Getting Started

Guide

AS and A Level Chinese

Pearson Edexcel Level 3 Advanced Subsidiary GCE in Chinese (8CN0)

Pearson Edexcel Level 3 Advanced GCE in Chinese (9CN0)

Getting Started Guide:
GCE Chinese 2017
Contents
1 Introduction 3
2 What’s changed? 4
2.1 How have AS and A level changed? 4

Changes to AS and A level qualifications 4

Changes to Assessment Objectives 4
2.2 Changes to Edexcel GCE Chinese 5

Specification overview 5
Changes to specification content 5

3 Planning 7
3.1 Planning and delivering linear AS and A level courses 7

3.2 Suggested resources 8

3.3 Co-teaching AS and A level 9

3.4 Delivery models 9

4 Content guidance 10
4.1 Themes and sub-themes 10

4.2 Prescribed works 46

5 Assessment guidance 47
5.1 Implications of linear assessment 47

5.2 Breakdown of Assessment Objectives 47

5.3 Assessment overview 47

5.4 Further details on the speaking assessment 52

1 Introduction
The AS and A level qualifications are designed to be appealing and engaging to students, while
preparing them for future study and work. An inspiring and culturally relevant course has been
developed, based on feedback from teachers, students, subject associations, academics and
advisors.
The qualification has a clear structure, which will enable students to develop advanced-level,
transferable language alongside a deeper cultural appreciation of Chinese and Chinese-speaking
culture. There is an emphasis on promoting understanding of grammar in order to allow
spontaneous, creative use of language to suit different purposes. The themes are engaging and
relevant, combining familiar and new content. Popular texts and films have been chosen, both
classical and contemporary.
There is clear progression from AS to A level. These are separate qualifications, but the
specifications have been designed so that students for AS and A level can be taught together.
This Getting Started guide provides an overview of the new AS and A level specifications, to help
you get to grips with the changes to content and assessment, and to help you understand what
these mean for you and your students.
We are providing a package of support to help you plan and implement the new specification.
● Planning: mapping documents to show how your old course matches the new A level; an
editable course planner; a student guide; and schemes of work which you can adapt to suit
your department
● Personal support: Alistair Drewery, Subject Advisor
● Teaching and learning: a range of guides containing practical approaches to areas such as
analysing films and literature, conducting research and essay writing; film and literature
PowerPoints to support you with teaching.
These support documents are available on the GCE 2016 Chinese pages on the Edexcel website:
https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/chinese-
2017.coursematerials.html#filterQuery=Pearson-UK:Category%2FTeaching-and-learning-
materials

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 2 What’s changed?
2.1 How have AS and A level changed?
Changes to AS and A level qualifications
From September 2017, A level Chinese will be a fully linear qualification. This means that all
examinations must be sat (and the speaking assessment conducted) at the end of the course.
More information about the implications of the move to linear assessment is given on page 11.
From September 2017, AS level Chinese will be a stand-alone qualification. This means that it
cannot be used to contribute towards an A level Chinese grade. More information about the
relationship between AS and A level is given on page 9.

Changes to Assessment Objectives

The AS and A level languages Assessment Objectives have been revised.
There are two main changes to the Assessment Objectives:
● A new AO4 has been introduced. This requires knowledge, understanding and critical
response – and at A level analytical response – to cultural and social issues relating to
target-language communities.
● AO3 has a greater proportion of the marks than in the previous specification, and has a
subtly changed emphasis – there is greater emphasis now on active application of grammar
in generating new, independent language.
The Assessment Objectives are the same for both AS and A level, except in AO4.

AO1 Understand and respond:

20% ● in speech to spoken language including face-to-face interaction
● in writing to spoken language drawn from a variety of sources
AO2 Understand and respond:
30% ● in speech to written language drawn from a variety of sources
● in writing to written language drawn from a variety of sources
AO3 Manipulate the language accurately, in spoken and written forms, using
30% a range of lexis and structures

AO4 Show knowledge and understanding of, and respond critically and
A level analytically to, different aspects of the culture and society of
countries/communities where the language is spoken
20%
AO4 Show knowledge and understanding of, and respond critically to,
AS level different aspects of the culture and society of countries/communities
where the language is spoken
20%

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2.2 Changes to Edexcel GCE Chinese
Specification overview
AS level

Paper 1 Listening, reading and Themes 1 and 2 1 hour 45 minutes 40%

translation
Paper 2 Written response to works Literary work or 1 hour 40 minutes 30%
and translation film
Paper 3 Speaking (internally Themes 1 and 2 27–30 minutes, 30%
conducted and externally including 15
assessed) minutes’
preparation time

A level

Paper 1 Listening, reading and Themes 1, 2, 3 2 hours 40%

translation and 4

Paper 2 Written response to works Literary work; 2 hours 40 minutes 30%

and translation film
Paper 3 Speaking (internally Independent 21–23 minutes, 30%
conducted and externally research, plus including 5 minutes’
assessed) Themes 1, 2, 3 preparation time
and 4

Changes to specification content

Specification content is now based around social, political and cultural themes, relating to the
Chinese language, culture and communities. This will enable students to gain a deeper
understanding of the culture related to their language of study, and ensure smooth progression
to further study. The themes and assessment model are also designed to promote the
development of transferable skills.
These changes are in line with reports published by the A-Level Content Advisory Board (ALCAB),
informed by academics, and the Department for Education (DfE), which consulted a range of
stakeholders. These reports were both strongly in favour of language A levels which foster ‘depth
of knowledge, effective understanding and intercultural competence,’ (DfE). The reports also
identified a need for qualifications which develop transferable skills, especially research skills and
‘the capacity for critical thinking on the basis of knowledge of the language, culture and society
of the country or countries where the language is spoken’ (ALCAB).
Students taking only the AS will study two themes:
Theme 1: 當代華人社會的變遷

Theme 2: 中國文化
Within these two broad themes there are a number of sub-themes, which can be found below.
The content of these themes is assessed in Paper 1 (listening, reading and translation), and
Paper 3 (speaking).
As part of the AS, students are also required to study either one text or one film, which will be
assessed in Paper 2 (the writing paper).

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 Students taking the A level will study four themes, of which the first two are the same as for the
AS:
Theme 1: 當代華人社會的變遷

Theme 2: 中國文化

Theme 3: 演變中的華人社會

Theme 4: 1978 年改革開放對中國的影響

Again there are a number of sub-themes, which can be found below. The content of these
themes is assessed in Paper 1 (listening, reading and translation) and Paper 3 (speaking).
Students at A level are also required to study either two texts, or one text and one film, which
will be assessed in Paper 2 (writing).
Moreover, at A level students will also be required to undertake an Independent Research
Project, which will be assessed in the second part of the speaking exam. Further detail on this
can be found in Section 5.4.

Comparison of the new specification to the legacy Edexcel specification

New specification Previous specification

Theme 1 當代華人社會的變遷 Education and employment
家庭 Youth OR generation gap issues
(AS and A level)
教育與工作 in modern China
The development of … cities … in
terms of the … social issues
Theme 2 中國文化 Leisure, youth interests and
傳統 Chinese festivals (New Year, Mid-
(AS and A level) Autumn Festival, Dragon Boat
文化活動 Festival, Ching Ming (Qing Ming))
Han nationality traditions: … the
significance of the activities
associated with festival or
custom
Theme 3 演變中的華人社會 Environment (energy, pollution
通訊與科技 and environmental campaigns)
(A level only)
經濟與環境 The development of … cities … in
terms of the environment,
economy … issues
Theme 4 1978 年改革開放對中國的影響 The development of … cities … in
變革 terms of the environment,
(A level only) economy or social issues
中英關係
Transport, travel and tourism
Literary works Prescribed list of works Study of literary works not
● Characterisation compulsory: students’ research
must relate to Chinese culture
● Structure and/or society but may or may
● Stylistic features not relate to one of the
● Concepts and issues prescribed books or films.

Films Prescribed list of films Study of literary works not

● Characterisation compulsory: students’ research
must relate to Chinese culture
● Structure and/or society but may or may
● Contexts not relate to one of the
● Techniques prescribed books or films.

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Independent Must be linked to the social and Must link to Chinese culture
research cultural context of the Chinese- and/or society
speaking world
(A level only)
N/A No equivalent in new specification Units 1, 2 and 3: Food, diet and
health
Unit 3 Research-based essay
topic areas:
● Modern history (20th
Century) 1911–1976
● Women’s issues (1911 to the
present)
● Film: Nan Hai 13 (Mad
Phoenix)
● Film: Han Yan Cui (Mist Over
Dream Lake)
● Book: Ba Jin: Chun (Spring)

3 Planning
3.1 Planning and delivering linear AS and A level
courses
Naturally, the key difference of linear qualifications is that students need to retain all that they
have learned for examination at the end of the course. In terms of language learning, this is a
logical and positive development because students must retain and build on everything they
learn in order to master a language effectively.
In terms of planning, teachers will need to consider the following:
● AS assessment is at the end of year 1, though can be done over two years if required;
students taking A level do not need to take AS examinations
● A level assessment is at the end of year 2
● retakes are only possible for the entire qualification, not for individual modules.
Course planning needs to cover:
● two themes at AS and four themes at A level
● one literary work or film at AS level and either two texts, or a text and a film, at A level
● sufficient practice in listening, speaking, reading, writing and translation
● a broad range of grammar and opportunities to use this to generate language independently
● independent research at A level
● development of critical and analytical thinking.

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 3.2 Suggested resources
The Edexcel AS and A level course is supported by a range of resources:
Liu Xun — Practical Chinese Reader volume III volume IV
[Note that the following book aligns to the legacy specification and, as such, won’t provide
completely coverage of the new specification.]
Xiaoming Zhang — Chinese for A-Level (Cypress Book Co, 2006) ISBN 9781845700119
Our free online support for teachers includes:
● approaches to teaching film and literature
● guides on how to analyse a text and how to develop research skills
● PowerPoints to support the teaching and learning of film and literature.
Other useful resources include:
Grammar
Hung-nin Samuel Cheung in collaboration with Sze-yun Liu and Li-lin Shih – A Practical Chinese
Grammar (Chinese University Press, 2002)
Yip Po-Ching and Rimmington D — Intermediate Chinese: A Grammar and Workbook (Routledge,
2009)
Vocabulary
Vocabulary List (to be updated) provided by Edexcel
Literature
There are some books about the authors on the AS and A level specifications, though this is by
no means an exhaustive list:
錢理群、溫儒敏、吳福輝：《中國現代文學三十年》，北京：北京大學出版社，1998。

蒲葦：《中學生文學精讀．曹文軒》，香港：三聯書店，2016。

夏祖麗：《從城南走來：林海音傳》，台北：天下遠見，2000。

Films
An internet search for your chosen film should generate plenty of resources. Some examples
about the film directors include:
鄺保威：《許鞍華說許鞍華》，香港：至高圖書，1998。

程青松：《青年電影手册》第七輯《青春電影手册》，中國友誼出版公司，2017。

王小帥：《薄薄的故鄉》，重慶：重慶大學出版社，2015。

Newspapers, television and radio

http://www.onlinenewspapers.com/asian-newspapers.htm#south-east-asia
http://www.bbc.com/zhongwen/simp (This is run by BBC in both traditional and simplified
characters.)
http://www.rthk.hk/ (This is the public broadcasting service of Hong Kong, which provides radio
and television programmes mainly in Cantonese and some in Mandarin. A lot of their television
programmes provide Chinese subtitles.)
http://tv.cctv.com/ (This is China’s state television broadcasted in Mandarin.)
You will also find several English sites with resources to support the films at filmeducation.org.

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3.3 Co-teaching AS and A level
AS and A level have the same basic structure and overlapping content to facilitate co-teaching. It
will be possible to teach Themes 1 and 2 and one literary work or film to both AS and A level
students.
A level students will, however, need to achieve a higher level, in terms of both linguistic and
cognitive development. This means that:
● A level students should receive extension work during the first year, encouraging them to
develop beyond the requirements of AS
● work from Themes 1 and 2 and the first literary work/film may need to be revisited in year 2
to ensure that students fully apply their more developed linguistic and cognitive skills to the
content.

3.4 Delivery models

Possible models for course planning include:
Model 1

Year 1 Theme 1 Literary Grammar revision Skills

A level students carry out

work/Film

independent research
AS & A Theme 2 Grammar

Transferable listening,

writing, translation,
level

speaking, reading,
development
Revision (AS students)

thinking
Year 2 Theme 3 Literary Grammar revision
A level work/Film
Theme 4 Grammar
only development
Revision

Model 2

Year 1 Theme 1 Grammar Skills

AS & A level Theme 2
speaking, reading, writing,
Transferable listening,

Literary work/Film
translation, thinking

Revision (AS students)

development
Revision/

Year 2 Theme 3
A level only Theme 4
Independent research
Literary work/Film
Revision

Model 1 offers a more integrated learning experience, developing all skills together, whereas
Model 2 presents a clearer order. Model 1 is potentially more complex to manage, but Model 2
could result in teachers and students running out of time on the second literary work/film and
independent research.
More detailed Schemes of work and other useful planning documents are available as free
resources on the Edexcel website:
https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/chinese-
2017.coursematerials.html#filterQuery=Pearson-UK:Category%2FTeaching-and-learning-
materials

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 4 Content guidance
The themes and sub-themes identified below are vehicles for the development of linguistic and
cognitive skills, as well as cross-cultural awareness. Assessment is predominantly related to the
ability to use the target language. Assessment will take place within the themes and sub-themes.
Students will need to demonstrate knowledge, understanding and critical – and at A level,
analytical – response relating to the target language community and culture.

4.1 Themes and sub-themes

Theme 1 Changes in contemporary Chinese society

Theme 1 當代華人社會的變遷 家庭 ● 家庭結構

(AS and A
● 代溝
level)
● 家庭計劃

● 人口老齡化

教育與工作 ● 學校生活

● 學生議題

● 工作機會

● 工作和生活的平衡

When exploring each sub-theme, teachers and students may wish to refer to the key
words and phrases listed below in addition to other relevant words and phrases. These
lists are not exhaustive but simply provide a starting point.

Theme 1 Changes in contemporary Chinese society

Family (family structure and the generation gap; family planning and ageing
population)

Traditional Chinese English words Simplified Chinese

characters characters
ageing
老齡化 / 老化 老龄化／老化
atmosphere
氣氛 气氛
birth rate
出生率 出生率
burden
負擔／擔子 负担 / 担子
busy, lively
熱鬧 热闹
charitable organisation
慈善機構 慈善机构
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 Traditional Chinese English words Simplified Chinese
characters characters
close
親密 亲密
considerate
體貼 体贴
divorce
離婚 离婚
elderly person living alone
獨居老人 独居老人
emotion/affection
感情 / 情感 感情 / 情感
‘empty nest’
空巢 空巢
entertainment
娛樂 娱乐
facilities
設施／設備 设施 / 设备
family planning
計劃生育 / 家庭計劃 计划生育 /
家庭计划
family size
家庭規模 家庭规模
filial obedience
孝順 孝顺
finances
財務 财务
friction
摩擦 摩擦
happiness
幸福 幸福
harmonious
和諧 和谐
household
家庭／住戶 家庭 / 住户
housewife
主婦 主妇
husband and wife / a
夫婦 / 夫妻 couple 夫妇 / 夫妻
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 Traditional Chinese English words Simplified Chinese
characters characters
independent
獨立 独立
late marriage
晚婚／遲婚 晚婚 / 迟婚
life
生命 生命
lonely
孤獨／孤單 孤独 / 孤单
long life
長壽 長壽
marriage
婚姻 婚姻
matchmaker /
媒人 / 做媒 intermediary 媒人 / 做媒
medical care
醫療 医疗
memories
記憶／回憶 记忆 / 回忆
nanny / helper
保姆／傭工 保姆 / 佣工
nuclear family
核心家庭 核心家庭
older generation
長輩 长辈
only child
獨生子女 独生子女
ordinary people / residents
平民 / 居民 平民 / 居民
parent-child relationship
親子關係／ 亲子关系 /
父母子女關係 父母子女关系
pension
退休金／養老金 退休金 / 养老金
property
財產／物業 财产 / 物业
psyche / mind
心理 心理
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 Traditional Chinese English words Simplified Chinese
characters characters
relative
親人／親戚 亲人 / 亲戚
reluctant
捨不得 舍不得
residential care home for
老人院／安老院 the elderly 老人院 / 安老院
satisfactory (life)
美滿 美满
services for the aged
養老服務 养老服务
single
單身 单身
social security
社會保障 社会保障
three generations under
三代同堂 the same roof 三代同堂
to accompany
陪伴 陪伴
to arrange
安排 安排
to be concerned about
關心 关心
to be tolerant
包容 包容
to depend on / rely on
依靠／依賴 依靠 / 依赖
to discipline (a child)
管教 管教
to enjoy later life
安享晚年 安享晚年
to fall ill
患病 患病
to forgive
原諒 原谅
to get on (with someone)
相處 相处
to give up one’s seat
讓座 让座
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 Traditional Chinese English words Simplified Chinese
characters characters
to greet
問候／問好 问候 / 问好
to grow up
成長／長大 成长 / 长大
to improve
改善 改善
to live (dwell)
居住 居住
to organise
組織 组织
to pay respect
尊敬 尊敬
to provide
提供 提供
to spoil (a child)
寵壞 / 溺愛 宠坏 / 溺爱
treatment
對待 对待
unmarried
未婚 未婚
upbringing
教養 教养
values
價值觀 价值观
warm
溫暖 温暖
welfare system
福利制度 福利制度

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Theme 1 Changes in contemporary Chinese society
Education and the world of work (school life and student issues; work
opportunities and work-life balance)

Traditional Chinese English words Simplified Chinese

characters characters
academic qualification
學歷 学历
achievement
成就 成就
adventurous
冒險精神 冒险精神
apprentice
學徒 学徒
boss
老闆／上司 老板 / 上司
busy
繁忙 繁忙
campus / school grounds
校園 校园
capability
能力／本領 能力／本领
career
事業 事业
certificate
證書 证书
challenge
挑戰 挑战
civil servant
公務員 公务员
colleague
同事 同事
communication skills
溝通能力 沟通能力
competition
競爭 竞争
course / programme
課程 课程
curiosity
好奇心 好奇心
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 Traditional Chinese English words Simplified Chinese
characters characters
curriculum vitae / CV
簡歷／履歷 简历 / 履历
customer
顧客 顾客
discussion
討論 讨论
drugs
毒品 毒品
efficiency
效率 效率
employee
雇員 雇员
expert
專家 专家
extracurricular activities
課外活動 课外活动
fluent (in a language)
流利／流暢 流利／流畅
freedom
自由 自由
friendship
友誼／友情 友谊 / 友情
hard / tough
辛苦 辛苦
hostel, dormitory, hall of
宿舍 residence 宿舍
innovative / creative
創新 / 創意 创新 / 创意
job satisfaction
工作滿足感 工作满足感
kindergarten
幼兒園 / 幼稚園 幼儿园 / 幼稚园
knowledge
知識 知识
learned (person)
有學問 / 博學 有学问 / 博学
leisure time
空閒時間／閒暇時間 空闲时间 /
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 Traditional Chinese English words Simplified Chinese
characters characters

／休閒時間 闲暇时间 /
休闲时间
management
管理 管理
manual labour
體力勞動 体力劳动
office
辦公室 办公室
potential
潛力／潛能／潛質 潜力／潜能／潜质
professions and trades
行業 行业
professor
教授 教授
promotion (in a job)
升遷 升迁
recruitment agency
招聘代理／招聘機構 招聘代理 /
招聘机构
research
研究 研究
resignation
辭職 辞职
scholar
學者 学者
scholarship
獎學金 奖学金
school bullying
校園欺凌 校园欺凌
secretary
秘書 秘书
self-confident / confidence
自信 自信
specialism
專業 专业

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 Traditional Chinese English words Simplified Chinese
characters characters
spoon-feeding approach
填鴨方式 填鸭方式
struggle
奮鬥 奋斗
talented / qualified people
人才 人才
to ask for leave / holiday
請假 请假
to attend a lecture
聽講座 /上課 听讲座 / 上课
to be unemployed
失業 失业
to fit in with
適應 适应
to give up drugs
戒毒 戒毒
to instill (knowledge)
灌輸 灌输
to master (a subject)
精通 / 掌握 精通 / 掌握
to obtain employment
就業 就业
to operate a business
經營生意 / 營商 经营生意 / 营商
to practise / put into
實踐 practice 實踐
to receive private tuition
補習 补习
to run a company
開公司 开公司
to scold
責罵 责骂
to set up a business
創業 创业
to take initiative
主動 主动
to work shifts
輪班工作 轮班工作
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 Traditional Chinese English words Simplified Chinese
characters characters
university degree
大學學位 大学学位
vacancy
空缺 空缺
wisdom
智慧 智慧
work position
工作崗位 / 職位 工作崗位 / 職位

Theme 2 Chinese culture

Theme 2 中國文化 傳統 ● 節日（春節；端午節；

(AS and A
中秋節；清明節）
level)
● 習俗
文化活動 (與中國文化有關的)
● 電影
● 電視
● 音樂
● 閱讀

When exploring each sub-theme, teachers and students may wish to refer to the key
words and phrases listed below in addition to other relevant words and phrases. These
lists are not exhaustive but simply provide a starting point.

Theme 2 Chinese culture

Traditions (festivals (Spring Festival; Dragon Boat Festival; Mid-autumn
Festival; Qing Ming Festival) and customs)

Traditional Chinese English words Simplified Chinese

characters characters
ancestors
祖先 祖先
auspicious
吉祥 吉祥
bamboo leaves
竹葉 竹叶
Buddhism
佛教 佛教
Chang E goes to the moon
嫦娥奔月 嫦娥奔月
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 Traditional Chinese English words Simplified Chinese
characters characters
Chinese lunar calendar
農曆 农历
Chinese New Year food
賀年食品 贺年食品
Chinese New Year’s Day
正月初一 正月初一
Chinese New Year’s Eve
除夕 除夕
Chinese New Year’s Eve
年夜飯／團年飯 family dinner 年夜饭／团年饭
Chinese zodiac animals
生肖／屬相 生肖／属相
civilisation
文明 文明
commercialised
商業化 商业化
cultural value
文化價值 文化价值
dragon boat races
賽龍舟 赛龙舟
embroidery
刺繡 刺绣
folk
民間 民间
funeral rituals
喪葬禮儀 丧葬礼仪
glutinous rice
糯米 糯米
glutinous rice balls
湯圓 汤圆
god / goddess /
神仙 supernatural / being 神仙
immortal
God of Wealth
財神 财神
grave sweeping
掃墓 扫墓

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 Traditional Chinese English words Simplified Chinese
characters characters
habit / be accustomed to
習慣 习惯
handicraft items
手工藝品 手工艺品
hotpot
火鍋 火锅
lantern
燈籠 灯笼
legend
傳說 传说
lifestyle
生活方式 生活方式
marriage practices
結婚禮俗 结婚礼俗
long history
歷史悠久 历史悠久
myth
神話 神话
national minorities
少數民族 少数民族
New Year cake
年糕 年糕
paper cuts
剪紙 剪纸
Qu Yuan
屈原 屈原
red packet money / gift
壓歲錢／紅封包／ money 压岁钱／红封包／
利是錢 利是钱
Confucianism
儒家 儒家
sacrificial offerings
祭品 祭品
scented sachet (Dragon
香包 Boat Festival) 香包
seasonal division points
節氣 节气
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 Traditional Chinese English words Simplified Chinese
characters characters
sense of belonging
歸屬感 归属感
sense of identity
認同感 认同感
Spring Festival Gala
春節聯歡晚會／春晚 春节联欢晚会／
春晚
superstitious
迷信 迷信
taboo
禁忌 禁忌
Taoism
道教 道教
temple
寺廟 寺庙
to admire the full moon
賞月 赏月
to beat drums
打鼓 打鼓
to burn incense
燒香 烧香
to burn paper money
燒紙錢 (ritual money) 烧纸钱
to celebrate the Chinese
過年 New Year 过年
to clean up the house (on
大掃除 Chinese New Year’s Eve) 大扫除
to congratulate,
恭喜 congratulations 恭喜
to celebrate / celebration
慶祝／喜慶 庆祝/喜庆
to decorate
裝飾／佈置／擺設 装饰／布置／摆设
to do shopping for the
辦年貨 Spring Festival 办年货
to enjoy, appreciate
欣賞 欣赏
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 Traditional Chinese English words Simplified Chinese
characters characters
to get together as a family
團聚 / 團圓 团聚 / 团圆
to give a present
送禮 送礼
to go for a walk in the
踏青 countryside 踏青
to originate from
源於／來源於 源于／来源于
to pass away / die
去世/死了 去世/死了
to pass from generation to
世代相傳 generation 世代相传
to pray for blessing (good
祈福 fortune) 祈福
to remember,
懷念/紀念 commemorate 怀念/纪念
to seek good fortune and
趨吉避凶 avoid mishaps 趋吉避凶
to set off fireworks
放煙花 放烟花
to stay up all night on
守歲 Chinese New Year’s Eve 守岁
to think about, long for
思念 思念
to visit the flower fair
逛花市 逛花市
to wear a traditional
穿旗袍 Chinese qipao 穿旗袍
to wish someone a happy
拜年 Chinese New Year 拜年
to write New Year’s
寫春聯 couplets 写春联

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 Theme 2 Chinese culture
Cultural activities (films, television, music and reading (in relation to Chinese
culture))

Traditional Chinese English words Simplified Chinese

characters characters
3D
立體 立体
amusing
搞笑 搞笑
ballet
芭蕾舞 芭蕾舞
band
樂隊 乐队
biography
傳記 传记
box office revenue
票房收入 票房收入
cartoon
漫畫 漫画
cartoon film
動畫片 / 卡通片 动画片 / 卡通片
chat show
訪談節目／清談節目 访谈节目／
清谈节目
choir
合唱團 合唱团
classical music
古典音樂 古典音乐
comedy
喜劇 喜剧
curtain up / open / begin
開幕 开幕
detective
偵探 侦探
director
導演 导演
disaster film
災難片 灾难片

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 Traditional Chinese English words Simplified Chinese
characters characters
documentary
紀錄片 纪录片
drama series
連續劇 连续剧
entertainment industry
娛樂圈 娱乐圈
erhu
二胡 二胡
excellent
精彩 精彩
film fan
影迷 影迷
film star
電影明星 电影明星
folk song
民歌 民歌
food programme
美食節目 美食节目
guzheng (Chinese zither)
古箏 古筝
horror film
恐怖片 恐怖片
hot topic
熱門話題 热门话题
information
資訊 / 信息 资讯 / 信息
large scale
大型 大型
main role / character
主角 主角
martial arts film
武俠片 武侠片
moving / to feel moved
感動 感动
musical instrument
樂器 乐器
novel
小說 小说
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 Traditional Chinese English words Simplified Chinese
characters characters
opera (Chinese)
戲曲 戏曲
opera (Western)
歌劇 歌剧
photography
攝影 摄影
piano
鋼琴 钢琴
pipa
琵琶 琵琶
plot
劇情／情節 剧情／情节
poetry
詩／詩歌 诗／诗歌
pop concert
演唱會 演唱会
popular
流行 流行
prose
散文 散文
reader
讀者 读者
reality show
真人秀 真人秀
rock ‘n’ roll
搖滾樂 摇滚乐
role / character
角色 角色
romance
浪漫／愛情 浪漫／爱情
satire
諷刺 讽刺
scene
場景／場面 场景／场面
science fiction/fantasy
科幻 科幻
score (of a film)
配樂 配乐
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 Traditional Chinese English words Simplified Chinese
characters characters
scriptwriter
編劇 编剧
sensational
煽情 煽情
sense of humour
幽默感 幽默感
show
演出／表演／秀 演出／表演／秀
stage
舞臺 舞台
story
故事 故事
strange / weird
古怪離奇 古怪离奇
subject matter
題材／內容 题材／內容
supporting actor
配角 配角
to broadcast
廣播 广播
to film / photograph,
拍攝 photography 拍摄
to sing and dance
載歌載舞 载歌载舞
tragedy
悲劇 悲剧
trend
潮流／趨勢 潮流／趋势
TV presenter
電視主持人 电视主持人
variety show
綜藝節目 综艺节目
video
視頻 视频
violin
小提琴 小提琴
war film
戰爭片 战争片
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 Traditional Chinese English words Simplified Chinese
characters characters
weekly magazine
週刊 周刊
writer
作家／作者 作家／作者

Theme 3 Evolving Chinese society

Theme 3 演變中的華人社會 通訊與科技 ● 互聯網

(A level ● 社交媒體
only) 經濟與環境 ● 經濟發展
● 環境保護

Theme 3 Evolving Chinese society

Communications and technology (Internet and social media)

Traditional Chinese English words Simplified Chinese

characters characters
account
帳戶／帳號 账户／账号
application (app)
應用程式 应用程式
audio-visual entertainment
視聽娛樂 视听娱乐
broadband
寬帶／寬頻 宽带／宽频
button (on a computer
按鈕 screen) 按钮
cable / wireless
有線 / 無線 有线 / 无线
community
社群 社群
copyright infringement
侵犯版權 侵犯版权
cyberspace
虛擬空間 虚拟空间
data
數據 数据
digital divide
數碼鴻溝 数码鸿沟
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 Traditional Chinese English words Simplified Chinese
characters characters
electronic book (e-book)
電子書 电子书
emoticon / emoji
表情符號 表情符号
file
檔案 档案
firewall
防火牆 防火墙
forum
論壇 论坛
Google
谷歌 谷歌
hacker
黑客／駭客 黑客／骇客
hit rate
點擊率 点击率
image
圖像 图像
information flow
資訊流通／信息流動 资讯流通／
信息流通
internet addiction
上網成癮／沉迷上網 上网成瘾／
沉迷上网
internet age
互聯網時代 互联网时代
interpersonal network
人際網絡 人际网络
keyboard
鍵盤 键盘
“like” function (Facebook)
「讚好」功能 「赞好」功能
log on/sign in
登入 登入
mass media
大眾傳媒 大众传媒
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 Traditional Chinese English words Simplified Chinese
characters characters
Microsoft
微軟 微软
mobile media
流動媒體 流动媒体
mouse
滑鼠 滑鼠
multimedia products
多媒體產品 多媒体产品
netizen
網民 网民
online shopping
網上購物 网上购物
personal data
個人資料 个人资料
privacy
私隱／隱私 私隐／隐私
screen
屏幕 屏幕
self-control
自我控制 自我控制
skill
技術／技巧／技能 技术／技巧／技能
smart phone
智能手機 智能手机
social platform
社交平台 社交平台
software
軟件／軟體 软件／软体
status updates
狀態更新 状态更新
tablet
平板電腦 平板电脑
to be offline
離線／脫機 离线／脱机
to be online
上網／上線 上网／上线
to browse
瀏覽 浏览
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 Traditional Chinese English words Simplified Chinese
characters characters
to copy
複製 复制
to create
創作 创作
to cut and paste
剪貼 剪贴
to delete (a message)
刪除 删除
to digitise
數碼化／數字化 数码化／数字化
to express views
表達意見 表达意见
to go viral
瘋傳 疯传
to hack into
入侵 入侵
to input
輸入 输入
to interact
互動／交流 互动／交流
to invent
發明 发明
to monitor
監控／監察 监控／监察
to navigate
導航 导航
to operate (a computer)
操作 操作
to refresh (computer
刷新 screen) 刷新
to leave a message
留言 留言
to scan
掃描 扫描
to search
搜尋 搜寻
to share
分享 分享
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 Traditional Chinese English words Simplified Chinese
characters characters
to take a selfie
自拍 自拍
to update a post
更新帖子 更新帖子
Twitter
推特 推特
user
用户／使用者 用户／使用者
user group
用戶組／使用者群組 用戶组 /
使用者群组
video clips
錄影短片／錄像短片 录影短片／
录像短片
virtual reality
虛擬現實 / 虛擬世界 虚拟现实 /
虚拟世界
Weibo
微博 微博
Weixin
微信 微信

Theme 3 Evolving Chinese society

Economy and environment (economic developments; environmental
protection)

Traditional Chinese English words Simplified Chinese

characters characters
adjustment
調整 调整
air
空氣 空气
awareness of
環境保護意識 environmental protection 环境保护意识
bacteria
細菌 细菌
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 Traditional Chinese English words Simplified Chinese
characters characters
bubble economy
泡沫經濟 泡沫经济
capital
資本 资本
capitalist
資本家 资本家
coal
燃煤 燃煤
conservation
保護 / 保育 保护 / 保育
construction project
工程項目 / 建設項目 工程项目 / 建设项
目
consumption
消費 消费
consumer
消費者 消费者
cost
成本 成本
deficit
赤字 赤字
demand (in economics)
需求 需求
desertification
荒漠化 荒漠化
drought
旱災 / 乾旱 旱灾 / 干旱
ecological
生態 生态
emission reduction targets
減排目標 减排目标
entrepreneur
企業家 企业家
export
出口 出口
financial crisis
金融危機 金融危机
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 Traditional Chinese English words Simplified Chinese
characters characters
flooding
水災 / 洪水氾濫 水災 / 洪水泛滥
globalisation
全球化 全球化
greening campaign
綠化運動 绿化运动
gross domestic product
國內生產總值 (GDP) 国内生产总值
growth (in economics)
增長 增长
hygienic / clean
衛生 / 清潔 / 乾淨 卫生 / 清洁 / 干净
imbalance
失衡 失衡
import
進口 進口
income
收入 / 收益 收入 / 收益
infectious disease
傳染病 传染病
inflation
通貨膨脹 / 通脹 通货膨胀 / 通胀
infrastructure
基礎建設 基础建设
investment
投資 投资
labour force
勞動力 劳动力
long-term benefits /
長遠利益 interests 长远利益
luxury goods
奢侈品 奢侈品
manufacturing industry
製造業 制造业
nuclear power station
核電站 核电站
obstacle
阻礙 / 障礙 阻碍 / 障碍
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 Traditional Chinese English words Simplified Chinese
characters characters
policy
政策 政策
pollutant
污染物 污染物
polluted water
污水 污水
price of goods
物價 物价
profits
利潤 利润
protocol/agreement
協議 / 協定 协议 / 协定
quality
品質 / 質素 品质 / 质素
quantity
數量 数量
real estate / property
房地產 房地产
regulations
法規 / 規例 法规 / 规例
Renminbi
人民幣 人民币
renewable energy
再生能源 再生能源
rich (in the sense of varied
豐富 and excellent) 丰富
sales
銷售 销售
shares
股票 股票
shortage
缺少 / 缺乏 / 短缺 缺少 / 缺乏 / 短缺
slowdown (in economics)
放緩 放缓
smog
霧霾 雾霾
sunlight
陽光 阳光
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 Traditional Chinese English words Simplified Chinese
characters characters
supply (in economics)
供應 供应
surplus
盈餘 盈余
sustainable development
可持續發展 可持续发展
taxation
税收 税收
to breathe
呼吸 呼吸
to deteriorate
惡化 惡化
to drive (growth)
推動 推动
to generate electricity
發電 发电
to prevent
預防 预防
to produce
出產 / 生產 出产 / 生产
to treasure
珍惜 珍惜
trade deficit
貿易逆差 貿易逆差
trade surplus
貿易順差 貿易顺差
unemployment rate
失業率 失业率
water resources
水資源 水资源

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Theme 4 The impact of reform and opening up in 1978 on China

Theme 4 1978 年改革開放 變革 ● 貧富差距

(A level 對中國的影響 ● 超級大都市

only) ● 城市移民

中英關係 ● 貿易

● 文化交流

● 教育交流

Theme 4 The impact of reform and opening up in 1978 on China

Reform (rich-poor gap; super-cities; urban migration)

Traditional Chinese English words Simplified Chinese

characters characters
agricultural household
農業戶口 农业戶口
arable land
可耕地 可耕地
basic needs in life
基本生活需要 基本生活需要
capitalism
資本主義 资本主义
children left behind in rural
留守兒童 areas 留守兒童
Chinese people (the ‘old
百姓 / 老百姓 hundred surnames’) 百姓 / 老百姓
coastal areas
沿海地區 沿海地区
competitiveness
競爭力 竞争力
Deng Xiaoping
鄧小平 邓小平
densely populated
人口密集 人口密集
discrimination
歧視 歧视
enough to eat and wear
溫飽 温饱
expansion
擴張 / 擴大 扩张 / 扩大
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 Traditional Chinese English words Simplified Chinese
characters characters
fairly well-off society
小康社會 小康社会
fairness
公平 公平
farmers / peasants
農民 农民
floating population
流動人口 流动人口
gap between urban and
城鄉差異 rural areas 城乡差异
government
政府 政府
grants
補助 补助
high-technology / high-
高科技企業 tech enterprises 高科技企业
household register
居民户口簿 居民户口簿
household registration
户籍制度 system 户籍制度制度
housing
住房／住屋／房屋 住房／住屋／房屋
in debt
欠債／負債 欠债／负债
income inequality
收入不平等 收入不平等
labour disputes
勞資糾紛 劳资纠纷
labour-intensive industries
勞動密集型工業 劳动密集型工业
land
田地／土地 田地／土地
livelihood
民生 民生
loan
貸款 贷款
low-skilled worker
低技術工人 低技術工人
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 Traditional Chinese English words Simplified Chinese
characters characters
measures
措施 措施
middle and lower classes
中下階層 (in society) 中下阶层
migrant workers
農民工 / 民工 農民工 / 民工
migration
遷移 迁移
最低工資 minimum wage
最低工资
non-agricultural household
非農業戶口 非农业戶口
preferential policy
優惠政策 优惠政策
private enterprises
私營企業 私营企业
productivity
生產力 生产力
prosperity
繁榮 繁荣
province
省 省
public facilities
公共設施 公共设施
reform of state-owned
國企改革 enterprises 国企改革
rights
權利 / 權益 权利 / 权益
rural areas / villages
鄉村／農村 乡村／农村
second-class citizens
二等公民 二等公民
service industry / sector
服務業 服务业
sino-foreign joint venture
中外合資 中外合资
social conflicts
社會矛盾 社会矛盾
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 Traditional Chinese English words Simplified Chinese
characters characters
social stability
社會穩定 社会稳定
socialist market economy
社會主義市場經濟 社会主义市场经济
special economic zone
經濟特區 经济特区
standard of living
生活水平 生活水平
status
地位 地位
sweatshop
血汗工廠 血汗工厂
to alleviate / ease
紓緩 (pressure) 纾缓
to enjoy (rights)
享有 享有
to ignore / neglect
忽視／忽略 忽视 / 忽略
to implement (policies)
實施／落實 实施／落实
to lag behind
落後 落后
to launch (a policy)
推出 推出
to leave one’s
離鄉別井 homeland/hometown 离乡别井
to lift oneself out of
脫貧 poverty 脱贫
to make a living
謀生 谋生
to reduce
縮小／減低 缩小／减低
to relax (restrictions)
放寬 放宽
to restrict / limit
限制 限制
to support
扶持／支持／支援 扶持／支持／支援
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 Traditional Chinese English words Simplified Chinese
characters characters
traffic congestion
交通堵塞 交通堵塞
upward mobility (in
向上流動 society) 向上流动
urbanisation
城鎮化 / 城市化 城镇化 / 城市化
wealthy
富裕／富有 富裕／富有
World Trade Organisation
世界貿易組織 (WTO) 世界贸易组织

Theme 4 The impact of reform and opening up in 1978 on China

China-United Kingdom relations (trade; cultural exchanges; educational
exchanges)

Traditional Chinese English words Simplified Chinese

characters characters
advice
建議／意見 建议／意见
arts
藝術 艺术
artifacts
文物 文物
Asian Infrastructure
亞洲基礎設施投資銀行 Investment Bank (AIIB) 亞洲基础设施投资银行
／亞投行 ／亞投行
attractiveness
吸引力 吸引力
Belt and Road initiative
一帶一路 一带一路
boarding schools
寄宿學校 寄宿学校
brand / brand name
品牌 品牌
British Council
英國文化協會 英国文化协会
bilateral trade
雙邊貿易 双边贸易
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 Traditional Chinese English words Simplified Chinese
characters characters
commercial group
商業集團 商业集团
Confucius Institute
孔子學院 孔子学院
consortium
財團 财团
constructive
積極／建設性 积极／建设性
contact(s)
接觸／連繫／人脈 接触／联系／人脉
contribution
貢獻 贡献
co-operation
合作 合作
creative talents
創意人才 创意人才
cultural heritage
文化遺產 文化遗产
cutting-edge products
尖端產品 尖端产品
delegation
代表團 代表团
developed nations
發達國家 发达国家
developing nations
發展中國家 发展中国家
dialogue
對話 对话
diverse cultures /
多元文化 multicultural 多元文化
entry visa
入境簽證 入境签证
exchange of ideas
思想交流 思想交流
exchange students
交流生／交換生 交流生／交换生
exchange visit programme
互訪計劃 互访计划
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 Traditional Chinese English words Simplified Chinese
characters characters
expertise
專門知識／專業知識 专门知识／
专业知识
film festival
電影節 电影节
financial centre
金融中心 金融中心
frequent
频繁 频繁
fund
資金／經費 资金／经费
global vision / horizons
環球視野 / 國際視野 环球视野 /
国际视野
government departments
政府部門 政府部门
harmony
和睦／和諧 和睦／和谐
higher education
高等教育 高等教育
inspiration
靈感／啟發 灵感／启发
internship
實習 实习
London Stock Exchange
倫敦證券交易所 伦敦证券交易所
meetings
會議／大會 会议／大会
mutual understanding
互相了解／相互理解 互相了解／
相互理解
negotiation
磋商 磋商
officials
官員 官员

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 Traditional Chinese English words Simplified Chinese
characters characters
overseas students
海外生／留學生 海外生／留学生
partnership
夥伴關係 伙伴关系
peace
和平 和平
performing arts
表演藝術 表演艺术
retail industry
零售業 零售业
risk / hazard
風險 风险
sister city relationships
友好城市關係 友好城市关系
soft power
軟實力 软实力
state leaders
國家領導人 国家领导人
strategy
策略 策略
strengths / advantages
優勢 优势
study tour
學習團／考察團 学习团／考察团
summit
高峰會／峰會 高峰会／峰会
symphony orchestra
交響樂團 交响乐团
talks
會談／講座 会谈 / 讲座
taste (in aesthetics)
品味／欣賞力／ 品味／欣赏力／
鑑賞力 鉴赏力
teaching methods
教學方法 教学方法
to broaden (horizons)
拓寬／擴闊 拓宽／扩阔
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 Traditional Chinese English words Simplified Chinese
characters characters
to co-ordinate
協調／統籌 协调／统筹
to promote / further the
促進 / 提升／推動 progress of 促进 / 提升／推动
to sponsor (an event)
贊助／資助 赞助／资助
to strengthen
加強／鞏固 加強／巩固
topics of common interest
共同關心的議題／ 共同关心的议题／
共同關注的問題 共同关注的问题
total value
總值 总值
tour (theatrical)
巡迴演出／巡演 巡回演出／巡演
transaction
交易 交易
two-way communication /
雙向交流 interaction 双向交流
United Nations
聯合國 联合国
vocational education
職業教育 职业教育
world-class
世界一流 世界一流

Themes 1, 2 and 3 relate to the wider Chinese-speaking world. Theme 4 relates to China only.
This means that in the listening, reading and translation papers, the content may be related to a
country other than China, though only standard Chinese will be used. In the speaking test,
students will not be asked to demonstrate specific knowledge about one particular country, but
they must be able to justify their viewpoints in relation to a Chinese-speaking country they have
studied. Note that the listening and speaking assessments will be available in Mandarin and
Cantonese.
Teachers should refer to the guides and other resources available on the Edexcel website for
support on how to approach the themes.

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 4.2 Prescribed works

Literary AS
works
● 曹文軒:《一隻叫鳳的鴿子》, 2014 (short story)

● 林海音:《城南舊事》〈惠安館〉,〈爸爸的花兒落了〉, 1960 (autobiographical

novel) *[Students who choose this work must study both short
stories]
A level (in addition to the AS titles)
● 魯迅:《故鄉》, 1921 (novel)

Films AS
● 《請投我一票》（又名《請投票給我》、《請為我投票》）（導演:陳為軍),
2007
● 《天水圍的日與夜》(導演:許鞍華), 2008
A level (in addition to the AS titles)
● 《十七歲的單車》（導演:王小帥), 2001

For each of the prescribed literary works and films there is a teaching PowerPoint on the
Edexcel website. The teaching PowerPoint gives detailed information on:
● Author/director
● Relevant background
● Plot
● Main character(s)
● Themes
● Important quotations/dialogue and scenes
● Reference materials and extended reading

You can access them by clicking on this link.

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5 Assessment guidance
5.1 Implications of linear assessment
● AS level assessment is at the end of year 1; students taking A level need not take AS level
examinations.
● A level assessment is at the end of year 2.
● Retakes are only possible for the entire qualification, not for individual modules.
● Some centres may wish to use AS level as an end-of-year assessment, but this is not
compulsory.

5.2 Breakdown of Assessment Objectives

The structure of the AS and A level is identical. The breakdown of Assessment Objectives by
paper will be as follows:

Paper AO1 AO2 AO3 AO4 Total

1 Listening, 15 25 - - 40%
reading and
translation
2 Written - - 20 10 30%
response to
works and
translation
3 Speaking 5 5 10 10 30%

Total 20 30 30 20 100%

5.3 Assessment overview

AS level
Paper 1: Listening, reading and translation

Written examination: 1 hour and 45 minutes

40% of the qualification
64 marks
The paper is split into three sections:
Section A is a listening assessment based on a recording, featuring male and female Chinese
speakers, covering Themes 1 and 2. Students will respond to comprehension questions in the
target language, based on a variety of contexts and sources. Recordings of spoken Chinese will
be available in Mandarin and Cantonese.
Question formats require multiple-choice and open responses. Responses in the target
language are required, but students will not be marked on their quality of language. They will
also be required to produce a short summary in English. Questions do not require students to
respond in full sentences. They can respond using single words of phrases.
This section is worth 24 marks.
Students will have control of the listening player and we recommend they spend no more than
45 minutes on this section.

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 Section B is a reading assessment based on a variety of text-types and genres. The texts
contain both factual and abstract content and will be authentic or adapted from authentic
sources, written for different purposes and audiences.
Question formats require both multiple-choice and open responses. Questions are set in
Chinese and responses must be in Chinese, though students will not be marked on their quality
of language unless it impedes communication.
The reading comprehension will require students to:
● understand the main points, gist and detail from spoken and written material
● infer meaning from complex spoken and written material
● assimilate and use information from spoken and written sources, including material from
online media.
This section is worth 28 marks.
For questions in which students respond in the target language, they may use words from the
listening passage or reading extract, but they must not transcribe or copy down whole sections.
For example:
Text: 年青人喜歡去書店。很多書店都有咖啡店，看書看累了，還可以喝喝東西。而且，夏天的時候書店都有空
調，環境很舒適。

Question: 年青人為什麼去書店？

Rewardable answer: 有咖啡店和有空調。

Non-rewardable answer: 年青人喜歡去書店。很多書店都有咖啡店，看書看累了，還可以喝喝東西。而且，

夏天的時候書店都有空調，環境很舒適。
Students who copy the whole section, as exemplified above as the non-rewardable answer,
would not be awarded any marks without extracting the key information, 有咖啡店和有空調. This is
because it does not render an accurate answer to the question. However, as the exemplified
rewardable answer shows, students may still use words from the listening passage or reading
extract.
We recommend students spend no more than 45 minutes on this section.
Section C is a translation into English and is worth 12 marks. The content of the translation will
come from Themes 1 or 2.
We recommend students spend no more than 15 minutes on this section.
Note: students are not permitted access to a dictionary during the examination.

Paper 2: Written response to works and translation

Written examination: 1 hour and 40 minutes

30% of the qualification
60 marks
This paper includes a translation exercise from English into Chinese. The content of this passage
will relate to either of the two prescribed themes. This forms Section A of the paper and is worth
20 marks. We recommend students spend no more than 25 minutes on this section.
The main part of this paper requires an extended response on either one literary text or one
film listed in Appendix 2 of the specification: Prescribed literary texts and films. The questions
on the literary texts are in Section B and those for the films are in Section C. The essay is worth
40 marks.
The recommended word count for the extended response is 225–300 Chinese characters.
However, this is guidance only and everything students write will be marked.

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In each of Sections B and C, students have a choice of two questions. Students must only
respond to one from either Section B or Section C. There are bullet points to help them
structure their answer. It is not compulsory to use the bullet points in a response. However, as
can be seen in the indicative content, the bullet points do generally refer to the most obvious
responses. If students are able to respond to the question fully, without using the bullet
points, then they will, of course, be rewarded for doing so. They will not be penalised if they do
not use the bullet points but have provided a full and relevant response.
Note: students are not permitted access to a dictionary or any documentation relating to the
works during the examination.

Paper 3: Speaking

Internally conducted and externally assessed

Total assessment time: between 27 and 30 minutes, which includes a single period of 15
minutes’ formal preparation time
30% of the qualification
72 marks
Task 1 is related to Theme 1 and requires students to read and respond to two short texts,
followed by a wider discussion on the sub-theme.
Task 2 is related to Theme 2 and requires students to undertake a discussion on one sub-theme.
The assessment will be available in Mandarin and Cantonese.
Full details of the speaking assessment can be found in Section 5.4.
Note: students are not permitted access to a dictionary during the examination.

A level
Paper 1: Listening, reading and translation

Written examination: 2 hours

40% of the qualification
80 marks
Section A is a listening assessment based on a recording, featuring male and female Chinese
speakers, covering Themes 1, 2, 3 and 4. Students will respond to comprehension questions in
the target language, based on a variety of contexts and sources. Recordings of spoken Chinese
will be available in Mandarin and Cantonese.
Question formats require multiple-choice and open responses.
Responses in the target language are required, but students will not be marked on their quality
of language. They will also be required to produce a short summary in Chinese. Questions do not
require students to respond in full sentences. They can respond using single words of phrases.
This section is worth 30 marks.
Students will have control of the listening player and we recommend they spend no more than
50 minutes on this section.
Section B is a reading assessment based on a variety of text-types and genres.
Question formats require both multiple-choice and open response. Questions are set in Chinese
and responses in Chinese are required, though students will not be marked on their quality of
language. (See page 13 for advice on using words from the text.) Section B is worth 30 marks.
We recommend students spend no more than 50 minutes on this section.
Section C is a translation into English. This will be an unseen passage and is worth 20 marks.
We recommend students spend no more than 20 minutes on this section.
Note: students are not permitted access to a dictionary during the examination.

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 Paper 2: Written response to works and translation

Written examination: 2 hours and 40 minutes

30% of the qualification
120 marks
Section A is a translation into Chinese and is worth 20 marks. The content of the passage is
related to any of the four themes. We recommend students spend no more than 30 minutes on
this section.
Sections B and C each require a written response to one of the set works.
At A level, students are required to respond to two questions on two different works. For each
question the maximum mark is 50, totalling 100 for this section. The works may comprise one
book and one film, or two books. The works are listed in Appendix 2 of the specification:
Prescribed literary texts and films. The literary texts listed include novels and short stories. All of
the films are feature-length.
In each of Sections B and C, students have a choice of three questions. Students must write two
essays selected from Section B (literary texts) or one selected from Section B (literary texts) and
one from Section C (films).
Note: students are not permitted access to a dictionary or any documentation relating to the
works during the examination.
Frequently-asked questions on the writing paper
Why are the AS and A level lists of works different?
To facilitate co-teaching at least half the works are available at both AS and A level. However,
some of the works are suitable only for A level study, so for this reason are not on the AS level
list.
How much knowledge are students required to have beyond the works?
We would expect that students acquire some background information in the teaching and
learning of the works, including, but not limited to, the following:
● author
● the work’s purpose
● the work’s social context
● the work’s style
There are also works for which this background is essential to the understanding of the plot. For
example:
《十七歲的單車》 (導演:王小帥)

分析電影如何呈現農民工在城市的社會地位。
In this example, it is clear that having some understanding of the social changes in China since
the reform and opening up policies in 1978 (e.g. migrant workers in cities) would help students
in their understanding of the film’s plot. However, the question still relates to what they see in
the film. It is essential that students use evidence from the works in order to answer the
questions, and do not write a generic response that is based on their knowledge of, for example,
the reform and opening up policies in 1978.

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Can students study more than two works? Do they declare all the works on the RP3 form?
If there is time, students can certainly study as many of the set works as they wish, and this
would then, of course, afford them a greater choice in the assessment. However, it is important
that students have in-depth knowledge of the works studied, including the ability to use
quotations. On the RP3 form they should list all the works from the set list that they have
studied, and on which, therefore, they can possibly answer in the written examination, especially
as the oral assessment will take place before the written assessment. Students should therefore
be encouraged to conduct their independent research away from the set lists of works in order to
ensure they can meet the criteria of both assessments.
How many quotations do students need to use?
There is no requirement for a specific number of quotations, although quotations are needed to
provide a critical analysis with convincing interpretations. This is made clear in the mark scheme
Critical and analytical response (AO4):
Critical analysis of issues/themes/cultural or social contexts is frequently
demonstrated, with some convincing interpretations and points of view,
predominantly justified with appropriately selected evidence from the
work.

Paper 3: Speaking

The speaking assessment is conducted internally and is externally assessed. Students may also
attend a regional Pearson office to be assessed by a Pearson-appointed examiner. It is worth 72
marks and comprises 30% of the qualification.
Total assessment time: between 21 and 23 minutes, which includes 5 minutes’ formal
preparation time
Task 1 requires students to choose one sub-theme from a choice of two (these can be any of the
eight sub-themes from one of the four overall themes). They will then discuss a statement on
their chosen stimulus card. Task 1 is worth 30 marks.
Task 2 is the Independent Research Presentation and requires students to give a short summary
of their chosen topic, followed by a discussion with the examiner on their research. Task 2 is
worth 42 marks.
The assessment will be available in Mandarin and Cantonese.
Full details of the expectations of the speaking assessment can be found in the next section.
NB: All mark schemes can be found in the Sample Assessment Materials.

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 5.4 Further details on the speaking assessment
Paper 3 in both AS and A level is the speaking assessment, which is technically considered a
non-examination assessment. In both cases, either the teacher or a Pearson-appointed examiner
at a regional Pearson office will conduct the assessment and send the recordings to Edexcel for
marking.

AS level
The total assessment time will be between 27 and 30 minutes, including 15 minutes’ preparation
time.
Assessments will be conducted by teachers-examiners in one session within a prescribed five-
week assessment period. This will take place in April and May in any single year.
Before the assessment
Teachers may open the materials up to three working days before the exam. This time does not
include weekends so if, for example, an exam is scheduled for a Monday then materials can be
opened on the previous Wednesday. This is to ensure the smooth running of the examination
and to allow teachers to prepare. The teacher must not share information about the material
with anyone in advance of the assessment. Edexcel will provide the centre with a grid detailing
the different cards that each candidate will be allocated (an example can be found on page 111
of the Sample Assessment Materials). The teacher can use this grid to plan for the assessment,
but must not share details with students.
The assessment
Each student is given 15 minutes’ preparation time for the whole of the assessment. This must
be in a secure area and students must be invigilated. Students are allowed to make notes on
both tasks (maximum of one side of A4 paper), and they can bring these notes into the
examination room. The student will be given the stimulus material for Tasks 1 and 2 to prepare
within this time.

Task 1: This is to last between 7 and 9 minutes.

This relates to Theme 1 only: Social issues and trends. There is no choice of card and the
student must be given the card in accordance with the sequencing grid supplied in the
assessment pack.
The student card features two texts without prompts.
The examiner card has the four questions which must be asked of the student in the order given.
Questions must not be rephrased but can be repeated.
● Question 1 asks students to outline the main ideas of the first text.
● Question 2 asks students about a specific detail in the first text.
● Question 3 asks students to say whether they agree or disagree with the material highlighted
in the second text, and give reasons.
● Question 4 is an open question about the subject matter of the card and requires the
students to give their opinion. For example: Do you think the education system in China puts
too much pressure on young people?
After these four initial questions, the examiner must then ask follow-up questions on any other
aspect(s) of the same sub-theme for the remainder of the task. Some optional generic questions
are provided in the Sample Assessment Materials, but the questions need to enable the student
to demonstrate understanding of the Chinese-speaking cultural and social context by expressing
relevant ideas and opinions, and providing relevant exemplification/information. For example, 你
可以舉例說明……嗎？

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Task 2: This is to last between 5 and 6 minutes.
The card relates to Theme 2 only: Artistic culture in Chinese-speaking countries.
The student will have been given one card out of six for Theme 2 (following the sequence
outlined by Edexcel) just before the start of the 15 minutes’ preparation time. Students do not
have a choice of cards for this task.
Each card has three prompts for the student to consider. For example:

Sub-theme: 文化活動

中國電影

Prompts: 你必須考慮下面幾點：

● 介紹一個主要類型的中國電影。

● 中國年輕人為什麼喜歡這個類型的中國電影﹖

● 中國電影對外國觀眾的吸引力。

The examiner must first ask the three compulsory questions in the order in which they appear on
the examiner card. Questions may be repeated, but rephrasing is not allowed.
The examiner then develops the discussion by asking appropriate follow-up questions relating to
the subject matter of the stimulus. In the example above, the examiner could ask:
● 你可以舉例來支持這個看法嗎？

● 為什麼這很重要？
After this, the examiner must broaden the discussion by moving on to any other aspect(s) of the
same sub-theme. In the example above, this means the examiner can then ask questions on 電視
or 音樂 or 閱讀.
Questions asked should allow students to demonstrate understanding of the cultural and social
context by expressing and justifying relevant ideas and opinions, providing relevant
exemplification/information, and developing arguments and drawing conclusions.
In both Tasks 1 and 2, students should ask questions which elicit opinions as part of the natural
discourse and to confirm that their own points of view have been understood. For example: 你明
白我的意思嗎?
The examiner must ensure that he or she keeps within the time limit and that students spend
the appropriate time on each section. However, students will not be penalised for small
variations in timings.
After the assessment:
● Students must sign a declaration form
● Forms and recordings are then submitted to Edexcel for marking.
Frequently-asked questions on AS speaking
How much time do you spend on the compulsory questions?
Examiners must ensure they adhere to the timings as closely as possible for each task. Within
the tasks, the examiner should allow as much time as necessary for students to access the full
mark range. However, if students are obviously struggling on a question, then the examiner
should move on.
Can you repeat questions, even if students do not ask you to?
It is not necessary to repeat questions. However, if the student has not answered the question
correctly, you may wish to ask the question again (note, however, that this could also prove
confusing for the student).

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 Questioning by students: can Edexcel provide a list of typical questions which students are
expected to ask?
There are examples of questions which students could ask on page 110 of the Sample
Assessment Materials.
Further support is available on the Edexcel website and through training – see the
Training for Pearson website.

A level
The total assessment time will be between 21 and 23 minutes, including five minutes’
preparation time.

Task 1
Before the assessment
The centre will inform Edexcel of the date(s) on which it intends to conduct the speaking
assessment. Three days before the centre’s assessment window, the teacher-examiner will be
able to download the secure material in order to ensure smooth running of the examination. The
teacher must not share information about the material with anyone in advance of the
assessment. Edexcel will provide the centre with a grid detailing the different cards that each
candidate will be allocated (an example can be found on page 125 of the Sample Assessment
Materials). The teacher can use this grid to plan for the assessment, but must not share details
with students.
On the day
Part 1 (discussion on a Theme): Students have approximately 6 to 7 minutes’ discussion time
for this task.
Content for this task will be based on any of the 8 sub-themes from one of the four overall
themes listed on pages 9–10 of the specification. For example, 家庭, 經濟與環境, 變革, etc.
The invigilator offers the student a choice of two cards just before the preparation time begins.
The invigilator will ask the student, for example, whether he or she wants the card on Traditions
or the card on Communications and technology. N.B. the student must not see the card until the
choice has been made.
On each card is one statement.
The student is then given five minutes to prepare.
After the five minutes’ preparation time, the assessment begins:
● The examiner will start by asking which card the student has chosen.
● The examiner will then ask the two compulsory questions relating to the statement.
● The examiner will then ask follow-up questions relating to the subject matter on the card.
For example, student 1 is given the choice of Traditions or Communications and technology. The
student chooses Traditions. There is one statement on the card with prompts:

年輕人對中國傳統節日失去興趣。

你必須考慮下面兩點：

● 年輕人對中國傳統節日失去興趣的原因。

● 怎樣去改變這種情況？

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The examiner will then ask the two questions on the card:

年輕人對中國傳統節日失去興趣。

1 為什麼年輕人對中國傳統節日失去興趣？

2 怎樣去改變這種情況？

The examiner will then follow up with additional questions relating to the statement on the
stimulus card.
Part 2
The examiner must then broaden the discussion to cover other aspects of the overall theme. In
the example above, this would mean the examiner could ask questions on other aspects of
traditions, customs or cultural activities.
The questions must enable the student 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. The examiner may use some of the generic questions as provided in the
Sample Assessment Materials. For example: 你可以舉例說明……嗎？
Frequently-asked questions
In Part 1 do students need to adopt a ‘for/against’ position on the statement?
No, this is not necessary, as the statement might not necessarily allow them to do this. However,
they must be able to justify their opinions.
How much factual knowledge do students need to have?
Teachers should consult the Knowledge and understanding mark grid in the specification or the
Sample Assessment Materials, as this provides detail on how students are rewarded. There is no
requirement for students to be able to list facts. However, they do need to provide examples and
justify these examples.
Note also that Task 1 is marked as a whole, so it might be possible for students to provide fuller
detail in the follow-up questions.
In the speaking assessment, can the examiner change the formal question to the informal form,
or is that considered to be rephrasing?
Questions should be asked as they are written on the card.
If a student says “Do you mean …?” after the examiner asks the question, can you answer “Yes”
or “No”?
We would encourage the examiner to repeat the question as phrased on the card. However, if
the student is struggling, then we would expect there to be some additional support, though this
may affect the mark the student is ultimately awarded.
Can you ask the invigilator which cards students have chosen, or do you have to wait until the
students tell you?
It is fine for the invigilator to tell you which card students have chosen.

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 Task 2: Independent research project (IRP)
Students have approximately 10 to 11 minutes for this task.
Prior to the exam
Choosing the project
The independent research project (IRP) allows students to conduct in-depth research into an
aspect of Chinese-speaking culture or life in which they are particularly interested. Students
should be encouraged to think carefully about what they want to research, as the subject must
allow them not only to showcase what they have learned about the subject, but also to analyse
the subject in some depth.
The IRP may be based on any of the four themes of study or on a subject of interest of the
student’s choosing, but must relate to the Chinese-speaking cultural and social context. Should
students choose a subject relating to one of the specification themes, it is possible that the same
theme could come up in Task 1. Students should therefore go beyond the specification sub-
themes and should ensure they have conducted wider reading on their chosen subject.
The IRP must not be based on one of the literary works or films studied for Paper 2. Students
will receive a mark of zero for Task 2 if their IRP focuses on a work studied for Paper 2.
However, an IRP could focus on a wider exploration of the author or film-maker of those works
studied. For example, if studying a novel by a particular author for Paper 2, the IRP must not
focus on that novel, as this would be a duplication of content. However, the independent
research could focus on the life of the author, or the aspects of society which motivated the
author in the broader sense.
Once students have chosen the subject which they wish to research, they will need to decide
upon a question or statement which they will then investigate individually. This might also help
students to narrow down their choice of subject.
When to start the independent research project (IRP)
The IRP can be started at any point within the two-year course. However, the IRP form must be
submitted to Edexcel at least three weeks before the start of the assessment. This form requires
students to note down key findings, as well as sources. This is to allow examiners the time to
prepare their questions.
Sources
As part of the assessment, students must refer to at least two written Chinese-speaking sources
and the student’s declaration form provides space for up to four. These could, of course, be from
newspaper articles, perhaps found on the internet. We advise students to keep a record of all the
sources they have used, and teachers to give some support in how to use sources. There are
many websites to which students can be directed, and it is also advisable that teachers help
students locate resources.
The assessment
Part 1: Students give a presentation of a maximum of two minutes. This presentation must
include:
● a summary of at least two of the written Chinese-speaking sources they have used as part of
their research
● the authors’ main points/ideas
● a personal response.

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Part 2: Following on from the presentation, the examiner then moves on to a discussion of the
student’s research, including a wider exploration of the content of the student’s presentation and
of the research as a whole. The examiner should use the RP3 form, completed by the student, to
identify questions in advance, in order to ensure that the discussion remains focused on the
research.
In both tasks, students are expected to ask questions which elicit opinions as part of the natural
discourse and to confirm that their own points of view have been understood. A list of suggested
questions has been provided in the specification and should be shared with students.
Examiners should not give lengthy answers, but acknowledge the question and move on. If the
student does not ask a question, this can be prompted by the examiner.
Frequently-asked questions
Can students make comparisons with the home country?
There may, of course, be instances where it is necessary or interesting to bring in examples or
comparisons with the home country. For example, this could be used to strengthen an argument.
However, the assessment criteria for Knowledge and understanding of society and culture (AO4)
clearly rewards students who focus on Chinese-speaking cultural and social contexts, so we
would recommend that comparison with the home country is limited.
Can students refer to their literary works/films as evidence to support their argument?
Quotations from the literary works or close reference to the films may be applicable for use as
evidence to support an argument. However, students must refer to two other written Chinese-
speaking sources in order to access marks from the grid Responding to written language in
speech (AO2)
Can all my students cover the same topic?
It is envisaged, especially in large centres, that some students might have similar interests and
might therefore wish to cover the same topic. This is acceptable and encourages teamwork.
However, the statement or question for each student’s project must be different, as well as the
angle from which they are approaching it.
What can teachers help their students with?
Below is a list of what teachers must and must not do. Further clarification can also be sought
from the assessment team and the FAQs on Conducting the AS/A level speaking exam.
What sources should my students use?
Teachers should help their students in identifying suitable sources, and also help them analyse
sources. Students should be encouraged to use a variety of sources, including (but not limited
to):
● newspaper articles
● videos from the period in time (such as news reports or speeches)
● academic articles
● critical reviews for books and films.

Independent research – Advice for teachers in supporting students

Teachers can:
● give guidance on developing research skills (including methodology and analytical tools)
● give guidance on selecting a subject and question or statement for the student’s IRP
● explain what independence means (see definition in Guidance on the independent research
project in the specification)
● comment on the suitability of the area of research (availability of resources, time constraints)
● give guidance and advice on completing Form RP3
● advise on and direct students to the Assessment Objectives
● provide a selection of resources for student access.

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 Teachers must:
● confirm that the question or statement has the potential to meet the requirements of the
assessment criteria, and offer general guidance on any necessary amendments
● ensure that the question or statement does not correspond with one of the literary works or
films which the student has studied for Paper 2: teachers will be able to identify this from the
information given on Form RP3; students will receive a mark of zero for Task 2 if their IRP
focuses on a work studied for Paper 2
● review each student’s Form RP3; teachers should ensure that the research can suitably fulfil
the specification requirements and should give general guidance on the methodology and
analytical tools which the student could use
● promote good practice, such as referencing and using a bibliography system
● sign the student’s Form RP3 before the examination to declare that the IRP is wholly the
student’s work
● monitor the different research projects being undertaken in a centre to ensure that
independence is being maintained; if more than one student chooses to research the same
topic, the teacher must ensure that each student has a different question or statement and,
therefore, an independent focus.
Teachers must not:
● give students a choice of questions or statements from which they then choose, including a
group question or statement for whole-class research
● give detailed feedback or guidance to individual students about how to improve their work to
meet the requirements of the assessment criteria; the guidance provided should only enable
students to take the initiative in making amendments, rather than detailing what
amendments should be made; this could include:
● suggesting additional sources to consult
● broadening or narrowing their topic of research
● rehearse or provisionally assess the student’s presentation
● provide access to, or rehearse, questions which will be used in the assessment of the
student’s independent research.

Examining technique checklist

The following guidelines will be helpful for teacher-examiners in preparing to administer the
speaking assessments.
● The examiner’s opening should put the student at ease.
● The examiner should remain friendly and encouraging throughout.
● The examiner should keep input to a minimum.
● There should be a predominance of open questions and encouragement.
● The examiner should refrain from proffering anecdotes, opinions, advice or information.
● The conversation/discussion should flow naturally.
● The examiner should take the student beyond learned or prepared material.
● The examiner should interrupt any pre-rehearsed sections.
● The examiner’s interventions should be sufficiently demanding.
● The examiner should take the student to his/her linguistic ceiling.
● The closing should be upbeat, but not effusive.
● The examiner should keep to time for all elements of the assessments.

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