Under 0511 it counts towards the grade. This guide explains the format, the marking areas and a practice plan that builds real fluency without memorised scripts.
The two codes in plain words
Cambridge offers two versions of IGCSE English as a Second Language. They share the same speaking test. The difference is how the result is used.
- 0510 (speaking endorsement). The speaking result is reported separately, on a scale of 1 to 5. It does not count towards the grade from the written papers.
- 0511 (count-in speaking). The speaking marks count towards the single overall grade.
You must sit the speaking test in both. The Cambridge syllabus shows that, under 0511, reading and writing carry 50 per cent, listening 25 per cent and speaking 25 per cent.
Your school usually chooses the code. See our 0510 vs 0511 comparison for the differences.
The format
Cambridge’s help centre describes a recorded one-to-one test with an examiner, who is usually a teacher at the centre. It has an introduction and three parts.
| Stage | Approximate time | What happens |
|---|---|---|
| Introduction | Short | A warm-up. It is not assessed. |
| Part 1: interview | A few minutes | Questions about you and familiar topics. |
| Part 2: short talk | A few minutes | You speak on a topic from a card. |
| Part 3: discussion | A few minutes | You discuss ideas linked to your talk. |
The total should be around ten to fifteen minutes. The centre sends the recording to Cambridge for checking. Your exam centre will tell you the test date, which may differ from the written paper dates.
What is marked
The Cambridge 0511 syllabus lists three areas, each worth up to ten marks.
- Structure. The range and accuracy of your sentence patterns.
- Vocabulary. How wide and precise your word choice is.
- Development and fluency. How well you keep going, extend your ideas and stay clear.
Clear pronunciation and intonation help you be understood and support the fluency mark. Check the current mark scheme with your school, because the wording can differ between sources.
What a good exchange sounds like
Here is an original example of a short answer and a developed answer. It is not from an exam.
Examiner: Do you prefer studying alone or with friends?
Short answer. “I prefer studying with friends. It is more fun.”
Developed answer. “I usually prefer studying with one or two friends, because we can explain things to each other. For example, last week my friend helped me with a poem I did not understand. But when I need to memorise facts, I work better alone.”
The second answer gives a reason, an example and a contrast in four sentences. That is what the development and fluency area rewards.
It does not need difficult words. It needs a clear idea, made longer.
This is easier to improve with a teacher beside you. A paid one-hour trial starts from your child's own recent work.
Phrases that keep a conversation moving
You do not need advanced vocabulary to sound fluent. You need a few natural phrases that give you thinking time and help you extend an idea. These are our own examples.
| Purpose | Useful phrases |
|---|---|
| Buy a moment | “That is an interesting question.” “Let me think about that.” |
| Give a reason | “The main reason is that…” “This matters because…” |
| Give an example | “For instance, last year…” “A good example is…” |
| Contrast | “On the other hand…” “But some people feel…” |
| Fix a slip | “What I meant to say was…” “Let me put that another way.” |
Use them lightly. One or two per answer sounds natural. Ten sounds rehearsed.
What to do on test day
Arrive early. If you are allowed, check the microphone. Listen to the whole question before you answer.
If you do not understand a word, ask the examiner to repeat or explain it. The examiner is there to hear you speak, not to trap you.
For the short talk, use the card prompts as a map. Spend the preparation time on four or five keywords and one example for each, not on a written script. Keep your eyes up and your pace steady.
Pitfalls we see
- One-sentence answers that make the examiner do all the work.
- Rehearsed speeches that do not fit the question.
- Going silent while searching for the perfect word, instead of describing around it.
- Speaking too fast when nervous. A short pause is fine.
- Ignoring the second half of a card prompt.
A four-week practice plan
Do ten to fifteen minutes a day, plus one longer practice each week.
Week 1: build answers. Take familiar topics such as school, hobbies and family. Answer in three sentences: point, reason, example.
Week 2: build the talk. Use a timer. Speak for three minutes on a topic card, with a plan of four keywords only.
Week 3: build the discussion. Practise giving opinions and reasons, and agreeing or disagreeing politely. Ask a partner to follow up with “why?” at least twice.
Week 4: simulate. Record a full ten to fifteen minute mock with a teacher or parent, then listen back. Note two things to keep and one to change.
When this is not the right focus
If a student’s written English is weak, spending all the time on speaking will not lift the grade, especially under 0510, where speaking is reported separately. Listening also needs its own work, because it has its own paper. If nerves are the main problem, our guide on speaking test nerves may help more than extra practice.
How our teachers help in 1-to-1 lessons
Students usually get stuck by giving very short answers, or by learning a speech that does not fit the question. In 1-to-1 lessons, our teachers practise real conversation with your child. We ask follow-up questions, show how to add a reason and an example, and help your child stay calm.
In the official test, you speak in your own words. Lessons build the ideas and language behind them.
Lessons are online and one-to-one from RM70/hr. Read more about our English as a Second Language tuition, or book a paid one-hour trial lesson to practise a speaking task with the teacher who would continue. For topic practice, see our guide to preparing a speaking topic.