Syllabus: Cambridge IGCSE First Language English

Cambridge Secondary 2
Syllabus
Cambridge IGCSE®
First Language English 0500
For examination in June and November 2019.

Also available for examination in March 2019 for India only.
Version 4
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an informed curiosity and a lasting passion for learning. We are part of Cambridge Assessment,
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students’ potential.
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created by subject experts, rooted in academic rigour and reflect the latest educational research. They
provide a strong platform for learners to progress from one stage to the next, and are well supported
by teaching and learning resources.
Our mission is to provide educational benefit through provision of international programmes and
qualifications for school education and to be the world leader in this field. Together with schools,
we develop Cambridge students who are confident, responsible, reflective, innovative and engaged –
equipped for success in the modern world.
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Quality management
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© Cambridge International Examinations, 2017.

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Contents
1 Why choose this syllabus? ............................................................................ 2

Key benefits 2
Recognition and progression 3
Supporting teachers 3
2 Syllabus overview ......................................................................................... 4

Aims 4
Content 5
Assessment 6
3 Subject content .............................................................................................. 7
4 Details of the assessment ............................................................................. 9

Paper 1 – Reading Passages (Core) 9
Paper 2 – Reading Passages (Extended) 10
Paper 3 – Directed Writing and Composition 11
Component 4 – Coursework Portfolio 12
Additional information for Component 4 Coursework Portfolio 13
Component 5 – Speaking and Listening Test 23
Additional information for Component 5 Speaking and Listening Test 24
Component 6 – Speaking and Listening Coursework 32
Additional information for Component 6 Speaking and Listening Coursework 33
5 Assessment objectives ................................................................................ 40
6 What else you need to know ...................................................................... 42

Before you start 42
Making entries 43
After the exam 44
Grade descriptions 45
Changes to this syllabus for 2019 47
Changes to this syllabus

For information about changes to this syllabus for 2019, go to page 47.
The latest syllabus is version 4, published August 2017. There are no significant changes which
affect teaching.
Any textbooks endorsed to support the syllabus for examination from 2015 are still suitable for
use with this syllabus.
Cambridge IGCSE First Language English 0500 syllabus for 2019.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE® syllabuses are created especially for international students. For over 25 years, we
have worked with schools and teachers worldwide to develop syllabuses that are suitable for different
countries, different types of schools and for learners with a wide range of abilities.
Cambridge IGCSE First Language English allows learners to:

• develop the ability to communicate clearly, accurately and effectively when speaking and writing
• learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation
• develop a personal style and an awareness of the audience being addressed.
Learners are also encouraged to read widely, both for their own enjoyment and to further their
awareness of the ways in which English can be used. Cambridge IGCSE First Language English also
develops more general analysis and communication skills such as synthesis, inference, and the ability
to order facts and present opinions effectively.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop
the skills learners need for their next steps in education or employment.
Our approach encourages learners to be:
Responsible
Confident Reflective
Cambridge
learners
Engaged Innovative
‘The strength of Cambridge IGCSE qualifications is internationally recognised

and has provided an international pathway for our students to continue their
studies around the world.’
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
2 www.cie.org.uk/igcse Back to contents page

Cambridge IGCSE First Language English 0500 syllabus for 2019. Why choose this syllabus?
Recognition and progression

The combination of knowledge and skills in Cambridge IGCSE First Language English gives learners a
solid foundation for further study. Candidates who achieve grades A* to C are well prepared to follow
a wide range of courses including Cambridge International AS & A Level English Language.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the
world as evidence of academic achievement. Many universities require a combination of Cambridge
International AS & A Levels and Cambridge IGCSEs to meet their entry requirements.
Learn more at www.cie.org.uk/recognition
Supporting teachers
We provide a wide range of practical resources, detailed guidance and innovative training and
professional development so that you can give your learners the best possible preparation for
Cambridge IGCSE.
Teaching resources Exam preparation resources

• Syllabus • Question papers
• Scheme of work • Mark schemes
• Learner guide • Example candidate responses to
• Endorsed textbooks and digital resources understand what examiners are looking
for at key grades
• Teacher support
https://teachers.cie.org.uk • Examiner reports to improve future
teaching
• Discussion forum
Support for
• Resource List
Cambridge
IGCSE
Training Community
• Face-to-face workshops around the world Community forum
• Online self-study training https://teachers.cie.org.uk
• Online tutor-led training LinkedIn linkd.in/cambridgeteacher
• Professional development qualifications Twitter @cie_education
Facebook facebook.com/cie.org.uk
‘Cambridge IGCSE is one of the most sought-after and recognised

qualifications in the world. It is very popular in Egypt because it provides the
perfect preparation for success at advanced level programmes.’
Mrs Omnia Kassabgy, Managing Director of British School in Egypt BSE
Back to contents page www.cie.org.uk/igcse 3

2 Syllabus overview
Aims
The syllabus aims summarise the context in which you should view the syllabus content and describe
the purposes of a course based on this syllabus. They are not listed in order of priority.
The aims are to enable learners to:

• understand and respond to what they hear, read and experience
• communicate accurately, appropriately, confidently and effectively
• enjoy and appreciate a variety of language
• complement their ability to work with information and ideas in other areas of study, for example,
by developing skills of analysis, synthesis and the drawing of inferences
• promote personal development and an understanding of themselves and others.

Cambridge IGCSE First Language English 0500 syllabus for 2019. Syllabus overview
Content
Cambridge IGCSE First Language English offers candidates the opportunity to respond knowledgeably
to a rich array of reading passages. Candidates will use some of these passages to inform and inspire
their own writing, and write in a range of text types for different audiences.
Candidates also have the opportunity to develop both their speaking and listening skills, presenting to
others and responding to feedback and questions. Candidates are able to develop a range of skills in
organising content and adapting their written and spoken language to meet the needs of the purpose
and audience.
Candidates are encouraged to become appreciative and critical readers, writers, speakers and
listeners.
Teacher support for Cambridge IGCSE First Language English

We provide a wide range of support resources to give your learners the best possible
preparation for Cambridge programmes and qualifications. Support for IGCSE English includes
a coursework Handbook, Speaking and Listening Handbook and Learner guide. These and other
resources are available online through Teacher Support at https://teachers.cie.org.uk

Cambridge IGCSE First Language English 0500 syllabus for 2019. Syllabus overview
Assessment
All candidates take two papers – one of Paper 1 or Paper 2, and one of Paper 3 or Component
4. Component 5 and Component 6 are optional and assess speaking and listening skills. These
components are separately endorsed and marks will not contribute to the overall grade.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or
below should be entered for Paper 1, and either Paper 3 or Component 4. These candidates will be
eligible for grades C to G.
Candidates who have studied the Extended subject content (Core and Extended), and who are
expected to achieve a grade C or above should be entered for Paper 2 and either Paper 3 or
Component 4. These candidates will be eligible for grades A* to E.
All candidates take: or:
Paper 1 1 hour 45 minutes Paper 2 2 hours

Reading Passages (Core) 50% Reading Passages (Extended) 50%
50 marks 50 marks
Structured and extended writing Structured and extended writing
questions questions
Questions will be based on two reading Questions will be based on two reading
passages passages
Externally assessed Externally assessed
Assessing grades C to G Assessing grades A* to E
and: or:
Paper 3 2 hours Component 4

Directed Writing and Composition 50% Coursework Portfolio 50%
(Core and Extended) (Core and Extended)
50 marks 50 marks
Extended writing question and a Three extended writing assignments
composition task Internally assessed/externally moderated
Externally assessed
Centres may also choose to enter candidates for the Speaking and Listening Test or for the Speaking
and Listening Coursework. Marks for these optional components do not contribute to the overall
grade candidates receive for the written components. Instead, where candidates perform to an
appropriate standard, certificates record achievement of grades 1 (high) to 5 (low).
Candidates can also take: or:
Component 5 Approx. 10–12 minutes Component 6

Speaking and Listening Test Speaking and Listening Coursework
(Core and Extended) (Core and Extended)
30 marks 30 marks
Individual task and discussion Individual activity, pair-based activity and
Internally assessed/externally moderated group activity
Internally assessed/externally moderated

3 Subject content
Candidates may follow either the Core Curriculum only or the Extended Curriculum, which includes
both the Core and Extended content. Candidates aiming for grades A* to B must follow the Extended
Curriculum.
The skills covered in the syllabus are outlined below.
Assessment objective 1: Reading

Core Extended
• demonstrate understanding of words and • demonstrate a precise understanding of
phrases within extended texts extended texts
• identify and develop facts, ideas and • synthesise, develop, analyse and evaluate
opinions facts, ideas and opinions
• summarise, paraphrase and re-express • effectively summarise, paraphrase and
• demonstrate some understanding of how re-express
writers achieve their effects • demonstrate understanding of how writers
• recognise and respond to simple linguistic achieve their effects
devices including figurative language • recognise and respond to sophisticated
• extract specific information. linguistic devices
• extract appropriate information for specific
purposes.
Assessment objective 2: Writing

Core Extended
• express thoughts, feelings and opinions in • express effectively what is thought, felt
order to interest, inform or convince the and imagined
reader • order and convey facts, ideas and opinions
• convey simple and detailed facts, ideas and effectively
opinions in an orderly sequence • demonstrate a sophisticated use of
• use appropriate vocabulary imaginative and varied vocabulary
• demonstrate some sense of audience and • demonstrate a clear sense of audience and
context context
• demonstrate adequate control of spelling, • demonstrate accuracy in spelling,
punctuation and grammar punctuation and grammar
• attempt a variety of sentence structures. • use effectively a variety of sentence
structures.

Cambridge IGCSE First Language English 0500 syllabus for 2019. Subject content
Assessment objective 3: Speaking and listening

Core Extended
• describe experience in simple terms and • describe and reflect on experience, and
express intelligibly what is thought, felt and express effectively what is thought, felt
imagined and imagined
• recognise and give statements of opinion • understand and convey complex
and attitude information in a sophisticated way
• present facts, ideas and opinions in an • order and present facts, ideas and opinions
orderly sequence effectively
• communicate with some clarity, focus and • discuss statements of opinion and attitude,
purpose discerning underlying assumptions and
• communicate with some awareness of points of view
audience and context • communicate with clarity, focus and
• make relevant comments on what is heard. purpose
• communicate appropriately depending on
the audience and context
• evaluate and reflect on what is heard.

Cambridge IGCSE First Language English 0500 syllabus for 2019. Details of the assessment
4 Details of the assessment
Paper 1 – Reading Passages (Core)
Written paper, 1 hour 45 minutes, 50 marks
Candidates answer three questions on two passages which may be on a similar topic. Candidates
write all their answers in the spaces provided on the question paper. Passage A will be 500–600
words and Passage B will be 300–350 words in length. Candidates should spend approximately
10 minutes reading the passages. These passages will be printed on the question paper insert.
Dictionaries may not be used.
Candidates taking this component are eligible for grades C–G.

50 per cent of the total marks available.
Question 1 Comprehension questions (20 marks)

This is a series of sub-questions in response to Passage A, requiring answers of different lengths and
testing the following reading assessment objectives (20 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions
R4 demonstrate understanding of how writers achieve effects.
Question 2 Extended response (15 marks)

This question, in response to Passage A, may be sub-divided.
Candidates write about 200–300 words, responding in one of the following text types: letter, report,
journal, speech, interview, newspaper report or magazine article.
This question tests the following reading assessment objectives (10 marks):
R3 analyse, evaluate and develop facts, ideas and opinions.
The question also tests the following writing assessment objectives (5 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context.

Question 3 Summary question (15 marks)

Candidates write their content points in note form and then their summary as continuous writing of
no more than 150 words.
R5 select for specific purposes.
W5 make accurate use of spelling, punctuation and grammar.
Paper 2 – Reading Passages (Extended)
Written paper, 2 hours, 50 marks
Candidates answer three questions on two passages which may be on a similar topic. Candidates
write all their answers in the spaces provided on the question paper. Passage A will be 650–750
words and Passage B will be 550–650 words in length. Candidates should spend approximately
15 minutes reading the passages. These passages will be printed on the question paper insert.
Dictionaries may not be used.
Candidates taking this component are eligible for grades A–E (and A* at syllabus level).
Question 1 Extended response (20 marks)

Candidates write about 250–350 words, responding in one of the following text types: letter, report,
journal, speech, interview, newspaper report or magazine article.
W4 use register appropriate to audience and context.

Question 2 Language question (10 marks)

Candidates write about 200–300 words.
This question tests the following reading assessment objective (10 marks):
R4 demonstrate understanding of how writers achieve effects.
Question 3 Summary question (20 marks)

Candidates write their summary as continuous writing of no more than 250 words.
Paper 3 – Directed Writing and Composition
Written paper, 2 hours, 50 marks
Candidates answer two questions, one from each section. Candidates write both their answers in the
spaces provided on the question paper. Dictionaries may not be used.
Candidates taking this component are eligible for grades A–G (and A* at syllabus level if the Extended
route is followed).
Section 1 Directed Writing (25 marks)

Candidates answer one question on a passage or passages totalling 650–750 words, printed on the
question paper insert.
This question may be sub-divided.
Candidates use, develop and evaluate the information in a discursive/argumentative letter or article.

This question tests the following writing assessment objectives (15 marks):
W4 use register appropriate to audience and context
This question also tests the following reading assessment objectives (10 marks):
Section 2 Composition (25 marks)

Candidates answer one question from a choice of two descriptive and two narrative titles.
This question tests the following writing assessment objectives (25 marks):
Component 4 – Coursework Portfolio
Written assignments, 50 marks
This information should be read in conjunction with the relevant sections of the Cambridge Handbook.
The forms required for the conduct and assessment of the portfolio may be downloaded from
www.cie.org.uk/samples (see page 21 and page 22 for details).
Candidates are eligible for grades A–G on this component (and A* at syllabus level if the Extended
route is followed).
Candidates submit a portfolio of three assignments, each of about 500–800 words. The assignments
may be conducted in any order, and are:
Assignment 1: informative, analytical and/or argumentative
Assignment 2: descriptive and/or narrative
Assignment 3: a response to a text or texts of approximately two sides of A4 in total, chosen by the
Centre. The text(s) should contain facts, opinions and arguments. Candidates respond by selecting,
analysing and evaluating the content of the text(s). They may write in any appropriate form they wish.
Different candidates in the same teaching set may choose to respond to different text(s) and/or in
different forms.

The Coursework Portfolio tests the following writing assessment objectives (40 marks):
For Assignment 3 only, the following reading assessment objectives are tested (10 marks):
Work may be handwritten or word-processed.
Dictionaries may be used.
Candidates must include the first draft of one of the three assignments submitted. The first draft
will not contribute to the final internally assessed mark or to the externally moderated mark for the
portfolio.
The Coursework Portfolio must also include the text(s) used for Assignment 3.
A teacher/moderator at the Centre conducts and internally assesses the Coursework Portfolio(s) using
the assessment criteria on pages 17–21. They send the final marks, a sample of candidates’ portfolios
and completed forms for external moderation by Cambridge before the advertised final date. Centres
will receive a brief report on the outcome of the external moderation.
Additional information for Component 4 Coursework

Portfolio
General guidance
Please read this information in conjunction with the relevant sections of the Cambridge Handbook.
1 Format of the portfolio

• T
he three assignments (together with the first draft of one of them) must be securely
fastened (e.g. by stapling or treasury tags) and each must be marked clearly with the
candidate’s name, Centre number and candidate number.
• W
ork for external moderation must not be sent to Cambridge in plastic folders or bulky and
heavy ring binders.
• A completed Individual Candidate Record Card must be included with each portfolio.

2 Assignments: general issues

• Assignments should arise from the programme of study undertaken by the teaching group.
• T
he best assignments are usually those that come from a shared learning experience but
are finally chosen by individual candidates; negotiation of assignments with the teacher
is recommended (bearing in mind that these should be sufficiently challenging to stretch
candidates to their full potential). For example, a class might study types of short story and
their structures and conventions before individual candidates choose their own titles and write
their own short stories for Assignment 2.
• Q
uestions from past examination papers should not normally be used for coursework.
Candidates are not expected to work under timed conditions.
• A
ssignments 1–3 may be completed in any sequence during the course. It is generally better
that candidates do more than three assignments during the course from which a suitable
choice can eventually be made for the final portfolio.
3 Assignments: meeting the syllabus requirements
• T
he assignments must clearly demonstrate different writing intentions and styles to the
reader. For example:
Assignment 1
Assignment 1 Two examples:
informative,
• a logbook/diary giving information on what was done during two days
analytical and/or
of a work experience or an activity weekend (i.e. writing to inform)
argumentative
• an argument from an informed, personal viewpoint about a topical
issue, e.g. arguing against the ill-treatment of prisoners (i.e. writing to
persuade).
Assignment 2
Candidates may submit poetry for Assignment 2, but this must be accompanied by some
form of commentary by the candidate, e.g. about how the poem(s) came to be written. The
commentary will be included in the word count.
descriptive and/or • a detailed description of the people who frequent a local shop, and
narrative the atmosphere of the shop (i.e. writing to describe)
• a story about internet hacking, demonstrating the candidate’s
understanding of how to create character, significant events and
structure, such as climax or an unusual ending (i.e. writing to
entertain).
Assignment 3
• Assignment 3 is a piece of directed writing in response to a text or texts chosen by the
teacher (or by the candidate, with the teacher’s approval). This assignment is assessed for
both writing and reading skills.
• Centres are advised to set text(s) of about two sides of A4 in length altogether. Text(s) may
consist of controversial facts, opinions and/or arguments which can be analysed and evaluated
by the candidate and can be transformed and integrated into their own views. Note that if
a literature text(s) is used, candidates should respond to the facts, opinions and arguments
contained in the text(s) rather than to the writer’s choice of language and literary devices.
• Text(s) may be of local, national or global interest – or all three – and should be suitable
for the ability range of the candidates. They may be drawn from a variety of sources,
e.g. newspapers, magazine articles, travel writing, text-based websites, propaganda and
media. Note that text(s) that are mainly informative or that provide content which has no
development/discussion should not be set.

• The candidate should explain the views presented in the text(s), develop any ideas of
interest and argue with or against them, examining them for inconsistencies and substituting
complementary or opposing views.
• The assignment may be written in any appropriate form (e.g. an article, a letter, or the words
of a speech), but teachers must make sure that Assignment 3 does not have the same form
and style as Assignment 1 in the final portfolio.
• A copy of all texts used for the third assignment must be included with the sample of
portfolios sent to the external moderator.
response to texts • Stimulus text(s): several letters published in a newspaper in response
to a proposal for a new development in the locality
Assignment: Analyse and evaluate the information and views you
have read and write an article based on them for the newspaper. Your
own views should be based on the content of the letters.
• Stimulus text(s): a magazine article advocating the cull of a species of

animal that has become a nuisance
Assignment: Analyse and evaluate the information and views
expressed in the article and either (a) write your own article in
response or (b) write a letter to the author of the article.
4 Drafting assignments
• In coursework, as in preparation for other forms of examination, it is natural for the teacher
and learner to discuss the work and how it is progressing. Teachers will be more confident
that the work is authentic if first drafts (e.g. plans following discussion) are completed in class,
and seen and noted by them.
• Teachers must not mark, correct or edit draft material prior to submission of the assignment
proper, as this is classed as improper practice. Learners should draft and redraft their work
(see point 5 below), and teachers should give general advice.
• In order to allow candidates to demonstrate their abilities to the full, teachers must not
provide candidates with any kind of template for their coursework.
5 Inclusion of a first draft in the portfolio
• Each candidate’s portfolio must include a first draft of one of the three assignments.
• A
first draft is defined as the first attempt at a continuous piece of writing. It may be word-
processed or handwritten. It does not have to be neat, and may include crossings out and any
indications that sections are to be moved from one part of the writing to another. A first draft
may also include general comments by the teacher.
• C
andidates are encouraged to revise, edit and correct their work and may discuss the process
with their teachers. However, teachers are reminded that their advice must not constitute
correction and that candidates must be responsible for specific corrections of spelling,
punctuation and grammar.
• Candidates should not submit rough, outline plans.
• T
he first draft of one of the assignments will not contribute to the final internally assessed
mark, or to the externally moderated mark for the portfolio. This draft is for the external
moderator’s use only. It will be used by the external moderator to:
–– help understand the process by which the assignment was completed
–– p
rovide some evidence of any changes and improvements made by the candidate while
working towards the final assignment
–– understand how the Centre assessment has been reached.

• Information gained from draft coursework pieces may also be used in the principal
moderator’s report to Centres to help develop teachers’ understanding of the processes
involved in coursework.
6 Length of assignments
• T
he component description suggests ‘between 500 and 800 words’ for each assignment.
This is a sufficient length to attract the highest marks. Work that is significantly under- or
over-length is likely to be self-penalising.
7 Use of word processors
• E
ach assignment may be either handwritten or word-processed. Electronic dictionaries and/or
spell checkers may be used.
• C
andidates should be reminded of the importance of careful proofreading of all their work.
Typing errors, or the use of a wrong choice from a computer spell check or thesaurus, must
be counted as errors, and shown as such.
8 Checking portfolios to ensure that the syllabus requirements have been met
• T
eachers should check the contents of portfolios before finalising them: where candidates
have been given many assignments and have made the final choice themselves, it is easy for
two similar arguments or two similar stories to be included inappropriately.
• If a portfolio does not meet the syllabus requirements, please follow the information on
page 17 about awarding marks for incomplete coursework.
9 Checking portfolios for authenticity
• It is the Centre’s responsibility to guarantee that all coursework submitted by candidates
is their original work. Any work found to have been plagiarised must be removed before
the portfolio is marked. The portfolio should then be marked in the normal way and a mark
awarded for the overall quality. Please follow the information on page 17 about awarding
marks for incomplete coursework.
• T
exts which provide material for informative or argumentative work, and which have been
scanned/downloaded from publications, CD-ROMs and the internet, should be shown to the
teacher; the teacher must remind candidates not to copy sections or whole sentences as their
own. If appropriate, references to source material should be provided by the candidate at the
end of an assignment.
Marking instructions
1 Candidates’ marks must be recorded on Individual Candidate Record Cards produced by
Cambridge. These forms, and the instructions for completing them, may be downloaded from
www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0500) and your
Centre number, after which it will take you to the correct forms. Follow the instructions when
completing each form.
2 Teachers provide a comment on the quality of the portfolio overall at the bottom of each
candidate’s Individual Candidate Record Card; they must also mark each assignment by indicating
strengths and weaknesses and by providing a comment at the end. These comments should be
directly related to the assessment criteria on pages 17–21. Each item must bear evidence of the
marking.
3 Individual assignments may be awarded marks/grades in whatever way is most appropriate for
teachers and candidates. However, the total mark for the portfolio must be based on how the
assessment criteria have been met. This total mark must reflect how achievement has varied
across the different assignments, and how performance has varied across the assessment
criteria for each assignment. Assessment, therefore, usually involves balancing strengths and

weaknesses in the candidate’s work overall. For this reason, the total mark is not necessarily a
mathematical calculation based on marks/grades awarded to individual assignments during the
course.
4 The teacher must mark each candidate’s portfolio out of a total of 50, in line with the assessment
criteria below.
The total mark for the portfolio is divided into 40 marks for writing and 10 marks for reading. For
writing, a single mark out of 40 is given for the quality of the candidate’s overall performance
in the three assignments. For reading, the mark out of 10 is given according to how well
the candidate demonstrates understanding of the text(s) in the response to the task set for
Assignment 3 only.
5 Incomplete coursework
If one piece is not included in the portfolio, one third of the total mark for writing should be
deducted. If the piece missing is Assignment 3, in addition to the reduction of a third of the mark
for writing, no marks can be awarded for reading.
6 Internal moderation
Internal moderation should take place for Centres with more than one teacher/moderator. It is
essential that the marks for each strand of the assessment criteria of candidates from
different teaching groups within each Centre are moderated internally for the whole
Centre. This means that the marks awarded to all candidates within a Centre must be brought to
a common standard by the teacher responsible for coordinating the internal assessment (i.e. the
internal moderator). A single valid and reliable set of marks should be produced, which reflects
the relative attainment of all the candidates in the coursework component at the Centre. If the
marking of any teacher is found to be lenient or severe, it should be adjusted to bring it into line
with the rest of the Centre’s marking. If the internal moderator cannot agree the rank order of the
candidates in any teaching set, the work of that set must be remarked.
Assessment criteria
Note: It should not be assumed that a band in the assessment criteria directly equates to a grade.
Final grade thresholds are decided for each series based on available evidence.
Marking: general principles

1 You are encouraged to use the full range of marks.
2 The general approach is a positive one.
3 Within any band, marks should be awarded on a ‘best-fit’ basis. Thus, compensation between
higher and lower achievement for different aspects is acceptable.
4 Above all else, be consistent in your marking. If you are unsure of the mark to award, err on the
side of generosity. Cambridge’s external moderation process allows for adjustments to be made
to consistently harsh or generous marking.

Table A: Band descriptions for writing (Assignments 1–3) (40 marks)
Band 8 (36–40): Confident and stylistic completion of challenging tasks throughout the
portfolio
• W1: Candidates describe and reflect effectively upon experience, give detail and analyse
thoughtfully what is felt and imagined. Arguments are cogent and developed in mature,
persuasive thought.
• W2: Facts, ideas and opinions are ordered logically, each stage in the argument or narrative
carefully linked to the next. Paragraphing is a strength, and candidates are confident in
experimenting where appropriate in the structure of expressive writing.
• W3: Candidates write with assurance, using a wide range of effective vocabulary.
• W4: Candidates vary their style with assurance to suit audience and context in all three
assignments. They use well-constructed sentences.
• W5: Candidates write accurately. They use punctuation and grammatical structures to define
shades of meaning. They spell simple, complex and technical words with precision.
Band 7 (31–35): Frequent merit and interest in the choice of content and the manner of
writing
• W1: Candidates describe and reflect upon experience, and analyse with occasional success
what is felt and imagined. Some argument is well developed and interesting, although the
explanation may not always be consistent.
• W2: Facts, ideas and opinions are often well ordered so that the construction of the writing is
clear to the reader. Sentences within paragraphs are mostly well sequenced, although some
paragraphs may finish less effectively than they begin.
• W3: Candidates write with some confidence, demonstrating an emergent range of varied
vocabulary.
• W4: Candidates give evidence of understanding the need to write appropriately to audience
and context even if there is not complete consistency in the three assignments. There is
some fluency in the construction of sentences.
• W5: Candidates show some signs of understanding how punctuation and grammatical
structures can be used to aid communication. Errors of spelling, punctuation and grammar are
minor, and rare at the top of this band.
Band 6 (26–30): Competent writing with some development of ideas
• W1: Candidates express clearly what is felt and imagined and supply some detail, explanation
and exemplification for the benefit of the reader. Arguments are expressed in a competent
series of relevant points and a clear attempt is made to develop some of them.
• W2: A clear attempt is made to present facts, ideas and opinions in an orderly way, although
there may be some insecurity in the overall structure.
• W3: Candidates write competently, using appropriate, if sometimes unadventurous,
vocabulary.
• W4: Candidates make a clear attempt in at least one assignment to write with a sense of
audience and there may also be some evidence of adapting style to context. Sentences
mostly link ideas successfully.
• W5: Candidates use punctuation and grammar competently although the range is not strong.
There may be a number of minor errors especially at the bottom of this band and even
occasional errors of sentence separation.

Band 5 (21–25): Satisfactory content with brief development and acceptable expression
• W1: Candidates express with some clarity what is felt and imagined. Arguments are relevant
to the topic and are developed partially with some brief effectiveness.
• W2: There is evidence of overall structure, but the writing may be presented more carefully
in some sections than in others. There may be examples of repetition and the sequence of
sentences within paragraphs may be insecure in places.
• W3: Candidates write with occasional competence, using a mixture of effective and
straightforward vocabulary.
• W4: Candidates show occasional evidence of writing with some understanding of audience
and context, but this is not sustained. Candidates use some complex and some simple
sentences.
• W5: Candidates use a limited range of punctuation and grammatical structure with some care,
although occasionally grammatical error will cause the reader some difficulty. There may be
quite numerous errors, particularly of sentence separation and the misuse of commas.
Band 4 (16–20): Simple writing, the meaning of which is not in doubt
• W1: Candidates express intelligibly what is felt and imagined. Arguments are expressed with
variable relevance, logic and development.
• W2: Facts, ideas and opinions are presented in paragraphs which may be inconsistent. The
overall structure is unsound in places.
• W3: Candidates use simple, straightforward vocabulary.
• W4: Candidates make slight variations of style according to audience and context, although
this does not seem deliberate. Simple sentences are correctly used and there may be an
attempt to write complex sentences which have a slight lack of clarity.
• W5: Candidates show knowledge of simple punctuation and grammar, but the amount of
error, especially of tense and the use of prepositions, is sometimes considerable. Sentence
separation is often poor, but error does not prevent the reader from understanding what is
written.
Band 3 (11–15): Writing can be followed despite difficulties with expression
• W1: Candidates make a simple attempt to express what is felt and imagined. Arguments are
expressed very simply and briefly.
• W2: Facts, ideas and opinions may appear in partially formed paragraphs of inappropriate
length and some attempt is made to provide a beginning and an end.
• W3: Candidates use simple, mainly accurate vocabulary.
• W4: Candidates may show occasional, brief acknowledgement of the possibility of writing for
different audiences and contexts, but overall there is little variation of style. Attempts to write
complex sentences may involve repetition of conjunctions and some blurring.
• W5: Candidates occasionally use appropriate punctuation and can spell simple words, but the
reader is not convinced that their understanding, especially of grammar, is adequate.

Band 2 (6–10): Some of the writing can be followed
• W1: Candidates occasionally express what is felt, thought and imagined, but they are
hampered by their command of language.
• W2: There may be some signs of an overall structure although inadequate presentation of
facts, ideas and opinions creates blurring.
• W3: Candidates demonstrate a narrow vocabulary.
• W4: Candidates may write appropriately on the whole but their command of language is not
strong enough to acknowledge audience or context. There are unlikely to be more than a few
accurate sentences.
• W5: Weaknesses in spelling, punctuation and grammar are persistent, but the reader is able
to follow at least part of the writing.
Band 1 (1–5): Writing does not communicate adequately
• W1: Very simple meanings are attempted, but most of the work is too inaccurate and blurred
to make sense.
• W2: An absence of overall structure and paragraphing leads to confusion.
• W3: Very simple meanings are attempted, but the candidate’s knowledge of vocabulary is too
slight to make adequate sense.
• W4: There is insufficient evidence of audience, context or sentence structures to reward.
• W5: The amount and breadth of error prevents sufficient communication of meaning.
Band 0 (0): Writing does not meet the above criteria

Table B: Band descriptions for reading (Assignment 3 only) (10 marks)
Band 5 Candidates analyse and evaluate several ideas and details from the text(s),
9–10 marks and develop lines of thought. Their own ideas are closely related to the
original text(s) and show a good understanding of the main arguments.
Band 4 Candidates respond in detail to ideas from the text(s), explaining them and
7–8 marks expressing views on them with varying degrees of effectiveness. There is
some reference to details in the original. Their own ideas are based on those
of the original text(s).
Band 3 Candidates show some response to the ideas in the text(s), summarising
5–6 marks them and giving simple views on them. Their own thinking is relevant, if not
always tightly focused on the original text(s).
Band 2 Candidates give a response to the original text(s). Their ideas are relevant to
3–4 marks the topic but make only occasional references to individual ideas or details in
the original text(s).
Band 1 Candidates write about the topic but there is little evidence that they have
1–2 marks read or understood the text(s).
Band 0 There is no discernible reference to the topic or to the text(s).

0 marks
Instructions for completing Individual Candidate Record Cards

1 A copy of the relevant Individual Candidate Record Card can be downloaded from
www.cie.org.uk/samples
2 The database will ask you for the syllabus code and your Centre number, after which it will take
you to the correct forms.
3 Mark the coursework assignment for each candidate according to the assessment criteria
provided on pages 17–21.
4 (a) Enter a mark for writing (out of 40) and a mark for reading (out of 10 – Assignment 3 only) in
the appropriate spaces on the record card.
(b) Complete other sections of the form.
5 Add the marks for writing and reading and enter the total mark (out of 50) in the appropriate box
on the record card (‘Total mark to be transferred to Coursework Assessment Summary Form’).
6 Transfer the marks to the First Language English – Component 4, Coursework Portfolio,
Coursework Assessment Summary Form, in line with the instructions on page 22.
7 Retain all Individual Candidate Record Cards and samples of coursework.
Note: Teachers should use these record cards only for candidates who have undertaken coursework
as part of their Cambridge IGCSE.

Instructions for completing Coursework Assessment Summary Forms

1 A copy of the relevant Coursework Assessment Summary Form can be downloaded from
3 List the candidates in an order which allows the information to be transferred easily for
submission to Cambridge at a later stage (i.e. in candidate index number order, where this is
known). Show the teaching group or set for each candidate. The initials of the teacher may be
used to indicate group or set.
4 Transfer each candidate’s marks from her/his Individual Candidate Record Card to this summary
form as follows:
(a) Enter the marks for writing (out of 40) and reading (out of 10 – Assignment 3 only) in the
relevant columns.
(b) Enter the total (out of 50) in the column headed ‘Total Mark’.
(c) In the column headed ‘Internally Moderated Mark’, enter the mark (out of 50) awarded
after internal moderation took place. Leave blank if not applicable. See pages 16–17 for
information about internal moderation.
5 Both the teacher/moderator completing the form and, where applicable, the internal moderator(s)
must check the form, and complete and sign the bottom portion.
Arrangements for external moderation

1 External moderation of internal assessment is carried out by Cambridge.
2 The total marks, or where applicable the internally moderated marks for all candidates, should
be submitted to Cambridge separate to the despatch for the moderator. The final dates, sample
sizes and methods for submitting these internally assessed marks are detailed in the Cambridge
Handbook.
3 Please send the following to Cambridge to be sent to the moderator:
• t he candidates’ work with the corresponding completed Individual Candidate Record Cards.
Only send the work required for the sample
• t he completed Coursework Assessment Summary Form(s), with an asterisk (*) against the
candidates’ names who are in the sample
• the total marks, internally moderated where appropriate, for all candidates.
4 Send the required materials and work to Cambridge, to arrive by the final advertised date in the
timetable. Do not wait until the end of the assessment period before sending these items.
5 If Cambridge’s moderator thinks it is necessary, because the sample received is
unsatisfactory or the process of internal moderation at the Centre has not produced a
reliable rank order of candidates, Cambridge will request further samples. The Centre must
send these as soon as the request is received.
6 Feedback following external moderation
Centres will receive a brief report from the external moderator on the assessment of their
candidates’ portfolios. This will usually be sent at the time results are issued.
Resubmission and carrying forward of internally assessed marks

Information about resubmission and carrying forward of internally assessed marks can be found in the
Cambridge Handbook.

Component 5 – Speaking and Listening Test
Individual task and discussion, approximately 10–12 minutes, 30 marks
This component is optional for syllabus 0500 and is separately endorsed with grades of 1 (high) to
5 (low).
There is no question paper for the test. The test is recorded for all candidates.
The forms required for the conduct and assessment of the test may be downloaded from
www.cie.org.uk/samples (see page 28 and page 31 for details).
The Speaking and Listening Test(s) take place during a period before the main examination series (see
the relevant series’ timetable).
Candidates must take the Speaking and Listening Test once only.
There are two parts to the test:
Part 1 Individual Task (3–4 minutes) (10 marks)

The candidate talks for about 3–4 minutes on a single topic or theme which they have selected prior
to the test. For example, a presentation, a talk, a speech or a monologue (e.g. the candidate talks
about his or her reactions to meeting a famous person; the candidate talks about a recent film he or
she has seen and suggests why others would also like it).
The individual task tests the following speaking and listening assessment objectives (10 marks):
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions in a sustained, cohesive order
SL3 communicate clearly, fluently and purposefully as an individual and in dialogue with other
speakers
SL4 use register appropriate to audience and context.
Dictionaries may be used to prepare the individual task, but they may not be taken into the test.
Part 2 Discussion (6–7 minutes) (20 marks)

The individual task leads into a conversation with the teacher/examiner about the candidate’s chosen
topic. For example, an account of meeting a famous person could be developed into a discussion of
wider issues such as the nature and role of ‘celebrity’ and media intrusion; a talk about a film could be
developed into discussion of wider issues such as censorship, popular culture and the film industry.
The discussion tests the following speaking and listening assessment objectives (20 marks):
speakers
SL4 use register appropriate to audience and context
SL5 listen to and respond appropriately to the contributions of others.
Dictionaries may not be used in the test.

A teacher/examiner conducts and internally assesses the test(s) using the assessment criteria on
pages 28–30. This teacher/examiner will usually be someone from the Centre’s English department.
They send the final marks, a recorded sample of the candidates’ performance and completed forms
for external moderation by Cambridge before the advertised final date. Centres will receive a brief
report on the outcome of the external moderation.
Additional information for Component 5 Speaking and

Listening Test
This component is optional for syllabus 0500 and is separately endorsed.
Test structure
Part 1 Individual task (3–4 minutes) (10 marks)
For example, a presentation, a talk, a speech, a monologue.
• The candidate talks for about 3–4 minutes on a single topic or theme selected by the candidate
prior to the test. The talk should be continuous and there should be no need for the teacher/
examiner to intervene. Teachers/examiners only interrupt to ask questions if candidates show no
signs of finishing after about 4½ minutes, or to prompt candidates who are finding it difficult to
continue.
• Candidates need to show that they are able to prepare and organise material, are aware of
audience, and that they can select and employ a range of language devices.
• The individual task should be lively and interesting; candidates should therefore prepare a topic in
which they have a personal interest.
• Candidates are encouraged to make presentations which are lively, by perhaps incorporating
more creative presentational styles; taking up a ‘voice’ or presenting a dramatic monologue, for
example.
• Candidates may bring a ‘cue card’ (about postcard size) into the examination room, to remind
them of the main points they wish to make. Cue cards should contain a list of points, not
continuous sentences. Candidates may also bring in a limited quantity of illustrative material,
which may include maps, diagrams, statistics, pictures and short articles. Reading from, or
reliance on, a script is not allowed.
• Candidates are encouraged to select their own topic. The topic should be appropriate and chosen
with the support and advice of the candidate’s teacher. If a Centre has a specific query relating
to this, they should contact Cambridge. The teacher must not be involved in the preparation of
material for the individual task.
This part of the test is to be assessed using Table A of the assessment criteria, which can be found
page 29.

Part 2 Discussion (6–7 minutes) (20 marks)

• The individual task leads into a conversation with the teacher/examiner about the candidate’s
chosen topic. The role of the teacher/examiner in this conversation is that of an interested and
sympathetic participant, allowing the candidate every opportunity both to put views forward, and
to seek information and opinions from the teacher/examiner.
• During the individual task, teachers/examiners are likely to make notes in order to help them ask
appropriate questions.
• Candidates must be prepared to supply additional factual material where appropriate and to
express and defend a point of view. In order to give the candidate every opportunity to do
this, questions are of the ‘tell me more about ...’, ‘why?’ and ‘how?’ variety, rather than closed
questions which may be answered by ‘yes/no’.
• Candidates should be encouraged to consider how a conversation might develop around their
chosen topic; if they cannot think of six questions they could be asked, the topic is unlikely to be
easy to discuss.
• Candidates should not be made to feel embarrassed about expressing viewpoints that are not
those of the teacher/examiner. The teacher/examiner may wish to ask questions about those
views, but must not be antagonistic towards the candidate.
• The teacher/examiner should normally allow 6–7 minutes for each candidate. If a candidate ‘dries
up’ after a few minutes, the teacher/examiner should keep trying to make conversation so that
the candidate is given every opportunity to do themselves justice. Teachers/examiners should
be ready to explore another aspect of the topic if candidates are obviously out of their depth.
Questions should be rephrased (rather than repeated) in an attempt to continue the dialogue.
• Teachers/examiners should beware of talking too much and of candidates being given credit for
what the teacher/examiner has actually said. Candidates are responsible for showing that they can
converse adequately; at the same time the teacher/examiner must make sure the candidate is
given every opportunity to converse by following up any opening given.
This part of the test is to be assessed using Table B of the assessment criteria, which can be found
on page 30.
Administrative arrangements
1 T imetabling
• T
he Speaking and Listening Tests take place in the two months before the main examination
period, as notified on the timetable. Each Centre will decide on a convenient time within this
period for its tests.
• T
o allow sufficient time for moderation, please keep to the dates given for completing the
Speaking and Listening Tests, conducting internal moderation where applicable, and for
sending recordings and marks to Cambridge.
2 Materials for the Speaking and Listening Test
• There is no question paper for the test.
• M
arking instructions and the Oral Examination Summary Form (see page 28 and page 31) for
conducting and assessing the Speaking and Listening Test must be photocopied as required.
• T
he Centre must provide its own CDs (for the recording of the test for external moderation)
and these must be of good quality. (Note that it is permissible to use audio cassettes, but the
use of CDs and digital recording equipment is strongly preferred.)

3 Appointment of teacher/examiner(s)
• E
ach Centre selects its own examiner. This is usually a teacher from within the English
department, but could be someone local from outside the Centre.
• T
he teacher/examiner conducts and assesses the test and submits a recorded sample for
moderation by Cambridge.
• T
o make it easier to keep a common standard, there should be only one teacher/examiner per
Centre.
• B
efore the start of the examination period, Centres with large numbers of candidates (more
than 30) must get agreement from Cambridge to use additional teachers/examiners.
• Cambridge is not responsible for any fees agreed.
4 The Oral Examination Summary Form
(a) The Oral Examination Summary Form is a working document, on which the marks for each
section of the test are to be entered in detail, as specified in the instructions on page 31. Be
very careful to check all additions.
(b) The total marks, or where applicable the internally moderated marks, should then be
submitted to Cambridge as detailed in the Cambridge Handbook.
5 Despatch and return of marks and forms
(a) The total marks, or the internally moderated marks where applicable, are to be returned to
Cambridge once all the tests have been completed. The final date for receipt is the end of the
examination period for the Speaking and Listening Tests as detailed on the timetable. Do not
wait until the end of the assessment period before sending them.
(b) Copies of all marks are to be kept by the Centre in case of postal losses or delays.
6 Arrangements for the test
• T
he Speaking and Listening Test should be taken once only; candidates must not repeat the
test. If a Centre has a specific query relating to this, they should contact Cambridge.
• E
xamination conditions must be in place in the area where the tests take place. A supervisor
must be present outside the examination room to make sure that candidates leaving the
room do not communicate with those waiting to enter. Candidates may bring a ‘cue card’
(about postcard size) into the examination room to remind them of the main points they wish
to make. Cue cards should contain a list of points, not continuous sentences. Candidates
may also bring with them a limited quantity of illustrative material, which may include maps,
diagrams, statistics, pictures and short articles. Candidates are not allowed to have a script,
nor are they allowed to consult dictionaries.
• R
equests for special consideration must be made on the special consideration forms supplied
to the Centre, and returned to Cambridge as indicated.
• C
andidates must be examined on their own. No other person should be present during the
test, with the exception of another teacher/examiner, the moderator, or an officer from
Cambridge.
• T
he teacher/examiner should be positioned so that they face the candidate when they
enter the room, with a table between the teacher/examiner and the candidate. Do not allow
candidates to sit in a position where they can see what the teacher/examiner is writing on the
mark sheets, as this can be distracting.
• A
good teacher/examiner tries to put candidates at ease and sends candidates out of the
examination smiling, no matter how good or bad their performance. The use of expressions
such as ‘very good’, which a candidate may interpret as comments on performance, should,
however, be avoided.
• O
ther recommendations for teacher/examiners: do not walk about or distract candidates in
any way (e.g. by doodling or fiddling with papers); always appear interested, even in mundane
matters; never show undue surprise, impatience or mockery; never correct a candidate.

7 Recording of candidates
• E
ach teacher/examiner must record the Speaking and Listening Test for all candidates they
examine.
• C
entres must check well in advance that a suitably quiet room is available and that their
recording equipment is working. Please avoid rooms that are too close to a playground,
recreation room or noisy classroom. Unnecessary background noise must be excluded.
• T
he recording equipment and the CD(s) should be tested in situ before the actual test, ideally
with one of the candidates. It is essential that new unrecorded CDs are used. These must
be supplied by the Centre. A recorder with external microphones is recommended so that
separate microphones can be used for the candidate and the teacher/examiner. If only one
microphone is used, it should be placed facing the candidate. With a softly-spoken candidate,
the microphone should be placed nearer to the candidate before the start of the test. Please
do not adjust the volume control during an examination.
• Each recording should be introduced clearly by the teacher/examiner as follows:
“Centre name and number: e.g. New School, Wellington; Centre number NZ999
Examination: Cambridge IGCSE First Language English, Syllabus 0500, Component 5,
Speaking and Listening Test
Examiner: e.g. Ms Tui Smith
Date: e.g. 2 March, 2017”
Each candidate should be introduced clearly by the teacher/examiner as follows:
“Candidate number: e.g. 0123
Candidate name: e.g. Charlie Cheng”
At the end of the recording, please state “End of recording”.
• O
nce a test has begun, do not interrupt or repeat the recording. On no account should you
stop and re‑start the recording during a test.
• T
he Speaking and Listening Test cannot be repeated in the same examination series. If a
Centre has a specific query about this, they should contact Cambridge at [email protected]
• T
he contents of each CD must be clearly labelled. Before the set of recordings is sent to
Cambridge, make spot checks to ensure every candidate can be clearly heard.
• For Centres using cassette tapes, in addition to the above, the recording should begin at the
start of side 1. Care should be taken to avoid long gaps and extraneous noise. Both sides
of each cassette should be used before beginning a new cassette and the contents of each
should be clearly labelled. At the end of the recording on each side of the cassette, the
teacher/examiner states: “No further recordings on this side.” Cassettes should be rewound
to the start of side 1 before they are sent to Cambridge.

1 Candidates’ marks must be recorded on the Oral Examination Summary Form produced
by Cambridge. This form, and the instructions for completing it, may be downloaded from
2 The total mark for the two parts to the test must be based on how the assessment criteria have
been met.
3 The teacher must mark each candidate’s test out of a total of 30, in line with the assessment
criteria below. The total mark for the test is divided into 10 marks for speaking on Part 1 (Individual
task), and 10 marks for speaking and 10 marks for listening on Part 2 (Discussion).
If more than one teacher/examiner is used within a Centre, it is essential that the marks for
each strand of the assessment criteria are moderated internally for the whole Centre. This
means that the marks awarded to all candidates within a Centre must be brought to a common
standard by the teacher responsible for coordinating the internal assessment (i.e. the internal
moderator). A single valid and reliable set of marks should be produced which reflects the relative
attainment of all the candidates in the test at the Centre. If the marking of any teacher is found
to be lenient or severe, it should be adjusted to bring it into line with the rest of the Centre’s
marking. If the internal moderator cannot agree the rank order of the candidates in any teaching
set, the work of that set must be remarked.
Assessment criteria
Final grade thresholds are decided for each session based on available evidence.

1 You are encouraged to use the full range of marks, bearing in mind that it is not necessary for a
candidate to give a faultless performance for maximum marks to be awarded within any single
category.

Table A: Band descriptions for Component 5, Part 1 – Individual task (10 marks)
Band 5 Full and well organised use of content; lively delivery sustaining audience
9–10 marks interest; employs a wide range of language devices (e.g. tone, irony,
emphasis) accurately and sometimes eloquently.
Band 4 Sound use of content; delivery may occasionally be stilted, but audience
7–8 marks interest is generally maintained; employs a good range of language devices
(e.g. tone, irony, emphasis) soundly.
Band 3 Adequate use of content; delivery is secure but at times unimaginative,

5–6 marks resulting in some loss of audience interest; language devices (e.g. tone,
irony, emphasis) are used safely and appropriately.
Band 2 Content is thin or perhaps inconsistently used; delivery is not secure,

3–4 marks resulting in significant loss of audience interest; limited employment of
language devices (e.g. tone, irony, emphasis) with some inaccuracy.
Band 1 Content is mostly undeveloped and/or very thin; delivery is weak and the
1–2 marks audience is generally lost; not able to use language devices (e.g. tone, irony,
emphasis) or devices used with serious error.
Band 0 Does not meet the above criteria.

0 marks

Table B: Band descriptions for Component 5, Part 2 – Discussion (20 marks)

For Part 2, separate marks for each category (speaking, listening) should be arrived at.
Speaking Listening
Band 5 Extends the subject matter and Band 5 Responds fully to questions
9–10 marks elicits responses from the listener; 9–10 marks and develops prompts; deals
speaks on equal terms with the confidently and sometimes
listener. Employs a wide range enthusiastically with alterations
of language devices (e.g. tone, in the direction of the
irony, emphasis) accurately and conversation.
sometimes eloquently.
Band 4 Subject matter is organised and Band 4 Responds appropriately and in
7–8 marks expressed competently; attempts 7–8 marks some detail to questions and
to speak on equal terms with the prompts; deals appropriately
listener but with a varying degree with most of the changes in
of success. Employs a good range direction of the conversation.
of language devices (e.g. tone,
irony, emphasis) soundly.
Band 3 Deals with the subject matter Band 3 Responds to questions
5–6 marks adequately; the listener is 5–6 marks adequately but deals less
generally but not always effectively with prompts;
prominent. Language devices (e.g. changes in the direction of the
tone, irony, emphasis) are used conversation are occasionally
safely and appropriately. dealt with.
Band 2 There is evidence of some Band 2 Provides limited response to
3–4 marks linking together of ideas relating 3–4 marks the questions and struggles
to the subject matter but it is to develop prompts; tends to
inconsistent; accepts that the maintain the direction of the
listener is in full control of the conversation.
conversation. Limited use of
language devices (e.g. tone, irony,
emphasis) with some inaccuracy.
Band 1 Simple facts and ideas are Band 1 Responds simply or is unable
1–2 marks expressed with generally 1–2 marks to respond to questions or
unsuccessful attempts at prompts; cannot recognise
organisation; is barely capable changes in the direction of the
of engaging in a two-way conversation.
conversation. Not able to use
emphasis) or devices used with
serious error.
Band 0 Does not meet the above criteria. Band 0 Does not meet the above
0 marks 0 marks criteria.

Instructions for completing Oral Examination Summary Forms

1 A copy of the Oral Examination Summary Form can be downloaded from
3 List the candidates in an order which allows the information to be easily submitted to Cambridge
at a later stage (i.e. in candidate index number order, where this is known). Give a brief
description of each candidate’s individual task (e.g. ‘Human Rights’, ‘Hockey’, etc.) in the column
provided.
4 Enter the marks for the individual task and the discussion (speaking and listening) in the relevant
columns.
5 Add the marks and enter the total (out of 30) in the column headed ‘Total Mark’.
6 In the column headed ‘Internally Moderated Mark’, enter the mark (out of 30) awarded after any
internal moderation took place. Leave blank if not applicable. See page 28 for information about
internal moderation.
7 Both the teacher/examiner completing the form and, where applicable, the internal moderator(s)

be submitted to Cambridge separate to the despatch for the moderator. The final date, sample
Handbook.
• t he recording of candidates’ work, and only candidates required for the sample, with the
corresponding completed Oral Examination Summary Form. On this form place an asterisk (*)
against the candidates’ names who are in the sample
4 Send the required materials and marks to Cambridge, to arrive by the end of the examination
period as advertised in the timetable. Do not wait until the end of the assessment period before
sending these items.
candidates’ Speaking and Listening Test. This will usually be sent at the time results are issued.

Cambridge Handbook.

Component 6 – Speaking and Listening Coursework
Individual activity, pair-based activity, group activity, 30 marks
This component is optional for syllabus 0500 and is separately endorsed with grades of 1 (high) to
5 (low).
The forms required for the conduct and assessment of the Speaking and Listening Coursework may
be downloaded from www.cie.org.uk/samples (see page 33 and page 34 for details).
Internal records must be kept of the activities and achievements of each candidate during the course.
The final mark for the Speaking and Listening Coursework will be out of 30.
Candidates are assessed on their performance during the course in at least three different speaking
and listening tasks. The tasks have different contexts as listed below and can be done in any order.
Candidates can conduct different activities within a class.
Task 1 (individual activity) and Task 2 (pair-based activity) are recorded for all candidates.
Task 1 – An individual activity

For example, the candidate talks about his or her favourite hobby; the candidate describes a place that
he or she has visited and enjoyed.
Task 2 – A pair-based activity

For example, two candidates role-play an argument between two neighbours; the teacher interviews
two candidates about how something at school could be improved.
Task 3 – A group activity

For example, candidates discuss in a group who to invite (and why) to open the new local shopping
centre; in a parole board scenario, the teacher presents cases for prisoners, and candidates discuss in
a group whether or not each case merits early release.
Tasks are equally weighted in the final assessment and test the following speaking and listening
assessment objectives (30 marks):
speakers
SL5 listen to and respond appropriately to the contributions of others (Tasks 2 and 3 only).
Dictionaries may be used in preparing for the activities, but they may not be used during the
activities.

A teacher/moderator conducts and internally assesses the activities using the assessment criteria on
pages 35–37. This teacher/moderator will usually be someone from the Centre’s English department.
They send the final marks, a recorded sample of the candidates’ performance and completed forms
for external moderation by Cambridge before the advertised final date. Centres will receive a brief
report on the outcome of the external moderation.
Additional information for Component 6 Speaking and

Listening Coursework
This component is optional for syllabus 0500 and is separately endorsed.
Administrative arrangements
1 Materials for the Speaking and Listening Coursework
Individual Candidate Record Cards and Coursework Assessment Summary Forms for Speaking
and Listening Coursework may be downloaded from www.cie.org.uk/samples. Centres devise
their own tasks to help candidates demonstrate the skills outlined in the assessment criteria.
2 Appointment of internal teacher/moderator(s)
• T
his is usually a teacher from within the English department, but could be someone local from
outside the Centre.
• T
he teacher/moderator conducts and assesses the activities and submits a recorded sample
for moderation by Cambridge.
• T
o make it easier to keep a common standard, there should only be one teacher/moderator
per Centre.
• B
efore the submission of samples, Centres with large numbers of candidates (more than 30)
must get agreement from Cambridge to use additional teachers/moderators.
• Cambridge is not responsible for any fees agreed.
3 Recording of candidates
• Task 1 and Task 2 for all candidates should be recorded.
• C
entres must provide a suitably quiet room and check that their recording equipment is
working. Please avoid rooms that are too close to a playground, recreation room or noisy
classroom. Unnecessary background noise must be excluded.
• T
he recording equipment and the CD(s) should be tested in situ before the activity, ideally
with one of the candidates. It is essential that new unrecorded CDs are used. These must
be supplied by the Centre. A recorder with external microphones is recommended so that
separate microphones can be used for the candidate and the teacher/moderator. If only one
microphone is used, it should be placed facing the candidate. With a softly-spoken candidate,
the microphone should be placed nearer to the candidate before the start of the recording.
Please do not adjust the volume control during a recording. (Note that it is permissible to use
audio cassettes, but the use of CDs and digital recording is strongly preferred.)

• Each recording should be introduced by the teacher/moderator as follows:

“Centre name and number: e.g.: New College, Johannesburg; Centre Number ZA999
Examination: Cambridge IGCSE First Language English, Syllabus 0500, Component 6:
Speaking and Listening Coursework
Moderator: e.g. Ms Sally Jones
Date: e.g. 7 January 2017”
Each candidate should be introduced clearly by the teacher/moderator as follows:
“Candidate number: e.g. 3210
Candidate name: e.g. Kelvin Johnson”
At the end of the recording, please state “End of recording”.
• Once a recording has begun, do not interrupt the recording. On no account should you stop
and re‑start the recording during an activity. The contents of each CD must be clearly labelled.
Before the CD is sent to Cambridge, make spot checks to ensure every candidate can be
clearly heard.
• For Centres using cassette tapes, in addition to the above, the recording should begin at the
start of side 1. Care should be taken to avoid long gaps and extraneous noise. Both sides of
each cassette should be used before beginning a new cassette. At the end of the examining
on each side of the cassette, the teacher/moderator states: “No further recordings on this
side.” Cassettes should be rewound to the start of side 1 before they are sent to Cambridge.
1 Candidates’ marks must be recorded on Individual Candidate Record Cards produced by
Cambridge. These forms, and the instructions for completing them, may be downloaded from
2 Individual tasks may be awarded marks/grades in whatever way is most appropriate for teachers
and candidates. However, the total mark for the tasks must be based on how the assessment
criteria have been met. This total mark must reflect how achievement has varied across the
different tasks, and how performance has varied across the assessment criteria for each task.
Assessment, therefore, usually involves balancing strengths and weaknesses in the candidate’s
work overall. For this reason, the total mark is not necessarily a mathematical calculation based on
marks/grades awarded to individual tasks.
3 The teacher must mark each candidate’s coursework out of a total of 30, in line with the
assessment criteria on pages 35–37. The total mark for the coursework is divided into 10 marks
for speaking on Task 1 (Individual activity), 5 marks for speaking and 5 marks for listening on Task
2 (Pair-based activity) and 10 marks for speaking and listening on Task 3 (Group activity).
4 Incomplete coursework
If one task is not included in the submission, one third of the total mark should be deducted.

Internal moderation should take place for Centres with more than one teacher/moderator.
It is essential that the marks for each strand of the assessment criteria of candidates
from different teaching groups within each Centre are moderated internally for the whole
Centre. This means that the marks awarded to all candidates within a Centre must be brought to
a common standard by the teacher responsible for coordinating the internal assessment (i.e. the
internal moderator). A single valid and reliable set of marks should be produced, which reflects the
relative attainment of all the candidates in the Speaking and Listening Coursework component at
the Centre. If the marking of any teacher is found to be lenient or severe, it should be adjusted to
bring it into line with the rest of the Centre’s marking. If the internal moderator cannot agree the
rank order of the candidates in any teaching set, the work of that set must be remarked.
Assessment criteria
Final grade thresholds are decided for each session based on available evidence.

1 You are encouraged to use the full range of marks, bearing in mind that it is not necessary for a
candidate to give a faultless performance for maximum marks to be awarded within any single
category.
Table A: Band descriptions for Component 6, Task 1 – Individual Activity (10 marks)
Band 5 Full and well organised use of content; lively delivery sustaining audience
9–10 marks interest; employs a wide range of language devices (e.g. tone, irony,
emphasis) accurately and sometimes eloquently.
Band 4 Sound use of content; delivery may occasionally be stilted, but audience
7–8 marks interest is generally maintained; employs a good range of language devices
(e.g. tone, irony, emphasis) soundly.
Band 3 Adequate use of content; delivery is secure but at times unimaginative,

5–6 marks resulting in some loss of audience interest; language devices (e.g. tone,
irony, emphasis) are used safely and appropriately.
Band 2 Content is thin or perhaps inconsistently used; delivery is not secure,

3–4 marks resulting in significant loss of audience interest; limited employment of
language devices (e.g. tone, irony, emphasis) with some inaccuracy.
Band 1 Content is mostly undeveloped and/or very thin; delivery is weak and the
1–2 marks audience is generally lost; not able to use language devices (e.g. tone, irony,
emphasis) or devices used with serious error.

0 marks

Table B: Band descriptions for Component 6, Task 2 – Pair-based Activity (10 marks)
For Task 2, separate marks for each category (speaking, listening) should be arrived at.
Speaking Listening
Band 5 Extends the subject matter and Band 5 Responds fully to questions
5 marks elicits responses from the listener; 5 marks and develops prompts; deals
speaks on equal terms with the confidently and sometimes
listener. Employs a wide range enthusiastically with alterations in
of language devices (e.g. tone, the direction of the conversation.
irony, emphasis) accurately and
sometimes eloquently.
Band 4 Subject matter is organised and Band 4 Responds appropriately and in
4 marks expressed competently; attempts 4 marks some detail to questions and
to speak on equal terms with the prompts; deals appropriately with
listener but with a varying degree of most of the changes in direction
success. Employs a good range of of the conversation.
emphasis) soundly.
Band 3 Deals with the subject matter Band 3 Responds to questions
3 marks adequately; the listener is generally 3 marks adequately but deals less
but not always prominent. Language effectively with prompts;
devices (e.g. tone, irony, emphasis) changes in the direction of the
are used safely and appropriately. conversation are occasionally
dealt with.
Band 2 There is evidence of some linking Band 2 Provides limited response to
2 marks together of ideas relating to the 2 marks the questions and struggles
subject matter but it is inconsistent; to develop prompts; tends to
accepts that the listener is in full maintain the direction of the
control of the conversation. Limited conversation.
use of language devices (e.g.
tone, irony, emphasis) with some
inaccuracy.
Band 1 Simple facts and ideas are Band 1 Responds simply or is unable to
1 mark expressed with generally 1 mark respond to questions or prompts;
unsuccessful attempts at cannot recognise changes in the
organisation; is barely capable of direction of the conversation.
engaging in a two-way conversation.
Not able to use language devices
(e.g. tone, irony, emphasis) or
devices used with serious error.
Band 0 Does not meet the above criteria. Band 0 Does not meet the above criteria.
0 marks 0 marks

Table C: Band descriptions for Component 6, Task 3 – Group Activity (10 marks)
Band 5 Can argue ideas and opinions in persuasive detail without dominating the rest
9–10 marks of the group; adept at acting as group leader; usefully refers back to previous
points; always looks to suggest new approaches and to move forward; listens
sympathetically and considers the views of others fully.
Band 4 Can argue ideas and opinions soundly but may at times overshadow other
7–8 marks members of the group; is capable of leading the group but with only partial
assurance; refers back to previous points soundly but not entirely successfully;
recognises the need to suggest new approaches but implements this only
partially; listens with a degree of sympathy for others’ views but has a
tendency to interrupt at times.
Band 3 Frequent but generally brief contributions are made; generally accepts a
5–6 marks position of group member rather than facilitator/leader; makes occasional
reference to previous points; may help to support new approaches but rarely
initiates them; listens carefully and responds briefly but appropriately to others.
Band 2 Brief and infrequent contributions are made; plays a limited part in the group;
3–4 marks cannot make use of previous points; follows the general drift of the discussion
but struggles to support new approaches; listens inconsistently and may even
drift away from the discussion.
Band 1 May only make one or two contributions or may offer mostly inappropriate
1–2 marks contributions; plays no real role in group membership; is largely ignorant of
previous points; does not offer support for new approaches; may appear to
listen but shows little evidence of listening.

0 marks

Instructions for completing Individual Candidate Record Cards

1 A copy of the relevant Individual Candidate Record Card can be downloaded from
2 The database will ask you for the syllabus code and Centre number, after which it will direct you
to the correct forms.
3 Mark the coursework tasks for each candidate according to the assessment criteria provided on
pages 35–37.
4 Enter a description of each of the three coursework tasks (individual activity, pair-based activity
and group activity) and the mark for each task in the appropriate spaces.
5 Add the marks for the three tasks and enter the mark (out of 30) in the Total Mark box on the
record card.
6 Transfer the marks to the First Language English – Component 6, Speaking and Listening
Coursework Assessment Summary Form in line with the instructions below.
7 Retain all Individual Candidate Record Cards and samples of recorded coursework.
Note: Teachers should use these record cards only for candidates who have undertaken coursework
as part of their Cambridge IGCSE.
Instructions for completing Coursework Assessment Summary Forms

1 A copy of the relevant Coursework Assessment Summary Form can be downloaded from
2 The database will ask you for the syllabus code and Centre number, after which it will direct you
to the correct forms.
3 List the candidates in an order which allows the information to be transferred easily for
submission to Cambridge at a later stage (i.e. in candidate index number order, where this is
known). Show the teaching group or set for each candidate. The initials of the teacher may be
used to indicate group or set.
4 Transfer each candidate’s marks from their Individual Candidate Record Card to this form as
follows:
(a) Enter the marks for the individual activity (‘Task 1’), the pair-based activity (‘Task 2’) and the
group activity (‘Task 3’) in the relevant columns.
(b) Add the marks and enter the total (out of 30), in the column headed ‘Total Mark’.
(c) In the column headed ‘Internally Moderated Mark’, enter the mark (out of 30) awarded after
any internal moderation took place. Leave blank if not applicable. See page 35 for information
about internal moderation.
5 Both the teacher/moderator completing the form and, where applicable, the internal moderator(s)


be submitted to Cambridge separate to the despatch for the moderator. The final date, sample
Handbook.
• t he recordings of Task 1 and Task 2, and only candidates required for the sample, with the
corresponding completed Coursework Assessment Summary Form. On this form place an
asterisk (*) against the candidates’ names who are in the sample
4 Send the required materials and marks to Cambridge, to arrive by the end of the examination
period as detailed in the timetable. Do not wait until the end of the assessment period before
sending these items.
candidates’ Speaking and Listening Coursework. This will usually be sent at the time results are
issued.

Cambridge Handbook.

5 Assessment objectives
The assessment objectives (AOs) are:

AO1 Reading
AO2 Writing
AO3 Speaking and listening
AO1 Reading
Candidates will be assessed on their ability to:
R3 analyse, evaluate and develop facts, ideas and opinions
R4 demonstrate understanding of how writers achieve effects
AO2 Writing
AO3 Speaking and listening

speakers
SL5 listen to and respond appropriately to the contributions of others.

Cambridge IGCSE First Language English 0500 syllabus for 2019. Assessment objectives
Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are
summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective Weighting in IGCSE

%
AO1 Reading 50
AO2 Writing 50
AO3 Speaking and listening 0
Assessment objectives as a percentage of each component
Assessment objective Weighting in components %
Papers 1 and 2 Papers 3 and 4 Components 5

and 6
AO1 Reading 80 20 0
AO2 Writing 20 80 0
AO3 Speaking and listening 0 0 100

6 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to
share the administrative information with your exams officer so they know when you will need their
support. Find more information about our administrative processes at www.cie.org.uk/examsofficers
Before you start

Previous study
We recommend that learners starting this course should have studied an English Language curriculum
such as the Cambridge Secondary 1 programme or equivalent national educational framework.
Guided learning hours

We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for
each subject during the course. The number of hours a learner needs to achieve the qualification will
vary according to local practice and their previous experience of the subject.
Availability and timetables

You can enter candidates in the June and November exam series. If your school is in India, you can
enter your candidates in the March exam series. You can view the timetable for your administrative
zone at www.cie.org.uk/timetables
Specific components are available to private candidates. Private candidates can opt for either
Paper 1 or Paper 2 and must take Paper 3.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge syllabuses in a single exam series. The
only exceptions are:
• 0510 Cambridge IGCSE English as a Second Language
• 0511 Cambridge IGCSE English as a Second Language (count-in oral)
• 0990 Cambridge IGCSE (9–1) First Language English
• 0627 Cambridge IGCSE (9–1) First Language English
• 1123 Cambridge O Level English Language
• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
No candidate may enter for more than one English Language subject.
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows
schools to offer a broad and balanced curriculum by recognising the achievements of learners who
pass examinations in a range of different subjects.
Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2

Cambridge IGCSE First Language English 0500 syllabus for 2019. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of
syllabus components. Entry option codes and instructions for submitting entries are in the Cambridge
Guide to Making Entries. Your exams officer has a copy of this guide.
Option codes for entries

To keep our exams secure we allocate all Cambridge schools to one of six administrative zones. Each
zone has a specific timetable. The majority of option codes have two digits:
• the first digit is the component number given in the syllabus
• the second digit is the location code, specific to an administrative zone.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them
with the support they need to make your entries on time. Your exams officer will find this support,
and guidance for all other phases of the Cambridge Exams Cycle, at www.cie.org.uk/examsofficers
Retakes
Candidates can retake the whole qualification as many times as they want to. This is a linear
qualification so candidates cannot re-sit individual components.
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related
assessment materials. In compliance with the UK Equality Act (2010) we have designed this
qualification to avoid any direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with
disabilities or learning difficulties. We can put arrangements in place for these candidates to enable
them to access the assessments and receive recognition of their attainment. We do not agree access
arrangements if they give candidates an unfair advantage over others or if they compromise the
standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award
based on the parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at

www.cie.org.uk/examsofficers
Language
This syllabus and the related assessment materials are available in English only.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not
meet the standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on
the certificate. In specific circumstances your candidates may see one of the following letters on their
statement of results:
• Q (result pending)
• X (no result)
• Y (to be issued)
These letters do not appear on the certificate.

Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates
awarded particular grades are likely to show. Weakness in one aspect of the examination may be
balanced by a better performance in some other aspect.
A Grade A Cambridge IGCSE First Language English candidate will be able to:
• understand and communicate complex information, and select what is relevant for specific
purposes
• understand and evaluate subtle facts, ideas and opinions
• present material in a clearly structured, sequenced, developed and detailed way
• describe and analyse experience, expressing effectively what is felt and what is imagined
• recognise implicit meanings and attitudes of a writer, and the means by which they have been
conveyed
• show a strong sense of audience and an understanding of appropriate uses of language for
different purposes
• write in well constructed paragraphs, using a full range of appropriate sentence types, and a wide
and mature vocabulary
• demonstrate a high degree of accuracy in use of grammatical structures, spelling and punctuation.
And additionally, for candidates taking the Speaking and Listening components:
• select and use appropriate spoken styles and registers, varying language and expression
confidently for different contexts and to engage audience interest, sustaining discussion through
frequent contributions
• listen in a focused and sensitive way, responding effectively to the speech of others.
A Grade C Cambridge IGCSE First Language English candidate will be able to:
• understand and communicate information, sometimes at a complex level and select what is
relevant for specific purposes
• understand and reflect on facts, ideas and opinions
• present material in a structured and coherent way, with some development and use of detail
• describe and reflect upon experience, expressing appropriately what is felt and what is imagined
• recognise the more obvious implicit meanings and attitudes of a writer, and the general effects
conveyed
• show a sense of audience and an awareness of appropriate uses of language for different
purposes
• write in paragraphs, using a variety of sentence types and a varied vocabulary
• demonstrate accuracy in use of grammatical structures, spelling and punctuation.
• use an appropriate style when speaking, and communicate clearly, partly engaging the interest of
the listener; make relevant contributions to discussion
• listen to others, and respond with their own views and ideas.

A Grade F Cambridge IGCSE First Language English candidate will be able to:
• understand and communicate information at a straightforward level, and select what is relevant
for specific purposes
• understand and describe basic facts, ideas and opinions
• present material with some sense of order and coherence
• describe experience in concrete terms, expressing intelligibly what is felt and what is imagined
• recognise clear meanings and explicit attitudes of a writer, and comment on them at a literal level
• show awareness that language is used in different ways in different circumstances
• write in accurate, simple sentences, using a basic vocabulary
• demonstrate accuracy in simple grammar usage, spelling and punctuation.
• explain ideas, describe events and convey opinions clearly when speaking; sometimes contribute
to discussion
• show a readiness to listen to others, and sometimes respond appropriately.

Changes to this syllabus for 2019

The syllabus has been updated. The latest syllabus is version 4, published August 2017.
Changes to the syllabus

The information on page 6 about grtades for Extended tier has been updated. The range of grades
for which candidates are eligible when they have entered for Paper 2 and Paper 3 or Component 4
is A* to E
Previous corrections made to syllabus version 3, published June 2017

A correction has been made to page 11. Section 4 Details of the assessment, Question 3 Summary
question. The first sentence now reads: Candidates write their summary as continuous writing of no
more than 250 words.
Previous corrections made to syllabus version 2, published February 2017

A correction has been made to page 6. Component 4 Coursework Portfolio (Core and Extended) – the
three extended writing assignments will be internally assessed and externally moderated.
Significant changes to the syllabus are indicated by black vertical lines either side of the text.
You are strongly advised to read the whole syllabus before planning your teaching
programme.
Any textbooks endorsed to support the syllabus for examination from 2015 are still
suitable for use with this syllabus.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden
their horizons through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
Cambridge International Examinations

1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: [email protected] www.cie.org.uk
® IGCSE is a registered trademark.
© Cambridge International Examinations February 2017

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Cambridge Secondary 2

For examination in June and November 2019.

‘We think the Cambridge curriculum is superb preparation for university.’

© Cambridge International Examinations, 2017.

1 Why choose this syllabus? ............................................................................ 2

2 Syllabus overview ......................................................................................... 4

3 Subject content .............................................................................................. 7

4 Details of the assessment ............................................................................. 9

5 Assessment objectives ................................................................................ 40

6 What else you need to know ...................................................................... 42

Changes to this syllabus

1 Why choose this syllabus?

Cambridge IGCSE First Language English allows learners to:

Our approach encourages learners to be:

‘The strength of Cambridge IGCSE qualifications is internationally recognised

2 www.cie.org.uk/igcse Back to contents page

Recognition and progression

Learn more at www.cie.org.uk/recognition

Teaching resources Exam preparation resources

‘Cambridge IGCSE is one of the most sought-after and recognised

Back to contents page www.cie.org.uk/igcse 3

The aims are to enable learners to:

4 www.cie.org.uk/igcse Back to contents page

Teacher support for Cambridge IGCSE First Language English

Back to contents page www.cie.org.uk/igcse 5

All candidates take: or:

Paper 1 1 hour 45 minutes Paper 2 2 hours

Paper 3 2 hours Component 4

Candidates can also take: or:

Component 5 Approx. 10–12 minutes Component 6

6 www.cie.org.uk/igcse Back to contents page

The skills covered in the syllabus are outlined below.

Assessment objective 1: Reading

Assessment objective 2: Writing

Back to contents page www.cie.org.uk/igcse 7

Assessment objective 3: Speaking and listening

8 www.cie.org.uk/igcse Back to contents page

4 Details of the assessment

Paper 1 – Reading Passages (Core)

Written paper, 1 hour 45 minutes, 50 marks

Candidates taking this component are eligible for grades C–G.

Question 1 Comprehension questions (20 marks)

Question 2 Extended response (15 marks)

Back to contents page www.cie.org.uk/igcse 9

Question 3 Summary question (15 marks)

Paper 2 – Reading Passages (Extended)

Written paper, 2 hours, 50 marks

Question 1 Extended response (20 marks)

10 www.cie.org.uk/igcse Back to contents page

Question 2 Language question (10 marks)

Candidates write about 200–300 words.

Question 3 Summary question (20 marks)

Paper 3 – Directed Writing and Composition

Written paper, 2 hours, 50 marks

Section 1 Directed Writing (25 marks)

This question may be sub-divided.

Candidates write about 250–350 words.

Back to contents page www.cie.org.uk/igcse 11

Section 2 Composition (25 marks)