Esl Syllabus 2016

Cambridge Secondary 2
SYLLABUS
Cambridge IGCSE
English as a Second Language

0510 (speaking endorsement)
0511* (count-in speaking)
For examination in June and November 2016
* This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International
Level1/Level 2 Certifcate (QN: 500/5653/0).
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
IGCSE is the registered trademark of Cambridge International Examinations
Cambridge International Examinations 2014
Changes to syllabus for 2016
Changes to previously published syllabus document
The arrangements for the recording of the Component 5 Speaking test have been updated. The
recording will no longer be paused after the warm-up period of the test. It must be recorded
throughout.
Changes are identifed by black vertical lines either side of the text.
Contents
1. Introduction .................................................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE English as a Second Language?
1.4 Cambridge ICE (International Certifcate of Education)
1.5 How can I fnd out more?
2. Teacher support .............................................................................................................. 5
2.1 Support materials
2.2 Resource lists
2.3 Training
3. Assessment at a glance ................................................................................................. 6
3.1 Syllabus code 0510 (speaking endorsement)
3.2 Syllabus code 0511 (count-in speaking)
4. Syllabus aims and assessment objectives ................................................................... 10
4.1 Syllabus aims
4.2 Assessment objectives
4.3 Relationship between assessment objectives and components
4.4 Grade descriptions
5. Syllabus content ........................................................................................................... 13
6. Description of components .......................................................................................... 15
6.1 Component 1: Reading and writing (Core)
6.2 Component 2: Reading and writing (Extended)
6.3 Component 3: Listening (Core)
6.4 Component 4: Listening (Extended)
6.5 Component 5: Speaking
6.6 Component 6: Speaking coursework
7. Speaking tests: guidance for Centres ........................................................................... 26
7.1 Speaking assessment criteria grid
8. Other information ......................................................................................................... 30
9. Additional information for England, Wales and Northern Ireland .................................. 31
Introduction
2 Cambridge IGCSE English as a Second Language 0510/0511. Syllabus for examination in 2016.
1. Introduction
1.1 Why choose Cambridge?
Recognition
Cambridge International Examinations is the worlds largest provider of international education programmes
and qualifcations for learners aged 5 to 19. We are part of Cambridge Assessment, a department of the
University of Cambridge, trusted for excellence in education. Our qualifcations are recognised by the
worlds universities and employers.
Cambridge IGCSE
(International General Certifcate of Secondary Education) is internationally

recognised by schools, universities and employers as equivalent in demand to UK GCSEs. Learn more at
www.cie.org.uk/recognition
Excellence in education
Our mission is to deliver world-class international education through the provision of high-quality curricula,
assessment and services.
More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160
countries who offer their learners an international education based on our curricula and leading to our
qualifcations. Every year, thousands of learners use Cambridge qualifcations to gain places at universities
around the world.
Our syllabuses are reviewed and updated regularly so that they refect the latest thinking of international
experts and practitioners and take account of the different national contexts in which they are taught.
Cambridge programmes and qualifcations are designed to support learners in becoming:
confdent in working with information and ideas their own and those of others
responsible for themselves, responsive to and respectful of others
refective as learners, developing their ability to learn
innovative and equipped for new and future challenges
engaged intellectually and socially, ready to make a difference.
Support for teachers
A wide range of materials and resources is available to support teachers and learners in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifcations. More
details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers
Support for exams offcers
Exams offcers can trust in reliable, effcient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cie.org.uk/examsoffcers
Introduction
Not-for-proft, part of the University of Cambridge
We are a not-for-proft organisation where the needs of the teachers and learners are at the core of what we
do. We continually invest in educational research and respond to feedback from our customers in order to
improve our qualifcations, products and services.
Our systems for managing the provision of international qualifcations and education programmesfor
learners aged 5 to 19 are certifed as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
1.2 Why choose Cambridge IGCSE?
Cambridge IGCSEs are international in outlook, but retain a local relevance. The syllabuses provide
opportunities for contextualised learning and the content has been created to suit a wide variety of schools,
avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our programmes and qualifcations to enable
candidates to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International ASand
A Levels, the Cambridge AICE (Advanced International Certifcate of Education) Group Award,
Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program
and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2
Guided learning hours
Cambridge IGCSE syllabuses are designed on the assumption that candidates have about 130 guided
learning hours per subject over the duration of the course, but this is for guidance only. The number of
hours required to gain the qualifcation may vary according to local curricular practice and the learners prior
experience of the subject.
1.3 Why choose Cambridge IGCSE English as a Second
Language?
Cambridge IGCSE English as a Second Language offers learners the opportunity to gain lifelong skills and
knowledge including:
better communicative ability in English
improved ability to understand English in a range of everyday situations and in a variety of social
registers and styles
greater awareness of the nature of language and language-learning skills
wider international perspective.
Introduction
Prior learning
Cambridge IGCSE English as a Second Language is designed for learners whose frst language is not
English but who use it as a lingua franca or language of study.
Progression
Cambridge IGCSEs are general qualifcations that enable learners to progress directly to employment or to
proceed to further study.
Candidates who are awarded grades A* to C in Cambridge IGCSE English as a Second Language are well
prepared to follow courses leading to Cambridge International AS and A Level English or the equivalent.
1.4 Cambridge ICE (International Certifcate of Education)
Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to beneft
from offering a broad and balanced curriculum by recognising the achievements of learners who pass
examinations in at least seven subjects. To qualify for the Cambridge ICE award learners are required to
have studied subjects from fve groups: two languages from Group 1, and one subject from each of the
remaining four groups. The seventh subject can be taken from any of the fve subject groups.
English as a Second Language (0510) is in Group 1, Languages.
Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2
The Cambridge ICE is awarded from examinations administered in the June and November series each year.
1.5 How can I fnd out more?
If you are already a Cambridge school
You can make entries for this qualifcation through your usual channels. If you have any questions, please
contact us at info@cie.org.uk
If you are not yet a Cambridge school
Learn about the benefts of becoming a Cambridge school at www.cie.org.uk/startcambridge. Email us at
info@cie.org.uk to fnd out how your organisation can register to become a Cambridge school.
Teacher support
2. Teacher support
2.1 Support materials
Cambridge syllabuses, past question papers and examiner reports to cover the last examination series are
on the Syllabus and Support Materials DVD, which we send to all Cambridge schools.
You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specifc
syllabuses is available from Teacher Support, our secure online support for Cambridge teachers. Go to
http://teachers.cie.org.uk (username and password required).
2.2 Resource lists
We work with publishers providing a range of resources for our syllabuses including textbooks, websites,
CDs etc. Any endorsed, recommended and suggested resources are listed on both our public website and
on Teacher Support.
The resource lists can be fltered to show all resources or just those which are endorsed or recommended
by Cambridge. Resources endorsed by Cambridge go through a detailed quality assurance process and are
written to align closely with the Cambridge syllabus they support.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifcations. See www.cie.org.uk/events for further information.
Assessment at a glance
3. Assessment at a glance
3.1 Syllabus code 0510 (speaking endorsement)
Cambridge IGCSE English as a Second Language candidates take three components: Reading and writing
(Component 1 or Component 2), Listening (Component 3 or Component 4) and a speaking component
(Component 5 or Component 6).
Candidates who study the Core curriculum take Components 1 and 3, and candidates who study the
Extended curriculum take Components 2 and 4. It is not possible for candidates to combine Component 1
with Component 4 or Component 2 with Component 3.
Components Weighting
Candidates take either: or:
Component 1 Reading and writing
(Core)
Written paper
1 hour 30 minutes
There are seven tasks in the paper, testing
a range of reading and writing skills.
Candidates who take this component are
eligible for grades CG.
70 marks
Externally marked
(Extended)
Written paper
2 hours
There are seven tasks in the paper,
testing a range of reading and writing
skills.
eligible for grades A*E.
90 marks
Externally marked
70%
and either: or:
Component 3 Listening (Core)
Written paper
Approximately 3040 minutes
Candidates listen to several short extracts
and longer texts, and complete a range
of task types, including short-answer
questions, gap flling, matching and
multiple choice.
30 marks
Externally marked
Component 4 Listening (Extended)
Written paper
questions, gap flling, matching, multiple
choice and note taking.
40 marks
Externally marked
30%
and either: or:
Component 5 Speaking
Following a 23 minute warm-up
conversation, candidates engage in a 69
minute discussion with the examiner on a
given topic.
30 marks
Internally marked and
externally moderated
Component 6 Speaking coursework
n/a
Candidates complete three speaking
tasks, chosen by the Centre.
30 marks
Separately
endorsed
Speaking endorsement
In syllabus 0510, marks for the Speaking component do not contribute to the overall grade candidates
receive for the written components. Instead, where candidates perform to an appropriate standard,
certifcates record separately the achievements of grades 1 (high) to 5 (low) for speaking.
3.2 Syllabus code 0511 (count-in speaking)
*
Components Weighting
Candidates take either: or:
(Core)
Written paper
1 hour 30 minutes
There are seven tasks in the paper testing
70 marks
Externally marked
(Extended)
Written paper
2 hours
There are seven tasks in the paper testing
90 marks
Externally marked
70%
and either: or:
Component 3 Listening (Core)
questions, gap flling, matching and
multiple choice.
30 marks
Externally marked
Component 4 Listening (Extended)
questions, gap flling, matching, multiple
choice and note taking.
40 marks
Externally marked
15%
and either: or:
Component 5 Speaking
Following a 23 minute warm-up
conversation, candidates engage in a 69
minute discussion with the examiner on a
given topic.
30 marks
Component 6 Speaking coursework
n/a
Candidates complete three speaking
tasks, chosen by the Centre.
30 marks
15%
Availability
These syllabuses are examined in the June and November examination series.
* Candidates who enter for the regulated version of this syllabus must enter for 0511 (count-in speaking).
These syllabuses are available to private candidates.
Detailed timetables are available from www.cie.org.uk/examsoffcers
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach these syllabuses.
Combining this with other syllabuses
Candidates can combine syllabus 0510 in an examination series with any other Cambridge syllabus, except:
syllabuses with the same title at the same level
0500 Cambridge IGCSE First Language English
0522 Cambridge International Level 1/Level 2 Certifcate First Language English
1119 Cambridge O Level English Language (Malaysia)
1120 Cambridge O Level English Language (Brunei)
1123 Cambridge O Level English Language.
Candidates can combine syllabus 0511 in an examinaton series with any other Cambridge syllabus, except:
syllabuses with the same title at the same level
0500 Cambridge IGCSE First Language English
0522 Cambridge International Level 1/Level 2 Certifcate First Language English
1119 Cambridge O Level English Language (Malaysia)
1120 Cambridge O Level English Language (Brunei)
1123 Cambridge O Level English Language.
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certifcates and Cambridge
OLevel syllabuses are at the same level.
Syllabus aims and assessment objectives
4. Syllabus aims and assessment objectives
4.1 Syllabus aims
The aims of Cambridge IGCSE English as a Second Language are to:
develop learners ability to use English effectively for the purpose of practical communication
form a solid foundation for the skills required for further study or employment using English as the
medium
develop learners awareness of the nature of language and language-learning skills
promote learners personal development.
4.2 Assessment objectives
Candidates must demonstrate ability in the following areas:
AO1: Reading
R1 identify and retrieve facts and details
R2 understand and select relevant information
R3 recognise and understand ideas, opinions and attitudes and the connections between related ideas
R4 understand what is implied but not actually written, e.g. gist, relationships, writers purpose/intention,
writers feelings, situation or place
AO2: Writing
W1 communicate clearly, accurately and appropriately
W2 convey information and express opinions effectively
W3 employ and control a variety of grammatical structures
W4 demonstrate knowledge and understanding of a range of appropriate vocabulary
W5 observe conventions of paragraphing, punctuation and spelling
W6 employ appropriate register/style
AO3: Listening
L1 identify and retrieve facts and details
L2 understand and select relevant information
L3 recognise and understand ideas, opinions and attitudes and the connections between related ideas
L4 understand what is implied but not actually stated, e.g. gist, relationships between speakers, speakers
purpose/intention, speakers feelings, situation or place
AO4: Speaking
S1 communicate clearly, accurately and appropriately
S2 convey information and express opinions effectively
S3 employ and control a variety of grammatical structures
S4 demonstrate knowledge of a range of appropriate vocabulary
S5 engage in and infuence the direction of conversation
S6 employ suitable pronunciation and stress patterns
4.3 Relationship between assessment objectives and components
The weightings allocated to each of the assessment objectives are summarised in the tables below.
Syllabus 0510
Assessment
objective
Comp 1
(marks)
Comp 2
(marks)
Comp 3
(marks)
Comp 4
(marks)
Comp 5
(marks)
Comp 6
(marks)
Weighting for
qualifcation
(%)
AO1: Reading 35 45 35%
AO2: Writing 35 45 35%
AO3: Listening 30 40 30%
AO4: Speaking 30 30
separately
endorsed
Syllabus 0511
Assessment
objective
Comp 1
(marks)
Comp 2
(marks)
Comp 3
(marks)
Comp 4
(marks)
Comp 5
(marks)
Comp 6
(marks)
Weighting for
qualifcation
(%)
AO1: Reading 35 45 35%
AO2: Writing 35 45 35%
AO3: Listening 30 40 15%
AO4: Speaking 30 30 15%
4.4 Grade descriptions
Grade descriptions give a general indication of the standards of achievement likely to be shown by
candidates awarded particular grades.
To achieve a Grade A, a candidate will be able to:
understand and communicate arguments, ideas and information both at a straightforward and a more
complex level
structure work so the reader can follow the argument from the beginning to the end
select material from texts and develop it in relationship to the question, suffcient to show some
independence of thought
describe and refect upon experience and express effectively what is felt and imagined
recognise and explain underlying meaning and the writers attitude to the subject matter
vary style straightforwardly in different types of writing and give evidence of a good range of language
spell and punctuate accurately, with few, if any, mistakes
use well-constructed paragraphs and sentences (of average complexity) and obey standard grammatical
conventions
speak clearly and confdently in response to other speakers and occasionally take the initiative.
To achieve a Grade C, a candidate will be able to:
understand and communicate arguments, ideas and information at a straightforward level
ensure that all work has a clear beginning, middle and ending, and that ideas generally follow on from
one another
select material from texts in answer to questions and provide straightforward explanations and
developments to show relevance
recognise more obvious meanings and attitudes
write with some knowledge of style and the possibility of varying it according to different types of
writing; use a range of language adequate to all the tasks set
spell and punctuate with accuracy so that communication is not impaired
use adequate paragraphing and some variety of sentence construction
speak clearly with some confdence, mostly in response to the directions of other speakers; show a
readiness to listen to others and to respond appropriately.
To achieve a Grade F, a candidate will be able to:
understand and communicate information at a basic level
ensure that all work has a basic sequence
select material from texts in answer to questions and provide basic explanations
recognise straightforward meanings and attitudes
write at least in single sentences with the possibility of sentence variety according to different types of
writing; use language adequate to some of the tasks set
spell and punctuate so that weaknesses do not seriously impair communication
use occasional paragraphing and variety of sentence construction, with some regard to everyday
grammatical conventions
speak with some confdence, but usually in response to the directions of other speakers; show a
readiness to listen to others and to respond.
Syllabus content
5. Syllabus content
Candidates may follow either the Core curriculum only or the Extended curriculum which includes both the
Core and Extended. Candidates aiming for grades A* to B must follow the Extended curriculum.
Assessment objective 1: Reading
Core Extended
understand simple texts, e.g. public
notices and signs (including timetables and
advertisements)
identify and retrieve some facts from
simple texts, e.g. to complete a form
select and organise some relevant
information from a range of texts including
letters, brochures, forms and imaginative
writing within the experience of young
people and refecting the interests of
people from varied cultural backgrounds
recognise some ideas, opinions and
attitudes in a range of texts
begin to understand what is implied but
not actually written, e.g. gist, purpose and
intention
understand and select from a range of
texts in a variety of forms, including
public notices, signs, and magazines and
newspapers
identify and retrieve facts, details,
important points and themes from a range
of texts, including extended pieces of
writing, e.g. to complete a form
select and organise relevant information
from a range of texts including letters,
brochures, forms, extended texts and
imaginative writing within the experience
of young people and refecting the interests
of people from varied cultural backgrounds
recognise and understand ideas, opinions
and attitudes within extended texts and
explore the connections between them
understand what is implied but not actually
written, e.g. gist, purpose and intention
Assessment objective 2: Writing
Core Extended
carry out simple writing tasks in response
to a written stimulus, such as completing
a form, writing a postcard, a short letter,
a basic summary or an extended piece of
writing (100150 words) in an appropriate
and accurate form of English
describe, report and give personal
information
identify, organise and present material in a
particular format for a particular audience
or purpose, e.g. an article for a school
newspaper
carry out a range of writing tasks in
response to a written stimulus, on a range
of topics, including completing a form,
writing a postcard, a letter, a summary or
extended piece of writing in an appropriate,
accurate and clear form of English
describe, report and give a wide range of
information
identify, organise, structure and present
material in an appropriate format and
register for a particular audience or
purpose, e.g. an article for a school
newspaper
Assessment objective 3: Listening
Syllabus content
Core Extended
understand simple information presented
in a variety of forms, e.g. an answerphone
message, news, weather, travel,
interviews, dialogues and telephone
conversations
identify and retrieve some facts from
material, e.g. a formal talk
recognise some ideas, opinions and
attitudes
begin to understand what is implied but
not actually spoken, e.g. gist, purpose and
intention
understand and select from a range of
information presented in a variety of forms,
e.g. an answerphone message, news,
weather, travel, interviews, dialogues and
telephone conversations
identify and retrieve facts, details,
important points and themes from a range
of material, e.g. a formal talk
recognise and understand ideas, opinions
and attitudes and explore the connections
between them
identify the important points or themes of
the material including attitude, relationships
between speakers
understand what is implied but not actually
spoken, e.g. gist, purpose and intention
Assessment objective 4: Speaking
Core Extended
carry out a range of speaking activities,
e.g. respond to questions on topics within
a defned range such as past and present
schooling, future plans, current affairs
conduct a sustained conversation with
some confdence
demonstrate competence in a range
of speaking activities, e.g. respond to
questions on a range of topics including
past and present schooling, future plans,
current affairs
respond confdently to new, topical ideas
conduct a sustained conversation with a
sense of audience and purpose
Description of components
6. Description of components
6.1 Component 1: Reading and writing (Core)
This is a written paper which lasts 1 hour 30 minutes.
Candidates may not use dictionaries.
There are seven exercises in the question paper. The exercises have different mark allocations, and some
exercises consist of a series of sub-questions. Candidates must answer all questions and sub-questions in
each exercise.
The balance of assessment of reading and writing skills is equal.
The paper is an externally set assessment, marked by Cambridge.
Overview of exercises in Component 1: Reading and writing (Core)
Marks
for AO1:
Reading
Marks
for AO2:
Writing
Total marks
Exercise 1 Reading 7 7
Exercise 3 Information transfer 10 4 14
Exercise 4 Note-making 7 7
Exercise 5 (linked to Exercise 4) Summary 5 5
Exercise 6 Writing 13 13
35 35 70
Description of exercises in Component 1: Reading and writing (Core)
Exercise 1
Assessment
objective
R1, R2
Task
Reading exercise. Candidates read a short text and answer a series of questions testing
skim-reading skills. Candidates write short (single word/phrase) answers.
Text type
One of the following: advertisement, brochure, leafet, guide, report, manual,
instructions.
Total marks
7
Exercise 2
Assessment
objective
R1, R2, R4
Task
Reading exercise. Candidates read a text and answer a series of questions testing more
detailed comprehension.
Text type
Either a report or a newspaper/magazine article, which incorporates a graphical element.
Total marks
11
Exercise 3
Assessment
objectives
R1, R2, W1, W5
Task
Information transfer. Candidates complete a form or notes using information provided
on the question paper.
Total marks
14
Exercise 4
Assessment
objectives
R1, R2, R3
Task
Note-making. Candidates make brief notes (under a supplied heading or headings)
relating to a text printed in the question paper.
Total marks
7
Exercise 5 linked with Exercise 4
Assessment
objectives
W1, W2, W3, W4, W5
Task
Summary writing. Candidates write a 70-word summary about an aspect or aspects
of the passage. They make use of the notes they made in Exercise 4.
Total marks
5
Exercise 6
Assessment
objectives
W1, W2, W3, W4, W5, W6
Task
Candidates write approximately 100150 words of continuous prose, in response to a
short stimulus (which may take the form of pictures) and/or short prompts printed on
the paper. The question includes information on the purpose, format and audience.
Total marks
13
Exercise 7
Assessment
objectives
W1, W2, W3, W4, W5, W6
Task
short stimulus (which may take the form of pictures) and/or short prompts printed on
the paper. The question includes information on the purpose, format and audience,
which are different from those in Exercise 6.
Total marks
13
6.2 Component 2: Reading and writing (Extended)
This is a written paper which lasts two hours.
There are seven exercises in the question paper. The exercises have different mark allocations, and some
exercises consist of a series of sub-questions. Candidates must answer all questions and sub-questions in
each exercise.
The balance of assessment of reading and writing skills is equal.
Overview of exercises in Component 2: Reading and writing (Extended)
Marks
for AO1:
Reading
Marks
for AO2:
Writing
Total marks
Exercise 3 Information transfer 6 2 8
Exercise 4 Note-making 9 9
Exercise 5 Summary 6 5 11
45 45 90
Description of exercises in Component 2: Reading and writing (Extended)
Exercise 1
Assessment
objective
R1, R2
Task
Reading exercise. Candidates read a short text and answer a series of questions testing
skim-reading skills. Candidates write short (single word/phrase) answers.
Text type
One of the following: advertisement, brochure, leafet, guide, report, manual, instructions.
Total marks
9
Exercise 2
Assessment
objectives
R1, R2, R4
Task
Reading exercise. Candidates read a text and answer a series of questions testing more
detailed comprehension.
Text type
Either a report or a newspaper/magazine article, which incorporates a graphical element.
Total marks
15
Exercise 3
Assessment
objectives
R1, R2, R4, W1, W5
Task
Information transfer. Candidates complete a form or notes using information provided on
the question paper.
Total marks
8
Exercise 4
Assessment
objectives
R1, R2, R3
Task
Note-making. Candidates make brief notes (under a supplied heading or headings) relating
to a text printed in the question paper.
Total marks
9
Exercise 5
Assessment
objectives
R1, R2, R3, W1, W2, W3, W4, W5
Task
Summary writing. Candidates write a 100120-word summary about an aspect or aspects
of a text printed in the question paper.
Total marks
11
Exercise 6
Assessment
objectives
W1, W2, W3, W4, W5, W6
Task
short stimulus (which may take the form of pictures) and/or short prompts printed on the
paper. The question includes information on the purpose, format and audience.
Total marks
19
Exercise 7
Assessment
objectives
W1, W2, W3, W4, W5, W6
Task
short stimulus (which may take the form of pictures) and/or short prompts printed on the
paper. The question includes information on the purpose, format and audience, which are
different from those in Exercise 6.
Total marks
19
6.3 Component 3: Listening (Core)
This is a written paper which lasts approximately 3040 minutes.
Candidates write all their answers in spaces provided in a question paper booklet. Candidates should
attempt all questions.
Each question tests listening comprehension of recorded texts (e.g. dialogues, announcements,
conversations, talks) on a compact disc (CD) played in the examination room. Candidates hear each text
twice.
An invigilator, not the candidate(s), controls the CD. Teachers/invigilators should consult the relevant
sections of the Cambridge Handbook about the conduct of listening tests and for details about rooms,
equipment, guidance on acoustics and checking the CDs in advance.
Description of questions in Component 3: Listening (Core)
Questions 1 to 4
Assessment
objective
L1
Task Candidates listen to four short extracts and answer questions on each. Questions
require short answers, no longer than three words each.
Text types Answerphone messages or brief dialogues (formal or informal).
Total marks 8 (2 marks per extract)
Question 5
Assessment
objectives
L1, L2
Task Candidates listen to a talk and complete gaps in a form.
Text types A formal talk.
Total marks 8
Question 6
Assessment
objectives
L3, L4
Task Candidates listen to six short extracts and match each speaker to appropriate content.
Text types Short, informal monologues.
Total marks 6
Question 7
Assessment
objectives
L3, L4
Task Candidates listen to a discussion between two speakers and answer 3-option
multiple-choice questions.
Text types A semi-formal discussion between two speakers, with a host to introduce the
discussion.
Total marks 8
6.4 Component 4: Listening (Extended)
This is a written paper which lasts approximately 45 minutes.
Candidates write all their answers in spaces provided in a question paper booklet.
Candidates should attempt all questions.
Each question tests listening comprehension of recorded texts (e.g. dialogues, announcements,
conversations, talks) on a compact disc (CD) played in the examination room. Candidates hear each text
twice.
An invigilator, not the candidate(s), controls the CD. Teachers/invigilators should consult the relevant
sections of the Cambridge Handbook about the conduct of listening tests and for details about rooms,
equipment, guidance on acoustics and checking the CDs in advance.
Description of questions in Component 4: Listening (Extended)
Questions 1 to 4
Assessment
objective
L1
Task Candidates listen to four short extracts and answer questions on each. Questions
require short answers, no longer than three words each.
Text types Answerphone messages or brief dialogues (formal or informal).
Total marks 8 (2 marks per extract)
Question 5
Assessment
objectives
L1, L2
Task Candidates listen to a talk and complete gaps in a form.
Text types A formal talk.
Total marks 8
Question 6
Assessment
objectives
L3, L4
Task Candidates listen to six short extracts and match each speaker to appropriate content.
Text types Short, informal monologues.
Total marks 6
Question 7
Assessment
objectives
L3, L4
Task Candidates listen to a discussion between two speakers and answer multiple-choice
questions.
Text types A semi-formal discussion between two speakers, with a host to introduce the
discussion.
Total marks 8
Question 8
Assessment
objectives
L1, L2, L3, L4
Task Candidates listen to a talk and complete short notes either under bullet points or in
a template. Then they listen to a short discussion based on this talk, and complete
sentences using no more than three words.
Text types A formal talk followed by a semi-formal discussion.
Total marks 10
6.5 Component 5: Speaking
Speaking tests take place before the main examination period (see the relevant series timetable). Before
this period Centres will receive materials for the test. Teachers/examiners must allow suffcient time to
familiarise themselves with the materials and procedures (see the Cambridge Handbook for details). After
the tests the Centre must send back material for external moderation before the advertised deadline.
Centres receive a range of speaking test cards, with an accompanying set of teachers notes. Each card
introduces a topic for discussion between the teacher/examiner and the candidate, together with prompts
for the development of the conversation.
The teacher/examiner selects one speaking test card from the range provided for each candidate.
Each speaking test lasts approximately 1015 minutes, as follows:
non-assessed warm-up conversation (approximately 23 minutes)
time for the candidate to read the speaking test card and to prepare a response candidates may not
write notes (approximately 23 minutes)
assessed conversation (69 minutes).
A teacher/examiner at the Centre assesses the tests using the speaking assessment criteria grid (see
Section 7 Speaking tests: guidance for Centres).
Recording candidates marks
Candidates marks for Component 5: Speaking, must be recorded on the Individual Candidate Record Card
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. 0510 or 0511) and your
Centre number, after which it will take you to the correct forms. Follow the instructions when completing
each form.
The teacher/examiner will usually be someone from the Centres English Language department, but could
be someone local from outside the Centre. In either case, Cambridge must accredit the teacher/examiner
to conduct speaking tests, usually through successful completion of a Speaking Test Training Handbook,
available from Cambridge Publications. In some cases, Cambridge may accredit a teacher/examiner on the
basis of prior experience of conducting similar tests; for this, the teacher/examiner must write to Cambridge
for permission, enclosing a CV detailing relevant experience.
The teacher/examiner will conduct and internally assess the tests, and will submit a recorded sample of
candidates performances for external moderation by Cambridge. Centres will receive a brief report on the
outcome of moderation.
The internally moderated marks for all candidates must be recorded on the Coursework Assessment
Summary Form. These forms, and the instructions for completing them, may be downloaded from
Centre number, after which it will take you to the correct form. Follow the instructions when completing
the form.
The notes accompanying the speaking test cards contain full instructions on the administration
of the speaking test. There is a summary in Section 7 of this syllabus to read in conjunction with
general advice on submission of samples for moderation in the Cambridge Handbook.
6.6 Component 6: Speaking coursework
This component is an alternative to Component 5.
Centres devise their own speaking tasks. Examples of suitable tasks include:
role-play situations
interviews
telephone conversations
paired or group discussions
debates.
Centres may devise other appropriate tasks which will help candidates demonstrate the skills outlined in the
speaking assessment criteria grid in Section 7.1 of this syllabus.
Candidates can complete these tasks at any time during the year before the main examinationseries,tosuit
the Centre. After this, the Centre must submit a recorded sample and the relevant documentation to Cambridge
for external moderation before the advertised deadline (which is the same as that for Component 5).
Candidates must complete three speaking tasks, and a teacher/examiner at the Centre assesses them
using the speaking assessment criteria grid (see Section 7 Speaking tests: guidance for Centres).
Candidates marks for Component 6: Speaking Coursework, must be recorded on the Individual Candidate
Record Card 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 0510
or 0511) and your Centre number, after which it will take you to the correct forms. Follow the instructions
when completing each form.
The teacher/examiner will usually be someone from the Centres English Language department, but could
be someone local from outside the Centre. In either case, Cambridge must accredit the teacher/examiner
to conduct speaking tests, usually through successful completion of a Speaking Test Training Handbook,
available from Cambridge Publications. In some cases, Cambridge may accredit a teacher/examiner on the
basis of prior experience of conducting similar tests; for this, the teacher/examiner must write to Cambridge
for permission, enclosing a CV detailing relevant experience.
The teacher/examiner will conduct and internally assess the tests, and will submit a recorded sample of
candidate performances for external moderation by Cambridge. Centres will receive a brief report on the
outcome of moderation.
The internally moderated marks for all candidates must be recorded on the Coursework Assessment
Summary Form. These forms, and the instructions for completing them, may be downloaded from
Centre number, after which it will take you to the correct form. Follow the instructions when completing
the form.
The teacher/examiner must conduct internal assessment and submit samples for moderation in
accordance with the instructions in the Cambridge Handbook.
Speaking tests: guidance for Centres
7. Speaking tests: guidance for Centres
General information
1 The speaking tests take place in the period before the main examination series as notifed on the
timetable. Each Centre decides on a convenient period within these dates to conduct the speaking tests.
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 marks and
recordings, to allow suffcient time for external moderation. It is vital that material does not arrive late.
4 Centres with 30 or fewer candidates should normally just use one examiner. Each Centre selects
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 entering candidates for the examination will receive a set of speaking test cards, notes about
administration and forms for entering marks. Teachers/examiners responsible for conducting the oral
tests should familiarise themselves with these materials before the tests take place. The speaking test
cards must remain confdential and must be kept in a secure place by the Centre until the end of the
examination period.
6 External moderation
External moderation of internal assessment is carried out by Cambridge.
Centres must submit the internally assessed marks of all candidates to Cambridge.
Centres must also submit the internally assessed work of a sample of candidates to Cambridge.
The Cambridge Administrative Guide, available on our website, provides details of which candidates
are to be included in the sample.
The deadlines and methods for submitting internally assessed marks and work are in the Cambridge
Administrative Guide available on our website.
In addition to submitting the marks and sample to Cambridge, Centres must complete the Speaking
Examination Summary Form.
Speaking Examination Summary Form
Enter marks in detail for each candidate on this document. Instructions for its completion are on the
reverse of the form. Please check all mark additions. The Speaking Examination Summary Form must
show the breakdown of marks for all the candidates, not just those included in the sample. Please put
an asterisk (*) against the names of candidates whose speaking tests have been submitted on the CD.
You should keep a copy of the recorded sample 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.
Please note: if the sample received is unsatisfactory, or the process of internal standardisation
conducted at the Centre has not produced a reliable rank order of candidates, Cambridge will ask
the Centre to send a further recorded sample.
Conducting the speaking tests
7 The procedure for speaking tests is as follows:
(A) Start the recording. The test must be recorded throughout. The recording must not be paused
or stopped at any point during the test. Give the candidates name and number. Welcome the
candidate(s) and explain briefy what is going to happen during the test.
(B) Warm-up section. Conduct a general conversation by asking the candidate(s) a few questions about
herself/himself, the school, etc. to give candidate(s) time to get used to the examination situation.
The purpose of this section of the test is to put candidates at their ease. As a guide, spend about
23 minutes on this section.
(C) Give the speaking test card to the candidate. This must take place AFTER the warm-up has
taken place. Give any necessary explanation at this point, followed by a short preparation period
(approximately 23 minutes), when the candidate may ask questions. The candidate may not make
notes during this period.
(D) Main part of the test. This is a conversation based on the speaking test card. Either the examiner
or the candidate may start the conversation. This section of the test should last approximately 69
minutes.
The total duration of the speaking test, from the beginning of (A) to the end of (D), should
be approximately 1015 minutes. Note that only (D) is assessed. The speaking test must be
conducted in English throughout.
8 The speaking tests must take place under examination conditions. The Centre must provide adequate
supervision to ensure that candidates leaving the room for the speaking tests do not communicate with
those waiting to enter.
9 No other person should be present during the speaking test, with the exception of another teacher/
examiner, moderator or representative of Cambridge.
10 Candidates must not bring any notes into the examination room, or use a dictionary.
11 There is a range of speaking test cards, and the examiner (not the candidate) chooses the card for each
candidate. Please use as wide a variety of the cards as possible during the speaking tests at the Centre.
To give candidates every chance to do themselves justice, select the speaking test card with care. The
warm-up may give the examiner an indication of the best card to select.
12 The examiner should face the candidate, with a table or desk in between. Candidates should not be able
to see notes made on Speaking Examination Summary Forms or similar paperwork.
Recording the sample
13 Centres must ensure that their recording equipment is in good working order. It is preferable for the
tests to be recorded in .mp3 format using a suitable digital voice recorder or sound recording program
on a computer. The recorded .mp3 fles should then be transferred to a standard format CD. Before the
speaking tests take place, the Centre should test the recording equipment on site, ideally with one of
the candidates. The warm-up section of the test also provides an opportunity to check audibility.
It is important to check audibility levels before recording begins; avoid adjustments to the volume control
during the test. Take care to avoid extraneous noise and long gaps. Examiners should carry out spot
checks throughout the speaking testing session to ensure that voices are clearly audible.
Once the speaking test has begun, the recording must continue without interruption.
Each recording should begin with a clear statement by the examiner as follows:
Centre Number: [e.g.] AZ 999
Centre Name: [e.g.] Abcxyz Academy
Examination: 0510 English as a Second Language
Examiner Name: [e.g.] Ms Z. Abced
Date: [e.g.] 1 October 2015
The examiner should clearly indicate each candidate recorded on the sample as follows:
Candidate Number [e.g.] 1234
Candidate Name [e.g.] Abdi Zachariah
At the end of the sample, the examiner should state clearly End of sample.
Before despatching the CD(s), please check that each candidate is clearly audible. The individual tracks
on each CD should be re-named to those of the candidates, rather than Track 1, Track2, etc. Each CD
should be clearly labelled.
Please submit the recorded sample, marks of all candidates and Speaking Assessment Summary
Form(s) immediately after completing the speaking tests at the Centre. Do not wait until the end of the
assessment period before sending them.
7.1 Speaking assessment criteria grid
Give a mark out of 10 for each category (structure, vocabulary, development and fuency), and then add
these marks to give an overall total out of 30.
Mark Structure Vocabulary Development and fuency
910 The candidate
demonstrates ability
to use a variety of
structures accurately and
consistently. The candidate
is confdently in control of
the structures used.
The candidate shows
enough command of
vocabulary to respond
with precision. Shades of
meaning are achieved and
some sophisticated ideas
are communicated.
The candidate shows sustained
ability to maintain a conversation
and to contribute at some length.
The candidate can respond
to change in direction of the
conversation.
Pronunciation and intonation are
clear.
78 Structures will be generally
sound, but will not be used
entirely accurately or with
consistent confdence.
There will be some errors
in attempting to use more
complex sentences.
The candidate has
a suffcient range of
vocabulary to convey
information and ideas with
competence and some
confdence.
The candidate responds relevantly
and at length which makes
frequent prompting unnecessary,
resulting in a competent
conversation.
Pronunciation and intonation are
generally clear.
56 The candidate can use
simple structures securely
but has diffculty venturing
beyond them.
Vocabulary conveys
simple ideas and
information clearly.
Errors are noticeable,
however, and only partial
competence is achieved.
The candidate makes an attempt to
respond to questions and prompts.
Effort will need to be made to
develop the conversation; only
partial success will be achieved.
There is some lack of clarity of
pronunciation and intonation,
but it is unlikely to impede
communication.
34 Structures will generally
be very simple, limited
and with errors, which will
restrict communication.
Vocabulary is not wide
or varied and there will
be diffculty in conveying
simple ideas. There is
likely to be hesitation,
repetition and searching
for words.
Responses tend to be brief and
widely spaced. The candidate has
to be encouraged to go beyond
short responses and struggles to
develop a conversation.
Pronunciation and intonation cause
some communication diffculty.
12 Attempts at structured
sentences will rarely
achieve communication.
However, some attempt
at a response will be made
during the discussion.
Vocabulary will generally
be inadequate to convey
even simple ideas.
Responses are so brief that little
is communicated. The candidate
hardly engages in a conversation.
Pronunciation and intonation
patterns cause diffculty for even
the most sympathetic listener.
0 Completely limited/no
attempt at a response.
Completely limited/no
attempt at a response.
Completely limited/no attempt at a
response.
Other information
8. Other information
Equality and inclusion
Cambridge International Examinations has taken great care in the preparation of this syllabus and
assessment materials to avoid bias of any kind. To comply with the UK Equality Act (2010), Cambridge has
designed this qualifcation with the aim of avoiding direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning diffculties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment may be eligible to receive an award based on the
parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk/examsoffcer
Language
This syllabus and the associated assessment materials are available in English only.
Grading and reporting
Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard
achieved, A* being the highest and G the lowest. Ungraded indicates that the candidates performance fell
short of the standard required for grade G. Ungraded will be reported on the statement of results but not
on the certifcate. The letters Q (result pending), X (no results) and Y (to be issued) may also appear on the
statement of results but not on the certifcate.
Entry codes
To ma intain the security of our examinations, we produce question papers for different areas of the world,
known as administrative zones. Where the component entry code has two digits, the frst digit is the
component number given in the syllabus. The second digit is the location code, specifc to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.
Additional information for England, Wales and Northern Ireland
9. Additional information for England, Wales and
Northern Ireland
This syllabus appears on the Register of Regulated Qualifcations (http://register.ofqual.gov.uk) as a
Cambridge International Level 1/Level 2 Certifcate. In other contexts it is known as a Cambridge IGCSE.
.
Cambridge International Level 1/Level 2 Certifcates are approved for regulation in England, Wales and
Northern Ireland and are eligible for inclusion in school and college performance tables.
For up-to-date information on the performance tables, including the list of qualifcationswhichcount towards
the English Baccalaureate, please go to the Department for Education website and search on performance
tables.
Candidates who are awarded grades D to G will have achieved an award at Level 1 of the National
Qualifcations Framework. Candidates who are awarded grades A* to C will have achieved an award at
Level2 of the National Qualifcations Framework.
Prior learning
Candidates in England who are beginning this course should normally have followed the Key Stage 3
programme of study within the National Curriculum for England.
Other candidates beginning this course should have achieved an equivalent level of general education.
Progression
Cambridge International Level 1/Level 2 Certifcates are general qualifcations that enable learners to
progress directly to employment, or to proceed to further qualifcations.
This syllabus provides a foundation for further study at Levels 2 and 3 of the National Qualifcations
Framework, including GCSE, Cambridge International AS and A Level GCE, and Cambridge Pre-U
qualifcations.
Candidates who are awarded grades A* to C are well prepared to follow courses leading to Level 3 AS and
ALevel GCE English Language, or the Cambridge International AS and A Level English.
Grading and reporting
Cambridge International Level 1/Level 2 Certifcate results are shown by one of the grades A*, A, B, C, D,
E, F or G indicating the standard achieved, A* being the highest and G the lowest. Ungraded indicates that
the candidates performance fell short of the standard required for grade G. Ungraded will be reported on
the statement of results but not on the certifcate. The letters Q (result pending), X (no results) and Y (to be
issued) may also appear on the statement of results but not on the certifcate.
Additional information for England, Wales and Northern Ireland
Overlapping qualifcations
Every qualifcation is assigned to a national classifcation code indicating the subject area to which it belongs.
Candidates who enter for more than one qualifcation with the same classifcation code will only have one
grade (the highest) counted for the purpose of the school and college performance tables. Centres may
wish to advise candidates that, if they take two qualifcations with the same classifcation code, colleges are
very likely to take the view that they have achieved only one of the two qualifcations. Candidates who have
any doubts about their subject combinations should seek advice, either from their Centre or the institution to
which they wish to progress.
Spiritual, moral, ethical, social, legislative, economic and cultural issues
The study of English as a Second Language demands from candidates an understanding of the cultural
contexts from which spring the many forms and varieties of the English language. In undertaking a course
in English as a Second Language, candidates are likely to extend their linguistic knowledge and ability and
widen their appreciation of social and cultural issues. The study of a range of texts may raise spiritual, moral,
ethical and social issues and help develop candidates awareness of other cultures.
Sustainable development, health and safety considerations and international
developments
English as a Second Language offers opportunities to develop ideas on sustainable development and
environmental issues, health and safety, and the international dimension by way of the varied content of
reading material, writing tasks and speaking and listening discussions.
Key Skills
This syllabus provides opportunities for learners to develop the following Key Skills at Level 1 and/or Level 2:
Application of number
Communication
Information technology
Improving own learning and performance
Working with others
Problem solving.
The extent to which this evidence fulfls the Key Skills criteria at these levels will be totally dependent on
the style of teaching and learning. Further information on Key Skills can be found on the Ofqual website
www.ofqual.gov.uk
*4714684615*
Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cie.org.uk www.cie.org.uk
IGCSE is the registered trademark of Cambridge International Examinations
Cambridge International Examinations 2014

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