Cambridge IGCSE Chinese - Second Language

by Nandana Surendran

Cambridge IGCSE Chinese as a Second Language is designed for learners who already have a working knowledge of the language and who want to consolidate their understanding to progress their education or career. Through their studies, learners achieve a thorough understanding of a wide range of registers and styles and learn to communicate appropriately in different situations. The syllabus focuses on the linked language skills of reading, writing, listening and oral communication. Through their study of Cambridge IGCSE Chinese as a Second Language, learners can achieve a level of practical communication ideal for everyday use, which can also form the basis for further, more in-depth language study.

Aims of the Syllabus

The aims are to enable students to:
• develop the ability to use Chinese effectively for the purpose of practical communication
• form a sound foundation for the skills required for further study or employment using Chinese as the medium
• develop an awareness of the nature of language and language-learning skills
• promote learners’ personal development.

Subject Content

1. Reading
• Understand public notices and signs (including timetables and advertisements)
• Identify and select correct details from simple texts
• Select and organise relevant information from a range of texts that are likely to be within the experience of young people and reflecting the interests of people from varied cultural backgrounds, such as blogs, brochures, emails, forms, imaginative writing, letters, magazines, newspapers and webpages
• Identify some ideas, opinions and attitudes in a range of texts
• Understand what is implied but not directly stated within a text, such as opinion, writer’s purpose and intention
• Identify the important points or themes within an extended piece of writing
• Draw conclusions from an extended text and recognise connections between related ideas within a text

2. Writing
• Communicate factual information, ideas and arguments in short and extended writing tasks in appropriate and accurate Chinese
• Respond to a written stimulus and use appropriate register and style/format for the given purpose and audience, such as an informal letter/email, an article, a report or review
• Use a range of grammatical structures, punctuation and vocabulary
• Express opinions and use appropriate register/style
• Select and organise information and ideas into coherent paragraphs and use a range of linking devices

3. Listening
• Understand factual information and ideas from a range of sources, such as a recorded phone message, news or weather report, travel broadcast, interview, dialogue, memoir or telephone conversation
• Identify relevant information and select correct details from a range of sources
• Identify ideas, opinions and attitudes from a range of sources and understand the connections between them
• Show some awareness of what is implied but not directly stated, such as a speaker’s intention or feelings

4. Speaking
• Communicate factual information, ideas and arguments
• Use a range of appropriate vocabulary and grammatical structures using suitable pronunciation and intonation
• Organise and link ideas with a range of appropriate linking devices
• Give a short, clear presentation without a script on a topic of the candidate’s choice
• Demonstrate competence in a range of speech activities, such as respond to questions on topics within a defined range of topics as stated in the syllabus (for example, past and present schooling, future plans and current affairs)
• Take part in a conversation and demonstrate flexibility in dealing with new ideas and other speakers’ responses
• Show a sense of audience

Objectives of Assessment

1. Reading

  • Identify and select relevant information
  • Understand ideas, opinions and attitudes
  • Show understanding of the connections between ideas, opinions and attitudes
  • Understand what is implied but not directly stated, e.g. writer’s purpose, intention and feelings

2. Writing

  • Communicate information/ideas/opinions clearly, accurately and effectively
  • Organise ideas into coherent paragraphs using a range of appropriate linking devices
  • Use a range of grammatical structures and vocabulary accurately and effectively
  • Show control of punctuation and character formation
  • Use appropriate register and style/format for the given purpose and audience

3. Listening

  • Identify and select relevant information
  • Understand ideas, opinions and attitudes
  • Show understanding of the connections between ideas, opinions and attitudes
  • Understand what is implied but not directly stated, e.g. speaker’s intention or feelings, guided by the speaker’s tone of voice

4. Speaking

  • Present information and communicate ideas/opinions clearly, accurately and effectively
  • Develop responses and link ideas using a range of appropriate linking devices
  • Use a range of grammatical structures and vocabulary accurately and effectively
  • Show control of pronunciation and intonation patterns
  • Engage in a conversation and contribute effectively to help move the conversation forward

Assessment

Paper 1
Reading and Writing
2 hours
Weighting- 60%
60 marks
Written examination consisting of five exercises that test a range of reading
and writing skills. Types of task include: information transfer, short-answer questions, multiple-matching, functional writing and extended writing.
Externally assessed.

Paper 2
Listening
Approximately 35–45 minutes
Weighting- 20%
30 marks
Written examination consisting of four exercises that test listening skills. Candidates listen to recordings of short and longer spoken texts. Types of task include: short-answer questions, gap-fill sentences, information correction and multiple-choice questions. All listening material is recorded in Mandarin
Chinese. Externally assessed.

Component 3
Speaking
Approx. 10–13 minutes
Weighting- 20%
60 marks
The Speaking test is conducted in Mandarin Chinese. The Speaking test consists of three parts: candidates give a two- to three-minute presentation, followed by a short discussion with the examiner about the presentation, followed by a short conversation with the examiner about general topics. Internally assessed and externally moderated.

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