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    Cambridge IGCSE™ / IGCSE (9-1) Italian 0535 / 7164 (for examination from 2022)
    Example Candidate Responses (Paper 3 Speaking)

  • Introduction

    • The main aim of this resource is to exemplify standards of Cambridge IGCSE / IGCSE (9-1) Italian, Paper 3, and show how different levels of candidates' performance (high and middle-low) relate to the subject's curriculum and assessment objectives. 

      Candidate responses have been selected from the June 2022 examination series to exemplify a range of answers. 

      The recording of each speaking test is followed by Cambridge moderator comments on how the test was conducted, and where and why marks were awarded or omitted. At the end of the test we provide further comments on how the teacher/examiner and candidate performance could improve. In this way, it is possible for you to understand how to conduct the test successfully and what candidates have to do to gain their marks and what they can do to improve their answers. 

      Common mistakes and misconceptions are also listed.  

      A transcript of the audio recordings with additional commentary is also provided. 

  • Speaking assessment criteria grids


    • Now that you have read the speaking assessment criteria grids, 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 below.

      Please note: Information about the candidate and centre has been removed from the recordings to protect the identity of the candidate.


  • High level response

      • Whole test - click to listen

      show/hide  Transcript and commentary

      Example candidate response – high

      Role play card 1

      Teacher/examiner: Tu sei in Italia e vuoi imparare a fare la pizza. Sono il tuo amico italiano e mi chiedi di aiutarti. Cosa vuoi imparare a fare?
      [The teacher/examiner reads the first question correctly, exactly as printed.]

      Candidate: Oggi mi piacerebbe imparare a fare la pizza, ma non so come, perché non sono italiana. Potresti aiutarmi?
      [The answer is clear and extended. However, the first part alone would have been sufficient to complete this task.]

      Teacher/examiner: Certo. Ok. Che cosa vuoi mettere sulla pizza?
      [The teacher/examiner reads this question correctly, exactly as printed.]

      Candidate: Mi piace molto la burrata e anche il pesto di pistacchi.
      [A clear answer.]

      Teacher/examiner: Secondo te la pizza è un piatto sano?

      Candidate: Non è molto sano, ma amo la pizza.
      [A concise and correct answer.]

      Teacher/examiner: Perché?
      [The teacher/examiner leaves a pause correctly, as indicated, before asking the question ‘Perché?’.]

      Candidate: Perché è una cosa molto culturale d’Italia e anche è deliziosa
      [The question ‘Perché?’ , which follows the candidate’s response, is here open to interpretation because it could relate to either part of her previous answer. She chooses to explain why she likes pizza and not why it is not healthy, and she provides an appropriate response. In the phrase ‘una cosa molto culturale’, the adjective ‘culturale’ is not linguistically accurate (‘una cosa tipica/italiana’ would be more appropriate) but her meaning is understandable.]

      Teacher/examiner: Che cosa hai fatto ieri in cucina?
      [The teacher/examiner reads this question correctly, exactly as printed.]

      Candidate: In cucina ho preparato una insalata con il pollo perché di solito voglio mangiare il cibo sano, ma oggi mi piacerebbe mangiare qualcosa diverso.
      [The correct expression is ‘ di divers o’ but the answer is absolutely clear.]

      Teacher/examiner: Cosa vorresti fare dopo la pizza? .
      [The teacher/examiner reads this question correctly, exactly as printed.]

      Candidate: Dopo preparare la pizza mi piacerebbe mangiare la pizza. E dopo questo vorrai … vorrei andare alla spiaggia.
      [In extending her reply, the candidate uses the wrong tense after the adverb ‘dopo’ (‘dopo preparare’ instead of ‘dopo aver preparato/ dopo che ho preparato’). However, the next part of her reply (‘mi piacerebbe mangiare la pizza’) is clear and grammatically accurate. She also extends her answer adding more details and successfully correcting the verb ‘vorrei’. This a very good answer.]

      Teacher/examiner: Benissimo. Allora Andiamo alla conversazione, la prima parte che è il topic 3. Ok, il topic 3, vediamo ... Vestiti e accessori. … Bene.
      [The teacher/examiner ends the role play in a clear manner and announces the transition to the first topic conversation.]

      Topic conversation 3

      Teacher/examiner: Che vestiti ti piace portare?
      [The teacher/examiner reads the first question exactly as printed.]

      Candidate: Io mi piace molto portare i vestiti eleganti. I vestiti lunghi con i fiori. I miei colori preferiti per vestirmi sono il nero, bianco e rosso.
      [The answer is short and clear, with relevant details and information. The unnecessary use of the personal pronoun ‘io’, at the beginning of the reply, does not impede communication.]

      Teacher/examiner: Dove compri i tuoi vestiti?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: Dipende. Di solito mi piace molto fare il shopping. Specialmente nel negozio di seconda mano, perché sono meno costosi e anche posso trovare le cose speciale.
      [The answer is short and concise, with relevant details. The wrong article ('il shopping’) and adjective (‘le cose speciale’) do not impede communication and the meaning is clear.]

      Teacher/examiner: Come cambi i vestiti con le stagioni?
      [The teacher/examiner reads this question correctly, exactly as printed.]

      Candidate: In estate amo portare i vestiti lunghi, ma purtroppo in inverno non lo posso fare perché devo portare una giacca perché fa freddo.
      [A good short answer with relevant vocabulary and good grammatical structures ( ‘non lo posso fare’, ‘devo portare’ ). However, more details would have made this a better answer.]

      Teacher/examiner: Credi che sia importante seguire la moda?
      [The teacher/examiner reads this question correctly, exactly as printed.]

      Candidate: Sì. Penso che sia abbastanza importante seguire la moda. Il mio stilo è abbastanza elegante ma anche penso non sia molto importante comprare i vestiti per molti soldi. Anche si può vestirsi nel vestiti meno costosi.
      [A well-developed answer with opinions and details. The candidate successfully uses the present subjunctive. There is a minor error at word level ( ‘stilo’ ) but also a good attempt at using a more advanced construction (impersonal form with a reflexive verb - ‘si può vestirsi’ .]

      Teacher/examiner: Perché?
      [The teacher/examiner asks this second part of the question correctly, separately, as printed.]

      Candidate: Perché penso che i soldi non sono importanti nella moda. Tu puoi trovare i vestiti nelle negozi di seconda mano che sono molto speciali e che hanno caractere.
      [This is a good and concise answer with an explanation and a detailed opinion. The wrong preposition (‘nelle negozi’ ) and the imperfectly pronounced noun ‘carattere’ do not impede communication.]

      Teacher/examiner: Come pensi che saranno i vestiti del futuro?
      [The teacher/examiner reads this question correctly, exactly as printed.]

      Candidate: Questa è una domanda abbastanza difficile perché non so, ma immagino che saranno più moderni e con più colori anche.
      [This is a brief but very good answer, which includes a sophisticated reply ( ‘questa è una domanda abbastanza difficile’ ), an opinion using the future tense, and good noun and adjective agreements. However, it is a bit short as a reply and could have been developed further.]

      Teacher/examiner: A te ti piace fare shopping?
      [This is the first further question on this topic the teacher uses to ensure the conversation lasts 4 minutes.]

      Candidate: Sì, mi piace molto fare shopping specialmente quando lo faccio con i miei amici nel centro della città i/y sempre possiamo parlare e trovare le cose speciali, i vestiti speciali insiemi.
      [This is a good answer despite the wrong conjunction ‘i/y’ . Although the candidate has already mentioned ‘vestiti speciali’ in a response to question 4, she responds with new details using a sophisticated expression (‘quando lo faccio’ ) and a good range of verbs (possiamo parlare e trovare ).]

      Teacher/examiner: E con chi sei andata a fare shopping la settimana scorsa, di moda, shopping di moda?
      [This is the second further question on the same topic the teacher uses to ensure the conversation lasts 4 minutes.]

      Candidate: La settimana scorsa sono andata al centro con mia madre perché ho voluto comprare un vestito perché in due settimana andrò a un ballo e ho voluto avere un vestito bello, elegante, lungo per questo ballo e l’ho comprato.
      [Despite the wrong preposition for expressing time and noun ending ( ‘in due settimana’ ), the candidate gives a well-developed response.]

      Teacher/examiner: E quando puoi, quando cerchi di comprare la moda, quali negozi ti piacerebbe per esempio visitare se avessi molti soldi?
      [This is a third further question the teacher asks to ensure the conversation lasts 4 minutes. The examination notes state that the teacher can ask up to two further questions, so this further question is not necessary.]

      Candidate: Se avessi molti soldi mi piacerebbe molto visitare i negozi più grandi e famosi come Gucci per esempio, ma anche mi piacerebbe visitare i negozi più piccoli perché sono più speciali.
      [This is a good, clear, and concise answer.]

      Teacher/examiner: Tu adesso porti l’uniforme scolare, tu pensi che l’uniforme sia buono per la moda?
      [This is a fourth further question, which is not necessary at this stage.]

      Candidate: Per essere completamente onesta….. no, per me è un po’ raro portare l’uniforme perché sono di Germania. In Germania gli studenti non portano l’uniforme ma generalmente ha un vantaggio di portare l’uniforme …(e/è) che non devo passare molto tempo nelle mattine a scegliere che voglio portare durante il giorno.
      [Despite minor errors in the use of the prepositions, the candidate responds with relevant and detailed information, using an excellent opening ( ‘Per essere completamente onesta’ ), as well as a varied vocabulary and good structures ( ‘generalmente ha un vantaggio’, ‘passare tempo … a scegliere’ ).]

      Teacher/examiner: Bene Andiamo alla seconda parte della conversazione e facciamo il topic 4: il tema le amicizie.
      [Clear ending to topic conversation 1 and transition to topic conversation 2.]


      Topic conversation 4

      Teacher/examiner: Chi è il tuo amico o la tua amica favorita?
      [The teacher/examiner asks the question exactly as printed.]

      Candidate: La mia amica migliore o amica favorita è una ragazza tedesca. Ho conosciuto questa ragazza per più di 10 anni, perché quando era piccola abitavo anche in Germania molto vicino a questa amica. Si chiama Anna e è una persona molto amichevole e sempre mi aiuta quando ho i problemi, specialmente quando voglio parlare dei ragazzi.
      [The candidate provides a well-developed response, giving plenty of relevant details with a variety of vocabulary. However, on one occasion the time frame and the subject of the verb are ambiguous (‘ho conosciuto questa ragazza per più di 10 anni’; quando era piccola abitavo’ ). Also, the adverb ‘sempre’ is placed incorrectly before the verb.]

      Teacher/examiner: Che carattere ha?
      [The teacher/examiner asks the question exactly as printed.]

      Candidate: Anna è una persona molto amichevole e simpatica. Sempre vuole aiutare a otra … a altra gente e anche è una persona molto intelligente, studia molto.
      [The candidate places, once again, the adverb ‘sempre’ incorrectly before the verb. However, in describing her friend, she uses the adjectives accurately and is able to repair the indefinite adjective ‘altra’ (‘altra gente’) successfully. A very good answer.

      Teacher/examiner: Descrivi l’aspetto fisico della tua amica ?
      [The teacher/examiner asks the question exactly as printed.]

      Candidate: Anna è una ragazza abbastanza alta. Ha i capelli lunghi biondi e ondulati un po’ come me. Anche ha gli occhi verdi e porta gli occhiali ma solo quando è nella scuola. È una persona abbastanza magra anche.
      [The candidate uses a good range of vocabulary and provides a number of grammatically accurate details. The wrong preposition ‘nella (scuola)’ does not impede communication.]

      Teacher/examiner: Parlami di come vi siete conosciuti.
      [The teacher/examiner asks the question exactly as printed.]

      Candidate: Anna e io andavamo alla stessa scuola primaria.
      [The answer is accurate despite being short.]

      Teacher/examiner: Tu che tipo di persona sarai in futuro?
      [The teacher/examiner asks the question exactly as printed.]

      Candidate: Non posso dire exactamente, perché non so, ma immagino che sarò una persona amichevole o mi piacerebbe essere una persona amichevole e vorrei aiutare a oltra gente. E anche sogno di essere una persona intelligente.
      [This is a good ambitious response: the candidate develops her answer using a future and two conditionals; despite some incorrect and/or mispronounced words ( ‘exactamente’, oltra’ ) and the repetition of the adjective ‘amichevole’ (used in question 2), she produces a good range of phrases ( ‘non posso dire’, ‘immagino che sarò’, ‘sogno di essere’ ) and vocabulary.]

      Teacher/examiner: Secondo te quali sono le caratteristiche essenziali di un buon amico?
      [This is the first further question on the same topic chosen by the teacher to ensure the conversation lasts 4 minutes.]

      Candidate: Per me è molto importante che tu puoi parlare con il amico che ti aiuta quando tu hai problemi o quando tu vuoi parlare e anche un buon amico deve essere non solo amichevole ma anche simpatico e si tu puoi parlare con i tuoi amici è molto importante.
      [This is a response of mixed quality: it contains repetitive phrases ( ‘puoi parlare’, ‘vuoi parlare’, ‘si tu puoi parlare’ ); the adverb ‘anche’ is placed before the verb and there is a minor error ‘il amico’ . However, the meaning is clearly conveyed.]

      Teacher/examiner: Hai fatto amicizia con gente italiana?
      [This is the second further question chosen by the teacher and on the same topic to ensure the conversation lasts 4 minutes.]

      Candidate: Sì, ho fatto amicizia con una ragazza italiana perché tutte l’estate vado a Italia al lago di Garda perché i miei genitori hanno un appartamento in Manerba e c’è una ragazza che abita in Manerba e abbiamo fatto amicizia l’anno scorso.
      [The response is clearly conveyed despite the incorrect use of ‘estate’ in the plural and the wrong preposition ( ‘in Manerba’ ). Although the response is repetitive, the verb tenses are used correctly with different auxiliaries ( ‘ho fatto amicizia’, ‘abbiamo fatto amicizia’ ).]

      Teacher/examiner: Che cosa dovresti fare per esempio se devi dare consiglio a qualcuno? Che cosa dovresti fare per conoscere gente di altri Paesi?
      [This is the third further question the teacher asks to ensure the conversation lasts 4 minutes. The examination notes state that the teacher can ask up to two further questions.]

      Candidate: Per conoscere gente di altri Paesi si dovrebbe essere una persona internazionale che vuole parlare altre lingue, che vuole parlare con persone di altre culture. E per me perché sono una persona abbastanza internazionale per fare amicizie, anche posso usare un’applicazione che si chiama Tandem. Tu puoi scrivere con persone di altri Paesi.
      [A clear and detailed response where the candidate provides explanations, descriptions, and a justification. The incorrect use of the preposition ‘con’ (‘scrivere con’) does not impede communication.]

      Teacher/examiner: Interessante. Bene, grazie. End of test.
      [Clear ending of the exam.]



    • Moderator comments - Role play

      Role play card 1

      Conduct of the test
      At the beginning of the speaking test the teacher/examiner identifies himself and then, as required, gives the candidate’s number and name followed by the date (this has been edited out). He then reads out the role play card number. The teacher/examiner reads the scenario of the role play exactly as it is printed in the script card. He then reads the questions exactly as they are in the script and includes the pauses for the two-part questions (question + why?).  The role plays do not need to be timed.  After the role play has finished, the teacher/examiner correctly announces in Italian that now they will move on to the topic conversations and gives the title of the first topic.

      Candidate response

      Mark awarded for task 1 = 2 out of 2 The response communicates appropriately and unambiguously.

      Mark awarded for task 2 = 2 out of 2 The response communicates appropriately and unambiguously.

      Mark awarded for task 3 = 2 out of 2 The response communicates appropriately and unambiguously. The candidate answers the second part of the question as she understands it.

      Mark awarded for task 4 = 2 out of 2 The response communicates appropriately and unambiguously.

      Mark awarded for task 5 = 2 out of 2  The response communicates appropriately and unambiguously.  

      Total mark awarded = 10 out of 10


      Moderator comments - Topic conversations

      Topic 3: Vestiti e Accessori

      Topic 4: Amicizie

      Conduct of the test

      The teacher/examiner asks each question exactly and in the same order as it is printed. The teacher/examiner conducts this part of the examination very efficiently. The candidate is clearly confident and gives good responses to the questions in both topics; however, her responses are rather brief, and the teacher/examiner has to ask the two further questions as instructed by the Board plus two more (4 further questions in total) in order to reach the 4 minutes on each theme. He conducts the task calmly and the candidate responds to his questions with ease.

      Candidate response

      This is a confident candidate who can answer all the questions on the conversation topics with ease.

      Topic conversation:  Vestiti e Accessori

      The candidate responds to all the questions using a good range of vocabulary and tenses. She also uses interesting expressions such as ‘Questa è una domanda abbastanza difficile’ and ‘per essere completamente onesta’, as well as advanced structures such as the hypothetical ‘se avessi molti soldi, mi piacerebbe molto’. However, adverbs such as ‘sempre’ and ‘anche’ are often incorrectly placed before the verb.  The responses are varied but perhaps too succinct and therefore too short.  For this reason, the teacher/examiner has to ask further questions.  

      Topic conversation: Amicizie

      Also in this section, the candidate responds confidently, using a good range of vocabulary and structures. In particular, she uses interesting and more advanced expressions with confidence (such as ‘non posso dire e(x)a(c)tamente, perché non so’; ‘penso che sia’ and ‘si dovrebbe essere’).  The adverbs still appear in the wrong place before the verb (‘anche mi piacerebbe’), and her responses are, once again, too succinct, requiring the teacher/examiner to ask even further questions.       

      Mark awarded for Communication = 15 out of 15

      Mark awarded for Quality of Language = 15 out of 15

      Total mark awarded = 40 out of 40


      Moderator comments - Whole test


      How the teacher/examiner performance could improve

      The teacher/examiner conducted the exam in a calm but lively manner and ensured that each topic conversation lasted its required length of time (about four minutes) by asking more than the required two further questions. Perhaps he could have encouraged the candidate to give a fuller response to a short answer by asking 'dimmi altro / tell me more', or 'puoi dirmi di più? / can you add anything?'.

      How the candidate performance could improve

      The candidate responded well and with ease; she understood all the questions and was able to convey a lot of interesting information. However, she could have extended her answers by adding more details.   

  • Middle-low level response

      • Whole test - click to listen

      show/hide  Transcript and commentary

      Example candidate answer – middle/low

      Role play card 2

      Teacher/examiner: Il tuo telefonino è rotto. Vuoi ripararlo e vai in un negozio. Buongiorno! Come posso aiutarti?
      [The teacher/examiner begins with the first question as printed.]

      Candidate: Il mio telefonino è rotto.
      [A good answer.]

      Teacher/examiner: Oh mamma mia, è proprio rotto…dov’è successo?
      [The teacher/examiner reads the question as printed.]

      Candidate: Alla mia casa.
      [The answer is clear although ‘a casa’ is the correct form.]

      Teacher/examiner: Però è abbastanza vecchio! Quando hai comprato il telefonino?

      Candidate: L’anno scorsa … scorso.
      [An accurate answer. The candidate manages to repair the adjective ‘scorsa’ and says ‘l’anno scorso’ .]

      Teacher/examiner: Perché è importante il telefonino per te?

      Candidate: Perché la mia padre… (long pause) …la mia padre… compr … ha comprato per me.
      [The meaning is communicated despite the long pause, the wrong possessive ( ‘la mia padre’ ) and the linguistic imperfection ‘per me’ .]

      Teacher/examiner: Il telefonino sarà pronto fra due ore. Cosa farai mentre aspetti?

      Candidate: (Long pause) … Come si dice “can you please repeat the question?”
      [The candidate does not understand the question and asks in English for the question to be repeated.]

      Teacher/examiner: Il telefonino sarà pronto fra due ore. Cosa farai mentre aspetti?
      [The teacher repeats the question exactly as printed.]

      Candidate: (Long pause) … No. [The candidate does not answer.]

      Teacher/examiner: Allora passiamo alla conversazione. Prima cosa : parliamo dei viaggi e dei mezzi di trasporto. [The teacher/examiner ends the role play and announces the transition to the first topic conversation.]


      Topic conversation 2


      Teacher/examiner: Come vai a scuola di solito?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: Generalmente vado a scuola… (pause) … a piede ma perché il mio fratello, il mio fratello vado questa scuola, vado in macchina con mia madre, la mia madre e il mio fratello.
      [The candidate understands the question and responds satisfactorily. There are some ambiguities (‘mio fratello vado ’ ) and grammatical inaccuracies: ‘a piede’, ‘il mio fratello’, ‘la mia madre’ . However, the information is satisfactorily relevant and communicated.]

      Teacher/examiner: Qual è il mezzo di trasporto che non ti piace usare?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: Non piace usare…(pause)…non mi piace usare il treno perché … (pause) … c’è un molti turisti e ci sono molto rumorosi e non mi piace.
      [The candidate answers the question, and the meaning is clear despite the grammatical errors: ‘c’è un molti turisti’ . The adjective ‘rumorosi’ related to ‘turisti’ is accurately formed and the expression ‘mi piace’ is correct.]

      Teacher/examiner: Parlami di una città che hai visitato. Cosa ti è piaciuto?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: Nella mia città mi piace guardare il film.
      [The candidate does not give a relevant response as he does not understand the question. The teacher asks him the question again.]

      Teacher/examiner: Parlami di una città che hai visitato. Cosa ti è piaciuto?

      Candidate: Nella Italia ho visto … vistato … no, ho visto … un ristorante il chibo era molto buono e spero di andare a Italia anno prossimo.
      [The candidate hesitates to provide a response. He mispronounces the high frequency word ‘cibo’ and has difficulties forming the past participle of ‘visitare’ (even though the teacher/examiner has used it in the question). The structuring of his sentence is quite inaccurate ( ‘a Italia anno prossimo’ ); however, he attempts an answer which is relevant to the question, although not quite satisfactorily.]

      Teacher/examiner: Quali sono i vantaggi e gli svantaggi di viaggiare in aereo?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: Il … aereo è molto rapido, ma è molto inquinare, è molto inquina. Il mia padre è molto travail. La mio padre è …. Molto … La mio padre va molto molta città non in Inglaterra. Ma va in treno perché è meno inquinare.
      [A lot of hesitations and a weak command of grammatical structures. However, at word level the candidate manages to give some relevant information that can be understood, and which includes both the advantages and the disadvantages of travelling by plane. ( ‘ mio padre va … molta città non in Inglaterra’; ‘Aereo è molto rapido ma è molto inquinare’ .]

      Teacher/examiner: Quando sarai grande, viaggerai molto?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: Puo’ repere? [The candidate asks the teacher to repeat the question, but he mispronounces the verb ‘ripetere’ .]

      Teacher/examiner: Quando sarai grande, viaggerai molto?

      Candidate: [No answer.]

      Teacher/examiner: Ti piacerebbe viaggiare da adulto?
      [The teacher uses the alternative question to enable the candidate to understand and reply.]

      Candidate: Puoi repere?
      [The candidate (inaccurately) asks the teacher to repeat the question.]

      Teacher/examiner: Ti piacerebbe viaggiare da adulto?
      [The teacher repeats the alternative question.]

      Candidate: No.
      [The candidate answers with a ‘no’ but does not attempt a justification.]

      Teacher/examiner: Perché?
      [The teacher/examiner asks the second alternative question to encourage the candidate to expand his answer.]

      Candidate: No mi piace … perché mi preferisco … viaggi …mi preferisco andare a solo.
      [The candidate attempts to give an answer which is relevant to the question but uses the object pronoun ‘mi’ inaccurately before ‘preferisco’ .]

      Teacher/examiner: Ok. Allora passiamo all’altro tema e parliamo dell’ambiente urbano.
      [Clear ending to topic conversation 1 and transition to topic conversation 2.]


      Topic conversation 5


      Teacher/examiner: Vivi in città o in campagna?
      [The teacher/examiner asks the question exactly as printed.]

      Candidate: Vivo in città perché mi piace, mi piace, mi piace, che ci sono molti mezzi pubblici. Mi piace i miei amici, anche mi……anche ma detesto in campagna perché ci sono troppo di animali.
      [The candidate hesitates to provide a response. However, despite using simple sentences and phrases with some effort, he conveys the meaning satisfactorily, justifying his answer: ‘mi piace (per)ché ci sono i mezzi pubblici’ and ‘detesto in campagna perché ci sono troppi di animali’ . He uses a limited range of vocabulary and structures with frequent grammatical errors.]

      Teacher/examiner: Che cosa ti piace del posto dove vivi?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: Puoi ripetere?
      [The candidate asks to repeat the question.]

      Teacher/examiner: Che cosa ti piace del posto dove vivi?
      [The teacher/examiner repeats the question as printed.]

      Candidate: Mi piace la città perché c’è molti…..mi piace la città perché posso guardare un film con i miei amici in cinema…anche…anche…guardo molti….anche…perché visto…
      [The candidate hesitates but manages to give a short satisfactory response using a complex sentence ( ‘mi piace la città perché posso guardare un film con i miei amici in cinema’ ). The grammar errors ( ‘c’è molti’, ‘in cinema’ ) do not affect the communication.]

      Teacher/examiner: Raccontami di una città che ha una particolare importanza per te?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: Per me importante…puoi ripetere.
      [The candidate attempts an answer but asks the teacher/examiner to repeat the question.]

      Teacher/examiner: Raccontami di una città che ha una particolare importanza per te.
      [The teacher/examiner repeats the question.]

      Candidate: Per me Londra è importante perché vivo in Londra e molti…il mi ha molti amici anche vivo in Londra.
      [The candidate provides a satisfactory answer using a simple justification. There are grammatical errors, but the information is satisfactorily conveyed.]

      Teacher/examiner: Cosa rende bella la vita in città?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: Penso che la…in Londra un bello…puoi ripetere.
      [The candidate attempts an answer, but he asks the teacher/examiner to repeat the question.]

      Teacher/examiner: Cosa rende bella la vita in città?
      [The teacher repeats the question.]

      Candidate: Penso che in Londra un bella vista e la Big Ben e…
      [The candidate hesitates; the teacher/examiner asks the alternative question.]

      Teacher/examiner: Quali sono i vantaggi della vita in città?
      [The teacher/examiner asks the alternative question exactly as printed.]

      Candidate: In città ci sono molti traffico e molto inquinare.
      [The candidate has difficulty in understanding the question and gives a wrong response (the disadvantages of living in a city). The teacher/examiner interrupts him and asks him the question again.]

      Teacher/examiner: Quali sono i vantaggi della vita in città?

      Candidate: Nella città ci sono molta tecnologia e molti mezzi transporti e mi piace perché i miei amici vivono in Londra in città.
      [The candidate communicates a piece of information satisfactorily, using a limited range of vocabulary and phrases: ‘nella città ci sono molta tecnologia e molti mezzi transporti’ .]

      Teacher/examiner: Come pensi che cambieranno le città in futuro?
      [The teacher/examiner reads the question exactly as printed.]

      Candidate: In futuro penso…penso che...penso che…penso che vivare in città perché la tecnologia è molti e tecnologia…
      [The candidate attempts to communicate some information repeating stock phrases that have ambiguous relevance to the answer. The teacher/examiner interrupts him and asks the same question.]

      Teacher/examiner: Come pensi che cambieranno le città in futuro?

      Candidate: … No.
      [The candidate does not provide an answer. The teacher/examiner asks the alternative question.]

      Teacher/examiner: Pensi che le città del futuro saranno diverse?

      Candidate: Puoi ripetere?
      [The candidate asks for the question to be repeated.]

      Teacher/examiner: Pensi che le città del futuro saranno diverse?
      [The teacher/examiner repeats the question.]

      Candidate: Sì.
      [The candidate uses a one-word answer.]

      Teacher/examiner: In che modo?
      [Second alternative question to help the student expand his answer.]

      Candidate: Spero di meno inquinato e meno traffico perché … perché…la scuola ...la scuola insegnare…l’ambientale e varai meno macchine.
      [The candidate demonstrates that he understands the question and provides a satisfactory response despite the many grammatical errors: ‘spero di meno inquinato’, ‘la scuola insegnare….l’ambientale’; ‘varai meno macchine’ (instead of ‘vorrei ’).]

      Teacher/examiner: Ok grazie. End of test.
      [The exam is finished. The exam lasted about 19’ 15’’]



    • Moderator comments - Role play

      Role play card 2

      Conduct of the test

      At the beginning of the exam the teacher/examiner identifies herself and then, as required, gives the candidate number and name followed by the date (this has been edited out). She then reads out the role play card number. The teacher/examiner reads the questions in the same order they are printed and listens to the candidate response. The candidate has difficulty in responding right away but the teacher/examiner patiently awaits his replies and does not move on to the next question. The candidate asks her to repeat question 5 and she complies. As the candidate does not produce a response, the teacher/examiner ends the role play. She then announces in Italian that it is time to move on to the topic conversations and gives the title of the first topic.  

      Candidate response

      Mark awarded for task 1 = 2 out of 2 The response communicates an appropriate answer and is unambiguous.

      Mark awarded for task 2 = 2 out of 2 The response communicates an appropriate answer and is unambiguous.

      Mark awarded for task 3 = 2 out of 2 The response communicates an appropriate answer and is unambiguous.

      Mark awarded for task 4 = 2 out of 2 The response communicates an appropriate answer and is unambiguous.

      Mark awarded for task 5 = 0 out of 2 The response communicates an appropriate answer and is unambiguous.

      Total mark awarded = 8 out of 10


      Moderator comments - Topic conversations

      Topic 2: Viaggi e mezzi di trasporto

      Topic 5: Ambiente urbano

      Conduct of the test

      After the role play has finished, the teacher/examiner correctly announces in Italian that it is time to move on to the topic conversations and gives the title of the first topic. The teacher/examiner allows the candidate to take his time to provide his answers without rushing him and moving on to the next question. She also reads the alternative questions correctly, exactly as printed, without being tempted to rephrase them when the candidate asks for the questions to be repeated. 

      Due to the fact that candidate has difficulties in understanding and responding, the exam becomes far too long, lasting over 19 minutes.

      Candidate response

      Topic conversation: Viaggi e mezzi di trasporto

      The candidate understands questions 1 and 2. Despite many grammatical errors, he responds satisfactorily with simple but relevant information.  In question 3, the candidate does not understand the question and the teacher/examiner has to repeat it. The candidate hesitantly communicates some relevant information with poor pronunciation (‘chibo’) and a very limited range of structures and vocabulary. In question 4 the candidate understands the question, replies using simple sentences which are not grammatically accurate, attempts to expand his answer and manages to respond satisfactorily. In question 5, the candidate does not understand the question, asking the teacher/examiner (with an incorrect verb) to repeat the question.  The teacher/examiner uses the alternative question; after two more attempts, the candidate manages to produce a satisfactory response with respect to both language and communication.

      Topic conversation: Ambiente urbano

      In questions 1 and 2, the candidate, after much hesitation, satisfactorily responds to the questions using very basic vocabulary and structures. Question 2 is repeated. For question 3, the teacher/examiner needs to repeat the question and the candidate responds satisfactorily using simple vocabulary and structures with a justification. Despite the hesitancy, the grammatical errors and the limited vocabulary, he manages to convey relevant information. In question 4, the teacher/examiner has to repeat the question and rephrase it with the alternative question.  The candidate satisfactorily responds using a limited range of vocabulary and phrases already used in previous answers. In question 5, after much hesitancy, the candidate is able to respond in a satisfactory way, despite many grammatical errors and incorrect use of verbs and general vocabulary.

      The teacher/examiner awards 7 for Communication as the candidate requires alternative questions but manages to communicate relevant information with simple answers.

      The teacher/examiner awards 7 for Quality of Language to reflect the candidate’s satisfactory use of vocabulary and structures with frequent errors.

      Mark awarded for Communication = 7 out of 15

      Mark awarded for Quality of Language = 7 out of 15

      Total mark awarded = 22 out of 40


      Moderator comments (Whole test)


      How the teacher/examiner performance could improve

      During the exam, the candidate’s response was extremely slow, and the exam lasted over 19 minutes. The examination guidelines state that each Topic Conversation should last around 4 minutes. However, this was not possible as the candidate took time for each reply. The teacher/examiner timed the exam according to the candidate’s pace; if she interrupted the candidate to move to the next question, the latter would have not been able to attempt all parts of the exam.

      How the candidate performance could improve

      The candidate should have learned more general vocabulary and verb tenses. He also needed  to practise how to form simple, compound and complex sentences in order to produce good answers. He would have benefited from listening to more spoken Italian. This would have helped him with his ability to respond with more confidence and ease.

  • Common mistakes and guidance


    • Limited knowledge of basic Italian vocabulary, especially nouns, adjectives and verbs
    • Forming grammatically incorrect and incomplete sentences (simple and compound)
    • Poor listening skills
    • High frequency adverbs such as ‘sempre’ and ‘anche’ used before the verb
    • Responses too short and not developed further   
    • Wrong prepositions with high frequency nouns (nella scuola; in + small town)

    For further details about how candidates performed in this particular examination series please refer to the Principal Examiner Report for Teachers.