GCSE Chinese (Mandarin) Teacher standardisation Speaking: Standardisation booklet - Autumn 2014

Transcription

1 Chinese speaking GCSE Unit 3 controlled assessment Teacher online standardisation 2014 pieces of work 1-5 This document contains the following: Tasks Completed Task Planning Forms Transcripts Commentaries Completed score sheets Choose option

2 PIECE OF WORK 1

3

4

5

6 1 Task: An Interview about Your Free Time (Transcript) Teacher: (name of the student), 你 好! Student: 你 好! Teacher: 请 你 介 绍 一 下 你 自 己 和 你 的 爱 好, 好 吗? Student: 好 ( 嗯 ), 我 叫 (student s name) 我 家 人 住 在 香 港 我 的 爱 好 是 看 书 上 网 驾 帆 船 骑 自 行 车 和 打 乒 乓 球 我 也 喜 欢 艺 术 我 家 人 跟 我 一 样 ( 嗯 ) 也 喜 欢 运 动, 但 是 妹 妹 非 常 恨 驾 帆 船 她 觉 得 帆 船 又 太 危 险 又 没 意 思 Teacher: 很 好 放 学 以 后, 你 常 常 参 加 什 么 活 动? Student: ( 嗯 ), 放 学 以 后, 我 ( 嗯 ) 跟 朋 友 一 起 去 运 动 中 心 打 一 个 半 小 时 乒 乓 球 打 乒 乓 球 以 后, 我 先 吃 晚 饭 我 在 晚 上 ( 嗯 ) 都 上 网 ( 嗯 ) 和 家 人 聊 天,( 嗯 ) 因 为 我 住 在 学 校, 父 母 在 香 港 工 作, 所 以 我 不 能 常 常 见 到 我 的 父 母 Teacher: 好 你 最 喜 欢 的 运 动 是 什 么? 为 什 么? Student: 我 最 喜 欢 ( 嗯 ) 打 乒 乓 球, 也 最 喜 欢 驾 帆 船 ( 嗯 ) 因 为 乒 乓 球 和 帆 船 都 很 好 玩 儿 星 期 一 到 星 期 五, 我 ( 嗯 ) 放 学 都 跟 朋 友 一 起 去 运 动 中 心 打 乒 乓 球 我 常 常 在 电 视 上 看 中 国 乒 乓 球 运 动 员 ( 嗯 ) 比 赛 如 果 有 风, 中 午 我 就 会 去 海 上 驾 帆 船 Teacher: 非 常 好 上 小 学 的 时 候, 你 的 爱 好 是 什 么? Student: 上 小 学 的 时 候, 我 的 爱 好 是 弹 钢 琴 和 练 体 操 ( 嗯 ) 我 小 学 的 时 候, 我 也 学 过 中 国 书 法,( 嗯 ) 因 为 中 国 书 法 又 漂 亮 又 容 易 学 习, 所 以 我 对 中 国 书 法 非 常 感 兴 趣 Teacher: 非 常 好 你 喜 欢 去 看 流 行 音 乐 会 吗?

7 2 Student: 我 喜 欢 看 流 行 音 乐 会 ( 嗯 ) 最 近 夏 天 ( 嗯 ) 的 时 候 我 跟 妈 妈 一 起 看 (name of place) 的 音 乐 会 ( 嗯 ) 我 不 每 个 夏 天 都 看 音 乐 会, 因 为 音 乐 会 的 门 票 贵 极 了 ( 嗯 ) 我 妈 妈 不 喜 欢 (name of place) 的 音 乐 会, 因 为 那 一 天 看 音 乐 会 的 人 太 多 了 Teacher: 很 好 这 个 周 末 你 想 做 什 么? Student: 这 个 周 末 ( 嗯 ) 电 视 节 目 有 乒 乓 球 比 赛, 所 以 我 星 期 六 看 那 个 电 视 节 目 星 期 日 我 去 (name of place) 购 物 中 心 买 东 西, 因 为 我 要 买 我 家 人 圣 诞 节 礼 物 Teacher: 很 好 你 每 天 都 上 网 吗? 你 觉 得 上 网 比 运 动 更 重 要 吗? Student: 我 不 每 天 都 上 网 我 每 个 星 期 ( 嗯 ) 上 网 四 次 我 晚 上 上 网 的 时 候 和 家 人 聊 天, 因 为 我 住 在 学 校, 父 母 在 香 港 工 作, 所 以 我 不 能 常 常 见 到 我 的 父 母 ( 嗯 ) 我 也 不 每 天 都 上 网, 因 为 我 觉 得 运 动 比 电 脑 游 戏 重 要 得 多 长 时 间 看 电 脑 对 眼 睛 不 好 不 过 我 喜 欢 看 中 国 优 酷 (youku),( 嗯 ) 我 每 个 星 期 只 六 个 小 时 Teacher: 嗯, 好 的 什 么 运 动 会 越 来 越 流 行? Student: 我 喜 欢 帆 船, 驾 帆 船 越 来 越 流 行 虽 然 妹 妹 非 常 恨 驾 帆 船, 我 还 是 爱 帆 船 运 动 帆 船 运 动 不 但 很 好 玩 儿, 而 且 有 调 整 性, 所 以 我 会 继 续 学 Teacher: 好 (name of the student), 最 后 的 问 题, 明 年 你 要 参 加 什 么 课 外 活 动? Student: 明 年 ( 嗯 ) 我 们 学 校 ( 嗯 ) 的 帆 船 队 去 香 港 ( 嗯 ) 跟 法 国 国 际 学 校 的 学 生 比 赛, 我 二 0 一 0 年 ( 嗯 ) 去 巴 西 代 表 英 国 帆 船 队 比 赛 Teacher: 谢 谢, 你 回 答 得 非 常 好 谢 谢 你

8 3 Student: 谢 谢 Teacher: 再 见 Student: 再 见 Teacher: End of test. Total length of recording = 5.41

9 GCSE Chinese (Mandarin) Speaking Commentaries Stand.1 Commentary on STAND 1: Task: An Interview about Your Free Time General Comments This is a teacher - devised task which has met the AQA specification requirements, and all objectives have been appropriately covered. The Candidate Record Form (CRF) is fully completed; the Task Planning Form (TPF) for the recorded task (although optional) is well used, on which there are 35 words (in Pinyin), having met the stipulated maximum of 40 words; the bullet points on the Task Sheet have well provided the student with the opportunity to use three time frames in the conversation, referring to present, past and future events, and eliciting points of view. All the bullet points, including the unpredictable question are appropriately covered. Overall, the task is well structured, well - presented and the conversation is well - conducted, indicating teacher s excellent examining technique. In particular, when asking the unpredictable question, there is a very clear distinction between the prepared questions and the unpredictable question by using the last question in Chinese 最 后 的 问 题. The recording is very clear and well timed, from the 1 st question relating to the 1 st bullet point, having met the specified length of 4 6 minutes. The marking is broadly in line with the AQA standard. Marking Communication This task is very well attempted. The candidate s response successfully communicates what the bullet point required, conveys a lot of information, presents plentiful points of view (much more than the 2 minimum) and offers excellent explanations/reasons with confidence. Her answers are developed in a coherent and logical way. She has also demonstrated the ability to narrate present, past and future events where appropriate. The additional expression of 嗯 during the conversation does not affect the communication. Therefore, she achieves the top band and a mark of 10 is awarded. Mark awarded = 10

10 Range and Accuracy of Language Vocabulary and Structures: The student successfully uses a plentiful range of vocabulary (eg 驾 帆 船, 危 险, 调 整 性, 继 续 ), and complex structures: conjunctions ( 因 为 所 以, 不 但 而 且, 又 又, 如 果 就, 但 是, 不 过 ); time words ( 的 时 候, 以 后 ); modal verb ( 会 ); comparisons ( 比, 一 样 ) particles ( 的, 过, 了 ), opinion expressions ( 觉 得, 喜 欢, 爱, 恨, 漂 亮, 容 易, 好 玩 儿, 不 好, 没 意 思, 太 了, 极 了 ); coverbal phrases ( 在, 跟, 对 ) etc., all leading to good descriptions and explanations. She accurately communicates present, past and future meanings. Notwithstanding the additional word 嗯 appears many times, it does not affect the linguistic structures. On the whole this part is well performed. The highest band is achieved. A full mark of 10 is awarded. Mark awarded = 10 Pronunciation and Intonation The pronunciation and intonation are consistently good. Overall, the utterance is intelligible, successfully conveys the meaning and also is expressed in native idiom. A full mark of 5 is awarded. Mark awarded = 5 Interaction and Fluency The student reacts well to all the questions with information and initiative. The conversation sustains at a reasonable speed. Overall, the language expresses fluently. The student has fully developed answers to the questions. As mentioned above, there appears an additional expression of 嗯 many times during the conversation, but without hesitation. A mark of 5 is awarded. Mark awarded = 5 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

11 GCSE Chinese Speaking Score Sheet Centre No: Candidate Name: STAND1 Candidate No: B1 B2 D, O R / / / Com / P&I / I&F / R&A Range & Accuracy /x Time expressions: Present Past Future B3 B4 O, D, R / / / D,O,R / / / Structures: Word order Measure Word Mod+v Coverb B5 B6 B7 B8 U(!) D,O, R/ / / D,O, R / / / D, O, R / / / D,O, R / / / D,O, R / / / / / / Comparisons: 比, 更, 最 etc. Particles: 的, 得, 地 了, 过, 着, 在 etc. Conjunctions: 和 / 跟, 因 为 所 以, 虽 然 可 是, 如 果 就, 除 了 还, 一 边 一 边 etc. Others: 不 但 而 且 不 过 Com = 10 / 10 R & A = 10 / 10 P & I = 5 / 5 I & F = 5 / 5 Total = 30 / 30

12 PIECE OF WORK 2

13

14

15

16 1 Stand 2 Task: Exchange Trip (Transcript) Teacher: 你 好! Student: 你 好! Teacher: 听 说 你 去 了 中 国 交 流, 对 吗? Student: 对 Teacher: 你 什 么 时 候 去 的 中 国? Student: 我 去 年 的 九 月 ( 嗯 ) 我 跟 同 学 一 起 去 了 中 国 的 北 京 我 们 坐 飞 机 去 了 北 京 的 飞 机 场 因 为, 虽 然 飞 机 票 比 较 贵, 但 是 最 快 Teacher: 嗯, 你 在 北 京 住 了 多 长 时 间? Student: 我 们 先 在 笔 友 的 家 住 了 两 个 星 期, 然 后 在 酒 店 住 了 三 天 Teacher: 交 流 的 目 的 是 什 么? Student: 交 流 的 目 的 是 交 新 的 朋 友 提 高 我 们 的 中 文, 等 等 Teacher: 在 中 国 的 时 候, 你 做 了 什 么? Student: 在 中 国 的 时 候, 我 做 了 各 种 各 样 的 活 动, 比 如 我 们 去 一 个 很 漂 亮 的 湖 野 餐 了,( 嗯 ) 我 们 也 ( 嗯 ) 跟 笔 友 一 起 去 打 了 保 保 龄 球 在 ( 嗯 ) 中 国, 我 通 常 七 点 半 起 床, 八 点 半 去 学 校 在 笔 友 的 学 校, 学 生 都 学 英 文, 所 以 我 们 帮 助 英 文 老 师 我 们 跟 学 生 一 起 聊 天 我 觉 得 很 好 玩 儿 然 后, 吃 午 饭 以 后, 我 们 去 观 光 或 者 参 观 名 胜 古 迹 Teacher: 你 觉 得 这 次 交 流 有 用 吗? Student: 我 觉 得 去 中 国 的 交 流 有 用 极 了, 因 为 现 在 我 有 很 多 中 国 朋 友, 所 以 我 能 我 能 发 他 们 电 子 邮 件, 练 习 我 的 中 文 而 且 多 亏 了 我 的 笔 友, 我 学 了 很 多 东 西, 比 如 我 学 了 英 国 的 文 化 和 中 国 的 不 一 样, 我 也 学 了 怎 么 做 饺 子, 我 觉 得 很 好 吃 Teacher: 你 打 算 要 再 去 中 国 吗?

17 2 Student: 对, 我 希 望 将 来 再 去 中 国 旅 行 因 为 然 后 我 不 太 喜 欢 中 国 的 食 物, 但 是 我 觉 得 是 一 个 特 别 有 趣 的 国 家, 因 为 历 史 非 常 有 意 思, 天 气 也 很 好, 因 为 总 是 很 暖 和 将 来 我 要 参 观 故 宫 长 城 和 北 京 的 动 物 园, 因 为 我 觉 得 大 熊 猫 很 可 爱 Teacher: 你 喜 欢 什 么 样 的 假 期? 为 什 么? Student: 在 我 看 来, 做 很 多 活 动 的 假 期 最 有 趣 比 如, 虽 然 滑 雪 又 难 又 累, 我 觉 得 去 滑 雪 的 假 期 比 放 松 的 假 期 好, 因 为 更 好 玩 儿 除 了 活 跃 的 假 期 以 外, 我 还 喜 欢 在 暖 和 的 国 家 旅 行,( 嗯 ) 所 以 我 爱 去 埃 及 和 西 班 牙 Teacher: 你 不 喜 欢 什 么 样 的 假 期? 为 什 么? Student: 我 不 太 喜 欢 ( 嗯 ) 去 海 边, 因 为 我 的 家 人 都 喜 欢 去 潜 水, 但 是 我 不 喜 欢, 因 为 我 害 怕 下 雨, 我 觉 得 水 也 太 冷 了 Teacher: 你 明 年 打 算 去 哪 儿 度 假? Student: 明 年 我 打 算 去 美 国, 因 为 我 的 表 姐 住 在 纽 约 我 要 ( 嗯 ) 去 买 东 西, 或 者 去 看 音 乐 剧 Teacher: 好 的 谢 谢 Student: 谢 谢 Total length of recording = 5.20

18 GCSE Chinese (Mandarin) Speaking Commentaries Stand.2 Commentary on STAND 2 Task: Exchange Trip General Comments This is a teacher - devised task which has met the AQA specification requirements, and all objectives have been appropriately covered. The Candidate Record Form (CRF) is fully completed; the Task Planning Form (TPF) - optional for the recorded task (although optional) is well used, on which there are 36 words (in Pinyin), having met the stipulated maximum of 40 words; the bullet points on the Task Sheet have well provided the different time references to present, past and future events, and eliciting points of view. All the bullet points, including the unpredictable question are appropriately covered, and the student demonstrates her best ability. However, it is worth mentioning that, during the conducting of this test, there is not a clear distinction between the prepared questions and the unpredictable question although it is clearly indicated on the teacher examiner s task sheet. It is preferable to indicate where the prepared questions end and the unpredictable question begins. When asking the unpredictable question, it is recommended that this be clearly indicated as the last question or the last question which you have not prepared ; in Chinese it may be for example, 最 后 一 个 问 题 or 请 回 答 一 个 你 没 有 提 前 准 备 的 问 题. The recording is very clear and well timed, from the 1 st question relating to the 1 st bullet point, within the allotted 6 minutes. The marking is broadly in line with the AQA standard. Marking Communication This task is very well attempted. The student s response successfully communicates what the bullet point required, conveys a lot of information, presents plentiful points of view (much more than the 2 minimum) and offers excellent explanations/reasons with confidence. Her answers are developed in a coherent and logical way. She has also demonstrated the ability to narrate events where appropriate. A few minor errors appear in the pronunciation and tones, and complex structure, do not affect the communication. Therefore, she achieves the top band and a mark of 10 is awarded. Mark awarded = 10

19 Range and Accuracy of Language Vocabulary and Structures: The student successfully uses a wide range of vocabulary (eg 多 亏 了, 害 怕, 比 如 ), complex structures (eg conjunctions 因 为 所 以, 又 又, 先 然 后, 虽 然 可 是, 除 了 还, 或 者 ), a variety of adjectival attributives (eg 很 漂 亮 的, 各 种 各 样 的, 特 别 有 趣 的, 活 跃 的 ),modal verbs (eg 能, 希 望,), particles (eg 了, 的 ), lots of coverbal phrases to describe actions (eg 在, 跟 ), opinion expressions (eg 觉 得, 极 了, 在 我 看 来, 最 有 趣 ),time expressions (eg 通 常, 的 时 候, 将 来 ), well to relate to present, past and future events. Notwithstanding a minor error in two more complex structures (eg 因 为, 虽 然 ; 然 后, 吃 午 饭 以 后 are occasionally appear together, or sounds like a way of choosing the expressions), on the whole this part is well performed. The highest band is achieved. A full mark of 10 is awarded. Mark awarded = 10 Pronunciation and Intonation The pronunciation and intonation are generally good. A minor error appears such as the tones 酒 店 (jiǔ diǎn), 学 校 (xiǎo), and also the initial (consonant) in 野 餐 (zàn) as indicated on the transcript. However, the utterance is intelligible, successfully conveys the meaning and also is expressed in native idiom. A full mark of 5 was considered, but ultimately a mark of 4 is deemed to be best fitting. Mark awarded = 4 Interaction and Fluency The student reacts well to all the questions, keeping the dialogue flowing well with a lot of information and initiative. Overall, the language expresses very fluently. The student has fully developed answers to the questions. There occasionally appears a minor re-phrase and an additional expression of 嗯, but without hesitation. A mark of 5 is awarded. Mark awarded = 5 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

20 GCSE Chinese Speaking Score Sheet Centre No: Candidate Name: STAND2 Candidate No: B1 B2 D,O,R / TE / / Com / P&I / I&F / R&A Range & Accuracy /x Time expressions: Present Past Future B3 B4 D,O,R / CE,TE / / D,O,R / / / X Structures: Word order Measure Word Mod+v Coverb B5 B6 B7 B8 D,O,R / VE / / X D,O,R / / / Comparisons: 比, 更, 最 etc. Particles: 的, 得, 地 了, 过, 着, 在 etc. Conjunctions: 和 / 跟, 因 为 所 以, 虽 然 可 是, 如 果 就, 除 了 还, 一 边 一 边 etc. U(!) D,R / / / Com = 10 / 10 R & A = 10 / 10 Others: 又 又 或 者 先 然 后 的 时 候 多 亏 了 比 如 P & I = 4 / 5 I & F = 5 / 5 Total = 29 / 30

21 PIECE OF WORK 3

22

23

24 1 Task: Job Interview (Transcript) Teacher: 你 好! Student: 你 好! Teacher: 你 好 吗? Student: ( 嗯 ) 不 错, 不 错, 你 呢? Teacher: 我 也 很 好, 谢 谢 你 叫 什 么 名 字? Student: 我, 我 叫 (name of the student) Teacher: 你 住 哪 儿? Student: 我 住 在 英 国 西 北 部 的 利 物 浦 (Liverpool),( 嗯 ), 但 是 我 来 自 爱 尔 兰 Teacher: 你 几 岁?(appropriate question to the adult?) Student: 我 二 十 八 岁 我 出 生 (zhēng) 于 一 九 八 五 年 三 月 十 日 Teacher: 你 学 什 么? Student: 我 学, 我 在...(name of place) 学 习, 我 学 习 八 门 课 程 :( 嗯 ), 汉 语 英 语 西 班 牙 语 法 语 ( 嗯 ), 数 学 科 学 及 其 历 史 Teacher: 你 的 爱 好 是 什 么? Student: 我 的 爱 好 是 听 音 乐 买 东 西 (si?) 游 泳 和 跑 步 我 更 喜 欢 买 东 西 Teacher: 你 喜 欢 运 动 吗? Student: 喜 欢 ( 嗯 ), 我 喜 欢 ( 嗯 ), 跑 步 打 网 球 和 游 泳 我 我 更 喜 欢 跑 步, 因 为 它 有 趣 Teacher: 你 有 兼 职 工 作 吗? Student: 有 我 我 我 在 一 家 ( 子 ) 餐 馆 当 服 服 务 员

25 2 Teacher: 你 一 小 时 挣 多 少? Student: ( 嗯 ), 一 小 时 二 十 二 十 英 镑 Teacher: 你 喜 欢 这 份 工 作 吗? Student: 喜 欢 我 喜 欢 我 喜 欢 和 人 交 交 谈 我 也 喜 欢 晚 上 工 作 Teacher: 你 将 来 有 什 么 梦 想? Student: ( 嗯 ), 将 来 我 我 要 ( 一 ) 我 要 ( 一 )(grammar?) 经 营 大 餐 馆 Teacher: 你 想 成 为 什 么? Student: ( 嗯 ), 我 要 我 要 我 要 当 老 板 做 出 美 味 佳 肴 Teacher: 你 有 什 么 特 点? Student: ( 嗯 ), 我 很 有 ( 嗯 ), 抱 负,( 嗯 ), 热 情,( 嗯 ) 又 能 吃 苦 和 善 于 创 新 Teacher: 你 为 什 么 想 要 这 份 工 作? Student: ( 嗯 ), 因 为 我 喜 欢 我 喜 欢 美 食 而 且 更 愿 更 愿 意 ( 卖?) 别 人 ( 胖 人? 旁 人?) 美 食 Teacher: 你 有 想 补 充 的 吗? Student: 嗯, 我 我 可 以 扩 我 可 以 扩 营 经 营, 我 开 很 多 间 间 连 ( 嗯 ) 连 锁 店 Teacher: 你 有 工 作 经 验 吗? Student: ( 嗯 ), 我 做, 我 做 过 五 年 ( 嗯 ) 的 餐 馆 服 务 员 ( 嗯 ), 我 我 有 一 些 ( 嗯 ) 经 验, 做 个 有 心 人 Teacher: 很 好, 谢 谢 Student: 谢 谢 Teacher: End of test.

26 Total length of recording =

27 GCSE Chinese (Mandarin) Speaking Commentaries Stand.3 Commentary on STAND 3 Task: Job Interview General Comments This is a teacher - devised task which generally meet the requirements in the specification and all objectives have been generally covered. The Candidate Record Form (CRF) is fully completed; the Task Planning Form (TPF) - optional for the recorded task is not used; the bullet points on the Task Sheet have provided three different time frames to elicit information of present, past and future activities, and eliciting points of view with plenty of opportunities for the student to develop and explain the answers. However, it is worth noting that, during the test, the teacher asks 你 的 爱 好 是 什 么? for Bullet Question 3 on the task sheet What do you do in your free time?. It is also worth noting that sometimes the student is asked to answer a couple of follow up questions which are not on the list. Fortunately, the student responds well to all the questions. The teacher/examiner should ensure the use of the exact questions on the list or else it would disadvantage the student. It is worth mentioning that, during the conducting of this test, there is not a clear distinction between the prepared questions and the unpredictable question. It is preferable to indicate where the prepared questions end and the unpredictable question begins. When asking the unpredictable question, it is recommended that this be clearly indicated as the last question or the last question which you have not prepared ; in Chinese it may be for example, 最 后 一 个 问 题 or 请 回 答 一 个 你 没 有 提 前 准 备 的 问 题. Further, the teacher/examiner should note that only one unpredictable question be used, one for per student. In this task, two unpredictable questions are asked, and one of them is embedded into Question 6, which should not happen next time. Overall, the student has obviously fully prepared, and is encouraged to give of her best. The recording is very clear and well timed, from the 1 st question relating to the 1 st bullet point, within the allotted 6 minutes. The marking is broadly in line with the AQA standard. Marking Communication Each question including the unpredictable element has been generally well responded with regular development. The candidate presents a good amount of information with points of view (much more than the 2 minimum). The descriptors for the band of mark 7-8 best apply for this student, a mark of 8 is best fit. Mark awarded = 8

28 Range and Accuracy of Language Vocabulary and Structures: In this task, three time references to communicate present, past (good use of 过 ) and future (appropriate use of 将 来, 要 )information are successfully demonstrated. A wide range of vocabulary has been successfully used (eg 经 营, 美 食, 美 味 佳 肴, 抱 负, 热 情, 善 于 创 新, 连 锁 店, 有 心 人 ), phrases for complex structures (eg 因 为, 而 且 ), measure words (eg 一 间 ), modal verbs ( 能, 可 以, 愿 意 ), and coverbal phrases ( 在, 和 ) are all well used. Therefore, the highest band is reached, but a mark of 9 is awarded, because of some minor errors in the sentence structures. Mark awarded = 9 Pronunciation and Intonation The pronunciation and intonation are generally good. Some errors occasionally arise (eg 出 生 zhēng, 东 西 si) and a mispronunciation which causes confusion of the meaning. In this section, the task does not reach the highest band, so a mark of 4 is awarded. Mark awarded = 4 Interaction and Fluency The student responds readily and shows initiative. There at times appear some repeating, speaking slowly, and re-phrasing of words, an additional expression of 嗯, as a bit thinking time for organising the answers. This puts the student on the borderline between 4 and 5. A mark of 5 was considered, but ultimately a full mark of 4 was deemed to be best fitting. Mark awarded = 4 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

29 GCSE Chinese Speaking Score Sheet Centre No: Candidate Name: STAND 3 Candidate No: B1 B2 D / CE / / Com / P&I / I&F / R&A Range & Accuracy /x Time expressions: Present Past Future B3 B4 / / / D,O / CE / / Structures: Word order Measure Word Mod+v Coverb B5 B6 B7 B8 O / / / X / / / X D,O R/ WP / / X Comparisons: 比, 更, 最 etc. Particles: 的, 得, 地 了, 过, 着, 在 etc. Conjunctions: 和 / 跟, 因 为 所 以, 虽 然 可 是, 如 果 就, 除 了 还, 一 边 一 边 etc. U(!) Others: 而 且 O/ / / Com = 8 / 10 R & A = 9 / 10 P & I = 4 / 5 I & F = 4 / 5 Total = 25 / 30

30 PIECE OF WORK 4

31

32

33 1 Task: My Holidays (Transcript) Teacher: 你 好,(name of the student) Student: 你 好 Teacher: 你 好 吗? Student: 我 很 好 Teacher: OK, 我 们 开 始 吧 你 去 过 中 国 吗? Student: 我 去 年 四 月 去 过 中 国 我 跟 哥 哥 和 爸 爸 去 过 我 们 坐 船 去 过, 因 为 船 大, 所 以 我 们 坐 船 去 过 (grammar?) 第 一 天 坐 公 共 汽 车 去 过 (grammar?) 北 京 动 物 园, 我 看 过 (grammar?) 大 熊 猫, 我 觉 得 太 好 了 这 个 旅 行 很 值 得 Teacher: 很 好 你 参 观 了 什 么 地 方? Student: 第 一 天, 我, 我 们 去 过 北 海 公 园, 我 看 过 大 熊 猫 第 二 (à?) 天 我 们 上 午 去 过 颐 和 园, 我 们 (not clear) 第 三 天 我 们 坐 公 共 汽 车 去 过 长 城, 因 为 我 对 历 史 兴 趣 (grammar?), 所 以 我 觉 得 很 有 意 思 Teacher: 很 好 你 还 做 了 什 么? Student: 在 中 国 常 常 吃 米 饭 在 我 看 来, 米 饭 很 好 吃 第 二 天 我 也 吃 了 Teacher: 我 问 了 你 还 做 了 什 么? 你 打 了 乒 乓 球 没 有? Student: 第 一 天 晚 上 我 跟 爸 爸 去 过 荆 州 (not clear) 它 非 常 漂 亮 我 们 坐 船 去 过, 因 为 船 大, 所 以 我 们 坐 船 去 过 (grammar?) Teacher: OK, 你 吃 了 什 么? Student: 在 中 国 我 常 常 吃 米 饭 在 我 看 来, 米 饭 很 好 吃 第 二 天 我 也 吃 了 (not clear) 因 为 坐 八 点 半, 八 点 三 刻 Teacher: 你 吃 了 什 么? 北 京 烤 鸭? 还 是 Student: 北 京 烤 鸭

34 2 Teacher: 好,OK, 在 中 国 你 还 想 去 什 么 地 方? Student: 将, 将 我 去 将 我 Teacher: 你 想 去 西 安 还 是 上 海? Student: 将 我 上 海 去 过 (grammar?), 我 跟 妈 妈 我 看 北 京 物 园 (?), 我 看 大 熊 猫, 因 为 大 熊 猫 我 可 爱 (grammar?) Teacher: 你 会 干 什 么? 你 会 踢 足 球? 你 会 游 泳? Student: 我 想 去, 嗯, 我 们 喝 茶, 因 为, 嗯, 茶 很 好 吃 Teacher: 很 好,OK, 嗯, 现 在,OK, 嗯, 你 买 了 什 么 东 西? Student: 我 买 了 嗯, 我 ( 嗯 ) 看 书 Teacher: OK, 谢 谢 你 Total length of recording = 5.46

35 GCSE Chinese (Mandarin) Speaking Commentaries Stand.4 Commentary on STAND 4 Task: My Holidays General comments This is a teacher devised task, for which the bullet points, including the unpredictable element are appropriate to the requirements in the specification, well reflecting the context of leisure, relating to holidays, giving the student the opportunity to communicate past and future meaning, and eliciting points of view. The Candidate Record Form (CRF) is fully completed; the Task Planning Form (TPF) - optional for the recorded task is not used. The examining is friendly and the teacher/examiner works hard to get the best out of this less able student. It is worth mentioning that the questions for the task should obviously elicit sufficient information for the student to be able to gain maximum marks. To access the top band, for Communication, questions need to encourage the student to give points of view (minimum 2) and be able to explain them; for Range of Accuracy of Language, a variety of time frames must be used which means two or more, preferably, students will probably use three time frames to refer to present, past and future events. In this task, the questions limit to two time frames: past and future, although meets the requirements for the top band. It is also worth mentioning that, during the conducting of this test, there is not a clear distinction between the prepared questions and the unpredictable question although it is clearly indicated on the teacher examiner s task sheet. It is preferable to indicate where the prepared questions end and the unpredictable question begins. When asking the unpredictable question, it is recommended that this be clearly indicated as the last question or the last question which you have not prepared ; in Chinese it may be for example, 最 后 一 个 问 题 or 请 回 答 一 个 你 没 有 提 前 准 备 的 问 题. The recording is very clear and well timed, from the 1 st question relating to the 1 st bullet point, within the allotted 6 minutes. The marking is broadly in line with the AQA standard. Marking Communication This student attempts to answer all questions and offers information with points of view, which present the evidence of an ability to develop his answers. Actually, he communicates a reasonable amount of information with some reasons, brief points of view points are also conveyed, showing an ability to develop some answers. Occasionally the answer does not well respond to the question. The descriptors for the band of mark 5-6 best apply for this student. The teacher/examiner gives a mark of 5. Considering that the student has made efforts to answer all questions, the moderator gives a mark of 6 within the same band, so a mark of 6 is awarded. Mark awarded = 6

36 Range and Accuracy of Language Vocabulary and Structures: The conversation has demonstrated that the student has an ability to communicate past and future meaning as the questions required. The language used is more accurate than inaccurate. Sentences are generally simple but occasionally more complex. The particles 过, the conjunctions such as 因 为 所 以, opinion words 在 我 看 来, 觉 得 很 有 意 思, 很 好 吃 and coverbal phrase such as 跟 are appropriately used. Overall, a mark of 6 is best fit. Mark awarded = 6 Pronunciation and Intonation The pronunciation and intonation are generally accurate but some mispronunciations which bring unclear messages. However, going down to band 2 would be too harsh, a mark of 3 is therefore awarded. Mark awarded = 3 Interaction and Fluency The student attempts to give ready response to each question, presenting some evidence of his ability to sustain a conversation and with some development, although there is little initiative. There is a bit hesitation as thinking time and sometimes the answer does not well respond to the question, but the conversation is not broken up. A mark of 3 is deemed to be best fitting. Mark awarded = 3 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

37 GCSE Chinese Speaking Score Sheet Centre No: Candidate Name: STAND 4 Candidate No: B1 B2 D,O,R/ / / X Com / P&I / I&F / R&A Range & Accuracy /x Time expressions: Present Past Future B3 B4 D,R,O / CE,WP / / X? R,O/ WP/ / X Structures: Word order Measure Word Mod+v Coverb B5 B6 B7 B8? O/ WP/ / X? / / / X? O/ / / X Comparisons: 比, 更, 最 etc. Particles: 的, 得, 地 了, 过, 着, 在 etc. Conjunctions: 和 / 跟, 因 为 所 以, 虽 然 可 是, 如 果 就, 除 了 还, 一 边 一 边 etc. U(!) Others:?/ / / X Com = 6 / 10 R & A = 6 / 10 P & I = 3 / 5 I & F = 3 / 5 Total = 18 / 30

38 PIECE OF WORK 5

39

40

41

42 1 Task: Where I Live (Transcript) Teacher: 好, 我 们 来 谈 一 谈 你 住 的 地 区 请 说 一 说 你 的 地 区 Student: 我 住 在 城 市, 很 方 便, 不 过, 太 吵 了 那 里 天 气 很 好, 不 冷 也 不 热 学 校 学 校 离 我 家 (prompted by teacher) 离 我 家 很 近 (zheng?), 虽 然, 虽 然, 所 以 所 以 离 我 很 很 方 便 (grammar?) 冬 天 气 冬 天 气 的 时 候 做 了 车 (chu?) 上 学 Teacher: 好, 上 个 周 末 你 在 你 家 附 近 做 了 什 么? Student: 上 个 周 末 和 朋 友 电 影, 上 个 周 末 和 朋 友 电 影 院 看 电 影, 然 后, 我 们 还 (not clear) 还 里 买 东 西 Teacher: 好 的 你 家 住 什 么 样 的 房 子? Student: 我 家 住 我 家 住 公 寓 (background noise) ( 客 厅 prompted by teacher) 客 厅 里 (not clear) 沙 发 和 桌 子 和 电 视 ( 卧 室 呢?prompted by teacher), 卧 室 卧 室 卧 室 床 和 电 脑 (grammar?) 我 每 天 都 上 网 Teacher: 好 请 说 一 说 你 的 房 间 Student: 我 的 房 间 很 大 ( 但 是 prompted by teacher), 但 是 东 西 (grammar?), 我 的 房 间 很 整 齐 我 的 房 间 (not clear) 两 个 床 一 个 桌 子 和 电 视 (background noise) 我 最 喜 欢 我 最 喜 欢 公 公 寓 Teacher: 好 的 你 将 来 想 住 在 哪 儿? 为 什 么? Student: 我 最 最 喜 欢 农 村, 因 为 空 气 很 新 鲜 我 最 喜 欢 农 村, 很 安 静 (not clear) Teacher: 最 后 一 个 问 题 你 喜 欢 你 的 房 间 吗? Student: 我 最 喜 欢 我 房 间, 很 大, 也 很 每 天 (grammar?) Teacher: 好 的 谢 谢 Total length of recording = 5.13

43 GCSE Chinese (Mandarin) Speaking Commentaries Stand.5 Commentary on STAND 5 Task: Where I Live General comments This is a teacher devised task, for which the bullet points, including the unpredictable element are appropriate to the requirements in the specification, providing the student with the opportunity to communicate past and future meaning as well as the present, and eliciting points of view. The Candidate Record Form (CRF) is fully completed; the Task Planning Form (TPF) for the recorded task (although optional) is used, within the stipulated 40 words (in Pinyin). However, attention needs to be made to the requirements for using the TPF, only words are allowed, full sentences or long phrases are NOT allowed. It is noted that this TPF contains a long phrase wo zui xihuan, therefore, the utterances which include this could not be credited. It is advised that the TPF should have been checked carefully by the teacher. The teacher seems to have slightly changed the question in English on the Task Sheet Please talk about your bedroom. to the Chinese: 请 说 一 说 你 的 房 间, but the student responds well 我 的 房 间 很 大. The teacher/examiner should ensure the use of the exact questions on the list or else it would disadvantage the student, particularly the less able student. Furthermore, some background noise in the recording can be heard. The task should be carried out in a quiet area to enable the best possible recoding conditions. All in all, the test is well structured, the recording is very clear and well timed, from the 1 st question relating to the 1 st bullet point, having met the specified length of 4 6 minutes. The marking is broadly in line with the AQA standard. Marking Communication The student attempts to give some information, including opinions and explanations/reasons. Actually, some simple information and simple opinions are conveyed, and few responses are developed. With sufficient prompting by the teacher, she does succeed in answering most of the questions asked, albeit briefly. For Question 5, her answer responds to half of the question. As mentioned above, due to the long phrase wo zui xihuan on the TPF, the utterances which include this could not be credited. Overall a mark of 4 is best fit. Mark awarded = 4 Range and Accuracy of Language Vocabulary and Structures:

44 The conversation has demonstrated that the student has an ability to communicate present, past and future meaning, the sentences are generally simple but occasionally more complex. Some opinion expressions such as 很 方 便, 不 冷 也 不 热, 很 新 鲜, 很 安 静 are well used. The construction 每 都 is also well used. Although errors often occur in sentence structures, the language is more accurate than inaccurate. Overall, the band of Mark 5 6 is achieved, and a mark of 5 is best fit. Mark awarded = 5 Pronunciation and Intonation The pronunciation and tones are generally understandable, but comprehension is sometimes delayed. The mispronunciation and tones bring unclear messages. A mark of 2 is therefore awarded. Mark awarded = 2 Interaction and Fluency Although there are times the student is hesitant and requires prompts from the teacher, there is some evidence of her ability to sustain a conversation. It could be argued that the accuracy strand is more 3 than 2, but overall a mark of 2 is deemed to be best fitting. The hesitation as thinking time and sometimes the answers do not well respond to the questions (eg the response to Question 5 cannot be fully credited for lack of sufficient information) which affect a mark of 3. A mark of 2 is therefore awarded. Mark awarded = 2 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

45 GCSE Chinese Speaking Score Sheet Centre No: Candidate Name: STAND 5 Candidate No: Com / P&I / I&F / R&A Range & Accuracy /x B1 B2 O?/ VE CE/ / X Time expressions: Present Past Future?/ / / X B3 B4?/ WP / / X Structures: Word order Measure Word Mod+v Coverb O / / / X B5 Comparisons: 比, 更, 最 etc. B6 X, O, R / / / Particles: 的, 得, 地 了, 过, 着, 在 etc. B7 B8 Conjunctions: 和 / 跟, 因 为 所 以, 虽 然 可 是, 如 果 就, 除 了 还, 一 边 一 边 etc. U(!) Others: O/ /? / X Com = 4 / 10 R & A = 5 / 10 P & I = 2 / 5 I & F = 2 / 5 Total = 13 / 30