The Speaking Test

British & IGCSE › Cambridge IGCSE English as a Second Language (0510)

This page prepares you for the Speaking test (Paper 3) step by step: what happens in each part, how the 40 marks are given, how to make every answer longer and better, how to plan a short talk in one minute, how to discuss ideas like an adult, and full model answers on original topics. Read the model answers aloud: speaking is learnt with the mouth, not only with the eyes.

The test at a glance

The Speaking test is a one-to-one conversation with your teacher or an examiner. It lasts approximately 10-15 minutes and the whole test is recorded. Your teacher or examiner marks it, and Cambridge then checks (moderates) a sample of the marking. You may not use written notes. Only the three main parts are marked.

How the 40 marks are given

You are marked on four criteria, 10 marks each. For each criterion the examiner decides which level fits your performance best (9-10, 7-8, 5-6, 3-4, 1-2, or 0) and then gives a mark. The descriptions below are in my own words, to show what each criterion is looking for.

How to develop your answers: the A-R-E-E method

Use this simple formula for every answer in Part 1 and Part 3. It turns a one-line answer into a full-mark one in about 20-40 seconds.

Part 1: the interview

In Part 1 the examiner asks you questions on a topic, one by one. The questions are usually about your own life and experience, and they often move from simple (what, where) to more thoughtful (has it changed? do you think…?). You do not see the questions, so listen carefully to the tense and the question word.

• Listen to the tense. 'What did you do last weekend?' needs the past, while 'What would you like to do?' needs *would* or *I'd love to*.
• Answer the exact question first, then develop with A-R-E-E.
• Use real details: names of places, times, people (a friend, my uncle). Details make answers natural and easy to develop.
• If you do not understand, ask politely: *Sorry, could you repeat the question, please?* or *Do you mean…?* This is natural and not a problem.
• Do not answer with a question, and do not wait for the examiner to help you continue.

Part 2: the short talk

In Part 2 you receive a Speaking Assessment card with a topic. You have one minute to prepare, and then you talk on your own. The whole part, including the preparation, lasts about 3-4 minutes. Remember: you may not write notes, so you must plan in your head. A clear structure is what makes this possible.

How to plan in one minute (without notes)

Part 3: the discussion

In Part 3 the examiner asks questions related to the Part 2 topic, but wider and more general: about society, young people, the future, advantages and disadvantages. There is no single correct answer. The examiner wants to hear you give and support opinions, compare, agree or disagree politely and speculate (talk about what might happen).

Topic 3 for practice: helping in your community

Now try a full Part 2 and Part 3 on your own. Give yourself one minute to plan in your head (no writing), then speak for about 2-3 minutes. Record yourself on your phone (audio only) and listen back. Then look at the plan and the sample discussion answers.

1. What could a good one-minute plan for this talk look like?

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   Main idea: Helping others is good for the community and for us. Point 1 (ways to help): teaching younger children, collecting clothes, helping elderly neighbours. Example: I helped my neighbour carry his shopping every week. Point 2 (benefits for the helper): you feel useful, gain confidence and learn teamwork. Example: organising a clothes collection at school taught me to speak to adults. Counter-view: students are busy, but even one hour a month helps. Conclusion: schools should give students community hours.

2. Discussion: Why do you think some young people don't help in their community?

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   Model answer: I think the main reason is time. Most students have a very full timetable, with school, lessons and homework, so volunteering feels like one more task. Another reason might be that nobody has shown them how to start. If schools or youth clubs organised simple projects, I suspect many more students would join in.

3. Discussion: Should helping others be compulsory at school?

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   Model answer: I have mixed feelings about that. On the one hand, making it compulsory would make sure every student has the experience, and many would discover that they enjoy it. On the other hand, if people are forced to help, they might do it without any real interest. Overall, I'd say a small number of required hours, with a free choice of activity, is a good compromise.

4. Discussion: How might technology change the way people help each other in the future?

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   Model answer: It's hard to predict, but I imagine apps will make it much easier to connect people who need help with people who can give it, for example, a student who could teach English online to children in villages. However, I'd hate to see technology replace face-to-face help completely, because a visit or a conversation means far more to a lonely elderly person than a message.

Useful phrases for the whole test

Pronunciation: what to work on

Pronunciation is not about sounding British or American. It is about being easy to understand. These are the areas where I most often hear problems from students in Egypt.

Common mistakes

• Very short answers in Part 1 ('Yes.', 'Football.'). Always develop.
• Reciting a memorised speech. It sounds unnatural and rarely answers the exact question.
• Talking off topic in Part 2 because you planned a different talk.
• Using only simple words (good, bad, nice, very). Upgrade: helpful, harmful, impressive, extremely.
• Wrong tense after the question: 'What did you do last summer?' 'I go to Alexandria.' → 'I went'.
• Third person -s forgotten: 'My brother play football' → 'plays'.
• Long silences. Use a thinking phrase instead: 'Let me think about that for a second.'
• Agreeing with everything in Part 3. A reasoned, polite disagreement shows more language.
• Speaking too quietly or too fast because of nerves. The recording must be clear.

A four-week speaking preparation plan

Practice questions

1. How long is the Speaking test, and which parts are marked?

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   Approximately 10-15 minutes. The introduction and warm-up are not marked. Part 1 (Interview), Part 2 (Short talk) and Part 3 (Discussion) are marked.

2. What are the four criteria and how many marks is each worth?

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   Grammar, Vocabulary, Development and Pronunciation, 10 marks each, 40 in total.

3. Can I write notes during the one-minute preparation for the short talk?

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   No. Written notes are not allowed, so you plan in your head: main idea, two or three points with examples, first and last sentence.

4. Does Speaking count towards the overall 0510 grade?

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   No. For 0510 it is separately endorsed (grades 1 to 5 on the certificate). For 0511 it counts as 25% of the overall grade.

5. Improve this Part 1 answer: 'Do you prefer the city or the countryside?' – 'The city.'

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   Possible answer: I'd say the city, mainly because everything is close by: my school, my friends and the sports club. For example, I can walk to the club in ten minutes. Having said that, I love visiting my grandparents in the countryside, because it's so peaceful there, and I might even like to live in a quieter place when I'm older.

6. Give a polite way to disagree with this statement: 'Young people spend too much time on their phones.'

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   For example: 'I see why people say that, and for some teenagers it's true. However, I'd say a lot of that time is useful. I use my phone to study, to listen to English podcasts and to stay in touch with my family, so it's not all wasted time.'

7. Speculate: 'What will schools be like in twenty years?'

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   For example: 'It's hard to say for certain, but I imagine students might spend part of the week learning from home, with lessons online. I suspect teachers will still be essential, though, because students need someone to guide and encourage them, not just a screen.'