2017 2019 Syllabus Mandarin

Syllabus
Cambridge IGCSE®
Mandarin Chinese
0547
For examination in June 2017, 2018 and 2019
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge
International Level 1/Level 2 Certificate (QN: 600/2572/4).
Cambridge Secondary 2 Version 1

Changes to syllabus for 2017, 2018 and 2019
This syllabus has been updated, but there are no significant changes.
You are advised to read the whole syllabus before planning your teaching programme.
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations 2015

Contents
1. Introduction..................................................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE Mandarin Chinese?
1.4 Cambridge ICE (International Certificate of Education)
1.5 How can I find out more?
2. Teacher support............................................................................................................... 5
2.1 Support materials
2.2 Endorsed resources
2.3 Training
3. Syllabus content at a glance............................................................................................ 6
4. Assessment at a glance.................................................................................................. 7
5. Syllabus aims and assessment objectives...................................................................... 9

5.1 Syllabus aims
5.2 Assessment objectives
5.3 Relationship between assessment objectives and components
5.4 Grade descriptions
6. Syllabus content............................................................................................................ 11
6.1 The Defined Content Booklet
6.2 Topic list
7. Description of components........................................................................................... 13
7.1 Paper 1: Listening
7.2 Paper 2: Reading
7.3 Paper 3: Speaking
7.4 Paper 4: Writing
8. Other information.......................................................................................................... 21
9. Additional information for regulated syllabuses............................................................. 22
10. Appendix: Speaking (Paper 3)........................................................................................ 24

10.1 Marking instructions for the Speaking examination
10.2 Completion of the Speaking examination Working Mark Sheet
10.3 Internal moderation
10.4 Arrangements for external moderation
Introduction
1. Introduction
1.1 Why choose Cambridge?

Cambridge International Examinations is part of the University of Cambridge. We prepare school students
for life, helping them develop an informed curiosity and a lasting passion for learning. Our international
qualifications are recognised by the world’s best universities and employers, giving students a wide range of
options in their education and career. As a not-for-profit organisation, we devote our resources to delivering
high-quality educational programmes that can unlock learners’ potential.
Our programmes set the global standard for international education. They are created by subject experts,
are rooted in academic rigour, and provide a strong platform for progression. Over 10 000 schools in 160
countries work with us to prepare nearly a million learners for their future with an international education
from Cambridge.
Cambridge learners
Cambridge programmes and qualifications develop not only subject knowledge but also skills. We
encourage Cambridge learners to be:
• confident in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• reflective as learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.
Recognition
Cambridge IGCSE is recognised by leading universities and employers worldwide, and is an international
passport to progression and success. It provides a solid foundation for moving on to higher level studies.
Learn more at www.cie.org.uk/recognition
Support for teachers

A wide range of materials and resources is available to support teachers and learners in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifications. More
details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers
Support for exams officers

Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cie.org.uk/examsofficers
Our systems for managing the provision of international qualifications and education programmes
for learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
2 Cambridge IGCSE Mandarin Chinese 0547. Syllabus for examination in 2017, 2018 and 2019.
Introduction
1.2 Why choose Cambridge IGCSE?

Cambridge IGCSEs are international in outlook, but retain a local relevance. The syllabuses provide
opportunities for contextualised learning and the content has been created to suit a wide variety of schools,
avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and
A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,
Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program
and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2
Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that learners have about 130 guided learning
hours per subject over the duration of the course, but this is for guidance only. The number of hours
required to gain the qualification may vary according to local curricular practice and the learners’ prior
experience of the subject.
1.3 Why choose Cambridge IGCSE Mandarin Chinese?

Cambridge IGCSE Mandarin Chinese is accepted by universities and employers as proof of linguistic ability
and understanding. The course encourages learners to develop lifelong skills, including:
• the ability to use a foreign language as a means of practical communication
• insight into the culture and civilisation of countries where the language is spoken
• a positive attitude towards language learning, towards the speakers of other languages, and towards
other cultures and civilisations
• techniques which can be applied to other areas of learning, such as analysis and memory skills
• a sound foundation for progression to employment or further study.
This is one of a number of Cambridge IGCSE foreign language syllabuses – for a full list, visit the Cambridge
website at www.cie.org.uk
Prior learning
We recommend that learners who are beginning this course should have previously achieved a level
corresponding to the requirements of the Key Stage 3 programme of study for Modern Foreign Languages
within the National Curriculum for England.
Cambridge IGCSE Mandarin Chinese 0547. Syllabus for examination in 2017, 2018 and 2019. 3
Introduction
Progression
Cambridge IGCSEs are general qualifications that enable learners to progress directly to employment, or to
proceed to further qualifications.
Candidates who are awarded grades A* to C in Cambridge IGCSE Mandarin Chinese are well prepared to
follow courses leading to Cambridge International AS and A Level Chinese, or the equivalent.
1.4 Cambridge ICE (International Certificate of Education)

Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to benefit
from offering a broad and balanced curriculum by recognising the achievements of learners who pass
examinations in a number of different subjects.
Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2
1.5 How can I find out more?

If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at info@cie.org.uk
If you are not yet a Cambridge school

Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge. Email us at
info@cie.org.uk to find out how your organisation can register to become a Cambridge school.
Teacher support
2. Teacher support
2.1 Support materials

We send Cambridge syllabuses, past question papers and examiner reports to cover the last examination
series to all Cambridge schools.
You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from Teacher Support, our secure online support for Cambridge teachers. Go to
http://teachers.cie.org.uk (username and password required).
2.2 Endorsed resources

We work with publishers providing a range of resources for our syllabuses including print and digital
materials. Resources endorsed by Cambridge go through a detailed quality assurance process to ensure
they provide a high level of support for teachers and learners.
We have resource lists which can be filtered to show all resources, or just those which are endorsed by
Cambridge. The resource lists include further suggestions for resources to support teaching.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
Syllabus content at a glance
3. Syllabus content at a glance
The syllabus content is organised around five broad Topic areas which provide contexts for the acquisition of
vocabulary and the study of grammar and structures. Through the study of these Topic areas, candidates gain
insight into target language countries and communities. The Topic areas are:
• Everyday activities
• Personal and social life
• The world around us
• The world of work
• The international world.
Assessment at a glance
4. Assessment at a glance
All candidates take the following four components:
Grades available: A*, A, B, C, D, E, F, G Weighting

of papers
Paper 1 Listening approximately 35 minutes

Candidates listen to a number of recordings and answer questions testing
comprehension. 25%
30 marks
Externally assessed
Paper 2 Reading 1 hour 15 minutes

Candidates read a number of texts and answer questions testing comprehension.
25%
36 marks
Externally assessed
Paper 3 Speaking* approximately 15 minutes

Candidates complete two role plays, a topic presentation/conversation and a general
conversation. 25%
100 marks
Internally assessed/externally moderated
Paper 4 Writing 1 hour 15 minutes

Candidates respond in the target language to three tasks.
25%
45 marks
Externally assessed
*
Individual Centres are responsible for conducting the tests and for the initial assessment, which is then
subject to moderation by Cambridge. Please see the Appendix for additional information.
Assessment at a glance
Availability
This syllabus is examined in the June examination series.
This syllabus is available to private candidates provided that the accommodating Centre can make
appropriate arrangements to conduct and assess the Speaking examination, and submit the required sample
and paperwork to Cambridge for external moderation
Detailed timetables are available from www.cie.org.uk/examsofficers
Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except:
• syllabuses with the same title at the same level
• 0509 First Language Chinese
• 0523 Chinese as a Second Language.
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge
O Level syllabuses are at the same level.
Syllabus aims and assessment objectives
5. Syllabus aims and assessment objectives
5.1 Syllabus aims

The aims of the syllabus outline the educational purposes of a course in a foreign language for the
Cambridge IGCSE examination. They are not listed in order of priority.
This syllabus aims to:

• develop the ability to communicate effectively using the target language
• offer insights into the culture and society of countries where the language is spoken
• develop awareness of the nature of language and language learning
• encourage positive attitudes towards speakers of other languages and a sympathetic approach to other
cultures and civilisations
• provide enjoyment and intellectual stimulation
• develop transferable skills (e.g. analysis, memorising, drawing of inferences) to complement other areas
of the curriculum
• form a sound base of the skills, language and attitudes required for progression to work or further study,
either in the target language or another subject area.
5.2 Assessment objectives

Candidates will be assessed on their ability to:
AO1 Understand and respond to spoken language
AO2 Understand and respond to written language
AO3 Communicate in speech, showing knowledge of a range and variety of vocabulary and applying the
grammar and structures of the target language accurately
AO4 Communicate in writing, showing knowledge of a range and variety of vocabulary and applying the
grammar and structures of the target language accurately.
5.3 Relationship between assessment objectives and components

The marks allocated to each of the assessment objectives are summarised below.
Paper 1 Paper 2 Paper 3 Paper 4 Weighting for

Listening Reading Speaking Writing qualification
(marks) (marks) (marks) (marks) (%)
AO1 30 25%
AO2 36 25%
AO3 100 25%
AO4 45 25%
Syllabus aims and assessment objectives
5.4 Grade descriptions

Grade A
Listening Candidates understand gist and identify main points and detail in texts drawn from a variety of
contexts and topic areas. They recognise points of view, attitudes and emotions and are able to
draw conclusions. They show an ability to extract meaning from more complex language.
Reading Candidates understand gist and identify main points and detail in texts drawn from a variety of
contexts and topic areas. They recognise points of view, attitudes and emotions and are able
to draw conclusions. They show an ability to understand unfamiliar language and to extract
meaning from more complex language.
Speaking Candidates develop conversations and discussions and narrate events. They express and
justify ideas and opinions, and produce longer sequences of speech using a variety of
vocabulary, structures and can express different time frames. They speak confidently with good
pronunciation and intonation. The message is clear although there may still be some errors,
especially when using more complex structures.
Writing Candidates give information and narrate events. They express and justify ideas and opinions.
They use a range of vocabulary, structures and verbs. Their spelling and grammar are generally
accurate and their style is appropriate to purpose.
Grade C
Listening Candidates identify and note main points, details and opinions from language spoken at normal
speed. The spoken texts include past and future events. They are drawn from a variety of
contexts and topic areas and may include familiar language in unfamiliar contexts.
Reading Candidates identify and extract details and opinions from texts drawn from a variety of contexts
and topic areas. The texts include past and future events and may include familiar language in
unfamiliar contexts.
Speaking Candidates develop conversations and simple discussions which include past, present and future
events. They express opinions and show an ability to deal with some unpredictable elements.
Although there may be some errors, they convey a reasonably clear message and their
pronunciation and intonation are generally accurate.
Writing Candidates express opinions and write about a variety of topics which may be factual or
imaginative and which may include different time frames. The style is basic but despite some
errors the writing conveys a clear message.
Grade F
Listening Candidates identify and note main points and extract some details from simple language spoken
clearly at near normal speed.
Reading Candidates identify main points and extract some information from short, simple texts. They
may use context to work out the meaning of words.
Speaking Candidates take part in simple conversations showing some ability to communicate simple
information in response to straightforward questions. Their pronunciation is understandable.
Although there will be grammatical inaccuracies, the main points are usually communicated.
Writing Candidates write short sentences and communicate simple ideas. Although there may be
mistakes in spelling and grammar, the main points are usually communicated.
Syllabus content
6. Syllabus content
6.1 The Defined Content Booklet

A Mandarin Chinese Defined Content Booklet is provided to guide teachers and candidates preparing for this
examination. It should be downloaded from the Cambridge website at www.cie.org.uk and includes the
following sections:
• Topic areas: the list of topic areas from which all textual material used in the examination will be drawn.
• M
inimum Core Vocabulary: the list of vocabulary to be tested in Sections 1 and 2 of Papers 1 and 2,
Role Plays A of Paper 3 and Section 1 of Paper 4.
• G
rammar and structures: the list of grammar and structures that candidates aiming at grades C to G are
expected to learn, and a supplementary list for those aiming at grades A* to B.
The table below summarises the relationship between the Defined Content and the question papers.
Paper Section Topic areas Minimum Core Grammar and

Vocabulary structures
Paper 1 1 A, B, C  Part 1
2 A, B, C, D*, E*  Part 1
3 A, B, C, D, E Parts 1 and 2
Paper 2 1 A, B, C  Part 1
2 A, B, C, D*, E*  Part 1
Paper 3 Role Plays A A, B, C  Part 1
Role Plays B A, B, C, D, E Part 1
Paper 4 1 A, B, C, D†, E†  Part 1
* Where Section 2 of this paper features passages based on Topic areas D and E, only vocabulary from
the Minimum Core Vocabulary List will be tested.
†

Where Section 1 of this paper features questions based on Topic areas D and E, only vocabulary from
the Minimum Core Vocabulary will be tested.
Syllabus content
6.2 Topic list

Candidates will be required to show knowledge and understanding of the five Topic areas listed below.
These provide contexts for the acquisition of vocabulary and the study of grammar and structures. Through
the study of these Topic areas, candidates gain insight into target language countries and communities. For
further guidance on these Topic areas, please refer to the Mandarin Chinese Defined Content Booklet. In
the Speaking examination, candidates also have the opportunity to demonstrate their knowledge of a topic
of their own choice which might be outside the list below.
Topic areas Examination topics

Area A Everyday activities
Home life and school Home life A1
School routine A2
Food, health and fitness Eating and drinking A3
Health and fitness A4
Area B Personal and social life

Self, family and personal relationships Self, family, personal relationships, pets B1
Everyday life B2
Eating out B3
Holidays Holidays B4
Area C The world around us

Home town and local area Home town and geographical surroundings C1
Clothes C2
Shopping C3
Public services, customs, etc. C4
Natural and made environment Weather C5
Finding the way C6
People, places and customs Meeting and greeting phrases C7
Travel and transport C8
Famous sites and famous cities C9
Animals C10
Area D The world of work

Continuing education Further education and training D1
Careers and employment Future career plans D2
Employment D3
Area E The international world

Tourism at home and abroad Holiday travel and transport (see also C8) E1
Geographical surroundings (see also C1) E2
Weather (see also C5) E3
Life in other countries Places and customs E4
Food and drink (see also A3) E5
Meeting people (see also C7) E6
Description of components
7. Description of components
All examination papers are set in the target language: this includes rubrics and all questions. All questions
requiring written answers, including questions testing Listening and Reading Comprehension, are to be
answered in the target language.
Dictionaries are not permitted in the examination.
For detailed guidance on how the papers are marked, please refer to the published specimen mark schemes
which are available on our public website.
7.1 Paper 1: Listening

Approximately 35 minutes, 30 marks
The Listening examination will be provided to Centres on a pre-recorded CD. All listening material will be
heard twice by candidates and appropriate pauses for candidates to write their answers will be included on
the recording.
All candidates must attempt all three sections.
The aim of this paper is to test candidates’ listening comprehension skills and every effort will be made to
minimise the amount of reading and writing candidates are required to do in the examination.
The examination is divided into three sections, each worth 10 marks, and there is progression as higher
grades are targeted.
Section 1 (10 marks)

One or two exercises, consisting of short recordings (one or two sentences), some involving two speakers,
tested mainly by visual material (pictures, line drawings, etc.).

Two or three exercises.
Candidates hear recordings containing largely factual information, about travel, weather, opening times,
facilities available, etc.

Two or three exercises.
Candidates hear recordings containing information which is of interest to the candidate: conversations,
discussions, interviews, factual reports are likely sources.
Questions are usually objective requiring non-verbal responses. Test-types include multiple-choice,
matching, box ticking. Visuals are used wherever possible.
Five of the 20 marks allocated to Sections 2 and 3 correspond to questions requiring answers in Chinese.
These questions are phrased in such a way that answers can be brief and candidates are allowed to write
their answers in either Chinese characters or pinyin. As long as communication is achieved, candidates are
not penalised for language which may be incorrect. Where candidates write their answers in pinyin, tones
do not need to be correct for the mark to be awarded. Answers written in any language other than Chinese
will be ignored.
Administration of the Listening test

Cambridge will supply Centres with one audio CD for every 20 candidates, and one spare. These can be
kept by the Centre after the examination. Centres are strongly advised to hold the test in rooms which are
suitable for up to 30 candidates at a time. If Centres have equipment which is especially powerful, more
candidates may be accommodated without special permission, but no special appeals will be entertained.
In exceptional circumstances, Centres may transfer material from CD to audio cassette, but this should be
done under strict security conditions with adequate supervision.
CDs must be spot-checked as soon as they are received. Shortly before the examination day (e.g. the
teaching day before), CDs must be spot-checked again, in the room to be used for the examination, to test
the acoustics.
In the examination, the invigilator should instruct candidates to open the Question Paper as s/he starts
the recording. Once the recording is started, it must run without interruption. The recording must not be
‘rewound’ to go back for a question which may have been missed because of noise from outside (e.g.
aircraft), and candidates should be warned of this before the test is started. The recording may only be
stopped/paused if there is a serious emergency (e.g. a candidate fainting), and must then be restarted from
exactly the same place, once the emergency has been dealt with. In such cases, an application for Special
Consideration must be made and sent directly to Cambridge (see the Cambridge Handbook). Centres must
state the point on the recording at which any interruption took place and the reasons for and length of the
interruption. If, as a result of the interruption, there is reason to believe that candidates may not have clearly
heard parts of the recording, a note of the question numbers affected should also be included.
Transcripts of the recording are issued with the published Mark Scheme.
7.2 Paper 2: Reading

1 hour 15 minutes, 36 marks
All candidates must attempt all three sections.
Candidates will encounter a variety of question types on the Reading Paper. The Paper is designed to
test comprehension skills and includes objective questions and questions which require candidates to
write answers in the target language. Where candidates are required to produce written answers in the
target language, they are not penalised for incorrect or inaccurate language unless it makes their answers
ambiguous. It is important that they write briefly, relevantly and concisely. Provided that answers are
unambiguous, long answers in full sentences are often not required. Candidates should be encouraged to
paraphrase and manipulate the language in order to answer questions appropriately. They are unlikely to
score high marks on this paper if they simply copy large chunks from the stimulus material, with no attempt
to select what is relevant.
Candidates should write their answers in characters. Answers written in any language other than Chinese
are ignored.

• Exercise 1 (5 marks): candidates read a series of short notices, signs, instructions, messages,
advertisements, etc. and answer multiple-choice questions.
• Exercise 2 (4 marks): candidates read a series of short statements and complete a matching exercise
which tests the main words in these statements.
• Exercise 3 (3 marks): candidates read a short text in the form of an email, message, postcard, letter, etc.
Questions are objective and test the main points and some detail.

• Exercise 1 (4 marks): candidates read a short text in the form of a brochure, guide, etc. Questions are
objective and test the main points and specific detail.
• Exercise 2 (8 marks): candidates read a longer text in the form of a letter, email, etc. Questions test
general understanding of the main points, which includes recognising simple attitudes and opinions.
Questions require short answers in the target language.

• Exercises 1 and 2 (12 marks): candidates read two longer, more complex texts. Questions test general
and specific comprehension. They will also require candidates to identify attitudes, emotions and ideas,
the main points or themes, and to draw conclusions. Some of the questions are objective, some require
short answers in the target language.
7.3 Paper 3: Speaking

Approximately 15 minutes, 100 marks
The Speaking examination consists of a single interview with three compulsory parts:
• Test 1: Role Plays
• Test 2: Topic Presentation/Conversation
• Test 3: General Conversation.
The Role Play tasks are provided by Cambridge, but individual Centres are responsible for conducting the
tests and for the initial assessment. This assessment is then subject to moderation by Cambridge.
Full instructions on the conduct and assessment of the Speaking examination are provided in the Teachers’
Notes Booklet and Role Play Cards. These items are despatched to Centres on the basis of their Estimated
Entries and it is therefore important that Centres submit Estimated Entries for this syllabus by the deadline
published in the Cambridge Administrative Guide.
Specimen/past copies of the Teachers’ Notes Booklet and Role Play Cards can be downloaded from the
Cambridge Teacher Support website and contain the instructions for the conduct and assessment of the
Speaking examination. It is crucial that teacher/Examiners study these instructions well in advance of their
first examination session so that any doubts or queries can be resolved in good time.
A Speaking Test Handbook is available and provides the opportunity for teacher/Examiners to practise
conducting and assessing the Speaking examination before they undertake their first live tests.
Structure of the Speaking examination

Test 1: Role Plays (approximately 5 minutes, 30 marks)
Cambridge supplies a number of alternative Role Play Cards which the teacher/Examiner allocates at random
to candidates during each session of examining. Each candidate is given one card containing two role play
situations, each of which consists of five tasks. Each candidate is examined in both role play situations on
the card they have been given. The first role play (Role Play A) is more straightforward than the second (Role
Play B). Candidates should be allowed approximately 15 minutes to prepare their two role play situations.
They may not take any written notes into the preparation room nor may they make any notes during their
preparation time. Candidates should have a copy of the Role Play Card they have prepared to refer to in the
examination room but must not be allowed to take it away with them after the examination.
Each role play situation specifies the roles of the teacher/Examiner and candidate. Teacher/Examiners
must conduct the role plays in accordance with the instructions and script provided in the Teachers’ Notes
Booklet. They must prepare the situations carefully so that the candidate’s tasks follow on naturally from the
teacher/Examiner’s response. As marks can only be awarded for the stipulated tasks, the teacher/Examiner
must not create extra tasks, and if a candidate misses out a task, should try to guide them back to it, in as
natural a way as possible. It does not matter that this may lead to tasks occurring in a different order, as
long as they are all attempted.
For the Mark Scheme, see the Appendix, Table A of the Marking Instructions.
Test 2: Topic Presentation/Conversation (approximately 5 minutes, 30 marks)

This part of the examination starts with a one to two minute presentation by the candidate on a topic of their
choice which they will have prepared in advance. The teacher/Examiner will follow up the presentation with
specific spontaneous questions on the topic, bringing the total time for the Topic Presentation and Topic
Conversation to approximately five minutes.
Candidates are encouraged to choose a topic in which they have a personal interest. Suitable subjects
might be, for example: ‘School life’, ‘Hobbies and pastimes’ (general or specific), ‘My country’, ‘Life in
another country’, ‘My ambitions’, ‘Holidays’. Topics dealing with politics or social and economic issues
are ambitious for this level of achievement and may disadvantage candidates if they do not possess the
linguistic skills and maturity of ideas which such topics necessitate. Candidates should be encouraged to
prepare different topics within a Centre and should not be allowed to present ‘Myself’ or ‘My life’ as topics,
as these can often pre-empt the General Conversation section. Candidates may use illustrative material,
e.g. photographs, if this seems appropriate to their topic, but are not allowed to use written notes of
any kind.
The teacher/Examiner will allow the candidate to speak for one to two minutes uninterrupted on their
chosen topic before starting the Topic Conversation. Where a candidate has been talking for two minutes
and shows no sign of finishing their presentation, the teacher/Examiner must interrupt and start the Topic
Conversation.
In the Topic Conversation, candidates should be able to respond to the teacher/Examiner’s questions in a
spontaneous and natural manner. It is the extent to which candidates can manipulate their prepared material
according to the needs of the teacher/Examiner that determines their marks and they must not be allowed
to deliver a prepared monologue or a series of obviously prepared replies.
The teacher/Examiner must try to lead the candidate into using other time frames. For a mark of 7 or above
to be awarded for Language, candidates must show that they can convey past and future meaning and
teacher/Examiners need to ask questions which allow them to do this. In order to extend the candidate
as far as possible, the teacher/Examiner should probe, explore, ask for explanations, justifications,
enlargements, descriptions (how? when? why? tell me a bit more about… etc.).
For the Mark Scheme, see the Appendix, Tables B and C of the Marking Instructions.
Test 3: General Conversation (approximately 5 minutes, 30 marks)

The Topic Conversation will lead into a spontaneous discussion of a more general nature. The teacher/
Examiner will announce the transition to the General Conversation and should ease the candidate into the
General Conversation by starting out from any point of interest noted earlier or by asking a couple of general
‘starter’ questions relating to the candidate’s everyday life, e.g. school, home, town, journey to and from
school, free time (evenings, weekends), holidays, hobbies. All candidates can reasonably be expected to
have the command of vocabulary and idiom necessary for this.
The teacher/Examiner should aim to cover two or three of the Defined Content Examination Topics in this
section of the examination (listed in the Syllabus Content section). With weaker candidates, it may be
necessary to cover a greater number of topics superficially, but with more able candidates, the teacher/
Examiner should ask a series of linked questions on just two or three topics, in order to explore these
in greater depth. Precise factual information or knowledge is not required and candidates must not be
penalised for lack of such knowledge. Questions must be adjusted to the candidate’s ability and the teacher/
Examiner should be ready to pass on quickly to another subject if candidates are obviously out of their
depth.
Candidates are expected to give natural replies to questions; their answers need not therefore be in the
form of complete sentences. The teacher/Examiner should avoid asking questions which can be answered
with ‘yes’ or ‘no’ and should instead use a variety of question types and interrogative adverbs, ranging from
a basic level of simple questions which demand short predictable responses, e.g. when? how many? how
long? with whom? with what? how? etc. to more searching questions such as why? tell me about… what
do you think about…? Questions should be adjusted to the candidate’s ability. However, as in the Topic
Conversation, the teacher/Examiner must try to extend the candidate as far as possible by giving them the
opportunity to explain and justify their opinions.
As in the Topic Conversation, the teacher/Examiner must try to lead the candidate into using other time
frames (themes could be visits to other countries, plans for the future, etc.) and he or she can then be
extended as far as possible. For a mark of 7 or above to be awarded for Language, candidates must show
that they can convey past and future meaning and teacher/Examiners need to ask questions which allow
them to do this.
For the Mark Scheme, see the Appendix, Tables B and C of the Marking Instructions.
Test 4 Impression (10 marks)

At the end of the Speaking examination, based on the candidate’s overall performance, the teacher/
Examiner awards a mark for pronunciation, intonation and fluency.
For the Mark Scheme, see the Appendix, Table D of the Marking Instructions.
Administration of the Speaking examination

Dates for Speaking examination
The Speaking examination takes place before the main examination series as notified on the timetable.
Each Centre decides on a convenient period within these dates to conduct the Speaking examinations.
Appointment of teacher/Examiner
Each Centre selects its own teacher/Examiner to conduct and assess the Speaking examination. This is
normally a teacher from within the Languages Department, but could be someone from outside the Centre.
In the interests of standardisation, only one teacher/Examiner should be appointed per Centre.
Where a Centre wishes to use additional teacher/Examiners because it has large numbers of candidates,
permission to do so must be sought from the Languages Group at Cambridge well before the start of each
Speaking examination period. Permission to use more than one teacher/Examiner will only be granted on
the understanding that (i) teacher/Examiners at the Centre work together to ensure a common approach
to the conduct of the Speaking examination and the application of the mark scheme and (ii) the Speaking
examinations for all candidates at the Centre are recorded. The sample the Centre submits to Cambridge
must include the work of each teacher/Examiner and a Speaking examination Working Mark Sheet must be
submitted for each teacher/Examiner, with candidate names and numbers clearly entered. Guidelines for the
internal standardisation/moderation of Speaking examinations are available from Cambridge.
Arrangements for the examination

It is the Centre’s responsibility to make available a suitable room(s) and good quality equipment in order to
ensure the smooth-running of the Speaking examination. Examination conditions must prevail in the area
where the Speaking examination takes place and adequate supervision must be provided to ensure that
each candidate can prepare his/her role plays alone and in silence. Dictionaries and writing materials are not
allowed in the preparation room.
Preparation of confidential test materials

Confidential test materials (Teachers’ Notes Booklet and Role Play Cards) are sent to Centres approximately
two to three weeks before the start of the assessment period and include full instructions on how to
conduct and assess the Speaking examination. These should be opened in the four working days before
the Centre’s assessment starts and studied carefully by the teacher/Examiner before conducting his/her
first Speaking examination. Teacher/Examiners who have prepared their own roles fully and are confident
in what they are doing are better able to help candidates should they experience any difficulty. Once the
materials have been opened, the Speaking examinations must be completed as soon as is realistically
possible. Once the Centre has completed the Speaking examinations, the materials remain confidential and
must be kept in a secure place by the Centre until the end of the examination period. Candidates must not
have knowledge of the role play situations in advance of the examination.
Completion of the Speaking examination Working Mark Sheet

Candidates’ marks must be recorded on the Speaking examination Working Mark Sheet. Candidates
must be marked as they are being examined and not afterwards from a recording. The Speaking
examination Working Mark Sheet, and the instructions for completing it, may be downloaded from
www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0547) and your Centre
number, after which it will take you to the correct form. Follow the instructions when completing the form.
Recording of the Speaking test

The Centre must record the Speaking test for all candidates. The Centre will then select the sample for
external moderation according to the instructions below. Only the recordings chosen as part of the sample
for external moderation must be sent to Cambridge. The other recordings must be retained at the Centre
until the result enquiry period has elapsed as they may be requested by Cambridge at a later stage.
Composition of sample for external moderation

In order to allow Cambridge to accurately check the standard of assessment, each Centre must select and
send to Cambridge a recorded sample as follows:
• Centres entering 1–16 candidates must send the recordings of all candidates
• Centres entering 17 or more candidates must send:
(i) the recordings of the first 10 candidates according to candidate number
and
(ii) the recordings of 6 candidates spread evenly across the ability range. The candidates selected
should be representative of the range of marks awarded by the Centre and should be spread as
evenly as possible across that range. If possible, the recordings of the strongest and the weakest
candidates at the Centre should be included, with the other recordings spaced at equal intervals in
between.
Note: Centres entering 17 or more candidates must send a total of 16 recordings. The category (ii)
candidates must be chosen from candidates who do not fall into category (i). In Centres with just
over 17 candidates, Cambridge accepts this may mean that the category (ii) candidates are not fully
representative of the range.
Presentation of the sample for external moderation

It is preferable for the Speaking tests to be recorded in .mp3 format using a suitable digital voice recorder
or sound recording program on a computer. Each candidate’s file must be saved individually. The Speaking
tests selected to be part of the sample to send to Cambridge for external moderation should then be
transferred to a standard-format CD. Mini CDs or USB sticks must not be used. (Note that it is permissible
to use audio cassettes, but the use of CDs and digital recording equipment is strongly preferred.) The
Centre is responsible for supplying CDs for the recording of its sample for external moderation: these
will not be supplied by Cambridge. All recording equipment, including CDs, must be of as high a standard
as possible to ensure that moderation samples are clearly audible. Centres wishing to submit recordings as
digital files to Cambridge for external moderation will find more detailed guidance in the Exams Officer area
of the website www.cie.org.uk
Feedback on conduct and assessment of Speaking examinations

Centres will receive a brief report on the outcome of moderation (Form CW/C/REP).
7.4 Paper 4: Writing

1 hour 15 minutes, 45 marks
All candidates must attempt both sections.
Answers written in any language other than Mandarin Chinese are ignored.

• Question 1 (5 marks): candidates are required to write a series of single words linked to a topic. Any
words relevant to the topic that are produced by the candidate in the examination will be considered for
reward.
• Question 2 (15 marks): a directed writing task. 80–100 characters in total are required. 10 marks are
available for Communication and 5 marks for Language.
Marks are only awarded for material which addresses the set tasks. Minus marks are never used:
candidates are given every opportunity to gain marks for what they can do.

• Question 3 (25 marks): candidates are offered a choice of three tasks (an email/letter, an article, and a
narrative) and must complete one of these. 150 characters in total are required.
Candidates are expected to communicate accurately and should make use of a wide variety of idiom,
vocabulary, structure and show that they can convey past and future meaning. A system of positive marking
is used. Irrelevant material is not rewarded.
Questions in Section 2 are marked out of 25 under the following three headings:
• Communication 5 marks
• Accuracy of Language 15 marks
• Impression 5 marks
Other information
8. Other information
Equality and inclusion

Cambridge International Examinations has taken great care in the preparation of this syllabus and
assessment materials to avoid bias of any kind. To comply with the UK Equality Act (2010), Cambridge has
designed this qualification with the aim of avoiding direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk/examsofficer
Language
This syllabus is available in English only. The associated assessment materials are available in the target
language.
Grading and reporting

Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard
achieved, A* being the highest and G the lowest. ‘Ungraded’ indicates that the candidate’s performance fell
short of the standard required for grade G. ‘Ungraded’ will be reported on the statement of results but not
on the certificate. The letters Q (result pending), X (no results) and Y (to be issued) may also appear on the
statement of results but not on the certificate.
Entry codes
To maintain the security of our examinations, we produce question papers for different areas of the world,
known as ‘administrative zones’. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.
Additional information for regulated syllabuses
9. Additional information for regulated syllabuses
This syllabus appears on the Register of Regulated Qualifications (http://register.ofqual.gov.uk) as a

Cambridge International Level 1/Level 2 Certificate. In other contexts it is known as a Cambridge IGCSE..
Candidates who are awarded grades D to G will have achieved an award at Level 1 of the National
Qualifications Framework. Candidates who are awarded grades A* to C will have achieved an award at
Level 2 of the National Qualifications Framework.
Prior learning
Candidates in England who are beginning this course should normally have followed the Key Stage 3
programme of study within the National Curriculum for England.
Other candidates beginning this course should have achieved an equivalent level of general education.
Progression
Cambridge International Level 1/Level 2 Certificates are general qualifications that enable learners to
progress directly to employment, or to proceed to further qualifications.
This syllabus provides a foundation for further study at Levels 2 and 3 of the National Qualifications
Framework, including GCSE, AS and A Level GCE, and Cambridge Pre-U qualifications.
Candidates who are awarded grades A* to C are well prepared to follow courses leading to Level 3 AS and
A Level GCE Chinese, Cambridge Pre-U Mandarin Chinese, IB Certificates in Language, or the Cambridge
International AS and A Level Chinese.
Overlapping qualifications
Every qualification is assigned to a discount code indicating the subject area to which it belongs. Candidates
who enter for more than one qualification with the same discount code will only have 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 qualifications with the same discount
code, colleges are very likely to take the view that they have achieved only one of the two qualifications.
Candidates who have any doubts about their subject combinations should seek advice, either from their
centre or the institution to which they wish to progress.
For the latest information on discount codes and performance tables, please see the Department for
Education website.
Additional information for regulated syllabuses
Spiritual, moral, ethical, social, legislative, economic and cultural issues

The study of a foreign language permits:
Spiritual development – the growth of candidates’ sense of self, their unique potential, their understanding
of their own strengths and weaknesses, and their will to achieve.
Moral development – acquiring an understanding of the difference between right and wrong, and of moral
conflict and a concern for others. Candidates are able and willing to reflect on the consequences of their
actions.
Social development – acquiring an understanding of the responsibilities and rights of being members of
families, groups and communities (local, national, global) and an ability to relate to others and to work with
others for the common good.
Cultural development – acquiring an understanding of cultural traditions and an ability to respond to a variety
of aesthetic experiences. Candidates acquire a respect for their own culture and that of others, an interest in
others’ ways of doing things and curiosity about differences.
Sustainable development, health and safety considerations and international

developments
This syllabus offers opportunities to develop ideas on sustainable development and environmental issues,
health and safety, and the international dimension.
• Health, safety, sustainable development and environmental issues
The following Topic areas used in this syllabus are particularly relevant:
– Food, health and fitness
– Home town and local area
– Natural and made environment
– Tourism at home and abroad
– World events and issues
• The international dimension
All of the Topic areas in this syllabus can be taken to support the international dimension.
Appendix: Speaking (Paper 3)
10. Appendix: Speaking (Paper 3)
10.1 Marking instructions for the Speaking examination

General principles
• You are urged to use the full range of marks, bearing in mind that it is not necessary for a candidate to
be of native speaker standard to be given maximum marks within any single category.
• Adopt a positive approach: award marks based on what the candidate can do rather than deducting
marks for errors.
• Above all else, please be consistent in your marking. The moderation process allows for adjustments to
be made to consistently harsh or consistently generous marking. If you are unsure of the mark to award,
err on the side of generosity.
It is important that teacher/Examiners award marks positively. In order to ensure that they reward
achievement rather than penalise failure or omissions, teacher/Examiners should get in the habit of starting
at the bottom of the Mark Schemes and working upwards through the descriptors when awarding marks.
The teacher/Examiner should adopt a ‘best-fit’ approach. For each of the assessment criteria,
Communication (Table B), Language (Table C) and Impression (Table D), the teacher/Examiner must select
the set of descriptors provided in the Mark Scheme that most closely describes the quality of the work
being marked. As the teacher/Examiner works upwards through the Mark Scheme, s/he will eventually
arrive at a set of descriptors that fits the candidate’s performance. When s/he reaches this point, the
teacher/Examiner should always then check the descriptors in the band above to confirm whether or not
there is just enough evidence to award a mark in the higher band.
When awarding the marks for the Topic Presentation/Conversation the teacher/Examiner may find that the
quality of the work produced in the presentation is superior to that produced in the conversation (or vice
versa). In such cases, the teacher/Examiner will need to award a mark that takes into account both the
strengths and weaknesses of the performance.
To select the most appropriate mark within each set of descriptors, teacher/Examiners should use the
following guidance:
• If most of the descriptors fit the work, then the teacher/Examiner will award the middle mark in the
band.
• If the descriptors fully fit the work (and the teacher/Examiner had perhaps been considering the band
above), the highest of the three marks will be awarded.
• If there is just enough evidence (and the teacher/Examiner had perhaps been considering the band
below), then the lowest mark in the band will be awarded.
Where there are only two marks within a band, the choice will be between work which in most respects
meets the descriptor and work which just meets the descriptors.
Table A – Mark Scheme for Test 1: Role Plays (30 marks)

In this part of the Speaking examination, the teacher/Examiner plays the part of a patient and well-disposed
foreigner with no knowledge of the candidate’s first language.
The Role Plays test the ability of candidates to communicate needs, information, requests, etc., in plausibly
life-like situations. Intelligibility is therefore more important than grammatical or syntactic accuracy.
However, only verbal communication is assessed: credit is not given for gestures, facial expressions or
other non-verbal forms of communication.
Candidates are required to give natural responses, not necessarily in the form of full sentences. The use of
appropriate register and correct idiom is rewarded.
Each of the ten Role Play tasks (five tasks in Role Play A and five in Role Play B) completed by the candidate
is assessed on the scale below. When awarding marks, teacher/Examiners should start at the bottom of the
Mark Scheme and work upwards.
An accurate utterance which not only conveys the meaning but which is expressed in native idiom 3
and appropriate register. Minor errors (adjective endings, use of prepositions, etc.) are tolerated.
The utterance is intelligible and the task of communication is achieved.
The language used is not necessarily the most appropriate to the situation and may contain 2
inaccuracies which do not obscure the meaning.
Communication of some meaning is achieved, but the native speaker would find the message 1
ambiguous or incomplete.
The utterance is unintelligible to the native speaker. 0
Notes
1 If there are two elements in a task and only one is completed, then a maximum of one mark only may
be awarded.
2 Short utterances, if appropriate, can be worth three marks.
Tables B and C – Mark Schemes for Test 2: Topic Presentation/Conversation

and Test 3: General Conversation (2 × 30 marks)
Each of Tests 2 (Topic Presentation/Conversation) and 3 (General Conversation) is awarded two marks:
• a mark out of 15 for Communication (see Table B)
• a mark out of 15 for Language (see Table C).
Table B – Mark Scheme for Communication

This assesses the candidate’s response in terms of comprehension of the teacher/Examiner, immediacy of
reaction/response, and successful transmission of messages (including presentation of material in the topic).
Outstanding • A spontaneous interchange between candidate and Examiner. 14–15

Candidate responds fully and confidently to all question types.
• Can justify and explain routinely.
• Very consistent performance. Not necessarily of native speaker
standard.
Very good • Generally understands questions first time, but may require 12–13
occasional rephrasing. Can respond satisfactorily to both
straightforward and unexpected questions.
• Regularly develops own ideas and opinions and provides
justifications.
Good • Has no difficulty with straightforward questions and responds 10–11

satisfactorily to some unexpected ones.
• Communicates essential elements and can expand occasionally.
• Regularly expresses opinions with some simple justifications.
Satisfactory • Understands most straightforward questions, but has difficulty 7–9

with some unexpected ones and needs some rephrasing.
• Communicates most of the essential elements.
• Can convey simple, straightforward opinions.
Weak • Has difficulty with many straightforward questions, but still 4–6
attempts an answer.
• Communicates simple pieces of information.
Poor • Frequently has difficulty understanding the questions and has 1–3
great difficulty in replying.
• Communicates a few facts.
Communicates no relevant information. 0
Table C – Mark Scheme for Language

This assesses the linguistic content of the candidate’s answers in terms of complexity, accuracy and range
of structures, vocabulary and idiom.
Outstanding • Very accurate use of a wide range of structures, vocabulary and 14–15
idiom with occasional errors in more complex language.
• Not necessarily of native speaker standard.
Very good • Wide range of mostly accurate structures and vocabulary. 12–13
Good • Good range of generally accurate structures, varied vocabulary. 10–11
Satisfactory* • Adequate range of structures and vocabulary. Can convey past 7–9
and future meaning. Some ambiguity.
Weak • Some manipulation of structures and awareness of verbs, 4–6

though often faulty and/or incomplete. Shows elementary,
limited vocabulary.
Poor • Shows very limited range of structures and vocabulary. 1–3
Nothing coherent or accurate enough to be comprehensible. 0
* Candidates who do not show that they are able to convey past and future meaning accurately cannot be
awarded a mark in the Satisfactory band or above for Language.
Table D – Mark Scheme for Impression (10 marks)

A mark out of 10 is awarded for Impression. This mark assesses the candidate’s performance across the
whole Speaking examination in terms of pronunciation, intonation and fluency.
Very good pronunciation, intonation and fluency; an occasional slight mistake or 9–10
hesitation. Not necessarily of native speaker standard.
Good pronunciation and fluency; makes a fair attempt at correct intonation and 7–8
expression; some mistakes and/or hesitation.
A fair degree of fluency and accuracy in pronunciation despite quite a number of errors; 5–6
some attempt at intonation and expression.
Conveys some meaning despite a lack of fluency and many errors; pronunciation strongly 3–4
influenced by first language.
Many gross errors; frequently incomprehensible. 1–2
Nothing comprehensible. 0
10.2 Completion of the Speaking examination Working Mark Sheet

Candidates’ marks must be recorded on the Speaking examination Working Mark Sheet. Candidates
must be marked as they are being examined and not afterwards from a recording. The Speaking
examination Working Mark Sheet, and the instructions for completing it, may be downloaded from
www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0547) and your Centre
number, after which it will take you to the correct form. Follow the instructions when completing the form.
10.3 Internal moderation

Centres with large numbers of candidates are required to request permission from Cambridge if they
wish to use more than one teacher/Examiner to conduct and assess the Speaking examination for their
candidates. This permission is only granted on the understanding that internal moderation must be carried
out at the Centre. This is in order to ensure that marks submitted by the Centre are consistent for all
candidates, irrespective of which teacher/Examiner conducted and assessed the examination. The final
column on the Working Mark Sheet (Internal and/or External moderation) should be used to record the
results of Internal Moderation, and details of Internal Moderation procedures must be enclosed with the
materials for External Moderation.
10.4 Arrangements for external moderation

The deadlines and methods for submitting internally assessed marks and work are in the Cambridge
Administrative Guide available on our website.
Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cie.org.uk www.cie.org.uk
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations February 2015
*1731717243*

2017 2019 Syllabus Mandarin

Uploaded by

Copyright:

Available Formats

2017 2019 Syllabus Mandarin

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

2017 2019 Syllabus Mandarin

Uploaded by

Copyright:

Available Formats

Syllabus

Cambridge Secondary 2 Version 1

® IGCSE is the registered trademark of Cambridge International Examinations

© Cambridge International Examinations 2015

3. Syllabus content at a glance............................................................................................ 6

5. Syllabus aims and assessment objectives...................................................................... 9

9. Additional information for regulated syllabuses............................................................. 22

10. Appendix: Speaking (Paper 3)........................................................................................ 24

1.1 Why choose Cambridge?

Support for teachers

Support for exams officers

1.2 Why choose Cambridge IGCSE?

Guided learning hours

1.3 Why choose Cambridge IGCSE Mandarin Chinese?

1.4 Cambridge ICE (International Certificate of Education)

Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2

1.5 How can I find out more?

If you are not yet a Cambridge school

2.1 Support materials

2.2 Endorsed resources

3. Syllabus content at a glance

All candidates take the following four components:

Grades available: A*, A, B, C, D, E, F, G Weighting

Paper 1 Listening approximately 35 minutes

Paper 2 Reading 1 hour 15 minutes

Paper 3 Speaking* approximately 15 minutes

Paper 4 Writing 1 hour 15 minutes

Detailed timetables are available from www.cie.org.uk/examsofficers

Combining this with other syllabuses

5. Syllabus aims and assessment objectives

5.1 Syllabus aims

This syllabus aims to:

5.2 Assessment objectives

5.3 Relationship between assessment objectives and components

Paper 1 Paper 2 Paper 3 Paper 4 Weighting for

AO3 100 25%

5.4 Grade descriptions

6.1 The Defined Content Booklet

Paper Section Topic areas Minimum Core Grammar and

Paper 3 Role Plays A A, B, C  Part 1

Role Plays B A, B, C, D, E Part 1

Paper 4 1 A, B, C, D†, E†  Part 1

6.2 Topic list

Topic areas Examination topics

Area B Personal and social life

Area C The world around us

Area D The world of work

Area E The international world

Dictionaries are not permitted in the examination.

7.1 Paper 1: Listening

All candidates must attempt all three sections.

Section 1 (10 marks)

Section 2 (10 marks)

Section 3 (10 marks)

Administration of the Listening test

7.2 Paper 2: Reading

All candidates must attempt all three sections.

Section 1 (12 marks)

Section 2 (12 marks)

Section 3 (12 marks)

9. Additional information for regulated syllabuses............................................................. 22

9. Additional information for regulated syllabuses

10.1 Marking instructions for the Speaking examination