Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

ENGLISH AS A SECOND LANGUAGE 0510/51

Paper 5 Speaking Assessments A–J May/June 2018
TEACHER’S / EXAMINER’S NOTES
Great care should be taken to ensure that any confidential information given does not reach the
candidates either directly or indirectly.
* 0 5 6 2 5 4 3 9 6 0 *

READ THESE INSTRUCTIONS FIRST

This booklet contains:

(a) administrative guidelines on conducting the tests
(b) marking criteria
(c) copies of Cards A–J, with Notes for Teacher/Examiner.

This document consists of 18 printed pages and 2 blank pages.

DC (ST) 143821/2
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CONTENTS

NOTES ON CONDUCTING AND RECORDING THE TESTS Page 3

MARKING CRITERIA Page 9

SPEAKING ASSESSMENT A Being curious Page 10

(Core and Extended)

SPEAKING ASSESSMENT B Learning from mistakes Page 11

(Core and Extended)

SPEAKING ASSESSMENT C Asking for advice Page 12

(Core and Extended)

SPEAKING ASSESSMENT D Being a leader Page 13

(Core and Extended)

SPEAKING ASSESSMENT E Clubs Page 14

(Core and Extended)

SPEAKING ASSESSMENT F Becoming famous Page 15

(Core and Extended)

SPEAKING ASSESSMENT G Sounds of nature Page 16

(Core and Extended)

SPEAKING ASSESSMENT H Dreams for the future Page 17

(Core and Extended)

SPEAKING ASSESSMENT I Performances Page 18

(Core and Extended)

SPEAKING ASSESSMENT J Social media Page 19

(Core and Extended)

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NOTES ON CONDUCTING AND RECORDING THE TESTS

Please note

1. The warm-up section may give the examiner an indication of the best card to select but the
examiner must not allow the candidate to lead the choice of topic.

2. The speaking assessment cards must not be opened until one working day before the test.

3. All tests must be recorded in full throughout. The recording must not be paused or stopped at
any point during the test.

GENERAL

1. The speaking tests take place in the period before the main examination series, as notified on the
timetable. Each Centre decides on a convenient period within these dates for its speaking tests. It
is recommended that the tests are conducted within one week to allow sufficient time for a single
examiner to conduct all of the tests. See Section 4 below.

2. Centres must ensure well in advance of the tests that a suitably quiet room is available and that
recording equipment is in good order.

3. Centres must adhere to dates for completion of the speaking tests and for the receipt of mark
sheets and recordings at Cambridge to allow sufficient time for external moderation. It is vital that
material does not arrive late.

4. For Centres with 30 or fewer candidates, there should normally be just one examiner. Each Centre
will select its own examiner. This is normally a teacher within the English Language Department,
but could be someone local from outside the Centre. A group of neighbouring Centres might
choose the same teacher to conduct all their tests; in such a case each Centre is still responsible
for submitting properly completed forms and samples. Cambridge is not responsible for any fees
agreed.

Centres with more than 30 candidates may use more than one examiner (applying the ratio of an
additional examiner for each 30 candidates). If using more than one examiner, internal moderation
must be carried out by the Centre so that a common standard is applied to all candidates.

5. Centres receive a set of speaking assessment cards accompanying this set of examiner’s
notes. These cards must not be opened until one working day before the test. These materials
must remain confidential and must be kept in a secure place by the Centre until the end of the
examination period.

6. Each Centre must send to Cambridge the following: (a) a recorded sample on CD; (b) completed
MS1 forms (or printout of marks submitted electronically); (c) completed Speaking Examination
Summary Form(s).

(a) Recorded sample

Each Centre must provide a sample of speaking tests, to be recorded on CD. The size of the
sample required is given in the instructions on the back of the Speaking Examination Summary
Form.

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Please ensure that you do not send the recordings of all the candidates (unless there are 10 or
fewer). Ideally the sample should be transferred to one or two CDs. You should keep a copy of
each speaking test in case of loss or damage to the original. If the sample sent to Cambridge is
inaudible or faulty in any way, you may be asked to provide a replacement.

The teacher responsible for internal moderation at the Centre must ensure that the sample covers
the whole mark range of the candidates at the Centre, with marks spaced as evenly as possible
from the top mark to the lowest mark. Where there is more than one teacher involved, the sample
must include, in equal number, candidates tested by all teachers.

For instructions on recording the tests, see Section 14 below. CDs must be sent to Cambridge
together with completed documents. CDs must be clearly labelled with details of the candidates
whose speaking tests have been submitted.

(b) Form MS1

The computer-printed school-based assessment mark sheet (Form MS1) has three parts:

• The top sheet must be sent to Cambridge in the separate envelope provided.
• The middle sheet (which is for the external moderator’s use) must be sent separately to
Cambridge, together with the sample recording and Speaking Examination Summary
Form(s).
• The bottom sheet must be retained by the Centre in case of postal loss or subsequent
enquiries, until after the issue of results.

Form MS1 is to be completed by transferring the mark for each candidate from the ‘total mark’
column, or the ‘internally moderated mark’ column if a process of internal moderation has taken
place, onto the Speaking Examination Summary Form.

Centres submitting marks electronically must include a printout of the internal marks report,
together with the recorded sample and Speaking Examination Summary Form.

(c) Speaking Examination Summary Form

This is a document on which marks for each candidate are to be entered in detail. Instructions for
its completion are found on the reverse of the form. The form must be submitted together with the
recorded sample and the middle MS1 copy (or printout of marks submitted electronically).

Please be careful to check all mark additions. The Speaking Examination Summary Form must
show the breakdown of marks for all the candidates, not just those selected for the sample. Please
put an asterisk (*) against the names of candidates whose speaking tests have been submitted on
the CD. The candidates’ names should appear in the same order on both the summary form and
the MS1.

7. The sample CD(s), along with completed MS1 (or printout of marks submitted electronically) and
Speaking Examination Summary Form, should be returned to Cambridge as soon as the tests
have been completed at the Centre. Please do not wait until the end of the assessment period
before sending them.

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CONDUCTING THE SPEAKING TESTS

8. The speaking tests should proceed as follows:

Part A Start the recording. Give the candidate’s name and number. Welcome the candidate and
explain briefly what is going to happen in the course of the test, using the examiner script on
the relevant assessment card page in these notes.

Part B Warm-up section. The purpose of this section is to give the candidate time to get used to the
examination situation, and put the candidate at ease by conducting a short conversation (2–3
minutes) on general topics and the candidate’s hobbies and interests.

Part C Give the speaking assessment card to the candidate. This must take place AFTER the
warm-up. Any necessary explanation should be given at this point, followed by a short
preparation period (about 2–3 minutes), when the candidate may ask questions. The
candidate cannot make notes during this period.

Please note: the preparation period must be recorded.

Part D Main part of the test. Conversation based on the speaking assessment card. Either the
examiner or the candidate may start the conversation. All prompts must be used, in the order
they appear on the card. Do not allow candidates to deliver speeches or monologues at any
point during the test. The main part of the test should last approximately 6–9 minutes.

The total duration of the speaking test, from the beginning of (A) to the end of (D), should
be approximately 10–15 minutes and recorded in full.

Note that only (D) is to be assessed.

The speaking test must be conducted in English throughout.

9. Examination conditions must prevail in the area where the speaking tests take place. Adequate
supervision must be provided to ensure that candidates leaving the examination room do not
communicate with those waiting to enter.

10. No other person should be present during the speaking test, with the exception of another teacher/
examiner, moderator or representative of Cambridge.

11. Candidates cannot bring any notes into the examination room. They are not allowed to consult
dictionaries.

12. A range of speaking assessment cards is provided, and the examiner (not the candidate) chooses
the card to be used for each candidate. As wide a variety as possible of the cards should be used
during the speaking tests at the Centre. In order that candidates are given every chance to do
themselves justice, the speaking assessment card should be selected with care. The warm-up
may give the examiner an indication of the best card to select but the examiner must not allow
the candidate to lead the choice of topic.

13. The examiner should be positioned so that he or she is facing the candidate, with a table or desk
in between, and not allow candidates to see notes made on Speaking Examination Summary
Forms or similar paperwork.

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RECORDING THE TESTS

14. Before the start of the speaking test session, Centres must make sure their recording equipment
is in good working order by testing the equipment in the room where the speaking tests will take
place. Check audibility levels to avoid adjusting the volume during the speaking test and ensure
there is no extraneous noise in the examination room. Checks for audibility should continue
throughout the speaking test session.

Once the speaking test has begun, the recording must run without interruption.

Each CD should begin with a clear statement by the examiner as follows:

Centre number: [e.g.] AZ 999

Centre name: [e.g.] Abcxyz Academy
Examination: 0510 English as a Second Language
Examiner name: [e.g.] Ms Z. Abced
Date: [e.g.] 1 April 2018

Each candidate should be clearly indicated by the examiner as follows:

Candidate number: [e.g.] 0021

Candidate name: [e.g.] Abdi Zachariah

At the end of the recording, the examiner should state clearly ‘end of recording’.

Before the CD is despatched, spot checks must be made to ensure that every candidate is clearly
audible. The contents of each CD must be clearly labelled. Each track on the CD should be
renamed, giving the candidate name and number, rather than ‘track 1’, ‘track 2’, etc.

GENERAL ADVICE

15. Please bear the following in mind when marking:

Be objective. Do not allow any knowledge of a candidate’s personality and attributes to influence
objective assessment. For example, knowledge that a candidate is very conscientious in his or
her homework is irrelevant in assessing his or her speaking test. If the candidate’s performance
is affected because he or she faces difficult circumstances or personal problems at the time of
the test, this is a matter to be dealt with via special considerations procedures, for which exams
officers at Centres complete separate documentation. Examiners must not make any separate
allowance themselves.

Be realistic. Remember that it is not necessary for a candidate to be of native speaker standard
to be given maximum marks within any single category. But knowledge of a candidate’s first
language must not lead an examiner to ignore particular habitual errors and overlook inaccuracy.

Be consistent. It is important that the marking criteria are applied in the same way for all the
candidates at the Centre, so that a reliable rank order for the Centre is obtained.

Be positive. Marking the test should be seen as giving credit for what candidates can do, not
penalising them for what they cannot do. This does not mean that matters of inaccuracy in, for
example, grammar and pronunciation are to be overlooked, but is a reminder that a speaking test
is intended to credit positive achievement.

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16. To conduct speaking tests effectively:

• try to put candidates at their ease from the outset (smiling as they enter the room, indicating
where they should sit), while maintaining a clear sense that the speaking test is being
conducted in a formal examination situation
• show interest, even in mundane matters
• use ‘open’ questions which allow candidates to respond at length, not ‘closed’ questions
which prompt yes/no answers.

Please avoid:
• walking about or distracting candidates
• interrupting with your own views or correcting mistakes
• showing undue surprise or impatience
• giving the impression that there are ‘right’ answers to questions or that the test is a test of
knowledge
• making written notes during the test
• indicating how well the candidate has performed during or after the test.

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MARKING CRITERIA

Give a mark out of 10 for each category (structure, vocabulary, development and fluency), and
then add these marks to give an overall total out of 30.

Mark Structure Vocabulary Development and Fluency

The candidate uses The candidate uses The candidate shows sustained
a range of structures a sufficient range of ability to maintain a conversation
accurately and vocabulary to respond (and contribute) at some length.
consistently, and is with precision. Shades The candidate responds to
confidently in control of of meaning are achieved a change of direction in the
9–10 the structures used. and some sophisticated conversation, demonstrating the
ideas are communicated. ability to expand and develop the
topic and contribute original ideas.

Pronunciation and intonation are

clear.

The candidate uses a The candidate uses The candidate maintains

range of structures that a sufficient range of a competent conversation,
are generally accurate vocabulary to convey responding relevantly and at
(and used) with some information and ideas length, using some original
7–8 confidence. Errors will with competence and ideas. Frequent prompting is
occur when attempting some confidence. unnecessary.
to use more complex
sentences. Pronunciation and intonation are
generally clear.

The candidate uses The candidate uses The candidate makes an attempt to
simple structures a sufficient range of respond to questions and prompts.
securely, but has difficulty vocabulary to convey Effort is needed to develop the
venturing beyond them. simple ideas and conversation which will not be
5–6 information clearly, but entirely successful.
not entirely successfully.
Pronunciation and intonation are
not always clear, but the candidate
can be understood.

The candidate uses very The candidate uses The candidate has to be
simple, limited structures a restricted range of encouraged to go beyond
with errors which restrict vocabulary and has responses which are brief and
communication. difficulty in conveying widely spaced. The candidate
3–4 simple ideas. There is struggles to develop a
likely to be hesitation, conversation.
repetition and searching
for words. Pronunciation and intonation cause
some communication difficulty.

The candidate attempts The candidate has The candidate’s responses are so
a response, but rarely insufficient vocabulary brief that little is communicated.
achieves communication. to convey even simple
1–2
ideas. Pronunciation and intonation
patterns cause difficulty for even
the most sympathetic listener.

0 No response. No response. No response.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

A Being curious

Candidate’s Card

We are curious when we want to know more about something.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• something you would like to know more about, and why

• a time when you decided to find out more about something, and what happened
• reasons why children are curious about everything
• the suggestion that we are less curious nowadays because we can find information so easily
• the view that being too curious can cause problems.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

B Learning from mistakes

Candidate’s Card

We all make mistakes in our lives and can learn from them.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• what you have learned from making mistakes

• how you would help someone else to learn from a mistake
• whether students should judge their own work, rather than teachers correcting everything
• jobs or situations where it is very important not to make mistakes, and why
• the view that progress is only possible if people are free to experiment and make mistakes.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

C Asking for advice

Candidate’s Card

People often ask others for advice about things like careers, relationships or money.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• people you go to for advice, and why

• some advice you, or someone you know, received
• why advice might be better from someone who doesn’t know you
• the view that asking for advice is a sign of weakness
• the opinion that there is too much advice available nowadays.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

D Being a leader

Candidate’s Card

A leader is a person who is in control of a group, country or situation.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• situations where leadership is important

• times when you have had to lead a group of people
• the skills and qualities that a good leader should have
• the challenges of being a leader
• the opinion that people can’t achieve anything without a strong leader.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

E Clubs

Candidate’s Card

People join clubs to enjoy a particular interest or activity together.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• clubs you know about, and what they are like

• a club you would like to create or join, and why
• the challenges of being a new member of a club
• the idea that in the future, all clubs will be online
• the suggestion that society benefits from people being in clubs.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

F Becoming famous

Candidate’s Card

Nowadays, it’s easier to become famous than ever before.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• a famous person you would like to meet, and why

• whether you would like to become famous
• ways that people become famous
• the challenges of staying famous
• the view that, with modern technology, even people without talent can become famous.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

G Sounds of nature

Candidate’s Card

There are many different sounds of nature in the world, such as birdsong, rain and thunder.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• sounds of nature you often hear, and where

• how different sounds of nature make you feel
• reasons why animals make sounds
• the suggestion that listening to music is more enjoyable than listening to sounds of nature
• the claim that in the future, we will not be able to hear many sounds of nature.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

H Dreams for the future

Candidate’s Card

We all hope and dream about things we would like to come true in the future.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• your hopes and dreams for the future

• a dream that came true for you, and how you felt
• whether we should tell others about our dreams for the future
• the suggestion that dreaming about the future is pointless
• the idea that everyone hopes and dreams about the same things.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

I Performances

Candidate’s Card

A performance is something like acting, singing or dancing, and it is done in front of an audience.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• types of performances you like to watch, and why

• a time when you saw a performance, and what happened
• reasons why some people are good at performing
• the idea that everyone can be a successful performer due to social media
• the suggestion that life is a performance.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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Instructions to the teacher/examiner

When you have started the recording, given the candidate’s name and number and welcomed
the candidate, please read the following explanation to the candidate.

First we will have a 2–3 minute general discussion about your interests and life outside school. This
part isn’t assessed.

Then I will give you an assessment card which has the topic we will discuss in the last part of the test.
You will have 2–3 minutes to read the five prompts on the card to prepare for this part. You can’t make
any written notes but you can ask me to explain anything you don’t understand.

Finally, we will have a discussion based on the five prompts on the card and any ideas of your own on
the topic. This part lasts 6–9 minutes and is the only part that is assessed.

Do you have any questions?

Then start the test.

J Social media

Candidate’s Card

People all over the world use social media to share information, such as news, opinions and photos.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• social media sites popular with you or your friends, and why
• a time when you, or someone you know, shared something on social media
• why some people don’t use social media
• the view that the use of social media should be strictly controlled
• the claim that using social media is the most powerful way to change society.

You may introduce related ideas of your own to expand on these prompts.

Remember, you are not allowed to make any written notes.

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BLANK PAGE

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reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2018 0510/51/TN/M/J/18