Section: Topic 6 | 0523 Chinese 2L ECR Speaking (2021)

Section outline

- Select activity Low level response
  
  Low level response
- Select activity Whole test - click to listen
  
  Whole test - click to listen
- Select activity Moderator comments - Part 1 Presentation Conduct o...
  
  Moderator comments - Part 1 Presentation
  
  Conduct of the test
  
  After announcing the centre information, name of the teacher/examiner and the candidate details, the teacher/examiner briefly said ‘The Speaking Test starts.’ This clearly indicates to the candidate that the assessment has started.
  
  Candidate response
  
  The candidate choses to talk about the pressures on young people.
  The presentation starts well giving details of young people’s lives with no worries being reflected in films which is not the same as the reality. The candidate then moves on to list the sort of worries or pressures that young people are facing.
  However, the candidate forget the lines in the middle of the delivery and becomes quite repetitive.
  There is enough evidence of a good range of vocabulary and structures to achieve a mark of 4 for both vocabulary and structures.
  
  Content and Presentation = 7 out of 10
  Vocabulary = 4 out of 5
  Structures = 4 out of 5
  Total mark awarded = 15 out of 20
  
  Moderator comments - Part 2 Topic conversation
  
  Conduct of the test
  
  The teacher/examiner recaps the topic of the presentation (Pressure) and starts the first question ‘What kind of impact is there on our life?’ The later questions such as ‘How will you manage pressure?’ and ‘What can parents, schools and society do to help young people?’ are all closely related and relevant. T
  
  The teacher/examiner is very calm and patient which helps to get the most out of the candidate and encourages them to do their best.
  Candidate response
  The candidate’s response in this part is often repetitive, searching for proper vocabulary.
  The candidate understood the discussion around basic situations and concepts, but has difficulty with more complex expressions. This was due to a limited vocabulary and hesitation when going beyond simple structures, for example, 跑来跑去 for walk/run around, 减轻学生的作业（量）.
  
  Comprehension and Responsiveness =6 out of 10
  Vocabulary = 3 out of 5
  Structures = 3 out of 5
  Total mark awarded = 12 out of 20
  
  Moderator comments - Part 3 General conversation
  
  Conduct of the test
  
  The teacher/examiner make the transition by saying ‘Thanks for your sharing. We now go for the third part of the test. Let’s talk about Friendship first.’ This is very clear and helps to set the scene for the next part of the test.
  Candidate response
  
  The candidate gives a good length answer to the first question ‘Tell me about your best friend.’, but started to struggle with opinion question ‘Are friends important to you?’, again limited by a lack of vocabulary, for example, 减轻那个心情。
  For second topic Festivals, similarly the candidate has difficulty with more complex ideas, and uses a limited range of vocabulary and structures.
  
  Comprehension and Responsiveness = 6 out of 10
  Vocabulary = 3 out of 5
  Structures = 3 out of 5
  Total mark awarded = 12 out of 20
  
  Moderator comments (Whole test)
  
  How the teacher/examiner performance could improve
  For weaker candidates, the teacher/examiner could have selected questions with a scenario, which may be easier to manage and get a better response from the candidate. For example, ‘Are friends important to you?’ could be rephrased as ‘If you didn’t have a best friend, what do you think it would be like?’
  How the candidate performance could improve
  The candidate needed to increase and expand the variety of vocabulary by including synonyms, antonyms, paronyms, etc.
  The candidate could have increased the use of the language in context.
  Total mark awarded =39 out of 60