Speaking and Listening Test (Component 4)

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Apuntes de la lección

Overview of the Speaking and Listening Test

Component 4 is a Speaking and Listening Test that is separately endorsed with grades from 1 (high) to 5 (low).
Marks for Component 4 do not contribute to a candidate's overall IGCSE grade.
The test is an Individual Talk and Conversation, lasting approximately 10–12 minutes in total, and is worth 40 marks.
It is a non-coursework speaking test; there is no question paper.
The test must be taken within the Speaking and Listening Test window, and all candidates must be recorded.
Candidates take the test only once, and both parts must be recorded as one continuous recording.

Structure of the Test

The test has two parts: Part 1 Individual Talk and Part 2 Conversation.
In Part 1, the candidate presents an individual talk on a chosen topic.
In Part 2, the candidate engages in a conversation with the teacher/examiner on the same topic.
The Individual Talk lasts about 3–4 minutes and is worth 20 marks.
The Conversation lasts about 7–8 minutes and is worth 20 marks (10 for speaking, 10 for listening).

Part 1: Individual Talk – Preparation and Content

Candidates choose a single topic or theme of particular interest before the test, with guidance from the teacher.
Teachers may advise on the suitability of topics but must not be involved in preparing the material.
The talk should show that the candidate can prepare and organise material, are aware of audience, and can select and employ a range of spoken language devices.
Candidates are encouraged to make presentations engaging, perhaps by incorporating creative presentational styles such as taking up a 'voice' or presenting a dramatic monologue.
The interaction is between the candidate and the teacher only, although the class may be present as an audience.

Part 1: Use of Cue Card and Illustrative Material

Candidates may bring one cue card (about postcard size) into the examination room.
The cue card should contain a list of key points, not continuous sentences, written on one side only.
Candidates may also use a limited quantity of illustrative material, such as maps, diagrams, statistics and pictures.
Reading from, or reliance on, a script or extended notes is not allowed; recitation of a memorised script is unlikely to be successful.
The cue card and illustrative material must be labelled with the candidate's name and number and retained by centres until six months after publication of results.
Dictionaries may be used to prepare the Individual Talk, but they may not be taken into the test.

Part 1: Delivery and Timing

The talk should be continuous.
If absolutely necessary, the teacher/examiner may prompt but not question a candidate who is finding it difficult to continue within the advised time.
Teachers/examiners should interrupt to ask questions and begin Part 2 if the candidate shows no sign of finishing after 4½ minutes.
The Individual Talk is assessed using the level descriptions in Table A (20 marks).
It tests assessment objectives SL1, SL2, SL3 and SL4.

Part 2: Conversation – Development and Teacher Role

The Individual Talk leads into a conversation with the teacher/examiner about the candidate's chosen topic.
The conversation may develop into a discussion of wider issues related to the topic.
Candidates should consider how a conversation might develop around their topic; if they cannot think of questions they could be asked, the topic is unlikely to be easy to discuss.
During the Individual Talk, teachers/examiners are likely to make notes to help them ask appropriate questions.
The primary role of the teacher/examiner in Part 1 is to be a passive but attentive listener.

Part 2: Questioning and Candidate Responsibilities

Candidates must be prepared to supply additional factual material where appropriate and to express and defend a point of view.
Questions should be open, such as 'tell me more about …', 'why?' and 'how?', rather than closed questions which may be answered by 'yes/no'.
Candidates should not be made to feel embarrassed about expressing viewpoints that are not those of the teacher/examiner.
The teacher/examiner may ask questions about those views, but these questions must not be judgemental.
The teacher/examiner should normally allow 7–8 minutes for each candidate.
If a candidate 'dries up', teachers/examiners should explore another aspect of the topic and keep trying to make conversation.
Questions should be rephrased (rather than repeated) in an attempt to continue the dialogue.

Part 2: Teacher/Examiner Conduct and Assessment

Teachers/examiners should beware of talking too much and of candidates being given credit for what the teacher/examiner has actually said.
Candidates are responsible for showing that they can converse adequately; the teacher/examiner must ensure the candidate is given every opportunity to converse by following up any opening given.
Dictionaries may not be used in the test.
Part 2 is assessed using the level descriptions in Table B (pages 32 and 33).
The Conversation tests assessment objectives SL1, SL2, SL3, SL4 and SL5.

Marking Instructions and General Principles

The teacher must mark each candidate's test out of 40, in line with the level descriptions.
The total mark is divided into 20 marks for Speaking in Part 1, and 10 marks for Speaking and 10 marks for Listening in Part 2.
Marking should be positive, rewarding achievement where possible, but clearly differentiating across the whole range of marks.
The marker should consider the skills and understanding evidenced and then make a judgement about which level statement is the best fit.
Candidates' work does not always match one level statement precisely, so a judgement will often need to be made between two or more level statements.
Once a best-fit level statement has been identified: if the candidate's work convincingly meets the level statement, award the highest mark; if it adequately meets it, award the most appropriate mark in the middle; if it just meets it, award the lowest mark.

Level Descriptions for Part 1 (Individual Talk)

Level 5 (17–20): Complex and developed use of content; delivery consistently assured and fully engages the audience; effective use of a wide range of spoken language devices; sustained, appropriate and accurate use of spoken language; effective register for audience and purpose.
Level 4 (13–16): Some developed use of content; delivery competent with frequent attempts to engage the audience; uses a good range of spoken language devices confidently; mostly appropriate and accurate use of spoken language; some awareness of an appropriate register.
Level 3 (9–12): Relevant use of content; delivery secure with some attempt to engage the audience; some appropriate use of spoken language devices; generally accurate use of language.
Level 2 (5–8): Content limited or loses focus; delivery not secure, with limited attempt to engage the audience; limited use of spoken language devices; some appropriate use of language but frequent inaccuracies affect communication.
Level 1 (1–4): Content very brief and undeveloped; delivery weak, with very limited attempt to engage the audience; spoken language not used appropriately or inaccuracies impede communication.
Level 0 (0): No creditable content.

Level Descriptions for Part 2 (Conversation)

Speaking Level 5 (9–10): Extends the subject matter and confidently elicits responses from the teacher/examiner; uses a wide range of spoken language devices effectively; sustained, appropriate and accurate use of language throughout.
Speaking Level 4 (7–8): Organises and expresses the subject matter competently; elicits responses from the teacher/examiner; uses a good range of spoken language devices confidently; mostly appropriate and accurate use of language.
Speaking Level 3 (5–6): Deals with the subject matter adequately and attempts to elicit responses; spoken language devices used appropriately; generally appropriate use of language, but with some inaccuracy.
Speaking Level 2 (3–4): Deals with the subject matter simply with some loss of focus and limited attempt to elicit responses; limited use of spoken language devices; some appropriate use of language but frequent inaccuracies affect communication.
Speaking Level 1 (1–2): Very limited attempt to deal with the subject matter or to elicit responses; very limited use of language or inaccuracies impede communication.
Listening Level 5 (9–10): Engages effectively in a natural conversation with the teacher/examiner; responds fully to questions and develops prompts; deals confidently with alterations in the direction of the conversation.
Listening Level 4 (7–8): Engages appropriately with the teacher/examiner, sometimes shaping the conversation; responds in some detail to questions and prompts; deals competently with most changes in direction.
Listening Level 3 (5–6): Maintains a conversation with the teacher/examiner; responds to questions adequately but deals less effectively with prompts; some changes in direction are dealt with.
Listening Level 2 (3–4): Relies on questions from the teacher/examiner to maintain the conversation; provides limited responses to questions and prompts, occasionally recognises changes in direction.
Listening Level 1 (1–2): A two-way conversation is not successfully maintained; provides very limited responses to questions and prompts, does not recognise changes in direction.
Level 0 (0): No creditable content.

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Preguntas de práctica

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1.In the Speaking and Listening Test, how long should the Individual Talk last?
Easy
- AAbout 3–4 minutes
- BAbout 7–8 minutes
- CAbout 10–12 minutes
- DAbout 2 minutes
2.How long should the Conversation (Part 2) last?
Easy
- AAbout 3–4 minutes
- BAbout 7–8 minutes
- CAbout 10–12 minutes
- DAbout 5 minutes
3.What is the total mark for the Speaking and Listening Test?
Medium
- A20
- B40
- C60
- D80
4.What is the maximum size of the cue card a candidate may bring into the Individual Talk?
Easy
- AAbout postcard size
- BA4 size
- CHalf a page
- DAny size
5.Which of the following are allowed during the Speaking and Listening Test? (Select all that apply)
Medium
- AA cue card of about postcard size
- BA limited quantity of illustrative material
- CA full written script
- DA dictionary
- EExtended notes
6.Which of the following are functions of the teacher/examiner during Part 2 (Conversation)? (Select all that apply)
Medium
- AAsk open questions such as 'tell me more about ...'
- BMake notes to help ask appropriate questions
- CGive their own opinions at length
- DRephrase questions if the candidate 'dries up'
- EAvoid judgemental questions about the candidate's views
7.Candidates may use a dictionary during the Speaking and Listening Test.
Easy
True or false?
8.The Speaking and Listening Test is separately endorsed with grades from 1 (high) to 5 (low), and marks do not contribute to the overall grade.
Easy
True or false?

Más preguntas

9.Match each part of the Speaking and Listening Test with its duration or mark allocation.
Medium
- Individual Talk
- Conversation
- Total test
- 3–4 minutes
- 7–8 minutes
- 10–12 minutes
10.Put the following stages of the Speaking and Listening Test in the correct order.
Medium
- Candidate prepares a topic with guidance from the teacher.
- Candidate presents the Individual Talk for 3–4 minutes.
- Teacher/examiner asks open questions in the Conversation.
- Teacher/examiner marks the test using level descriptions.
11.Which of the following are required or permitted when preparing and delivering the Individual Talk? (Select all that apply)
Easy
- AThe candidate may bring one cue card of about postcard size into the examination room.
- BThe cue card should contain a list of key points, not continuous sentences.
- CThe candidate may write points on both sides of the cue card.
- DThe candidate may use a limited quantity of illustrative material such as maps, diagrams, statistics and pictures.
- EThe candidate must read from a full script to ensure accuracy.
12.Match each part of the Speaking and Listening Test with its correct mark allocation.
Medium
- Part 1 Individual Talk
- Part 2 Conversation: Speaking
- Part 2 Conversation: Listening
- 10 marks
- 20 marks
13.During Part 1 (Individual Talk), what is the primary role of the teacher/examiner?
Medium
- ATo be a passive but attentive listener.
- BTo interrupt frequently with questions.
- CTo prompt the candidate every 30 seconds.
- DTo take full notes to use as evidence.
14.What should the teacher/examiner do if a candidate 'dries up' after a few minutes in Part 2 (Conversation)?
Medium
- AEnd the test immediately.
- BExplore another aspect of the topic or theme and keep trying to make conversation.
- CRepeat the same question word for word.
- DAsk closed questions that can be answered with 'yes' or 'no'.
15.Dictionaries may be used to prepare the Individual Talk, but they may not be taken into the test.
Easy
True or false?
16.Which of the following statements about the recording of the Speaking and Listening Test are true? (Select all that apply)
Medium
- ACandidates must only take the Speaking and Listening Test once.
- BBoth parts of the test must be recorded as one.
- CThe test must be taken within the Speaking and Listening Test window.
- DThere is a question paper for the test.
- ECandidates may take the test multiple times to improve their mark.
17.In Part 2, why must teachers/examiners beware of talking too much?
Medium
- ABecause candidates might be given credit for what the teacher/examiner has actually said.
- BBecause it wastes recording time.
- CBecause it makes the test too long.
- DBecause it prevents the candidate from using a dictionary.
18.Match each assessment objective from the Speaking and Listening Test with its correct description.
Medium
- SL1
- SL3
- SL5
- listen and respond appropriately in conversation
- articulate experience and express what is thought, felt and imagined
- communicate clearly, purposefully and fluently appropriate to context
19.A cue card for the Individual Talk should contain which of the following?
Easy
- Aa list of key points
- Ba continuous written script
- Ca memorised essay
- Dfull sentences for every idea
20.In Part 1, a candidate has been talking for 4 minutes and 40 seconds and shows no sign of finishing. What should the teacher/examiner do?
Medium
- Ainterrupt to ask questions and begin Part 2
- Ballow the talk to continue until the candidate finishes
- Cstop the recording and end the test
- Dprompt the candidate to summarise and then wait another minute
21.Which question is most appropriate for the teacher/examiner to ask in Part 2?
Medium
- AWhy do you think that hobby matters?
- BDo you like your hobby?
- CIs your hobby fun?
- DHave you always had this hobby?
22.A candidate cannot think of a number of questions they could be asked about their topic. What does this suggest?
Medium
- Athe topic is unlikely to be easy to discuss
- Bthe candidate should change their hobby
- Cthe teacher should prepare the talk for them
- Dthe candidate should write a script instead
23.Which statement best describes the teacher/examiner's role in Part 1 while the candidate is talking?
Medium
- Aa passive but attentive listener
- Ban active questioner throughout
- Ca silent marker with no notes
- Da participant who shares their own views
24.A candidate expresses a viewpoint in Part 2 that is not the teacher/examiner's own. What is the correct approach?
Medium
- Aask questions about the view, but do not be judgemental
- Btell the candidate their view is wrong
- Cignore the view and change the topic
- Dend the conversation politely
25.Which of the following are appropriate ways for the teacher/examiner to respond if a candidate 'dries up' during Part 2? (Select all that apply)
Medium
- Aexplore another aspect of the topic or theme
- Brephrase a question rather than repeat it
- Ckeep trying to make conversation
- Danswer the question on the candidate's behalf
- Egive the candidate credit for the teacher's own points
26.Which of the following are true about the recording of the Speaking and Listening Test? (Select all that apply)
Medium
- Aall candidates should be recorded
- Bboth parts of the test must be recorded as one
- Cthe test must be taken within the Speaking and Listening Test window
- Dcandidates may take the test as many times as they wish
- Ea question paper is provided for the test
27.The teacher/examiner may be involved in preparing the material for a candidate's Individual Talk.
Easy
True or false?
28.A candidate may use a limited quantity of illustrative material, such as maps, diagrams, statistics and pictures, during the Individual Talk.
Medium
True or false?
29.If a candidate is finding it difficult to continue within the advised time of 3–4 minutes, the teacher/examiner may prompt but not question them.
Medium
True or false?
30.Read this extract from the syllabus: 'Candidates are encouraged to make presentations which are engaging, by perhaps incorporating more creative presentational styles, such as taking up a voice or presenting a dramatic monologue.' What does the phrase 'taking up a voice' most likely mean here?
Medium
- ASpeaking in the manner of a particular character or persona
- BRaising the volume of your voice so the audience can hear you
- CUsing a microphone or other audio equipment during the talk
- DChoosing a topic that means a lot to you personally
31.Read this extract: 'The interaction is between the candidate and the teacher only, although the class may be present as an audience.' Which statement best captures the effect of the word 'only' in this sentence?
Medium
- AIt emphasises that the assessed interaction is restricted to the candidate and the teacher, even if others are watching
- BIt suggests that the class is not allowed to watch the Individual Talk
- CIt implies that the teacher must sit alone with the candidate in a separate room
- DIt means the candidate may speak to no one at all before the test
32.In the extract 'Reading from, or reliance on, a script or extended notes is not allowed', the phrase 'or reliance on' widens the rule so that it covers candidates who have not literally read a script aloud but who depend on extended notes.
Easy
True or false?
33.Read this extract: 'Teachers should advise on the suitability of topics or themes, but must not be involved in the preparation of material for the Individual Talk.' What is the main purpose of the word 'but' in this sentence?
Medium
- AIt contrasts what teachers may do with what they must not do
- BIt adds a second, similar duty to the teacher's role
- CIt shows that advising on topics is optional
- DIt explains why teachers should avoid all contact with candidates
34.Read this extract: 'The talk should be continuous. If absolutely necessary the teacher/examiner may prompt but not question a candidate who is finding it difficult to continue within the advised time of 3–4 minutes.' Which statements are supported by this extract? (Select all that apply)
Medium
- AThe candidate should aim to speak without long breaks
- BPrompting is permitted only when it is absolutely necessary
- CThe teacher/examiner may ask full questions during Part 1 if the candidate pauses
- DPrompting is allowed at any point in the talk, whether or not the candidate is struggling
- EThe teacher/examiner should interrupt and begin Part 2 as soon as the candidate pauses
35.Read this extract: 'Teachers/examiners should beware of talking too much and of candidates being given credit for what the teacher/examiner has actually said.' What is the main reason for this warning?
Hard
- ACandidates must show their own ability to converse, so the teacher's contributions must not be mistaken for the candidate's
- BTeachers are not allowed to speak at all during Part 2
- CLong teacher contributions make the test run over time
- DCandidates should be given credit for the teacher's ideas if they agree with them
36.Read this extract: 'Candidates should not be made to feel embarrassed about expressing viewpoints that are not those of the teacher/examiner. The teacher/examiner may wish to ask questions about those views, but these questions must not be judgemental.' Which response by the teacher/examiner would break this rule?
Medium
- A'That's an unusual view — why do you think that?'
- B'I see it differently, but tell me more about your reasons.'
- C'That's clearly a silly thing to believe; can you defend it?'
- D'How did you come to hold that opinion?'
37.Read this extract: 'Questions should be rephrased (rather than repeated) in an attempt to continue the dialogue.' Why does the syllabus prefer rephrasing to repeating?
Medium
- AA rephrased question offers a new route into the topic, whereas repeating the same words is likely to produce the same silence
- BRephrasing saves the teacher/examiner from having to remember the original question
- CRepeating a question is banned because it wastes the 7–8 minutes allowed
- DRephrasing allows the teacher/examiner to ask closed questions instead of open ones
38.Read this extract: 'if they cannot think of a number of questions they could be asked, the topic is unlikely to be easy to discuss.' What does this suggest to a candidate who is choosing a topic?
Hard
- AThey should test the topic by imagining the questions it could prompt, and change it if few come to mind
- BThey should choose a topic that no one else will have thought of
- CThey should prepare a list of questions to ask the teacher/examiner instead
- DThey should choose a topic so narrow that no questions are possible
39.Read this extract: 'The primary role of the teacher/examiner in Part 1 is to be a passive but attentive listener.' The word 'passive' here means the teacher/examiner should not take an active part in the talk, while 'attentive' means they should still listen closely and make notes.
Medium
True or false?
40.Read this extract: 'In order to give the candidate every opportunity, questions should be open, such as "tell me more about ...", "why?" and "how?", rather than closed questions which may be answered by "yes/no".' Which of the following are closed questions? (Select all that apply)
Medium
- ADo you enjoy your hobby?
- BWhy did you first take up this activity?
- CHave you ever thought about giving it up?
- DHow do you feel when you are taking part?
- EIs it an expensive hobby?
41.Complete the sentence about the Speaking and Listening Test.
Easy
In Part 1, candidates present an individual talk; in Part 2, they engage in a conversation with the teacher/examiner on their chosen ____.
42.Name the two parts of the Speaking and Listening Test in order.
Medium
Part 1: ____; Part 2: ____
43.What is the maximum number of words a candidate may write on their cue card?
Easy
44.What is the maximum number of sides of the cue card that a candidate may write on?
Medium
45.Complete the sentence about the Conversation (Part 2) by filling in the missing words.
Easy
In Part 2, questions should be ____ rather than closed, and should not be ____.
46.What are the two parts of the Speaking and Listening Test, in order?
Medium
47.What is the approximate size of the cue card a candidate may bring into the examination room?
Medium
48.How long should the teacher/examiner normally allow for Part 2 (Conversation) for each candidate?
Medium
49.Complete the sentence about the Individual Talk by filling in the missing words.
Medium
The cue card should contain a list of key points, not ____ sentences.
50.Complete the sentence about the level descriptions for Part 1 (Individual Talk) by filling in the missing words.
Easy
To achieve Level 5 in Part 1, a candidate must make ____ and developed use of content, with delivery that is consistently assured and fully ____ the audience.
51.Complete the sentence about the level descriptions for Part 2 (Conversation) by filling in the missing words.
Easy
At Level 4 in Speaking, a candidate organises and expresses the subject matter competently and ____ responses from the teacher/examiner, using a ____ range of spoken language devices confidently.
52.What is the maximum number of marks a candidate can be awarded in Part 1 (Individual Talk)?
Medium
53.Explain how the teacher/examiner should ensure the candidate is given every opportunity to converse in Part 2.
Medium
54.Explain how the teacher/examiner should use questions in Part 2 to give the candidate every opportunity to converse.
Hard
55.Read this extract: 'A talk about physical activity could be developed into discussion of wider issues such as who should be responsible for ensuring relevant facilities exist and how should they be funded.' Explain how this example shows the kind of development expected in Part 2 (Conversation).
Hard

Apuntes de repaso

## Component 4: Speaking and Listening Test - **Format:** Individual Talk and Conversation, approximately 10–12 minutes in total, 40 marks. - **Endorsement:** Separately endorsed with grades 1 (high) to 5 (low). Marks do **not** contribute to the overall grade. - **Recording:** The test must be taken within the Speaking and Listening Test window. All candidates must be recorded. Candidates take the test only once, and both parts must be recorded as one. ### Part 1: Individual Talk (3–4 minutes, 20 marks) - You talk on a single topic or theme you have chosen before the test. - The topic should be of particular interest, e.g. a passion for a hobby, including persuasive suggestions as to why others would find it engaging. - You need to show you can prepare and organise material, are aware of audience, and can select and employ a range of spoken language devices. - You may incorporate creative presentational styles, such as taking up a 'voice' or presenting a dramatic monologue. - **Cue card:** One postcard-sized card allowed. It should contain a list of key points, not continuous sentences, written on one side only. - **Illustrative material:** A limited quantity may be used (maps, diagrams, statistics, pictures). - **Not allowed:** Reading from or reliance on a script or extended notes. Recitation of a memorised script is unlikely to be successful. - The talk should be continuous. The teacher/examiner may prompt (but not question) if absolutely necessary. They will interrupt to ask questions and begin Part 2 if you show no sign of finishing after 4½ minutes. - Dictionaries may be used to prepare, but not taken into the test. ### Part 2: Conversation (7–8 minutes, 20 marks) - The talk leads into a conversation with the teacher/examiner about your chosen topic, developing into wider issues. - You must be prepared to supply additional factual material and to express and defend a point of view. - Questions will be open (e.g. 'tell me more about...', 'why?', 'how?') rather than closed. - You should not feel embarrassed about expressing viewpoints different from the teacher/examiner's; questions must not be judgemental. - You are responsible for showing you can converse adequately; the teacher/examiner will give you every opportunity by following up any opening. - Dictionaries may not be used in the test. ### Marking - Total mark: 40. Part 1: 20 marks for Speaking. Part 2: 10 marks for Speaking and 10 marks for Listening. - Marking is positive, rewarding achievement where possible, but clearly differentiating across the whole range. - Use the level descriptions (Table A for Part 1, Table B for Part 2) to find the best-fit level statement, then: - If work convincingly meets the level statement, award the highest mark. - If work adequately meets the level statement, award the most appropriate mark in the middle of the range. - If work just meets the level statement, award the lowest mark. ### Assessment Objectives - **SL1** articulate experience and express what is thought, felt and imagined - **SL2** present facts, ideas and opinions for effect - **SL3** communicate clearly, purposefully and fluently appropriate to context - **SL4** use register appropriate to context - **SL5** listen and respond appropriately in conversation ### Command Words - **Analyse:** examine in detail to show meaning, identify elements and the relationship between them - **Assess:** make an informed judgement - **Consider:** review and respond to given information - **Describe:** state the points of a topic / give characteristics and main features - **Evaluate:** judge or calculate the quality, importance, amount or value of something - **Explain:** set out purposes or reasons / make the relationships between things clear / say why and/or how and support with relevant evidence - **Give:** produce an answer from a given source or recall/memory - **Identify:** name/select/recognise - **Justify:** support a case with evidence/argument - **Outline:** set out the main points - **Suggest:** apply knowledge and understanding to situations where there are a range of valid responses in order to make proposals / put forward considerations

Component 4: Speaking and Listening Test, separately endorsed with grades 1 (high) to 5 (low). Marks do not contribute to the overall grade.
Individual Talk: Part 1 of the test: a 3–4 minute talk on a single topic or theme chosen by the candidate, worth 20 marks.
Conversation: Part 2 of the test: a 7–8 minute conversation with the teacher/examiner about the candidate's chosen topic, worth 20 marks (10 for speaking, 10 for listening).
Cue card: One postcard-sized card allowed in the examination room, containing a list of key points (not continuous sentences) written on one side only.
Illustrative material: A limited quantity of material such as maps, diagrams, statistics and pictures that candidates may use during the Individual Talk.
SL1: Articulate experience and express what is thought, felt and imagined.
SL2: Present facts, ideas and opinions for effect.
SL3: Communicate clearly, purposefully and fluently appropriate to context.
SL4: Use register appropriate to context.
SL5: Listen and respond appropriately in conversation.
Best-fit level statement: The level description that most closely matches the candidate's performance; used to determine the mark.
Open questions: Questions such as 'tell me more about...', 'why?' and 'how?' that encourage extended responses, rather than closed questions answerable by 'yes/no'.

Tarjetas

What is the total duration of the Speaking and Listening Test (Component 4)?

Approximately 10–12 minutes in total, consisting of Part 1 (Individual Talk) and Part 2 (Conversation).

How is Component 4 graded?

It is separately endorsed with grades from 1 (high) to 5 (low). Marks do not contribute to the candidate's overall grade.

How many times may a candidate take the Speaking and Listening Test?

Candidates must only take the Speaking and Listening Test once, and both parts must be recorded as one.

What are the two parts of the Speaking and Listening Test?

Part 1: Individual Talk (3–4 minutes). Part 2: Conversation with the teacher/examiner (7–8 minutes).

How long should the Individual Talk last?

About 3–4 minutes. If the candidate shows no sign of finishing after 4½ minutes, the teacher/examiner should interrupt and begin Part 2.

What is the role of the teacher/examiner during Part 1 (Individual Talk)?

To be a passive but attentive listener. They may make notes to help ask appropriate questions later, and may prompt only if absolutely necessary.

What is the only permitted aid for the Individual Talk?

One cue card (about postcard size) with a list of key points on one side only. A limited quantity of illustrative material (e.g., maps, diagrams, statistics, pictures) may also be used.

What is not allowed during the Individual Talk?

Reading from or relying on a script or extended notes is not allowed. Recitation of a memorised script is unlikely to be successful.

May dictionaries be used in the Speaking and Listening Test?

Dictionaries may be used to prepare the Individual Talk, but they may not be taken into the test. Dictionaries may not be used in the test itself.

What is the focus of Part 2 (Conversation)?

A conversation with the teacher/examiner about the candidate's chosen topic, developing into wider issues. It lasts 7–8 minutes.

What type of questions should the teacher/examiner ask in Part 2?

Open questions such as 'tell me more about ...', 'why?' and 'how?', rather than closed questions which may be answered by 'yes/no'.

What should candidates do if they cannot think of a number of questions they could be asked about their topic?

They should reconsider their topic, as it is unlikely to be easy to discuss.

How are the 40 marks for Component 4 divided?

20 marks for Speaking in Part 1 (Individual Talk), and 10 marks for Speaking and 10 marks for Listening in Part 2 (Conversation).

What is the marking approach for the Speaking and Listening Test?

Marking should be positive, rewarding achievement where possible, but clearly differentiating across the whole range of marks.

How should a marker decide on a specific mark after identifying a best-fit level statement?

If the candidate convincingly meets the level statement, award the highest mark. If adequately meets, award the most appropriate mark in the middle. If just meets, award the lowest mark.

What are the assessment objectives for Part 1 (Individual Talk)?

SL1 articulate experience and express what is thought, felt and imagined; SL2 present facts, ideas and opinions for effect; SL3 communicate clearly, purposefully and fluently appropriate to context; SL4 use register appropriate to context.

What additional assessment objective is tested in Part 2 (Conversation)?

SL5 listen and respond appropriately in conversation.

What does Level 5 (17–20 marks) in Table A require for content and delivery?

Complex and developed use of content; delivery is consistently assured and fully engages the audience; effective use of a wide range of spoken language devices; sustained, appropriate and accurate use of spoken language; effective register for audience and purpose.

What does Level 5 (9–10 marks) for Speaking in Table B require?

Extends the subject matter and confidently elicits responses from the teacher/examiner; uses a wide range of spoken language devices effectively; sustained, appropriate and accurate use of language throughout.

What does Level 5 (9–10 marks) for Listening in Table B require?

Engages effectively in a natural conversation with the teacher/examiner; responds fully to questions and develops prompts; deals confidently with alterations in the direction of the conversation.

What should the teacher/examiner do if a candidate 'dries up' during Part 2?

They should be ready to explore another aspect of the topic or theme, keep trying to make conversation, and rephrase questions rather than repeat them.

What must candidates be prepared to do in Part 2?

Supply additional factual material where appropriate and express and defend a point of view.

What must be done with the cue card and illustrative material after the test?

They must be labelled with the candidate's name and number and retained by centres until six months after publication of results.

What is the teacher's role in choosing the topic for the Individual Talk?

Each candidate chooses their own subject with guidance from their teacher. Teachers should advise on suitability but must not be involved in the preparation of material.

What should candidates consider when preparing for Part 2?

They should consider how a conversation might develop around their chosen topic and be prepared to discuss wider issues.

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