0520 French Speaking Test Training HandbookThe (0520) Cambridge IGCSE French Speaking Test is aimed...

Speaking Test Training HandbookCambridge IGCSE®

French

0520

Cambridge Secondary 2

www.XtremePapers.com

Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.

® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2013

Contents

Section 1: Introduction ........................................................................................................31.1 The purpose of this training handbook1.2 Accreditation1.3 How to use this training handbook

Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test ..................52.1 General principles2.2 Administration of the live speaking test2.3 Elements of the speaking test2.4 Differentiation – asking the right questions

Section 3: Teachers’ Notes booklet ................................................................................... 15

Section 4: Role play cards .................................................................................................39

Section 5: Commentary and assessment of recorded speaking tests ...............................57CD 1 Candidate 1 – Card 6 CD 1 Candidate 2 – Card 7 CD 1 Candidate 3 – Card 1 CD 2 Candidate 1 – Card 2 CD 2 Candidate 2 – Card 6 CD 2 Candidate 3 – Card 5

Appendix A: Defined content topic list ..............................................................................69

Appendix B: Accreditation submission forms .................................................................... 71

Appendix C: Guidelines for internal standardisation/moderation .......................................77

2 Cambridge IGCSE French 0520

Section 1: Introduction

3Cambridge IGCSE French 0520


1.1 The purpose of this training handbookThis training handbook provides guidance on the conduct and assessment of the (0520) Cambridge IGCSE French Speaking Test (Paper 3). It offers practical advice and support, and should be read in conjunction with the syllabus booklet.

The aim of this handbook is to:

• clarify points of administration, marking and interpretation which have been brought up in training sessions and via enquiries made to Cambridge;

• offer advice and guidance on examination procedures;

• provide examples on CD of speaking test practice, together with suggested marks;

• provide training for those seeking accredited Speaking Test examiner status.

Please note that Sections 3 and 4 of this training handbook are reproductions of actual assessment materials and guidance (Teacher’s Notes and Role Play Cards) that are sent to Centres two to three weeks before the period of assessment, on an annual basis. They have been included in this handbook for the purposes of training and to familiarise teachers with the requirements of the Speaking Test. For the live examination, teachers should use the official documentation despatched by Cambridge in advance of each series.

1.2 AccreditationAccreditation by Cambridge is not obligatory for teacher/examiners conducting and assessing the IGCSE French Speaking Test. However, we do recommend that, in the interests of candidates, teacher/examiners new to the syllabus undergo distance training via the Speaking Test Training Handbook. Please note that accreditation is only available through the completion of the Speaking Test Training Handbook.

1.3 How to use this training handbookIf you wish to work through this handbook to make use of the training exercises but are not intending to apply for accreditation, you should follow the process below.

When you have read Sections 2 and 3 of this Speaking Test Training Handbook you will be ready to start the assessment of the accompanying audio CDs which contain recordings of six speaking tests. Only when you have completed the assessment of the CDs should you consult Section 5 to compare your assessment with that of the Principal Moderator.

If possible, you will find it helpful to carry out your first assessment with other teachers and then to discuss your marking together before you read Section 5. Do not worry too much if you are a few marks too harsh/too lenient – try to aim for consistency. If your marks do differ from the agreed ones, try to identify in which particular section this has occurred, then go back to that section on the CD, listen again and re-read the Principal Moderator’s comments.



Accreditation using this training handbookWhen you have completed Section 5, you should conduct some speaking tests yourself, preferably with four candidates across a range of abilities (weak to strong). These should be conducted using the role play situations provided in Sections 3 and 4 and recorded onto cassette or CD. Please note that only recordings at normal speed and on standard size cassettes/CDs can be accepted. If you make digital recordings, you must save each test as a separate file and save each file in .mp3 format. The speaking tests should be marked according to the mark scheme provided and marks recorded on the working mark sheet (see Appendix B). Marking should take place as you conduct the test, that is, you should mark the live performance and not a recording.

Copy and complete the Accreditation submission forms (Appendix B) and return them to the Cambridge IGCSE Accreditation Co-ordinator at the address below, together with the recordings and working mark sheet. Feedback can then be given not only on the standard of assessment but also on the questioning techniques used.

We hope that after working through this training handbook and the CDs, the criteria and requirements for the conduct and assessment of the speaking test will be clear to you. However, if you have any problems or if you have any further questions, please do not hesitate to contact us, and we will do our best to help.

Your sample tests (recordings and working mark sheets) and any queries relating to this training handbook should be addressed to:

Cambridge IGCSE Accreditation Co-ordinator (EDM)Cambridge International Examinations1 Hills RoadCambridgeCB1 2EUUnited Kingdom

Telephone: International Code + 44 1223 553554Facsimile: International Code + 44 1223 553558E-mail: [email protected]: www.cie.org.uk

Section 2: Introduction to the (0520) Cambridge IGCSE French Speaking Test



2.1 General principlesThe (0520) Cambridge IGCSE French Speaking Test is aimed at foreign language candidates and its main aim is to assess language used with a purpose. In all speaking test work you should be seeking to mark positively what the candidate is able to communicate in a foreign language rather than what the candidate is unable to achieve. Try to put yourself in the position of a well-disposed native speaker who does not know the candidate’s mother tongue. Your role is to draw out the candidate by giving him/her opportunities to speak rather than by seeking to show what s/he cannot do. Therefore, the fundamental principle when assessing is to reward what is right and not to penalise what is wrong.

The mark scheme makes use of marking bands which feature specific descriptions of levels of performance. Many teachers have commented on how easy it is to use these bands after a little practical experience. This system aims to reward candidates (a) for the successful transmission of messages in tasks which are related to real life and (b) for the varying degrees of linguistic complexity they achieve in the process. It should be stressed, when referring to communication, that errors of language should not be taken into account unless they obscure meaning.

If you find yourself in the position of examining for the first time you may feel that a scheme that attempts to mark the productive skill of speaking cannot be an objective one, given that your assessment may differ from that of other teacher/examiners. We can only reiterate that the bands of performance can be applied well with a little experience and that one of the most important factors in successful examining is for the teacher/examiner to be consistent in his/her marking. Moderation procedures allow for adjustments to be made to consistently harsh or consistently generous marking. Therefore, if you are unsure of the mark to award, err on the side of generosity, and be consistent in so doing.

An important criterion for successful assessment is that of the amount of teacher/examiner input. To what extent can the candidate manage, unaided? The extent to which your candidate can cope without your help is a useful indicator of how successful s/he is. It is the teacher/examiner’s task to adjust his/her level of questioning according to the ability of the candidate in order to give the candidate adequate and appropriate opportunity to respond.

You can prompt and offer help but don’t feed answers to the candidate as this reduces their input. However, the extent of your input must be borne in mind when allocating marks.

Finally, it is important to remember that it is not necessary for a candidate to be of native speaker standard in order to be given maximum marks within any single category of the speaking test. You are urged to use the full range of marks and to bear in mind that the candidate who has a level in the target language more typical of a working language or first language will be off the top of the scale according to the bands of performance for foreign language candidates.



2.2 Administration of the live speaking testPlease refer also to Section 3 of this handbook. The following comments are matters raised at training sessions.

2.2.1 Sample sizeIf your centre has more than 16 candidates it is vital that you send a sample which represents the full spread of marks. Such samples allow moderators to check the standard of marking over the full range of performance and allow any necessary adjustments to be made with greater accuracy. Try to send tests spread evenly across the range.

It is helpful to record all candidates first and choose the candidates to make up a sample after the completion and assessment of all the tests. Choosing the candidates to feature on the sample prior to the examination may result in surprises as candidates may perform better or worse than expected. You should not send all your recordings, but only the sample.

NB Please check the quality of recordings prior to despatch. Please label all recordings clearly.

2.2.2 PreparationYou should give candidates a practice examination using a previous examination paper well ahead of the live examination. This will enable both you and the candidates to feel more confident and will give you the opportunity to familiarise yourself with the marking criteria. Candidates should be recorded in the practice examination as this will lessen the ordeal for them on the day of the live test.

For the live examination, confidential test materials are despatched approximately 2–3 weeks before the assessment period (which is 1 March to 30 April for the May/June series and 15 September to 31 October for the October/November series). Always refer to the relevant syllabus and the Teachers’ Notes booklet for the most up-to-date information on deadlines as these may vary. If you are the person who will be conducting and assessing the tests you can open these materials in the 4 working days prior to the first live test in order to familiarise yourself with the role play material to be used and the marking criteria. This preparation is vital as examiners who have prepared their own roles fully and are confident in what they are doing are better able to help candidates who experience any difficulty. Once the materials have been opened, they must be returned to your Centre’s secure storage whenever they are not being used to prepare or conduct live Speaking examinations – their contents must not be disclosed to candidates. After the tests have taken place, the test materials remain confidential and must be kept in your Centre’s secure storage until the end of the speaking test period.

All recording equipment should also be tested in situ before (and occasionally in between) recording candidates. If testing in between candidates, it is important not to forget to press the Record button before the next candidate’s test! In areas prone to electricity cuts, a supply of batteries should be kept handy. If external microphones are used, you should check they are switched on. If an internal microphone is used, the position of the equipment should favour the candidate.

2.2.3 RecordingFor the purpose of moderation, speaking tests may be recorded onto CD or cassette but these must be standard size and all recordings must be at normal speed. Guidelines for Centres wishing to submit digital files to Cambridge for External Moderation are available in the Exams Officer area of the website www.cie.org.uk



For effective and efficient moderation to take place, it is essential that good quality recordings are provided to Cambridge.

Recording of a candidate’s test should be continuous, once started. Please do not stop a recording between different sections of a candidate’s test.

2.2.4 Mark sheetsA copy of the working mark sheet is provided each year in the Teachers’ Notes booklet and should be photocopied as required. An adapted copy is provided in Appendix B of this handbook specifically for use in applying for accreditation.

Marks for each section for each candidate must be entered with care on the working mark sheet as this enables moderators to identify specific sections of the test in which under- or over-marking may have occurred. Such information can be included in the report on moderation and can help you in preparing students for future examinations. Do not enter Total Marks only.

Ideally, one teacher/examiner only should be used per centre. However, centres with large numbers of candidates may apply to the Languages Group at Cambridge for permission to use more than one teacher/examiner. This permission must be sought on an annual basis, well before the start of the oral examination period, in order to allow Cambridge to allocate the correct amount of work to each moderator. If more than one teacher/examiner is used, internal moderation must take place at the centre to ensure that all its speaking tests are marked to the same standard. The recorded sample should include the work of each teacher/examiner and a working mark sheet should be submitted for each teacher/examiner, with candidate names and numbers clearly entered. Guidelines for the internal standardisation of the (0520) Cambridge IGCSE French Speaking Test are available from Cambridge and in Appendix C of this handbook.

Once the working mark sheet is completed, you should check all additions carefully, then transfer the total for each candidate to the computer-printed Internal Assessment Mark Sheet (MS1) or to computer. All transferred marks must be checked carefully. It is the centre’s responsibility to ensure that all marks are added up and transferred correctly.

2.2.5 Despatch of samplesYou 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-to-date 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 DictionariesDictionaries 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

Impression: at the end of the test an Impression mark is awarded out of 10 marks

Total available marks = 100

It is crucial that all three sections of the test are examined. Marks cannot be awarded for parts of the test which are not examined. It is also vital that a clear distinction is made between the end of the Topic Conversation and the start of the General Conversation.

2.3.1 Role Plays (5 minutes approximately)(See also Section 3 of this handbook.)

You will examine each candidate in two role play situations. The first of the two role plays (Role Play A) on each card is more straightforward, the second (Role Play B) is more ‘open’. Role Play A will test material taken from Areas A, B or C of the Defined Content in terms of topics and vocabulary.

It is important to remember that the set testing points are the ones which earn the marks and candidates can only be awarded marks for completing the tasks printed on the role play cards. Where a script is provided for the teacher/examiner by Cambridge, you should only deviate from it to help a candidate who is stuck or in danger of drying up. By playing your role as prescribed by Cambridge you will ensure that candidates are given the opportunity to attempt all tasks.

Should a candidate miss out a task, then try to guide him/her back to it, in as natural a way as possible. It does not matter to moderators that tasks may occur in a different order as long as they are all attempted. Remember that if a task is not attempted or is omitted by you, marks cannot be awarded.

A mark of 1 is awarded if some relevant meaning is transmitted but the message remains incomplete. A candidate with an initial mark of 1 may well be helped to work for a mark of 2, if the situation allows it to be done appropriately.

A mark of 2 is awarded if the response communicates and transmits the message of the set task. The quality of language only plays a part if the level of language used obscures the meaning. If the meaning is obscured then a mark of 2 would not be appropriate.

In order for a mark of 3 to be awarded, perfection is not sought. Minor errors are tolerated. A mark of 3, in essence, includes a bonus quality mark which goes beyond the basic transmission of the message. Remember that a short response can be worthy of 3; quantity does not equal quality.

Although tasks can often be completed without the need to use a verb, should a candidate use a verb, this must be correct for a mark of 3 to be awarded.

Should a task require the completion of two elements (e.g. indication of a time and place) then both elements must be completed for a mark of 2 or 3 to be scored. If one element only is completed, award a mark of 1.

Remember that you may also break tasks into two parts where appropriate and prompt each item individually e.g. When? Where?



When awarding marks, it is essential to start at the bottom mark of 0 and work up the marking bands. If one starts off marking with a notional 3 in mind, it is all too easy to mark negatively, e.g. deducting marks for errors. Starting from a bottom mark of 0 or 1 reinforces positive marking.

The extent to which the candidate is successful in assuming his/her own role often depends on the extent to which the teacher/examiner assumes his/her role. It is, therefore, vital that you study the role plays well in advance (see 2.3.2 Preparation) and that you feel familiar with the situations and testing points. If you make a genuine error and part of a task is omitted for a candidate, a covering note explaining what has happened should be included with the recorded sample. A copy of the note should also be sent to:

The Product ManagerCambridge IGCSE FrenchCambridge International Examinations1 Hills RoadCambridgeCB1 2EUUnited Kingdom

If possible, the recording of the candidate affected should be included as an extra sample.

2.3.2 Topic Presentation and Conversation (5 minutes approximately)(See also Section 3 of this handbook.)

2 marks out of 15 are awarded (total = 30) for:

(a) Communication

(b) Language.

This section is intended to be a conversation between the teacher/examiner and the candidate on one topic of the candidate’s choice. The topic must be prepared by candidates in advance. You should allow the candidate to speak on their choice of topic for one to two minutes uninterrupted and then follow this up with specific questions on the topic. Where a candidate has been talking for two minutes and shows no sign of finishing their initial exposition, you must interrupt and ask specific questions. It is the extent to which candidates can manipulate their prepared material according to the needs of the teacher/examiner that determines their marks. Candidates may use illustrative materials e.g. photographs, in their Topic Presentation. The purpose of any illustrative materials must be to add interest for the audience, in this case the teacher/examiner, and not to act as an aide-mémoire. Candidates are not allowed to make use of written notes/cue cards. Encourage candidates to talk clearly in their initial exposition.

Although teachers will offer guidance, it is important that candidates are given the freedom to choose their own topic. Teachers should not encourage candidates to all prepare the same topic. They should check that the choice of topic is not overambitious and that it is a topic on which the candidate can do him/herself justice. Candidates should not be allowed to choose ‘Myself’ as a topic as it often leads to over-generalised performances, leaving little new material to explore in the General Conversation section. The Topic Conversation section of the test is intended to enable candidates to talk about something in which they have a genuine interest. Suitable topics include holidays, school, my country, life in another country, pastimes (general or specific), my ambitions. Topics dealing with politics or social and economic issues are ambitious for this level of achievement and may disadvantage candidates if they do not possess the linguistic skills and maturity of ideas which such subjects necessitate.



When assessing the communicative content of a candidate’s topic, refer to Table B on page 28. When assessing the linguistic content, refer to Table C on page 29. It may be helpful to bear in mind that marks for Communication and Language usually do not vary by more than one band and that it is very rare for the Language mark to be higher than the Communication mark. Please do not confuse the two mark schemes. For Communication, we are looking for the successful transmission of messages in terms of comprehension of, and response to, the teacher/examiner. For Language, please note that for a mark of 7+ to be awarded, candidates must be able to display accurate use of structures which convey past and future meaning. Please remember therefore to ask questions that will allow candidates to demonstrate the extent to which they can use these structures (see Section 2.5 below for further guidance).

It is the role of the teacher/examiner here to probe and go into depth wherever possible, adjusting the level of questioning according to the level of ability of the candidate. A variety of interrogative forms will help to elicit good performances. Candidates who are allowed to present a series of pre-learnt answers and who do not demonstrate the ability to deal with unexpected questions will not score high marks.

You should indicate the end of the Topic Conversation section by the use of a general comment such as ‘Let’s talk about something else!’, and must not try to examine the Topic and General Conversation sections simultaneously over ten minutes. The two sections must appear as distinct sections of the test.

2.3.3 General Conversation (5 minutes approximately)(See also Section 3 of this handbook.)

2 marks out of 15 are awarded (total = 30) for:

(a) Communication

(b) Language.

The discussion of the Topic will have paved the way for the General Conversation. You should aim to cover two or three of the Defined Content Examination topics (listed in Appendix A) with each candidate, asking a series of linked questions in order to explore each topic. Any point of interest can be developed, and you are free to choose which Examination topics you cover with each candidate. However, you must ensure that you cover different Examination topics with different candidates and that topics chosen by you for discussion in the General Conversation are different from the topic discussed in the Topic Presentation/Conversation. A greater number of subjects covered at a superficial level is frequently the hallmark of the less able candidate. It is here that the role of the teacher/examiner, to extend and probe, is so important. You should try to give the candidate the opportunity to display his/her level of linguistic sophistication. Questions never asked cannot be answered, and, if you avoid the more demanding questions, able candidates may not have adequate opportunity to do themselves justice. Avoidance of error does not always equal positive quality of language.

If candidates are clearly out of their depth with a certain level or type of questioning, then be ready to pass on to another subject or rephrase the question. Likewise, if the candidate presents you with something of interest, be prepared to follow it up.

The style of questioning is also important: you should avoid the use of closed questions which only elicit yes/no answers. In order to extend candidates, use a variety of interrogative forms (again see Section 2.5 below for further guidance).

You need to be careful, when awarding marks, that you do not reward your own performance! Wherever possible, teacher/examiner input should be kept to a minimum and the candidate given the



opportunity to work for the marks. Try to use the full range of marks and if you have any bilingual students, remember that their performance does not equal a ‘30 mark student’ by which all other foreign language candidates are to be judged.

2.3.4 Impression(See Section 3 of this handbook.)

10 marks are awarded.

The marking criteria featured on the Impression table give the opportunity for an overall impression mark to be awarded. Here, the main criteria are pronunciation, intonation and fluency. Again, candidates do not have to be of native speaker standard to score 9 or 10 marks.

Above all, in all sections of the speaking test, be consistent in your marking and if in doubt between two marks go for the higher one. Also, if you are examining a full range of ability, try not to be harsh/lenient at one end of the range.

The whole approach to the speaking test should be a positive one. The test is meant to reflect and sample classroom practice, so please ensure that candidates have sufficient preparation so as not to feel unnerved by the format of the test itself. Candidates will also benefit from the opportunity to ‘perform’ to a tape/CD, prior to the speaking test.

2.4 Differentiation – asking the right questionsThe speaking test is common in its entirety to all candidates. In the Topic and General Conversation sections, differentiation is by outcome. Successful differentiation depends on the teacher/examiner asking the right questions, thus enabling each candidate to show what s/he knows and can do – whatever his or her ability. The level of questioning must therefore be adjusted according to the ability of the candidate.

It is sometimes useful to use one or two closed questions which demand only ‘yes’ or ‘no’ answers as starter questions, but then you should open up the conversation and make use of a variety of question types, from a basic level of simple questions which demand simple short responses, to more searching questions such as ‘Why?’ or ‘Tell me more about...’ or ‘What do you think about ..?’. If candidates are clearly out of their depth on a certain question then you should feel free to rephrase it or pass on to a different kind of question. Likewise, if the candidate presents you with something of interest, it should be pursued. Questions never asked cannot be answered and, if you avoid asking the more stretching questions, the more able candidates may not have adequate opportunity to do themselves justice.

The mark scheme for Communication (Table B) makes reference to a hierarchy of questions which move up from (i) simple straightforward questions to (ii) straightforward questions with some unpredictable or unexpected elements to (iii) unexpected questions which may require candidates to develop their ideas and opinions and give justifications routinely. Candidates’ responses are judged in terms of the readiness of response to such questions, the need (or not) for rephrasing.

Table C, Language, assesses the range and accuracy of structures and vocabulary used, together with the extent to which the candidates can use different tenses. Candidates must be able to use past and future tenses accurately for a mark of 7 or more to be awarded.

You should keep your input to an appropriate minimum and aim to provide a ‘framework’ that allows candidates to achieve spontaneity of performance.



Although it is a good idea for teachers to have banks of questions which can be used to practise eliciting performance at certain levels, it is not recommended that such lists of questions are used in the examination, as the spontaneity of the situation is removed and candidates can sound very pre-rehearsed. It is far better to familiarise candidates on topic areas during the course of study beforehand and then to approach things more freely on the day. You need to give the candidate the opportunity to shape his/her response not just to the expected question, but also, at a higher level, to the less predictable question.

The kinds of questions which could be used to elicit performance are ones which use a variety of interrogative forms, pitched at different levels of candidate ability.

A suggested hierarchy of questions on ‘Holidays’ could be as follows. For example, at a low level, straightforward questions of a ‘closed’ type:

• Normalement / d’habitude où vas-tu en vacances?

• Où loges-tu? Où restes-tu? À l’hôtel ou chez des amis?

• Décris l’hôtel / décris le camping / décris la ferme / décris la maison de tes amis.

• D’habitude, que fais-tu pendant les vacances? Fais-tu du sport? Lequel? / Quel sport, le tennis? La natation? Où, à la piscine / la mer?

• Avec qui passes-tu les vacances?

• Comment est-ce que tu voyages? En avion?

• Où est-ce que tu es allé(e) en vacances l’année dernière? Où est-ce que tu es resté(e)? Combien de temps est-ce que tu as passé en vacances?

At a slightly higher level, different tenses can be used alongside slightly more open question forms which are ‘an invitation to respond’.

• Où préfères-tu passer tes vacances? Avec qui? Pourquoi?

• Comment as-tu passé les vacances l’année dernière? Avec qui?

• Est-ce que tu préfères passer les vacances avec ta famille ou avec tes amis? Pourquoi?

• As-tu voyagé à l’étranger? Où exactement? / Quel(le)(s) pays / région(s) de ton pays as-tu visité/e/s?

• Comment as-tu voyagé?

• Qu’est-ce que tu as vu/visité?

• Parle-moi de ta visite / ton séjour en / à / au… (+ interjections as to likes / dislikes)

• Comment étaient les gens?

• Comment était le paysage? / l’hôtel?

• Qu’est-ce que tu as préféré (faire) / aimé pendant les vacances? Pourquoi?

• Parle-moi d’une journée typique pendant tes vacances.

• Quel temps faisait-il pendant les vacances?

• Qu’est-ce que tu as fait quand il a fait beau / mauvais?

• Est-ce que tu voudrais retourner à…? (NB… also in section below!)

• Quels sont tes projets de vacances pour l’année prochaine? Qu’est-ce que tu voudrais faire? Où voudrais-tu aller? / Où iras-tu? Avec qui? Pour combien de temps?



These questions could be used at a higher level still and could include more ‘invitations to respond’ and more short questions of the ‘Why?’ variety which require the ability to justify and explain routinely.

• Quelle(s) différence(s) entre ton pays / ta région / ta routine quotidienne et … est-ce que tu as remarquée(s)?

• Qu’est-ce que tu as pensé de la cuisine / du mode de vie / des gens (etc) en/à… Pourquoi?

• Est-ce que tu voudrais y retourner? Pourquoi / pas?

• Si tu avais le temps et l’argent, où voudrais-tu aller? Pourquoi?

• Décris tes vacances idéales.

• Parle-moi de tes (des) meilleures vacances.

• À ton avis, à quoi servent les vacances?

NB with these final questions you should be ready to push candidates to respond fully to a variety of question types (using a variety of tense, subordination / a variety of more complex structures). The ability to respond spontaneously to unexpected questions is also rewarded.

In general, more able candidates often respond well to the ‘Tell me about...’ kind of question, but this should not be allowed to develop into a monologue.

You could try building up such banks of questions on topics such as sport, free time/entertainment, my home/country, school, work and future plans, life in another country. These can then be used in class, in pair work or indeed as starting points for candidates preparing Topic Presentation/Conversation subjects.

Remember, it is helpful to start candidates off with an easy question or two to ‘warm them up’. It is also helpful to ask a series of questions in the same topic area – do not change topics without telling the candidate as s/he can lose the train of thought very easily. The best performances from candidates of all abilities come from situations in which the teacher/examiner listens to the candidate, picks up on points of interest raised and offers him/her the opportunity to respond spontaneously to unexpected questions.

Section 3: Teachers’ Notes booklet



CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education

FRENCH 0520/03

Paper 3 Speaking Role Play Cards One – Nine

TEACHERS’ NOTES (Speaking Test Training Handbook)

Approx. 15 minutes

No Additional Materials are required.

READ THESE INSTRUCTIONS FIRST

Each candidate’s Speaking Examination must consist of the following three parts:

Part One of the examination is two role plays. The role play situations are set out in this booklet and must be followed carefully by the teacher/Examiner. The teacher/Examiner must play his/her role as prescribed by Cambridge in order that candidates are given the opportunity to attempt all tasks. Extra tasks must not be created. Candidates should study the situation for fifteen minutes and then be prepared to act the roles assigned to them and respond to the parts played by the teacher/Examiner.

Part Two of the examination starts with a presentation by the candidate on a topic of his/her choice. The teacher/Examiner must allow the candidate to speak for 1–2 minutes on his/her prepared topic and then follow this up with specific spontaneous questions related to the topic. This section of the examination must last about five minutes in total.

Part Three of the examination is a spontaneous conversation of a more general nature and must last about five minutes.

In the interests of fairness to candidates, Centres must adhere to the stipulated timings for the Topic Presentation/Conversation and General Conversation.

The Speaking Examination must be marked by the Centre according to the instructions and a sample recorded for external moderation.

© UCLES 2012 [Turn over



Contents

PageADMINISTRATIVE ARRANGEMENTS 17 1 Examination period 17 2 Appointment of teacher/examiner 17 3 Materials for the Speaking examination 17 4 Recorded sample 18 5 Two types of mark sheet are provided 18 6 Despatch of materials to Cambridge for External moderation 18 7 Arrangements for the examination 19 8 Conduct of the examination 19 9 Recording of candidates 20 10 Internal moderation 21

STRUCTURE OF THE EXAMINATION 22 Test 1: Role Plays 22 Test 2: Topic Presentation/Conversation 22 Test 3: General Conversation 23 Test 4: Impression 24

MARKING INSTRUCTIONS 25 Table A – Test 1: Role Plays 26 Table B – Tests 2 and 3: Topic Presentation/Conversation and General Conversation 28 Table C – Tests 2 and 3: Topic Presentation/Conversation and General Conversation 29 Table D – Impression 29

ROLE PLAYS 30Each candidate role play card contains two role plays. The list below gives details of the pages on which the role play cards appear in this booklet.

Role Play A Role Play B

CARD ONE Page 30 Page 33

CARD TWO Page 30 Page 34

CARD THREE Page 30 Page 35

CARD FOUR Page 31 Page 33

CARD FIVE Page 31 Page 34

CARD SIX Page 31 Page 35

CARD SEVEN Page 32 Page 33

CARD EIGHT Page 32 Page 34

CARD NINE Page 32 Page 35

THE WORKING MARK SHEET 36

THE COVER SHEET FOR MODERATION SAMPLE 37



ADMINISTRATIVE ARRANGEMENTS

1 Examination period

The speaking examination takes place before the main examination period. Each centre decides on a convenient period within the stipulated dates for its speaking examinations.

It is important that dates given for the completion of the speaking examination and the despatch of recordings and mark sheets to Cambridge (see paragraph 6 below) are adhered to in order to allow sufficient time for moderation.

2 Appointment of teacher/examiner

Each centre selects its own teacher/examiner to conduct and assess the speaking examination for its candidates. This is normally a teacher from within the Languages department, but could be someone local from outside the centre. Cambridge is not responsible for any fees agreed.

In the interests of standardisation there will be only one teacher/examiner per centre. Where a centre wishes to use additional teacher/examiners, permission to do so must be sought from the IGCSE Languages Group at Cambridge before the start of each speaking examination period. Permission to use more than one teacher/examiner will only be granted on the understanding that teacher/examiners at the centre work together to ensure a common approach to the conduct of the speaking examination and the application of the mark scheme. The sample the centre submits to Cambridge should include the work of each teacher/examiner and a Speaking Examination Working Mark Sheet should be submitted for each teacher/examiner, with candidate names and numbers clearly entered. Please see paragraph 10 below (Internal Moderation) for further details.

3 Materials for the speaking examination

Confidential test materials (a Teachers’ Notes booklet, similar to this section of the handbook, and Role Play Cards) are despatched by Cambridge approximately two to three weeks before the assessment period. These should be opened in the four working days before the centre’s assessment starts and studied carefully by the teacher/examiner before conducting his/her first speaking examination. Teacher/examiners who have prepared their own roles fully and are confident in what they are doing are better able to help candidates who experience any difficulty. Once the materials have been opened, the speaking examinations must be completed as soon as is realistically possible. Once the centre has completed its speaking examinations, the materials remain confidential and must be kept in a secure place by the centre until the end of the examination period.

Please note that the role play situations remain confidential throughout the examination period and until the deadline by which samples for External Moderation must arrive in Cambridge. The Teachers’ Notes Booklet and Role Play Cards must be returned to the Centre’s secure room when they are not being used to prepare or conduct live Speaking examinations.



4 Recorded sample

In order to allow Cambridge to accurately check the standard of assessment, each teacher/examiner must send a recorded sample to Cambridge.

• centres entering 1–16 candidates must send the recordings of all the candidates

• centres entering 17 or more candidates must send:

(i) the recordings of the first 10 candidates according to candidate number

and

(ii) the recordings of 6 candidates spread evenly across the ability range. The candidates selected should be representative of the range of marks awarded by the centre and should be spread as evenly as possible across that range. If possible, the recordings of the strongest and the weakest candidates at the centre should be included, with the other recordings spaced at equal intervals in between.

Note centres entering 17 or more candidates must send a total of 16 recordings. The category (ii) candidates must be chosen from candidates who do not fall into category (i). In centres with just over 17 candidates, Cambridge accepts this may mean that the category (ii) candidates are not fully representative of the range.

The recording should be carried out in accordance with the instructions headed ‘Recording of Candidates’ (see paragraph 9 below). The recording must be sent to Cambridge together with the Moderator copy of the completed MS1 mark sheet and copies of the completed Speaking Examination Working Mark Sheet and Cover Sheet for Moderation Sample (see pages 36 and 37).

5 Two types of mark sheet are provided

(a) The Speaking Examination Working Mark Sheet is provided in this booklet (see page 36) and should be photocopied as required. It is a working document to be completed during each candidate’s speaking examination. Candidates must be marked as they are being examined and not afterwards from a recording. The marks for each section of the examination must be entered in detail as specified in the Marking Instructions. All additions must be carefully checked.

(b) The total marks must then be transferred to the computer-printed Internal Assessment Mark Sheet (MS1) or to a computer for Centres submitting marks electronically.

6 Despatch of materials to Cambridge for External moderation

(a) Marks and recordings must be returned to Cambridge as soon as all the speaking examinations have been completed. The deadline for receipt by Cambridge of these items is 15 May for the June examination and 15 November for the November examination. Always check the appropriate syllabus and Teachers’ Notes booklet to get up-to-date deadlines. Centres must not wait until the end of the assessment period before despatching them.



(b) (i) The Board copy of the completed Internal Assessment Mark Sheet (MS1) must be returned to Cambridge in the separate envelope provided.

(ii) The following items must be sent, to reach Cambridge by no later than 15 May for the June examination (or by 15 November for the November examination). Please check these dates annually as they may vary.

• the Moderator copy of the completed Internal Assessment Mark Sheet (MS1) or a signed print-out of the marks file for centres submitting marks electronically

• a copy of the completed Speaking Examination Working Mark Sheet • a copy of the completed Cover Sheet for Moderation Sample • the recorded sample • details of Internal Moderation procedures (only for centres permitted to use more

than one teacher/examiner).

(c) Copies of both types of mark sheet are to be retained by the centre in case of postal losses or delays.

7 Arrangements for the examination

(a) Quiet conditions: centres should ensure well in advance of the speaking examination that a suitably quiet room will be available. Rooms which are too close to a playground, recreation room or noisy classroom are to be avoided. It is essential to exclude unnecessary background noise, e.g. lawn-mowers, phones. Notices must be displayed to prevent interruptions from people entering the room unaware that an examination is in progress.

(b) Invigilation: examination conditions must prevail in the area where the speaking examination takes place, including the space set aside for a candidate to study the role play situations. Adequate supervision must be provided to ensure that each candidate can study alone and in silence and that candidates leaving the interview room do not communicate with those waiting to enter. Candidates are not allowed to bring any notes for use during their preparation time; nor are they allowed to make notes.

(c) The examination room: centres should ensure that a suitably-sized, e.g. not too big, room will be available. Candidates must be examined singly. No other person should be present during the examination with the exception of another teacher/examiner or an Officer from Cambridge. In those cases where it is necessary for a second teacher/examiner to be present during the speaking examination, only one teacher/examiner must conduct each examination.

The teacher/examiner should be positioned so that they face the candidates when they enter the room, with a table between themselves and the candidates. Candidates should not be positioned where they can see what the teacher/examiner is writing on the mark sheets as this can be distracting.

Teacher/examiners must not smoke in the examination room or in the presence of candidates. Smokers should arrange for breaks in the timetable as necessary.

8 Conduct of the examination

(a) Teacher/examiners should do their best to put candidates at their ease, e.g. by smiling when they enter the room, and indicating where they should sit. A good teacher/examiner will usually send a candidate out of the interview room smiling, no matter how good or bad the performance has been. However, the use of expressions such as ‘very good’, which candidates may interpret as a comment on performance, should be avoided.



(b) In addition, teacher/examiners should not walk about or distract candidates in any way (e.g. by doodling or fiddling with papers, etc.); should always appear interested, even in mundane matters; should never show undue surprise, impatience or mockery; and should never correct a candidate.

9 Recording of candidates

The centre is responsible for supplying blank cassettes/CDs for the recording of its moderation sample: these will not be supplied by Cambridge. The centre is also responsible for supplying recording equipment (e.g. cassette recorder and microphone). All recording equipment, including cassettes/CDs, must be of as high a standard as possible to ensure that moderation samples are clearly audible. In order to ensure that recording levels are satisfactory for both candidates and teacher/examiner, the equipment to be used must be tested in situ some time before the actual examination, ideally with one of the candidates.

If at all possible, external microphones should be used so that separate microphones can be used for the candidate and the teacher/examiner. If only one microphone is used it should be placed nearer to the candidate than to the teacher/examiner. With a softly-spoken candidate the microphone should be placed even nearer to the candidate before the start of the examination.

Moderation samples must be recorded at normal speed onto either C90 audiocassettes or standard format CDs. Mini cassettes and mini CDs must not be used. Where centres make use of digital recording software, each candidate’s file must be saved individually and saved as .mp3 so that it can be accessed for the purposes of moderation.

If C90 cassettes are used, these are 45 minutes per side and therefore 6 speaking examinations should fit on each cassette, 3 on each side. An audio CD will record approximately 80 minutes of sound/5 candidates.

The recording must not be stopped once a candidate’s examination has started.

Each cassette/CD must be introduced by the teacher/examiner, as follows:

Cassette/CD number ... Centre number e.g. ES215 Centre name e.g. King’s College, Madrid Examination number 0520 Examination name IGCSE French Name of examiner e.g. Mr R Peters Date e.g. March 2nd, 2015

Each candidate must be introduced by the teacher/examiner, as follows:

Candidate Number e.g. 047 Candidate Name e.g. Jane Williams Role Play Card e.g. Number 4

After the last recording on side A of a cassette the teacher/examiner must announce ‘No more recordings on this side. Recording continues on side B’. Cassettes must be wound on to the end before turning over or starting a new cassette.

After the last recording on each cassette, the teacher/examiner must announce ‘end of cassette number ...’; and after the last recording on the last cassette ‘end of examination’.



Cassettes Each cassette box must be clearly labelled with syllabus name, syllabus/component number,

centre name/number and candidate name/number in recording order. Labels are provided by Cambridge for this purpose. In addition each cassette must be labelled with syllabus/component number and centre number.

CDs Each CD sleeve must be labelled with syllabus name, syllabus/component number, centre

name/number and candidate name/number in recording order. Each CD must be labelled with syllabus/component number and centre number. CD friendly marker pens must be used to label CDs as the use of biro, for example, may make the contents of the CD unreadable.

Each recorded file on the CD must be clearly named using the following convention:

centre number_candidate number_syllabus number_component number.

Before cassettes/CDs are despatched, spot checks must be made to ensure that every candidate is clearly audible. Cassettes must then be rewound to the start of side A.

If for any reason the cassette/CD has failed to record or there are problems with the audibility of the recordings, the centre must contact Cambridge Customer Services immediately to seek advice.

10 Internal moderation

Where centres with large numbers of candidates request permission from Cambridge to use more than one teacher/examiner to conduct and assess the speaking examination for their candidates, this will be granted on the understanding that the following procedures are put in place. The purpose of these procedures is to ensure that marks submitted by the centre are consistent for all candidates, irrespective of which teacher/examiner conducted and assessed the examination:

• The teacher/examiners conducting and assessing speaking examinations at the centre must work together to ensure a common approach to the conduct of the speaking examination and the application of the mark scheme.

• One teacher/examiner at the centre must take responsibility for the standardisation of the marking of teacher/examiners at the centre. This person must ensure that all candidates taking the 0520/3 speaking test at the centre are judged against the same standards and that a valid rank order of candidates for the centre as a whole is produced. Standardisation can take various forms, but the initial marking of each candidate must be done by the teacher/examiner as the test is being conducted and not on the basis of a recording.

• The speaking tests of all candidates at the centre must be recorded. A recorded sample for External Moderation should then be produced according to the instructions in paragraph 4 above (Recorded sample), with the additional requirement that the sample should, as far as possible, include equal numbers of recordings from each teacher/examiner used at the centre. A Speaking Examination Working Mark Sheet should be submitted for each teacher/examiner, with candidate names and numbers clearly entered.

• The final column on the Speaking Examination Working Mark Sheet (Internal and/or External Moderation) must be used to record the results of Internal Moderation and details of the centre’s Internal Moderation procedures must be enclosed with the materials for External Moderation.



STRUCTURE OF THE EXAMINATION

Test 1: Role Plays (about 5 minutes) 30 marks

(a) A number of alternative role play cards are supplied by Cambridge, and these should be used at random during each session of examining. The teacher/examiner gives each candidate one card containing two role play situations (Role Play A and Role Play B). Each of these situations consists of five tasks (numbered 1–5 on the Role Play Cards). Candidates must be examined in both role play situations on the card they have been given and must complete all the tasks specified on their card. Having given the first candidate 15 minutes to prepare his/her two situations, the teacher/examiner should hand a different card to the second candidate to prepare while the first candidate is being examined.

Candidates may not make written notes during their preparation time. They may take the Role Play Card they have prepared into the examination room. However, they may not take the Role Play Card away with them once the speaking examination is over

Teacher/examiners should note that although the timing for the role plays is given as 5 minutes, the actual time it takes to complete them will often be less and will vary from candidate to candidate.

(b) For each role play situation, the role of the teacher/examiner is specified on pages 30–35 of Section 3. Usually, the teacher/examiner has to initiate the dialogue. The teacher/examiner is to assume the role of a well-disposed native speaker with no knowledge of the candidate’s first language.

Teacher/examiners must prepare the situations carefully and ensure that they play their role as prescribed by Cambridge in order that candidates are given the opportunity to attempt all the required tasks. The teacher/examiner must not create extra tasks, nor must s/he omit tasks.

(c) Each situation must be carried out in full. If the candidate cannot handle one of the tasks set, the teacher/examiner should not leave too long a pause, but should lead the candidate on to the next task.

(d) Should a candidate miss out a task, the teacher/examiner should try to guide him/her back to it, in as natural a way as possible, e.g. by repeating or rephrasing a question if the candidate fails to complete the task at the first attempt or gives an ambiguous response. It does not matter to Moderators that this may lead to tasks occurring in a different order, as long as they are all attempted. However, teacher/examiners must ensure that when rephrasing a task they do not change its nature, e.g. if the task requires the candidate to produce a particular vocabulary item and this is in fact supplied by the teacher/examiner, no credit can be given.

For mark scheme, see Table A of the Marking Instructions.

Test 2: Topic Presentation/Conversation (about 5 minutes) 30 marks

(a) This part of the examination starts with a one to two minute presentation by the candidate on a topic of their choice which they will have prepared in advance. The teacher/examiner will follow up the presentation with specific questions on the topic bringing the total time for the Topic Presentation and Topic Conversation to approximately 5 minutes.



(b) It is not expected that all candidates within a centre will prepare the same topic. Candidates must be encouraged to choose a topic in which they have a personal interest. Suitable subjects might be, for example: ‘School life’, ‘Hobbies and pastimes’ (general or specific), ‘My country’, ‘Life in another country’, ‘My ambitions’, ‘Holidays’. Topics dealing with politics or social and economic issues are ambitious for this level of achievement and may disadvantage candidates if they do not possess the linguistic skills and maturity of ideas which such topics necessitate. Candidates should not be allowed to present ‘Myself’ or ‘My life’ as topics as these can often pre-empt the General Conversation section.

(c) Candidates may use illustrative material, e.g. photographs, if this seems appropriate to their topic, but are not allowed to use written notes of any kind.

(d) The teacher/examiner must allow the candidate to speak for one to two minutes uninterrupted on their chosen topic before starting the Topic Conversation. Where a candidate has been talking for two minutes and shows no sign of finishing their Topic Presentation, the teacher/examiner must interrupt and start the Topic Conversation.

(e) In the Topic Conversation, candidates should be able to respond to the teacher/examiner’s questions in a spontaneous and natural manner. It is the extent to which candidates can manipulate their prepared material according to the needs of the teacher/examiner that determines their marks: once the discussion of the prepared Topic begins, candidates must not be allowed to deliver a prepared monologue or a series of obviously prepared replies.

(f) The teacher/examiner must try to extend the candidate as far as possible by giving them the opportunity to provide opinions and justifications and use a variety of tenses. Candidates who do not show that they are able to use past and future tenses accurately cannot be awarded a mark in the Satisfactory band or above for Language (see Table C of the Marking Instructions). In order to extend the candidate as far as possible, the teacher/examiner should probe, explore, ask for explanations, enlargements, descriptions (how? when? why? tell me a bit more about… etc.).

For mark scheme, see Tables B and C of the Marking Instructions.

Test 3: General Conversation (about 5 minutes) 30 marks

(a) The teacher/examiner must indicate to the candidate the point of transition from Topic Conversation to General Conversation.

It can be helpful to ease the candidate into the General Conversation either by starting out from a point of interest noted earlier, or by asking a couple of general ‘starter’ questions relating to the candidate’s everyday life.

Questioning in the General Conversation must not cover the same material as the Topic Conversation, e.g. if the candidate has talked about sport in the Topic Conversation, it is not appropriate for the teacher/examiner to return to this topic in the General Conversation.

The General Conversation must last the stipulated 5 minutes for each candidate. Some candidates may dry up after a few minutes but it is important to persevere with the conversation (e.g. by complete changes of subject), so that they are given every opportunity to do themselves justice.

(b) The teacher/examiner should aim to cover two or three of the Defined Content Topics in this section of the examination (these are listed in the Curriculum Content section of the syllabus booklet). With weaker candidates, it may be necessary to cover a greater number of topics



superficially, but with more able candidates, the teacher/examiner should ask a series of linked questions on just two or three topics, in order to explore these in greater depth. Examples of suitable topics are school (subjects, number of periods, times, games, etc.), home, town, journey to and from school, free time (evenings, weekends), holidays, hobbies. All candidates can reasonably be expected to have the command of vocabulary and idiom necessary to discuss these topics.

Precise factual information or knowledge is not required, and candidates should not be penalised for lack of such knowledge. The teacher/examiner should be ready to pass on quickly to another topic if candidates are obviously out of their depth. Care should be taken to avoid questions which might cause embarrassment, e.g. where a candidate has only one parent. (centres are requested to supply such information to the teacher/examiner in advance.)

(c) Candidates are expected to give natural replies to questions so their answers need not be in the form of complete sentences. However, candidates whose conversation consists largely of monosyllabic or disjointed replies cannot gain much credit for such a performance, and it is therefore the teacher/examiner’s responsibility to avoid questions inviting answers of simply ‘yes’ or ‘no’. Instead, the teacher/examiner must use a variety of question types and interrogative adverbs, ranging from a basic level of simple questions which demand short predictable responses, e.g. when? how many? how long? with whom? with what? how? etc. to more searching questions such as why? tell me about… what do you think about?

(d) Questions should be adjusted to the candidate’s ability. However, as in the Topic Conversation, the teacher/examiner must try to extend the candidate as far as possible by giving them the opportunity to explain and justify their opinions and use a variety of tenses (themes could be past visits to other countries, plans for the future, etc.). Candidates who do not show that they are able to use past and future tenses correctly cannot be awarded a mark in the Satisfactory band or above for Language (see Table C of the Marking Instructions). More able candidates may not be able to do themselves justice if the more stretching questions are avoided.

(e) Candidates should be prompted and encouraged where necessary and long silences should be avoided. However, a candidate should not be interrupted unless it is clear that he or she cannot complete the answer. Incorrect answers should never be corrected, nor answers supplied when none are given. Questions should be rephrased (rather than repeated) in an attempt to maintain the dialogue.

(f) The use of vocabulary or phrases from the candidate’s first language should be avoided, except in the case of particular institutions e.g. names of examinations, types of school, etc.

(g) The teacher/examiner must avoid talking too much themselves and limiting the amount of time available to the candidate to show what they can do. The onus is on the candidate to show that he or she can converse adequately in the language but at the same time it is up to the teacher/examiner to make sure that the candidate is given every opportunity to do so by following up any opening given.

For mark scheme, see Tables B and C of the Marking Instructions.

Impression 10 marks

At the end of the examination, the teacher/examiner must make an assessment of the candidate’s pronunciation, intonation and fluency based on the candidate’s overall performance in the speaking examination.

For mark scheme, see Table D of the Marking Instructions.



MARKING INSTRUCTIONS

Use the Speaking Examination Working Mark Sheet (see page 36: to be photocopied as required).

Test 1 Role Plays. 30 marks. Use Table A

Enter the mark for each task in the ten columns 1–10 of the Speaking Examination Working Mark Sheet.

Test 2 Topic Presentation/Conversation. 30 marks. Use Tables B and C.

(i) A mark out of 15 for Communication using Table B Enter the mark in column 11.

(ii) A mark out of 15 for Language using Table C Enter the mark in column 12.

Test 3 General Conversation. 30 marks. Use Tables B and C.

Mark as for Test 2 using Tables B and C. Enter marks out of 15 in columns 13 and 14.

Impression. 10 marks. Use Table D.

Enter the mark (maximum 10) in column 15.

Add the marks and enter the total, in large figures, in the column headed Total Mark. Please double check the addition as even small errors create problems.

Marking: General Principles

1 Teacher/examiners are urged to use the full range of marks, bearing in mind that it is not necessary for a candidate to be of native speaker standard in order to be given maximum marks within any single category.

2 The general approach is a positive one and marks should be awarded based on what the candidate can do rather than deducted for errors.

3 Above all else, teacher/examiners should be consistent in their marking. The moderation process allows for adjustments to be made to consistently harsh or consistently generous marking. Where teachers/examiners are unsure of the mark to award, they should err on the side of generosity.



TABLE A – Test 1: Role Plays (30 marks)

In this part of the examination the teacher/examiner plays the part of a patient and well-disposed foreigner with no knowledge of the candidate’s first language.

The role plays test the ability of the candidates to communicate needs, information, requests, etc., in plausible, life-like situations. Intelligibility is therefore more important that grammatical or syntactic accuracy. However, verbal communication only is assessed: credit is not given for gestures, facial expressions or other non-verbal forms of communication.

Candidates are required to give natural responses, not necessarily in the form of full sentences. The use of appropriate register and correct idiom is rewarded.

Each of the ten tasks to be performed in the role plays will be assessed using the mark scheme below. Marks may not be rewarded for the completion of tasks other than those specified by Cambridge in the Role Play Cards/Teachers’ Notes Booklet, nor for tasks that are omitted.

An accurate utterance which not only conveys the meaning but which is expressed in native idiom and appropriate register. Minor errors (adjective endings, use of prepositions, etc.) are tolerated. The utterance is intelligible and the task of communication is achieved.

3

The language used is not necessarily the most appropriate to the situation and may contain inaccuracies which do not obscure meaning.

2

Communication of some meaning is achieved, but the native speaker would find the message ambigious or incomplete.

1

The utterance is unintelligible to the native speaker 0

NB 1 If there are two elements in a task and only one is completed, then a maximum of one mark only may be awarded.

2 When awarding marks, teacher/examiners should start at the bottom of the mark scheme and work upwards:

0 = nothing of worth communicated 1 = partial communication 2 = all points communicated – but with some linguistic inaccuracies – meaning clear 3 = meaning clear and accurately conveyed.

3 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.



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 • A spontaneous interchange between candidate and Examiner. Candidate responds fully and confidently to all question types.

• Can justify and explain routinely.

• Very consistent performance. Not necessarily native speaker standard.

14–15

Very good • 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.

12–13

Good • 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.

10–11

Satisfactory • 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.

7–9

Weak • Has difficulty with many straightforward questions, but still attempts an answer.

• Communicates simple pieces of information.

4–6

Poor • Frequently has difficulty understanding the questions and has great difficulty in replying.

• Communicates a few facts.

1–3

Communicates no relevant information 0



TABLE C – Mark Scheme for Language

This assesses the linguistic content of the candidate’s answers in terms of complexity, accuracy and range of structures, vocabulary and idiom.

Outstanding • Very accurate use of a wide range of structures, vocabulary and idiom with occassional errors in more complex language.

• Not necessarily of native speaker standard.

14–15

Very good • Wide range of mostly accurate structures and vocabulary. 12–13

Good • Good range of generally accurate structures, varied vocabulary. 10–11

Satisfactory • Adequate range of structures and vocabulary. Can use past and future tenses accurately. Some ambiguity.

7–9

Weak • Some manipulation of structures and awareness of verbs, though often faulty and/or incomplete. Shows elementary, limited vocabulary.

4–6

Poor • Shows very limited range of structures and vocabulary. 1–3

• Nothing coherent or accurate enough to be comprehensible 0

TABLE D – Impression (10 marks)

This assesses the candidates’ performance across the whole Speaking examination in terms of pronunciation, intonation and fluency.

Very good pronunciation, intonation and fluency; an occasional slight mistake or hesitation. Not necessarily of native speaker standard. 9–10

Good pronunciation and fluency; makes a fair attempt at correct intonation and expression; some mistakes and/or hesitation. 7–8

A fair degree of fluency and accuracy in pronunciation despite quite a number of errors; some attempt at intonation and expression. 5–6

Conveys some meaning despite a lack of fluency and many errors; pronunciation strongly influenced by first language 3–4

Many gross errors; frequently incomprehensible. 1–2

Nothing comprehensible 0



For Role Play Cards One, Two, Three. Role Play A.

A

Candidat(e): vous-mêmeProfesseur: employé(e) au restaurant

Vous allez au restaurant avec un(e) ami(e). Vous avez une réservation.

P Saluez le/la candidat(e) et dites: ‘Je peux vous aider?’

C1 (i) Saluez l’employé(e) et

(ii) Dites que vous avez une réservation.

P Dites: ‘Ah oui Monsieur/Mademoiselle. Quel menu préférez-vous: le menu à 20 euros ou le menu à 30 euros?’

C2 Écoutez l’employé(e) et choisissez un des menus.

P Dites: ‘Qu’est-ce que je vous sers?’

C3 Commandez un plat principal.

P Dites: ‘Très bien… et comme boisson?’

C4 Commandez une boisson.

P Dites: ‘Voici votre boisson Monsieur/Mademoiselle’.

C5 (i) Remerciez l’employé(e) et

(ii) Posez 1 question (par exemple: addition? toilettes?).

P Répondez de façon appropriée et terminez la conversation.



For Role Play Cards Four, Five, Six. Role Play A.

A

Candidat(e): vous-mêmeProfesseur: employé(e) au théâtre

Vous téléphonez au théâtre pour acheter des billets pour un concert. Vous parlez avec l’employé(e).

P Saluez le/la candidat(e) et dites: ‘Bonjour. Théâtre Molière. Je peux vous aider?’

C1 (i) Saluez l’employé(e) et

(ii) Dites que vous voulez acheter des billets pour le concert.

P Dites: ‘C’est pour quel soir Monsieur/Mademoiselle?’

C2 Dites pour quel soir vous voulez les billets.

P Dites: ‘Combien de billets voulez-vous?’

C3 Dites combien de billets vous voulez.

P Dites: ‘Vous voulez payer quand: maintenant ou le jour du concert?’

C4 Écoutez l’employé(e) et choisissez quand vous voulez payer.

P Dites: ‘D’accord Monsieur/Mademoiselle’.

C5 (i) Remerciez l’employé(e) et

(ii) Posez 1 question (par exemple: parking? restaurant?).




For Role Play Cards Seven, Eight, Nine. Role Play A.

A

Candidat(e): vous-mêmeProfesseur: marchand(e) de fruits au marché

Vous allez au marché. Vous voulez acheter des fruits.


C1 (i) Saluez le/la marchand(e) et

(ii) Dites que vous voulez acheter des fruits.

P Demandez: ‘Quels fruits désirez-vous?’

C2 Dites quel fruit vous voulez.

P Dites: ‘Le(s)quel(les) préférez-vous: nous en avons à 1 euro le kilo ou à 2 euros le kilo?’

C3 Écoutez le/la marchand(e) et choisissez un des prix.

P Demandez: ‘Combien en voulez-vous Monsieur/Mademoiselle?’

C4 Dites combien de fruits vous voulez.

P Dites: ‘Voilà Monsieur/Mademoiselle’.

C5 (i) Remerciez le/la marchand(e) et

(ii) Demandez le prix.




For Role Play Cards One, Four, Seven. Role Play B.

B

Candidat(e): vous-mêmeProfesseur: propriétaire d’une maison de vacances, Monsieur/Madame Moreau

Pendant vos vacances en Suisse vous perdez la clé de votre maison de vacances. Vous téléphonez au/à la propriétaire de la maison, Monsieur/Madame Moreau.

P Répondez au téléphone: ‘Allô. Monsieur/Madame Moreau à l’appareil’.

C1 (i) Saluez le/la propriétaire et

(ii) Expliquez la situation.

P Demandez: ‘Où avez-vous perdu la clé et quand?’

C2 (i) Dites où vous avez perdu la clé et (ii) Dites quand vous avez perdu la clé.

P Dites: ‘J’ai une autre clé. Où êtes-vous en ce moment?’

C3 Répondez à la question.

P Dites: ‘Je ne suis pas loin. Je vais venir avec l’autre clé’.

C4 (Le/la propriétaire va venir.)

(i) Faites vos excuses et

(ii) Proposez de payer pour la clé.

P Dites: ‘Ne vous inquiétez pas. J’arrive’.

C5 Posez 1 question sur l’heure de son arrivée.




For Role Play Cards Two, Five, Eight. Role Play B.

B

Candidat(e): vous mêmeProfesseur: vendeur/vendeuse dans un magasin de vêtements

Vous avez acheté un pantalon mais il y a un problème. Vous voulez échanger le pantalon. Vous retournez au magasin.


C1 (i) Saluez le/la vendeur/vendeuse et


P Dites: ‘Quand est-ce que vous avez acheté le pantalon?’


P Dites: ‘Pourquoi voulez-vous échanger le pantalon Monsieur/Mademoiselle?’

C3 Expliquez pourquoi vous voulez échanger le pantalon (donnez 2 détails).

P Dites: ‘Alors je peux vous proposer ce pantalon – il est très beau!’

C4 (Vous voulez essayer le pantalon.) Posez 1 question appropriée.

P Dites: ‘Bien sûr Monsieur/Mademoiselle… passez par ici. Alors que pensez-vous du pantalon? Il vous plaît?’

C5 (i) Donnez 1 opinion positive sur le pantalon et

(ii) Dites pourquoi le pantalon vous plaît.




For Role Play Cards Three, Six, Nine. Role Play B.

B

Candidat(e): vous-mêmeProfesseur: ami(e) français(e), Dominique

Vous êtes à l’aéroport. Votre avion ne peut pas partir ce soir à cause du mauvais temps. Vous téléphonez à votre ami(e) français(e), Dominique.

P Répondez au téléphone: ‘Allô. Dominique à l’appareil’.

C1 (i) Saluez votre ami(e) et


P Dites: ‘Quel dommage! Qu’est-ce que tu fais pour passer le temps?’

C2 Dites ce que vous faites pour passer le temps à l’aéroport (donnez 2 détails).

P Dites: ‘Mais il est tard! Où vas-tu dormir?’


P Dites: ‘Je viendrai te chercher à l’aéroport demain. À quelle heure est-ce que tu vas arriver?’

C4 (i) Réagissez avec plaisir et

(ii) Dites quand vous allez arriver demain.

P Dites: ‘Je serai là’.

C5 Posez 1 question sur le rendez-vous.


Sectio

n 3: Teachers’ N

otes booklet

36C

ambridge IG

CS

E French 0520

FRENCH (0520)Speaking Examination Working Mark Sheet (Speaking Test Training Handbook)

IGCSE

Please read the instructions printed in the Teachers’ Notes Booklet before completing this form

Centre Number Centre Name June/November 2 0

R.P. Card no.

Role Play A

(max 15)

Role Play B

(max 15)

Topic / Topic Conversation

(max 30)

General Conversation

(max 30) Impr

essi

on(m

ax 1

0)

TotalMark

Internal and/or

External ModerationCandidate

NumberTask 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Candidate Name Mark (Max) 3 3 3 3 3 3 3 3 3 3 15 15 15 15 10 100

Name of teacher completing this form in capitals Signature Date



Cambridge International General Certificate of Secondary Education French (0520): Cover Sheet for Moderation Sample A copy of this cover sheet must be completed by the Centre and enclosed with the Moderation documentation and recorded sample to be despatched to Cambridge.

Centre name: Centre number:

1 Tick to confirm that the required moderation documents are enclosed:

(i) Moderator copy of MS1 or printout of Internal Marks Report.

(ii) Copy of completed Working Mark Sheet(s) (WMS).*

(* One WMS per Examiner in Centres using more than one Examiner)

If any other documents are enclosed for Cambridge’s attention, please list them below:

….......................................................................................................................................................

2 Tick to confirm that documentation has been checked for arithmetical and transcription errors:

(i) Addition of marks on WMS has been checked and Total Mark is correct for each candidate.

(ii) Total Mark for each candidate has been correctly transferred to the MS1 or computer.

3 Tick to confirm that the recording quality of Moderation samples has been checked:

All sample recordings are clearly audible.

Samples are recorded on standard size CDs/cassettes and recorded at normal speed.

Digital recordings only: each candidate saved individually and files saved as .mp3.

4 Tick to confirm that the correct number of candidates has been submitted for moderation:

For Centres with 16 or fewer candidates, the following are enclosed:

Recordings of the complete Speaking test for all candidates.

For Centres with 17 or more candidates, the following are enclosed:

(i) Recordings of the complete Speaking test for 6 candidates across the range AND

(ii) Recordings of the complete Speaking test for the first 10 candidates by candidate number.

5 CENTRES USING MORE THAN 1 EXAMINER – tick to confirm Internal Moderation procedures:

Copy of permission from Cambridge to use more than 1 Examiner enclosed.

Internal moderation carried out and details of Internal Moderation procedures enclosed.

Materials checked by: (name) Date:

(signature)

Section 4: Role play cards



CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education

Although it may not be specified, you are expected to include such details as “Good Morning”, “Thank you”,

etc., as appropriate.

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.


You must carry out the tasks specified in the situations overleaf. The roles to be played by the examiner and

yourself are indicated. You have 15 minutes to prepare the situations.


FRENCH 0520/03

Paper 3 Speaking Role Play Card One (Speaking Test Training Handbook)

Approx. 15 minutes




2

A



1 (i) Saluez l’employé(e); et


2 Écoutez l’employé(e) et choisissez un des menus.

3 Commandez un plat principal.

4 Commandez une boisson.

5 (i) Remerciez l’employé(e); et


B



1 (i) Saluez le/la propriétaire; et


2 (i) Dites où vous avez perdu la clé; et

(ii) Dites quand vous avez perdu la clé.

3 Répondez à la question.

4 (Le/la propriétaire va venir.)

(i) Faites vos excuses; et


5 Posez 1 question sur l’heure de son arrivée.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.














FRENCH 0520/03

Paper 3 Speaking Role Play Card Two (Speaking Test Training Handbook)

Approx. 15 minutes




2

A










B



1 (i) Saluez le/la vendeur/vendeuse; et



3 Expliquez pourquoi vous voulez échanger le pantalon (donnez 2 détails).

4 (Vous voulez essayer le pantalon.) Posez 1 question appropriée.

5 (i) Donnez 1 opinion positive sur le pantalon; et

















FRENCH 0520/03

Paper 3 Speaking Role Play Card Three (Speaking Test Training Handbook)

Approx. 15 minutes




2

A










B



1 (i) Saluez votre ami(e); et


2 Dites ce que vous faites pour passer le temps à l’aéroport (donnez 2 détails).


4 (i) Réagissez avec plaisir; et


5 Posez 1 question sur le rendez-vous.
















FRENCH 0520/03

Paper 3 Speaking Role Play Card Four (Speaking Test Training Handbook)

Approx. 15 minutes




2

A





2 Dites pour quel soir vous voulez les billets.

3 Dites combien de billets vous voulez.

4 Écoutez l’employé(e) et choisissez quand vous voulez payer.



B



























FRENCH 0520/03

Paper 3 Speaking Role Play Card Five (Speaking Test Training Handbook)

Approx. 15 minutes




2



A










B























FRENCH 0520/03

Paper 3 Speaking Role Play Card Six (Speaking Test Training Handbook)

Approx. 15 minutes




2

A










B

























FRENCH 0520/03

Paper 3 Speaking Role Play Card Seven (Speaking Test Training Handbook)

Approx. 15 minutes




2

A



1 (i) Saluez le/la marchand(e); et


2 Dites quel fruit vous voulez.

3 Écoutez le/la marchand(e) et choisissez un des prix.

4 Dites combien de fruits vous voulez.

5 (i) Remerciez le/la marchand(e); et


B



























FRENCH 0520/03

Paper 3 Speaking Role Play Card Eight (Speaking Test Training Handbook)

Approx. 15 minutes




2

A










B

























FRENCH 0520/03

Paper 3 Speaking Role Play Card Nine (Speaking Test Training Handbook)

Approx. 15 minutes




2

A










B












Section 5: Commentary and assessment of recorded speaking tests



To be used in conjunction with the Teachers’ Notes and the Role Play cards of Sections 3 and 4 of this handbook. The taped performances can be found on the accompanying CDs. Three speaking tests are recorded on CD 1 and three on CD 2

CD 1 Candidate 1 – Card 6 Role Play ATask 1 No problems 3 marks

Task 2 No problems 3 marks

Task 3 No problems. Note that the minimal response is quite appropriate. 3 marks

Task 4 No problems 3 marks

Task 5 No problems. The use of du instead of un is acceptable. 3 marks

Total = 15 marks

Role Play BTask 1 The mispronunciation of mauvais prevents a mark of 3 from being awarded. 2 marks

Task 2 The candidate manages to correct himself which is quite acceptable and then goes on to communicate that he has eaten a small meal and drunk what we presume is coffee, but the ambiguity prevents a mark of 3 from being awarded.

2 marks

Task 3 The utterance je pense je vas dormir en un hôtel is not accurate enough for a mark of 3, but the message is clearly there.

2 marks

Task 4 The time is correctly communicated but there is no expression of pleasure. The task is therefore only partially completed.

1 mark

Task 5 Again, the message is there, but the form of the verb is not accurate 2 marks

Total = 9 marks

Topic Presentation and Conversation: HolidaysThe initial exposition of the topic is very competent and lasts just over the one minute minimum. The candidate presents his material quite quickly but the messages are clearly communicated and there are several instances of good past and future tenses. Occasionally, the pronunciation is a little distorted. (This is taken into account at the end of the exam in the Impression mark.) Appropriate unusual vocabulary has been researched.

The examining in this follow up conversation section is skilful and a good natural conversation develops in which the examiner picks up certain leads (such as that the candidate has lived in India) and invites the candidate to develop them further. There is one very natural question to help guide the candidate back on track when he talks about visiting the Eiffel Tower in America. Normally, one would never correct a candidate but this kind of querying to establish meaning is acceptable as the candidate can correct his slip-up. The overall timing in this section is just right (a few seconds over 5 minutes).

The candidate is usually very successful in communicating his messages and is able to understand and respond to both straightforward and unexpected questions. Only occasional rephrasing/help is needed from the examiner and he is able to develop his answers. He regularly develops ideas and opinions and offers some justifications. In terms of the mark for Communication (Table B), it is clear that the candidate is being encouraged and stretched to work and he works well for the marks. 13 marks are scored.



In terms of the mark for Language (Table C), there are many good examples of confident tense usage and a fairly wide range of mostly accurate structures. There are also some errors of auxiliaries, and tense errors in response to some questions or where he is trying to develop material in a natural way. Occasional non-French words appear. His performance still falls into the Very Good category but at the bottom end of the marking band. 12 marks are scored.

TOTAL = 13 + 12 = 25 marks

General ConversationThe examiner makes it very clear that she is passing on to the final part of the exam and this is helpful. She starts off with a closed question asking if the candidate likes his school and he is able to take the initiative and expand on several aspects. He talks about favourite subjects and teachers and his response is rapid and very natural. He can routinely give and develop ideas and opinions and he is again successful in communicating his ideas unambiguously. He is very responsive and confident. He answers several quite stretching questions, for example about the necessary qualities for a journalist and he is clearly at ease with his material. The conversation moves on to sport and he is again consistent in his performance and maintains his speed of response and length of answers on a different topic area. He finally moves on to talk about the area where he lives and is, once again, able to talk freely about his area, transport and what changes he would like to make if he were the Mayor of London. There is hardly any need to repeat/rephrase a question and the speed of this conversation and his ability to expand are impressive.

In terms of Communication (Table B), this performance just passes into the top band (Outstanding), and he is again being stretched to work for the marks. 14 marks are scored.

In terms of Language (Table C), he is usually able to respond in a variety of tenses which are mostly appropriate and accurate. There are instances of ambiguity due to incorrect conjugation and incorrect tense usage. His structures are, again, mostly accurate. His performance is at the bottom of the Very Good band and had the tenses been a little more accurate it would have been at the top of the Very Good band. 12 marks are scored.

Total = 14 + 12 = 26 marks

ImpressionThe candidate is very fluent, but there are some mistakes of pronunciation and intonation. He makes a fair attempt at intonation. 8 marks are scored.

Total = 8 marks

Total = 15 + 9 + 25 + 26 + 8 = 83 marks

This represents a comfortable grade A performance.



CD 1 Candidate 2 – Card 7 Role Play ATask 1 No problems. 3 marks

Task 2 It is clear that the type of fruit required is banana. 3 marks

Task 3 The deux is mispronounced. It is clear that it is not un, but not a clear deux. 2 marks

Task 4 Although one banana was mentioned before this is ignored. No problems. 3 marks

Task 5 No problems. 3 marks

Total = 14 marks

Role Play BTask 1 The message is clear, but the verb is inaccurate. 2 marks

Task 2 The candidate is again inaccurate in his verb usage, but it would appear to be the same error as before and this is therefore ignored. However, the accumulation of other inappropriate language prevents a mark of 3 from being scored. It is clear that a time and place are mentioned.

2 marks

Task 3 The candidate is initially thrown by the ‘unexpected’ question and seeks a repetition of the question. Had he then responded successfully it would not have prevented a mark of 3 from being scored. However, he clearly has not understood and asks for another repetition. The examiner repeats the question, but there is still no response and then she finally shortens it to où which he does understand and he is able to say dans un restaurant. The task is completed but due to the amount of hesitation and repetition a mark of 3 is not awarded.

2 marks

Task 4 An interesting task to mark. The first part would appear to be an attempt, perhaps, to indicate that the key has been lost (fallen?) in the woods. It is ignored. The set task is to apologise and offer to pay for the key. The apology is not given here, but right at the beginning of this role play the candidate did apologise well, so this is allowed to count here. He then finally utters Je voudrais un achète payer pour la clé. This is just enough to convey the idea of an offer to pay and the self correction of achète to payer is allowed. He therefore just scores 2 on this task.

2 marks

Task 5 This task is only partially completed: À quelle heure dans son arrive? 1 mark

Total = 9 marks

Topic Presentation and Conversation: SchoolThe candidate presents fairly confidently and for nearly two minutes. He has prepared fairly well. Most of his messages are fairly straightforward and there are also some simple opinions. In terms of language there are some correct present tenses and one case of him using a perfect tense when he talks about what he has studied. (This will be important later on when assessing a mark for Language.) There is not a huge variety of structures. Once the discussion starts the standard of the candidate’s French is not as good as in his presentation. He needs quite an amount of rephrasing to start him off again and he has difficulty answering unexpected questions. The performance is inconsistent: at times he can respond well once he has the question repeated, but at others he is hesitant and very dependent upon the examiner.

For Communication (Table B), the performance falls into the Satisfactory band and 8 marks are scored.



For Language (Table C), the examiner is clearly aware of the need to include questions to test for tense and nearly veers off the subject as she talks about weekend activities. The topic, however, goes back onto the correct subject matter with a question on which homework the candidate did last night to which he replies in correct language (j’ai fini), but in an inappropriate way which does not answer the question. There are several instances of correct future meaning expressed using je vais and an infinitive and the correct instance of a perfect in the presentation means that the mark is not limited to 6. (There need to be instances of correct past and future tenses to score a mark of 7 or more for Language.) The performance in terms of the performance descriptors clearly rises above the Weak descriptors and is placed in the middle of the Satisfactory band. Overall a mark of 8 is scored.

Total = 8 + 8 = 16 marks

General ConversationAgain, the examiner indicates helpfully that she is passing on to the next section of the test and starts with a good open question inviting the candidate to talk about his town. He can at times communicate quite well, but as the conversation progresses he starts to tire and he is clearly at times trying to translate word for word when he talks about his home area. There are instances of correct tenses but the conversation starts to get patchy in terms of both content and language. To his credit he does try to respond to some unexpected questions, but his level of performance is inconsistent and he, again, needs repetition on some straightforward questions and is at times hesitant.

For Communication, the performance is very similar to before and 8 marks are scored.

For Language, the performance is also in the Satisfactory band, but at the bottom of the band as the range of structures is not always adequate, resulting in some ambiguity. 7 marks are scored.


ImpressionThe candidate makes some attempt at intonation and despite there being errors of pronunciation, he is fairly fluent. His pronunciation is not too heavily influenced by the intrusion of another language. A mark of 6 is just scored.

Total = 6 marks

TOTAL = 14 + 9 + 16 + 15 + 6 = 60 marks

This performance represents the lowest mark for the award of a C grade.



CD 1 Candidate 3 – Card 1

Role Play ATask 1 There is a slight mispronunciation but a mark of 3 is awarded. The use of the

perfect here is entirely acceptable as it does not change the message.

3 marks


Task 3 The intrusion of à is ignored and does not prevent a mark of 3. 3 marks

Task 4 The candidate gives a local brand name une Fanta which at this level is accepted. 3 marks

Task 5 The mispronunciation on toilettes introduces a little ambiguity, the language is not the most appropriate.

2 marks

Total = 14 marks

Role Play BTask 1 No problems. A greeting + j’ai perdu la clé. 3 marks

Task 2 The answer is brief but appropriate. 3 marks

Task 3 A simple but appropriate response: je suis à la maison. 3 marks

Task 4 There is no apology (which already limits the mark for this two-part task to 1). The offering to pay is not fully completed (payer pour la clé), but there is some partial achievement. The benefit of the doubt is given to the candidate. This would have been difficult to prompt, but it might have helped the candidate here to query her meaning eg: Qu’est-ce que vous voulez faire?

1 mark

Task 5 This sounds like vous avons arrive. The message is clear but not accurate enough for a mark of 3 to be awarded.

2 marks

Total = 12 marks

Topic Presentation and Conversation: South AfricaThe candidate makes an initial exposition of just under one minute before she is asked questions by the examiner. She can communicate messages at a simple level about the geographical location, the capital, and the sport there but she clearly needs guidance from the examiner. The language in this introduction to her topic is basic and there are frequently incorrect attempts at verbs and faulty manipulation of structures. The examiner pitches his level of questioning in a skilful way and his questions are very clear and very well phrased. He makes a big difference to this candidate as he is calm and encourages her to work for the marks. He is ready to take any French she produces and base his next question on it whilst still bearing in mind that he is trying to elicit different tenses from her if he can. Following his lead, the candidate is able to attempt answers to most of the questions. She clearly has difficulty at times but she does keep going and tries her best to convey relevant meaning. There is hesitation on her part and the verb forms are often not attempted or are incomplete. She uses structures such as je t’aime for j’aime and sometimes confuses nouns for verbs. Sometimes, her answers do not answer the question, e.g. when she is asked what she did with her family and instead she lists the people in her family. The examiner correctly presses on with a different question and is not thrown, which is important as this candidate is not confident. Despite finding even straightforward questions hard, a fairly natural (if somewhat limited) conversation does take place and the timing of 5 minutes is achieved.

For Communication (Table B), the candidate‘s performance is just at the top of the Weak band as she always attempts an answer. She is able just to follow the meaning and time frames in several questions due to the way in which the examiner puts the questions and as a result she is able to communicate simple pieces of information. 6 marks are scored.



For Language (Table C), the candidate’s performance also falls into the Weak band. Verbs and structures tend to be limited or incomplete and the vocabulary is also elementary. 5 marks are scored.


General ConversationThe examiner clearly indicates the transition to the final part of the test. He asks simple closed questions on family life, interests (music and TV) and finally asks briefly about school life and future plans. Again, the candidate usually attempts to answer, but as she tires, there is at times ambiguity of message and she is heavily dependent upon the examiner in terms of rephrasing and steering the conversation. There are occasional encouraging patches when her meaning is clearly transmitted such as when she says she has sisters and that she would like a brother, but at other times messages are incomplete. There is also interference from another language on key vocabulary items.

For Communication (Table B), her performance again falls in the Weak band but at a slightly lower level. 5 marks are scored.

For Language (Table C), the language is very similar to that heard before. Verbs, structures and vocabulary are very limited. Phrases rather than sentences are often given and are often incomplete. Subject/verb accords are attempted but the incorrect use of the subject pronoun means these are unsuccessful. 5 marks are scored.


ImpressionThe performance rises above the bottom band as she is frequently comprehensible and can convey some meaning. Her pronunciation is at times influenced by other languages. The performance does not have any characteristics of the 5-6 band. A mark of 4 is awarded which recognises her good attempt on the role play section. 4 marks are awarded.

Total = 4 marks

TOTAL = 14 + 12 + 11 + 10 + 4 = 51

This mark represents 1 mark above the lowest mark for the award of a grade D. It is interesting to note that a good role play performance and sympathetic examining have helped this candidate to achieve her best possible mark.






Task 4 The gender error is minor. No problems. 3 marks

Task 5 The subject verb accord is faulty (therefore a mark of 3 is not possible), but the message is clear.

2 marks

Total = 14 marks

Role Play BTask 1 No problems. 3 marks

Task 2 No problems. The answer is brief but appropriate. 3 marks


Task 4 The meaning is there, but the language is inaccurate. 2 marks

Task 5 No problems: both parts of the task are done with only a minor slip. 3 marks

Total = 14 marks

Topic Presentation and Conversation: Future plansThe candidate introduces her topic in an interesting way. The subject matter is mature in nature and she is able to use complex language and a very wide range of vocabulary in order to explain and justify her opinions about her future plans. (Interestingly, the language she uses in her topic presentation already satisfies the requirement to express herself using past and future tenses.) Her presentation lasts for one and a half minutes.

The ensuing conversation is very spontaneous and rapid in pace. The candidate responds at length to all kinds of questions and is always able to give detail and develop her answers. She is very fluent and can follow the examiner when necessary, but can also take the initiative. She talks freely in a range of tenses, she can also talk in the first and third persons, and she can use a very wide range of structures and vocabulary. There are some minor slips and also occasional errors in sequences of tense, but these only occur in more complex language. She is a fluent and very accurate communicator who interests the listener and can justify her opinions and explain them routinely. She is clearly able to ‘think on her feet’. The examiner conducts this part of the exam at quite a pace – she clearly knows the standard of her candidate and stretches her accordingly. The timing of the follow-up conversation is a little long (five and a half minutes for the whole section), but is within acceptable limits. The candidate has prepared her topic well in terms of vocabulary and structures and can access the information in a very natural way according to the needs of the examiner. Her performance is in the Outstanding band.

For Communication (Table B), a maximum mark of 15 is scored.

For Language (Table C), a mark of 14 is scored.

Total = 15 + 14 = 29 marks



General ConversationThe examiner indicates that she is moving on to talk about the candidate’s family and this signals the start of the general conversation. The conversation again develops in a totally natural way and covers the topics of family, activities/interests and school. The candidate communicates extremely well on a good range of topics at a rapid pace. The examiner moves well from one topic to another and, again, a genuine spontaneous conversation develops. The candidate can develop her answers, give lengthy responses and justify her opinions. She speaks fluently and can take the initiative. In terms of language, there are only occasional minor slips in more complex sequences of language. She shows that she can use a range of tenses accurately, and a very wide range of structures, pronouns, adverbs and conjunctions.

For Communication (Table B), a maximum mark of 15 is scored.

For Language (Table C), a mark of 14 is scored.

Total = 15 + 14 = 29 marks

ImpressionThe candidate fulfils all the descriptors in the top marking band. Her accent (although not a native speaker) is very good with only the occasional slight mistake. A maximum score of 10 marks is awarded.

Total = 10 marks

TOTAL = 14 + 14 + 29 + 29 + 10 = 96 marks

This performance of this candidate represents the very highest level of IGCSE speaking performance.



CD 2 Candidate 2 – Card 6 Role Play ATask 1 The message is clearly there despite being inaccurate. 2 marks

Task 2 The candidate indicates who the tickets are for rather than a day. This could have been queried by the examiner.

0 marks

Task 3 The candidate just reads the cue and does not achieve even partial achievement despite a prompt from the examiner.

0 marks

Task 4 The candidate does not understand the task which requires him to listen and choose one of the options offered.

0 marks

Task 5 The candidate partially communicates but does not manage to formulate a correct question or transmit a complete message.

1 mark

Total = 3 marks

Role Play BTask 1 The candidate does not greet the examiner and then fails

to communicate the situation.

0 marks

Task 2 The examiner repeats the cue and despite inaccuracies the candidate communicates what he is eating and drinking.

2 marks

Task 3 Despite a sympathetic prompt the candidate fails to communicate. 0 marks

Task 4 The candidate only achieves communication of part of the task and does not express his pleasure.

1 mark

Task 5 The candidate does not attempt a question. 0 marks

Total = 3 marks

Topic Presentation and Conversation: TanzaniaThe candidate has, to his credit, clearly prepared a lot of material for his presentation. He manages to convey essential points about the country, geographical features and the food. He sustains this at a fairly straightforward level linguistically, but at this stage he is fairly fluent. In the follow up conversation however, the level of performance dips and he has difficulty in answering straightforward questions, which often need reformulations from the examiner. During the Topic Conversation, the language remains at a fairly weak level. There are often incorrect attempts at verbs and there are no instances of correct past and future tenses. The language is often ‘list-like’ and only a weak range of structures is displayed. In cases such as this where the language of the presentation is at a higher level than in the conversation a ‘best fit’ approach is taken. The examiner is clearly aware of the need to reformulate questions and to keep his questions clear. Although this candidate is not a strong candidate the examiner manages to keep the conversation at an appropriate level (even if there are quite a few lists). There are a few attempts to try to get the candidate to talk about how he travelled round, but they are not successful.

In terms of Communication (Table B), this performance falls in the middle of the Satisfactory band and a score of 8 is achieved.

In terms of Language (Table C), the performance falls at the top of the Weak band and a score of 6 is achieved. (NB. Remember that for a score of 7+ for Language there must be examples of correct past and future tenses.)




General ConversationThe examiner indicates very clearly that he is moving on to the final section of the test which is helpful to the candidate. Several different topics are talked about and despite the candidate sometimes lacking confidence and not always being able to answer, the conversation does develop in a fairly natural way. The examiner is clearly trying to pick up on interesting points offered by the candidate and tries to get him to develop points on holidays and sport in particular. At times the candidate can communicate quite well, but at other times he needs reformulations and rephrasing and relies very much on the examiner. Again, to his credit, he always tries to an swer and on some parts of some topics he is fairly fluent (e.g. holidays in Spain). The performance is however inconsistent and he finds it very hard to respond well to unexpected questions which are out of the safe zone of straightforward questions. There are a few instances of correct past tenses, but no future tenses which, again, limits the Language mark.

For Communication (Table B), the conversation scores 8 marks.

For Language (Table C), 6 marks are scored.


ImpressionDespite quite a number of errors there is an attempt at intonation and expression. The correct band for such a performance is 5-6 marks. The performance on the role plays is weak, but on the presentation of the topic there are some good attempts to pronounce well despite prepared material being delivered. The benefit of the doubt is given between these two marks and a mark of 6 is scored.

Total = 6 marks

TOTAL = 3 + 3 + 14 + 14 + 6 = 40 marks

A mark of 40 represents the lowest mark for the award of a grade E.




Task 2 The mispronunciation on tickets prevents a mark of 3 being scored. 2 marks

Task 3 No problems. (A minimal response of deux would have been appropriate for a mark of 3.)

3 marks

Task 4 A full and accurate response. 3 marks

Task 5 The minor error does not prevent 3 marks being scored. 3 marks

Total = 14 marks

Role Play BTask 1 The message is there, but the verb is not quite correctly conjugated and there

are several minor errors.

2 marks

Task 2 The errors made are minor. Note, however, that had there been extensive rephrasing on this unexpected question a mark of 2 would have been appropriate.

3 marks

Task 3 The candidate has already said the trousers are too small. The examiner shows she is aware of this by repeating this point and then asks for one other detail. The candidate responds that he wants to échanger la couleur (minor error: a mark of 3 is just achieved).

3 marks

Task 4 The candidate gets a little lost here and despite the efforts of the examiner to bring him back on course he does not ask an appropriate question.

0 marks

Task 5 The examiner gets the candidate back on task but he does not give his opinion about the new trousers and say why he likes them. He instead states a preference of size and colour and does not complete the task.

0 marks

Total = 8 marks

Topic Presentation and Conversation: HolidaysThe candidate does quite a long and fairly fluent presentation. He can communicate messages quite clearly in the presentation, but at times there is ambiguity due to incorrect verb forms. He delivers his presentation without much hesitation and is able to express opinions and simple justifications. In the follow-up conversation, he understands the examiner quite well and she does not have to resort to a lot of reformulation. He can usually respond to straightforward questions and can respond satisfactorily to a few unexpected ones, occasionally needing some rephrasing. In terms of language, he uses one past tense correctly and several future tenses (usually present continuous tense). Even though there is a not a good range of structure and vocabulary, he can use some dependent infinitives. Overall, it is interesting to note that his performance does not drop dramatically after his presentation and that even when inaccurate he is fairly successful in communicating his messages.

For Communication (Table B), the performance fits at the top of the Good band and 11 marks are scored.

For Language (Table C), the range of structures is adequate. There are some instances of correct verb usage but it is not ‘generally accurate’. This level of performance fits at the top of the Satisfactory band and 9 marks are scored.

Total= 11 + 9 = 20 marks



General ConversationThe candidate talks quite confidently on several topic areas. Some of the exchanges are very straightforward and there appear to be few unexpected questions but he can give opinions and some simple justifications. He is, again, reasonably successful at getting the essential elements across and his speed of response is good. There is little hesitation and he is fairly forthcoming. He is also able to perform fairly consistently across the topics. Generally, it is a very similar performance to that heard in the Topic Conversation. In terms of language, there are again some correct future times frames but only one example of a correct perfect tense. The examiner is aware of the need to elicit some past tenses and it would have been safer to ask a few more questions in the perfect tense. There is an adequate range of structures and vocabulary. There is some confusion over the use of plus and beaucoup.

For Communication (Table B), 11 marks are scored.

For Language (Table C), 9 marks are scored. (It should be noted that had there not been the single use of the perfect tense, the mark for Language would have been limited to 6).


ImpressionThe candidate is fairly fluent and there is a good attempt to pronounce correctly. The intonation is generally good with only a few mistakes. There is not much hesitation. A mark of 8 is just scored.

Total = 8 marks

TOTAL = 14 + 8 + 20 + 20 + 8 = 70 marks

The mark of 70 represents the lowest mark for the award of a grade B.


Appendix A: Defined content topic list


Topic Areas Examination Topics

Area A Everyday activities

Home life and school

Food, health and fitness

Home life A1

School routine A2

Eating and drinking A3

Health and fitness A4

Area B Personal and social life

Self, family and personal relationships

Holidays and special occasions

Self, family, personal relationships, pets B1

House and home B2

Leisure, entertainments, invitations B3

Eating out B4

Festivals and special occasions B5

Holidays; getting around B6

Accommodation B7

Area C The world around us

Home town and local area

Natural and made environment

People, places and customs

Home town and geographical surroundings C1

Shopping C2

Public services C3

Natural environment C4

Weather C5

Finding the way C6

Meeting people C7

Places and customs C8

Travel and transport C9

Area D The world of work

Continuing education

Careers and employment

Language and communication in the workplace

Further education and training D1

Future career plans D2

Employment D3

Communication D4

Language at work D5

Area E The international world

Tourism at home and abroad

Life in other countries and communities

World events and issues

Holiday travel and transport (see also C9) E1

Geographical surroundings (see also C1) E2

Weather (see also C5) E3

Places and customs (see also C8) E4

Food and drink (see also A3) E5

Meeting people (see also C7) E6

Issues according to available resources E7and individual interest

Appendix B: Accreditation submission forms



1 Copy and fill in the form on the following page with your personal details, signing the declaration that the work is your own.

2 Complete the Speaking Examination Working Mark Sheet with the marks you have given the students taking part in this training sample.

3 Staple these documents together in the order they appear in the handbook and send them, along with your recordings, to the address overleaf.



Evidence for Cambridge IGCSE®

Speaking Test examiner accreditation

Cover Sheet

Cambridge IGCSE French 0520

Please complete this form in BLOCK CAPITALS.

Centre number

Centre name

Teacher’s name

Contact email

Declaration of authenticity

I have read and understood the training materials and certify that the evidence submitted

with this form is my own original work.

Signed

Date

(DD / MM / YY)

Name

Return this form to

Cambridge IGCSE Accreditation Coordinator (EDM),

Cambridge International Examinations,

1 Hills Road,

Cambridge,

CB1 2EU,

UK.

Save a copy of all forms submitted, for your own records.

Ap

pen

dix B

: Accreditation subm

ission forms

75C

ambridge IG

CS

E French 0520

............................................................................................................. IGCSE FRENCH (0520/03)............................................................................................................................................................................. Working Mark Sheet............................................................................................................................................................................. Speaking Test Training HandbookPlease read the instructions printed in the Teachers’ Notes Booklet and the Syllabus before completing this form.

Centre Number Centre Name

French (0520/03)

CandidateNumber

R.P. Card no.

Role Play A

(max 15)

Role Play B

(max 15)

Topic/Topic Conversation

(max 30)

General Conversation

(max 30)

Impr

essi

on(m

ax 1

0)

TotalMark

Internal and/or

ExternalModeration

Candidate NameTask 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Mark (Max) 3 3 3 3 3 3 3 3 3 3 15 15 15 15 10 100

Name of teacher completing this form Signature Date

Appendix C: Guidelines for internal standardisation/moderation



Cambridge IGCSE foreign language Speaking Tests (June 2011 onwards)

Cambridge International Examinations1 Hills Road, Cambridge, CB1 2EU, United KingdomTel: +44 (0)1223 553554 Fax: +44 (0)1223 553558Email: [email protected] www.cie.org.uk

® IGCSE is the registered trademark of Cambridge International Examinations

© Cambridge International Examinations 2013 v1 3Y09

*5811509152*

0520 French Speaking Test Training HandbookThe (0520) Cambridge IGCSE French Speaking Test is aimed...

Documents

Transcript of 0520 French Speaking Test Training HandbookThe (0520) Cambridge IGCSE French Speaking Test is aimed...