Cambridge IGCSE English as a Second Language (0510/0511) Flashcards

24 sample cards from the English as a Second Language (0510/0511) deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is 'referencing' as a cohesive device? Give an example.

   Using pronouns or determiners to refer back to something already mentioned, avoiding repetition. Example: 'The committee met. They agreed...' where 'They' refers to 'The committee'.

2. How should paragraphs be organised in an extended piece of writing?

   One main idea per paragraph, with a clear opening (introduction), developed body paragraphs each on a distinct point, and a rounding-off conclusion, linked by appropriate connectives.

3. In a listening task, what does 'listening for specific information' involve?

   Listening to pick out particular details such as names, dates, times, prices, places or numbers, often to complete gaps or notes, while ignoring surrounding detail.

4. What is the difference between 'listening for gist' and 'listening for specific information'?

   Gist listening means grasping the overall topic, situation or speaker's main point; specific-information listening means catching exact details (figures, words) needed to answer a question.

5. What does 'understanding extended speech' require a listener to do?

   To follow a longer monologue or talk (e.g. interview, lecture), tracking the development of ideas, the speaker's opinions, attitudes and the relationships between points over time.

6. Give two strategies for answering multiple-choice listening questions.

   1) Read the question and options before the recording starts to predict content. 2) Listen for paraphrase and beware 'distractors' where a wrong option uses words you hear but in the wrong context.

7. What is a 'distractor' in a multiple-choice listening question?

   An incorrect option deliberately designed to seem plausible, often using words actually spoken in the recording but applied to the wrong idea, to test true understanding rather than word-matching.

8. Why should you not choose a listening answer just because you heard a matching word?

   Because the recording uses paraphrase and distractors; the speaker may negate, correct or contrast that word, so you must understand the full meaning, not just recognise vocabulary.

9. What does 'understanding speaker attitude and opinion' in listening involve?

   Detecting how a speaker feels (agreement, doubt, enthusiasm, criticism) through tone of voice, stress, intonation and signal phrases like 'I'm not sure...' or 'To be honest...'.

10. In the Speaking test, what are the main components of 'conversation and interaction'?

    Responding appropriately to the examiner, developing answers beyond one word, asking/answering, keeping the conversation going, and interacting naturally rather than reciting a prepared speech.

11. What is assessed under 'topic discussion' in the IGCSE ESL Speaking test?

    The ability to discuss a given topic in depth: expressing and justifying opinions, giving examples, developing ideas, and responding to the examiner's prompts with relevant, extended answers.

12. Name the three assessment criteria of the IGCSE ESL Speaking test.

    Structure (grammar and sentence range), Vocabulary (range and accuracy of words/idioms), and Development & Fluency (developing ideas, keeping the conversation flowing). (Each marked out of 10.)

13. What does 'fluency' mean in spoken English assessment?

    Speaking smoothly and continuously at a natural pace with few unnatural pauses or hesitations, maintaining the flow of ideas even if minor errors occur.

14. How can a candidate improve fluency if they don't know a word during the Speaking test?

    By paraphrasing or using a 'circumlocution' (describing the idea in other words), or using fillers naturally, rather than stopping silently.

15. What does 'pronunciation' include beyond saying individual sounds correctly?

    It includes word stress, sentence stress, intonation (rising/falling), and rhythm, all of which affect how clearly and naturally meaning is conveyed.

16. What is 'intonation' and why does it matter?

    Intonation is the rise and fall of the voice. It signals meaning such as questions (rising) versus statements (falling), and conveys attitude and emphasis, helping listeners interpret intent.

17. What is 'word stress' and give an example where it changes meaning.

    Word stress is emphasising a particular syllable. Example: 'PREsent' (noun/gift) vs 'preSENT' (verb/to give), where stress placement changes word class and meaning.

18. How should you 'develop' an answer in the Speaking test instead of giving short replies?

    Extend each point by adding reasons, examples, contrasts or personal experience, e.g. answer the question, give a reason ('because...'), then add an example or opinion.

19. What is 'circumlocution' and when is it useful in speaking?

    Circumlocution is describing something in a roundabout way using known words when you cannot recall the exact term; it keeps you fluent and communicating despite vocabulary gaps.

20. What three persuasive techniques are useful in formal/transactional writing such as a letter of complaint?

    Stating facts clearly, using polite but firm language, and proposing a desired outcome (e.g. refund/action), often supported by a reasoned, logical structure.

21. What is the recommended order for tackling a reading comprehension passage?

    First read the questions to know what to look for, then skim the text for gist, then scan back for the detail needed for each answer, checking that the answer comes from the text.

22. Why is paragraphing important for the 'Organisation' mark in writing?

    Clear paragraphs group related ideas, signal new points, and make the text easy to follow; without them the writer cannot reach the top Organisation band even if ideas are good.

23. What does the instruction 'use your own words as far as possible' in a comprehension answer require?

    To re-express the relevant idea from the text in different vocabulary/structure rather than copying a chunk verbatim, demonstrating understanding rather than mere lifting.

24. What is the main risk of 'lifting' large chunks of text in summary or comprehension answers?

    Lifting shows no language skill and is penalised; it may also include irrelevant material and exceed word limits, so it loses Language marks even if the content point is present.

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English as a Second Language (0510/0511) flashcards FAQ