P66951 GCSE Chinese 1CN0 Teacher-Examiner Booklet 2022

Pearson Edexcel Level 1/Level 2 GCSE (9–1)
Paper
1CN0/2F 1CN0/2H
reference
Chinese
 
(spoken Mandarin/spoken Cantonese)

PAPER 2: Speaking in Chinese
General instructions to the teacher
Speaking assessment instructions and sequencing grids
Please read these instructions in conjunction with the Specification and

Administrative Support Guide
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*P66951A*
P66951A
©2022 Pearson Education Ltd.
Q:1/1/1/1/
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2
P66951A
Paper
reference 1CN0/2F
Chinese
 

Foundation Tier
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*P66951A*
P66951A
Q:1/1/1/1/
FOUNDATION TIER
General instructions to the teacher conducting the speaking assessment
• The assessment is made up of three tasks.
• The tasks must be conducted in the following order:
Task 1: Role play, Task 2: Picture-based task, Task 3: Conversation
• The total assessment for Foundation tier candidates will last between 7 to 9
minutes.
• Candidates must be allowed 12 minutes’ preparation time under supervised
conditions to prepare for the role play and picture-based task.
• The preparation time must be immediately before the assessment time.
• Candidates must only be provided with the stimuli cards at the start of the
preparation time.
• The preparation time must be used only to study the stimuli provided. It is not to be
used to prepare for the conversation (Task 3).
• Candidates can make notes of up to a maximum of one side of A4 paper to cover
both Task 1 and Task 2. Candidates must not read out whole, prepared sentences in
answer to questions.
• Candidates may refer to their notes during Task 1 and Task 2 only.
• Candidates must not write on the stimuli.
• Candidates must not have access to a dictionary or any other resource, including a
mobile phone, during the preparation and assessment time.
• Candidates must return their notes and the stimuli cards to the Teacher-Examiner
after completing Task 2 but before starting Task 3.
• Any notes made during the preparation time must be kept by the centre until the
end of October in the year the assessment is completed, after which time they should
be securely destroyed.
• It is the Teacher-Examiner’s responsibility to cover all parts of each task to ensure that
the candidate is able to access the maximum amount of marks available.
• Teachers must use the Sequencing Grid provided by Pearson for the allocation of the
role play stimulus card, picture-based stimulus card and the second theme for the
conversation. This grid has been designed to help ensure each candidate covers a
broad range of themes from the specification.
• The subject matter of the stimulus cards should not cause distress to the candidate.
The teacher needs to decide in advance of the assessment if any distress might
be caused. If any of the cards are likely to cause distress to the candidate, then the
teacher must offer the alternative card on the same theme.
The speaking assessment must begin with the role play. The role play theme will be
allocated by Pearson using the sequencing grid.
4
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Task 1: Role play
• The role play is recommended to last between one and one-and-a-half minutes.
• The purpose of the role play is to assess communication through understanding and
responding, including the ability to ask questions and use the correct register.
• The set questions and comments must be asked as they are presented.
Exception: For prompt 5 in Foundation tier and prompts 4 and 5 in Higher tier, if the
candidate asks a question before the teacher has prompted them, the teacher must
not then ask the candidate if they have a question.
• There must be no supplementary questions and no re-phrasing. The statements/
questions may be repeated, but no more than twice*.
At the end of the role play, the speaking assessment will next move to the picture-
based task. The picture-based task theme will be allocated by Pearson using the
sequencing grid.
Task 2: Picture-based task
• The picture-based task is recommended to last between two-and-a-half and three
minutes.
• The purpose of the picture-based task is to assess communication through
exchanging opinions, providing descriptions, and narrating events.
• The set questions and comments must be asked as they are presented. There must be
no re-phrasing. The questions may be repeated, but no more than twice*.
• The candidate must be allowed to develop their responses as well as they are able. In
order to enable each candidate to achieve this, prompts have been provided against
each question. Only these exact prompts may be used. There must be no other
supplementary questions.
*For Cantonese only:
For teachers conducting the assessment in Cantonese, the questions should be asked so
that they are understandable in the daily spoken form. The teacher’s spoken question must
not be harder or easier to understand than the original written question. If a question is
repeated, the same words as spoken the first time must be used. For more specific details,
see ‘Additional guidance for teachers conducting the assessment in Cantonese’.
At the end of the picture-based task, the speaking assessment will move to the
conversation.
• The conversation is in two parts, each covering a separate theme.
• For Part 1, the candidate will select one topic from one theme in advance.
• For Part 2, a separate theme will be allocated by Pearson using the sequencing grid.
Task 3: Conversation
• The whole conversation (Parts 1 and 2) is recommended to last between three-and-a-
half and four-and-a-half minutes.
• The purpose of the conversation task is to assess the ability to develop conversations
and discussions, including giving opinions. Candidates must initiate the conversation.
• An equal amount of time must be allocated to each of the two themes.
5
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Turn over
Conversation Part 1
• This part of the conversation opens with the first topic chosen by the candidate.
The topic is drawn from any one of the five themes listed in the specification. The
candidate may choose to focus on any aspect(s) of the chosen topic as each has a
number of different features.
• This topic must be selected by the candidate no later than two weeks before the date
of assessment.
• To enable them to make a confident start, allow the candidate to state their chosen
aspect(s) from their nominated topic and to talk about this aspect/these aspects for
up to one minute.
• The conversation must continue on the chosen topic and may extend to other topics
within the same theme if necessary to ensure that candidates use the recommended
time for this task most effectively.
Conversation Part 2
• For each candidate, the teacher has a choice of two themes on the sequencing grid.
• Part 2 must cover a different theme to Part 1 and the teacher must use the
sequencing grid to determine the theme.
• This part of the conversation task may focus on one or more topics from the selected
theme if necessary to ensure that candidates use the recommended time for this task
most effectively.
• In order to facilitate a genuine and spontaneous interaction throughout the
conversation, the nature of questions should enable candidates to:
• answer questions freely, in turn allowing them to produce extended sequences of
speech
• develop conversations and discussions
• give and justify own thoughts and opinions
• refer to past, present and future events
6
P66951A
Additional guidance for teachers conducting the assessment in Cantonese
The following table shows some of the daily spoken forms in Cantonese that are acceptable
for this assessment. The list is not exhaustive but is intended for teachers’ guidance.
Simplified characters Traditional/Full characters

Printed characters Acceptable spoken Printed characters Acceptable spoken
on card form in Cantonese on card form in Cantonese
什么乜嘢什麼乜嘢
怎样点样怎樣點樣
哪里边度哪裡邊度
哪国人边个国家嘅人哪國人邊個國家嘅人
多少钱几多钱多少錢幾多錢
多久几耐多久幾耐
还是定係/抑或還是定係/抑或
明天听日明天聽日
昨天琴日昨天琴日
在家喺屋企在家喺屋企
上学返学上學返學
回家返屋企回家返屋企
吃食吃食
喝饮喝飲
可是但系可是但係
The following are some examples that should be avoided as they change either the
meaning or the level of difficulty of the original question.
Simplified characters:
看电影 - 睇电影 is acceptable but not 睇戏,
喜欢 is in the daily spoken form, therefore should not be changed to words such as 希望
or 中意
Traditional/Full characters:
看電影– 睇電影 is acceptable but not睇戲
喜歡 is in the daily spoken form, therefore should not be changed to words such as 希望
or 中意
7
P66951A
Turn over
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8
P66951A
GCSE Chinese Foundation Tier Sequencing Grid
Please use the sequencing grid on the following pages when arranging and conducting
speaking assessments for Foundation tier candidates.
For example:
Candidate 1 Foundation tier
• Role play FR4
• Picture card FP6
• Conversation 1: (Candidate-selected) Theme 1
• Conversation 2: Theme 4 OR Theme 5
If Candidate 1 has selected Theme 4 for Task 3 – Conversation Part 1, refer to the relevant
row of information in the grid for Candidate 1 – i.e. row 4 (highlighted in yellow for
illustration purposes).
The candidate selection of theme and topic for Conversation Part 1 is known in advance
of the speaking assessment. Please arrange and conduct assessments as per the
prescribed sequence, based upon the Conversation Part 1 theme.
If conducting more than 10 assessments in a day, return to the beginning of the
sequence after the 10th candidate.
If conducting assessments on more than one day, please ensure as far as possible that
the assessments take place on consecutive days, and start each new day at the beginning
of the sequence.
Themes
Theme 1 – Identity and culture
Theme 2 – Local area, holiday and travel
Theme 3 – School
Theme 4 – Future aspirations, study and work
Theme 5 – International and global dimension
9
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Task 1 Task 2 Task 3
10
Candidate Order Candidate Selection* Pearson Allocated Pearson Allocated Candidate Selection* Teacher Selection
Role Play Picture Based Conversation Part 1 Conversation Part 2
Theme 1 FR4 (Theme 2) FP6 (Theme 3) Theme 1 Theme 4 OR Theme 5
Candidate 1 Theme 3 FR6 (Theme 1) FP8 (Theme 4) Theme 3 Theme 2 OR Theme 5
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P66951A
* Arrows show the order that tasks must take place but sequencing is driven by the topic that the student has selected,
ie ‘Candidate Selection’columns.
11
Turn over
BLANK PAGE
12
P66951A
Paper
reference 1CN0/2H
Chinese
 

Higher Tier
Turn over
*P66951A*
P66951A
Q:1/1/1/1/
HIGHER TIER
General instructions to the teacher conducting the speaking assessment
• The assessment is made up of three tasks.
• The tasks must be conducted in the following order:
Task 1: Role play, Task 2: Picture-based task, Task 3: Conversation
• The total assessment for Higher tier candidates will last between 10 to
12 minutes.
• Candidates must be allowed 12 minutes’ preparation time under supervised
conditions to prepare for the role play and picture-based task.
• The preparation time must be immediately before the assessment time.
• Candidates must only be provided with the stimuli cards at the start of the
preparation time.
• The preparation time must be used only to study the stimuli provided. It is not to be
used to prepare for the conversation (Task 3).
• Candidates can make notes of up to a maximum of one side of A4 paper to cover
both Task 1 and Task 2. Candidates must not read out whole, prepared sentences in
answer to questions.
• Candidates may refer to their notes during Task 1 and Task 2 only.
• Candidates must not write on the stimuli.
• Candidates must not have access to a dictionary or any other resource, including a
mobile phone, during the preparation and assessment time.
• Candidates must return their notes and the stimuli cards to the Teacher-Examiner
after completing Task 2 but before starting Task 3.
• Any notes made during the preparation time must be kept by the centre until the
end of October in the year the assessment is completed, after which time they should
be securely destroyed.
• It is the Teacher-Examiner’s responsibility to cover all parts of each task to ensure that
the candidate is able to access the maximum amount of marks available.
• Teachers must use the Sequencing Grid provided by Pearson for the allocation of the
role play stimulus card, picture-based stimulus card and the second theme for the
conversation. This grid has been designed to help ensure each candidate covers a
broad range of themes from the specification.
• The subject matter of the stimulus cards should not cause distress to the candidate.
The teacher needs to decide in advance of the assessment if any distress might
be caused. If any of the cards are likely to cause distress to the candidate, then the
teacher must offer the alternative card on the same theme.
The speaking assessment must begin with the role play. The role play theme will be
allocated by Pearson using the sequencing grid.
14
P66951A
Task 1: Role play
• The role play is recommended to last between two and two-and-a-half minutes.
• The purpose of the role play is to assess communication through understanding and
responding, including the ability to ask questions and use the correct register.
• The set questions and comments must be asked as they are presented.
Exception: For prompt 5 in Foundation tier and prompts 4 and 5 in Higher tier, if the
candidate asks a question before the teacher has prompted them, the teacher must
not then ask the candidate if they have a question.
• There must be no supplementary questions and no re-phrasing. The statements/
questions may be repeated, but no more than twice*.
At the end of the role play, the speaking assessment will next move to the picture-
based task. The picture-based task theme will be allocated by Pearson using the
sequencing grid.
Task 2: Picture-based task
• The picture-based task is recommended to last between three and three-and-a-half
minutes.
• The purpose of the picture-based task is to assess communication through
exchanging opinions, providing descriptions, and narrating events.
• The set questions and comments must be asked as they are presented. There must be
no re-phrasing. The questions may be repeated, but no more than twice*.
• The candidate must be allowed to develop their responses as well as they are able. In
order to enable each candidate to achieve this, prompts have been provided against
each question. Only these exact prompts may be used. There must be no other
supplementary questions.
*For Cantonese only:
For teachers conducting the assessment in Cantonese, the questions should be asked so
that they are understandable in the daily spoken form. The teacher’s spoken question must
not be harder or easier to understand than the original written question. If a question is
repeated, the same words as spoken the first time must be used. For more specific details,
see ‘Additional guidance for teachers conducting the assessment in Cantonese’.
At the end of the picture-based task, the speaking assessment will move to the
conversation.
• The conversation is in two parts, each covering a separate theme.
• For Part 1, the candidate will select one topic from one theme in advance.
• For Part 2, a separate theme will be allocated by Pearson using the sequencing grid.
Task 3: Conversation
• The whole conversation (Parts 1 and 2) is recommended to last between five and six
minutes.
• The purpose of the conversation task is to assess the ability to develop conversations
and discussions, including giving opinions. Candidates must initiate the conversation.
• An equal amount of time must be allocated to each of the two themes.
15
P66951A
Turn over
Conversation Part 1
• This part of the conversation opens with the first topic chosen by the candidate.
The topic is drawn from any one of the five themes listed in the specification. The
candidate may choose to focus on any aspect(s) of the chosen topic as each has a
number of different features.
• This topic must be selected by the candidate no later than two weeks before the date
of assessment.
• To enable them to make a confident start, allow the candidate to state their chosen
aspect(s) from their nominated topic and to talk about this aspect/these aspects for
up to one minute.
• The conversation must continue on the chosen topic and may extend to other topics
within the same theme if necessary to ensure that candidates use the recommended
time for this task most effectively.
Conversation Part 2
• For each candidate, the teacher has a choice of two themes on the sequencing grid.
• Part 2 must cover a different theme to Part 1 and the teacher must use the
sequencing grid to determine the theme.
• This part of the conversation task may focus on one or more topics from the selected
theme if necessary to ensure that candidates use the recommended time for this task
most effectively.
• In order to facilitate a genuine and spontaneous interaction throughout the
conversation, the nature of questions should enable candidates to:
• answer questions freely, in turn allowing them to produce extended sequences of
speech
• develop conversations and discussions
• give and justify own thoughts and opinions
• refer to past, present and future events
16
P66951A
Additional guidance for teachers conducting the assessment in Cantonese
The following table shows some of the daily spoken forms in Cantonese that are acceptable
for this assessment. The list is not exhaustive but is intended for teachers’ guidance.
Simplified characters Traditional/Full characters

Printed characters Acceptable spoken Printed characters Acceptable spoken
on card form in Cantonese on card form in Cantonese
什么乜嘢什麼乜嘢
怎样点样怎樣點樣
哪里边度哪裡邊度
哪国人边个国家嘅人哪國人邊個國家嘅人
多少钱几多钱多少錢幾多錢
多久几耐多久幾耐
还是定係/抑或還是定係/抑或
明天听日明天聽日
昨天琴日昨天琴日
在家喺屋企在家喺屋企
上学返学上學返學
回家返屋企回家返屋企
吃食吃食
喝饮喝飲
可是但系可是但係
The following are some examples that should be avoided as they change either the
meaning or the level of difficulty of the original question.
Simplified characters:
看电影 - 睇电影 is acceptable but not 睇戏,
喜欢 is in the daily spoken form, therefore should not be changed to words such as 希望
or 中意
Traditional/Full characters:
看電影– 睇電影 is acceptable but not睇戲
喜歡 is in the daily spoken form, therefore should not be changed to words such as 希望
or 中意
17
P66951A
Turn over
BLANK PAGE
18
P66951A
GCSE Chinese Higher Tier Sequencing Grid
Please use the sequencing grid on the following pages when arranging and conducting
speaking assessments for Higher tier candidates.
For example:
Candidate 1 Higher tier
• Role play HR4
• Picture card HP6
• Conversation 1: (Candidate-selected) Theme 1
• Conversation 2: Theme 4 OR Theme 5
If Candidate 1 has selected Theme 4 for Task 3 – Conversation Part 1, refer to the relevant
row of information in the grid for Candidate 1– i.e. row 4 (highlighted in yellow for
illustration purposes).
The candidate selection of theme and topic for Conversation Part 1 is known in advance
of the speaking assessment. Please arrange and conduct assessments as per the
prescribed sequence, based upon the Conversation Part 1 theme.
If conducting more than 10 assessments in a day, return to the beginning of the
sequence after the 10th candidate.
If conducting assessments on more than one day, please ensure as far as possible that
the assessments take place on consecutive days, and start each new day at the beginning
of the sequence.
Themes
Theme 1 – Identity and culture
Theme 2 – Local area, holiday and travel
Theme 3 – School
Theme 4 – Future aspirations, study and work
Theme 5 – International and global dimension
19
P66951A
Turn over
Task 1 Task 2 Task 3
20
Candidate Order Candidate Selection* Pearson Allocated Pearson Allocated Candidate Selection* Teacher Selection
Role Play Picture Based Conversation Part 1 Conversation Part 2
Theme 1 HR4 (Theme 2) HP6 (Theme 3) Theme 1 Theme 4 OR Theme 5
Candidate 1 Theme 3 HR6 (Theme 1) HP8 (Theme 4) Theme 3 Theme 2 OR Theme 5
P66951A
P66951A
* Arrows show the order that tasks must take place but sequencing is driven by the topic that the student has selected,
ie ‘Candidate Selection’columns.
21
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22
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P66951A

P66951 GCSE Chinese 1CN0 Teacher-Examiner Booklet 2022

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P66951 GCSE Chinese 1CN0 Teacher-Examiner Booklet 2022

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P66951 GCSE Chinese 1CN0 Teacher-Examiner Booklet 2022

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Pearson Edexcel Level 1/Level 2 GCSE (9–1)

(spoken Mandarin/spoken Cantonese)

Speaking assessment instructions and sequencing grids

Please read these instructions in conjunction with the Specification and

PAPER 2: Speaking in Chinese

Simplified characters Traditional/Full characters

哪国人边个国家嘅人哪國人邊個國家嘅人

多少钱几多钱多少錢幾多錢

PAPER 2: Speaking in Chinese

Simplified characters Traditional/Full characters

哪国人边个国家嘅人哪國人邊個國家嘅人

多少钱几多钱多少錢幾多錢

You might also like

P66951 GCSE Chinese 1CN0 Teacher-Examiner Booklet 2022

Uploaded by

Copyright:

Available Formats

P66951 GCSE Chinese 1CN0 Teacher-Examiner Booklet 2022

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

P66951 GCSE Chinese 1CN0 Teacher-Examiner Booklet 2022

Uploaded by

Copyright:

Available Formats

Pearson Edexcel Level 1/Level 2 GCSE (9–1)

(spoken Mandarin/spoken Cantonese)

Speaking assessment instructions and sequencing grids

Please read these instructions in conjunction with the Specification and

PAPER 2: Speaking in Chinese

Simplified characters Traditional/Full characters

哪国人 边个国家嘅人 哪國人 邊個國家嘅人

多少钱 几多钱 多少錢 幾多錢

PAPER 2: Speaking in Chinese

Simplified characters Traditional/Full characters

哪国人 边个国家嘅人 哪國人 邊個國家嘅人

多少钱 几多钱 多少錢 幾多錢

You might also like

哪国人边个国家嘅人哪國人邊個國家嘅人

多少钱几多钱多少錢幾多錢

哪国人边个国家嘅人哪國人邊個國家嘅人

多少钱几多钱多少錢幾多錢