GCSE Chinese Teacher standardisation Speaking: Standardisation booklet - Autumn 2013

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1 Chinese speaking GCSE Unit 3 controlled assessment Teacher online standardisation 2013 pieces of work 1-5 This document contains the following: Tasks Completed Task Planning Forms Transcripts Commentaries AQA Education (AQA) is a registered charity (number ) and a company limited by guarantee registered in England and Wales (number ). Our registered address is AQA, Devas Street, Manchester M15 6EX. 1

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee

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5 Transcript Student 1 Task: A Conversation about Travel and Leisure Teacher: (name of the student), 你准备好了吗? Student: 我准备好了 Teacher: 好的请你谈谈你的学期 Student: 我的学校有三个学期第一个学期是秋天的学期, 这个学期是最长我们踢足球和打橄榄球第二个学期是冬天的学期, 我们做 (not clear) 运动, 这个学期是最短第三个学期是夏天的学期, 我们打网球和划船我每学期划船我最喜欢的学期是第二个学期, 因为我们没有考试和我们有很少的作业 Teacher: 你不喜欢考试和作业, 是吗? 好那么, 去年的圣诞节你是怎么过的? Student: 在圣诞, 我和家人回美国我做很多运动包括网球和足球在圣诞节, 我和我家人和朋友吃圣诞大餐我收到很多礼物我的朋友给我很多钱和一个新的电脑 Teacher: 很幸运你最喜欢的假期活动是什么? Student: 我最喜欢的假期活动是做所有的运动我最喜欢的运动是足球, 我也会弹钢琴和拉大提琴我也喜欢看书和在家里休息 Teacher: 很好 (name of the student), 你喜欢旅行吗? Student: 我喜欢旅行 Teacher: 旅行有什么好处呢? Student: 旅行帮人放松, 也可以帮人认识新的朋友, 和可以帮人学习新的语言和学习新的文化旅行也可以帮人品尝当地的食物 Teacher: 复活节就快到了今年的复活节你有什么打算? Student: 今年复活节我打算和家人回美国我想和我的朋友踢很多足球, 和我也想上电视看足球比赛, 和我的爸爸和我也想在家里休息很多 Teacher: 好那回美国的时候, 或者你旅行的时候, 你会买什么纪念品? Student: 我会买一个新的电脑, 因为我的电脑现在坏了 Teacher: 好, 好的再见 Student: 再见 4 mins 43 secs 5

期是夏天的学期, 我们打网球和划船我每学期划船我最喜欢的学期是第二个学期, 因为我们没有考试和我们有很少的作业 Teacher: 你不喜欢考试和作业, 是吗? 好那么, 去年的圣诞节你是怎么过的?

6 Commentary Student 1 Task: A Conversation about Travel and Leisure 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 is not used; the bullet points on the Task Sheet have 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. However, it is noted that at times the teacher/examiner asks questions which are a bit different from those on the Task Sheet during the test, such as Bullet Point 2, on the task sheet how you spent your holiday over Easter, but the teacher asks 去年的圣诞节你是怎么过的? Easter has been changed to Christmas, Bullet Point 5, on the task sheet what is your plan for your summer holiday?, but the teacher asks 今年的复活节你有什么打算? summer holiday has been changed to Easter. Fortunately, this is a very able student, who responds very well, but this could disadvantage less able students. The teacher/examiner should always use the questions on the list. 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. In this test, there is no clear distinction between the prepared questions and the unpredictable question. The recording is very clear and well timed, from the first question relating to the first 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 student s response successfully communicates what the bullet point required, conveys a lot of information, presents plentiful points of view (much more than the two minimum) and confidently offers excellent explanations/reasons. His answers are developed in a coherent and logical way. He has also demonstrated the ability to narrate present, past and future events where appropriate. A few minor errors appear in the complex structure but these do not affect the communication. However, for one minor expression, the mispronunciation and tones result in an unclear message, which affects the maximum mark, although he achieves the top band and a mark of 9 is awarded. Mark awarded = 9 Range and Accuracy of Language Vocabulary and Structures: The student successfully uses a plentiful range of vocabulary ( 包括, 所有的, 圣诞大餐, 弹钢琴, 拉大提琴, 品尝 ), complex structures ( 第一, 第二, 第三 and conjunction 因为, leading to good explanations),modal verbs ( 可以, 打算, 会 ), particles ( 的, 了 ), opinion expressions ( 最长, 最短, 最喜欢,etc.),coverbal phrases ( 在, 和 ). He accurately communicates present, past and future meanings. Other than a few minor errors in complex structures (eg the inappropriate use of conjunction 和 ), on the whole this part is well performed. The highest band is achieved. A full mark of 10 is awarded. Mark awarded = 10 6

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 the student with the

7 Pronunciation and Intonation The pronunciation and intonation are generally good. Almost all utterances are intelligible and successfully convey the meaning. However, one expression does not sound clear, as indicated on the transcript, and this results in ambiguity. A mark of 4 is awarded. Mark awarded = 4 Interaction and Fluency The student reacts well to all the questions giving plenty of information and showing initiative. The conversation sustains at a reasonable speed. Overall, the language is expressed fluently. The student fully develops answers to the questions. There is occasionally a minor re-phrase but this is without hesitation. A mark of 5 is awarded. Mark awarded = 5 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

Mark awarded = 4 Interaction and Fluency The student reacts well to all the questions giving plenty of information and showing initiative. The conversation sustains at a reasonable speed.

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10 Transcript Student 2 Task: Interview about Yourself Teacher: 你好! Student: 你好! Teacher: 请介绍你自己一下 Student: 我叫 (student s name) 我三十一岁我出生苏格兰, 但是我是英国人我像我妈妈我小的时候很害羞, 但是如今我越来越很自信我是老师我教法语和西班牙语老师就是我理想的工作, 所以我非常喜欢我的工作 Teacher: 好了好了请介绍你的家, 比如说你有没有兄弟姐妹 Student: 我家有四口人他们是妈妈爸爸弟弟和我, 而且我已经结婚了, 所以我跟丈夫一起住在 (structure error) 我没有宠物, 但是我想买一只猫我父母住在新西兰他们家在农村我很少看他们, 不过在七月我们会去那儿去看他们我很期待 Teacher: 好了你现在住在哪儿? Student: 我住在英国的西南面我家在一个漂亮极了的小镇我跟丈夫住在一个极小的公寓一方面虽然我家只有四间房, 但是另一方面它很容易打扫让我想想, 我刚刚买了一栋三新的房屋, 因此不久我就会搬家 Teacher: 好了你有什么爱好? Student: 因为我是老师, 我没有很多空闲时间不过我有许多的爱好我小的时候不太做运动如今我经常下班以后骑自行车在周末我喜欢散步要是天气好, 我就散步散两个小时我喜欢游泳昨天我去了游泳池我游泳游了半小时不论多累, 我应该天天做运动为了放松一下, 看书, 我尽量看书看一个小时我觉得爱好对我很重要 Teacher: 好了你中学生的时候, 你喜欢不喜欢什么科目? Student: 我上中学的时候, 上中文课, 比如法语西班牙语英语科学数学, 等等我非常喜欢外语, 因为外语有意思不过我不太喜欢数学我觉得数学很难我不懂数学 Teacher: 将来你是 ( 想 ) 学什么? Student: 我对学汉语感兴趣 (re-phrasing) 为了学好汉语, 将来我打算去中国 Teacher: 好了好了最后的问题, 你去中国的时候, 你要去哪儿? Student: 我去过法国 (pronunciation error) 和西班牙和澳大利亚我没有去过中国我想去那儿 Teacher: 好了谢谢 Student: 谢谢 Teacher: 再见 Student: 再见 5 mins 27 secs 10

欢我的工作 Teacher: 好了好了请介绍你的家, 比如说你有没有兄弟姐妹 Student: 我家有四口人他们是妈妈爸爸弟弟和我, 而且我已经结婚了, 所以我跟丈夫一起住在 (structure error) 我没有宠物, 但是我想买一只猫我父母住在新

11 Commentary Student 2 Task: Interview about Yourself General Comments This is a teacher-devised task which is appropriate to the requirements in the specification 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 - is not used; the bullet points on the Task Sheet cover the different time references - present, past and future events and elicit points of view (minimum two) and the ability to explain them. It is noted that during the test the teacher asks 你有什么爱好? for Bullet Question 4 on the task sheet What do you do in your free time?. Fortunately, the student responds very well. The teacher/examiner is reminded to use the exact questions on the list. Overall, this task is wellstructured and appropriately conducted and the student is encouraged to give of his best. The recording is very clear and well timed, from the first question relating to the first bullet point, within the allotted six minutes. The marking is broadly in line with the AQA standard. Marking Communication The student speaks with confidence and narrates where appropriate, and communicates ideas, points of view (much more than the two minimum), and reasons well. For Question 4, the teacher has slightly changed from the English on the Task Sheet What do you do in your free time? to the Chinese 你有什么爱好? The student responds and develops very well. Each question has been very well responded to, with good development, however, the response to the last question, the unpredictable element, has not been fully/clearly communicated. 你去中国的时候, 你要去哪儿? 我想去那儿 Some minor errors in pronunciation and tones are not penalised, as they do not affect conveying the messages. The top band of 9-10 marks is achieved, but a mark of 9 is awarded. Mark awarded = 9 Range and Accuracy of Language Vocabulary and Structures: In this task, three time references to communicate present, past and future information are successfully demonstrated. A wide range of vocabulary has been successfully used (eg 害羞, 自信, 理想, 期待, 不久,etc.), phrases for complex structures (eg 因为, 要是就, 不过, 一方面另一方面, 因此,etc.), measure words (eg 一栋 ), modal verbs ( 会, 应该, 想,etc.), coverbal phrases, particles and opinion words are all well used. There is a minor error in one structure (eg the inappropriate use of 在, as indicated on the transcript), but this should not be penalised, as the meaning is clearly conveyed from the context. Therefore, the highest band is reached. A full mark of 10 is awarded. Mark awarded = 10 Pronunciation and Intonation The pronunciation and intonation are generally good. Some minor errors appear, such as vowel sounds, 过, 国 (gou?), however, the utterance is intelligible and successfully conveys the meaning. A full mark of 5 was considered, but ultimately a mark of 4 is deemed to be best fitting. Mark awarded = 4 11

12 Interaction and Fluency The student produces ready responses, which keeps the conversation going very well. At times there are some minor repetitions and re-phrasing of words to give some thinking time for organising the answers. A mark of 4 was considered, but ultimately a full mark of 5 is awarded, as the student responds readily without significant hesitation. Mark awarded = 5 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

A mark of 4 was considered, but ultimately a full mark of 5 is awarded, as the student responds readily without significant

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16 Transcript Student 3 Task: A Conversation about Holidays Teacher: (name of the student), 你好! Student: 你好! Teacher: 你喜欢什么样的假期? Student: 我喜欢去 (chù?) 法国滑雪的假期我喜欢滑雪, 因为滑雪很好玩儿, 也很精彩 (zǎi?) 当我八岁的时候, 就开始滑雪了我觉得滑雪非常有趣现在我每年去法国滑雪 Teacher: 上一个假期你去了什么地方? Student: 上一个假期我去了美国我喜欢去美国, 因为美国是非常有趣那有温暖的天气我觉得美国, 我觉得很喜欢美国的夏天, 因为太有意思 (zi?) 了可惜的是美国太远了, 我不可以常常去 Teacher: 你住在什么地方? 请你说说你住的地方, 好吗? Student: 当我到美国后, 嗯, 住在一个酒店里, 不是很好然后我去了克罗拉多 (Colorado), 就住在一个 (guò?) 房子里房子很好我也有我自己的房间, 非常好 Teacher: 度假的时候你做什么了? Student: 度假的时候我去了克罗拉多 (Colorado), 我每年都去那骑马 (ma?) 我去骑自行车和购物我也去了佛罗里达 (Florida), 我去购物了我也看到了朋友 Teacher: 你下一次的度假计划是什么? Student: 我的下一个假期, 我要到伦敦去一个星期我... 嗯, 就家人坐飞机去 (structure error) 我在伦敦主要是购物我见家人和朋友我有一个朋友在伦敦 Teacher: 你喜欢和你的家人还是和朋友去度假? Student: 我宁愿与朋友, 因为与朋友一起我可以做那里事情 (not very clear expression) Teacher: 如果你有很多钱, 你会去哪儿度假? Student: 嗯, 我去澳大利亚, 因为我喜欢澳大利亚我也没有去澳大利亚 (inappropriate structure in this context) Teacher: 很好谢谢 4 mins 28 secs 16

Student: 上一个假期我去了美国我喜欢去美国, 因为美国是非常有趣那有温暖的天气我觉得美国, 我觉得很喜欢美国的夏天, 因为太有意思 (zi?) 了可惜的是美国太远了, 我不可以常常去 Teacher: 你住在什么地方?

17 Commentary Student 3 Task: A Conversation about Holidays General comments This is an adapted version of the AQA exemplar task on holidays, providing different time frames for the student to communicate present, past and future events, and eliciting points of view. This school administers and conducts the test appropriately to meet the requirements in the specification and all objectives are covered. The Candidate Record Form (CRF) is fully completed, and the Task Planning Form (TPF) - optional for the recorded task - is not used. The recording is very clear and well timed, from the first question relating to the first bullet point and meets the specified length of 4-6 minutes. The marking is broadly in line with the AQA standard. Marking Communication A good amount of information and much more than two points of view are demonstrated. Most of the answers are well developed with reasons/explanations. There are some minor grammatical structure and pronunciation/intonation errors, as indicated on the transcript, but they do not cause serious communication problems. Overall, a mark of 7 is the best fit. Mark awarded = 7 Range and Accuracy of Language Vocabulary and Structures: The student demonstrates her ability to use successfully three time references to describe activities, a range of vocabulary (eg 精彩, 宁愿 ) and some more complex structures (eg the use of particle 了 ; 的时候, 就 ; 可惜的是 ). There are some errors in the formation of structures but the message is clear and the errors made do not cause confusion in communication. According to the criteria, the student reaches the 7-8 band. A mark of 8 is awarded. Mark awarded = 8 Pronunciation and Intonation The descriptors for band 3 are considered best to apply for this student: generally accurate but there is some inconsistency. There are sometimes errors in vowels and consonants or tones. A mark of 3 is therefore awarded. Mark awarded = 3 Interaction and Fluency There appears to be genuine interaction with good development of responses, including some additional details. However, occasional stilted delivery precludes the top mark. Mark awarded = 4 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

This school administers and conducts the test appropriately to meet the requirements in the specification and all objectives are covered.

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23 Transcript Student 4 Task: My Hobbies Teacher: 你做运动吗? 什么时候做? Student: 我打曲棍球我代表学校去比赛上个星期我们赢了我在星期三星期五和星期六训练, 所以我每个星期打六个小时的曲棍球我喜欢打曲棍球, 因为我们的球的队很好, 但是太累了 Teacher: 如果你明天参加毕业晚会, 你会穿什么样的衣服? Student: 如果我明天参加晚会, 我会穿一条长裙子和高跟鞋我喜欢白色我的长裙子是白色的高跟鞋是银色的 Teacher: 上个周末你做什么了? Student: 上个周末我去了我爷爷奶奶家我很喜欢我的爷爷奶奶我们去了剧院和印度饭店我和妹妹星期六住在那儿星期天上午我们回的家星期天我放松一下, 做了作业 Teacher: 你常常看电视吗? 你最喜欢哪个电视节目? 为什么喜欢? Student: 我每个星期看三次看电视我喜欢看 Desperate Housewives (name of the programme 绝望的主妇 ), 的故事还有新闻我喜欢 Desperate Housewives, 因为很有意思好玩儿极了! 除了 Susan 以外, 我喜欢这个电视每一个我不太喜欢 Susan,Desperate Housewives 一星期演一次新闻每天都有 Teacher: 你喜欢什么音乐? Student: 我喜欢各种音乐我排行榜上的, 所以我知道什么歌最流行我最喜欢的是, 我喜欢听她的, 我不喜欢, 因为她的音乐太吵了 Teacher: 下个星期六你有什么计划吗? Student: 下个星期六, 我要, 因为我要考试了, 但是我想我会去看电影 Teacher: 你喜欢游泳吗? Student: 我不喜欢, 因为我不喜欢水了的 (structure error) 运动 5 mins 53 secs 23

24 Commentary Student 4 Task: My Hobbies 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, eliciting three time frames of events (present, past and future), and reasons, opinions. This school administers and conducts the test appropriately to meet the requirements and all objectives are 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 22 words (in Pinyin). It is noted that during the test the order of Questions 5 and 6 have been exchanged. It would be advisable to ask the questions in the same order as on the task sheet. 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. In this test, there does not appear a very clear distinction between the prepared questions and the unpredictable question. The recording is very clear and well timed, from the first question relating to the first bullet point, having met the specified length of 4-6 minutes. The marking is broadly in line with the AQA standard. Marking Communication In this conversation, the student s answers are regularly developed with some reasons/explanations, even though some are not. More than two points of view are demonstrated. However, the mispronunciation and tones result in unclear messages, which do not make sense in some contexts, and this causes communication problems. Overall, this task fits the 7-8 band, and a mark of 7 is best fit. Range and Accuracy of Language Vocabulary and Structures: The student has obviously tried to give of her best to meet the requirements by successfully using three time frames to describe activities. A range of vocabulary and some more complex structures are accurately used (eg 了, 因为, 所以, 想, 会, 要, particularly 是的 ). Some structure errors occur due to the poor pronunciation and tones. According to the criteria, the student reaches the 7-8 band. A mark of 7 is awarded. Mark awarded = 7 Pronunciation and Intonation The descriptors for band 2 are considered to best apply for this student: understandable, but comprehension is sometimes delayed. As indicated on the transcript, some mispronunciation and tones have affected communication, and it is hard to get the intended meanings. A mark of 2 is therefore awarded. Mark awarded = 2 Interaction and Fluency The student gives ready response to each question, presenting some evidence of her ability to sustain a conversation with some development, although there is little initiative. However, sometimes, the unclear messages do break up the interchange of information. A mark of 3 is deemed to be best fitting. Mark awarded = 3 24

25 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

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31 Transcript Student 5 Task: Talking about Holidays Teacher: 你平常在哪儿度假? Student: 我常常跟爸爸和妈妈和弟弟去法国我们骑车去哈尔斯 (name of place) 哈尔斯漂亮, 因为哈尔斯有公园 Teacher: 你去年在哪儿度假了? Student: 我去年去了德国我们飞机去 (structure error) 天气很好, 但是法国比德国好看 Teacher: 好你今年暑假打算做什么? Student: 我暑假打算去中国, 因为中国有 Teacher: 你打算跟谁去? 跟爸爸妈妈还是跟朋友? Student: 我爸爸是 Teacher: 如果你什么地方都能去, 你会去哪儿旅游? Student: 我打算坐船澳大利亚 (structure error), 因为我最喜欢大海 Teacher: 你去过中国吗? Student: 我没去过中国, 但是我最喜欢中国, 因为最喜欢哈尔滨 Teacher: 你想去哈尔滨? 如果你去中国旅游, 你会去什么地方? Student: 我坐火车去 (name of place) 我最喜欢吃米饭, 因为米饭好吃 (not relevant) Teacher: 最后一个问题, 你想去意大利吗? Student: 我没去过意大利, 但是我喜欢意大利 (not responding to the question) Teacher: 很好谢谢 End of the test. 4 mins 16 secs 31

32 Commentary Student 5 Task: Talking about 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, 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 well used, on which there are 40 words (in Pinyin). The test is well structured, the recording is very clear and well timed, from the first question relating to the first bullet point, having met the specified length of 4-6 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 give evidence of an ability to develop his answers. 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 answers do not accurately respond to the questions. The unclear messages affect communication. The 5-6 band is achieved but not soundly enough to get to 6, so a mark of 5 is awarded. Mark awarded = 5 Range and Accuracy of Language Vocabulary and Structures: The conversation demonstrates that the student has an ability to communicate present, past and future meaning, the sentences are generally simple but occasionally more complex. Some particles such as 了, 过, and modal verb 打算, comparison words 比, 最, some coverbal phrases are well used, but some are not. Errors often occur in sentence structures although the language is more accurate than inaccurate. Overall, the 5-6 band 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 The student readily responds to each question, giving some evidence of his ability to sustain a conversation with some development. However, there is considerable hesitation and sometimes answers do not actually respond to the questions (eg The response to the unpredictable question cannot be credited due to inaccurate expressions). The borderline 3/2 is considered, but there is not the evidence to get to 3, so a mark of 2 is deemed to be best fitting. Mark awarded = 2 Summary Communication 10 Range & Accuracy 10 Pronunciation & Intonation 5 Interaction & Fluency 5 Total

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

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