Section outline

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    Cambridge IGCSE™ Mandarin Chinese 0547 (for examination from 2025)
    Example Candidate Responses (Component 3 - Speaking)
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    • Introduction

      The main aim of this resource is to exemplify standards and show how different levels of candidate performance (high, middle and low) relate to the subject's curriculum and assessment objectives. 

      This resource includes 

      • speaking test criteria
      • recordings of three speaking tests
      • moderator comments to indicate how the teacher / examiner and candidate perform during the test
      • transcript and moderator comments on where and why marks were awarded.
      • common mistakes and guidance about how candidates performed in this particular examination series.

      Candidate responses have been chosen from June 2025 Component 3 to exemplify a range of answers to a selection of Speaking Assessment topics. 

      More information about this examination series can be found in the Principal Examiner Report for Teachers available on the School Support Hub.


      After reading the speaking assessment criteria below, 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.

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    • Speaking assessment criteria grids

      • Role play
      • Topic Conversations - Communication and Quality of Language

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    • High level response

    • Transcript and moderator comments (high) File
      447.3 KB
    • Roleplay

      Role play candidate card two

      Conduct of the test: 

      The role play was generally conducted well by the teacher/examiner. The teacher/examiner understood the need to adhere precisely to the questions in the teacher/examiner script (instructions can be found in the Instructions for Teachers/Examiners booklet. The teacher/examiner read the scenario for the role play as instructed in Chinese which is important to set the scene for candidates. 

      The teacher/examiner asked the questions clearly, at a good pace and gave the candidate sufficient time to respond.

      Candidate response:

      The candidate responded very well and achieved full communication, without the need for repetition of any task.

      The candidate answered in full detailed sentences, although in the role play, 2 marks can be awarded for a one word/brief answer provided it is correct and appropriate.

      Mark awarded for task 1 = 2 out of 2

      Mark awarded for task 2 = 2 out of 2

      Mark awarded for task 3 = 2 out of 2

      Mark awarded for task 4 = 2 out of 2

      Mark awarded for task 5 = 2 out of 2

      Total mark awarded = 10 out of 10

    • Topic Conversation 1 (Family Life) and Topic Conversation 2 (Technology)


      Conduct of the test

      The topic conversations were generally conducted well by the teacher/examiner. Despite reversing the order of the topic conversations. 

      The teacher/examiner asked each question exactly as provided in the Instructions for Teachers/Examiners, in a clear and well-paced manner. 

      The teacher/examiner gave the candidate a good amount of time to answer without interrupting too soon and kept within the recommended 4-minute time slot for each topic conversation. 

      The teacher/examiner asked extension question 4 in the topic conversation 1, which solicited more information from the candidate. He also made effective use of a further question in the topic conversation 2 to ensure the test lasted approximately 4 minutes.

      Candidate response

      The candidate had prepared very well for the test. He responded well to questions and only required one rephrasing (use of the alternative question in topic conversation 1, question 5). The candidate communicated information which was almost always relevant to the questions, and he frequently developed his ideas and opinions and justified and explained his answers.

      As there was one rephrasing, he can only be placed in the Good descriptor level for Communication, but his performance was definitely on the border with the Very Good descriptor level, so he was awarded the highest mark in this level of 12 marks.

      For the Quality of Language, the candidate demonstrated an accurate use of a wide range of structures and vocabulary, which placed him in the Very good descriptor level. This level allows for occasional errors.

      Overall, the candidate also demonstrated very good pronunciation and fluency. His performance adequately met the level descriptor statement, so he was awarded a mark in the middle of the range of 14 marks.

      Mark awarded for Communication = 12 out of 15

      Mark awarded for Quality of Language = 14 out of 15

      Total mark awarded = 36 out of 40

    • Whole test

      How the teacher/examiner performance could improve

      • The teacher/examiner could have been more detailed in the introduction and transitions in each part of the test. Specifically, he could have indicated that the first part was a role play and which parts each of them were playing – this would have set the scene more clearly for the candidate.
      • It would also have been helpful to the candidate if he had clearly indicated the transition from the role play to the topic conversations.
      • It is important to follow the topic conversation order as indicated in the topic grid in the Teachers’ Notes, asking topic conversation 1 questions first.

      How the candidate performance could improve

      This candidate had prepared very well and demonstrated solid speaking skills. He showcased a range of structures with an occasional error. To improve his performance, he could have practised speaking more with Chinese speakers to further improve his pronunciation.

    • Common mistakes, misconceptions and guidance for candidates

      Role play (Candidate card two) task 2: 

      Weaker candidates were sometimes not able to give a correct answer for 你以前做过什么工作？What work have you done in the past？

      Topic conversation 1, Topic 2 Family Life:

      Question 3 Weaker candidates did not always understand the phrase 养宠物to raise pets and needed the alternative question.

      Question 4 Some candidates required the alternative question as they did not understand the key word 零花钱 pocket money or 好处／坏处advantage/disadvantage.

      Question 5 The key word 交通方式mode of transport proved a challenge for some so they needed the alternative question.

      Topic conversation 2, Topic 5 Technology:

      Question 3 The phrase 什么样的网站？what types of websites proved challenging for some candidates and they required the alternative question.

      Question 4 Weaker candidates did not always understand the word 合适suitable/appropriate.

      Question 5 The phrase 新的知识new knowledge was not always comprehended and the alternative question was needed.

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    • Middle level response

    • 0547 Transcript and moderator comments (middle) File
      338.9 KB
    • Roleplay

      Role play candidate card four
      Conduct of the test: 

      The role play was conducted well by the teacher/examiner. She understood the need to adhere precisely to the teacher/examiner script.

      The teacher/examiner read the scenario for the role play as instructed in Chinese. This is important to set the scene for candidates. 

      The teacher/examiner asked the questions clearly, at a good pace and gave the candidate sufficient time to respond.

      Candidate response:

      The candidate generally responded well to most questions but found question 4 challenging. The candidate answered with brief answers. It is important to remember that in the role play, 2 marks can be awarded for a one word/brief answer provided it is correct and appropriate.

      Mark awarded for task 1 = 2 out of 2

      Mark awarded for task 2 = 2 out of 2

      Mark awarded for task 3 = 2 out of 2

      Mark awarded for task 4 = 0 out of 2

      Mark awarded for task 5 = 2 out of 2

      Total mark awarded = 8 out of 10

    • Topic Conversation 1 (Daily Life) and Topic Conversation 2 (Living Environment)


      Conduct of the test

      The teacher/examiner generally conducted the two topic conversations well, asking the questions as written and giving the candidate sufficient time to answer. She clearly indicated the transition between the two topic conversations. However, the topic conversations were too short, and the teacher/examiner needed to make more use of extension and further questions to allow the candidate to demonstrate more of her speaking skills.

      Candidate response

      The candidate had sound comprehension skills overall and was often able to respond straightaway, especially in topic conversation 2. She communicated very brief answers.

      In topic conversation 1, the candidate was not able to fully answer Questions 4 and 5 and may have benefited from being asked the alternative questions.

      In topic conversation 2, the candidate responded spontaneously to all questions, with short but relevant answers. Although there is evidence of simple straightforward opinions, e.g. 因为我爱旅行, the candidate did not really develop her ideas and opinions or give justifications and explanations. However, the candidate was placed in the Good descriptor level because she 

      The candidate had sound comprehension skills overall and was often able to respond straightaway, especially in topic conversation 2. She communicated very brief answers.

      In topic conversation 1, the candidate was not able to fully answer Questions 4 and 5 and may have benefited from being asked the alternative questions.

      In topic conversation 2, the candidate responded spontaneously to all questions, with short but relevant answers. Although there is evidence of simple straightforward opinions, e.g. 因为我爱旅行, the candidate did not really develop her ideas and opinions or give justifications and explanations. However, the candidate was placed in the Good descriptor level because she responded well to questions and did not need any rephrasing and gave answers which were almost always relevant to the questions.

      The candidate met the level descriptor statement for Good because she did not develop her ideas and opinions enough.

      For Quality of Language, the candidate was able to demonstrate a few basic correct sentence structures in the short conversations that were heard.

      The candidate’s pronunciation, fluency, intonation and expression were generally good which was taken into account when considering the level awarded. The candidate convincingly met the level descriptor statement for Satisfactory.

      Mark awarded for Communication = 10 out of 15

      Mark awarded for Quality of Language = 9 out of 15

      Total mark awarded = 27 out of 40

    • Whole test

      How the teacher/examiner performance could improve
      • The topic conversations in this test were too short. Each topic conversation should last approximately 4 minutes to allow candidates to showcase their Mandarin speaking ability. In this case, topic conversation 1 was approximately 2.5 minutes and topic conversation 2 was 1.5 minutes.
      • The teacher/examiner could have made more use of extension questions, e.g.你能多说一点吗？ 还有呢？ to encourage a fuller response from the candidate.
      • If the topic conversation lasts 3.5 minutes or less, even after asking extension questions, teacher/examiners must ask up to two further questions of their choice on the same topic as the other questions so that the conversation lasts 4 minutes.
      • Additionally, if the teacher/examiner felt a question has not been answered, she could ask the alternative question, e.g. in topic conversation 1, question 5.
      • Furthermore, the teacher/examiner should not repeat back the candidate’s answer or correct the candidate. No marks can be awarded if the teacher supplies the answer and the candidate repeats it, as was the case in topic conversation 1, the second part of question 4.

      How the candidate performance could improve

      The candidate needed to develop her answers more and provide justifications and explanations. She also needed to show a wider range of language and structures.

    • Common mistakes, misconceptions and guidance for candidates

      Role play (Candidate card four) task 3: 

      Weaker candidates found it hard to understand the key question word 什么样的？what type of? In task 4, the following vocabulary proved challenging for some candidates:  送 to send (present) and 地方place.

      Topic conversation 1, Topic 1 Daily Life:

      Question 3 Candidates often needed to expand their answers more to the question 说说上个星期五你放学回家后做了些什么？Some candidates did not understand that a past time frame was needed here and some mistook last（上个） for next.

      Question 4 Some candidates required the alternative question as they did not understand好处／坏处advantage/ disadvantage. In addition, some candidates mistook the noun 电视television for 电影film.

      Question 5 Weaker candidates did not understand the word将来 in the future and that a future time frame was required. Additionally, some candidates mistook the word 花园garden for公园park.

      Topic conversation 2, Topic 4 Living Environment:

      Question 2 Weaker candidates did understand the key question word 多长时间？How long?

      Question 3 The key word 塑料袋, plastic bags proved challenging to some candidates, and they required the alternative question. Even then, they did not always comprehend 袋子bag.

      Question 4 Weaker candidates needed the alternative question and even then, did not always have the vocabulary needed to describe what they had done at school to help the environment.

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    • Low level response

    • Transcript and moderator comments (low) File
      412.2 KB
    • Roleplay

      Role play candidate card three
      Conduct of the test: 

      The role play was conducted well by the teacher/examiner. The teacher/examiner read the scenario for the role play as instructed in Chinese. This is important to set the scene for candidates.

      The teacher/examiner asked the questions clearly, at a good pace and gave the candidate sufficient time to respond.

      Candidate response:

      The candidate needed a repetition of all questions (which is permissible) and on second hearing was generally able to produce a correct simple answer which meant he achieved good marks in the role play section.

      Mark awarded for task 1 = 2 out of 2

      Mark awarded for task 2 = 2 out of 2

      Mark awarded for task 3 = 2 out of 2

      Mark awarded for task 4 = 1 out of 2

      Mark awarded for task 5 = 2 out of 2

      Total mark awarded = 9 out of 10

    • Topic Conversation 1 (Healthy Living) and Topic Conversation 2 (Education)


      Conduct of the test

      The teacher/examiner was well prepared for the Speaking test, and this was further evidenced in the topic conversations.

      The teacher/examiner clearly indicated the transition from the role play to the topic conversations and indicated the name of the topic conversation at the start to give the candidate some context.

      The teacher/examiner asked each question exactly as it was printed, repeating questions where necessary or using the alternative questions. She made effective use of an extension question in topic conversation 1, Question 3. Additionally, in topic conversation 1, she made use of a further question in accordance with the advice in the Instructions for Teachers/Examiners which states that if the topic conversation lasts 3.5 minutes or less, teacher/examiners must ask up to two further questions on the same topic so that the conversation lasts approximately 4 minutes.

      Candidate response

      In topic conversation 1, after questions were repeated or the alternative question was asked, the candidate was able to respond with basic information and sometimes an opinion (e.g. Question 1). The candidate found question 5 challenging to answer.

      In topic conversation 2, the candidate had difficulty understanding many of the questions but attempted an answer (with creditable responses in Questions 2 and 5).

      As a result, his overall performance was felt to adequately meet the Weak descriptor level for Communication, so he was placed in the middle of the level, especially as he expressed two simple opinions in topic conversation 1.

      The candidate showed the occasional basic correct sentences but with a limited use of structures and vocabulary in many questions.

      The candidate’s fluency was affected by the use of English, long pauses, and noticeable hesitations although when he did speak his pronunciation was generally clear.

      The candidate’s Quality of Language adequately met the Weak descriptor level requirements.

      Mark awarded for Communication = 5 out of 15

      Mark awarded for Quality of Language = 5 out of 15

      Total mark awarded = 19 out of 40

    • Whole test

      How the teacher/examiner performance could improve
      • The teacher/examiner tried her best to elicit as much response as she could from the candidate through repetition of questions and the use of the alternative question. It can be challenging when faced with a weak candidate who finds it difficult to understand and answer questions.
      • The teacher/examiner asked the alternative questions twice however, Instructions for Teachers/Examiners indicates that the alternative question should only be asked once.

      How the candidate performance could improve

      This candidate would have benefited from being much better prepared for the assessment through more conscientious revision of the vocabulary and structures in the syllabus. The candidate would have benefited from learning how to use the phrase 请再说一遍 (please repeat) rather than stating it in English.

    • Common mistakes, misconceptions and guidance for candidates

      Role play (Candidate card three) task 4: 

      Some candidates found it hard to answer the key question word 哪一年？In which year? In task 5, weaker candidates were unsure how to answer 我们怎么找你？How do we reach you?

      Topic conversation 1, Topic 3 Healthy Living:

      Question 3 Some candidates did not pick up on the phrase 为了身体健康for your health but focused more on food they liked.

      Question 4 was generally answered well but weaker candidates did not pick up on the question asking a past time frame.

      Question 5 Weaker candidates did not always understand the phrase 睡觉睡得够不够enough sleep and needed the alternative question.

      Topic conversation 2, Topic 7 Education:

      Question 3 Weaker candidates did not understand the word经历 experience and needed the alternative question.

      Question 4 Weaker candidates found it hard to understand the key word 家长会 parents’ meeting or 好处／坏处advantage/disadvantage.

      Question 5 The phrase 夏令营summer camp proved challenging to some candidates who needed the alternative question.

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


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