About Course
Syllabus overview
Cambridge IGCSE™ First Language English is for learners whose first language is English. The course enables learners to:
- develop the ability to communicate clearly, accurately and effectively when speaking and writing
- use a wide range of vocabulary, and the correct grammar, spelling and punctuation
- develop a personal style and an awareness of the audience being addressed
- develop more general analysis and communication skills such as inference, and the ability to order facts and present opinions effectively.
Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used.
Course Content
Content overview
Cambridge IGCSE First Language English develops candidates’ language skills, supporting and encouraging
them to become appreciative and critical readers, writers, speakers and listeners.
It offers candidates the opportunity to respond with understanding to a rich variety of reading texts during the
course. Candidates use these texts to inform and inspire their own writing, and write in a range of text types for
different purposes and audiences.
Candidates develop both their speaking and their listening skills, delivering a presentation and engaging in
conversations.
Assessment overview
All candidates take: All candidates take either:
Paper 1 2 hours
Reading 50%
80 marks
Structured and extended writing questions
Questions will be based on three reading texts
Externally assessed
Paper 2 2 hours
Directed Writing and Composition 50%
80 marks
Extended writing question and a composition
task
Externally assessed
or:
Component 3
Coursework Portfolio 50%
80 marks
Three extended writing assignments
Internally assessed and externally moderated
Centres may also choose to enter candidates for the Speaking and Listening Test. Marks for this optional
component do not contribute to the overall grade candidates receive for the written components. Instead,
where candidates perform to an appropriate standard, certificates record achievement of grades 1 (high) to
5 (low).
Candidates can also take:
Component 4 Approx. 10–12 minutes
Speaking and Listening Test
40 marks Separately endorsed
Individual Talk and Conversation
Internally assessed and externally moderated
Assessment objectives
The assessment objectives (AOs) are:
AO1 Reading
Candidates will be assessed on their ability to:
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4 demonstrate understanding of how writers achieve effects and influence readers
R5 select and use information for specific purposes.
AO2 Writing
Candidates will be assessed on their ability to:
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience
W5 make accurate use of spelling, punctuation and grammar.
AO3 Speaking and Listening
Candidates will be assessed on their ability to:
SL1 articulate experience and express what is thought, felt and imagined
SL2 present facts, ideas and opinions for deliberate effect
SL3 communicate clearly, purposefully and fluently appropriate to context
SL4 use register appropriate to context
SL5 listen and respond appropriately in conversation.
Weighting for assessment objectives
The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective Weighting in IGCSE %
AO1 Reading 50
AO2 Writing 50
AO3 Speaking and Listening Separately endorsed
Total 100
Assessment objectives as a percentage of each component
Assessment objective Weighting in components %
Paper 1 Paper 2 and
Component 3
Component 4
AO1 Reading 80 20 0
AO2 Writing 20 80 0
AO3 Speaking and Listening 0 0 100
Total 100 100 100
Details of the assessment – Paper 1 – Reading
Paper 1 – Reading
Written paper, 2 hours, 80 marks
Candidates answer four compulsory questions on three texts which may be on a similar topic. Candidates write
all their answers in the space provided on the question paper.
The texts have a combined total of approximately 1400 words in length. Candidates should spend
approximately 15 minutes reading the texts.
The texts will be printed on the question paper insert.
Dictionaries may not be used.
Question 1 Comprehension (20 marks)
Comprehension task: this question requires candidates to respond to Text A.
Candidates respond to a series of sub-questions. These include short answers testing understanding of both
explicit and implicit meanings.
This question tests the following reading assessment objectives (20 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4 demonstrate understanding of how writers achieve effects and influence readers
R5 select and use information for specific purposes.
Question 2 Summary task (20 marks)
Summary task: this question requires candidates to respond to Text B.
This question that has two parts, 2(a) and 2(b).
In Question 2(a) candidates answer a selective summary task in their own words. Candidates write their
summary as continuous writing of no more than 120 words.
This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes.
This question also tests the following writing assessment objectives (5 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context.
In Question 2(b) candidates respond to a short answer question testing understanding of attitudes and
opinions.
This question tests the following reading assessment objectives (5 marks):
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text.
Question 3 Short-answer questions and language task (20 marks)
Short-answer questions: this question requires candidates to respond to Text C.
Candidates respond to a series of sub-questions which require answers of different lengths.
This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.
Language task: this question requires candidates to respond to Text C.
Candidates write about 200–250 words.
This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.
Question 4 Extended response to reading (20 marks)
Extended response to reading: this question requires candidates to respond to Text C.
Candidates write about 250–300 words, responding in one of the following text types: letter, report, journal,
speech, interview and article.
This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.
This question also tests the following writing assessment objectives (10 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience.
Paper 2 – Directed Writing and Composition
Written paper, 2 hours, 80 marks
Candidates answer two questions, one from each section.
The texts will be printed on the question paper insert.
Dictionaries may not be used.
Section A Directed Writing (40 marks)
Candidates answer one question which has two parts, 1(a) and 1(b). This is based on one or two texts totalling
550–650 words in length.
Question 1(a) is a structured question that allows candidates to analyse, evaluate and demonstrate their
understanding of the text(s).
This question tests the following reading assessment objectives (5 marks):
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4 demonstrate understanding of how writers achieve effects and influence readers.
In Question 1(b) candidates use, develop and evaluate the information in the text(s) to create a discursive /
argumentative / persuasive speech, letter, article or report.
Candidates write about 250–350 words.
This question tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.
This question also tests the following writing assessment objectives (25 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience
W5 make accurate use of spelling, punctuation and grammar.
Section B Composition (40 marks)
Candidates answer one question from a choice of four titles: two descriptive and two narrative.
Candidates use the title to develop and write a composition.
Candidates write about 350–450 words.
This question tests the following writing assessment objectives (40 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience
W5 make accurate use of spelling, punctuation and grammar.
Component 3 – Coursework Portfolio
Written assignments, 80 marks
This information should be read in conjunction with the relevant sections of the Cambridge Handbook for the
relevant year of assessment.
The forms required for the conduct and assessment of the portfolio may be downloaded from
www.cambridgeinternational.org/samples
Candidates submit a portfolio of three assignments, each of about 500–800 words. The assignments may be
completed in any order, and are:
Assignment 1 (30 marks): writing to discuss, argue and/or persuade in response to a text or texts
Assignment 2 (25 marks): writing to describe
Assignment 3 (25 marks): writing to narrate.
The Coursework Portfolio tests the following writing assessment objectives (65 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience
W5 make accurate use of spelling, punctuation and grammar.
For Assignment 1 only, the following reading assessment objectives are tested (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4 demonstrate understanding of how writers achieve effects and influence readers
R5 select and use information for specific purposes.
Work may be handwritten or word-processed.
Dictionaries may be used.
Candidates must include the first draft of one of the three assignments submitted. The first draft will not
contribute to the final internally assessed mark or to the externally moderated mark for the portfolio.
The Coursework Portfolio must also include the text(s) used for Assignment 1.
Additional information for Component 3 Coursework Portfolio
Please read this information in conjunction with the relevant sections of the Cambridge Handbook for the
relevant year of assessment.
Assignments: general issues
• Assignments should arise from the programme of study undertaken by the teaching group.
• The best assignments are usually those that come from a shared learning experience but are finally chosen
by individual candidates; negotiation of assignments with the teacher is recommended.
• All tasks set should be sufficiently challenging to stretch candidates to their full potential. For example, a
class might study types of short story and their structures and conventions before individual candidates
choose their own titles and write their own short stories for Assignment 3.
• Questions from past examination papers should not be used for coursework.
• Candidates are not expected to work under timed conditions.
• Assignments 1–3 may be completed in any sequence during the course. It is generally better that
candidates complete more than three assignments during the course from which a suitable choice can
eventually be made for the final portfolio.
• The assignments must clearly demonstrate different writing intentions and styles to the reader.
• Centres must complete and submit a coversheet to authenticate work.
Component 4 – Speaking and Listening Test
Individual Talk and Conversation, approximately 10–12 minutes in total, 40 marks
This component is separately endorsed with grades of 1 (high) to 5 (low). Marks for Component 4 do not
contribute to a candidate’s overall grade.
Teachers must treat this component as a non-coursework speaking test and must read this information in
conjunction with the relevant sections of the Cambridge Handbook for the relevant year of assessment.
There are two parts to the Speaking and Listening Test. In Part 1, candidates present an individual talk. In Part
2, candidates engage in a conversation with the teacher/examiner on their chosen topic.
There is no question paper for the test. The test must be taken within the Speaking and Listening Test window.
You should record all candidates. Candidates must only take the Speaking and Listening Test once and both
parts of the test must be recorded as one.
Part 1 Individual Talk (3–4 minutes) (20 marks)
The candidate talks for about 3–4 minutes on a single topic or theme which they have selected before the test.
The candidate talks about a topic of particular interest, for example, about the candidate’s passion for a specific
hobby or activity, which would include persuasive suggestions as to why others would also find it engaging.
Candidates need to show that they are able to 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
which are engaging, by perhaps incorporating more creative presentational styles, such as taking up a ‘voice’
or presenting a dramatic monologue.
There is no question paper and each candidate chooses their own subject with guidance from their teacher.
Teachers should advise on the suitability of topics or themes, but must not be involved in the preparation of
material for the Individual Talk. The interaction is between the candidate and the teacher only, although the
class may be present as an audience.
Candidates may bring one ‘cue card’ (about postcard size) into the examination room, to remind them of the
main points they wish to make. The cue card should contain a list of key points, not continuous sentences.
Candidates may write their points on one side of the cue card only. Candidates may also use a limited quantity
of illustrative material, which may include 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 must be retained by
centres until six months after publication of results.
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. Teachers/examiners
should interrupt to ask questions, and begin Part 2, if the candidate shows no sign of finishing after 4½
minutes.
Dictionaries may be used to prepare the Individual Talk, but they may not be taken into the test.
This part of the test is to be assessed using the level descriptions in Table A on page 31.
The Individual Talk tests the following speaking and listening assessment objectives (20 marks):
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.
Part 2 Conversation (7–8 minutes) (20 marks)
The Individual Talk leads into a conversation with the teacher/examiner about the candidate’s chosen topic. For
example, an account of a specific hobby or activity that could be developed into a discussion of wider issues
such as the importance of having a hobby or interest to one’s mental and physical wellbeing. 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.
Candidates should be encouraged to consider how a conversation might develop around their chosen topic; if
they cannot think of a number 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 in order to help them ask appropriate
questions. The primary role of the teacher/examiner in Part 1 is to be a passive but attentive listener.
Candidates must be prepared to supply additional factual material where appropriate and to express and
defend a point of view. 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’.
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.
The teacher/examiner should normally allow 7–8 minutes for each candidate. If a candidate ‘dries up’ after a
few minutes, teachers/examiners should be ready to explore another aspect of the topic or theme; they should
keep trying to make conversation so that the candidate is given every opportunity to demonstrate their ability.
Questions should be rephrased (rather than repeated) in an attempt to continue the dialogue.
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;
at the same time the teacher/examiner must make sure the candidate is given every opportunity to converse by
following up any opening given.
Dictionaries may not be used in the test.
This part of the test is to be assessed using the level descriptions in Table B on pages 32 and 33.
The Conversation tests the following speaking and listening assessment objectives (20 marks):
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.
Marking instructions
The teacher must mark each candidate’s test out of a total of 40, in line with the level descriptions. The total
mark for the test is divided into 20 marks for Speaking in Part 1 (Individual Talk), and 10 marks for Speaking
and 10 marks for Listening in Part 2 (Conversation).
For information, dates and methods of submission of the Speaking and Listening Test marks and sample,
please refer to the Cambridge Handbook for the relevant year of assessment and the samples database at
www.cambridgeinternational.org/samples
Marking: general principles
Marking of the Speaking and Listening Test should be positive, rewarding achievement where possible, but
clearly differentiating across the whole range of marks, where appropriate.
The marker should consider the skills and understanding evidenced by the candidate 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, use the following guidance to decide on a specific mark:
• 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.
Table A: Level descriptions for Component 4, Part 1 – Individual Talk (20 marks)
This task tests assessment objectives SL1, SL2, SL3 and SL4.
Level Marks Description
5 17–20 • 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 throughout.
• Effective register for audience and purpose.
4 13–16 • Some developed use of content.
• Delivery is 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 for audience and purpose.
3 9–12 • Relevant use of content.
• Delivery is secure with some attempt to engage the audience.
• Some appropriate use of spoken language devices.
• Generally accurate use of language.
2 5–8 • Content is limited or loses focus.
• Delivery is 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.
1 1–4 • Content is very brief and undeveloped.
• Delivery is weak, with very limited attempt to engage the audience.
• Spoken language is not used appropriately or inaccuracies impede communication.
0 0 No creditable content.
Table B: Level descriptions for Component 4, Part 2 – Conversation (20 marks)
For Part 2, record separate marks for speaking and for listening.
Speaking: SL1, SL2, SL3 and SL4 Listening: SL5
Level Marks Description Level Marks Description
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.
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.
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.
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 of the
changes in the direction of the
conversation.
3 5–6 • Deals with the subject matter
adequately and attempts
to elicit responses from the
teacher/examiner.
• Spoken language devices are
used appropriately; generally
appropriate use of language,
but with some inaccuracy.
3 5–6 • Maintains a conversation with
the teacher/examiner.
• Responds to questions
adequately but deals less
effectively with prompts; some
changes in the direction of the
conversation are dealt with.
2 3–4 • Deals with the subject matter
simply with some loss of focus
and limited attempt to elicit
responses from the teacher/
examiner.
• Limited use of spoken
language devices; some
appropriate use of language
but frequent inaccuracies
affect communication.
2 3–4 • Relies on questions from the
teacher/examiner to maintain
the conversation.
• Provides limited responses to
the questions and prompts,
occasionally recognises
changes in the direction of the
conversation.
Speaking: SL1, SL2, SL3 and SL4 Listening: SL5
Level Marks Description Level Marks Description
1 1–2 • Very limited attempt to deal
with the subject matter or
to elicit responses from the
teacher/examiner.
• Very limited use of language
or inaccuracies impede
communication.
1 1–2 • A two-way conversation is not
successfully maintained.
• Provides very limited
responses to the questions
and prompts, does not
recognise changes in the
direction of the conversation.
0 0 No creditable content. 0 0 No creditable content
Command words
Command word What it means
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
Changes to this syllabus for 2027, 2028 and 2029
The syllabus has been reviewed and revised for first examination in 2027.
You must read the whole syllabus before planning your teaching programme.
Changes to syllabus content • The syllabus content has been reworded.
• The list of command words has been updated.
Changes to assessment
(including changes to
specimen papers)
• The syllabus aims have been updated.
• Learner attributes have been introduced.
• The wording of the assessment objectives has been updated. The
knowledge and skills assessed have not changed.
Paper 1 Reading
• The number of total question paper marks has not changed.
• The duration of the paper has not changed.
• The question paper has been restructured to help candidates to
navigate the paper efficiently and use their exam time effectively.
• The questions are based on three reading texts which are printed in
an insert.
• Candidates answer four compulsory questions worth 20 marks
each.
• The marking criteria for Paper 1 have been updated.
• Question 1 Comprehension questions
– These questions now test all five reading assessment
objectives.
– There are now 20 marks for comprehension.
• Question 2 Summary task
– There is a new 5-mark question incorporated that tests R2 and
R3.
– There are now 15 marks for reading and 5 marks for writing.
• Question 3 Short answer questions
– There are now 2 marks for questions which require candidates
to show their understanding of words identified from a text.
– The style of questions with underlining has changed to use bold.
Language task
– The wording of the question has been simplified.
– The amount candidates write has reduced to 200–250 words.
• Question 4 Extended response to reading
– There are now 10 marks for reading and 10 marks for writing.
– The amount candidates write has reduced to 250–300 words.
Changes to assessment
(including changes to
specimen papers) continued
Paper 2 Directed Writing and Composition
• The number of total question paper marks has not changed.
• The duration of the paper has not changed.
Section A: Directed Writing
– The total word count for the reading texts has been reduced to
550–650 words.
– This task has been divided into two parts, question 1(a) and 1(b)
to help candidates with their comprehension of the text(s).
– Question 1(a) assesses R3 and R4. R4 was not previously
assessed in this paper.
– Question 1(b) the Directed Writing task has 10 marks for reading
and 25 marks for writing.
– The marking criteria have been updated.
Section B: Composition
– The composition tasks remain unchanged.
– The marking criteria have been updated.
Component 3 Coursework Portfolio
– The forms in which candidates write have been updated and
clarified.
– There are no changes to the mark allocations.
– The marking criteria have been updated.
Component 4 Speaking and Listening Test
– There are no changes to the speaking and listening tasks and
mark allocations.
– The marking criteria have been updated.
In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The
specimen papers will help your students become familiar with exam requirements and command words in
questions. The specimen mark schemes show how students should answer questions to meet the assessment
objectives.
Any textbooks endorsed to support the syllabus for examination from 2027 are suitable for use
with this syllabus.
Syllabuses and specimen materials represent the final authority on the content and structure of all of our
assessments.
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