produce responses using a range of grammatical and lexical structures

Cambridge IGCSE English as a Second Language (0510) – Speaking

1. Objective

Produce spoken responses that demonstrate a wide range of grammatical and lexical structures, while also showing control of pronunciation, intonation, interaction and fluency.

2. Exam Structure (5 minutes total)

1. Warm‑up (≈30 s) – informal conversation; not assessed but helps the candidate settle.
2. Introduction (≈30 s) – examiner explains the task and timing; also not assessed.
3. Interview (≈1 min) – personal or opinion‑based questions.
4. Short Talk (≈1 min + 30 s preparation) – candidate receives a Speaking‑Assessment card, prepares for 30 seconds, then speaks for up to 1 minute on the given topic.
5. Picture Description (≈1 min + 30 s preparation) – describe a single picture or a sequence of pictures.
6. Role‑play (≈1 min) – act out a realistic situation (e.g., shopping, making a reservation).
7. Discussion (≈1 min) – express, justify and defend an opinion on a broader issue.

3. AO4 Sub‑skills (What the syllabus expects)

4. Assessment Weighting & Marking Criteria

• Each speaking task (Interview, Short Talk, Picture Description, Role‑play, Discussion) is worth 10 marks.
• Marks are allocated across the four AO4 sub‑skills:
  • S1 – Ideas & Coherence: up to 2 marks.
  • S2 – Grammar & Vocabulary: up to 4 marks.
  • S3 – Interaction: up to 2 marks.
  • S4 – Pronunciation & Intonation: up to 2 marks.
• Overall speaking score is the sum of the five task marks (maximum 50 marks), which is then converted to the IGCSE grade scale.

5. Key Grammatical Structures (S2)

6. Lexical Resources (S2)

• Linking words for addition: moreover, furthermore, in addition, additionally.
• Linking words for contrast: however, on the other hand, nevertheless, although.
• Linking words for cause & effect: because, therefore, as a result, consequently.
• Idiomatic expressions: “break the ice”, “a piece of cake”, “under the weather”, “hit the nail on the head”.
• Collocations with common verbs: make a decision, take a risk, have an impact, give a presentation, keep in touch.
• Topic‑specific vocabulary:
  • Environment – carbon footprint, renewable energy, sustainability.
  • Technology – artificial intelligence, cloud computing, cybersecurity.
  • Health – mental wellbeing, vaccination, balanced diet.
• Phrasal‑verb bank (spoken focus): look after, turn down, bring up, set up, get on with, run out of, put off.

7. Pronunciation & Intonation (S4)

• Word stress: stress content words (nouns, main verbs, adjectives). Example: ‘re‑search, ‘in‑ter‑view.
• Sentence‑level intonation patterns:
  • Rising intonation for yes/no questions.
  • Fall‑rise for clarification questions (“You’re coming when?”).
  • Fall for statements and wh‑questions.
• Linking & connected speech: use /t/‑glottalisation, /ɹ/‑linking, and contractions (I’m, didn’t, could’ve).
• Stress on discourse markers: “however”, “therefore”, “firstly”.

8. Interaction Checklist (S3)

9. Strategies for Expanding Language (S1‑S4)

1. Plan before you speak: note key ideas, the grammatical structures you intend to use, and any target lexical items.
2. Mix simple and complex sentences: start with a clear statement, then add a subordinate clause or a relative clause.
3. Use a variety of linking words: include at least two from different categories in each response.
4. Upgrade basic verbs: replace “show” → “illustrate”, “help” → “facilitate”, “use” → “utilise”.
5. Paraphrase the examiner’s question: turn it into an indirect question or restate it with a different structure.
6. Record and review: check
   • Word stress and sentence intonation (S4).
   • Use of interaction markers and turn‑taking (S3).
7. Build a personal “phrase bank”: collect idioms, collocations and phrasal verbs that are relevant to common IGCSE topics.
8. Practice the short‑talk format: give yourself 30 seconds to organise ideas, then speak for 60 seconds without notes.

10. Sample Responses (Mapped to AO4 Criteria)

10.1 Interview – Personal Question (S1 & S2)

Question: “What do you enjoy doing in your free time?”

Response: “In my free time I usually read novels because they help me relax. Moreover, I enjoy playing basketball with friends, which keeps me fit. Although I’m not very good at it yet, I’m improving by practising every weekend. Furthermore, I sometimes volunteer at the local animal shelter, which gives me a sense of purpose.”

10.2 Short Talk – Topic Card (S1 & S2 & S3 & S4)

Card: “Describe a memorable holiday and explain why it was special.”

Response: “Last summer I travelled to Kyoto, Japan. Firstly, the city’s historic temples, such as Kinkaku‑ji, offered a glimpse into traditional architecture, which fascinated me. Secondly, I tried authentic sushi; the fresh taste was out of this world. However, the most memorable moment was when I joined a local tea‑ceremony; the ritual taught me the value of mindfulness. Overall, the combination of culture, food and personal reflection made the holiday unforgettable.”

10.3 Picture Description – Sequence (S1 & S2 & S4)

Prompt: Describe the series of pictures showing a city park throughout a day.

Response: “The first picture shows a quiet park early in the morning, with a few joggers and the sun just rising. As the day progresses, the second image reveals families having picnics and children playing on the swings. Later, the third picture captures a concert on the open‑air stage, where a band is performing for a large crowd. Finally, the last scene shows the park at night, illuminated by streetlights, and the atmosphere becomes calm again. Overall, the park transforms from a tranquil space to a lively community hub and back to serenity.”

10.4 Role‑play – Shopping Situation (S1 & S2 & S3)

Scenario: You are buying a birthday gift for a friend.

Response: “Excuse me, could you recommend a suitable present for a 20‑year‑old who loves music? Ideally, I’m looking for something that isn’t too expensive but still feels special. If you have any headphones on sale, I would be interested. Otherwise, perhaps a gift voucher for a music store would be a good alternative. Could you tell me which brands are most popular right now?”

10.5 Discussion – Opinion (S1 & S2 & S3 & S4)

Question: “Do you think technology has a positive impact on education?”

Response: “I firmly believe that technology enhances learning. Firstly, digital resources give students access to up‑to‑date information instantly. Secondly, interactive tools such as quizzes and simulations make complex concepts easier to understand. However, there are drawbacks; for example, excessive screen time can affect concentration. In my view, the benefits outweigh the disadvantages if teachers use technology responsibly. What do you think?”

11. Mapping Sample Responses to AO4 Criteria

12. Suggested Diagram for Teacher Hand‑out

Flowchart of the speaking process – Planning → Language selection (grammar & lexicon) → Delivery (pronunciation, intonation, interaction) → Review (self‑assessment against AO4 criteria).

13. Quick Reference Checklist (for lesson‑planning)

• Include warm‑up and introduction phases in mock exams.
• Allocate practice time for the short‑talk (30 s prep + 60 s talk).
• Ensure each practice task targets all four AO4 sub‑skills.
• Use the “Key Grammatical Structures” table to set weekly language goals.
• Update the lexical bank with topic‑specific items as students progress.
• Record student performances and mark against the 10‑mark rubric (2‑4‑2‑2).
• Provide targeted feedback on the sub‑skill that received the lowest mark.