T
OCR Asset Languages
Level 2 Certificate in
French, German, Spanish, Italian and
Chinese (Mandarin)
Intermediate
R160
R161
R162
R163
OCR Asset Languages Level 2 Certificate in German Listening (Intermediate)
OCR Asset Languages Level 2 Certificate in German Speaking (Intermediate)
OCR Asset Languages Level 2 Certificate in German Reading (Intermediate)
OCR Asset Languages Level 2 Certificate in German Writing (Intermediate)
R164
R165
R166
R167
R
AF
OCR Asset Languages Level 2 Certificate in French Listening (Intermediate)
OCR Asset Languages Level 2 Certificate in French Speaking (Intermediate)
OCR Asset Languages Level 2 Certificate in French Reading (Intermediate)
OCR Asset Languages Level 2 Certificate in French Writing (Intermediate)
D
OCR Asset Languages Level 2 Certificate in Spanish Listening (Intermediate)
OCR Asset Languages Level 2 Certificate in Spanish Speaking (Intermediate)
OCR Asset Languages Level 2 Certificate in Spanish Reading (Intermediate)
OCR Asset Languages Level 2 Certificate in Spanish Writing (Intermediate)
OCR Asset Languages Level 2 Certificate in Italian Listening (Intermediate)
OCR Asset Languages Level 2 Certificate in Italian Speaking (Intermediate)
OCR Asset Languages Level 2 Certificate in Italian Reading (Intermediate)
OCR Asset Languages Level 2 Certificate in Italian Writing (Intermediate)
OCR Asset Languages Level 2 Certificate in Chinese (Mandarin) Listening
(Intermediate)
OCR Asset Languages Level 2 Certificate in Chinese (Mandarin) Speaking
(Intermediate)
OCR Asset Languages Level 2 Certificate in Chinese (Simplified) Reading
(Intermediate)
OCR Asset Languages Level 2 Certificate in Chinese (Simplified) Writing
(Intermediate)
Draft Version July 2013
© OCR 2013
DRAFT
QNXXX/XXXX/X
OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian, Chinese (Mandarin) (Intermediate)
R168
R169
R170
R171
R172
R173
R174
R175
R176
R177
R178
R179
Contents
Introduction
4
1.1
1.2
4
1.3
1.4
3
7
2.1
2.2
2.3
7
8
8
7
8
11
13
13
5.1
14
Structure of Intermediate Speaking tests
Reading certificate
16
6.1
16
Structure of Intermediate Reading tests
Writing certificate
17
7.1
17
Structure of Intermediate Writing tests
Support
Free resources available from the OCR website
Endorsed publications
Training
OCR Support Services
18
18
18
18
19
Equality and Inclusion
20
9.1
9.2
20
20
Equality Act information relating to Asset Languages
Special Consideration
Administration
21
10.1
10.2
10.3
10.4
21
21
24
24
Availability of tests
Making entries
Re-taking a test
Enquiries about results
Other information
25
11.1
11.2
11.3
11.4
25
25
29
29
Overlap with other qualifications
Progression
Avoidance of bias
Regulatory requirements
Appendix A: Level 2 (Intermediate) Grammar and Linguistic Structures
Level 2 (Intermediate) French
Level 2 (Intermediate) Spanish
2
10
11
12
14
D
10
10
Speaking certificate
8.1
8.2
8.3
8.4
9
Structure of Intermediate Listening tests
R
6
Overview of the Asset Languages Level 2 (Intermediate) Certificates
Grading and awarding grades
‘Can Do’ statements
Listening certificate
4.1
5
Level 2 (Intermediate) language purposes and functions
Level 2 (Intermediate) grammar and linguistic structures
Level 2 (Intermediate) vocabulary areas
The Certificates
3.1
3.2
3.3
4
5
6
6
Content
T
2
What is Asset Languages?
Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese
(Mandarin) (Intermediate)
Guided learning hours (GLH)
Prior learning
AF
1
30
30
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
Level 2 (Intermediate) German
Level 2 (Intermediate) Italian
Level 2 (Intermediate) Chinese (Mandarin)
36
39
42
Appendix B: Level 2 (Intermediate) Marking Criteria for Speaking
47
Appendix C: Level 2 (Intermediate) Marking Criteria for Writing
48
49
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Appendix D: Guidance for the production of electronic internal assessment
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
3
1
Introduction
1.1 What is Asset Languages?
Asset Languages is a flexible assessment scheme which supports language teaching in primary,
secondary and adult education. As an assessment tool which fits around existing schemes of work,
Asset can reward a wide range of language learners for their progressive achievements.
Flexible features
•
Asset Languages can be used with a wide range of ages and abilities.
For each language and stage, there are separate certificates in listening, speaking, reading
and writing.
Assessment takes place twice a year for Breakthrough and Preliminary stages and once a
year for Intermediate stage.
T
•
•
Assessment principles and objectives
AF
Asset Languages assesses the listening, speaking, reading and writing skills of learners against
the Languages Ladder. Asset measures the skills of each learner against the first three stages of
the Ladder: Breakthrough, Preliminary and Intermediate.
R
Asset Languages is based on the ‘Can Do’ statements of the Languages Ladder (see Section
3.3‘Can Do’ statements). These statements describe what learners can do with language at a
certain level in terms of actual outcomes such as ‘I can take part in a simple conversation and I can
express my opinions’ or ‘I can write a few short sentences with support using expressions which I
have already learnt’. There are ‘Can Do’ statements for each stage and for the grades within a
stage of the Ladder. They are written so that they can be easily understood by learners and
teachers.
Asset Languages structure: How does Asset Languages compare to other qualifications?
D
Asset Languages is an assessment scheme which can be mapped to other qualification
frameworks, as shown in the table below.
Stages
Intermediate: Grades 7–9
Preliminary: Grades 4–6
NQF
Level 2
Level 1
General
qualifications
GCSE A*–C
GCSE D–G
Breakthrough: Grades 1–3 Entry Level Entry 1–Entry 3
National
Curriculum
CEF approx.**
7–EP
4–6
B1
A2 (B1)
1–3
A1 (A2)
**Common European Framework
4
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© OCR 2013
OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
1.2 Asset Languages Level 2 Certificates in French, German,
Spanish, Italian and Chinese (Mandarin) (Intermediate)
This booklet provides information about the Asset Languages certificates in French, German,
Spanish, Italian and Chinese (Mandarin). These are at Level 2 on the National Qualifications
Framework/Intermediate Stage (Grades 7–9) on the Languages Ladder.
Each skill of listening, speaking, reading and writing is assessed and awarded separately:
OCR Asset Languages Level 2 Certificate in French Listening (Intermediate)
OCR Asset Languages Level 2 Certificate in French Speaking (Intermediate)
OCR Asset Languages Level 2 Certificate in French Reading (Intermediate)
OCR Asset Languages Level 2 Certificate in French Writing (Intermediate)
R160
R161
R162
R163
•
•
•
•
OCR Asset Languages Level 2 Certificate in German Listening (Intermediate)
OCR Asset Languages Level 2 Certificate in German Speaking (Intermediate)
OCR Asset Languages Level 2 Certificate in German Reading (Intermediate)
OCR Asset Languages Level 2 Certificate in German Writing (Intermediate)
R164
R165
R166
R167
•
•
•
•
OCR Asset Languages Level 2 Certificate in Spanish Listening (Intermediate)
OCR Asset Languages Level 2 Certificate in Spanish Speaking (Intermediate)
OCR Asset Languages Level 2 Certificate in Spanish Reading (Intermediate)
OCR Asset Languages Level 2 Certificate in Spanish Writing (Intermediate)
R168
R169
R170
R171
•
•
•
•
OCR Asset Languages Level 2 Certificate in Italian Listening (Intermediate)
OCR Asset Languages Level 2 Certificate in Italian Speaking (Intermediate)
OCR Asset Languages Level 2 Certificate in Italian Reading (Intermediate)
OCR Asset Languages Level 2 Certificate in Italian Writing (Intermediate)
R172
R173
R174
R175
AF
OCR Asset Languages Level 2 Certificate in Chinese (Mandarin) Listening
(Intermediate)
OCR Asset Languages Level 2 Certificate in Chinese (Mandarin) Speaking
(Intermediate)
OCR Asset Languages Level 2 Certificate in Chinese (Simplified) Reading
(Intermediate)
OCR Asset Languages Level 2 Certificate in Chinese (Simplified) Writing
(Intermediate)
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•
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•
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•
•
•
•
•
•
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R177
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5
1.3 Guided learning hours (GLH)
OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese
(Mandarin) (Intermediate) require 30 guided learning hours for each skill.
1.4 Prior learning
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AF
T
These certificates are available to anyone who is capable of reaching the required standards as
described by the Languages Ladder. There are no formal requirements for entry to these
certificates.
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Content
Asset Languages tests are not tied to any particular programme of study.
Guidance in the form of functional areas and language structures is given to help teachers and
learners familiarise themselves with the communicative contexts of language found in the tests.
Teaching and learning
Asset Languages assessments are designed to be an integral part of teaching and learning. Using
a variety of appropriate resources, teachers plan classroom activities which develop language
skills. These opportunities allow candidates to practise a wide range of tasks, and teachers can
discuss and comment on performance as appropriate. There are no restrictions regarding time or
feedback to individual learners.
T
When all necessary teaching and learning has taken place and teachers feel that candidates are
ready for assessment, candidates can be entered for the appropriate test(s) in listening, speaking,
reading and/or writing.
AF
2.1 Level 2 (Intermediate) language purposes and functions
At Intermediate the functions are appropriate to the demand of a Level 2 assessment and include
those already required for Entry Level (Breakthrough) and Level 1 (Preliminary).
• Comparing
• Repairing communication (e.g. asking for
repetition, checking meaning)
• Expressing preferences
R
• Taking part in social situations (e.g.
greeting / responding to greetings;
expressing thanks; apologising)
• Giving information
• Asking / answering questions
D
• Describing
• Asking for and giving opinions
• Justifying opinions
• Following / giving instructions
• Asking for things
• Asking for and giving reasons
• Making and responding to suggestions
• Expressing obligation and lack of obligation
• Expressing feelings and emotions
• Talking about the present
• Talking about the future
• Talking about the past
• Expressing degrees of certainty and doubt
• Expressing ability
• Talking about (im)probability and
(im)possibility
• Using numbers and expressing quantity
• Giving advice
• Expressing time
• Giving warnings
• Agreeing / disagreeing
• Taking turns in a conversation
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
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2.2 Level 2 (Intermediate) grammar and linguistic structures
Level 2 (Intermediate) French, German, Spanish, Italian and Chinese (Mandarin) language-specific
guidelines for grammar and linguistic structures can be found in Appendix A and are also available
on the OCR website. The guidelines also show progression from Entry Level (Breakthrough) to
Level 2 (Intermediate).
2.3 Level 2 (Intermediate) vocabulary areas
personal information
•
home and surroundings
•
studying
•
working
•
health
•
shopping and services
•
eating and drinking
•
free time and entertainment
•
holidays and travelling.
AF
•
T
At Level 2 (Intermediate), the language purposes and functions will be used within the following
familiar vocabulary areas:
D
R
The vocabulary used in Level 2 (Intermediate) stage consists of items that occur in the everyday
vocabulary of first language speakers in a range of predictable areas and includes all Entry Level
(Breakthrough) and Level 1 (Preliminary) stage vocabulary. The following table gives some
examples of the range of vocabulary likely to appear in each area. This list is not exhaustive but
should give an indication of the test content.
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
Asset Languages Level 2 (Intermediate) tests are designed to be accessible to learners on a
variety of courses. To allow for the different language that may be taught in different situations,
each task in the test includes vocabulary from different areas.
e.g. name, age, address, appearance, family, pets,
likes/dislikes
Home and surroundings
e.g. daily life, rooms, furniture, helping/housework, weather
Studying
e.g. the classroom, subjects, timetable
Working
e.g. jobs, place of work
Health
e.g. body, illness
Shopping and services
e.g. shops, places in a town, asking for things
Eating and drinking
e.g. food, asking for things, in a restaurant
AF
T
Personal information
e.g. hobbies, public places for entertainment, entertainment
at home, sports
Holidays and travelling
e.g. transport, directions, countries, holiday activities,
accommodation
D
R
Free time and entertainment
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
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3
The Certificates
3.1 Overview of the Asset Languages Level 2 (Intermediate)
Certificates
Certificates
Recorded
Writing
35 minutes
6 minutes
40 minutes
40 minutes
Multiple choice:
2 questions:
Multiple choice:
2 questions:
25 questions
Question 1: 50%
picture task
25 questions
Question 1: 50%
write an email:
70–80 words
Learners hear all
texts twice
Question 2: 50%
presentation and
questions
n/a
yes
n/a
n/a
by OCR
Questions 1 and 2:
internally marked
by teacher and
moderated by OCR
by OCR
by OCR
R
Marking
Reading
T
Format
Speaking
AF
Timing
Listening
Question 2: 50%
write an account
70–80 words
25
32
25
32
Answering
on question paper
n/a
on question paper
on question paper
Instructions
in English
in English
in English
in English
Questions
in English
in target language
in English
in English
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Marks
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
3.2 Grading and awarding grades
Each Asset Languages test covers an entire stage of the Languages Ladder. Candidates who
achieve marks at or above the minimum standard for each stage will be awarded one of three
grades. Each grade will count as a pass:
Intermediate
Preliminary
AF
Breakthrough
Grade
Grade 9
Grade 8
Grade 7
Grade 6
Grade 5
Grade 4
Grade 3
Grade 2
Grade 1
T
Asset Stage
D
R
Asset Languages Level 2 (Intermediate) Certificate results are awarded on the scale Grade 7,
Grade 8, Grade 9, where Grade 7 is the lowest and Grade 9 is the highest. Grades are indicated
on certificates. Results for candidates who fail to achieve the minimum grade (Grade 7) will be
recorded as Unclassified (U) and this is not certificated.
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3.3
‘Can Do’ statements
The ‘Can Do’ statements of the Languages Ladder for Level 2 (Intermediate) Stage are below.
The marking criteria for Speaking and Writing can be found in Appendices B and C.
Grades 1–6 are described on pages 26 and 28.
I can understand
longer passages and
recognise people’s
points of view.
I can answer
unprepared questions
in a conversation or
following a
presentation.
I can understand
longer texts and
recognise people’s
points of view.
I can understand
passages including
some unfamiliar
material from which I
can recognise
attitudes and
emotions.
I can understand the
gist of a range of
authentic passages in
familiar contexts.
I can narrate events,
tell a story or relate
the plot of a book or
film and give my
opinions about it.
I can understand texts
including some
unfamiliar material
from which I can
recognise attitudes
and emotions.
I can produce formal
and informal texts in
an appropriate style
on familiar topics.
I can take part in a
discussion, giving and
justifying my opinions
and ideas.
I can understand a
wide range of
authentic texts in
familiar contexts.
You should now be
comfortable with a
range of tenses, and
should be able to
understand authentic
passages on familiar
matters. You should
be able to follow
much of what is said
at near normal speed
on familiar matters or
in predictable
situations. You should
be able to give an
oral or written
summary of what you
have heard.
You should now be
comfortable with a
range of tenses, and
should be able to use
language relating to a
range of familiar
matters. You should
be using and
adapting language for
new purposes. Your
pronunciation and
intonation should be
generally accurate.
You should be able to
maintain a
conversation on
familiar matters or in
predictable situations
using a range of
language and
structures.
You should now be
comfortable with a
range of tenses, and
should be able to
understand authentic
texts on familiar
matters. You should
be able to follow
much of what you
read on familiar
matters or in
predictable situations.
You should be able to
give an oral or written
summary or
translation of what
you have read.
I can communicate
ideas accurately and
in an appropriate style
over a range of
familiar topics.
You should now be
comfortable with a
range of tenses, and
should be able to use
language relating to a
range of familiar
matters. You should
be using and
adapting language for
new purposes. Your
spelling should be
generally accurate.
You should be able to
write on familiar
matters or in
predictable situations
using a range of
language and
structures.
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Grade 9
12
Reading
Writing
I can write a text, e.g.
a report, article or
story, conveying
opinions and points of
view.
T
Grade 8
Speaking
AF
Grade 7
Listening
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© OCR 2013
OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
4
Listening certificate
This section provides general guidance on the conduct and marking of Asset Languages at Level 2
(Intermediate) Stage Listening tests.
4.1 Structure of Intermediate Listening tests
T
All Listening tests are set by OCR.
The following table shows the activities that make up an Intermediate Listening test:
25
questions
Test
Test time
AF
Content
Candidates answer
Multiple choice questions,
all in English
directly on the question
paper
Texts in target language
recorded by first language
Each question is worth
speakers
1 mark
100%
Marked by OCR
R
Candidates hear all
material twice
35 minutes
Weighting
D
Non-verbal responses
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5
Speaking certificate
This section provides general guidance on the conduct and marking of Asset Languages at Level 2
(Intermediate) Stage Speaking tests.
Information on how to conduct the speaking tests can be found on the OCR website.
5.1 Structure of Intermediate Speaking tests
Question
Test
Picture-based Conducted, assessed and
task: description
recorded by a teacher
and questions
Test time
Marks
Weighting
2 minutes and
Total 16 marks:
50%
30 seconds –
8 marks
communication,
8 marks
language
AF
1
Content
T
The following table shows the activities that make up an Intermediate Speaking test.
Moderated by OCR
3 minutes
including
30 seconds
preparation time
2
Presentation
and questions
Conducted, assessed and
recorded by a teacher
Total 16 marks:
8 marks
communication,
8 marks
language
50%
R
Moderated by OCR
3 minutes
5.1.1 Applying the marking criteria
D
The Speaking tests are assessed using the criteria in Appendix B. There are separate criteria for
Language and for Communication.
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
5.1.2 Use of ‘best fit’ approach to marking criteria
Speaking units have a total of 32 marks and comprise of two tasks each marked out of 16, with 8
marks for communication and 8 marks for language.
The marking criteria grid is divided into four two-mark bands with a zero band for responses not
worthy of credit.
T
language
8
7
6
5
4
3
2
1
0
AF
communication
8
7
6
5
4
3
2
1
0
5.1.3 Internal standardisation
It is important that all internal assessors, working in the same subject area, work to common
standards. Centres must ensure that the internal standardisation of marks across assessors and
teaching groups takes place using an appropriate procedure.
R
Centres are advised to hold preliminary meetings of staff involved to compare standards through
cross-marking a small sample of work. After most marking has been completed, a further meeting
at which work is exchanged and discussed will enable final adjustments to be made.
5.1.4 Moderation
D
All recorded Speaking tests are marked by the teacher and internally standardised by the centre.
Marks and recorded tests are then submitted to OCR (postal or via the OCR repository), after
which moderation takes place in accordance with OCR procedures: refer to the OCR website for
submission dates of the Speaking tests and marks to OCR. The purpose of moderation is to
ensure that the standard of the award of marks for work is the same for each centre and that each
teacher has applied the standards appropriately across the range of candidates within the centre.
© OCR 2013
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6
Reading certificate
This section provides general guidance on the conduct and marking of Asset Languages at Level 2
(Intermediate) Stage Reading tests.
6.1 Structure of Intermediate Reading tests
All Reading tests are set by OCR.
T
The following table shows the activities that make up an Intermediate Reading test:
Content
Test time
Weighting
Candidates answer
directly on the question
paper
40 minutes
100%
AF
25
Multiple choice questions,
questions
all in English
Test
Texts in target language
Each question is worth
1 mark
Non-verbal responses
D
R
Marked by OCR
16
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
7
Writing certificate
This section provides general guidance on the conduct and marking of Asset Languages at Level 2
(Intermediate) Stage Writing tests.
7.1 Structure of Intermediate Writing tests
All Writing tests are set and examined by OCR.
Content
Test
1
Write an email:
70–80 words
Externally
assessed by
OCR
2
Write an account:
70–80 words
Test time
Marks
Weighting
40 minutes
Total 16 marks:
8 marks
communication
8 marks
language
50%
Total 16 marks:
8 marks
communication
8 marks
language
50%
AF
Question
T
The following table shows the activities that make up an Intermediate Writing test:
R
Externally
assessed by
OCR
Writing units have a total of 32 marks and comprise two tasks each marked out of 16, with 8 marks
for communication and 8 marks for language.
D
The marking criteria grid is divided into four two-mark bands with a zero band for responses not
worthy of credit.
communication
8
7
6
5
4
3
2
1
0
language
8
7
6
5
4
3
2
1
0
OCR Examiners assess candidates using the criteria shown in Appendix C.
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8
Support
8.1 Free resources available from the OCR website
The following materials are available on the OCR website:
Asset Languages Level 2 (Intermediate) French, German, Spanish, Italian and Chinese
(Mandarin) Specification
•
sample tests for each skill at each stage in Level 2 (Intermediate) French, German, Spanish,
Italian and Chinese (Mandarin)
•
support packs of assessment materials.
AF
8.2 Endorsed publications
T
•
OCR endorses a range of publisher materials to provide quality support for centres delivering its
qualifications. You can be confident that materials branded with OCR’s ‘Official Publishing Partner’
or ‘Approved publication’ logos have undergone a thorough quality assurance process to achieve
endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.
R
These endorsements do not mean that the materials are the only suitable resources available or
necessary to achieve an OCR qualification.
8.3 Training
D
OCR offers a range of support activities for all practitioners throughout the lifetime of the
qualification to ensure they have the relevant knowledge and skills to deliver the qualification.
Please see Event Booker for further information.
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
8.4
OCR Support Services
8.4.1 OCR Interchange
8.4.2 The OCR Repository
T
OCR Interchange has been developed to help you to carry out day-to-day administration functions
online, quickly and easily. The site allows you to register and enter candidates online. In addition,
you can gain immediate and free access to candidate information at your convenience. Sign up on
the OCR website.
AF
The OCR Repository is a secure website for centres to upload candidate work and for assessors to
access this work digitally. Centres can use the OCR Repository for uploading marked candidate
work for moderation.
Centres can access the OCR Repository via OCR Interchange, find their candidate entries in their
area of the Repository, and use the Repository to upload files (singly or in bulk) for access by their
moderator.
The OCR Repository allows candidates to send evidence in electronic file types that would
normally be difficult to submit through postal moderation, for example multimedia or other
interactive unit submissions.
R
The OCR Asset Languages Level 2 Certificate in Speaking Intermediate certificates can be
submitted electronically to the OCR Repository via Interchange: please check Section 10.2 for
entry codes for the OCR Repository.
There are three ways to load files to the OCR Repository:
Centres can load multiple files against multiple candidates by clicking on ‘Upload candidate
files’ in the Candidates tab of the Candidate Overview screen.
D
1
2
Centres can load multiple files against a specific candidate by clicking on ‘Upload files’ in the
Candidate Details screen.
3
Centres can load multiple administration files by clicking on ‘Upload admin files’ in the
Administration tab of the Candidate Overview screen.
The OCR Repository is seen as a faster, greener and more convenient means of providing work
for assessment. It is part of a wider programme bringing digital technology to the assessment
process, the aim of which is to provide simpler and easier administration for centres.
Instructions on how to upload files to OCR using the OCR Repository can be found on OCR
Interchange.
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9
Equality and Inclusion
9.1
Equality Act information relating to Asset Languages
All candidates with a demonstrable need may be eligible for access arrangements to enable them
to show what they know and can do. The criteria for eligibility for access arrangements can be
found in the JCQ document Access Arrangements, Reasonable Adjustments and Special
Consideration.
The access arrangements permissible for use in this specification:
Speaking
yes
n/a
yes for
responses in
English only
yes
Scribe
only allowed
for Q in English
yes for
responses in
English only
yes
n/a
yes
AF
Braille
Reading
Writing
yes
T
Reader
Listening
no
yes
yes
n/a
yes
yes
Transcription of candidate’s
script
yes
n/a
yes
yes
Transcript of listening test
yes
n/a
n/a
n/a
Extra listening test CD
yes
n/a
n/a
n/a
Extra time
yes
only allowed
for Q in English
yes
only allowed
for Q in English
yes
only allowed
for Q in English
yes
only allowed
for Q in English
no
yes
yes
Word processor
R
BSL signers
Oral language modifiers
yes
D
If a candidate requires A3 enlarged paper, coloured paper or overlays, centres are permitted to
make these changes.
9.2
Special Consideration
Candidates who have been fully prepared for the assessment but who have been affected by
adverse circumstances beyond their control at the time of the examination may be eligible for
special consideration. As above, centres should consult the JCQ document Access Arrangements,
Reasonable Adjustments and Special Consideration.
20
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
10 Administration
10.1 Availability of tests
There is one examination series each year, in June.
All OCR Asset Languages Level 2 (Intermediate) certificates are available in June from June 2014.
10.2 Making entries
T
Centres must be approved to offer OCR qualifications before they can make any entries, including
estimated entries. It is recommended that centres apply to OCR to become an approved centre
well in advance of making their first entries. Centres must have made an entry for an assessment
in order for OCR to supply the appropriate forms and administrative materials.
AF
It is essential that entry codes are quoted in all correspondence with OCR.
D
R
For the speaking certificates, centres can decide whether they want to submit candidates’ work for
moderation through the OCR Repository or by post. Candidates must be entered using the
appropriate entry code from the following tables.
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
21
French
Title
01
Written Paper
French Listening (Intermediate)
R161A
01
Moderated via OCR
Repository
French Speaking (Intermediate)
R161B
02
Moderated via Postal
moderation
French Speaking (Intermediate)
R162
01
Written Paper
French Reading (Intermediate)
R163
01
Written Paper
French Writing (Intermediate)
Assessment method
Title
Written Paper
German Listening (Intermediate)
Component
code
R160
Entry
code
Component
code
R164
01
R165A
01
R165B
02
R166
01
R167
01
Moderated via OCR
Repository
German Speaking (Intermediate)
Moderated via Postal
moderation
German Speaking (Intermediate)
Written Paper
German Reading (Intermediate)
Written Paper
German Writing (Intermediate)
R
Spanish
AF
German
T
Assessment method
Entry
code
Assessment method
Title
01
Written Paper
Spanish Listening (Intermediate)
01
Moderated via OCR
Repository
Spanish Speaking (Intermediate)
Component
code
R168
R169A
D
Entry
code
R169B
02
Moderated via Postal
moderation
Spanish Speaking (Intermediate)
R170
01
Written Paper
Spanish Reading (Intermediate)
R171
01
Written Paper
Spanish Writing (Intermediate)
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
Italian
Title
01
Written Paper
Italian Listening (Intermediate)
R173A
01
Moderated via OCR
Repository
Italian Speaking (Intermediate)
R173B
02
Moderated via Postal
moderation
Italian Speaking (Intermediate)
R174
01
Written Paper
Italian Reading (Intermediate)
R175
01
Written Paper
Italian Writing (Intermediate)
Component
code
R172
Chinese (Mandarin); Chinese (Simplified)
R176
01
R177
01
R177
02
R178
01
R179
01
Assessment method
Title
Written Paper
Chinese (Mandarin) Listening (Intermediate)
Moderated via OCR
Repository
Chinese (Mandarin) Speaking (Intermediate)
Moderated via Postal
moderation
Chinese (Mandarin) Speaking (Intermediate)
Written Paper
Chinese (Simplified) Reading (Intermediate)
Written Paper
Chinese (Simplified) Writing (Intermediate)
AF
Component
code
D
R
Entry
code
T
Assessment method
Entry
code
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
23
10.3 Re-taking a test
Candidates may enter for each OCR Asset Languages Level 2 Certificate in French, German,
Spanish, Italian or Chinese (Mandarin) (Intermediate) an unlimited number of times.
10.4 Enquiries about results
T
Under certain circumstances, a centre may wish to query the result issued to one or more
candidates. Enquiries about results for Asset certificates must be made immediately following the
series in which the relevant certificate was taken and by the relevant enquiries about results
deadline for that series.
D
R
AF
Please refer to the JCQ Post-Results Services booklet and the OCR Admin Guide: 14–19
Qualifications for further guidance on enquiries about results and deadlines. Copies of the latest
versions of these documents can be obtained from the OCR website.
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
11 Other information
11.1 Overlap with other qualifications
There is some overlap between the content of this specification and GCSE in French, German and
Spanish.
11.2 Progression
T
Level 2 (Intermediate) certificates in French, German, Spanish, Italian, and Chinese (Mandarin)
progress from Entry Level (Breakthrough) and Level 1 (Preliminary) and can progress to Level 3 A
Level.
11.2.1 Entry Level (Breakthrough) stage
AF
Language purposes and functions
At Breakthrough the functions are appropriate to the demand of an Entry Level assessment.
Taking part in simple social situations (e.g. greeting / responding to greetings; expressing
thanks; apologising)
•
Giving simple information
•
Asking simple questions
•
Answering simple questions
•
Describing (e.g. colour, size, location, possession, appearance)
•
Giving simple opinions
•
Following / giving simple instructions
•
Expressing ability
•
Using numbers and expressing quantity
•
Expressing time (e.g. clock, days, months)
D
R
•
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25
Vocabulary areas
The vocabulary used in Entry Level (Breakthrough) stage consists of simple items that frequently
occur in the everyday vocabulary of first language speakers.
Entry Level (Breakthrough) ‘Can Do’ statements
Grade 1
Grade 2
Reading
I can understand a
few familiar spoken
words and phrases.
I can say and repeat
single words and
short simple phrases.
I can understand a
range of familiar
spoken phrases.
I can answer simple
questions and give
basic information.
I can recognise and
read out a few
familiar words and
phrases.
I can understand and
read out familiar
written phrases.
I can understand the
main points from a
short spoken
passage made up of
familiar language.
On completing this
stage, you should be
able to understand a
basic range of
everyday expressions
relating to personal
details and needs.
You may need to
listen several times to
get the information
you need, depending
on how fast and
clearly the speaker
talks. You should
have some
understanding of a
few simple
grammatical
structures and
sentence patterns.
You should be
familiar with the
sound system of the
language. You should
be aware of how to
address people both
formally and
informally as
appropriate.
I can ask and answer
simple questions and
talk about my
interests.
I can understand the
main points from a
short written text in
clear printed script.
On completing this
stage, you should be
able to use a basic
range of everyday
expressions relating
to personal details
and needs. Your
pronunciation may
not always be
completely accurate
but your meaning will
be clear. You should
be able to understand
and use a few simple
grammatical
structures and
sentence patterns.
You should be
familiar with the
sound system of the
language. You should
be aware of how to
address people both
formally and
informally as
appropriate.
On completing this
stage, you should be
able to understand a
basic range of
everyday expressions
relating to personal
details and needs.
You should have
some understanding
of a few simple
grammatical
structures and
sentence patterns.
You should be
familiar with the
writing system of the
language. You should
be aware of how to
address people both
formally and
informally as
appropriate.
D
R
AF
Grade 3
Speaking
26
Writing
I can write or copy
simple words or
symbols correctly.
I can write one or two
short sentences to a
model and fill in the
words on a simple
form.
I can write a few short
sentences with
support, using
expressions which I
have already learnt.
On completing this
stage, you should be
able to use a basic
range of everyday
expressions relating
to personal details
and needs. Your
spelling may not
always be completely
accurate but your
meaning will be clear.
You should be able to
understand and use a
few simple
grammatical
structures and
sentence patterns.
You should be
familiar with the
writing system of the
language. You should
be aware of how to
address people both
formally and
informally as
appropriate.
T
Listening
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
11.2.2 Level 1 (Preliminary) stage
Language purposes and functions
At Preliminary the functions are appropriate to the demand of a Level 1 assessment and include
those already required for Entry Level (Breakthrough).
• Taking part in social situations (e.g.
greeting / responding to greetings;
expressing thanks; apologising)
• Expressing time
• Repairing communication (e.g. asking for
repetition, checking meaning)
• Comparing
• Asking / answering questions
• Describing
• Asking for and giving opinions
• Asking for things
• Expressing ability
• Expressing preferences
• Making and responding to suggestions
• Expressing obligation and lack of
obligation
• Expressing feelings and emotions
AF
• Following / giving instructions
• Giving reasons
T
• Giving information
• Agreeing / disagreeing
• Talking about the future
• Talking about the past
D
R
• Using numbers and expressing quantity
• Talking about the present
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
27
Vocabulary areas
The vocabulary used in Level 1 (Preliminary) stage consists of common items that normally occur
in the everyday vocabulary of first language speakers in predictable areas and includes all Entry
Level (Breakthrough) stage vocabulary.
Level 1 (Preliminary) ‘Can Do’ statements
Writing
I can understand the
main points and some
of the detail from a
spoken passage
made up of familiar
language in simple
sentences.
I can take part in a
simple conversation
and I can express my
opinions.
I can understand the
main points and some
of the detail from
short written texts in
familiar contexts.
I can write a short text
on a familiar topic,
adapting language
which I have already
learnt.
I can understand the
main points and
opinions in spoken
passages made up of
familiar material from
various contexts.
I can give a short
prepared talk, on a
topic of my choice,
including expressing
my opinions.
I can understand the
difference between
present and past and
future events in a
range of spoken
material.
I can give a short
prepared talk,
expressing opinions
and answering simple
questions about it,
using a variety of
structures.
I can understand the
difference between
present, past and
future events in a
range of texts.
I can write a text,
giving and seeking
information and
opinions, using a
variety of structures.
On completing this
stage, you should be
able to understand
standard speech
relating to a range of
predictable everyday
matters, providing
that it is spoken
clearly and directly.
You should be able to
recognise the
difference between
past, present and
future events and be
familiar with simple
forms of the verb
tenses.
On completing this
stage, you should be
able to use and adapt
learnt language
relating to a range of
predictable everyday
matters. Your
pronunciation should
be clearly
understandable and
you should be able to
maintain a simple
conversation using
strategies such as
asking for clarification
or repetition. You
should be able to
recognise the
difference between
past, present and
future events and be
familiar with simple
forms of the verb
tenses.
On completing this
stage, you should be
able to understand
standard language
relating to a range of
predictable everyday
matters. You should
be able to read clear
handwritten text. You
should be able to
recognise the
difference between
past, present and
future events and be
familiar with simple
forms of the verb
tenses.
On completing this
stage, you should be
able to use and adapt
learnt language
relating to a range of
predictable everyday
matters. You should
be able to write
simple texts using
descriptive language,
with spelling that is
generally accurate.
You should be able to
recognise the
difference between
past, present and
future events and be
familiar with simple
forms of the verb
tenses.
D
R
Grade 6
Reading
T
Grade 5
Speaking
28
I can understand the
main points and
opinions in written
texts from various
contexts.
AF
Grade 4
Listening
I can write a short text
on a range of familiar
topics, using simple
sentences.
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
11.3 Avoidance of bias
OCR has taken great care in preparation of this specification and assessment materials to avoid
bias of any kind. Special focus is given to the 9 strands of the Equality Act with the aim of ensuring
both direct and indirect discrimination is avoided.
11.4 Regulatory requirements
D
R
AF
T
This specification complies in all respects with the current: General Conditions of Recognition. This
document is available on the Ofqual website.
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29
Appendix A: Level 2 (Intermediate) Grammar and Linguistic Structures
French: Grammar and Linguistic Structures
AF
T
Level 2 (Intermediate) French
All grammar and linguistic structures at Level 2 (Intermediate) are listed below and include those at Level 1 (Preliminary) and Entry Level (Breakthrough).
(R) – receptive only
Intermediate
Nouns
•
masculine and feminine
•
regular singular/plural nouns
•
irregular singular/plural nouns
Articles
•
definite and indefinite articles: le, la, l’, les, un, une, des
•
partitive, including use of de after negatives
D
R
Adjectives
•
agreement (e.g. grand/grande, heureux/heureuse, sportif/sportive)
•
some common irregular forms (e.g. beau/belle)
•
position
•
demonstrative : ce, cet, cette, ces
•
possessive: mon, ma, mes; ton, ta, tes; son, sa, ses; notre, nos; votre, vos; leur, leurs
•
comparative and superlative: regular (e.g. plus grand, le plus grand) and meilleur
•
indefinite (e.g. chaque, quelque)
•
comparative and superlative, including meilleur, pire
Pronouns
•
personal: je, tu, il, elle, on, nous, vous, ils, elles
•
disjunctive / emphatic: moi, toi
•
relative: qui
•
disjunctive / emphatic: lui, elle, eux, elles
•
demonstrative (e.g. ça, cela, celui)
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Intermediate
indefinite (e.g. quelqu’un)
interrogative (e.g. qui, que)
relative: que
relative: lequel, auquel, dont (R)
use of object, direct and indirect pronouns
position and order of object pronouns
possessive (e.g. le mien)
use of y, en
•
•
Simple prepositions: à, de, dans, en, chez, devant, derrière, avant, après
Prepositions
AF
T
•
•
•
•
•
•
•
•
D
R
Verbs
•
aimer / adorer + infinitive
•
interrogative form (e.g. Aimes-tu...? Comment t’appelles-tu?)
•
negative form : ne...pas / je n’aime pas.../ je n’ai pas…
•
impersonal constructions (e.g. il y a...)
•
modes of address: tu, vous
•
imperatives in context of instructions (e.g. levez-vous / arrêtez / regardez)
•
impersonal verbs : il faut
•
verbs followed by an infinitive, with or without a preposition
•
regular and irregular verbs, including reflexive verbs, all persons, in the following tenses:
o imperative
o present, including use of depuis
o future
o perfect
o imperfect, including use of depuis
o pluperfect
o conditional
o perfect infinitive
o present participle, including use after en
o passive voice: future, imperfect and perfect tenses (R)
o subjunctive mood: present, in commonly used expressions (R)
•
dependent infinitives (e.g. faire réparer) (R)
Adverbs
•
place (e.g. ici, là, loin, près)
•
time (e.g. le matin, l’après-midi, le soir, tôt, tard)
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31
AF
T
Intermediate
•
manner (e.g. bien, mal)
•
number / intensity: (e.g assez, trop de, beaucoup de, très, peu)
•
affirmation (e.g. bien sûr, aussi)
•
frequency (e.g. quelquefois, toujours, jamais)
•
formation
•
comparative and superlative: regular (e.g. plus souvent, le plus souvent), and irregular (e.g. mieux, le mieux)
•
common adverbial phrases
•
Conjunctions
•
et, ou, mais
•
to introduce simple reasons (e.g. parce que, alors)
D
R
Question words
•
Où? Quand? Comment? Combien? Qui? Que? Quel?
•
Pourquoi? Lequel ? / Laquelle ?
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Level 2 (Intermediate) Spanish
Spanish: Grammar and Linguistic Structures
(R) – receptive only
AF
T
All grammar and linguistic structures at Level 2 (Intermediate) are listed below and include those at Level 1 (Preliminary) and Entry Level (Breakthrough).
Intermediate
Nouns
•
masculine and feminine of regular nouns (e.g. el niño, la niña)
•
singular / plural of nouns (e.g. el ordenador / los ordenadores; la casa / las casas; el pez / los peces)
•
irregular masculine and feminine nouns
Articles
•
definite and indefinite articles: el, la, los, las, un, una, unos, unas
•
lo plus adjective
R
Adjectives
•
agreement (e.g. el pájaro blanco, la niña rubia, la casa grande)
•
position (e.g. un profesor simpático)
•
demonstrative: este, esta, estos, estas, ese, esa, esos, esas
•
possessive: mi/mis, tu/tus; su/sus; nuestro/nuestra/nuestros/nuestras; vuestro/vuestra/vuestros/vuestras; su/sus
•
comparative and superlative: regular and irregular forms
•
indefinite (e.g. cada, otro, todo, mismo, alguno)
•
possessive: singular and plural
•
relative (e.g. cuyo)
D
Pronouns
•
personal: yo, tú, él, ella, usted, nosotros/as, vosotros/as, ustedes
•
use and omission of subject pronouns before verb
•
disjunctive (e.g. conmigo, para mí)
•
indefinite (e.g. algo, alguien)
•
interrogative (e.g. quién)
•
relative: all uses including quien, lo que, el que, cual
•
uses of object, direct and indirect pronouns
•
position and order of object pronouns
•
possessive (e.g. el mío, la mía)
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33
Intermediate
•
demonstrative (e.g. éste, ése, aquél, esto, eso)
D
R
AF
T
Prepositions
•
simple and compound forms: a, de, en, sobre, delante de, detrás de, enfrente de
•
contracted forms with definite article: al, del
•
uses of por and para
Verbs
•
like + noun or verb in infinitive form (e.g. me gusta el helado; me gusta jugar al tenis)
•
common reflexive verbs, present tense singular forms only (e.g. me levanto a las siete; ¿Cómo te llamas?)
•
interrogative form (e.g. ¿Estudias español? ¿Cómo te llamas?)
•
negative form, using no (e.g. No tengo hermanos)
•
impersonal constructions (e.g. hay...)
•
modes of address: tú / vosotros / vosotras; usted /ustedes
•
imperatives in the context of instructions (e.g. mira la fotografía; escucha la música)
•
reflexive constructions (e.g. se puede, se necesita, se habla)
•
impersonal verbs: hay que
•
uses of ser and estar
•
regular and irregular verbs, including reflexive and radical-changing verbs in the following tenses:
o present indicative, including use of desde hace
o present continuous
o immediate future (ir a + infinitive)
o conditional: gustar only in set phrases
o tener que + infinitive
o imperative: common forms including negative
o subjunctive, imperfect: quisiera
o preterite
o imperfect, including use of desde hace
o future
o perfect
o pluperfect
o gerund
o imperfect continuous
o conditional
o present subjunctive:
 imperative, affirmation and negation
 future with cuando
 after verbs of wishing, command, request, emotion
 to express purpose (para que)
o imperfect subjunctive (R)
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Intermediate
o
passive voice (R)
D
R
Question words
•
cómo, dónde, cuándo, cuánto, qué, quién
•
por qué, cuál
AF
T
Adverbs
•
place (e.g. aquí, allí, cerca, lejos, dentro)
•
time (e.g. hoy, por la mañana)
•
manner (e.g. bien, mal, así, despacio)
•
number / intensity (e.g. más, bastante, mucho, poco)
•
affirmation (e.g. claro, también)
•
frequency (e.g. siempre, nunca, a veces)
•
formation
•
comparative and superlative: regular and irregular
•
common adverbial phrases
•
Conjunctions
•
y, o, pero
•
y/e; o/u
•
to introduce simple reasons (e.g. porque, así que)
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35
Level 2 (Intermediate) German
German: Grammar and Linguistic Structures
(R) – receptive only
AF
T
All grammar and linguistic structures at Level 2 (Intermediate) are listed below and include those at Level 1 (Preliminary) and Entry Level (Breakthrough).
R
Intermediate
The case system
Nouns
•
masculine, feminine and neuter
•
nominative case singular and plural forms of nouns
•
other cases:
• most common accusative usages, (e.g. ich habe einen Bruder/Hund; ich gehe in die Stadt)
• recognition of and attempt at common dative usage (e.g. mit meinem Bruder/meiner Familie)
•
singular and plural forms, including genitive singular and dative plural
•
weak nouns
•
adjectives used as nouns (e.g. ein Deutscher)
•
Articles
•
definite and indefinite articles: nominative and some common accusative/dative usage
•
singular and plural forms of articles
•
kein
D
Adjectives
•
agreement in attributive usage (e.g. braune Haare, eine kleine Katze)
•
predicative usage (e.g. Es ist kalt/sonnig; die Tasche ist blau)
•
demonstrative, nominative (e.g. dieser Kuchen ist lecker)
•
demonstrative, accusative and dative (R)
•
possessive (e.g. mein)
•
adjectival endings:
• predicative and attributive usage, singular and plural,
• used after definite and indefinite articles
• after etwas, nichts, viel, wenig, alles
•
demonstrative, including dieser, jeder
•
comparative and superlative: regular and common irregular
36
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
AF
T
Intermediate
Pronouns
•
personal (e.g. ich, du, er/sie/es, wir, ihr, sie)
•
pronoun–verb accord
•
impersonal: man
•
reflexive: accusative
•
reflexive: dative
•
relative: nominative
•
indefinite: jemand, niemand
•
relative: all cases, and use of was
D
R
Verbs
•
common phrases (e.g. es gibt, es geht)
•
modes of address: du, Sie
•
interrogative form
•
negative form: use of nicht / kein
•
modals: singular forms and third person plural of können
•
imperative in the context of simple instructions (e.g. gehen Sie! warten Sie!)
•
weak, strong and mixed forms of verbs
•
reflexive
•
separable/inseparable
•
modal: present and imperfect tenses, imperfect subjunctive of mögen
•
infinitive constructions (um… zu)
•
infinitive constructions (verbs with zu) (R)
•
tenses:
• present, including use of seit
• imperative
• perfect excluding modals (R)
• imperfect/simple past: haben, sein, modals and other common verbs (R)
• future (R)
• pluperfect (R)
•
mode of address: ihr
•
impersonal infinitive constructions: (ohne zu ... ; verbs with zu ... e.g. beginnen, hoffen, versuchen)
•
infinitive constructions: lassen with infinitive (R)
•
modal: imperfect subjunctive of können, sollen
•
subjunctive in conditional clauses: imperfect haben and sein
•
tenses:
• perfect excluding modals
• imperfect/simple past: haben, sein and modals
© OCR 2013
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37
Intermediate
AF
T
•
• imperfect/simple past: other common verbs
• imperfect/simple past, including use of seit
• future
• conditional: würde with infinitive
• pluperfect
passive voice: verbs with a direct object (R)
Adverbs
•
place (e.g. hier, dort)
•
time (e.g. heute, morgen, früh, spät)
•
manner (e.g. gut, schlecht)
•
number / intensity (e.g. sehr, ziemlich, ein bisschen)
•
adverbial expression for likes/dislikes (e.g. gern + verb)
•
frequency (e.g. oft, manchmal)
•
comparative and superlative: regular and common irregular
•
common adverbial phrases
Prepositions
•
fixed case and dual case with accusative and/or dative (e.g. in, auf, an, unter, neben, mit, von, aus, nach)
•
with genitive
R
Conjunctions
•
und, oder, aber
•
coordinating and subordinating (e.g. wenn, weil)
•
subordinating: damit, ob, so dass
•
subordinating: als ob, seitdem (R)
D
Clause structures
•
main clause word order
•
subordinate clauses, including relative clauses
Question words
•
wo? wann?, wie? wie viel? wer? was? was für?
•
welche(r)? warum?
•
wen? wem?
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
Level 2 (Intermediate) Italian
Italian: Grammar and Linguistic Structures
(R) – receptive only
AF
T
All grammar and linguistic structures at Level 2 (Intermediate) are listed below and include those at Level 1 (Preliminary) and Entry Level (Breakthrough).
Intermediate
Nouns
•
masculine and feminine (e.g. il bambino / la bambina)
•
regular singular/plural nouns
•
common irregular nouns
•
less common irregular nouns (il dito/le dita)
Articles
•
definite and indefinite articles: il (lo, l’), la (l’), i (gli, gl’), le; un, un’, uno, una
•
partitive
D
R
Adjectives
•
agreement (e.g. la pizza italiana)
•
position (e.g. un bambino italiano)
•
demonstrative: questo, questa, questi, queste, quel, quello, quella, quei, quegli, quelle
•
possessive (e.g mia madre, la mia scuola)
•
comparative and superlative: regular (e.g. più di, meno di, tanto ...quanto, così come)
•
indefinite: singular/plural (e.g. ogni, qualche, alcuni)
•
common irregular comparative and superlative, including il migliore, il peggiore
Pronouns
•
personal: io, tu, lui, lei, noi, voi, loro
•
reflexive: mi, ti, si, ci, vi
•
use and omission of subject pronouns before verb
•
relative (che)
•
disjunctive/emphatic (e.g. con me, secondo me, per me)
•
demonstrative (e.g. questo/a/i/e, quello/a/i/e)
•
indefinite (e.g. qualcosa, qualcuno, niente, nessuno, uno)
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39
Intermediate
relative: cui
direct and indirect object pronouns
position and order of object pronouns
combination of direct and indirect object pronouns (R)
agreement of direct object pronouns with perfect tense
possessive (e.g. il mio / i miei)
ci, vi, ne
AF
T
•
•
•
•
•
•
•
Prepositions
•
simple forms (e.g. a, di, in, sotto)
•
contracted forms with definite article (e.g. al, alla; del, della)
D
R
Verbs
•
like + noun or verb in infinitive form (e.g. mi piace la pizza; mi piace cantare)
•
interrogative form
•
negative form with non (e.g. non parlo inglese)
•
impersonal constructions (e.g. c’è, ci sono)
•
modes of address (tu, Lei, voi)
•
imperatives in context of instructions (e.g. prendi, metti)
•
impersonal verbs (bisogna, ci vuole, ci vogliono)
•
verbs followed by an infinitive, with or without a preposition
•
common expressions with avere (avere fame, avere sonno, avere bisogno di)
•
regular and irregular verbs, including reflexive verbs, all persons, in the following tenses:
o present, including use of da
o conditional
o imperative
o perfect with avere, essere + agreement (R)
o imperfect including use of da
o future
o pluperfect
o gerund (R)
o progressive construction with stare + gerund
o pluperfect
o perfect infinitive (dopo aver mangiato...)
o passive voice: perfect, future, imperfect tenses (R)
o imperfect of stare + gerund (R)
o subjunctive mood: in commonly used expressions (R)
•
dependent infinitives (e.g. fare riparare) (R)
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
AF
T
Intermediate
Adverbs
•
place (e.g. qui, là, lì, vicino, lontano)
•
time (e.g. la mattina, presto)
•
manner (e.g. bene, male)
•
number / intensity (e.g. molto, poco, abbastanza, troppo)
•
frequency (e.g. sempre)
•
formation
•
comparative and superlative: regular (e.g. più di, meno di, il più, il meno)
•
common adverbial phrases (e.g. poco fa, in ritardo, fra poco, qui vicino, nel frattempo, d’ora in poi)
•
common irregular comparative and superlative, including meglio, peggio
D
R
Conjunctions
•
e, o, ma
•
to introduce simple reasons (e.g. perché, e così)
Question words
•
come? quando? quanto? chi ? che ? dove ?
•
perchè? quale/i?
© OCR 2013
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
41
Level 2 (Intermediate) Chinese (Mandarin)
Chinese (Mandarin): Grammar and Linguistic Structures
(R) – receptive only
AF
T
All grammar and linguistic structures at Level 2 (Intermediate) are listed below and include those at Level 1 (Preliminary) and Entry Level (Breakthrough).
Intermediate
Nouns
•
Measure words
use after numerals: 三个人，两只狗
use after 这 and 那: 那个人
use after 几 and 哪: 几个孩子？
use of 一 点 儿: 我要一点儿水。
Modification of Nouns
without 的 e.g. 中文书，中国茶
R
nouns which qualify as measure words e.g. 天，岁
Nouns
•
plural suffix 们 with personal nouns – 同学们
•
measure words
more measure words for nouns – see defined content
measure word 些
D
•
Modification of Nouns
•
simple adjectives or attributives with 的 年轻的经理，很新的医院
•
without 的: 红汽车 noun phrases with 的: 你今天买的车好不好？
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
Intermediate
Possession
•
using 的 – 我的书在哪儿？
•
without 的 – 我妈妈，我姐姐
Prepositions
AF
T
他在日本学中文。
我跟她说“你好”。
他到图书馆去。
Prepositions
他从香港来。
他给我写信。
我用汉语说话。
•
•
R
Verbs
•
simple verb forms
•
modal verbs: 想，会，可以，能
•
future
•
sentences with no overt indication of the future: 他去北京。
sentences with 会 or 要: 明天会下雪。 她要来。
imminent future indicated by:
要………了
要下雨了。
快………了
快要下雨了。
快到了。
D
快 要………了
•
了 to show excessiveness:
太忙了，太贵了
•
verbal aspect marker 了
indicating a completed, limited, contrasted or perfective action:
他买了两本书。
negation by 没有and without 了: 他没买。
© OCR 2013
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
43
Intermediate
reduplication of verbs: 她想 看 看 电 视。
•
progressive actions marked by 正 在: 她 正 在 睡 觉 。
•
use of verbal aspect marker: 了 with reference to the future 你吃了饭就去做什么？
•
experiential aspect marker 过 indicating an experience in the past: 他吃过中国饭。negation by 没: 我没吃过中国饭。
•
simple directional complements: 他到北京去。
•
compound directional complements: 老师说的话，我都写下 来了。
•
complements of result: 你写完了吗？
•
complements of degree verbs followed by 得 and a complement of degree: 他跑得很快。天气冷极
•
postverb 到: 那封信，请你寄到上海。
•
verbal measure word: 他去了四次
•
verbal aspect marker 着 indicating an action is an accompaniment to another action: 他们站着吃饭 indicating a state resulting from an action: 他穿着一条黑裤子
•
potential complements with 得 to some capability: 你看得懂吗？ with 不 to signify non-capability: 我看不见!
•
progressive actions
marked by 呢: 她 睡 觉 呢
marked by 正: 她 正 睡 觉
marked by 在: 她 在 睡 觉
Pronouns
•
了。天气冷得不得了。
R
marked by 正 在 and 呢: 她 正 在 睡 觉 呢
AF
T
•
我 你 他 她 我们 你们 他们 她们
D
Sentences
•
Declarative sentences
using 是 : 她是中国人。
using 有 : 他有三个朋友。
using stative verbs: 我很好。
verbless sentences: 今天星期二。
using modal verbs: 我要吃面条。
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
Intermediate
action in progress marked by 在: 他在看书。
•
Negative sentences
with 不是 : 她不是美国人。
with 不 and stative verb : 书不多。
with 不 and verb : 他们不去。
with 不 and modal verb : 他们不要喝牛奶。
•
Interrogative sentences
using 吗 : 她去吗？你是老师吗？
AF
T
with 没有 : 我没有老师。
using question words: 这是什么？, 你的狗在哪儿？
using 吧: 你是中国人吧？
•
interrogative sentences 是 不 是 : 你是不是中国人？ 有 没 有 : 你有没有面条？ stative Verb (SV) 不 SV : 你累不累？
•
topic-comment construction 你妈妈做的饭你喜欢吃吗？
•
sentence particle 了 indicating the attitude of the speaker to an event in the recent past 他去北京了。他走了。
•
了 to convey a sense of updating, change, reversal of previous situation 下雨了. 他 老 了。人 多 了。
•
questions with 没有 at the end of the sentence : 她去北京了没有？
•
the 把 construction 他把我的课本拿走了。with negator and/or modal verb before 把: 今天晚上有大风。我们 应 该 把 窗户关好。
•
the 是 …..的 construction highlighting the circumstances of past events: 他是去年九月来的。
R
use of 比
D
Comparison
•
他看了两次没有？
我比他累。 中国比英国大。
•
use of 跟 … 一 样
你的笔跟我的一样。
•
use of 象… 一 样
她象她姐姐 一 样。
•
use of 比… 更
这本字典比那本更有用。
•
use of 比… 一 点 儿
这本比那本贵一点儿。
© OCR 2013
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
45
Intermediate
•
use of 最
这本最贵。
•
complement of Quantity 他比弟弟大五岁。
•
use of 没 有 in comparisons A 没 有 B 好。
place: 她在北京学英文。
AF
T
Adverbs
•
sentences with an adverbial phrase before the verb
point of time: 他八月去上海。
•
•
use of 都，也: 我们都去。我也是。
sentences with an adverbial phrase after the verb
Verb followed by postverb: 她住在上海。
•
sentences with an adverbial phrase before the verb manner: 他们坐车去。
•
frequency 我们常常跑步。
•
sentences with an adverbial phrase after the verb complement of time after the verb: 他住三天。
•
sentences with an adverbial phrase before the verb movement: 他从北京到香港去。conjunctive use of adverbs: 她又饿又累。她也来, 她妹妹也来。prepositional
phrases: 他给他弟弟买书 他给他弟弟买书。
sentences with an adverbial phrase after the verb complement of time with the verbal aspect marker了: 她住了五天。
她住了五天。
R
•
complement of time with the verbal aspect marker了and the sentence particle 了: 他住了三天了。 他住了三天了。
repetition of the verb: 她学汉语学了四年。 她学汉语学了四年。 verb followed by 得 and a complement of degree: 她写得很快。
D
Position
•
Use of 在 with place and localiser: 学校在饭馆(的)左边。
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© OCR 2013
OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
Appendix B: Level 2 (Intermediate) Marking Criteria for Speaking
AF
T
Marking criteria to be used for assessing Asset Languages Level 2 (Intermediate) stage Speaking tests.
Marks
8
7
6
5
4
3
D
R
Marks Communication
8
Communicates the information requested clearly and is
able to express and justify opinions. Imitates target
language pronunciation well and speaks with little
hesitation. Can be understood with little effort from the
7
listener.
6
Communicates most of the information requested
clearly and is able to express opinions, though with
some hesitation. Pronunciation is clear with an attempt
to imitate target language speech. Can be understood
5
with occasional effort required from the listener.
4
Communicates some of the information requested and
expresses some opinions, though with more hesitation
evident. Pronunciation is generally clear though there
is little attempt to imitate target language speech. Can
3
be understood with extra effort from the listener
required.
2
Communicates simple information and opinions after
considerable hesitation. Pronunciation is generally
unclear and understanding requires considerable effort
1
from the listener.
0
Nothing of relevance can be understood by the listener.
2
1
0
Language
Uses simple structures accurately and uses complex
structures (such as those referring to past or future
events) with few grammatical errors. Uses a wide
range of vocabulary appropriate to the task
successfully.
Uses simple structures accurately and uses more
complex structures (such as those referring to past or
future events) with grammatical errors evident. Uses a
range of vocabulary appropriate to the task.
Uses simple structures with occasional grammatical
errors and attempts to use some more complex
structures (such as those referring to past or future
events) but with limited grammatical accuracy. Uses
vocabulary appropriate to the task.
Uses mostly simple structures, many with
grammatical errors. Uses a limited range of
vocabulary or little that is relevant to the task.
Uses single words or unconnected phrases, or
produces no language.
© OCR 2013
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OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
47
Appendix C: Level 2 (Intermediate) Marking Criteria for Writing
AF
T
Marking criteria used by OCR Examiners when assessing Asset Languages Level 2 (Intermediate) stage Writing tests.
1
0
48
Communicates little information relevant to the task
and is rarely able to include description or express
opinions. Understanding requires considerable effort
from the reader.
Nothing of relevance can be understood by the reader.
D
3
2
Marks
8
7
6
5
4
R
Marks Communication
8
Communicates the information requested in the task
successfully. Extends content by giving descriptions
and expressing or justifying opinions. Can be
understood by the reader with little effort required.
7
6
Communicates most of the information requested in
the task. Attempts to extend content by giving
descriptions and expressing or justifying opinions. Can
be understood by the reader, with effort in some cases.
5
4
Communicates some of the information requested by
the task. Includes occasional description and
expresses some simple opinions. Can be understood
by the reader, though with effort required.
3
2
1
0
Language
Writes simple structures accurately and writes complex
structures (such as those referring to past or future
events) with few grammatical errors. Uses a wide range
of vocabulary appropriate to the task. Spelling is
generally accurate.
Writes simple structures accurately and writes more
complex structures (such as those referring to past or
future events) with grammatical errors evident. Uses a
range of vocabulary appropriate to the task. Spelling is
accurate enough for the meaning to be clear.
Writes simple structures with occasional grammatical
errors and attempts to use some complex structures
(such as those referring to past or future events) but
with limited grammatical accuracy. Uses vocabulary
appropriate to the task in most cases. Spelling is
accurate enough for the meaning to be clear with
occasional effort from the reader.
Writes mostly simple structures, many with grammatical
errors. Uses a limited range of vocabulary. Spelling is
often inaccurate, making the meaning unclear.
Writes individual words or phrases, or produces no
language.
DRAFT
© OCR 2013
OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)
Appendix D: Guidance for the production of
electronic internal assessment
Structure for evidence
An internal assessment portfolio is a collection of folders and files containing the candidate’s
evidence. Folders should be organised in a structured way so that the evidence can be accessed
easily by a teacher or moderator. This structure is commonly known as a folder tree. It would be
helpful if the location of particular evidence is made clear by naming each file and folder
appropriately and by use of an index called ‘Home Page’.
T
There should be a top level folder detailing the candidate’s centre number, candidate number,
surname and forename, together with the unit code R161, R165, R169, R173 or R177, so that the
portfolio is clearly identified as the work of one candidate.
AF
Each candidate produces an assignment for internal assessment. The evidence should be
contained within a separate folder within the portfolio. This folder may contain separate files.
Each candidate’s internal assessment portfolio should be stored in a secure area on the centre’s
network. Prior to submitting the internal assessment portfolio to OCR, the centre should add a
folder to the folder tree containing internal assessment and summary forms.
Data formats for evidence
R
In order to minimise software and hardware compatibility issues it will be necessary to save
candidates’ work using an appropriate file format.
D
Candidates must use formats appropriate to the evidence that they are providing and appropriate
to viewing for assessment and moderation. Open file formats or proprietary formats for which a
downloadable reader or player is available are acceptable. Where this is not available, the file
format is not acceptable.
Electronic internal assessment is designed to give candidates an opportunity to demonstrate what
they know, understand and can do using current technology. Candidates do not gain marks for
using more sophisticated formats or for using a range of formats. A candidate who chooses to use
only word documents will not be disadvantaged by that choice.
Evidence submitted is likely to be in the form of word processed documents, PowerPoint
presentations, digital photos and digital video.
To ensure compatibility, all files submitted must be in the formats listed below. Where new formats
become available that might be acceptable, OCR will provide further guidance. OCR advises
against changing the file format that the document was originally created in. It is the centre’s
responsibility to ensure that the electronic portfolios submitted for moderation are accessible to the
moderator and fully represent the evidence available for each candidate.
© OCR 2013
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49
Accepted File Formats
Movie formats for digital video evidence
MPEG (*.mpg)
QuickTime movie (*.mov)
Macromedia Shockwave (*.aam)
Macromedia Shockwave (*.dcr)
Flash (*.swf)
Windows Media File (*.wmf)
MPEG Video Layer 4 (*.mp4)
Audio or sound formats
T
MPEG Audio Layer 3 (*.mp3)
Graphics formats including photographic evidence
JPEG (*.jpg)
Graphics file (*.pcx)
GIF images (*.gif)
Animation formats
AF
MS bitmap (*.bmp)
Macromedia Flash (*.fla)
Structured markup formats
XML (*xml)
Text formats
Comma Separated Values (.csv)
R
PDF (.pdf)
Rich text format (.rtf)
Text document (.txt)
Microsoft Office suite
D
PowerPoint (.ppt)
Word (.doc)
Excel (.xls)
Visio (.vsd)
Project (.mpp)
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© OCR 2013
OCR Asset Languages Level 2 Certificates in French, German, Spanish, Italian and Chinese (Mandarin) (Intermediate)