The exam-style question
This is an ESL speaking: discussion question, in the style of the English as a Second Language papers. Read it as you would in the exam, then compare your plan with the model.
Prepare to discuss this topic aloud: 'Should students be allowed to use phones during break time?' Plan points for and against and a view you can develop. This is our own practice topic.
Prompt Card: Phones at Break
Speaking discussion topic. You will be asked to talk about whether students should be allowed to use phones during break time, and to respond to follow-up questions. Ideas to consider and develop in your own words.
Points some make in favour: phones let students contact family in an emergency; they are a quick way to relax and message friends between lessons; some use them to check timetables or homework reminders. Points some make against: staring at a screen at break means less real conversation and less time outside; phones can be used to film others without consent; some students feel left out if they have no phone. A balanced speaker might suggest allowing phones in a set area, or at certain breaks only.
In a spoken discussion you are rewarded for developing ideas with reasons and examples, for using linking phrases to organise your speech, and for giving and justifying your own opinion while responding to follow-up points.
Model response: ESL speaking: discussion
A strong spoken response develops each idea with a reason and an example. It signposts clearly and gives an opinion the speaker can justify, not a bare list.
A trial lesson can compare your child's own answer with this model on ESL speaking discussion.
Common errors we see
- Listing ideas without developing them with reasons or examples
- One-word or very short answers that stall the discussion
- No linking phrases to organise the spoken response
- Giving no clear opinion, or one you cannot justify
- Not engaging with the other side or the examiner's follow-up
How this maps to the mark scheme
Examiners mark against assessment objectives. These are the skills the paper rewards.
For ESL speaking: discussion, the objectives in play are listed below. The wording is summarised for Cambridge IGCSE English as a Second Language (0510) on our qualification page.
- Convey information and express ideas and opinions in spoken English.
- Sustain and develop a conversation and interact appropriately.
- Speak with reasonable fluency, accuracy and range of language.
Develop each idea with a reason or example, keep the conversation going and speak with reasonable fluency and accuracy. On the 0510 route, speaking is reported separately from the main grade.
Other boards word their objectives differently, but the same skills earn the marks. Your board's official syllabus gives the exact weighting.
Where to go next
Learn the method in our guide to ESL speaking: discussion, then try the ESL speaking: discussion practice tasks. You can browse every annotated model response or see how we teach this in our English as a Second Language tuition.
When you have written your own answer, take it to a paid one-hour trial lesson and the teacher who would continue will mark it with you.