Cambridge International General Certificate of Secondary Education

Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
ENGLISH AS A SECOND LANGUAGE 0511/51

Paper 5 Speaking Assessments A–J October/November 2018
TEACHER’S / EXAMINER’S NOTES
Great care should be taken to ensure that any confidential information given does not reach the
* 8 1 8 0 8 2 5 5 2 5 *
candidates either directly or indirectly.
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 syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 18 printed pages and 2 blank pages.
DC (RW) 172775
© UCLES 2018 [Turn over
2
CONTENTS
NOTES ON CONDUCTING AND RECORDING THE TESTS Page 3
MARKING CRITERIA Page 9
SPEAKING ASSESSMENT A Rewards Page 10

(Core and Extended)
SPEAKING ASSESSMENT B Spending time on your own Page 11

(Core and Extended)
SPEAKING ASSESSMENT C Personal image Page 12

(Core and Extended)
SPEAKING ASSESSMENT D Being successful Page 13

(Core and Extended)
SPEAKING ASSESSMENT E Sports personalities Page 14

(Core and Extended)
SPEAKING ASSESSMENT F Patience Page 15

(Core and Extended)
SPEAKING ASSESSMENT G Disagreeing with others Page 16

(Core and Extended)
SPEAKING ASSESSMENT H Festivals Page 17

(Core and Extended)
SPEAKING ASSESSMENT I Places to shop Page 18

(Core and Extended)
SPEAKING ASSESSMENT J Pollution Page 19

(Core and Extended)
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3
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) 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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4
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, on 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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5
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 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 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.
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 should begin with a clear statement by the examiner as follows:
Centre number: [e.g.] AZ 999

Centre name: [e.g.] Abcxyz Academy
Examination: 0511 English as a Second Language
Examiner name: [e.g.] Ms Z. Abced
Date: [e.g.] 1 October 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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7
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
• make written notes during the test
• indicating how well the candidate has performed during or after the test.

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9
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.

10
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 Rewards
Candidate’s Card
People often get rewards when they have done something well or have achieved something special.
Discuss this topic with the examiner.
Use the following prompts, in the order given below, to develop the conversation:
• types of rewards that you know about
• a time you got a reward, and how you felt
• whether rewards at school or college encourage students to study harder
• the opinion that children shouldn’t get rewards for helping at home
• the view that people only do good things because they expect rewards.
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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11
B Spending time on your own
Candidate’s Card
Even very active and sociable people need to spend some time alone.
• when you spend time on your own, and why
• a time when you enjoyed being on your own and what happened
• the disadvantages of spending too much time alone
• the view that the amount of time we spend on our own changes with age
• the opinion that, in the future, people will spend more time with technology than with other
human beings.

12
C Personal image
Candidate’s Card
People’s clothes, accessories or hairstyles are some of the things that create their personal image.
• the clothes, accessories or hairstyles you and your friends prefer
• situations when a person’s image is important, and why
• whether a person’s image changes throughout their life
• the view that it is wrong to judge people based on their personal image
• the suggestion that a politician’s personal image is more important than their actions.
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D Being successful
Candidate’s Card
We all hope to be good at something and succeed in life.
• what you would like to succeed in, and why
• how you make sure you are successful in different things
• the advantages and disadvantages of achieving success very early in life
• the opinion that we can only succeed with the help of other people
• the suggestion that the real success in life is being happy.

14
E Sports personalities
Candidate’s Card
Famous sportsmen and sportswomen are admired by many people.
• a sports personality you admire, and why
• whether you would like to become a famous sports personality
• what we can learn from sportsmen and sportswomen
• whether sports personalities should advertise products
• sports personalities have a responsibility to use their fame and money to help others.
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F Patience
Candidate’s Card
Many people can’t wait patiently for something to happen without losing interest or becoming annoyed.
• a time when you needed a lot of patience
• situations when people find it difficult to wait patiently, and why
• whether it is acceptable to lose your patience and become angry
• the view that modern technology is making us very impatient
• the suggestion that good things come to people who wait patiently.

16
G Disagreeing with others
Candidate’s Card
We don’t always agree with other people’s opinions.
• a time you disagreed with someone, and what happened
• whether we always have to agree with our friends
• reasons why younger people sometimes disagree with older generations
• disagreeing with others requires more confidence than agreeing all the time
• the idea that good politicians should always listen to people who disagree with them.
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17
H Festivals
Candidate’s Card
Countries all over the world have festivals at different times of the year.
• a festival in your country, and what happens on the day
• how you, or people you know, prepare for this festival
• what makes a festival successful, and why
• whether traditional festivals are still important in the modern world
• the view that festivals which attract thousands of people damage the environment.

18
I Places to shop
Candidate’s Card
There is a wide range of places to shop, such as huge shopping malls, small local shops and online
websites.
• where you, or people you know, prefer to shop, and why
• whether there are things you would never buy online
• the advantages and disadvantages of small local shops
• the view that people spend too much of their free time in shopping malls
• the opinion that large supermarket chains destroy local communities.
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J Pollution
Candidate’s Card
Modern life has created different types of pollution, such as water, light or noise pollution.
• how different types of pollution affect you and people you know
• ways that individuals can reduce different types of pollution
• the opinion that pollution will get worse in the future
• the suggestion that the people who suffer because of pollution aren’t the people who cause it
• the view that governments around the world are doing all they can to reduce global pollution.
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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 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 0511/51/TN/O/N/18

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Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

ENGLISH AS A SECOND LANGUAGE 0511/51

candidates either directly or indirectly.

READ THESE INSTRUCTIONS FIRST

This booklet contains:

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

NOTES ON CONDUCTING AND RECORDING THE TESTS Page 3

MARKING CRITERIA Page 9

SPEAKING ASSESSMENT A Rewards Page 10

SPEAKING ASSESSMENT B Spending time on your own Page 11

SPEAKING ASSESSMENT C Personal image Page 12

SPEAKING ASSESSMENT D Being successful Page 13

SPEAKING ASSESSMENT E Sports personalities Page 14

SPEAKING ASSESSMENT F Patience Page 15

SPEAKING ASSESSMENT G Disagreeing with others Page 16

SPEAKING ASSESSMENT H Festivals Page 17

SPEAKING ASSESSMENT I Places to shop Page 18

SPEAKING ASSESSMENT J Pollution Page 19

© UCLES 2018 0511/51/TN/O/N/18

NOTES ON CONDUCTING AND RECORDING THE TESTS

(a) Recorded sample

© UCLES 2018 0511/51/TN/O/N/18 [Turn over

(b) Form MS1

(c) Speaking Examination Summary Form

© UCLES 2018 0511/51/TN/O/N/18

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 2018 0511/51/TN/O/N/18 [Turn over

RECORDING THE TESTS

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

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 the following in mind when marking:

© UCLES 2018 0511/51/TN/O/N/18

16. To conduct speaking tests effectively:

© UCLES 2018 0511/51/TN/O/N/18 [Turn over

© UCLES 2018 0511/51/TN/O/N/18

Mark Structure Vocabulary Development and Fluency

Pronunciation and intonation are

The candidate uses a The candidate uses The candidate maintains

0 No response. No response. No response.

© UCLES 2018 0511/51/TN/O/N/18 [Turn over

Instructions to the teacher/examiner

Do you have any questions?

Then start the test.

Discuss this topic with the examiner.

• types of rewards that you know about

• a time you got a reward, and how you felt

• whether rewards at school or college encourage students to study harder

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

© UCLES 2018 0511/51/TN/O/N/18

Instructions to the teacher/examiner

Do you have any questions?

Then start the test.