german

Transcrição

german

GCSE GERMAN Specimen Assessment Materials 1
For teaching from 2009
For awards from 2011
GERMAN
SPECIMEN ASSESSMENT MATERIALS
Contents
Page
Question Paper
Listening
Reading
Speaking
Writing
5
25
47
51
Mark Schemes and Tapescripts
Listening
Reading
Speaking
Writing
52
71
76
78
Candidate Name
Centre Number
Candidate Number
0
GCSE
GERMAN
FOUNDATION TIER (Grades G-C)
LISTENING
SPECIMEN PAPER SUMMER 2011
(35 minutes approximately)
INSTRUCTIONS TO CANDIDATES
Write your name, centre number and candidate number in the spaces at the top of this
page.
Answer all questions.
Write your answers in the spaces provided in this booklet.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.
Dictionaries are not allowed.
Before you hear the tape, you will be allowed five minutes to read the questions.
The tape will be played. After hearing the voices of the German speakers used on the
tape, you will hear question 1 as it appears in your answer book. The German item will
then follow. At the end of this there will be a pause and the item will then be repeated.
All the other questions will be heard in the same way.
There will be a pause of approximately 2 minutes at the end of the test before answer
books are collected.
You may make notes or write your answers at any time.
1.
Suzanne is writing a shopping list. What does she want?
Cross the correct boxes.
Dress
T.shirt
Skirt
Sun cream
Shoes
Magazines
Make-up
Jeans
[4]
2.
Peter is packing. What does he need?
Cross 4 boxes
[4]
3.
Some friends are talking about their problems.
(a)
What does she have to do before she is allowed to go out?
Cross the correct box.
Homework
Tidy her room
Empty the dishwasher
[1]
(b)
How much pocket money does he get?
€5
€10
€15
[1]
(c)
Where will Peter spend his time in year 11?
Germany
France
London
[1]
(d)
What doesn’t Peter like?
The Food
The Uniform
The School
[1]
4.
Some friends are talking about holidays.
(a)
Where will the family stay on holiday this year?
[1]
(b)
What sort of holiday is this family going to have?
[1]
(c)
What is the family going to do this year?
[1]
(d)
What is the family going to do in America?
[1]
5.
These people are talking about their daily routine.
(a)
What does she do on a Monday?
[1]
(b)
What does she do on Tuesday?
[1]
(c)
When does he play tennis?
[1]
(d)
What does she do on Friday evenings?
[1]
6.
Saskia and Paul are talking about school.
Cross the 4 correct statements.
The school has about 500 pupils.
Everyone learns English in Class 6.
Everyone learns French in Class 6.
The school is not twinned with a British school.
They are not twinned with a British town.
They are going to Wales next year.
They are going to Wales next week.
[4]
7.
Friends are talking about their class trip.
Answer the questions in English.
(a)
How do they travel to Berlin?
..................................................................................................................... [1]
(b)
Where is the youth hostel?
..................................................................................................................... [1]
(c)
What do they do in the evening?
.................................................................................................................... [1]
(d)
How long will the group stay in Berlin?
..................................................................................................................... [1]
8.
(a)
When will the penfriend come to Germany?
[1]
(b)
Where did she work?
[1]
(c)
What did she notice in school?
[1]
(d)
What was the weather like last week?
[1]
9.
You are on work experience in a hotel and make arrangements for a group from
Germany. Make a note of the arrangements for your boss in English.
Part 1
They ask if there is a _____________ or a _____________ in the hotel.
They need _____________ and _____________
They do not need a _____________
[5]
Part 2
They would like _____________
If they do trips they would like to have _____________
They want to know __________________________
[3]
Candidate Name
Centre Number
Candidate Number
0
GCSE
GERMAN
HIGHER TIER (Grades A*-D)
LISTENING
(45 minutes approximately)
page.
Dictionaries are not allowed.
Before you hear the tape, you will be allowed five minutes to read the questions.
The tape will be played. After hearing the voices of the German speakers used on the
tape, you will hear question 1 as it appears in your answer book. The German item will
then follow. At the end of this there will be a pause and the item will then be repeated.
All the other questions will be heard in the same way.
There will be a pause of approximately 2 minutes at the end of the test before answer
books are collected.
You may make notes or write your answers at any time.
1.
(a)
..................................................................................................................... [1]
(b)
..................................................................................................................... [1]
(c)
..................................................................................................................... [1]
(d)
.
.................................................................................................................... [1]
2.
(a)
(b)
Where did she work?
[1]
[1]
(c)
[1]
(d)
[1]
3.
Part 1
They ask if there is a ______________ or a ______________ in the hotel.
They need ______________ and ______________
They do not need a ______________
[5]
Part 2
They would like ______________
If they do trips they would like to have ______________
They want to know ____________________________
[3]
4.
Friends are talking about fitness.
Part 1
(a)
Where are the young people going at the weekend?
To the sports ground.
To the sports centre.
To the sports shop.
[1]
(b)
What is new there?
The sports hall.
The swimming pool.
The fitness room.
[1]
(c)
What can you do there?
You can use a bike, run or lift weights.
You can swim, run or row.
You can do aerobics, run or walk.
[1]
Part 2
(d)
How can the trainer help?
He will give you a diet programme.
He will exercise with you.
He will give you a fitness programme.
[1]
(e)
How often should you train to be fit?
Once a week.
Twice a week.
Three times a week.
[1]
(f)
When do they meet?
At 4 o'clock.
At 5 o'clock.
At 6 o'clock.
[1]
5.
Friends are discussing pocket money.
Part 1
(a)
Petra thinks she gets a lot of pocket money.
(b)
Petra thinks it is an unfair amount.
(c)
She buys make up and magazines with it.
(d)
Klaus gets money from his grandparents.
(e)
Klaus must also pay for his train ticket.
(f)
Klaus gets his money monthly.
[3]
Part 2
(a)
Alexander gets €50 pocket money.
(b)
Alexander gets his pocket money monthly.
(c)
Alexander spends all his money on bus fare.
(d)
Alexander plans how to spend his money.
(e)
Alexander gets his pocket money weekly.
(f)
He buys books with his money.
[3]
6.
Friends are talking about the weekend
Part 1
(a)
Where was Martin on Saturday?
______________________________________________________________
[1]
(b)
Where does the band come from?
______________________________________________________________
[1]
(c)
How did Anna find the concert?
______________________________________________________________
[1]
Part 2
(a)
Why does she find going to a concert so stupid?
Give 2 reasons.
______________________________________________________________
______________________________________________________________
[2]
(b)
What does he prefer to do?
______________________________________________________________
[1]
7.
Friends are talking about the environment.
Part 1
(a)
Why was Paul shocked when he was in Wales?
______________________________________________________________
[1]
(b)
What does he imply about the situation in Germany?
______________________________________________________________
[1]
(c)
What must Germans do for the environment?
______________________________________________________________
[1]
Part 2
(d)
What do the Welsh nearly always do in the supermarket?
______________________________________________________________
[1]
(e)
What is it about the fruit in the supermarket that Martina thinks is not
environmentally friendly?
______________________________________________________________
[1]
(f)
Why is Karsten unsure about his contribution to the environment?
______________________________________________________________
[1]
Candidate Name
Centre Number
Candidate Number
0
GCSE
GERMAN
FOUNDATION TIER (Grades G-C)
READING
(35 minutes)
page.
Isabella geht einkaufen
1.
What does Isabella buy?
Look at the pictures.
A
B
C
D
E
F
G
H
Which picture fits? Write A, B, C etc., as in the example.
Beispiel
(i)
einen Tennisschläger
A
(ii)
Bonbons
..........
(iii)
ein Schulheft
..........
(iv)
Sonnencreme
..........
(v)
ein Kleid
..........
(vi)
ein Erdbeereis
..........
(vii)
einen Regenschirm
..........
[6]
Schulfächer
2.
Look at the pictures.
A
B
C
D
E
F
G
H
Which picture fits? Write A, B, C etc., as in the example.
Beispiel
(i)
Ich liebe Mathe.
A
(ii)
Leichtathletik finde ich toll.
..........
(iii)
Wie findest du Französisch?
..........
(iv)
Geschichte ist interessant.
..........
(v)
Heute haben wir Kunst.
..........
(vi)
Ich interessiere mich für Informatik.
..........
(vii)
Wann haben wir Naturwissenschaften?
..........
[6]
Taschengeld
3.
Read what these people say about pocket money.
Axel:
Ich kaufe ein neues Handy.
Martin:
Ich kaufe eine neue Hose.
Georgina:
Ich kaufe oft Modezeitschriften .
Udo:
Ich bekomme fünfzehn Euro die Woche.
Florian:
Manchmal spare ich mein Taschengeld.
Ulrike:
Ich gehe mit meinen Freunden aus.
Franz:
Ich kriege fünfzig Euro pro Monat.
Write the correct name in the space, as in the example.
possible answers.
Example
(a)
Axel is buying a new mobile phone.
(b)
……….
goes out with friends.
(c)
……….
buys newspapers.
(d)
……….
is buying a new pair of trousers.
(e)
……….
gets 50 Euros a month.
(f)
……….
saves 50 Euros a month.
(g)
……….
gets 15 Euros a week.
(h)
……….
is buying a new house.
(i)
...........
likes to buy fashion magazines.
(j)
……….
sometimes saves pocket money.
There are only 6
[6]
4.
You read an e-mail on the Internet.
Mein Name ist Gerrit Hanisch. Ich bin sechzehn Jahre alt. Ich komme aus Berlin in
Ostdeutschland, aber meine Familie und ich wohnen im Moment in Cardiff in Wales.
Mein Vater hat einen Job als Ingenieur in der Stadt. Ich besuche eine Gesamtschule
hier und lerne auch Walisisch. Das ist nicht so einfach! Ich spiele gern Fußball, aber
jetzt kann ich auch Rugby spielen. Das mag ich sehr.
Which sentences are correct? Mark 6 boxes.
(a)
Gerrit is 16.
(b)
He comes from Germany.
(c)
He comes from Wales.
(d)
He now lives in Wales.
(e)
His father works in Berlin.
(f)
His father works in Cardiff.
(g)
He goes to a school in Wales.
(h)
He doesn’t know any Welsh.
(i)
He really likes playing rugby.
[6]
5.
Last year Bettina visited Bolivia in South America.
Read the first page of her diary.
Freitag
Ich sitze im Flugzeug. Der Flug dauert dreizehn Stunden. Viel zu lang! Ich
lese ein Buch über Spanisch, denn ich will Spanisch lernen. Das macht Spaß!
Wir landen morgen früh.
Samstag
Um zwanzig nach sieben bin ich aus dem Flugzeug gestiegen, und habe sofort
meine „neue“ Familie gesehen. Der Vater, die Mutter, der Sohn Fernandito und die
Tochter Bonita haben mich begrüßt. Bonita kann sehr gut Englisch. Das Haus ist viel
kleiner und älter als unser Einfamilienhaus in Deutschland. Ich teile ein Zimmer mit
Bonita. Das geht schon, weil Bonita sehr freundlich ist. Ich würde trotzdem lieber ein
eigenes Zimmer haben.
Sonntag
Heute morgen bin ich mit der Familie in eine nette kleine Kirche gegangen. Ich
versuche, Spanisch mit den Eltern zu sprechen. Um Mittag war das Wetter fast
vierzig Grad. Viel zu heiβ! Am Nachmittag war ich sehr müde und bin ins Bett
gegangen. Morgen gibt es Schule. Ich freue mich sehr darauf!
Montag
Mein erster Tag in der Schule. Es ist ganz anders als in Deutschland. Am Morgen
waren alle Schüler in der Aula versammelt und haben gesungen! Ich konnte nicht viel
im Unterricht verstehen, so wurde es ein bißchen langweilig. Das Schulgebäude ist
ganz alt und die Klassenzimmer sind nicht so schön, aber die Schüler und Lehrer
sind nett und oft lustig.
Section A
1.
How long was the flight?
[1]
……………………………………………………………………........................……………
2.
Who is Fernandito?
[1]
……………………………………………………………………........................……………
3.
How does she intend to practise her Spanish?
[1]
……………………………………………………………………........................……………
4.
What was her first impression of the school in Bolivia?
[1]
……………………………………………………………………........................……………
Section B
Which things did Bettina think were good? Mark 4 Boxes.
(a)
The flight.
(b)
Learning Spanish.
(c)
Bonita’s English.
(d)
Sharing a room with Bonita.
(e)
The church.
(f)
The weather on Sunday.
(g)
The lessons in school.
(h)
The classrooms.
(i)
The teachers.
[4]
6.
Read what these young people say about their lives.
Tatjana
Ich bin in der Ukraine geboren. Ich war zwölf Jahre alt, als meine Familie nach
Deutschland gekommen ist. Am Anfang konnte ich kein Wort Deutsch und es war
schwer für mich in der Schule. Aber die meisten Kinder waren freundlich zu mir und
ich habe mit ihnen nach der Schule gespielt. Jetzt kann ich fließend Deutsch, und es
gefällt mir hier. Ich habe viele Freunde. In der Stadt, wo ich wohne, gibt es viel zu
tun. Es gibt nicht so viele Möglichkeiten wie in Hamburg, zum Beispiel, aber ich
würde nicht gern in einer Groβstadt leben.
Mehmet
Mein Vater kommt aus der Türkei. Er ist nach Deutschland gekommen, weil er hier
mehr Geld verdienen konnte. Meine Mutter ist Deutsche und ich bin in Deutschland
geboren. Deutsch ist also meine Muttersprache, aber ich kann auch Türkisch. Wir
fahren oft in die Türkei, um unsere Familie dort zu besuchen. Es ist ein schönes
Land, aber Deutschland ist meine Heimat. Ich wohne gern hier. In ein paar Jahren
bin ich mit der Schule fertig. Ich werde bestimmt hier bleiben und möchte später
Geschäftsmann sein.
Section A
(a)
Tatjana was born in Germany.
(b)
She was 12 when she moved to Germany.
(c)
She found the schoolwork quite easy at first.
(d)
Many children in her school were friendly.
(e)
Tatjana now speaks fluent German.
(f)
Tatjana doesn't like the town where she now lives.
(g)
Mehmet’s father is not German.
(h)
His mother is not German.
(i)
Mehemet's main language is German.
(j)
He has never been to Turkey.
(k)
He would like to work in a shop.
[5]
Section B
Answer the following questions in English.
(i)
Why was it difficult for Tatjana when she first went to school in Germany?
[1]
……………………………………………………………………........................……………
(ii)
Why does Tatjana like the town where she lives?
[1]
……………………………………………………………………........................……………
(iii)
Why did Mehmet’s father come to Germany?
[1]
……………………………………………………………………........................……………
Candidate Name
Centre Number
Candidate Number
0
GCSE
GERMAN
HIGHER TIER (Grades A*-D)
READING
(45 minutes)
page.
1.
Last year Bettina visited Bolivia in South America.
Read the first page of her diary.
Freitag
Ich sitze im Flugzeug. Der Flug dauert dreizehn Stunden. Viel zu lang! Ich
lese ein Buch über Spanisch, denn ich will Spanisch lernen. Das macht Spaß!
Wir landen morgen früh.
Samstag
Um zwanzig nach sieben bin ich aus dem Flugzeug gestiegen, und habe sofort
meine „neue“ Familie gesehen. Der Vater, die Mutter, der Sohn Fernandito und die
Tochter Bonita haben mich begrüßt. Bonita kann sehr gut Englisch. Das Haus ist viel
kleiner und älter als unser Einfamilienhaus in Deutschland. Ich teile ein Zimmer mit
Bonita. Das geht schon, weil Bonita sehr freundlich ist. Ich würde trotzdem lieber ein
eigenes Zimmer haben.
Sonntag
Heute morgen bin ich mit der Familie in eine nette kleine Kirche gegangen. Ich
versuche, Spanisch mit den Eltern zu sprechen. Um Mittag war das Wetter fast
vierzig Grad. Viel zu heiβ! Am Nachmittag war ich sehr müde und bin ins Bett
gegangen. Morgen gibt es Schule. Ich freue mich sehr darauf!
Montag
Mein erster Tag in der Schule. Es ist ganz anders als in Deutschland. Am Morgen
waren alle Schüler in der Aula versammelt und haben gesungen! Ich konnte nicht viel
im Unterricht verstehen, so wurde es ein bißchen langweilig. Das Schulgebäude ist
ganz alt und die Klassenzimmer sind nicht so schön, aber die Schüler und Lehrer
sind nett und oft lustig.
Section A
1.
How long was the flight?
[1]
……………………………………………………………………........................……………
2.
Who is Fernandito?
[1]
……………………………………………………………………........................……………
3.
How does she intend to practise her Spanish?
[1]
……………………………………………………………………........................……………
4.
What was her first impression of the school in Bolivia?
[1]
……………………………………………………………………........................……………
Section B
Which things did Bettina think were good? Mark 4 Boxes.
(a)
The flight.
(b)
Learning Spanish.
(c)
Bonita’s English.
(d)
Sharing a room with Bonita.
(e)
The church.
(f)
The weather on Sunday.
(g)
The lessons in school.
(h)
The classrooms.
(i)
The teachers.
[4]
2.
Read what these young people say about their lives.
Tatjana
Ich bin in der Ukraine geboren. Ich war zwölf Jahre alt, als meine Familie nach
Deutschland gekommen ist. Am Anfang konnte ich kein Wort Deutsch und es war
schwer für mich in der Schule. Aber die meisten Kinder waren freundlich zu mir und
ich habe mit ihnen nach der Schule gespielt. Jetzt kann ich fließend Deutsch, und es
gefällt mir hier. Ich habe viele Freunde. In der Stadt, wo ich wohne, gibt es viel zu
tun. Es gibt nicht so viele Möglichkeiten wie in Hamburg, zum Beispiel, aber ich
würde nicht gern in einer Groβstadt leben.
Mehmet
Mein Vater kommt aus der Türkei. Er ist nach Deutschland gekommen, weil er hier
mehr Geld verdienen konnte. Meine Mutter ist Deutsche und ich bin in Deutschland
geboren. Deutsch ist also meine Muttersprache, aber ich kann auch Türkisch. Wir
fahren oft in die Türkei, um unsere Familie dort zu besuchen. Es ist ein schönes
Land, aber Deutschland ist meine Heimat. Ich wohne gern hier. In ein paar Jahren
bin ich mit der Schule fertig. Ich werde bestimmt hier bleiben und möchte später
Geschäftsmann sein.
Section A
(a)
Tatjana was born in Germany.
(b)
She was 12 when she moved to Germany.
(c)
She found the schoolwork quite easy at first.
(d)
Many children in her school were friendly.
(e)
Tatjana now speaks fluent German.
(f)
Tatjana doesn't like the town where she now lives.
(g)
Mehmet’s father is not German..
(h)
His mother is not German
(i)
Mehemet's main language is German.
(j)
He has never been to Turkey.
(k)
He would like to work in a shop.
[5]
Section B
Answer the following questions in English.
(i)
Why was it difficult for Tatjana when she first went to school in Germany?
[1]
……………………………………………………………………........................……………
(ii)
Why does Tatjana like the town where she lives?
[1]
……………………………………………………………………........................……………
(iii)
Why did Mehmet’s father come to Germany?
[1]
……………………………………………………………………........................……………
3.
This a problem page from a youth magazine.
Read the questions and answers.
Frage A:
Ich habe Probleme in der Schule. In den ersten Jahren ging das alles ganz gut, aber
jetzt fühle ich mich immer so nervös, wenn ich Tests und Arbeiten schreibe.
Manchmal kann ich nachts nicht schlafen. Ich finde es schwer zu lernen. Ich habe in
den letzten Arbeiten schlechte Noten bekommen. Einige meiner Freunde in der
Klasse haben sogar gelacht. Jetzt habe ich Angst, daß ich sitzen bleiben muß.
Werner, 15
Antwort A:
Viele Schüler haben Angst vor Tests. Wahrscheinlich haben deine, Freunde auch
Angst. Du mußt dein Problem mit deiner Familie und deinen Lehrern besprechen. Sie
können erklären, wie du besser lernen kannst. So kannst du es nicht allein lösen.
1.
Werner has not always had problems in school because
[1]
............................................................................................................................
2.
The effect of his fear of tests is that he
[1]
............................................................................................................................
3.
The results of recent tests were
[1]
............................................................................................................................
4.
He is now particularly afraid that
[1]
............................................................................................................................
5.
The reply from the magazine first reassures him that
[2]
............................................................................................................................
6.
His family and teachers can explain
[1]
............................................................................................................................
Frage B:
Eigentlich bin ich gegen Rauchen, denn jeder weiβ, daβ es der Gesundheit schadet.
Viele Leute sind davon abhängig. Aber letzte Woche war ich auf einer Party und
habe viel Alkohol getrunken. Ich bin mit einem Jungen ins Gespräch gekommen.
Irgendwie habe ich Zigaretten von ihm angenommen und ich habe sie alle geraucht.
Später war ich ganz krank und meine Eltern mußten mich mit dem Auto abholen. Sie
waren nicht so böse, aber kann es sein, daß ich eine richtige Raucherin werde?
Miriam, 16
Antwort B:
Ich glaube nicht! Du hast es einmal probiert und du wurdest krank. Das war ein
schlechtes Erlebnis, das du nicht vergessen wirst. In Zukunft mußt du immer‚ nein
sagen, wenn jemand dir Zigaretten anbietet.
Explain why the following statements are incorrect.
7.
Miriam is unaware of the dangers of smoking.
[1]
............................................................................................................................
8.
She bought cigarettes before going to the party.
[1]
............................................................................................................................
9.
She walked home from the party.
[1]
............................................................................................................................
10.
Her parents were horrified about her behaviour.
[1]
............................................................................................................................
11.
The magazine warns her she could get addicted to smoking.
[1]
............................................................................................................................
12.
The magazine gives no advice about what she should do in future.
[1]
............................................................................................................................
4.
Urlaubspläne
Read the interviews about holiday plans.
Sarah
Ich fahre mit meiner Familie nach Spanien. Wir verbringen eine Woche in einem
Hotel an der Südküste. Letztes Jahr waren wir auch in diesem Hotel: es war toll. Die
Unterkunft war sehr bequem und es war vor allem ganz preiswert. Ich freue mich
sehr darauf.
Benjamin
Wir fliegen nach Amerika, und zwar nach Florida. Wir waren nie dort, aber unsere
Freunde haben gesagt, wie schön die Gegend ist. Sie fahren jedes Jahr hin und
haben uns Bilder von der Landschaft gezeigt. Das will ich mal sehen!
Karola
Ich fahre zu meiner Freundin Aranwen in Wales. Sie wohnt in einem Dorf in der Nähe
von den Bergen im Norden. Wir schreiben uns seit Jahren. Wir kommen sehr gut
miteinander aus, weil wir sehr ähnlich sind.
Volker
Dieses Jahr fahren wir leider nicht weg. Wir sind nämlich vor ein paar Monaten
umgezogen, was sehr teuer war. Ich würde aber gern mal nach Prag fahren. Zur Zeit
geht es nicht: so müssen wir einfach abwarten.
Anoushka
Ich fahre zum ersten Mal ohne meine Eltern weg. Meine Schulkameraden Jasmin,
Erika, Sonja und ich haben zehn Tage in einem Hotel auf Tenerife gebucht. Ich bin
ganz gespannt: tagsüber Sonne und Strand, abends ein tolles Nachtleben!
Lothar
Meine Frau und ich haben einen ‚kulturellen’ Urlaub in Deutschland geplant. Jedes
Jahr fahren wir ins Ausland, aber jetzt haben wir beschlossen, unser eigenes Land
zu sehen. Wir wollen vor allem historische Gebäude in Städten wie Berlin, Leipzig
und Dresden besichtigen.
Answer the questions in English, giving 2 pieces of information for each
person.
1.
Why is Sarah returning to the same hotel this year?
[2]
…………………………………………………………….........................….
2.
Why has Benjamin chosen to go to Florida?
[2]
………………………………………………………………...........................
3.
What do we know about Karola’s friendship with Aranwen?
[2]
…………………………………………………………..................................
4.
What does Volker say about travelling to Prague?
[2]
………………………………………………………………...........................
5.
Why is Anoushka excited about her holiday?
[2]
…………………………………………………………..........................…….
6.
Why aren’t Lothar and his wife going abroad?
………………………………………………………………..................
[2]
Controlled Assessments
SPEAKING TEST
Speaking
Task setting
1.
Candidates will take part in a structured conversation based on a framework
(concept web) linked to one of the contexts. WJEC will provide a number of
frameworks which the centre may adapt to suit the interests of the
candidates. Tasks will be changed every two years.
The conversation will last 4-5 minutes.
2.
Candidates will give a presentation on a topic of their choice. The
presentation will last 2-3 minutes and will be followed by a discussion with the
teacher lasting 3-4 minutes.
The presentation should show evidence of candidate research which may
include on-line investigation or study through other relevant media.
Candidates are permitted to use brief notes (no more than 30 words in bullet
point form) which should be retained by the teacher. A visual stimulus such
as a photograph, post card or small object may also be used.
Likes and
dislikes
Weekend
activities
Sporting
activities
Free time
Where?
When?
Provide opportunities for
conversation about present, past,
future events as well as opinions
and attitudes
Money
Friends
Structured discussion. This concept web may be adapted to suit the needs of the centre or the candidate.
Personal & Social
context
1.
2.
Free choice presentation and follow-up discussion
Candidates are allowed a free choice of topic for this part of the test, allowing them to
select topics that reflect their interests. Freedom to select the content of their
presentation should allow candidates the opportunity to perform to their best potential
and should help them feel at ease with the demands of the task. By allowing
candidates to support their presentation with a visual stimulus (should they choose),
they will be able to illustrate ideas or points of view in a practical way.
Candidates will be expected to give an uninterrupted presentation to the teacher
lasting 2 – 3 minutes. They are allowed the support of brief notes but these should
not exceed 30 words written in bullet point form. These notes should be retained by
the teacher at the end of the test. Following the presentation the teacher and the
candidate will engage in a discussion based on the content of the talk. The teacher
must select questions to explore aspects of the presentation, being careful to match
the level of demand to the ability of the candidate. Candidates need to be sufficiently
challenged to allow them to demonstrate the full range of their ability. Although
teachers will be familiar with the topic of the presentation, it is important that
questions asked during the task have not been previously rehearsed or practised in
advance of the test.
Examples of presentations might include the following:
My Geography field trip
Location of visit
Reason for special study
What was enjoyable or useful about the field trip
How the skills information learned will fit in to studies
Visual stimulus: map or artefact
Candidates could give a range of responses to this topic. Some candidates would
present simple information and use vocabulary that is familiar and simple, expressing
their opinions and communicating the main points of their presentation. Some
candidates could use a variety of structures and use different tenses or time frames,
showing an ability to deal with unpredictable elements in their response to questions.
Some candidates would demonstrate further skills, expressing points of view, using
complex structures and speaking confidently and with accurate pronunciation and
intonation. Such candidates would be able to respond to a wide range of questions
with ease.
CONTROLLED ASSESMENT - WRITING
Candidates must complete two tasks.
The tasks may be taken from any one of three sources:
(a)
(b)
(c)
the question as it appears in the Task Bank
the suggested variation to the question in the Task Bank
a question devised by the candidate's teacher
Examples of questions and their variation are given below. Teachers who devise their
own questions must ensure that candidates are able to access the highest marks for
both Communication and Quality of Language (Range and Accuracy).
When completing tasks candidates should write
(a)
(b)
as if their intended audience was French/German/Spanish-speaking people of their
own age
as if their material was for the purpose of publication on a website
In the absence of tiered questions teachers must choose or devise questions which will suit
a range of abilities while still providing access to all available marks.
Question One
Write a blog entry about a holiday you have spent abroad with your school.
Variation: Write about a holiday you have spent in this country with your family.
Question Two
Design a webpage about the area where you live and compare it with a similar area in a
German-speaking country.
Variation: Host a discussion board on the theme: Would you prefer to live in this country or
abroad?
MARK SCHEME
LISTENING
IMPORTANT GENERAL PRINCIPLES
A detailed mark scheme is provided but further answers will be discussed at the examiners'
conference, in the light of candidates' scripts.
Figures and numbers are accepted.
Disregard additional incorrect information as long as the correct answer has been given and
the additional information does not contradict or modify what has been said. Additional
information may result in partial communication, in which case ½ can be given.
When extra boxes are ticked, credit the correct answers then subtract the incorrect ones. It
is important to decide the scope of the mark allocation.
If candidates hedge their bets (give 2 contradictory answers ) + 1 – 1 = 0.
Possible errors in marking:
•
•
•
•
•
•
Awarding more marks than are allocated.
Forgetting a task is worth 2 marks and only giving 1 mark.
Confusion about the number of details needed for allocated marks.
Mathematical errors.
Seeing a correct answer in the incorrect place and crediting it.
Concentrating on seeking ticks in correct boxes and not seeing additional extra ticks in
wrong boxes.
GERMAN GCSE
MARKING SCHEME AND TAPESCRIPT
FOUNDATION LISTENING
1.
Suzanne is writing a shopping list. What does she want?
Cross the correct boxes.
Ich möchte ein neues Kleid und auch Schuhe. Make-up und Sonnencreme brauche
ich für den Urlaub.
Dress
X
Skirt
T.shirt
Sun cream
Shoes
X
Magazines
Make-up
X
Jeans
X
[4]
2.
Peter is packing. What does he need?
Cross 4 boxes
Für die Woche in Wales brauche ich den Reisepass, meinen Walkman, englisches
Geld und die Geschenke. Meine Kleidung ist schon im Koffer.
[4]
3.
Some friends are talking about their problems.
Meine Eltern sagen, ich darf nicht ausgehen, bis ich mein Zimmer aufgeräumt habe
(a)
What does she have to do before she is allowed to go out?
Homework
Tidy her room
X
Empty the dishwasher
[1]
Und das ist ein Problem! Du bekommst wenigstens genug Taschengeld. Ich
bekomme nur 5 Euro pro Woche. Das ist viel zu wenig.
(b)
How much pocket money does he get?
€5
X
€10
€15
[1]
Peter hat es noch schlimmer. Du weisst, dass Peters Mutter eine neue Stelle in
England bekommen hat. Am Ende des Schuljahrs muss er diese Schule und seine
Freunde verlassen. Das elfte Schuljahr muss er in einer Gesamtschule in England
verbringen.
(c)
Where will Peter spend his time in year 11?
Germany
France
England
X
[1]
Das möchte ich auch machen! Er macht bestimmt gute Freunde in England und
wenn er im nächsten Jahr zurückkommt, wird er perfekt Englisch reden. Aber eine
Schuluniform zu tragen, gefällt ihm überhaupt nicht.
(d)
What doesn’t Peter like?
The Food
The Uniform
X
The School
[1]
4.
Some friends are talking about holidays.
Wir fahren jedes Jahr nach Italien. Wir haben einen Wohnwagen und der
Campingplatz ist sehr schön und es gibt keine Zelte da, nur Wohnwagen.
(a)
Where will the family stay on holiday this year?
[1]
Wir fahren nie im Sommer weg und machen lieber einen Urlaub im Winter. Meine
Familie ist sehr sportlich und wir fahren ski und gehen snowboarden.
(b)
What sort of holiday is this family going to have?
[1]
Was wir im Urlaub machen, ist ganz verschieden. Meine Mutter fährt am liebsten ans
Meer, mein Vater geht gern wandern und meine Geschwister und ich wollen zelten.
Wir fahren also dieses Jahr nach England und haben einen Campingplatz an der
Küste gefunden.
(c)
What is the family going to do this year?
[1]
Dieses Jahr fahren wir nach Amerika. Wir sehen uns die Sehenswürdigkeiten an.
(d)
What is the family going to do in America?
[1]
5.
These people are talking about their daily routine.
Am Montag habe ich eine Klavierstunde und dann muß ich auch noch meine
Hausaufgaben machen.
(b) What does she do on a Monday?
[1]
Am Dienstag sehe ich fern und ich gehe schwimmen. Manchmal muß ich für meine
Schwester babysitten.
(b)
What does she do on Tuesday?
[1]
Am Mittwoch spiele ich Tennis aber das ist nur im Sommer.
(c)
When does he play tennis?
[1]
Am Freitagabend bin ich immer mit Freunden zusammen. Wir gehen ins Kino.
(d)
What does she do on Friday evenings?
[1]
6.
Saskia and Paul are talking about school.
Meine Schule hat ungefähr 550 Schüler und Schülerinnen. Alle lernen in der 6.
Klasse Englisch und man kann auch später Französisch lernen.
Wir haben keine Partnerschule aber wir haben eine Partnerstadt in Wales.
Wir fahren nächtes Jahr nach Wales.
X
Everyone learns English in Class 6.
X
Everyone learns French in Class 6.
The school is not twinned with a British school.
X
They are not twinned with a British town.
They are going to Wales next year.
X
They are going to Wales next week.
[4]
7.
Wann fahren wir nach Berlin?
Am Samstag!
Ja,das weiss ich. Um wieviel Uhr müssen wir am Bahnhof sein?
Um 9.30
(a)
By train.
Accept rail.
Reject railway station.
[1]
Wir wohnen in einer Jugendherberge im Stadtzentrum.
Prima! Das ist sehr praktisch. Wir können dann zu Fuss gehen.
Vergiß nicht Susi, Berlin ist wirklich groß, aber es gibt eine U-Bahnstation in der
Nähe von der Jugendherberge.
(b)
Centre of town.
Accept town or centre.
Reject near shops.
[1]
Was machen wir, wenn wir in Berlin sind?
Wir sehen uns die Sehenswürdigkeiten an und besuchen die Museen.
Ja, aber wir haben auch ein bisschen Freizeit. Was machen wir am Abend?
Wir können Bowlen gehen.
Gute Idee!
(c)
Go bowling.
Accept play bowls.
Reject go to bowling alley
[1]
Eine Woche in Berlin zu verbringen ist nicht lang genug, meine ich.
Das finde ich auch, aber der Preis für die Klassenfahrt ist wichtig.
(d)
A week
Accept 7 days
[1]
8.
Ich komme nächsten Sommer im August nach Deutschland.
(a)
[1]
Ich habe als Kellnerin in einem Restaurant gearbeitet.
(b)
Where did she work?
[1]
In Wales muss man einen Schlips in der Schule tragen.
(c)
[1]
Letzte Woche hatten wir ein Sauwetter. Es hat die ganze Woche geregnet.
(d)
[1]
9.
Teil 1
Wir haben einige Fragen. Gibt es ein Schwimmbad im Hotel und vielleicht auch einen
Fitnessraum? Wir brauchen 4 Doppelzimmer und ein Einzelzimmer. Das
Einzelzimmer soll kein Bad aber eine Dusche haben.
They ask if there is a (swimming pool) or a fitness suite/room/gym in the hotel.
They need 4 double rooms and a single room
They do not need a bath
[5]
Teil 2
Wir möchten Vollpension. Aber wenn wir Ausflüge machen, möchten wir ein
Lunchpaket vom Hotel bekommen. Wann kann man am Abend essen?
They would like full board/all meals
If they do trips they would like to have a packed lunch
They want to know when they may eat in the evening
[3]
GERMAN GCSE
MARKING SCHEME AND TAPESCRIPT
HIGHER LISTENING
1.
Wann fahren wir nach Berlin?
Am Samstag!
Ja,das weiss ich. Um wieviel Uhr müssen wir am Bahnhof sein?
Um 9.30
(a)
By train.
Accept rail.
Reject railway station.
[1]
Wir wohnen in einer Jugendherberge im Stadtzentrum.
Prima! Das ist sehr praktisch. Wir können dann zu Fuss gehen.
Vergiß nicht, Susi, Berlin ist wirklich groß aber es gibt eine U-bahnstation in der Nähe
von der Jugendherberge.
(b)
Centre of town.
Accept town or centre.
Reject near shops.
[1]
Was machen wir, wenn wir in Berlin sind?
Wir sehen uns die Sehenswürdigkeiten an und besuchen die Museen.
Ja, aber wir haben auch ein bisschen Freizeit. Was machen wir am Abend?
Wir können Bowlen gehen.
Gute Idee!
(c)
Go bowling.
Accept play bowls.
Reject go to bowling alley
[1]
Eine Woche in Berlin zu verbringen, ist nicht lang genug, meine ich.
Das finde ich auch, aber der Preis für die Klassenfahrt ist wichtig.
(d)
A week
Accept 7 days
[1]
2.
Ich komme nächsten Sommer im August nach Deutschland.
(a)
[1]
Ich habe als Kellnerin in einem Restaurant gearbeitet.
(b)
Where did she work?
[1]
In Wales muss man einen Schlips in der Schule tragen.
(c)
[1]
Letzte Woche hatten wir ein Sauwetter. Es hat die ganze Woche geregnet.
(d) What was the weather like last week?
[1]
3.
Teil 1
Wir haben einige Fragen. Gibt es ein Schwimmbad im Hotel und vielleicht auch einen
Fitnessraum? Wir brauchen 4 Doppelzimmer und ein Einzelzimmer. Das
Einzelzimmer soll kein Bad aber eine Dusche haben.
They ask if there is a (swimming pool) or a fitness suite/room/gym in the hotel.
Accept pool.
Reject sauna
They need 4 double rooms and a single room.
Reject 1 double room and 4 single rooms
They do not need a bath.
Reject shower.
[5]
Teil 2
Wir möchten Vollpension. Aber wenn wir Ausflüge machen, möchten wir ein
Lunchpaket vom Hotel bekommen. Wann kann man am Abend essen?
They would like full board/all meals/lunch and evening meal.
If they do trips they would like to have a packed lunch.
Reject lunch.
They want to know when they may eat in the evening.
[3]
Reject where they may eat in the evening.
4.
Friends are talking about fitness.
Part 1
Was machen wir am Wochenende?
Vielleicht gehen wir ins Sportzentrum.
Ja gute Idee. Was machen wir? Tennis spielen?
Ich dachte, ich würde zum neuen Fitnessraum gehen. Meine Mutter war letzte
Woche zum ersten Mal dort und sie meint, es war wirklich gut.
Was kann man da machen?
Alles Mögliche. Es gibt Fahrräder, man kann laufen und Gewichte heben.
(a)
Where are the young people going at the weekend?
To the sports ground.
To the sports centre.
X
To the sports shop.
[1]
(b)
What is new there?
The sports hall.
The swimming pool.
The fitness room.
X
[1]
(c)
What can you do there?
You can use a bike, run or lift weights.
X
You can swim, run or row.
You can do aerobics, run or walk.
[1]
Part 2
Ich bin aber überhaupt nicht fit.
Macht nichts. Du musst nur mit dem Trainer sprechen und dann bekommst du dein
eigenes Fitnessprogramm.
Wenn du fit sein möchtest, musst du mindestens zweimal pro Woche trainieren.
OK. Ich komme mit. Was kostet es?
Für junge Leute unter 16 ist es billiger. Nur 8 Euro.
Gut. Um wieviel Uhr treffen wir uns?
Wie wäre es mit 4 Uhr?
Alles klar.
(d)
How can the trainer help?
He will give you a diet programme.
He will exercise with you.
He will give you a fitness programme.
X
[1]
(e)
How often should you train to be fit?
Once a week.
Twice a week.
X
Three times a week.
[1]
(f)
When do they meet?
At 4 o'clock.
X
At 5 o'clock.
At 6 o'clock.
[1]
5.
Friends are discussing pocket money.
Part 1
Es ist so unfair, Klaus. Ich bekomme so wenig Taschengeld. 10 Euro pro Woche ist
einfach zu wenig.
Was musst du denn mit deinem Taschengeld kaufen, Petra?
Ich kaufe Make-up und Zeitschriften.
Was! Du hast es gut. Ich bekomme 20 Euro in der Woche, aber dafür muss ich auch
noch das Fahrgeld bezahlen.
Part 1
(a)
Petra thinks she gets a lot of pocket money.
(b)
Petra thinks it is an unfair amount.
X
(c)
She buys make up and magazines with it.
X
(d)
Klaus gets money from his grandparents.
(e)
Klaus must also pay for his train ticket.
(f)
Klaus gets his money monthly.
X
[3]
Part 2
Wie ist es mit dir, Alexander?
Ich bekomme 50 Euro.
50 Euro?
Ja aber jeden Monat, nicht jede Woche.
O, das finde ich schlimm. Ich würde alles in der ersten Woche ausgeben und dann
drei Wochen lang nichts machen können.
Am Anfang habe ich das gemacht, aber jetzt finde ich es besser. Denn ich plane,
was ich alles im Monat kaufen muss.
Part 2
(a)
Alexander gets €50 pocket money.
X
(b)
Alexander gets his pocket money monthly.
X
(c)
Alexander spends all his money on bus fare.
(d)
Alexander plans how to spend his money.
(e)
Alexander gets his pocket money weekly.
(f)
He buys books with his money.
X
[3]
6.
Friends are talking about the weekend
Part 1
Warst du am Samstag auch im Konzert, Martin?
Nein, Anna, wir haben das Wochenende bei meinen Großeltern in Bonn verbracht.
Wer hat denn gespielt?
Es war eine Gruppe aus England – the Kaiser Chiefs. Meine Brieffreundin hat mir
zum Geburtstag eine CD von ihnen geschenkt. Die Gruppe ist echt toll. Definitiv!
(a)
Where was Martin on Saturday?
Martin was with his grandparents / in Bonn
Reject – away
[1]
(b)
Where does the band come from?
They came from England / GB
Reject – British
[1]
(c)
How did Anna find the concert?
She found the concert great / fabulous / very good
Reject – she didn't like it.
[1]
Part 2
Ach, ins Konzert zu gehen, finde ich blöd. Es sind immer so viele Leute da. Alle
schreien und man hört die Gruppe überhaupt nicht mehr.
Das finde ich auch. Es ist immer so voll und echt teuer. Ich höre die Musik lieber zu
Hause und wenn ich ausgehe, gehe ich gern ins Kino.
(d)
Why does she find going to a concert so stupid?
Give 2 reasons.
There are lots of people there
You can't hear the group
People are screaming
(2 of these 3 statements)
[2]
(e)
What does he prefer to do?
He prefers to go to the cinema / listen to music at home
Reject – go shopping.
[1]
7.
Friends are talking about the environment.
Part 1
Ich weiß, daß man in Deutschland viel für die Umwelt macht und viel darüber redet.
Aber ich war geschockt, als ich in Wales war.
Wieso geschockt, Paul?
Weil man im Vergleich zu uns so wenig für die Umwelt macht.
Ja, ich war auch geschockt. Hier in Deutschland ist es Pflicht, Müll zu trennen und zu
sortieren.
(a)
Why was Paul shocked when he was in Wales?
Because people in Wales do little for the environment
Reject – People in Wales do a lot.
(b)
What does he imply about the situation in Germany?
More is done there
(c)
[1]
[1]
What must Germans do for the environment?
Separate rubbish / Sort rubbish
Reject – recycle.
[1]
Part 2
Ich habe gemerkt, daß man fast immer im Supermarkt eine Plastiktüte nimmt, anstatt
eine Stofftasche zu benutzen.
Was, Martina?
Ja genau. Und wenn man im Supermarkt Obst kaufen will, sieht man so viele
Verpackungen. Das ist gar nicht umweltfreundlich.
Ach. So schlimm ist es doch nicht. Ich trenne und sortiere den Müll, aber ich bin nicht
sicher, ob wir der Umwelt dabei helfen.
(d)
What do the Welsh nearly always do in the supermarket?
Take a plastic bag
Reject – Bring a plastic bag.
(e)
[1]
What is it about the fruit in the supermarket that Martina thinks is not
environmentally friendly?
There is too much packaging
Reject – it is not organic.
(f)
[1]
Why is Karsten unsure about his contribution to the environment?
He is not sure that he is helping
Reject – he is not sure about the environment.
[1]
MARK SCHEME
READING
GENERAL PRINCIPLES
Foundation Total 40
Higher Total 40
All candidates will have attempted either the higher paper or the foundation paper. They
will not have attempted both. (If they have done so, then contact WJEC.)
The principle underlying the marking is the total, partial or non-completion of the task
required except for those questions involving a choice between options. In those instances,
the answer is either correct or incorrect and there is no partially correct answer.
Multiple choice, true/false, choosing the correct option from a series of pictures etc. will be
marked as agreed in the conference. Normally no half marks will be awarded.
On some occasions there may only be a partial, incomplete, or ambiguous answer and we
need to look at these on an individual basis.
Figures and numbers are acceptable and this is stated in the notes to candidates.
Answers which have English or Welsh spelling which is incorrect but understandable and
which does not interfere with the message communicated will generally be accepted.
Any incorrect information is disregarded as long as a correct answer is given unless the
incorrect information obviously contradicts or modifies what has been said.
Our policy when too many alternative and incorrect answers are given is to penalise for each
extra incorrect answer.
e.g.
one answer possible and two answers given, the correct one and an alternative
= 1 -1 = 0
two possible answers and three answers given, two correct and an alternative
= 1 + 1 = 2 -1 = 1
Where the information given e.g. in brackets or with an oblique (unless considered an
alternative answer) makes the answer more ambiguous we deduct a mark, i.e. 2 -1 = 1
Each of the tasks is worth 1 mark (there are 40 on the foundation and 40 on the higher
paper) in all and the number of tasks per question is indicated by the scale printed at the
side of the question. Each task should be marked on a 0 - ½ - 1 scale as indicated in the
marking scheme and as confirmed in the examiners' conference.
The scheme is a draft scheme only, drawn up on the basis of the expected answers, to be
finalised at the examiners' conference in the light of answers written by candidates. Please
look through as many scripts beforehand as time allows and note answers which you do not
think fall easily into the 0, ½, 1 categories so that as many possible answers can be
discussed at the conference.
The marks awarded for each question should be shown in the margin by the question; these
should be totalled and the total shown at the bottom of the margin on the final page. The
total is out of 40 on the foundation paper and 40 on the higher paper. If the total ends in a
half mark e.g. 18½ then the total for the paper is rounded up to the next full mark.
It is important to avoid the following errors in marking.
(a)
Awarding more than the maximum mark per sub-section or task.
(b)
Forgetting that each task is worth one mark i.e. the maximum mark in the right hand
margin should be the mark printed on the paper. In addition half a mark may be
awarded for some tasks.
(c)
Confusion between the number of details required per question, especially when
alternative answers are allowed.
(d)
Mathematical errors - incorrect addition and wrong transfer of total working mark to
the front page.
(e)
Incorrect marking due to lack of appreciation of the marking scheme on specific
points or due to ultimately believing that a wrong answer frequently given by
candidates is correct!
GERMAN GCSE
MARKING SCHEME
FOUNDATION READING
2
G
3
D
4
C
5
H
1
6
E
7
F
2
D
3
B
4
E
5
G
2
6
H
7
C
e
Franz
f
X
b
Ulrike
c
X
d
Martin
3
g
Udo
h
X
i
j
Georgina Florian
Marks
[6]
[6]
[6]
4
A
B
Correct answers
D
[6]
F
G
5
A
1 mark
I
(Higher 1A)
[4]
0 mark
1
2
13 hours
The son (of the family)
Bonita's brother
3
Speaking/talking with parents
Any other time ref.
The father
A boy
Speaking/talking with people/children
4
(Quite) different from Germany
Not like in Germany
(Quite) different = ½ mark
Strange = 0
B
B
Correct answers
C
[4]
E
6
A
B
C
Correct answers
D
Couldn't speak any German.
Couldn't speak a word of German.
Didn't know any German (at all).
Lots/plenty (of things) to do.
A lot going on.
To earn/get more money.
The money/pay was better.
I
(Higher 2B)
[5]
G
B
1 mark
(Higher 1B)
I
(Higher 2B)
0 mark
1
Didn't speak/know much German
Only knew a little German
2
It's nice/fun.
It's a big town
He liked Germany
Because Mehmet's mother lived/was
there.
It was good/better there.
3
Variations to be discussed at conference
[1]
[1]
[1]
HIGHER READING
3A
1 mark
1
2
3
4
5
6
Things were fine/good in the first
couple of years (at school).
He can't sleep (at night)
He has problems sleeping.
He finds it hard to learn/revise.
Bad/poor/low/not good.
He will have to repeat the year.
He will have to stay down a year.
Many pupils/people/children are
afraid of/ nervous about tests.
He is not alone with his fears.
His friends are probably also
afraid of tests.
How can he learn/study/revise
better.
3A
1 mark
7
8
9
10
11
12
[12]
0 mark
He was good at tests.
He liked doing tests.
Friends/people laugh at him.
Good/ok/fine.
His friends will laugh.
He won't be able to stand/get up.
He will be ok/get better.
He has nothing to worry about.
How to stop being afraid.
0 mark
She knows it can
damage/ruin/harm/affect your
health.
You can become
addicted/dependent. It is bad for
you.
A boy at the party gave them to
her.
She got them at the party. = ½
She had never smoked.
No one ever told her.
Her parents gave her a lift.
Her parents took her home (by
car)
They were not angry.
Her parents were ok. = ½
It was something she tried once.
It was one experience she will not
forget.
They don't think so. = ½
She must say 'no' in future.
She mustn't smoke/do it again. =
½
Someone else took her home.
She got a lift.
She got them from somewhere/someone
else.
Her parents didn't know/care/realize.
Her parents didn't say anything.
She will be/get ill.
4
2 of
12
Unacceptable
(Accommodation) comfortable.
Reasonable.
Great/wonderful.
Nice/good.
Cheap.
Pricey. In Spain. On south coast.
Friends told them/recommended.
Lovely area.
Wants to see landscape.
Wants to take pictures.
Has been there before.
3
Karola
Have been writing for years.
They got on well together.
They are similar.
Aranwen lives in Wales.
4
Volker
Would like to go there.
Can't afford it (expensive move).
Not possible at the moment.
(Because of money).
First time with friends/without
parents.
Sun and beach in the day.
Great nightlife.
Went there a few months ago.
1
Sarah
2
Benjamin
5
Anoushka
6
Lothar
Want to see their own country.
Want cultural holiday/visit historical
buildings, towns.
Hotel in T.
Don't like going abroad.
0
2/1
4/3
6/5
8/7
Marks
10/9
Candidates:
• do not communicate
Communication and Content
Candidates:
• develop conversations/discussions,
steering the conversation to reflect
personal interests
• interact readily
• respond to teacher intervention
• narrate events and produce extended
sequences of speech
• explain ideas and points of view
Candidates:
• take part in a conversation using
longer sequences of speech
• express factual information, ideas
and points of view
• show an ability to interact during the
conversation
Candidates:
• take part in a conversation/simple
discussion about topics with which
they are familiar
• express simple points of view/
opinions
• can deal with some unpredictable
elements
Candidates:
• answer some open questions
• take part in a simple conversation
• interact in a limited way
Candidates:
• answer mostly closed questions
• convey minimal information
Structured Conversation
0
1
Candidates:
• make quite frequent errors
• attempt to pronounce words
accurately
Candidates:
• speak with many inaccuracies
• speak with pronunciation that is
understandable
Candidates:
• have no evident knowledge of the
language
Candidates:
• convey clear messages despite some
errors
• use pronunciation that is more
accurate than inaccurate
3
2
Candidates:
• show a good level of accuracy though
errors present in more complex
sentences
• use pronunciation and intonation
which are mostly accurate
Accuracy
Candidates:
• show a very good level of accuracy
with few mistakes
• speak confidently with convincing
pronunciation and intonation
4
5
ORAL MARKSCHEME
Candidates:
• have no evident knowledge of the
language
0
1
Candidates:
• substitute words and phrases
• use limited vocabulary and repetition
of words and phrases
Candidates:
• use mainly single words and short
phrases
Candidates:
• use appropriate but simple range of
vocabulary
• use uncomplicated language and
simple constructions
• use different tenses when referring to
the past, present and future
Candidates:
• show signs of a variety of structures,
tenses and vocabulary
• sometimes attempt more complex
sentences
Range of Language
Candidates:
• show signs of more sophisticated
language such as idioms and more
complex items
• use a variety of vocabulary,
structures and tenses competently
2
3
4
5
Candidates:
•
deliver main points of
presentation
•
may need some teacher
prompting
Candidates:
•
rely heavily on teacher
prompting to deliver
presentation
Candidates:
•
deliver minimal
information
Candidates:
•
do not communicate
3
2
0
1
Candidates:
•
deliver presentation
competently
Delivery of Presentation
Candidates:
•
deliver an articulate and
confident presentation
4
5
Presentation and Discussion
0
1
2
3
4
5
Candidates:

do not answer the questions
Candidates:

answer a few questions and
are able to convey some
meaning
Candidates:

answer very briefly but not
clearly or coherently
Responding to Questions
Candidates:

interact readily during the
discussion

answer all questions clearly
and in detail

justify and develop points of
view
Candidates:

interact during the
discussion

answer most questions
clearly and unambiguously

justify points of view
Candidates:

may need some teacher
prompting

answer most questions
intelligibly

express points of view
0
1
2
3
4
5
Candidates:
•
make quite frequent errors
•
attempt to pronounce words
accurately
Candidates:
•
speak with many inaccuracies
•
speak with pronunciation that is
understandable
Candidates:
•
have no evident knowledge of the
language
Candidates:
•
show a good level of accuracy
though errors present in more
complex sentences
•
use pronunciation and intonation
which are mostly accurate
Candidates:
•
convey clear messages despite
some errors
•
use pronunciation that is more
accurate than inaccurate
Accuracy
Candidates:
•
show a very good level of
accuracy with few mistakes
•
speak confidently with convincing
pronunciation and intonation
0
1
2
3
4
5
Candidates:

have no evident knowledge of the
language
Candidates:

use an appropriate but simple
range of language

use uncomplicated language and
simple constructions

use different tenses when
referring to the past, present and
future
Candidates:

substitute words and phrases

use limited vocabulary and
repetition of words and phrases
Candidates:

use mainly single words and short
phrases
Candidates:

use a variety of vocabulary,
structures and tenses

sometimes attempt more complex
sentences
Range of Language
Candidates:

use more sophisticated language
such as idioms and more complex
items

use a variety of vocabulary,
structures and tenses competently
CONTROLLED ASSESSMENT WRITING MARKSCHEME
COMMUNICATION
MARKS
CRITERIA
9/10
As complete an answer as can be expected. Information is expressed clearly
and in detail. Points of view are both developed and justified and presented in
an organised fashion.
7/8
Both information and points of view are expressed clearly and unambiguously
though there is a lack of development and justification.
5/6
Points of information are expressed intelligibly and answer has a clear structure
and organisation. Some points of view are expressed ambiguously.
3/4
There is confusion about the nature of the task though some points of
information are expressed intelligibly. Answer tends to be rambling and
disorganised.
1/2
Minimal information is communicated and there is little indication that the task
has been understood. There is an inability to communicate information or points
of view clearly and coherently.
0
The answer is irrelevant or incomprehensible.
QUALITY OF LANGUAGE
ACCURACY
MARKS
CRITERIA
5
Almost always accurate though there may be minor errors in attempts at
complex and adventurous structures. Verbs and time references are handled
confidently. Basic principles of grammar are sound.
4
Simple structures are accurate though there may be errors in attempts at
complex structures. There is a clear grasp of grammar and syntax. Verb and
time references are sometimes ambiguous.
3
Simple structures are mainly accurate but there are many basic errors in
complex structures. Basic principles of grammar and syntax are sometimes
disregarded.
2
Simple structures are sometimes correct though there is an obvious influence of
mother tongue grammar and syntax.
1
A high incidence of basic errors even in simple structures, betraying a very
limited grasp of grammar.
0
No understanding of grammatical principles.
QUALITY OF LANGUAGE
RANGE
MARKS
CRITERIA
5
Vocabulary and structures attempted are varied and appropriate. Complex
structures are handled with confidence. Language shows adventure even if not
always totally correct.
4
There is a good range of appropriate vocabulary and structures.
structures are mostly correct.
3
There is a range of vocabulary and structures though these may not always be
appropriate. Structures tend to be simple rather than complex.
2
The vocabulary and structures are barely appropriate for the task and show a
heavy reliance on the mother tongue. There is a predominance of simple
structures.
1
The vocabulary is mostly inadequate for the task. Words are strung together
making little sense. There is little understanding of language structure.
0
The language and structures are totally inadequate for the task.
Complex
ASSESSMENT GRID
German
Assessment Objectives
Raw Marks (Actual/Notional)
AO1
Unit/
Component
Listening
AO2
AO3
AO4
20%
Speaking
30%
Reading
20%
Writing
30%
TOTAL
GCSE German SAMs - 2011/ED
21 October 2009
Paper
Total
Mark
QWC
(9 )
40
x
40
x
40
x
40
x
160