Paper
● ●
German
Advanced
PAPER 3: Speaking
General instructions to the teacher-examiner
Pearson Edexcel Level 3 GCE German Advanced PAPER 3: Speaking General
instructions to the teacher-examiner April / May 2024
Instructions
•• The examination consists of two tasks.
• Timing
The tasks must be conducted in consecutive order.
– Task 1:for
6 tothe speaking
7 minutes assessment:
(recommended)
– Task 2: 10 to 11 minutes (recommended)
– Total assessment time: 21 to 23 minutes, (16 to 18 minutes of speaking plus 5
•
minutes’ preparation time for Task 1).
Recommended timings have been given for each task to enable the student to complete each
one in sufficient time to access the full range of assessment criteria for both tasks.
•
The preparation time for Task 1 must be supervised. It must take place outside of the room
with an invigilator. The preparation time must be immediately before the examination time.
••
Candidates can make notes of up to a maximum of one side of A4 paper for
Task 1 only.
••
Candidates may refer to their notes during the assessment.
Candidates mustnotnot
Candidates must havewrite ontothe
access stimulus. or any other resource, including a mobile
a dictionary,
• Any
phone, during the preparation and examination time.
• end ofnotes
Candidates must return their notes and the stimulus at the end of the assessment.
made during the preparation time must be kept by the centre until the
October in the year the assessment is completed, after which time they should be
• Itopportunity
securely destroyed.
is your responsibility to cover all parts of each task to ensure that the candidate has the
• Ittheyis thecaninvigilator’s
to access all parts of the marking criteria.
responsibility to inform candidates of the two sub-themes from which
make their choice, and for giving them the correct stimulus card based on that
choice.
Turn over
,Task 1 (discussion on a Theme)
• Task 1 is recommended to last approximately 6 to 7 minutes.
• The candidate is provided with a choice of two cards on two different sub-themes following
the sequence outlined by Pearson, (see sequencing grid below).
• The choice of sub-themes is told to the candidate in English by the invigilator
immediately prior to the start of the preparation time, using the wording for
the sub-themes provided on the randomisation grid, e.g. You may choose ‘media’ or
‘education’.
• The candidate must not see the contents of either card until s/he has chosen the sub-
theme, after which s/he will be given one of the cards.
• The preparation time must begin immediately after the candidate receives the card.
Task 1 part 1
You must:
– ask the candidate which statement s/he has chosen.
– ask the two compulsory questions relating to the statement (A or B) chosen by the candidate.
Questions may be repeated, but rephrasing is not allowed.
– develop the discussion by asking appropriate follow-up questions relating to the subject
matter on the stimulus card.
Task 1 part 2
You must broaden the discussion to cover other aspects of the overall Theme. Optional generic
questions are provided by Pearson (see below) as a guide to the questions you should ask in order to
enable the candidate to meet the assessment criteria, i.e. to elicit examples and information to
demonstrate their knowledge and understanding of the cultural and social context and to analyse
aspects of the Theme by developing and justifying arguments and forming conclusions (see
section below beginning ‘Optional generic questions…’).
Task 2 (presentation and discussion on candidate’s independent research project)
• Task 2 is recommended to last 10 to 11 minutes.
Task 2 part 1 (independent research presentation)
You must allow the candidate to open with their presentation on written sources used as part of their
research. This must not exceed 2 minutes. Candidates are allowed to refer to their RP3 form during
the presentation.
Task 2 part 2 (discussion on independent research)
You must ask follow-up questions about the candidate’s presentation and then begin a wider
exploration of the research as a whole in order to elicit the candidate’s understanding and analysis
of the cultural and social context. You should use the key
findings and list of sources on their copy of the RP3 form to help them formulate their own
questions. Optional generic questions are provided by Pearson as a guide to the questions you
should ask in order to enable the candidate to meet the assessment criteria, i.e. to elicit examples
and information to demonstrate their knowledge and understanding of the cultural and social context
and to analyse aspects of the research topic by developing and justifying arguments and forming
conclusions.
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, Optional generic questions to promote discussion and to enable candidates to analyse aspects of the Theme
(Task 1)/ analyse their chosen subject of interest (Task 2):
– Kannst du mir ein Beispiel für… geben?
– Warum sagst du das?
– Welchen Schluss könnte man aus x ziehen?
– Welche Beweise gibt es, die diese Meinung unterstützen?
– Warum ist das wichtig/relevant?
– Welche Bedeutung hat x?
In both tasks, candidates are expected to ask questions that elicit opinions as part of the natural
discourse and to confirm that their own points of view have been understood.
Examples of questions that candidates may ask to achieve this are as follows:
– Wie sehen Sie…?
– Glauben Sie nicht, dass…?
– Würden Sie nicht zustimmen, dass…?
– Ist es nicht der Fall, dass…?
– Verstehen Sie, was ich meine?
Candidates are also expected to take lead in the discussions.
It is your responsibility to cover all parts of each task and ask appropriate questions to ensure that the
candidate is able to access the maximum amount of marks available. The speaking assessment
should last between 16 to 18 minutes in total and you must ensure that timings are followed. The
timing of the assessment begins with the
candidate’s first utterance in relation to Task 1. Once the maximum stipulated assessment time has
passed, you must bring the assessment to a natural end, allowing the candidate to complete their last
sentence.
Students will not receive any marks for any conversation that takes place beyond the maximum
time allowed.
Sequence of stimulus cards for speaking examination: Task 1
To avoid duplication of stimuli, candidates must be given the cards in the sequence and combination
prescribed below.
If you conduct more than 12 speaking examinations in a day, e.g. in the morning, afternoon
and evening sessions, after the 12th candidate start at the beginning of the sequence again.
If you have a break in the examination schedule, e.g. morning break, lunchtime, start the next
candidate on next order of the sequence. For example, candidate 4 conducted their examination before
morning break, the next candidate after the morning break would be candidate 5.
If you are conducting examinations on more than one day, start each new day at the beginning of the
sequence.
P71083A 3
■■■■ Turn over
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