Pearson Edexcel IGCSE English Language: Spoken Language Endorsement — Practice Questions (4EA1)

These are original questions written for Marlbridge, for revision and practice on this content. They are not reproduced past-paper questions, and they do not replicate the exam’s exact structure, question count or mark tariffs — examination boards hold copyright in their own papers. Use these alongside the official past papers available free from your board.

Related: Spoken Language Endorsement revision notes · Spoken Language Endorsement study guide

The Spoken Language Endorsement in Pearson Edexcel International GCSE English Language A (4EA1) has no marks and no written paper: you give a presentation of up to 10 minutes and answer questions, and are graded Pass, Merit or Distinction (or Not Classified) against AO6. These practice tasks therefore test the rules (Section A), let you grade sample performances against the criteria (Section B), and give full presentation tasks with guidance on what each grade looks like (Section C). Mark allocations in Sections A and B are for self-checking only.

Section A: The rules

1. State the two forms the presentation may take. [2]

2. A student plans a 14-minute talk. Explain the problem. [1]

3. A student is told the audience will be only the teacher. Explain what the specification requires in this case. [2]

4. Explain why a student who achieves a Distinction will see no change in their International GCSE English Language grade. [2]

5. State the two general criteria every student must meet to be awarded any grade. [2]

Section B: Grade the performance

For each description, state the grade that best fits and explain using the criteria. [3 each]

6. Ana gives a clear, well-signposted talk on why her town needs a cycle lane, using statistics and a map. She meets her aim of persuading the class. When asked about cost, she answers politely and explains two funding options, but does not develop beyond that.

7. Ben speaks audibly in Standard English about his favourite football team. His talk lists facts in no particular order and ends suddenly. When asked a question, he gives a one-sentence answer.

8. Chen’s talk explores whether artificial intelligence should be allowed to mark school essays. He opens with a short demonstration, varies pace and tone, invites the audience to vote, and ends by returning to the vote. When questioned about fairness, he distinguishes two meanings of “fair”, links back to his evidence and adds a new example.

9. Dara’s talk is detailed and well organised, but she speaks so quietly that much of it cannot be heard at the back of the room.

Section C: Presentation tasks

10. Prepare a speech, followed by questions, arguing for or against this statement: “Every teenager should learn to cook before leaving school.” Produce a plan and five predicted questions with answers.

11. Prepare an interview-style dialogue in which you are an expert on a subject of your choice. Write the prompts that will be shared in advance and plan extended responses.

12. Prepare a talk explaining a local issue to an audience of younger students. Explain how you will adapt your language and structure for this audience.

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Answers

1. (a) a speech or talk followed by questions from the audience [1]; (b) a formal debate or dialogue, such as an interview, with prepared extended responses to prompts shared in advance, followed by audience questions [1].

2. The presentation must last no longer than 10 minutes [1].

3. The audience must always include the teacher, so this is allowed [1], but the presentation and dialogue should be designed for a potentially wider audience, for example replicating a television interview [1].

4. The endorsement has no marks [1] and is reported as a separate grade on the certificate alongside the overall grade [1].

5. Be audible [1] and use spoken Standard English (intelligible and generally appropriate to the formal setting) [1].

6. Merit [1]. Her talk is organised clearly and appropriately for the audience and achieves its purpose [1]; she responds formally and in some detail, but does not respond perceptively or elaborate with further ideas, which Distinction requires [1].

7. Pass [1]. He meets the general criteria and expresses straightforward information [1], with only an attempt at structure and a straightforward response to questions [1].

8. Distinction [1]. Sophisticated ideas on a challenging topic; an effective range of strategies to engage the audience (demonstration, vote, varied delivery) [1]; a perceptive response that elaborates with further ideas and information [1].

9. Not Classified [1]. A student must be audible to be awarded Pass, Merit or Distinction [1]; however strong the content, the general criteria are not met [1]. Rehearsing projection is the fix.

Question 10: guidance

Grade target	What the plan and delivery need
Pass	A clear view, some reasons, an attempt at an opening and ending
Merit	A clear structure (introduction, three reasons with evidence, counter-argument, conclusion); vocabulary suited to a formal setting; a purpose that is achieved
Distinction	Sophisticated ideas, for example cooking as health, budgeting and independence; strategies such as a rhetorical question, a short anecdote and a direct appeal; predicted questions answered with evidence and new examples

Predicted questions might include cost to schools, time in the timetable, students with dietary or cultural needs, and whether parents should teach this instead. A Distinction-level answer acknowledges the point, distinguishes cases and elaborates.

Question 11: guidance

• Prompts are shared in advance, so the responses should be prepared and extended, not one-line.
• Merit: answers are organised and achieve the purpose of informing the audience.
• Distinction: answers use a sophisticated vocabulary for the subject, vary structure (a definition, an example, a comparison) and anticipate audience questions after the dialogue.
• Remember the whole presentation, including the dialogue, should last no longer than 10 minutes.

Question 12: guidance

• Meeting “the needs of the audience” is part of every grade, and Merit requires that the presentation is organised “clearly and appropriately to meet the needs of the audience”.
• Adaptations: shorter sentences, defined terms, concrete examples from the students’ own experience, a visual, and checking understanding with questions.
• Standard English is still required: simplify vocabulary without becoming informal.

Frequently asked questions

Can I use notes in the presentation? The specification requires the presentation to be prepared; it does not forbid notes. Cue cards help you keep eye contact and a natural delivery.

Will my presentation be recorded? Possibly. Centres must record a sample of presentations for external monitoring; with 30 or fewer students, all are recorded.

What is the quickest way to move from Merit to Distinction? Improve the question-and-answer stage. Distinction requires responding perceptively and, where appropriate, elaborating with further ideas and information.

Official specification

Pearson Edexcel International GCSE in English Language (Specification A) 4EA1, Issue 7, Spoken Language Endorsement (optional) — qualifications.pearson.com.