Paper
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Russian
Advanced
PAPER 3: Speaking
General instructions to the teacher-examiner
Pearson Edexcel Level 3 GCE Russian Advanced PAPER 3: Speaking General instructions to the
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teacher-examiner April / May 2024
The examination consists of two tasks.
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The tasks must be conducted in consecutive order.
Timing
– Task for1: the
6 to speaking assessment:
7 minutes (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 candidate 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.
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Candidates can make notes of up to a maximum of one side of A4 paper in the preparation
time.
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Candidates may refer to their notes during the assessment.
Candidates must not write on the stimulus.
Candidates must not have access to a dictionary, or any other resource, including a mobile
•
phone, during the preparation and examination time.
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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
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securely destroyed.
It is your responsibility to cover all parts of each task to ensure that the candidate has the
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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.
,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 overleaf).
• The choice of sub-themes is told to the candidate in English by the invigilator
immediately before the start of the preparation time, using the wording for the sub-themes
provided on the randomisation grid, for example You may choose ‘Environment’ or
‘Holidays, Festivals and Traditions’.
• The candidate must not see the contents of either card until they have 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 have 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). These questions are a guide to
the questions that 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 2 minutes, or at the end of the candidate’s presentation if this is under 2 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.
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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):
• ‘Приведите, пожалуйста, пример….’
• ‘Почему вы говорите это?’
• ‘Какие выводы можно сделать из….’
• ‘Какие примеры можно привести, чтобы подтвердить эту точку зрения?’
• ‘Почему важно…’
• ‘Что означает….’
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:
• ‘Вы согласны со мной?’
• ‘Разве неправильно подумать, что…?’
• ‘Можно ли сказать, что…?’
• ‘Что вы думаете о…?’
• ‘Вы понимаете, что я хочу сказать?’
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. In order to give students the
maximum length of assessment time, you should contribute only brief opinions in response to the
candidate’s questions. 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 a final sentence.
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, 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.
CANDIDATE STIMULUS CARD TASK 1
Candidate 1 Card 5 or 7
Candidate 2 Card 6 or 8
Candidate 3 Card 1 or 5
Candidate 4 Card 3 or 4
Candidate 5 Card 1 or 12
Candidate 6 Card 7 or 11
Candidate 7 Card 9 or 10
Candidate 8 Card 2 or 11
Candidate 9 Card 6 or 12
Candidate 10 Card 3 or 10
Candidate 11 Card 2 or 8
Candidate 12 Card 4 or 9
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