Cambridge IGCSE™

SPANISH 0530/03
Paper 3 Speaking May/June 2023

INSTRUCTIONS FOR TEACHERS/EXAMINERS Approximately 10 minutes

* 0 8 8 1 1 5 1 2 8 8 *

The information in this document is confidential and must NOT reach candidates either directly or
indirectly.

INSTRUCTIONS
● Read this set of instructions carefully before starting the speaking tests at the centre.
● You must ask the questions in Spanish and the candidates must respond in Spanish.
● Dictionaries are not allowed.

INFORMATION
● Candidates have 10 minutes of preparation time before the test.
● Each candidate’s speaking test must include:
Role play (approximately 2 minutes)
Topic conversation 1 (4 minutes)
Topic conversation 2 (4 minutes).

This document has 32 pages. Any blank pages are indicated.

DC (LK) 313526/5
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Contents
Introduction 3

The purpose of the speaking test 3

Structure of the speaking test 3

Resources required 4

Preparation in advance of the speaking test 5

On the day of the speaking test 5

Before each candidate’s test 5

During each candidate’s test 6

Role play 6

Topic conversation 1 7

Topic conversation 2 8

After each candidate’s speaking test 9

After completing all of the speaking tests at the centre 9

Mark schemes 10

Role play mark scheme 10

Topic conversation mark schemes 11

Communication 11

Quality of Language 12

Working mark sheet (WMS) 13

Randomisation instructions 14

Teacher/examiner scripts – Role plays 16

Teacher/examiner scripts – Topic conversations 25

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Introduction

These instructions are for the teacher(s)/examiner(s) who are responsible for conducting and assessing
the Cambridge IGCSE Spanish speaking tests at your centre. In these instructions we use the word
‘you’ to refer to the teacher/examiner conducting the speaking tests.

The purpose of the speaking test

The purpose of the speaking test is to assess candidates’ spoken performance in Cambridge IGCSE
Spanish.

To achieve this it is important to:

• create a supportive atmosphere and encourage each candidate to speak

• follow all of the instructions

• conduct each test using the questions and prompts exactly as they are printed in the teacher/
examiner scripts provided in this booklet

• record the speaking tests of all candidates.

Structure of the speaking test

The structure is as follows:

Task Duration Task focus

Preparation time 10 minutes
Greeting (non-assessed) approximately 30 seconds
Role play approximately 2 minutes Candidates respond to transactional
questions to, for example, accomplish a
task or obtain goods/services.
Topic conversation 1 4 minutes Candidates respond to questions on one
specific sub-topic from Topic Area A or B to
share views, opinions and experiences.
Topic conversation 2 4 minutes Candidates respond to questions on one
specific sub-topic from Topic Area C, D or E
to share views, opinions and experiences.

The test does not need to last exactly 10 minutes. For example:

• if the role play lasts less than 2 minutes, you do not need to add extra questions

• if the role play lasts more than 2 minutes, do not reduce the time allocated to the topic conversations

• if the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions to
make sure that the conversation lasts 4 minutes.

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Resources required

You need: Each candidate needs:

• this instruction booklet • one candidate card.
• a copy of the mark schemes provided in this
instruction booklet
• copies of the working mark sheet (WMS)
(please download from the samples database
at www.cambridgeinternational.org/samples)
• recording equipment
• a timer or clock
• the list of candidate names and numbers
• a black or blue pen for marking
• a quiet room for the preparation time
• a quiet room for the speaking test.

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Preparation in advance of the speaking test

Before starting the speaking tests at the centre, you must:

• read these instructions, including the mark schemes, carefully before conducting your first test

• read the guidance in the Cambridge Handbook about the conduct of non-coursework speaking
tests

• study the scripts for both the role play and topic conversations

• make sure that there are two separate rooms available: one room where candidates prepare for
the test (this will be the preparation room) and one room where candidates take the test (this will
be the examination room)

• check that the recording equipment is working properly

• write the syllabus number, centre number and your name on the working mark sheet. Complete
the boxes at the top of the working mark sheet with the correct details about your centre and the
exam.

You must NOT share the role plays or the topics of the topic conversations with candidates before their
test.

You must NOT share the topics of the topic conversations with the candidates during their preparation
time.

Note: if more than one teacher/examiner is marking the Cambridge IGCSE Spanish speaking tests at
the centre, you must all agree the approach and standard of marking before conducting the first test.
Please read the factsheet about internal moderation, which can be found on the samples database at
www.cambridgeinternational.org/samples

On the day of the speaking test

Before each candidate’s test

You must:

• select a candidate card using the randomisation instructions on page 14

• give the candidate card to the candidate in the preparation room

• tell the candidate that they have 10 minutes to prepare

• tell the candidate they must not write anything during the preparation time

• make sure that the candidate is supervised under exam conditions during the preparation time.
Note that the exam conditions must be maintained until the test is complete.

• find the correct role play questions and topic conversation scripts in this instruction booklet for the
candidate you are about to examine

• write the candidate’s name, their candidate number, the candidate card number and topic
conversation numbers on the working mark sheet.

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During each candidate’s test

1 At the start of the test, press ‘record’ on the recording equipment. Do not stop or pause the
recording at any point during the test.

2 Say your name, the candidate’s name, their candidate number, the candidate card number and
the date. For example:

‘Teacher/examiner name: Mr John Smith

Candidate number: 0031
Candidate name: Anita Cheng
Candidate card number: 3
Date: [the date on which the test is conducted] ’

3 Start the timer or look at a clock to note the start time of the test. (You should monitor the timing for
each part of the test (role play: approximately 2 minutes, topic conversation 1: 4 minutes and topic
conversation 2: 4 minutes); you may want to restart the timer for each part.)

From this point onwards, all parts of the test must be conducted in Spanish.

Role play

4 Greet the candidate using the prompts provided. This is not assessed.

5 Set the scene for the role play by reading out the role play scenario exactly as it is printed in this
instruction booklet.

6 Ask the first role play question exactly as it is printed. If there are two parts to the question (e.g.
‘When …? Why?’), you should pause and wait for the answer to the first part before asking the
second part.
Note: You can repeat any role play question if the candidate has not understood or did not hear
but you must not rephrase any of the role play questions. If the candidate still cannot answer
one of the questions after you have repeated it, move on to the next task.

7 Listen to the candidate’s answer.

8 Assess the candidate’s answer using the role play mark scheme on page 10 and write down the
mark on the working mark sheet (WMS). When you are awarding marks, start at the bottom band
and work upwards. Find the band which best fits the candidate’s response. Then award the mark
for that band. The purpose of the role play is to communicate an appropriate response to each
task. A short response to a task, if it communicates fully and is correct, is worth 2 marks.

9 Repeat the process described above in points 6–8 for each role play question, until you have
asked all of the role play questions.

10 When the role play is complete, tell the candidate that the role play has finished and that it is time
to start the topic conversations.

Remember, you cannot stop or pause the recording during a test.

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Topic conversation 1

11 Go to the correct topic conversation in this instruction booklet.

12 Say to the candidate in Spanish: ‘First we are going to talk about [name of the first topic]’.

13 Ask each question exactly as it is printed. You must ask all five questions in the order shown.
If there are two parts to the question (e.g. ‘When …? Why?’), you should pause and wait for the
answer to the first part before asking the second part.

14 Listen carefully to and acknowledge the candidate’s answer to each question.

15 If the candidate does not answer a question, or answers very briefly and you think that they
could give a fuller response, follow the instructions in the table below. You can encourage fuller
responses by asking extension questions such as ‘Tell me more about …’, ‘What else can you tell
me about …?’, ‘Is there anything else you want to say about …?’.

Questions If the candidate does not If the candidate still does If the candidate still does
give a relevant answer not give a relevant answer not give a relevant answer
1 and 2 Repeat the question Ask the next question
3, 4 and 5 Repeat the question Ask the alternative Ask the next question
question(s) provided
(and repeat it once if
necessary)
• If necessary, encourage a fuller response by asking an extension question, e.g.

¿Puedes decirme algo más (sobre eso)?

• If the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions
to make sure that the conversation lasts 4 minutes.

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Topic conversation 2

16 Go to the correct topic conversation in this instruction booklet.

17 Say to the candidate in Spanish: ‘Now we are going to talk about [name of the second topic]’.

18 Ask each question exactly as it is printed. You must ask all five questions in the order shown.
If there are two parts to the question (e.g. ‘When …? Why?’), you should pause and wait for the
answer to the first part before asking the second part.

19 Listen carefully to and acknowledge the candidate’s answer to each question.

20 If the candidate does not answer a question, or answers very briefly and you think that they
could give a fuller response, follow the instructions in the table below. You can encourage fuller
responses by asking extension questions such as ‘Tell me more about …’, ‘What else can you tell
me about …?’, ‘Is there anything else you want to say about …?’.

Questions If the candidate does not If the candidate still does If the candidate still does
give a relevant answer not give a relevant answer not give a relevant answer
1 and 2 Repeat the question Ask the next question
3, 4 and 5 Repeat the question Ask the alternative Ask the next question
question(s) provided
(and repeat it once if
necessary)
• If necessary, encourage a fuller response by asking an extension question, e.g.

¿Puedes decirme algo más (sobre eso)?

• If the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions
to make sure that the conversation lasts 4 minutes.

21 When both topic conversations have been completed, stop the recording. Then award a mark out
of 15 for Communication and a mark out of 15 for Quality of Language using the mark schemes on
pages 11–12.

22 Write the mark for Communication and the mark for Quality of Language on the working mark
sheet (WMS).

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After each candidate’s speaking test

23 Take the candidate card from the candidate. The candidate must not take the candidate card with
them when they leave the examination room.

24 Make sure that you have completed all parts of the working mark sheet (WMS) for the candidate.

25 Check that the test has been recorded and can be heard clearly. If there is a problem with the
recording, follow the instructions in the Cambridge Handbook about failed recordings.

After completing all of the speaking tests at the centre

• Add up the marks for each candidate and write the total mark in the appropriate column on the
working mark sheet (WMS). Check all additions carefully.

• If more than one teacher/examiner is marking the Cambridge IGCSE Spanish speaking
tests at the centre, you must make arrangements to internally moderate all of the teachers’/
examiners’ marking so that all candidates are assessed to a common standard. You can find
further information about the process of internal moderation on the samples database at
www.cambridgeinternational.org/samples

• You must write the internally moderated marks for all candidates on the working mark sheet (WMS)
and submit these marks to Cambridge International according to the instructions set out in the
Cambridge Handbook and on the samples database at www.cambridgeinternational.org/samples

• The centre must submit a sample of candidates’ speaking test recordings to Cambridge
International for external moderation. Please check the requirements for the centre on the samples
database at www.cambridgeinternational.org/samples

• Each recorded file in the sample must be clearly named using the following convention:

centre number_candidate number_syllabus number_component number

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Mark schemes

The marks for each part of the test are shown below.

Part of test Marks available Maximum

mark
Role play 2 marks per response 10
Topic conversations 1 and 2 together 15 marks for Communication 15
Topic conversations 1 and 2 together 15 marks for Quality of Language 15
TOTAL MARK 40

Marking should be positive, rewarding achievement.

Role play mark scheme

• Apply the mark scheme separately for each response.

• Up to two marks are available per response.

• When you are awarding marks, start at the bottom band and work upwards. Find the band which
best fits the candidate’s performance.

Marks Descriptor
2 • The information is communicated.
• Language is appropriate to the situation and is accurate.
• Minor errors (adjective endings, use of prepositions, etc.) are allowed.
1 • The information is partly communicated and/or the meaning is ambiguous.
• Errors impede communication.
0 • No creditable response.

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Topic conversation mark schemes

When you are awarding marks, start at the bottom band and work upwards. Find the band which best
fits the candidate’s performance. Then use the following guidance to decide on the mark to award,
where applicable:

• If the candidate’s work convincingly meets the level statement, award the highest mark.
• If the candidate’s work adequately meets the level statement, award the most appropriate mark in
the middle of the range (where middle marks are available).
• If the candidate’s work just meets the level statement, award the lowest mark.

Communication

Examiners are reminded that this is a language qualification aimed at certifying language proficiency
at level A2 with elements of B1 of the Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. The descriptors below should be understood and applied with
reference to those levels.

Award a mark out of 15 for the candidate’s performance in both topic conversations.

Marks Descriptor
13–15 Very good • Responds confidently to questions; may occasionally need repetition
of words or phrases.
• Communicates information which is consistently relevant to the
questions.
• Frequently develops ideas and opinions.
• Justifies and explains some answers.
10–12 Good • Responds well to questions; requires occasional use of the alternative
question(s) provided.
• Communicates information which is almost always relevant to the
questions.
• Sometimes develops ideas and opinions.
• Gives reasons or explanations for some answers.
7–9 Satisfactory • Responds satisfactorily to questions; frequently requires use of the
alternative question(s) provided.
• Communicates most of the required information; may occasionally
give irrelevant information.
• Conveys simple, straightforward opinions.
4–6 Weak • Has difficulty with many questions but still attempts an answer.
• Communicates some simple information relevant to the questions.
1–3 Poor • Frequently has difficulty understanding the questions and has great
difficulty in replying.
• Communicates one or two basic pieces of information relevant to the
questions.
0 • No creditable response.

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Quality of Language

Examiners are reminded that this is a language qualification aimed at certifying language proficiency
at level A2 with elements of B1 of the Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. The descriptors below should be understood and applied with
reference to those levels.

Award a mark out of 15 for the candidate’s performance in both topic conversations.

Marks Descriptor
13–15 Very good • Accurate use of a wide range of the structures listed in the syllabus
with occasional errors in more complex language.
• Accurate use of a wide range of vocabulary with occasional errors.
• Very good pronunciation, fluency, intonation and expression;
occasional mistakes or hesitation.
10–12 Good • Good use of a range of the structures listed in the syllabus, with some
errors.
• Good use of a range of vocabulary with some errors.
• Good pronunciation and fluency despite some errors or hesitation; a
good attempt at correct intonation and expression.
7–9 Satisfactory • Satisfactory use of some of the structures listed in the syllabus, with
frequent errors.
• Satisfactory use of vocabulary with frequent errors.
• Satisfactory pronunciation and fluency despite frequent errors and
hesitation; some attempt at intonation and expression.
4–6 Weak • Limited range of structures and vocabulary, rarely accurate and/or
complete; frequent ambiguity.
• Pronunciation can be understood with some effort; very noticeable
hesitations and stilted delivery.
1–3 Poor • Very limited range of structures and vocabulary, almost always
inaccurate.
• Poor pronunciation, rarely comprehensible; many serious errors.
0 • No creditable response.

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 Working mark sheet (WMS)

Cambridge IGCSE Foreign Languages: Speaking Test Working Mark Sheet

Please read the Instructions for teachers/examiners before completing this form.

© UCLES 2023
Centre number Centre name

Please select syllabus/component Exam series Year

ROLE PLAY TOPIC CONVERSATIONS

Cand. Candidate name Role Topic Task 1 Task 2 Task 3 Task 4 Task 5 Communication Quality of Total Internal/
no. play conversation (max 2 (max 2 (max 2 (max 2 (max 2 (max 15 marks) Language (max 40 external
card no. nos. marks) marks) marks) marks) marks) (max 15 marks) marks) moderation

0031 Anita Cheng 3 3&7 2 2 1 2 2 10 9 28

13

0530/03/TN/M/J/23
Name of examiner completing this form Examiner’s Date:
IN CAPITALS: signature:

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Randomisation instructions

Each candidate must be allocated one of nine candidate cards. The candidate card gives information
for the role play and reminds candidates that the test will contain two topic conversations. There are
corresponding teacher/examiner scripts for each candidate card.

The candidate cards and topics for conversation should be allocated to candidates in sequence as
shown in the table below.

• If you are conducting more than 30 tests in a day, return to the beginning of the sequence after the
30th candidate.

• If you are conducting tests on more than one day, start each new day at the beginning of the
sequence.

Allocate cards and topics to candidates in sequence, as follows:

Order of candidates Candidate card Topic conversation 1 Topic conversation 2

Candidate 1 1 Topic 3 Topic 4
Candidate 2 2 Topic 1 Topic 5
Candidate 3 3 Topic 3 Topic 6
Candidate 4 4 Topic 2 Topic 7
Candidate 5 5 Topic 1 Topic 6
Candidate 6 6 Topic 2 Topic 5
Candidate 7 7 Topic 1 Topic 6
Candidate 8 8 Topic 3 Topic 5
Candidate 9 9 Topic 1 Topic 4
Candidate 10 1 Topic 3 Topic 5
Candidate 11 2 Topic 1 Topic 6
Candidate 12 3 Topic 3 Topic 7
Candidate 13 4 Topic 1 Topic 4
Candidate 14 5 Topic 2 Topic 6
Candidate 15 6 Topic 1 Topic 4
Candidate 16 7 Topic 2 Topic 7
Candidate 17 8 Topic 1 Topic 4
Candidate 18 9 Topic 3 Topic 5
Candidate 19 1 Topic 1 Topic 6
Candidate 20 2 Topic 3 Topic 7
Candidate 21 3 Topic 2 Topic 4
Candidate 22 4 Topic 1 Topic 5
Candidate 23 5 Topic 3 Topic 6
Candidate 24 6 Topic 1 Topic 7
Candidate 25 7 Topic 3 Topic 4
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Order of candidates Candidate card Topic conversation 1 Topic conversation 2

Candidate 26 8 Topic 2 Topic 5
Candidate 27 9 Topic 3 Topic 6
Candidate 28 1 Topic 2 Topic 7
Candidate 29 2 Topic 1 Topic 4
Candidate 30 3 Topic 2 Topic 5
Start again at row 1 (as used for Candidate 1)

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Teacher/examiner scripts – Role plays

CANDIDATE CARD 1

Start the recording

Say:
Your name, e.g. Mr John Smith
The candidate’s number, e.g. 0031
Before the test
The candidate’s name, e.g. Anita Cheng
The candidate card number
The date
Diga:
Saludo e
Hola / Buenos días / Buenas tardes.
introducción
¿Cómo estás?
(no se califican)
Vamos a empezar con la prueba.

Juego de rol
Estudiante: Tú mismo/misma
Profesor(a): El amigo / La amiga
Contexto Diga:
Estás en México. Hoy vas a ir al centro comercial con tu amigo/amiga
mexicano/a. Hablas con tu amigo/amiga. Yo soy tu amigo/amiga.
Preguntas Haga las siguientes preguntas:
1 ¡Hola! ¿A qué hora quieres ir al centro comercial hoy?

Responda de forma apropiada y pregunte:

2 ¿Qué quieres comprar?

Responda de forma apropiada y pregunte:

3 Vamos a comer fuera. ¿Qué comida te gustaría comer? [PAUSA] ¿Por qué?

Responda de forma apropiada y pregunte:

4 La última vez que fuiste al centro comercial, ¿con quién fuiste? [PAUSA] ¿Y
qué hiciste?

Responda de forma apropiada y pregunte:

5 Podemos salir el próximo fin de semana. ¿Qué planes tienes?

Responda de forma apropiada y termine la conversación.

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Teacher/examiner scripts – Role plays

CANDIDATE CARD 2

Start the recording

Say:
Your name, e.g. Mr John Smith
The candidate’s number, e.g. 0031
Before the test
The candidate’s name, e.g. Anita Cheng
The candidate card number
The date
Diga:
Saludo e
Hola / Buenos días / Buenas tardes.
introducción
¿Cómo estás?
(no se califican)
Vamos a empezar con la prueba.

Juego de rol
Estudiante: Tú mismo/misma
Profesor(a): El dependiente / La dependienta
Contexto Diga:
Estás de vacaciones en España. Vas a una tienda para comprar ropa para
un festival de música. Hablas con el dependiente / la dependienta. Yo soy el
dependiente / la dependienta.
Preguntas Haga las siguientes preguntas:
1 Buenos días. ¿Qué tipo de ropa necesitas?

Responda de forma apropiada y pregunte:

2 ¿Qué color prefieres?

Responda de forma apropiada y pregunte:

3 ¿Qué tipo de música escuchas normalmente? [PAUSA] ¿Por qué?

Responda de forma apropiada y pregunte:

4 ¿Cuándo fue la última vez que fuiste a un festival? [PAUSA] Y ¿qué es lo que
más te gustó hacer allí?

Responda de forma apropiada y pregunte:

5 ¿Qué vas a hacer durante el resto de tus vacaciones en España?

Responda de forma apropiada y termine la conversación.

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Teacher/examiner scripts – Role plays

CANDIDATE CARD 3

Start the recording

Say:
Your name, e.g. Mr John Smith
The candidate’s number, e.g. 0031
Before the test
The candidate’s name, e.g. Anita Cheng
The candidate card number
The date
Diga:
Saludo e
Hola / Buenos días / Buenas tardes.
introducción
¿Cómo estás?
(no se califican)
Vamos a empezar con la prueba.

Juego de rol
Estudiante: Tú mismo/misma
Profesor(a): El empleado / La empleada
Contexto Diga:
Estás en una oficina de turismo en España. Quieres comprar entradas para un
museo de cine. Hablas con el empleado / la empleada de la oficina de turismo.
Yo soy el empleado / la empleada.
Preguntas Haga las siguientes preguntas:
1 Buenos días. ¿Para qué día quieres las entradas?

Responda de forma apropiada y pregunte:

2 Y ¿a qué hora quieres visitar el museo?

Responda de forma apropiada y pregunte:

3 ¿Qué tipo de películas te gusta? [PAUSA] ¿Por qué?

Responda de forma apropiada y pregunte:

4 ¿Qué lugares has visitado en España? [PAUSA] ¿Con quién?

Responda de forma apropiada y pregunte:

5 ¿Qué planes tienes para cenar esta noche?

Responda de forma apropiada y termine la conversación.

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Teacher/examiner scripts – Role plays

CANDIDATE CARD 4

Start the recording

Say:
Your name, e.g. Mr John Smith
The candidate’s number, e.g. 0031
Before the test
The candidate’s name, e.g. Anita Cheng
The candidate card number
The date
Diga:
Saludo e
Hola / Buenos días / Buenas tardes.
introducción
¿Cómo estás?
(no se califican)
Vamos a empezar con la prueba.

Juego de rol
Estudiante: Tú mismo/misma
Profesor(a): El médico / La médica
Contexto Diga:
Estás de vacaciones en Perú. Vas al médico porque te duele el estómago.
Hablas con el médico / la médica. Yo soy el médico / la médica.
Preguntas Haga las siguientes preguntas:
1 Buenos días. ¿Cuántos años tienes?

Responda de forma apropiada y pregunte:

2 Aparte del estómago, ¿qué más te duele?

Responda de forma apropiada y pregunte:

3 ¿Qué estabas haciendo cuando empezó el dolor?

Responda de forma apropiada y pregunte:

4 ¿Con quién estás en Perú? [PAUSA] ¿Cuándo vuelves a casa?

Responda de forma apropiada y pregunte:

5 ¿Qué te gustaría hacer mañana? [PAUSA] ¿Por qué?

Responda de forma apropiada y termine la conversación.

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Teacher/examiner scripts – Role plays

CANDIDATE CARD 5

Start the recording

Say:
Your name, e.g. Mr John Smith
The candidate’s number, e.g. 0031
Before the test
The candidate’s name, e.g. Anita Cheng
The candidate card number
The date
Diga:
Saludo e
Hola / Buenos días / Buenas tardes.
introducción
¿Cómo estás?
(no se califican)
Vamos a empezar con la prueba.

Juego de rol
Estudiante: Tú mismo/misma
Profesor(a): El empleado / La empleada
Contexto Diga:
Estás en Colombia. Quieres ser miembro de un gimnasio. Hablas por teléfono
con el empleado / la empleada del gimnasio. Yo soy el empleado / la empleada.
Preguntas Haga las siguientes preguntas:
1 Bueno, quieres ser miembro del gimnasio. ¿Cuántos años tienes?

Responda de forma apropiada y pregunte:

2 Y ¿qué días a la semana quieres venir?

Responda de forma apropiada y pregunte:

3 ¿En qué momento del día prefieres hacer ejercicio? [PAUSA] ¿Por qué?

Responda de forma apropiada y pregunte:

4 Cuando eras pequeño/pequeña, ¿qué hacías para estar en forma?

Responda de forma apropiada y pregunte:

5 Aparte de hacer ejercicio, ¿qué más vas a hacer para llevar una vida sana?

Responda de forma apropiada y termine la conversación.

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Teacher/examiner scripts – Role plays

CANDIDATE CARD 6

Start the recording

Say:
Your name, e.g. Mr John Smith
The candidate’s number, e.g. 0031
Before the test
The candidate’s name, e.g. Anita Cheng
The candidate card number
The date
Diga:
Saludo e
Hola / Buenos días / Buenas tardes.
introducción
¿Cómo estás?
(no se califican)
Vamos a empezar con la prueba.

Juego de rol
Estudiante: Tú mismo/misma
Profesor(a): El jefe / La jefa
Contexto Diga:
Estás en Chile. Quieres trabajar en un campamento de verano para niños.
Hablas por teléfono con el jefe / la jefa del campamento. Yo soy el jefe / la jefa.
Preguntas Haga las siguientes preguntas:
1 Hola. ¿Cuántos años tienes?

Responda de forma apropiada y pregunte:

2 ¿Qué idiomas hablas?

Responda de forma apropiada y pregunte:

3 ¿Por qué quieres trabajar en el campamento?

Responda de forma apropiada y pregunte:

4 ¿Qué piensas hacer con el dinero que vas a ganar?

Responda de forma apropiada y pregunte:

5 El verano pasado, ¿qué hiciste como trabajo?

Responda de forma apropiada y termine la conversación.

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Teacher/examiner scripts – Role plays

CANDIDATE CARD 7

Start the recording

Say:
Your name, e.g. Mr John Smith
The candidate’s number, e.g. 0031
Before the test
The candidate’s name, e.g. Anita Cheng
The candidate card number
The date
Diga:
Saludo e
Hola / Buenos días / Buenas tardes.
introducción
¿Cómo estás?
(no se califican)
Vamos a empezar con la prueba.

Juego de rol
Estudiante: Tú mismo/misma
Profesor(a): El/La agente de policía
Contexto Diga:
Estás pasando una semana en una ciudad en España con tu instituto. Has
perdido tu mochila. Hablas con el/la agente de policía. Yo soy el/la agente de
policía.
Preguntas Haga las siguientes preguntas:
1 Hola. Entiendo que has perdido tu mochila. ¿De qué color es?

Responda de forma apropiada y pregunte:

2 ¿Qué tienes dentro de la mochila?

Responda de forma apropiada y pregunte:

3 ¿Qué día perdiste la mochila? [PAUSA] ¿Qué hiciste ese día con tu grupo de
clase?

Responda de forma apropiada y pregunte:

4 ¿Cuándo vas a volver a tu país?

Responda de forma apropiada y pregunte:

5 ¿Qué te gustaría hacer durante el resto de tu visita a España? [PAUSA] ¿Por
qué?

Responda de forma apropiada y termine la conversación.

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Teacher/examiner scripts – Role plays

CANDIDATE CARD 8

Start the recording

Say:
Your name, e.g. Mr John Smith
The candidate’s number, e.g. 0031
Before the test
The candidate’s name, e.g. Anita Cheng
The candidate card number
The date
Diga:
Saludo e
Hola / Buenos días / Buenas tardes.
introducción
¿Cómo estás?
(no se califican)
Vamos a empezar con la prueba.

Juego de rol
Estudiante: Tú mismo/misma
Profesor(a): El empleado / La empleada
Contexto Diga:
Estás de vacaciones en Costa Rica. Tu familia quiere alquilar un coche. Llamas
por teléfono al empleado / a la empleada de la empresa de alquileres. Yo soy el
empleado / la empleada.
Preguntas Haga las siguientes preguntas:
1 Buenas tardes. Entiendo que quiere alquilar un coche. Dígame: ¿para cuántos
días quiere el coche?

Responda de forma apropiada y pregunte:

2 ¿Quién conduce el coche?

Responda de forma apropiada y pregunte:

3 ¿Por qué le gusta viajar en coche?

Responda de forma apropiada y pregunte:

4 ¿Cuándo llegó a Costa Rica? [PAUSA] Y ¿qué hizo ayer?

Responda de forma apropiada y pregunte:

5 ¿Qué planes tiene para sus vacaciones aquí?

Responda de forma apropiada y termine la conversación.

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Teacher/examiner scripts – Role plays

CANDIDATE CARD 9

Start the recording

Say:
Your name, e.g. Mr John Smith
The candidate’s number, e.g. 0031
Before the test
The candidate’s name, e.g. Anita Cheng
The candidate card number
The date
Diga:
Saludo e
Hola / Buenos días / Buenas tardes.
introducción
¿Cómo estás?
(no se califican)
Vamos a empezar con la prueba.

Juego de rol
Estudiante: Tú mismo/misma
Profesor(a): El amigo / La amiga
Contexto Diga:
Estás en Uruguay. Te gusta mucho salir y has decidido ir al teatro para ver una
obra con tu amigo/amiga. Hablas con tu amigo/amiga. Yo soy tu amigo/amiga.
Preguntas Haga las siguientes preguntas:
1 ¡Hola! ¿A qué hora es la obra de teatro?

Responda de forma apropiada y pregunte:

2 ¿Cómo vamos a ir al teatro?

Responda de forma apropiada y pregunte:

3 Bueno, ¿qué ropa te vas a poner? [PAUSA] ¿Por qué?

Responda de forma apropiada y pregunte:

4 ¿Qué vamos a hacer después del teatro?

Responda de forma apropiada y pregunte:

5 ¿Cuándo fue la última vez que saliste? [PAUSA] Y ¿qué hiciste?

Responda de forma apropiada y termine la conversación.

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Teacher/examiner scripts – Topic conversations

TOPIC 1

Questions If the candidate does not If the candidate still If the candidate still
give a relevant answer does not give a relevant does not give a relevant
answer answer
1 and 2 Repeat the question Ask the next question
3, 4 and 5 Repeat the question Ask the alternative Ask the next question
question(s) provided
(and repeat it once if
necessary)
• If necessary, encourage a fuller response by asking an extension question, e.g.

¿Puedes decirme algo más (sobre eso)?

• If the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions
to make sure that the conversation lasts 4 minutes.

Tema: Las personas importantes para ti

Preguntas Haga las siguientes preguntas:

1 ¿Con qué miembro de tu familia te gusta pasar tiempo?
2 ¿Dónde te gusta ir con este miembro de tu familia?
3 Cuando eras pequeño/pequeña, ¿a qué persona famosa admirabas? [PAUSA] ¿Por
qué?

Preguntas alternativas (si es necesario)

Cuando eras pequeño/pequeña, ¿quién era tu persona famosa favorita? [PAUSA]

¿Por qué?
4 Si pudieras pasar un día con una persona famosa, ¿qué te gustaría hacer? [PAUSA]
¿Por qué?

Pregunta alternativa (si es necesario)

Describe lo que te gustaría hacer durante un día ideal con una persona famosa.
5 ¿Por qué es importante pasar tiempo con tus amigos?

Preguntas alternativas (si es necesario)

Para ti, ¿es importante pasar tiempo con tus amigos? [PAUSA] ¿Por qué (no)?

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Teacher/examiner scripts – Topic conversations

TOPIC 2

Questions If the candidate does not If the candidate still If the candidate still
give a relevant answer does not give a relevant does not give a relevant
answer answer
1 and 2 Repeat the question Ask the next question
3, 4 and 5 Repeat the question Ask the alternative Ask the next question
question(s) provided
(and repeat it once if
necessary)
• If necessary, encourage a fuller response by asking an extension question, e.g.

¿Puedes decirme algo más (sobre eso)?

• If the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions
to make sure that the conversation lasts 4 minutes.

Tema: El tiempo libre y los amigos

Preguntas Haga las siguientes preguntas:

1 ¿Cuál es tu pasatiempo favorito?
2 ¿Con quién te gusta pasar tu tiempo libre?
3 Cuando eras pequeño/pequeña, ¿cómo te gustaba pasar tiempo con tus amigos?

Pregunta alternativa (si es necesario)

De niño/niña, ¿qué actividades te gustaba hacer con tus amigos?

4 En el futuro, ¿vivirías con tus amigos? [PAUSA] ¿Por qué (no)?

Preguntas alternativas (si es necesario)

En el futuro, ¿te gustaría vivir con tus amigos? [PAUSA] ¿Por qué (no)?
5 ¿Cuáles son las ventajas de tener tiempo libre?

Pregunta alternativa (si es necesario)

¿Qué es lo bueno de tener tiempo libre?

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Teacher/examiner scripts – Topic conversations

TOPIC 3

Questions If the candidate does not If the candidate still If the candidate still
give a relevant answer does not give a relevant does not give a relevant
answer answer
1 and 2 Repeat the question Ask the next question
3, 4 and 5 Repeat the question Ask the alternative Ask the next question
question(s) provided
(and repeat it once if
necessary)
• If necessary, encourage a fuller response by asking an extension question, e.g.

¿Puedes decirme algo más (sobre eso)?

• If the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions
to make sure that the conversation lasts 4 minutes.

Tema: Comer y beber

Preguntas Haga las siguientes preguntas:

1 ¿Qué te gusta beber en el desayuno?
2 ¿Quién cocina en tu casa?
3 Háblame de la última vez que comiste en una cafetería.

Pregunta alternativa (si es necesario)

Describe una visita reciente a una cafetería. ¿Qué comiste y bebiste?

4 ¿Qué plato te gustaría aprender a cocinar? [PAUSA] ¿Por qué?

Preguntas alternativas (si es necesario)

¿Qué comida diferente te gustaría preparar? [PAUSA] ¿Por qué?

5 ¿Prefieres comer en el instituto o en casa? [PAUSA] ¿Por qué?

Preguntas alternativas (si es necesario)

¿Te gusta más comer en el colegio o en casa? [PAUSA] ¿Por qué?

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Teacher/examiner scripts – Topic conversations

TOPIC 4

Questions If the candidate does not If the candidate still If the candidate still
give a relevant answer does not give a relevant does not give a relevant
answer answer
1 and 2 Repeat the question Ask the next question
3, 4 and 5 Repeat the question Ask the alternative Ask the next question
question(s) provided
(and repeat it once if
necessary)
• If necessary, encourage a fuller response by asking an extension question, e.g.

¿Puedes decirme algo más (sobre eso)?

• If the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions
to make sure that the conversation lasts 4 minutes.

Tema: El medio ambiente y el tiempo

Preguntas Haga las siguientes preguntas:

1 ¿Qué reciclas en tu casa?
2 ¿Qué tiempo hace hoy?
3 En tu opinión, ¿cuál es la mejor estación del año? [PAUSA] ¿Por qué?

Preguntas alternativas (si es necesario)

¿Cuál es tu estación del año favorita? [PAUSA] ¿Por qué te gusta esta estación?
4 Háblame de tu última excursión al campo.

Pregunta alternativa (si es necesario)

Describe tu última excursión al campo.

5 En el futuro, ¿qué podrías hacer tú para cuidar el medio ambiente?

Pregunta alternativa (si es necesario)

En el futuro, ¿qué vas a hacer tú para cuidar el medio ambiente?

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Teacher/examiner scripts – Topic conversations

TOPIC 5

Questions If the candidate does not If the candidate still If the candidate still
give a relevant answer does not give a relevant does not give a relevant
answer answer
1 and 2 Repeat the question Ask the next question
3, 4 and 5 Repeat the question Ask the alternative Ask the next question
question(s) provided
(and repeat it once if
necessary)
• If necessary, encourage a fuller response by asking an extension question, e.g.

¿Puedes decirme algo más (sobre eso)?

• If the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions
to make sure that the conversation lasts 4 minutes.

Tema: El instituto

Preguntas Haga las siguientes preguntas:

1 ¿Dónde está tu instituto?
2 ¿Cuál es tu clase favorita en el instituto?
3 Háblame de tu primer día en este instituto.

Pregunta alternativa (si es necesario)

Describe tu primer día en este instituto.

4 ¿Qué preferirías estudiar de mayor? [PAUSA] ¿Por qué?

Preguntas alternativas (si es necesario)

En el futuro, ¿qué asignatura te gustaría estudiar? [PAUSA] ¿Por qué?

5 En tu opinión, ¿cuáles son las ventajas o desventajas de ir a la universidad?

Preguntas alternativas (si es necesario)

En tu opinión, ¿es importante ir a la universidad? [PAUSA] ¿Por qué (no)?

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Teacher/examiner scripts – Topic conversations

TOPIC 6

Questions If the candidate does not If the candidate still If the candidate still
give a relevant answer does not give a relevant does not give a relevant
answer answer
1 and 2 Repeat the question Ask the next question
3, 4 and 5 Repeat the question Ask the alternative Ask the next question
question(s) provided
(and repeat it once if
necessary)
• If necessary, encourage a fuller response by asking an extension question, e.g.

¿Puedes decirme algo más (sobre eso)?

• If the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions
to make sure that the conversation lasts 4 minutes.

Tema: Viajar

Preguntas Haga las siguientes preguntas:

1 ¿Adónde prefieres ir de vacaciones?
2 ¿Con quién te gusta viajar?
3 Háblame de la última vez que fuiste de vacaciones.

Pregunta alternativa (si es necesario)

Describe lo que hiciste en tus últimas vacaciones.

4 Cuando seas mayor, ¿te gustaría viajar a otro país? [PAUSA] ¿Por qué (no)?

Preguntas alternativas (si es necesario)

En el futuro, ¿adónde te gustaría viajar? [PAUSA] ¿Por qué?

5 En tu opinión, ¿cuáles son las ventajas o desventajas de viajar mucho?

Pregunta alternativa (si es necesario)

En tu opinión, ¿qué es lo bueno o lo malo de viajar mucho?

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Teacher/examiner scripts – Topic conversations

TOPIC 7

Questions If the candidate does not If the candidate still If the candidate still
give a relevant answer does not give a relevant does not give a relevant
answer answer
1 and 2 Repeat the question Ask the next question
3, 4 and 5 Repeat the question Ask the alternative Ask the next question
question(s) provided
(and repeat it once if
necessary)
• If necessary, encourage a fuller response by asking an extension question, e.g.

¿Puedes decirme algo más (sobre eso)?

• If the topic conversation lasts 3½ minutes or less, even after asking extension questions, you
must ask up to two further questions of your choice on the same topic as the other questions
to make sure that the conversation lasts 4 minutes.

Tema: El mundo del trabajo

Preguntas Haga las siguientes preguntas:

1 ¿Cuántos días a la semana quieres trabajar?
2 ¿En qué país quieres trabajar?
3 En el futuro, ¿qué tipo de empleo no te gustaría tener? [PAUSA] ¿Por qué?

Preguntas alternativas (si es necesario)

En el futuro, ¿qué trabajo no te gustaría tener? [PAUSA] ¿Por qué?

4 Cuando eras pequeño/pequeña, ¿qué querías ser de mayor? [PAUSA] ¿Por qué?

Preguntas alternativas (si es necesario)

De niño/niña, ¿qué profesión te interesaba? [PAUSA] ¿Por qué?

5 En tu opinión, ¿cuáles son las ventajas o desventajas de trabajar?

Pregunta alternativa (si es necesario)

¿Qué es lo positivo o lo negativo de trabajar?

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

© UCLES 2023 0530/03/TN/M/J/23