Cambridge IGCSE English - Second Language (count-in oral) 0511 — 2014 May/June Paper 2 · Variant 2

This document consists of 15 printed pages and 1 blank page. DC (NF/SW) 91762 © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 3 8 0 2 9 0 2 1 1 7 * ENGLISH AS A SECOND LANGUAGE 0511/22 Paper 2 Reading and Writing (Extended) May/June 2014 2 hours Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Dictionaries are not allowed. 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. PAPA CAMBRIDGE

2 0511/22/M/J/14 © UCLES 2014 Exercise 1 Read the following article about airports, and then answer the questions on the opposite page. AIRPORT TERMINALS There was a time, not so long ago, when terminal buildings at airports in major international cities were very unattractive. Fortunately, famous architects are now transforming these terminals into works of art. Not everyone likes all the new designs, but the five featured here have certainly been admired, and have inspired many discussions. INCHEON, SOUTH KOREA The terminal building at Incheon airport shows the best of traditional Korean design, and at the same time it is a futuristic model of efficiency. Before starting work, the architect travelled throughout the country. He visited ancient places and studied the design of religious buildings. The roofline of the terminal is similar to that of a Korean temple, and unusually for an airport, there are precious objects on display inside that are thousands of years old. JEDDAH, SAUDI ARABIA Unlike the rest of the terminal buildings mentioned in this article, one of the terminals at Jeddah airport is only in operation during Hajj, the Muslim pilgrimage to Mecca, which takes place once a year. This temporary, open-air terminal is covered with 210 white fibreglass tents. These tents help to cool the desert air by as much as 10 degrees Celsius without the need for air conditioning. MADRID, SPAIN The terminal here was built to provide the 50 million passengers who pass through it each year with a spacious, stress-free zone, where they can begin or end their journeys. Glass-panelled walls allow in plenty of light which creates this calming effect. There is a gently rolling roofline constructed from long beams of pale bamboo, and there are pylons that change colour as you walk through the terminal. SINGAPORE Singapore’s Changi airport has a cinema and a children’s playground with a gigantic slide. There’s no doubt that it is one of the world’s most action-packed terminals. It is also one of the most beautiful. The ‘butterfly’ roof has 919 skylights, which adjust to allow just the right amount of daylight inside. At night, these same skylights glow with lighting carefully hidden below the panels. The terminal’s most dramatic feature, however, is the vertical garden, also known as ‘The Green Wall’, which has four waterfalls and spans nearly 300 metres across the main building. MONTEVIDEO, URUGUAY The beauty of this new terminal is its simplicity. The entire structure is under a gently arching rooftop that sweeps 350 metres across the landscape. The building is designed to blend in with its environment, and it offers a wide- open, welcoming public space, which is enjoyed by passengers and the loved ones who come to greet them. In Uruguay, it is still a tradition, and it is still possible, to meet your family and friends as they come off the plane.

3 0511/22/M/J/14 © UCLES 2014 [Turn over (a) What are famous architects doing? …[1] (b) Where did the architect of Incheon airport go before beginning the project? …[1] (c) What unexpected items can be found at the South Korean terminal? …[1] (d) When is the Jeddah terminal open? …[1] (e) What makes passengers feel relaxed at Madrid’s airport? Give two details. … …[2] (f) Why is Singapore’s terminal called ‘action-packed’? Give two details. … …[1] (g) How are the skylights at Changi effective when it is dark outside? …[1] (h) What custom do Uruguayans still enjoy? …[1] [Total: 9]

4 0511/22/M/J/14 © UCLES 2014 Exercise 2 Read the following article about the future of higher education, and then answer the questions on the opposite page. THE FUTURE OF UNIVERSITY EDUCATION The world’s higher education system must provide for 80 million more students by 2025. It has been calculated that this will require building three new universities every week for the next 13 years. Governments agree that it is impossible to build so many universities, and so the future of higher education will definitely be online. The potential benefits of online learning are enormous. At the moment a typical university student needs a large amount of money to cover the cost of tuition and living expenses. The aim of online learning is to cut these costs. Learning will be cheaper and all students will be able to afford it. However, in order for online learning to become widely accepted, universities must be prepared to change and co-operate closely. This is the only way to improve the quality of online education resources. The idea of a student as someone who goes to a classroom to learn from a teacher will disappear. We have already changed the way in which we shop. We no longer have to go out to buy products and services because shopping can be done from home. We now have to adapt to the idea that we might not need to go to lecture halls and classrooms to study for a degree. This should not be a threat to universities and colleges. Most countries in the world want to increase the percentage of the population with a degree. Online learning offers the opportunity to teach many more students than we do now. One university could potentially have a million students. Young students nowadays like to spend time in groups with their friends; but in future, communication with fellow students will all be virtual. Older learners currently find it difficult to take part in on-campus courses because of work and home responsibilities. These people will find learning online very convenient as they will be able to study at home in their own time. 60 50 40 30 percentage of 30–34-year-olds 20 10 0 Spain France Italy Hungary European Countries 30–34-year-olds with a university degree Malta Poland Some universities are concerned that, by making knowledge freely available online, they will become little more than providers of certificates. The worry is that students will study material online free of charge, after which they will search for universities or colleges that are willing to test them, and if they pass, provide them with an appropriate certificate. Universities say that if this happens, they will not be able to survive financially. Others argue that it can be an advantage for universities to offer online resources, as long as they have a thorough system of testing, and provide recognised qualifications. They may find that their staff have more time for other work, such as medical research, which could eventually benefit all of us. People may not be happy to pay for tuition at a university with a poor reputation, preferring to attend a free, virtual one. Students will continue to pay, however, for a qualification from one of the top universities. These diplomas, certificates and degrees will be evidence of the quality of their learning, and universities will have to find ways of charging for these. Some say that it will be sad to lose the picture of today’s students all gathered together on graduation day to receive their certificates. In the future, graduation day may be a quiet individual celebration at home.

5 0511/22/M/J/14 © UCLES 2014 [Turn over (a) How many more students will want to enter higher education by 2025? …[1] (b) Why do the authorities think that there will be more university courses delivered via the internet? …[1] (c) Why will online education be more easily available to students? …[1] (d) What will be the benefit of universities working together? …[1] (e) What evidence is there that people can change their habits? …[1] (f) Why is it challenging for mature students to attend courses at university? …[1] (g) According to the graph, which country has the lowest percentage of 30- to 34-year-olds with a degree and what is the percentage? …[1] (h) What worries universities about the future? Give two details. … …[2] (i) How might university lecturers use their extra free time? …[1] (j) What would students pay fees for in the future? …[1] (k) What facts are given about a typical student of today which may be different for students in the future? Give four details. … … … …[4] [Total: 15]

6 0511/22/M/J/14 © UCLES 2014 Exercise 3 Andrzej Nowak is Polish, and lives at 42 Aleje Nowe, 26-600 Radom in Poland. He is in his final year of studying for his A Levels at the English Medium Border Academy. Andrzej is the youngest of five children, and was born in 1996 on 16th December. Ever since he was a small child he knew that he wanted to be a veterinary surgeon. He is aware that he will probably have to study veterinary science for five years before he qualifies as a vet. Andrzej also knows that his parents will not be able to afford university fees for such a long course. There are no universities that offer this course close to his home, and so he would have to pay for accommodation as well. Andrzej understands that it would be difficult for his parents to pay for this. Nevertheless, Andrzej has already researched various universities in the UK. He wants to study in the UK because his level of spoken and written English is excellent. He has found out that the course at London University is good. Southampton University seems even better because of its focus on wild animals. He has visited the UK once, just after he took his IGCSEs. The trip was a very special one because he stayed with his eldest brother, who had moved there some years ago. During this holiday, Andrzej met someone who was studying at Bristol University. This neighbour invited Andrzej to go with him to the university on a few occasions. Andrzej was amazed by the facilities and he wished that he could go there himself. Bristol University would be his dream choice because it offers an interesting course, including practical experience with all sorts of animals, not just domestic ones. Andrzej’s mother and father are very concerned about their son as they know that he is clever and that his teachers are expecting him to get four grade As in his A Levels. They do not want him to be disappointed all his life if he is unable to achieve his ambition. Mr Nowak advised his son to search the internet for information about scholarships. Andrzej had not tried to find out if any universities offered a free course to exceptional students, but he immediately started researching the topic and he found a few possibilities. He narrowed his search to two organisations that offer scholarships specifically for people who want to study a science-related course at a university in the UK. Andrzej explained to his father that if the fees were covered by the scholarship, he could stay with his brother. This would be cheaper than studying in another town in his own country. Imagine you are Andrzej. Fill in the form on the opposite page, using the information above.

7 0511/22/M/J/14 © UCLES 2014 [Turn over Science Scholarship: Application Form Section A: Personal details Full name: … Nationality: … Date of birth: … Home address: … Section B: Education School name: … How would you describe your ability to speak English? (please circle) advanced intermediate beginner How many ‘A’ grades are you predicted? … Section C: Proposed course of study What specific area of science do you want to study? … At which university would you like to study? (please state your order of preference): 1… 2… 3… How long is your preferred course? … Where did you find out about this scholarship? … Do you have any relatives living in the UK? (please delete) YES / NO Section D In the space below, write one sentence of between 12 and 20 words explaining why you want to study in the UK. [Total: 8]

8 0511/22/M/J/14 © UCLES 2014 Exercise 4 Read the following article about teenagers and texting, and then complete the notes on the opposite page. Teenagers and Texts It seems that the most popular means of communication among teenagers these days is texting. Teenagers clearly enjoy keeping in contact in this way, but doctors and psychologists are beginning to worry about this behaviour. A doctor recently carried out a survey of students at two schools and found that many were regularly sending hundreds of texts every day. “That’s one text every few minutes,” he said. “Also, these students are responding to texts late at night. This will cause sleep problems in an age group that hardly ever gets enough sleep anyway.” One psychologist, who has studied texting among teenagers for three years, said that it might be having a negative effect on the way adolescents develop. Psychologists expect teenagers to break free from their parents as they become independent adults. However, technology makes staying in touch very easy, so it’s harder for teenagers to make decisions for themselves. Now some teenagers are texting their mothers many times a day, asking things like, ‘Should I get the red shoes or the blue shoes?’ All psychologists agree that teenagers need quiet time in which to reflect and think. A well-known child psychiatrist, Ms Prosser, comments, “If a phone vibrates every couple of minutes, it is very difficult to concentrate. All teenagers have a strong interest in knowing what’s going on in the lives of their friends and hate being left out.” For that reason, she suggests, the rapid rise in texting has the potential both for great benefit and great harm. “Texting can be a really useful tool,” Ms Prosser says. “It offers an easy way of connecting with friends. It enables young people to make and change their arrangements easily. Texting can also make young people feel less nervous when they have to undertake new experiences. For example, it can be very comforting to receive a text offering encouragement before going for an interview.” Texting may also have an effect on teenagers’ thumbs. Based on doctors’ experiences with computer users, it is known that intensive repetitive use of certain muscles in the hands and arms can lead to damage, causing pain. Doctors have good reason to be concerned that too much texting could lead to temporary or permanent injury to the thumbs. One student said that although her school forbids cellphone use in class, she puts her phone under the desk so that she can still send texts. Teachers report that this is a huge problem, and that students are not listening to them in class because of texting. There is also some evidence that students’ spelling skills are getting worse because of the abbreviations used in texting. Dr Khan, who works with many families, says that parents tend to be far less aware of the dangers associated with texting than of video- game playing or general computer use. Texting is often free and parents are just grateful that their children are not costing them too much by talking on the phone. “I always raise the issue of texting when I see parents,” he said. “I discuss it with them, but no one gives it a thought. Parents think that it’s harmless and underestimate the very real problems connected with texting. They need to be far more aware of the dangers.”

9 0511/22/M/J/14 © UCLES 2014 [Turn over You are going to give a talk about teenagers and texting at a parents’ evening. Prepare some notes to use as the basis of your talk. Make your notes under each heading. Advantages of texting • … • … • … Disadvantages of texting • … • … • … • … • … • … [Total: 9]

10 0511/22/M/J/14 © UCLES 2014 Exercise 5 Read the following article about eating outdoors. On the opposite page, write a summary about the benefits of eating outdoors. Your summary should be about 100 words long (and no more than 120 words long). You should use your own words as far as possible. You will receive up to 6 marks for the content of your summary, and up to 5 marks for the style and accuracy of your language. EATING OUTDOORS As soon as someone says “let’s eat outdoors”, most people feel happy. There is the promise of feeling at one with nature. The reality, however, is all too often very different from the experience you had hoped for. You are often too hot or too cold, there’s a fly in your drink, and all of your energy goes into avoiding the wasps and ants. The taste of food can improve in the warmth of the sun because of chemical reactions that occur in the food. If you’ve ever made ice cream, for instance, you’ll know it tastes best just before it’s completely frozen. This is because the sucrose molecules in the mixture change when heated, which makes it seem sweeter. Heat also increases the concentration of volatiles — gaseous molecules that give food its smell — and smell plays a vital role in our enjoyment of eating. One chef even recommends putting salad dressing in the sun for a few minutes to improve the flavour. This works really well, as long as the breeze does not blow away the volatiles. We actually experience smell in two ways. Firstly, through the nose, and secondly, when the molecules from the food that we are chewing go up the nose from the back of the throat. Unlike animals, which rely almost exclusively on their sense of smell, we expect food to appeal to us in other ways as well — touch, temperature and sight. As a species, we love a fire because it connects with something deep within us, providing protection, warmth and an opportunity to cook. Preparing food on a barbecue often makes it look more appealing. If you compare a piece of boiled chicken with the same piece grilled on a barbecue, most of us would prefer our meat with charred stripes. People’s attitude to eating outside depends upon their previous experiences. For some, the activity reminds them of holidays, but it is not the same for everyone. It depends on what seems special to you and what your childhood experiences were. Eating outside — or at least the idea of it — seems to bring out the child in us. It feels more playful than eating indoors. Although in some parts of the world barbecues and picnics might only take place at weekends, other people eat outside every day when they go to a café. Pavement tables have become far more common in the past decade, even in countries with unpredictable weather. Jenny Wilson, the food historian and journalist, points out, “People in certain parts of the world still only eat outside occasionally. The food seems to taste better when they do because their senses are stimulated. Throughout history, most people have eaten outside, not through choice but because they had to. Farm workers have always carried their lunch to the fields. I’m not sure if they would have preferred to eat their food under the comfort of a roof, rather than in the middle of a field.” If our experience of eating outside is affected by all these things — smell, anticipation, environment, childhood memories — whether or not it really tastes better is a matter of opinion. The truth is that although the prospect of an outdoor feast is clearly part of the fun, eating outside works best when it hasn’t been planned. The best food I’ve ever eaten was all eaten indoors. Some of the best experiences I’ve ever had, however, involved eating outdoors.

11 0511/22/M/J/14 © UCLES 2014 [Turn over … … … … … … … … … … … … … … … … … … … … [Total: 11]

12 0511/22/M/J/14 © UCLES 2014 Exercise 6 ARRIVALS You have recently returned to live in your home country after being abroad for the last three years. You find that many things have changed. Now that you are home, write a letter to a friend. In your letter you should: • describe how you are feeling now that you are back in your home country • tell your friend about two or three things that have changed • say what you plan to do now you are home. The pictures above may give you some ideas, and you should try to use some ideas of your own. Your letter should be between 150 and 200 words long. Do not write an address. You will receive up to 10 marks for the content of your letter, and up to 9 marks for the style and accuracy of your language.

13 0511/22/M/J/14 © UCLES 2014 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0511/22/M/J/14 © UCLES 2014 Exercise 7 Some people think that boys and girls aged 14–18 should attend separate schools. Here are some comments from young people about this idea: Young people can concentrate better at school if boys and girls are separated. +WUXM\Q\QWVJM\_MMVJWa[ IVLOQZT[UISM[\PMU JW\P_WZSPIZLMZ Write an article for your school magazine, giving your views about this issue. The comments above may give you some ideas, and you should try to include ideas of your own. Your article should be between 150 and 200 words long. You will receive up to 10 marks for the content of your article, and up to 9 marks for the style and accuracy of your language.

15 0511/22/M/J/14 © UCLES 2014 … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0511/22/M/J/14 © UCLES 2014 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. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2014 series 0511 ENGLISH AS A SECOND LANGUAGE 0511/22 Paper 2 (Reading and Writing Extended), maximum raw mark 90 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 will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components. PAPA CAMBRIDGE

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 IGCSE English as a Second Language Extended tier Reading/Writing (Paper 2) This component forms part of the Extended tier assessment of IGCSE English as a Second Language and tests the following Assessment Objectives: AO1: Reading R1 understand and respond to information presented in a variety of forms R2 select and organise material relevant to specific purposes R3 recognise, understand and distinguish between facts, ideas and opinions R4 infer information from texts AO2: Writing W1 communicate clearly, accurately and appropriately W2 convey information and express opinions effectively W3 employ and control a variety of grammatical structures W4 demonstrate knowledge and understanding of a range of appropriate vocabulary W5 observe conventions of paragraphing, punctuation and spelling W6 employ appropriate register/style Overview of exercises on Paper 2 Reading objective s tested Marks for reading objectives Writing objectives tested Marks for writing objectives Total available marks Exercise 1 Reading (1) R1 9 9 Exercise 2 Reading (2) R1 15 15 Exercise 3 Information transfer R1, R2 6 W1, W5 2 8 Exercise 4 Note- making R1, R2, R3 9 9 Exercise 5 Summary R1, R2, R3 6 W1, W2, W3, W4, W5 5 11 Exercise 6 Writing (1) W1, W2, W3, W4, W5, W6 19 19 Exercise 7 Writing (2) W1, W2, W3, W4, W5, W6 19 19 90

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 Exercise 1: Airport Terminals (a) transforming terminals / redesigning terminals [1] (b) through country / through Korea / ancient places / religious buildings / temples [1] (c) objects thousands of years old / precious objects [1] (d) Hajj / once a year / during pilgrimage to Mecca [1] (e) glass walls OR glass panel OR light / spacious / stress-free OR calming / pylons change colour / rolling roofline ANY TWO [2] (f) playground / cinema / slide ANY TWO [1] (g) lighting hidden / lighting below panels / glow [1] (h) meeting family off plane / meeting friends off plane [1] Max total for exercise 1: 9 marks

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 Exercise 2: The Future of University Education (a) 80 million / 80 000 000 / 80m / eighty million [1] (b) impossible to build so many universities / impossible to build enough universities [1] (c) cheaper / affordable / cut cost [1] (d) improve online education / improved education resources / online learning accepted [1] (e) way we shop / no longer go out to buy / shopping done from home / online shopping [1] (f) work responsibilities / home responsibilities [1] (g) Italy AND 20% [1] (h) only provide certificates / study free / not able to survive financially ANY TWO [2] (i) medical research / research / other work [1] (j) qualification from top university [1] (k) needs large amount of money / tuition cost / living expenses in class / in lecture hall / has teacher spends time with others / communication with students not virtual graduation ceremony / graduation with other students / graduation day to receive certificates [4] Max total for exercise 2: 15 marks

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 Exercise 3: Science Scholarship Section A: Personal details Full name: Andrzej Nowak Nationality: Polish Date of birth: 16/12/1996 Home address: 42 Aleje Nowe, 26 – 600 Radom, Poland Section B: Education School name: English Medium Border Academy How would you describe your ability to speak English? CIRCLE ‘advanced’ How many ‘A’ grades are you predicted? Four / 4 Section C: Proposed course of study What specific area of science do you want to study? Veterinary/Veterinary Science At which university would you like to study? Please state your order of preference: 1 Bristol 2 Southampton 3 London How long is your preferred course? 5 years / five years / Five years Where did you find out about this scholarship? Internet / The Internet / Online Do you have any relatives living in the UK? DELETE NO Max. Total for Sections A, B and C: 6 marks

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 Section D: Further information In the space below, write one sentence of between 12 and 20 words explaining why you want to study in the UK. The sentence must be written in the first person. Example sentences I want to study in the UK because my level of spoken and written English is excellent. I have already visited Bristol University and I would love to study in a place with such amazing facilities. I have a brother I could stay with in the UK and I want to be a veterinary surgeon. I am hoping to obtain a scholarship to cover my university fees. For the sentence, award up to 2 marks as follows: 2 marks: no fewer than 12 and no more than 20 words; proper sentence construction; correct spelling, punctuation and grammar; relevant to context. 1 mark: no fewer than 12 and no more than 20 words; proper sentence construction; 1- 3 errors of punctuation / spelling / grammar that do not obscure meaning; relevant to context. 0 marks: more than 3 errors of punctuation / spelling / grammar; and/or irrelevant to context, and/or not a proper sentence; and/or fewer than 12 words or more than 20 words. Absence of a full stop at the end should be considered as 1 punctuation error. Absence of an upper case letter at the beginning should be considered as 1 punctuation error. Omission of a word in the sentence should be considered as 1 grammar error. Max total for exercise 3: 8 marks

Page 7 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 Exercise 4: Teenagers and Texts Advantages of texting (max. 3 marks this heading) • Enjoyable • Keep contact / easy to connect / easy to communicate • Easy to make arrangements / easy to change arrangements • feel less nervous / comforting / encouraging / not feel left out • free / cheap Disadvantages of texting (max. 6 marks this heading) • sleep problems • affects development / hard to be independent / hard to make decisions • difficult to concentrate / no quiet time • feeling left out • injury to thumbs • not listening / not pay attention in class • spelling worse / abbreviations used Max total for exercise 4: 9 marks

Page 8 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 Exercise 5: Eating Outdoors Content: (up to 6 marks) • feel happy / enjoyment • at one with nature • taste of food improves / food tastes better • food smells better / the smell of food • food looks more appealing • senses are stimulated • more playful / brings out the child in us / fun • memories / reminder of holidays • good experiences Language: (up to 5 marks) 0 marks: no understanding of the task / no relevant content / meaning completely obscure due to serious language inaccuracies 1 mark: copying without discrimination from text / multiple language inaccuracies 2 marks: heavy reliance on language from the text with no attempt to organise and sequence points cohesively / limited language expression making meaning at times unclear 3 marks: some reliance on language from the text, but with an attempt to organise and sequence points cohesively / language satisfactory, but with some inaccuracies 4 marks: good attempt to use own words and to organise and sequence points cohesively / generally good control of language 5 marks: good, concise summary style / very good attempt to use own words and to organise and sequence points cohesively Max total for exercise 5: 11 marks

Page 9 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 Exercise 6: Return to home country Exercise 7: Separate schools for girls and boys? Transcribing the prompts with no original development by the candidate will limit both content and language marks to the 2 – 3 band. However, if candidates also include some original ideas, higher marks can be awarded. The following general instructions, and table of marking criteria, apply to both exercises. • Award the answer a mark for content (C) [out of 10] and a mark for language (L) [out of 9] in accordance with the General Criteria table that follows. • Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided and how enjoyable it is to read). • Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). • When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but doesn’t quite make it into the band above. • When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in at least the 4 – 5 mark band. • When deciding on a mark for language, look at both the style and the accuracy of the language. A useful starting point would be first to determine whether errors intrude. If they do not, it will be in at least the 4 –5 mark band. • The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band. • If the essay is considerably shorter than the stated word length, it should be put in mark band 2 – 3 for content or lower for not fulfilling the task. The language mark is likely to be affected and is unlikely to be more than one band higher than the content mark. • If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language, even if it is enjoyable to read and fluent. • If the essay is partly relevant and therefore in mark band 2 – 3, the full range of marks for language is available. Max total for exercise 6: 19 marks Max total for exercise 7: 19 marks

Page 10 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (Extended tier) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 8 – 10 Highly effective: Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. Award 10 marks. Fulfils the task, with consistently appropriate register and very good sense of purpose and audience. Award 8/9 marks. Development of ideas: Original, well-developed ideas. Quality is sustained. Outstanding. Award 10 marks. Shows some independence of thought. Ideas are well developed, at appropriate length and convincing. The interest of the reader is sustained. Award 9 marks. Ideas are well developed and at appropriate length. Enjoyable to read. Award 8 marks. 8 – 9 Precise: Style: Ease of style. Confident and wide- ranging use of language, idiom and tenses. Award 9 marks. A range of language, idiom and tenses. Award 8 marks. Accuracy: Well-constructed and linked paragraphs with very few errors of any kind.

Page 11 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 6 – 7 Effective: Relevance: Fulfils the task, with appropriate register and a good sense of purpose and audience. Award 7 marks. Fulfils the task, with appropriate register and some sense of purpose and audience. Award 6 marks. Development of ideas: Ideas are developed at appropriate length. Engages reader’s interest. 6 – 7 Competent: Style: Sentences show variety of structure and length. Attempt at sophisticated vocabulary and idiom. Award 7 marks. Sentences show some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: Mostly accurate apart from minor errors which may include infrequent spelling errors. Good use of paragraphing and linking words. Award 7 marks. Generally accurate with frustrating errors. Appropriate use of paragraphing. Award 6 marks. 4 – 5 Largely relevant: Relevance: Fulfils the task. A satisfactory attempt has been made to address the topic, but there may be digressions. Award 5 marks. Does not quite fulfil the task although there are some positive qualities. There may be digressions. Award 4 marks. Development of ideas: Material is satisfactorily developed at appropriate length. 4 – 5 Satisfactory: Style: Mainly simple structures and vocabulary but sometimes attempting a wider range of language. Award 5 marks. Mainly simple structures and vocabulary. Award 4 marks. Accuracy: Meaning is clear and of a safe standard. Grammatical errors occur when attempting more ambitious language. Paragraphs are used, showing some coherence. Award 5 marks. Meaning is generally clear. Simple structures are usually sound. Errors do not interfere with communication. Paragraphs are used but without coherence or unity. Award 4 marks.

Page 12 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0511 22 © Cambridge International Examinations 2014 2 – 3 Partly relevant: Relevance: Partly relevant and some engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 3 marks. Partly relevant and limited engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 2 marks. Development of ideas: Supplies some detail but the effect is incomplete and repetitive. 2 – 3 Errors intrude: Style: Simple structures and vocabulary. Accuracy: Meaning is sometimes in doubt. Frequent errors do not seriously impair communication. Award 3 marks. Meaning is often in doubt. Frequent, distracting errors which slow down reading. Award 2 marks. 0 – 1 Little relevance: Very limited engagement with task, but this is mostly hidden by density of error. Award 1 mark. No engagement with the task or any engagement with task is completely hidden by density of error. Award 0 marks. If essay is completely irrelevant, no mark can be given for language. 0 – 1 Hard to understand: Multiple types of error in grammar / spelling / word usage / punctuation throughout, which mostly make it difficult to understand. Occasionally, sense can be deciphered. Award 1 mark. Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English writing. Award 0 marks.