CAMBRIDGE IGCSE™ ENGLISH AS A SECOND LANGUAGE: PRACTICE EXAM-STYLE PAPER: SPEAKING

Practice exam-style
paper: Speaking
Mark scheme
These marking criteria were written by the authors. In examination, the way marks would be awarded to answers like these
may be different.

When using the marking criteria below, consider the student’s responses to all parts of the speaking
practice exam-style paper. Select a mark from 0–10 for each of grammar, vocabulary, development
and pronunciation.

Grammar Vocabulary Development Pronunciation Marks

 Student uses a  Student can talk  Student always  Student’s 9–10
range of simple about and express responds pronunciation is
and complex opinions on a relevantly and always clear.
structures. range of facts develops their  Student often
 Student makes and ideas. ideas. uses intonation
minimal errors in  Student uses a  Student needs no effectively to
both simple and wide range of or very little communicate
complex vocabulary. support to intended meaning.
structures.  Student can use maintain
 Meaning is some vocabulary communication.
always clear. with precision.
 Student uses a  Student can talk  Student responds  Student can 7–8
range of simple about and express relevantly and be understood
structures and opinions on a develops most of despite some
attempts to use range of facts their ideas. pronunciation
some complex and ideas.  Student needs issues.
structures.  Student uses a occasional support  Student
 Student makes reasonable range to maintain sometimes uses
minimal errors of vocabulary. communication. intonation
in simple  Student uses effectively to
structures, but vocabulary communicate
more frequent correctly. intended meaning.
errors in complex
structures.
 The meaning is
always clear
despite errors.

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Cambridge IGCSE™ English as a Second Language – Carter & Carter © Cambridge University Press 2022
 CAMBRIDGE IGCSE™ ENGLISH AS A SECOND LANGUAGE: PRACTICE EXAM-STYLE PAPER: SPEAKING

Grammar Vocabulary Development Pronunciation Marks

 Student uses a  Student can talk  Student responds  Student can 5–6
range of simple about and express relevantly and mostly be
structures, but opinions on simple develops some understood, but
rarely uses facts and ideas. of their ideas. some effort is
complex  Student uses a  Student needs needed because of
structures. range of frequent support pronunciation
 Student makes vocabulary. to maintain issues.
some errors in  Student uses communication.  Student rarely
the structures most vocabulary uses intonation
used. correctly. effectively to
 Meaning may communicate
sometimes be intended meaning.
ambiguous
because of
errors.
 Student uses a  Student can only  Student provides  Student can rarely 3–4
very limited talk about and some irrelevant be understood,
range of simple express opinions responses and effort is needed
structures. on basic facts. rarely develops because of
 Student makes  Student uses a their ideas. pronunciation
frequent errors. limited range of  Student has issues.
 Meaning is often vocabulary. difficulty  Student does not
ambiguous maintaining use intonation
because of the communication effectively to
errors. despite frequent communicate the
support. intended meaning.
 Student only uses  Student has  Student only  Student has 1–2
isolated words or difficulty talking provides very serious
simple short about and short isolated pronunciation
phrases. expressing responses. issues, which lead
 Meaning is opinions on even  Student cannot to a breakdown in
ambiguous basic facts. maintain communication.
throughout.  Student only uses communication  Student does not
extremely limited despite frequent use any intonation
and repetitive support. patterns.
vocabulary.
No answer given. No answer given. No answer given. No answer given. 0

[Paper total: 40]

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Cambridge IGCSE™ English as a Second Language – Carter & Carter © Cambridge University Press 2022