1606/02 Edexcel GCSE Arabic Paper 2 — Speaking Teacher-Examiner’s Handbook Summer 2007 ‘Time per candidate: 8-12 minutes This packet contains: his packet may be opened 3 WORKING DAYS before the examination by the person officially entrusted with the conduct of the examination. Security and confidentiality of the material must be maintained and UNDER NO CIRCUMSTANCES may the material be removed from the premises, Candidates may bring brief notes (maximum halfa side of A4 and not continuous prose) or a visual stimulus related to their prepared topic for Conversation 1 into the examination room. The enclosed information and instructions are for the use of Teacher-Examiners only. The contents of the Handbook may under no circumstances be revealed to candidates. w2546sa TMM rove wenn edexcel Sa yee nemterntcaetttomrn a ancing taming changing vesBLANK PAGE 2 N2S468Contents of the Teacher-Examiner’s Handbook Section 1 General instructions ‘The GCSE Arabic speaking test Assessment criteria Structure and timing of tests Materials required for speaking tests Topics for the conversations Form L2 Form LT3 Summary of procedures Candidates’ preparation Conversations Recording of candidates Checklist for conduct Preparation and despatch of materials to the examiner Section 2 Conversation examis ig sequence and Suggested conversation questions Conversation examining sequence Suggested conversation questions 12 1B 15 16 254684,BLANK PAGE, 4 N2S468ASECTION 1 GENERAL INSTRUCTIONS 5 N2s468a,THE GCSE ARABIC SPEAKING TEST This test is a compulsory and integral part of Specification 1606, the 4 skills GCSE in Arabie, The test must be conducted in Arabic. Candidates take part in three conversations on three different topics. There is no role-play requirement for this specification, Although assessment should be qualitative rather than quantitative, it is expected that the conversation should last between a minimum of 8 and a maximum of 12 minutes. This time should be divided approximately equally between the three conversations. Centres must send all the recordings to Edexcel for marking. Under no circumstances may Teacher-Examiners mark the orals. In order to aid Teacher-Examiners conducting the test, relevant sections of the specification and the Instructions for Conduct of the Examination — GCSE Modern Foreign Languages Summer 2007 - Arabic (1606) are reproduced in the pages which follow. Full copies of the Instructions for Conduct may be downloaded from Edexcel’s website www.edexcel.org.uk. ASSESSMENT CRITERIA ‘The Assessment Criteria are designed to reward learners at GCSE level. It will therefore not be necessary for candidates to perform ‘perfectly’ in order to attract the highest marks available in each grid. References to ‘standard’ ete should be interpreted in this context. Percentage Weightings For The Speaking Paper Mark allocation Structure of speaking test Communication and | Application | Accuracy content of language Conversation 1 | Chosen by the candidate 50% 25% 25% | 8-12 minutes Conversations 2 | Chosen by the in total and 3 ‘Teacher-Examiner Marks are not allocated separately for each topic but are awarded for performance throughout the full conversation. Please refer to the following assessment grid. 6 N2st6saMarking grid for the Conversations ‘Communication and content Application of language Accuracy 9-10 | Responds very well indeed to |__| Deploys a very wide range of Very accurate indeed a wide range of question structures and lexis as although isolated, usually types. Extremely responsive, appropriate to questions. insignificant errors may expands and develops Use of some more complex occur. Pronunciation and relevant interchange on own Texical items. Very competent intonation of a consistently initiative. Clearly expresses use of present, past and future | ‘good standard. wide range of opinions and modes, attitudes, Frequently justifies: opinions TS Responds well to a wide 4 Generally at case with Generally accurate in range of question types, subordination. Uses straightforward language but although occasional reasonably wide and errors made (possibly basic) prompting required. Takes mostly appropriate range in more complex language. initiative/develops more of structure and lexis Pronunciation and intonation elaborate responses. Conveys ‘Unambiguous use of tenses generally good. opinions without undue other than the present, | difficulty _ 56 | Responds well to familiar, 3 | Offers some examples of Generally accurate in simple, straightforward questions but ‘subordination. Uses tenses basic language despite a fair experiences problems with without ambiguity. Mostly ‘numberof significant errors. more complex question predictable lexical items [Less accurate in more forms. Conveys simple deployed. ‘unfamiliar language situations. opinions. Deals with open Some inconsistency. questions but rarely expands Pronunciation generally Dependent on Teacher- accurate Examiner's structured language. 3-4 | Responses restricted to very 2 | Short main clause Communicates main points straightforward questions. structures predominantly despite high incidence of Answers invariably limited, used, Little or no awareness errors. Some ‘prelearnt” short and very hesitant of tense concept other than stereotypes correct but Very dependent on Teacher the present. Inappropriate frequent and basic Examiner's language and lexical items may impede inaccuracy in manipulated prompts. Opinions limited to ‘communication at times. language. Pronunciation basic likes and dislikes. Deploys a very limited! inconsistent, repetitive range of structure _ and lexis. - _ 1-2._| Produces minimal responses 1 | Operates only in most basic Consistently inaccurate (mainly one word replies or structures. Rarely offers language. Pronunciation very short phrases). Limited complete sentences. Resorts impedes basie comprehension of basic frequently to non-target communication most of the questions and limited language. time. Offers only isolated response, Totally reliant on examples of accurate Teacher-Examiner’s structured language, Pronunciation very questions poor. 0 No rewardable communication’ Oo ‘No rewardable language. No rewardable language. content 284684,STRUCTURE AND TIMING OF TESTS. AlL3 conversations ‘The duration of the three conversations together should be 8-12 minutes in total. The 8-12 minutes should be evenly it between the three conversations. ‘The Teacher-Examiner provides questions for all three conversations. Questions for guidance are given in handbook. These are suggestions only. Conversation 1 ‘Topic for Conversation 1 chosen by the candidate Duration — up to 4 minutes Conversations 2 and 3 Topics for Conversations 2 and 3 chosen by Teacher- Examiner from three alternatives prescribed by Edexcel Duration — up to 4 minutes for each topic NB: The timing of the conversation elements of the Speaking tests must be respected. A stop- watch is useful (although split-second timing is not expected). Excessively long or short tests may adversely affect the marks awarded. 8 N2s468MATERIALS REQUIRED FOR SPEAKING TESTS. It is essential that all the items listed in the following tables are available for use by the Teacher- Examiner at the time of testing. Please note that centres must supply the cassettes for the Speaking tests, Edexcel will return cassettes to centres after the deadline for receipt of Enquiris lodging an Enquiry About Result may request the LT3 for the candidate concerned via Edexcel’s Access to Scripts service. Supplied by Edexcel ‘Teacher-Examiner’s Handbook This confidential document Individual Candidate Mark Sheet (LT3) on 2 part NCR stationery (one per candidate) Preferably to be prepared in advance An Attendance Register pre-printed with names and numbers of all candidates in the centre It is essential that each candidate is accounted for on the attendance register either as Absent or Present Address labels for examiners (to be detached from the attendance register) Do not use labels from other attendance registers as there will be a different examiner for each component Supplied by Centre Cassette recorder and microphone Test equipment before use C60 / C90 Cassettes Alll cassettes and boxes to be numbered and labelled with centre / candidate names and numbers Cassette inserts Cassette inserts (photocopied from the Instructions for Conduct of the Examination booklet) to put in each box to be completed with centre and candidate details 9 N25468A About Results. Centres consideringTOPICS FOR THE CONVERSATIONS Topic Area Sub-topics My region/town. (or region/town in target-language country employment A. | Inthe UK and abroad that the student has either visited or researched) Holidays eer School life and routine p__| Education, training and Fature plans Work experience (if appropriate) C__| House, home and daily routine My home and domestic routine Family Friends Food and drink Media, entertainment and youth Television/cinema/music/theatre culture Sports/exercise Free time/interests Health issues E _| Social activities, fitness and health Candidates must undertake three conversations and will be assessed globally on the basis of their overall performance across the three topics. Conversation 1: Candidates will have a free choice of the topic for Conversation 1. This is agreed with the Teacher-Examiner in advance of the speaking test and must relate to one of the five main topic areas prescribed in the specification and listed in the table above. Conversations 2 and 3: The following two conversation topics must each relate to a different one of the five main topie areas prescribed in the specification. Teacher-Examiners will choose the second and third conversation topics from three alternatives prescribed by Edexcel in the sequence on page 16. The sequence and the alternatives listed are for the eyes of the Teacher-Examiner conducting the test only and are confidential. They must not be communicated to the candidate prior to the completion of Conversation 1. ‘Teacher-Examiners may choose any two of these alternatives, unless the candidate has already used one of them for Conversation 1. 10 N2s468If the candidate has already used one of the alternatives for Conversation 1, it is not permissible for the Teacher-Examiner to choose the same main topic area and to focus on a different aspect of that topic. The remaining two topic areas given are the only valid choices for Conversations 2 and For example: ‘The candidate has spoken about ‘Holidays’ for Conversation 1, this falls under the main topic area heading ‘In the UK and Abroad’. ‘The three alternatives prescribed for Conversations 2 and 3 for this candidate's position on the sequence * ‘Inthe UK and Abroad” + ‘Media, Entertainment and Youth Culture” * “Social Activities, Fitness and Health’ The Teacher-Examiner must in this case select ‘Media, Entertainment and Youth Culture’ and ‘Social Activities, Fitness and Health’ for Conversations 2 and 3. It is not permissible to select “In the UK and Abroad’ and to focus on a different sub-topic, such as ‘My Home Town’. ‘The Teacher-Examiner announces the chosen topic for Conversation 1, Conversation 2. and Conversation 3 at the beginning of each conversation. The candidate will not know the topics for Conversations 2 and 3 until the respective announcement. FORM L2 A form L2 is provided in the Instructions for the Conduct of the Examination booklet for Teacher-Examiners to record the topics candidates have chosen for the conversations. Teacher- Examiners are advised to make a note of the candidates’ chosen topics in advance of the examination, but completing the L2 form is optional. The L2 should not be sent to Edexcel or the examiner, FORM LT3 In the three days before the test Teacher-Examiners should fill in an LT3 individual mark sheet per candidate on 2 part NCR stationery. The centre name and number, candidate name and number, teaching group (letter or number) and the topics to be used for the three conversations should be inserted in advance of the test wherever possible. The topics for Conversations 2 and 3 must not be revealed to candidates in advance of the examination and candidates must not see the LT3 forms once the topics have been added. n N2stena(a) (b) © @ SUMMARY OF PROCEDURES The topics used for Conversation 1 and for Conversations 2 and 3 (according to the sequence on page 16) should be entered on the candidate’s LT3 form, if this has not already been done. The cassette recorder should be switched on, the candidate name and number announced. After a maximum of 4 minutes, Conversation 1 should be brought naturally to a close. The time for the Speaking test should be evenly split between the three conversations. At the end of the third conversation the cassette recorder should be stopped and the ‘Teacher-Examiner should check that the test has been recorded. Where necessary, the cassette should be turned over or changed, ready for the next candidate. CANDIDATES’ PREPARATION No preparation time is necessary for the Speaking test, though centres may wish to provide a waiting room for candidates. @) () © @ (e) CONVERSATIONS, Candidates may choose, if they wish, to give a brief introduction to their chosen topic for Conversation 1 in order to make a confident start. However candidates must demonstrate the ability to interact with the examiner and should not merely deliver a pre-learnt monologue. The length of the introduction will depend on the ability of the candidate, However, in no circumstances should it exceed a minute. Candidates may bring brief notes (maximum half a side of A4 and not continuous prose) or a visual stimulus related to their topic into the examination room. Any notes are a prompt only and should not be read out. Although candidates can choose the topic for Conversation 1, encouraging candidates to prepare in advance lists of answers in a predetermined order is not acceptable practice. Cases are usually obvious to the examiner and may result in adverse marking, Specimen questions are given in this Handbook for guidance on level and topic coverage which Teacher-Examiners may use as appropriate. Preparing sequences of questions may be helpful to the Teacher-Examiner but the candidate should not be able to predict exactly what will be asked or in what order. The choice of topics for Conversations 2 and 3 is determined according to the sequence prescribed on page 16 of this Handbook. ‘The total time for the Speaking test should be evenly split between the three conversations. At the beginning of each conversation, the Teacher-Examiner should announce the topic either in English or in the target language. 2 N2s468A© If the candidate does not understand after one repetition/rephrasing, move on to another question — further attempts may just confuse or discourage the candidate. Try to link questions. Listen carefully to the candidate’s answers and relate subsequent questions to the information acquired, (2) Do comment and respond naturally but briefly to what the candidate says. (h) Avoid yes/no questions except as a lead-in to something more challenging. Ensure that questions allow candidates to achieve their maximum potential, e.g. by covering a range of tenses/time reference and opinion as appropriate within the prescribed time for the conversation, (i) Encourage candidates to expand beyond a simple reply to each question — aim at a natural conversation, (i) Never correct a candidate’s language, however inaccurate, during a test. (k) Do not interrupt candidates except when they are trying to deliver a prepared monologue. (Avoid finishing sentences for candidates except where it would be in their interest to move on to something else. RECORDING OF CANDIDATES Alll candidates must be recorded. Upon checking the recording of a candidate, if a recording has failed or is inaudible, the candidate should be re-examined as soon as is practicable and before the end of the oral period. In all situations where there is doubt over the adequacy of recordings Edexcel must be consulted immediately, Itis essential to check the following carefully: (@ (b) © @ © (0) the microphone and recorder are correctly connected and that recording is taking place. The cassette recorder is best placed out of sight of the candidate and, if possible, should be well away from the microphone; the position of the microphone must favour the candidate; extraneous noise is kept to a minimum; the recorder is switched on at the start of the test and off at the end; the language, cassette number, centre name and number and Teacher-Examiner’s name are announced at the start of every cassette; the candidate’s name and number are announced at the start of each test; B N2ssena(g) the topic area is announced in either English or in the tar each conversation; 4 language at the beginning of (h) recordings of previous candidates are not accidentally erased; (the tape remaining on the side of the cassette in use is sufficient to complete the next test without turning over; (i) the cassette is returned to the correct box after use; (k) all cassettes are rewound to the beginning before despatch to Edexcel’s external examiner. IMPORTANT The cassette should on no account be stopped during a test. If an emergency makes this unavoidable, a letter should be written immediately to Assessment Languages, 5" Floor, One90 High Holborn, London WC1V 7BH with a copy to the examiner, explaining the umstances and any subsequent action taken. 4 2468CHECKLIST FOR CONDUCT WHEN CONDUCTING SPEAKING EXAMINATIONS AT THIS POINT RECORD THIS DO THIS At the start of each new cassette “GCSE Examination in Arabic, 2007 Paper 2, Teacher- Examiner. Centre Name Centre Number Cassette Number On the cassette label, write your centre name and ‘number, specification number and Teacher- Examiner name. At the start of each candidate's test “Candidate Number , (Name of candidate)” On the photocopiable cassette insert, write the candidate’s name and ‘number. ‘Make sure L'T3 form is, complete with relevant details. Start the test. Do not stop or pause the cassette during the recording. At the start of each of the three conversations “Conversation (1, 2, 3), (opie ttle in English or the target language).” Do not stop or pause the cassette during the recording. At the end of each candidate's test After the last candidate on side A After the last candidate on side B of each cassette “End of test” “End of Side A” “End of Side B, The tests continue on cassette number, a Check that the test has been recorded clearly and audibly. Reset the controls ready to record the next candidate. Wind to the start of side A, Check that all the details on the cassette label are filled in, Place the cassette back in the cassette-box before you get the next cassette out of its box. 1s N2S4654PREPARATION AND DESPATCH OF MATERIALS TO THE EXAMINER (a) Centres should send all cassettes to the allocated examiner. (b) All LT3 forms must contain all the appropriate centre and candidate details ~ correct candidate numbers are essential. (©) AILLTS forms must include the conversation topics, chosen by the candidate (Conversation 1) and by the Teacher-Examiner (Conversations 2 and 3). (d) All the LT3 forms should be arranged in candidate number order. (©) Each cassette must be numbered and the number indicated in the appropriate box on the LT3 form. (0) Every cassette and box must be clearly labelled with centre name and number and the language being examined. Photocopiable cassette inserts are provided in the Instructions for Conduct of the Examination booklet. (g) Each side of each cassette must indicate the candidate numbers of candidates recorded on it Computer-printed address labels will be supplied on the attendance registers, showing the name of the examiner and the specification and paper numbers. As soon as all materials are ready and within 48 hours of the completion of examining within the language concerned, material should be despatched to the examiner. This should include the TOP TWO COPIES of the Attendance Register (bottom copy to be retained by the centre), all cassettes and both copies of LT3 for all candidates. Where the size of the candidature makes it necessary to split parcels (whether of documentation or cassettes), they should be numbered clearly on the outside (e.g. package 1 of 2). Centres are reminded that all candidates must be recorded and the recordings despatched to Edexcel’s external examiner for marking. 16 1254684SECTION 2 CONVERSATION EXAMINING SEQUENCE SUGGESTED CONVERSATION QUESTIONS 0 N2S468ATo avoid duplication of topic areas, each candidate must be THIS SEQUENCE IS STRICTLY CONFIDENTIAL GCSE ARABIC CONVERSATION EXAMINING SEQUENCE 2007 ¢n conversation topics for Conversations 2 and 3 from the three alternatives for their position in the sequence below. Y Candidate The three permitted topics for Conversations 2 and 3 4 | Inthe UK and abroad Social activities, fitness and health | House, home and daily outine 2 | Education, training & employment | In the UK and abroad | Media, entertainn’t & yout culture 3 | Social activities, fitness and health. | Media, entertainm’t & youth culture| Education, training & employment 4 | House, home and daily routine | Education, training & employment | Social activities, fitness and health 5 | Media, entertainm’t & youth culture| House, home and daily routine | Inthe UK and abroad 6 | In the UK and abroad Social activities, fitness and health | House, home and daily routine 7 | Education, taining & employment | In the UK and abroad ‘Media, entertinm’t & youth culture 8 | Social activities, fitness and health | Media, entertainm't & youth culture| Education, training & employment |House, home and daily routine | Education, training & employment | Social activities, fitness and health 40 | Media, entertainm’t & youth culture] House, home and daily routine | In the UK and abroad 44 | In the UK and abroad Social activities, fitness and health | House, home and daily routine [12 [ravaion,exning employment [nh UK and abou Medi enn & youth evle 43 | Social activities, fitness and health | Media, entertainm’t & youth culture| Education, training & employment 44 House, home and daly routine | Education, taining & employment | Social activities, fitness and health 415 | Media, entertainm't & youth eulture| House, home and daily routine | Inthe UK and abroad 46 | Inthe UK and abroad Social activities, fitness and health | House, home and daily routine 47 | Education, training & employment |In the UK and abroad Media, entertainm’t & youth culture| 46 | Social activites, fitness and health | Media entertainn’t& youth culture] Education, traning & employment 19 | House, home and daily routine Education, training & employment |socia activities, fitness and health 20 | Media, entertainm't & youth eulture| House, home and daily routine | Inthe UK and abroad N2SH68A,GCSE Arabic Suggested Conversation Questions Summer 2007 A selection of topic-based questions for the speaking test follows. The questions are not in sequence, nor are they mandatory. They may be rephrased or substituted by others within the same topic area, Teacher-Examiners may also use their own questions or variations on the questions provided. Closed questions (requiring yes/no answers) may be used to introduce a new line of questioning but the candidates should be encouraged to expand on their own answers. To gain the higher grades, questions using a range of tenses and questions eliciting personal opinions should be included. 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