Topic outline

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    Cambridge IGCSE™/ IGCSE (9–1) English as a Second Language 0510/0511 / 0991/0993 (for examination from 2019)
    Example Candidate Responses (Component 05 - Speaking)


    • Speaking assessment criteria grid

      • Assessed conversation (6-9 minutes)

        • Speaking Assessment Criteria Grid 


  • Now that you have read the Speaking Assessment Criteria Grid, you may want to practise marking a speaking test. Listen to the candidate responses below, make a note of the strengths and weaknesses of the candidate and give a mark, before you read the moderator comments and marks.

    Please note: Information about the candidate and centre has been removed from the start of the recording to protect the identity of the candidate, however it is very important to include this information when submitting audios for moderation.



    • High level response 1

      • Listen to high level response 1

    • Moderator comments

      Conduct of the test:
      Introduction: The examiner introduces the test with the candidate number and name.

      Part A: (Explanation of the test) The examiner reads the script from the Teacher’s/Examiner’s Notes to the candidate.

      Part B: (Warm up) Adequate time is given (2’05”). Having introduced the idea of working while you study, the candidate does not show a particular interest in this topic, so it is not necessarily the correct choice for the candidate. The aim of the warm up is to seek out a productive topic for discussion by focusing on candidates' interests, hobbies, and life outside school. The examiner asks about the candidate’s life outside school, but does not use this information to select a suitable speaking assessment card.

      Part C: (Preparation time) Adequate time is given (2’20”). The speaking assessment card is not announced.

      Part D: (Assessed discussion) Adequate time is given (6’47”) and all prompts are used. The examiner invites the candidate to start and the candidate then works her way through prompt 1 without intervention by the examiner. The examiner suggests some jobs for prompt 2: babysitting, taking care of pets, working in a university library, but doesn't really listen to the candidate’s response.

      Structure:
      The candidate uses a range of structures accurately and consistently, and is generally in control of the structures used. There are a few minor slips. “So many people have a job while studying at school or university.”, “I think the kinds of jobs that students could do could range between, like, a cashier, or could be volunteering; not sure that counts though.” , “…it’s not like going out in the real world.”, “…wouldn’t know how to deal with it.” In response to prompt 4 – “Time, absolutely first thing, a lot of people struggle with time, not only do they get so much homework and studying in tests and stuff …”. The candidate could achieve full marks by using a wider range of verb tenses and linking devices.
      Mark awarded = 9 out of 10

      Vocabulary:

      The candidate uses a sufficient range of vocabulary to respond with precision. Shades of meaning are achieved and some sophisticated ideas are communicated. Examples of vocabulary used are: ‘clashing activities’, ‘chaotic’,’ mentally drain and exhaust them’,’ be exposed to all kinds of inappropriate stuff, ‘dropping out’, ’carefree’’. The candidate could achieve full marks by building on her wide range of vocabulary and finding synonyms for ‘stuff’.
      Mark awarded = 9 out of 9

      Development and fluency:
      The candidate shows sustained ability to maintain a conversation (and contribute) at some length. The candidate responded well to a change in direction by the examiner after prompt 2 and prompt 3, demonstrating the ability to expand and develop the topic and contribute original ideas. Her pronunciation and intonation are clear but there is slight hesitation in her response.
      Mark awarded = 9 out of 10

    • Moderator comments (whole test)

      How the examiner performance could improve: 
      The examiner should avoid introducing the examination topics in the warm up and then steering the candidate towards the topic. The examiner should use the responses given by the candidate to general questions in the warm up to choose an appropriate speaking assessment card. In Part D, the examiner should intervene and respond to the candidate’s ideas by asking open relevant questions in order to extend the discussion, rather than allowing the candidate to deliver ‘long turns’.
       
      How the candidate performance could improve:
      The candidate should avoid repetition and use a wider range of vocabulary. The candidate should try to extend her responses by using linking devices to introduce new ideas on the topic.

      Common mistakes and misconceptions:

      Examiners should not allow candidates to deliver monologues or 'long turns'. They should engage in the conversation with the candidates by making comments and asking open questions.  

      Total mark awarded = 27 out of 30


    • High level response 2

      • Listen to high level response 2

    • Moderator comments

      Conduct of the test:
      Introduction: The examiner introduces the test with the candidate number and name. 

      Part A: (Explanation of the test) The examiner reads the script from the Teacher’s/Examiner’s Notes to the candidate.

      Part B: (Warm up) This part is a little short (1’43”). The examiner asks about the candidate’s hobbies and life outside school. An appropriate speaking assessment card is chosen as the candidate says she enjoys writing.

      Part C: (Preparation time) This part is short (1’04”). The candidate says she is ready to start; the examiner should insist on her taking more time.

      Part D: (Assessed discussion) Adequate time is given (6’48”) and all prompts are used. This part of the test is conducted reasonably well.

      Structure:
      The candidate uses a range of structures that are generally accurate (and used) with some confidence. Errors will occur when attempting to use more complex sentences. For example, “I prefer to do it by hand because, for me, I don’t know, it’s the inspiration comes faster and it’s more easy, but … it’s more, like, personal.”, “She’s always with her Ipad and she takes notes of the class always in the Ipad, but when she is going to wrote/write something personal, she always do it with a paper.” 
      Mark awarded = 7 out of 10

      Vocabulary:
      The candidate uses a sufficient range of vocabulary to convey information and ideas with competence and some confidence: ‘the planet is dying’, ‘inspiration’, ‘content’, ‘waste’.
      Mark awarded = 7 out of 10

      D      evelopment and fluency:
      The candidate maintains a competent conversation, responding at length using some original ideas. Frequent prompting is unnecessary. The candidate responded less well to the more abstract ideas in prompts 4 and 5, “…because of how you write, they can say a lot of you.”, “… information and studies will all be by computer”. Pronunciation and intonation are not always clear.
      Mark awarded = 7 out of 10

    • Moderator comments (whole test)

      How the examiner performance could improve:

      The examiner could improve by spending a little more time on the warm up and insisting on the candidate taking the full time for Part C. She should also avoid finishing the candidate’s sentences.

      How the candidate performance could improve:
      The candidate should work on improving her pronunciation and intonation. She should also slow down her speed of delivery slightly in order to improve accuracy. She should focus on the accurate use and formation of verb tenses, increase her vocabulary range and avoid the use of ‘like’. The candidate could improve her marks by focusing on subject/verb agreement and using a wider range of linking words and verb tenses. The candidate should increase her range of vocabulary by learning lists of words connected with everyday topics, e.g. jobs, travel, technology, etc. and then asking a friend to ask her questions on the topic. The candidate would benefit from practising supporting responses with examples.

      Common mistakes and misconceptions:
      Candidates are not required to demonstrate any knowledge in any area as candidates are assessed on their speaking skills rather than their subject knowledge. Therefore, they are not expected to provide 'correct' answers but to show they can talk about a range of topics. 

      Total mark awarded = 22 out of 30



    • Middle level response

      • Listen to middle level response

    • Moderator comments

      Conduct of the test:
      The test is well conducted and there are no recommendations for improvement. 

      Introduction: The examiner introduces the test with the candidate number and name. She welcomes the candidate to the test and checks whether he has any electronic devices with him.

      Part A: (Explanation of the test) The examiner reads the script from the Teacher’s/Examiner’s Notes to the candidate. 

      Part B: (Warm up) Adequate time is given (2’25”). The examiner uses appropriate warm up questions ‘What is it like to be the youngest in the family?”, “What do you enjoy doing in your free time?”

      Part C: (Preparation time) Adequate time is given (2’30”).

      Part D: (Assessed discussion) Adequate time is given (7’46”) and all prompts are used. The examiner uses open questions throughout in order to encourage the candidate to develop the discussion.

      Structure: 
      The candidate uses simple structures securely with some slips and occasionally more complex structures, “I never had a virtual reality but, the future, I would like to have one to play my favourite video games”.  “You will be able to do all your dreams come true.” “If something goes wrong in virtual reality, you don’t get hurt”. 
      Mark awarded = 6 out of 10

      Vocabulary:
      The candidate has a sufficient range of vocabulary to convey simple ideas: online, YouTube, war games, to avoid, to experience, and, occasionally, more sophisticated phrases: all your dreams come true, at some point. The candidate could improve his performance by expanding his vocabulary and trying to avoid repetition by using synonyms for high frequency words. 
      Mark awarded = 6 out of 10

      Development and fluency:
      The candidate attempts to respond to the questions and prompts and appears to understand what he is being asked.  However, the examiner needs to use open questions to draw him out as his responses are rarely supported with examples and tend to be repetitive, “You have to avoid stuff coming to you and break them and you have to, like, avoid things that come to you”. Pronunciation and intonation are not always clear, but the candidate can be understood. The candidate should answer in as much detail as possible using carefully chosen vocabulary, calling on personal anecdotes and general knowledge.
      Mark awarded = 6 out of 6

    • Moderator comments (whole test)

      How the examiner performance could improve:

      There are no recommendations for improvement. The examiner uses appropriate questions in the warm up and selects an appropriate speaking assessment card. However, this topic is slightly challenging for the candidate as he has no personal experience of virtual reality.

      How the candidate performance could improve:
      The candidate is ambitious in attempting quite complex structures. He should focus on improving the accuracy of the structures used. He should also work on improving the clarity of his pronunciation and extending his answers with additional ideas. In order to improve his performance, the candidate should extend his answers using a range of connecting words, e.g. ‘when’, ‘because’, ‘although’ and linking devices, ‘on the other hand’, ’however’, ‘to summarise’. The candidate could also improve his performance by practising answering questions about a topic of interest with a friend, focusing on the accuracy of the grammar. If this is recorded the candidate could then listen to it to check where he could improve. The candidate should practise keeping a conversation going by, say, asking a friend to ask him questions on a topic he knows well. He could also listen to English language programmes to improve his pronunciation. 

      Common mistakes and misconceptions:
      The concept of virtual reality is challenging for weaker candidates. Virtual reality often requires clarification in Part C. Candidates are not required to demonstrate any knowledge in any area as candidates are assessed on their speaking skills rather than their subject knowledge. Therefore, they are not expected to provide 'correct' answers but to show they can talk about a range of topics. 

      Total mark awarded = 18 out of 30



    • Low level response

      • Listen to low level response

    • Moderator comments

      Conduct of the test:
      The test is very well conducted and there are no recommendations for improvement. 

      The examiner has a sympathetic approach and uses appropriate questions in the warm up. She selects an appropriate speaking assessment card based on the candidate’s responses to her questions in the warm up.

      Introduction: The examiner introduces the test with the candidate number and name.

      Part A: (Explanation of the test) The examiner reads the script from the Teacher’s/Examiner’s Notes to the candidate and asks the candidate if he had any questions. 

      Part B: (Warm up) Adequate time is given (3’20”). The examiner uses appropriate warm up questions “Can you tell me a bit about what you like to do in your free time?” “How long have you been playing the guitar?”

      Part C: (Preparation time) Adequate time is given (2’13”). However, the candidate has not understood the word ‘Awards’. The examiner attempts to explain the meaning to the candidate but is not entirely successful.

      Part D: (Assessed discussion) Adequate time is given (9’45”) and all prompts are used. The examiner paraphrases the prompts when the candidate does not understand and uses open questions throughout in an attempt to draw out the candidate.

      Structure: 
      The candidate generally uses very simple, limited structures: “I got a lot free time.” “…it feel happy.”, “… play basketball five or six times per week.” He also attempts more complex structures:  “After I become famous than before, more people knows me.”, “I have to work hard than others, that’s why I can win”. This demonstrates that the candidate has ambition and can improve by focusing on subject/ verb agreement, accurate use of verb tenses and a wider range of connecting words.
      Mark awarded = 3 out of 10

      Vocabulary:
      The candidate uses a restricted range of vocabulary, which limits his ability to convey simple ideas. He did not understand some vocabulary used in the speaking assessment card and by the examiner: awards, worth, encourage. There is hesitation, particularly in responding to prompt 3, and a lot of repetition: win, play, free time, more time, for example. 
      Mark awarded = 3 out of 10

      Development and fluency: 
      The examiner encourages the candidate to go beyond responses which are brief and widely spaced. The candidate is not able to develop a conversation, although he does respond to all of the prompts. Prompt 2 – “…advantages is I become more famous, disadvantages is I need to spend more time in it”. Prompt 4 – “…if you like the sport, you will do this not only for win award.” Prompt 5 – “For example, MBA players, they win a lot but they also want win more.” He replies to most of the examiner’s questions in a limited way. Hesitation in speaking was probably due to his limited vocabulary rather than a shortage of ideas. Pronunciation and intonation cause some difficulty.
      Mark awarded = 4 out of 10


    • Moderator comments (whole test)

      How the examiner performance could improve:
      The examiner is sympathetic to this candidate and supports him by asking a wide range of open questions. 

      How the candidate performance could improve:

      The candidate should focus on the accurate use of articles and simple verb structures. He needs to build on his basic core vocabulary relating to common topics. The candidate would benefit from learning some topic specific vocabulary connected with sport, the environment, travel, work etc and then asking a friend to ask him questions on the topic. The candidate could improve development and fluency by practising speaking as much as possible with a teacher/friend on a familiar subject using a pre-prepared list of vocabulary. 

      Common mistakes and misconceptions:
      When candidates ask for clarification, it is acceptable for examiners to explain the meaning of words and phrases used in the prompts. Examiners should remind candidates that they can ask questions, if needed. Examiners should familiarise themselves with the content of the speaking assessment cards prior to the examinations, and consider the additional clarification they might need to provide.

      Some candidates ask for clarification of the word ‘awards’.  Weaker candidates struggle with understanding the difference between award and reward. Most candidates are able to give examples of the advantages of winning an award in response to prompt 2 (usually an award they had won in sport or at school), but some struggle to find a reason why winning an award would have disadvantages. Some examiners help weaker candidates respond to prompt 5 by suggesting the world of film. 

      Total mark awarded = 10 out of 30