Section outline

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    Cambridge IGCSE™ Urdu as a Second Language 0539 (for examination from 2025)
    Example Candidate Responses (Component 5 - 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 and middle) 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 5 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

      • Part 1: Presentation (Total: 20 marks)
      • Part 2: Topic conversation (Total: 20 marks)
      • Part 3: General conversation (Total: 20 marks)

    • Speaking assessment criteria grids File
      147.8 KB
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    • High level response 

    • Transcript and moderator comments (high) File
      795.2 KB
    • Part 1 - Presentation

      Content and presentation:  

      The candidate did extremely well,  presenting the important facts and figures. They presented ideas, opinions and justified arguments without hesitation with full coverage of the topic. The topic was well prepared and researched. Ideas were well linked and presented in an interesting style,  sustaining the examiner’s interest.  

      Quality of language: 

      The candidate had a good command of the Urdu language and used a wide range of precise vocabulary. They successfully communicated sophisticated ideas. 

      The candidate used a variety of complex structures. They used mostly compound sentences joined with connective words and were generally accurate. They used at least two-time frames - present and future. Pronunciation and intonation were clear and they met assessment criteria fully and were awarded full marks.

      Mark for Content and presentation = 10 out of 10

      Mark for Quality of language = 10 out of 10

      Total mark awarded = 20 out of 20

    • Part 2 - Topic Conversation

      Conduct of the test

      An interesting discussion based on the presentation and continued in the right direction.

      The teacher/examiner asked a close question at one point which resulted in a short response from the candidate. It was the nature of the question which meant the candidate could not add anything to it.

      Candidate response

      The candidate had a good command of the  Urdu language, and used a wide range of precise vocabulary. It was an interesting discussion very well linked to Part 1.

       The candidate used a variety of complex structures. They used mostly compound sentences joined with connective words and were generally accurate. They used at least two-time frames - present and future. Pronunciation and intonation were clear and they met assessment criteria fully and were awarded high marks.

      Mark for Comprehension and responsiveness = 9 out of 10

      Mark for Quality of language = 10 out of 10

      Total mark awarded = 19 out of 20

    • Part 3 - General Conversation

      Part 3 is a three-to-four-minute conversation with the teacher/examiner about general topics. At least two topics will be covered in the general conversation: one from Areas A–B and one from Areas C–E. The candidate will not know in advance which topics will be covered by the teacher/examiner. Topics must be chosen that do not overlap with the content of the candidate’s presentation.

      Conduct of the test

      The teacher/examiner led the third part of the test well and covered two topics during the general conversation. Two topics were covered well, daily life from topic area B and future career plans from area D.

      Timings were adhered to.

      Candidate response

      The candidate used a variety of complex structures. They used mostly compound sentences joined with connective words during all three parts of the test and were generally accurate. They used at least two-time frames - present and future. Pronunciation and intonation were clear and they met assessment criteria fully and were awarded high marks.

      Mark for Comprehension and responsiveness = 10 out of 10

      Mark for Quality of language = 10 out of 10

      Total mark awarded = 20 out of 20

    • Moderator comments - Whole test

      Conduct of the test

      Candidate response

      The candidate did extremely well,  presenting the important facts and figures. They presented ideas, opinions and justified arguments without hesitation with almost full coverage of the topic. The topic was well prepared and researched. Ideas were well linked and presented in an interesting style,  sustaining the teacher's/examiner’s interest.  

       The candidate’s responses were spontaneous, fluent and they had good command of the Urdu language. They responded to all questions successfully

       The candidate had a good command of the  Urdu language, and used a wide range of precise vocabulary during the whole test. They successfully communicated sophisticated ideas, opinions and information.

       The candidate used a variety of complex structures. They used mostly compound sentences joined with connective words during all three parts of the test and were generally accurate. They used at least two-time frames - present and future. Pronunciation and intonation were clear and they met assessment criteria fully and were awarded high marks.

       Total mark awarded = 59 out of 60

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    • Middle level response 

    • Transcript and moderator comments (middle) File
      788.1 KB
    • Part 1 - Presentation

      Content and presentation
      There was good coverage and sound organisation of the topic. The candidate presented their topic clearly and made relevant factual points with some ideas and opinions. The candidate was able to present and defend a point of view.

       The candidate showed sustained ability to initiate and maintain conversation and to contribute at reasonable length.

      Quality of language

      The candidate used a sufficient range of vocabulary, which sometimes lacked accuracy, but vocabulary errors did not impede communication. Pronunciation and intonation were generally clear.

       The candidate used simple structures and a sufficient range of complex structures. Grammatical errors occurred when they tried to use complex structures. However, errors did not impede communication. Explicit examples were given in the moderator’s comments.

      Mark for Content and presentation = 8 out of 10

      Mark for Quality of language = 9 out of 10

      Total mark awarded = 17 out of 20

    • Part 2 - Topic Conversation

      Conduct of the test

      The examiner listens to the candidate’ s presentation attentively and asks relevant and appropriate questions on the topic covered in part one. 

      The teacher/examiner prompted the candidate during the presentation and sometimes during other parts of the test to show they were listening. Paraphrasing was also used by the teacher/examiner to reiterate what the candidate had said which helped the candidate to focus.

      Two questions were similar, it is good practice to avoid repeating similar questions.

      Candidate response

      The candidate used a sufficient range of vocabulary, which sometimes lacked accuracy, but vocabulary errors did not impede communication. Pronunciation and intonation were generally clear.

      The candidate used simple structures and a sufficient range of complex structures. Grammatical errors occurred when they tried to use complex structures. However, errors did not impede communication. Explicit examples were given in the moderator’s comments.

      Mark for Comprehension and responsiveness = 9 out of 10

      Mark for Quality of language= 7 out of 10

      Total mark awarded = 16 out of 20

    • Part 3 - General Conversation


      Conduct of the test

      Two areas were covered successfully for part three of the test: health and fitness from area A and places and customs from area E.

      However, some of the questions could have been broken down into small questions to help the flow of discussion. At least two-time frames were covered by the candidate.

      Candidate response

      The candidate showed sustained ability to initiate and maintain conversation and to contribute at reasonable length.

       There were a few problems of comprehension, but the teacher/examiner’s interest was sustained for all three parts of the test.

       The candidate responses were a best fit within the ‘good’ band of the mark scheme set by Cambridge.

      Mark for Comprehension and responsiveness = 8 out of 10

      Mark for Quality of language = 8 out of 10

      Total mark awarded = 16 out of 20

    • Moderator comments - Whole test

      Conduct of the test

      • The Speaking Test was conducted well.
      • The teacher/examiner clearly introduced the candidate at the start of the test.
      •  The quality of recording was good.
      • Timings were adhered to.
      • The teacher/examiner seemed well prepared for the conduct of the examination. 
      • It is evident that the teacher/examiner read the guidelines provided by Cambridge prior to conducting the speaking test and they were confident of the requirements of all part of the test.
      • The examiner listens to the candidate’ s presentation attentively and asks relevant and appropriate questions on the topic covered in part one. 
      • The teacher/examiner prompted the candidate during the presentation and sometimes during other parts of the test to show they were listening. Paraphrasing was also used by the teacher/examiner to reiterate what the candidate had said which helped the candidate to focus. 
      • Two areas were covered successfully for part three of the test: health and fitness from area A and places and customs from area E.
      • However, some of the questions could have been broken down into small questions to help the flow of discussion. At least two-time frames were covered by the candidate. 

      Candidate response

      There was good coverage and sound organisation of the topic. The candidate presented their topic clearly and made relevant factual points with some ideas and opinions. The candidate was able to present and defend a point of view. 

      The candidate showed sustained ability to initiate and maintain conversation and to contribute at reasonable length. 

      There were a few problems of comprehension, but the teacher/examiner’s interest was sustained for all three parts of the test. 

      The candidate responses were a best fit within the ‘good’ band of the mark scheme set by Cambridge. 

      The candidate used a sufficient range of vocabulary, which sometimes lacked accuracy, but vocabulary errors did not impede communication. Pronunciation and intonation were generally clear. 

      The candidate used simple structures and a sufficient range of complex structures. Grammatical errors occurred when they tried to use complex structures. However, errors did not impede communication. Explicit examples were given in the moderator’s comments.

      Total mark awarded = 49 out of 60

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    • Low level response

    • Transcript and moderator comments (low) File
      764.8 KB
    • Part 1 - Presentation

      Content and presentation

      The candidate covered their topic well. They made relevant factual points with some ideas and opinions.  There were a few problems of comprehension, at times. Responses for the first part were generally good as the topic was prepared well beforehand. Some were adequate responses, but the candidate relied on using English words to carry on with the flow of conversation. They responded thoughtfully and mostly coped well with unexpected questions during all parts of the test.

      Quality of language

      The candidate used a sufficient range of vocabulary but sometimes lacked precision. Vocabulary errors did not impede communication. Pronunciation and intonation were generally clear. However, the candidate used English words quite often to keep the communication going.

       The candidate generally used a mixture of simple and complex structures, however, errors occurred often when they tried to use complex structures accurately. Errors did not impede communication .

      Mark for Content and presentation = 7 out of 10

      Mark for Quality of language = 7 out of 10

      Total mark awarded = 14 out of 20

    • Part 2 - Topic Conversation

      Conduct of the test

      The teacher/examiner created a comfortable environment initially to help the candidate overcome exam nerves.

      The teacher/examiner listened to the candidate attentively during the presentation. They always linked the conversation to the presentation by asking relevant questions to help the candidate reach their potential by paraphrasing before asking questions.

      Candidate response

      There were adequate responses, but the candidate relied on using English words to carry on with the flow of conversation. They responded thoughtfully and mostly coped well with unexpected questions during all parts of the test.

      The candidate generally used a mixture of simple and complex structures, however, errors occurred often when they tried to use complex structures accurately. Errors did not impede communication .

      Mark for Comprehension and responsiveness = 8 out of 10

      Mark for Quality of language = 7 out of 5

      Total mark awarded = 15 out of 20


    • Part 3 - General Conversation

      Conduct of the test

      The teacher/examiner led the discussion and covered two-three topics- weather, holidays from topic area E and how to maintain good health from topic area A which met the requirement set by the syllabus.

      The Teacher/examiner asked good questions skilfully to utilise the candidate’s potential. For example, they started the question on weather and when they realised the conversation may diminish, they moved on to visiting places and what preparation was needed prior to travel. The discussion flowed naturally into a new topic.

      Different tenses were covered.

      The correct timings were adhered to.                                                                                                                                                                                                    

      Candidate response

      The candidate understood the discussion around basic situations and concepts but had difficulty with more complex ideas at times. They responded relevantly and at a length to most questions.

      Mark for Comprehension and responsiveness = 8 out of 10

      Mark for Quality of language = 7 out of 10

      Total mark awarded = 15 out of 20

    • Moderator comments - Whole test

      Conduct of the test

      • The test was conducted well. The teacher/examiner had read the guidelines to conduct the test prior to the test. At the start of the examination, they gave all the necessary details about the exam and the candidate clearly understood, which is good practice. The teacher/examiner created a comfortable environment initially to help the candidate overcome exam nerves. 
      • The teacher/examiner listened to the candidate attentively during the presentation. They always linked the conversation to the presentation by asking relevant questions to help the candidate reach their potential by paraphrasing before asking questions.

        • For part three, the teacher/examiner led the discussion and covered two-three topics- weather, holidays from topic area E and how to maintain good health from topic area A which met the requirement set by the syllabus. 

      • The Teacher/examiner asked good questions skilfully to utilise the candidate’s potential. For example, they started the question on weather and when they realised the conversation may diminish, they moved on to visiting places and what preparation was needed prior to travel. The discussion flowed naturally into a new topic.
      • The correct timings were adhered to.                                                                                                                                                                                                   

      Candidate response

      The candidate covered their topic well. They made relevant factual points with some ideas and opinions.  There were a few problems of comprehension, at times.

       Responses were varied, depending on the topic. Responses for the first part were generally good as the topic was prepared well beforehand. Some were adequate responses, but the candidate relied on using English words to carry on with the flow of conversation. They responded thoughtfully and mostly coped well with unexpected questions during all parts of the test.

      The candidate understood the discussion around basic situations and concepts but had difficulty with more complex ideas at times. They responded relevantly and at a length to most questions.

      The candidate used a sufficient range of vocabulary but sometimes lacked precision. Vocabulary errors did not impede communication. Pronunciation and intonation were generally clear. However, the candidate used English words quite often to keep the communication going.

       The candidate generally used a mixture of simple and complex structures, however, errors occurred often when they tried to use complex structures accurately. Errors did not impede communication.

      Total mark awarded = 44 out of 60

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    • Common mistakes and guidance

      • Teacher/examiners should ensure that they have read the syllabus requirements and instructions on how to conduct the speaking test. For example, they should select topics for part 3 and prepare relevant questions. They should show the flexibility to change prepared questions if they do not work with certain candidates, and move on to a new topic. For example, if they start on weather but the candidate cannot hold the conversation on this topic for the required time, they can ask what their favourite season was and where they would you like to go for a holiday during that season. 
      • The examiner/teacher should ensure that the recording for both speakers (examiner and candidate) is clear. It is advisable to   carry out a check before starting the actual test and before despatching the recording to Cambridge. 
      • Each candidate’s performance depends on how well the examination is conducted and therefore it is crucial that the teacher/examiner understands the requirements of each part of the test. They need to prepare their questions thoughtfully and make sure that questions are appropriate and relevant. Examiners should not ask too many compound questions especially to low and middle level candidates. Where necessary, questions can be broken into smaller segments. 
      • Middle and low- ability candidates lack practice, preparation and confidence. Language skills could be built upon with adequate support, guidance, preparation and practice. It is very important, for candidates to understand the format of the speaking test and prepare their presentation topic well as the first two parts of the test focus on the presentation.  
      • It is good practice for each candidate to select a different topic for their presentation to ensure the discussion is lively and interesting. 

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

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