Cambridge O Level

ENGLISH LANGUAGE 1125/03

Paper 3 Speaking For examination from 2024
SPECIMEN MARK SCHEME AND EXAMINER’S NOTES Approximately 14 minutes
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The information in this document is confidential and must NOT reach candidates either directly or
indirectly.

INSTRUCTIONS
● This booklet contains:
(a) instructions for conducting the tests
(b) marking criteria
(c) copies of specimen Speaking assessment cards 1–4 with notes for the examiner.

This specimen paper is for general illustrative purposes. Please note the live question
paper will have 18 assessment cards.

This document has 16 pages. Any blank pages are indicated.

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CONTENTS

PREPARATION IN ADVANCE OF THE SPEAKING TESTS 3

ON THE DAY OF THE SPEAKING TESTS 3

CONDUCTING THE SPEAKING TEST 4

MARKING CRITERIA 6

SPEAKING ASSESSMENT CARD 1 8

SPEAKING ASSESSMENT CARD 2 10

SPEAKING ASSESSMENT CARD 3 12

SPEAKING ASSESSMENT CARD 4 14

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PREPARATION IN ADVANCE OF THE SPEAKING TESTS

• Examiners receive Speaking assessment cards with these Examiner’s Notes. These cards must
not be opened until the morning of the assessment day for the morning session and in the
afternoon for the afternoon session. The cards and the notes must remain confidential and must
be kept in a secure place until the end of the examination period.

ON THE DAY OF THE SPEAKING TESTS

• The Speaking test must be conducted in English throughout.

• The Speaking tests must take place in a suitable examination room under exam conditions.
Adequate supervision must be provided to ensure that candidates leaving the examination room
do not communicate with those waiting to enter.

• Two Speaking examiners are required to conduct the test. This allows one examiner to act as
interlocutor and one as assessor. The interlocutor focuses on conducting the test and on interacting
with the candidate to ensure they have the best possible chance to demonstrate their skills, while
the other examiner, the assessor, focuses on listening to, and making an assessment of, each
candidate’s oral proficiency.

• Two Speaking examiners will be present in the examination room. No other person should be
present during the Speaking test, with the exception of a senior examiner or representative of
Cambridge International or the MES.

• A range of Speaking assessment cards is provided for the entire exercise. Two Speaking cards
are used on each assessment day – one in the morning for the morning session and one in the
afternoon for the afternoon session.

• Candidates cannot bring any notes into the examination room. They are not allowed to consult
dictionaries or make any written notes.

• Candidates are allowed to ask for clarification if necessary, at any point during the test.

• The examiner should be positioned so that he or she is facing the candidate, with a table or desk
in between. The examiner must not allow candidates to see notes made by the examiner.

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CONDUCTING THE SPEAKING TEST

The Speaking tests should proceed as follows:

Task Duration Task focus

Introduction N/A • State the candidate’s number and name.
• Welcome the candidate and read out the examiner
script.

This part is not assessed.

Warm-up 1–2 minutes • Use the warm-up to put the candidate at ease using
the questions provided.

This part is not assessed.

Part 1:
Candidate 3–4 minutes • Give the Speaking assessment card to the candidate.
preparation time The candidate has 3–4 minutes to read the card and
prepare in silence.
• The candidate is not allowed to make any written
notes.
• The candidate must stay in the test room during the
preparation time and the examiner should not interrupt
or distract the candidate during this time.

This part is not assessed.

Individual talk 1–2 minutes • The candidate gives their talk.
• The candidate can keep the card until the end of the
test.

This part is assessed.

Part 2:
Conversation 5–6 minutes • Conduct a discussion using the three prompt questions
related to the theme of Part 1.

This part is assessed.

The total duration of the Speaking test, from the beginning of the introduction to the end of
Part 2, should be approximately 14 minutes.

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General advice

1 To conduct Speaking tests effectively:

• try to put candidates at their ease from the beginning (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
• encourage candidates to develop their responses by using additional questions provided.

Please avoid:
• distracting candidates including during candidates’ preparation time
• interrupting with your own views or correcting mistakes
• showing impatience, surprise, approval or disapproval of anything candidates express
• giving the impression that there are ‘right’ answers to questions or that the test is a test of
knowledge
• indicating how well the candidate has performed by using phrases such as, ‘well done’, ‘that
was very good’.

2 Please consider 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 should not
be taken into account when 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 should be dealt with by an exams officer via special considerations procedures.
Examiners must not make any separate allowance themselves.

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, for example, that matters of
inaccuracy in grammar and pronunciation are to be overlooked, but is a reminder that a Speaking
test is intended to credit positive achievement.

Be consistent. It is important that the marking criteria are applied in the same way for all the
candidates.

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 MARKING CRITERIA

The marking criteria must be applied consistently to Part 1 and Part 2 of the test, resulting in one overall mark out of 25.

Level Marks Description

S1: present facts, ideas and S2: demonstrate control of S3: demonstrate control of S4: respond appropriately and
opinions a range of vocabulary and pronunciation and intonation maintain communication
grammatical structures
5 21–25 • Facts/ideas/opinions are • Wide range of appropriate • Pronunciation, pace and • Expresses fluently what is
developed and detailed vocabulary used with some intonation used effectively thought, felt and imagined
• Well-organised precision to convey meanings • Responds fully and
presentation of relevant • Accurate use of a wide confidently

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content range of grammatical forms
4 16–20 • Some development and/ • Range of appropriate • Pronunciation is clear • Expresses clearly what is
or detail of facts/ideas/ vocabulary used with and intonation is usually thought, felt and imagined
opinions occasional precision appropriate • Responds appropriately
• Some organisation of • Accurate use of a range of
relevant content grammatical forms
6

3 11–15 • Occasional development • Range of straightforward • Pronunciation is mostly • Some clear explanation of

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and/or detail of facts/ideas/ vocabulary mainly used clear what is thought, felt and
opinions appropriately imagined
• Straightforward use of • Accurate use of simple • Responds adequately
relevant content with grammatical forms
occasional linking
2 6–10 • Facts/ideas/opinions are • Sometimes selects • Pronunciation is intelligible • Some general sense of
general and/or brief appropriate vocabulary what is thought, felt and
• Lists some relevant facts/ • Some accurate use of imagined is conveyed
ideas/opinions simple grammatical forms • Sometimes able to respond
1 1–5 • Gives some facts/ • Vocabulary occasionally • Pronunciation is • A little or very general
ideas/opinions that are sufficient to convey basic sometimes intelligible sense of intended meaning
occasionally relevant ideas/facts/opinions is conveyed
• Grammatical forms • Occasionally able to
are occasionally used respond
accurately
0 0 No response No response No response No response
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SPEAKING ASSESSMENT CARD 1

Ways of learning

Introduction

Confirm the candidate’s number and name and welcome the candidate. Then read the following
to the candidate:

Examiner script: First, we will start with a short warm-up where I will ask you some questions to find out
more about you. This part is not assessed. After the warm-up there are two assessed
parts to the test: an individual talk and a conversation.

Warm–up activity (1–2 minutes)

Use the following questions.

• Can you tell me about your friends?

• What would you like to do during the next school holidays?
• What kind of music do you like?

Candidate preparation time with materials (3–4 minutes)

Read the following script and then hand Speaking assessment card 1: Ways of learning to the
candidate.

Examiner script: Now, we will begin the assessed part of the test. The first part is an individual talk. You
are going to talk for 1–2 minutes about your favourite subjects at school. Then, we
will have a conversation related to Ways of learning. You now have 3–4 minutes to
prepare for both parts of the test. You can’t make any written notes, but you can ask
me if there is anything you do not understand. You may keep the card until the end of
the test. Here is your card.

Allow 3–4 minutes for preparation and then ask the candidate to start the individual talk.

Part 1: Individual talk (1–2 minutes)

Examiner script: You now have 1–2 minutes to talk about your favourite subjects at school. I will
stop you after two minutes, but do not worry if you have not finished your talk. Would
you like to start?

After two minutes, thank the candidate. Then move on to Part 2 of the test.

Examiner script: Thank you. Now let’s move on to Part 2 of the test.

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Additional instructions for Part 1: Individual talk

If the candidate has not started speaking after approximately 15 seconds, prompt the candidate by
reading the following script:

Examiner script: Are you ready to start your talk?

If the candidate has still not responded after another 5 seconds, prompt the candidate again by
reading the following and pointing to the Speaking assessment card:

Examiner script: Would you like to tell me about your favourite subjects at school?

If the candidate still does not start, move on to Part 2 of the test by saying the following:

Examiner script: Thank you. Now let’s move on to Part 2 of the test.

Part 2: Conversation (5–6 minutes)

Ask each of the questions in the order in which they appear below.

Examiner script: Now I am going to ask you a few questions related to Ways of learning. This part of
the test will last 5–6 minutes.

• Do you prefer studying on your own or with your friends? Why?

• What different things do people like to learn outside of school?
• How far do you agree with the following opinions? You can discuss one or both
opinions.

Point to the two opinions printed on the Speaking assessment card and read them to the
candidate.

Examiner script: ‘All students should study a range of science and arts subjects throughout secondary
school.’

‘Students should be free to choose the subjects they want to study.’

Thank you. This is the end of the test.

Additional instructions for Part 2: Conversation

To elicit further discussion before moving on to another question, use any of the following:
Examiner script:
• Can you tell me more about …?
• Can you tell me why …?
• Can you explain what you mean …?
• Can you give me any examples of …?
If a candidate has very little to say in response to a question after prompting, move on to the next
one.

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SPEAKING ASSESSMENT CARD 2

Being tidy

Introduction

Confirm the candidate’s number and name and welcome the candidate. Then read the following
to the candidate:

Examiner script: First, we will start with a short warm-up where I will ask you some questions to find out
more about you. This part is not assessed. After the warm-up there are two assessed
parts to the test: an individual talk and a conversation.

Warm–up activity (1–2 minutes)

Use the following questions.

• Can you tell me about your friends?

• What would you like to do during the next school holidays?
• What kind of music do you like?

Candidate preparation time with materials (3–4 minutes)

Read the following script and then hand Speaking assessment card 2: Being Tidy to the
candidate.

Examiner script: Now, we will begin the assessed part of the test. The first part is an individual talk.
You are going to talk for 1–2 minutes about someone you know who is very tidy or
someone you know who is very messy. Then, we will have a conversation related
to Being tidy. You now have 3–4 minutes to prepare for both parts of the test. You
can’t make any written notes, but you can ask me if there is anything you do not
understand. You may keep the card until the end of the test. Here is your card.

Allow 3–4 minutes for preparation and then ask the candidate to start the individual talk.

Part 1: Individual talk (1–2 minutes)

Examiner script: You now have 1–2 minutes to talk about someone you know who is very tidy or
someone you know who is very messy. I will stop you after two minutes, but do not
worry if you have not finished your talk. Would you like to start?

After two minutes, thank the candidate. Then move on to Part 2 of the test.

Examiner script: Thank you. Now let’s move on to Part 2 of the test.

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Additional instructions for Part 1: Individual talk

If the candidate has not started speaking after approximately 15 seconds, prompt the candidate by
reading the following script:

Examiner script: Are you ready to start your talk?

If the candidate has still not responded after another 5 seconds, prompt the candidate again by
reading the following and pointing to the Speaking assessment card:

Examiner script: Would you like to tell me about someone you know who is very tidy or someone
you know who is very messy?

If the candidate still does not start, move on to Part 2 of the test by saying the following:

Examiner script: Thank you. Now let’s move on to Part 2 of the test.

Part 2: Conversation (5–6 minutes)

Ask each of the questions in the order in which they appear below.

Examiner script: Now I am going to ask you a few questions related to Being tidy. This part of the test
will last 5–6 minutes.

• Do you enjoy tidying up and cleaning at home? Why or why not?

• When is it important to be tidy and organised at school, and why?
• How far do you agree with the following opinions? You can discuss one or both
opinions.

Point to the two opinions printed on the Speaking assessment card and read them to the
candidate.

Examiner script: ‘Being a messy person is the sign of a creative mind.’

‘People who don’t tidy up after themselves are just lazy and selfish.’

Thank you. This is the end of the test.

Additional instructions for Part 2: Conversation

To elicit further discussion before moving on to another question, use any of the following:
Examiner script:
• Can you tell me more about …?
• Can you tell me why …?
• Can you explain what you mean …?
• Can you give me any examples of …?
If a candidate has very little to say in response to a question after prompting, move on to the next
one.

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SPEAKING ASSESSMENT CARD 3

Helping people

Introduction

Confirm the candidate’s number and name and welcome the candidate. Then read the following
to the candidate:

Examiner script: First, we will start with a short warm-up where I will ask you some questions to find out
more about you. This part is not assessed. After the warm-up there are two assessed
parts to the test: an individual talk and a conversation.

Warm–up activity (1–2 minutes)

Use the following questions.

• Can you tell me about your friends?

• What would you like to do during the next school holidays?
• What kind of music do you like?

Candidate preparation time with materials (3–4 minutes)

Read the following script and then hand Speaking assessment card 3: Helping people to the
candidate.

Examiner script: Now, we will begin the assessed part of the test. The first part is an individual talk. You
are going to talk for 1–2 minutes about a time when you helped someone. Then,
we will have a conversation related to Helping people. You now have 3–4 minutes to
prepare for both parts of the test. You can’t make any written notes, but you can ask
me if there is anything you do not understand. You may keep the card until the end of
the test. Here is your card.

Allow 3–4 minutes for preparation and then ask the candidate to start the individual talk.

Part 1: Individual talk (1–2 minutes)

Examiner script: You now have 1–2 minutes to talk about a time when you helped someone. I will
stop you after two minutes, but do not worry if you have not finished your talk. Would
you like to start?

After two minutes, thank the candidate. Then move on to Part 2 of the test.

Examiner script: Thank you. Now let’s move on to Part 2 of the test.

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Additional instructions for Part 1: Individual talk

If the candidate has not started speaking after approximately 15 seconds, prompt the candidate by
reading the following script:

Examiner script: Are you ready to start your talk?

If the candidate has still not responded after another 5 seconds, prompt the candidate again by
reading the following and pointing to the Speaking assessment card:

Examiner script: Would you like to tell me about a time when you helped someone?

If the candidate still does not start, move on to Part 2 of the test by saying the following:

Examiner script: Thank you. Now let’s move on to Part 2 of the test.

Part 2: Conversation (5–6 minutes)

Ask each of the questions in the order in which they appear below.

Examiner script: Now I am going to ask you a few questions related to Helping people. This part of the
test will last 5–6 minutes.

• Do you always ask for help when you need it? Why or why not?
• In what ways do people help each other in your community?
• How far do you agree with the following opinions? You can discuss one or both
opinions.

Point to the two opinions printed on the Speaking assessment card and read them to the
candidate.

Examiner script: ‘Young people can benefit a lot from doing voluntary work in their local area.’

‘People have a responsibility to help others in need, wherever they are in the world.’

Thank you. This is the end of the test.

Additional instructions for Part 2: Conversation

To elicit further discussion before moving on to another question, use any of the following:
Examiner script:
• Can you tell me more about …?
• Can you tell me why …?
• Can you explain what you mean …?
• Can you give me any examples of …?
If a candidate has very little to say in response to a question after prompting, move on to the next
one.

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SPEAKING ASSESSMENT CARD 4

Mobile phones

Introduction

Confirm the candidate’s number and name and welcome the candidate. Then read the following
to the candidate:

Examiner script: First, we will start with a short warm-up where I will ask you some questions to find out
more about you. This part is not assessed. After the warm-up there are two assessed
parts to the test: an individual talk and a conversation.

Warm–up activity (1–2 minutes)

Use the following questions.

• Can you tell me about your friends?

• What would you like to do during the next school holidays?
• What kind of music do you like?

Candidate preparation time with materials (3–4 minutes)

Read the following script and then hand Speaking assessment card 4: Mobile phones to the
candidate.

Examiner script: Now, we will begin the assessed part of the test. The first part is an individual talk. You
are going to talk for 1–2 minutes about how you use mobile phones in your daily
life. Then, we will have a conversation related to Mobile phones. You now have 3–4
minutes to prepare for both parts of the test. You can’t make any written notes, but
you can ask me if there is anything you do not understand. You may keep the card
until the end of the test. Here is your card.

Allow 3–4 minutes for preparation and then ask the candidate to start the individual talk.

Part 1: Individual talk (1–2 minutes)

Examiner script: You now have 1–2 minutes to talk about how you use mobile phones in your daily
life. I will stop you after two minutes, but do not worry if you have not finished your
talk. Would you like to start?

After two minutes, thank the candidate. Then move on to Part 2 of the test.

Examiner script: Thank you. Now let’s move on to Part 2 of the test.

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Additional instructions for Part 1: Individual talk

If the candidate has not started speaking after approximately 15 seconds, prompt the candidate by
reading the following script:

Examiner script: Are you ready to start your talk?

If the candidate has still not responded after another 5 seconds, prompt the candidate again by
reading the following and pointing to the Speaking assessment card:

Examiner script: Would you like to tell me about how you use mobile phones in your daily life?

If the candidate still does not start, move on to Part 2 of the test by saying the following:

Examiner script: Thank you. Now let’s move on to Part 2 of the test.

Part 2: Conversation (5–6 minutes)

Ask each of the questions in the order in which they appear below.

Examiner script: Now I am going to ask you a few questions related to Mobile phones. This part of the
test will last 5–6 minutes.

• Do you think there are times when it is not appropriate to use a mobile phone?
Why or why not?
• What are the advantages and disadvantages of using mobile phones in school?
• How far do you agree with the following opinions? You can discuss one or both
opinions.

Point to the two opinions printed on the Speaking assessment card and read them to the
candidate.

Examiner script: ‘It’s impossible to imagine life today without a mobile phone.’

‘Chatting to friends by mobile phone is not as enjoyable as seeing them face-to-face

and doing things together.’

Thank you. This is the end of the test.

Additional instructions for Part 2: Conversation

To elicit further discussion before moving on to another question, use any of the following:
Examiner script:
• Can you tell me more about …?
• Can you tell me why …?
• Can you explain what you mean …?
• Can you give me any examples of …?
If a candidate has very little to say in response to a question after prompting, move on to the next
one.

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