Cambridge IGCSE English - First Language 0500 — 2004 Oct/Nov Paper 2 · Variant 1

This document consists of 7 printed pages and 1 blank page. SP (CW) S64664/3 © UCLES 2004 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education FIRST LANGUAGE ENGLISH 0500/02 Paper 2 Reading and Directed Writing October/November 2004 2 hours 15 minutes Additional Materials: Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen on both sides of the paper. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer all questions. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. Dictionaries are not permitted. www.XtremePapers.com

© UCLES 2004 Part 1 Read Passage A and Passage B carefully; then answer Questions 1 and 2. Passage A This passage is from a newspaper. It was written just before the opening of the Commonwealth Games in Manchester, England in 2002, which marked an extremely important change in the way disabled competitors were treated in athletics tournaments. World watches as disabled athletes win equality 2 0500/02/O/N/04 A bold experiment to treat disabled and able-bodied competitors as equals in the Commonwealth Games is being closely watched by organisers of the world’s great sporting events. For the first time, medals won by disabled competitors will count towards their countries’ final totals. Disabled competitors will join the procession of national teams, they will live together in the athletes’ village, and their events will be staged in the same stadiums at peak times alongside star names. Disabled groups hope that their leading role in Britain’s biggest sporting event will persuade other sports competitions to do the same. There will be ten events for disabled athletes: four in swimming, two on the track, two in bowls, one in weightlifting and one in table tennis. In the past disabled athletes have had to take part in demonstration events, or stage their own champion- ships after the main competition, as at the Olympic Games. More than 150 will compete over the next ten days, including Tanni Grey-Thompson, who won four gold medals at the Paralympic Games in Sydney 2000. She said: “There will be a huge effect on international events in the future because the success of these Games will shame them. We provide the same joy and competition as any other sport.” Mike Todd, disability adviser to the Games, said: “They will be competing in front of 38,000 people in a stadium and will be seen on prime time TV. That’s the dream of all athletes, to compete at the top level and be recognised for their achievement. It’s not done as a favour for the athletes but because it’s the right thing, and we’ve done it all for the price of a world-class footballer’s big toe.” Steve Cram, twice a Commonwealth champion, said: “Incorporating the disability medals into the main medal table is an experiment I think they have to look at carefully. Events for the disabled are not available in every country. Those countries that are the best at athletics tend to field the most successful teams of disabled athletes.” Although politicians, sporting bodies and leading competitors applaud the Manchester initiative, some disabled athletes and officials complain that it is just an empty gesture. Sarah Bailey, winner of five Paralympic swimming gold medals, believes there are too few events. The main flaw in her sport and on the athletics track is that participants will not be split into competitions of roughly equal disability as in the Paralympics. Instead all eligible classes will join in the same race. The winners will be the competitors with the fastest times for their level of disability, rather than those who are first past the post. In theory the person who finishes last could be the winner. Nikhil Nair, chairman of British Blind Sport, said the system was nonsense. “It’s going to be horrendous for spectators, who won’t have a clue who is winning.” Gordon Neale, chief executive of Disability Sport England, describes the Manchester experiment as a promising beginning, but he is concerned that these Games do not include severely disabled athletes. “There are classifications — people in electric wheelchairs or people with no arms or legs — who are just as competitive in sport but who are not included,” he said. Maria Eagle, Minister for Disabled People, said: “I don’t think anyone pretends that in one go the Manchester Games have addressed all the wider issues of inclusiveness and accessibility, but they’ve certainly made a good start. There is a real hope that society is starting to treat disabled people equally.”

3 0500/02/O/N/04 [Turn over Passage B This is a transcript of a radio interview with Desmond Green, formerly an athlete and now a journalist. It relates to the changes in the Commonwealth Games reported in Passage A. Presenter: Do you think these changes are a welcome step forward? Desmond Green: Much, much more than that. They are a revolution in sport. After yesterday we can’t go back, though for certain the traditionalists will complain. No, it’s a marvellous turning point. Calling someone a ‘disabled athlete’ will no longer be considered one of those second best, embarrassing expressions: it will stand for status of a sort that will appeal to the public. Presenter: Surely, what the public want to see is first past the post, the world’s fastest – that sort of thing… Green: Ah, that’s precisely what traditionalists will say! But it isn’t like that. These decisions have turned sport upside down because, from now on, we shall acknowledge what individuals can do. Take Natalie du Toit. Since losing her leg in a road accident, she’s trained relentlessly. Now she’s in Manchester representing South Africa as a swimmer. What an achievement against the odds! That’s the sort of story my readers want. They’re tired of muscles and speed and running the same old races in the same old ways. They want real competitors, people who are doing their best under very trying circumstances, just like them. The traditionalists can’t handle that. They fear change and want athletics competitions to be the same as always. Presenter: So you reckon spectators will like this? Green: Of course. They’ve seen it in marathon events. You see, they want more than excellence. To see a magnificent performance by someone in a sporting wheelchair is moving and uplifting. You identify strongly with them, which is emotional. You could say that these changes give us a new version of an old sport, something fresh and exciting to talk about. But the real importance is that it inspires the spectators. How many of us who are burdened by unhappiness and depression will see the Games and ask ourselves why we can’t overcome our difficulties and go and do something positive ourselves? Presenter: I suppose you’re also saying that these changes in the ways disabled athletes are treated mark a change in our attitudes towards them. Green: Absolutely. They’re taking a real part. No one can patronise them with second-class events that ‘someone let us have because we are cripples’, tagged on for the sake of political correctness. No patronising, that’s the point. They’re there in their own right. You know, ‘political correctness’ is necessary because it protects people – but it’s marvellous when you can throw it out of the window and start again. Presenter: You feel very strongly about disability, don’t you, Desmond? Green: I do. There are many forms, and you and I could easily find ourselves classified in some way. When we talk about a minority, we forget how many real people there are out there and the important part they play in society. These games will help people to turn disability into normality. I’ve seen blind people skiing, and we both know about the work done by societies for horse-riding for the disabled. We all want to be accepted as normal, and this will help. © UCLES 2004

4 0500/02/O/N/04 Presenter: Will the Games change disabled people’s attitudes too? Green: Anything that gives them the confidence they deserve is important. They will hear interviews with athletes and they’ll say, ‘Why can’t we do something like that?’ Presenter: I can see why you mistrust traditionalists. Green: They live in ivory towers, in the past. They talk about the pursuit of excellence and how athletes must be ruthless. They deride the participation of the disabled because they say that athletics is not suitable for them. But no organisation can protect itself from change. If it does, it withers away. These changes are important because they show that athletics is alive and that will gain public support and interest. Presenter: Some disabled athletes argue that not enough has been done. Green: There’s a long way to go, but what has been done is radical. It’ll take some time to digest. Then we can all think what we should add. It’s not beyond us to invent other ways of celebrating the excellence of personal achievement. © UCLES 2004

© UCLES 2004 5 0500/02/O/N/04 1 Summarise: (a) the changes made to the rules and the arrangements concerning disabled competitors at the 2002 Commonwealth Games according to Passage A; (b) the views expressed in both Passage A and Passage B in favour of the changes and their importance. Use your own words as far as possible. Write about 1 side in total, allowing for the size of your handwriting. [20] 2 Write a letter to the organisers of an athletics competition expressing your views and concerns on the issue of the equal participation of able-bodied and disabled athletes. Base the content of your letter on ideas from both Passage A and Passage B. In your letter, consider and develop these points: • that the decisions have ‘turned sport upside down’ • that traditionalists will not like the changes • that some disabled athletes do not think enough has been done. Begin your letter: ‘Dear Organisers …. ’ Write about 1
 – 2 sides, allowing for the size of your handwriting. [20] [Turn over

6 0500/02/O/N/04 Part 2 Feddi’s work experience 3 Feddi has just completed a week at Elswith Insurance, a busy company with an office in the main street of his town. The point of this unpaid ‘work experience’ is to give students some idea of the skills and the conditions of the world of work. Many customers visit the office each day to insure their cars and their homes, and their records are kept on the computer and in paper files. Feddi’s supervisor at the office has kept a diary in order to write a report on Feddi’s progress during the week. Read the diary, which is printed on the opposite page. You are Feddi’s supervisor. Write a formal report on his work experience. Although it is addressed to his teacher, you know that Feddi will be given a copy. In your report • assess Feddi’s value as a potential employee • explain the good points that Feddi could develop • show how Feddi could overcome his weaknesses. Write about 1
 – 2 sides, allowing for the size of your handwriting. [20] © UCLES 2004

© UCLES 2004 7 0500/02/O/N/04 Monday Feddi arrived five minutes late. Said traffic was bad. Appeared keen when shown round office. Asked intelligent questions and grasped procedures well. Spent day with Isobel watching and listening. Did some filing efficiently. Tuesday He arrived five minutes early, but was obviously hurried and took time before he was ready for work. Used computer and discovered shortcut that will save us a lot of money. Commended for this. Very able – perhaps too able for the sort of work we do. Isobel concerned at appropriateness of his dress for working with customers – she hopes to let him work at the counter tomorrow. Wednesday Feddi was ten minutes late. ‘Overslept’. Talked to him firmly about his standard of dress. He didn’t seem to understand why this was important; quite aggressive. Work with customers put off until tomorrow. Spent day tidying files. Made some errors through lack of care and patience. Isobel reported that he was grumpy and bored with mundane work. Thursday On time and apologised voluntarily to Isobel. Neat and tidy. Was allowed to welcome and deal with some customers. Showed excellent grasp of procedures and some details. A lot learnt in three days! Style with customers friendly, smiling and good for business, though rather too familiar with some. Quick to understand what they wanted and spoke clearly. Friday Very late: quarrel with girlfriend upset him. Hardly our concern. I explained need for high standards at all times. Worked for rest of day without commitment. A pity. However at the end-of-week de-briefing he was well-mannered and grateful and admitted he had learned a lot.

8 0500/02/O/N/04 BLANK PAGE Copyright Acknowledgements: Passage A © The Times, 25 July 2002. Every reasonable effort has been made to trace all copyright holders. The publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the November 2004 question papers 0500 FIRST LANGUAGE ENGLISH 0500/02 Paper 2 (Reading and Directed Writing - Extended), maximum mark 60 This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. • CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the November 2004 question papers for most IGCSE and GCE Advanced Level syllabuses. www.XtremePapers.com

Grade thresholds taken for Syllabus 0500 (First Language English) in the November 2004 examination. minimum mark required for grade: maximum mark available A C E F Component 2 60 46 32 20 n/a The threshold (minimum mark) for B is set halfway between those for Grades A and C. The threshold (minimum mark) for D is set halfway between those for Grades C and E. The threshold (minimum mark) for G is set as many marks below the F threshold as the E threshold is above it. Grade A* does not exist at the level of an individual component.

November 2004 INTERNATIONAL GCSE MARK SCHEME MAXIMUM MARK: 60 SYLLABUS/COMPONENT: 0500/02 FIRST LANGUAGE ENGLISH Paper 2 (Reading and Directed Writing - Extended)

Page 1 Mark Scheme Syllabus Paper IGCSE – November 2004 0500 2 © University of Cambridge International Examinations 2005 Part 1 Question 1 (a) Summarise the changes made to the rules and the arrangements concerning disabled competitors at the 2002 Commonwealth Games; 1 able-bodied and disabled athletes equals 2 ‘disabled’ medals added to countries' tally 3 disabled in processions/village/same venue 4 all eligible competitors in same race 5 with stars/top athletes 6 special (10) events for disabled 7 prime time/peak (events) 8 during not after main games (b) The views expressed in both Passage A and Passage B in favour of the changes and their importance; A 9 changes have effects on other competitions 10 joy and competition of disabled obvious to all 11 achievements will be recognized 12 perform in front of huge audiences/TV 13 compete at the highest level 14 more inclusion 15 moral rightness 16 cheap 17 trend towards good general attitudes towards disabled B 18 a revolution in sport/turning point/turns sport upside down 19 the term ‘disabled athlete’ positive/‘disability into normality’/status/not 2nd rate 20 acknowledge individual achievement/against odds/trying circumstances 21 spectators moved and uplifted by seeing magnificent performances /appealing to public/identifying with... 22 and inspired to be more positive about their own difficulties

Page 2 Mark Scheme Syllabus Paper IGCSE – November 2004 0500 2 © University of Cambridge International Examinations 2005 23 no more patronising of disabled athletes 24 political correctness no longer needed/applies 25 disabled people gain more confidence by example 26 athletics will gain/attract more interest/fresh/attractive/different attitudes Tick and number any of these answers up to a maximum of 15 Points 8, 20 and 21 must be made completely to be credited Now give up to 5 marks for the ability to write in summary style (concision, focus and use of own words). 5 Effective summary style throughout, focused, words well chosen. 4 Generally concise and well focused, in own words. 3 Patches of concise summary style (not consistent), reasonable focus, no/or very occasional lifting. 2 Rare concision, tendency to lose focus (some rambling), but evidence that the passage has been understood. Occasional lifting. 1 Descriptive, discursive style, frequently unfocused, lifting obtrusive. 0 Rambling and often muddled and hard to follow; mostly copied. Question 2 Write a letter to the organisers of an athletics competition expressing your views and concerns on the issue of the equal participation of able-bodied and disabled athletes. Consider and develop these points: that the decisions have ‘turned sport upside down’; that traditionalists will not like the changes; that some disabled athletes do not think enough has been done. Content notes 1 Candidates are free to argue for or against, but will probably choose to argue for. For: candidates may use some of the following Expect a statement of personal views in the introduction to the letter. Reward originality provided that it arises from a reading of the passages. Point 1 Sport turned upside down. Indicate A in script where this has been covered. Argument is in Passage 2, details in Passage 1 plus notion of "a good start". Good arguments show that sport has reached a turning point and that other, imaginative steps forward should be taken.

Page 3 Mark Scheme Syllabus Paper IGCSE – November 2004 0500 2 © University of Cambridge International Examinations 2005 Point 2 Traditionalists (Passage 2). Indicate B in script where this is covered. Green says that traditionalists: (i) believe in first past the post etc (then argues that public taste is changing) (ii) can't handle the notion that excellence and ruthlessness are not what athletics is about (rather than people doing their best under trying circumstances) (iii) fear change/live in the past/argue that athletics are unsuitable to disabled (but without change institutions die) Also (Passage A) (iv) too few events - possibly in appeasement to traditionalists? (v) no severely disabled, ‘unaesthetic’ competitors. Point 3 Indicate C in text where this is covered. Not enough done: see Cram, Bailey, Neale in Passage A. Good candidates will select what the next step should be. Against: candidates may use some of the following Will possibly combine Points 1 and 2, legitimately, in an argument for, e.g. first-past-the- post or the pursuit of excellence, and develop the views of traditionalists as defined in Point 2 above; Point 3 might argue that too much has already been done and that the disabled should have their own, separate competition (perhaps with refinements such as happening at the same time). Give one overall mark for content, but bear in mind that all three points need a response and ready reckon five marks per point in the back of your mind. In general, look for (i) ideas and arguments related to the passages. Mark I and tick, exemplifying details (not many) mark d and tick (ii) candidates' own ideas which arise from the passages. Mark +1, tick and credit. Candidates' own ideas that are unrelated to the passages and distract from their argument should not be credited. Mark +2 (the 2 relating to the distance in thought from the original). Frequent marking with +2 indicates lack of focus. So does the lack of detail or the use of generality that does not clearly relate to the passages.

Page 4 Mark Scheme Syllabus Paper IGCSE – November 2004 0500 2 © University of Cambridge International Examinations 2005 Performance descriptions 13-15 A convincing letter with a strong, personal argument clearly related to the passages. The three points are well explored and there is good exemplifying reference to the passages. 10-12 A good letter with some reasoned, developed argument related to the passages. All three points are satisfactorily referred to, and the responses to at least two have some merit. There are several exemplifying details from the passages. 7-9 A satisfactory letter with straightforward arguments related to the passages and with occasional development. The effectiveness of the responses to the three points may be patchy, or one might be missing. There are occasional exemplifying details from the passages. 4-6 A thin letter which nevertheless is applied to the question. There are signs of logical argument with some extension in places. The points are simply dealt with. There is some passing reference to the passages. 1-3 A poor letter with some relation to the passages but with spasmodic or flawed argument. There is a general relevance, but detailed reference is rare. 0 A failure to address the question. Any reference to the passages does not provide evidence of careful reading. Structure of letter and appropriate language 5 The argument has good paragraph links and an effective ending. The language is persuasive and the register formal, but addressing the reader in an engaging manner. 4 The argument is logical and paragraphs are sometimes linked. The language is persuasive in places and the register formal. 3 The argument is in order but the links are not strong. Language is clear and at times unadventurous and the register formal but ordinary. 2 The argument can be recognised but may be repetitive or lack strong order in places. Language is reasonably clear without strength or consistency, and there is an attempt at formality that is not always sustained. 1 Parts of an argument may be identified but the structure is inconsistent. Language is clear in places but generally not appropriate to the recipient. 0 Haphazard, blurred argument and weak, inappropriate language.

Page 5 Mark Scheme Syllabus Paper IGCSE – November 2004 0500 2 © University of Cambridge International Examinations 2005 Part 2 Question 3 You are Feddi's supervisor. Write your report on his work experience. Although it is addressed to his teacher, you know that Feddi will be given a copy. In your report, assess his value as a potential employee, explain the good points that he could develop and show how he could overcome his weaknesses. Notes on content Expect candidates to use the material, to develop it and to evaluate Feddi's performance. A convincing report could reorganise the material thus: Strengths, for example: (1) Quick at grasping procedures and learning enough over three days to work with customers. Efficient with files. (2) Good on computers (the shortcut was an outstanding piece of work). (3) Effective with customers, style and speech good. (4) Apologised voluntarily for poor behaviour and was grateful for efforts made on his behalf. (5) Probably too bright for this type of work (underlies some problems) Weaknesses, for example: (6) Timekeeping: arriving late, arriving early but not enough to be ready for work, using personal excuses that are not the business of the firm. Advice: to allow extra time in the morning. (7) Behaviour: aggressive towards line manager; did not comply with dress code; grumpy; did not cope with mundane tasks. Advice: these are passing problems - for the moment think before you act or if you have a problem, ask someone about it or to explain. (8) Customers: over-familiarity; failure to understand their expectations of appropriate dress. Advice: seek further advice from older friends who are in work.

Page 6 Mark Scheme Syllabus Paper IGCSE – November 2004 0500 2 © University of Cambridge International Examinations 2005 Performance descriptions Content 13-15 An excellent report that reorganises the material effectively and evaluates Feddi's work consistently, offering practical and encouraging advice. It avoids narrative (although it may give events as examples). 10-12 A good report that attempts reorganisation of the material and is effective in places. There is a useful evaluation of Feddi's work, although the advice given may be less strong. It generally avoids repeating narrative. 7-9 A satisfactory report which is presented clearly with partial reorganisation, but which tends to repeat ideas from the material rather mechanically. Advice is straightforward. The evaluatory tone may be inconsistent and there may be small patches of narrative. 4-6 A rather thin report which addresses the question satisfactorily and which uses some of the material. Some opportunities to offer advice and to evaluate on the basis of the material are missed. The report is mostly descriptive or narrative. 1-3 A poor report which tends to repeat material from the original, possibly in a form very near that of the diary, so that the general effect is bitty and there is no strong thread of advice or evaluation that could be of use to Feddi or to his teacher. What is written is nevertheless relevant to the question. The work is too poorly organised to have any effect and is difficult to follow. Little use is made of the material which may be copied in places. Performance descriptions: written expression 5 Virtually no technical errors. Adopts appropriate register for a report suitable for Feddi or his teacher. Effective vocabulary and fluent sentence structures. 4 Slight technical errors; occasional loss of appropriate formal register. Some signs of a wide and effective vocabulary. Sentence structures mainly fluent. 3 Needs attention to detail, but generally correct and clear. Vocabulary plain, but shows obvious traits of formal style. Sentences unadventurous but reasonably structured. 2 Needs some redrafting. Language shows slight confusion between formal and informal register. Vocabulary and sentences comparatively simple. 1 Many errors, technical and stylistic, including some sentence structures. Formal style ineffective in places. Vocabulary limited. 0 Serious language faults. Register ineffective. Meaning blurred.