agreed by both examiners.
3.4 How to adjust the total marks for examiners whose assessment is
out of line
3.4.1 For each examiner decide whether their assessment is in line with the agreed standard
Once the work has been checked, the Co-ordinating Examiner (or the group of examiners) need(s) to decide
whether the marking of each examiner is in line with the Centre’s agreed standard.
If the marking of an examiner is consistently out of line with the Centre’s agreed standard by more than +/–
2 or 3 marks, the marks of candidates in that examiner’s group will need to be adjusted by the Centre before
final marks are submitted to Cambridge. Where a particular examiner is judged to be ‘out of line’, it is well
worth selecting some more of that examiner’s candidates for a further check. It may be that differences
occur in a particular area of the test/mark scheme (e.g. Role Plays), in which case these further checks could
concentrate on that particular area.
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Appendix B: Guidelines for the Internal Standardisation/Moderation
3.4.2 For Examiners who are out of alignment, decide whether assessment is too harsh or too
lenient and what adjustment is necessary
Once the marking of a particular examiner has been identified as out of line with the Centre’s standard, the
Co-ordinating Examiner needs to decide whether the original examiner has been too harsh or too lenient
and to what degree. If, for example, the original marking is judged to be too severe by 4 marks, the final
total mark for all candidates in the group affected needs to be raised by 4 marks. Please note, it is not
sufficient to change the mark of just the sample candidates. The sample has been chosen to represent
the standard of assessment across the group of candidates examined by a particular examiner. Therefore
decisions based upon checks made on the sample candidates must be applied to the whole group examined
by that examiner.
In some cases, the marking of a particular examiner may be judged too harsh or too lenient in one part of the
mark range, e.g. marks above 80 are in line but marking is severe for candidates scoring below that mark.
In such cases, the Coordinating Examiner should only adjust the marks for candidates examined by that
examiner over the part of the mark range affected.
3.4.3 For examiners requiring adjustment, enter new, agreed, total marks on the Working Mark
Sheet
Where an examiner’s standard requires adjustment, the Coordinating Examiner(s) should not amend the
original marks entered by the examiner on the Working Mark Sheet. Instead, a new total mark should be
entered in the final column of the Working Mark Sheet (headed ‘External or Internal Moderation’). Returning
to the example in 3.4.2, for an Examiner whose standard is judged to be severe by 4 marks, the Co-ordinating
Examiner should enter +4 and the new total mark (in a different colour ink is helpful) alongside the original
marks in the ‘External or Internal Moderation’ column.
This will ensure that candidates get the mark they deserve and that all stages of the process are easy to
track.
3.4.4 For examiners requiring adjustment, ensure that it is the new, agreed, total marks that are
transferred to the MS1 Mark Sheet or to computer (for Centres returning marks electronically)
The final total mark for each candidate at the Centre must be transferred to the MS1 Mark Sheet or to
computer (for Centres that are returning marks electronically). Where candidates were examined by an
examiner whose marks have been adjusted, it is the new, agreed, total mark that must be transferred from
the Working Mark Sheet to the MS1 Mark Sheet or to computer. To avoid errors, marks should not be
transferred to MS1 Mark Sheets or to computer until Internal Moderation on all groups has been finished.
3.4.5 Keep a written record of procedures and adjustments
Centres using more than one examiner are required to enclose details of their Internal Moderation
procedures with the sample they submit to Cambridge (see Part 4 for guidance). The Centre should also
keep a copy of this report.
4. Report to CIE on Internal Moderation procedures
After the Speaking Tests have been conducted and marking has been checked across all examiners, the
Co-ordinating Examiner selects the sample for External Moderation according to the instructions in the
Syllabus/Teachers’ Notes booklet for the appropriate year. This sample must be sent to Cambridge, to arrive
by the date specified, along with the required paperwork (see Syllabus/Teacher’s Notes booklet), including
the ‘Cover Sheet for Moderation Sample’.
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Appendix B: Guidelines for the Internal Standardisation/Moderation
The Co-ordinating Examiner in the Centre should complete the cover sheet. This includes ticking the boxes to
confirm that Internal Moderation has taken place and that a brief report on the Centre’s Internal Moderation
procedures is enclosed. The purpose of the report is to explain how conduct of the examination was
standardised in the Centre and how the application of the assessment criteria was agreed and checked.
The report should include the following:
(a)
the name of the Coordinating Examiner, the names of all examiners used at the Centre and a brief
description of the procedures used in the Centre to ensure that conduct and assessment of the
Speaking test was consistent
(b)
confirmation that a minimum of three candidates has been checked for each examiner and that these
candidates cover the range of marks awarded by that examiner
(c)
the names of any examiner(s) found to be out of alignment, why the differences in marks awarded
occur (e.g. ‘Examiner X was more generous in awarding the mark for linguistic content for the
conversation sections’) and whether the ‘size’ of the differences mean it was necessary to adjust the
final total marks for this examiner (e.g. differences of more than +/– 2 or 3 marks)
(d)
for any examiner requiring adjustment, details of any further candidates checked
(e)
for any examiner requiring adjustment, details of the adjustment: size of adjustment, whether marks
have been raised or lowered, whether the adjustment covers all or part of the range
(f)
confirmation that the original Working Mark Sheets for all examiner(s) are enclosed and, that for any
examiner found to require adjustment, the final column has been used to indicate the adjustment
required and the new agreed total mark for each candidate
(g)
confirmation that the new agreed total mark for each candidate has been transferred to the MS1 Mark
Sheet (or to computer) and that this transfer has been checked and is correct
(h)
confirmation that a sample of candidates, across the full mark range of the Centre, has been
selected as the EXTERNAL MODERATION sample and checked
(i) a list of the candidates in the EXTERNAL MODERATION sample, including the name of the examiner
who conducted their test and the marks awarded in the Centre (including the original marks and total
and the new agreed total mark).
On the next page is a suggested format for providing the information listed above that Centres may wish
to adapt to their own purposes. This format is intended to provide a framework for Centres to ensure they
provide Cambridge with the necessary information for External Moderation and also retain a clear record of
their own procedures and decisions.
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Report to CIE on Internal Moderation procedures
Centre name
Centre number
Name of Coordinating Examiner (in capitals)
Brief description of the approach used in the Centre to ensure that conduct and assessment of the Speaking test was consistent:
To be completed for each Examiner at the Centre (a completed example is provided below):
Examiner name
Range of marks
awarded
Candidates in
sample
Examiner’s
mark
‘Checker’s’
mark
Difference
Requires
adjustment
Reason for adjustment
yes/no
yes/no
yes/no
Completed example:
Range of marks
awarded
Candidates in sample
Examiner’s
mark
‘Checker’s’
mark
Difference
Requires
adjustment
Reason for adjustment
DGS
58-94
1. Smith 0111
2. Jones 0222
94
98
+4
yes/no
76
80
+4
yes/no
58
62
+4
yes/no
Marking for linguistic
content is generous
in both conversation
sections
3. Wright 0333
To be completed for each Examiner requiring adjustment (a completed example is provided below):
Examiner name
Size of adjustment
Range
of marks
to be
adjusted
Required adjustment entered in final
column of Working Mark Sheet
New, agreed, total mark entered in final
column of Working Mark Sheet
Completed example:
Examiner name
Size of adjustment
Range of marks
to be adjusted
Required adjustment entered in final
column of Working Mark Sheet
New, agreed, total mark entered in final
column of Working Mark Sheet
DGS
+4
all marks
yes
yes
Tick the box to indicate that:
The Working Mark Sheets for all Examiners, showing the original Examiner marks as well as any new, agreed, total marks, are enclosed.
The new, agreed, total marks for each candidate have been transferred to the MS1 Mark sheet/computer and the transfer checked.
The sample of candidates for EXTERNAL MODERATION has been selected according to the instructions and checked.
A list of candidates in the EXTERNAL MODERATION sample, including Examiner name and marks (original marks as well as any new totals) is enclosed.
77
Appendix B: Guidelines for the Internal Standardisation/Moderation
Cambridge IGCSE German Speaking Test Training Handbook
Examiner name
Appendix B: Guidelines for the Internal Standardisation/Moderation
78
Cambridge IGCSE German Speaking Test Training Handbook
Appendix C: Defined content topic list
Appendix C: Defined content topic list
Topic areas
Examination topics
Area A
Everyday activities
Home life and school
Home life
School routine
Eating and drinking
Health and fitness
Food, health and fitness
Area B
Personal and social life
Self, family and personal relationships
Self, family, personal relationships, pets
House and home
Leisure, entertainments, invitations
Eating out
Festivals and special occasions
Holidays; getting around
Accommodation
Holidays and special occasions
Area C
The world around us
Home town and local area
Home town and geographical surroundings
Shopping
Public services
Natural environment
Weather
Finding the way
Meeting people
Places and customs
Travel and transport
Area D
The world of work
Continuing education
Careers and employment
Language and communication in the
workplace
Further education and training
Future career plans
Employment
Communication
Language at work
Area E
The international world
Tourism at home and abroad
Holiday travel and transport (see also C9)
Geographical surroundings (see also C1)
Weather (see also C5)
Places and customs (see also C8)
Food and drink (see also A3)
Meeting people (see also C7)
Issues according to available resources and
individual interest
Life in other countries and communities
World events and issues
A1
A2
A3
A4
B1
B2
B3
B4
B5
B6
B7
C1
C2
C3
C4
C5
C6
C7
C8
C9
D1
D2
D3
D4
D5
E1
E2
E3
E4
E5
E6
E7
Cambridge IGCSE German Speaking Test Training Handbook
79
Appendix C: Defined content topic list
80
Cambridge IGCSE German Speaking Test Training Handbook
Appendix C: Defined content topic list
Cambridge IGCSE German Speaking Test Training Handbook
81
Appendix C: Defined content topic list
82
Cambridge IGCSE German Speaking Test Training Handbook
Appendix C: Defined content topic list
Cambridge IGCSE German Speaking Test Training Handbook
83
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