● ●
Italian
Advanced
PAPER 3: Speaking
General instructions to the teacher-examiner
Instructions
•• The examination consists of two tasks.
•
The tasks must be conducted in consecutive order.
Timing
– Task 1:for
6 tothe speaking
7 minutes assessment:
(recommended)
– Task 2: 10 to 11 minutes (recommended)
– Total assessment time: 21 to 23 minutes, (16 to 18 minutes of speaking plus 5
•
minutes’ preparation time for Task 1).
Recommended timings have been given for each task to enable the student to complete each one in
•
sufficient time to access the full range of assessment criteria for both tasks.
The preparation time for Task 1 must be supervised. It must take place outside of
the room with an invigilator. The preparation time must be immediately before the examination
•
time.
Candidates can make notes of up to a maximum of one side of A4 paper in the preparation time.
••
Candidates may refer to their notes during the assessment.
Candidates must
Candidates mustnotnot
have access
write ontothe
a dictionary,
stimulus. or any other resource, including a mobile phone,
••
during the preparation and examination time.
Candidates must return their notes and the stimulus at the end of the assessment.
Any notes made during the preparation time must be kept by the centre until the end of October in
the year the assessment is completed, after which time they should be securely destroyed.
••
It is your responsibility to cover all parts of each task to ensure that the candidate has the opportunity
to access all parts of the marking criteria.
It is the invigilator’s responsibility to inform candidates of the two sub-themes from which they
can make their choice, and for giving them the correct stimulus card based on that choice.
Pearson Edexcel Level 3 GCE Italian Advanced PAPER 3: Speaking General instructions to the teacher-
examiner April / May 2024
,Task 1 (discussion on a Theme)
• Task 1 is recommended to last from 6 to 7 minutes.
• The candidate is provided with a choice of two cards on two different sub-themes following
the sequence outlined by Pearson (see sequencing grid below).
• The choice of sub-themes is told to the candidate in English by the invigilator
immediately prior the start of the preparation time, using the wording for the
sub-themes provided on the randomisation grid, for example, You may choose ‘Media’
or ‘the rise of Mussolini’.
• The candidate must not see the contents of either card until they has chosen the sub-theme,
after which they will be given one of the cards.
• The preparation time must begin immediately after the candidate receives the card.
Task 1 part 1
You must:
• ask the candidate which statement they has chosen.
• ask the two compulsory questions relating to the statement (A or B) chosen by the candidate.
Questions may be repeated but rephrasing is not allowed.
• develop the discussion by asking appropriate follow-up questions relating to the subject
matter on the stimulus card.
Task 1 part 2
You must now broaden the discussion to cover other aspects of the overall Theme.
Optional generic questions are provided by Pearson (see below) as a guide to the questions you
should ask in order to enable the candidate to meet the assessment criteria, i.e. to elicit examples and
information to demonstrate their knowledge and understanding of the cultural and social context and to
analyse aspects of the Theme by developing and justifying arguments and forming conclusions.
Task 2 (presentation and discussion on candidate’s independent research project)
It is recommended that Task 2 lasts from 10 to 11 minutes.
Task 2 part 1 (independent research presentation)
You must allow the candidate to open with their presentation on written sources used as part of their
research. This must not exceed 2 minutes. Candidates are allowed to refer to their RP3 form during
the presentation.
Task 2 part 2 (discussion on independent research)
After two minutes, or at the end of the candidate’s presentation if this is under two minutes, you must ask
follow-up questions about the candidate’s presentation and then begin a wider exploration of the
research as a whole in order to elicit the candidate’s understanding and analysis of the cultural and social
context. You should use the key findings and list of sources on their copy of the RP3 form to help them
formulate their own questions. Optional generic questions are provided by Pearson as a guide to the
questions you should ask in order to enable the candidate to meet the assessment criteria, i.e. to elicit
examples and information to demonstrate their knowledge and understanding of the cultural and social
context and to analyse aspects of the Theme by developing and justifying arguments and forming
conclusions.
2 P72523A
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, Optional generic questions to promote discussion and to enable candidates to analyse aspects of
the Theme (Task 1)/analyse their chosen subject of interest (task 2):
• Può farmi un esempio di…?
• Perché dice questo?
• Quali conclusioni possiamo trarre da…?
• Che esempio potrebbe dare per sostenere questo punto di vista?
• Perché è importante?
• Che cosa rappresenta…?
In both tasks, candidates are expected to ask questions that elicit opinions as part of the natural discourse
and to confirm that their own points of view have been understood.
Examples of questions that candidates may ask to achieve this are as follows:
• Capisce quello che voglio dire?
• Che cosa pensa di…?
• È d’accordo con me?
• Capisce il mio punto di vista?
Candidates are also expected to take the lead in the discussions.
It is your responsibility to cover all parts of each task and ask appropriate questions to ensure that the
candidate is able to access the maximum amount of marks available. You should contribute only brief
opinions in response to the candidate’s questions, in order to give students the maximum length of
assessment time. The speaking assessment should last between 16 to 18 minutes (plus 5 minutes’
preparation time) and you must ensure that timings are followed. The timing of the assessment
begins with the candidate’s
first utterance in relation to Task 1. Once the maximum stipulated assessment time has passed,
you must bring the assessment to a natural end, allowing the candidate to complete their last
sentence.
Sequence of stimulus cards for speaking examination: Task 1
To avoid duplication of stimuli, candidates must be given the cards in the sequence and combination
prescribed below.
If you conduct more than 12 speaking examinations in a day (for example in the morning,
afternoon and evening sessions), after the 12th candidate, start at the beginning of the
sequence again.
If you have a break in the examination schedule (for example morning break, lunchtime), start the next
candidate in next order of the sequence. For example, if candidate 4 conducted their examination
before morning break, the next candidate after the morning break would be candidate 5.
If you are conducting examinations on more than one day, start each new day at the beginning of the
sequence.
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