English As A Second Language

International General Certificate Syllabus
of Secondary Education
ENGLISH AS A SECOND LANGUAGE 0510
For examination in June and November 2010
CIE provides syllabuses, past papers, examiner reports, mark schemes and more on the internet.
We also offer teacher professional development for many syllabuses. Learn more at www.cie.org.uk
ENGLISH AS A SECOND LANGUAGE
Syllabus code: 0510
English as a Second Language is available in the June and November examination sessions
CONTENTS
Page
I INTRODUCTION 1
II AIMS 1
III ASSESSMENT OBJECTIVES 2
IV ASSESSMENT 5
V CURRICULUM CONTENT 16
VI GRADE DESCRIPTIONS 17
VII NOTES ON CONDUCTING ORAL TESTS (0510/5) 18
FORMS FOR ORAL COMPONENTS (0510/5 AND 0510/6) 23
APPENDIX: ADDITIONAL INFORMATION 29
Exclusions
This syllabus must not be offered in the same session with any of the following syllabuses:
0500 First Language English

1115 English Language (Caribbean)
1119 English Language (Malaysia)
1120 English Language
1123 English Language
1125 English Language (Mauritius)
1126 English Language Syllabus B (Mauritius)
ENGLISH AS A SECOND LANGUAGE 0510 IGCSE 2010
I INTRODUCTION
International General Certificate of Secondary Education (IGCSE) syllabuses are designed as two-
year courses for examination at age 16-plus.
All IGCSE syllabuses follow a general pattern. The main sections are:
• Aims
• Assessment Objectives
• Assessment
• Curriculum Content.
The IGCSE subjects have been categorised into groups, subjects within each group having similar
Aims and Assessment Objectives.
English as a Second Language (E2L) falls into Group I, Languages, of the International Certificate of
Education (ICE) subjects.
It is presumed that most candidates for English as a Second Language will have a primarily instrumental
motivation – that is they will be studying the language in order to promote their educational or
employment prospects. The rationale for English as a Second Language is based on the widespread
use of English as the medium of instruction and as the language of commerce or entertainment.
The subject matter of the examination material will reflect this international perspective. However, it will
strive to be ‘culture-fair’ rather than ‘culture-free’, and will use authentic or ‘semi-authentic’ material from
a range of sources.
Candidates will be expected to understand a wider range of social registers and styles than they can
produce and to communicate appropriately.
The topics selected will relate to the interests and needs of the candidates in using English as a Second
Language e.g. education, the world of work, current affairs, health and welfare, travel, school affairs.
The kinds of settings to be used will be the ones that candidates are likely to encounter e.g. in dealings
with official and semi-official bodies, in studying for academic or occupational purposes, in places of
work or in using public services.
II AIMS
The syllabus assesses students’ ability to use English as a medium of practical communication, and is
aimed at students for whom English is not a first language/mother tongue but for whom it is a lingua
franca or language of study.
The aims set out below describe the general educational purposes of a course in an English as a
Second Language IGCSE examination, and are the same for all students. They are not listed in order
of priority.
The aims are to:
1 develop the ability to use English effectively for the purpose of practical communication;
2 form a sound base for the skills required for further study or employment using English as the
medium;
3 develop an awareness of the nature of language and language-learning skills, along with skills
of a more general application;
4 promote students’ personal development.
1
III ASSESSMENT OBJECTIVES

AO1 READING
Candidates will be assessed on their ability to:
R1 understand and respond to information presented in a variety of forms
R2 select and organise material relevant to specific purposes
R3 recognise, understand and distinguish between facts, ideas and opinions
R4 infer information from texts [Extended tier only]
AO2 WRITING
W1 communicate clearly, accurately and appropriately
W2 convey information and express opinions effectively
W3 employ and control a variety of grammatical structures
W4 demonstrate knowledge and understanding of a range of appropriate vocabulary
W5 observe conventions of paragraphing, punctuation and spelling
W6 employ appropriate register/style
AO3 LISTENING
L1 understand and respond to information presented in a variety of forms
L2 recognise, understand and distinguish between facts, ideas and opinions
L3 select and organise material relevant to specific purposes
L4 infer information from texts [Extended tier only]
AO4 SPEAKING

S1 communicate clearly, accurately and appropriately
S2 convey information and express opinions effectively
S3 employ and control a variety of grammatical structures
S4 demonstrate knowledge of a range of appropriate vocabulary
S5 engage in and influence the direction of conversation
S6 employ suitable pronunciation and stress patterns
2
SPECIFICATION GRIDS
PAPER 1: READING AND WRITING (Core)

PAPER 2: READING AND WRITING (Extended)
The overall balance of assessment of reading:writing is 50:50 in both Core and Extended tiers.
Assessment Exercise Exercise Exercise Exercise Exercise Exercise Exercise

Objective 1 2 3 4 5 6 7
AO1 R1 b b b b b
Reading (paper 2
only)
R2 b b b
(paper 2
only)
R3 b b
(paper 2
only)
R4 b b
(paper 2 (paper 2
only) only)
AO2 W1 b b b b
Writing W2 b b b
W3 b b b
W4 b b b
W5 b b b b
W6 b b
3
PAPER 3: LISTENING (Core)

PAPER 4: LISTENING (Extended)
Assessment Questions Question 7 Question 8 Question 9 Question 10

Objective 1-6
AO3 L1 b b b b b
Listening
L2 b b b b b
L3 b b b b b
L4 b b
(paper 4 only) (paper 4 only)
COMPONENT 5: (Speaking)
COMPONENT 6: (Speaking Coursework)
Assessment
Objective
AO4 S1 b
Speaking
S2 b
S3 b
S4 b
S5 b
S6 b
WEIGHTING OF ASSESSMENT OBJECTIVES
AO1 AO2 AO3 AO4 Whole

Paper Reading Writing Listening Speaking assessment %
(marks) (marks) (marks) (marks)
Paper 1 (Core):
28 28 - - 70%
Reading and Writing
Paper 2 (Extended):
42 42 - - 70%
Reading and Writing
Paper 3 (Core): Listening - - 30 - 30%
Paper 4 (Extended): Listening - - 36 - 30%
separately
Component 5: Oral - - - 30
endorsed
separately
Component 6: Oral Coursework - - - 30
endorsed
4
IV ASSESSMENT
SCHEME OF ASSESSMENT SUMMARY
Candidates will take:
Duration of Examination Weighting

PAPER 1
1 hour 30 minutes 70%
Reading and Writing (Core)
OR
PAPER 2
2 hours 70%
Reading and Writing (Extended)
AND EITHER:
PAPER 3
Approx. 30 – 40 mins 30%
Listening (Core)
OR
PAPER 4
Approx. 45 mins 30%
Listening (Extended)
Candidates who take the Core tier are eligible for the award of grades C to G. Candidates who take
the Extended tier are eligible for the award of grades A* to E.
Oral communication
Candidates will, in addition, offer Component 5 or Component 6. Certain categories of Centre

are excluded from the requirement. Marks for the Oral component do not contribute to the overall
grade candidates receive for the written components. Instead, where candidates perform to an
appropriate standard, certificates record separately the achievement of grades 1 (high) to 5 (low) for
Speaking.
Component 5
Approximately 10 – 12 minutes n/a
Oral
OR
Component 6
n/a n/a
Oral (Coursework)
5
DESCRIPTION OF COMPONENTS
PAPER 1: Reading & Writing (Core tier)
General matters
Total mark: 56
Assessment of Reading and Writing skills is equally weighted.
Duration: 1 hour 30 minutes.
For all parts of this paper, candidates write their answers in spaces provided in a question paper
booklet.
Dictionaries may not be used.
The question paper is divided into 7 exercises. Exercises 4 and 5 are linked. The exercises have
different total mark allocations, and some are broken down into a series of sub-questions.
Candidates should attempt all exercises.
Overview of Exercises on Paper 1
Marks for Marks for Total

reading writing available
objectives objectives marks
Exercise 1 Reading (1) 6 --- 6
Exercise 3 Information transfer 6 4 10
Exercise 4 Note-making 6 --- 6
Exercise 5 (linked to Exercise 4) Summary --- 4 4
Exercise 6 Writing (1) --- 10 10
TOTAL
56
6
Description of Exercises on Paper 1
Exercise 1 (Core tier)
assessment R1
objective
task Reading Exercise. Candidates will be required to answer a series of

questions testing skim-/gist-reading skills, requiring short
(single word/phrase) answers, based on a short text printed in the
question paper.
Text will be one of the following types: advertisement, brochure, leaflet,

guide, report, manual, instructions.
total marks 6
assessment R1
objective

questions testing more detailed comprehension, based on a text printed in
the question paper.
Text will take the form of a report/newspaper/magazine article, which

incorporates a graphical element.
total marks 10
assessment R1, R2, W1, W5

objectives
task Information transfer. Candidates will be required to complete a

form/notes template on the basis of information provided on the question
paper.
total marks 10
assessment R1, R2, R3

objectives
task Note-making. Candidates will be required to make brief notes (under a

supplied heading or headings) relating to a text printed in the question
paper.
total marks 6
7

(linked with Exercise 4)
assessment W1, W2, W3, W4, W5

objectives
task Summary writing. Candidates will be required to write a paragraph-length

summary about an aspect or aspects of the passage. They will make use
of the notes they made in Exercise 4.
total marks 4
assessment W1, W2, W3, W4, W5, W6

objectives
task Candidates will be required to write approximately 100-150 words of

continuous prose, in response to a short stimulus (which may take the
form of pictures) and/or short prompts printed on the paper. A purpose,
format and audience for the writing will be specified.
total marks 10

objectives

Note: the tasks for Exercise 6 and 7 will be distinguished by requiring

different purposes/formats/audiences/registers. For example, Exercise 6
might be writing an informal letter to a friend describing events during a
holiday, Exercise 7 a formal article for a school newspaper arguing
whether or not sport should be made compulsory.
total marks 10
8
PAPER 2: Reading & Writing (Extended tier)
General matters
Total mark: 84
Assessment of Reading and Writing skills is equally weighted within the component.
Duration: 2 hours.
booklet.
The question paper is divided into 7 exercises. The exercises have different total mark allocations,
and some are broken down into a series of sub-questions. Candidates should attempt all exercises.
Overview of Exercises on Paper 2
Marks for Marks for Total

reading writing available
objectives objectives marks
Exercise 3 Information transfer 6 2 8
Exercise 4 Note-making 8 --- 8
Exercise 5 Summary 6 4 10
TOTAL
84
9
Description of Exercises on Paper 2
Exercise 1 (Extended tier)
assessment R1
objective

questions testing skim-/gist-reading skills, requiring short
(single word/phrase) answers, based on a short text printed in the
question paper.
Text will be one of the following types: advertisement, brochure, leaflet,

guide, report, manual, instructions.
total marks 8
assessment R1, R4
objectives

questions testing more detailed comprehension, based on a text printed in
the question paper.
Text will take the form of a report/newspaper/magazine article, which

incorporates a graphical element.
total marks 14
assessment R1, R2, R4, W1, W5

objectives
task Information transfer. Candidates will be required to complete a

form/notes template on the basis of information provided on the question
paper.
total marks 8
10
assessment R1, R2, R3

objectives
task Note-making. Candidates will be required to make brief notes (under a

supplied heading or headings) relating to a text printed in the question
paper.
total marks 8
assessment R1, R2, R3, W1, W2, W3, W4, W5

objectives
task Summary writing. Candidates will be required to write a paragraph-length

summary about an aspect or aspects of a text printed in the question
paper.
total marks 10

objectives

total marks 18

objectives

Note: the tasks for Exercise 6 and 7 will be distinguished by requiring

different purposes/formats/audiences/registers. For example, Exercise 6
might be writing an informal letter to a friend describing events during a
holiday, Exercise 7 a formal article for a school newspaper arguing
whether or not sport should be made compulsory.
total marks 18
11
PAPER 3: Listening
(Core tier)
General matters
Total mark: 30
Duration: approx. 30 – 40 minutes
booklet. Each question tests listening comprehension of recorded texts (e.g. dialogues,
announcements, conversations, talks) on a compact disc (CD) played in the examination room. Each
text is heard twice on the CD.
The CD is controlled by the invigilator of the examination, not the candidate(s). For details about
room, equipment, acoustics, checking the CDs in advance and guidance on acoustics,
teachers/invigilators should consult the relevant sections of the Handbook for Centres about the
conduct of listening tests.
Candidates should attempt all questions.
Overview of Paper 3
Questions 1 to 6 – 7 marks.
Assessment Objectives: L1, L2, L3
Six scenarios based on a series of short spoken texts (e.g. travel announcement, answerphone
message, brief dialogue), requiring short answers.
Questions 7 and 8 – 12 marks.
Two exercises testing listening for understanding based on longer spoken texts (e.g. conversation,
interview, monologue, talk) requiring completion of gaps on forms/charts printed in the question paper.
Questions 9 and 10 – 11 marks.
Two exercises based on longer spoken texts (e.g. conversation, interview, monologue, talk).
Questions will have a true/false or box-ticking format.
12
PAPER 4: Listening
(Extended tier)
General matters
Total mark: 36
Duration: approx. 45 minutes
booklet. Each question tests listening comprehension of recorded texts (e.g. dialogues,
announcements, conversations, talks) on a compact disc (CD) played in the examination room. Each
text is heard twice on the CD.
The CD is controlled by the invigilator of the examination, not the candidate(s). For details about
room, equipment, acoustics, checking the CDs in advance and guidance on acoustics,
teachers/invigilators should consult the relevant sections of the Handbook for Centres about the
conduct of listening tests.
Candidates should attempt all questions.
Overview of Paper 4
Questions 1 to 6 – 8 marks
Six scenarios based on a series of short spoken texts (e.g. travel announcement, answerphone
message, brief dialogue), requiring short answers.
Questions 7 and 8 – 16 marks
Assessment Objectives: L1, L2, L3, L4
Two exercises testing listening for understanding based on longer spoken texts (e.g. conversation,
interview, monologue, talk) requiring completion of gaps on forms/charts printed in the question paper.
Questions 9 and 10 – 12 marks
Assessment Objectives: L1, L2, L3, L4
Two exercises based on longer spoken texts (e.g. conversation, interview, monologue, talk), requiring
short or sentence-length answers.
13
COMPONENT 5: Oral
Oral tests are conducted during a period before the main examination session (see relevant session’s
timetable). Materials for the test are despatched to Centres before this period, and once these have
been opened the tests must be conducted as soon as possible, leaving sufficient time to ensure that
material for external moderation is received by the advertised deadline.
At least five Oral Test Cards will be issued, with an accompanying set of teacher’s notes. Each card
will introduce a topic for discussion between the teacher/Examiner and the candidate, together with
suggestions for the development of the conversation.
Each candidate will be examined using one Oral Test Card selected by the teacher/Examiner from the
range provided.
The total duration of the oral test should be approximately 10-12 minutes, made up of:
• non-assessed ‘warm-up’ conversation (approximately 2-3 minutes)
• time for the candidate to read the Oral Test Card and to prepare a response – no written
notes are permitted (approximately 2-3 minutes)
• assessed conversation (6-9 minutes)
Internal assessment will be conducted by a teacher/Examiner at the Centre using the Oral
Assessment Criteria grid (see the Notes on Conducting the Oral Tests section later in this booklet).
The teacher/Examiner will usually be someone from the Centre’s English Language department, but
could be someone local from outside the Centre. In either case, the teacher/Examiner must have
been accredited by CIE to conduct oral tests, usually through successful completion of an Oral
Training Handbook, available from CIE Publications. In some cases, accreditation may be granted on
the basis of prior experience of conducting similar tests; for this, permission should be sought in the
first instance by writing to CIE enclosing a CV detailing relevant experience.
The teacher/Examiner will conduct and internally assess the tests, and will submit a recorded sample
of candidate’s performances for external moderation by CIE. Centres will receive a brief report on the
outcome of moderation.
Full instructions on the administration of the oral will be found in the Teacher’s/Examiner’s
Notes accompanying the Oral Test Cards. A summary is provided later in this booklet, and
should be read in conjunction with general advice on submission of samples for moderation in
the CIE Handbook for Centres.
COMPONENT 6: Oral Coursework

[alternative to Component 5]
Centres will devise their own oral tasks. These may be carried out at any time during the year
preceding the written examination to suit the individual situations of Centres, but a recorded sample
and the relevant documentation must be submitted to CIE by the advertised deadline (which is the
same as that for Component 5).
Each student will be assessed on three oral tasks, which will be internally assessed using the Oral
Assessment Criteria grid (see the Notes on Conducting the Oral Tests section later in this booklet).
Examples of suitable tasks include: role play situations; interviews; telephone conversations; paired or
group discussions; debates. Centres are free to devise other appropriate tasks which will help
candidates demonstrate the skills outlined in the Oral Assessment Criteria grid. Further guidance on
suitable types of task is given in the Oral Training Handbook obtainable from CIE Publications.
14
The teacher/Examiner for the tests will usually be someone from the Centre’s English Language
department, but could be someone local from outside the Centre. In either case, the
teacher/Examiner must have been accredited by CIE to conduct oral tests, usually through successful
completion of an Oral Training Handbook, available from CIE Publications. In some cases,
accreditation may be granted on the basis of prior experience of conducting similar tests; for this,
permission should be sought in the first instance by writing to CIE enclosing a CV detailing relevant
experience.
The teacher/Examiner will conduct and internally assess the tests, and will submit a recorded sample
of candidate performances for external moderation by CIE. Centres will receive a brief report on the
outcome of moderation. Internal assessment and submission of samples for moderation must be
conducted in accordance with the instructions in the CIE Handbook for Centres.
15
V CURRICULUM CONTENT
Students may follow the Core curriculum only or the Extended curriculum which includes both the
Core and the Supplement. Students aiming for grades A* to C must follow the Extended curriculum.
ASSESSMENT CORE SUPPLEMENT

OBJECTIVE
All students should be able to: In addition to what is required for
the Core, students taking
Extended tier papers should be
able to:
1. Reading - demonstrate the ability to recognise - demonstrate the ability to extract
public notices and signs (including relevant information from a wider
timetables and advertisements) range of texts, including
- demonstrate the ability to extract magazines and newspapers likely
relevant specific information from to be read by young people
forms, letters, brochures and - demonstrate the ability to identify
examples of imaginative writing the important points or themes
considered likely to be within the within an extended piece of writing
experience of and reflecting the - draw conclusions from and see
interests of young people from varied relations within an extended text
cultural backgrounds
- scan for particular information,
organise the relevant information and
present it in a logical manner/given
format
2. Writing - carry out simple writing tasks, such - carry out longer writing tasks on
as completing forms, writing postcards a wider range of topics in response
or short letters in an appropriate and to a written stimulus
accurate form of English in response
to a written stimulus
- demonstrate the ability to describe,
report, give personal information
- identify, organise and present given
material in a particular form
3. Listening - demonstrate understanding of - identify the important points or

specific details, information and semi- themes of the material they hear,
formal announcements, e.g. news, including attitudes
weather, travel, and in interviews, - draw conclusions from and
dialogues and telephone identify the relationships between
conversations ideas within the material they hear
- demonstrate general comprehension - show awareness of major
of the speaker’s intentions where variations in register
appropriate
- take notes from material they
have heard
4. Speaking - demonstrate competence in a range - demonstrate greater flexibility in

of speech activities, e.g. respond to dealing with new, topical ideas
questions on topics within a defined - show a sense of audience
range such as past and present
schooling, future plans, current affairs
- conduct a sustained conversation
16
VI GRADE DESCRIPTIONS
Grade descriptions are provided to give a general indication of the standards of achievement likely to
have been shown by candidates awarded particular grades.
At Grade A the candidate has demonstrated expertise by:

• understanding and communicating arguments, ideas and information both at a straightforward
and a more complex level;
• structuring work overall so that the reader can follow the argument from the beginning to the end;
• selecting material from texts and developing it in relationship to the question, sufficient to show
some independence of thought;
• describing and reflecting upon experience and expressing effectively what is felt and imagined;
• recognising and explaining underlying meaning and the writer’s attitude to the subject matter;
• varying style straightforwardly in different types of writing and giving evidence of a good range of
language;
• spelling and punctuating accurately, with few, if any, mistakes;
• using well constructed paragraphs and sentences (of average complexity) and obeying standard
grammatical conventions;
• speaking clearly and confidently in response to other speakers and occasionally taking the
initiative.
At Grade C the candidate has demonstrated competence by:

• understanding and communicating arguments, ideas and information at a straightforward level;
• ensuring that all work has a clear beginning, middle and ending, and that ideas generally follow
on from one another;
• selecting material from texts in answer to questions and providing straightforward explanations
and developments to show relevance;
• recognising more obvious meanings and attitudes;
• writing with some knowledge of style and the possibility of varying it according to different types
of writing; using a range of language adequate to all the tasks set;
• spelling and punctuating with accuracy so that communication is not impaired;
• using adequate paragraphing and some variety of sentence construction;
• speaking clearly with some confidence, mostly in response to the directions of other speakers;
showing a readiness to listen to others and to respond appropriately.
At Grade F the candidate has demonstrated a basic level of competence by:

• understanding and communicating information at a basic level;
• ensuring that all work has a basic sequence;
• selecting material from texts in answer to questions and providing basic explanations;
• recognising straightforward meanings and attitudes;
• writing at least in single sentences with the possibility of sentence variety according to different
types of writing; using language adequate to some of the tasks set;
• spelling and punctuating so that weaknesses do not seriously impair communication;
• using occasional paragraphing and variety of sentence construction, with some regard to
everyday grammatical conventions;
• speaking with some confidence, but usually in response to the directions of other speakers;
showing a readiness to listen to others and to respond.
17
VII NOTES ON CONDUCTING ORAL TESTS (0510/5)

GENERAL
(i) The oral tests take place in the period before the main examination session as notified on the
timetable. Each Centre decides on a convenient period within these dates for its oral tests. It is
recommended that the tests are conducted within one week to allow sufficient time for a single
Examiner to conduct all of the tests. See Section (iv) below.
(ii) Centres must ensure well in advance of the tests that a suitably quiet room is available and that
recording equipment is in good order.
(iii) Centres must adhere to dates for completion of the oral tests and for the receipt of mark sheets
and recordings to allow sufficient time for external moderation. It is vital that material does not
arrive late.
(iv) For Centres with 30 or fewer candidates, there should normally be just one Examiner.
Each Centre will select its own Examiner. This is normally a teacher within the English language
department, but could be someone local from outside the Centre. A group of neighbouring
Centres might choose the same teacher to conduct all their tests; in such a case each Centre is
still responsible for submitting properly completed forms and samples. CIE is not responsible for
any fees agreed.
Centres with more than 30 candidates may use more than one Examiner (applying the ratio of an
additional Examiner for each 30 candidates). If using more than one Examiner, internal
moderation must be carried out by the Centre so that a common standard is applied to all
candidates.
(v) Centres entering candidates for the examination will receive a set of Oral Test Cards, notes
about administration and forms for entering marks. Teachers/Examiners responsible for
conducting the oral tests should familiarise themselves with these materials before the tests are
held. The Oral Test Cards must remain confidential and must be kept in a secure place by the
Centre until the end of the examination period.
(vi) Each Centre must send to CIE the following: (a) recorded sample on cassette(s) or CD(s); (b)
completed MS1 Forms; (c) completed Oral Examination Summary Form(s). Please be careful to
adhere to instructions given on the forms about their completion and return.
(a) Recorded sample
Each Centre must provide a sample of oral tests, to be recorded on cassette(s) or CD(s). The
size of the sample required is given in the instructions on the back of the Oral Examination
Summary Form.
Please ensure that you do not send the recordings of all the candidates (unless there are 10 or
fewer). Ideally the sample should be transferred to one or two cassettes or CDs.
The teacher responsible for internal standardisation at the Centre must ensure that the sample
covers the whole mark range of the candidates at the Centre, with marks spaced as evenly as
possible from the top mark to the lowest mark. Where there is more than one teacher involved,
the sample must include in equal number candidates tested by all teachers.
For instructions on recording the samples see Section (xv) below. Cassettes/CDs must be
clearly labelled with details of the candidates whose interviews have been recorded.
(b) Form MS1
This is a computer-printed mark sheet which is completed by transferring the mark for each
candidate from the Total Mark column on the Oral Examination Summary Form.
(c) Oral Examination Summary Form
This is a document on which marks for each candidate are to be entered in detail. Instructions
for its completion will be found on the reverse of the form.
Please be careful to check all mark additions. The Oral Examination Summary Form must show
the breakdown of marks for all the candidates, not just those selected for the sample. Please put
an asterisk (*) against the names of candidates whose interviews have been recorded on the
cassette/CD.
18
(vii) The sample cassette(s)/CD(s) along with completed MS1 and Oral Examination Summary Form
should be returned as specified as soon as the oral tests have been completed at the Centre.
Please do not wait until the end of the assessment period before sending them.
Please note: in the event that the sample received is deemed to be unsatisfactory, or that
the process of internal standardisation conducted at the Centre has not produced a
reliable rank order of candidates, CIE will request a further oral sample and the
accompanying forms to be sent.
CONDUCTING THE ORAL TESTS

(viii) The oral tests should proceed along the following lines:
(A) Start the recording. Give the candidate’s name and number. Welcome the candidate(s) and
explain briefly what is going to happen in the course of the test.
(B) Warm-up section: conduct a general conversation by asking the candidate(s) a few
questions about herself/himself, the school, etc. to give candidate(s) time to get used to the
examination situation. The purpose of this section of the test is to put candidates at their ease.
As a guide, about 2-3 minutes should be spent on this section.
(C) Hand the Oral Assessment Card to the candidate. This must take place AFTER the warm-
up has taken place. Any necessary explanation should be given at this point, followed by a short
preparation period (approximately 2-3 minutes), when the candidate is at liberty to ask questions.
The candidate may not make notes during this period. The recording should be paused by the
Examiner while the candidate considers the Oral Test Card. The Examiner should indicate this
by saying ‘the recording will now be paused’ so that the External Moderator knows that the
candidate is being given time to study the card.
(D) Main part of the test: conversation based on the Oral Test Card. Either the Examiner or the
candidate may start the conversation. This section of the test should last approximately 6-9
minutes.
The total duration of the oral test, from the beginning of (B) to the end of (D), should be
approximately 10-12 minutes.
Note that only (D) is to be assessed.
The oral test must be conducted in English throughout.
(ix) Examination conditions must prevail in the area where the oral tests take place.
Adequate supervision must be provided to ensure that candidates leaving the room for the oral
tests do not communicate with those waiting to enter.
(x) No other person should be present during the oral test, with the exception of another
Teacher/Examiner, Moderator or representative of CIE.
(xi) Candidates may be examined singly or in pairs.
If paired examining is used, please note the following:
• It is important for the External Moderator to know which candidate is speaking at any one
time. This should be achieved by pairing two candidates whose voices are clearly dissimilar.
Avoid pairing candidates with the same first names.
• A conversation must be maintained. Do not let the candidates enter into an informal ‘chat’ at
any time. In this respect, it may be best not to pair good friends.
• Do not let a candidate ask a series of questions. The conversation must be equal (in terms
of contribution) and at no time should one candidate proceed to interview the other.
• The Examiner should maintain a stronger presence in pair-examining. It is not appropriate
for the Examiner to just ‘sit back’ and let the candidates get on with it. The Examiner needs
to direct/control/monitor the conversation more than when examining candidates singly.
It may be that the Examiner needs to intervene more often to ensure appropriate and fair
discussion, and to maintain the thread/topic.
• It is best not to pair a strong candidate with a weak one. Try to pair candidates of roughly
equal ability.
• Think again if you are examining in pairs simply to speed up the process of completing the
oral tests. Please recognise that the candidates should be given their best chance of
success which might not occur when talking in a pair with an unsuitable partner.
• Do not give different Oral Test Cards to each candidate. The conversation must be a three-
way conversation based on a single topic.
19
(xii) Candidates are not allowed to bring any notes into the examination room, nor are they
allowed to consult dictionaries.
(xiii) A range of Oral Test Cards is provided, and the Examiner (not the candidate) chooses the
card to be used for each candidate. As wide a variety as possible of the cards should be
used during the oral tests at the Centre. In order that candidates are given every chance to
do themselves justice, the Oral Test Card should be selected with care. The warm-up may
give the Examiner an indication of the best card to select. Remember that the test is one of
spoken language not subject knowledge: if it becomes apparent that the candidate
finds the topic difficult or inappropriate it is perfectly permissible to move into more
productive areas. There is no need to stick rigidly to the Examiner prompts in such
cases.
(xiv) The Examiner should be positioned so that s/he is facing the candidate, with a table or desk
in between. Candidates should not be able to see notes made on Oral Examination
Summary Forms or similar paperwork.
RECORDING THE SAMPLE

(xv) Centres must ensure that their recording equipment is in good working order. The recording
equipment and the cassette(s)/CDs should be tested on site, some time before the actual oral
tests, ideally with one of the candidates. The warm-up section of the test also provides an
opportunity to check audibility. Where possible it is advisable to use a recorder with external
microphones so that separate microphones can be used for candidate and Examiner. If only
one microphone is used it should be placed facing the candidate.
It is important to check audibility levels before recording begins; adjustments to the volume
control during an examination should normally be avoided. Care should be taken to avoid
extraneous noise and long gaps. Checks should be made throughout the oral testing session
to ensure that voices are clearly audible.
With the exception of a permitted pause between the warm-up and the main part of the test,
once the oral test has begun the recording should continue without interruption.
For Centres using cassette tapes, the recording must begin at the start of Side 1, and both
sides of the cassette should be used before beginning a new cassette. A candidate’s oral test
should not be started on one side and continue over to the second side. At the end of
examining on each side of a cassette the Examiner should state “No further recordings on this
side”.
Each recording should begin with a clear statement by the Examiner as follows:
“Centre Number: [e.g.] AZ 999
Centre Name: [e.g.] Abcxyz Academy
Examination: 0510 English as a Second Language
Examiner Name: [e.g.] Ms Z. Abced
Date: [e.g.] 1 October 2010”
Each candidate recorded on the sample should be clearly indicated by the teacher as follows:
“Candidate Number [e.g.] 1234
Candidate Name [e.g.] Abdi Zachariah”
At the end of the sample the Examiner should state clearly “End of Sample”.
Before the cassette/CD is despatched, spot checks must be made to ensure that every
candidate is clearly audible. Cassettes should be rewound to the start of Side 1. The contents
of each cassette/CD must be clearly labelled.
20
ORAL ASSESSMENT CRITERIA GRID (0510/5 and 0510/6)

Give a mark out of 10 for each category (structure, vocabulary, development and fluency), and
then add these marks to give an overall total out of 30.
Mark Structure Vocabulary Development and Fluency
The candidate demonstrates The candidate shows enough The candidate shows sustained
ability to use a variety of command of vocabulary to ability to maintain a conversation
structures accurately and respond with precision. and to contribute at some length.
consistently. The candidate is Shades of meaning are The candidate can respond to
9-10 confidently in control of the achieved and some change in direction of the
structures used. sophisticated ideas are conversation.
communicated.
Pronunciation and intonation are
clear.
Structures will be generally The candidate has a sufficient The candidate responds
sound, but will not be used range of vocabulary to convey relevantly and at length which
entirely accurately or with information and ideas with makes frequent prompting
consistent confidence. There will competence. Errors are unnecessary, resulting in a
7-8 be some errors in attempting to noticeable, however, when competent conversation.
use more complex sentences. attempting to use more
complex and precise Pronunciation and intonation are
vocabulary. generally clear.
The candidate can use simple Vocabulary conveys simple The candidate makes an attempt
structures securely but has ideas and information clearly, to respond to questions and
difficulty venturing beyond them. though it is not wide or varied. prompts. Effort will need to be
There may be hesitation, made to develop the
repetition and searching for conversation; only partial
5-6 words. success will be achieved.
There is some lack of clarity of
pronunciation and intonation, but
it is unlikely to impede
communication.
Structures will generally be very Vocabulary will generally be Responses tend to be brief and
simple, limited and with errors, inadequate to convey simple widely spaced. The candidate
which will restrict communication. ideas. has to be encouraged to go
beyond short responses and
3-4 struggles to develop a
conversation.
Pronunciation and intonation
cause some communication
difficulty.
Attempts at structured sentences Use of single words is the norm Responses are so brief that little
will rarely achieve and there will be long gaps. is communicated. The candidate
communication. However, some hardly engages in a
1-2 attempt at a response will be conversation.
made during the discussion.
Pronunciation and intonation
patterns cause difficulty for even
the most sympathetic listener.
0 Completely limited/no attempt at Completely limited/no attempt Completely limited/no attempt at

a response. at a response. a response.
21
22
Oral Examination Summary Form
IGCSE 0510/5
Please read the instructions printed overleaf and in the Instructions and Mark Scheme before completing this form.
Centre Number Centre Name June/November 2 0 1 0

Total Externally
Candidate Candidate Name Teaching Oral Test Structure Vocabulary Development Mark Moderated
Number Group/ Card and Fluency Mark
Set (max 10) (max 10) (max 10) (max 30) (max 30)
23
Name of teacher/Examiner completing this form Signature Date

Name of internal moderator (where appropriate) Signature Date
2010 0510/05/OR/S/10
A. INSTRUCTIONS FOR COMPLETING ORAL ASSESSMENT SUMMARY FORMS
1. Complete the information at the head of the form.

2. List the candidates in an order which will allow ease of transfer of information to a computer-printed mark sheet MS1 at a later stage (i.e. in candidate index
number order, where this is known; see item B.1 below). Show the teaching group or set for each candidate. The initials of the teacher may be used to
indicate group or set.
3. Indicate the Oral Test Card used, the individual marks for each section and the total mark in the appropriate column.
4. The final column on the form is for the use of the external moderator only.
5. The teacher/Examiner completing the form and the internal moderator (where appropriate) should check the form and complete and sign the bottom
portion.
B. PROCEDURES FOR EXTERNAL MODERATION
1. University of Cambridge International Examinations (CIE) sends a computer-printed mark sheet MS1 to each Centre showing the names and index
numbers of each candidate. Transfer the total mark for each candidate from the Oral Examination Summary Form to the computer-printed mark sheet
MS1.
2. Despatch the top sheet of the computer-printed mark sheet MS1 to CIE as soon as possible, and no later than 30 April for the June session and 31 October
for the November session.
3. Send samples of the candidates’ work covering the full ability range together with this Summary Form and the first copy of MS1 (marked ‘This copy is to be
24
sent to the Moderator), to CIE as soon as possible, and no later than 30 April for the June session and 31 October for the November session.
4. Indicate the candidates whose recorded oral tests have been selected for external moderation by means of an asterisk (*) against the candidates’ names on
the Oral Examination Summary Form. The size of the sample should be as follows:
number of candidates entered number of candidates in sample

0-10 all candidates
11-50 10
51-100 15
101-200 20
above 200 10% of candidates
5. Where more than one teacher/Examiner is involved in marking the work, the sample must include candidates marked by all teachers/Examiners.
Candidates must be selected so that the whole range is covered, with marks spaced as evenly as possible from the top mark to the lowest mark.
6. Please note: in the event that the sample received is deemed to be unsatisfactory, or that the process of internal standardisation conducted at the Centre
has not produced a reliable rank order of candidates, CIE will request a further oral sample and the accompanying forms to be sent.
2010 0510/05/OR/S/10
Coursework Assessment Summary Form
IGCSE 0510/6
Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.

Development Total Internally
Candidate Candidate Name Teaching Group/ Structure Vocabulary and Fluency Mark Moderated Mark
Number Set (max 10) (max 10) (max 10) (max 30) (max 30)
25

Name of internal moderator (where appropriate) Signature Date
2010 0510/06/CW/S/10
A. INSTRUCTIONS FOR COMPLETING COURSEWORK ASSESSMENT SUMMARY FORMS
2. List the candidates in an order which will allow ease of transfer of information to a computer-printed Coursework mark sheet MS1 at a later stage (i.e. in
candidate index number order, where this is known; see item B.1 below). Show the teaching group or set for each candidate. The initials of the teacher
may be used to indicate group or set.
3. Transfer each candidate’s marks from his or her Individual Candidate Record Card to this form as follows:
(a) Where there are columns for individual skills or assignments, enter the marks initially awarded (i.e. before internal moderation took place).
(b) In the column headed ‘Total Mark’, average the marks to present a mark out of 30 awarded before internal moderation took place.
(c) In the column headed ‘Internally Moderated Mark’, enter the total mark awarded after internal moderation took place.
4. Both the teacher completing the form and the internal moderator (where appropriate) should check the form and complete and sign the bottom portion.
B. PROCEDURES FOR EXTERNAL MODERATION

1. University of Cambridge International Examinations (CIE) sends a computer-printed Coursework mark sheet MS1 to each Centre showing the names and
index numbers of each candidate. Transfer the total internally moderated mark for each candidate from the Coursework Assessment Summary Form to the
computer-printed Coursework mark sheet MS1.
2. The top copy of the computer-printed Coursework mark sheet MS1 must be despatched in the specially provided envelope to arrive as soon as possible at
CIE but no later than 30 April for the June session and 31 October for the November session.
26
3. Send samples of the candidates’ work covering the full ability range together with the corresponding Individual Candidate Record Cards, this summary form
and the second copy of MS1, to reach CIE by 30 April for the June session and 31 October for the November session.
4. Indicate the candidates who are in the sample by means of an asterisk (*) against the candidates’ names overleaf. The size of the coursework sample
should be as follows:
number of candidates entered number of candidates in sample

0-10 all candidates
11-50 10
51-100 15
101-200 20
above 200 10% of candidates
5. Where more than one teacher/Examiner is involved in the marking, the sample must include candidates marked by all teachers/Examiners. Candidates
must be selected so that the whole range is covered, with marks spaced as evenly as possible from the top mark to the lowest mark.
6. With the sample work, please enclose some notes about instructions given to candidates (written or verbal), and information as to how internal moderation
was carried out.
7. Please note: in the event that the sample received is deemed to be unsatisfactory, or that the process of internal standardisation conducted at the Centre
has not produced a reliable rank order of candidates, CIE will request a further oral sample and the accompanying forms to be sent.
2010 0510/06/CW/S/10
ENGLISH AS A SECOND LANGUAGE Oral – Coursework (0510/6)
Individual Candidate Record Card
IGCSE
Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.

Candidate Number Candidate Name Teaching Group/Set
Development
Description of task Structure Vocabulary
and Fluency
(max 10) (max 10) (max 10)

27
(max 10) (max 10) (max 10)
(max 10) (max 10) (max 10)

TOTAL
Marks to be transferred to the

Coursework Assessment Summary Form
Average of above marks Average of above marks Average of above marks
(max 10) (max 10) (max 10) (max 30)
0510/06/CW/S/
INSTRUCTIONS FOR COMPLETING INDIVIDUAL RECORD CARDS
2. Mark the Coursework assignment for each candidate according to the criteria sheet attached.
3. Enter marks and final marks in the appropriate spaces. NOTE THAT THE FINAL TOTAL MARK FOR EACH CANDIDATE SHOULD BE
PRESENTED AS AN AVERAGE OUT OF 30. Complete all other sections of the form required.
4. Ensure that the addition of marks is independently checked.
5. It is essential that the marks of candidates from different teaching groups within each Centre are moderated internally. This means that the
marks awarded to all candidates within a Centre must be brought to a common standard by the teacher responsible for co-ordinating the internal
assessment (i.e. the internal moderator), and a single valid and reliable set of marks (EACH OUT OF 30) should be produced which reflects the
relative attainment of all the candidates in the Coursework component at the Centre.
6. Transfer the marks to the Coursework Assessment Summary Form in accordance with the instructions given on that document.
7. Retain all Individual Candidate Record Cards and Coursework which will be required for external moderation. See the instructions on the
Coursework Assessment Summary Form (0510/06/CW/S).
28
2010 0510/06/CW/I/
APPENDIX:
ADDITIONAL INFORMATION
Spiritual, Ethical, Social, Legislative, Economic and Cultural Issues
The study of English as a Second Language demands from candidates an understanding of the
cultural contexts from which spring the many forms and varieties of the English language.
In undertaking a course in English as a Second Language, candidates are likely to extend their
linguistic knowledge and ability and widen their appreciation of social and cultural issues.
The study of a range of writing may raise spiritual, moral, ethical and social issues and help
develop candidates’ awareness of other cultures.
Sustainable Development, Health and Safety Considerations and International Developments
English as a Second Language offers opportunities to develop ideas on sustainable development

and environmental issues, health and safety, and the international dimension by way of the varied
content of reading material, writing tasks and speaking and listening discussions.
Avoidance of Bias
CIE has taken great care in the preparation of this syllabus and assessment materials to avoid
bias of any kind.
Language
This syllabus and the associated assessment materials are available in English only.
Resources
Copies of syllabuses, the most recent question papers and Principal Examiners’ reports are
available on the Syllabus and Support Materials CD-ROM, which is sent to all CIE Centres.
Resources are also listed on CIE’s public website at www.cie.org.uk.
Access to teachers’ email discussion groups and suggested schemes of work may be found on the
CIE Teacher Support website at http://teachers.cie.org.uk. This website is available to teachers at
registered CIE Centres.
29

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International General Certificate Syllabus

ENGLISH AS A SECOND LANGUAGE 0510

For examination in June and November 2010

Syllabus code: 0510

0500 First Language English

The aims are to:

III ASSESSMENT OBJECTIVES

Candidates will be assessed on their ability to:

PAPER 1: READING AND WRITING (Core)

Assessment Exercise Exercise Exercise Exercise Exercise Exercise Exercise

PAPER 3: LISTENING (Core)

Assessment Questions Question 7 Question 8 Question 9 Question 10

WEIGHTING OF ASSESSMENT OBJECTIVES

AO1 AO2 AO3 AO4 Whole

Paper 3 (Core): Listening - - 30 - 30%

Paper 4 (Extended): Listening - - 36 - 30%

SCHEME OF ASSESSMENT SUMMARY

Candidates will take:

Duration of Examination Weighting

Candidates will, in addition, offer Component 5 or Component 6. Certain categories of Centre

PAPER 1: Reading & Writing (Core tier)

Assessment of Reading and Writing skills is equally weighted.

Duration: 1 hour 30 minutes.

Dictionaries may not be used.

Overview of Exercises on Paper 1

Marks for Marks for Total

Exercise 1 Reading (1) 6 --- 6

Exercise 2 Reading (2) 10 --- 10

Exercise 3 Information transfer 6 4 10

Exercise 4 Note-making 6 --- 6

Exercise 5 (linked to Exercise 4) Summary --- 4 4

Exercise 6 Writing (1) --- 10 10

Exercise 7 Writing (2) --- 10 10

Description of Exercises on Paper 1

Exercise 1 (Core tier)

task Reading Exercise. Candidates will be required to answer a series of

Text will be one of the following types: advertisement, brochure, leaflet,

Exercise 2 (Core tier)

task Reading Exercise. Candidates will be required to answer a series of

Text will take the form of a report/newspaper/magazine article, which

Exercise 3 (Core tier)

assessment R1, R2, W1, W5

task Information transfer. Candidates will be required to complete a

Exercise 4 (Core tier)

assessment R1, R2, R3

task Note-making. Candidates will be required to make brief notes (under a

Exercise 5 (Core tier)

assessment W1, W2, W3, W4, W5

task Summary writing. Candidates will be required to write a paragraph-length

Exercise 6 (Core tier)

assessment W1, W2, W3, W4, W5, W6

task Candidates will be required to write approximately 100-150 words of

Exercise 7 (Core tier)

assessment W1, W2, W3, W4, W5, W6

task Candidates will be required to write approximately 100-150 words of

Note: the tasks for Exercise 6 and 7 will be distinguished by requiring

PAPER 2: Reading & Writing (Extended tier)

Dictionaries may not be used.

Overview of Exercises on Paper 2