Cambridge IGCSE™

ENGLISH AS A SECOND LANGUAGE 0511/53

Paper 5 Speaking Assessment A–O May/June 2020

TEACHER’S/EXAMINER’S NOTES
* 1 4 7 2 0 5 3 1 7 4 *

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.

This document has 24 pages. Blank pages are indicated.

DC (CE) 196669
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CONTENTS

NOTES ON CONDUCTING AND RECORDING THE TESTS Page 3

MARKING CRITERIA Page 8

SPEAKING ASSESSMENT A Prizes Page 9

(Core and Extended)

SPEAKING ASSESSMENT B Writing as a career Page 10

(Core and Extended)

SPEAKING ASSESSMENT C Being interviewed Page 11

(Core and Extended)

SPEAKING ASSESSMENT D Being told what to do Page 12

(Core and Extended)

SPEAKING ASSESSMENT E Homes of the future Page 13

(Core and Extended)

SPEAKING ASSESSMENT F Confident people Page 14

(Core and Extended)

SPEAKING ASSESSMENT G Learning a new sport Page 15

(Core and Extended)

SPEAKING ASSESSMENT H New experiences Page 16

(Core and Extended)

SPEAKING ASSESSMENT I Children’s television Page 17

(Core and Extended)

SPEAKING ASSESSMENT J Time to relax Page 18

(Core and Extended)

SPEAKING ASSESSMENT K Finding information Page 19

(Core and Extended)

SPEAKING ASSESSMENT L Healthcare Page 20

(Core and Extended)

SPEAKING ASSESSMENT M Your clothes Page 21

(Core and Extended)

SPEAKING ASSESSMENT N Being prepared Page 22

(Core and Extended)

SPEAKING ASSESSMENT O Collections Page 23

(Core and Extended)

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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) completed MS1 Form(s) (or printout of marks submitted electronically); (c)
completed Speaking Examination Summary Form(s).

(a) Recorded sample

Each centre must provide a sample of speaking tests, to be recorded on a CD or USB stick.
The size of the sample required is given in the instructions for completing the Speaking
Examination Summary Form.

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.
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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) Form MS1

The computer-printed school-based assessment mark sheet (Form MS1) has three parts:

• The top sheet must be sent to Cambridge International in the separate envelope
provided.
• The middle sheet (which is for the external moderator’s use) must be sent separately to
Cambridge International, together with the sample recording and Speaking Examination
Summary Form(s).
• The bottom sheet must be retained by the centre, in case of postal loss or subsequent
enquiries, until after the issue of results.

Form MS1 is to be completed by transferring the mark for each candidate from the ‘total
mark’ column, or the ‘internally moderated mark’ column if a process of internal moderation
has taken place, on the Speaking Examination Summary Form.

Centres submitting marks electronically must include a printout of the internal marks report,
together with the recorded sample and Speaking Examination Summary Form.

(c) Speaking Examination Summary Form

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 middle MS1 copy (or printout of marks submitted
electronically).

Please be careful to check all mark additions. The Speaking Examination Summary Form
must show the breakdown of marks for all the candidates, not just those selected for the
sample. Please put an asterisk (*) against the names of candidates whose speaking tests
have been submitted on the CD/USB stick. The candidates’ names should appear in the
same order on both the summary form and the MS1.

7. The sample CD(s)/USB stick(s), along with the completed MS1 (or 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.

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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 2020

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.

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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.

Pronunciation and intonation

are not always clear, but the
candidate can be understood.
The candidate uses very The candidate uses The candidate has to be
simple, limited structures a restricted range of encouraged to go beyond
with errors which restrict vocabulary and has responses which are brief and
communication. difficulty in conveying widely spaced. The candidate
simple ideas. There is likely struggles to develop a
3–4
to be hesitation, repetition conversation.
and searching for words.
Pronunciation and intonation
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
Pronunciation and intonation
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 Prizes

Candidate’s Card

People often receive prizes when they win a competition.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• different types of prizes people can win

• a prize you or someone you know won, and what happened

• whether it is a good idea for schools to give prizes to students for doing well

• the disadvantages of winning a large sum of money as a prize

• the idea that taking part in competitions is more important than winning prizes.

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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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.

B Writing as a career

Candidate’s Card

There are many jobs that involve writing, such as an author, a blogger or a journalist.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• an occasion when you had to write something, and what happened

• whether you would like a job that involves a lot of writing

• the advantages and disadvantages of writing by hand

• the view that successful writers need a lot of knowledge and experience

• the suggestion that, in the future, we will stop communicating with each other through writing.

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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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.

C Being interviewed

Candidate’s Card

When people are interviewed, they are asked questions, for example about their lives or abilities and
experience.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• a famous person you would like to interview, and why

• questions you would like to ask this famous person

• how you would prepare for a job interview

• whether it is easy to interview other people

• the idea that people are never honest in interviews.

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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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.

D Being told what to do

Candidate’s Card

Throughout our lives, we are often given orders by people such as parents, teachers and managers.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• an occasion when someone told you to do something, and what happened

• situations when it is important to follow orders, and why

• why parents often tell young children what they can and can’t do

• whether parents have the same responsibility as teachers for children’s behaviour at school

• the view that people can only be successful if they always do what they are told to do.

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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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.

E Homes of the future

Candidate’s Card

Our homes in the future will be very different because of population growth and developments in
technology.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• the technology you and your family use in your home

• what you think your home will be like in the future

• whether the technology in our homes makes us lazy

• the view that the most important thing about designing a home is to be environmentally
friendly

• the idea that a hundred years from now, houses will never be built on land.

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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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.

F Confident people

Candidate’s Card

Confident people are certain about what they can achieve and believe that they will succeed.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• a situation when you felt confident, and what happened

• what helps you to feel more confident, and why

• the disadvantages of being too confident

• the view that we become more confident as we grow older

• the idea that to be successful you need confidence rather than skills or knowledge.

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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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.

G Learning a new sport

Candidate’s Card

Many people try a sport they haven't done before because they like a new challenge.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• a sport you or other people enjoy, and why

• whether you would like to learn a new sport, and why

• the preparations and challenges people have when trying a new sport

• the suggestion that people are never too old to learn a new sport

• the idea that soon, all sports will only be played using virtual reality.

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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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.

H New experiences

Candidate’s Card

Many people enjoy trying new experiences, such as bungee jumping or going to a new place.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• a new experience that you have had or would like to have, and why

• the benefits of having new experiences

• how people can record and share their new experiences

• whether paying for a new experience is better than buying a new object

• the view that you are never too old to enjoy new experiences.

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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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.

I Children’s television

Candidate’s Card

Many television programmes are made especially for children.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• a television programme you liked watching as a child, and why

• whether you would enjoy working as a children’s television presenter

• whether television advertising should not be aimed at children

• the view that there must be time limits on children watching television

• the idea that children’s television programmes should only be used for educational purposes.

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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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.

J Time to relax

Candidate’s Card

When we relax, we often become calmer and happier.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• the different ways people you know relax

• your favourite way of relaxing, and why

• whether schools should give students more opportunities to relax during the day

• the idea that people can only relax when they are at home

• the idea that working people have so much to do nowadays that they haven’t got any time to
relax.

You may introduce related ideas of your own to expand on these prompts.

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

© UCLES 2020 0511/53/TN/M/J/20

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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.

K Finding information

Candidate’s Card

Nowadays it is easy to look for the information we need and find it very quickly.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• the kind of information you often look for, and why

• different ways people prefer to find information, and why

• the advantages and disadvantages of using the internet to find information

• whether schools should teach young people how to protect their personal information

• the view that having a lot of information to choose from is not always helpful.

You may introduce related ideas of your own to expand on these prompts.

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

© UCLES 2020 0511/53/TN/M/J/20 [Turn over

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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.

L Healthcare

Candidate’s Card

Doctors, dentists, nurses and other medical professionals provide healthcare to people.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• different things people do to stay healthy

• whether you would like to work in healthcare

• the skills and qualities people need to work in healthcare

• the opinion that healthcare should always be free

• the view that, in the future, all jobs in healthcare will be done by robots.

You may introduce related ideas of your own to expand on these prompts.

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

© UCLES 2020 0511/53/TN/M/J/20

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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.

M Your clothes

Candidate’s Card

We decide how we want to look each time we choose what clothes to wear.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• your favourite item of clothing, and why

• why you might decide to stop wearing an item of clothing

• the advantages and disadvantages of wearing formal clothes

• the view that you can judge people by the clothes they wear

• the suggestion that it’s better to wear clothes that are handmade.

You may introduce related ideas of your own to expand on these prompts.

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

© UCLES 2020 0511/53/TN/M/J/20 [Turn over

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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.

N Being prepared

Candidate’s Card

When you are prepared, you are ready for a situation.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• some different events people like to prepare for, and why

• a social event where you, or people you know, were well prepared

• the advantages and disadvantages of being prepared

• the idea that people can’t plan for every situation in life

• the suggestion that, in the future, technology will plan our daily lives for us.

You may introduce related ideas of your own to expand on these prompts.

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

© UCLES 2020 0511/53/TN/M/J/20

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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.

O Collections

Candidate’s Card

Collections of objects can be kept in people’s homes or in art galleries and museums.

Discuss this topic with the examiner.

Use the following prompts, in the order given below, to develop the conversation:

• things you or people you know collect, and why

• whether you enjoy visiting art galleries or museums

• the disadvantages of looking after a large collection of items

• the idea that museum collections are the best way to learn about history

• the suggestion that famous works of art should not be owned by private collectors.

You may introduce related ideas of your own to expand on these prompts.

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

© UCLES 2020 0511/53/TN/M/J/20

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BLANK PAGE

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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

© UCLES 2020 0511/53/TN/M/J/20