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    Cambridge IGCSE™ Arabic 0544 (for examination from 2021)
    Example Candidate Responses (Paper 3 – Speaking)


    • Introduction

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

      Candidate responses have been selected from the June 2021 examination series to exemplify a range of answers. 

      The recording of each speaking test is followed by examiner comments on where and why marks were awarded or omitted, followed by moderator comments on how the answer could have been improved. In this way, it is possible for you to understand what candidates have done to gain their marks and what they could do to improve their answers. Common mistakes and misconceptions are also commented on for the whole test. 

    • 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

    • Moderator comments - Role play

      Conduct of the test

      Role play card 1 (Reason for being absent from school):

      The teacher/examiner chose one of the greeting options written on the card to greet the candidate then read out the role play scenario exactly as it is printed in the instruction booklet.

      The teacher/examiner also asked all the role play questions exactly as printed, and he asked the first part of Question/ Task 5 to give the candidate the opportunity to answer it first before asking the second part (this was the only task with two parts).

      The teacher/examiner listened carefully to the candidate’s answer for each task and replied successfully in Modern Standard Arabic before asking the next questions.


      Candidate response

      An excellent and confident candidate who responded very well to all the questions in Modern Standard Arabic (MSA), his answers were clear, all the information was communicated, the language was appropriate and accurate.

      Mark awarded = 10 out of 10

      Moderator comments - Topic conversation 1 and 2

      Conduct of the test

      Topics 1 and 6 were chosen ( (العطلات & الهاتف الجوال

      The teacher/examiner followed the randomisation instructions from the instructions booklet and he correctly chose the two topic conversations.

      The teacher/examiner moved to the second part of the exam and announced it successfully

      "ننتقل الآن إلى القسم الثاني وهو مواضيع التحدث". 


      Topic conversation 1: (4:02 minutes)

      The topic title of the conversation was announced .

      "موضوعنا الأول عن العطلات." 

      The teacher/examiner asked Question 1 and Question 2. The candidate had no problem understanding these questions and the responses were detailed.

      The teacher/examiner then asked the first part of Question 3.  

       "أين ذهبت في آخر عطلة؟"

      This question allowed the candidate to use the past tense to talk about his last holiday. The teacher/examiner listened carefully to the candidate’s answers and then asked the second part appropriately.

      "كيف قضيت العطلة في باريس؟"

      The candidate answered confidently and successfully to both parts of the question and communicated information which was relevant to the question. Therefore the teacher/examiner did not need to ask an extension question or use the alternative question (given in the exam booklet).

      Question 4 consisted of two parts. The question allowed the candidate to say his opinion and to justify his answers. Unfortunately, the teacher/examiner did not pause between the first part and the second part of the question. Despite this, the candidate successfully answered both parts. His answer was accurate, he used a wide range of structures and vocabulary, he did not make any errors, and his answer was complete.

      Question 5 also consisted of two parts. This question allowed the candidate to talk about his plans for his future holiday, and the reasons he had made these plans. The teacher/examiner asked the first part of the question and listened carefully to the candidate’s answer. When he heard that the candidate had already answered the second part within his response to the first part, the teacher/examiner did not need to ask the second part of the question. The timing for this topic was 1:57 minutes, which was too short. Therefore, the  teacher/examiner was allowed to ask two further questions related to the same topic, that the teacher/examiner had prepared in advance.

      Q1:"بعض الناس لا يسافرون في العطلات، بل يقضون وقتهم في الراحة المنزلية أو في ممارسة هواياتهم. ما رأيك في ذلك؟"

      Q2:"كيف يمكن للإنسان أن يستفيد أقصى استفادة من عطلته؟" 



      Topic Conversation 2: (4:00 minutes)

      The teacher/examiner moved to the second conversation. There was a very clear distinction between the first topic and the second one as the teacher/examiner announced the following:

      "سننتقل الآن إلى الموضوع الثاني وهو عن الهاتف الجوال."

      The teacher/examiner asked the questions exactly as printed and in the same order shown. The questions in this topic did not have a second part. The teacher/examiner asked each question and listened carefully to the candidate’s answers. The teacher/examiner did not need to repeat any of the questions or to use the alternative questions in the last three tasks, he also did not need to ask the candidate to extend his answer as all the questions were understood by the candidate, all his answers were detailed and accurate, with a wide range of vocabulary.  

      The timing for this topic was 1:57 minutes, which was too short. Therefore, the teacher/examiner was allowed to ask two further questions related to the same topic, that the teacher/examiner had prepared in advance. However, the teacher/examiner asked three further questions, which is not allowed.

      Q1:هل تأخذ هاتفك الجوال معك إلى المدرسة؟

      Q2:بعض المدارس تمنع استخدام الهاتف الجوال داخل مبانيها. ما رأيك؟

      Q3:ما هي العقوبات التي تفرضها المدارس على الذين يخالفون هذا الأمر؟

       

       Candidate response

      The candidate responded confidently to all the questions in all parts of the exam. His answers were accurate, extended, and complete. He did not need any use of the alternative questions, extension questions or repetition of any of the questions.

      The candidate developed his ideas and gave opinions, justifications, and explanations.

      He used a wide range of accurate structures and vocabulary. His pronunciation was excellent and he spoke fluently in modern standard Arabic, with very good intonation and expression.

      Communication mark awarded = 15 out of 15

      Quality of Language mark awarded = 15 out of 15

       

      Moderator comments (Whole test)

      How the teacher/examiner performance could improve

      The teacher/examiner followed the instructions to make sure that the recording was not stopped or paused.

      How the teacher/examiner performance could improve

      The teacher/examiner conducted the test successfully, with the exception of asking one too many questions in Topic Conversation 2. The teacher/examiner should have avoided asking questions with yes and no answers. He also needed to announce the end of Topic 2 and the end of the exam.

       "انتهينا من الموضوع الثاني من الامتحان... انتهى الامتحان، شكراً."

      For each candidate’s test the teacher/examiner needs to start the test by saying the following:

      ·         Teacher/examiner name / Candidate number / Candidate name / Candidate card number / Date of the exam

      (Note: For this resource, this information has been removed from the audio to anonymise the tests.)

       

      How the candidate performance could improve

      The candidate’s performance was excellent and did not need any improvement.

      Total mark awarded = 40 out of 40

    • Middle level response

      • Whole test - click to listen

    • Moderator comments - Role play

      Conduct of the test

      The teacher/examiner followed the randomisation instructions and used Role Play 4 with Topic 1 and Topic 4 ( (العطلات & البيئة.


      Role play card 4 (Taking the cat to the vet):

      The teacher/examiner read out the role play scenario exactly as it was printed in the instruction booklet but ignored the greeting at the beginning of the exam. There were loud noises, pauses and sudden stops during the role play. It is important to ensure quiet conditions for recording. Once a test has begun, the recording should not be stopped or paused between elements of the test but should run continuously until the end of that candidate’s test.

      The teacher/examiner moved to the second part of the exam and announced it successfully.

      "ننتقل الآن مباشرةً إلى الجزء الثاني من أجزاءِ الامتحان الشفوي، المحادثة الأولى، موضوع هذه المحادثة هو: العطلات." 

       

      Candidate response

      The candidate responded well to all the questions in Modern Standard Arabic (MSA), his answers were clear, all the information was communicated, and the language was appropriate.

      Mark awarded = 10 out of 10


      Moderator comments - Topic conversation 1 and 2

      Conduct of the test

      Topics 1 and 4 were correctly chosen ( (العطلات & البيئة

      The teacher/examiner announced the second part of the exam:

       "ننتقل الآن مباشرة إلى الجزء الثاني من أجزاء الامتحان الشفوي المحادثة الأولى. "


      Topic conversation 1: (4:02 minutes)

      The topic title of the conversation was announced.

      " موضوع هذه المحادثة هو العطلات. "

      The teacher/examiner asked Question 1 and then Question 2, and the candidate responded with one or two appropriate words.

      ((س١: نهاية الأسبوع، عطلة الأسبوع. س٢: مع أصدقائي

      The information was communicated, the language was appropriate to the situation and there was no need to repeat any of the questions, so the teacher/examiner moved on to the following question.

      The teacher/examiner then asked Question 3. 

       "أين ذهبت في آخر عطلة؟ وكيف قضيتها؟"

      This question allowed the candidate to use the past tense to talk about how he spent his last holiday. The teacher/examiner asked both parts of the question without pausing between the two parts. The teacher/examiner should have paused and waited for the answer to the first part, before asking the second part. The candidate briefly answered this question  (ذهبت مع أصدقائي إلى قرية وجلسنا هناك وقضينا وقتاً جميل) . The teacher/examiner could have encouraged a fuller response by asking an extension question such as ‘Tell me more about places you went to and the activities you did.’

       قُل لي المزيد عن الأماكن التي ذهبت إليها والأنشطة التي مارستها. "

      The teacher/examiner did not acknowledge the candidate’s answers and moved on to the fourth question.

      Question 4 also consisted of two parts. This question allowed the candidate to give his opinion and to justify his answers, unfortunately the teacher/examiner did not pause between the first part and the second part of the question

      هل تفضل الذهاب في عطلة مع أصدقائك أم مع عائلتك؟ وما السبب؟

      The candidate answered both parts briefly.

      مع أصدقائي لأنهم.. أصدقائي لأنهم.. لأنهم.. لأن نستمتع مع بعض.. وهكذا.

      The teacher/examiner moved on to Question 5 instead of asking for a fuller response or encouraging the candidate to develop his answer.

      Question 5 also had two parts. This question allowed the candidate to talk about his plans for his future holiday and the reason

      ماذا خططت للعطلة القادمة؟ وما سبب ذلك؟

      The candidate answered both parts briefly.

      في العطلة القادمة سنذهب أيضاً إلى نفس القرية و. وسنستمتع هناك.


      Regrettably, the teacher/examiner asked both parts of the question without any pause in between. Again, there was no acknowledgement of the candidate’s answer and no encouragement to give a fuller response by asking an extension question.

      The timing for this topic was 1:29 minutes, which was too short, so the teacher/examiner asked two further questions related to the same topic which he had prepared in advance. Unfortunately, the candidate only answered these two questions briefly. The teacher/examiner asked a third question and prompted for a detailed response, but still the candidate’s answers was short. The teacher/examiner then further questions in the hope that the candidate would extend his answers, which is not allowed. According to the instructions, the teacher/examiner must not ask more than two further questions.

       

      Q1:ما رايك في الطلاب الذين يمارسون كثيراً من الأنشطة في العطلة الصيفية؟

      إنه شيء جميل وصحي.

      :Q2 ماذا تفعل أنت بالتفصيلِ في عطلة نهاية الأسبوع؟ 

      أذهب مع أصدقائي للعب كرة القدم كل عطلة أسبوع


      Q3:ما هي الأعمال التي تقوم بها خلال العطلة كاملة؟

       نذهب نلعب في كرة القدم. نذهب إلى السباحة وهكذا


      بماذا يشعر الطالب في بداية العطلة؟:Q4

      بال.. بالاستم.. بالفرح الشديد

       

      :Q5ما سر ذلك الفرح؟ 

      لأنه سيقابل أصدقاءه . سيذهبوا ليستمتعوا.


      Q6:أنا لدي عطلة بعد أسبوع، اذكر لي برامج مميزة كي أنفذها أنا في هذه العطلة.

      اذهب مع أصدقائك للعب كرة القدم، ستستمتع جداً أو مكان آخر مع أصدقائك.


      Q7:ما الشيء الذي يجب أن يفعله الطالب في نهاية العطلة؟

      أن يستريح وأن يستمتع بها وأن يدرس. عليه أن يقسم وقته


      Q8: ما هو شعور الطلاب عندما تمضى العطلة؟

      إنه شعور سيء. باقي أيام الأسبوع عليهم دراسة 

       

      Topic conversation 2: (4:31 minutes)

      The teacher/examiner moved to the second conversation, giving a very clear distinction between the first topic and the second one by announcing.

      "شكراً سننتقل الآن إلى الجزء الثالث والأخير من أجزاء الامتحان الشفوي، المحادثة الثانية. موضوع هذه المحادثة هو البيئة "

      The candidate successfully answered Question 1 and Question 2. The examiner then asked Question 3.

       "متى كانت آخر زيارة لك للحديقة العامة؟ وكيف كان حال الحديقة؟"

      This question allowed the candidate to use the past tense to talk about his last visit to the public park. The teacher/examiner asked both parts of the question and did not pause in between (the teacher/examiner should pause and wait for the answer to the first part before asking the second part). The candidate briefly answered this question  (الخميس وكان البيئة سيئة جداً). The teacher/examiner could have encouraged a fuller response by asking an extension question such as “Tell me more”.

      "من فضلك حدثني أكثر عن ذلك، كيف وجدت الحديقة؟"

      The teacher/examiner moved to Question 4. When the candidate gave his opinion about things that harm the environment, the teacher/examiner could have asked him to clarify his answer instead of moving on to the following question without asking for explanation.

      The teacher/examiner then moved to Question 5, which asked the candidate to talk about the future and things that he will do to protect the environment in his school (ماذا ستفعل لتحافظ على البيئة في مدرستك؟). The candidate did not understand the question (علينا أن نكون يداً واحدة. نحافظ على بيئة المدرسة.) , so the teacher/examiner should have used the alternative question to give the candidate the opportunity to answer instead of moving on by asking further questions.

      The second topic lasted for 1:48 minutes, which is too short, so the teacher/examiner asked further questions (however the teacher/examiner should have asked no more than two questions). The second topic then overran.

      Q1: نريد أن نكون جمعية من الشباب للحفاظ على البيئة. كيف يمكننا تكوين هذه الجمعية؟ 

      .نجمع بعض الطلاب، ونعمل سوياً


      ما دورك أنت في الحفاظ على البيئة في الحي الذي تسكن فيه؟:Q2

      الحي الذي أسكن فيه، إنه جيد جداً وكلنا نحافظ على البيئة. بيئة الحي

       

        كيف علينا أن نعامل عمال نظافة البيئة؟:Q3

      بالاحترام والتقدير. لأنهم يساعدونا على نضافة البيئة


        ما هو الدور الذي تلعبه المرأة في المحافظة على البيئة الداخلية والخارجية؟:Q4 

      الداخلية تحافظ على نضافة البيت، ونضافة أولادها وهكذا والخارجية تساعد على نضافة أكياس القمامة القمامة وهذا

      هناك أدوات كثيرة تستخدم في النظافة وتنظيف الجو. اذكر لي مجموعة من هذه الأدوات.

      كالمعطر. معطر الجو. يعطر الجو


       Q5:ما هو الدور الذي تلعبه عاملات النظافة في المدارس؟

      تنضيف المدرسة بعد الطلاب يذهبون من المدرسة إلى البيت.


      Q6:ما هي البيئة المثالية؟

      أن يكون كل شيء نضيف

       

      Candidate response

      The candidate’s responses to the questions in the two topic conversations were rather short. The candidate responded satisfactory to some questions, communicating most of the required information. He occasionally gave irrelevant information, and conveyed simple and straightforward opinions. He did not develop his ideas, justify or explain his answers.

       He used some of the structures and the vocabulary in the syllabus satisfactorily despite some hesitation.

      Communication mark awarded = 8 out of 15

      Quality of Language mark awarded = 7 out of 15

      Moderator comments (Whole test)

      How the teacher/examiner performance could improve

      The teacher/examiner needs to listen carefully to the candidate’s answer for each question and acknowledge it. He should repeat the question once if it is not understood (in the role play tasks and the first two questions in the conversation section).

      Regarding Tasks 3, 4 and 5 in each conversation, the teacher/examiner can repeat the question once only. If the candidate still does not answer, the alternative question provided should be asked and repeated once, if necessary, before moving to the next question. The teacher/examiner also needs to encourage a fuller response by asking extension questions when necessary.

       (من فضلك قل لي شيئاً أكثر عن ذلك) .

      If the topic conversation lasts fewer than 3½ minutes, even after asking extension questions, the teacher/examiner is allowed to ask no more than two further questions of his choice in the same topic. Questions should be open, not able to be answered with “yes” or “no”.

       

      How the candidate performance could improve

      The candidate must speak in Modern Standard Arabic (MSA), respond confidently to questions, ask for the question to be repeated if he/she doesn’t understand it or did not hear it, communicate information which is consistently relevant to the questions, develop ideas and opinions, justify, and elaborate his/her answers and use a wide range of structures and vocabulary.

      Total mark awarded = 25 out of 40

    • Low level response

      • Whole test - click to listen

    • Moderator comments - Role play

      Conduct of the test

      Role play card 7(Graduation party):

      This part of the exam was conducted well except for Task 2 and 3 where the teacher/examiner could have repeated the questions once to help the candidate to produce full and appropriate answers. Although the teacher/examiner asked the first part of Question 4 and repeated the question when the candidate’s answer was not appropriate, he did not ask the second part. Therefore the candidate could not earn any marks for this task.

      The teacher/examiner did not repeat Task 5 despite the fact that the candidate only partly communicated an answer.

       

      Candidate response

      The candidate responded well to Task 1 but her response to Task 2 and Task 3 were only partially successful.

      There was no creditable response to Task 4 as the question was not understood even when repeated, and the examiner did not ask the second part.

      In Task 5 the information was partially communicated.

      Mark awarded = 5 out of 10


      Moderator comments - Topic conversation 1 and 2

      Conduct of the test

      The topic title of the conversation was announced

            "حسناً ننتقل الآن إلى الجزء الثاني من الاختبار وهو المحادثة. موضوع المحادثة هو العطلات"

      The teacher/examiner asked Question 1 and Question 2. The candidate understood and answered appropriately.

      ((جـ١أذهب في عطلة عادةً بعد المدرسة. بعد ما تنتهي المدرسة. جـ٢: أذهبُ مع أخي ووالدي ّ وأختي الأصغر.

      There was no need to repeat these questions, so the teacher/examiner moved to the next question.

      The teacher/examiner then asked Question 3  "أين ذهبت في آخر عطلة؟ وكيف قضيتها؟"

      This question allowed the candidate to use the past tense to talk about her last holiday and how she spent it.

      The teacher/examiner did not pause after the first part of the question to allow the candidate to answer before moving on to the second part.

      The teacher/examiner listened carefully to the candidate’s answer and successfully asked an extension question about her visit to Malaysia, repeating it once "حدثيني مزيد عن زيارتك لماليزيا" to allow the candidate to talk more and respond fully.

      Question 4 consisted of two parts. This question allowed the candidate to give her opinion and to justify her answers. The teacher/examiner paused appropriately between the first part and the second part of the question

       هل تفضل الذهاب في عطلة مع أصدقائك أم مع عائلتك؟ وما السبب؟

      The candidate answered both parts of the question with some hesitation.

         (أحب أن أذهب في عطلة مع عائلتي لأنني يمكنني أن.. يمكنني أن أكون معهن بمزاج.. بمزاج مرح ويمكنني أن أفتتح أي موضوع معهن ويمكنني أن أقعد بارتياح)

      The teacher/examiner moved on to Question 5 as the candidate had answered both parts of Question 4.

      Question 5 also consisted of two parts. This question allowed the candidate to talk about her plans for her next holiday and the reasons for these plans. The teacher/examiner paused appropriately after asking the first part of the question "ماذا خططي للعطلة القادمة؟" , then asked the second part.

      This conversation lasted for 4:08 minutes which was sufficient, so the teacher/examiner moved to the second conversation.

      Topic conversation 2: (4: 09 minutes)

      There was a very clear distinction between the first topic and the second one, as the examiner announced the following:

       "ننتقل الآن إلى الموضوع الثاني في هذا الحوار وهو عن الهاتف الجوال "

      The teacher/examiner successfully asked the questions exactly as they were printed and in the same order shown. The candidate answered the first two questions successfully, so the teacher/examiner did not need to repeat them:

      جـ١: اشترى لي هاتفي الجوال هو أبي.

      جـ٢: أتواصلُ مع أخي الصغير الذي يدرسُ في ماليزيا.

      Then the teacher/examiner asked the first part of Question 3 and paused appropriately

        كيف ساعدك الهاتف الجوال في دراستك؟

      This question allowed the candidate to use the past tense to talk about the usefulness of a mobile phone for studying? The teacher/examiner listened carefully to the candidate’s answer and when he felt the question had been fully answered he moved on to the next question.

      "ساعدني عندما. لم أفهمُ.. لم أفهمُ بعض الأسئلة في الكيميا فمن الممكن أن أذهبَ إلى جوجل وأبحث عن الأسئلة"

      The teacher/examiner asked Question 4 "ما سلبيات الهاتف الجوال؟" , then he repeated it once as the candidate said:

      "ما شو؟" (either the candidate did not hear it properly or did not understand the word "سلبيات") The teacher/examiner waited to give her time to think and answer. When there was still no response, he asked the alternative question. Unfortunately, the candidate found it difficult to answer, although she did try. She could not express her thinking and her answer was not complete, so the examiner moved to the next question:

      "الأشياء السيئة الذي... الذي يتكون عليها الهاتف الجوال هي مثل في بعض... في بعض ال...في... عندما أتحدثُ في الواتساب يمكن أن شخص آخر أن ...أن ...   

      Question 5 allowed the candidate to talk about the future and things that she would do to protect her mobile phone (كيف ستبقين هاتفك الجوال في حالة جيدة؟).

      The teacher/examiner was patient and gave the candidate time to answer. The candidate managed to express her opinion, although there was some hesitation:

      "سوف... سوف... سوف أعطي أمي الجوال لأنني من الممكن أن... من الممكن أن. أنساه في محلاتٌ كثيرة فهو من الأفضل أن أخليه مع أمي"

      This conversation topic lasted for 2:29 minutes which was too short, so the teacher/examiner asked three further questions.

      بعض المدارس تمنع استخدام الهاتف الجوال. ما رأيكِ في هذا الأمر؟:Q1

      رأي في هذا الأمر ليس جيداً لأنني أشعر بأن الهاتف الجوال... يجب أن يكون معي في كل الأوقات لو كان هنالك بعض الأشياء التي يمكنني أن أتصل على أهلي لحضرها من البيت.


      هل تأخذين هاتفكِ الجوال معكِ في المدرسة؟:Q2

      أخذه.. أخذه مرات.. أخذه ليس مرات كثيرة لأن والديّ لا.. لا ليس مع الفكرة لأن أخذ الجوال معي للمدرسة


      لماذا يرى والداك هذا؟ ما رأيهم في هذا الأمر؟:Q3

      والديّ يخافون أنني... لم... لم... لم أفهمُ ...لم أفهمُ في الحصة ويخافون أنني من الممكن أخذ الجوال من شنطتي وأستعمله عندما يتحدث الأستاذ.


      The teacher/examiner should have asked no more than two questions but, in this exam, Question 3 was considered to be the second part of Question 2.  

       

      Candidate response

      Although the candidate communicated well in Question 1 and Question 2 from both conversations, she had some difficulties in understanding some of the other questions in both topic conversations and could not express herself. She required the alternative questions and occasionally gave irrelevant information and uncomplete answers.

      The candidate used a very limited range of structures and vocabulary, rarely accurate and/or complete; with some ambiguity and very noticeable hesitation.

      Communication Mark awarded = 7 out of 15

      Quality of Language Mark awarded = 5 out of 15


      Moderator comments (Whole test)

      How the teacher/examiner performance could improve

      The teacher/examiner could acknowledge the candidate’s answers and ask for details, especially in the last three questions in both conversations.

      The teacher/examiner can repeat the exam questions once if the candidate gives an ambiguous response or does not answer, to give him/her the opportunity to work for the available marks.

      If the candidate is unable to respond, the teacher/examiner must ask the alternative question(s) provided and ask for clarification, details, or extension question to encourage a fuller response. If any of the topic conversations lasts fewer than 3½ minutes, even after asking extension questions, the teacher/examiner must ask no more than two further questions of his choice on the same topic so that the conversation lasts four minutes. If the conversation lasts 3½ minutes or less, even after asking extension questions and two further questions of the teacher/examiner choice, the conversation must end.

      The teacher/examiner should not ask questions with yes or no answer, or questions that test the candidate’s general knowledge.

       

      How the candidate performance could improve

      The candidate needs to speak in Modern Standard Arabic (MSA), listen carefully to the questions, ask for repetition if the question was not understood.

      The candidate must show that she can communicate information which is consistently relevant, develop her answers and give opinions and justification.

      The candidate needs to show control of a wide range of language and structures with good pronunciation.

      Total mark awarded = 17 out of 40


    • Common mistakes


      • Speaking in dialect
      • Too much hesitation
      • Incomplete answers
      • A limited range of structures and vocabulary.

      For further details about how candidates performed in this particular examination series please refer to the Principal Examiner Report for Teachers available on the School Support Hub at www.cambridgeinternational.org/support