Cambridge IGCSE: English As A Second Language 0510/52

Cambridge IGCSE™
ENGLISH AS A SECOND LANGUAGE 0510/52

Paper 5 Speaking Assessment A–O May/June 2022
TEACHER’S/EXAMINER’S NOTES
* 1 7 9 9 2 4 7 0 4 7 *
The information in this document is confidential and must NOT reach candidates either directly or
indirectly.
INSTRUCTIONS
● This booklet contains:
(a) administrative guidance on conducting the tests
(b) marking criteria
(c) copies of cards A–O with notes for the teacher/examiner.
This document has 24 pages. Any blank pages are indicated.
DC (LK) 304465/4
© UCLES 2022 [Turn over
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CONTENTS
NOTES ON CONDUCTING AND RECORDING THE TESTS Page 3
MARKING CRITERIA Page 8
SPEAKING ASSESSMENT A Interests Page 9

(Core and Extended)
SPEAKING ASSESSMENT B Working from home Page 10

(Core and Extended)
SPEAKING ASSESSMENT C Giving and receiving Page 11

(Core and Extended)
SPEAKING ASSESSMENT D Live sports events Page 12

(Core and Extended)
SPEAKING ASSESSMENT E Lifestyles Page 13

(Core and Extended)
SPEAKING ASSESSMENT F Teenage life Page 14

(Core and Extended)
SPEAKING ASSESSMENT G Times of the year Page 15

(Core and Extended)
SPEAKING ASSESSMENT H The good things in life Page 16

(Core and Extended)
SPEAKING ASSESSMENT I Where to go Page 17

(Core and Extended)
SPEAKING ASSESSMENT J Making and breaking Page 18

(Core and Extended)
SPEAKING ASSESSMENT K Learning Page 19

(Core and Extended)
SPEAKING ASSESSMENT L Creative arts Page 20

(Core and Extended)
SPEAKING ASSESSMENT M Things people do Page 21

(Core and Extended)
SPEAKING ASSESSMENT N Being a visitor Page 22

(Core and Extended)
SPEAKING ASSESSMENT O Entertainment Page 23

(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 International to allow sufficient time for external moderation.
It is vital that material does not arrive late.
4. For centres with 30 or fewer candidates, only one examiner must be used. 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 International 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 with this set of examiner’s notes. These
cards must not be opened until one working day before the test. Both the cards and the notes
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 International the following: (a) recorded sample on a
CD/USB stick; (b) printout of marks submitted electronically (Internally Assessed Marks Report);
(c) completed Speaking Examination Summary Form(s).
(a) Recorded sample
Each centre must provide a sample of speaking tests, to be recorded on a CD or USB stick.
The size of the sample required is given in the instructions for completing 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/USB sticks. You should
keep a copy of each speaking test in case of loss or damage to the original. If the sample
sent to Cambridge International 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/USB sticks must be sent
to Cambridge International together with completed documents. CDs/USB sticks must be
clearly labelled with details of the candidates whose speaking tests have been submitted.
(b) Internally Assessed Marks Report (submitted electronically)
Centres must submit marks electronically using the Internally Assessed Marks Report. This 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,
on the Speaking Examination Summary Form.
(c) Speaking Examination Summary Form
Marks for each candidate are to be entered in detail on the Speaking Examination
Summary Form. This form, and the instructions for completing it, may be downloaded from
www.cambridgeinternational.org/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
form. Follow the instructions when completing the form. A copy of the form must be submitted
together with the recorded sample and the 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/USB stick. The candidates’ names should appear in the
same order on both the summary form and the Internally Assessed Marks Report.
7. The sample CD(s)/USB stick(s), along with the printout of marks submitted electronically and a
copy of the Speaking Examination Summary Form, should be returned to Cambridge International
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 test, using the examiner script on one of the
assessment card pages in these notes. This part should not take more than a minute.
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.
The topic cards should not be discussed during this phase.
Part C Give the speaking assessment card to the candidate and announce the letter and the
name of the card. This must take place AFTER the warm-up. Any necessary explanation
is 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 International.
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.

6
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/USB stick 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 2022
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/USB stick is despatched, spot checks must be made to ensure that every candidate
is clearly audible. The contents of each CD/USB stick must be clearly labelled. Each track on the
CD/USB stick should be renamed, giving the candidate name and number, rather than ‘track 1’,
‘track 2’, etc. A separate audio track is required for each candidate.
GENERAL ADVICE
15. Please bear in mind the following 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.

8
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
a range of structures a sufficient range of sustained ability to maintain a
accurately and vocabulary to respond conversation (and contribute)
consistently, and is with precision. Shades of at some length. The candidate
confidently in control of meaning are achieved and responds to a change of
the structures used. some sophisticated ideas direction in the conversation,
9–10
are communicated. demonstrating the 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 with length, using some original
7–8 confidence. Errors will competence and some ideas. Frequent prompting is
occur when attempting confidence. unnecessary.
to use more complex
sentences. Pronunciation and intonation
are generally clear.
The candidate uses simple The candidate uses The candidate makes an
structures securely, but a sufficient range of attempt to respond to questions
has difficulty venturing vocabulary to convey and prompts. Effort is needed
beyond them. simple ideas and to develop the conversation
information clearly, but not which will not be entirely
5–6
entirely successfully. successful.

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
simple ideas. There is likely struggles to develop a
3–4
to be hesitation, repetition conversation.
and searching for words.
cause some communication
difficulty.
The candidate attempts The candidate has The candidate’s responses
a response, but rarely insufficient vocabulary to are so brief that little is
achieves communication. convey even simple ideas. communicated.
1–2
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. You may keep the card until
the end of the test.
Do you have any questions?
Then start the test.
A Interests
Candidate’s Card
Many people have hobbies that they enjoy doing in their free time, such as sports, gardening or
photography.
Discuss this topic with the examiner.
Use the following prompts, in the order given below, to develop the conversation:
• a hobby you enjoyed when you were younger, and why
• a new hobby that you would like to start doing, and why
• the suggestion that your best friend should have the same interests as you
• the view that people’s interests are changing because of technology
• whether young people’s interests and hobbies may help them in their future jobs.
You may introduce related ideas of your own to expand on these prompts.
Remember, you are not allowed to make any written notes.

10
B Working from home
Candidate’s Card
These days many people work or study at home instead of travelling to their place of work or school.
• a time when you, or someone you know, had to work or study at home, and what happened
• the kinds of jobs that can’t be done from home, and why
• the advantages of working from home
• the view that studying at home is easier than studying at school
• the opinion that everyone will work from home in the future.
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C Giving and receiving
Candidate’s Card
People often give or receive things, such as gifts or advice.
• a time when someone gave you a gift, and why
• some advice you gave to a friend or a family member, and what happened
• ways in which people can show they are grateful for help or gifts they receive
• the opinion that everyone should give money to charity
• the view that happiness comes from giving rather than from receiving.

12
D Live sports events
Candidate’s Card
People can see a sports event live as it happens, or watch a recording of it afterwards.
• live sports events that you, or people you know, have watched on TV
• whether you prefer watching live or recorded sports events
• the challenges of attending live sports events
• the opinion that taking part in sport is better than watching it
• the suggestion that the only purpose of live sports events is to make money.
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E Lifestyles
Candidate’s Card
A lifestyle is the typical way of living of an individual or a group of people.
• special food that is traditionally prepared for celebrations in your country
• a typical family activity or event that was important to you when you were younger, and why
• whether we can learn about the lifestyles of other nationalities from TV and films
• the suggestion that young people have unhealthier lifestyles than their parents and
grandparents
• the view that young people are too influenced by the lifestyles of celebrities.

14
F Teenage life
Candidate’s Card
Teenage years can be an interesting and exciting time of life.
• places where you and your friends go in your free time, and what you do there
• the happiest memory you have of your teenage years, and why
• the advantages and disadvantages for teenagers of using social media
• whether celebrities are good role models for teenagers
• the idea that teenagers can and should change the world.
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G Times of the year
Candidate’s Card
People do different things at different times of the year.
• your favourite time of the year, and why
• when your family prefers to go on holiday, and why
• an important festival or public holiday in your country, and what happens
• the advantages and disadvantages of living in a country with similar weather all year round
• the idea that people’s moods or behaviour can be affected by the time of the year.

16
H The good things in life
Candidate’s Card
Everyone has things in their life that make them feel happy.
• people or things in your life that make you feel happy, and why
• a happy memory from your childhood, and what happened
• whether individuals can do things to make the world a better place
• the idea that the media should only report good news
• the suggestion that the best things in life are free.
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I Where to go
Candidate’s Card
Many people have a favourite place or somewhere they would like to visit.
• somewhere you enjoyed going when you were younger, and why
• a place in your country that you would recommend to a visitor, and why
• the advantages and disadvantages of reading other people’s travel blogs
• the view that travelling is a waste of time
• whether space tourism will ever be possible for everyone.

18
J Making and breaking
Candidate’s Card
Everyone has some experience in their life of making or breaking something.
• something you enjoyed making when you were younger, and why
• a time when you, or someone you know, broke something, and what happened
• whether young people should be taught at school how to make things, such as meals or
clothes
• the view that social media can help people to make new friends
• the idea that people should always repair or recycle things which are broken.
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K Learning
Candidate’s Card
Learning is something everyone does, both inside and outside school.
• something you learned from your parents or grandparents
• things you are good at and can teach other people
• the advantages and disadvantages of trying to learn something on your own
• the idea that many subjects students learn at school are not useful for their future
• the suggestion that people are never too old to learn something new.

20
L Creative arts
Candidate’s Card
Creative arts include theatre, photography and writing.
• whether you enjoy creative arts, and why
• a time when you, or someone you know, did something creative
• the benefits and challenges of a job in creative arts
• the view that you must have talent to do any creative arts
• the opinion that life would be very boring without creative arts.
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M Things people do
Candidate’s Card
People do many different things every day, some more important than others.
• something you did to help someone, and what happened
• your ambitions or goals and what you are doing to achieve them
• whether people can and should do more to improve the environment
• the suggestion that young people are influenced to do things by celebrities more than by their
parents
• the idea that what people do is more important than what they say.

22
N Being a visitor
Candidate’s Card
A visitor is someone who visits a person or place.
• places you would like to visit, and why
• a time when someone visited your home, and what happened
• the challenges of visiting a different country
• whether it’s important to research a place before visiting it
• the opinion that, in the future, we will only talk to people online rather than visit them.
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O Entertainment
Candidate’s Card
People do many different things in their spare time for entertainment, such as listening to music, going
to the cinema or the theatre.
• what you do for entertainment in your spare time
• a time when you had an enjoyable day or evening out, and what happened
• whether it is better to go to a live concert than to listen to recorded music at home, and why
• whether what young people do for entertainment is very different from what their parents do
• the idea that watching major sports events is the best form of entertainment.
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BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
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
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
© UCLES 2022 0510/52/TN/M/J/22

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Cambridge IGCSE™

ENGLISH AS A SECOND LANGUAGE 0510/52

This document has 24 pages. Any blank pages are indicated.

NOTES ON CONDUCTING AND RECORDING THE TESTS Page 3

MARKING CRITERIA Page 8

SPEAKING ASSESSMENT A Interests Page 9

SPEAKING ASSESSMENT B Working from home Page 10

SPEAKING ASSESSMENT C Giving and receiving Page 11

SPEAKING ASSESSMENT D Live sports events Page 12

SPEAKING ASSESSMENT E Lifestyles Page 13

SPEAKING ASSESSMENT F Teenage life Page 14

SPEAKING ASSESSMENT G Times of the year Page 15

SPEAKING ASSESSMENT H The good things in life Page 16

SPEAKING ASSESSMENT I Where to go Page 17

SPEAKING ASSESSMENT J Making and breaking Page 18

SPEAKING ASSESSMENT K Learning Page 19

SPEAKING ASSESSMENT L Creative arts Page 20

SPEAKING ASSESSMENT M Things people do Page 21

SPEAKING ASSESSMENT N Being a visitor Page 22

SPEAKING ASSESSMENT O Entertainment Page 23

© UCLES 2022 0510/52/TN/M/J/22

NOTES ON CONDUCTING AND RECORDING THE TESTS

(a) Recorded sample

© UCLES 2022 0510/52/TN/M/J/22 [Turn over

(b) Internally Assessed Marks Report (submitted electronically)

(c) Speaking Examination Summary Form

© UCLES 2022 0510/52/TN/M/J/22

CONDUCTING THE SPEAKING TESTS

8. The speaking tests should proceed as follows:

Please note: the preparation period must be recorded.

Note that only (D) is to be assessed.

The speaking test must be conducted in English throughout.

© UCLES 2022 0510/52/TN/M/J/22 [Turn over

RECORDING THE TESTS

Centre number: [e.g.] AZ 999

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

Candidate number: [e.g.] 0021

15. Please bear in mind the following when marking:

© UCLES 2022 0510/52/TN/M/J/22

16. To conduct speaking tests effectively:

© UCLES 2022 0510/52/TN/M/J/22 [Turn over

Mark Structure Vocabulary Development and Fluency

Pronunciation and intonation

Pronunciation and intonation

Instructions to the teacher/examiner

Do you have any questions?

Then start the test.

Discuss this topic with the examiner.

• a hobby you enjoyed when you were younger, and why

• the view that people’s interests are changing because of technology

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

© UCLES 2022 0510/52/TN/M/J/22 [Turn over

Instructions to the teacher/examiner

Do you have any questions?

Then start the test.

B Working from home

Discuss this topic with the examiner.

• the advantages of working from home

• the view that studying at home is easier than studying at school