GCSE Chinese (Mandarin) Specification Specification for

GCSESpecification

Chinese (Mandarin)Full Course – for exams June 2014 onwards and certification June 2014 onwards Short Course – for exams June 2014 onwards and certification June 201 onwards 4

GCSESpecification

Chinese (Mandarin) 4670

This specification will be published annually on our website (http://www.aqa.org.uk). We will notify centres in writing of any changes to this specification. We will also publish changes on our website. The version of the specification on our website will always be the most up to date version, although it may be different from printed versions.

Vertical black lines indicate a significant change or addition to the previous version of this specification.

You can get further copies of this specification from:

AQA Logistics Centre (Manchester)Unit 2Wheel Forge WayAshburton ParkTrafford ParkManchesterM17 1EH

or you can download it from our website (http://www.aqa.org.uk)

Copyright © 2012 AQA and its licensors. All rights reserved.

COPYRIGHTAQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are permitted to copy material from this specification booklet for their own internal use.

The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (number 1073334).Registered address AQA, Devas Street, Manchester M15 6EX.

http://www.aqa.org.uk


1

GCSE Chinese (Mandarin) for certification from June 2014 onwards (version 1.0)

1 Introduction 31.1 Why choose AQA? 3

1.2 Why choose Chinese (Mandarin)? 3

1.3 How do I start using this specification? 4

1.4 How can I find out more? 4

2 Specification at a Glance 5

3 Subject Content 63.1 Contexts and purposes 6

3.2 Unit 1: Chinese (Mandarin) listening 46701F, 46701H 7

3.3 Unit 2: Chinese (Mandarin) reading 46702F, 46702H 8

3.4 Unit 3: Chinese (Mandarin) speaking 46703 9

3.5 Unit 4: Chinese (Mandarin) writing 46704 12

3.6 Grammar 15

3.7 Vocabulary 18

4 Scheme of Assessment 414.1 Aims and learning outcomes 41

4.2 Assessment Objectives 41

4.3 National criteria 42

4.4 Prior learning 42

4.5 Access to assessment: diversity and inclusion 42

5 Administration 435.1 Availability of assessment units and certification 43

5.2 Entries 43

5.3 Private candidates 43

5.4 Access arrangements and special consideration 44

5.5 Language of examinations 44

5.6 Qualification titles 44

5.7 Awarding grades and reporting results 44

5.8 Examination Series 46

6 Controlled Assessment Administration (Speaking) 476.1 Authentication of controlled assessment work 47

6.2 Malpractice 47

6.3 Teacher standardisation 48

6.4 Internal standardisation of marking 48

6.5 Annotation of controlled assessment work 48

6.6 Submitting marks and sample work for moderation 49

6.7 Factors affecting individual candidates 49

6.8 Retaining evidence 49

Contents


2

7 Moderation 507.1 Moderation procedures 50

7.2 Consortium arrangements 50

7.3 Post-moderation procedures 50

8 Controlled Assessment Administration (Writing) 518.1 Authentication of controlled assessment 51

8.2 Malpractice 51

8.3 Teacher support 52

8.4 Factors affecting individual candidates 52

Appendices 53A Grade Descriptions 53

B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development, Economic and Cultural Issues, and Health and Safety Considerations 54

C Overlaps with other Qualifications 55

D Wider Key Skills 56

E Controlled Assessment Exemplar Tasks for Speaking 57

F Controlled Assessment Exemplar Tasks for Writing 60

3

1


1.1 Why choose AQA?

1 Introduction

AQA is the UK’s favourite exam board and more students receive their academic qualifications from AQA than from any other board. But why is AQA so popular?

AQA understands the different requirements of each subject by working in partnership with teachers. Our GCSEs:• enable students to realise their full potential• contain engaging content • are manageable for schools and colleges• are accessible to students of all levels of ability• lead to accurate results, delivered on time• are affordable and value for money.

AQA provides a comprehensive range of support services for teachers:• access to subject departments• training for teachers including practical teaching

strategies and approaches that really work presented by senior examiners

• personalised support for Controlled Assessment • 24-hour support through our website and online

Ask AQA• past question papers and mark schemes• comprehensive printed and electronic resources

for teachers and students

AQA is an educational charity focused on the needs of the learner. All our income goes towards operating and improving the quality of our specifications, examinations and support services. We don’t aim to profit from education – we want you to.

If you are an existing customer then we thank you for your support. If you are thinking of moving to AQA then we look forward to welcoming you.

1.2 Why choose Chinese (Mandarin)?

• To develop language skills in a variety of contexts.• Choice of contexts and purposes for Writing and

Speaking units.• Listening and Reading assessments carry

forward structure of existing specification, offering continuity for teachers.

• Embraces opportunities offered by new subject criteria to lessen the stress of assessment in Speaking.

• Builds on the KS3 study and prepares students for further study, eg GCSE to AS; AS to A2 etc.


1

4

1.4 How can I find out more?

Ask AQA

You have 24-hour access to useful information and answers to the most commonly-asked questions at http://www.aqa.org.uk/rn/askaqa.php

If the answer to your question is not available, you can submit a query for our team. Our target response time is one day.

Teacher Support

Details of the full range of current Teacher Support and CPD courses are available on our web site at http://web.aqa.org.uk/qual/cpd/index.php

There is also a link to our fast and convenient online booking system for all of our courses at http://coursesandevents.aqa.org.uk/training

1.3 How do I start using this specification?

Already using an existing AQA specification?• Register to receive further information, such as

mark schemes, past question papers, details of teacher support meetings, etc, at http://www.aqa.org.uk/rn/askaqa.php Information will be available electronically or in print, for your convenience.

• Tell us that you intend to enter candidates. Then we can make sure that you receive all the material you need for the examinations. This is particularly important where examination material is issued before the final entry deadline. You can let us know by completing the appropriate Intention to

Enter and Estimated Entry forms. We will send copies to your Exams Officer and they are also available on our website (http://www.aqa.org.uk/admin/p_entries.php).

Not using the AQA specification currently?• Almost all centres in England and Wales use

AQA or have used AQA in the past and are approved AQA centres. A small minority is not. If your centre is new to AQA, please contact our centre approval team at [email protected]

http://www.aqa.org.uk/rn/askaqa.php

http://www.aqa.org.uk/rn/askaqa.php

http://www.aqa.org.uk/admin/p_entries

mailto:[email protected]


5

2

2 Specification at a Glance

(Mandarin)Short Course

in Spoken Language

Unit 1: Listening

Examination – 40%

EitherFoundation Tier: 30 minutes (+ 5 minutes reading time)

orHigher Tier: 40 minutes

(+ 5 minutes reading time)

Unit 3: Speaking

Controlled Assessment – 60%(internally assessed)

Two tasks submitted for moderation

plus

(Mandarin)Short Course

in Written Language

Unit 2: Reading

Examination – 40%

EitherFoundation Tier: 30 minutes


Unit 4: Writing

Controlled Assessment – 60%(externally assessed)

Two tasks submitted for marking

plus

Unit 1: Listening

Examination – 20%

EitherFoundation Tier: 30 minutes (+ 5 minutes reading time)


(+ 5 minutes reading time)

Unit 3: Speaking

Controlled Assessment – 30%(internally assessed)

Two tasks submitted for moderation

(Mandarin)Full Course

Unit 2: Reading

Examination – 20%

EitherFoundation Tier: 30 minutes


Unit 4: Writing

Controlled Assessment – 30%(externally assessed)

Two tasks submitted for marking

Chinese

Chinese

Chinese

Listening and Reading are tiered; candidates can enter for either Foundation or Higher Tier in any available series. Speaking and Writing are untiered.

For assessments and subject awards after June 2013 there is a requirement that 100% of the assessment is terminal.

3

6


The Contexts and Purposes below apply to all four units, although for Speaking and Writing centres and/or students may choose a context or purpose of their own.

The purposes are presented according to the contexts and topics in which they may occur. It will be possible for students to carry out these purposes using the linguistic structures and vocabulary listed in the specification together with the communication strategies.

The purposes are not defined by tier and all purposes should be seen as available, at differing levels of fulfilment, at both Foundation and Higher. Some purposes assume situations where requirements and responses are generally predictable and use familiar language. Other purposes involve general issues and opinions which can be treated in more or less complex ways with different groups of learners and allow for differentiated levels of response from mixed ability groups. For all purposes, students will be expected, as they progress linguistically, to:• cope with a greater degree of unpredictability;• deal with a widening range of potential problems;• understand and use more accurately a widening

range of vocabulary and structures, including some unfamiliar language;

• understand issues and opinions;• discuss issues and give opinions;• give full descriptions and accounts.

The purposes are described with respect to individual contexts (eg Lifestyle) and within particular topics (eg Relationships and Choices). Purposes should be considered transferable, as appropriate, to any other context or topic.

Understand and provide information and opinions about these contexts relating to the student’s own Lifestyle and that of other people, including people in countries/communities where Chinese (Mandarin) is spoken.

Lifestyle

Health• Healthy and unhealthy lifestyles and their

consequences

Relationships and Choices• Relationships with family and friends• Future plans regarding: marriage/partnership• Social issues and equality

3 Subject Content

Understand and provide information and opinions about these contexts relating to the student’s own Leisure and that of other people, including people in countries/communities where Chinese (Mandarin) is spoken.

Leisure

Free Time and the Media• Free time activities • Shopping, money, fashion and trends• Advantages and disadvantages of new technology

Holidays• Plans, preferences, experiences• What to see and getting around

Understand and provide information and opinions about these contexts relating to the student’s own Home and Environment and that of other people, including people in countries/communities where Chinese (Mandarin) is spoken.

Home and Environment

Home and Local Area• Special occasions celebrated in the home• Home, town, neighbourhood and region, where it

is and what it is like

Environment• Current problems facing the planet• Being environmentally friendly within the home

and local area

Understand and provide information and opinions about these contexts relating to the student’s own Work and Education and that of other people, including people in countries/communities where Chinese (Mandarin) is spoken.

Work and Education

School/College and Future Plans• What school/college is like • Pressures and problems

Current and Future Jobs• Looking for and getting a job• Advantages and disadvantages of different jobs

3.1 Contexts and purposes

3

7


3.2 Unit 1: Chinese (Mandarin) listening 46701F, 46701H

Students can be entered for either Foundation or Higher, but not both.

20% of the marks

Foundation Tier 30 minutes 35 marks

The test will be pre-recorded using native speakers. Only material which is appropriate to the spoken language will be used in the tests. Each item will be heard twice. Students’ comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English. Students will be allowed to make notes during the test. Students will be given 5 minutes’ reading time at the beginning of the test, before the recording is played, to give them time to read the questions.

The test will consist of items of varying length which will not place an undue burden on memory. Comprehension of announcements, short conversations, instructions, short news items and telephone messages will be required, together with some material which will be longer and may include reference to past, present and future events and some unfamiliar language. Students will be expected to identify main points and extract details and points of view.

The use of dictionaries will not be permitted.

The tests will consist of a number of discrete items and will be marked according to a detailed mark scheme.

The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has heard.

The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding, even though the response may contain some errors.

Higher Tier 40 minutes 40 marks

The test will be pre-recorded using native speakers. Only material which is appropriate to the spoken language will be used in the tests. Each item will be heard twice. Students’ comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English. Students will be allowed to make notes during the test. Students will be given 5 minutes’ reading time at the beginning of the test, before the recording is played, to give them time to read the questions.

The test will contain items common to those in Foundation and also material which will include some complex, unfamiliar language in a range of registers, together with non-factual and narrative material. Students will be expected to understand discussion of a wide range of issues. They will also need to understand gist and detail, identify and extract main points, use context and other clues to interpret meaning, draw conclusions and summarise what they have heard.



The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has heard.

The appropriate mark(s) will be awarded if the candidate has satisfactorily communicated his or her understanding, even though the response may contain some errors.

3


8

3.3 Unit 2: Chinese (Mandarin) reading 46702F, 46702H

Students can be entered for either Foundation or Higher, but not both.

20% of the marks

Foundation Tier 30 minutes 35 marks

Only material which is appropriate to the written language will be used in the test. Students’ comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English.

The test will consist of short items testing comprehension of instructions, public notices and advertisements together with some longer extracts from brochures, guides, letters, newspapers, magazines, books, faxes, email and web sites which may include reference to past, present and future events and will include some unfamiliar language. A number of questions will be set on the material to test students’ ability to identify key points and extract specific details.



The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has read.


Higher Tier 50 minutes 45 marks

Only material which is appropriate to the written language will be used in the test. Students’ comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English.

The test will contain items common to those in Foundation and also material which will include some complex, unfamiliar language in a range of registers, together with non-factual and imaginative material including narrative. Students will be expected to use their knowledge of grammar and structure in demonstrating understanding of specific points and of gist/the main message. They will also be expected to recognise points of view, attitudes and emotions and to draw conclusions.



The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has read.


3

9


3.4 Unit 3: Chinese (Mandarin) speaking 46703

30% of the marks 60 marks

Students will complete two controlled assessment tasks. These tasks are untiered. Differentiation is by outcome, not by task. These may be drawn from the exemplar tasks we provide or they may be adapted by teachers for their students. Teachers may also devise their own tasks.

Both tasks will be in the form of a dialogue. The tasks will be marked by the teacher and submitted to AQA for moderation. The work of individual students may be informed by working with others but they must provide an individual response. Where model answers are published, students must not reproduce any sections of continuous prose provided in such answers. Whilst students may use individual sentences from model answers, they must not reproduce several consecutive sentences from such answers in their own response. A student’s response must not be identical to that of another student in the centre or to any published model answer. Students must not submit the same task for Speaking and Writing.

Assessment Criteria Per Task

Marks

Communication 10

Range and Accuracy of Language 10

Pronunciation and Tones 5

Interaction and Fluency 5

TOTAL 30

Marks Communication

9 –10 Very GoodInformation, ideas and points of view are presented and explained with confidence. Can narrate events when appropriate.

7– 8 GoodA good amount of information and points of view are conveyed and regularly developed.

5 –6 SufficientA reasonable amount of information and points of view are conveyed and sometimes developed.

3 – 4 LimitedSome simple information and opinions are conveyed. Few responses are developed.

1–2 PoorLittle relevant information communicated. Very few appropriate responses are developed.

0 No relevant information conveyed. A zero score.

3


10

Marks Range and Accuracy of Language

9 –10 A wide range of vocabulary, complex structures and time expressions. Errors usually appear in more complex structures.

7– 8 A range of vocabulary; some complex structures and time expressions attempted, though not always well formed. Some errors occur but the message is clear.

5– 6 Limited vocabulary; sentences generally simple but occasionally more complex. Errors are quite frequent, but the language is more accurate than inaccurate.

3 – 4 Very limited vocabulary; short, simple sentences. Errors very frequent.

1– 2 Isolated words of vocabulary. Occasional short phrases. Errors often impede communication.

0 No language produced is worthy of credit.

Marks Pronunciation and Tones

5 Consistently good accent and tones

4 Generally good.

3 Generally accurate but some inconsistency.

2 Understandable, but comprehension is sometimes delayed.

1 Barely understandable, making comprehension difficult.


Marks Interaction and Fluency

5 Responds readily and shows initiative. Conversation sustained at a reasonable speed, language expressed fluently.

4 Answers without hesitation and extends responses beyond the minimum with some flow of language.

3 Ready responses; some evidence of an ability to sustain a conversation; little if any initiative.

2 Some reaction. Sometimes hesitant, little natural flow of language.

1 Little reaction. Very hesitant and disjointed.


• The marks awarded for Range and Accuracy of Language, Pronunciation and Tones, Interaction and Fluency must not be more than one band higher than the mark awarded for Communication. (See tables below).

• A mark of zero for Communication will automatically result in a zero score for the task as a whole.

3

11


Controlled Assessment TasksSee Appendix E for exemplar tasks.

Task Setting – Limited Control

Students are required to complete two tasks, of equal weighting. Teachers may use the exemplar tasks provided in Appendix E of this specification, may use an adapted version of these exemplar tasks or may devise tasks which meet students’ individual learning needs or interests.

Adapting Exemplar Tasks

Teachers may adapt the exemplars in the following ways.

Exemplar A (i) – the task must be an interview. It could be adapted to be an interview with, for example, a celebrity. Please see Appendix E, example A (ii).

Exemplar B (i) – the task must be a conversation. The exemplar is drawn from the context ‘Leisure’. It could be adapted to be a conversation drawn from a different context, eg a special occasion celebrated in the home from ‘Home and Environment’, or from a different aspect of the ‘Leisure’ context, eg Holidays. It could be drawn from outside the range of contexts listed in the specification. Please see Appendix E, example B (ii).

Controlled assessment advisers will be available to provide guidance to centres.

Devising Tasks

Teachers may choose to devise their own tasks. When devising your own tasks, teachers must ensure that students aiming to achieve grades C and above use a variety of structures which may relate to past and future events and express points of view, present information and show ability to deal with some unpredictable elements. For those students aiming to achieve grade A, teachers must ensure that tasks offer the opportunity to express and explain ideas and points of view, to narrate events, producing extended

sequences of speech. For students aiming to achieve grade F, teachers must ensure that tasks offer the opportunity to take part in simple conversations, present simple information and express opinion.


Teacher-devised tasks do not need to be drawn from the range of contexts listed in the specification.

General

Centres must submit different tasks every two years. This applies to the use of AQA exemplar tasks, adapted exemplar tasks and teacher-devised tasks.

Centres must submit different tasks for Speaking and Writing.

Task Taking – Medium Control

All three stages below must be completed under informal supervision. This means that supervision must be sufficient to ensure that plagiarism does not take place. The work of individual students may be informed by working with others, eg in conversational groups but students must provide an individual response.

Stage One

This stage refers to the general teaching and learning activities carried out in preparation for receiving the task. There is no time limit for this stage. Students may make use of reference materials and resources of all kinds including course books, dictionaries and internet resources as part of these teaching and learning activities.

The teacher’s involvement is not limited at this stage.

Stage Two

This stage begins when students are given the task. The teacher should discuss the task with the students, including the kind of language they might need and how to use their preparatory work. There must be no other support from the teacher.

CommunicationMarks for each of Pronunciation

and Tones and Interaction and Fluency

Marks for Range and Accuracy of Language

0 0 0

1–2 1 – 2 1 – 4

3 – 4 1 – 3 1 – 6

5 – 6 1 – 4 1 – 8

7– 8 1 – 5 1 –10

9 –10 1 – 5 1 –10

3


12

3.5 Unit 4: Chinese (Mandarin) writing 46704

30% of the marks 60 marks

Students will complete two controlled assessment tasks. These tasks are untiered. Differentiation is by outcome, not by task. These may be drawn from the exemplar tasks we provide or they may be adapted by

teachers for their students. Teachers may also devise their own tasks.

The tasks will be marked by AQA. Students must complete all work independently. Students must have access to dictionaries while writing up their final version under supervision.

Assessment Criteria

Content

Marks Criteria

13 –15 Very GoodFully relevant and detailed response to the task. Sound ability to convey information clearly, express and explain ideas and points of view. Well organised structure.

10 –12 GoodMostly relevant response to the task and shows ability to convey a lot of information clearly, express and explain ideas and points of view.

7– 9 SufficientResponse to the task is generally relevant with quite a lot of information clearly communicated. Points of view are expressed and ideas are developed.

4– 6 LimitedLimited response to the task with some relevant information conveyed. Simple opinions are expressed and there is some development of basic ideas.

1– 3 PoorVery limited response to the task with little relevant information conveyed. No real structure.

0 The answer shows no relevance to the task set. A zero score will automatically result in a zero score for the answer as a whole.

Students may have access to reference materials including dictionaries, course books and internet resources. This research can be carried out outside the classroom.

Further guidance is provided in the Controlled Assessment Handbook.

Stage Three

This stage is when students produce the final version.

Duration – Each task should last between 4 and 6 minutes.


Task Marking – Medium Control

Teachers must mark the controlled assessment tasks using the assessment criteria provided in this specification.

One task for each student must be recorded and made available to AQA for external moderation. Further guidance is provided in the Controlled Assessment Handbook.

3

13


Range of Language

Marks Criteria

9 –10 Wide variety of appropriate vocabulary and structures. More complex sentences are handled with confidence and time expressions are used successfully.

7– 8 Good variety of appropriate vocabulary and structures used. More complex sentences are attempted and are mostly successful.

5 – 6 Some variety of vocabulary and structures used, including attempts at longer sentences using appropriate linking words which are sometimes successful.

3 – 4 Vocabulary is appropriate to the basic needs of the task and structures are mostly simple.

1– 2 Inappropriate vocabulary with little understanding of language structure.

0 No language produced which is worthy of credit.

Accuracy

Marks Criteria

5 Largely accurate, although there may still be some errors especially in attempts at more complex sentences. Time expressions are secure.

4 Generally accurate with errors occurring in attempts at more complex sentences. Time expressions are usually correct.

3 More accurate than inaccurate. Time expressions are sometimes unsuccessful. The intended meaning is clear.

2 Many errors which often impede communication. Time expressions are rarely accurate.

1 Limited understanding of the most basic linguistic structures. Frequent errors regularly impede communication.

0 No language produced which is worthy of credit.

• The mark awarded for Range of Language must not be more than one band higher than the mark awarded for Content. (See table below).

• The mark awarded for Accuracy must not be more than one band higher than the mark awarded for Content. (See table below).

• If a mark is awarded for Content, this will inevitably lead to the award of a mark for Range of Language and for Accuracy.

• If a mark of zero is awarded for Content, this will automatically result in a zero score for Range of Language and for Accuracy.

Content MarkMarks for Range

of LanguageMarks for Accuracy

0 0 0

1–3 1 – 4 1 – 2

4 – 6 1 – 6 1 – 3

7– 9 1 – 8 1 – 4

10 –12 1 –10 1 – 5

13 –15 1 –10 1 – 5

3


14

Controlled Assessment Tasks

See Appendix F for exemplar tasks.

Task Setting – Limited Control

Students are required to complete two different types of task to ensure that they use language for different purposes. Teachers may use the exemplar tasks provided in Appendix F of this specification, may use an adapted version of these exemplar tasks or may devise tasks which meet students’ individual learning needs or interests. The tasks are equally weighted.

Adapting Exemplar Tasks

Teachers may adapt exemplar tasks in the following ways.

Exemplar Task 1

‘My life as a celebrity’ could be adapted to ‘My life as a teenager’ or ‘My ideal day’ as a blog for a web page. Suggested content could be:• introduce yourself• how your day starts• what you drink and eat• the people you meet during the day• how does your day end

Exemplar Task 3

‘Holidays’ could be adapted to be ‘An account of a special occasion’ produced for a family web page. Suggested content for ‘An account of a special occasion could be:• reason for the celebration• where it took place• the people involved and what you think about them• what you had to eat and drink• what else happened• best memory of the day and why


Devising Tasks

Centres may choose to devise their own tasks. When devising your own tasks, teachers must ensure that students aiming to achieve grades C and above include a variety of structures which may include different time expressions and express points of view as well as communicate information. For those students aiming to achieve grade A, teachers must ensure that tasks offer the opportunity to express and explain ideas and points of view, producing a variety of vocabulary, structures and time expressions. For students aiming to achieve grade F, teachers must ensure that tasks offer the opportunity to express simple opinions using simple sentences and usually convey the main points.


Teacher-devised tasks do not need to be drawn from the range of contexts listed in the specification.

General

Centres must submit different tasks every two years. This applies to the use of AQA exemplar tasks, adapted exemplar tasks and teacher-devised tasks.

Centres must submit different tasks for Speaking and Writing.

Students may word process one of their two controlled assessments or, if preferred, produce both assignments in handwritten Chinese characters. Centres must ensure that the software pupils use will only give a list of characters from which to choose when pinyin is entered and that it will not suggest or correct characters or sentences, in the manner of predictive texting. Limited use of pinyin is acceptable in the handwritten assignments but may affect the Range of Language mark, if excessive. Assessments may be written in traditional or simplified characters.

Task Taking – High Control

Stage One

This stage refers to the general teaching and learning activities carried out in preparation for receiving the task.

There is no time limit for this stage. Students may make use of reference materials of all kinds including course books, dictionaries and internet resources. The teacher’s involvement is not limited at Stage One.

Stage Two

This stage begins when students are given the task. This stage must be completed under informal supervision. This means that supervision must be sufficient to ensure that plagiarism does not take place. The work of individual students may be informed by working with others but students must provide an individual response. Where model answers are published, students must not reproduce any sections of continuous prose provided in such answers. Whilst students may use individual sentences from model answers, they must not reproduce several consecutive sentences from such answers in their own response. A student’s response must not be identical to that of another student in the centre or to any published model answer. During Stage Two, students may have access to reference materials including dictionaries, course books and internet resources. Electronic dictionaries are allowed but not grammar-or spell-checkers. The research can be carried out outside the classroom.


3

15


3.6 Grammar

GCSE students will be expected to have acquired knowledge and understanding of Chinese (Mandarin) grammar during their course. In the examination they will be required to apply their knowledge and understanding, drawing from the following lists.

For structures marked (R) only receptive knowledge is required.

Foundation Tier

Nouns:

proper nouns

common nouns

use of suffixes: 子，儿，员，家，者

abstract nouns (R)

material nouns

collective nouns (R)

Numerals:

Cardinal numbers and ordinal numbers (the use of 第)

万，亿 (R)

Measure words (MW) or Classifiers:

numeral/or demonstrative (这/那) + MW + noun

两，半 with MW

nouns as own MW

岁，天，点，年

Pronouns:

personal pronouns

您 as a polite form of 你 (R)

plural suffix 们 with singular personal pronouns

possessive pronouns with suffix 的

demonstrative pronouns (singular and plural)

Interrogative pronouns

use of 自己

Possessive adjectives and attributives:

without 的---好朋友; 电影院

optional use of 的---你（的）哥哥; 她（的）家

using 的---很大的广场; 漂亮的女孩子; 我哥哥的裤子; 新买的衣服; 妈妈做的饭

Comparisons:

A（不）比 B + adjective

A 没有 B + 那么/这么 + adjective

A 跟/和 B （不）一样 + adjective

degree adverb 更 / or 还 + adjective

adverb 最 + adjective

越来越 + adjective / or + verb

A 比 B + action verb + adverb 得 + adjective

Verbs:

use of verb 是/不是 (to be / not to be)

the pattern: 是......人

是……的 construction

use of stative verbs (without 是)

degree adverbs (很/真/非常） + stative verb

the difference of 不很, 很不 + stative verb

using 是 + stative verb---她是很忙。 (for emphasis) (R)

use of verb 有/没有 (to have / do not have; to exist / not exist)

有/没(有) + abstract noun objects (as adjectival phrases)

use of aspect markers

了；过；(suffixed to the verb)

了 (completion of the action verb)

Stage Three

This stage is when students produce the final version.

Students must spend no more than 60 minutes, per task, on writing the final version. This must be completed in one single assessment session.

Students aiming at grades G–D should produce 100–250 characters across the two tasks;

Students aiming at grades C–A* should produce 200–300 characters across the two tasks.

Candidates may deny themselves access to higher marks if they produce tasks with the minimum number of characters indicated.

Students must be in the direct sight of the supervisor at all times when writing up the final version.


Task Marking – High Level of Control The awarding body marks the controlled assessment.

3


16

过 (past experience)

在 (preceding the verb)

（正）在 + verb….(呢) (action in progress)

motion verbs and direction indicators---来，去

verbs and locations

verbs and time expressions

duration and frequency expressions

verbs and complements

resultative complements

directional complements

descriptive complements 得 (R)

degree/manner complements:

use of adjectives + 得多/得很/极了/不得了

verbs and adverbials

use of 常常；总是；只；地；就；才；也；还, etc.

modal verbs: 想/要；会；应该 (attitudinal verbs: 喜欢/爱)

reduplication use of verbs

imperatives (positive and negative)

use of 把 construction

dative constructions with direct and indirect objects

coverbs - 在，从，到，往，离，把，用，坐，对，给，为，跟/同/和….etc.

Prepositions:

Use of 关于；对(于)；为了

Conjunctions:

和/跟/; 或者

由于; 为了……(R)

虽然……但是/可是……

因为……所以……

一……就……

又……又……

也……也

如果/要是……就……

不但……而且 (R)

Inclusion and exclusion:

什么（都）有/没有

什么（都）买/不买

每……都 + verb

一……也/都……不/没…

Exclamations and interjections:

the use of 太…了 (too) and 真 (really)

Types of sentences:

declarative sentence

negative pattern: use of 不/没(有)

interrogative sentence

use of the particles 吗，呢，吧

use of interrogative pronouns and other question words:

谁; 什么; 哪儿; 哪个; 为什么; 什么时候; 怎么；怎么样;

多久/多长时间; 多远; 多大/几岁; 多少; 多少钱? 多高

choice type questions

tag questions (R)

Higher Tier

All grammar and structures listed for Foundation Tier, as well as:

Nouns:

use of plural suffix 们 with human nouns

Measure words (MW) or Classifiers:

optional use of MW with 星期, 每人, 小时

分钟，刻钟 without MW

measure words as subject or object (R)

reduplication of measure words + ( 都) + verb (R)

个个，天天，张张，人人，家家

Pronouns：

use of 咱们，大家 (R)

Possessive adjectives and attributives：

subject + 自己 + 的 (to indicate one’s own) (R)

positional phrases with 的 - 墙上的画

possessive pronouns+numeral phrase + attributive+noun (R)

我的两条可爱的金鱼

3

17


adjective (or stative verb) + verb as adjective (R)

好吃/好喝/好闻/好听/好看/好玩儿; 难看

Comparisons:

A + action verb + object + action verb + 得 + 比 B + adjective (R)

比较 (comparatively / relatively) + adjective (R)

A 比B + adjective + complements

Verbs:

Verb + object pattern words - 唱歌；跳舞；吃饭；写字；睡觉, etc.

The construction of verb + 的 as noun function - (吃/喝/玩儿) + 的 (R)

location phrase + 是 (to indicate existence, also emphasise the location)

电影院旁边是个商店。

the difference of 不太，太不；不都，都不 (R)

use of 不怎么; 从来没/从来不

the difference of 一点儿；有（一）点儿 (R)

verbs and complements

use of adjectives + 死了(R)

potential complements (R)

verb and aspect marker 着 (suffixed to the verb)

modal verbs - 得/一定/必须；可以；能

[intentional verbs: 打算to plan to; 准备 to prepare, plan to] (R)

negative of 必须 is 不用 or 不必 (R)

causative/or pivotal construction

use of 请; 让 (R)

passive construction 被: (R)

Prepositions:

对于；按照；除了……以外 (R)

Conjunctions:

那（么）

先……然后/再……(R)

只要……就 (R)

如果/(既然)……就

不过 (R)

同/与 (R)

而/而且 (R)

否则/不然 (R)

一边……一边

越……越

除了……以外，还/ or 都

Types of sentences:

Use of adjective+particle了

Topic-comment sentence (R)

3


18

The minimum core Vocabulary Lists are primarily intended as a guide for teachers to assist in the planning of schemes of work.

The Listening and Reading assessment tasks at Foundation Tier will be based on the Foundation List and the General Vocabulary List; students should also expect to encounter some unfamiliar vocabulary, but they will not be tested on it.

The Listening and Reading assessment tasks at Higher Tier will be based on the Foundation and Higher Lists and the General Vocabulary List; in addition students should also expect to encounter some unfamiliar vocabulary, and may be tested on it, provided that it can be accessed through communication strategies.

Vocabulary listed in the Grammar Section can also be tested but it is not listed in the minimum core Vocabulary Lists.

General Vocabulary

Students will be expected to use and understand the general vocabulary listed below. This vocabulary is not restricted to specific settings and can occur in any of the contexts listed in the specification.

For the words/phrases marked (R) only receptive knowledge is required.

Definite and indefinite reference

There are no definite or indefinite articles like English the or a(n) in Chinese, however, the demonstratives may indicate definiteness, the numeral "—" used with a noun (with a measure word) may indicate indefiniteness. Furthermore, normally a pre-verbal position noun is definite and a post-verbal position indefinite.

这些书是你的吗？

一个人应该做运动。

花在哪儿？

我喜欢花。

3.7 Vocabulary

Pronouns

a) Personal pronouns我你您他她它……们我们咱们(R)你们他们她们它们

b) Reflexive pronouns自己我自己你自己你们自己他自己她自己它自己我们自己他（她，它）们自己

c) Possessive pronouns……的我的你的您的他的

她的它的我们的咱们的(R)你们的他们的; 她们的; 它们的自己的我自己的我们/咱们自己的(R)你/你们自己的

d) Interrogative pronouns谁

谁的

哪（个）

哪些

哪儿/哪里/什么地方

什么

Indefinite expressions每…都

谁都/也；任何人都

什么都/也；一切都

哪个都/也

哪儿/哪里都/也；到处都

怎样都/也

一些/有些

一点儿/有（一）点（儿）

几（个）

很多/许多

不少

3

19


Demonstrative adjectives这/这些

那/那些

Activities and time expressions今天我不看电视。

我天天晚上都看电视。

我明天晚上不看电视。

我昨天放学以后去看电影了。

她来的时候，我正在看书呢。

Measure Words/Classifiers个

把

包

杯

件

节

口

辆

篇

瓶

所

条

张

只

Comparisons比

比较好

更; 还

更高

最

最好

最坏；最差

跟/同/和……（不）一样

Conjunctions and conjunctives和

或(者)

然后

可是/但是

不过

除了……以外，还

而且(R)还是

却(R)如果

虽然……但是/可是

因此

因为……所以

又……又

一边/面……一边/面

一……就……

越……越……

Prepositions and coverbs关于

从

从……到

到

对

给, 为

和……一起

离

往/向

为了

用

在

在……里/内

在……中/（之）间

坐

Negatives不

不再

从来不

没（有）

别/(了)

The important verbs是

有

做

The Numbers

a) All cardinal numbers:零/0

一

二

两

三

四

五

六

七

八

九

十

十一

十九

二十

二十一

二十二

三十

四十

一百

一百零一

一百一十

一百一十一

3


20

二百

一千

一万

一百万

b) All ordinal numbers

第一

第二

第三

c) Approximate numbers左右/上下

大约

差不多

Common question words多少

几岁

多大

怎么/怎么样

什么

为什么

什么时候

多久/多长时间

几月几号?

星期几？

几点了？

……在哪儿？

Social conventions您贵姓?

我们认识一下，我是…

我来介绍一下，这是…

你属什么？我属…

欢迎！

对不起。 - 没关系。

恭喜！/祝贺！

回头见！

明天见！

你好！

你好吗？

你们好！

请！

请问，……？

谢谢。 - 不客气。

生日快乐！

晚安！

晚上好！

谢谢你！

新年好！

假日愉快1

一路平安！

再见！

祝好！

祝您好运！

Exclamations and interjections啊，真是太好了！

好啊！

天哪！

咳，真糟糕！

Opinions笨

不错

不可能

不怎么样

错/不对

担心

调皮 (R)感兴趣

高兴/愉快

更喜欢

好极了

很贵

很好

旧

觉得

可爱

懒

没意思

没有用

认为

讨厌

同意

希望

希望得到

喜爱

喜欢

现代

想要

想做

新

用功

有意思/有趣

Expressions of Time

a) Days of the week星期一

星期二

星期三

星期四

星期五

星期六

星期日/星期天

b) The seasons季节

3

21


春天

夏天

秋天

冬天

c) Months of the year

一月

二月

三月

四月

五月

六月

七月

八月

九月

十月

十一月

十二月

d) The Clock早上五点十六分

半（个）小时/三十分钟

一（个）小时/一个钟头

八点半

中午

半夜

一分钟

一刻钟/十五分钟

e) Other Time expressions……以后

……以前

白天

从……到

从……起

第二天

很快

后天

今天

今天晚上

今天早上

今晚

经常/常常

马上

每个月

每天/天天

明天

年

前天

然后

日期

通常

同时

晚

晚上

下午

现在

星期

夜晚

一会儿

已经

有时

有时候

在……里/内

早上

直到……

周末

总是

最后

最近

昨天

昨夜

Location and distance……外边/面

北边

地方

东边

后面

近

离….很远

里/内

南边

旁边

前面

上

西面

右

在上面

在下面

在右边

中间

左

Colours颜色

白色

橙色

粉红色

黑色

红色

黄色

灰色

蓝色

绿色

浅色

3


22

深色

紫色

棕色

金色(R)银色(R)

Weights and measures磅

长度(R)多大

公斤

公里

斤

克

米

重量(R)

Weather

潮湿(R)度

多云

风

干（燥）(R)好天气/坏天气

雷

冷

凉快

暖和

晴天

热

太阳

天气

天气预报

雾

下雪

下雨

星

雪

阴天

有风/刮风

雨

月亮

云

Access

免费入场

关门

空的

开门

Correctness

错

错误

对

正确 (R)

Materials

玻璃 (R)金

木

丝绸 (R)塑料

铁 (R)羊毛

银

纸

Common Abbreviations奥运会（奥林匹克运动会）

北大（北京大学）

汉办（国家汉语国际推广领导小组办公室）

超市（超级市场）

3

23


Foundation Tier

LIFESTYLE

Health（鸡）蛋

背

鼻（子）

冰

冰淇淋

饼干

菜

菜单

餐厅

草莓

厕所/卫生间/洗手间

茶

尝

炒菜

炒饭

炒鸡蛋

炒面

吃

吃饭

吃药

抽烟

厨房

打针

大米；米饭

大虾

蛋糕

刀

点菜

豆

毒品

肚子；胃

锻炼身体

饿

耳（朵）

发烧

发生

饭店

饭馆

饭厅

付钱

干杯

干

感觉

感觉身体很好

感冒

糕饼店/蛋糕店

果汁

海鲜

好吃

好喝

好闻

喝

喝酒

喝醉

喉咙

呼吸问题(R)黄瓜

黄油

昏迷(R)火

火鸡

火腿

鸡肉

急救(R)脚

饺子

戒酒(R)戒烟(R)禁止吸烟/不准抽烟(R)酒

救护车

救命

桔子

桔子汁

咖啡

开水

看病

烤

烤鸭

烤面包

咳嗽

(可口)可乐

渴

空

苦

快餐

筷子

矿泉水

困；想睡觉

辣

累

梨

离开

李子

凉(的)/冷(的)

满

美味可口(R)面包

面条

拿；取；接受

脑

柠檬(R)柠檬汁(R)牛奶

牛排(R)牛肉

暖和

跑步

啤酒

苹果

葡萄

汽水

钱

巧克力

青菜

肉

三明治

身体不好

身体很好

身体健康

生病

生(的)

声音

食物

手

手指

蔬菜

薯条

刷牙

水

水果

睡觉

死

素食

素食者/吃素的

酸

酸奶

汤

糖

糖果

桃

疼/痛

甜

停留

停止

头

头痛/头疼

土豆

腿

外卖

晚饭/晚餐

碗

3


24

闻

午饭/午餐

吸烟者/吸烟的人

香味（儿）

小吃/点心/零食

休息

鸭

牙齿

烟

眼睛

羊肉

药房/药店

药片

医院

油

有病

鱼

元宵

月饼

运动

早饭/早餐

炸鸡

猪肉

煮

中药

粽子

做饭

Relationships and Choices……岁

安静

笔友

伯父；叔父；舅父(R)；姑父；姨父

不高兴

长得很帅

成年人

丑

出生

出生地点

出生日期

穿

聪明

带

戴眼镜

胆小

地点

地址/住址

弟弟

订婚

儿童/孩子

儿媳妇

儿子

父亲；爸爸

高兴；快乐

告诉

哥哥

姑；姨；(伯母；舅母；婶(R))关系

国籍

好看

好心

和平

和气

胡子

互相帮助

护照

会见

家；家庭

家人

叫

结婚

姐夫；妹夫(R)姐姐

姐妹

金黄色

聚会(R)卷发

开心

看

客人

口；嘴

老

老年人

离婚

脸

邻居

没关系

妹妹

名字

母亲；妈妈

男孩子

男朋友

男人

年

年纪/年龄

年轻人

女儿

女孩子

女朋友

女人

女士

朋友

漂亮

签名

青少年

人

日期

身份证

生气

生日

生日会

双胞胎

孙女；外孙女

孙子；外孙子

太太/妻子/夫人/老婆

同事

同学

头发

退休

网友

文件

先生

相处得不错

像运动员

小姐

写

心烦

姓名

性格

兄弟

严厉

友好

有名

有钱

月

丈夫

正常

知道

侄儿；外甥

侄女；外甥女

直发

中年人

主人

祖父; 外祖父

祖母; 外祖母

LEISURE

Free Time and the Media MP三U盘(R)爱好

芭蕾舞(R)百货公司

包；袋

包装(R)保龄球

报纸

3

25


比赛

便宜

标准舞(R)表演

冰淇淋店

兵马俑(R)博客 (R)博物馆

猜

长

唱歌

唱片

超短裙

超级市场

衬衫

成员

宠物

丑

出口

出去

答复

大衣

得分

灯

登录

等

迪斯科(R)电脑

电脑节目

电器用品店(R)电视

电梯

电影院

店主

钓鱼

动画片

动物园

读

读者

短

短信

队

耳环

发件人

方法

非常精彩(R)风险；冒险(R)服装店

付款台(R)干洗店

感兴趣

钢琴

港币

歌（曲）

歌剧

给

工作服

公园

狗

购物

购物单

购物中心

故宫

故事

顾客

光盘

广告

广告画

国画

过去

好处

互联网站

花鸟画

花商

滑冰, 溜冰

滑水

滑雪

换钱

及时

吉他

夹克衫/上衣

家具店

家庭日用百货(R)价格；价钱

建议

键盘(R)教堂

教育

节目

京剧

酒吧

开

开始

看见

看书

科技

拉

来

篮球

老实/诚实(R)礼物

理发店

连衣裙

凉鞋

聊天（儿）

聊天室

零钱

领带

溜冰/滑冰

留言

旅行

买

买东西

猫

帽（子）

美术馆

美元

迷; （爱好者，粉丝）

面包店

庙

名人

明信片

(电影)明星

摸；碰

鸟

牛仔裤

女衬衫

欧元

爬山

拍照

排队

排球

跑

票

乒乓球

骑马

钱包

球

曲棍球(R)去

裙子

人民币

人物画

日元

入口

散步

山水画

商店

商场

上衣

食品店

食品杂货店(R)市场

收件人

收据

收音机

3


26

手球

手套

手提包

手推车

书店

蔬菜水果店

鼠标(R)数量

睡衣

送货上门

搜索(R)太棒了

太极拳

谈话

毛衣

体操

体育馆

天安门广场

挑选

跳舞

投；扔

图书馆

推

袜

玩具

网吧

网购

网络

网球

网页

网友

网址

围巾

卫星

文件

文具店

舞剧

西服

洗发剂

洗衣房；洗衣店

戏剧

下棋

现金

香水

香水店

消息

销售

小说

小组

鞋

写信

新闻

信用卡

熊猫

休闲

靴子(R)烟草店(R)演出

羊毛衫

腰带(R)邀请

一起

衣服

颐和园

音乐（古典/民间）

音乐（流行/摇滚）

音乐会

音响

银行

英镑

影星

硬币

用户

邮局

游戏

游泳

游泳池

游泳衣

有空儿/有时间

鱼店

娱乐

羽毛球

雨衣

运动

运动场

运动衫

运动中心

杂志

在线

展览

照片

照相机

支票

中国历史博物馆

珠宝店

主页

主意

作礼物赠送

Holidays

爱尔兰

爱尔兰人

安全带

奥地利(R)

奥地利人(R)办公室

包括

保留(R)北京

本地

比利时(R)比利时人(R)边

鞭炮(R)传统

不同

餐车

长城

城市

乘客

迟到

出国

出租车

出口

船

单程, 单行

单程票

单人房间

导游

到达

德国

德国人

地铁

冬季运动

度假

俄国人(R)俄罗斯，俄国(R)法国

法国人

访问

放假

飞机

飞机场

非洲

非洲的；非洲人

风景

风俗

服务台

服务员

高速公路

工作

工作日

公共汽车/巴士

公路

广州

海

3

27


海边

海滩

荷兰

荷兰人

红绿灯

候车室

湖

户外

花（钱/时间）

坏了

换

火车

记忆

继续

驾驶执照(R)假日

检查(R)江，河

纪念品

街（道）

禁止(R)距离

开车

可行的

空调

空气

快

快车

来回票, 往返票

路

路线

旅馆

旅行

旅行家/者

旅行社

旅游

伦敦

毛巾

美国

美国人

名胜古迹(R)欧洲

欧洲人

拍照

汽油

桥

青年招待所/青年旅社(R)全价

人行道

日光浴/晒太阳

入口

瑞士(R)

瑞士人(R)伞

上海

生意

十字路口

时间表

世界

手提箱

售票处

双人的

双人房间

司机

四处走动

苏格兰

苏格兰人

太阳

跳舞

铁路

停车

停车场

停留

通过

团体票

威尔士(R)威尔士人(R)威尼斯(R)温度

西班牙

西班牙人

海关

夏令营

香港

向前走

信号

信息办公室

星星

行李

牙膏

阳台

夜晚

艺术品

意大利

意大利人

英格兰

英国（大不列颠）

英国（大不列颠及北爱尔兰联合王国）

英国人

英吉利海峡

游客

游泳

又；再

浴室

预定/预约

月亮

在国外

站

站台

站住

找

照片

中国

中国人

租

租车

足球

HOME AND ENVIRONMENT

Home and Local Area安全

桌子

杯

表; 钟

冰箱

博物馆

餐巾

草地

抽屉(R)出租车

穿衣服

窗户

窗帘

床

床单,床罩(R)床头桌

村

打电话

打开

打扫灰尘

大教堂

岛

灯

地方

地球

地区

地毯

地图

地下室

第二层；二楼

电

电饭锅(R)顶楼 (R)动物

端午节

3


28

房/屋顶

房间

房子

放下

扶手椅

复活节

赶快

港口

工厂

工业

公共汽车/站

公寓

公园

狗

购物中心

广场

国家

海报, 招贴

红绿灯

湖

花

花瓶

花园

化妆台

画架

换

换衣服

回

活

活动

纪念碑

家具

架

建筑

郊区

教堂

节日

金鱼

进入

警察局

镜子

居民

烤炉

客厅

脸盆

淋浴

楼

录像机

路，街

旅游服务处

马

猫

煤气炉(R)门

梦想

闹钟

鸟

农场

农村

盘

盆(R)平底锅(R)铺床/整理床铺(R)起床

汽车

汽车库

墙

敲

桥

轻

庆祝

去

人行道

人行横道

森林

沙发

山

商店

生命；生活

省

圣诞节

市场

市中心

市政厅(R)收拾（桌子）

收音机

手机

首都

书房

书柜

书桌

舒服

树

双层床(R)私立的(R)梯子

停车场

图书馆

微波炉(R)卫生纸

位于

卧室

吸尘机

洗

洗淋浴

洗碗

洗碗机

洗澡

向上走

向下走

小山

新年

叶

衣柜

椅子

邮局

游泳池

有轨电车

有/（带）家具的

浴室/洗澡间

元宵节/灯节

院子

钥匙(R)运动中心

运河

熨(R)照顾婴儿

枕头

植物

中国新年/春节

中秋节

钟塔(R)重要

准备吃的东西

桌布

自然

走廊(R)坐下

座位

Environment吵闹

地球表面

干净

化工

环境

环境问题

交通

空气污染

垃圾

瓶

全球的

人口过多的

日常消费(R)水污染

塑料

用

3

29


再利用

脏

周围

WORK AND EDUCATIONSchool/College and Future Plans男女学校

安静

白板

白板标记笔(R)班

笔

必要

编辑活动(R)步行

参加考试

长凳(R)程度(R)尺

出席,‘到’(R)词

消息

错误

大学

得到好的评分/坏的评分

德文/语

地理

电脑课

电影

丢(失)

懂，明白

多媒体活动(R)俄文/语

法文/语

分数

高等程度会考

公立学校

汉字

合唱团

黑板

化学

回答

会；不会

计算器

寄宿学校

家庭作业, 功课

假期

交换

教

(教科书), 课本

结果

结束

经济学

开始

考试

科技

科目

科学

科学的

课

课后活动

课外活动

困难

礼堂

历史

练习

练习本

练习册(R)录音机

难

铅笔

缺席(R)容易

生物

书包

书法

舒服的座位

暑/寒假

数学

说

私立学校

题目

体育

体育活动

体育锦标赛(R)听

外文/语

玩

忘(记)

文法学校

文化活动

文学

问

问题

我可以进来吗？

物理

西班牙语

希腊文/语(R)细节，详细说明

橡皮

小学

小学生

校规

写

信息交流技术

休息/课间休息

学

学期

学位

学习

学校

严格

页

艺术, 美术

艺术活动

意大利文/语

音乐

英文/语

游戏室

娱乐活动

娱乐区

语言

阅读

运动

运动场

毡头笔(R)找到

制服

中文/汉语

中学

中学会考

重复

准备

字典

自行车

自由

宗教(R)走

作文

写作文

做作业

Current and Future Jobs办公室

办公室工作人员

包裹(R)保姆(R)保证

报告

笔试

采访

参加

车库

成为

厨师

传真发送(R)

3


30

打电话

打算，计划

担心；烦恼(R)导游

电话簿(R)电子邮件

发送

法律

翻译员(R)改进

个人简历

工程师

工人

工资

工作经验

工作时间；营业时间

工作实习

公司

广告

候选人(R)护士

画家

回（家/电话）

会议

机械工

记者

技术员

家庭主妇

兼职

将来；未来

教师

教育资格

接受

经理

警察

决定

开会

科学家

可能的

老板

老师

联系

临时工

灵活的工作时间

零用钱

律师

秘书

面包师

面试

明信片

目标/目的(R)培训

全职

热情

肉商

商人

上班

申请

失业

事业

试

售货员

司机

送报

挑选

条件

通知

消防队员

校长

信

信封

信箱

学生

训练

牙医

演员

药剂师

一定

医生

邮递员

邮票

有效期, 终止日期(R)愿意

约会

在家工作

找工作

重复

助理

注意

专门，专业化(R)专心(R)准备好了

咨询公司(R)作家；作者

Higher Tier

LIFESTYLE

Health癌(R)帮助

比萨饼

菠菜

菠萝

公路交通事故 (R)罐头 (R)果酱(R)胡椒

麦片粥 (R)奶酪

强壮 (R)茄子

弱 (R)沙拉/色拉/拌凉菜

事故

熟的

危险

味道

西红柿

西药

吸

咸

馅饼(R)香肠

香蕉

严重

盐

意外

账单

粥 (R)煮 (R)自助餐(R)

Relationships and Choices伴郎 (R)伴娘 (R)暴力行为 (R)本地人

别人

常到,常去

吵闹

打架

打人

单亲，单身父亲，单身母亲 (R)单身/（未婚）(R)访问

分居 (R)/分手

管理 (R)国际

害羞

好客

合作

互相帮助

婚礼

活泼

伙伴

监视(R)

3

31


介绍

紧张(R)哭；喊叫

骂人(R)秘密；保密(R)偏爱,优先(R)贫穷/贫困(R)平等

欺负(R)欺骗(R)亲戚(R)认真

伤心

外国人

微笑

未婚夫(R) 未婚妻(R)无家可归(R)新郎(R)新娘(R)需要别人

邀请(R)移民(R)已婚

婴儿(R)原谅

争吵

争论

种族歧视(R)注意

自私

做好事; 做坏事

LEISURE

Free Time and the Media (T-恤衫)/汗衫

抄送

橱窗

打折(扣)

复制(R)橄榄球(R)寄包裹(R)减价

裤子

流行

密码(R)桑拿(R)删除

特价品

特殊(R)填表(R)下载(R)销售(R)需要

易碎(R)赢(R)阅读(R)质量(R)转发(R)

Holidays

大篷车(R)防晒霜(R)肥皂(R)花费

滑雪

寄存行李(R)运货车

解释(R)露营/野营地

摩托车(R)预定

晕车(R)晕船(R)帐篷(R)遵照(R)

HOME AND ENVIRONMENT

Home and Local Area别墅(R)仓鼠(R)城堡

宠物

灯笼

迪斯科(R)宫殿

宽敞的

立体声

龙舟

楼梯(R)喷水池(R)软(R)商品展览会；商品交易会(R)设备

兔

豚鼠(R)文化活动

乌龟

舞龙

舞狮

硬

贮藏室(R)

Environment保护

废电池(R)公共交通工具

节约，节省

垃圾箱

破坏

清洁；打扫

塑料袋

消失

运输(R)植树

自来水

WORK AND EDUCATION

School/College and Future Plans按照(R)彩票中奖(R)成绩(R)成绩单(R)进步

诺言(R)前途(R)设计

逃学(R)侮辱(R)新闻工作,新闻业

用功，努力

职业训练课程(R)指示

自习

Current and Future Jobs罢工

必须；不得不

雇主(R)满意；不满意

牧师；神父(R)兽医

信息

制服(R)赚钱

3


32

Alphabetical vocabulary list

Foundation Tier

A

爱尔兰

爱尔兰人

爱好

安静

安全

安全带

奥地利(R)奥地利人(R)

B

芭蕾舞(R)白板

白板标记笔(R)百货公司

班

办公室

包；袋

包括

包装(R)保龄球

保留(R)报纸

杯

北京

背

本地

鼻（子）

比利时(R)比利时人(R)比赛

笔

笔友

必要

边编辑活动(R)鞭炮(R)标准舞(R)表; 钟

表演

冰

冰淇淋

冰淇淋店

冰箱

兵马俑(R)饼干

伯父；叔父；舅父(R)；姑父；姨父

博客 (R)博物馆

不/会

不高兴

不同

步行

C

猜

采访

菜

菜单

参加

参加考试

餐车

餐巾

餐厅

草地

草莓

厕所/卫生间/洗手间

茶

长

长城

长凳(R)尝

唱歌

唱片

超短裙

超级市场

吵闹

炒菜

炒饭

炒鸡蛋

炒面

车库

衬衫

成年人

成为

成员

城市

乘客

程度(R)吃

吃饭

吃药

迟到

尺

重复(R)宠物

抽屉(R)抽烟

丑

出国

出口

出去

出生

出生地点

出生日期

出席, ‘到’(R)出租车

厨房

厨师

穿

穿衣服

传统

传真发送(R)船

窗户

窗帘

床

床单,床罩(R)床头桌

词

聪明

村

错误

D

答复(R)打电话

打开

打扫灰尘

打算，计划

打针

大教堂

大米；米饭

大虾

大学

大衣

带

戴眼镜

单程, 单行

单程票

单人房间

担心；烦恼(R)胆小

蛋糕

刀

导游

岛

到达

得到好的评分/坏的评分

得分

德国

德国人

德文/语

灯

登录(R)

3

33


等

迪斯科(R)地点

地方

地理

地球

地球表面

地区

地毯

地铁

地图

地下室

地址/住址

弟弟

第二层；二楼

点菜

电

电饭锅(R)电话簿(R)电脑

电脑节目

电脑课

电器用品店(R)电视

电梯

电影

(电影)明星

电影院

电子邮件

店主

钓鱼

顶楼(R)订婚

丢(失)

冬季运动

懂，明白

动画片

动物

动物园

豆

毒品

读

读者

肚子；胃

度假

端午节

短

短信

锻炼身体

队

多媒体活动(R)

E

俄国人(R)俄罗斯，俄国(R)俄文/语

饿

儿童/孩子

儿媳妇(R)儿子

耳（朵）

耳环

F

发件人

发烧

发生

发送

法国

法国人

法律

法文/语

翻译员(R)饭店

饭馆

饭厅

方法

房/屋顶

房间

房子

访问

放假

放下

飞机

飞机场

非常精彩(R)非洲

非洲的；非洲人

分数

风景

风俗

风险；冒险(R)扶手椅

服务台

服务员

服装店

父亲；爸爸

付款台(R)付钱

复活节

G

改进

干

干杯

干净

干洗店

赶快

感觉

感觉身体很好

感冒

感兴趣

钢琴

港币

港口

高等程度会考

高速公路

高兴；快乐

糕饼店/蛋糕店

告诉

哥哥

歌（曲）

歌剧

个人简历

给

工厂

工程师

工人

工业

工资

工作

工作服

工作经验

工作日

工作时间；营业时间

工作实习

公共汽车/巴士

公共汽车/站

公立学校

公路

公司

公寓

公园

公园

狗

购物

购物单

购物中心

姑；姨；(伯母；舅母；婶(R))故宫

故事

顾客

关系

光盘

广场

广告

广告画

3


34

广州

国画

国籍

国家

果汁

过去

H海

海报, 招贴

海边

海关

海滩

海鲜

汉字

好吃

好处

好喝

好看

好闻

好心

喝

喝酒

喝醉

合唱团

和平

和气

荷兰

荷兰人

黑板

红绿灯

喉咙

候车室

候选人(R)呼吸问题(R)胡子

湖

互联网站

互相帮助

户外

护士

护照

花

花（钱/时间）

花鸟画

花瓶

花商

花园

滑冰, 溜冰

滑水

滑雪

化工

化学

化妆台

画家

画架

坏了

环境

环境问题

换

换钱

换衣服

黄瓜

黄油

回

回（家/电话）

回答

会见

会议

昏迷(R)活

活动

火

火车

火鸡

火腿

J

机械工

(鸡)蛋

鸡肉

及时

吉他

急救(R)计算器

记忆

记者

纪念碑

纪念品

技术员

继续

寄宿学校

夹克衫/上衣

家；家庭

家具

家具店

家人

家庭日用百货(R)家庭主妇

家庭作业, 功课

价格；价钱

驾驶执照(R)架

假期

假日

兼职

检查(R)建议

建筑

键盘(R)江，河

将来；未来

交换

交通

郊区

饺子

脚

叫

教

(教科书), 课本

教师

教堂

教育

教育资格

接受

街（道）

节目

节日

结果

结婚

结束

姐夫；妹夫(R)姐姐

姐妹

戒酒(R)戒烟(R)金黄色

金鱼

进入

禁止(R)禁止吸烟/不准抽烟(R)京剧

经济学

经理

警察

警察局

镜子

酒

酒吧

救护车

救命

居民

桔子

桔子汁

距离

聚会(R)卷发

决定

3

35


K

咖啡

开

开车

开会

开始

开水

开心

看

看病

看见

看书

考试

烤

烤炉

烤面包

烤鸭

科技

科目

科学

科学的

科学家

咳嗽

(可口)可乐

可能的

可行的

渴

客人

客厅

课

课后活动

课外活动

空

空调

空气

空气污染

口；嘴

哭；喊叫

苦

裤子

快

快餐

快车

筷子

宽敞的

矿泉水

困；想睡觉

困难

L垃圾

拉

辣

来

来回票, 往返票

篮球

老

老板

老年人

老师

老实/诚实(R)累

梨

离婚

离开

礼堂

礼物

李子

理发店

历史

连衣裙

联系(R)脸

脸盆

练习

练习本

练习册(R)凉(的)/冷(的)

凉鞋

聊天（儿）

聊天室

邻居

临时工

淋浴

灵活的工作时间

零钱

零用钱

领带

溜冰/滑冰

留言

楼

录像机

录音机

路

路, 街

路线

旅馆

旅行

旅行

旅行家/者

旅行社

旅游

旅游服务处

律师

伦敦

M

MP三马

买

买东西

满

猫

毛巾

毛衣

帽（子）

没关系

煤气炉(R)美国

美国人

美术馆

美味可口(R)美元

妹妹

门

梦想

迷; （爱好者，粉丝）

秘书

面包

面包店

面包师

面试

面条

庙

名人

名胜古迹(R)名字

明信片

摸；碰

母亲；妈妈

目标/目的(R)

N

拿；取；接受

男孩子

男女学校

男朋友

男人

难

脑

闹钟

年

年纪/年龄

年轻人

鸟

柠檬(R)柠檬汁(R)牛奶

3


36

牛排(R)牛肉

牛仔裤

农场

农村

女衬衫

女儿

女孩子

女朋友

女人

女士

暖和

O

欧元

欧洲

欧洲人

P

爬山

拍照

排队

排球

盘

跑

跑步

培训

盆(R)朋友

啤酒

便宜

漂亮

票

乒乓球

平底锅(R)苹果

瓶

铺床/整理床铺(R)葡萄

Q

骑马

起床

汽车

汽车库

汽水

汽油

铅笔

签名

钱

钱包

墙

敲

桥

巧克力

青菜

青年招待所/青年旅社(R)青少年

轻

庆祝

球

曲棍球(R)去

全价

全球的

全职

缺席(R)裙子

R

热情

人

人口过多

人民币

人物画

人行道

人行横道

日常消费(R)日光浴/晒太阳

日期

日元

容易

肉

肉商

入口

瑞士 (R)瑞士人(R)

S

三明治

伞

散步

森林

沙发

山

山水画

商场

商店

商人

上班

上海

上衣

申请

身份证

身体不好

身体很好

身体健康

生(的)

生病

生命；生活

生气

生日

生日会

生物

生意

声音

省

圣诞节

失业

十字路口

时间表

食品店

食品杂货店(R)食物

世界

市场

市政厅(R)市中心

事业

试

收件人

收据

收拾（桌子）

收音机

手

手机

手球

手套

手提包

手提箱

手推车

手指

首都

售货员

售票处

书包

书店

书法

书房

书柜

书桌

舒服

舒服的座位

蔬菜

蔬菜水果店

暑/寒假

鼠标(R)薯条

3

37


树

数量

数学

刷牙

双胞胎

双层床(R)双人的

双人房间

水

水果

水污染

睡觉

睡衣

说

司机

私立的(R)私立学校

死

四处走动

送报

送货上门

搜索(R)苏格兰

苏格兰人

素食

素食者/吃素的

塑料

酸

酸奶

……岁

孙女；外孙女

孙子；外孙子

T

太棒了

太极拳

太太/妻子/夫人/老婆

太阳

谈话

汤

糖

糖果

桃

疼/痛

梯子

题目

体操

体育

体育馆

体育活动

体育锦标赛(R)天安门广场

甜

挑选

条件

跳舞

铁路

听

停车

停车场

停留

停止

通过

通知

同事

同学

头

头发

头痛/头疼

投；扔

图书馆

土豆

团体票

推

腿

退休

W

袜

外卖

外文/语

玩

玩具

晚饭/晚餐

碗

网吧

网购

网络

网球

网页

网友

网址

忘(记)

威尔士(R)威尔士人(R)威尼斯(R)微波炉(R)围巾

卫生纸

卫星

位于

温度

文法学校

文化活动

文件

文具店

文学

闻

问

问题

我可以进来吗？

卧室

午饭/午餐

舞剧

物理

X

西班牙

西班牙人

西班牙语

西服

吸尘机

吸烟者/吸烟的人

希腊文/语(R)洗

洗发剂

洗淋浴

洗碗

洗碗机

洗衣房；洗衣店

洗澡

戏剧

细节，详细说明

下棋

夏令营

先生

现金

相处得不错

香港

香水

香水店

香味（儿）

向前走

向上走

向下走

像运动员

橡皮

消防队员

消息

销售

小吃/点心/零食

小姐

小山

小说

小学

小学生

3


38

小组

校长

校规

鞋

写

写信

写作文

心烦

新年

新闻

信

信封

信号

信息办公室

信息交流技术

信箱

信用卡

星星

行李

姓

姓名

性格

兄弟

熊猫

休息

休息/课间休息

休闲

靴子(R)学

学期

学生

学位

学习

学校

训练

Y

U盘(R)鸭

牙齿

牙膏

牙医

烟

烟草店(R)严格

严厉

眼睛

演出

演员

羊毛衫

羊肉

阳台

腰带(R)邀请

药房/药店

药剂师

药片

叶

页

夜晚

一定

一起

衣服

衣柜

医生

医院

颐和园

椅子

艺术, 美术

艺术活动

艺术品

意大利

意大利人

意大利文/语

音乐

音乐（古典/民间）

音乐（流行/摇滚）

音乐会

音响

银行

英镑

英格兰

英国（大不列颠）

英国（大不列颠及北爱尔兰联合王国）

英国人

英吉利海峡

英文/语

影星

硬币

用

用户

邮递员

邮局

邮票

油

游客

游戏

游戏室

游泳

游泳池

游泳衣

友好

有/（带）家具的

有病

有轨电车

有空儿/有时间

有名

有钱

有效期, 终止日期(R)又；再

鱼

鱼店

娱乐

娱乐活动

娱乐区

羽毛球

雨衣

语言

浴室

浴室/洗澡间

预定/预约

元宵

元宵节/灯节

院子

愿意

约会

月

月饼

月亮

钥匙(R)阅读

运动

运动场

运动衫

运动中心

运河

熨(R)

Z

杂志

再利用

在国外

在家工作

在线

脏

早饭/早餐

炸鸡

毡头笔(R)展览

站

站台

站住

长得很帅

丈夫

找

3

39


找到

找工作

照顾婴儿

照片

照相机

枕头

正常

支票

知道

侄儿；外甥

侄女；外甥女

直发

植物

制服

中国

中国历史博物馆

中国人

中国新年/春节

中年人

中秋节

中文/汉语

中学

中学会考

中药

钟塔(R)重要

周围

珠宝店

猪肉

主人

主页

主意

煮

助理

注意

专门，专业化(R)专心(R)准备

准备吃的东西

准备好了

桌布

咨询公司(R)字典

自然

自行车

自由

宗教(R)粽子

走

走廊(R)租

租车

足球

祖父; 外祖父

祖母; 外祖母

作家；作者

作礼物赠送

作文

坐下

座位

做饭

做作业

Higher Tier

A

癌(R)按照(R)

B

罢工

伴郎(R)伴娘(R)帮助

保护

暴力行为(R)本地人

比萨饼

必须；不得不

别人

别墅(R)菠菜

菠萝

C

彩票中奖(R)仓鼠(R)差

常到,常去

吵闹

成绩(R)成绩单(R)城堡

宠物

橱窗

贮藏室(R)

D

打架

打人

打折(扣)

大篷车(R)单亲，单身父亲，单身母亲(R)单身/（未婚）(R)灯笼

迪斯科(R)

F

防晒霜(R)访问

肥皂(R)废电池(R)分居(R)/分手

复制(R)

G

橄榄球(R)公共交通工具

公路交通事故(R)宫殿

雇主(R)管理(R)罐头(R)国际

果酱(R)

H

害羞

好客

合作

胡椒

互相帮助

花费

滑雪

婚礼

活泼

伙伴

J

寄包裹(R)寄存行李(R)监视(R)减价

节约，节省

解释(R)介绍

紧张(R)进步

L

垃圾箱

立体声

流行

龙舟

楼梯(R)露营/野营地

M

骂人(R)麦片粥(R)满意；不满意

3


40

秘密；保密(R)密码(R)摩托车(R)牧师；神父(R)

N

奶酪

诺言(R)

P

喷水池(R)偏爱,优先(R)贫穷/贫困(R)平等

破坏

Q

欺负(R)欺骗(R)前途(R)强壮(R)茄子

亲戚(R)清洁；打扫

R

认真

软(R)弱(R)

S

桑拿(R)沙拉/色拉/拌凉菜

删除

伤心

商品展览会；商品交易会(R)设备

设计

事故

兽医

熟的

塑料袋

T

(T-恤衫)/汗衫

逃学(R)特价品

特殊(R)填表(R)

兔

豚鼠(R)

W

外国人

危险

微笑

未婚夫(R) 未婚妻(R)味道

文化活动

乌龟

无家可归(R)侮辱(R)舞龙

舞狮

X

西红柿

西药

吸

下载(R)咸

馅饼(R)香肠

香蕉

消失

销售(R)新郎(R)新娘(R)新闻工作,新闻业

信息

需要

需要别人

Y

严重

盐

邀请(R)移民(R)已婚

易碎(R)意外

婴儿(R)赢(R)硬

用功，努力

预定

原谅

阅读(R)运货车

运输(R)晕车(R)晕船(R)

Z

帐篷(R)账单

争吵

争论

职业训练课程(R)植树

指示

制服(R)质量(R)种族歧视(R)粥(R)煮(R)注意

贮藏室(R)转发(R)赚钱

自来水

自私

自习

自助餐(R)遵照(R)做好事; 做坏事

4

41


GCSE specifications in Chinese (Mandarin) should encourage learners to derive enjoyment and benefit from language learning, and be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. Learners should recognise that their linguistic knowledge, understanding and skills help them to take their place in a multilingual global society and also provide them with a suitable basis for further study and practical use of Chinese (Mandarin). GCSE specifications in Chinese (Mandarin) should prepare learners to make informed decisions about further learning opportunities and career choices.

4 Scheme of Assessment

4.1 Aims and learning outcomes

GCSE courses based on this specification should encourage candidates to:• develop understanding of Chinese (Mandarin) in a

variety of contexts• develop knowledge of Chinese (Mandarin) and

language learning skills• develop the ability to communicate effectively in

Chinese (Mandarin)• develop awareness and understanding of

countries and communities where Chinese (Mandarin) is spoken.

4.2 Assessment Objectives (AOs)

The assessment units will assess the following assessment objectives in the context of the content and skills set out in Section 3 (Subject Content).AO1 Understand spoken language AO2 Communicate in speechAO3 Understand written languageAO4 Communicate in writing

Quality of Written Communication (QWC)

In this specification quality of written communication in English will not be assessed.

Weighting of Assessment Objectives for GCSE Short Course

The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE Short Course units.

Assessment ObjectivesUnit Weightings (%)

Overall Weighting of AOs (%)Unit 1 or 2 Unit 3 or 4

AO1 or AO3 40 40

AO2 or AO4 60 60

Overall Weighting of Units (%) 40 60 100

4


42

Weighting of Assessment Objectives for GCSE Full Course

The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE units.

Assessment ObjectivesUnit Weightings (%)

Overall Weighting of AOs (%)

Unit 1 Unit 2 Unit 3 Unit 4

AO1 20 20

AO2 30 30

AO3 20 20

AO4 30 30

Overall Weighting of Units (%) 20 20 30 30 100

4.3 National criteria

This specification complies with the following.• The Subject Criteria for Chinese (Mandarin)

including the rules for Controlled Assessment• Code of Practice • The GCSE Qualification Criteria

• The Arrangements for the Statutory Regulation of External Qualifications in England, Wales and Northern Ireland: Common Criteria

• The requirements for qualifications to provide access to Levels 1 and 2 of the National Qualification Framework.

4.4 Prior learning

There are no prior learning requirements.

However, any requirements set for entry to a course following this specification are at the discretion of centres.

4.5 Access to assessment: diversity and inclusion

GCSEs often require assessment of a broader range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses.

The revised GCSE qualification and subject criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any candidates regardless of their ethnic origin, religion, gender, age, disability or sexual orientation. If this was the case, the situation was

reviewed again to ensure such competences were included only where essential to the subject. The findings of this process were discussed with groups who represented the interests of a diverse range of candidates.

Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Further details are given in Section 5.4.

5

43


Examinations and certification for this specification are available as follows:

Availability of Units Availability of Certification

Unit 1 Unit 2 Unit 3 Unit 4 Short Course Full Course

June 2012 ✔ ✔ ✔ ✔ ✔ ✔

Jan 2013

June 2013 ✔ ✔ ✔ ✔ ✔ ✔

Jan 2014

June 2014 ✔ ✔ ✔ ✔ ✔ ✔

5 Administration

5.1 Availability of assessment units and certification

5.2 Entries

Please refer to the current version of Entry Procedures and Codes for up to date entry procedures. You should use the following entry codes for the units and for certification.

Unit 1 – 46701F, 46701HUnit 2 – 46702F, 46702HUnit 3 – 46703Unit 4 – 46704

5.3 Private candidates

This specification is available to private candidates under certain conditions. Because of the nature of the controlled assessment, candidates must be attending an AQA centre which will supervise and assess the

GCSE Short Course: spoken language certification – 4671GCSE Short Course: written language certification – 4672 GCSE certification – 4673

Candidates have to enter all the assessment units at the end of the course, at the same time as they enter for the subject award.

controlled assessment. Private candidates should write to AQA for a copy of Supplementary Guidance for Private Candidates.

Ofqual’s revisions to the Code of Practice mean that from June 2014: assessments (both external assessments and moderation of controlled

assessment) will only be available once a year in June with 100% of the assessment being taken in the examination series in which the qualification is awarded.

5

44


We have taken note of equality and discrimination legislation and the interests of minority groups in developing and administering this specification.

We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements, Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This is published on the JCQ website (http://www.jcq.org.uk) or you can follow the link from our website (http://www.aqa.org.uk).

5.4 Access arrangements and special consideration

Access arrangementsWe can make arrangements so that candidates with special needs can access the assessment. These arrangements must be made before the examination. For example, we can produce a Braille paper for a candidate with a visual impairment.

Special consideration

We can give special consideration to candidates who have had a temporary illness, injury or indisposition at the time of the examination. Where we do this, it is given after the examination.

Applications for access arrangements and special consideration should be submitted to AQA by the Examinations Officer at the centre.

5.5 Language of examinations

We will provide units for this specification in English only.

5.6 Qualification titles

Qualifications based on this specification are:• AQA GCSE Short Course in Chinese (Mandarin): spoken language • AQA GCSE Short Course in Chinese (Mandarin): written language• AQA GCSE in Chinese (Mandarin)

5.7 Awarding grades and reporting results

The GCSE and GCSE short course qualifications will be graded on an eight-grade scale: A*, A, B, C, D, E, F and G. Candidates who fail to reach the minimum standard for grade G will be recorded as U (unclassified) and will not receive a qualification certificate.

We will publish the minimum raw mark for each grade, for each unit, when we issue candidates’ results. We will report a candidate’s unit results to centres in terms of uniform marks and qualification results in terms of uniform marks and grades.

http://www.jcq.org.uk


5


45

For each unit, the uniform mark corresponds to a grade as follows.

Speaking (maximum uniform mark = 90)

Grade Uniform Mark Range

A* 81–90

A 72–80

B 63–71

C 54–62

D 45–53

E 36–44

F 27–35

G 18–26

U 0–17

Writing (maximum uniform mark = 90)


A* 81–90

A 72–80

B 63–71

C 54–62

D 45–53

E 36–44

F 27–35

G 18–26

U 0–17

Listening (maximum uniform mark = 60)


A* 54–60

A 48–53

B 42–47

C 36–41

D 30–35

E 24–29

F 18–23

G 12–17

U 0–11

Reading (maximum uniform mark = 60)


A* 54–60

A 48–53

B 42–47

C 36–41

D 30–35

E 24–29

F 18–23

G 12–17

U 0–11

5


46

We calculate a candidate’s total uniform mark by adding together the uniform marks for the units. We convert this total uniform mark to a grade as follows.

Full Course (maximum uniform mark = 300)


A* 270–300

A 240–269

B 210–239

C 180–209

D 150–179

E 120–149

F 90–119

G 60–89

U 0–59

5.8 Examination series

Candidates have to enter all the assessment units at the end of the course, at the same time as they enter for the subject award.

As a consequence of the move to linear assessment, candidates will be allowed to carry forward their

controlled assessment unit result(s) following the initial moderation and aggregation during the lifetime of the specification. Candidates will not be allowed to carry forward unit results from a short course in order to aggregate to a full course.

Short Course (maximum uniform mark = 150)


A* 135–150

A 120–134

B 105–119

C 90–104

D 75–89

E 60–74

F 45–59

G 30–44

U 0–29

6

47


The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in accordance with AQA’s instructions and JCQ instructions.

6 Controlled Assessment Administration (Speaking)

6.1 Authentication of controlled assessment work

In order to meet the requirements of the Code of Practice AQA requires:• candidates to sign the Candidate Record Form

to confirm that the work submitted is their own • teachers/assessors to confirm on the

Candidate Record Form that the work assessed is solely that of the candidate concerned and was conducted under the conditions laid down by the specification

• centres to record marks of zero if candidates cannot confirm the authenticity of work submitted for assessment.

The completed Candidate Record Form for each candidate should be attached to his/her work. All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication.

If teachers/assessors have reservations about signing the authentication statements, the following points of guidance should be followed. • If it is believed that a candidate has received

additional assistance and this is acceptable within the guidelines for the relevant specification, the teacher/assessor should award a mark which represents the candidate’s unaided achievement. The authentication statement should be signed and information given on the relevant form.

• If the teacher/assessor is unable to sign the authentication statement for a particular candidate, then the candidate’s work cannot be accepted for assessment.

If, during the external moderation process, there is no evidence that the work has been properly authenticated, AQA will set the associated mark(s) to zero.

6.2 Malpractice

Teachers should inform candidates of the AQA Regulations concerning malpractice.

Candidates must not:• submit work which is not their own• lend work to other candidates• allow other candidates access to, or the use of,

their own independently sourced source material (this does not mean that candidates may not lend their books to another candidate, but candidates should be prevented from plagiarising other candidates’ research)

• include work copied directly from books, the Internet or other sources without acknowledgement and attribution

These actions constitute malpractice, for which a penalty (for example disqualification from the examination) will be applied.

If malpractice is suspected, the Examinations Officer should be consulted about the procedure to be followed.

Where suspected malpractice in controlled assessments is identified by a centre after the candidate has signed the declaration of authentication, the Head of Centre must submit full details of the case to AQA at the earliest opportunity. The form JCQ/M1 should be used. Copies of the form can be found on the JCQ website (http://www.jcq.org.uk/).

Malpractice in controlled assessments discovered prior to the candidate signing the declaration of authentication need not be reported to AQA, but should be dealt with in accordance with the centre’s internal procedures. AQA would expect centres to treat such cases very seriously. Details of any work which is not the candidate’s own must be recorded on the Candidate Record Form or other appropriate place.

http://www.jcq.org.uk/

6

48


AQA will hold annual standardising meetings for teachers, usually in the autumn term, for controlled assessment. At these meetings we will provide support in the application of the marking criteria.

If your centre is new to this specification, you must send a representative to one of the meetings. If you have told us you are a new centre, either by submitting an intention to enter and/or an estimate of entry or by contacting the subject team, we will contact you to invite you to a meeting.

AQA will also contact centres if:

• the moderation of controlled assessment work from the previous year has identified a serious misinterpretation of the controlled assessment requirements;

6.3 Teacher standardisation

• inappropriate tasks have been set, or• a significant adjustment has been made to a

centre’s marks.

In these cases, centres will be expected to send a representative to one of the meetings. For all other centres, attendance is optional. If a centre is unable to attend and would like a copy of the written materials used at the meeting, they should contact the subject administration team at [email protected].

It is likely that during the lifetime of this specification AQA will move to online teacher standardisation.

6.4 Internal standardisation of marking

Centres must standardise marking to make sure that all candidates at the centre have been marked to the same standard. One person must be responsible for internal standardisation. This person should sign the Centre Declaration Sheet to confirm that internal standardisation has taken place.

Internal standardisation may involve:• all teachers marking some trial pieces of work and

identifying differences in marking standards• discussing any differences in marking at a

training meeting for all teachers involved in the assessment

• referring to reference and archive material such as previous work or examples from AQA’s teacher standardising meetings.

6.5 Annotation of controlled assessment work

The Code of Practice states that the awarding body must require internal assessors to show clearly how the marks have been awarded in relation to the marking criteria defined in the specification and that the awarding body must provide guidance on how this is to be done.

The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the specification.

Work could be annotated by means of summative comments on the work, referencing precise sections in the work.

mailto:[email protected]

6


49

The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided by the specified date (see http://www.aqa.org.uk/deadlines.php).

6.6 Submitting marks and sample work for moderation

Centres will normally be notified which candidates’ work is required in the sample to be submitted to the moderator (please refer to section 7.1 for further guidance on submitting samples).

6.7 Factors affecting individual candidates

Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed controlled assessments. An alternative supervised, time session may be organised for candidates who are absent at the time which the centre originally arranged.)

If work is lost, AQA should be notified immediately of the date of the loss, how it occurred, and who was responsible for the loss. Centres should use the JCQ form JCQ/LCW to inform AQA centre and Candidate Support Services of the circumstances.

Where special help which goes beyond normal learning support is given, AQA must be informed through comments on the Candidate Record Form

so that such help can be taken into account when moderation takes place.

Candidates who move from one centre to another during the course sometimes present a problem for a scheme of controlled assessment work. Possible courses of action depend on the stage at which the move takes place. If the move occurs early in the course the new centre should take responsibility for controlled assessment work. If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the ‘Educated Elsewhere’ procedure. Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases.

6.8 Retaining evidence

The centre must retain the work of all candidates, with Candidate Record Forms attached, under secure conditions, from the time it is assessed, to allow for the possibility of an enquiry about results. The work

may be returned to candidates after the deadline for enquiries about results. If an enquiry about a result has been made, the work must remain under secure conditions in case it is required by AQA.

http://www.aqa.org.uk/deadlines.php

7

50


7.1 Moderation procedures

7 Moderation

Moderation of the Speaking is by inspection of a sample of candidates’ work, sent from the centre to a moderator appointed by AQA. The centre marks must be submitted to AQA and to the moderator by the specified deadline (see http://www.aqa.org.uk/deadlines.php). Centres entering fewer candidates than the minimum sample size should submit the work of all of their candidates. Centres entering larger numbers of candidates will be notified of the candidates whose work will be required in the sample to be submitted for moderation.

Following the re-marking of the sample work, the moderator’s marks are compared with the centre marks to determine whether any adjustment is needed in order to bring the centre’s assessments into line with standards generally. In some cases it may be necessary for the moderator to call for the work of additional candidates in the centre. In order to meet this possible request, centres must retain under secure conditions and have available the controlled assessment work and Candidate Record Forms of every candidate entered for the examination and be prepared to submit it on demand. Mark adjustments will normally preserve the centre’s order of merit, but where major discrepancies are found, AQA reserves the right to alter the order of merit.

7.2 Consortium arrangements

If there are a consortium of centres with joint teaching arrangements (i.e. where candidates from different centres have been taught together but where they are entered through the centre at which they are on roll), the centres must inform AQA by completing the JCQ/CCA form.

The centres concerned must nominate a consortium co-ordinator who undertakes to liaise with AQA on

behalf of all centres in the consortium. If there are different co-ordinators for different specifications, a copy of the JCQ/CCA form must be submitted for each specification.

AQA will allocate the same moderator to each centre in the consortium and the candidates will be treated as a single group for the purpose of moderation.

7.3 Post-moderation procedures

On publication of the results, we will provide centres with details of the final marks for the controlled assessment work.

The candidates’ work will be returned to the centre after the examination. The centre will receive a report,

at the time results are issued, giving feedback on the accuracy of the assessments made, and the reasons for any adjustments to the marks.

We may retain some candidates’ work for awarding, archive or standardising purposes.

http://www.aqa.org.uk/deadlines.php

51

8


The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in accordance with AQA’s instructions and JCQ instructions.

8 Controlled Assessment Administration (Writing)

8.1 Authentication of controlled assessment

In order to meet the requirements of the Code of Practice needs:• candidates to sign the Candidate Record Form to

confirm that the work submitted is their own, and • teachers to confirm on the Candidate Record

Form that the work is solely that of the candidate concerned and was conducted under the conditions laid down by the specification.

The completed Candidate Record Form for each candidate should be attached to his/her work.

If teachers have reservations about signing the authentication statements, the following points of guidance should be followed.

• If it is believed that a candidate has received additional assistance and this is acceptable within the guidelines for the relevant specification, the authentication statement should be signed and information given on the relevant form.

• If the teacher is unable to sign the authentication statement for a particular candidate, then the candidate’s work cannot be accepted for assessment.

If, during the marking process, there is no evidence that the work has been properly authenticated, AQA will set the associated mark(s) to zero.

8.2 Malpractice

Teachers should inform candidates of the AQA Regulations concerning malpractice.

Candidates must not:• submit work which is not their own;• lend work to other candidates;• allow other candidates access to, or the use of,

their own independently sourced source material (this does not mean that candidates may not lend their books to another candidate, but candidates should be prevented from plagiarising other candidates’ research);

• include work copied directly from books, the internet or other sources without acknowledgement and attribution;

• submit work typed or word-processed by a third person without acknowledgement.

These actions constitute malpractice, for which a penalty (for example disqualification from the examination) will be applied.

If malpractice is suspected, the Examinations Officer should be consulted about the procedure to be followed.

Where suspected malpractice in controlled assessments is identified by a centre after the candidate has signed the declaration of authentication, the Head of Centre must submit full details of the case to AQA at the earliest opportunity. The form JCQ/M1 should be used. Copies of the form can be found on the JCQ website (http://www.jcq.org.uk/).

Malpractice in controlled assessments discovered prior to the candidate signing the declaration of authentication need not be reported to AQA, but should be dealt with in accordance with the centre’s internal procedures. AQA would expect centres to treat such cases very seriously. Details of any work which is not the candidate’s own must be recorded on the Candidate Record Form or other appropriate place.

http://www.jcq.org.uk/


52

AQA makes marked exemplar work available to centres. Controlled Assessment Advisers are appointed to provide guidance to centres.

8.3 Teacher support

8.4 Factors affecting individual candidates

Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed controlled assessments. An alternative supervised, timed session may be organised for candidates who are absent at the time which the centre originally arranged.

If work is lost, AQA should be notified immediately of the date of the loss, how it occurred, and who was responsible for the loss. Centres should use the JCQ form JCQ/LCW to inform AQA Candidate Support of the circumstances.

Where special help which goes beyond normal learning support is given, AQA must be informed through comments on the Candidate Record Form so that such help can be taken into account when marking takes place.

Candidates who move from one centre to another during the course sometimes present a problem for a scheme of controlled assessment work. Possible courses of action depend on the stage at which the move takes place. If the move occurs early in the course the new centre should take responsibility for controlled assessment work. Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases.

8

A

53


A Grade Descriptions

Appendices

Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions should be interpreted in relation to the content outlined in the specification; they are not designed to define that content.

The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives (see Section 4) overall. Shortcomings in some aspects of the candidates’ performance may be balanced by better performances in others.

Grade Description

A

Candidates show understanding of a variety of spoken language that contains some complex language and relates to a range of contexts. They can identify main points, details and points of view and draw simple conclusions.

They initiate and develop conversations and discussions, present information and narrate events. They express and explain ideas and points of view, and produce extended sequences of speech using a variety of vocabulary, structures and verb tenses. They speak confidently, with reasonably accurate pronunciation and intonation. The message is clear but there may be some errors, especially when they use more complex structures.

They show understanding of a variety of written texts relating to a range of contexts. They understand some unfamiliar language and extract meaning from more complex language and extended texts. They can identify main points, extract details, recognise points of view, attitudes and emotions and draw simple conclusions.

They write for different purposes and contexts about real or imaginary subjects. They express and explain ideas and points of view. They use a variety of vocabulary, structures and verb tenses. Their spelling and grammar are generally accurate. The message is clear but there may be some errors, especially when they write more complex sentences.

C

Candidates show understanding of different types of spoken language that contain a variety of structures. The spoken material relates to a range of contexts, including some that may be unfamiliar, and may relate to past and future events. They can identify main points, details and recognise opinions.

They take part in conversations and simple discussions and present information. They express points of view and show an ability to deal with some unpredictable elements. Their spoken language contains a variety of structures and may relate to past and future events. Their pronunciation and intonation are more accurate than inaccurate. They convey a clear message but there may be some errors.

They show understanding of different types of written texts that contain a variety of structures. The written material relates to a range of contexts, including some that may be unfamiliar and may relate to past and future events. They can identify main points, extract details and recognise opinions.

They write for different contexts that may be real or imaginary. They communicate information and express points of view. They use a variety of structures and may include different tenses or time frames. The style is basic. They convey a clear message but there may be some errors.

F

Candidates show some understanding of simple language spoken clearly that relates to familiar contexts. They can identify main points and extract some details.

They take part in simple conversations, present simple information and can express their opinion. They use a limited range of language. Their pronunciation is understandable. There are grammatical inaccuracies but the main points are usually conveyed.

They show some understanding of short, simple written texts that relate to familiar contexts. They show limited understanding of unfamiliar language. They can identify main points and some details.

They write short texts that relate to familiar contexts. They can express simple opinions. They use simple sentences. The main points are usually conveyed but there are mistakes in spelling and grammar.

54


B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development, Economic and Cultural Issues, and Health and Safety Considerations

AQA has taken great care to ensure that any wider issues, including those particularly relevant to the education of students at Key Stage 4, have been identified and taken into account of in the preparation of this specification. They will only form part of the assessment requirements where they relate directly to the specific content of the specification and have been identified in Section 3: Content.

Understanding of spiritual, moral, ethical and social issues can be developed through the following contexts and topics: Lifestyle: Health; Relationships and Choices. It will not, however, be assessed.

Understanding of economic issues can be developed through the following contexts and topics: Leisure: Free Time and the Media. It will not, however, be assessed.

Understanding of cultural issues can be developed through the study of all contexts and topics. It will not, however, be assessed.

European Dimension

AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this specification and associated specimen units.

Environmental Education

AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report “Environmental Responsibility: An Agenda for Further and Higher Education” 1993 in preparing this specification and associated specimen units.

Understanding of environmental issues can be developed through the following contexts and topics: Home and Environment: Environment. It will not, however, be assessed.

Avoidance of Bias

AQA has taken great care in the preparation of this specification and specimen units to avoid bias of any kind.

B


55

C Overlaps with other Qualifications

There are no overlaps with other qualifications at Levels 1 and 2 of the qualifications framework.

C


56

D Wider Key Skills

The replacement of Key Skills with Functional Skills

The Key Skills qualifications have been replaced by the Functional Skills. However, centres may claim proxies for Key Skills components and/or certification in the following series: January, March and June 2012. The Administration Handbook for the Key Skills Standards 2012 has further details. All Examination Officers in centres offering AQA Key Skills and Wider Key Skills have been sent a letter outlining the details of the end dates of these subjects. Copies of the letters have also been sent to the Head of Centre and Key Skills coordinator. This is a brief outline of that information. It is correct as at August 2011 and replaces the information on the same subject found in other documents on the AQA website:

• Key Skills Levels 1, 2 and 3 Test and Portfolio The final opportunity for candidates to enter for a level 1, 2 or 3 Key Skills test or portfolio was June 2011 with the last certification in 2012.

• Key Skills Level 4 The last series available to candidates entering for the Key Skills Level 4 test and portfolio was June 2010 with the last certification in the June series 2012.

• Basic Skills Adult Literacy Levels 1 and 2, Adult Numeracy Levels 1 and 2

• AQA Basic Skills qualifications will now be available until, at least, the June 2012 series.Funding We have received the following advice on the funding of learners undertaking these qualifications:

• Currently the Skills Funding Agency funds Basic Skills in literacy and numeracy for adult, 19 plus, learners only. There are various support funds for learners aged 16-18 administered by the Young People’s Learning Agency (YPLA). These include EMA (until the end of the 2010/11 academic year), Care to Learn and discretionary learner support hardship funding for learners living away from home.

• This information is correct at the time of publication. If you would like to check the funding provision post-June 2011, please call the Skills Funding Agency helpdesk on 0845 377 5000.

• Wider Key Skills The AQA Wider Key Skills qualifications are no longer available. The last portfolio moderation took place in June 2011.

Further updates to this information will be posted on the website as it becomes available. http://web.aqa.org.uk/qual/keyskills/ wider_noticeboard.php

D


57

Speaking

Exemplar Task A i) – Cross Context

Task: Interview with a Homeless Person

You are being interviewed by your teacher. You will play the role of a homeless person and your teacher will play the role of the interviewer.

Your teacher will ask you the following;

• tell me about yourself – personal information, name, age etc.• why are you homeless/living on the streets?• what is a typical day like for you?• what is the main problem for young people living on the streets and how do you deal with it?• what would you like to be doing in 5 years time?• !

! Remember, at this point, you will have to respond to something you have not yet prepared.

The dialogue will last between 4 and 6 minutes.

Notes for Teachers

! The unpredictable task could be:

• What is the best thing that has happened to you as a homeless person?

Exemplar Task A ii) – Cross Context

Task: Interview with a Celebrity

You are being interviewed by your teacher. You will play the role of a celebrity person and your teacher will play the role of the interviewer.


• tell me about yourself – personal information, name, age etc.• what is a typical day like for you?• how do you spend your free time?• what were your ambitions when you were younger?• how do you feel about the publicity you receive?• what would you like to be doing in 5 years’ time?• !



Notes for Teachers


• What are the best things about being a celebrity?

E Controlled Assessment Exemplar Tasks for Speaking

E


58

Exemplar Task B i) – Leisure

Task: Cinema

You are going to have a conversation with your teacher about the cinema.


• what sort of films do you like and why?• who is your favourite actor/actress? Describe him/her.• what is your opinion on going to the cinema?• do you think it is better to go to the cinema or to hire a DVD? Why?• describe your last visit to the cinema.• what are your plans for next weekend?• !



Notes for Teachers


• What do you plan to see at the cinema in the near future?

Exemplar Task B ii) – Leisure

Task: Holidays

You are going to have a conversation with your teacher about the holiday.


• what is your favourite type of holiday and why?• do you think holidays are important? Why/why not?• do you think people have too many holidays? Why/why not?• describe your last holiday.• what do you like doing on holiday and why?• !



Notes for Teachers


• Where will you go on your next holiday and why?

E


59

Exemplar Task C – Work and Education

Task: Part time Jobs

You are going to have a conversation with your teacher about part time jobs and work experience.


• do you have a part time job at the moment? What do you do? When do you do it? How much do you earn?

• do you like your job? Why?• where did you go for your work experience?• do you think that work experience is a good idea? Why?• what job would you like to do in the future? Why?• what are the advantages and disadvantages of your chosen career?• is unemployment a problem for young people? Explain your point of view.• !



Notes for Teachers


• What jobs/work experience do your friends do?

E


60

F Controlled Assessment Exemplar Tasks for Writing

Writing

Exemplar Task 1 – Home and Environment

Task: My life as a celebrity

You are a celebrity and have been asked to write a short magazine article about yourself.

You could include:

• personal information;• your daily routine at home;• what you enjoy doing and why;• who is the most important influence in your life and why;• your best achievement in life so far;• your ambitions for the future.

Remember, in order to score the highest marks you must answer the task fully, developing your response where it is appropriate to do so.

Exemplar Task 2 – Cross Context

Task: Comparing my community and another

Compare the different lifestyle and customs between your own community and a very different community.

You could include:

• the people;• their daily life;• their attitudes and beliefs;• their clothes;• their homes;• their food and drink;• their free time;• their education/work.


F


61

Exemplar Task 3 – Leisure

Task: Holidays

You decide to enter a competition for the chance of winning a two week holiday to Europe. You have to write an account of your holiday experiences and preferences.

You could include:

• a description of a recent holiday you have been on – where you stayed, how you got there, when you went etc;

• what you did whilst you were there;• your opinion of the holiday;• what type of holidays you like best and why;• your plans for your holiday next year;• why you think you should win the competition.


F


62

GCSE Chinese Mandarin Teaching from September 20 onwards 12 Qualification Accreditation Number: 500/4491/6, 500/4589/1 (SC Written) and 500/4623/8 (SC Spoken)

Every specification is assigned a national classification code indicating the subject area to which it belongs. The classification code for this specification is 5950.

Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables.

Centres may wish to advise candidates that, if they take two specifications with the same classification code, schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap of content. Candidates who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes.

To obtain free specification updates and support material or to ask us a question register with Ask AQA:

www.aqa.org.uk/ask-aqa/register

Copyright © 20 AQA and its licensors. All rights reserved.12 The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.

MIG

0475

.08

Support meetings are available throughout the life of the specificationFurther information is available at:

http://events.aqa.org.uk/ebooking

.

Documents

GCSE Chinese (Mandarin) Specification Specification for