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English igcse 2013
- 1. IGCSE International General Certificate of Secondary Education English as a Second Language Introduction to IGCSE ESL
- 2. Overview Introduction The Syllabus 0510/0511 and Exam The Papers (overview, format, skills)
- 3. Introduction A few facts about IGCSE ESL • IGCSE ESL is in over 150 countries • Over 15, 000 candidates sit for the IGCSE ESL exam • Grades A-E in the core and extended are equivalent to O level grades A-E • Grade C for Core and Extended are equivalent to a C at O level
- 4. Introduction • A Grade C in IGCSE English (First Language and Second Language) satisfies the entry requirements of many universities in the UK, Brunei and other Anglophone countries
- 5. The Syllabus & Exam Syllabus 0510 and 0511 Aims of the course and exam Differences between the syllabi Core and Extended Tiers Assessment Implications for teaching Resources
- 6. Papers 1 and 2 Reading and Writing Paper 1 = Core Paper 2 = Extended Exercise 1 Reading Comprehension Exercise 2 Reading Comprehension Exercise 3 Information Transfer/Form Filling Exercise 4 Note-taking Exercise 5 Summary Exercise 6 Writing Exercise 7 Writing
- 7. Papers 3 and 4 Listening Paper 3 = Core Paper 4 = Extended Part 1 (Q1-6) Short answers Part 2 (Q7-8) Gap fill Part 3 (Q9-10) Multiple choice (Core) OR Short answers (Extended)
- 8. Paper 5 Speaking Oral Assessment Warm-up conversation (not assessed) Oral test card
Notas del editor
- Title Slide Introduce myself Why I’m doing the session
- Overview Read out overview
- Introduction Introduce a few general facts about IGCSE ESL
- IGCSE is followed in many countries A pertinent Brunei fact -- A grade C in IGCSE ESL is equivalent to an O level English credit and is accepted in many universities in the UK and other anglophone countries. Specific information on which institutions accept IGCSE, please log on to the CIE website: cie.org.uk and use the Recognition Search. Sixth Form Colleges accept grades C, D and E in core tier equally as extended tier.
- Aims of the course and exam The syllabus has been designed to give practical skills EITHER for further study OR employment. (participants highlight the relevant aims sentences on single sheet syllabus aims copy). The examination aims to assess COMMUNICATION. Communication can take place with mistakes. As such, CIE examiners are not looking for TOTAL accuracy but are looking to credit marks as long as the MESSAGE comes through. Because accuracy is not the principal aim, this also means that teaching should move away from the traditional grammar approach and move towards a practical communicative approach. Skimming, scanning, gist listening, note-taking are all included in the examination as they are deemed to be practical skills across the curriculum as well as in life. Differences between the syllabi Syllabus 0510 (oral endorsement) (Students who began their IGCSE course in 2009 will be following this syllabus). Syllabus 0511 (count-in oral) The only difference between the two syllabi is the skills weighting. (refer teachers to pp. 5-6 of the syllabus to see if they can identify the difference). The structure, format and timing of the exam is still the same. Core and Extended Tiers The IGCSE ESL syllabus has two tiers – Core and Extended. Papers 1 and 3 are for Core candidates and Papers 2 and 4 are for Extended Candidates. Candidates may enter as EITHER Core OR Extended but NOT both. Candidates cannot mix and match papers. They also cannot enter for both IGCSE AND O level. Assessment Papers 1 and 2 assess Reading and Writing Skills, that is, both receptive and productive skills. Weighting is at 70% Papers 3 and 4 assess Listening Skills and are weighted at 30% (syllabus 0510) OR 15% (syllabus 0511). Paper 5 assesses Speaking Skills but does not contribute to the overall grade in syllabus 0510. Instead candidates receive an oral endorsement certificate graded 1(high) to 5 (low). In syllabus 0511, Paper 5 is weighted at 15%. Grades A-E are available for the Extended Tier Grades C–G are available for the Core Tier Once again, note that a grade C in the Core Tier is equivalent a credit in O level
- Papers 1 and 2 Reading and Writing Paper 1 Core Total number of marks is 70 Duration is 1 hour 30 minutes Paper 2 Extended Total number of marks is 90 Duration is 2 hours Both Core and Extended Papers have 7 exercises In both Core and Extended the balance of assessment between Reading and Writing is equal Questions are designed to test different levels of candidate and differentiate between students so you will find a full range of questions based from low to high order thinking skills Exercise 1 Reading Brief answers are encouraged – one word is sufficient exam time is tight so answers need to be short The answer lines on the exam reflect how much candidates are expected to write the same stimulus is used in the Extended exam but there are two extra advanced level questions Exercise 2 Reading The answers required become longer as the paper progresses however, students are still required to keep their answers brief The length of the reading passage is set and there will always be a graphic element in this exercise – one question will be set on the graphic element which must be referred to in order to answer the question; the answer will not be available anywhere in the body of the text The same stimulus is used in the Extended paper but the last question is an inferential question Exercise 3 Information Transfer Total accuracy is assessed in this exercise – if there are spelling errors, no marks will be awarded Form filling is deemed to be an important life skill, hence included in the exam – should be included in the teaching-learning programme Form-filling conventions (i.e. tick, underline, circle, etc.) are expected to be followed and spelling mistakes are not tolerated The stimulus passage is written in third person but answers must be written in the first person in Section D A different stimulus is used in the Extended exam, however it is still an Information Transfer exercise but longer and more complex Exercise 4 Note-Taking A note template is always given in this exercise Bullet points are given as a guide One example is usually given The same stimulus is used in the Extended examination but an extra heading in given for notes Exercise 5 Summary THIS IS WHERE CORE AND EXTENDED PAPERS BEGIN TO DIFFER. Students need to make sentences based on the notes taken in Exercise 4 The instructions for this question are deliberately vague so that students can write anything from any portion of their notes in Exercise 4 – it is intended to ‘open up’ the question to students Content is not marked in this exercise (it has been marked in Exercise 4 above) and only a language mark is awarded As far as possible, students should use their own words – they should BEGIN to re-phrase – those students will receive better marks This is a new Exercise for Extended candidates There is an extra Reading passage and a summary to write (of approximately 100 words) Exercise 6 Writing There is a gradual movement toward longer pieces of writing on the examination The first piece of extended writing is semi-formal register A stimulus is always given 100-150 words are required 3 bullet points are given as a guide All three bullet points need to be addressed in order to gain full marks – not all bullet points need to have equal length paragraphs The same stimulus is used in the Extended examination but a longer word length is required (150-200 words) Exercise 7 Writing This piece of extended writing is more official/formal in register A stimulus is given (sometimes speech bubbles); these do NOT need to be used but rather serve as a guide It is argumentative/discursive in nature Expected that a candidate will write an introduction, one paragraph for, one paragraph against and a conclusion (including their own opinion) Discourage students from using all the prompts in the question as this will not leave enough room for the development of their own ideas The same stimulus is used in the Extended examination but a longer word length is required (150-200 words)
- Papers 3 and 4 Listening Paper 3 Core Total number of marks is 30 Duration is 30-40 minutes Paper 4 Extended Total number of marks is 36 Duration is 45 minutes Part 1 (Qs 1-6) Students are permitted to write notes on their paper Brief answers are required The same stimulus is used for the Extended examination, however questions are not necessarily in sequential order and they are more difficult Part 2 (Qs 7-8) Question 7 A template is provided Students fill in the gaps – one word answers are the norm The template serves as a guide to help students find their place in the passage The listening exercise is approximately 3 minutes long The same stimulus is used in the Extended examination but the questions are more difficult Question 8 A template is provided Brief answers are required – one or two word answers This listening exercise is approximately 3 minutes long Numbers (i.e. dates, telephone numbers, weights, etc.) are often tested in this exercise The same stimulus is used in the Extended examination but questions are more difficult Part 3 (Qs 9-10) These are both True/False tick boxes The same stimulus is used in the Extended examination for Exercise 1 but the expectations are significantly different – short answers are required rather than True/False The Extended Examination Exercise 2 is intentionally quite difficult with a different listening piece and short answers required
- Oral Assessment Either a stand-alone assessment with a separately endorsed certificate (1-5) OR a count-in weighted at 15% Duration is approximately 15 minutes Examiner asks simple/personal questions to make the candidate feel at ease (2-3 minutes) Examiner chooses one oral test card – candidate given 2-3 minutes to prepare their answers (notes cannot be made) Conversation is assessed – 6-9 minutes This is intended to be a dialogue and not a monologue