Cambridge IGCSE English - Second Language (9-1) 0991 — 2024 Oct/Nov Paper 1 · Variant 1

This document has 16 pages. Any blank pages are indicated. [Turn over Cambridge IGCSE™(9–1) ENGLISH AS A SECOND LANGUAGE 0991/11 Paper 1 Reading and Writing October/November 2024 2 hours You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 60. ● The number of marks for each question or part question is shown in brackets [ ]. * 9 5 5 2 8 7 1 7 8 5 * DC (EV) 347917 © UCLES 2024 ,










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2 0991/11/O/N/24 © UCLES 2024 Exercise 1 Read the web page about an event for families taking place near a town called Harmouth, and then answer the questions. Calling all Harmouth residents and visitors! The Breathe Easy event returns next summer on 14 July, for a day of eco-friendly fun, education and entertainment. Breathe Easy events have been organised to raise awareness of environmental issues in towns up and down the country for twenty-five years, and Harmouth celebrates ten years of hosting this wonderful family-friendly day. Breathe Easy takes place at Manor Hall Park. It’s completely car-free at the site, but you can get there following a clearly signposted walking trail from town. Another way to reach the event is by river ferry. We’re looking for people to help operate the ferry, so if you’d like to be part of the team doing this, ask for details. We’ve tried to keep the ticket prices low, and we think we’re offering great value. You can download our Breathe Easy app to buy tickets, or just get them from this website, if you prefer. There’s also a tram that runs right by the venue and tickets are available on that too. Prices vary depending on whether you’re under 12, a student or retired – and if you live in the town, bring something with your address on it to the tourist information office where you can purchase discounted tickets. We all remember how much small children enjoyed the fantastic dance show that was held for them last year. This time, they are sure to have just as much fun taking part in the art session, and older children and of course parents will enjoy the cookery demonstrations and jewellery-making workshops. From 6pm onwards, we’ll be showing some films outside in the market square. Although the day is focused on green issues, these will be family films rather than environmental films, as we are expecting a lot of young people to attend. However, we wanted to make the way we show the films as green and eco-friendly as possible. Did you know that even things like batteries are often difficult to recycle? So the power for the film equipment comes from bikes! We’d like around ten people to pedal the bikes – fun as well as great exercise! Of course, no one is expected to be on a bike for the whole time – just do what you can. Visitors will have plenty of choices of food to buy during the day in the Food Zone. Local producers will also be giving away product samples here, and many have contributed recipes to a Breathe Easy book, which is for sale at the food stands. There’s also a café where families can sit, and we need people to clear tables. We’re also short of people to pick up rubbish, so if you’re willing, please get in touch! * 0000800000002 * ,










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3 0991/11/O/N/24 © UCLES 2024 [Turn over Question 1 How long ago did the Breathe Easy event first take place in Harmouth? … [1] Question 2 Where can local people get cheaper tickets to the Breathe Easy event? … [1] Question 3 What activity is being organised specifically for younger visitors at the Breathe Easy event? … [1] Question 4 What sort of films are being shown at the Breathe Easy event? … [1] Question 5 What can visitors to the Food Zone get for free at the Breathe Easy event? … [1] Question 6 What do organisers still need volunteers to do at the Breathe Easy event? Give three details. … … … [3] [Total: 8] * 0000800000003 * ,










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4 0991/11/O/N/24 © UCLES 2024 Exercise 2 Read the article about four young people (A–D) who are describing an activity they did to earn some pocket money when they were younger. Then answer Questions 7(a)–(i). Pocket Money Activities we did to earn pocket money when we were young A Colette Sweeping leaves I always admired my older brother, and I knew my parents had given him some money for taking out the rubbish, so I couldn’t wait to have my own job to do! My mum said I was too small to carry the rubbish, but there were lots of leaves in the back yard that I could sweep up. It wasn’t as easy as I thought, but I did better after my dad suggested I used a smaller brush. After I finished, the yard looked great. I slept well that night, and in the morning, I went out to the yard. It was covered with leaves again! I was angry at first, but mum sat with me, and calmed me down, saying there are just some things you can’t get upset about. She was right, and I haven’t forgotten it. It’s been useful in various situations since then. B Bilal Cutting the grass I started cutting the grass in our garden for my parents when I was thirteen. I’d already done other smaller jobs at home, but I’d always thought cutting the grass was important, and it looked really fun. When I started, I preferred making patterns in the grass, rather than making it nice and smooth, which my parents weren’t pleased about! I didn’t think they’d let me do it again, but they did. I cut the grass weekly, and also did it at my grandad’s house. Although I would’ve done it for nothing, he insisted on paying me. So I earned quite a lot in the end! Grandad had an old machine for cutting the grass, which was always breaking down. With practice, I managed to repair it with no problems at all – and since then I’ve been able to fix all sorts of things for my friends and family! C Ana Washing cars I got a bit of pocket money from my parents by washing their car, which I think is probably something that most kids have done at one time or another. I’m quite glad I don’t have to do it anymore, though! But back then, as long as the weather was warm, I didn’t mind doing it, although I always had more fun when I could persuade one of my friends to come along and help. I thought I might have to go over the bits of the car they’d missed, but they always did a good job! One summer I really wanted a new skateboard. My mum suggested that I used the money from car washing to get it, so that’s what I decided to do. I remember spending every day with my sister, learning how to ride my new skateboard. In the end I was pretty good, although she’s always been better than me. D Daruiz Doing shopping There are some shops right around the corner from my house. I used to love going there with my mum, as she’d always buy me a comic. My brother started going to the shops on his own when he was nine, and soon after, my mum asked him to get some things for her. She only asked for a few things so that it wouldn’t be heavy. When she asked me to start doing some shopping for her though, the list seemed to be much longer. Luckily, I’m strong! I enjoyed heading off to the shops with the money my parents had given me, and I felt really grown up. When school got busier and I was also trying to improve my tennis skills, I didn’t have time to do the shopping trips. My mum didn’t mind; by then my little sister was keen to take over. * 0000800000004 * ,










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5 0991/11/O/N/24 © UCLES 2024 [Turn over For each statement, write the correct letter, A, B, C or D, on the line. Question 7 Which person … (a) explains what they did with the money they earned? … [1] (b) mentions something that affected which activity they did? … [1] (c) describes a technical skill they learned which has helped other people? … [1] (d) gives a reason why they stopped doing the activity? … [1] (e) describes some advice they received about how to do the activity? … [1] (f) admits getting into trouble for not doing the activity correctly at first? … [1] (g) mentions preferring to do the activity with someone else? … [1] (h) says they learned an important life lesson? … [1] (i) compares different people’s experiences of doing the activity? … [1] [Total: 9] * 0000800000005 * ,










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6 0991/11/O/N/24 © UCLES 2024 Exercise 3 Read the article about virtual online tours offered by many museums, and then complete the notes. Virtual museum tours! ‘Visiting’ a museum online – Melissa Jackson learns more about the planning behind an online tour For some people, a visit to a large city isn’t complete without a trip to an important museum. And now, with the advances in technology that we see happening around us, many of these institutions are providing online tours to show off their precious items. For people who log on to explore what’s on offer, the fact that there’s no need to wait in a queue to see a famous painting or important object is a real plus! Often, when you are inside a museum, it’s almost guaranteed that when you get to the room where a well-known painting or item is located, it’s so crowded that you feel that everyone is in the same room as you. However, if you’re exploring the museum via the internet, no-one blocks your view. Creating a successful online tour isn’t always easy, as I discovered when I spoke to Alex Bartoni, an experienced designer of virtual tours. He explained that above all it’s vital to think carefully about the target audience. Is the museum hoping to attract academic people researching detailed information, or is it aiming for a younger audience needing to complete a homework project? Nowadays, many museums offer different online tours which are suitable for a range of interests. One tour might focus purely on clothing from South America from hundreds of years ago, another on modern-day glassware and yet another on the development of Japanese anime – it depends on the museum. Whatever the reason behind people’s decision to take a virtual tour, it is essential to ensure that all the information is accurate, Alex pointed out. If it is not, it could have a very negative effect on the museum’s reputation and on the user experience. He continued, ‘Even simple things such as viewing a sculpture online can be improved by making sure you take photographs of an item from all sides.’ I asked Alex what is important in terms of how information is presented on a virtual tour, and I discovered that it’s important to avoid having too many details on the screen. This is because many people can become discouraged when faced with too much written information at once, and won’t continue with the tour. Some people prefer listening to information rather than reading it, so taking the time to add audio descriptions of objects is worthwhile and will be very helpful, explained Alex. Having been on several virtual tours of museums myself, and while researching this article, I’ve realised that another really popular feature is that you are able to access links to extra information about objects you’re interested in. If you’ve never thought about trying a virtual museum tour before, maybe now’s the time! * 0000800000006 * ,










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7 0991/11/O/N/24 © UCLES 2024 [Turn over Imagine you are going to give a talk to your classmates about virtual online tours offered by museums. Use words from the article to help you write some notes. Make short notes under each heading. Question 8 Reasons why people go on a virtual tour of a museum: • … • … • … [3] Question 9 Advice given by a designer of virtual tours: • … • … • … • … [4] [Total: 7] * 0000800000007 * ,










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8 0991/11/ O/N/24 © UCLES 2024 Exercise 4 Read the article about a young snowboarder, and then answer the questions. Gemma Noble: UK snowboarder 20-year-old Gemma Noble is one of the UK’s snowboarding stars. Born in the north of England, she started snowboarding at a centre near her home – one of only a handful in the UK. Now, as this part of the world is not known for having huge amounts of snow, the snowboarding centre relies on using artificial surfaces for teaching snowboarding. While of course you might imagine that learning to snowboard in the snow high in the French mountains, for example, might be preferable, Gemma says that the surface at the centre meant she could practise in conditions which didn’t change according to the weather. And that, combined with the fact that all the instructors were so willing to help her achieve her best, went a long way to helping her learn quickly. Gemma describes how she had always been known as a sporty child, and in fact, she was already very good at gymnastics even before she tried snowboarding. She had taken part in a few competitions for younger age groups, and discovered that she responded well to the pressure of having to compete. It’s also true that one skill a gymnast needs to have is a really good idea of where you are in the air, when you are jumping and turning. This is essential in snowboarding as well, and so already having that ability proved to be a real plus when Gemma started learning on the slopes at the snowboarding centre. When she and her instructors felt she was ready, Gemma began entering snowboarding competitions. She worked hard on getting better until eventually she came first in an event for under-eighteens in 2020. For this, she won a huge silver cup, which she is incredibly proud of! Now, you’ll probably think that it’s on display in her home, right? Well actually, she explains, ‘It’s still hidden carefully away in the presentation box it came in, as I can’t help imagining how I’d feel if anything happened to it.’ But naturally, she’s always more than happy to show it off to anyone who is eager to see it! There’s a risk involved in doing any kind of sport, especially the more extreme sports, and snowboarding is no exception. In 2021, Gemma unfortunately had an accident in which she damaged her ankle. Although the injury wasn’t too bad and there were no concerns from her medical team about her getting over it, the timing couldn’t have been worse. She’d been planning to compete as part of a team in an international event, but instead she ended up supporting her teammates via videocalls and messages – not the same experience at all! But Gemma isn’t one to feel sorry for herself, so she focused on improving her fitness, under the strict supervision of her doctors. Now Gemma is very happy to be back on the snow where she feels most comfortable, travelling all over the world in order to take part in events. She’s becoming very well known in the sport partly due to the fact that she’s entering competitions again after her injury. This is a new development, and something that she’s enjoying much more than she ever expected to! After all, being asked to appear on TV and give interviews might sound pretty scary, especially for someone as young as Gemma. But she’s finding it all really exciting, and is delighted with the attention! 31 * 0000800000008 * ,










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9 0991/11/O/N/24 © UCLES 2024 [Turn over For each question, choose the correct answer, A, B or C, and put a tick (✓) in the appropriate box. Question 10 What does Gemma say about the place where she learned to snowboard? A The staff at the centre were very encouraging. B The centre was part of a large chain covering the country. C Having real snow at the centre would be an advantage. [1] Question 11 In paragraph 2, gymnastics is mentioned in order to A suggest that it is a suitable sport for younger people. B explain why Gemma decided to change sports. C show how one sport supports another. [1] Question 12 How did Gemma feel about the trophy she won in 2020? A surprised by how large it was B worried about causing damage to it C disappointed because not many people would see it [1] Question 13 What do we learn about the period when Gemma was injured? A The recovery process was more complex than she first thought. B It gave her the chance to go and watch her friends compete. C She made good use of the unexpected free time. [1] * 0000800000009 * ,










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10 0991/11/O/N/24 © UCLES 2024 Question 14 What does ‘This’ refer to in line 31? A travelling all over the world B becoming very well known C entering more competitions [1] Question 15 What is the purpose of this article? A to describe the career and achievements of a young sportsperson B to warn other sportspeople of the work involved in becoming successful C to persuade people who are interested in sports to follow their dreams [1] [Total: 6] * 0000800000010 * ,










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11 0991/11/O/N/24 © UCLES 2024 [Turn over Please turn over for Exercise 5. * 0000800000011 * ,









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12 0991/11/ O/N/24 © UCLES 2024 Exercise 5 Question 16 You have recently been to a new shopping mall. You enjoyed it but you had a small problem during your visit. Write an email to a friend about your visit to the shopping mall. In your email you should: • say what you liked about your visit to the shopping mall • describe the problem that you had during your visit • make a plan for you and your friend to visit the shopping mall together. Write about 120 to 160 words. You will receive up to 6 marks for the content of your email, and up to 9 marks for the language used. * 0000800000012 * ,









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13 0991/11/O/N/24 © UCLES 2024 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000013 * ,









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14 0991/11/O/N/24 © UCLES 2024 Exercise 6 Question 17 Your class has recently been talking about films, and you have decided to write an article for your school magazine. In your article, write about what you think makes a film enjoyable. Here are some comments from students in your class: I like films about real events. Too many films are about the same thing! I prefer films with famous actors in them. Most films are too long! Now write an article for the school magazine, giving your views. The comments above may give you some ideas, and you should also use some ideas of your own. Write about 120 to 160 words. You will receive up to 6 marks for the content of your article and up to 9 marks for the language used. * 0000800000014 * ,









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15 0991/11/O/N/24 © UCLES 2024 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000015 * ,









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16 0991/11/O/N/24 © UCLES 2024 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000016 * ,









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This document consists of 11 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge IGCSE™ (9–1) ENGLISH AS A SECOND LANGUAGE 0991/11 Paper 1 Reading and Writing (Core) October/November 2024 MARK SCHEME Maximum Mark: 60 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2024 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 2 of 11 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptions for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 3 of 11 Cambridge IGCSE English as a Second Language Paper 1 Reading and Writing tests the following Assessment Objectives: Reading R1 demonstrate understanding of specific factual information R2 demonstrate understanding of the connections between the ideas, opinions and attitudes R3 identify and select details for a specific purpose R4 demonstrate understanding of implied meaning Writing W1 communicate information, ideas and opinions W2 organise ideas into coherent text using a range of linking devices W3 use a range of appropriate grammatical structures and vocabulary W4 use appropriate register and style for the given purpose and audience

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 4 of 11 Exercise 1 Question Answer Marks 1 10 years / ten years 1 Question Answer Marks 2 Tourist office / tourist information 1 Question Answer Marks 3 art 1 Question Answer Marks 4 family 1 Question Answer Marks 5 samples 1 Question Answer Marks 6 Award one mark for each detail up to a maximum of three marks: 1) operate ferry 2) pedal bikes 3) clear tables 4) pick (up) rubbish 3

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 11 Exercise 2 Question Answer Marks 7(a) C 1 7(b) A 1 7(c) B 1 7(d) D 1 7(e) A 1 7(f) B 1 7(g) C 1 7(h) A 1 7(i) D 1

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 11 Exercise 3 Any text in brackets ( ) may be included, but is not essential in order for the mark to be awarded. Question Answer Marks 8 Award one mark for each acceptable response, up to a maximum of three marks: Reasons why people go on a virtual tour of a museum: 1 no queue / no (need to) wait 2 no-one blocks view 3 not crowded 4 suitable for range of interests / tours for range of interests Accept things people can see or do when on a virtual tour: research detailed information / complete a homework project / explore what’s on offer / precious items / a sculpture / famous paintings / important objects / clothing from South America from hundreds of years ago / modern day glass / development of Japanese Anime 5 (access) links to extra information 3

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 11 Question Answer Marks 9 Award one mark for each acceptable response, up to a maximum of three marks: Advice given by a designer of virtual tours: 1 think about audience / target audience 2 (ensure all) information accurate 3 (take) photographs of item from all sides 4 avoid (having too) many details on screen / not (too) many details at once 5 (add) audio descriptions 3

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 8 of 11 Exercise 4 Question Answer Marks 10 A 1 Question Answer Marks 11 C 1 Question Answer Marks 12 B 1 Question Answer Marks 13 C 1 Question Answer Marks 14 B 1 Question Answer Marks 15 A 1

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 11 Question Answer Marks 16 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content. Plus up to 9 marks to be awarded for Language. See marking criteria for Questions 16 and 17. 15 Question Answer Marks 17 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content. Plus up to 9 marks to be awarded for Language. See marking criteria for Questions 16 and 17. 15

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 11 Marking criteria for Questions 16 and 17 Table A: Content Marks Description 5–6 Task fulfilment • Task is fulfilled. • Content is fully relevant throughout. • Consistently appropriate style for the text type. • Excellent sense of purpose and audience. Development of ideas • Content is very well developed. 3–4 Task fulfilment • Task is generally fulfilled. • Content is generally relevant. • Generally appropriate style for the text type. • Generally good sense of purpose and audience. Development of ideas • Content is generally developed. 1–2 Task fulfilment • Task is only partially fulfilled. • Content is only partially relevant. • Style for the text type is inconsistent or inappropriate. • Insufficient sense of purpose and audience. Development of ideas • Limited attempt to develop content. 0 No creditable response

0991/11 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 11 of 11 Table B: Language Marks Description 7–9 Range and accuracy • Content is communicated skilfully and appropriately. • Uses a wide range of common and less common vocabulary appropriately. • Uses a wide range of simple and complex structures. • High level of accuracy of language. Occasional errors may be present, but these do not impede communication. Organisation • Effectively organised and sequenced. • Uses a wide range of linking words and/or other cohesive devices appropriately. 4–6 Range and accuracy • Content is communicated clearly. • Uses a range of common vocabulary appropriately, and attempts to use some less common vocabulary. • Uses a range of simple structures, and attempts to use some complex structures. • Generally good level of accuracy of language. Errors do not generally impede communication. Organisation • Generally well organised and sequenced. • Uses a range of linking words and/or other cohesive devices generally appropriately. 1–3 Range and accuracy • Content is communicated but lacks clarity. • Uses only common vocabulary. • Uses only simple structures. • Lack of control of language. Errors impede communication. Organisation • Limited attempt at organisation and sequencing. • Limited attempt to use linking words and/or other cohesive devices. 0 No creditable content.