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    Cambridge IGCSE™/ IGCSE (9–1) English as a Second Language 0510/0511 / 0991/0993 (for examination from 2024)
    Example Candidate Responses (Paper 3 - Speaking)

    • Speaking assessment criteria


      2025 Speaking assessment criteria

      Now that you have read the speaking assessment criteria, 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
      2025 Transcript and moderator comments


    • Moderator comments

      SPEAKING ASSESSMENT E (Teacher's Notes 32) was chosen by the teacher/examiner. Topics include languages and family time. 

      Conduct of the test

      The test is well conducted.  The teacher/examiner keeps to the script and the timing, and also uses follow-up questions to expand the discussions.

      Grammar

      • The candidate is at ease with the language and speaks with the economy of language using a range of structures competently and confidently with some slips, but these do not impede understanding. She missed the opportunity to use the past tense in Part 1, question 2, however, she adequately demonstrated her competence in other parts of the test using a range of past and present tenses, including the passive, gerunds, modals, linking devices, comparatives …
      • The occasional slips could limit her to 9 marks; however, it is important to remember that the test does not have to be error free to get full marks.

      Mark for grammar = 10 out of 10

      Vocabulary

      Vocabulary although not extravagant and flowery is used precisely to convey quite sophisticated ideas – ‘boosts your experience’, language barrier’, ‘significant other’, ‘based on your preferences’, ’bonding time’, ‘socially aware’, ‘capture the memory’.

      Mark for vocabulary = 10 out of 10

      Development

      • The candidate’s responses are relevant and consistently well-developed. Communication is maintained with ease.
      • The candidate responds thoughtfully and relevantly to the teacher/examiner’s questions, with very little hesitation.
      • In Part 2 the candidate presents a well-balanced argument, clearly stating her preference.

      Mark for development = 10 out of 10

      Pronunciation

      • The candidate’s pronunciation is consistently clear.
      • The candidate’s delivery is quite rapid, but she is easy to understand, and intonation is used to good effect. 

      Mark for pronunciation = 10 out of 10

      Total mark awarded = 40 out of 40


    • Middle level response
      2025 Transcript and moderator comments

    • Moderator comments

      SPEAKING ASSESSMENT D (Teacher's Notes 31) was chosen by the teacher/examiner. Topics include your local area and a sports event. 

      Conduct of the test

      • The test was well conducted in terms of timing, the teacher/examiner’s voice was clear and easy to understand, and she kept to the script. However, she didn’t fully engage with the candidate.
      • The teacher/examiner did not extend any of the questions by responding to the candidate’s answers to the questions and, on two occasions, interrupted him as the time was up. There was probably too much focus on timing to allow a good flow of discussion.

      Grammar

      • The candidate used a range of simple structures mostly accurately. Errors sometimes occurred when he attempted more complex structures ‘but the world of the footballer is very influenced also for the economy of the the nation’, but not always ‘it’s a good sport because you can experience a lot of er... different conditions in interacting with other people and also erm... facing other opponents.
      • Although the candidate showed ambition in attempting complex structures, particularly in the use of the passive, errors in subject/verb agreement, use of prepositions, use of articles, verb tenses limited his mark to 7.

      Mark for grammar = 7 out of 10

      Vocabulary

      The candidate used a sufficient range of everyday and subject specific vocabulary to discuss a variety of ideas, facts and opinions. E.g. to face the other, an intellectual race against you, mental ability, improve the behaviour of the individual, passion in their hearts, to interact.  

      Mark for vocabulary = 8 out of 10

      Development

      • The candidate mainly understood the questions asked and his responses were relevant and mostly developed.
      • Communication was maintained without support as this was not forthcoming from the teacher/examiner.
      • The candidate’s response to Question 4 Part 3 was a little confusing, but the gist of his response was easily understood.

      Mark for development = 8 out of 10

      Pronunciation

      The candidate had quite a strong Italian accent, however, his pronunciation was mostly clear, and intonation was sometimes used to convey intended meaning.

      Mark for pronunciation = 8 out of 10

      Total mark awarded = 31 out of 40


    • Low level response
      2025 Transcript and moderator comments


    • Moderator comments

      SPEAKING ASSESSMENT H (Teacher's Notes 31) was chosen by the teacher/examiner. Topics include animals and ways of learning. 

      Conduct of the test

      • The test was conducted competently. The teacher/examiner kept to the timings and had a warm and friendly manner.
      • The teacher/examiner asked the candidate to read the card out loud in Part 2, which the candidate might have found helpful.

      Grammar

      • The candidate uses a range of simple structures that are sometimes accurate:’ I like doing the investigation’ .., ‘I like to ask a lot of questions’…..’I didn’t touch that bird’… and sometimes inaccurate: ‘mosquito bite people too much’.., ‘we can improving our knowledge’ … ‘they can be the stress and then just hurt, his, himself’ …
      • Complex structures are occasionally attempted: ‘I saw a bird had broken her leg’…but they are quite rare.
      • Errors sometimes impede understanding: ‘the spider will help people to eat some bad, bad worms’ …  see also Part 3 Questions 1 and 2.

      Mark for grammar = 4/5 out of 10

      Vocabulary

      • The candidate uses a range of vocabulary mostly appropriately: investigation, leisure time, disease, healthy, higher marks, reduce our pressure, just no light in, in life to discuss simple ideas, facts and opinions.
      • There is some inaccuracy in use: captivating, that’s the nature cannot touch inside, however, the candidate shows some ambition and merits 5 marks.  

      Mark for vocabulary = 5 out of 10

      Development

      The candidate’s responses are mainly relevant with attempts at development.  However, grammatical errors in Part 3 sometimes limit communication.

      Mark for development = 5 out of 10

      Pronunciation

      • Pronunciation is mostly clear.
      • Intonation is rarely used to convey intended meaning.

      Mark for pronunciation =5/6 out of 10

      Total mark awarded = 20 out of 40


    • Common mistakes and guidance

      Candidates

      • Misunderstanding of some questions, e.g. ‘What would you like to do when you finish school?’ – frequently interpreted as ‘What do you do at the end of the day ?’ Although some candidates occasionally misunderstood some questions, they were able to provide relevant responses. ‘Why ? Why not ? at the end of a question can confuse candidates.

      • One of the questions in Part 1 required a response in the past tense. Frequently, candidates responded in the present tense and lost an opportunity to demonstrate the use of a wider range of tenses.

      Teacher/examiners

      • Part 2 is the only part of the test that candidates see in written form. Therefore it is important for teacher/examiners to read out the questions in Parts 1 and 3 clearly and clarify, if required (not just repeat the question).
      • Very few teacher/examiners picked up on the candidate’s responses to the questions in Part 1 and Part 3 and developed a conversation by asking follow-up questions.
      • Some teacher/examiners were very strict on timing, particularly in Part 2, which either resulted in the candidate being cut off in mid sentence or the candidate struggling to fill the last 30 seconds.