Grade 11 is a 25-minute advanced speaking and listening exam with five assessed phases. Candidates present a reasoned argument, lead a discussion, explore an unfamiliar situation, interpret spoken passages, and discuss two broader subjects. At this grade, they are expected to weigh different viewpoints and explain how strongly the available evidence supports their own position.

The candidate chooses a topic outside the Grade 11 conversation lists and prepares a structured presentation. A question such as Should our town restore its historic railway station? gives the speaker a decision to examine. They could explain why the building matters, compare two possible uses, acknowledge the cost, and justify a recommendation. They conclude by inviting the examiner to ask questions or comment.

The candidate leads a discussion about the presentation and responds to challenges. If the examiner asks, “How do you know residents would use the restored station?”, the candidate might reply, “The survey suggests there’s interest, although it only reached people who already visit the town centre. I’d want to hear from other residents before committing to the project.” This answer acknowledges a weakness in the evidence and explains what would help resolve it.

The examiner introduces a situation, and the candidate takes responsibility for exploring it. Suppose the examiner says, “Two colleagues gave me completely different accounts of the same meeting.” The candidate could ask what the colleagues disagree about, consider why their accounts differ, and revise an initial assumption as the examiner reveals more. The skill is choosing a follow-up question that helps both speakers understand the situation better.

The examiner reads three short passages. The first two are incomplete, and the candidate supplies a plausible ending in a few words. After the third, the candidate answers a question by drawing an inference from what they heard. For example, if a speaker describes people arriving with tickets, finding the doors locked, and checking their phones for a message, the listener might infer that an event has been postponed. A brief answer is enough when it fits the clues. 

Candidates prepare one of two subject lists, and the examiner chooses two subjects from that list. One list covers family roles, communication, the school curriculum, young people’s behaviour, internet use, and designer goods. The other covers international events, equal opportunities, social issues, the planet’s future, scientific developments, and managing stress. Candidates exchange views and help shape the direction of the conversation. For instance, a discussion about equal opportunities might explore whether offering everyone the same resources is enough when their starting points differ.

Candidates develop and defend arguments, summarise another person’s position fairly, and distinguish between what they know and what they infer. For example, “The survey shows that residents like the idea, but it’s less clear how many would volunteer” makes a more precise claim than simply saying the project has support. Candidates also use stress, pauses, and intonation to highlight important distinctions and give the examiner room to respond.