Why is "Giving one-word answers (oui / non) in the conversation" a common mistake in Paper 3 - Speaking: role-play structure, presentation, conversation?

Why it happens: Nerves and the habit of answering literally lead candidates to say only what was asked. How to avoid it: Apply Answer + Reason + Extra to every question: add *parce que…*, an opinion (*à mon avis…*), and a second tense. Never let an answer be shorter than one full sentence. Source: Cambridge 0520 Examiner Reports — Paper 3 (Speaking), conversation

Why is "Making a statement instead of asking on the ? role-play prompt" a common mistake in Paper 3 - Speaking: role-play structure, presentation, conversation?

Why it happens: Candidates read the task content but miss that the ? symbol requires a question shape. How to avoid it: When you see ?, build a genuine question: start with a question word (*où, quand, à quelle heure*) or *est-ce que*, and raise your intonation at the end. Source: Cambridge 0520 Examiner Reports — Paper 3 (Speaking), role play

Why is "Using tu with an official or vous with a friend in the role play" a common mistake in Paper 3 - Speaking: role-play structure, presentation, conversation?

Why it happens: English has only one 'you', so the formal/informal distinction is forgotten. How to avoid it: Decide tu vs vous from the situation before you start: *vous* for strangers, shopkeepers and officials; *tu* only with friends or young people the card names. Source: Cambridge 0520 Examiner Reports — Paper 3 (Speaking)

Why is "Saying 'j'ai allé' instead of 'je suis allé(e)' in the past" a common mistake in Paper 3 - Speaking: role-play structure, presentation, conversation?

Why it happens: Beginners default every perfect-tense verb to *avoir*, forgetting that movement and reflexive verbs take *être* and agree with the subject. How to avoid it: Learn the common *être* verbs (aller, venir, partir, arriver, rester, sortir) and add the agreement: a girl says *je suis allée*, a boy *je suis allé*. Source: Cambridge 0520 Examiner Reports — Paper 3 (Speaking), accuracy

Why is "Reciting a memorised presentation that collapses under follow-up questions" a common mistake in Paper 3 - Speaking: role-play structure, presentation, conversation?

Why it happens: Candidates over-prepare a fixed paragraph and cannot adapt when the examiner asks something off-script. How to avoid it: Prepare ideas and key phrases, not a word-for-word script. Practise answering unpredictable follow-ups (*Pourquoi ? Et après ?*) in full sentences. Source: Cambridge 0520 Examiner Reports — Paper 3 (Speaking), presentation

Why is "Going silent when you don't understand or can't find a word" a common mistake in Paper 3 - Speaking: role-play structure, presentation, conversation?

Why it happens: Panic and the fear of making a mistake make candidates freeze, which loses fluency marks. How to avoid it: Use repair and filler phrases: *Pardon, pouvez-vous répéter ?*, *Je ne comprends pas.*, *Alors… eh bien…*. Keep producing French while you think. Source: Cambridge 0520 Examiner Reports — Paper 3 (Speaking), fluency

Cambridge IGCSE French (0520)

Paper 3 - Speaking: role-play structure, presentation, conversation

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Detailed Study Notes

Detailed notes on Exam-Skill Sections for Cambridge IGCSE French, covering key concepts, explanations, examples, and exam-focused revision points.

Paper 3 Speaking — role-play, presentation and conversation structure — Cambridge IGCSE French 0520 (2025-2027)

A step-by-step game plan for the French Speaking test: what happens in each of the three parts, the timings, ready-to-use sentence starters, and fully worked model answers so you walk in knowing exactly what to say and how marks are won.

At a glance

The Speaking test has three parts in a fixed order: Part 1 — Role play, Part 2 — Topic presentation, Part 3 — Conversation. The whole test lasts roughly 15 minutes including preparation.
You get about 10 minutes of preparation time before the test for the role play and to gather your presentation notes — use it well.
In the role play you play a character in a situation (e.g. at a shop, a tourist office). There are usually five tasks on a card; one is often an unprepared/unexpected question marked ! and one asks you to ask a question marked ?.
In the presentation you talk for about 1-2 minutes on a topic of your choice, then the examiner asks follow-up questions on it.
The conversation covers one or two general topics from the syllabus themes (school, family, free time, holidays, future plans) for a few minutes.
Marks reward communication and content, range and accuracy of language, and pronunciation and fluency — not a perfect accent, but clear, developed, varied French.
The single biggest win at this level is to never give one-word answers: always add a reason (parce que — because), an opinion (je pense que — I think that), or a time phrase.
Use the examiner as a conversation partner: it is fine and rewarded to say Pardon, pouvez-vous répéter, s'il vous plaît ? (Sorry, could you repeat, please?) rather than freezing.

What you’ll learn

Mapped to the Cambridge IGCSE 0520 syllabus (2025-2027).

Describe the format, order and timing of the three parts of the 0520 Speaking test.
Carry out a role play, including responding to an unexpected (!) prompt and asking a question (?) prompt.
Plan and deliver a 1-2 minute topic presentation with a clear beginning, middle and end.
Sustain a general conversation by giving opinions, reasons and details rather than one-word answers.
Deploy reusable sentence starters for opinions, reasons, time references and the three tenses.
Apply communication-repair strategies (asking to repeat, rephrase or clarify) instead of staying silent.
Identify what the mark scheme rewards and avoid the errors examiner reports flag most often.

The shape of the test — three parts, one plan

Know the order, the timing and what each part demands before you walk in.

The Cambridge IGCSE French 0520 Speaking test (Paper 3) is conducted one-to-one with your teacher-examiner and recorded. It always runs in the same three-part order, so you can rehearse the whole shape in advance.

The fixed running order of the Speaking test: preparation, then role play, presentation and conversation.

Part	What you do	Rough length	Key demand
Preparation	Read the role-play card; jot presentation notes	~10 min	Plan, don't memorise word-for-word
Part 1 — Role play	Play a character in a situation; complete ~5 tasks	~5 min	Respond to a ! (unexpected) and a ? (ask a question) prompt
Part 2 — Presentation	Talk on your chosen topic, then answer follow-ups	~1-2 min + Q&A	Structure: opening, two or three points, opinion, close
Part 3 — Conversation	Discuss one or two general topics	~3-5 min	Develop answers with reasons, opinions and tenses

You are marked on communication (do you get the message across and complete the tasks?), range and accuracy of language (variety of vocabulary and structures, correct grammar), and pronunciation and fluency (clear, understandable French that flows). You do not need a flawless Parisian accent — you need to be understood, varied and developed.

Three fixed parts: role play → presentation → conversation, after ~10 min preparation.
Whole test is around 15 minutes, conducted one-to-one and recorded.
Marks: communication, range & accuracy, pronunciation & fluency.
Goal is to be understood, varied and developed — not to sound perfectly native.

Part 1 — the role play, step by step

Read the card, identify the ! and ? prompts, and use tu or vous to match the situation.

In the role play (jeu de rôle) you are given a card describing a situation and your role — for example, you are a tourist at the office de tourisme (tourist office) or a customer in a magasin (shop). The examiner plays the other person. There are usually about five tasks to complete in order.

Reading the card — spot the special symbols. Two prompts on the card are special:

A task marked ! is an unexpected prompt — you cannot fully prepare it, because the examiner will say something you must react to. Stay calm and answer with a simple, sensible sentence.
A task marked ? asks you to ask the examiner a question. Make sure you actually form a question (rising intonation or est-ce que).

Tu or vous? Match the formality of the situation:

Use vous (formal/plural) with strangers, shopkeepers, officials, the tourist office.
Use tu (informal) only if the card says you are talking to a friend or a young person. Getting this right is an easy accuracy mark.

A reliable four-move method for each task:

Listen / read the task and decide what is being asked.
Choose a starter (e.g. Je voudrais… — I would like…) and slot in the detail.
Add one extra detail if natural (a quantity, a time, a reason).
Check tense and tu/vous before you speak.

Sentence starters that fit almost any role play:

Function	French starter	English
Greeting	Bonjour, madame / monsieur.	Hello, madam / sir.
Saying what you want	Je voudrais…	I would like…
Asking the price	C'est combien ? / Ça coûte combien ?	How much is it?
Asking if something exists	Est-ce que vous avez… ?	Do you have…?
Asking where	Où est… ? / Où se trouve… ?	Where is…?
Asking a question (the ? prompt)	À quelle heure… ? / Est-ce qu'il y a… ?	At what time…? / Is there…?
Reacting to the surprise (the ! prompt)	Ah, d'accord. Alors, je vais…	Oh, OK. So, I'll…
Thanking / closing	Merci beaucoup. Au revoir.	Thank you very much. Goodbye.

Worked mini-example — a shop role play. Task: Demandez le prix. (Ask the price.) → C'est combien, s'il vous plaît ? (How much is it, please?) Task marked ? Posez une question sur les horaires. (Ask a question about opening hours.) → Est-ce que le magasin est ouvert le dimanche ? (Is the shop open on Sunday?) Task marked ! the examiner says the item is sold out → Ah, d'accord. Alors, est-ce que vous avez autre chose ? (Oh, OK. So, do you have something else?)

Role play = a situation with ~5 tasks; the examiner plays the other person.
! = unexpected prompt (react with a simple sentence); ? = you must ask a question.
Use vous with strangers/officials, tu only with friends — an easy accuracy mark.
Per task: identify → choose a starter → add a detail → check tense and tu/vous.

Part 2 — the presentation, built to a template

Open, give two or three points with opinions and a tense or two, then close — and be ready for follow-ups.

For the presentation (exposé) you choose a topic in advance (often something personal you can say a lot about: your family, hobbies, your town, holidays, future plans). You speak for roughly one to two minutes, then the examiner asks follow-up questions on the same topic.

The safest way to sound organised is to follow a simple four-stage template.

A reusable four-stage template for the presentation, ending with the examiner's follow-up questions.

1. Open — announce the topic. Je vais vous parler de mon temps libre. (I'm going to talk to you about my free time.)

2. Develop — two or three points, each with a detail. Use sequencing words so the structure is audible: D'abord… (Firstly…), Ensuite… (Then…), Aussi… (Also…). D'abord, je joue au football le samedi avec mes amis. (Firstly, I play football on Saturdays with my friends.) Ensuite, j'aime écouter de la musique dans ma chambre. (Then, I like listening to music in my room.)

3. Give an opinion with a reason. The examiner is listening for opinions and justifications: Je pense que le sport est important parce que ça me détend. (I think sport is important because it relaxes me.)

4. Close — show a second tense (the future). À l'avenir, je voudrais apprendre à jouer de la guitare. (In the future, I'd like to learn to play the guitar.)

Show off more than one tense. The biggest range mark comes from naturally mixing tenses:

Present: Je joue… (I play…)
Perfect (past): Le week-end dernier, j'ai joué un match. (Last weekend, I played a match.)
Near future: Ce week-end, je vais jouer encore. (This weekend, I'm going to play again.)

Be ready for the follow-up. After your prepared talk, the examiner asks unprepared questions like Pourquoi aimes-tu ça ? (Why do you like that?) or Tu as fait ça récemment ? (Have you done that recently?). Answer in full sentences — never just oui (yes).

Presentation ≈ 1-2 minutes on your chosen topic, then examiner follow-ups.
Template: open → 2-3 points → opinion + reason → close with a future plan.
Use sequencers (d'abord, ensuite, aussi) so the structure is audible.
Mix tenses (present, perfect, near future) for the range mark.

Part 3 — the general conversation, never one word

Turn every short answer into a developed one with an opinion, a reason and a time phrase.

The general conversation is a chat with the examiner on one or two general topics drawn from the syllabus themes — for example school (l'école), family (la famille), free time (les loisirs), where you live (où tu habites), holidays (les vacances) and future plans (les projets d'avenir). It is the part where most marks are won or lost, because it is the longest and most open.

The golden rule: never answer in one word. Examiner reports repeatedly note that weaker candidates give minimal answers and have to be "dragged" through the conversation. Take every question and extend it.

The extend formula — Answer + Reason + Extra:

Answer the question directly.
Reason — add parce que… (because…).
Extra — add an opinion, a detail, or another tense.

Question: Tu aimes l'école ? (Do you like school?)

Weak: Oui. (Yes.)
Strong: Oui, j'aime l'école parce que j'adore les sciences, mais je trouve les maths un peu difficiles. L'année prochaine, je vais étudier la biologie. (Yes, I like school because I love science, but I find maths a bit difficult. Next year, I'm going to study biology.) — that answer alone shows an opinion, a reason, a contrast and the near future.

High-value sentence starters for the conversation:

Function	French	English
Opinion	Je pense que… / Je trouve que… / À mon avis…	I think that… / I find that… / In my opinion…
Like / dislike	J'aime… / J'adore… / Je n'aime pas… / Je déteste…	I like… / I love… / I don't like… / I hate…
Reason	…parce que… / …car…	…because…
Contrast	…mais… / …par contre…	…but… / …on the other hand…
Past	Hier… / Le week-end dernier, j'ai…	Yesterday… / Last weekend, I…
Future	Demain… / L'année prochaine, je vais…	Tomorrow… / Next year, I'm going to…
Frequency	souvent / parfois / d'habitude / tous les jours	often / sometimes / usually / every day

If you don't understand — repair, don't freeze. Managing communication is rewarded:

Pardon, pouvez-vous répéter, s'il vous plaît ? (Sorry, could you repeat, please?)
Je ne comprends pas. Que veut dire… ? (I don't understand. What does… mean?)
Buy thinking time: Alors… / Eh bien… / C'est une bonne question. (So… / Well… / That's a good question.)

Worked mini-example. Question: Qu'est-ce que tu fais le week-end ? (What do you do at the weekend?) A developed answer: D'habitude, le samedi, je vais en ville avec mes amis. Le week-end dernier, je suis allé(e) au cinéma et c'était génial. Ce week-end, je vais rester à la maison parce que j'ai beaucoup de devoirs. (Usually, on Saturdays, I go into town with my friends. Last weekend, I went to the cinema and it was great. This weekend, I'm going to stay home because I have a lot of homework.) — present, perfect and near future in three sentences.

Conversation = open chat on 1-2 syllabus topics; the longest, highest-stakes part.
Never one word — use Answer + Reason (parce que) + Extra.
Lean on opinion/reason/contrast/time starters to extend every reply.
If stuck, repair politely (pouvez-vous répéter ?) rather than going silent.

Your portable speaking toolkit

A small bank of fillers, openers and closers that works in every part of the test.

These phrases are transferable — they work in the role play, the presentation and the conversation. Memorise this short bank and you will always have something correct to say.

Buying thinking time (fillers). Silence loses fluency marks; a natural filler does not.

Alors… (So/Well…)
Eh bien… (Well…)
Voyons… (Let's see…)
C'est une bonne question. (That's a good question.)

Opinions and reactions.

Je pense que… / À mon avis… (I think that… / In my opinion…)
C'est super / génial / intéressant / ennuyeux. (It's great / brilliant / interesting / boring.)
Je suis d'accord. / Je ne suis pas d'accord. (I agree. / I disagree.)

Connecting ideas.

et (and), mais (but), aussi (also), parce que (because), donc (so/therefore), par exemple (for example).

Politeness and repair (especially the role play and examiner exchanges).

S'il vous plaît. (Please.) — formal.
Merci beaucoup. (Thank you very much.)
Pardon ? / Pouvez-vous répéter ? (Pardon? / Can you repeat?)
Je ne comprends pas. (I don't understand.)

Opening and closing a turn.

Open a presentation: Je vais vous parler de… (I'm going to talk to you about…)
Close a presentation: Voilà, c'est tout. Merci. (There we go, that's all. Thank you.)

Worked mini-example — recovering from a blank. The examiner asks something tricky and your mind goes blank. Instead of silence, say: Alors… c'est une bonne question. Eh bien, je pense que… (So… that's a good question. Well, I think that…). You have just bought four seconds of thinking time in French, which protects your fluency mark while you find your idea.

Keep a small bank of fillers (alors, eh bien, voyons) to avoid dead silence.
Have opinion and connector phrases ready to extend any answer.
Know politeness and repair phrases for the role play and follow-ups.
Use a fixed open/close for the presentation (Je vais vous parler de… / Voilà, c'est tout.).

Quick recap

The Speaking test runs role play → presentation → conversation, after ~10 minutes of preparation, for about 15 minutes total.
Role play: complete ~5 tasks; the ! prompt is unexpected (react simply) and the ? prompt means you ask a question; match tu/vous to the situation.
Presentation: ~1-2 minutes built on open → 2-3 points → opinion + reason → future close, then answer follow-ups; mix tenses.
Conversation: extend every reply with Answer + Reason (parce que) + Extra; never give one-word answers.
Carry a toolkit of fillers, opinions, connectors and repair phrases that works in all three parts.
Marks reward communication, range & accuracy, and pronunciation & fluency — be understood, varied and developed, not flawless.
Repair politely (pouvez-vous répéter ?) instead of freezing; watch the être past tense and agreement (je suis allé(e)).

Memorise this

Verbatim phrases and definitions Cambridge mark schemes credit.

Role-play starters: Je voudrais… (I'd like…), C'est combien ? (How much?), Est-ce que vous avez… ? (Do you have…?), Où est… ? (Where is…?).
Ask-a-question (?) shapes: À quelle heure… ? (At what time…?), Est-ce qu'il y a… ? (Is there…?).
React to the ! prompt: Ah, d'accord. Alors, je vais… (Oh, OK. So, I'll…).
Presentation frame: Je vais vous parler de… / D'abord… Ensuite… / Je pense que… parce que… / À l'avenir, je voudrais… / Voilà, c'est tout.
Three tenses: present je joue, perfect j'ai joué / je suis allé(e), near future je vais jouer.
Conversation extenders: parce que (because), mais (but), à mon avis (in my opinion), d'habitude (usually), l'année prochaine (next year).
Repair phrases: Pardon, pouvez-vous répéter, s'il vous plaît ?, Je ne comprends pas., Que veut dire… ?
Fillers: Alors… / Eh bien… / C'est une bonne question.
Politeness: S'il vous plaît., Merci beaucoup., Au revoir.

How it’s examined

This subtopic is Paper 3 — but the language and confidence built here also feed the other papers.

Paper 3 (Speaking): Everything above is assessed directly. The role play tests whether you complete the tasks and handle the ! and ? prompts; the presentation tests structured, developed speech on a known topic; the conversation tests spontaneous, extended language across the syllabus themes. You are marked on communication, range and accuracy, and pronunciation and fluency.
Paper 1 (Listening): The examiner's follow-up questions train you to catch question words (pourquoi, quand, où, comment) and tense cues at speed — the same skill the listening paper rewards.
Paper 2 (Reading): The opinion, reason and connector vocabulary (parce que, mais, à mon avis) recurs constantly in reading texts and questions.
Paper 4 (Writing): The extend formula (Answer + Reason + Extra) and the three-tense habit are exactly what writing tasks reward; developed, varied, accurate sentences score in both skills.

Examiner reports for 0520 Speaking repeatedly highlight three things: candidates who give one-word answers instead of developing them, candidates who misread the ? prompt and fail to ask a question, and anglicised pronunciation of the r, u and nasal vowels. Fixing those three wins disproportionate marks.

Sources: Cambridge IGCSE French 0520 Syllabus 2025-2027; Cambridge 0520 Paper 3 (Speaking) Specimen and Mark Scheme 2025-2027; Cambridge 0520 Examiner Reports 2022-2024 — Paper 3 (Speaking). Last reviewed 2026-06-02.

Take this whole topic with you

Step-by-step worked examples — Paper 3 - Speaking: role-play structure, presentation, conversation

Step-by-step solutions to past-paper-style questions on paper 3 - speaking: role-play structure, presentation, conversation, written exactly the way a tutor would explain them at the board.

1Turn a (?) role-play prompt into a real question
Getting started
Question
Your role-play card (you are at the office de tourisme — tourist office) includes the task: ? Demandez les horaires d'ouverture. (Ask about the opening hours.) Form a correct French question.
Step-by-step solution
1. Step 1
  Spot the ? symbol. It means YOU must ask the examiner a question, not make a statement. A statement here scores nothing for the task.
2. Step 2
  Pick a question shape. Use a question word + est-ce que, e.g. À quelle heure… (At what time…) or Est-ce que vous êtes ouvert… ? (Are you open…?).
3. Step 3
  Use vous. You are speaking to an official, so the formal vous is correct, not tu.
4. Step 4
  Let your voice rise at the end so it clearly sounds like a question.
Answer
À quelle heure est-ce que vous êtes ouvert ? (At what time are you open?) — or Vous êtes ouvert à quelle heure ? Both are correct questions using vous.
Examiner tip
Examiner reports flag the ? prompt as a frequent loss: candidates describe instead of asking. Always produce a genuine question shape (question word or est-ce que) with rising intonation. Using vous with an official is an easy extra accuracy mark.
2React to the unexpected (!) prompt
Building confidence
Question
In a shop role play your task was to buy a red T-shirt. The examiner says: Désolé, nous n'avons plus de rouge. (Sorry, we have no more red.) This is the ! task. Respond appropriately.
Step-by-step solution
1. Step 1
  Recognise the ! task. It is unprepared — you must improvise a sensible reaction, not a memorised line.
2. Step 2
  Acknowledge first, to buy a moment and sound natural: Ah, d'accord. (Oh, OK.)
3. Step 3
  Offer a sensible next move — ask for an alternative colour or another item: Est-ce que vous avez une autre couleur ? (Do you have another colour?)
4. Step 4
  Keep it simple and correct. A short, accurate sentence beats an ambitious one that breaks down.
Answer
Ah, d'accord. Alors, est-ce que vous avez le même t-shirt en bleu ? (Oh, OK. So, do you have the same T-shirt in blue?)
Examiner tip
The ! prompt tests whether you can cope with the unexpected — a core communication skill. Marks come from reacting relevantly and keeping the exchange going. A calm acknowledgement (Ah, d'accord) plus one clear follow-up sentence is exactly what the mark scheme rewards.
3Build a presentation skeleton with the template
Building confidence
Question
Your chosen presentation topic is mon temps libre (my free time). Sketch a 1-2 minute presentation using the four-stage template (open → develop → opinion → close) and at least two tenses.
Step-by-step solution
1. Step 1
  Open by announcing the topic: Je vais vous parler de mon temps libre. (I'm going to talk to you about my free time.)
2. Step 2
  Develop two points with sequencers and details: D'abord, je joue au tennis le mercredi. Ensuite, j'aime lire des romans. (Firstly, I play tennis on Wednesdays. Then, I like reading novels.)
3. Step 3
  Add an opinion + reason and slip in the perfect tense: Je pense que le sport est important parce que ça me détend. Le week-end dernier, j'ai gagné un match. (I think sport is important because it relaxes me. Last weekend, I won a match.)
4. Step 4
  Close with the near future: À l'avenir, je voudrais apprendre le piano. Voilà, c'est tout. (In the future, I'd like to learn the piano. That's all.)
Answer
Je vais vous parler de mon temps libre. D'abord, je joue au tennis le mercredi. Ensuite, j'aime lire des romans. Je pense que le sport est important parce que ça me détend. Le week-end dernier, j'ai gagné un match. À l'avenir, je voudrais apprendre le piano. Voilà, c'est tout.
Examiner tip
This hits every band descriptor: clear structure (sequencers), an opinion with a reason, and three tenses (present je joue, perfect j'ai gagné, near future je voudrais / je vais). The range mark is won by the tense variety; the communication mark by the audible structure.
4Extend a one-word answer into a developed one
Building confidence
Question
In the conversation the examiner asks: Tu aimes ta ville ? (Do you like your town?) A weak candidate would say Oui. Develop the answer using Answer + Reason + Extra and a second tense.
Step-by-step solution
1. Step 1
  Answer the question directly and add a value word: Oui, j'aime bien ma ville. (Yes, I quite like my town.)
2. Step 2
  Reason with parce que: …parce qu'il y a beaucoup de magasins et un grand parc. (…because there are lots of shops and a big park.)
3. Step 3
  Extra — add a contrast and an opinion: Mais à mon avis, il n'y a pas assez de choses pour les jeunes. (But in my opinion, there isn't enough for young people.)
4. Step 4
  Add a second tense (near future) to lift range: L'année prochaine, je vais déménager en ville. (Next year, I'm going to move into town.)
Answer
Oui, j'aime bien ma ville parce qu'il y a beaucoup de magasins et un grand parc. Mais à mon avis, il n'y a pas assez de choses pour les jeunes. L'année prochaine, je vais déménager en ville.
Examiner tip
Examiner reports name one-word answers as the top reason weaker candidates underperform in the conversation. The Answer + Reason + Extra habit, plus a tense shift, converts a 0-development reply into a top-band one in three sentences.
5Use a repair strategy instead of going silent
Stretch
Question
The examiner asks a question you only half-hear and you start to panic. Show what to say to keep the conversation alive without losing fluency marks.
Step-by-step solution
1. Step 1
  Do not go silent — silence costs fluency marks, but a French filler does not.
2. Step 2
  Ask politely for a repeat using vous: Pardon, pouvez-vous répéter, s'il vous plaît ? (Sorry, could you repeat, please?)
3. Step 3
  If a word is unknown, ask its meaning: Que veut dire « covoiturage » ? (What does 'covoiturage' mean?)
4. Step 4
  Buy thinking time before answering: Alors… c'est une bonne question. Eh bien, je pense que… (So… that's a good question. Well, I think that…)
Answer
Pardon, pouvez-vous répéter, s'il vous plaît ? … Alors, c'est une bonne question. Eh bien, je pense que… — then give your developed answer.
Examiner tip
Managing communication is explicitly rewarded. Asking for repetition or clarification in correct French (note the é accents in répéter) shows control, not weakness. Fillers keep the fluency mark intact while you compose your real answer.

Model Answers — Paper 3 - Speaking: role-play structure, presentation, conversation

High-scoring sample answers for paper 3 - speaking: role-play structure, presentation, conversation on the Cambridge IGCSE 0520 paper, with examiner-style notes mapping each response to the mark scheme and assessment objectives.

Question 1
10 marks
Paper 3 (Speaking) — role play. You are a customer in a café. Card tasks: (1) greet, (2) order a drink, (3) ? ask the price, (4) ! react when told they have no orange juice, (5) thank and leave. Give a model exchange.
Model answer
You: Bonjour, monsieur. (Hello, sir.) You (order): Je voudrais un jus d'orange, s'il vous plaît. (I would like an orange juice, please.) You (? price): C'est combien, s'il vous plaît ? (How much is it, please?) Examiner (!): Désolé, il n'y a plus de jus d'orange. (Sorry, there's no more orange juice.) You (react): Ah, d'accord. Alors, je vais prendre un café, s'il vous plaît. (Oh, OK. So, I'll have a coffee, please.) You (close): Merci beaucoup. Au revoir ! (Thank you very much. Goodbye!)
Why this scores
Why this scores. All five tasks are completed; vous and polite forms suit a café; the ? task is a genuine question (C'est combien ?) and the ! task is handled with a calm acknowledgement plus a sensible alternative. Je voudrais and je vais prendre show two structures — exactly the controlled, task-completing performance the mark scheme rewards.
Question 2
10 marks
Paper 3 (Speaking) — presentation. Give a short model presentation on ma famille (my family) using the four-stage template and more than one tense.
Model answer
Je vais vous parler de ma famille. D'abord, dans ma famille, il y a quatre personnes : mes parents, mon frère et moi. Ensuite, mon frère a dix-sept ans et il est très sportif. Je m'entends bien avec lui parce qu'il est drôle, mais parfois nous nous disputons. Le week-end dernier, nous sommes allés à la plage ensemble et c'était génial. À l'avenir, je voudrais voyager avec ma famille en France. Voilà, c'est tout. Merci.

(I'm going to talk to you about my family. Firstly, in my family there are four people: my parents, my brother and me. Then, my brother is seventeen and he is very sporty. I get on well with him because he is funny, but sometimes we argue. Last weekend we went to the beach together and it was great. In the future, I'd like to travel with my family in France. That's all. Thank you.)
Why this scores
Why this scores. Clear template (open, develop, opinion + reason, future close), sequencers (d'abord, ensuite), an opinion with justification (parce qu'il est drôle), a contrast (mais), and three tenses — present (il est), perfect with être and agreement (nous sommes allés), and near future (je voudrais / je vais). Watch the être agreement: nous sommes allés is correct.
Question 3
10 marks
Paper 3 (Speaking) — conversation. The examiner asks: Que vas-tu faire après tes examens ? (What are you going to do after your exams?) Give a developed model answer.
Model answer
Alors, c'est une bonne question. Après mes examens, je vais d'abord me reposer parce que je suis très fatigué(e). Ensuite, je voudrais trouver un petit job pour l'été. À mon avis, c'est important de gagner un peu d'argent. L'année prochaine, j'espère étudier les sciences au lycée, et plus tard je voudrais devenir médecin.

(So, that's a good question. After my exams, first I'm going to rest because I'm very tired. Then, I'd like to find a little summer job. In my opinion, it's important to earn a bit of money. Next year, I hope to study science at sixth form, and later I'd like to become a doctor.)
Why this scores
Why this scores. It opens with a filler (protecting fluency), develops with sequencers, gives an opinion + reason, and stacks future structures (je vais + infinitive, je voudrais, j'espère + infinitive). Note fatigué(e) — a girl adds the -e for agreement. This is exactly the developed, multi-tense answer the conversation mark scheme places in the top band.

Key Definitions and Keywords — Paper 3 - Speaking: role-play structure, presentation, conversation

Definitions to memorise and the exact keywords mark schemes credit for paper 3 - speaking: role-play structure, presentation, conversation answers — sharpened from recent examiner reports for the 2026 0520 sitting.

Le jeu de rôle (role play)
Examiner keyword
Part 1 of the Speaking test: you play a character in a real-life situation and complete about five tasks while the examiner plays the other person.
Example
At the office de tourisme: Je voudrais un plan de la ville, s'il vous plaît. (I'd like a map of the town, please.)
Le symbole ! (unexpected prompt)
Examiner keyword
A role-play task marked with ! that you cannot fully prepare; the examiner says something you must react to sensibly on the spot.
Example
Examiner: Nous n'avons plus de rouge. You: Ah, d'accord. Avez-vous une autre couleur ? (Oh, OK. Do you have another colour?)
Le symbole ? (ask-a-question prompt)
Examiner keyword
A role-play task marked with ? where YOU must ask the examiner a question, not make a statement.
Example
À quelle heure est-ce que le musée ferme ? (At what time does the museum close?)
L'exposé / la présentation (presentation)
Examiner keyword
Part 2 of the test: a roughly 1-2 minute talk on a topic you choose in advance, followed by the examiner's follow-up questions.
Example
Opener: Je vais vous parler de mes loisirs. (I'm going to talk about my hobbies.)
La conversation (general conversation)
Examiner keyword
Part 3 of the test: an open discussion on one or two general syllabus topics (school, family, free time, holidays, future plans).
Example
Tu aimes l'école ? → Oui, parce que j'adore les sciences, mais je trouve les maths difficiles.
Je voudrais… (I would like…)
Examiner keyword
A polite conditional opener for requests and wishes, used constantly in the role play and to express future hopes.
Example
Je voudrais réserver une table pour deux. (I'd like to book a table for two.)
…parce que… (because)
Examiner keyword
The key connector for justifying opinions; adding a reason after any answer lifts the development and range marks.
Example
J'aime le foot parce que c'est amusant. (I like football because it's fun.)
À mon avis… / Je pense que… (In my opinion… / I think that…)
Opinion starters the examiner actively listens for; an opinion plus a reason is a core conversation skill.
Example
À mon avis, les vacances sont importantes. (In my opinion, holidays are important.)
Pouvez-vous répéter, s'il vous plaît ? (Could you repeat, please?)
A repair phrase used to ask the examiner to say something again; managing communication this way is rewarded, not penalised.
Example
Pardon, pouvez-vous répéter, s'il vous plaît ? (Sorry, could you repeat, please?)
Je vais + infinitive (near future)
The simplest future tense (aller + infinitive), used to show tense range in the presentation and conversation.
Example
Ce week-end, je vais jouer au tennis. (This weekend, I'm going to play tennis.)

Common Mistakes and Misconceptions — Paper 3 - Speaking: role-play structure, presentation, conversation

The traps other students keep falling into on paper 3 - speaking: role-play structure, presentation, conversation questions — taken from recent Cambridge IGCSE 0520 examiner reports and mark schemes — and how to avoid them.

✕Giving one-word answers (oui / non) in the conversation
Cambridge 0520 Examiner Reports — Paper 3 (Speaking), conversation
Why it happens
Nerves and the habit of answering literally lead candidates to say only what was asked.
How to avoid it
Apply Answer + Reason + Extra to every question: add parce que…, an opinion (à mon avis…), and a second tense. Never let an answer be shorter than one full sentence.
✕Making a statement instead of asking on the ? role-play prompt
Cambridge 0520 Examiner Reports — Paper 3 (Speaking), role play
Why it happens
Candidates read the task content but miss that the ? symbol requires a question shape.
How to avoid it
When you see ?, build a genuine question: start with a question word (où, quand, à quelle heure) or est-ce que, and raise your intonation at the end.
✕Using tu with an official or vous with a friend in the role play
Cambridge 0520 Examiner Reports — Paper 3 (Speaking)
Why it happens
English has only one 'you', so the formal/informal distinction is forgotten.
How to avoid it
Decide tu vs vous from the situation before you start: vous for strangers, shopkeepers and officials; tu only with friends or young people the card names.
✕Saying 'j'ai allé' instead of 'je suis allé(e)' in the past
Cambridge 0520 Examiner Reports — Paper 3 (Speaking), accuracy
Why it happens
Beginners default every perfect-tense verb to avoir, forgetting that movement and reflexive verbs take être and agree with the subject.
How to avoid it
Learn the common être verbs (aller, venir, partir, arriver, rester, sortir) and add the agreement: a girl says je suis allée, a boy je suis allé.
✕Reciting a memorised presentation that collapses under follow-up questions
Cambridge 0520 Examiner Reports — Paper 3 (Speaking), presentation
Why it happens
Candidates over-prepare a fixed paragraph and cannot adapt when the examiner asks something off-script.
How to avoid it
Prepare ideas and key phrases, not a word-for-word script. Practise answering unpredictable follow-ups (Pourquoi ? Et après ?) in full sentences.
✕Going silent when you don't understand or can't find a word
Cambridge 0520 Examiner Reports — Paper 3 (Speaking), fluency
Why it happens
Panic and the fear of making a mistake make candidates freeze, which loses fluency marks.
How to avoid it
Use repair and filler phrases: Pardon, pouvez-vous répéter ?, Je ne comprends pas., Alors… eh bien…. Keep producing French while you think.

Paper 3 - Speaking: role-play structure, presentation, conversation

Detailed Study Notes

At a glance

What you’ll learn

Quick recap

Memorise this

How it’s examined

Take this whole topic with you

1Turn a (?) role-play prompt into a real question

2React to the unexpected (!) prompt

3Build a presentation skeleton with the template

4Extend a one-word answer into a developed one

5Use a repair strategy instead of going silent

Le jeu de rôle (role play)

Le symbole ! (unexpected prompt)

Le symbole ? (ask-a-question prompt)

L'exposé / la présentation (presentation)

La conversation (general conversation)

Je voudrais… (I would like…)

…parce que… (because)

À mon avis… / Je pense que… (In my opinion… / I think that…)

Pouvez-vous répéter, s'il vous plaît ? (Could you repeat, please?)

Je vais + infinitive (near future)

✕Giving one-word answers (oui / non) in the conversation

✕Making a statement instead of asking on the ? role-play prompt

✕Using tu with an official or vous with a friend in the role play

✕Saying 'j'ai allé' instead of 'je suis allé(e)' in the past

✕Reciting a memorised presentation that collapses under follow-up questions

✕Going silent when you don't understand or can't find a word