ESL22

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English #0511
Past Paper Questions & Answers (2022)
Cambridge IGCSE™
* 0 7 3 8 7 7 2 7 0 2 *
ENGLISH AS A SECOND LANGUAGE 0511/41

Paper 4 Listening (Extended) May/June 2022
Approximately 50 minutes
You must answer on the question paper.
No additional materials are needed.
INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● Dictionaries are not allowed.
INFORMATION
● The total mark for this paper is 40.
● The number of marks for each question or part question is shown in brackets [ ].
This document has 12 pages. Any blank pages are indicated.
DC (CE) 310570
© UCLES 2022 [Turn over
2
Exercise 1
You will hear four short recordings. Answer each question on the line provided. Write no more than
three words, or a number, for each answer.
You will hear each recording twice.
1 (a) What did the girl most enjoy seeing at the castle?
............................................................................................................................................. [1]
(b) What did the girl lose at the castle?
............................................................................................................................................. [1]
2 (a) How often does the boy visit his aunt and uncle?
............................................................................................................................................. [1]
(b) What present did the boy receive from his aunt and uncle?
............................................................................................................................................. [1]
3 (a) What date would the man prefer to go to the music festival?
............................................................................................................................................. [1]
(b) How does the man want to travel to the festival?
............................................................................................................................................. [1]
4 (a) What kind of book does the girl want to buy?
............................................................................................................................................. [1]
(b) What would the girl prefer to eat for lunch?
............................................................................................................................................. [1]
[Total: 8]
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3
Exercise 2
5 You will hear a talk about the invention and development of the modern car seatbelt. Listen to the
talk and complete the details below. Write one or two words, or a number, in each gap.
You will hear the talk twice.
The modern car seatbelt
Problems with previous designs:
Old-fashioned seatbelts passed across the ................................... of the driver.
To improve safety, car manufacturers experimented with the ................................... of seats in

cars.
The inventor, Nils Bohlin, and his invention:
Bohlin worked as a successful ................................... before getting a job at a car

manufacturing company.
The first car fitted with Bohlin’s seatbelt was produced in the year ................................... .
Bohlin’s invention offered ................................... as well as safety, compared to old-fashioned

seatbelts.
The car manufacturer decided that other car companies could use Bohlin’s design for
safer belts for ................................... in their cars.
The impact of the invention:
The first laws that made wearing seatbelts compulsory were introduced
in parts of .................................. .
As well as saving lives, modern seatbelts have saved large amounts of money for the
.................................. industry.
[8]
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4
Exercise 3
6 You will hear six people talking about playing a musical instrument.
For each of speakers 1 to 6, choose from the list, A to G, which opinion each speaker expresses.
Write the letter in the appropriate box. Use each letter only once. There is one extra letter which
you do not need to use.
You will hear the recordings twice.
Speaker 1 A I don’t think I chose the right instrument.
Speaker 2 B I only started playing it to make friends.
Speaker 3 C My dream is to play professionally one day.
Speaker 4 D I wish I’d practised more when I was younger.
Speaker 5 E Playing it really helps me to relax.
Speaker 6 F I regularly take part in public performances.
G A family member persuaded me to start playing it.
[6]
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Please turn over for Exercise 4.

6
Exercise 4
7 You will hear an interview with Jessica Mitchell, who is a playwright, someone who writes plays.
Listen to the interview and look at the questions.
For each question, choose the correct answer, A, B or C, and put a tick (3) in the appropriate box.
You will hear the interview twice.
(a) Jessica started writing plays
A because a teacher suggested it.
B when she was asked to by her drama club.
C to amuse some younger relatives. [1]
(b) How did being at university help Jessica’s playwriting skills?
A She saw a lot of performances at local theatres.
B She wrote pieces for the student drama society.
C She studied a number of plays on her course. [1]
(c) How did Jessica feel at the first professional performance of one of her plays?
A impatient to see how the actors would perform it
B anxious about what her family would think of it
C sure the audience would enjoy it [1]
(d) Jessica gets annoyed with theatre critics when they
A compare her work to other people’s.
B say her stories are unrealistic.
C misunderstand the meaning of a play. [1]
(e) What does Jessica find most difficult about the playwriting process?
A thinking of a good ending
B researching the setting
C making her characters interesting [1]
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(f) Jessica’s latest play, Innocent, is about a man who
A starts a new job.
B wins a lot of money.
C goes on a long journey. [1]
(g) In the future, Jessica is going to
A learn how to create visual art.
B direct one of her own plays.
C write a movie script. [1]
(h) Jessica says it’s essential that anyone wanting to become a playwright should
A create a daily writing schedule and stick to it.
B ask someone you trust to read your work.
C read as much of other people’s work as possible. [1]
[Total: 8]

8
Exercise 5
8 (a) You will hear a psychologist giving a talk about dreams. Listen to the talk and complete the
sentences in Part (a). Write one or two words, or a number, in each gap.
Dreams
One theory about why people dream:
Dreams seem to act like ................................... because they help us deal with our
problems.
When we dream:
The stage of sleep when we dream most makes up ................................... per cent
of our total sleep time.
Themes of dreams:
An increase in dreams about ................................... has been observed around

the world since the mid-twentieth century.
Large numbers of dreams involving ................................... are reported by people

who get regular headaches.
Scientists believe that ................................... are most likely to dream in colour.
[5]
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(b) Now listen to a conversation between two psychology students about their presentation on a
famous Swiss psychologist called Carl Jung, and complete the sentences in Part (b). Write
one or two words only in each gap.
You will hear the conversation twice.
Carl Jung presentation
Jung taught himself about ................................... while he was still a teenager.
Early in his career, Jung used people’s reactions to ................................... in order

to understand their thoughts better.
Jung believed dreams were an important part of the development
of someone’s ................................... .
Jung thought the ................................... , which are represented in our dreams,

express deeper meaning.
The students agree to put Jung’s ................................... on a handout.
[5]
[Total: 10]
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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
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 0511/41/M/J/22

Cambridge IGCSE™
* 5 9 9 4 8 0 5 5 9 4 *

INSTRUCTIONS
INFORMATION
DC (EF) 310571
2
Exercise 1
three words for each answer.
1 (a) What did the man buy in the clothes shop?
............................................................................................................................................. [1]
(b) Who did the man buy it for?
............................................................................................................................................. [1]
2 (a) Where did the woman go on holiday?
............................................................................................................................................. [1]
(b) How did the woman get there?
............................................................................................................................................. [1]
3 (a) Where was the exhibition that the woman saw?
............................................................................................................................................. [1]
(b) What did the woman like most at the exhibition?
............................................................................................................................................. [1]
4 (a) What will the weather be like in the south tomorrow morning?
............................................................................................................................................. [1]
(b) What might be a problem in the south tomorrow evening?
............................................................................................................................................. [1]
[Total: 8]
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Exercise 2
5 You will hear a student called Janine giving a talk about taking up running as a hobby. Listen to the
talk and complete the details below. Write one or two words, or a number, in each gap.
Taking up running
Janine admits that she chose a ................................... not far from her home for her first run.
On her first run, she succeeded in running for a period of ................................... minutes
without having to stop.
The running programme that Janine used helped her gradually
build up her ................................... .
Within a month, Janine had stopped focusing on her ................................... as she ran.
Janine sometimes found it helpful to listen to ................................... on her headphones

during her runs.
Janine most enjoyed looking at the ................................... on her runs.
Later on, Janine’s longer routes included going along an old ................................... in her
town.
Janine has discovered that treating herself to some ................................... after a run is
excellent for her motivation.
[8]

4
Exercise 3
6 You will hear six people talking about fashion, and the way they dress.
For each of speakers 1 to 6, choose from the list, A to G, which opinion each speaker expresses.
Write the letter in the appropriate box. Use each letter only once. There is one extra letter which
you do not need to use.
Speaker 1 A I think fashion only plays a small part in my life.
Speaker 2 B I like copying what famous people are wearing.
Speaker 3 C I tend to dress in a similar way to my friends.
Speaker 4 D I’d buy more clothes if I had enough money.
Speaker 5 E I prefer to look very different from other people.
Speaker 6 F I like adding detail to my clothes.
G I make sure I change my style regularly.
[6]
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6
Exercise 4
7 You will hear an interview with a woman called Sophie Rudd, whose job is to find old black and
white photos and add colour to them by hand. Listen to the interview and look at the questions.
For each question, choose the correct answer, A, B or C, and put a tick (3) in the appropriate box.
(a) How did Sophie first become interested in adding colour to old photos as a career?
A She was introduced to it by a local photographer.
B She saw the technique used on a relative’s photo.
C She found some examples at an exhibition. [1]
(b) Sophie thinks hand-coloured photos became popular years ago because
A the process was quite easy.
B there was no other alternative at the time.
C they were a cheaper way of getting a nice photo. [1]
(c) What does Sophie say about hand-coloured photos used on old postcards?
A They were more widely available than people might think.
B They were produced using accurate information.
C They became something that people collected. [1]
(d) How did Sophie learn to colour photos by hand?
A She managed to find a good tutor.
B She relied on her mother to show her how to do it.
C She started by teaching herself using some helpful videos. [1]
(e) What does Sophie say about her approach to working with historical photos?
A She spends a long time deciding which colours to use in the photos.
B She always gets help from experts to analyse the photos.
C She only works on photos she’s already familiar with. [1]
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(f) Once Sophie has started hand-colouring a photo
A she tends to work on it as if it was a painting.
B she always considers each stage very carefully.
C she sometimes decides to give up working on it. [1]
(g) Which response to her book of historical photos has Sophie most appreciated?
A the feedback she’s got about its use in schools
B the encouragement she’s received from a historian
C the positive contacts she’s made through social media [1]
(h) What does Sophie plan to do next?
A give talks about her photos
B get a formal qualification
C teach others her skills [1]
[Total: 8]

8
Exercise 5
8 (a) You will hear wildlife journalist James Wright giving a talk about animals called beavers.
These animals build wooden structures, called dams, across rivers. Listen to the talk and
complete the notes in Part (a). Write one or two words, or a number, in each gap.
A study about beavers
James has been investigating beavers in his area, which were discovered
there in the year ................................... .
James explains that the danger of ................................... is one reason beavers build
dams across rivers.
James mentions that an important consequence of the beavers’ dams is
the slowing of ................................... .
The dams also benefit the river by reducing the level of certain ................................... ,
from farming areas.
Although some ................................... were recently damaged due to beavers’ habits,

the local attitude to the beavers remains positive.
[5]
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(b) Now listen to a conversation between two biology students about a study trip they’re going
on to learn more about beavers, and complete the sentences in Part (b). Write one or two
words only in each gap.
A trip to learn more about beavers
The man and woman are both looking forward to their trip to ................................... in
order to study beavers.
The woman became interested in beavers through her project about
................................... living by rivers.
The man mentions one writer’s view that, of all wildlife, beavers have the biggest
influence on the ................................... of the surrounding area.
Both students agree that beavers could play a major role in decreasing the effects of
................................... .
Both students decide to find out more about beavers from a ................................... .
[5]
[Total: 10]
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Cambridge IGCSE™
* 3 0 1 5 7 8 3 2 2 5 *

INSTRUCTIONS
INFORMATION
DC (EF) 310568
2
Exercise 1
three words for each answer.
1 (a) What did the woman make for her sister’s graduation party?
............................................................................................................................................. [1]
(b) What did the woman forget to take with her to the party?
............................................................................................................................................. [1]
2 (a) What was the main subject of the talk that the man went to?
............................................................................................................................................. [1]
(b) What was the speaker’s job?
............................................................................................................................................. [1]
3 (a) What is the name of the venue where the woman will be performing?
............................................................................................................................................. [1]
(b) Which instrument will she be playing?
............................................................................................................................................. [1]
4 (a) What did the man injure during the rugby match?
............................................................................................................................................. [1]
(b) Who first treated his injury?
............................................................................................................................................. [1]
[Total: 8]
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3
Exercise 2
5 You will hear a talk about an expedition to watch orcas, which are a type of whale. Listen to the
talk and complete the details below. Write one or two words only in each gap.
Orca whale-watching expedition
Travelling to a ..................................... will give the tour group the best chance of seeing orcas.
The direction of travel on day two will be based mainly on reports of ..................................... .
Orcas can develop their own ..................................... which distinguish groups of whales from one
another.
Information about behaviour such as ..................................... will be provided in a series of
lectures.
Tour groups no longer go ..................................... to look at orcas more closely, but use kayaks
instead.
Members of the tour group will come across other wildlife, though seeing .....................................
is unlikely.
The most noticeable aspect of the volcano is the ..................................... , which can be seen from
a distance.
An exciting ............................... over the Valley of the Geysers will be one of the final activities for
the tour group.
[8]

4
Exercise 3
6 You will hear six people talking about their first trip to the cinema. For each of speakers 1 to 6,
choose from the list, A to G, which opinion each speaker expresses. Write the letter in the
appropriate box. Use each letter only once. There is one extra letter which you do not need to use.
Speaker 1 A I was uneasy because of the cinema’s strange interior.
Speaker 2 B I was amazed at the behaviour of the audience.
Speaker 3 C I was curious to find out whether my opinion was shared.
Speaker 4 D I was surprised that I enjoyed the film so much.
Speaker 5 E I was happy to leave the real world behind for a while.
Speaker 6 F I was keen not to show the effect that the film had on me.
G I was astonished at the techniques used in the film.
[6]
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6
Exercise 4
7 You will hear an interview with a book illustrator called David Watkins, who draws pictures which
appear inside books. Listen to the interview and look at the questions. For each question, choose
the correct answer, A, B or C, and put a tick (3) in the appropriate box.
(a) As a child, David started drawing because of a storybook he had with
A big colourful pictures.
B lots of detailed pictures.
C pictures that made him laugh. [1]
(b) What does David say about his early experience of drawing?
A He discovered that he had a natural talent.
B He quickly improved through constant practice.
C He loved doing it despite his lack of skill. [1]
(c) How did David overcome his fear about showing his work to other people?
A by uploading it online for others to comment
B by including his artwork in presents for family and friends
C by asking for feedback from colleagues first [1]
(d) What does David recommend as the best way of improving drawing skills?
A drawing while doing other activities
B drawing an extensive range of things
C drawing by following instructions in books [1]
(e) What does David say about copying other people’s drawings?
A It can benefit some people more than others.
B It’s a useful technique in learning to draw.
C It may prevent the development of an individual’s style. [1]
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(f) How does David get new inspiration for his drawings?
A He takes frequent breaks from art.
B He regularly checks what other artists are working on.
C He always carries something for recording his ideas. [1]
(g) What does David say about making mistakes in a drawing?
A It’s best not to look at it again for a while.
B It’s important to analyse what went wrong.
C It’s worth trying to correct it if you can. [1]
(h) What does David think his next project will be?
A a book of his stories with pictures
B a collection of his own favourite pictures
C some pictures for a friend’s book [1]
[Total: 8]

8
Exercise 5
8 (a) You will hear a lecturer giving a talk about sand mining, which is the process of removing sand
for various uses, and its impact. Listen to the talk and complete the sentences in Part (a).
Write one or two words only in each gap.
Sand mining and the environment
Sand made by ................................ is too smooth to be used as a building material.
Soil containing sand is beneficial in farming fruit and vegetables such
as ................................ .
The single place where the most sand is mined is a ..................................... in Asia.
The speaker mentions that ..................................... is a particular problem resulting from sand
mining in her local area.
One way to reduce the demand for sand is to use ..................................... to build and
repair roads.
[5]
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(b) Now listen to a conversation between two students about Yangtze River dolphins and
complete the sentences in Part (b). Write one or two words only in each gap.
Yangtze River Dolphins
..................................... is the main reason there are no more Yangtze River dolphins.
Yangtze River dolphins had one ..................................... , unlike other dolphins.
They could swim really fast when they were in ..................................... .
They had poor ..................................... , but made up for it with another ability.
In order to continue ..................................... , all dolphins can never completely fall asleep.
[5]
[Total: 10]
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Cambridge IGCSE™

Paper 3 Listening (Core) May/June 2022
TRANSCRIPT Approximately 40 minutes

2
TRACK 1
R1 This is the Cambridge Assessment International Education, Cambridge IGCSE, June 2022
examination in English as a Second Language.
Paper 3, Listening.
Welcome to the exam.
In a moment, your teacher is going to give out the question papers. When you get your
paper, fill in your name, Centre number and candidate number on the front page. Do not
talk to anyone during the exam.
If you would like the recording to be louder or quieter, tell your teacher NOW. The recording
will not be stopped while you are doing the exam.
Teacher: please give out the question papers, and when all the candidates are ready to
start the test, please turn the recording back on.
[BEEP]
TRACK 2
R1 Now you are all ready, here is the exam.
Exercise 1
You will hear four short recordings. Answer each question on the line provided. Write no
more than three words, or a number, for each answer.
Pause 00’05”
R1 Question 1
(a) What did the girl most enjoy seeing at the castle?
M: male, mid-teens, UK accent

F: female, mid-teens, UK accent
M: * How was your trip to the castle?
F: Great! I know lots of people like nothing better than looking at old weapons in places like that,
but they’ve never really appealed to me. So, I was delighted to discover they had these really
impressive jewels. Apparently, they belonged to the people that once lived there. The old clothes
they used to wear were quite nice too.
M: So a good day out then.
F: Yes, except I somehow managed to leave my sunglasses there. I’ve often put my phone down
somewhere before and just forgotten to pick it up, so it could’ve been a lot worse, I guess. **
Pause 00’10”
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3
Repeat from * to **
Pause 00’05”
R1 Question 2
(a) How often does the boy visit his aunt and uncle?

F: * What did you do in the school holidays?
M: I went to stay with my aunt and uncle.
F: Do you get on well with them?
M: Yeah, I’d go and visit them every week if I could, or at least once a month, but they live in France
so we only get to see each other every summer, which is a shame.
F: Sounds like you have a great time together, though.
M: We do. We have this family tradition of giving each other gifts when we meet. They bought me a
lovely scarf – my favourite colour too. And they were thrilled with the framed photo I got them – I
took the picture myself. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
R1 Question 3
(a) What date would the man prefer to go to the music festival?
M: male, late teens, UK accent
M: * Hi, it’s Mike here! There are some great bands playing at this year’s City Music Festival this
month – do you fancy going? It runs for three days from the 22nd, but I’m working that day, and
can only afford to go on one of the other two days. Looking at who’s playing when, the 23rd is the
one I’d go for, but check the lists of artists online and let me know if you’d prefer the 24th. There’s
always loads of traffic at the festival, so it’s better to avoid going by car. Getting there by train
makes more sense as the festival site’s close to a station. OK, speak to you soon. **
Pause 00’10”
Repeat from * to **
Pause 00’05”

4
R1 Question 4
(a) What kind of book does the girl want to buy?
M: male, forties, UK accent

M: * OK, so shall we go to the bookshop first? You said you wanted to get a poetry book.
F: Actually, Dad, my English teacher had a spare copy which she’s given me.
M: Oh, that’s kind of her.
F: It is. There’s a novel I wouldn’t mind getting, though. I’ve just finished one.
M: OK, then shall we get something to eat?
F: Good idea. I was hoping to persuade you to go to that place that sells pancakes, because I haven’t
had them for ages. But they have pizzas too, which might help you make your decision.
M: Sounds like a good idea to me. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
R1 That is the end of the four short recordings. In a moment you will hear Exercise 2. Now look
at the questions for this part of the exam.
Pause 00’20”
TRACK 3
R1 Exercise 2
You will hear a talk about the invention and development of the modern car seatbelt. Listen
to the talk and complete the details below. Write one or two words, or a number, in each
gap.
M: male, thirties, UK accent
M: * Hi, my talk today’s about an invention that’s possibly saved more lives than any other technology:
the modern car seatbelt.
So what was the problem with previous designs? Well, modern seatbelts, or three-point belts as
they’re also known, pass across both the stomach and the chest of drivers. Before their invention,
if cars had seatbelts at all, they were fitted with ones that fastened only across the lap. These
hadn’t changed much since they were first invented in 1880. Unfortunately, they’d been shown to
occasionally cause injuries rather than preventing them.
Car manufacturers tried several other things to improve the safety of their vehicles. Due to size
and weight restrictions, larger car seats were not really an option, even though they might’ve
© UCLES 2022 0511/31/M/J/22
5
provided more protection. Altering the seat’s position was thought to be one possible solution.
Several different alternatives were tested, but none was better than the original.
The inventor of the modern seatbelt was a Swedish man called Nils Bohlin. Bohlin had trained as
a mechanical engineer at college before gaining his first employment as an aircraft designer. He
did well, so was invited to join a car manufacturing company as a safety engineer.
So when was Bohlin’s seatbelt first used? Well, he had often worked on improving seats and
seatbelts for planes since starting his working life in 1942. After joining the car manufacturer in
1958, he spent the following 12 months developing his ideas for cars. In 1959, a car featuring
Bohlin’s creation on both front seats was introduced, making it the earliest example of a vehicle
with modern seatbelts. By 1969, Bohlin had become head of the company’s Research and
Development Department.
Bohlin’s invention, the modern car seatbelt, had several advantages over earlier ones. The first
users are sure to have noticed that comfort was improved. Hopefully they’d never have to find
out what extra protection they provided, but the statistics prove that right from the start, they were
many times safer than old-fashioned belts.
Usually, companies protect their new inventions so that other companies can’t use them, or can
only do so for a fee. Bohlin’s employer could have charged other car manufacturers a fortune for
using his design. Instead, however, they agreed that anyone could put the new technology in their
vehicles for free, realising how many lives this would save.
So what was the impact of the modern seatbelt? Well, it took many years for them to become
widely accepted. Part of the problem was that it was completely legal not to wear a seatbelt, so
many people just didn’t bother. Japan was the first country to introduce laws making seatbelt-
wearing compulsory nationwide in 1971. A year earlier, two of the six states in Australia had
introduced similar rules. France was the first European nation to create seatbelt laws several
years later.
It’s estimated that Nils Bohlin’s invention has saved well over a million lives. As a result, the
insurance industry has avoided having to pay out billions of dollars in claims following accidents.
It’s incredible to think that some investment in research and development in the manufacturing
industry has had such a huge global impact. **
Pause 00’30”
R1 Now you will hear the talk again.
Repeat from * to **
Pause 00’30”
R1 That is the end of the talk. In a moment you will hear Exercise 3. Now look at the questions
for this part of the exam.
Pause 00’25”

6
TRACK 4
R1 Exercise 3
You will hear six people talking about playing a musical instrument. For each of speakers
1 to 6, choose from the list, A to G, which opinion each speaker expresses. Write the letter
in the appropriate box. Use each letter only once. There is one extra letter which you do not
need to use.
R1 Speaker 1
M: * I first took up the violin after attending several classical music concerts with my grandfather
when I was just six years old. I don’t feel as though I’m as good as someone who’s been playing
it for twelve years should be, though. I should’ve spent longer playing the violin each day rather
than going to the park with my friends. Still, I have no regrets about choosing to learn the violin at
a time when everyone else my age wanted to play the electric guitar and become a famous rock
star.
Pause 00’10”
R1 Speaker 2
F: female, late teens, light US accent
F: I got into playing the drums after a group of my friends started playing guitars and formed a band.
They didn’t have a drummer and convinced me to do it. I really wasn’t sure about becoming a
drummer to begin with – I wanted to be one of the guys at the front with a guitar. I soon realised
that I couldn’t have chosen a better instrument, though. These days, our band plays live in at least
one of the music venues in our town every month, which is great fun.
Pause 00’10”
R1 Speaker 3
M: My aunt has been a professional trumpet player in an orchestra for a long time and she kindly gave
me one of her instruments. I’d already been playing trumpet for a few months and she thought it
might encourage me to practise more, but it didn’t really work. When my parents originally asked
me what I wanted to learn to play, I’m still not sure why I answered ‘trumpet’ instead of ‘piano’. I
guess it’s never too late to change, though. I just hope I can persuade my parents!
Pause 00’10”
R1 Speaker 4
F: female, mid-teens, light Australian accent
F: I’m not one of those musicians you hear about who says that creating music is the best way to
forget about all their worries and just chill out. But the energy and passion I feel when I play my
flute will hopefully get me to where I want to be – playing to packed concert halls around the
world. I can’t imagine playing any other instrument either. Most of my closest friends are in the
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school orchestra like me – we even meet up at each other’s houses sometimes for extra practice
sessions.
Pause 00’10”
R1 Speaker 5
M: I’ve played the keyboard for about three years. My dad tried to get me to take up the guitar,
probably because he plays it, but it wasn’t for me. I practise lots in my bedroom, particularly during
the week. I’m often quite stressed when I arrive home from college, so spending time on the
keyboard allows me to get rid of a lot of that tension. I’m in a band and we actually did our first
ever concert recently. We weren’t that good so we won’t be turning professional any time soon!
Pause 00’10”
R1 Speaker 6
F: female, early twenties, UK accent
F: I actually earn my living nowadays teaching the cello. I began playing when I was eleven. I’d
moved to a new school and didn’t know anyone – joining the orchestra seemed as good a way
as any to get to know people, and they needed someone to play cello. I’d always found listening
to classical music calming, but can’t say I feel the same when it’s me who’s playing. I’ve learned
other instruments too – the piano and violin – but don’t think they’ll ever replace the cello as my
instrument of choice. **
Pause 00’10”
R1 Now you will hear the six speakers again.
Repeat from * to **
Pause 00’30”
R1 That is the end of Exercise 3. In a moment you will hear Exercise 4. Now look at the
questions for this part of the exam.
Pause 00’25”
TRACK 5
R1 Exercise 4
You will hear an interview with Jessica Mitchell, who is a playwright, someone who writes
plays. Listen to the interview and look at the questions. For each question, choose the
correct answer, A, B or C, and put a tick in the appropriate box.

F: female, late twenties, UK accent
M: * On today’s programme is Jessica Mitchell, a playwright, someone who writes plays for a living.
How did you begin writing plays, Jessica?

8
F: My teachers always encouraged me to go for the best parts in school plays as they could see how
much I loved drama. It wasn’t until some cousins came round that I began creating plays rather
than just acting in them. They were only five and six years old, and needed entertaining, so I made
up a little comedy for us to act out. They loved it, which gave me the confidence to start writing
pieces for the drama club I’d joined.
M: You went to university after leaving school. Did you write plays there?
F: The amount of literature-reading and coursework meant I didn’t have enough energy to do much
writing, but I acted in a few productions the drama society put on. I studied in London, which has
lots of high-quality theatres. I’ve no idea how many performances I went to, but I could feel how
much they influenced my work once I started writing again after university.
M: What was it like the first time one of your plays was put on professionally at a theatre?
F: The play was unlike anything I’d written before, so I had no idea what people’s reactions would
be. It was the first time my parents and brothers had seen any of my work. I was watching their
faces more than the performance, looking for signs of whether they were enjoying it or not. Still, it
stopped me worrying about how well the cast were performing it.
M: What’s your opinion of theatre critics?
F: They generally do a great job. One thing I find irritating, though, is if they say a play of mine
reminded them of one by someone else. I think that’s just lazy journalism. Many playwrights can’t
cope when critics say that the action in their plays would never really happen, or when it’s clear
that the message in a play has been missed by a critic. Personally, I don’t think that’s worth getting
upset about.
M: Is the process of writing a play challenging?
F: Definitely! I generally base my characters on people I’ve met, to avoid them appearing false. For
the plot, I find it relatively straightforward to come up with the last scene of the play and work
backwards from there. Before any writing starts, I’ve generally spent weeks finding out about
when and where the story of the play takes place. That’s the toughest part.
M: You have a new play called Innocent opening soon.
F: Next week! Unlike my last piece, which dealt with the consequences of good fortune, after a
man unexpectedly becomes a millionaire, this one focuses on the more challenging aspects of
life. It follows the adventures of a detective, who’s fed up with his career and always looking for
something different. Anyway, he crosses two continents searching for a banker who’s disappeared
after meeting a mysterious client. If you want to know more, go and see it!
M: Sounds great! Are there other things you’d like to try?
F: I’m going to have a bit of a break, and have just signed up for a painting and sculpture course to
fill the time. The thought of telling actors how to perform one of my own scripts is quite terrifying,
so I’ve never been tempted to try. And I’ve heard that a great deal of what you write gets changed
if you work on a film, so I’ve turned down offers to do that.
M: And finally, any advice for future playwrights?
F: Explore your own rhythm for writing – which time of day’s best for you, and so on – but be flexible
within that. Reading similar kinds of plays to the ones you’re thinking of creating’s always a good
idea too. I wouldn’t be where I am without my husband – he looks at everything I’ve written and
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is totally honest about it – I really value his opinion. I don’t think it’s possible to succeed without a
person like that.
M: Many thanks, Jessica. **
Pause 00’20”
R1 Now you will hear the interview again.
Repeat from * to **
Pause 00’30”
That is the end of Exercise 4, and of the exam.
In a moment your teacher will collect your papers. Please check that you have written
your name, Centre number and candidate number on the front of your question paper.
Remember, you must not talk until all the papers have been collected.
Pause 00’10”
R1 Teacher, please collect all the papers.
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2
TRACK 1
Paper 3, Listening.
[BEEP]
TRACK 2
Exercise 1
more than three words for each answer.
Pause 00’05”
R1 Question 1
(a) What did the man buy in the clothes shop?
M: male, thirties, Australian

F: female, thirties, Australian
M: * I went to that new clothes shop in town yesterday.
F: Oh, I’ve heard they’ve got some great stuff!
M: Yeah ... although I went in thinking I’d buy a jumper, but nothing appealed. There was a scarf I
liked, but it was expensive ...
F: Right.
M: Then I spotted a shirt that was a real bargain, so I came home with that instead.
F: Don’t you have loads of those already?
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M: Well, I’ve got a cousin that absolutely hates shopping for clothes – it’ll be perfect for him. I really
wanted to find a present for a neighbour, but I couldn’t see anything suitable. I’ve got a colleague
who’s always buying clothes, though – he’ll love that shop! **
Pause 00’10”
Repeat from * to **
Pause 00’05”
R1 Question 2
(a) Where did the woman go on holiday?
F: female, late fifties standard; FX: voicemail
F: * Hi Lucy, I’m just back from holiday! As you know, I’d planned to go to the seaside again. Then
at the last minute, I started having doubts. I was looking in a travel agent’s window, and among
the holiday trips to some lakes, I noticed there was one to the mountains – and it felt like just
what I needed. But instead of going by air this time, I decided to see a bit more along the way. I
considered travelling by car, but my destination was miles away. Then I discovered you could go
by ship from the local port. So I booked it – anyway, speak soon. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
R1 Question 3
(a) Where was the exhibition that the woman saw?
M: male, twenties, mild US accent

F: female, twenties
F: * I went to an art exhibition the other day. I noticed it as I was heading into the city centre. It was
being held at the library. I’d never been to an exhibition there before.
M: How was it?
F: Well, I didn’t think the venue was great. The museum would’ve been better, or even the big gallery.
Still, there was some great art there – I bought some postcards. Look!
M: That sculpture’s amazing! It’s huge!
F: Mm, and there was a portrait by a local artist that wasn’t bad, either. This vase really caught my
attention, though - so beautiful!
M: Sounds as if I should go and see the exhibition! **
Pause 00’10”
Repeat from * to **
Pause 00’05”

4
R1 Question 4
(a) What will the weather be like in the south tomorrow morning?
M: male, thirties, standard
* Hello there! Here is the weather forecast for the southern region, from 6 o’clock this evening. As
we go through the night, the windy weather we’ve been having should calm down, to be replaced
by rainy weather from sunrise onwards tomorrow. There’s very little prospect of sunny weather for
the day ahead, I’m afraid. Then as we head towards the evening, there’s a chance of seeing some
snow in places unfortunately. And later on in the week there may be some frost, as there will be
some clear, cold nights. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
Pause 00’20”
TRACK 3
R1 Exercise 2
You will hear a student called Janine giving a talk about taking up running as a hobby.
Listen to the talk and complete the details below. Write one or two words, or a number, in
each gap.
F: female, mid thirties
F: * Hi! I’m Janine, and I’ve recently taken up running as a hobby. I’d like to tell you about it, and
hopefully encourage you to do the same!
I have to say, though, before my first run, I felt really nervous! So unlike lots of runners, I didn’t
head straight for the local sports centre, where there’s a track to run around. Instead, I didn’t go
any further than a street close to where I live, so that I could run back if necessary. But I hoped I’d
soon move on to running in the park nearby.
The first time I went out running, I didn’t think I’d be able to run continuously for very long. I
was fully expecting to have to stop pretty quickly – but actually managed an incredible 3 minutes
before I was out of breath – which was 2 minutes longer than I’d ever run before! I was pleased
with that, and felt encouraged to keep practising until I could get up to 5 minutes!
After that, I decided to use a running programme I found online, to help me. The programme
emphasised the importance of starting slowly, so that you wouldn’t get injured. I wasn’t that
interested in improving my speed. For me, it was about slowly increasing my strength - which the
programme successfully taught me to do. But I was pleased to find that, even at the beginning, my
fitness was better than I’d thought!
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Anyway, in less than a month, I’d changed my attitude to running. When I first started, I was
monitoring my heart beat really closely, but soon I wasn’t noticing that any more. Instead, I
concentrated on my footsteps. And I was beginning to feel very happy after each run!
During my runs, I also learned that using headphones helped me – I know many people listen to
music, and I’ve also tried that. But what might sound strange is that I actually found poetry much
more effective. I also tried listening to the news, but that failed to have the same result!
I also began appreciating things around me during my runs. I’d always looked at things like the
clouds in the sky because the weather’s always important no matter what you’re doing, though
now I was beginning to notice the trees more than I’d ever done before. They were astonishing!
As I started to feel better about my running, I began to get more ambitious with my routes around
the town. I planned to run along a canal at one point, but then I discovered it was still being used
for transporting goods, so it was quite busy. So I followed a railway that hadn’t been used for
years. That was very peaceful.
Anyway, I’ve found that it’s very important to give myself a reward when I return home from a run
– it’s one of the most motivating things you can do! My favourite used to be cake, but I’ve found
ice cream is far more refreshing – and something I really look forward to. It’s much more effective
after a run than chocolate, which I normally love eating!
Does anyone have any questions? **
Pause 00’20”
Repeat from * to **
Pause 00’30”
Pause 00’25”
TRACK 4
R1 Exercise 3
You will hear six people talking about fashion, and the way they dress. For each of speakers
need to use.
R1 Speaker 1
F: female, mid twenties, standard
* I love looking through fashion magazines, seeing how the celebrities are dressed. But I just use
them for inspiration as I then put together my own outfits from things that friends have given me
as gifts. Once I’m happy with a combination I tend to wear it for a long time – and I rarely meet
anyone wearing the same outfit as me! But it’s not the reason I do all this. It’s simply that I can’t
afford to purchase lots of new clothes. A pity really – I’ve got plenty of space in my wardrobe!
6
Pause 00’10”
R1 Speaker 2
M: male, late twenties, mild US accent
I’m interested in clothes, and enjoy going shopping for them. But whether what I get is the latest
stuff, I really couldn’t say, because I don’t spend too much time thinking about that. I just choose
what suits me – and people do say I look OK. So, although I like reading music magazines and
watching pop stars performing, and would like to wear what they do, it just wouldn’t work for me,
I’m afraid. I have to dress fairly smartly for office meetings and so on, which limits my choices,
really.
Pause 00’10”
R1 Speaker 3
F: female, late twenties, Australian accent
I take ages choosing clothes when shopping with friends, so I don’t spend loads – it’s not that I
can’t afford it, but I prefer making a few items go a long way! And I’m creative in how I wear them.
So even though I’ve got only a few quality pieces, I enjoy using a scarf here or some jewellery
there, so they look like completely new outfits! I quite like sticking to the same basic but fashionable
pieces for a while – it saves me thinking about what to wear all the time!
Pause 00’10”
R1 Speaker 4
I guess the things I wear are rather unusual – you’d notice me in a crowd! But that way I don’t
risk running into anyone with the same sweater or whatever – which I really dislike. My mates are
aware of how I feel, so they’d never turn up dressed in something identical to me! I don’t buy that
many new things, really. In fact, I’ve had some of the clothes I wear for a few years now. They
were fashionable then and still look fine – but I think it’s about time I updated them.
Pause 00’10”
R1 Speaker 5
F: female, twenties, standard
I like wearing up-to-date clothes, and putting outfits together carefully, but if you asked me what
my influences are, I couldn’t tell you! It’d be nice to dress like famous musicians or film stars, but
I couldn’t afford that, and even if I could, I’d never spend that much on clothes. I guess I base my
choice of clothes on what everyone around me wears – particularly people I’m close to. In fact, if
we go shopping together, they’ll often tell me what to buy!
Pause 00’10”
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R1 Speaker 6
The people I socialise with often tell me they’ve no idea how I’ll be dressed each time they see
me – which I think is a compliment! I’d hate to follow the same old trends day after day. That’s not
because I’m desperate to stand out from other people, and sometimes I do meet people wearing
the same stuff as me – but that’s fine. I do think some people suspect I’ve copied the latest
celebrities, but I’m never that impressed with what I see them wearing, to be honest! **
Pause 00’10”
Repeat from * to **
Pause 00’30”
Pause 00’25”
TRACK 5
R1 Exercise 4
You will hear an interview with a woman called Sophie Rudd, whose job is to find old black
and white photos and add colour to them by hand. Listen to the interview and look at the
questions. For each question, choose the correct answer, A, B or C, and put a tick in the
appropriate box.

F: female, thirties, standard
M: * I’m with Sophie Rudd, whose job involves working with old black and white photos. She adds
colour to these by hand, using crayons and inks. Sophie, what first attracted you to colouring old
photos?
F: I spotted some 100-year-old photos in a display at a local gallery. A contemporary photographer

had added colour to them, and he was actually there, so we chatted about them. But their
importance didn’t really strike me until later, when I found a black-and-white photograph of my
great-grandmother, which had been hand-coloured. It looked stunning – and I knew instantly that’s
what I wanted to do.
M: So why did hand-colouring photos originally become popular?
F: Well, it sounds a strange thing to do nowadays, when we can take great colour photos. But these
weren’t common when photography was first invented, because it was difficult and expensive to
produce colour images. So a more affordable and attractive option was to add colour by hand to
printed photos – and this continued well into the 1950s. But it wasn’t very straightforward, so it’s
amazing there were so many good ones – and they’re still around today.
M: And how were these hand-coloured photos used?

8
F: Well, sometimes on holiday postcards believe it or not – holiday-makers sent them to their friends
who then kept them for years and put them in albums to look at again and again. The weird thing
was, though, that the artists colouring the photos often hadn’t been to these places, so it was the
artist who decided what they looked like! And recently, I actually saw some hand-coloured photos
on the covers of a few popular books.
M: But how did you learn to hand-colour photos?
F: Well, it’s amazing what you can do when you’re determined! I started by looking for a teacher,
but didn’t come across anyone – although I’ve since found plenty of skilled people online. But I
did find some useful online tutorial films, and that way I learned the basics. And when my mother,
who’s a historian, saw what I was doing, she found me a few examples of hand-coloured photos
from decades ago.
M: And is that how you developed your approach to working with historical photos?
F: Probably – and research is the most important part of that, with very old pictures. Before I start
selecting which colours to add to the photos, I’ll look carefully at what’s in them. If it’s something
like an old building, I’ll work with qualified historians and collect information about it although that
might not be necessary every time if what’s in the photo is well-known.
M: So what do you do once you’ve begun working on a photo?
F: Well, occasionally as I’m working, I have to pause and think before I go any further. And there are
some photos that I start working on, then find they don’t work in colour – they just don’t look right.
Then unfortunately I have to abandon them, so that’s time wasted. But that’s part of the creative
process. On the other hand, sometimes the best ones actually end up looking more like paintings,
in a strange way.
M: And now you’ve produced a book of historical photos.
F: Yes! I began putting my photos onto social media, and soon found people were following what I
was doing. Then a well-known historian saw them and got in touch. We’ve worked together a lot
since then – that’s how the book of photos got published. But the nicest comments were when
teachers said the book got young students much more interested in history, as having colour in
the photos really helped them to see what was in the photos as much more relevant to their lives
now.
M: So what are your plans for the future?
F: Well, ideally I’d like to share my experiences, but I know that I’m not very good at teaching
in a classroom setting. So I’m looking into organising presentations to local groups about my
fascination with old photos. I’d like to show them the coloured versions and what results can be
achieved. Who knows, they might be inspired to learn to do it themselves by taking a course or
something.
M: Sophie – thanks! **
Pause 00’20”
Repeat from * to **
Pause 00’30”

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Pause 00’10”
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Cambridge IGCSE™


2
TRACK 1
Paper 3, Listening.
[BEEP]
TRACK 2
Exercise 1
R1 Question 1
(a) What did the woman make for her sister’s graduation party?
M: male, twenties
F: female, twenties, mild Australian accent
M: * How was your sister’s graduation party?
F: Great, thanks! I was planning to take some pizzas, which guests could eat with a salad, but her
friends were already making those – as well as some cupcakes. Anyway, then I realised no-one
had thought about the decorations, so I did those instead! They looked great, hanging in her
garden.
M: Is that where the party was?
F: Yeah. So I arrived that evening in my car, then realised I’d left my sweater at home – but at least
I hadn’t forgotten her present – that was on the back seat. Anyway, the music was great, so I just
danced all evening – I had a great time and so did she! **
Pause 00’10”
Repeat from * to **
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Pause 00’05”
R1 Question 2
(a) What was the main subject of the talk that the man went to?
M: male, thirties
M: * A friend of mine who’s an environmentalist recently invited me to a talk by someone she knows.
I guess I’d just assumed it would be all about climate change, due to my work relating to the
weather, but the speaker actually focused on water pollution – also of great concern to me – so I’m
glad I went.
The speaker was impressive, particularly as it’s not something she does professionally. In fact, she
mentioned she’d recently trained to become a vet and she seemed to find the work very satisfying.
She’s also a keen photographer in her spare time, so she had plenty of interesting images to show
us. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
R1 Question 3
(a) What is the name of the venue where the woman will be performing?
M: male
F: female, twenties, mild US accent
M: * How’re concert rehearsals going?
F: Fine – although we’ve had a change of location for the performance. It’ll say on your ticket that
we’re playing in the Festival Hall, but that’s been flooded, so it’s been moved to the Kings Theatre.
That’s by the City Museum, in case you’re unfamiliar with it.
M: I had an email about the changes, actually – but thanks! So what’re you playing in the concert?
F: Well, as you know, my main instrument’s the cello, but I’m not bad on a few others. Anyway,
they’re short of a flute player, so that’s my role this time.
M: Right..
F: … as long as I’m not asked to play the drums, I’ll be fine! **
Pause 00’10”
Repeat from * to **
Pause 00’05”

4
R1 Question 4
(a) What did the man injure during the rugby match?
M: male, twenties
F: female, twenties
F: * I heard you got hurt during the local rugby match! How’re you feeling?
M: Better, thanks! Yeah, I’d been running towards the line with the ball when an opponent crashed
into me, and my elbow went into his chest – and he almost stood on my foot! None of that seemed
too bad - until I suddenly realised I’d done something to my shoulder. So I needed help.
F: Oh dear!
M: Yeah – so someone ran to get the coach, who was helping another player, but before he arrived,
a spectator came to help – he really knew his stuff! He must’ve had medical training – I never got
the chance to ask him, though, unfortunately. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
Pause 00’20”
TRACK 3
R1 Exercise 2
You will hear a talk about an expedition to watch orcas, which are a type of whale. Listen to
the talk and complete the details below. Write one or two words only in each gap.
M: male, adult
M: * Thanks for attending this briefing session for our whale-watching expedition next month. The
objective of the trip is to introduce you to the life of orcas, but we’ll do some other activities, too.
Today, I’ll run through our schedule for our week on the boat.
Our search for orcas will begin straightaway. We’ll join the boat at the harbour, where we’ll set
sail, going along the coast to where we’re most likely to spot the whales – a large bay. However, it
doesn’t mean they’ll definitely be there! So, to give ourselves a greater possibility of seeing them,
we’ll spend the whole day there.
On day two, the direction we go in will be decided partly by what the weather reports say. More
importantly, we’ll also have access to information about sightings. These will provide us with
details about where the whales were and when, and where they were last seen heading.
You’ll recognise the orcas as soon as we see them because of their striking black and white
patterns. They have a fearsome reputation, but they’re actually very caring and stick together in
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extended families for life. Occasionally, several of these form larger groups – called clans – of up
to a hundred and fifty animals. It isn’t unusual for these clans to use invented sounds by which
different groups can be recognised.
Each evening there’ll be a lecture about orca behaviour. You’ll have learned about identifying
whales on deck and observed them playing and doing something called spy-hopping – where they
raise themselves out of the water to look at their surroundings. What you won’t get a good view of
is things like hunting habits – and that’s where the lectures come in.
On previous expeditions, we’d take visitors swimming to get them nearer to the orcas, using
masks and snorkels. However, due to greater understanding of these sensitive creatures, we now
know this can disturb them, so we’ve replaced this activity with kayaking. It’s amazing to see the
orcas diving in and out of the waves.
There’s a great variety of wildlife in the area we’re visiting, and there’ll be plenty of opportunities
to get your cameras out! Although it isn’t too uncommon to notice bears near the water’s edge,
it’s much more probable that we’ll find some seals. If we’re very lucky, we’ll spot some eagles –
they’re very impressive.
There’ll be some stunning scenery too, volcanoes included. Around mid-week, we’ll leave the boat
to climb the most active volcano in the region. You can see it for miles around, rising up from the
wooded landscape. The rocky slopes of the volcano are bare in summer, but in winter, the surface
is covered in snow. But it’s the steam from it that’ll really stand out from further away.
Our week will end with a thrilling helicopter ride! This is where you’ll be able to look down on the
Valley of the Geysers. A geyser is a kind of hot spring, where water is blasted powerfully out of the
earth at intervals caused by hot rock boiling the water underground. Back on the boat, we’ll have a
farewell dinner and a firework display, which will be an exciting way to finish the expedition.**
Pause 00’30”
Repeat from * to **
Pause 00’30”
Pause 00’25”
TRACK 4
R1 Exercise 3
You will hear six people talking about their first trip to the cinema. For each of speakers 1
to 6, choose from the list, A to G, which opinion each speaker expresses. Write the letter in
the appropriate box. Use each letter only once. There is one extra letter which you do not
need to use.

6
R1 Speaker 1
M: male, thirties, mild Australian accent

* My first trip was to an old cinema that was beautifully decorated outside, but with absolutely
no sign of luxury inside. My family had said we were going to see a famous film that I’d love. I
remember as I was watching it feeling taken right away from the miserable industrial town we
lived in, to somewhere imagined – which was wonderful. One bit was slightly scary, I guess, but I
was used to that from the stuff my brother watched on TV. Anyway, I still remember that trip really
clearly!
Pause 00’10”
R1 Speaker 2
F: female, twenties
The cinema we went to was quite posh, I guess. It had bright red carpet everywhere, even on the
walls – I’d never seen that before. In fact, the loud music, huge screen, and the whole atmosphere
made me feel less than comfortable. The cinema seemed full of energy, though, and what we
watched was awesome. At the end, people stood up and clapped, which I thought was lovely.
When we left, you could hear them chatting about the film – most had clearly loved it.
Pause 00’10”
R1 Speaker 3
M: male, twenties
I was taken to the cinema on my 10th birthday to see the latest spy film. Some of my friends had
told me it was a bit difficult to follow, so I wasn’t expecting it’d really be for me. But I remember
sitting in my seat, eating popcorn and watching dangerous high-speed car chases and other stuff
– and feeling just as thrilled as everyone else in the cinema. And even now, I can still recall that
sense of excitement that I had about the whole trip.
Pause 00’10”
R1 Speaker 4
F: female, twenties,mild Australian accent
My big sister took me to a film that was actually meant for older kids – she didn’t seem to think it
was a problem, and the cinema staff didn’t notice, luckily. I’d read the book it was based on, so
I knew what was going to happen. Otherwise I’d probably have been frightened by the special
effects! As it was, I couldn’t sleep that night, but I certainly wasn’t going to let my sister know that!
I’ve seen a remake of it since then and was impressed by the scenes inside the castle.
Pause 00’10”
R1 Speaker 5
M: male, twenties
My first experience of the cinema was in a place that was really smart inside – it had only just
opened. And while I was watching the action film that was showing, with my favourite actors
in, I remember thinking that the whole experience somehow brought all the audience together,
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7
even though we’d never met each other before. So at the end I was trying to hear other people’s
conversations, to see if they were as impressed as me – and it seemed they were!
Pause 00’10”
R1 Speaker 6
F: female, early twenties
The first film I went to see at the cinema was a popular sci-fi film, so the place was packed – and
I can remember the incredible visual effects I saw on screen. I’d never seen anything like them in
my life before – and neither had most of the audience, judging by their reactions – and I remember
my little brother didn’t stop talking about it all the way home. Anyway, I’ve seen lots of sci-fi films
since then, but sadly, nothing has ever compared with that first experience. **
Pause 00’10”
Repeat from * to **
Pause 00’30”
Pause 00’25”
TRACK 5
R1 Exercise 4
You will hear an interview with a book illustrator called David Watkins, who draws pictures
which appear inside books. Listen to the interview and look at the questions. For each
question, choose the correct answer, A, B or C, and put a tick in the appropriate box.
F: female, thirties
M: male, thirties
F: * I’m with book illustrator David Watkins. David, you’ve drawn pictures for books for many years.
What first made you want to begin drawing?
M: Well, I had lots of illustrated books as a child, many with brightly-coloured pictures. And some of
them were really funny. The book I kept returning to, though, had pages full of little drawings of
people doing different things, and I’d spend hours studying them so that I didn’t miss anything.
And I decided I wanted to draw just like that artist – although nowadays I tend to produce bigger,
bolder drawings when I’m illustrating.
F: So were you good at drawing from an early age?
M: Well, I was certainly never the greatest at drawing at school, but it was the thing I enjoyed more
than anything else, so I just kept at it until I got better, and that took time. But I don’t consider
myself as someone who can just draw – I’ve had to really work at it.

8
F: But initially, you were unwilling to let other people see your work. How did you get over that?
M: Well, some artists ask people they work with for their honest opinions – but you can’t always
guarantee you’ll get them, of course! And I did consider putting my stuff on a website, then seeing
what the responses were, but I wasn’t sure that’d help my confidence. So I created small boxes
decorated with my drawings, to give to people close to me. They were so pleased to receive them,
they didn’t notice the decoration, and strangely, that helped enormously!
F: So, any advice on how to improve drawing skills?
M: Well, the thing is that, although books about how to draw can be helpful, you’ll never learn to draw
just by reading them. You actually have to do it, so it’s important to build drawing into your day,
and use every spare moment to draw – when you’re watching TV, waiting for a bus, whatever. And
draw something you like – something you’re really into, say, or something from your own photos.
F: And I’ve heard people say you should never copy other people’s work, even when you’re learning
to draw. What’s your view on that?
M: Well, they’re probably thinking you’ll become too dependent on copying, and never be able to
produce your own stuff, in your own unique way. But I have to say, I don’t agree with that – copying
teaches you things about drawing that you just won’t learn any other way. I copied a huge range of
artists, although often people tend to just stick to one artist they like.
F: So how do you keep getting fresh inspiration for your work?
M: Well, I don’t have many holidays, although I occasionally do other activities, like walking. But I
never go out without a notebook or my phone to get down any important thoughts. There’s usually
more than enough material even on the shortest walk to keep me going! Sadly I rarely have the
time to see what my friends in the business are doing, but I guess that could be useful l if I was
stuck.
F: And what about when you make a mistake in your drawing?
M: Well, every artist will do that – but if you worry about it too much, it’ll stop you drawing altogether.
I don’t really think too hard about why the mistake happened. I used to keep working at improving
the drawing, but I’ve since found it’s more useful to just stop for a bit, then come back to the
picture again later with a fresh eye – that works for most people, I think.
F: So you’ve just finished one project. Have you got another one coming up?
M: Someone I know has just finished a storybook for children, but she’ll most likely do her own
drawings – although I’ve said I’m available if needed! And as you say, I’ve recently finished
producing drawings for my own story book, so for a change, I’m considering getting together the
drawings I’ve done myself that I really love, and publishing them. It’ll be an achievement – even if
no-one wants to buy them! **
Pause 00’20”
Repeat from * to **
Pause 00’30”
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your name, centre number and candidate number on the front of your question paper.
Pause 00’10”
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BLANK PAGE
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Cambridge IGCSE™


2
TRACK 1
Paper 4, Listening.
[BEEP]
TRACK 2
Exercise 1
more than three words, or a number, for each answer.
Pause 00’05”
R1 Question 1
(a) What did the girl most enjoy seeing at the castle?

M: * How was your trip to the castle?
F: Great! I know lots of people like nothing better than looking at old weapons in places like that,
but they’ve never really appealed to me. So, I was delighted to discover they had these really
impressive jewels. Apparently, they belonged to the people that once lived there. The old clothes
they used to wear were quite nice too.
M: So a good day out then.
F: Yes, except I somehow managed to leave my sunglasses there. I’ve often put my phone down
somewhere before and just forgotten to pick it up, so it could’ve been a lot worse, I guess. **
Pause 00’10”
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Repeat from * to **
Pause 00’05”
R1 Question 2
(a) How often does the boy visit his aunt and uncle?

F: * What did you do in the school holidays?
M: I went to stay with my aunt and uncle.
F: Do you get on well with them?
M: Yeah, I’d go and visit them every week if I could, or at least once a month, but they live in France
so we only get to see each other every summer, which is a shame.
F: Sounds like you have a great time together, though.
M: We do. We have this family tradition of giving each other gifts when we meet. They bought me a
lovely scarf – my favourite colour too. And they were thrilled with the framed photo I got them – I
took the picture myself. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
R1 Question 3
(a) What date would the man prefer to go to the music festival?
M: * Hi, it’s Mike here! There are some great bands playing at this year’s City Music Festival this
month – do you fancy going? It runs for three days from the 22nd, but I’m working that day, and
can only afford to go on one of the other two days. Looking at who’s playing when, the 23rd is the
one I’d go for, but check the lists of artists online and let me know if you’d prefer the 24th. There’s
always loads of traffic at the festival, so it’s better to avoid going by car. Getting there by train
makes more sense as the festival site’s close to a station. OK, speak to you soon. **
Pause 00’10”
Repeat from * to **
Pause 00’05”

4
R1 Question 4
(a) What kind of book does the girl want to buy?
M: male, forties, UK accent

M: * OK, so shall we go to the bookshop first? You said you wanted to get a poetry book.
F: Actually, Dad, my English teacher had a spare copy which she’s given me.
M: Oh, that’s kind of her.
F: It is. There’s a novel I wouldn’t mind getting, though. I’ve just finished one.
M: OK, then shall we get something to eat?
F: Good idea. I was hoping to persuade you to go to that place that sells pancakes, because I haven’t
had them for ages. But they have pizzas too, which might help you make your decision.
M: Sounds like a good idea to me. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
Pause 00’20”
TRACK 3
R1 Exercise 2
You will hear a talk about the invention and development of the modern car seatbelt. Listen
to the talk and complete the details below. Write one or two words, or a number, in each
gap.
M: * Hi, my talk today’s about an invention that’s possibly saved more lives than any other technology:
the modern car seatbelt.
So what was the problem with previous designs? Well, modern seatbelts, or three-point belts as
they’re also known, pass across both the stomach and the chest of drivers. Before their invention,
if cars had seatbelts at all, they were fitted with ones that fastened only across the lap. These
hadn’t changed much since they were first invented in 1880. Unfortunately, they’d been shown to
occasionally cause injuries rather than preventing them.
Car manufacturers tried several other things to improve the safety of their vehicles. Due to size
and weight restrictions, larger car seats were not really an option, even though they might’ve
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provided more protection. Altering the seat’s position was thought to be one possible solution.
Several different alternatives were tested, but none was better than the original.
The inventor of the modern seatbelt was a Swedish man called Nils Bohlin. Bohlin had trained as
a mechanical engineer at college before gaining his first employment as an aircraft designer. He
did well, so was invited to join a car manufacturing company as a safety engineer.
So when was Bohlin’s seatbelt first used? Well, he had often worked on improving seats and
seatbelts for planes since starting his working life in 1942. After joining the car manufacturer in
1958, he spent the following 12 months developing his ideas for cars. In 1959, a car featuring
Bohlin’s creation on both front seats was introduced, making it the earliest example of a vehicle
with modern seatbelts. By 1969, Bohlin had become head of the company’s Research and
Development Department.
Bohlin’s invention, the modern car seatbelt, had several advantages over earlier ones. The first
users are sure to have noticed that comfort was improved. Hopefully they’d never have to find
out what extra protection they provided, but the statistics prove that right from the start, they were
many times safer than old-fashioned belts.
Usually, companies protect their new inventions so that other companies can’t use them, or can
only do so for a fee. Bohlin’s employer could have charged other car manufacturers a fortune for
using his design. Instead, however, they agreed that anyone could put the new technology in their
vehicles for free, realising how many lives this would save.
So what was the impact of the modern seatbelt? Well, it took many years for them to become
widely accepted. Part of the problem was that it was completely legal not to wear a seatbelt, so
many people just didn’t bother. Japan was the first country to introduce laws making seatbelt-
wearing compulsory nationwide in 1971. A year earlier, two of the six states in Australia had
introduced similar rules. France was the first European nation to create seatbelt laws several
years later.
It’s estimated that Nils Bohlin’s invention has saved well over a million lives. As a result, the
insurance industry has avoided having to pay out billions of dollars in claims following accidents.
It’s incredible to think that some investment in research and development in the manufacturing
industry has had such a huge global impact. **
Pause 00’30”
Repeat from * to **
Pause 00’30”
Pause 00’25”

6
TRACK 4
R1 Exercise 3
You will hear six people talking about playing a musical instrument. For each of speakers
need to use.
R1 Speaker 1
M: * I first took up the violin after attending several classical music concerts with my grandfather
when I was just six years old. I don’t feel as though I’m as good as someone who’s been playing
it for twelve years should be, though. I should’ve spent longer playing the violin each day rather
than going to the park with my friends. Still, I have no regrets about choosing to learn the violin at
a time when everyone else my age wanted to play the electric guitar and become a famous rock
star.
Pause 00’10”
R1 Speaker 2
F: female, late teens, light US accent
F: I got into playing the drums after a group of my friends started playing guitars and formed a band.
They didn’t have a drummer and convinced me to do it. I really wasn’t sure about becoming a
drummer to begin with – I wanted to be one of the guys at the front with a guitar. I soon realised
that I couldn’t have chosen a better instrument, though. These days, our band plays live in at least
one of the music venues in our town every month, which is great fun.
Pause 00’10”
R1 Speaker 3
M: My aunt has been a professional trumpet player in an orchestra for a long time and she kindly gave
me one of her instruments. I’d already been playing trumpet for a few months and she thought it
might encourage me to practise more, but it didn’t really work. When my parents originally asked
me what I wanted to learn to play, I’m still not sure why I answered ‘trumpet’ instead of ‘piano’. I
guess it’s never too late to change, though. I just hope I can persuade my parents!
Pause 00’10”
R1 Speaker 4
F: female, mid-teens, light Australian accent
F: I’m not one of those musicians you hear about who says that creating music is the best way to
forget about all their worries and just chill out. But the energy and passion I feel when I play my
flute will hopefully get me to where I want to be – playing to packed concert halls around the
world. I can’t imagine playing any other instrument either. Most of my closest friends are in the
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7
school orchestra like me – we even meet up at each other’s houses sometimes for extra practice
sessions.
Pause 00’10”
R1 Speaker 5
M: I’ve played the keyboard for about three years. My dad tried to get me to take up the guitar,
probably because he plays it, but it wasn’t for me. I practise lots in my bedroom, particularly during
the week. I’m often quite stressed when I arrive home from college, so spending time on the
keyboard allows me to get rid of a lot of that tension. I’m in a band and we actually did our first
ever concert recently. We weren’t that good so we won’t be turning professional any time soon!
Pause 00’10”
R1 Speaker 6
F: female, early twenties, UK accent
F: I actually earn my living nowadays teaching the cello. I began playing when I was eleven. I’d
moved to a new school and didn’t know anyone – joining the orchestra seemed as good a way
as any to get to know people, and they needed someone to play cello. I’d always found listening
to classical music calming, but can’t say I feel the same when it’s me who’s playing. I’ve learned
other instruments too – the piano and violin – but don’t think they’ll ever replace the cello as my
instrument of choice. **
Pause 00’10”
Repeat from * to **
Pause 00’30”
Pause 00’25”
TRACK 5
R1 Exercise 4
You will hear an interview with Jessica Mitchell, who is a playwright, someone who writes
plays. Listen to the interview and look at the questions. For each question, choose the
correct answer, A, B or C, and put a tick in the appropriate box.

F: female, late twenties, UK accent
M: * On today’s programme is Jessica Mitchell, a playwright, someone who writes plays for a living.
How did you begin writing plays, Jessica?

8
F: My teachers always encouraged me to go for the best parts in school plays as they could see how
much I loved drama. It wasn’t until some cousins came round that I began creating plays rather
than just acting in them. They were only five and six years old, and needed entertaining, so I made
up a little comedy for us to act out. They loved it, which gave me the confidence to start writing
pieces for the drama club I’d joined.
M: You went to university after leaving school. Did you write plays there?
F: The amount of literature-reading and coursework meant I didn’t have enough energy to do much
writing, but I acted in a few productions the drama society put on. I studied in London, which has
lots of high-quality theatres. I’ve no idea how many performances I went to, but I could feel how
much they influenced my work once I started writing again after university.
M: What was it like the first time one of your plays was put on professionally at a theatre?
F: The play was unlike anything I’d written before, so I had no idea what people’s reactions would
be. It was the first time my parents and brothers had seen any of my work. I was watching their
faces more than the performance, looking for signs of whether they were enjoying it or not. Still, it
stopped me worrying about how well the cast were performing it.
M: What’s your opinion of theatre critics?
F: They generally do a great job. One thing I find irritating, though, is if they say a play of mine
reminded them of one by someone else. I think that’s just lazy journalism. Many playwrights can’t
cope when critics say that the action in their plays would never really happen, or when it’s clear
that the message in a play has been missed by a critic. Personally, I don’t think that’s worth getting
upset about.
M: Is the process of writing a play challenging?
F: Definitely! I generally base my characters on people I’ve met, to avoid them appearing false. For
the plot, I find it relatively straightforward to come up with the last scene of the play and work
backwards from there. Before any writing starts, I’ve generally spent weeks finding out about
when and where the story of the play takes place. That’s the toughest part.
M: You have a new play called Innocent opening soon.
F: Next week! Unlike my last piece, which dealt with the consequences of good fortune, after a
man unexpectedly becomes a millionaire, this one focuses on the more challenging aspects of
life. It follows the adventures of a detective, who’s fed up with his career and always looking for
something different. Anyway, he crosses two continents searching for a banker who’s disappeared
after meeting a mysterious client. If you want to know more, go and see it!
M: Sounds great! Are there other things you’d like to try?
F: I’m going to have a bit of a break, and have just signed up for a painting and sculpture course to
fill the time. The thought of telling actors how to perform one of my own scripts is quite terrifying,
so I’ve never been tempted to try. And I’ve heard that a great deal of what you write gets changed
if you work on a film, so I’ve turned down offers to do that.
M: And finally, any advice for future playwrights?
F: Explore your own rhythm for writing – which time of day’s best for you, and so on – but be flexible
within that. Reading similar kinds of plays to the ones you’re thinking of creating’s always a good
idea too. I wouldn’t be where I am without my husband – he looks at everything I’ve written and
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9
is totally honest about it – I really value his opinion. I don’t think it’s possible to succeed without a
person like that.
M: Many thanks, Jessica. **
Pause 00’20”
Repeat from * to **
Pause 00’30”
That is the end of the interview. In a moment you will hear Exercise 5. Now look at the
Pause 00’30”
TRACK 6
R1 Exercise 5 Part A
You will hear a psychologist giving a talk about dreams. Listen to the talk and complete the
sentences in Part A. Write one or two words, or a number, in each gap.
M: * Welcome to my talk on dreams.
Psychologists have many theories as to why we dream. A commonly mentioned one is that they
reveal what we truly desire in life. It’s also widely believed that dreams are part of a mechanism for
organising whatever we’ve experienced whilst awake. A further proposition suggests that dreams
offer something similar to therapy, enabling us to overcome life’s ups-and-downs, so they’re
definitely far more than a form of night-time entertainment!
We dream more in certain parts of the sleep cycle. During the most extensive phase of sleep,
which lasts for around 50% of total sleep time, brain activity slows down. Dreams occasionally
occur during this period, as they also may during the deep-sleep phase, when slow brain waves
called delta waves appear. This makes up around 15% of sleep time. 25% of our time asleep is
spent in rapid eye movement or REM sleep. Our breathing becomes more rapid, our heart rate
increases, and with it the frequency of dreams. The remaining 10% is largely dream-free and is
taken up with light sleep and the transition into deep sleep.
A surprisingly similar range of themes appear in people’s dreams worldwide. Education, for
example, figures highly in almost every country, as does work. One interesting observation is the
connection between our outside-world experiences and how often they occur in our dreams. While
being chased has been reported fairly constantly since the mid-twentieth century, the number of
people experiencing dreams involving flying has risen over the same period, perhaps reflecting
the vast growth in this form of travel.
Physical and mental health may also influence the types of dreams we have. One study showed
that those who suffered from physical symptoms such as headaches had dreams which featured
taste very regularly. The more anxious someone was, the more likely they were to have dreams in
which embarrassment plays a part, such as falling over or banging their heads on a low ceiling.

10
Scientists believe a range of other factors have an impact on dreams, not just on their themes
but also on how people experience them. For example, women were found to dream far more
about being indoors than men, but there was no difference in gender when it came to dreaming in
colour. This was far more influenced by age, with the highest probability of it occurring in children,
then decreasing gradually in adults, and becoming least probable in the over-65s. **
Pause 00’25”
Repeat from * to **
Pause 00’30”
R1 Part B
Now listen to a conversation between two psychology students about their presentation on
a famous Swiss psychologist called Carl Jung and complete the sentences in Part B. Write
one or two words only in each gap.

F: female, late teens, UK accent
M: * That was a great talk about dreams, don’t you think?
F: It was, and really useful too, because we’re doing our presentation on Carl Jung, who was
fascinated by the meaning of dreams.
M: He was. From the research I’ve done, I discovered he had to go against his parents’ wishes
to become a psychologist. Throughout Jung’s teenage years, there was an expectation that
he’d study religion, even though it was philosophy that he had a passion for. He acquired all his
knowledge on this from reading books.
F: That’s right, but he finally settled on medicine as his main subject when he started university at the
age of twenty.
M: Yes, and after graduating, Jung’s first job was in a hospital which is where he got into psychology.
I read that he became interested in using psychological approaches to help his patients there.
Most people have probably heard about psychologists using peoples’ responses to pictures when
trying to treat them. Jung showed his patients phrases instead, which proved highly successful.
F: So, he started working on dreams later on.
M: Yes, and unlike other psychologists of the time, Jung believed dreams to have a concrete purpose,
and showed great curiosity about what this might be.
F: Exactly! He saw them as an essential factor in the way that an individual’s personality is formed,
rather than as an extension of a person’s imagination.
M: Yeah.
F: And what did you find out about Jung’s ideas about the meaning of dreams?
M: Well, another famous psychologist of the day, Sigmund Freud, thought that someone’s dreams
were a direct expression of their secret desires, but Jung disagreed with this. Jung didn’t think
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dreams expressed meaning directly. He proposed that what people described seeing in their
dreams were symbols that needed interpreting in order to reveal what was underneath, rather
than clear and simple messages.
F: Hmm. We’ve got quite a bit of information for our presentation now – so we can probably start
putting it together. Shall I make a handout which lists what we’re going to cover?
M: Great! I think we should include an image of Jung – there’s a photograph of him somewhere.
F: Or, alternatively, how about his signature – I saw that on one of the websites I looked at.
M: That’s not a bad idea. I don’t see why not.
F: OK let’s get started! **
Pause 00’25”
R1 Now you will hear the conversation again.
Repeat from * to **
Pause 00’30”
Pause 00’10”
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BLANK PAGE
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Cambridge IGCSE™


2
TRACK 1
Paper 4, Listening.
[BEEP]
TRACK 2
Exercise 1
Pause 00’05”
R1 Question 1
(a) What did the man buy in the clothes shop?
M: male, thirties, Australian

F: female, thirties, Australian
M: * I went to that new clothes shop in town yesterday.
F: Oh, I’ve heard they’ve got some great stuff!
M: Yeah ... although I went in thinking I’d buy a jumper, but nothing appealed. There was a scarf I
liked, but it was expensive ...
F: Right.
M: Then I spotted a shirt that was a real bargain, so I came home with that instead.
F: Don’t you have loads of those already?
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3
M: Well, I’ve got a cousin that absolutely hates shopping for clothes – it’ll be perfect for him. I really
wanted to find a present for a neighbour, but I couldn’t see anything suitable. I’ve got a colleague
who’s always buying clothes, though – he’ll love that shop! **
Pause 00’10”
Repeat from * to **
Pause 00’05”
R1 Question 2
(a) Where did the woman go on holiday?
F: female, late fifties standard; FX: voicemail
F: * Hi Lucy, I’m just back from holiday! As you know, I’d planned to go to the seaside again. Then
at the last minute, I started having doubts. I was looking in a travel agent’s window, and among
the holiday trips to some lakes, I noticed there was one to the mountains – and it felt like just
what I needed. But instead of going by air this time, I decided to see a bit more along the way. I
considered travelling by car, but my destination was miles away. Then I discovered you could go
by ship from the local port. So I booked it – anyway, speak soon. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
R1 Question 3
(a) Where was the exhibition that the woman saw?

F: female, twenties
F: * I went to an art exhibition the other day. I noticed it as I was heading into the city centre. It was
being held at the library. I’d never been to an exhibition there before.
M: How was it?
F: Well, I didn’t think the venue was great. The museum would’ve been better, or even the big gallery.
Still, there was some great art there – I bought some postcards. Look!
M: That sculpture’s amazing! It’s huge!
F: Mm, and there was a portrait by a local artist that wasn’t bad, either. This vase really caught my
attention, though - so beautiful!
M: Sounds as if I should go and see the exhibition! **
Pause 00’10”
Repeat from * to **
Pause 00’05”

4
R1 Question 4
(a) What will the weather be like in the south tomorrow morning?
* Hello there! Here is the weather forecast for the southern region, from 6 o’clock this evening. As
we go through the night, the windy weather we’ve been having should calm down, to be replaced
by rainy weather from sunrise onwards tomorrow. There’s very little prospect of sunny weather for
the day ahead, I’m afraid. Then as we head towards the evening, there’s a chance of seeing some
snow in places unfortunately. And later on in the week there may be some frost, as there will be
some clear, cold nights. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
Pause 00’20”
TRACK 3
R1 Exercise 2
You will hear a student called Janine giving a talk about taking up running as a hobby.
Listen to the talk and complete the details below. Write one or two words, or a number, in
each gap.
F: female, mid thirties
F: * Hi! I’m Janine, and I’ve recently taken up running as a hobby. I’d like to tell you about it, and
hopefully encourage you to do the same!
I have to say, though, before my first run, I felt really nervous! So unlike lots of runners, I didn’t
head straight for the local sports centre, where there’s a track to run around. Instead, I didn’t go
any further than a street close to where I live, so that I could run back if necessary. But I hoped I’d
soon move on to running in the park nearby.
The first time I went out running, I didn’t think I’d be able to run continuously for very long. I
was fully expecting to have to stop pretty quickly – but actually managed an incredible 3 minutes
before I was out of breath – which was 2 minutes longer than I’d ever run before! I was pleased
with that, and felt encouraged to keep practising until I could get up to 5 minutes!
After that, I decided to use a running programme I found online, to help me. The programme
emphasised the importance of starting slowly, so that you wouldn’t get injured. I wasn’t that
interested in improving my speed. For me, it was about slowly increasing my strength - which the
programme successfully taught me to do. But I was pleased to find that, even at the beginning, my
fitness was better than I’d thought!
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Anyway, in less than a month, I’d changed my attitude to running. When I first started, I was
monitoring my heart beat really closely, but soon I wasn’t noticing that any more. Instead, I
concentrated on my footsteps. And I was beginning to feel very happy after each run!
During my runs, I also learned that using headphones helped me – I know many people listen to
music, and I’ve also tried that. But what might sound strange is that I actually found poetry much
more effective. I also tried listening to the news, but that failed to have the same result!
I also began appreciating things around me during my runs. I’d always looked at things like the
clouds in the sky because the weather’s always important no matter what you’re doing, though
now I was beginning to notice the trees more than I’d ever done before. They were astonishing!
As I started to feel better about my running, I began to get more ambitious with my routes around
the town. I planned to run along a canal at one point, but then I discovered it was still being used
for transporting goods, so it was quite busy. So I followed a railway that hadn’t been used for
years. That was very peaceful.
Anyway, I’ve found that it’s very important to give myself a reward when I return home from a run
– it’s one of the most motivating things you can do! My favourite used to be cake, but I’ve found
ice cream is far more refreshing – and something I really look forward to. It’s much more effective
after a run than chocolate, which I normally love eating!
Does anyone have any questions? **
Pause 00’20”
Repeat from * to **
Pause 00’30”
Pause 00’25”
TRACK 4
R1 Exercise 3
You will hear six people talking about fashion, and the way they dress. For each of speakers
need to use.
R1 Speaker 1
F: female, mid twenties, standard
* I love looking through fashion magazines, seeing how the celebrities are dressed. But I just use
them for inspiration as I then put together my own outfits from things that friends have given me
as gifts. Once I’m happy with a combination I tend to wear it for a long time – and I rarely meet
anyone wearing the same outfit as me! But it’s not the reason I do all this. It’s simply that I can’t
afford to purchase lots of new clothes. A pity really – I’ve got plenty of space in my wardrobe!
6
Pause 00’10”
R1 Speaker 2
M: male, late twenties, mild US accent
I’m interested in clothes, and enjoy going shopping for them. But whether what I get is the latest
stuff, I really couldn’t say, because I don’t spend too much time thinking about that. I just choose
what suits me – and people do say I look OK. So, although I like reading music magazines and
watching pop stars performing, and would like to wear what they do, it just wouldn’t work for me,
I’m afraid. I have to dress fairly smartly for office meetings and so on, which limits my choices,
really.
Pause 00’10”
R1 Speaker 3
F: female, late twenties, Australian accent
I take ages choosing clothes when shopping with friends, so I don’t spend loads – it’s not that I
can’t afford it, but I prefer making a few items go a long way! And I’m creative in how I wear them.
So even though I’ve got only a few quality pieces, I enjoy using a scarf here or some jewellery
there, so they look like completely new outfits! I quite like sticking to the same basic but fashionable
pieces for a while – it saves me thinking about what to wear all the time!
Pause 00’10”
R1 Speaker 4
I guess the things I wear are rather unusual – you’d notice me in a crowd! But that way I don’t
risk running into anyone with the same sweater or whatever – which I really dislike. My mates are
aware of how I feel, so they’d never turn up dressed in something identical to me! I don’t buy that
many new things, really. In fact, I’ve had some of the clothes I wear for a few years now. They
were fashionable then and still look fine – but I think it’s about time I updated them.
Pause 00’10”
R1 Speaker 5
F: female, twenties, standard
I like wearing up-to-date clothes, and putting outfits together carefully, but if you asked me what
my influences are, I couldn’t tell you! It’d be nice to dress like famous musicians or film stars, but
I couldn’t afford that, and even if I could, I’d never spend that much on clothes. I guess I base my
choice of clothes on what everyone around me wears – particularly people I’m close to. In fact, if
we go shopping together, they’ll often tell me what to buy!
Pause 00’10”
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R1 Speaker 6
The people I socialise with often tell me they’ve no idea how I’ll be dressed each time they see
me – which I think is a compliment! I’d hate to follow the same old trends day after day. That’s not
because I’m desperate to stand out from other people, and sometimes I do meet people wearing
the same stuff as me – but that’s fine. I do think some people suspect I’ve copied the latest
celebrities, but I’m never that impressed with what I see them wearing, to be honest! **
Pause 00’10”
Repeat from * to **
Pause 00’30”
Pause 00’25”
TRACK 5
R1 Exercise 4
You will hear an interview with a woman called Sophie Rudd, whose job is to find old black
and white photos and add colour to them by hand. Listen to the interview and look at the
questions. For each question, choose the correct answer, A, B or C, and put a tick in the
appropriate box.

F: female, thirties, standard
M: * I’m with Sophie Rudd, whose job involves working with old black and white photos. She adds
colour to these by hand, using crayons and inks. Sophie, what first attracted you to colouring old
photos?
F: I spotted some 100-year-old photos in a display at a local gallery. A contemporary photographer

had added colour to them, and he was actually there, so we chatted about them. But their
importance didn’t really strike me until later, when I found a black-and-white photograph of my
great-grandmother, which had been hand-coloured. It looked stunning – and I knew instantly that’s
what I wanted to do.
M: So why did hand-colouring photos originally become popular?
F: Well, it sounds a strange thing to do nowadays, when we can take great colour photos. But these
weren’t common when photography was first invented, because it was difficult and expensive to
produce colour images. So a more affordable and attractive option was to add colour by hand to
printed photos – and this continued well into the 1950s. But it wasn’t very straightforward, so it’s
amazing there were so many good ones – and they’re still around today.
M: And how were these hand-coloured photos used?

8
F: Well, sometimes on holiday postcards believe it or not – holiday-makers sent them to their friends
who then kept them for years and put them in albums to look at again and again. The weird thing
was, though, that the artists colouring the photos often hadn’t been to these places, so it was the
artist who decided what they looked like! And recently, I actually saw some hand-coloured photos
on the covers of a few popular books.
M: But how did you learn to hand-colour photos?
F: Well, it’s amazing what you can do when you’re determined! I started by looking for a teacher,
but didn’t come across anyone – although I’ve since found plenty of skilled people online. But I
did find some useful online tutorial films, and that way I learned the basics. And when my mother,
who’s a historian, saw what I was doing, she found me a few examples of hand-coloured photos
from decades ago.
M: And is that how you developed your approach to working with historical photos?
F: Probably – and research is the most important part of that, with very old pictures. Before I start
selecting which colours to add to the photos, I’ll look carefully at what’s in them. If it’s something
like an old building, I’ll work with qualified historians and collect information about it although that
might not be necessary every time if what’s in the photo is well-known.
M: So what do you do once you’ve begun working on a photo?
F: Well, occasionally as I’m working, I have to pause and think before I go any further. And there are
some photos that I start working on, then find they don’t work in colour – they just don’t look right.
Then unfortunately I have to abandon them, so that’s time wasted. But that’s part of the creative
process. On the other hand, sometimes the best ones actually end up looking more like paintings,
in a strange way.
M: And now you’ve produced a book of historical photos.
F: Yes! I began putting my photos onto social media, and soon found people were following what I
was doing. Then a well-known historian saw them and got in touch. We’ve worked together a lot
since then – that’s how the book of photos got published. But the nicest comments were when
teachers said the book got young students much more interested in history, as having colour in
the photos really helped them to see what was in the photos as much more relevant to their lives
now.
M: So what are your plans for the future?
F: Well, ideally I’d like to share my experiences, but I know that I’m not very good at teaching
in a classroom setting. So I’m looking into organising presentations to local groups about my
fascination with old photos. I’d like to show them the coloured versions and what results can be
achieved. Who knows, they might be inspired to learn to do it themselves by taking a course or
something.
M: Sophie – thanks! **
Pause 00’20”
Repeat from * to **
Pause 00’30”
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Pause 00’30”
TRACK 6
R1 Exercise 5 Part (a)
You will hear wildlife journalist James Wright giving a talk about animals called beavers.
These animals build wooden structures, called dams, across rivers. Listen to the talk and
complete the notes in Part (a). Write one or two words, or a number, in each gap.
M, 30s, standard
M: * I’m James Wright, a wildlife journalist, and I’ve been following a study in my local area in England
involving creatures called beavers – large, furry mammals that live along rivers.
The study’s main aim has been to find out whether beavers could be safely brought back to areas
where they’d died out back in the 1600s. The study local to me focused on wild beavers that are
believed to have escaped from a nearby wildlife park in 2013. It was later that same year that
authorities came across the animals, which were living alongside a river. In 2015, there were two
breeding pairs there, which grew to eight pairs in 2020 as the animals expanded their habitat.
Probably the thing that everyone knows about beavers is that they build dams, or fences, across
rivers, using sticks and mud. These structures give beaver families some security, by protecting
them from foxes, and they also create areas of deep water where they can construct their homes,
and float their food along the water.
During the study, there were initial concerns this activity could cause problems. However, these
dams have actually brought great advantages to areas near the river. One such bonus is that
they’ve reduced how quickly floodwater flows through villages close by, and have made it less
likely that these places will be affected during sudden storms, for example.
Another benefit is that the dams seem to clean up the river water as it passes through them, so
they stop any rubbish in the river such as paper and plastic from going any further. They also
absorb some chemicals which may have entered the water from nearby agricultural fields. This
results in better water quality.
Admittedly, during the study, there’ve also been one or two incidents of beavers eating things
they weren’t meant to. For example, not long ago, some garden plants were found to have been
partly consumed. And it was initially feared that nearby orchards of fruit trees were also at risk, as
beavers tend to chew at the trunks. However, beaver-proof wire fences prevented this.
The overall feeling is that the beavers have had a more positive than negative impact, so local
people have been prepared to help the beavers, and actively manage any problems and that’s
good news for people like me who take such an interest in these amazing animals. **
Pause 00’25”
Repeat from * to **
Pause 00’30”
10
R1 Part (b)
Now listen to a conversation between two biology students about a study trip they’re going
on to learn more about beavers, and complete the sentences in Part B. Write one or two
words only in each gap.
M: male, early twenties, standard

F: female, early twenties, standard
M: * That was a really interesting talk about beavers, wasn’t it? I must admit, they’re not the kind of
creatures I’d immediately identify with living in England. You tend to see them in films that are set
in North America, don’t you? Anyway, at least for this study trip, we don’t have to travel too far to
see them. Scotland is relatively close – and I can’t wait to go!
F: I know! I was sort of hoping to go to Canada instead, really – but it would have been quite an
expensive trip.
M: You’re right – and a long journey. So how did you first get interested in studying these creatures?
F: Well, as a child, I spent loads of time observing frogs living near the river. Then at school, I did a
project about the same habitat, but focusing on the resident birds. And while I was researching
them, I happened to find out about beavers. My fascination started then really.
M: Sounds interesting! Oh – I’ve also heard that beavers are what’s called keystone species in certain
ecosystems, because they create areas of wetlands which are hugely beneficial to other wildlife.
In fact, one author I’ve read claims that, next to humans, no other wild creature appears to do
more to change the landscape near these areas than the beaver. That’s amazing isn’t it? And
something I hadn’t thought about before.
F: Well, I’m sure that’s true. And from what I’ve read and learned, I’d say that beavers are going to
make even greater contributions in the future, to agriculture, say.
M: Really? Is there any evidence for that?
F: Well, they certainly could be very important in helping to reduce the consequences of climate
change, which is incredible.
M: They’ve definitely got the potential to do that.
F: No doubt about it.
M: Anyway, I’m keen to learn more. I know there’s a presentation next week by a leading expert, but
I’m not sure I can go.
F: Well, I found a great documentary, so maybe we can watch that together.
M: Right OK – then we can follow it up by reading that research paper you came across, if you want...
F: Well – let’s see what time I’ve got available. **
Pause 00’25”
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Repeat from * to **
Pause 00’30”
Pause 00’10”
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BLANK PAGE
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Cambridge IGCSE™


2
TRACK 1
Paper 4, Listening.
[BEEP]
TRACK 2
Exercise 1
R1 Question 1
(a) What did the woman make for her sister’s graduation party?
M: male, twenties
F: female, twenties, mild Australian accent
M: * How was your sister’s graduation party?
F: Great, thanks! I was planning to take some pizzas, which guests could eat with a salad, but her
friends were already making those – as well as some cupcakes. Anyway, then I realised no-one
had thought about the decorations, so I did those instead! They looked great, hanging in her
garden.
M: Is that where the party was?
F: Yeah. So I arrived that evening in my car, then realised I’d left my sweater at home – but at least
I hadn’t forgotten her present – that was on the back seat. Anyway, the music was great, so I just
danced all evening – I had a great time and so did she! **
Pause 00’10”
Repeat from * to **
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3
Pause 00’05”
R1 Question 2
(a) What was the main subject of the talk that the man went to?
M: male, thirties
M: * A friend of mine who’s an environmentalist recently invited me to a talk by someone she knows.
I guess I’d just assumed it would be all about climate change, due to my work relating to the
weather, but the speaker actually focused on water pollution – also of great concern to me – so I’m
glad I went.
The speaker was impressive, particularly as it’s not something she does professionally. In fact, she
mentioned she’d recently trained to become a vet and she seemed to find the work very satisfying.
She’s also a keen photographer in her spare time, so she had plenty of interesting images to show
us. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
R1 Question 3
(a) What is the name of the venue where the woman will be performing?
M: male
F: female, twenties, mild US accent
M: * How’re concert rehearsals going?
F: Fine – although we’ve had a change of location for the performance. It’ll say on your ticket that
we’re playing in the Festival Hall, but that’s been flooded, so it’s been moved to the Kings Theatre.
That’s by the City Museum, in case you’re unfamiliar with it.
M: I had an email about the changes, actually – but thanks! So what’re you playing in the concert?
F: Well, as you know, my main instrument’s the cello, but I’m not bad on a few others. Anyway,
they’re short of a flute player, so that’s my role this time.
M: Right..
F: … as long as I’m not asked to play the drums, I’ll be fine! **
Pause 00’10”
Repeat from * to **
Pause 00’05”

4
R1 Question 4
(a) What did the man injure during the rugby match?
M: male, twenties
F: female, twenties
F: * I heard you got hurt during the local rugby match! How’re you feeling?
M: Better, thanks! Yeah, I’d been running towards the line with the ball when an opponent crashed
into me, and my elbow went into his chest – and he almost stood on my foot! None of that seemed
too bad - until I suddenly realised I’d done something to my shoulder. So I needed help.
F: Oh dear!
M: Yeah – so someone ran to get the coach, who was helping another player, but before he arrived,
a spectator came to help – he really knew his stuff! He must’ve had medical training – I never got
the chance to ask him, though, unfortunately. **
Pause 00’10”
Repeat from * to **
Pause 00’05”
Pause 00’20”
TRACK 3
R1 Exercise 2
You will hear a talk about an expedition to watch orcas, which are a type of whale. Listen to
the talk and complete the details below. Write one or two words only in each gap.
M: male, adult
M: * Thanks for attending this briefing session for our whale-watching expedition next month. The
objective of the trip is to introduce you to the life of orcas, but we’ll do some other activities, too.
Today, I’ll run through our schedule for our week on the boat.
Our search for orcas will begin straightaway. We’ll join the boat at the harbour, where we’ll set
sail, going along the coast to where we’re most likely to spot the whales – a large bay. However, it
doesn’t mean they’ll definitely be there! So, to give ourselves a greater possibility of seeing them,
we’ll spend the whole day there.
On day two, the direction we go in will be decided partly by what the weather reports say. More
importantly, we’ll also have access to information about sightings. These will provide us with
details about where the whales were and when, and where they were last seen heading.
You’ll recognise the orcas as soon as we see them because of their striking black and white
patterns. They have a fearsome reputation, but they’re actually very caring and stick together in
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5
extended families for life. Occasionally, several of these form larger groups – called clans – of up
to a hundred and fifty animals. It isn’t unusual for these clans to use invented sounds by which
different groups can be recognised.
Each evening there’ll be a lecture about orca behaviour. You’ll have learned about identifying
whales on deck and observed them playing and doing something called spy-hopping – where they
raise themselves out of the water to look at their surroundings. What you won’t get a good view of
is things like hunting habits – and that’s where the lectures come in.
On previous expeditions, we’d take visitors swimming to get them nearer to the orcas, using
masks and snorkels. However, due to greater understanding of these sensitive creatures, we now
know this can disturb them, so we’ve replaced this activity with kayaking. It’s amazing to see the
orcas diving in and out of the waves.
There’s a great variety of wildlife in the area we’re visiting, and there’ll be plenty of opportunities
to get your cameras out! Although it isn’t too uncommon to notice bears near the water’s edge,
it’s much more probable that we’ll find some seals. If we’re very lucky, we’ll spot some eagles –
they’re very impressive.
There’ll be some stunning scenery too, volcanoes included. Around mid-week, we’ll leave the boat
to climb the most active volcano in the region. You can see it for miles around, rising up from the
wooded landscape. The rocky slopes of the volcano are bare in summer, but in winter, the surface
is covered in snow. But it’s the steam from it that’ll really stand out from further away.
Our week will end with a thrilling helicopter ride! This is where you’ll be able to look down on the
Valley of the Geysers. A geyser is a kind of hot spring, where water is blasted powerfully out of the
earth at intervals caused by hot rock boiling the water underground. Back on the boat, we’ll have a
farewell dinner and a firework display, which will be an exciting way to finish the expedition.**
Pause 00’30”
Repeat from * to **
Pause 00’30”
Pause 00’25”
TRACK 4
R1 Exercise 3
You will hear six people talking about their first trip to the cinema. For each of speakers 1
to 6, choose from the list, A to G, which opinion each speaker expresses. Write the letter in
the appropriate box. Use each letter only once. There is one extra letter which you do not
need to use.

6
R1 Speaker 1
M: male, thirties, mild Australian accent

* My first trip was to an old cinema that was beautifully decorated outside, but with absolutely
no sign of luxury inside. My family had said we were going to see a famous film that I’d love. I
remember as I was watching it feeling taken right away from the miserable industrial town we
lived in, to somewhere imagined – which was wonderful. One bit was slightly scary, I guess, but I
was used to that from the stuff my brother watched on TV. Anyway, I still remember that trip really
clearly!
Pause 00’10”
R1 Speaker 2
F: female, twenties
The cinema we went to was quite posh, I guess. It had bright red carpet everywhere, even on the
walls – I’d never seen that before. In fact, the loud music, huge screen, and the whole atmosphere
made me feel less than comfortable. The cinema seemed full of energy, though, and what we
watched was awesome. At the end, people stood up and clapped, which I thought was lovely.
When we left, you could hear them chatting about the film – most had clearly loved it.
Pause 00’10”
R1 Speaker 3
M: male, twenties
I was taken to the cinema on my 10th birthday to see the latest spy film. Some of my friends had
told me it was a bit difficult to follow, so I wasn’t expecting it’d really be for me. But I remember
sitting in my seat, eating popcorn and watching dangerous high-speed car chases and other stuff
– and feeling just as thrilled as everyone else in the cinema. And even now, I can still recall that
sense of excitement that I had about the whole trip.
Pause 00’10”
R1 Speaker 4
F: female, twenties,mild Australian accent
My big sister took me to a film that was actually meant for older kids – she didn’t seem to think it
was a problem, and the cinema staff didn’t notice, luckily. I’d read the book it was based on, so
I knew what was going to happen. Otherwise I’d probably have been frightened by the special
effects! As it was, I couldn’t sleep that night, but I certainly wasn’t going to let my sister know that!
I’ve seen a remake of it since then and was impressed by the scenes inside the castle.
Pause 00’10”
R1 Speaker 5
M: male, twenties
My first experience of the cinema was in a place that was really smart inside – it had only just
opened. And while I was watching the action film that was showing, with my favourite actors
in, I remember thinking that the whole experience somehow brought all the audience together,
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7
even though we’d never met each other before. So at the end I was trying to hear other people’s
conversations, to see if they were as impressed as me – and it seemed they were!
Pause 00’10”
R1 Speaker 6
F: female, early twenties
The first film I went to see at the cinema was a popular sci-fi film, so the place was packed – and
I can remember the incredible visual effects I saw on screen. I’d never seen anything like them in
my life before – and neither had most of the audience, judging by their reactions – and I remember
my little brother didn’t stop talking about it all the way home. Anyway, I’ve seen lots of sci-fi films
since then, but sadly, nothing has ever compared with that first experience. **
Pause 00’10”
Repeat from * to **
Pause 00’30”
Pause 00’25”
TRACK 5
R1 Exercise 4
You will hear an interview with a book illustrator called David Watkins, who draws pictures
which appear inside books. Listen to the interview and look at the questions. For each
question, choose the correct answer, A, B or C, and put a tick in the appropriate box.
F: female, thirties
M: male, thirties
F: * I’m with book illustrator David Watkins. David, you’ve drawn pictures for books for many years.
What first made you want to begin drawing?
M: Well, I had lots of illustrated books as a child, many with brightly-coloured pictures. And some of
them were really funny. The book I kept returning to, though, had pages full of little drawings of
people doing different things, and I’d spend hours studying them so that I didn’t miss anything.
And I decided I wanted to draw just like that artist – although nowadays I tend to produce bigger,
bolder drawings when I’m illustrating.
F: So were you good at drawing from an early age?
M: Well, I was certainly never the greatest at drawing at school, but it was the thing I enjoyed more
than anything else, so I just kept at it until I got better, and that took time. But I don’t consider
myself as someone who can just draw – I’ve had to really work at it.

8
F: But initially, you were unwilling to let other people see your work. How did you get over that?
M: Well, some artists ask people they work with for their honest opinions – but you can’t always
guarantee you’ll get them, of course! And I did consider putting my stuff on a website, then seeing
what the responses were, but I wasn’t sure that’d help my confidence. So I created small boxes
decorated with my drawings, to give to people close to me. They were so pleased to receive them,
they didn’t notice the decoration, and strangely, that helped enormously!
F: So, any advice on how to improve drawing skills?
M: Well, the thing is that, although books about how to draw can be helpful, you’ll never learn to draw
just by reading them. You actually have to do it, so it’s important to build drawing into your day,
and use every spare moment to draw – when you’re watching TV, waiting for a bus, whatever. And
draw something you like – something you’re really into, say, or something from your own photos.
F: And I’ve heard people say you should never copy other people’s work, even when you’re learning
to draw. What’s your view on that?
M: Well, they’re probably thinking you’ll become too dependent on copying, and never be able to
produce your own stuff, in your own unique way. But I have to say, I don’t agree with that – copying
teaches you things about drawing that you just won’t learn any other way. I copied a huge range of
artists, although often people tend to just stick to one artist they like.
F: So how do you keep getting fresh inspiration for your work?
M: Well, I don’t have many holidays, although I occasionally do other activities, like walking. But I
never go out without a notebook or my phone to get down any important thoughts. There’s usually
more than enough material even on the shortest walk to keep me going! Sadly I rarely have the
time to see what my friends in the business are doing, but I guess that could be useful l if I was
stuck.
F: And what about when you make a mistake in your drawing?
M: Well, every artist will do that – but if you worry about it too much, it’ll stop you drawing altogether.
I don’t really think too hard about why the mistake happened. I used to keep working at improving
the drawing, but I’ve since found it’s more useful to just stop for a bit, then come back to the
picture again later with a fresh eye – that works for most people, I think.
F: So you’ve just finished one project. Have you got another one coming up?
M: Someone I know has just finished a storybook for children, but she’ll most likely do her own
drawings – although I’ve said I’m available if needed! And as you say, I’ve recently finished
producing drawings for my own story book, so for a change, I’m considering getting together the
drawings I’ve done myself that I really love, and publishing them. It’ll be an achievement – even if
no-one wants to buy them! **
Pause 00’20”
Repeat from * to **
Pause 00’30”
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9
Pause 00’30”
TRACK 6
R1 Exercise 5 Part (a)
You will hear a lecturer giving a talk about sand mining, which is the process of removing
sand for various uses, and its impact. Listen to the talk and complete the sentences in
Part (a). Write one or two words only in each gap.
F: female, late forties
* Today we’re going to talk about sand mining – removing sand from various locations – and how
it affects the environment.
Sand is a valuable resource as it has many applications in the building industry, but it’s not as
plentiful as some people might think. One of the issues is that not all kinds of sand are suitable for
building purposes. In the desert, sand is shaped by the wind, which means it’s too fine to be made
into cement. Sand created by water is more rough, and as a result, it combines better with other
materials.
But this isn’t the only industry that relies on the availability of sand. You might not realise that it can
also be used in agriculture. Some crops, like watermelons, favour dry conditions and grow very
well in soil with a high sand content, while other crops, for example, green beans prefer a heavier
soil. Broccoli is another example of a vegetable that would not do well in sandy soil.
So, where does sand come from? It can be extracted from a variety of locations, including the
ocean floor and riverbeds, though the largest quantity of the world’s sand is extracted from a lake
in the south eastern part of Asia. The main exporter of sand currently is the United States. In fact,
in the state of California there’ve been a number of protests against sand mining on such a large
scale, most notably at a beach there. The reason for such protests is the serious consequences
sand mining has for the environment. It can badly affect water levels, wild species and riverbeds.
On a recent visit to a nature reserve near where I live, I wanted to find out about the consequences
of sand mining there, and I learned that flooding is becoming increasingly common. The overall
effects of sand mining are wide and far reaching, I’ve mentioned just a few here.
So what can be done about it? Activists around the world are calling for their governments to
take action to limit the amount of sand that’s mined. Scientists are experimenting with alternative
materials, such as recycled glass. Some countries have even passed regulations requiring
companies to replace sand with plastic waste in the maintenance and construction of roads. Also,
straw is becoming increasingly popular in the building of houses.
Now, does anyone have any questions? **
Pause 00’25”
Repeat from * to **
Pause 00’30”

10
R1 Part (b)
Now listen to a conversation between two students about Yangtze River dolphins and
complete the sentences in Part (b). Write one or two words only in each gap.
F: female, late teens

M: male, late teens
F: * The talk yesterday gave me lots of ideas for our presentation. I never realised sand mining had
such an impact on the environment, did you?
M: Well, look at Yangtze River dolphins, the species we’ve just been researching – the ones that
used to live in the Yangtze river, but have died out because of sand mining.
F: But it wasn’t just that, was it?
M: It was one of the reasons. Increased transportation on the river affected their environment too.
From what I’ve read, commercial fishing was the key factor. Of course, water pollution played a
role in reducing the number of creatures living in the water that the dolphins fed on.
F: It’s awful to have lost them isn’t it.
M: Tell me about it. They were such amazing creatures and had unique features compared to other
dolphins! One interesting fact about them was their stomach. While other dolphins typically have
two, Yangtze River dolphins are understood to just have had one. And they had a massive mouth
because of their huge jaw bone, making it appear as if they had a permanent smile on their face.
F: Cute! And I read somewhere that when escaping from danger, Yangtze River dolphins could reach
amazing speeds of up to 60 kilometres per hour, but they usually swam at around 30 kilometres
per hour. Also, they lived in deep water because they were very shy, and they would only come up
to the surface for air.
M: And they swam in groups, right, especially during the mating season in spring.
F: I’m sure I read somewhere that Yangtze River dolphins struggled with their hearing?
M: It was their vision actually, but I wouldn’t use the word ‘struggle’, because they’d developed an
advanced ability to use sound to figure out their location instead. It’s known as echolocation. They
also used it to socialise, avoid predators and express emotions.
F: I know a really interesting fact about all dolphins that might be relevant for our presentation.
M: Go on?
F: When dolphins are sleeping, half of their brains stay awake so they can control their breathing.
Dolphins need eight hours of sleep, but, unlike us, their brain sleeps in shifts. Each of the right and
left parts get four hours of sleep, just at different times.
M: And when they’re awake, they spend most of their day finding food, apparently. They also swallow
their food whole when they’re feeding.
F: Awesome! **
Pause 00’25”
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Repeat from * to **
Pause 00’30”
your name, centre number and candidate number on the front of your question paper.
Pause 00’10”
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Cambridge IGCSE™

Paper 5 Speaking Assessment A May/June 2022

* 1 1 6 6 3 8 6 0 4 6 *
This document has 2 pages.
DC (LK) 311170
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A Shopping for food
Most people need to buy the food they eat, either from markets, small shops or supermarkets.
Discuss this topic with the examiner.
Use the following prompts, in the order given below, to develop the conversation:
• where you and your family buy food, and why
• the types of food you, and people you know, buy for special celebrations, and what it is like
• whether the food people will eat in the future will be much healthier than it is nowadays
• the suggestion that people should only buy and eat food produced in their local area
• the view that many people waste a lot of the food they buy.
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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Paper 5 Speaking Assessment B May/June 2022
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B Being multilingual
Many people can speak more than one language in addition to their first language.
• languages you would like to learn, and why
• a time when you, or someone you know, had to speak another language, and what happened
• the best way to learn a foreign language
• the suggestion that everyone can learn to speak a foreign language very well
• the opinion that it is possible to communicate with people without using language.
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Paper 5 Speaking Assessment C May/June 2022
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C Clothes
People wear different clothes for school, work and sport.
• clothes you like wearing, and why
• a time when you wore special clothes, and why
• the advantages and disadvantages of wearing the same type of clothes every day, such as a
school uniform
• the suggestion that we should stop buying new clothes to save the planet
• the opinion that what people wear is not important.
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Paper 5 Speaking Assessment D May/June 2022
DC (LK) 311170
2
D Watching films
Most people enjoy watching films in their free time.
• a film you would like to see, and why
• whether you would like to make a film, and what about
• the advantages and disadvantages of watching a film at the cinema
• the view that film stars do not deserve the high salaries they earn
• the suggestion that the music and special effects in films are more important than the storyline.
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Paper 5 Speaking Assessment E May/June 2022
DC (LK) 311170
2
E Being motivated
When people are motivated, they have a reason to do something.
• what motivates you, or your friends, to work hard on your studies
• a time when you tried to motivate someone to do something, and what happened
• whether parents and teachers should motivate young people to be more physically active
• the opinion that social media is the most powerful influence on young people nowadays
• the view that only hardworking and motivated people can achieve real success in life.
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Cambridge IGCSE™

Paper 5 Speaking Assessment F May/June 2022
DC (LK) 311170
2
F Foreign travel
People travel abroad for many different reasons.
• a place where you went on your last holiday, and what it was like
• foreign countries you would like to visit, and why
• reasons why people travel abroad
• whether it is necessary to speak the language of the country you visit
• the view that everyone should stop travelling by air to save the planet.
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Cambridge IGCSE™

Paper 5 Speaking Assessment G May/June 2022
DC (LK) 311170
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G Sports competitions
Sports competitions give people the opportunity to compete against each other.
• the sport you, or people you know, most like to watch, and why
• a sports competition that you, or someone you know, took part in, and what happened
• the advantages and disadvantages of being a top athlete
• what people can learn from taking part in sports competitions
• the suggestion that watching international sports competitions encourages people to do more
sport.
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Cambridge IGCSE™

Paper 5 Speaking Assessment H May/June 2022
DC (LK) 311170
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H The working week
The days of the week when people go to work, or to school, are called the working week.
• your favourite day of the working week, and why
• a time when you were really busy during the working week, and what happened
• the view that the weekend should be longer than the working week
• the suggestion that people who have to work at the weekend should be paid double what
they normally earn
• the view that, in the future, everyone will be able to choose which days of the week they want
to work or study.
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Cambridge IGCSE™

Paper 5 Speaking Assessment I May/June 2022
DC (LK) 311170
2
I Parks
There are many different types of parks, such as green areas in cities, national parks or large
amusement parks with many activities.
• a park near where you live, and what it is like
• a time when you went to a park, and what you did there
• whether everyone should be allowed to do whatever they like in a park
• the idea that teenagers benefit from spending time outdoors
• the opinion that it is more important to use land to build new houses on than to keep it for
parks.
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Cambridge IGCSE™

Paper 5 Speaking Assessment J May/June 2022
DC (LK) 311170
2
J Meeting people
Everyone likes to get together with friends or family.
• your favourite places for meeting friends, and why
• a time when you and your family enjoyed a special celebration, and what happened
• whether it is possible to arrange to meet people without using a smartphone
• the view that meeting people face to face is more enjoyable than texting them or giving them
a call
• the idea that when people meet, they should turn off their phones.
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Cambridge IGCSE™

Paper 5 Speaking Assessment K May/June 2022
DC (LK) 311170
2
K At the seaside
Many people throughout the world live by the sea.
• whether you would like to live by the sea, and why
• a time when you, or people you know, visited the seaside, and what happened
• the view that tourists should pay to use the beach
• the opinion that people who live by the sea have healthier lifestyles
• the idea that, in the future, there will be no clean beaches left to visit.
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Paper 5 Speaking Assessment L May/June 2022
DC (LK) 311170
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L Public transport
Many people use public transport, such as buses, underground trains or trams, every day.
• how you and your friends travel to and from school, and why
• the last time you, or someone you know, used public transport, and what happened
• the advantages and disadvantages of using public transport
• the idea that all public transport should be free
• the opinion that everyone living in big cities should cycle everywhere instead of using other
means of transport.
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Paper 5 Speaking Assessment M May/June 2022
DC (LK) 311170
2
M Town and countryside
Some people choose to live in towns, while others prefer to live in the countryside.
• where you live, and what it is like
• a time when you, or someone you know, visited the countryside or a big city, and what
happened
• the advantages and disadvantages of living in a big city
• the idea that cars should be banned from all towns and cities
• the suggestion that children who live in the countryside have more fun than those who live in
cities.
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Cambridge IGCSE™

Paper 5 Speaking Assessment N May/June 2022
DC (LK) 311170
2
N Looking after your health
Doing sport and eating well are ways of looking after your health.
• what you, and people you know, do every day to keep fit
• whether you eat healthier food now than when you were a child
• whether it is easy for everybody to keep fit nowadays
• the suggestion that school days should be shorter to give students more time to exercise
• the idea that being relaxed and stress-free is as important for health as keeping fit.
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Paper 5 Speaking Assessment O May/June 2022
DC (LK) 311170
2
O Reporting the news
Different types of media, such as newspapers, television and social media, report the news every day.
• how you, or people you know, watch or listen to the news, and why
• whether you would like to be a reporter or a journalist
• what type of news you would include in your school newspaper, and why
• the suggestion that there is too much news about celebrities on television and social media
• the view that people only need to know what is happening in their local area.
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* 0 7 5 6 6 6 7 6 4 7 *
DC (PQ) 311172
2
A Interests
Many people have hobbies that they enjoy doing in their free time, such as sports, gardening or
photography.
• 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.
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DC (PQ) 311172
2
B Working from home
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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Cambridge IGCSE™

DC (PQ) 311172
2
C Giving and receiving
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.
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DC (PQ) 311172
2
D Live sports events
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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Cambridge IGCSE™

DC (PQ) 311172
2
E Lifestyles
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.
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DC (PQ) 311172
2
F Teenage life
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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Cambridge IGCSE™

DC (PQ) 311172
2
G Times of the year
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.
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Cambridge IGCSE™

DC (PQ) 311172
2
H The good things in life
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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Cambridge IGCSE™

DC (PQ) 311172
2
I Where to go
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.
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Cambridge IGCSE™

DC (PQ) 311172
2
J Making and breaking
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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Cambridge IGCSE™

DC (PQ) 311172
2
K Learning
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.
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Cambridge IGCSE™

DC (PQ) 311172
2
L Creative arts
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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Cambridge IGCSE™

DC (PQ) 311172
2
M Things people do
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.
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Cambridge IGCSE™

DC (PQ) 311172
2
N Being a visitor
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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Cambridge IGCSE™

DC (PQ) 311172
2
O Entertainment
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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Cambridge IGCSE™

* 7 5 6 0 4 4 6 6 5 4 *
DC (LK) 311174
2
A Communication
People have many ways of contacting or communicating with each other.
• a time when you had an enjoyable conversation with a friend, and what happened
• ways you communicate with different people, and why
• the advantages and disadvantages of communicating with other people using technology
• the view that animals can communicate with each other and also with humans
• the idea that one day people will make contact and communicate with inhabitants of other
planets.
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DC (LK) 311174
2
B Superheroes
Many comics, films and video games are about people who have superhuman powers, such as being
able to fly or being invisible.
• superheroes that were popular when you were younger, and what superpowers they had
• a superpower you would like to have, and why
• whether people like nurses and firefighters are real life superheroes
• the idea that superheroes in comics and games are good role models for young people
• the suggestion that, in the future, science and technology will give people superhuman
powers.
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DC (LK) 311174
2
C Being a learner
When people learn, they gain new knowledge and skills.
• things you enjoy learning about, and why
• a time when you learned a new skill, and what happened
• the challenges of learning a new language
• whether reading books is the best way to learn
• the view that, in the future, students won’t go to school because they will learn everything by
themselves online.
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Cambridge IGCSE™

DC (LK) 311174
2
D Jobs in medicine
Doctors, dentists and vets are examples of jobs in medicine.
• some jobs in medicine, and what you know about them
• the qualities you need to have a job in medicine, and why
• whether you would like to have a job in animal medicine, and why
• the view that people who have a job in medicine should always be paid more than people in
other jobs
• the opinion that, in the future, robots will replace doctors.
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Cambridge IGCSE™

DC (LK) 311174
2
E Being responsible
When you are responsible, you have a duty to take care of something or someone.
• things you are responsible for at home or at school
• a time when you were responsible for something important, and what happened
• the challenges of taking care of young children
• the view that young people should not have any other responsibilities apart from their studies
• the opinion that everyone should take care of the natural environment around them.
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DC (LK) 311174
2
F Places to meet
We can meet people in many different places.
• places where you meet your friends, and why
• a time when you met someone in a busy place, and what happened
• whether places where we meet friends are different from places where we meet family
members
• the suggestion that it’s better to meet people online than in person
• the view that the people we meet are more important than where we meet them.
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Cambridge IGCSE™

DC (LK) 311174
2
G First and last
There is a first and last to everything in life.
• your first day at a new school, and what happened
• the last time you celebrated something, and what happened
• whether you would like to be the first person to live on a different planet
• the view that it is good to be the youngest child in a family
• the opinion that it isn’t always important to come first in a competition.
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Cambridge IGCSE™

DC (LK) 311174
2
H Hot and cold weather
The weather can sometimes be hot or cold.
• the weather where you live, and what it is like
• activities that people enjoy in hot or cold weather, and why
• reasons why the weather may be very important to some people
• the benefits and challenges of living in a hot or cold climate
• the opinion that, in the future, there will only be extremely hot weather.
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Cambridge IGCSE™

DC (LK) 311174
2
I Motivation
Motivation is having the energy and interest to do something.
• things you are motivated to do at home or at school, and why
• a time when you encouraged someone to do something, and what happened
• ways that parents and teachers motivate children to do something
• why people do very challenging things, such as running a marathon or writing a novel
• the opinion that money is the only motivation in life.
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Cambridge IGCSE™

DC (LK) 311174
2
J Souvenirs
People buy souvenirs to remind them of a holiday or a special event.
• souvenirs that you, or people you know, have kept to remember a holiday or a special event
• souvenirs that visitors might choose to buy in your country, and why
• whether people should spend a lot of money buying souvenirs
• the view that photographs are the best souvenirs
• the opinion that people don’t need souvenirs to remember special times.
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Cambridge IGCSE™

DC (LK) 311174
2
K Preferences
When people like one thing more than another, they have a preference.
• clothes and accessories you prefer to wear, and why
• a time when you preferred to do something different from your family or friends, and what
happened
• reasons why people prefer different types of music
• the view that advertising is the biggest influence on people’s choices in food and fashion
• the opinion that people’s preferences stay the same as they get older.
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DC (LK) 311174
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L Good ideas
When people have a good idea, they have a suggestion or a plan for something interesting or useful.
• a plan or a good idea for something to do at the weekend
• a time when you, or someone you know, had a good idea, and what happened
• whether having a pet is a good idea
• whether the most successful projects are a result of teamwork and sharing ideas
• the view that it is easier to have a good idea than to put it into practice.
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DC (LK) 311174
2
M Songs and words
Lyrics are the words of a song.
• some songs that you like, and why
• a song you remember from childhood, and what it is about
• how listening to songs in English can help students to learn the language
• the view that it isn’t interesting to listen to music without words
• the opinion that lyrics can change people’s feelings and behaviours.
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Cambridge IGCSE™

DC (LK) 311174
2
N Life skills
There are some skills which help us in life, such as managing money, cooking meals and teamwork.
• life skills which you think will help you in the future, and how
• skills you would like to learn, and why
• whether it should be parents or teachers who teach life skills
• whether the most important skill in life is being able to communicate well with other people
• the view that, in the future, technology will do everything for us.
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O Free time activities
People do different activities in their free time, such as playing games, watching films or going for a
walk.
• activities you enjoy doing on your own in your free time, and why
• an activity you recently did with friends or family, and what happened
• the advantages and disadvantages of doing physical activities in your free time
• the view that everyone should read books in their free time
• the opinion that students should have less homework and more free time.
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Cambridge IGCSE™

Paper 5 Speaking Assessment A–O May/June 2022
TEACHER’S/EXAMINER’S NOTES
* 3 4 1 2 2 4 6 4 2 8 *
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.
DC (LK) 311171
2
CONTENTS
NOTES ON CONDUCTING AND RECORDING THE TESTS Page 3
MARKING CRITERIA Page 8
SPEAKING ASSESSMENT A Shopping for food Page 9

(Core and Extended)
SPEAKING ASSESSMENT B Being multilingual Page 10

(Core and Extended)
SPEAKING ASSESSMENT C Clothes Page 11

(Core and Extended)
SPEAKING ASSESSMENT D Watching films Page 12

(Core and Extended)
SPEAKING ASSESSMENT E Being motivated Page 13

(Core and Extended)
SPEAKING ASSESSMENT F Foreign travel Page 14

(Core and Extended)
SPEAKING ASSESSMENT G Sports competitions Page 15

(Core and Extended)
SPEAKING ASSESSMENT H The working week Page 16

(Core and Extended)
SPEAKING ASSESSMENT I Parks Page 17

(Core and Extended)
SPEAKING ASSESSMENT J Meeting people Page 18

(Core and Extended)
SPEAKING ASSESSMENT K At the seaside Page 19

(Core and Extended)
SPEAKING ASSESSMENT L Public transport Page 20

(Core and Extended)
SPEAKING ASSESSMENT M Town and countryside Page 21

(Core and Extended)
SPEAKING ASSESSMENT N Looking after your health Page 22

(Core and Extended)
SPEAKING ASSESSMENT O Reporting the news Page 23

(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 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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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/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: 0511 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 Shopping for food
Candidate’s Card
Most people need to buy the food they eat, either from markets, small shops or supermarkets.
• where you and your family buy food, and why
• the types of food you, and people you know, buy for special celebrations, and what it is like
• whether the food people will eat in the future will be much healthier than it is nowadays
• the suggestion that people should only buy and eat food produced in their local area
• the view that many people waste a lot of the food they buy.

10
B Being multilingual
Candidate’s Card
Many people can speak more than one language in addition to their first language.
• languages you would like to learn, and why
• a time when you, or someone you know, had to speak another language, and what happened
• the best way to learn a foreign language
• the suggestion that everyone can learn to speak a foreign language very well
• the opinion that it is possible to communicate with people without using language.
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C Clothes
Candidate’s Card
People wear different clothes for school, work and sport.
• clothes you like wearing, and why
• a time when you wore special clothes, and why
• the advantages and disadvantages of wearing the same type of clothes every day, such as a
school uniform
• the suggestion that we should stop buying new clothes to save the planet
• the opinion that what people wear is not important.

12
D Watching films
Candidate’s Card
Most people enjoy watching films in their free time.
• a film you would like to see, and why
• whether you would like to make a film, and what about
• the advantages and disadvantages of watching a film at the cinema
• the view that film stars do not deserve the high salaries they earn
• the suggestion that the music and special effects in films are more important than the storyline.
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E Being motivated
Candidate’s Card
When people are motivated, they have a reason to do something.
• what motivates you, or your friends, to work hard on your studies
• a time when you tried to motivate someone to do something, and what happened
• whether parents and teachers should motivate young people to be more physically active
• the opinion that social media is the most powerful influence on young people nowadays
• the view that only hardworking and motivated people can achieve real success in life.

14
F Foreign travel
Candidate’s Card
People travel abroad for many different reasons.
• a place where you went on your last holiday, and what it was like
• foreign countries you would like to visit, and why
• reasons why people travel abroad
• whether it is necessary to speak the language of the country you visit
• the view that everyone should stop travelling by air to save the planet.
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G Sports competitions
Candidate’s Card
Sports competitions give people the opportunity to compete against each other.
• the sport you, or people you know, most like to watch, and why
• a sports competition that you, or someone you know, took part in, and what happened
• the advantages and disadvantages of being a top athlete
• what people can learn from taking part in sports competitions
• the suggestion that watching international sports competitions encourages people to do more
sport.

16
H The working week
Candidate’s Card
The days of the week when people go to work, or to school, are called the working week.
• your favourite day of the working week, and why
• a time when you were really busy during the working week, and what happened
• the view that the weekend should be longer than the working week
• the suggestion that people who have to work at the weekend should be paid double what
they normally earn
• the view that, in the future, everyone will be able to choose which days of the week they want
to work or study.
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I Parks
Candidate’s Card
There are many different types of parks, such as green areas in cities, national parks or large
amusement parks with many activities.
• a park near where you live, and what it is like
• a time when you went to a park, and what you did there
• whether everyone should be allowed to do whatever they like in a park
• the idea that teenagers benefit from spending time outdoors
• the opinion that it is more important to use land to build new houses on than to keep it for
parks.

18
J Meeting people
Candidate’s Card
Everyone likes to get together with friends or family.
• your favourite places for meeting friends, and why
• a time when you and your family enjoyed a special celebration, and what happened
• whether it is possible to arrange to meet people without using a smartphone
• the view that meeting people face to face is more enjoyable than texting them or giving them
a call
• the idea that when people meet, they should turn off their phones.
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K At the seaside
Candidate’s Card
Many people throughout the world live by the sea.
• whether you would like to live by the sea, and why
• a time when you, or people you know, visited the seaside, and what happened
• the view that tourists should pay to use the beach
• the opinion that people who live by the sea have healthier lifestyles
• the idea that, in the future, there will be no clean beaches left to visit.

20
L Public transport
Candidate’s Card
Many people use public transport, such as buses, underground trains or trams, every day.
• how you and your friends travel to and from school, and why
• the last time you, or someone you know, used public transport, and what happened
• the advantages and disadvantages of using public transport
• the idea that all public transport should be free
• the opinion that everyone living in big cities should cycle everywhere instead of using other
means of transport.
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M Town and countryside
Candidate’s Card
Some people choose to live in towns, while others prefer to live in the countryside.
• where you live, and what it is like
• a time when you, or someone you know, visited the countryside or a big city, and what
happened
• the advantages and disadvantages of living in a big city
• the idea that cars should be banned from all towns and cities
• the suggestion that children who live in the countryside have more fun than those who live in
cities.

22
N Looking after your health
Candidate’s Card
Doing sport and eating well are ways of looking after your health.
• what you, and people you know, do every day to keep fit
• whether you eat healthier food now than when you were a child
• whether it is easy for everybody to keep fit nowadays
• the suggestion that school days should be shorter to give students more time to exercise
• the idea that being relaxed and stress-free is as important for health as keeping fit.
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O Reporting the news
Candidate’s Card
Different types of media, such as newspapers, television and social media, report the news every day.
• how you, or people you know, watch or listen to the news, and why
• whether you would like to be a reporter or a journalist
• what type of news you would include in your school newspaper, and why
• the suggestion that there is too much news about celebrities on television and social media
• the view that people only need to know what is happening in their local area.
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BLANK PAGE
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Cambridge IGCSE™

* 1 4 6 5 3 3 6 5 5 1 *
indirectly.
INSTRUCTIONS
DC (PQ) 311173/1
2
CONTENTS
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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3
Please note
GENERAL
agreed.
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

4
a replacement.
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,
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5
dictionaries.

6
RECORDING THE TESTS


GENERAL ADVICE
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7

Please avoid:
knowledge

8
MARKING CRITERIA

9–10

are clear.
to use more complex
5–6

3–4
difficulty.
1–2
listener.
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A Interests
Candidate’s Card
Many people have hobbies that they enjoy doing in their free time, such as sports, gardening or
photography.
• 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.

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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17
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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Cambridge IGCSE™

* 0 4 1 3 5 5 3 5 6 7 *
indirectly.
INSTRUCTIONS
DC (LK) 311175
2
CONTENTS
SPEAKING ASSESSMENT A Communication Page 9

(Core and Extended)
SPEAKING ASSESSMENT B Superheroes Page 10

(Core and Extended)
SPEAKING ASSESSMENT C Being a learner Page 11

(Core and Extended)
SPEAKING ASSESSMENT D Jobs in medicine Page 12

(Core and Extended)
SPEAKING ASSESSMENT E Being responsible Page 13

(Core and Extended)
SPEAKING ASSESSMENT F Places to meet Page 14

(Core and Extended)
SPEAKING ASSESSMENT G First and last Page 15

(Core and Extended)
SPEAKING ASSESSMENT H Hot and cold weather Page 16

(Core and Extended)
SPEAKING ASSESSMENT I Motivation Page 17

(Core and Extended)
SPEAKING ASSESSMENT J Souvenirs Page 18

(Core and Extended)
SPEAKING ASSESSMENT K Preferences Page 19

(Core and Extended)
SPEAKING ASSESSMENT L Good ideas Page 20

(Core and Extended)
SPEAKING ASSESSMENT M Songs and words Page 21

(Core and Extended)
SPEAKING ASSESSMENT N Life skills Page 22

(Core and Extended)
SPEAKING ASSESSMENT O Free time activities Page 23

(Core and Extended)
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3
Please note
GENERAL
agreed.
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
a replacement.
4
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,
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5
dictionaries.

6
RECORDING THE TESTS


GENERAL ADVICE
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7

Please avoid:
knowledge

8
MARKING CRITERIA

9–10

are clear.
to use more complex
5–6

3–4
difficulty.
1–2
listener.
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9
A Communication
Candidate’s Card
People have many ways of contacting or communicating with each other.
• a time when you had an enjoyable conversation with a friend, and what happened
• ways you communicate with different people, and why
• the advantages and disadvantages of communicating with other people using technology
• the view that animals can communicate with each other and also with humans
• the idea that one day people will make contact and communicate with inhabitants of other
planets.

10
B Superheroes
Candidate’s Card
Many comics, films and video games are about people who have superhuman powers, such as being
able to fly or being invisible.
• superheroes that were popular when you were younger, and what superpowers they had
• a superpower you would like to have, and why
• whether people like nurses and firefighters are real life superheroes
• the idea that superheroes in comics and games are good role models for young people
• the suggestion that, in the future, science and technology will give people superhuman
powers.
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11
C Being a learner
Candidate’s Card
When people learn, they gain new knowledge and skills.
• things you enjoy learning about, and why
• a time when you learned a new skill, and what happened
• the challenges of learning a new language
• whether reading books is the best way to learn
• the view that, in the future, students won’t go to school because they will learn everything by
themselves online.

12
D Jobs in medicine
Candidate’s Card
Doctors, dentists and vets are examples of jobs in medicine.
• some jobs in medicine, and what you know about them
• the qualities you need to have a job in medicine, and why
• whether you would like to have a job in animal medicine, and why
• the view that people who have a job in medicine should always be paid more than people in
other jobs
• the opinion that, in the future, robots will replace doctors.
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13
E Being responsible
Candidate’s Card
When you are responsible, you have a duty to take care of something or someone.
• things you are responsible for at home or at school
• a time when you were responsible for something important, and what happened
• the challenges of taking care of young children
• the view that young people should not have any other responsibilities apart from their studies
• the opinion that everyone should take care of the natural environment around them.

14
F Places to meet
Candidate’s Card
We can meet people in many different places.
• places where you meet your friends, and why
• a time when you met someone in a busy place, and what happened
• whether places where we meet friends are different from places where we meet family
members
• the suggestion that it’s better to meet people online than in person
• the view that the people we meet are more important than where we meet them.
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15
G First and last
Candidate’s Card
There is a first and last to everything in life.
• your first day at a new school, and what happened
• the last time you celebrated something, and what happened
• whether you would like to be the first person to live on a different planet
• the view that it is good to be the youngest child in a family
• the opinion that it isn’t always important to come first in a competition.

16
H Hot and cold weather
Candidate’s Card
The weather can sometimes be hot or cold.
• the weather where you live, and what it is like
• activities that people enjoy in hot or cold weather, and why
• reasons why the weather may be very important to some people
• the benefits and challenges of living in a hot or cold climate
• the opinion that, in the future, there will only be extremely hot weather.
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17
I Motivation
Candidate’s Card
Motivation is having the energy and interest to do something.
• things you are motivated to do at home or at school, and why
• a time when you encouraged someone to do something, and what happened
• ways that parents and teachers motivate children to do something
• why people do very challenging things, such as running a marathon or writing a novel
• the opinion that money is the only motivation in life.

18
J Souvenirs
Candidate’s Card
People buy souvenirs to remind them of a holiday or a special event.
• souvenirs that you, or people you know, have kept to remember a holiday or a special event
• souvenirs that visitors might choose to buy in your country, and why
• whether people should spend a lot of money buying souvenirs
• the view that photographs are the best souvenirs
• the opinion that people don’t need souvenirs to remember special times.
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19
K Preferences
Candidate’s Card
When people like one thing more than another, they have a preference.
• clothes and accessories you prefer to wear, and why
• a time when you preferred to do something different from your family or friends, and what
happened
• reasons why people prefer different types of music
• the view that advertising is the biggest influence on people’s choices in food and fashion
• the opinion that people’s preferences stay the same as they get older.

20
L Good ideas
Candidate’s Card
When people have a good idea, they have a suggestion or a plan for something interesting or useful.
• a plan or a good idea for something to do at the weekend
• a time when you, or someone you know, had a good idea, and what happened
• whether having a pet is a good idea
• whether the most successful projects are a result of teamwork and sharing ideas
• the view that it is easier to have a good idea than to put it into practice.
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21
M Songs and words
Candidate’s Card
Lyrics are the words of a song.
• some songs that you like, and why
• a song you remember from childhood, and what it is about
• how listening to songs in English can help students to learn the language
• the view that it isn’t interesting to listen to music without words
• the opinion that lyrics can change people’s feelings and behaviours.

22
N Life skills
Candidate’s Card
There are some skills which help us in life, such as managing money, cooking meals and teamwork.
• life skills which you think will help you in the future, and how
• skills you would like to learn, and why
• whether it should be parents or teachers who teach life skills
• whether the most important skill in life is being able to communicate well with other people
• the view that, in the future, technology will do everything for us.
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23
O Free time activities
Candidate’s Card
People do different activities in their free time, such as playing games, watching films or going for a
walk.
• activities you enjoy doing on your own in your free time, and why
• an activity you recently did with friends or family, and what happened
• the advantages and disadvantages of doing physical activities in your free time
• the view that everyone should read books in their free time
• the opinion that students should have less homework and more free time.
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24
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AnGiaBook chuyên sỉ lẻ sách tiếng anh toàn quốc 0975845948
Answers (2022)
Cambridge International General Certificate of Secondary Education
0511 English as a Second Language (Count-In Speaking) June 2022
Principal Examiner Report for Teachers
ENGLISH AS A SECOND LANGUAGE

(COUNT-IN SPEAKING)
Paper 0511/11
Reading and Writing (Core) 11
Key messages
• In Exercise 1, candidates should read the questions carefully to identify the exact requirement of each
one. Answers should be brief and use language from the text. Responses which include additional
information should be avoided, as this can affect the mark awarded. In this series, there were many fully
correct responses to Exercise 1.
• In Exercise 2, the texts may include the writer’s attitude and opinion, or information that is implied
rather than explicitly stated. It is important that candidates read the questions carefully to identify the
key elements of each one in order to select the corresponding details in a text. In this series, a small
number of candidates omitted one or more individual items in Exercise 2.
• In Exercise 3, candidates should focus on writing brief notes using the language from the text. The
number of bullet points indicates the number of responses required for each question, and candidates
should make sure that their answers correspond to the correct question. In this series there were some
notes entered for the wrong question, and a number of additional notes included below the lines, which
could not be credited.
• In Exercise 4, it is essential that responses stay within the word limit of 90 words, as any correct
Content point included after the limit cannot be credited. Although there were some responses which
continued beyond the required length, overall this series showed an improvement in the length of
summaries.
• In Exercise 5, there were many successful responses which showed an awareness of the target
audience through the use of informal language. The purpose of writing was generally well recognised
and ideas were appropriately developed. In this series, a number of responses exceeded the suggested
word range by a considerable amount, and this risked affecting the total mark through repetition of
information and the inclusion of unnecessary irrelevant details.
• In Exercise 6, responses should be written in a more neutral or formal register, different from
Exercise 5, to suit a different audience. In this series, this was not always achieved, which affected the
mark awarded. Many responses also lacked organisation, and it was evident that the use of basic
punctuation continues to be an area for practice.
General comments
Overall, most candidates were correctly entered at this level. Exercise 1 appeared to be a good indicator as
to the overall level of achievement on the paper as a whole, with good performance in Exercise 1 being
generally reflected in good performance throughout the paper.
Comments on specific questions
Exercise 1
This exercise was generally well attempted by candidates, with individual questions providing differentiation.
Many candidates selected the relevant section of the text in answer to the key requirements of the questions
and provided precise information. A number of candidates omitted one or more questions in this exercise.
Question 1
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This was well answered, with the majority of candidates correctly selecting ‘three’. The incorrect answer
‘seven’ referred to the number of different kinds of animals in the horse family, not the number of types of
zebra, as the question required.
Question 2
Many candidates provided two correct answers ‘more aggressive’ and ‘they bark’ to this question. Incomplete
responses which did not include the comparative ‘more’ could not be credited. More precise reading of the
text was required for the second answer which relied on understanding the phrase ‘unlike horses’.
Question 3
Many responses provided the correct detail, ‘UK’ in answer to the question ‘Where did the experiment take
place?’. Precise reading of the text was required to eliminate ‘California’, the university where the professor
worked, and ‘Tanzania’ where he had previously studied zebras.
Question 4
Many responses correctly featured ‘used to humans approaching them’ to correspond to ‘why were the
zebras suitable?’ Some responses used the phrase in the question, ‘they were in the wildlife conservation
programme’ or wrongly selected ‘study animals in their natural environment’, which could not be credited.
Question 5
This was a more challenging question. While some correctly selected ‘they bounced off’, the question
appeared to have been misinterpreted, as many responses focused on the idea of ‘animals with stripes’, in
the question, and matched this with ‘horses with striped jackets’ and others incorrectly selected ‘far fewer
landed on zebras’.
Question 6
The majority of candidates provided two correct answers to this question. The key details that the cows could
‘feed without interruption’ and that painting the cows ‘improves their welfare’ were well identified.
Occasionally the incorrect focus of the answer, as in ‘the farmers can feed them without interruption’ was
given, which could not be credited.
Question 7
This question was more challenging. Most responses identified the section of the text in which to find the
details. Some candidates correctly selected ‘reading stories about African animals’, to correspond to the key
elements in the question, ‘What first inspired her?’ while others focused more on Alison’s experiment, and
gave details of her findings, ‘stripes keep zebras cool’ or ‘black stripes get hotter than white ones’, which
Exercise 2
This exercise was well attempted, and a number of candidates achieved full marks. Many responses showed
a good level of understanding of the texts and achieved at least half of the available marks. Candidates
appeared to find Questions (a), (b) and (d) the most accessible. The most challenging questions proved to
be Questions (f), (g) and (h).
Question (f) centred around the idea that sometimes the museum had to close ‘due to circumstances
beyond its control’, with the correct answer being found in Text B, ‘poor weather conditions ...prevent the site
from operating’. Text D was a common incorrect answer, which suggested that candidates may have been
misled by the phrase ‘it shut soon afterwards, operating online only’. Although this phrase included the idea
of ‘close’, without providing the reason why, such a response did not provide a complete answer.
In Question (g), the key focus of the question was that there were different ways to get to the museum. The
sentence which paraphrased this idea was found in Text A, ‘The best way to reach the site is to hike or cycle’
and ‘a guided bus tour might be a good alternative’. A common incorrect answer was Text B, where
candidates may have misinterpreted the information ‘explored by swimming, diving or from a glass-bottom
boat’ as ways of getting to the museum. These referred instead to different ways of viewing the underwater
© 2022
sculptures, and there was only one option for getting to the museum, ‘All visitors are taken there by boat from
their hotel’.
In Question (h), the central idea referred to being ‘aware of the importance of creative ideas’. The correct
answer was found in Text C, ‘visitors can not help being reminded of what it is possible to achieve by
thinking differently’. Text B was a common incorrect answer, which suggested that many candidates may
have been misled by the information contained in the sentence, ‘The sculptures were designed by a team of
.... artists and the idea is certainly full of imagination.’ This did not fully support the key idea in the question
and could not be credited.
Exercise 3
Candidates responded well to this exercise. Overall, the exercise produced some differentiation, with the
more able candidates achieving maximum marks. Most candidates showed enough understanding of the text
to be able to provide four or five correct answers which were generally in the form of brief notes and written
within the space provided. Greater success in selecting correct details was achieved in Question 10 than in
Question 9.
Question 9
This question appeared to be generally accessible, and many candidates achieved two or three of the
available six points. All six points were used, with points 1 to 3 being the most frequently selected. Point 6
was commonly incorrectly placed as an answer to Question 10, which could not be credited. Incorrect notes
tended to be the result of the omission of key details. For example, ‘interviewed people about their
sportswear requirements’ could not be credited without the key idea of people ‘in gyms’. Similarly, ‘no one
was making sportswear for men’ without the essential detail of ‘luxury’ suggested that more precise reading
of the text was required.
Question 10
There was a more successful response to this question and many candidates achieved full marks. Three
points from a total of five were required and all five points were equally selected. Responses could not be
credited when misspelling changed the intended meaning, for example, ‘kites’ or ‘kids’ for ‘kits; ‘lunch’ for
‘launch’; ‘cloths’ for ‘clothes’ and ‘stuff’ for ‘staff’. Additionally, a number of responses lacked the key detail.
For example, the brothers’ plans for the future of the company were to expand and open pop-up stores
‘overseas’, and they planned to launch new clothes collections ‘for specific sports’. Without these key ideas,
the answers lacked precise focus and could not be credited.
Exercise 4
In this series, candidates were required to summarise the reasons why the potato has become popular, and
there were many successful responses which addressed the topic and included all the points available.
Candidates are advised to read the rubric carefully to ensure that the focus of their summary is correct, as a
number of responses concentrated more on the history of the potato than on its popularity. This loss of focus
and the inclusion of information not relevant to the task resulted in words being wasted and often put the
summary over the 90-word limit, which had an impact on the total mark.
Successful responses highlighted all the key ideas in the text within the 90-word limit and expressed them
clearly and logically through the use of connecting words and phrases. More able candidates often saw a link
between two ideas and were able to present them in a single sentence, ‘scientists were able to produce
potatoes that are adapted to local climate and are disease-resistant.’ or ‘potato plants do not take up much
space, yet still produce a significant amount of the vegetable that provides crucial vitamins for humans’. This
presentation of sentences in a different grammatical form from the text and the use of synonyms
demonstrated successful summary skills and resulted in higher marks for Language.
Many candidates were able to gain marks by copying the Content points from the text and providing
cohesion to their summary by using a range of linking words or phrases, such as ‘not only.... but also/as well
as/then/because/so that’. However, such reliance on the text placed the mark for Language in the middle
band. Other responses attempted to use words from candidates’ own vocabulary, such as ‘not
expensive/affordable’ for ‘cheap’; ‘limited space/tiny area’ for ‘small space’ and ‘big quantity’ for ‘large
amount’. To achieve higher marks for Language, candidates should attempt to express the ideas in their own
words as far as possible.
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Exercise 5
In this series, there were many successful responses which fulfilled the task and achieved full marks. Most
emails showed a good sense of purpose and were organised through the use of paragraphs and connecting
phrases. Ideas were generally developed appropriately, and information was conveyed in a conversational
style. Many responses showed awareness of the target audience by engaging with the reader in a lively way
from the start in a short opening paragraph, ‘It’s a long time since I heard from you – how’ve you been?’, and
finishing with a suitable sentence to finish the email, ‘Believe me you’ll have fun – see you there!’. Generally,
there was an improved sense of audience throughout the email as well, with phrases such as ‘It’s exciting, is
not it’ and ‘I can not wait!’. However, some responses appeared inconsistent in tone and register, when
words and phrases more suited to formal writing were used. For example, ‘I’m writing to inform you that...’, or
‘Finally I can get tickets...’ The mix of informal and formal language throughout the email affected the mark
awarded.
Most responses addressed all three prompts with satisfactory or good development. Development of the first
prompt varied greatly. Candidates had to explain why their town was chosen for the event, and the majority
of responses first suggested a named event, which generally fell into one of two categories – a sports-related
event or a cultural event. On the sports side, many featured marathons, Formula 1 races, the World Cup,
motorbike races and the Olympics, and the cultural events often centred around festivals to celebrate
singing, dancing and food from different countries. There were many reasons provided for the event being in
their town, ranging from the quality of the facilities that could be provided, such as parks, stadiums or wide
streets, to the characteristics of the people living there, ‘so friendly and environmentally aware’. Some
reasons for the event were related to a description of the town or the population, ‘it’s so clean and the streets
are very wide’, ‘we have such a diverse population’, while others featured the idea that their town had
successfully put on a similar event in the past, or that it had been chosen as a result of winning a
competition. Less successful responses did not name the event, which resulted in awkwardness of
expression throughout the email, when simply ‘the event’ was used, and which had an impact on the mark
awarded for Content.
The second prompt required candidates to provide a description of what was going to happen at the event
and the most successful responses demonstrated a link between the event and the reason the town was
chosen, ‘it’s going to be a football competition to celebrate the opening of our new sports centre’, ‘he was
born here that’s why he’s coming back’. Most descriptions centred around activities that could take place
outdoors. These included visits by famous singers or sports people, and street performers. Other attractions
featured competitions, parades, food stalls and small shops where international items could be bought.
Generally this prompt was developed in an imaginative and effective way. Some less effective emails
focused on the preparations for the event rather than what would happen at the event itself.’ the topic of our
event was climate change, and two months ago a team of volunteers planted trees on parks’, and in some
instances the inconsistency in grammatical tenses made it unclear whether the event had already happened
or was a future event, which affected the mark awarded.
For the third prompt, candidates were asked to suggest a way to get tickets for the event. This had a mixed
response – some provided considerable development, ranging from family members who are working for the
event, or taking part in it and can get free or discounted tickets; the writer having a connection with a
musician performing, so will be able to get VIP tickets, or the tickets being free for residents of the town.
Other responses highlighted a place to get the tickets, such as ‘the kiosk near my house’ and ‘from a local
store’. Many also provided details of the cost of tickets. Less successful emails merely suggested getting the
tickets online, or that the writer already had a ticket and that the friend should get their own.
The whole range of Language marks was awarded. There were many good attempts at more complex
sentences, ‘To be serious, I feel like your town would be a better choice, but they chose ours because it has
a more welcoming appearance.’ and ‘My father was gifted two tickets from his company but he is not that
interested in sports so he told me I could take both tickets.’ Other responses attempted more complex
language but tended to lack accuracy, ‘I think they choose my town because have a long big road.’ Some
responses used commas for full stops or omitted basic punctuation, which resulted in long rambling
sentences in which the focus was lost and the meaning became unclear. To achieve higher marks for
Language, it is important that responses demonstrate grammatical accuracy, a range of vocabulary and
correct basic punctuation.
Exercise 6
Most responses engaged well with the debate about starting and finishing school later. The topic appeared
to be one which appealed and which candidates could express an opinion on. There were four prompts –
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two for and two against the suggested topic, to support candidates with their ideas. There were persuasive
arguments on both sides, and the majority opinion was to keep the current situation in their school
unchanged, ‘Changing everything will make it too difficult for the teachers’. The more successful responses
supplied original ideas which went beyond the written prompts. For example, many ideas centred around the
health benefits of waking up early, ‘Waking up early is healthy for the human body and gives the body a
good energy.’ and ‘Waking up early helps you feel more productive.’ Other supporting ideas suggested that
‘getting up early is good discipline and will help us when we start work’ and as a counter argument, ‘waking
up later means that we can wake up relaxed and not tired, which helps in performance at lessons and
exams.’ While the benefits of waking up early were often well developed, the idea of finishing school later
was less clearly addressed. Some responses which argued for starting later suggested that school should
continue into the evening, or even have night classes, however, the majority of arguments favoured the
importance of having time after school to ‘meet up with friends and do homework.’ This tended to result in
responses which promoted the idea of a shorter school day, which did not fulfil the task and could not be
credited with marks in the top band for Content. Other less successful articles focused entirely on the
benefits of getting up early, without reference to the school timetable as the task required, and such
responses could not be awarded with high marks. A tendency to centre arguments entirely around the written
prompts, with little or no further development was evident in some articles, and candidates are advised that
higher marks can be awarded when ideas are developed through the use of examples, reasons or
explanation.
From a Language point of view, there were some well organised articles, with simple cohesive devices used
to good effect to separate ideas or to indicate a change in the direction of writing, ‘On the plus side’ ‘Another
point worth noting is...’, ‘Not only that, but...’ and these fully supported cohesion in writing. There were
examples where candidates made over-ambitious attempts at a more formal register, ‘sailing to the other
harbour’, ‘naysayers proclaim’ on the same side of the canopy’, and such phrases only produced unnatural
sounding language. Candidates are advised that because ideas can be lost or obscured through the over-
use of such language, simple connecting phrases used accurately can be more effective. At times,
responses showed that the meaning of some connecting words and phrases was not fully understood, when
‘although’ ‘nevertheless’ and ‘however’ were used to add further points to an idea, rather than to indicate a
contrast, and this often resulted in a confused and contradictory discussion.
In this exercise, the lack of basic punctuation was noted. This often produced articles where ideas ran into
each other without any indication as to which side of the argument they contributed to, resulting in a loss of
cohesion which affected the overall mark.
Many articles included suitable vocabulary connected to the topic, such as ‘night owls’, ‘sleep deprived’ and
‘extra-curricular activities’ which in combination with a range of grammatical structures and good use of
linking phrases to signpost the direction of writing and provide cohesion contributed to an effective article.
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(COUNT-IN SPEAKING)
Paper 0511/12
Key messages
• In Exercise 1, candidates should read the questions carefully to identify the exact requirement of each
one. Answers should be brief and use language from the text. Responses which include additional
information should be avoided, as this can affect the mark awarded. In this series, there were many fully
correct responses to Exercise 1.
• In Exercise 2, the texts may include the writer’s attitude and opinion, or information that is implied
rather than explicitly stated. It is important that candidates read the questions carefully to identify the
key elements of each one in order to select the corresponding details in a text.
• In Exercise 3, candidates should focus on writing brief notes using the language from the text. The
number of bullet points indicates the number of responses required for each question, and candidates
should make sure that their answers correspond to the correct question.
• In Exercise 4, it is essential that responses stay within the word limit of 90 words, as any correct
Content point included after the limit cannot be credited. This series there were a number of responses
which were beyond the required length.
• In Exercise 5, most responses were on topic and showed an awareness of the target audience, using
an appropriate, informal register. It is important in this exercise and in Exercise 6 that candidates read
the rubric carefully to be aware of what information needs to be shared, before they start to write, and to
refer again to the rubric while writing to ensure that nothing important is omitted.
• In Exercise 6, most candidates were able to write in a more formal or neutral style for their school
magazine. Some candidates were able to achieve a degree of success in developing their own ideas at
an appropriate length.
General comments
The majority of candidates were entered at the right level. Candidates who appeared to find reading
Exercises 1 – 4 challenging responded well to writing Exercises 5 and 6.
Exercise 1
Responses varied though there was a good number of candidates who successfully identified all the key
information.
Questions 1, 2, 4 and 6 were generally well answered.
Many appeared to find Question 3 difficult. The question was ‘Which parts of life on the Faroe Islands are
controlled by Denmark?’ The answer was to be found in what the Faroe Islanders do not govern themselves
at present. The two aspects are their currency and their justice system, which are still controlled by Denmark.
Not many scored the two marks available. Usually, one correct answer was followed by an incorrect answer,
often ‘trade policy.’ In such cases the response could not be credited.
For Question 5 there were a number of distractors in the text, all of which were chosen by many as their
response, for example ‘helicopter service between all islands’, ‘airport on main island’ and ‘ferries’ The most
recent improvement to the transport system were the road tunnels that had been built to connect several
islands.
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In Question 7, many responses featured the distractor, ‘Visit Faroe Islands’, but that was the name of the
organisation that arranged the event, not the required name of the event which was called ‘Closed for
Maintenance (weekend)’.
For Question 8, what amazed the writer were the grass roofs on the houses. It was the group, to which he
belonged, that was amazed by how colourful the houses around the harbour were. Many chose this fact,
incorrectly, as their answer.
Exercise 2
This proved to be a challenging exercise for many candidates, though a number of candidates achieved full
marks. Candidates are required to not only skim and scan the text, but also identify the key words in the
question and ensure that the text selected fully supports their choice of answer. They should look for
synonyms and rephrasing of the ideas.
Candidates generally found 9(a), 9(d), 9(e) and 9(h) to be most challenging.
(a) Candidates needed to find a description of the effect writing had on Joanna, which was stated in
option C, ‘losing herself in the story was her way of relaxing after a busy week’. Candidates
appeared to focus on the effect of one novel as opposed to Harris’ work as a writer.
(d) This question was fairly well-answered. Candidates were asked when she planned each section of
the story. The most common incorrect answer was C, ‘She looked forward to her writing sessions
on Sunday mornings’. Candidates appear to have focused on the word ‘when’ in the question
rather than ‘planned’. The correct response is B. It is important to focus on all the key words in the
question stem.
(e) This question was quite well answered. The question asked for ‘information about the books she
had already written’. The correct answer was A, ‘It’s now more than twenty years since the
publication of Chocolat… By this time, two of her novels had been published’.
(h) This question was fairly well-answered. Candidates were asked about ‘differences between the
content of this story and her previous ones’. The answer was C ‘she had never written about her
own family before’. Common incorrect responses tended to be B.
Exercise 3
Overall, candidates performed better in Question 10 than in Question 11. Some candidates achieved full
marks and many responses were well written in the form of brief notes.
In Question 10, many responses omitted key details, such as the two verbs – ‘received’ in Item 4 and ‘set
up’ in Item 5. Other examples were not including ‘of Sciences’ after ‘member of Bologna Academy’ in Item 2
and ‘in science’ after ‘doctorate’ in Item 3.
Question 11 proved to be more challenging. Candidates were required to identify key information from the
text such as, ‘and in fact there is now a high school in Bologna named after her’ and ‘There is also a crater
on the surface of the planet Venus that is known as Bassi’. Many responses referred to the National Institute
of Oceanography and Experimental Physics, but did not get to the point about the research ship, which the
organisation renamed Laura Bassi, after they had bought it from the British Antarctic Survey.
Exercise 4
Successful responses highlighted all the key ideas in the text within the 90-word limit and expressed them
clearly and logically through the use of connecting words and phrases. Many of the less successful
responses, however, wasted a large proportion of the 90 words recounting the introduction to the text, which
told of what activities the school had organised for its candidates and how they could get to the park. It was
inevitable that such an opening would, in most cases, lead to going above the permitted total for the
summary and several correct responses not being credited.
Overall, many candidates found 6, 7 or 8 rules the Sculpture Park had instituted for the safety of visitors.
Some were able to write several rules together, for example, ‘visitors are not allowed to climb on the
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sculptures, play ball games or feed the animals in the park’. Misuse of ‘pick up the flowers’ as a paraphrase
for ‘pick the flowers’ created a different meaning and the mark was not awarded.
Exercise 5
In this series, there were many successful responses which fulfilled the task and achieved full marks. Most
emails showed a good sense of purpose and were organised through the use of paragraphs and connecting
phrases. Ideas were generally developed appropriately, and information was conveyed in a conversational
style. Many responses showed awareness of the target audience by engaging with the reader in a lively way
There were many inventive descriptions of why they took part, what they did to relieve the boredom during
the challenge and how their behaviour and habits had changed as a result of the week away from
technology.
Centres are reminded that all three bullet points should be addressed for responses to achieve marks in the
highest bands.
The whole range of Language marks was awarded. There were some attempts at more complex language
though control of past tenses continues to be an area for improvement.
Exercise 6
In this exercise, responses relied more heavily on the language included in the prompts. Less successful
responses tended to feature little or no development of ideas. In the final paragraph, the prompts would often
be repeated to form the writer’s own judgement on the issue. However, many responses effectively argued
the points, recognising the logical consequences the prompts offered them and many effectively used
rhetorical questions to engage with their readers.
From a Language point of view, there were some well organised articles, with simple cohesive devices used
to good effect to separate ideas or to indicate a change in the direction of writing. At times, responses
indicated that the meaning of some connecting words and phrases was not fully understood, when ‘although’
‘nevertheless’ and ‘however’ were used to add further points to an idea, rather than to indicate a contrast,
and this often resulted in a confused and contradictory discussion.
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(COUNT-IN SPEAKING)
Paper 0511/13
Key messages
In Exercises 1, reading comprehension, it should be emphasised that precise reading is required to identify
the key point of each question. In this series, Exercise 1 proved accessible to the majority of candidates,
although they should be reminded that for these tasks, answers should be brief to avoid the inclusion of
superfluous information which could negate the answer.
In Exercise 2, multiple matching reading comprehension, candidates are required to identify key details
including attitudes and opinions, and to show some awareness of what is implied but not explicitly stated.
Overall, this exercise was generally well attempted with very few omissions.
In Exercise 3, note-taking, candidates need to ensure that responses are brief and that they correspond to
the headings of each section. Candidates should be guided by the inclusion of bullet points which indicate
the number of responses required. Each response should be presented on a separate line as dictated by the
bullet points. In this series, candidates coped reasonably well with the demands of the task.
In Exercise 4, candidates need to read the question carefully to ensure they provide information relevant to
the task. The most effective summaries are those which demonstrate understanding of the text and attempts
to paraphrase the main ideas. Candidates should also focus on accuracy, cohesion and not exceeding the
word limit of 90 words. The inclusion of lifted, irrelevant information or repetition of points should be avoided.
In this series, while many candidates interpreted the rubric correctly and successfully located some of the
content points, a number included non-salient or irrelevant details which impacted the number of content
details available to them within the constraints of the word limit. All candidates attempted this exercise in this
series.
In Exercise 5, email writing, candidates must recognise the need for informal register and should endeavour
to provide responses with a sense of audience.
In Exercise 6, more formal register is required. To achieve marks in the higher bands, it is important for
candidates not to rely solely on the prompts provided but to introduce their own ideas and structure their
writing cohesively using paragraphs.
In this series, most candidates found the topics accessible and were able to write at appropriate length.
General comments
Overall, the majority of candidates were correctly entered for the Core tier.
Generally, candidates should be advised that throughout the paper, the spaces and number of lines are
arranged as a guide to the length of an answer required and they should not consistently exceed this.
Exercise 1
This exercise was generally well attempted and provided a suitable introduction to the reading
comprehension tasks. Some items proved more challenging than others and although there was evidence
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that the text had been understood, there was also an indication that, at times, more careful interpretation of
the questions was required. More able candidates successfully interpreted the rubric, selected key detail
from the text and provided brief and precise responses. Less able candidates demonstrated difficulty
interpreting questions and/or failed to provide responses for some items.
Question 1
The salient detail ‘scenery’ was quite well recognised but frequently candidates included incorrect details
such as ‘water sports’ and ‘exotic food’, which could not be credited.
Question 2
This item was better attempted with a good proportion of candidates correctly identifying ‘marine protected
areas’.
Question 3
This was reasonably well answered although a number of candidates incorrectly supplied ‘eco-resort’.
Question 4
The key detail ‘rats’ was identified by the majority of candidates.
Question 5
While a reasonable proportion of candidates correctly identified ‘guests’ as the salient detail, a number
appeared to misinterpret the rubric completely and provided responses related to what the writer did rather
than who he taught.
Question 6
This item proved more challenging. While some correctly identified ‘daylight’, a considerable number of
candidates appeared to lack precision in their reading and supplied ‘at night’ in error.
Question 7
This was well attempted with the majority of candidates correctly supplying ‘7’.
Question 8
The key detail ‘nest boxes’ was reasonably well identified.
Question 9
This item, which required a numerical response, proved more challenging with a number of candidates
supplying incorrect details, including the year ‘1970’.
Exercise 2
This multiple matching exercise was generally well attempted and there was evidence that a good proportion
of candidates were able to employ appropriate and effective strategies for retrieving relevant details from the
correct source text.
Question 10
(a) This item was reasonably well answered with a good proportion of candidates supplying text B,
although both of the other options were supplied in error.
(b) This was also well generally well attempted with most candidates correctly supplying A as the
source text. A number did not, however, with text B most frequently supplied in error.
(c) This item proved a little more challenging with a number of candidates supplying text B in error,
suggesting, perhaps, that they were distracted by the mention of ‘riding two-wheeled bikes’.
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(d) This item was very well answered with the vast majority of candidates correctly identifying text A.
(e) This item proved to be the most challenging. While text B contained the salient detail, both of the
other options were provided with the most frequent being text C. This indicates that candidates
need more practice in inference.
(f) This item also proved to be somewhat challenging with a number of candidates supplying text B in
error.
(g) This was generally well attempted with majority of candidates supplying the correct response, text
C, for this item.
(h) This item also proved accessible, although a number of candidates supplied text C perhaps as a
result of being distracted by the idea ‘It feels as natural as riding my normal bike now’.
Exercise 3
This exercise proved challenging for many candidates in this series. While some were able to show enough
understanding of the text and extract the relevant information to score quite well, this was not the case for
the majority. Responses overall indicated that many candidates were unable to distinguish between ‘reasons’
and ‘effects’. As a result, maximum marks tended to be obtained only by the more able candidates. The
bullet points and the length of the lines are always a guide to candidates as to how to present their answers.
In this series, there were attempts to keep answers generally brief, in note form and written within the space
provided. Marks were lost when candidates omitted or repeated key details. Candidates should be reminded
to check that each point they make has a different focus.
Question 11
This section proved challenging for many. Three content points from a total of six available were required.
Whilst all of these proved accessible, some candidates failed to supply responses with any salient detail or
with enough detail to fully convey the point to be made. For example, some candidates supplied ‘separated
from nature’ but failed to include the required detail that this applied to ‘people living in cities’. Marks were
also frequently lost where candidates supplied responses that pertained to item 12 and not item 11.
Question 12
While a number of candidates correctly identified at least two of the six possible answers, again, salient
details were often omitted, for example, ‘children do not realise that plants are living things’. As with the
previous section, marks were frequently lost where responses for item 11 were supplied here in error.
‘Candidates more likely to learn about animals’, for example, was frequently supplied for item 12 while ‘we
can not develop better crops’ was supplied for item 11.
Exercise 4
Most candidates made a reasonable attempt at this exercise, although many failed to score particularly well.
Candidates were required to summarise the instructions given to people who want to be in a TV studio
audience. More able candidates selected precise detail, attempted to rephrase it and wrote with a good
sense of order. Many candidates, however, performed less well producing summaries which exceeded the
prescribed word limit or merely listed content points and, thus, appear to have been under-prepared in the
necessary summary skills.
All of the possible Content points proved accessible; however, many candidates failed to achieve full marks
for Content mainly due to indiscriminate lifting of irrelevant details from the text, which impacts on the
number of words available for the Content points. A number, for example, lifted non-salient elements relating
to how audience members are chosen i.e. to reflect the type of people watching at home rather than focusing
on the instructions given.
Language points were awarded across the range with the majority of candidates receiving at least three of
the six marks available. The inclusion of irrelevant information can also affect the Language mark, so
candidates should ensure that they focus on the summary requirements. To achieve higher marks for
Language, they should also make an attempt to paraphrase. Although this seemed rather a challenge for
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some in this series, the more able expressed the salient points succinctly with appropriate conjunctions,
giving the summary a natural flow.
Exercise 5
General comments
Generally, this exercise was successfully attempted. In most cases, the rubric was understood and the word
limit was generally well observed, although often with a tendency toward the lower limit.
There are three written prompts which must be addressed and two picture prompts which are provided as a
guide for candidates in their selection of content. It must be emphasised, however, that candidates are
always free to select their own material and those who do so often produce pieces with greater ambition.
More able candidates used paragraphs effectively as a division between the different ideas and, in most
cases, there was an appropriate beginning and ending to the email. The majority of candidates also adopted
a style and register appropriate for this genre.
Exercise 5
The majority of candidates addressed all three bullet points and made varying attempts to develop them. The
three prompts required candidates to email the friend in order to explain how the writer found out about the
competition, describe the photograph submitted and tell the friend how the writer felt about the competition
result.
Generally, candidates seemed to engage with the topic. Two visual stimuli were provided and the fairly
ambiguous nature of these resulted in a range of responses being offered. Most candidates attempted to
adopt an appropriately informal register, and in some cases, there was an attempt to develop the prompts.
The first bullet point was generally quite well dealt with. Responses ranged from finding out about the
competition on social media to seeing it advertised on a poster at school or being informed about it by a
teacher or relative. The second bullet point produced a variety of responses and was better addressed by
some candidates than others. A number provided descriptions of photographs they had taken related to
nature, for example, or of their pets or friends. Others, in contrast, dealt with this aspect quite briefly without
much development at all. The third aspect was frequently the least well developed with most candidates
addressing this point in one sentence e.g. ‘I was very happy/satisfied/disappointed with the result’. While
some were written in the form of a narrative, there were attempts to interact with the reader in a good
proportion of responses, giving these a good sense of purpose.
In terms of Language, the majority included paragraphs, although this was not always the case. The
language was generally fairly safe and unambitious. While many candidates used tenses quite consistently,
only the more able candidates attempted greater complexity in their use of tenses and sentence
construction. Basic punctuation was generally sound, and there were very few problems with the use of
commas instead of full stops this series. Overall, the responses were generally competent, and most
candidates used an email format with an appropriate salutation and conclusion.
Exercise 6
General comments
Whilst many candidates were able to adopt a more formal tone and register for the final discursive exercise,
this was not the case for all and there were numerous examples where candidates began their response with
‘Dear teacher’ or even ‘Hi teacher’ – neither of which is appropriate for this genre of writing. Four prompts
were provided – two relating to each of the rubric requirements in the title. Less successful responses tended
to stay very close to these cues. In order to achieve higher band marks, candidates need to be resourceful in
terms of their development of the prompts provided and in the introduction of their own ideas. Word limits
were generally well observed this series.
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Exercise 6
Candidates were required to write a report for their teacher about a day spent at a science exhibition. In the
report, they were required to say what they and their classmates had learned at the exhibition and suggest
how the experience could be improved if it were repeated the following year. Four prompts were provided;
two which related to what had been learned from the experience and two which could be interpreted as
aspects to be improved. The majority relied heavily on the prompts and did not develop their ideas much
beyond these. While most candidates addressed the two aspects required, the first tended to be more fully
developed than the second.
As regards the first aspect, there was a tendency for some to report on what happened during the day rather
than what they had learned from the experience, and a number of candidates failed to develop this point at
all, limiting their response to ‘we learned a lot’. In terms of how the experience could be improved, this was
frequently less well addressed, with a number failing to address this aspect at all. Those that did mostly
commented on the duration of the experience and the confusing explanations, as per the prompts, and
generally dealt with this aspect by offering complaints rather than suggestions for improvement. More
successful responses made clear suggestions such as incorporating more interactive experiences and
splitting the visit over two days to enhance the educational experience.
Overall, there was evidence that candidates were reasonably well prepared for this genre of writing. There
was some effective use of paragraphs and linking language which gave a sense of cohesion to some of the
responses, but this was not always the case, and few candidates produced pieces which tended towards the
upper word limit.
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(COUNT-IN SPEAKING)
Paper 0511/21
Reading and Writing (Extended) 21
Key messages
In Exercise 1, answers should be as brief as possible. Too much information lifted from the text may well
include incorrect details which could negate the answer. Candidates should avoid unnecessary repetition of
the wording in the question.
In Exercise 2, the letters which convey the answer should be clear and on the appropriate line. If candidates
change their response, they should cross the original out and rewrite the new response.
In Exercise 3, candidates’ answers should be brief and in the form of a note. It is important to carefully read
the wording of the question heading and to supply a verb where necessary.
In Exercise 4, some candidates write in excess of 120 words. Centres are reminded that correct
Content points included after the limit cannot be credited.
In Exercises 5 and 6, candidates should focus on writing responses which contain sufficient detail and
development. In Exercise 5, in order to gain access to the higher mark bands for Content, candidates must
address all three bullet points in the rubric. In Exercise 6, if candidates use the prompts, they will be given
credit for adding original and independent detail.
General comments
Overall, the vast majority of candidates were correctly entered at this level.
The paper offered a range of tasks within the six exercises, requiring the candidates to demonstrate a variety
of practical skills of reading and writing. There were degrees of difficulty within each exercise and
differentiation was achieved in individual questions and across the paper as a whole.
Candidates should be advised that throughout the paper the spaces and number of lines are arranged to
guide them as to the length of answer required and they should not consistently exceed this.
Candidates should use the three blank pages at the end of the booklet as a continuation of their answers,
especially for Exercises 5 and 6, but they need to indicate clearly to the examiners where extra work has
been added.
All first drafts and plans for answers should be written on the three blank pages at the end of the paper and
then clearly crossed out.
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Exercise 1
This exercise was generally well attempted by candidates with individual questions providing differentiation.
Question 1
This was generally well attempted although a small number of candidates selected the distracting information
‘seven’, which was the number of all the different types of the horse family not just the zebras.
Question 2
This was a two-mark question and was generally well answered. Most candidates recognised the first option
on the mark scheme but occasionally could not be credited because the response did not include the
comparative ‘more’. For the second option, the single word ‘bark’ was sufficient to gain the mark. Some
candidates prefaced their answer with ‘unlike horses’ and were successful, but others appeared to have
misread the text and started their answer with just ‘horses’ which conveyed the opposite meaning and could
not be credited.
Question 3
This was well attempted and almost all candidates avoided the distractor ‘Tanzania’.
Question 4
This was well answered, and most candidates successfully lifted the ‘used to’ idea from the text.
Question 5
This question was quite well attempted, and most candidates wrote the brief correct answer ‘bounced off’.
Occasionally there was inaccuracy with the spelling of ‘of’ instead of ‘off’.
Question 6
This was a two-mark question and was very well answered. Occasionally candidates appeared to have
misinterpreted the information in the text and wrote that it was the farmers that could feed the cows without
interruption.
Question 7
This was very well attempted.
Question 8
Most candidates recognised the key details of ‘black stripes get hotter than the white ones’ and ‘sweat
through ends of their hairs’ and these were the most successfully attempted of the five options. Other
responses often lacked key words, and this was the main reason why higher marks could not be awarded.
For example, ‘black hairs move up and down’ could not be credited without the important detail of ‘in the
heat’. Similarly, ‘striped pattern is unique’ was incomplete without the mention of ‘each zebra’. The most
common incorrect answer was ‘the function of the stripes was to keep the zebras cool’.
Centres are reminded that this final question in Exercise 1 is more challenging. Candidates should be
prepared to review the stimulus article as a whole because key information may appear at any point in the
text.
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Exercise 2
Question 9
This exercise was generally well attempted, and a large number of candidates were awarded at least 8
marks. There were many occasions where candidates changed their mind as they compared the wording of
the texts with that in the individual questions. This demonstrates the kind of thought process required for this
exercise when selecting from the different texts. The more able candidates approached the task in a logical
manner by underlining key words in each question and then searching for the equivalent phrase in the texts.
It is important to note that once an answer has been decided upon, the candidate should write the letter
clearly on the designated line. If the first answer is changed, it should be crossed out and a new response
provided rather than overwriting the original.
Questions (a), (c), (d) and (f) were the most successfully answered by candidates of all levels. Many also
found questions (e), (g), (i) and (j) accessible and scored well here. The most challenging proved to be (b)
and (h) and only more able candidates were credited.
In Question (b), candidates needed to match the statement ‘which museum was once featured in a movie’
with the detail in text E, ‘became famous recently as a setting in the horror-comedy film Sightseers’. The
most common incorrect answer was A, where candidates appeared to link the statement with the detail ‘just
like being on a Hollywood movie set’ in text A. The obvious ‘word spot’ was ‘movie’ in both statement and
text, but the detail was too general and did not convey the idea of a specific film.
In Question (h), the statement asked which museum ‘has to sometimes close due to circumstances beyond
their control’. The correct match was with text B and the observation ‘poor weather conditions do
occasionally prevent the site from operating’. The key to success in this question was to find the wording in
the text which conveyed the idea of ‘sometimes close’. Many candidates selected statement D, ‘The museum
started in 1997, although it shut soon afterwards, operating only online’, which clearly signified that the
closure was permanent.
Exercise 3
This exercise was very successfully answered by the majority of candidates. Many were able to show
enough understanding of the text to score well here, with brief answers in note form. The bullet points and
the length of the lines are always a guide to candidates as to how to present their answers in this exercise.
Question 10 – Reasons for the success of the brothers’ sportswear company
The full range of possible correct answers were chosen by candidates and many candidates managed to
convey at least three of them correctly. Points 2, 3 and 6 on the mark scheme were particularly well
attempted and most candidates were awarded a mark for each. On occasion, candidates omitted key words
from their answers and could not be credited. For example, in point 1, they did not include the important idea
of ‘in gyms’, and also in point 4, some answers lacked the key detail of ‘keen to’. Very few candidates
selected the option ‘Fusion jacket’ in point 5, but the alternative ‘unique products’ was well identified.
Question 11 – The brothers’ future plans for the sportswear company
This question proved to be equally accessible to most candidates and many achieved 3 out of the 4 possible
marks. Candidates accessed all possible answers on the mark scheme and points 2 and 5 were very well
identified and correctly conveyed. Other options often lacked precision due to omission of key words and
detail. In points 1 and 4, for example, responses needed to convey the idea that the company’s future plans
extended beyond the UK and so the key word ‘overseas’ was essential in both answers. In addition, in point
3, candidates omitted the important detail of ‘specific sports’ and the answer ‘launch new clothes collections’
was too imprecise.
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Exercise 4
The summary proved to be a good discriminating exercise and there was a full range of marks awarded. All
the content points proved accessible, and most candidates were able to identify at least five relevant details
successfully. The task was to write a summary about the Polar Academy, an organisation that takes
teenagers on expeditions to the Arctic. There were two aspects to this question, namely what the Academy
wants the teenagers to gain from the experience and what the teenagers need to do to be chosen for the
expedition. The most successful responses conveyed relevant detail and wrote with a good sense of
organisation and balance when addressing both aspects. There was good use of appropriate linking words
and cohesive devices such as ‘moreover’, ‘furthermore’, ‘in addition’ and also, ‘on the other hand’ and ‘as a
result’ which helped to give a natural flow to the summary and to differentiate between the two aspects.
Candidates who used ‘firstly’, ‘secondly’, ‘thirdly’, ‘also…also’ conveyed the idea of sequencing, but this was
a limited use of cohesive devices and tended to read like a list.
A significant number of candidates completed the summary outside the prescribed 120-word limit. This
occurred generally when candidates wasted words with redundant introductions, such as describing Craig
Mathieson and his team, the conditions that they were likely to meet in the Arctic and the difference between
the expedition team and the leadership team. In other words, there was too much emphasis on the first three
paragraphs which contained little detail relevant to the specifics of the question. Consequently, some
summaries were overlong and key details were often only addressed after the 120-word limit and could not
be credited.
From a Content point of view, credit could not be given if key words were omitted. For example, in order to
convey precisely what the teenagers needed to do to be chosen, the ‘challenges’ needed to be accompanied
by some idea of ‘underwater’ and the difficulty of the hike had to be conveyed with words or expressions
such as ‘tough’ or ‘in the hills’.
Centres are reminded that higher marks for Language are available to those candidates who make an
attempt to paraphrase. In this particular summary, for example, more successful candidates changed
‘motivation to succeed’ to ‘incentive to achieve’, ‘work as a team’ to ‘function as a group’ and ‘control their
fear’ to ‘manage their terror’. By contrast, in their attempt to use their own words, some candidates did not
convey the meaning accurately enough. For example, ‘controlling emotions’ did not precisely convey the idea
of ‘fear’, and ‘show a presentation’ was not the same as ‘give a presentation’. Likewise, the grammatical slip
of ‘hardly hiking’ for ‘hard hiking’ could not be credited. The most successful responses contained a mixture
of vocabulary from the text and candidates’ own words, together with a good level of grammatical accuracy.
Exercise 5
General comments
There are three bullet prompts in Exercise 5 and arguably each one deserves a paragraph to give the whole
piece appropriate balance. The most successful responses featured paragraphs which provided an effective
division between different ideas.
Candidates must, of course, address and develop all three bullet prompts in order to achieve higher marks
for Content in the writing marking criteria.
Many candidates made a good attempt to supply a suitably brief introduction and concluding statement, in an
informal register. There were fewer prolonged greetings and conclusions than in past series and those
candidates who included pre-learnt expressions generally ensured that they were relevant to the recipient of
the email and the requirements of the task. Similarly, there was far less evidence of inappropriate idioms
being used.
Candidates should attempt to use more complex vocabulary and structures to achieve higher marks for
Language. It is important that the writing should be grammatically accurate, particularly in the use of past,
present and future verb tenses. The response should be well organised with paragraphs and full stops used
appropriately to separate ideas.
Question 13
Most candidates appeared to relate well to the task, and many answers were well-developed with an
appropriate, informal tone and register. Successful responses conveyed a full description of why their town
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was chosen as the location for the event and what will happen there, together with suggestions as to how
they could get tickets to watch it.
For the first bullet point, examiners were looking to credit candidates who could present a credible reason for
the choice of their town. Candidates chose a variety of different events ranging from The Football World Cup,
The Olympics and The Eurovision Song Contest to arts festivals, road races, video games tournaments and
themed competitions. Many candidates had obviously drawn on real experiences in their hometowns. This
provided the opportunity to supply a good range of reasons why their town was chosen, and popular choices
included the size of the stadiums, the ample space and state-of-the-art facilities, the beautiful environment
and to honour the fact that the main participant at the event was born in the town itself. The most successful
responses managed to convey a feeling of pride that their town had been chosen. For example, ‘Can you
believe that our small town, whose residents can be counted on one hand, will be on national television –
what a dream come true’. Less successful responses featured choices that were brief and predictable, such
as food stalls and games, and some wrote about ‘the event’ without actually providing any specific detail as
to what it involved. Similarly, their reasons why their town was chosen were limited with the minimum of
detail such as ‘the people were nice’ or ‘there was a beach’.
For the second bullet point, examiners were looking to credit candidates who were able to convey a
description of what will take place at the event. The most successful responses gave the impression that
they had real knowledge and experience of such an event and were able to express clear and detailed
descriptions of the key features. Many included a general programme of the event but also added personal
touches such as the stars who were taking part, the food and merchandise stalls where they could go to
sample and buy as well as the large screens where they could watch the proceedings. Some more able
responses also featured happenings around the main event, such as ‘The match will include a band playing
patriotic songs for both sides as well as cheerleaders to motivate them’. Others who had chosen a sporting
event such as football, Formula One or a marathon were not able to develop this idea as well and did not
venture beyond the technical details of the matches or a description of the racecourses.
For the final bullet point, the most successful responses were very well developed. Some responses
suggested that they could volunteer to help and could be given tickets as a result or that they could work and
earn enough money to buy them. The most successful responses provided as much detail here as for the
other two bullet points. Less successful responses were not well developed and included only brief detail,
suggesting that the tickets could be bought online or from the local store.
From a general Language point of view, most candidates were able to write in a suitably informal register.
The most effective responses were written as if to a real friend, with expressions such as: ‘Trust me, you
won’t regret it’ or ‘To be honest, there is no-one else I would rather go with…’. Many responses used a
variety of different tenses when addressing the three bullet points and were successful in making the change
from past to future time frames. Spelling was generally good even when more ambitious language and
structures were used. However, more common basic errors appeared with ‘choosen’, ‘heared’ and ‘though’
for ‘chosen’, ‘heard’ and ‘thought’ respectively. There was also confusion with ‘ower’ for ‘our’ and ‘weather’
for ‘whether’.
Most responses used paragraphs to good effect to divide ideas and basic punctuation was generally sound.
Less successful responses substituted commas for full stops throughout the whole piece, thus producing
long rambling sentences. Capital letters at the beginning of sentences were also sometimes overlooked and
there were some responses which showed a lack of organisation and structure. By contrast, some responses
featured very short sentences throughout with no clauses or connectives.
Exercise 6
General comments
There are two prompts – one for and one against the statement in the title – to support candidates. However,
there needs to be evidence that if candidates use these prompts, they can develop and widen their ideas
and views and persuade the reader of their convictions in order to gain access to the higher mark bands for
Content.
A clear, organised sequence of views and arguments is very important. Some candidates appeared to have
begun their response without evidence of any prior planning. This often results in repetition of both language
and content.
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To achieve higher marks for Language, candidates should attempt to use more complex vocabulary and
structures and it is important that the writing should be in a more formal register with persuasive language
suitable for the requirements of an article. Where arguments for and against the topic are expressed,
paragraphs tend to help to separate ideas.
Question 14
Most candidates were able to adopt a more formal tone and register for this final exercise. Successful
responses effectively presented ideas well beyond the suggestions of the prompts and produced a balanced
article, focusing on the wider advantages and disadvantages, not only within the school context but also in
society generally. Those who advocated retaining an early start to the school day for the ‘early birds’,
emphasised the considerable inconvenience of disrupting the established daily routine of both students and
parents, who are often involved in providing transport to school. They argued that any change from the
existing situation could seriously disrupt family life as well as making life more difficult for teachers. In
addition, some candidates looked to the future and were of the view that an early start was good preparation
for working life. Others argued that it was indeed the habits of individual students that needed to change by
going to bed earlier rather than starting the school day later.
Those responses which pressed for a change in the times and a later start to the school day often mentioned
the fact that it would give more time for the ‘night owls’ to start the day in a more relaxed fashion with the
chance to have a good leisurely breakfast. They also referred to the wider advantage of an easier journey to
school because there would be less traffic after the rush hour. Specific reference to sleep and health issues
was often made and was used in support of both sides of the argument. For example, ‘It is scientifically
proven that waking up early…does wonders for your body’ as well as ‘an early start results in them waking
up tired and having a hard time focusing in class’. More able candidates connected sleep and health with the
school timings and used these factors to address the specific requirements of the question. Other responses
included general information about students’ sleeping habits and late-night socialising without linking them to
the idea of a later start and finish to the school day and could not be awarded marks in the higher bands for
Content.
From a Language point of view, the most successful responses achieved some variety of style by the use of
rhetorical questions such as ‘Have you ever thought about how school life would be if…?’. Paragraphs and
linking words were generally well used and provided a balance when conveying both sides of the argument.
Cohesive words and expressions such as ‘it goes without saying that’ and ‘those who oppose this point…’
significantly helped the flow when there was additional argument or a change of direction in the article. There
were also ambitious phrases and adjectives such as ‘from a psychological viewpoint’, ‘utterly groundless
argument’ and ‘triggered many debates’. Occasionally, less successful responses made no attempt to break
the content into more reader-friendly sections and produced a full-length piece with just one paragraph only.
The most frequent common spelling errors were the use of ‘studing’, ‘belive’ and ‘their’ for ‘studying’, ‘believe’
and ‘there’ respectively.
Overall, a good number of candidates responded with a structured argument, both for and against, and were
able to produce articles that were persuasive. A good balance to the writing was established by providing an
introductory comment on the topic and a concluding opinion, both of which helped to give a sense of
cohesion to many of the pieces. More able candidates provided a different form of words in the concluding
paragraph to that used in the main article and avoided repetition of the same vocabulary and expressions.
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(COUNT-IN SPEAKING)
Paper 0511/22
Key messages
In Exercise 1, candidates should read all questions carefully to ensure they provide a relevant response.
Candidates should ensure they spell words in the response correctly and do not write a different word (e.g.
glass for grass) which changes the meaning of the response. They should also take care not to include
incorrect information with a correct response.
In Exercise 2, candidates should provide a response to all questions and write the letter given as the
response clearly. They should look in the text for synonyms and paraphrasing of key details in the question.
In Exercise 3, candidates should carefully consider the requirements of the heading and ensure notes
include key details in response to the requirements of the headings.
In Exercise 4, it is essential that it is essential that responses stay within the word limit of 120 words, as
otherwise correct Content points included after the limit cannot be credited. They should focus on the
requirements of the summary task and avoid including irrelevant details.
In Exercises 5 and 6 candidates should adopt an appropriate style and register for the text type and ensure
the content is sufficiently developed.
General comments
Most candidates were entered correctly for the extended paper. They should attempt a response for each
question, considering the entire paper and dividing the time available according to the difficulty and total
points for each exercise, so that time is allocated appropriately.
Candidates should carefully read and recognise the requirements of individual questions, ensuring
responses are precise and that questions are interpreted accurately.
Exercise 1
Precise answers are required for this exercise. Candidates should ensure they focus on the requirements of
the question and locate the relevant section of the text when responding. They should read carefully around
what they recognise as the correct response to check there is no further information that negates or changes
this.
Question 1
This question was very well answered. The most common incorrect responses were ‘Norway and Iceland’
and ‘North Atlantic Ocean’. These responses suggest that candidates did not link ‘their nearest neighbour is
in fact Scotland’ with the question.
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Question 2
This question was very well answered. Some candidates gave other dates mentioned in the text such as
1914 and 1984, and appeared not to connect ‘became largely independent’ in the text with ‘get their own
government’ in the question to provide the correct response ‘1948’.
Question 3
A significant number of candidates provided at least one incorrect detail out of the two required for this
question. ‘Trade policy’ was the most comment incorrect answer. In order to locate the correct details
‘currency’ and ‘justice system’ in the relevant paragraph, candidates needed to follow the linking and
reference words which were the signposts to this information.
Question 4
This question was well answered. The most common incorrect response was ‘The islands have changed in
terms of transport’, which follows the month and year mentioned in the question but is moving on to another
aspect of change. Other incorrect responses referred to young people moving away and returning to the
island, which contributed to the change in the population trend but did not answer the question.
Question 5
A significant number of candidates gave incorrect responses to this question. Responses referred to other
aspects of transport in the text such as ‘airport and helicopter services’ or ‘ferries. This was sometimes
included with the correct response, which meant the mark could not be awarded.
Question 6
This question was very well answered. A few candidates gave the incorrect responses such as ‘harsh
weather’, which was not specific enough, or ‘rain’, which was mentioned in the text but incorrect.
Question 7
This question was quite well answered. A significant number of candidates responded with ‘Visit Faroe
Islands’, which was the name of the organisation holding the event. A few candidates omitted ‘Closed’ from
the name of the event, so the mark could not be credited.
Question 8
This question was generally well answered. Some responses referred to the colourful houses, not noting
from the text that the writer had already seen pictures of these. Some gave the correct response ‘grass roofs’
but also mentioned the colourful houses, making the answer incorrect. A few candidates wrote ‘glass roofs’.
As this misspelling forms a different word, the response could not be credited.
Question 9
This question was well answered and a significant number of candidates gained the full four marks available.
The most common incorrect details were ‘learned about facts and figures’ with no reference to the key detail
‘guide’, and ‘taking photographs’, which the writer did, but this something he appreciated about the group
holiday. Some candidates wrote’ going on walks’, not specifying long walks, which were the kind of walks he
did not do alone.
Exercise 2
This matching exercise was challenging for many candidates. There were some who provided ten correct
responses and most candidates gained at least five of the ten marks available. Questions (a), (e), (f), (g)
and (j) were the most challenging. Candidates were required to not only skim and scan the text, but also
identify the key words in the question and ensure that the text selected fully supports their choice of answer.
They should look for synonyms and rephrasing of the ideas.
(a) D was the most common incorrect response. Candidates needed to find a description of the effect
writing had on Joanna, which was stated in option C, ‘losing herself in the story was her way of
relaxing after a busy week’. Several candidates gave D, possibly because the text states: ‘the novel
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seemed to pour out of her’. Candidates appeared to focus on the effect of one novel as opposed to
Harris’ work as a writer.
(b) This question was quite well answered. D was the most common incorrect response. Candidates
were asked how other people felt about her writing style. Candidates needed to focus on this rather
than the idea that she ‘received several awards’ and had ‘best-selling novels’ in D. ‘Neither
commercial nor fashionable enough to succeed’ in B clearly references her style of writing.
(c) This question was very well answered. It was about getting the book published being her priority.
‘Publication was not her reason for writing’ in A enabled candidates to identify the key word
‘published’ and link this with the word ‘Publication’ in the section.
(d) This question was fairly well-answered. Candidates were asked when she planned each section of
the story. The most common incorrect answer was C, ‘She looked forward to her writing sessions
on Sunday mornings’. Candidates appear to have focused on the word ‘when’ in the question
rather than ‘planned’. The correct response is B. It is important to focus on all the key words in the
question stem.
(e) This question was fairly well answered. B was the most common incorrect answer. Candidates
needed to locate ‘an explanation of how she felt about being a teacher’, which was in text D, ‘She
recalls…. leaving her job at a school, which she enjoyed and believed she was good at’.
Candidates choosing B may have incorrectly linked ‘she had coped with everything’ and ‘that it all
felt normal to her’ in B with the question, identifying ‘felt’ as the key word.
(f) This question was quite well answered, with D as the most common incorrect response. The
question asked for ‘information about the books she had already written’. The correct answer was
A, ‘It’s now more than twenty years since the publication of Chocolat… By this time, two of her
novels had been published’. Candidates may not have grasped the timeline of her career as in D it
states, ‘Since Chocolat was published, Harris has also written several more best-selling novels.’.
(g) This question proved challenging, and a significant number of candidates gave either B or C, rather
than the correct response D. They were asked which section suggested that she wrote the book in
a surprisingly short time. The answer was in text D ‘Harris recalls that the novel seemed to pour out
of her, as if it was unstoppable.’ In B, the phrase ‘40-minute drive … gave her the chance to think
out the story’ and in C, ‘… the novel came together, as if she had just completed it yesterday,’ may
have misled candidates. Candidates may have focused on adverbials of time in response to the
use of the word ‘time’ in the question stem.
(h) This question was fairly well answered, with A being the most common incorrect response. The
suggestion that it seems like she wrote the book very recently was in section C, ‘she can clearly
remember the way that the novel came together, as if she had just completed it yesterday’. In A,
candidates may have incorrectly linked the idea that her book was ‘adapted to produce a
successful film just a few years later’ with ‘very recently’ in the question.
(i) This question was fairly well answered. Candidates were asked about the fact that she was
unaware of having to balance her work and life’. B was the correct response: ‘…working full time,
and being a mother. Her response was that it all felt normal to her – these things just happened.’
The most common incorrect response was D. Candidates may have incorrectly linked the question
to ‘the novel just seemed to pour out of her’ in this section.
(j) This question was fairly well-answered. Candidates were asked about ‘differences between the
content of this story and her previous ones’. The answer was C ‘she had never written about her
own family before’. Common incorrect responses were B or D, which refer to ‘content’ but not
‘differences’.
Exercise 3
Candidates responded very well to this note-taking exercise, with a large number of candidates gaining the
full nine marks available. Notes could not be credited when they omitted key information or were supplied
under the wrong heading. It is important that notes focus clearly on key ideas that relate to the heading and
communicate this as succinctly and accurately as possible, without omitting essential information.
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Question 11
This question was well attempted and many candidates correctly provided five clear notes from the possible
six options. A few candidates gave responses which omitted key details, writing notes such as ‘offer of paid
teaching’ and ‘private laboratory’. These notes should have included the idea of receiving an offer paid
teaching, and setting up a private laboratory to indicate what Laura Bassi was the first female to do. Other
responses that omitted key details were ‘professor’ and ‘member of Bologna Academy’. A few candidates
gave unconnected responses such as ‘she took part in a public debate’ or ‘she opened a school at her own
house’. Although these points were mentioned in the text, they did not support the context of the required
notes. Occasionally, candidates gave notes that were responses for Question 12. These included ‘a
scholarship’ and ‘a street named after her’, but did not explain what she was the first woman to do.
Question 12
This question was well attempted and a significant number of candidates provided the required four correct
notes out of a possible five. Sometimes, however, candidates selected unconnected responses. These
included ‘The National Institute of Oceanography and Experimental Geophysics’ and ‘The International
Astronomical Union’, which were mentioned in the text but irrelevant to the notes required in the heading.
Sometimes a note was attempted but key information was omitted such as ‘planet Venus known as Bassi’ or
‘the planet Venus’. These responses needed to be more specific stating that a crater had been named after
Laura Bassi. Occasionally responses were incorrectly expressed as in ‘she went on to open a school in her
name’, rather than a school being named after her.
Exercise 4
In this exercise, candidates were required to provide eight discrete, relevant content points. They should aim
to express the content of the summary as far as possible in their own words, not exceeding the 120-word
limit. Candidates should be encouraged to read the requirements of the summary carefully to ensure the
focus is correct. They must also understand the importance of the length of their response. This will ensure
marks are not lost for both Content and Language by exceeding the word limit.
In this exercise, several responses were over 120 words. Candidates were required to write a summary
about the cookery skills a teenager learnt while attending a course, and the advice he would give to future
students. Some candidates included information about the teenager’s feelings towards the course and a
description of what it was like, rather than focussing on the requirements of the summary. This meant that
they either missed out relevant points or made these after having already written 120 words. However, a
significant number of candidates included at least four of the ten possible points, with some providing the
required eight or more.
With regard to Content, some candidates attempted to make points but expressed them imprecisely or with
key information omitted. For example, a number of responses featured phrases such as ‘garnish the food’ or
‘decorate the food’ which does not have the same meaning as arranging the food. Similarly, some responses
included ‘get used to’ or ‘adapt to’ the recipes’, which does not have the same meaning as ‘adapting recipes’.
Some responses did use appropriate synonyms to express the points. For example, ‘modify’ or ‘change’ for
adapting recipes, and ‘organising their workspace’ for tidying the kitchen. Candidates were asked to
summarise the skills learned and advice for future students. Occasionally, candidates expressed skills
learned as advice. Such points were incorrect and could not be credited.
Language marks were awarded across the whole range with the majority of candidates gaining three to six
marks. In order to achieve seven or eight marks (top band) for language, candidates must attempt to use
their own words and organize the content points. Some candidates made little or no attempt to use their own
words when giving content points, copying directly from the text and connecting the ideas with linking words.
This reliance on language from the text meant they could only be awarded a Language mark from the lower
bands. Some responses successfully re-phrased and linked the content ideas, writing for example,
‘Additionally, he recommends eating a satisfying meal before class to keep you full, and lastly snapping
photos as a helpful reminder of previously used techniques.’ Examples of this type of language was awarded
marks in the higher bands.
It is important that Content points remain clear when re-expressed as marks cannot be awarded if the
meaning changes. Practice with verb, noun and adjective synonyms, along with practice in forming
alternative grammatical structures is beneficial to enable candidates to attain the higher bands.
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Exercise 5
In this exercise, candidates complete an email task based on fulfilling the requirements specified in three
bullet points. It is also important that candidates relate the email to the context set in the exercise, in this
case taking part in a ‘no technology’ challenge. The extent to which the bullet points are addressed and
developed within the context will determine the band achieved for Content. If any bullet point is not
addressed, this has a significant effect on the Content mark. For a mark in the higher bands, candidates
should demonstrate a good or excellent sense of purpose whilst developing and effectively communicating
the content. Examiners are looking to reward candidates who write using an appropriate and consistent
register. The mark for language will depend on the accuracy, range and organisation of the language used.
Some responses were less than 150 words, so there was not sufficient development for higher band content
marks. Candidates should attempt to write at least 150 words. In general, candidates responded to this task
successfully. Some fulfilled the task skilfully and effectively and developed the email to include a range of
information and ideas. Most candidates addressed all three bullet points. Candidates generally used a
suitably informal register, though this was not always consistent. For example, phrases such as ‘I would like
to inform you’ or ‘In conclusion’.
A range of reasons was given for taking part in the challenge such as being forced by parents due to using
technology too much, doing it for environmental reasons or in order to complete school assignments. With
regard to the difficulties, these included being unable to use phones, microwaves or air conditioning, along
with being unable to contact friends. How habits had changed was often covered by candidates describing
what was different while they were doing the challenge, such as spending more time doing other activities
rather than using social media or their phone. Popular ideas were playing sport, reading, playing with siblings
or spending more time talking to family members. Other responses detailed the changes in their life after
they had completed the challenge, with many of them describing a reduction in the hours they spent on their
phones, going to sleep earlier or doing more sport.
Effective emails connected the content of the email to the recipient, writing for example, ‘I heard you recently
tried to do a no tech challenge, so I decided to get myself and my family to do it too …’ or ‘I suggest you start
this challenge as well – trust me it’s worth it!’ Such emails showed good cohesion and began with natural
openings that contain interest in some aspect of the recipient’s life, family or a reference to a shared recent
experience, leading into the body of the email.
Most candidates wrote using a good range of well-organised language. There were a few who used mainly
simple structures and were more limited in range and accuracy. Some candidates were able to construct
accurate sentences of different lengths, which included more complex structures and a range of
appropriately used, less common vocabulary. Most emails included paragraphing, which when used
appropriately, aided effective organisation of the task.
Language deserving of the higher bands included ‘It was an enlightening experience, though. I’ve got back
into the habit of reading, and my family plays board games together instead of watching TV. I think we’re
much closer as a family now as we spend more time interacting with one another.’ In this example, complex
language is used accurately and effectively. Some responses attempted more complex language but could
not produce this accurately in terms of grammar, punctuation or spelling as in ‘My sister and me always
playing phones. It’s not good at our eyes and we need to do some exercises in outside.’ Some emails
included mainly very short sentences (subject + verb + object), which were accurate but did not demonstrate
a sufficient range of language for the higher bands. Candidates should try to ensure language used is
accurate, appropriate and demonstrates a range of structures and vocabulary, along with correct punctuation
and spelling.
Exercise 6
In this exercise, candidates may be required to write an article, a review or a report for a particular target
audience. It is important that they read the task carefully and consider the two prompts, which are given to
help form ideas on the subject. For a mark in one of the higher bands, candidates might include other points
and ideas relevant to the task, along with developing the views in the prompts if they choose to, expressing
these in their own words. The style and register should be appropriate for the task type.
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Most candidates fulfilled the task with a generally good sense of purpose and audience, some referring to
the ideas in the prompts and others also introducing ideas of their own. Some candidates wrote in such a
way as to really connect with the reader and communicate their views effectively and skilfully. These kinds of
responses attempted the style of an article, rather than just looking at the pros and cons of each medium.
For example, an introduction like ‘We can now read on a screen or even listen to audio books. Though does
this mean reading in books is inferior to its digital counterpart?’ effectively draws in the reader with the use of
‘we’ and a rhetorical question. In terms of ideas, candidates compared the cost of physical books and cost of
downloaded audio versions. They considered the best way to improve language skills, and harness the
imagination. They discussed which way of accessing stories was more productive and efficient in terms of
time and quality of experience. They also mentioned the fact that listening is an opportunity to access stories
for those unable to read physical books.
The full range of marks was awarded for Language, with most candidates attempting some more complex
structures and some less common vocabulary. There were candidates who demonstrated a good range of
complex structures with only occasional non-impeding errors, enabling them to achieve the precision
required for marks in the top band. Their writing included accurate, varied sentence structures, good
punctuation and paragraphing, along with ambitious vocabulary. This quality of language is exemplified in
‘Reading develops your critical thinking more as you are able to think in depth about what’s been written.’
Some candidates attempted more complex language which included errors as in ‘Moreover, some students
in my class they are more interested about listening to stories on the radio as more effeciencey.’ In general,
the majority of candidates used language with a good level of accuracy that included non-impeding errors
when attempting more complex structures.
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(COUNT-IN SPEAKING)
Paper 0511/23
Key messages
In Exercise 1, reading comprehension, it should be emphasised that precise reading is required to identify
the key point of each question. In this series, Exercise 1 proved accessible to the vast majority of
candidates, although they should be reminded that for this task, answers should be precise but also brief, to
avoid the inclusion of superfluous information which could negate the answer.
In Exercise 2, multiple matching reading comprehension, candidates are required to identify key details
including attitudes and opinions, and to demonstrate understanding of what is implied but not explicitly
stated. Overall, this exercise was very well attempted although there was evidence that some candidates
require better preparation for items which assess inference.
In Exercise 3, note-taking, candidates must ensure that responses are brief and that they correspond to the
headings of each section. Candidates should be guided by the inclusion of bullet points which indicate the
number of responses required. Each response should be presented on a separate line as dictated by the
bullet points.
In Exercise 4, candidates need to read the question carefully to ensure they provide information relevant to
the task. The most effective summaries are those which demonstrate understanding of the text and attempt
to paraphrase the main ideas. Candidates should also focus on accuracy, cohesion and not exceeding the
word limit of 120 words. The inclusion of lifted, irrelevant information or repetition of points should be
avoided. In this series, while many candidates interpreted the rubric correctly and successfully located some
of the Content points, a number of candidates also continued to include non-salient introductory details
which impacted the number of content details available to them within the constraints of the word limit.
In the extended writing Exercises, 5 and 6, responses should be of an appropriate length and should include
relevant content and a range of language. In Exercise 5, email writing, candidates must recognise the need
for informal register and must address and develop all three prompts. They should also endeavour to include
a sense of audience. In Exercise 6, a more neutral or formal register is required with clear paragraph
organisation. To achieve marks in the higher bands, it is important for candidates to introduce original and
independent ideas in this task. Candidates will not be given credit for using language which has been simply
copied from the prompts. These tasks were generally well attempted with the majority of responses
achieving quite well.
General comments
Overall, the majority of candidates were entered appropriately for the Extended tier.
Generally, candidates should be advised that throughout the paper, the spaces and number of lines are
arranged as a guide to the length of an answer required and they should not consistently exceed this.
Exercise 1
This exercise was generally very well attempted and provided a suitable introduction to the reading
comprehension tasks. There was evidence from the majority of responses that the text had been understood
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and there were relatively few omissions. There was an indication, however, that, at times, greater precision
needed to be applied in the reading of the questions. More able candidates interpreted the rubric accurately,
selected key detail from the text and provided brief and precise responses for all items.
Question 1
The salient detail ‘scenery’ was generally well recognised but could not be credited where incorrect details
such as ‘water sports’ and ‘exotic food’ were included in addition.
Question 2
This item was very well attempted with the vast majority of candidates correctly identifying ‘marine protected
areas’.
Question 3
This was also very well answered with ‘northern’ identified by the vast majority of candidates.
Question 4
The key detail ‘rats’ was identified by nearly all candidates.
Question 5
While a good proportion of candidates correctly identified ‘guests’ as the salient detail, a number supplied
‘volunteers’, indicating a lack of understanding.
Question 6
This item proved slightly more challenging, although it was generally well attempted with many candidates
correctly identifying ‘daylight’. A number of candidates lacked precision in their reading, however, supplying
‘at night’ in error.
Question 7
This was extremely well attempted with the vast majority of candidates correctly supplying ‘7’.
Question 8
This item was generally well attempted with a good proportion of candidates identifying the salient detail
‘nest boxes’.
Question 9
This item, which required a numerical response, proved more challenging with a number of candidates
supplying incorrect details, including the year ‘1970’.
Question 10
Candidates were less successful in their attempts at this item in this series. While all of the five possible
options proved accessible, there was some repetition of points and a considerable number of candidates
incorrectly supplied ‘mystery disease’, which used to be a threat but is no longer.
Centres are reminded that this final question in Exercise 1 is designed to differentiate between the most
able candidates. Candidates should be prepared to review the stimulus article as a whole because key
information may appear at any point in the text.
Exercise 2
This multiple matching exercise was generally well attempted and there was evidence that the majority of
candidates were able to employ appropriate and effective strategies for retrieving relevant details from the
correct source text.
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Question 11
(a) This was generally well attempted with a good proportion of candidates correctly identifying text D.
(b) This item also proved accessible with the vast majority of candidates supplying text B.
(c) This was also well attempted with most candidates correctly supplying A as the source text. A
number did not, however, with text C most frequently supplied in error.
(d) This item proved a little more challenging with a number of candidates supplying text B in error,
suggesting, perhaps, that they were distracted by the mention of ‘riding two-wheeled bikes’.
(e) This item was extremely well answered with the vast majority of candidates correctly identifying text
A.
(f) This item proved to be the most challenging. While text B contained the salient detail, all options
were provided with the most frequent being text C. This indicates that candidates need more
practice in inference.
(g) This item was generally well attempted. B was most frequently supplied in error, indicating a lack of
precision in reading for some candidates.
(h) This item proved more challenging with a number of candidates supplying text B in error.
(i) The majority of candidates supplied the correct response, text C, for this item.
(j) This item was also generally well attempted, although a number of candidates supplied text C
perhaps as a result of being distracted by the idea ‘It feels as natural as riding my normal bike
now’.
Exercise 3
This exercise proved challenging for many candidates in this series. While some were able to show enough
understanding of the text and extract the relevant information to score quite well, this was not the case for
the majority. Responses overall indicated that many candidates were unable to distinguish between ‘reasons’
and ‘effects’. As a result, maximum marks tended to be obtained only by the more able candidates. The
bullet points and the length of the lines are always a guide to candidates as to how to present their answers.
In this series, there were attempts to keep answers generally brief, in note form and written within the space
provided. Marks were lost when candidates omitted or repeated key details. Candidates should be reminded
to check that each point they make has a different focus.
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Question 12
This section proved challenging for many. Four content points from a total of six available were required.
Whilst all of these proved accessible, some candidates did not supply enough detail to fully convey the point.
For example, some candidates supplied ‘separated from nature’ but did not include the required detail that
this applied to ‘people living in cities’. Marks were lost most frequently, however, where candidates supplied
responses that pertained to item 13 and not item 12.
Question 13
While a number of candidates correctly identified at least three of the six possible answers, salient details
were sometimes omitted, for example, ‘children do not realise that plants are living things’ but as for the
previous section, marks were most frequently lost where responses for item 12 were supplied here in error.
‘Candidates more likely to learn about animals’, for example, was frequently supplied for item 13 while
‘endangered plants get less attention’ was supplied for item 12.
Exercise 4
The summary writing task discriminated to some extent, but, as with previous series, the higher range of
marks was not widely awarded. Candidates were required to summarise two aspects of the text – the
advantages of listening to podcasts and tips for making your own podcast. More successful responses
selected precise detail, attempted to rephrase it and wrote with a good sense of order. Many candidates,
however, performed less well and appear to have been under-prepared in the necessary summary skills.
Although all of the possible content points proved accessible, relatively few candidates achieved full marks
for Content and many produced summaries which exceeded the prescribed word limit. In this series, many
candidates tended to copy information from the text without sufficient care as to the rubric requirements.
Many, for example, lifted elements of the introduction, which only served to provide background information
on the history of podcasts. This inevitably impacted on the number of words available for Content points,
which is a particular issue when candidates are required to address two aspects. There were also instances
where Content points were repeated. For example, the vast majority supplied ‘can be accessed from all
around the world’ but then also supplied ‘can be enjoyed in any place’. Candidates should be reminded of
the importance of meeting the rubric requirements within the word count in their conveyance of Content
details.
Language points were awarded across the range with the majority of candidates receiving at least five of the
eight marks available. The inclusion of irrelevant information can affect the Language mark as it may indicate
lifting without discrimination. Again, candidates should ensure that they focus on the summary requirements.
To achieve higher marks for language, they should also make an attempt to paraphrase. Although this
seemed rather a challenge for some in this series, with a number presenting the ‘tips’ in the form of a list,
sometimes even as bullet points, the more able expressed the salient points succinctly with appropriate
conjunctions, giving the summary a good sense of cohesion and natural flow.
Exercise 5
General comments
This exercise was generally well attempted with clear evidence that candidates engaged well with the topic.
In most cases, all three bullet points were addressed. The word limit was generally well observed with a
number producing pieces towards the upper limit in this series and few falling short of the lower limit.
There are three written prompts which must be addressed and two picture prompts which are provided as a
guide for candidates in their selection of content. Candidates are always free to select their own material,
however, and those who do so often produce pieces with evidence of greater ambition.
More successful responses effectively used paragraphs as a division between the different ideas and, in
most cases, there was an appropriate beginning and ending to the email. The majority of candidates also
adopted a style and register appropriate for this genre.
Exercise 5
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The majority of candidates addressed all three bullet points and made varying efforts to develop them. The
three prompts required candidates to email the friend in order to explain how the writer found out about the
competition, describe the photograph submitted and tell the friend how the writer felt about the competition
result.
Generally, candidates used an appropriately informal register, and in many cases, there was an attempt to
develop the prompts. The first bullet point was generally quite well dealt with. Responses ranged from finding
out about the competition on social media to seeing it advertised on a poster at school or being informed
about it by a teacher or relative. The second bullet point produced a variety of responses and was better
addressed by some candidates than others. A number provided imaginative and detailed descriptions of
landscapes they had photographed, for example, sometimes even making reference to techniques they had
used to enhance the photo. Others, in contrast, dealt with this aspect quite briefly without much development
at all. The third aspect was frequently the least well developed, although some candidates provided
responses which addressed how they felt about the results and the competition more generally and how the
experience had inspired them to become better at photography. While some were written in the form of a
narrative, there were clear attempts to interact with the reader in many of the responses, giving these a good
sense of purpose.
In terms of language, the majority used paragraphs, although this was not always the case. Most candidates
showed generally good control of tenses and sentence structure with the more able attempting greater
complexity and demonstrating ease of style and a wider range of vocabulary. Punctuation was generally
sound, and there were very few problems with the use of commas instead of full stops in this series. Overall,
the responses were generally very competent, and most candidates used an email format with the correct
salutation and appropriate conclusion.
Exercise 6
General comments
Whilst many candidates were able to adopt a more formal or neutral tone and register for the final discursive
exercise, this was not the case for all and there were numerous examples where candidates began their
response with ‘Dear teacher’ or even ‘Hi teacher’ – neither of which is appropriate for this genre of writing.
Two prompts were provided – one relating to each of the rubric requirements in the title. Most candidates
stayed very close to these cues, occasionally using the prompts as ‘quotes’ from other ‘candidates’. In order
to achieve higher band marks, candidates need to be resourceful in terms of their development of the
prompts provided and in the introduction of their own ideas. Word limits were generally well observed.
Exercise 6
Candidates were required to write a report for their teacher about a day spent at a science exhibition. In the
report, they were required to say what they and their classmates had learned at the exhibition and suggest
how the experience could be improved if it were repeated the following year. Two prompts were provided;
one which related to what had been learned from the experience and one which could be interpreted as an
aspect to be improved. Many relied heavily on the two prompts with the vast majority including both in their
responses. While most candidates addressed the two aspects required, the first tended to be more fully
developed than the second.
As regards the first aspect, there was a tendency for some to report on what happened during the day rather
than what they had learned from the experience, and a number of candidates did not develop this point,
limiting their response to ‘we learned a lot’. Others provided some thoughtful detail in their response to this
aspect and wrote about what they had learned in relation to a range of different scientific topics including
electricity, human and plant biology and natural phenomena, such as volcanic eruptions, to name a few. In
terms of how the experience could be improved, this was frequently less well addressed. The vast majority
commented on the duration of the experience as suggested by the prompt and generally dealt with this
aspect by offering complaints rather than suggestions for improvement. More successful responses made
clear suggestions such as reviewing the size of the candidate groups, incorporating more interactive
experiences and splitting the visit over two days to enhance the educational experience.
A number of candidates produced well-developed pieces which provided a full account of the experience.
There was some very effective use of paragraphs and linking language which gave a sense of cohesion to
many of the responses enabling many candidates to score well.
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0511 English as a Second Language (Count-in Speaking) June 2022

(COUNT-IN SPEAKING)
Paper 0511/31
Listening (Core) 31
Key messages
• Candidates should be reminded to provide clear and legible responses. The formation of individual
letters must be clear.
• Candidates should be encouraged to read the rubric carefully for each question on the paper. This is
particularly important where a word limit must be adhered to. This applies to Exercises 1 and 2.
• Candidates should be made aware of distracting information in listening texts and practise listening for
specific detail which is required as the intended answer.
• In Exercise 1, candidates should establish what a question is asking for, by highlighting the question
words, e.g. how, why, when, and the key words in the question. In most cases, short, direct responses
are most successful. Responses must also stay within the word limits as stated in the main rubric for
each applicable section.
• In the gap-filling exercise (i.e. Exercise 2), candidates should be encouraged to predict the answers in
the gaps. At the end of each section, candidates should also check their responses carefully to make
sure they fit grammatically and are within the word limit.
• In Exercise 2, candidates should be reminded not to include words that are printed in the statements
on the question paper before or after each gap as part of their answer.
• In Exercise 2, it is advisable for candidates to practise using the framework provided by the gapped
statements, to guide themselves through the audio text. This technique will help candidates locate the
required missing detail and ensure that this detail is inserted in the appropriate gap.
• In the matching speakers question (Exercise 3) and the multiple-choice questions (Exercise 4),
candidates should be encouraged to make it very clear which answer they wish to be taken as their final
selection by examiners.
• In Exercise 3, candidates need to be reminded to use each letter only once.
• Candidates’ awareness should be raised of the importance of using the correct singular/plural form of
nouns and prepositions as these can alter the key meaning.
• When making phonetic attempts, it is recommended that candidates try to mimic the number of syllables
in the word that has been heard and also to try to re-create the vowel and consonant sounds accurately.
However, phonetic attempts that create a homophone are not accepted (e.g. sea/see, weak/week).
• More pronunciation awareness activities, particularly of connected speech (e.g. assimilation of sounds,
omission of sounds), would be beneficial to candidates. Candidates should also be made aware of the
importance of transcribing voiced and unvoiced consonants accurately as these may change meaning
(e.g. s/z as in ‘prices’ and ‘prizes’).
• Some questions involve transcribing numbers, and these should therefore be practised. For example, it
is useful to help candidates to distinguish between the pronunciation of eighty and eighteen. Candidates
would benefit from more practice in writing larger numbers correctly and the standard form of
abbreviations of common units (e.g. ‘min’ for minutes, ‘km’ for kilometres).
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• Candidates should practise a range of listening skills (e.g. listening for gist, listening for specific
information, listening for grammatical/lexical detail) in various formats (e.g. announcements, informal
dialogues, formal talks).
General comments
• Candidates were required to use a set number of words for Exercises 1 and 2. A large number of
candidates, although with correct responses, could not be credited as they exceeded the required
number of words.
• Successful responses were those which provided short, clear answers and which adhered to the word
limit required.
• Candidates should be reminded that the answer will be heard; they must not make up an answer.
• Candidates should be reminded that no two questions will have the same answer.
Exercise 1
Overall, this section was well answered. There were few omissions, but responses could not be credited
when more than the required words were written.
Question 1
(a) Majority of the candidates identified the correct response ‘jewels’. Several candidates chose
‘clothes’ and ‘weapons’. Other responses that could not be credited were ‘jewels and clothes’,
‘jews’ and ‘joules’.
(b) There was a very mixed response here. Quite a few candidates provided ‘phone’ in addition to the
correct response ‘sunglasses’. Many candidates wrote ‘glasses’. Other responses that could not be
credited were ‘songlasses’ and ‘sumglasses’.
Question 2
(a) This was very well attempted, and the vast majority of candidates were able to score a mark. A
significant number of candidates wrote ‘every week’ or ‘every month’ and lost the mark. Other
responses that could not be credited were ‘very summer’ and ‘every summar’.
(b) This was generally well answered. Incorrect responses included ‘scalf’, ‘scurf’ and ‘scarve’. Some
candidates lost the mark by including a colour with the correct answer, e.g. ‘blue scarf’.
Question 3
(a) This question was very well answered with ‘24th’ being the most common incorrect response. Quite
a few candidates wrote ’20 third’ or ‘by the 23rd’ and lost the mark. Some candidates included the
wrong month with their answer, e.g. ‘23rd of December’, which could not be credited.
(b) This question was exceptionally well answered. Some candidates went for the distractor ‘car’.
Other responses that could not be credited were ‘trian’, ‘trane’ and the plural ‘trains’.
Question 4
(a) This question was quite poorly attempted. The distractor ‘poetry’ was frequently selected while
some wrote ‘English book’. Other responses that could not be credited were ‘nowel’, ‘novella’ and
‘navel’.
(b) There was a mixed level of success here. Many candidates selected the distractor ‘pizza’ and
included it with the correct answer, i.e. ‘pizza and pancake’. Several misspellings could not be
credited.
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Exercise 2
Question 5
Large parts of this question were answered well by many candidates. Responses containing repetition of
words, either preceding or following the gap, were not credited as they led to an incorrect grammatical fit. In
some cases, incorrect singular and plural nouns meant that candidates could not be credited. Some parts of
the question were left blank by a few candidates.
(i) There was a mixed level of success here. The distractors ‘chest and ‘stomach’ were often selected.
Other responses that could not be credited were ‘lab’, ‘lamb’ and ‘legs’.
(ii) On the whole, this question was very well attempted by the vast majority of candidates. Some
candidates lost the mark by writing ‘size’ while others wrote ‘protection’ and ‘alteration’.
(iii) There was a mixed level of success here. ‘Mechanical engineer’ was the most common incorrect
answer. Some examples of responses that could not be credited were ‘craft designer’, ‘desinger’
and ‘decigner’.
(iv) The vast majority of candidates were able to score a mark here. Quite a few candidates chose
‘1969’.
(v) This was generally well attempted by the majority of candidates although some candidates left it
blank. However, some candidates wrote ‘seats’ and lost the mark. Other responses that could not
be credited were ‘comport’ and ‘comfortable’.
(vi) This was extremely well attempted by the vast majority of candidates although there were some
unusual answers that could not be credited. Amongst these were ‘a fee’, ‘safety’ and ‘fortune’.
(vii) This was quite poorly attempted with many candidates writing ‘Japan’ as their answer. Some of the
other responses that could not be credited were ‘Austrilia’ and ‘Austrila’.
(viii) There was a very mixed level of success here. ‘Manufacturing’ was the most common incorrect
response, while some candidates lost the mark by writing ‘injury’ and ‘research’. There were a large
number of candidates who did not attempt the question.
Exercise 3
Question 6
Most candidates demonstrated a clear understanding of the task and obtained full marks.
A few candidates used the same letter more than once. In this case, no marks were awarded even if one of
those letters was the correct response in the intended box. Candidates need to ensure that they cross out
inaccurate responses clearly to avoid the duplication of letters for each response.
Exercise 4
Question 7
Generally, candidates responded very well to this question.
A few candidates failed to clarify their final response, thus giving two answers. It should be noted that if a
candidate changes their mind about their original intended response, they should clearly cross out their first
answer. There should be absolutely no ambiguity regarding which answer is intended as the candidate’s
definitive response.
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(COUNT-IN SPEAKING)
Paper 0511/32
Listening (Core) 32
Key messages
letters must be clear. When altering their responses, candidates should simply cross these responses
out and write their corrections next to them.
• Candidates should be reminded of the importance of using the correct singular/plural form of nouns, as
these can alter the key meaning.
• When providing spelling attempts, the intended meaning of the attempted word should not be in doubt.
Spelling attempts that create a homophone are not accepted (e.g. bored/board).
• Candidates should be encouraged to read and listen to the rubric for each part of the paper very
carefully to ensure they meet the exact requirements of each particular exercise.
• In Exercise 1, Questions 1 to 4, candidates should try to establish what a question is asking for by
highlighting the question words, e.g. how, where, when, and the key words in the question. In most
cases, a short, direct response is most successful. In cases where candidates decide to supply
additional information, in addition to the expected key answer, and the extra information is incorrect,
such attempts cannot be credited. For this reason, candidates should be encouraged to provide concise
answers.
• In the gap-filling exercise 2 candidates should be encouraged to try and predict the answers in the gaps
(e.g. a number, a name, etc.) before listening. Candidates should not only listen for the correct meaning
of the targeted detail, but also for the correct form used in the recording. At the end of each listening
section, candidates should also check their responses carefully and make sure the word forms used fit
each gap on the question paper.
• In exercise 2, candidates should also be reminded not to include words, or ideas, which are already
printed on the question paper before or after each gap, as part of their answer.
• In the multiple matching items, Exercise 3, and the multiple-choice items, Exercise 4, candidates
should be encouraged to make it very clear which option they wish to be taken as their final answer. If
there is any uncertainty about which option is intended as the candidate’s definitive choice, such
attempts may not be credited.
• It is also important to emphasise that, if two boxes are filled in with the same letter in Exercise 3, then
even if one of the responses given is correct, it cannot be credited. Similarly, for each item in
Exercise 4, if two boxes are ticked rather than one, then no marks can be given.
General comments
• Few candidates wrote over their initial answers or over half-erased attempts. Most corrections were
clearly crossed out and new responses were written next to these. The vast majority of answers were
very clear and legible. However, there were still a small number of candidates who tried to write over
their initial attempts, which often resulted in their final answer being illegible. In some cases, it was
difficult to determine whether a candidate had included the final ‘s’ to indicate the plural form. Other
letters that often proved difficult to decipher included t/l, i/e, a/u and o/a. It would be beneficial to
encourage learners to write by hand as often as possible.
• The vast majority of candidates adhered to the required word limit set out in the rubric of each exercise.
However, there are still some candidates who write their answers as long sentences, especially in
Exercise 1.
• There was very little evidence of exam techniques being used by candidates (e.g. prediction of answers
and parts of speech in gap-fill exercises, highlighting key words in questions in Exercise 1, etc.).
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However, when used, in some cases this still needs to be done more effectively, as some candidates
tend to underline all words, rather than selecting the key words in each question.
• Most candidates seemed aware of the distracting information in the listening exercises and did not
include these in addition to the correct detail. However, there were still some instances where
candidates provided the distracting detail in addition to the expected answer, especially, in Exercises 1
and 2. Such attempts could not be credited.
• There were minimal instances of candidates using the same letter more than once in Exercise 3 and
ticking more than one box in Exercise 4. However, s few candidates left all three boxes unticked for
some of the items in Exercise 4.
• There were a relatively low number of No Responses in Exercises 1 and 2.
• Overall, most candidates dealt relatively well with listening for gist and speakers’ opinions, but more
practice of listening for correct specific detail is recommended. Listening to longer talks proved
challenging for some candidates, and some would benefit from more practice to ensure they can follow,
and navigate themselves, through longer texts (e.g. talks and presentations).
• Candidates would also benefit from practising a wide range of listening skills, including listening for
grammatical detail (e.g. singular/plural nouns, participle verb forms and other word forms, etc.) as well
as phonetic detail (e.g. the pronunciation of different consonants ‘ship’ versus ‘chip’, voiced and
unvoiced consonants – ‘foot’ versus ‘food’/syllable stress in numbers – ‘thirty’ versus ‘thirteen’, etc.).
Although some candidates selected the correct detail, they did not always transcribe the word in the
correct form that they heard. By changing the word forms, candidates’ final answers did not always
make the required fit in Exercise 2 (e.g. ‘strengthen’ instead of ‘strength’). Learners should also be
made aware of changes in the pronunciation of words when they’re used in continuous speech, or in
isolation (e.g. omission or assimilation of sounds).
• Most candidates provided correct or very recognisable variants of the targeted ideas (e.g. library,
mountains, cousin) and more subject specific words (e.g. heartbeat).
Exercise 1
Questions 1 – 4
Overall, this section was fairly well attempted by most candidates. Most marks were lost where candidates
selected the distracting detail in error instead of the correct answer. This was a particular issue in
Questions 2(a), 3(b) and 4(a). Other reasons for loss of marks are outlined below. There were minimal
instances of No Responses for this part of the test.
Question 1
(a) This question was answered very well. Most candidates provided the expected detail ‘shirt’. Also,
the majority of responses were spelled correctly. Where candidates provided spelling variants,
most were deemed ambiguous and could not be credited. Some candidates also lost the mark for
providing the plural form ‘shirts’, as this form changed the intended meaning. A few candidates
included an extra detail. Where this was true to the script (e.g. ‘bargain shirt’), the mark was given.
However, details which were random adjectives, and therefore wrong, could not be credited (e.g.
green shirt, sports shirt). Weaker candidates misheard the key detail as ‘skirt’ or provided the
distractors ‘scarf’ or ‘jumper’ in error. Also, no marks were given to attempts which were too
general (e.g. clothes, present).
(b) This question was attempted with a reasonable level of success. More than half of the candidates
provided the expected detail ‘cousin’. Some creditable responses were provided as part of a longer
phrase (e.g. the man’s cousin, his cousin relative). Most marks were lost where spelling variants
put the intended meaning in doubt. Other incorrect answers included ‘himself’ or the distractors
‘neighbour’ and ‘colleague’.
Question 2
(a) Candidates dealt fairly well with this item and gave the expected answer ‘mountains’. The singular
form ‘mountain’ was also accepted. While some recognisable spelling variants were credited,
ambiguous attempts were not. Most marks were lost where candidates selected the distracting
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detail ‘seaside’ or ‘lake’. Some candidates provided both, the correct detail in addition to the
distracting detail ‘lake and mountains’ and lost the mark.
(b) The expected answer was ‘ship’ and most candidates were very successful at providing this detail.
However, ‘boat’ was also credited as a reasonable alternative. Some candidates provided the
expected detail as part of a longer phrase ‘using a ship’, ‘through local ship’ and gained the mark.
Weaker candidates often selected the distracting details ‘by car’ or ‘by air’ and lost the mark. Marks
were also lost where candidates provided the location ‘local port’ rather than the means of
transport.
Question 3
(a) Candidates dealt fairly well with this question. The expected detail here was ‘library’. Most
candidates who provided the correct detail also provided the extra detail ‘outside’. Such responses
gained the mark. ‘Near the library’ was also allowed. Some marks were lost, however, where
candidates gave one of the distractors as their response (e.g. museum, gallery, city centre). While
some spelling attempts were creditable, others were deemed ambiguous, and no marks could be
given. Marks were also lost where candidates included a detail which altered the overall meaning
(e.g. behind the library).
(b) There was a mixed level of success for this question. Around half of the candidates provided the
correct detail ‘vase’. Most marks were lost due to the inclusion of distracting details ‘portrait’ and
‘local artist’. Most candidates who selected the correct detail spelled it correctly. Spelling attempts
which put the intended meaning in doubt or changed the meaning were not credited. Weaker
candidates misheard the targeted idea as ‘bars’.
Question 4
(a) This was another question with a mixed level of success. The expected answer for this question
was ‘rainy’, but ‘raining’ and ‘rain’ were also credited. Most attempts were spelled correctly.
However, spelling attempts that put the intended meaning in doubt could not be given the mark.
Some candidates chose to provide their response as longer phrases, for example ‘rainy weather’ or
‘rainy sunrise’ and these were allowed. However, phrases which changed the overall meaning
could not be credited. Most marks were lost due to the inclusion of the distracting detail ‘sunny’.
(b) This was a reasonably well attempted question with more than half of the candidates providing the
correct detail ‘snow’. Just as in the previous question, other forms were also allowed (e.g. snowy,
snowing). Some candidates provided the detail as part of a longer phrase: ‘snow in places’. There
were a lot of responses which also contained the distracting details in addition to the correct detail
(e.g. ‘snow and frost’, ‘cold night snow’) and such responses could not be given any marks.
Ambiguous spelling attempts were not credited.
Exercise 2
Questions 5(a) – 5(h)
Most candidates achieved a fair level of success in this Exercise. On average, candidates scored 4 marks.
The most successful attempts were for Questions (a), (f) and (h). Candidates were less successful with
Questions (c), (d) and (e). There were minimal instances of No Responses.
Question 5
(a) There was a fairly high level of success here, with the vast majority of candidates selecting the
correct detail ‘street’. However, ‘road’ was also credited as a reasonable alternative and so were
responses including a correct extra detail (e.g. ‘local street’). The plural form ‘streets’ was not
allowed as this altered the intended meaning. The vast majority of responses were spelled
correctly. Spelling attempts which could not be credited were rare. Weaker candidates selected the
distracting details ‘sports centre’ and ‘park’ in error. Weaker candidates also tended to provide
random nouns.
(b) The correct detail ‘three/3’ was selected by more than two thirds of candidates. Marks were lost
here due to the inclusion of the distracting numbers ‘1’, ‘2’ or ‘5’. Weaker candidates misheard the
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targeted number as ‘30’. All candidates who provided the number written as a word spelled it
correctly.
(c) This item was answered reasonably well by more than half of the candidates, who provided the
targeted detail ‘strength’. Most spelling attempts were deemed recognisable and therefore credited.
Marks could not be given, however, for ambiguous attempts. The distracting details ‘fitness’ and
‘speed’ were often selected in error.
(d) This was one of the less well attempted items in this part of the exam, with only half of the
candidates successfully selecting the expected detail ‘heartbeat’. However, ‘heart rate’ and ‘heart
speed’ were also credited as reasonable paraphrases of the key detail. Spelling attempts such as
‘hear beat’ and ‘heart bit’ could not be allowed as they put the intended meaning in doubt. Weaker
candidates often selected the distracting detail ‘footsteps’, included random nouns (e.g. attitude) or
provided nouns that did not feature in the recording (e.g. breathing). Such attempts could not be
given any marks.
(e) This item was another item which was attempted with a mixed level of success. The expected
answer was ‘poetry ‘, but most candidates selected the distracting details ‘news’ and ‘music’.
Creditable answers included attempts which conveyed the same idea, such as ‘poems’. While most
spelling attempts gained the mark here, there were some that put the intended meaning in doubt
and could not be given any marks. Weaker candidates also provided spelling attempts which
created a new meaning and gained no marks.
(f) The question targeted something that the speaker enjoyed looking at during her runs. The
expected detail here was ‘trees’ and most candidates gave that as their response. Where marks
were lost, this was mainly due to the inclusion of the distracting details ‘sky’ or ‘clouds’. Weaker
candidates also misheard the plural form and included the singular form ‘tree’. Answers that were
too general (e.g. surroundings) also gained zero marks.
(g) This question was reasonably well attempted by more than half of the candidates. The expected
detail was ‘railway’, but ‘railroad’ was also accepted. Spelling attempts which were considered
recognisable were credited. However, a number of candidates provided spelling attempts which put
the intended meaning in doubt or created a new meaning. The plural form ‘railways’, and ‘rail’ on its
own, also lost the mark. Weaker candidates tended to select random details from the recording
(e.g. route, transport).
(h) This was one of the better attempted questions in this exercise. Most candidates provided the
targeted detail ‘ice-cream’, but attempts such as ‘ice-cream rewards, or ‘rewards’ (on its own) were
also given the mark. The plural form ‘ice-creams’ was also deemed creditable as it fitted the gap.
However, attempts which were deemed too general (e.g. food, eating) could not gain any marks.
The vast majority of spelling attempts were accurate or unambiguous. Weaker candidates often
selected the distracting detail ‘chocolate’ in error.
Exercise 3
Most candidates dealt reasonably well with this part of the test. The majority matched between 3 and 4
speakers correctly with the expected letter. Candidates dealt extremely well with matching the correct
answer to speakers 1 and 5 but were less successful with speakers 2 and 6. The most common errors
included opinion B being given as the answer for speakers 2 and 6. Weaker candidates often reversed the
answers for speakers 2 and 6, and for speakers 4 and 5.
There were minimal omissions in this part of the test and fewer candidates used the same letter twice.
There were few candidates who overwrote their initial answers after changing their mind. However, when this
was the case, these attempts were often illegible, and this led to a loss of marks.
Exercise 4
This part of the test was attempted with a mixed level of success, on the whole, with most candidates scoring
between 3 – 4 marks. Candidates were particularly successful with Questions (a), (d) and (h). Weaker
candidates tended to be less successful with Questions (c) – option A was sometimes given in error, (e) –
option B was often wrongly selected as the answer, and (f) – option A tended to be the wrong answer here.
Some candidates continue to tick more than one option for individual questions.
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Instances where candidates did not tick any options for some of the answers were far and few between.
© 2022

(COUNT-IN SPEAKING)
Paper 0511/33
Listening (Core) 33
Key messages
• In responses where one idea or detail is required, candidates are advised to provide only one
response. Where two items are required, candidates should write only two.
• Learners’ awareness should be raised of the importance of using the correct singular/plural form of
nouns as these can alter the key meaning.
• When providing spelling attempts, the intended meaning of the word must be clear from these attempts.
Spelling attempts that create a homophone are not accepted (e.g., court/caught, poor/pour).
• More pronunciation awareness activities, particularly of connected speech (e.g., assimilation of sounds,
omission of sounds), would be beneficial to learners. Learners should also be made aware of the
(e.g., t/d as in ‘tends’ and ‘tents’).
• Some questions involve transcribing various numbers, and these should therefore be practised. For
example, it is useful to help candidates to distinguish between the pronunciation of sixty and sixteen.
Candidates would benefit from more practice in writing larger numbers, and the standard form of
abbreviations of common units (e.g., ‘hrs’ for hours, ‘min’ for minutes, ‘km’ for kilometres, etc.), correctly.
• Candidates should be encouraged to read the rubric very carefully for each question on the paper.
• The word formation of the expected responses in Exercise 2 should make an acceptable fit in the gaps
for each item on the Question Paper.
• In Exercise 1 (Questions 1 to 4), candidates should try to establish what a question is asking for, by
highlighting the question words, e.g., how, why, when, and the key words in the question. In many
additional information, in conjunction with the expected key answer, and the extra information is
incorrect, the whole answer cannot be credited. For this reason, candidates should be encouraged to
provide concise answers.
• In the gap-filling exercises, candidates should be encouraged to try and predict the answers in the gaps.
At the end of each listening section, candidates should also check their responses carefully.
• In the same exercises (i.e., gap-filling – Exercise 2), candidates should be reminded not to include
words that are printed on the question paper before or after each gap as part of their answer
candidates should be encouraged to make it absolutely clear which answer they wish to be taken as
their final selection by Examiners. It needs to be emphasised that, where crossing out of a rejected
selection is not clear, this will be seen as ambiguous by an Examiner and if there is any uncertainty it
will be marked as wrong. It is also important to emphasise that if two boxes are filled in with the same
letter in Exercise 3 then, even if one of the responses given in one of those is correct, it will not be
credited. Similarly, for each individual question in Exercise 4, if two boxes are ticked rather than one,
and the intended response is not clear, then no marks can be given.
• Candidates should use a pen, not a pencil, and simply cross out responses which need to be altered.
Candidates should also be reminded to write their answers in the spaces provided on the question
paper.
General comments
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• Candidates left quite a few gaps blank/No Responses in this paper. Candidates are encouraged to
provide responses to all questions and items.
• Successful responses were those which provided short, clear answers. Some candidates wrote too
much and in doing so either changed the meaning of the expected answer or provided a response
which was not clear.
• Learners need to be reminded of the importance of clear handwriting. Some answers were illegible due
to poor letter formation or the size of the writing.
• There was a wide range of spelling variants. However, in many cases the spelling of certain items was
such that the candidates intended answer was not clear, so could not be credited.
Exercise 1
Questions 1 – 4
Overall, this section was answered with a mixed level of success. Any reasons for loss of marks are outlined
in the descriptions of individual responses below. There were some No Responses to some items in this part
of the test.
Question 1
(a) The expected response here was ‘decorations’. A reasonable number of candidates provided this
expected response, usually spelt correctly. However, a significant number of candidates included
distracting detail with their answer e.g., ‘decorations and cupcakes’ and, therefore, lost the mark.
Answers which included non-negating detail such as ‘garden decorations’, were accepted.
(b) A mixed level of success was apparent here. The expected response here was ‘sweater’. A
reasonable number of candidates provided the expected response, usually with a creditable
spelling variant. However, many candidates provided spelling attempts that left the meaning in
doubt – such attempts could not be credited. The incorrect distracting detail ‘present’ was also
frequently encountered.
Question 2
(a) The expected response here was ‘water pollution’. This question was answered with a very mixed
level of success. Around half of the candidates provided the expected response. However, in
several instances, key detail was omitted e.g., just ‘water’ or ‘pollution’ were provided, which could
not be credited. Other reasons for loss of marks included spelling attempts that put meaning in
doubt. Also, the distractor ‘climate change’ was encountered quite often.
(b) There was a very mixed level of success here, with many candidates providing the distractor
‘photographer’ rather than the expected response ‘vet’. Several candidates provided both together
and lost the mark. Many candidates provided the non-abbreviated version of the expected
response ‘veterinarian’. Reasonable attempts at spelling were all credited. However, ‘veteran’ could
not be credited, as this variant created a new word with a different meaning.
Question 3
(a) This question was poorly attempted. The expected response here was ‘King(s) theatre’, which was
provided by a small number of candidates. Both details were required for a mark.
Marks were often lost due to spellings that put meaning in doubt. However, some spelling attempts,
which were reasonably recognisable, were accepted.
Candidates often provided ‘king’ but added incorrect extra detail so lost the mark with responses
such as ‘Kings stadium’. The distractor ‘city museum’ was encountered fairly often.
(b) This question was poorly attempted. The expected response was ‘flute’ and the vast majority of
candidates provided spelling variants that put the meaning in doubt. The distractors ‘cello’ and
‘drums’ were also often encountered and could not be credited.
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Question 4
(a) There was a very mixed level of success here. The expected response here, ‘shoulder’, was given
with the correct spelling by a good number of candidates. Spelling attempts which put the meaning
in doubt were often encountered and not accepted. Distracting details from the recording such as
‘elbow’ or ‘foot’ were often given in error.
(b) There was a very mixed level of success here. The expected response was ‘spectator’ and the
majority of spelling attempts seen were uncreditable. Some spelling attempts which did not put
meaning in doubt were accepted.
Exercise 2
Question 5
Overall, this section was poorly answered. Any reasons for loss of marks are outlined in the descriptions of
individual responses below. There were several No Responses to some items in this part of the test.
Item 5
(a) This question was not well attempted. The expected response ‘bay’ was not often encountered. In
several instances, the distracting (uncreditable) detail ‘coast’ was given in error.
(b) This question was poorly attempted. The expected response here was ‘sightings’ and was not often
encountered. In several instances, the distracting (uncreditable) detail ‘weather’ was given in error.
When the expected response ‘sightings’ was attempted, it was often spelt in a way that provided
new words which altered the meaning of the response.
(c) There was a reasonable level of success here. The expected response ‘(invented) sounds’ was
provided by several candidates. However, marks were lost when the distracting details ‘clans’ or
‘pattern’ were given in error. Some spelling variants of the expected response put the meaning in
doubt, so could not be credited. The plural ‘sounds’ was the correct lexical form required to fit the
gap, so the singular form ‘sound’ was not accepted.
(d) There was a mixed level of success here. The expected response ‘hunting (habits)’ was provided
by less than half of the candidature. In some instances, the form of the word provided did not make
a good fit for the gap e.g., ‘hunt or ‘hunters’. In other cases, spelling variants of the expected
response put the meaning in doubt, so could not be credited. In some instances, extra detail was
added to the key which altered the meaning of the response as a whole, thus losing the mark e.g.,
‘hunting cabins’ or ‘hunting hands’.
(e) A mixed level of success was apparent here. The expected response ‘swimming’ was provided by
around half of the candidates. In several instances, the form of the word provided did not make a
good fit for the gap e.g., ‘swim’ or ‘swimmers’. In other cases, spelling variants of the expected
response put the meaning in doubt, so could not be credited.
(f) This question was poorly attempted. The expected answer was ‘eagles’. However, candidates
invariably provided the distractors ‘bears’ or ‘seals’ in error. Where spelling variants put meaning in
doubt the mark was not given.
(g) Less successfully attempted. Fewer than half of the candidature provided the expected response
‘steam’ and gained the mark. Marks were often lost when candidates provided distracting detail in
error e.g., ‘rocky slopes’ or ‘snow’.
(h) A mixed level of success was apparent here. A reasonable number of candidates provided the
expected response ‘helicopter ride’ (both details were required for the mark). The mark was often
lost, however, when only partial answers were provided e.g., just ‘helicopter’ or ‘ride’. Acceptable
synonyms for ‘ride’ were credited in full responses. Spelling variants that put meaning in doubt
were not credited.
Exercise 3
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Question 6
The candidates performed reasonably well in this part of the test with many, on average, matching around 4
of the speakers correctly.
Candidates appeared least successful in the matching of speakers 2 (B often matched in error) 4 (G often
given in error) and 6 (F often given in error) to the correct letter.
Exercise 4
Question 7
The candidates performed reasonably well in this part of the test with a fair number of candidates, on
average, gaining between 5 and 6 points overall in this exercise.
Generally, candidates appeared to perform better in the multiple-choice Questions 7(a), (d), (e) and (f).
Items 7(b), (g), and (h) were less successfully attempted.
© 2022

(COUNT-IN SPEAKING)
Paper 0511/41
Listening (Extended) 41
Key messages
• Candidates should be encouraged to read the rubric carefully for each question on the paper. This is
particularly important where a word limit must be adhered to. This applies to Exercises 1, 2 and 5.
• Candidates should be made aware of distracting information in listening texts and practise listening for
specific detail which is required as the intended answer.
• In Exercise 1, candidates should establish what a question is asking for, by highlighting the question
words, e.g., how, why, when, and the key words in the question. In most cases, short, direct responses
are most successful. Responses must also stay within the word limits as stated in the main rubric for
each applicable section.
• In the gap-filling exercises (i.e. Exercises 2 and 5), candidates should be encouraged to predict the
answers in the gaps. At the end of each section, candidates should also check their responses carefully
to make sure they fit grammatically and are within the word limit.
• In Exercises 2 and 5, candidates should be reminded not to include words that are printed in the
statements on the question paper before or after each gap as part of their answer.
• In Exercises 2 and 5, it is advisable for candidates to practise using the framework provided by the
gapped statements, to guide themselves through the audio text. This technique will help candidates
locate the required missing detail and ensure that this detail is inserted in the appropriate gap.
candidates should be encouraged to make it very clear which answer they wish to be taken as their final
selection by examiners.
• In Exercise 3, candidates need to be reminded to use each letter only once.
• Candidates’ awareness should be raised of the importance of using the correct singular/plural form of
nouns and prepositions, as these can alter the key meaning.
• When making phonetic attempts, it is recommended that candidates try to mimic the number of syllables
in the word that has been heard and also to try to re-create the vowel and consonant sounds accurately.
However, phonetic attempts that create a homophone are not accepted (e.g. sea/see, weak/week).
omission of sounds), would be beneficial to candidates. Candidates should also be made aware of the
(e.g. s/z as in ‘prices’ and ‘prizes’).
• Some questions involve transcribing numbers and these should therefore be practised. For example, it
is useful to help candidates to distinguish between the pronunciation of eighty and eighteen. Candidates
would benefit from more practice in writing larger numbers correctly and the standard form of
abbreviations of common units (e.g. ‘min’ for minutes, ‘km’ for kilometres).
© 2022
• Candidates should practise a range of listening skills (e.g., listening for gist, listening for specific
information, listening for grammatical/lexical detail) in various formats (e.g., announcements, informal
dialogues, formal talks).
General comments
• Candidates were required to use a set number of words for Exercises 1, 2 and 5. A large number of
candidates, although with correct responses, could not be credited as they exceeded the required
number of words.
• Successful responses were those which provided short, clear answers and which adhered to the word
limit required.
• Candidates should be reminded that the answer will be heard; they must not make up an answer.
• Candidates should be reminded that no two questions will have the same answer.
Exercise 1
Overall this section was well answered. There were few omissions, but responses could not be credited
when more than the required words were written.
Question 1
(a) The majority of candidates identified the correct response ‘jewels’. Several candidates chose
‘clothes’ and ‘weapons’. Other responses that could not be credited were ‘jewels and clothes’,
‘jews’ and ‘joules’.
(b) There was a very mixed response here. Quite a few candidates provided ‘phone’ in addition to the
correct response ‘sunglasses’. Many candidates wrote ‘glasses’. Other responses that could not be
credited were ‘songlasses’ and ‘sumglasses’.
Question 2
(a) This was very well attempted, and the vast majority of candidates were able to score a mark. A
significant number of candidates wrote ‘every week’ or ‘every month’ and lost the mark. Other
responses that could not be credited were ‘very summer’ and ‘every summar’.
(b) This was generally well answered. Incorrect responses included ‘scalf’, ‘scurf’ and ‘scarve’. Some
candidates lost the mark by including a colour with the correct answer, e.g. ‘blue scarf’.
Question 3
(a) This question was very well answered with ‘24th’ being the most common incorrect response. Quite
a few candidates wrote ’20 third’ or ‘by the 23rd’ and lost the mark. Some candidates included the
wrong month with their answer, e.g. ‘23rd of December’, which could not be credited.
(b) This question was exceptionally well answered. Some candidates went for the distractor ‘car’.
Other responses that could not be credited were ‘trian’, ‘trane’ and the plural ‘trains’.
Question 4
(a) This question was quite poorly attempted. The distractor ‘poetry’ was frequently selected while
some wrote ‘English book’. Other responses that could not be credited were ‘nowel’, ‘novella’ and
‘navel’.
(b) There was a mixed level of success here. Many candidates selected the distractor ‘pizza’ and
included it with the correct answer i.e. ‘pizza and pancake’. Several misspellings could not be
credited.
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Exercise 2
Question 5
Large parts of this question were answered well by many candidates. Responses containing repetition of
words, either preceding or following the gap, were not credited as they led to an incorrect grammatical fit. In
some cases, incorrect singular and plural nouns meant that candidates could not be credited. Some parts of
the question were left blank by a few candidates.
(i) There was a mixed level of success here. The distractors ‘chest and ‘stomach’ were often selected.
Other responses that could not be credited were ‘lab’, ‘lamb’ and ‘legs’.
(ii) On the whole, this question was very well attempted by the vast majority of candidates. Some
candidates lost the mark by writing ‘size’ while others wrote ‘protection’ and ‘alteration’.
(iii) There was a mixed level of success here. ‘Mechanical engineer’ was the most common incorrect
answer. Some examples of responses that could not be credited were ‘craft designer’, ‘desinger’
and ‘decigner’.
(iv) The vast majority of candidates were able to score a mark here. Quite a few candidates chose
‘1969’.
(v) This was generally well attempted by the majority of candidates although some candidates left it
blank. However, some candidates wrote ‘seats’ and lost the mark. Other responses that could not
be credited were ‘comport’ and ‘comfortable’.
(vi) This was extremely well attempted by the vast majority of candidates although there were some
unusual answers that could not be credited. Amongst these were ‘a fee’, ‘safety’ and ‘fortune’.
(vii) This was quite poorly attempted with many candidates writing ‘Japan’ as their answer. Some of the
other responses that could not be credited were ‘Austrilia’ and ‘Austrila’.
(viii) There was a very mixed level of success here. ‘Manufacturing’ was the most chosen incorrect
response, while some candidates lost the mark by writing ‘injury’ and ‘research’. There were a large
number of candidates who did not attempt the question.
Exercise 3
Question 6
Most candidates demonstrated a clear understanding of the task and obtained full marks.
A few candidates used the same letter more than once. In this case, no marks were awarded even if one of
those letters was the correct response in the intended box. Candidates need to ensure that they cross out
inaccurate responses clearly to avoid the duplication of letters for each response.
Exercise 4
Question 7
Generally, candidates responded very well to this question.
A few candidates failed to clarify their final response, thus giving two answers. It should be noted that if a
candidate changes their mind about their original intended response, they should clearly cross out their first
answer. There should be absolutely no ambiguity regarding which answer is intended as the candidate’s
definitive response.
© 2022
Exercise 5
Question 8
There was a mixed response to this question. Some responses provided were not always a grammatical fit
and incorrect singular and plural nouns meant that some candidates could not be credited. There were a few
questions that were not attempted by some candidates.
(a) (i) There was a mixed level of success here, with a high number of spellings that could not be
credited.
(ii) This was very poorly attempted, and most candidates struggled to pick the correct response. A
large number of candidates gave the distractors ‘15’ or ‘50’ although some other figures appeared
as well, e.g., ‘90’ and ‘20’.
(iii) This question elicited many correct answers Occasionally, the answer to this question was used for
part (iv). The distractor ‘being chased’ was frequently encountered. Some of the incorrect
responses were ‘flaing’, ‘flyng’ and ‘filing’.
(iv) This was fairly well answered although ‘flying’ was a very common incorrect answer. Other
incorrect responses were ‘feature taste’, ‘tast’ and ‘taist’.
(v) This was very well answered by the vast majority of candidates. Incorrect responses were ‘men’,
‘women’ and ‘chidren’.
(b) (i) There was a mixed level of success here – responses were fairly evenly divided between the key
‘philosophy’ and the distractor ‘religion’. Quite a few candidates wrote ‘psychology’ and lost the
mark. Other responses that could not be credited were ‘philofosy’ and ‘philosopher’.
(ii) This was extremely well answered by the vast majority of candidates, although there were some
unusual answers, e.g. ‘frames’ and ‘faces’. Some candidates wrote the singular ‘phrase’ and lost
the mark. Other incorrect responses were ‘fraces’ and ‘phrages’.
(iii) This was generally well answered. Some of the incorrect responses were ‘percinallity’, persoinality’
and ‘imagination’.
(iv) This was generally well answered. Many candidates gave ‘signals’ and ‘messages’ as incorrect
responses.
(v) This question was consistently well answered by the vast majority of candidates, but many
candidates struggled with spelling. Some responses that could not be credited were ‘segnitar’ and
‘sigture’.
© 2022

(COUNT-IN SPEAKING)
Paper 0511/42
Key messages
letters must be clear. When altering their responses, candidates should simply cross these responses
out and write their corrections next to them. Candidates should not write over, or try to erase, their initial
answers.
• Candidates should be reminded of the importance of using the correct singular/plural form of nouns, as
these can alter the key meaning.
• When providing spelling attempts, the intended meaning of the attempted word should not be in doubt.
Spelling attempts that create a homophone are not accepted (e.g. bored/board).
• Candidates should be encouraged to read and listen to the rubric for each part of the paper very
carefully to ensure they meet the exact requirements of each particular exercise.
• In Exercise 1, Questions 1 to 4, candidates should try to establish what a question is asking for by
highlighting the question words, e.g. how, where, when, and the key words in the question. In most
additional information, in addition to the expected key answer, and the extra information is incorrect,
such attempts cannot be credited. For this reason, candidates should be encouraged to provide concise
answers.
• In the gap-filling exercises 2, 5A and 5B candidates should be encouraged to try and predict the
answers in the gaps (e.g. a number, a name, etc.) before listening. Candidates should not only listen for
the correct meaning of the targeted detail, but also for the correct form used in the recording. At the end
of each listening section, candidates should also check their responses carefully and make sure the
word forms used fit each gap on the question paper.
• In exercises 2, 5A and 5B, candidates should also be reminded not to include words, or ideas, which
are already printed on the question paper before or after each gap, as part of their answer.
• In the multiple matching items, Exercise 3, and the multiple-choice items, Exercise 4, candidates
should be encouraged to make it very clear which option they wish to be taken as their final answer. If
there is any uncertainty about which option is intended as the candidate’s definitive choice, such
attempts may not be credited.
• It is also important to emphasise that if two boxes are filled in with the same letter in Exercise 3 then,
even if one of the responses given is correct, it cannot be credited. Similarly, for each item in
Exercise 4, if two boxes are ticked rather than one, then no marks can be given.
General comments
• Most corrections were clearly crossed out and new responses were written next to these. The vast
majority of answers were very clear and legible. However, there were a small number of candidates who
tried to write over their initial attempts, which often resulted in their final answer being illegible. In some
cases, it was difficult to determine whether a candidate had included the final ‘s’ to indicate the plural
form. Other letters that often proved difficult to decipher included t/l, i/e, a/u and o/a. It would be
beneficial to encourage learners to write by hand as often as possible.
• The vast majority of candidates adhered to the required word limit set out in the rubric of each exercise.
However, some candidates wrote their answers as long sentences, especially in Exercise 1.
• There was very little evidence of exam techniques being used by candidates (e.g. prediction of answers
and parts of speech in gap-fill exercises, highlighting key words in questions in Exercise 1, etc.).
However, when used, in some cases this still needs to be done more effectively, as some candidates
tend to underline all words, rather than selecting the key words in each question.
© 2022
• Most candidates seem to be aware of the distracting information in the listening exercises and do not
include these in addition to the correct detail. However, there were still some instances where
candidates provided the distracting detail in addition to the expected answer, especially, in Exercises 1
and 2. Such attempts could not be credited.
• There were minimal instances of candidates using the same letter more than once in Exercise 3 and
ticking more than one box in Exercise 4. However, a few candidates left all three boxes unticked for
some of the items in Exercise 4.
• There were a relatively low number of No Responses in Exercises 1, 2 and 5A and 5B.
• Overall, most candidates dealt relatively well with listening for gist and speakers’ opinions, but more
practice of listening for correct specific detail is recommended. Listening to longer talks proved
challenging to some candidates, and some would benefit from more practice to ensure they can follow,
and navigate themselves through, longer texts (e.g. talks and presentations).
• Candidates would also benefit from practising a wide range of listening skills, including listening for
grammatical detail (e.g. singular/plural nouns, participle verb forms and other word forms, etc.) as well
as phonetic detail (e.g. the pronunciation of different consonants ‘ship’ versus ‘chip’ and ‘foxes’ versus
‘boxes’, voiced and unvoiced consonants – ‘foot’ versus ‘food’/syllable stress in numbers – ‘thirty’
versus ‘thirteen’, etc.). Although some candidates selected the correct detail, they did not always
transcribe the word in the correct form that they heard. By changing the word forms, candidates’ final
answers did not always make the required fit in Exercises 2, 5A and 5B (e.g. ‘strengthen’ instead of
‘strength’, ‘landscaped’ instead of ‘landscape’ and ‘climate changing’ instead of ‘climate change’).
Candidates should also be made aware of changes in the pronunciation of words when they’re used in
continuous speech, or in isolation (e.g. omission or assimilation of sounds).
• Most candidates provided correct or very recognisable spelling variants of the targeted ideas for both
high frequency words (e.g. library, mountains, cousin) and more subject specific words (e.g. landscape,
flood waters, chemicals).
Exercise 1
Questions 1 – 4
Overall, this section was fairly well attempted by most candidates. Most marks were lost where candidates
selected the distracting detail in error instead of the correct answer. This was a particular issue in
Questions 2(a), 3(b) and 4(a). Other reasons for loss of marks are outlined below. There were minimal
instances of No Responses for this part of the test.
Question 1
(a) This question was answered very well. Most candidates provided the expected detail ‘shirt’. Also,
the majority of responses were spelled correctly. Where candidates provided spelling variants,
most were deemed ambiguous and could not be credited. Some candidates also lost the mark for
providing the plural form ‘shirts’, as this form changed the intended meaning. A few candidates
included an extra detail. Where this was true to the script (e.g. bargain shirt), the mark was given.
However, details which were random adjectives, and therefore wrong, could not be credited (e.g.
green shirt, sports shirt). Weaker candidates misheard the key detail as ‘skirt’ or provided the
distractors ‘scarf’ or ‘jumper’ in error. Also, no marks were given to attempts which were too
general (e.g. clothes, present).
(b) This question was attempted with a reasonable level of success. More than half of the candidates
provided the expected detail ‘cousin’. Some creditable responses were provided as part of a longer
phrase (e.g. the man’s cousin, his cousin relative). Most marks were lost where spelling variants
put the intended meaning in doubt. Other incorrect answers included ‘himself’ or the distractors
‘neighbour’ and ‘colleague’.
Question 2
(a) Candidates dealt fairly well with this item and gave the expected answer ‘mountains’. The singular
form ‘mountain’ was also accepted. While some recognisable spelling variants were credited,
ambiguous attempts were not. Most marks were lost where candidates selected the distracting
© 2022
detail ‘seaside’ or ‘lake’. Some candidates provided both the correct detail in addition to the
distracting detail ‘lake and mountains’ and lost the mark.
(b) The expected answer was ‘ship’ and most candidates were very successful at providing this detail.
However, ‘boat’ was also credited as a reasonable alternative. Some candidates provided the
expected detail as part of a longer phrase ‘using a ship’, ‘through local ship’ and gained the mark.
Weaker candidates often selected the distracting details ‘by car’ or ‘by air’ and lost the mark. Marks
were also lost where candidates provided the location ‘local port’ rather than the means of
transport.
Question 3
(a) Candidates dealt fairly well with this question. The expected detail here was ‘library’. Most
candidates who provided the correct detail also provided the extra detail ‘outside’. Such responses
gained the mark. ‘Near the library’ was also allowed. Some marks were lost, however, where
candidates gave one of the distractors as their response (e.g. museum, gallery, city centre). While
some spelling attempts were creditable, others were deemed ambiguous and no marks could be
given. Marks were also lost where candidates included a detail which altered the overall meaning
(e.g. behind the library).
(b) There was a mixed level of success for this question. Only half of the candidates provided the
correct detail ‘vase’. Most marks were lost due to the inclusion of distracting details ‘portrait’ and
‘local artist’. Most candidates who selected the correct detail spelled it correctly. Spelling attempts
which put the intended meaning in doubt or changed the meaning were not credited. Some
candidates misheard the targeted idea as ‘bars’.
Question 4
(a) This was another question with a mixed level of success. The expected answer for this question
was ‘rainy’, but ‘raining’ and ‘rain’ were also credited. Most attempts were spelled correctly.
However, spelling attempts that put the intended meaning in doubt could not be given the mark.
Some candidates chose to provide their response as longer phrases, for example ‘rainy weather’ or
‘rainy sunrise’ and these were allowed. However, phrases which changed the overall meaning
could not be credited. Most marks were lost due to the inclusion of the distracting detail ‘sunny’.
(b) This was a reasonably well attempted question with more than half of the candidates providing the
correct detail ‘snow’. Just as in the previous question, other forms were also allowed (e.g. snowy,
snowing). Some candidates provided the detail as part of a longer phrase: ‘snow in places’. There
were a lot of responses which also contained the distracting details in addition to the correct detail
(e.g. ‘snow and frost’, ‘cold night snow’) and such responses could not be given any marks.
Ambiguous spelling attempts were not credited.
Exercise 2
Questions 5(a) – 5(h)
Most candidates achieved a fair level of success in this Exercise. On average, candidates scored 5 marks.
The most successful attempts were for Questions (a), (f) and (h). Candidates were less successful with
Questions (c), (d) and (e). There were minimal instances of No Responses.
Question 5
(a) There was a high level of success here, with the vast majority of candidates selecting the correct
detail ‘street’. However, ‘road’ was also credited as a reasonable alternative and so were
responses including a correct extra detail (e.g. local street). The plural form ‘streets’ was not
allowed as this altered the intended meaning. The vast majority of responses were spelled
correctly. Spelling attempts which could not be credited were rare. Weaker candidates selected the
distracting details ‘sports centre’ and ‘park’ in error. Weaker candidates also tended to provide
random nouns.
(b) The correct detail ‘three/3’ was selected by more than two thirds of candidates. Marks were lost
here due to the inclusion of the distracting numbers ‘1’, ‘2’ or ‘5’. Weaker candidates misheard the
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targeted number as ‘30’. All candidates who provided the number written as a word spelled it
correctly.
(c) This item was answered reasonably well by more than half of the candidates, who provided the
targeted detail ‘strength’. Most spelling attempts were deemed recognisable and therefore credited.
Marks could not be given, however, for ambiguous attempts. The distracting details ‘fitness’ and
‘speed’ were often selected in error.
(d) This was one of the less well attempted items in this part of the exam, with only half of the
candidates successfully selecting the expected detail ‘heartbeat’. However, ‘heart rate’ and ‘heart
speed’ were also credited as reasonable paraphrases of the key detail. Spelling attempts such as
‘hear beat’ and ‘heart bit’ could not be allowed as they put the intended meaning in doubt. Weaker
candidates often selected the distracting detail ‘footsteps’, included random nouns (e.g. attitude) or
provided nouns that did not feature in the recording (e.g. breathing). Such attempts could not be
given any marks.
(e) This item was another item which was attempted with a mixed level of success. The expected
answer was ‘poetry‘, but most candidates selected the distracting details ‘news’ and ‘music’.
Creditable answers included attempts which conveyed the same idea, such as ‘poems’. While most
spelling attempts gained the mark here, there were some that put the intended meaning in doubt
and could not be given any marks.). Weaker candidates also provided spelling attempts which
created a new meaning (e.g. pottery) and gained no marks.
(f) The question targeted something that the speaker enjoyed looking at during her runs. The
expected detail here was ‘trees’ and the vast majority of the candidature gave that as their
response. Where marks were lost, this was mainly due to the inclusion of the distracting details
‘sky’ or ‘clouds’. Weaker candidates also misheard the plural form and included the singular form
‘tree’. Answers that were too general (e.g. surroundings) also gained no marks.
(g) This question was reasonably well attempted by more than half of the candidates. The expected
detail was ‘railway’, but ‘railroad’ was also accepted. Spelling attempts which were considered
recognisable were credited. However, a number of candidates provided spelling attempts which put
the intended meaning in doubt or created a new meaning (e.g. runway). The plural form ‘railways’,
and ‘rail’ on its own, also lost the mark. Weaker candidates tended to select random details from
the recording (e.g. route, transport).
(h) This was one of the better attempted questions in this exercise. Most candidates provided the
targeted detail ‘ice-cream’, but attempts such as ‘ice-cream rewards, or ‘rewards’ (on its own) were
also given the mark. The plural form ‘ice-creams’ was also deemed creditable as it fitted the gap.
However, attempts which were deemed too general (e.g. food, eating) could not gain any marks.
The vast majority of spelling attempts were accurate or unambiguous. Weaker candidates often
selected the distracting detail ‘chocolate’ in error.
Exercise 3
Most candidates dealt very well with this part of the test. The majority matched between 4 and 6 speakers
correctly with the expected letter. Candidates dealt extremely well with matching the correct answer to
speakers 1 and 5 but were less successful with speakers 2 and 6. The most common errors included opinion
B being given as the answer for speakers 2 and 6. Weaker candidates often reversed the answers for
speakers 2 and 6, and for speakers 4 and 5.
There were minimal omissions in this part of the test and fewer candidates used the same letter twice.
There were few candidates this session who overwrote their initial answers after changing their mind.
However, when this was the case, these attempts were often illegible, and this led to a loss of marks.
Exercise 4
This part of the test was attempted reasonably well, on the whole, with most candidates scoring between 5 –
6 marks. Candidates were particularly successful with Questions (a), (d) and (h). Weaker candidates tended
to be less successful with Questions (c) – option A was sometimes given in error, (e) – option B was often
wrongly selected as the answer, and (f) – option A tended to be the wrong answer here. Some candidates
continue to tick more than one option for individual questions.
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Instances where candidates did not tick any options for some of the answers were far and few between.
Exercise 5
Part A
There was a reasonable level of success in this Exercise, with most candidates scoring 2 – 3 marks.
Candidates particularly excelled in Questions (a) and (b). Candidates were least successful when
attempting Question (e). The majority of marks were lost due to the inclusion of distracting information
instead of the correct detail. Candidates also struggled to navigate themselves through the talk.
Question 8A
(a) Candidates attempted this item fairly well. The expected answer was ‘2013’, but ‘twenty thirteen’
and ‘two thousand thirteen’ were also accepted. Weaker candidates tended to put the distracting
years 1600 and 2015.
(b) This question was fairly well attempted by most candidates. The expected answer here was ‘foxes’.
Some candidates provided their answer as part of a longer phrase ‘fox attacks’ and, as it closely
conveyed the targeted idea, it was also credited. Spelling attempts which did not put the intended
meaning in doubt were accepted. Candidates who misheard the form of the key detail as ‘fox’, or
provided a response that was too general did not gain any marks here. Weaker candidates often
selected the distracting detail ‘deep water’, or provided random nouns from the recording which
were linked lexically (e.g. security). In both instances no marks could be given.
(c) This question was attempted with a mixed level of success. The required detail was ‘flood water’,
but ‘floods’, ‘flooding’ and ‘flood water flow’ were also credited here. The vast majority of
candidates spelled the key detail correctly. There were only a few spelling variants which put the
intended meaning in doubt and were disallowed. No marks were also given to attempts which
omitted the key detail ‘flood’ and were therefore too general (e.g. water flow, river, and water on its
own). Some marks were lost where candidates selected the distracting detail ‘storms’ in error.
(d) There was a reasonable level of success here. The expected detail was ‘chemicals. Most spelling
attempts were deemed recognisable and, therefore, credited. However, there were a few
ambiguous spelling variants which could not be credited. Longer phrases which retained the
targeted idea were allowed (e.g. chemical elements), but attempts which were too general (e.g.
pollution) could not be accepted. Weaker candidates often misheard the plural form as singular
‘chemical’, or provided a phrase which paraphrased an idea from the text on the question paper
(e.g. agricultural fields). In both cases no marks were awarded.
(e) This question was attempted with a low level of success. The question asks for something that was
recently damaged due to beavers’ habits. Only a small number of candidates provided the correct
detail ‘plants’. Most successful attempts also included the extra detail ‘garden’. However, weaker
candidates misheard the extra detail as ‘govern plants’ or ‘golden plants’ and, consequently, lost
the mark. The singular form ‘plant’ was also disallowed. Most incorrect attempts included the
distracting details ‘fruit trees’, ‘trunks’ and ‘fences’.
Exercise 5
Part B
Part B was attempted fairly well, with most candidates scoring 3 marks on average. The more successful
attempts were for Questions (a) and (e). Candidates were less successful when attempting items (b) and
(c). The most common reason for the loss of marks was the inclusion of distracting details. There was a
higher number of No Responses in this part of the test compared to the rest.
Question 8B
(a) Most candidates coped very well with this item and gained the mark by providing the expected
detail. The vast majority of responses were spelled correctly. Weaker candidates sometimes
selected the distracting details ‘England’, ‘Canada’ and ‘North America’ in error.
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(b) Candidates attempted this question with a variable degree of success. The expected answer was
‘birds’, but most correct responses also included the extra detail ‘resident’. Answers that were too
general and, therefore, not creditable included: ‘species’, ‘animals’ and ‘creatures’. Where the key
detail was misspelled, most of these attempts were deemed ambiguous and were given zero
marks. The singular form ‘bird’ was another common reason for the loss of marks here. Weaker
candidates sometimes misheard the extra detail ‘resident’ and included an incorrect adjective as
part of their response, for example, ‘nesting birds’.. Weaker candidates often selected the
distracting detail ‘frogs’ in error.
(c) Candidates achieved a low level of success when attempting this question. The targeted idea was
‘landscape’, but the plural form ‘landscapes’ was also credited. Most spelling variants were
considered recognisable and, therefore, credited. However, where spelling attempts created a new
meaning (e.g. land escape) or put the meaning in doubt, no marks were given. Some candidates
also provided the key detail in a different grammatical form. For example, ‘landscaping’ and
‘landscapes’ were still considered creditable, but ‘landscaped’ was not and did not score any
marks, as it did not fit the gap. The distracting detail ‘wetlands’ and ‘ecosystems’ were often
provided in error by weaker candidates.
(d) This question was attempted with a fair level of success by most candidates, who gained the mark
by providing the expected detail ‘climate change’. The plural form ‘climate changes’ was also
allowed here. Most spelling attempts were unambiguous and, therefore creditable. However, there
were a few variants which put the meaning in doubt and could not be allowed.
(e) This item was attempted very well. The expected answer was ‘documentary’, and the vast majority
of candidates provided this as their response. There were a wide range of spelling attempts and
most of these were credited. However, ambiguous spelling attempts could not be given any marks.
Weaker candidates sometimes provided responses that did not convey the right meaning (e.g. film)
or often selected the distracting detail ‘research’ or ‘research paper’ in error.
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(COUNT-IN SPEAKING)
Paper 0511/43
Key messages
• In responses where one idea or detail is required, candidates are advised to provide only one
response. Where two items are required, candidates should write only two.
• Learners’ awareness should be raised of the importance of using the correct singular/plural form of
nouns as these can alter the key meaning.
• When providing spelling attempts, the intended meaning of the word must be clear from these attempts.
Spelling attempts that create a homophone are not accepted (e.g., court/caught, poor/pour).
omission of sounds), would be beneficial to learners. Learners should also be made aware of the
(e.g., t/d as in ‘tends’ and ‘tents’).
• Some questions involve transcribing various numbers, and these should therefore be practised. For
example, it is useful to help candidates to distinguish between the pronunciation of sixty and sixteen.
Candidates would benefit from more practice in writing larger numbers, and the standard form of
abbreviations of common units (e.g., ‘hrs’ for hours, ‘min’ for minutes, ‘km’ for kilometres, etc.), correctly.
• Candidates should be encouraged to read the rubric very carefully for each question on the paper.
• The word formation of the expected responses in Exercise 2 and Exercise 5 Parts A and B should
make an acceptable fit in the gaps for each item on the Question Paper.
• In Exercise 1 (Questions 1 to 4) candidates should try to establish what a question is asking for, by
highlighting the question words, e.g., how, why, when, and the key words in the question. In many
additional information, in conjunction with the expected key answer, and the extra information is
incorrect, the whole answer cannot be credited. For this reason, candidates should be encouraged to
provide concise answers.
• In the gap-filling exercises candidates should be encouraged to try and predict the answers in the gaps.
At the end of each listening section, candidates should also check their responses carefully.
• In the same exercises (i.e., gap-filling – Exercises 2 and 5 A/B), candidates should be reminded not to
include words that are printed on the question paper before or after each gap as part of their answer
• In the matching speakers question (Exercise 3) and the multiple-choice questions (Exercise 4)
candidates should be encouraged to make it absolutely clear which answer they wish to be taken as
their final selection by Examiners. It needs to be emphasised that, where crossing out of a rejected
selection is not clear, this will be seen as ambiguous by an Examiner and if there is any uncertainty it
will be marked as wrong. It is also important to emphasise that if two boxes are filled in with the same
letter in Exercise 3 then, even if one of the responses given in one of those is correct it will not be
credited. Similarly, for each individual question in Exercise 4, if two boxes are ticked rather than one,
and the intended response is not clear, then no marks can be given.
• Candidates should use a pen, not a pencil, and simply cross out responses which need to be altered.
Candidates should also be reminded to write their answers in the spaces provided on the question
paper.
General comments
• Candidates left quite a few gaps blank/No Responses in this paper. Candidates are encouraged to
provide responses to all questions and items.
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• Successful responses were those which provided short, clear answers. Some candidates wrote too
much and, in doing so, either changed the meaning of the expected answer or provided a response
which was not clear.
• Learners need to be reminded of the importance of clear handwriting.
• There was a wide range of spelling variants. However, in many cases the spelling of certain items was
such that the candidates intended answer was not clear, so could not be credited.
Exercise 1
(Questions 1 – 4)
Overall, this section was answered with a mixed level of success. Any reasons for loss of marks are outlined
in the descriptions of individual responses below. There were some No Responses to some items in this part
of the test.
Question 1
(a) The expected response here was ‘decorations’. A reasonable number of candidates provided this
expected response, usually spelt correctly. However, a significant number of candidates included
distracting detail with their answer e.g., ‘decorations and cupcakes’ and, therefore, lost the mark.
Answers which included non-negating detail such as ‘garden decorations’, ‘outside decorations’ or
‘decorations to hang’ were accepted.
(b) The expected response here was ‘sweater’. A reasonable number of candidates provided the
expected response, usually with a creditable spelling variant. However, many spelling attempts left
the meaning in doubt – such attempts could not be credited. The incorrect distracting detail
‘present’ was also frequently encountered.
Question 2
(a) The expected response here was ‘water pollution’. This question was generally well answered with
the majority of candidates providing the expected response. However, in some instances, key
detail was omitted e.g., just ‘water’ or ‘pollution’ were provided, which could not be credited. Other
reasons for loss of marks included spelling attempts that put meaning in doubt. Also, the distractor
‘climate change’ was encountered quite often.
(b) There was a mixed level of success here, with a fairly even divide between candidates who
provided the expected responses ‘vet’ and the distractor ‘photographer’. Some candidates provided
both together and lost the mark. Many candidates provided the non-abbreviated version of the
expected response ‘veterinarian’. Reasonable attempts at spelling were all credited. However,
‘veteran’ could not be credited, as this variant created a new word with a different meaning.
Question 3
(a) This question was poorly attempted. The expected response here was ‘King(s) theatre’, which was
provided by a small number of candidates. Both details were required for a mark.
Marks were often lost due to spellings that put meaning in doubt. However, some spelling
attempts, which were reasonably recognisable, were accepted.
Candidates often provided ‘king’ but added incorrect extra detail, so lost the mark with responses
such as ‘Kings stadium’. The distractor ‘city museum’ was encountered fairly often.
(b) This question was poorly attempted. The expected response was ‘flute’ and the vast majority of
candidates provided spelling variants that put the meaning in doubt. The distractors ‘cello’ and
‘drums’ were also often encountered and could not be credited.
Question 4
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(a) This question was generally well answered. The expected response here, ‘shoulder’, was often
given with the correct spelling. Spelling attempts which put the meaning in doubt were not
accepted.
(b) There was a very mixed level of success here. The expected response was ‘spectator’ and the
majority of spelling attempts seen were uncreditable.’. Some spelling attempts which did not put
meaning in doubt were accepted.’.
Exercise 2
Question 5
Overall, this section was answered with a very mixed level of success. Any reasons for loss of marks are
outlined in the descriptions of individual responses below. There were several No Responses to some items
in this part of the test.
Item 5
(a) This question was not well attempted. The expected response ‘bay’ was not often encountered. In
several instances, the distracting (uncreditable) detail ‘coast’ was given in error.
(b) This question was poorly attempted. The expected response here was ‘sightings’. The expected
response was not often encountered. In several instances, the distracting (uncreditable) detail
‘weather’ was given in error. When the expected response ‘sightings’ was attempted, it was often
spelt in a way that created new words which altered the meaning of the response.
(c) There was a reasonable level of success here. The expected response ‘(invented) sounds’ was
provided by several candidates. However, marks were lost when the distracting details ‘clans’ or
‘pattern’ were given in error. Some spelling variants of the expected response put the meaning in
doubt, so could not be credited.’. The plural ‘sounds’ was the correct lexical form required to fit the
gap, so the singular form ‘sound’ was not accepted.
(d) There was a reasonable level of success here. The expected response ‘hunting (habits)’ was
provided by several candidates. In some instances, the form of the word provided did not make a
good fit for the gap e.g., ‘hunt or ‘hunters’. In other cases, spelling variants of the expected
response put the meaning in doubt, so could not be credited. In some instances, extra detail was
added to the key which altered the meaning of the response as a whole, thus losing the mark e.g.,
‘hunting cabins’.’.
(e) There was a fair level of success here. The expected response ‘swimming’ was provided by many
candidates. In some instances, the form of the word provided did not make a good fit for the gap
e.g., ‘swim’ or ‘swimmers’. In other cases, spelling variants of the expected response put the
meaning in doubt, so could not be credited.’.
(f) This question was poorly attempted. The expected answer was ‘eagles’.
However, candidates invariably provided the distractors ‘bears’ or ‘seals’ in error. Where spelling
variants put meaning in doubt the mark was not given.
(g) Generally, well answered. Many candidates provided the expected response ‘steam’ and gained
the mark. Marks were sometimes lost when candidates provide distracting detail in error e.g.,
‘rocky slopes’ or ‘snow’.
(h) Generally, well answered. A significant number of candidates provided the expected response
‘helicopter ride’ (both details were required for the mark). The mark was often lost, however, when
only partial answers were provided e.g., just ‘helicopter’ or ‘ride’. Acceptable synonyms for ‘ride’
were credited in full responses.’. Spelling variants that put meaning in doubt were not credited.
Exercise 3
Question 6
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The candidates performed reasonably well in this part of the test with many, on average, matching around 5
of the speakers correctly.
Candidates appeared least successful in the matching of speakers 2 (B often matched in error) 4 (G often
given in error) and 6 (F often given in error) to the correct letter.
Exercise 4
Question 7
The candidates performed reasonably well in this part of the test with many, on average, gaining between 6
and 7 points overall in this exercise.
Generally, candidates appeared to perform better in the multiple-choice Questions 7(a), (d), (e) and (f).
Items 7(b), (g), and (h) were less successfully attempted.
Exercise 5
(Part A)
A mixed level of success was evident overall. Any reasons for loss of marks are outlined in the descriptions
of individual responses below. There were some No Responses to some items in this part of the test.
Item 8A
(a) A mixed level of success was apparent here. The expected response here was ‘wind’. However,
candidates often provided the distracting information ‘water’ from the recording in error.
(b) Reasonably well answered. The expected response here was ‘(water) melon(s)’, and this was
encountered fairly frequently. Marks were lost when incorrect details from the recording, such as
‘green beans’ or ‘broccoli’, were provided. Some spelling variants of the answer put meaning in
doubt, so could not be credited.
(c) Generally, well answered. The expected response here was ‘lake’ and the majority of candidates
provided this, Marks were lost when distracting details from the recording such as ‘riverbeds’ or
‘ocean’ were provided in error. Some spelling variants of the answer put meaning in doubt, so
(d) This item was less successfully attempted. The expected response here ‘flooding’, was
encountered a reasonable number of times. Distracting detail from the recording was sometimes
given in error e.g., ‘water levels’ and ‘sand mining’. Some spelling variants of the answer put
meaning in doubt, so could not be credited.
(e) Generally, well answered. The expected response here, ‘plastic (waste)’, was provided by a
significant number of candidates. However, some candidates included distracting information e.g.,
‘recycled glass’, or provided spelling variants that could not be credited, as meaning was put in
doubt. In some instances, the spelling ‘waist’ was given as additional information – ‘plastic waist’,
this created a new word which altered the meaning of the response as a whole, so credit could not
be given. Also, some candidates added the distracting detail ‘straws’ from the recording e.g.,
‘plastic straws’ so lost the mark.
(Part B)
A mixed level of success was evident overall. Any reasons for loss of marks are outlined in the descriptions
of individual responses below. There were some No Responses to some items in this part of the test.
Generally, well answered. The expected response here was ‘(commercial) fishing’. However, attempts which
put meaning in doubt were not credited. Other reasons for loss of marks included providing distracting detail
in error e.g. ‘water pollution’ or sand mining.
Generally, well answered. The expected response – ‘stomach’, or an acceptable variant, was provided by
most candidates. However, several candidates lost the mark with spelling variants that put the meaning in
doubt.
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Generally well answered, with many candidates successfully providing the expected response ‘danger’.
Other answers that could not be credited included distracting detail from the recording such as ‘deep water’.
Generally well answered, with many candidates successfully providing the expected response ‘vision’. Some
spelling attempts put meaning in doubt so could not be credited.’. Other answers that could not be credited
included distracting detail from the recording such as ‘hearing’.
Less successfully attempted. The expected response ‘breathing’ was provided by more than half of
candidates. However, some candidates misheard this detail as ‘breeding’ so could not be given credit. A
good number of candidates used a form that did not fit the gap e.g., ‘breathe’ or ‘breath’ – so lost the mark.
Many candidates also lost the mark by incorrectly selecting distracting detail such as ‘feeding’ from the
recording as their response.
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(COUNT-IN SPEAKING)
Paper 0511/51
Speaking 51
Key messages
• Tests were generally well conducted. Most examiners demonstrated an ability to get the best from the
candidates.
• Centres should ensure that background noise is eliminated as far as possible and that the tests are
conducted in a quiet, secure area.
• Speaking test cards should not be selected in advance. Examiners should use the warm-up in Part B to
select a suitable topic which will engage the candidate.
• Internal moderation must be carried out where there is more than one examiner.
• For guidance on how to conduct the speaking test, examiners should watch the Speaking Test Video on
the School Support Hub.
General comments
Part A
This was mostly conducted well, with examiners providing the candidate name and number, and reading out
the instructions as they appeared on the card. Some examiners chose to paraphrase the instructions which
sometimes made them more difficult to understand.
Part B
The majority of warm-ups were well conducted and achieved their objective to make the candidates relax
and ease them into the exam situation. Some examiners asked open questions that elicited information
about the candidate’s interests and enabled them to choose an appropriate card. It can be difficult to
maintain a balance between asking candidates questions which help identify a topic for discussion in Part D
and avoiding discussing exam topics themselves. The best results were obtained by examiners who asked
general questions about a candidate’s interest or experience of a topic, such as foreign travel, then moved
quickly on.
Part C
Generally, the preparation period lasted for the recommended 2–3 minutes. Some examiners suggested to
candidates that they should say when they are ready to begin Part D. This potentially puts pressure on some
candidates to rush the preparation period rather than use the full time allotted. Not all examiners announced
the specific card they had chosen for each candidate.
Part D
Most examiners used the given prompts in order and developed the conversation based on ideas emerging
from them, responding to what the candidates said. In some tests examiners ran through the prompts without
developing the conversation naturally with additional questions. At times this resulted in monologues or
examiners asking additional questions at the end of the test to fill the time. Examiners who expanded on the
prompts with open questions conducted the most effective tests. Stronger candidates demonstrated the
ability to change direction in conversation, develop ideas and return to the initial premise of discussion. It is
important that examiners participate in the conversation with the candidate.
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Application of the marking criteria
Structure – This was generally accurately applied. There was a tendency towards slightly severe marking at
the lower end and more generous marking at the top of the range. Examiners need remember that it is not
necessary for structures to be perfect for candidates to achieve the full marks. Candidates should be credited
for using a range of tenses and attempting more complex structures.
Vocabulary – This was mainly accurate, but sometimes tended to be under-marked, perhaps because
examiners were looking for more sophisticated or specific vocabulary related to the topic, while ignoring
some appropriate use of everyday language with which the candidates conveyed their ideas. It is important
to reward precise vocabulary and synonyms for words in the bullet points.
Development and Fluency – This was mainly accurate, although some centres reward faster speakers and
clear pronunciation, rather than development of ideas. Development and Fluency was sometimes hard to
assess when the examiner allowed monologues to develop and did little to promote a two-way conversation.
Administration
Recordings were sometimes hard to listen to because the microphone had been placed too near the
examiner, and too far away from the candidates. Levels of background noise were excessive at some
centres. Some centres did not asterisk the sampled candidates on the summary sheet. Where scanned
versions of the summary sheet had been uploaded to Submit for Assessment, they were sometimes hard to
read.
Internal moderation
Some larger centres with more than one examiner did not carry out internal moderation as required, or only
applied internal moderation to candidates in the sample.
Some smaller centres carried out internal moderation when it was not required, and in such cases, it was
often not clear who was involved in the process, or on what basis the marks had been changed.
Card A – Shopping for food
This topic elicited present tenses and conditionals. Candidates were able to refer to various world dishes in
connection with the first two prompts. Special celebrations included weddings, festivals and holiday periods.
Candidates talked about shopping at supermarkets were mentioned and their experiences of buying food
during lockdown. Most candidates compared shopping locally where they knew the owner to doing ‘a big
shop’ in a supermarket. In responses to prompt 4, candidates talked about food being part of culture.
Stronger candidates spoke about implications for the environment of shipping food. Candidates agreed that
buying locally produced food was better for the environment but that not all areas or seasons could provide
enough choice. Candidates felt it was wrong to waste food and suggested both buying less food and giving
excess food to the homeless and poor.
Card B – Being multilingual
Many candidates claimed that learning languages assisted in travelling abroad, accessing different cultures
and being able to communicate and even work with people from all over the world. Japanese seemed to be
a popular choice of a preferred language to learn. Some candidates were able to relate personal anecdotes
about a time when they had to speak a foreign language (e.g. translating for their parents), while other
candidates mentioned the fact that they were multilingual and how useful knowing languages can be when
travelling to another country. In prompt 3, candidates offered general tips, such as listening to songs,
reading, having conversation classes. Candidates often responded to prompt 4 by referring to a
translator/online translator. Candidates spoke about body language, sign language and animals
communicating in response to prompt 5. Ideas were often well developed, for example the connection
between learning languages and the job market.
Card C – Clothes
This card elicited a range of present and past tenses, comparisons, passive voice and modal verbs. The first
prompt was accessible for candidates of all abilities who were able to speak about various pieces of clothing.
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Candidates agreed that jeans, hoodies, T-shirts and trainers were both comfortable and popular items of
clothing. Reasons given for choosing particular clothes included ‘dress code’ and season. When responding
to the second prompt, most candidates were able to relate anecdotes about special events they had
attended. Prompt 3 caused some debate; candidates in favour of wearing a uniform explained that it was
easy to put on a uniform in the morning and it helped them avoid being judged by their peers. There were
also examples of professions such as doctors who needed to wear uniforms. Candidates explored the links
between personality and style of clothing. In response to prompt 4, candidates talked about fast fashion,
charity/thrift shops, brand clothing, being in control of what they wear (‘my style’), the use of fur, gender and
clothing.
Card D – Watching films
Candidates generally found this an engaging topic, and responded well to prompts 1 and 2, using film-
related vocabulary such as ‘screen’, ‘actor’, ‘director’, ‘special effects’, ‘genre’, ‘plot’ and ‘characters’. Both
prompts elicited use of modals, e.g. ‘I would like to make a film about climate change’. Prompt 3 enabled
stronger candidates to use more complex structures such as if-clauses, relative clauses and passive forms.
Prompt 4 led to comparisons with other jobs and roles: ‘After all, they’re not saving lives – they’re just making
a movie’. In response to prompt 5, stronger candidates used a range of structures and vocabulary to talk
about, for example, the importance of a balance between special effects, soundtrack and storyline, e.g. ‘the
soundtrack is necessary to help us understand the storyline.’
Card E – Being motivated
The main sources of motivation discussed in response to prompt 1 were job or study opportunities as well as
future ambitions such as ‘doing research’, ‘becoming a doctor’, ‘to achieve my dream’. Many candidates
were able to offer well developed responses, and this led to some effective use of collocations, e.g. ‘push
yourself to the limit’, ‘setting goals’. Prompt 2 enabled candidates to use narrative tenses to tell the examiner
about a time when they had to motivate someone, with ideas ranging from encouraging a friend to work
harder to trying a new sport or auditioning for a play. Stronger candidates used a range of vocabulary and
structures, e.g. ‘I reassured her that she would be really good’; ‘I took him aside and started talking to him’.
For the third prompt, candidates frequently spoke about exercise as ‘good for your health’ and the impact of
physical activity on ‘self-esteem’. Some candidates reacted more negatively to the idea of adult pressure:
‘Nagging will not help; children should be given opportunities.’ The fourth and fifth prompts were often well
developed, with both the positive and negative effects of the social media and celebrities described in great
detail.
Card F – Foreign travel
Most candidates used past tenses effectively when responding to prompt 1, along with vocabulary such as
‘sightseeing’, ‘monuments’ and ‘hospitality’. In prompt 2, candidates used phrases such as ‘bucket list’, ‘see
with my own eyes’. Prompt 3 elicited a wide range of collocations, including ‘business purposes’, ‘job
opportunities’, ‘experience different cultures’. Almost all candidates were able to give a number of reasons
why people travel abroad, such as ‘vacations’ or ‘to see family and friends’. In response to prompt 5, some
candidates acknowledged the need to protect the planet, but thought the idea impractical, while seeking to
justify their own preference to continue travelling by air: ‘Banning or reducing flights may be good for the
environment but not for happiness or businesses’.
Card G – Sports competitions
Prompt 1 elicited a range of sports including football, handball, tennis, basketball as well as reasons for
watching them. Responses to prompt 2 were mainly descriptive, using past tenses, with candidates talking
about who they played against and if they won. Some candidates talked about the emotional side of playing
in a competition and how they felt about being away from home for the first time. In response to prompt 3,
candidates talked about earning a lot of money, having a good life, being healthy and being famous.
Disadvantages mentioned by some candidates included having no privacy, being recognised when you were
eating in a restaurant, missing important family events if competing in a tournament. Prompt 4 enabled
candidates to talk about not giving up, getting certificates, learning to have respect, listening to the coach,
playing fairly etc. The final prompt allowed candidates to use modals and conditionals while talking about
being able to learn how to do sports and the importance of the Olympics.
© 2022
Card H – The working week
Candidates tended to give Friday as the answer to prompt 1 as they had the weekend to look forward to. For
prompt 2, candidates talked about having a particular project to complete, doing revision, having exams and
feeling anxious about them. A variety of adjectives were used to describe their emotions. Candidates
answered that they felt the weekend could be a day longer for them to relax and prepare for the following
week. Prompt 4 enabled candidates to express their opinions, with most agreeing that they should be paid
more as they cannot enjoy the weekend with their families and relax. Some candidates talked about it
depending on the type of job that was done. For prompt 5, candidates thought that giving people the choice
when to work and study would be very difficult to achieve, with stronger candidates discussing jobs, such as
teaching, and reasons why they needed to be done during the working week.
Card I – Parks
When responding to prompt 1 candidates tended to describe the size of the park, and facilities, the natural
features, the type of people who visit the place. For prompt 2, many different reasons were mentioned
including: ‘to study animals’, ‘to have parties’, ‘for educational reasons’, ‘to run around’, ‘play games’ and
‘enjoy being in nature’. Prompt 3 enabled candidates to use a variety of modals when explaining what people
should and should not do in a park. Most candidates thought that there should be some rules, and
mentioned ‘no littering’, ‘not going on the grass’, ‘not making too much noise’. Stronger candidates were able
to explain that certain behaviour would disturb other people and make the park less peaceful. For prompt 4,
candidates tended to talk about the relief of not being at home studying rather than the benefits of being
outdoors. Some talked about being sociable, seeing or learning different things. For prompt 5, most
candidates focused on the positive effect of keeping parks rather than effects of building new houses. Many
candidates mentioned parks helping to ease stress and helping their state of mind.
Card J – Meeting people
Prompt 1 gave candidates the opportunity to use synonyms, expressions of contrast, time phrases, modal
verbs and simple narratives. Candidates were able to list places such as a cinema, park and coffee bar.
Many successful responses to prompt 2 included appropriate words and phrases such as ‘then’, ‘after that’
‘later’ to sequence the events. Descriptions of celebrations such as birthdays and weddings included
references how candidates felt about those events. In response to prompt 3, most candidates agreed that it
was not possible to meet people without a smartphone. This was contrasted with the past and how people
used to communicate. For prompt 4, it was considered better to meet people face to face. Stronger
candidates were able to employ a range of phrasal verbs and verb phrases related to meeting friends, such
as ‘hang out with’ ‘get in contact with’ ‘stay in touch with’. In response to prompt 5, most candidate said that
people should turn off their phone when meeting their friends, because using a phone would be rude. This
often led to discussions about feelings and first impressions.
Card K – At the seaside
Prompts 1 and 2 gave candidates the opportunity to use a range of vocabulary related to the seaside, (e.g.
‘coast’, ‘sandy beaches’), names of water sports, as well as some appropriate adjectives and collocations
(e.g. ‘the fresh aroma of the sea’, ‘sunlight reflected on the water’). Prompt 1 elicited the use of linking words
when listing advantages and disadvantages of living by the sea and living elsewhere. In response to prompt
2, candidates used past tenses to describe a trip to the seaside. Prompt 3 enabled candidates to express
their views using modals of obligation and the second conditional. Stronger candidates were able to
elaborate on alternatives to the idea in the prompt. In prompt 4, stronger candidates discussed opinions
about healthier lifestyles and used a range of cause-effect structures (e.g. ‘because’, ‘as’, ‘since’, ‘due to’).
Responses to prompt 5 included vocabulary related to the environment, e.g. ‘litter that contaminates the
beach’; ‘is not polluted as much’.
Card L – Public transport
This card was rarely selected by examiners. In response to the second prompt, some candidates said they
did not use public transport, but were able to relate an anecdote about a friend or family member. The final
three prompts produced more extended responses and allowed candidates to speak at length. Prompt 3
invited the use of more complex structures to compare various means of transport (e.g. ‘even though’, ‘not as
fast as’, ‘more convenient’). Stronger candidates used modal verbs here (‘might’, ‘could’). Prompts 4 and 5
enabled candidates to use conditionals. Stronger candidates were able to demonstrate vocabulary such as
‘fines’, ‘restrict’, ‘license plates’ or ‘congestion charge’. They were also able to employ lexis related to
environmental issues, such as ‘the impact of climate change’ and ‘global warming’.
© 2022
Card M – Town and countryside
Candidates at all levels were able to give a description of their local area in response to prompt 1, and
introduce adjectives such as ‘busy’, ‘peaceful’, ‘crowded’ which were expanded in prompt 2. In prompt 2,
more chose to recall a countryside visit, often setting context, ‘When I was younger’, ‘two years ago’. Linking
words (‘e.g. ‘so’, ‘and then’) were used to establish a narrative, as well as emotive terms and intensifiers to
describe responses to what happened, for example visiting an event, ‘really excited’ or ‘getting lost, ‘pretty
scared’. Prompt 2 also gave an opportunity to use past forms, with stronger candidates demonstrating a
range of structures (‘I had not been there before/we were visiting … when …’). When responding to prompt
3, candidates were able to employ comparative forms and vocabulary linked to pollution, noise,
entertainment. The ideas raised here were further developed in prompt 4, with some answers bringing in
wider issues of freedom versus health. Responses to prompt 5 often included complex discussions of the
impact of different types of environment on children.
Card N – Looking after your health
Most candidates were able to name sports they played regularly and developed their responses by talking
about exercise and eating habits. Prompts 1 and 2 drew on personal experience and allowed candidates to
use a range of structures related to routines such as adverbs of frequency as well as comparatives and past
forms. Prompt 3 allowed weaker candidates to give a clear opinion, while stronger answers used linking
phrases such as ‘on the other hand’ to look at the broader picture of people having more exercise options
but also easier access to more junk food. Prompt 4 elicited concrete ideas, and most candidates offered
practical suggestions, often using more complex structures such as passive voice and conditionals (e.g. ‘if
gym classes were included in the curriculum…’). Prompt 5 produced some very sophisticated language and
again often drew on personal experience (‘If I’m feeling relaxed, I’m more likely to feel like going to the gym’).
Card O – Reporting the news
This card was rarely chosen. All candidates were able to offer examples of types of news sources, often
referring to different generations having different preferences. Prompt 2 personalised the topic and allowed
candidates to use speculative language, e.g. ‘This job must be difficult’ and a range of descriptive adjectives.
Prompt 3 elicited a wide range of language, from simpler suggestions regrading writing about ‘school gossip’
to discussing ideas about producing material which is age appropriate and using formal language to
communicate information. Prompt 4 encouraged candidates to express opinions and explore ideas around
influence and role models. Prompt 5 produced some well-argued ideas; the most sophisticated used terms
like ‘global information networks’ and explored the role of technology.
© 2022

(COUNT-IN SPEAKING)
Paper 0511/52
Speaking 52
Key messages
• In general, the tests were conducted well. Most examiners followed the instructions included in the
Teacher’s/Examiner’s Notes.
• Background noise should be minimised as this can affect candidates’ performance. This is a formal
examination, and a quiet, secure room should be used.
• Examiners should encourage candidates to talk more about personal anecdotes or future predictions,
where applicable, to ensure candidates are given the opportunity to demonstrate their abilities.
• Examiners should explore individual prompts in more detail and link their questions to what candidates
have said. They should also ask more open questions to elicit more detailed responses from the
candidate.
• Examiners should use the warm-up (Part B) session to explore the candidate’s interests to enable them
to select a suitable topic card.
• Examiners should use a timer to ensure candidates are given the correct amount of time for each part of
the test.
General comments
Part A
Most examiners introduced the centre’s name, number, as well as the details of the exam, the examiner, and
the date. The instructions were read out at the beginning of most tests. Part A was sometimes paraphrased
which led to key details being omitted.
Part B
Most examiners used the warm-up period effectively to put candidates at ease, following the recommended
timings. They asked appropriate questions and did not include questions about school or abstract topics
more suited to Part D. It can help to choose a topic card related to the interests expressed by the candidates
during the warm-up. Sometimes the warm-ups were too short or too long.
Part C
Almost all examiners stated the topic before the preparation period. Most of the preparation periods followed
the recommended timings, with examiners advising the candidates when the preparation period had ended.
Where there were timing issues, it was mostly the candidates not being given enough preparation time, often
when candidates felt ready to start. Occasionally, candidates asked for clarification and the examiners
provided helpful explanations. It should be noted that all candidates should be encouraged to fully utilise the
time available to prepare for Part D of the examination
Part D
Many examiners conducted the tests well and encouraged candidates to develop the conversation. The
prompts were used appropriately and not paraphrased unless candidates required clarification. Some
examiners did not engage in a conversation or support candidates enough. Some Part Ds were too short or
too long. Examiners should be encouraged to watch the Speaking Test Video on the School Support Hub to
see how this assessed part of the test should be conducted.
© 2022
Structure – Candidates were given credit for their ability to use a range of complex structures such as
conditional sentences, relative clauses and passive structures. In some centres, there was a slight tendency
to be generous towards candidates who were competent in terms of fluency but lacking in their ability to
demonstrate a variety of structures, or who had made persistent tense and singular/plural errors. It is
important for examiners to reward candidates using the full range of marks available for structures.
Vocabulary – Candidates were credited for using vocabulary effectively to express their ideas with clarity
and precision. This included not only sophisticated lexis or subject-specific words (e.g. scientific terms) but
also idiomatic language and effective use of collocations and phrasal verbs. Candidates who demonstrate
accurate use of shades of meaning and sophisticated ideas should be rewarded with higher marks for
vocabulary.
Development and Fluency – Candidates were credited for extending their ideas and providing original
contributions. Some examiners credited candidates’ speed of delivery rather than their fluency. Examiners
should allow candidates sufficient time to respond to questions so they can respond at length without
interruptions if they are to access the higher marks for development and fluency.
Administration
Most recordings were of an acceptable quality, though in some cases background noise was evident.
This could be distracting for candidates. If possible, candidates should be entered in candidate number order
on the summary form. There were few errors in the addition of marks but there were some errors in the
transfer of marks from the summary forms to the total marks on Submit for Assessment. Most centres
submitted the correct number of samples and included the full range.
Internal moderation
Where applicable, most centres conducted internal moderation to ensure a correct rank order for all
candidates at a centre when more than one examiner was used. Centres need to make it clear that internal
moderation has occurred, and to indicate changes to the individual assessment criteria following internal
moderation. Many centres with only one examiner conducted internal moderation when this is not necessary.
Card A – Interests
In response to prompts 1 and 2, candidates were able to name a variety of interests and things they enjoyed
in the past and wished to do in the future, for example, collecting anime cards, going to the park, keeping a
diary, playing sports such as boxing and volleyball. Candidates gave a variety of responses to prompt 3, with
many agreeing that some similarities in what friends enjoy doing are important. There were some complex
sentences that were elicited by this point, e.g. ‘Usually it means you have stuff in common so you can relate
well to each other’. Responses to the final two prompts included some balanced discussion, with stronger
candidates employing structures such as modals verbs and language for speculating. Many candidates
attempted to present both sides of the argument.
Card B – Working from home
The first prompt brought out candidates’ very recent experience of the pandemic, with stronger candidates
using sophisticated vocabulary (e.g. ‘outbreak’, ‘interaction’) collocations (e.g. ‘morning routine’) and
accurate structures (e.g. ‘helping parents get used to technology’). Common responses to prompt 2 included
‘doctor’, ‘engineer’, ‘plumber’, ‘fire fighter’, and the idea that ‘for some jobs you need to be present at the
scene’. The third prompt enabled many candidates to talk about their recent experiences, with candidates
citing advantages (e.g. ‘flexible’, ‘save time’) of being at home while working. The final two prompts allowed
some complex structures to emerge (e.g. ‘I agree to some extent but not completely as there would be many
distractions’). Most candidates were able to make predictions about people’s working lives in the future, e.g.
‘technology will take our jobs and lead to poverty’, ‘jobs that can be done at home are mostly those that can
be done on devices’.
© 2022
Card C – Giving and receiving
The first prompt generated a range of responses; weaker candidates gave shorter answers (e.g. ‘white dog’ ,
‘PS5’) while stronger candidates elaborated on the gift they received (e.g ‘When I was very small, my mum
gave me a meaningful gift’). Some candidates needed some encouragement to develop the second prompt,
but many talked about giving advice to friends who were addicted to gaming and advising unhappy parents
going through a divorce. In response to prompt 3, candidates talked about saying thank you and giving a gift
in return. The fourth and fifth prompts elicited some more complex structures based around abstract
concepts (e.g.‘It’s a ‘must’ for homeless people.’, ‘their reaction would make me happy’, ‘I do agree but it
must be a two-way thing’).
Card D – Live sports events
This card was frequently chosen. In response to the first prompt, candidates gave examples of a range of
events such as ‘boxing matches online’ or football and basketball games. Stronger candidates were able to
talk in a detailed way about their experience (‘pushed and shoved/an altercation/that’s where it gets really
intense’). The second prompt elicited discussions about the live experience where candidates could
demonstrate their knowledge of appropriate vocabulary (e.g. ‘atmosphere’, ‘yelling’ ‘cheering’). In response
to the third prompt, most candidates talked about the issues of acquiring tickets to a live event and how
expensive they were. Many candidates also talked about the crowds, fights between supporters and
travelling to the stadium. The final prompts allowed for a more developed discussion and enabled candidates
to use a range of functional language relating to the expressing of opinion (e.g. ‘I prefer to’, ‘I do not agree’,
‘this is somewhat true’).
Card E – Lifestyles
In response to prompt 1, most candidates were able to describe special food that is traditionally prepared for
celebrations in their countries, with many stronger candidates expanding this by elaborating on the origin or
preparation of the dish, or by evaluating it (‘they are boiled in water at high degree’, ‘calorific food’). For
prompt 2, many incorporated anecdotes about family celebrations, using a variety of tenses, linking devices
and subject-specific vocabulary. Candidates gave their opinions on the educational aspect of films and TV in
prompt 3, and explained how they personally learned about the lifestyles of other nationalities. They were
able to provide a detailed justification supported by examples with some original ideas interwoven into their
responses. Prompt 4 enabled candidates to use fixed expressions showing agreement and/or disagreement
(e.g. ‘I could not agree more’) and to use a variety of collocations (e.g. ‘junk food’) when giving examples.
Most candidates used appropriate structures to compare their lifestyles to those of their parents, agreeing
that theirs is less healthy. They often used ‘used to’, conditionals and modal verbs. The final prompt allowed
candidates to talk at length and use a range of complex structures such as passive voice and relative
clauses.
Card F – Teenage life
Candidates were able to name a range of places and activities related to their leisure time when responding
to prompt 1. Most of them used phrasal verbs (e.g. ‘hang out’). Stronger candidates also used a range of
modal verbs to talk about their habits and went beyond simply describing their routines by justifying using
relative clauses. Prompt 2 enabled candidates to use a variety of past tenses. Candidates used vocabulary
to express feelings (‘delighted’) and to describe their experiences (e.g. ‘nerve-racking’, ‘emotional
rollercoaster’). For prompt 3, candidates expanded their answers and used a variety of clauses with linking
words to argue the advantages and disadvantages (e.g. ‘If I had not been on social media at that time, I
would not have as much knowledge about the conflict as I do now’). Prompt 4 also encouraged expanded
answers, with most candidates giving detailed explanations and examples. For prompt 5, most candidates
were able to use vocabulary related to the environment (e.g. ‘recycle’). The fifth prompt enabled stronger
candidates to speculate and to express some original ideas and opinions.
Card G – Times of the year
In prompt 1, candidates named their favourite time of the year and explained what aspects of it they find
appealing, often referring to the weather climate and describing nature. Prompt 2 enabled candidates to talk
about the time when their families go on holiday, give examples and reasons why certain times are
preferable to others. Stronger candidates used this opportunity to incorporate past and future tenses. For
prompt 3, candidates described an important festival in their country, providing many details and used a wide
range of adjectives. Most candidates used the present simple, with some also using ‘will’ for present habits.
Prompt 4 enabled candidates to outline the advantages and disadvantages of living in a country with similar
© 2022
weather all year round, use conditional sentences and some sophisticated vocabulary related to the weather.
The final prompt gave candidates the opportunity to speculate, to explain past experiences and to use
complex structures such as conditionals, passive voice and modals. Examiners sometimes reminded
candidates about the climate in other countries for those who had never travelled outside their country.
Card H – The good things in life
The first prompt enabled candidates to give examples and to explain their opinions, with most candidates
mentioning friends or family members. For prompt 2, candidates often focused on their successes in tests or
sports achievements using a range of past tenses. Stronger candidates generally maintained control over the
narrative tenses and used compound sentences with a range of linking devices (e.g. ‘although’, as soon as’)
Stronger candidates showed some good use of adverbs of manner and modifiers. For prompt 3, candidates
often focused on keeping their neighbourhood clean or helping the elderly in their daily lives, sometimes
using a range of conditional sentences to explore the idea. Stronger candidates used some sophisticated
vocabulary and subject-specific collocations (e.g. ‘donate to charities’, ‘raise awareness of the Black Lives
Matter movement’). Most candidates successfully used conditional sentences to answer prompt 4. Prompt 5
enabled candidates to use fixed expressions to give opinion and provide clear justification. Stronger
candidates were able to use more complex structures and less common vocabulary (e.g. ‘prevalent’).
Card I – Where to go
Many candidates had not travelled much due to their age and the Covid travel restrictions over recent years.
However, they still made a good attempt to discuss the topic. Candidates were able to talk about places they
had visited using past tenses. The first two prompts enabled candidates to use descriptive vocabulary
discussing places that they visited and places that they would like to recommend. Comparatives and
superlatives were also used. Some candidates were not familiar with travel blogs, but once the examiner
explained what they were, they were able to express their opinion about them. Most candidates felt that
although they were interesting to read, they were not a reliable source of reference about a place as they
were just one person’s opinion. When responding to prompt 5, candidates demonstrated their ability to use
future tenses and a range of appropriate vocabulary such as ‘heritage’, ‘perspective’, ‘recommendations’,
‘stunning’.
Card J – Making and breaking
In response to prompt 1, candidates used past tenses and modal verbs as well as appropriate vocabulary
such as ‘finished product’. Some candidates spoke about building with blocks and toys when they were
younger. Examples given in response to prompt 2 were ‘a friend breaking a guitar’ and ‘breaking a hand
trapped in a door’. Prompt 2 also enabled candidates to use a range of sentence structures, including
relative clauses and if clauses. Candidates agreed that young people should learn how to make things at
school and said that would enhance people’s skills and could help to relieve stress from academic studies. In
response to the final prompt, candidates mentioned repairing pianos, guitars and violins as they were
expensive and could become more valuable with age.
Card K – Learning
This card was frequently used. The first prompt encouraged candidates to use the present perfect and past
simple to talk about what they had learnt from parents and grandparents. Examples given for prompt 1 were
how to control emotions, cooking and how to be independent. For prompt 2, candidates mostly spoke about
helping their friends with school subjects. Several candidates mentioned using online videos to help them
learn something on their own. The third prompt encouraged candidates to use comparatives to compare
learning on their own with being taught by another person. Future and conditional tenses were used in
response to prompt 4, as well as a wide range of vocabulary, including ‘relevant,’ ‘essential,’ ‘solution,’
‘motivation,’ and ‘successful’. Most candidates agreed with the final prompt.
Card L – Creative arts
This card was usually selected by examiners who had ascertained that the candidate was artistic during the
warm-up. A range of tenses and conditional sentences was used to discuss the topic. Candidates spoke
about digital art and setting artistic challenges with friends and judging each other’s work. A wide range of
appropriate adjectives were used to describe creative arts, e.g. ‘complex’, ‘soothing’, ‘challenging’ and
‘beneficial’. The fourth prompt encouraged candidates to use modals verbs to give their views about whether
talent was needed or not. In response to prompt 5, most candidates agreed that art ‘brings colour to your
life’.
© 2022
Card M – Things people do
Candidates were able to relate ways they had helped someone in response to prompt 1. While some used
the simple present tense, stronger candidates used a range of present and past tenses: ‘when I was 8’, ‘I’ve
been trying to help my friend’ and the emphatic ‘I did help someone’. Examples of help ranged from giving
water to a man who fell off his bike and taking him to hospital, to helping mum with housework, to breaking
up a fight as well as helping siblings with schoolwork. In prompt 2, responses varied from examples of
chosen careers (e.g. ‘I want to be a chef’) to more general plans such as ‘I want to go abroad and broaden
my horizons’. Candidates used a range of future and conditional tenses to discuss their future plans. For
prompt 3, there were many suggestions for improving the environment, such as not burning coal, using less
plastic and planting more trees. In prompt 4, the general feeling was that parents, especially mothers, have
more influence on children than celebrities. Prompt 5 elicited conversations about the possibilities online
discussions had brought during lockdown and the isolation this type of communication sometimes creates.
Card N – Being a visitor
In response to prompt 1, candidates described their country of choice in terms of people, scenery, culture
and traditions. Prompt 2 resulted in responses about sleepovers and some reference was made to Covid
lockdowns preventing these visits whilst others referred to family dinners. Prompt 3 elicited additional
responses to language difficulties and cultural differences. Stronger candidates commented on methods of
tackling communication issues (e.g. ‘listen to people carefully, ‘ask them to speak slower’). When talking
about prompt 4, candidates mentioned that the internet should be used to research a place in terms of
currency and famous places to visit, with stronger candidates commenting that ‘you may not necessarily see
what’s really on offer’. Prompt 5 allowed candidates to talk about improvements in technology due to the
Covid outbreak and how it enabled people to stay in touch. Although most candidates were in favour of
improvements technology might bring, there were also comments about how we might misread an online
conversation due to inability to see body language.
Card O – Entertainment
Candidates were able to talk about what they did for entertainment with some detail and enthusiasm, with
ideas ranging from playing musical instruments to hosting family and friends. Prompt 2 elicited examples of
descriptive language and correct use of various past tenses. There were ample opportunities for candidates
to demonstrate a wide range of vocabulary. Prompt 3 encouraged some good discussions, with stronger
candidates giving relevant examples of concerts they had attended. Candidates who had not attended any
live concerts described live concerts they had seen online. In prompt 4, all candidates were able to discuss
the key differences using language of comparison, with stronger candidates demonstrating a wide use of
tenses and similes. Prompt 5 enabled candidates to give well-defined opinions relating to relevant and
current ideas.
© 2022

(COUNT-IN SPEAKING)
Paper 0511/53
Speaking 53
Key messages
• Administration and conduct of the test were generally of a high standard.

• Examiners are reminded to pay close attention to timings for all parts of the test and consider
the use of timers.
• Examiners should engage candidates in a two-way conversation from the outset.
General comments
Part A
Most examiners read the instructions for Part A. Some examiners paraphrased the script, leaving out some
key information.
Part B
There were instances where the warm-up sections of the test were too long or shorter than 2 minutes.
Part C
Some examiners did not announce the title of the speaking card. In some cases examiners encouraged
candidates to start as soon as they were ready, resulting in candidates taking less than 2 minutes to
prepare. Candidates tended not to ask for clarification of the prompts, although this is allowed if
necessary.
Part D
There is an overall tendency for Part D to be too long for some candidates. Most examiners engaged the
candidates with some very good questions and comments to discuss the prompts, resulting in some
developed conversations, with a lot of original ideas. Most examiners responded appropriately to what the
candidates said.
Structure – Examiners had some difficulty in distinguishing between the top of Band 3 and the bottom of
Band 2. Some centres were slightly generous with marks for structure at the top end, where candidates
used structures correctly, but the range of those structures was not sufficiently wide.
Vocabulary – Marking candidates’ performance in this area was accurate.
Development and Fluency – Most examiners accurately marked candidates’ performance in this area.
Administration
The majority of examiners did not start the recording by announcing with the centre name and number,
examiner name and date.
© 2022
As the tracks are now uploaded for each candidate, centres named the tracks with the candidate numbers,
but rarely the names.
Internal moderation
There were instances where internally moderated marks varied a great deal from the original marks and, at
some centres, only the samples being submitted to Cambridge were internally moderated.
Card A – Communication
For this card, candidates talked about their interests, particularly in response to the first prompt. The
prompt enabled candidates to use a range of past tenses and verb forms. Prompt 2 elicited a variety of
appropriate nouns and adjectives as well as comparative forms. In response to prompt 3, some candidates
said that the main disadvantage of using text messages to communicate is that it is not easy to read
people’s emotions. In prompt 4, candidates were able to use some quite sophisticated structures, e.g. ‘Not
only can humans communicate with animals, we also train them, which is not the same thing.’ Prompt 5
also elicited a wide range of original ideas and concepts.
Card B – Superheroes
This card was frequently used. The card elicited a range of topic specific vocabulary and gave an insight
into the candidates’ concept of time passing. All candidates thought that nurses and firefighters were real
life superheroes and that they were dedicated, risking their lives for others. In response to the last prompt,
there was an assertion that we can nowadays do things that in the 80s were not even possible. Overall, this
was a card that triggered a lot of reflection, some sophisticated ideas, even from weaker candidates, and a
wide range of structures were elicited by all prompts.
Card C – Being a learner
This card enabled candidates to talk about the things that interested them. Consequently, the range of
topics elicited by prompt 1 was very wide, from recounting learning about astronomy and space to some
excellent descriptions of animals. Prompt 2 stimulated discussions about a range of skills and the use of
the past tense in some very interesting anecdotes, e.g. ‘the best day of my life was when…’. Prompt 3
elicited some anecdotes on language learning. The final prompt was very topical. Most candidates used the
past tense here because it related so directly to their experiences.
Card D – Jobs in medicine
This card was chosen often for those candidates who were going to train as doctors. This led to well-
developed conversations, with a wide range of original ideas. Prompt 1 elicited some subject-specific
vocabulary. In their responses to prompt 2 candidates used modals, command words and ideas as wide
ranging as ‘doctors should take a psychology test’ and ‘you need to be humane, be interested in the quality
of your work, have a good memory’. The universal opinion in prompt 4 was that people working in medicine
should be paid more. There was use of future forms as candidates reflected on the ideas in prompt 5.
Card E – Being responsible
This card was used infrequently. The candidates given this card all had caring responsibilities to some
degree, whether that was looking after younger siblings occasionally, to more regular and personal care for
elderly members of the family. The past tense was used very effectively. Candidates thought that not
having any other responsibilities apart from their studies was a nice idea, but unrealistic. There were some
strong ideas expressed in response to prompt 5, using appropriate vocabulary, e.g. ‘pollution’, disease’,
‘carbon dioxide.’
Card F – Places to meet
This card was too rarely selected to make meaningful comments.
© 2022
Card G – First and last
This card was seldom selected. Candidates who were given this card were able to talk at length about their
personal experiences throughout the prompts. The first two prompts elicited the use of past tenses.
Candidates were able to use their personal experience in the final prompt, to address abstract ideas about
always trying to do their best and competing with themselves rather than other people.
Card H – Hot and cold weather
This card was often selected. Candidates demonstrated a wide range of vocabulary, comparative
language, considered opinion and future ideas. In prompt 2, candidates talked appropriately about the kind
of activities people enjoy. There were some developed reasons in response to prompt 3, such as the
impact the weather might have on people’s health and their jobs. In response to the last prompt,
candidates talked about ways in which climate change might affect people’s lifestyles.
Card I – Motivation
In prompt 1, most candidates described how their parents and teachers motivate them to exercise and
study. In response to prompt 2, candidates talked about encouraging a younger sibling, or a friend at
school. Prompt 4 elicited some considered opinions about ‘pursuing one’s dreams’ or ‘taking on a
challenge’.
Card J – Souvenirs
This care was used infrequently. Prompts 1 and 3 elicited a range of past tenses. Strong opinions were
triggered by prompt 5, with many candidates saying that souvenirs play an important role as ‘tangible
reminders of your experience’.
Card K – Preferences
This card was chosen by many examiners. Prompt 1 saw candidates talking about all of their favourite
clothes and accessories at length. Prompt 2 triggered some interesting personal anecdotes, using the past
tense. Stronger candidates tended to distinguish between food and fashion in prompt 4. Candidates did not
think that advertising was the biggest influence on people’s choices in food. There were some considered
opinions based on personal experience elicited in prompt 5, with many candidates agreeing that ‘things that
make you happy change with time’.
Card L – Good ideas
This card was used infrequently. Prompt 1 elicited the use of the past tense as candidates talked about
their plans for the weekend, which were often something they had done in the past. Personal anecdotes
were recounted with prompt 2. Many candidates responded positively to prompt 3 with a variety of
adjectives to describe the feelings a pet can bring. Candidates agreed that working as part of a team is
better than working on your own. In response to prompt 5, most candidates discussed how good ideas can
be put into practice.
Card M – Songs and words
This card was often selected, and there was a range of conversation from candidates at all levels. It was
sometimes given to candidates who were already musicians, or planning to become one, and that gave the
conversation a different perspective. Some very well-developed narratives were elicited here. Many
candidates were able to use the past tense in prompt 2. Candidates compared opinions in prompt 4, to give
a balanced view: ‘In my opinion, some music without words is very relaxing, but other people may think it’s
very boring.’
Card N – Life skills
This card was used infrequently. Candidates were able to consider the future in prompts 1 and 2. There
was a wider range of skills given for prompt 2, using modals, e.g. ‘At this moment I would love to learn to
play the violin.’ In prompt 3, many candidates were able to explore comparative ideas. Candidates
demonstrated considered opinion for prompts 4 and 5, using appropriate intonation: ‘I think it’s an important
skill, I do not think it’s the most important skill.’
© 2022
Card O – Free time activities
This card was used very frequently, and candidates’ responses were varied and well developed. The past
tense was elicited with prompt 2. Candidates mostly gave advantages in response to prompt 3. This prompt
moved the conversation away from activities involving a screen. The use of ‘have to’ was frequent, e.g. ‘I
feel reading is a duty. We have to read so many books at school.’ There was use of considered opinion for
the final prompt, with candidates demonstrating a range of structures, e.g. ‘As a student, I do think we
should have less homework.’
© 2022
Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2022 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
This document consists of 8 printed pages.

0511/41 Cambridge IGCSE – Mark Scheme May/June 2022
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2022 Page 2 of 8

PUBLISHED
Exercise 1
Question Answer Marks
1(a) (really) (impressive) jewels 1
1(b) (her / my) sun(-)glasses 1
2(a) every summer / every year / once a year 1
2(b) (a) (lovely) scarf 1
3(a) (on), (at) (the) 23(rd) 1
3(b) (by) train 1
4(a) novel(s) 1
4(b) pan(-)cake(s) 1

PUBLISHED
Exercise 2
5(a) lap 1
5(b) position(s) 1
5(c) (aircraft) designer 1
5(d) 1959 1
5(e) (improved) comfort 1
5(f) free 1
5(g) australia 1
5(h) insurance 1

PUBLISHED
Exercise 3
6(a) Speaker 1 D 1
6(b) Speaker 2 F 1
6(c) Speaker 3 A 1
6(d) Speaker 4 C 1
6(e) Speaker 5 E 1
6(f) Speaker 6 B 1

PUBLISHED
Exercise 4
7(a) C 1
7(b) A 1
7(c) B 1
7(d) A 1
7(e) B 1
7(f) C 1
7(g) A 1
7(h) B 1

PUBLISHED
Exercise 5 Part A
8A(a) therapy 1
8A(b) 25 1
8A(c) flying 1
8A(d) taste(s) 1
8A(e) children 1

PUBLISHED
Exercise 5 Part B
8B(a) philosophy 1
8B(b) phrases 1
8B(c) personality 1
8B(d) symbols 1
8B(e) signature 1

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 40
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED
Exercise 1
1(a) (a) shirt 1
1(b) cousin 1
2(a) (to) (the) mountains 1
2(b) (by) ship 1
3(a) (at/in) (the) library 1
3(b) (a) (beautiful) vase 1
4(a) rainy (weather) 1
4(b) (some) snow 1

PUBLISHED
Exercise 2
5(a) street 1
5(b) 3 / three 1
5(c) strength 1
5(d) heart(-)beat 1
5(e) poetry 1
5(f) trees 1
5(g) rail(-)way 1
5(h) ice(-)cream 1

PUBLISHED
Exercise 3
6(a) Speaker 1 D 1
6(b) Speaker 2 A 1
6(c) Speaker 3 F 1
6(d) Speaker 4 E 1
6(e) Speaker 5 C 1
6(f) Speaker 6 G 1

PUBLISHED
Exercise 4
7(a) B 1
7(b) C 1
7(c) C 1
7(d) C 1
7(e) A 1
7(f) C 1
7(g) A 1
7(h) A 1

PUBLISHED
Exercise 5, Part A
8A(a) 2013 1
8A(b) foxes 1
8A(c) flood(-)water 1
8A(d) chemicals 1
8A(e) (garden) plants 1

PUBLISHED
Exercise 5, Part B
8B(a) Scotland 1
8B(b) (resident) birds 1
8B(c) landscape 1
8B(d) climate change 1
8B(e) documentary 1

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 40
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED
Exercise 1
1(a) (some) (the) decoration(s) 1
1(b) (a) (her) sweater 1
2(a) water pollution 1
2(b) (a) vet 1
3(a) (the) King(s) Theatre / (the) King(s) Theater 1
3(b) (the) flute 1
4(a) (a) (one) (his) shoulder 1
4(b) (a) (one) spectator 1

PUBLISHED
Exercise 2
5(a) (large) bay 1
5(b) sighting(s) 1
5(c) (invented) sounds 1
5(d) hunting (habits) 1
5(e) swimming 1
5(f) eagles 1
5(g) steam 1
5(h) helicopter ride 1

PUBLISHED
Exercise 3
6(a) Speaker 1 E 1
6(b) Speaker 2 A 1
6(c) Speaker 3 D 1
6(d) Speaker 4 F 1
6(e) Speaker 5 C 1
6(f) Speaker 6 G 1

PUBLISHED
Exercise 4
7(a) B 1
7(b) C 1
7(c) B 1
7(d) A 1
7(e) B 1
7(f) C 1
7(g) A 1
7(h) B 1

PUBLISHED
Exercise 5 Part A
8A(a) (the) wind 1
8A(b) (water)(-)melon(s) 1
8A(c) lake 1
8A(d) flooding 1
8A(e) plastic (waste) 1

PUBLISHED
Exercise 5 Part B
8B(a) (commercial) fishing 1
8B(b) stomach 1
8B(c) danger 1
8B(d) vision 1
8B(e) breathing 1

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ENGLISH AS A SECOND LANGUAGE 0511/41

You must answer on the question paper.

No additional materials are needed.

This document has 12 pages. Any blank pages are indicated.

You will hear each recording twice.

(b) What did the girl lose at the castle?

(b) How does the man want to travel to the festival?

4 (a) What kind of book does the girl want to buy?

(b) What would the girl prefer to eat for lunch?

© UCLES 2022 0511/41/M/J/22

You will hear the talk twice.

The modern car seatbelt

Problems with previous designs:

Old-fashioned seatbelts passed across the ................................... of the driver.

To improve safety, car manufacturers experimented with the ................................... of seats in

The inventor, Nils Bohlin, and his invention:

Bohlin worked as a successful ................................... before getting a job at a car

Bohlin’s invention offered ................................... as well as safety, compared to old-fashioned

safer belts for ................................... in their cars.

The impact of the invention:

© UCLES 2022 0511/41/M/J/22 [Turn over

You will hear the recordings twice.

Speaker 1 A I don’t think I chose the right instrument.

Speaker 2 B I only started playing it to make friends.

Speaker 3 C My dream is to play professionally one day.

Speaker 4 D I wish I’d practised more when I was younger.

Speaker 5 E Playing it really helps me to relax.

Speaker 6 F I regularly take part in public performances.

G A family member persuaded me to start playing it.

© UCLES 2022 0511/41/M/J/22

Please turn over for Exercise 4.

© UCLES 2022 0511/41/M/J/22 [Turn over

You will hear the interview twice.

(a) Jessica started writing plays

A because a teacher suggested it.

B when she was asked to by her drama club.

C to amuse some younger relatives. [1]

(b) How did being at university help Jessica’s playwriting skills?

A She saw a lot of performances at local theatres.

B She wrote pieces for the student drama society.

C She studied a number of plays on her course. [1]

A impatient to see how the actors would perform it

B anxious about what her family would think of it

C sure the audience would enjoy it [1]

(d) Jessica gets annoyed with theatre critics when they

A compare her work to other people’s.

B say her stories are unrealistic.

C misunderstand the meaning of a play. [1]

A thinking of a good ending

B researching the setting

C making her characters interesting [1]

© UCLES 2022 0511/41/M/J/22

(f) Jessica’s latest play, Innocent, is about a man who

A starts a new job.

B wins a lot of money.

C goes on a long journey. [1]

(g) In the future, Jessica is going to

A learn how to create visual art.

B direct one of her own plays.