Cambridge IGCSE English - Second Language (count-in oral) 0511 — 2015 Oct/Nov Paper 1 · Variant 3

This document consists of 13 printed pages and 3 blank pages. DC (LM/CGW) 116414 © UCLES 2015 [Turn over * 4 1 8 9 8 5 5 9 7 4 * ENGLISH AS A SECOND LANGUAGE 0511/13 Paper 1 Reading and Writing (Core) October/November 2015 1 hour 30 minutes 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. Cambridge International Examinations Cambridge International General Certificate of Secondary Education The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2 0511/13/O/N/15 © UCLES 2015 Exercise 1 Read the following article about the giraffe, and then answer the questions on the opposite page. CREATURE FEATURE – THE GIRAFFE The giraffe is the tallest living animal in the world, and is sometimes found in dense forests but mainly on the African grasslands. With its long neck, it can reach higher than any other browsing animal, even the elephant. Despite the length of its neck, the giraffe only has seven bones in that part of its body. Its back legs look shorter than its front legs, but in fact, they are about the same length. The giraffe family The giraffe’s scientific name is Giraffa camelopardalis. People gave the animal this name because in ancient times, they thought it looked like a mixture of a camel and a leopard. However, the truth is that the giraffe is a hooved mammal and is a relative of cattle and antelopes. Its closest family member is the okapi, although this animal is much smaller and looks very different. Feeding time The giraffe likes to eat the spiky leaves from the acacia tree, and may chew up to 34 kilograms of leaves a day. The giraffe is not hurt when it eats the pointed spines on the acacia leaves because of the thick saliva and tough skin inside its mouth. It also chews old bones for calcium, and it eats soil to gain other essential minerals. Its long, narrow tongue is ideal for pulling leaves and twigs into its mouth. Staying safe There are about 12 giraffes in each herd. Male and female giraffes live in separate herds and the young ones live with the females. The members of the herd guard each other and they watch out for danger even while they are resting. In order to look out for enemies, each giraffe points its head in a different direction from its neighbour. Male and female giraffes have two distinct hair-covered horns called ossicones. Young male giraffes use their horns for play fighting with one another. Mature males fight seriously by hitting their necks against each other when competing for dominance in the herd. If giraffes are threatened by lions, wild dogs or other predators, they kick their legs and large hooves to protect themselves and their young. Body markings Female giraffes give birth to a single baby, which can stand up almost immediately and run away from trouble when it is only a day old. Baby giraffes have the same body shape, colour and markings as adults. Each giraffe has its own individual pattern of markings. Just like a human fingerprint, no patterns are exactly the same. Some giraffes have spots that look like leaves, whereas others have a square-shaped pattern. These markings provide the giraffes with camouflage, making it difficult for predators to see them.

3 0511/13/O/N/15 © UCLES 2015 [Turn over (a) Where do giraffes usually live? …[1] (b) In ancient times, which two animals did people think giraffes were similar to? …[1] (c) What protects giraffes from injury when they eat sharp leaves? Give two details. … …[1] (d) Why do giraffes look in different directions when they rest? …[1] (e) How do giraffes defend themselves if they are attacked by a predator? …[1] (f) What can a young giraffe do straight after being born? …[1] (g) What helps to camouflage giraffes? …[1] [Total: 7]

4 0511/13/O/N/15 © UCLES 2015 Exercise 2 Read the following article about the discovery of eight ancient boats, and then answer the questions on the opposite page. ANCIENT BOATS FOUND A team of archaeologists in the UK have excavated eight boats from the river Nene, near Peterborough. These boats are thought to be about 3 000 years old and were found at the bottom of the river during an archaeological excavation in 2013. The mud and silt in the riverbed had preserved the boats and stopped the wood from drying out and rotting. The archaeologists are waiting for the results of carbon–dating tests, which will tell them the exact age of the boats. About 4 000 years ago, rising sea levels flooded the dry land and the area became wetland. People living in the region learned how to adapt to this new and different environment. They altered their way of life from hunting and farming to this. The techniques they used for fishing and boat building are impressive. “There was huge excitement when we found the first boat, and we could not believe it when we found seven others,” said Daniel Samson, one of the archaeologists. “Although we have found objects in the area before, including a woven wooden path and some tools, this is a first because the team has never before discovered so many ancient boats at one time.” One boat has handles for lifting it out of the water; others have decorative carvings on the outside. Another boat still floats after 3 000 years. The spears that fishermen used have recently been found in the area, and they are the same as those used in more modern times. One of the boats shows traces of the fires that the fishermen lit on deck to cook the fish they had caught. Some of the boats were made from huge trees, including one from an oak tree which once stood up to 20 metres tall. The boats were designed for fishing, to carry passengers and to transport cargo. The largest boat is 8.5 metres long. Experts are not sure how the boats moved on the water, but they think that paddles were used, although none of them have been found. Several boats show signs of careful repairs, including extra wood to block holes. One boat had been patched up with a clay lining to keep it watertight. “The people who originally owned the boats took good care of them,” says Daniel. “They did not let them rot.” Someone had removed a wooden board from one end of each boat, which made the boats sink. The archaeologists want to find out why people did this. Daniel says, “It may be that the boats were sunk as offerings to spirits or gods, but we do not know for sure.” The team also wonders why the owners left their boats at the bottom of the river. Daniel says, “Perhaps they made new boats and no longer needed the old ones.” The archaeologists are pleased about the good condition of the boats. Daniel says, “The boats were found during a professional archaeological dig, and we were able to excavate them with the minimum of damage.” The boats were lifted intact and transported to the local Fen museum, where they will eventually be put on display beside other exhibitions there. At present, the boats are being kept in a cold atmosphere to preserve them. Soon, they will be cleaned to remove any dirt or other impurities which could cause decay. Later, they will be sprayed with wax and gradually dried out. Finally, they will be displayed with other objects of the same age, including the oldest known wheel, which was found in the same locality. 1000 Visitors to the Fen Museum 900 800 700 600 500 Visitors to exhibitions in 2014 400 300 200 100 0 Spears Boat building Fishing equipment Cooking utensils Roman coins Rare books

5 0511/13/O/N/15 © UCLES 2015 [Turn over (a) When were the boats found? …[1] (b) What effect did the mud and silt have on the boats? …[1] (c) What new skills did people learn when their traditional lifestyle changed? …[1] (d) What was unusual about the discovery of the boats? …[1] (e) What made some boats look attractive? …[1] (f) What did the original owners do to mend their boats? Give two details. … …[1] (g) What caused the boats to sink? …[1] (h) What possible reasons were there for sinking the boats? Give two details. … …[2] (i) How will the boats be prepared before they are exhibited in the museum? Give two details. … …[1] (j) According to the chart, which were the most and least popular exhibitions at the museum and how many people visited each one in 2014? Most popular: … Least popular: …[1] [Total: 11]

6 0511/13/O/N/15 © UCLES 2015 Exercise 3 Biju Regli lives with his grandfather in London. The area of the city where he lives has developed in recent years because people have moved there to work in the new office block nearby. The neighbourhood is very lively and has a park and a daily market. Biju enjoys photography, and goes out on Saturdays with some friends who have formed a photography club called Photos Are Us. They take artistic photographs of scenes which convey the atmosphere of the neighbourhood. Biju finds that people are happy to have their photograph taken if he asks their permission. The group used to meet in the afternoons at a friend’s house in Chaucer Street, but they now get together at Bill’s Cafe on Market Road at 10 am to plan the day’s activities. Recently, some members have left the club because they have gone away to college. Biju and his friends agree that they need new members. If anyone wants more information about the club, Biju has said he is happy to be contacted by phone, 07952002048, or by email, bigli@lambethphotos.com There is a free local publication, Lambeth Community Newsletter, which gives people information about community activities. By chance, Biju saw a copy of the newsletter when he was at the supermarket buying milk for his grandfather. He was surprised to see how many community groups were advertised in the newsletter. He also noticed information about a theatre group that sounded interesting. He does not want to act, but would like to join this group to help with lighting or scenery. Biju realised that placing an advertisement in the newsletter would be a good way to attract people to join the Photos Are Us club. If they contact him, he could tell them that the club is not only about developing photographic techniques, but also about making friends. Last month, Biju got a special camera for his sixteenth birthday, but to join the club, people only need a basic camera. Biju decided that he would like to read the newsletter so he can find out about local events. A convenient way for him to do this is to have it delivered by hand to his home address, 228 Dean Road, London, SW2 1RW, so that his grandfather can read it too. Imagine you are Biju. Fill in the details on the form on the opposite page, using the information above.

7 0511/13/O/N/15 © UCLES 2015 [Turn over Lambeth Community Newsletter Subscription Form SECTION A: Personal details Full name: … Address: … Phone number: … Age: (please tick) 1–15 16–21 22–40 Over 40 SECTION B: Subscriber Information How would you like the Community Newsletter to be delivered? (please delete) hand delivered / emailed Where did you see the newsletter? (please circle) website supermarket friend’s house other If you wish to advertise a community group or club, please complete the information below. Name of club: … Meeting place: … Date and time: … Equipment required: … SECTION C Write one sentence giving a reason for advertising your club in the newsletter and one sentence saying why people may enjoy being part of the club. [Total: 14]

8 0511/13/O/N/15 © UCLES 2015 Exercise 4 Read the following article about running groups, and then complete the notes on the opposite page. ROAD RUNNER Running as a form of exercise is enjoyable and easy to do, because it does not require gym membership or expensive equipment. It is also good for you, and people who run regularly have a longer life expectancy. In addition, runners often benefit from improved heart function. If you are thinking of taking up running, however, you should check with your doctor first, especially if you suffer from any health problems. Pedro Mendoza, a computer programmer, started running two years ago and now runs twice a week before work. He believes that running has helped him to lose the weight he gained when he was sitting in an office all day. Pedro runs alone. He says, “I prefer to run alone, because then I can get away from everyone and everything, and go where I want.” Despite the advantages, some people find that running by themselves can be a lonely experience. If you are not already a member of a running group, you might like to consider starting your own. Good groups bring people together, and chatting as they run helps them to overcome the isolation of running. These groups also create a safer way of running, which reduces the risk of accidents. The City Runners Club, which has 30 members, was founded by a musician, Jonathan Davies. He has always loved running and he has learned the skills necessary to be a successful group leader. In order to maintain members’ enthusiasm for running, a group leader needs to plan and organise a range of fitness training activities. “Without variety, people will get bored quickly,” says Jonathan. A group leader needs to be a good communicator so that everyone knows exactly where they are going and why they are taking a particular route. Jonathan adds, “Some of the members had dropped out of their previous groups because the leader had not explained clearly where they were going on each run.” Other leadership skills are important in enabling a running group to function well. A good leader should give the right kind of encouragement and motivation to the members. Amina, a student at a local college, says, “My neighbour told me about Jonathan’s group because she knew that I wanted to improve my fitness. At first, I was very nervous about joining, because last year I tried a running group for students but I did not stay very long. The group leader didn’t make me feel welcome and I didn’t know anyone. When I joined the City Runners Club, Jonathan supported me and I soon made friends.” Groups which are led by skilled leaders are successful and easily attract new members. Listening to members’ suggestions and opinions is important. “I believe that everyone deserves to be heard,” says Jonathan. “I also make sure that I learn everyone’s names quickly so that they feel valued.” If you would like to start a running group, the website www.groupleader.com offers free advice and training packs for those who are interested.

9 0511/13/O/N/15 © UCLES 2015 [Turn over You are going to give a talk to your school sports club about running. Prepare some notes to use as the basis for your talk. Make short notes under each heading. Physical benefits of running: • … • … Aims of a running group: • … • … Actions of a successful running group leader: • … • … • … [Total: 7] Exercise 5 Imagine you have given your talk to your school sports club. Your teacher has asked you to write a summary of the talk for the students who did not attend. Look at your notes in Exercise 4. Using your notes, write a summary about running groups. Your summary should be about 70 words long (and no more than 80 words long). You should use your own words as far as possible. … … … … … … … … [Total: 5]

10 0511/13/O/N/15 © UCLES 2015 Exercise 6 Recently, your school gave you the opportunity to experience work in two different workplaces. You spent one day in each place. Write an email to a friend about this experience. In your email, you should: • describe the work you did in each place • explain which day you preferred and why • say what you learned from the experience The pictures above may give you some ideas, and you should try to use some ideas of your own. Your email should be between 100 and 150 words long. You will receive up to 7 marks for the content of your email, and up to 6 marks for the style and accuracy of your language.

11 0511/13/O/N/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 13]

12 0511/13/O/N/15 © UCLES 2015 Exercise 7 Some people think that family meals are important. Other people think that eating together does not matter for the modern family. Here are some comments on the subject: I prepare what I want to eat when I feel like it. We are too busy with our own activities to eat together. Family meals teach us good manners. We enjoy eating and chatting together. Write an article for your school magazine, giving your views. The comments above may give you some ideas, and you should try to use some ideas of your own. The article should be between 100 and 150 words long. You will receive up to 7 marks for the content of your article, and up to 6 marks for the style and accuracy of your language.

13 0511/13/O/N/15 © UCLES 2015 … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 13]

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16 0511/13/O/N/15 © UCLES 2015 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 International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the October/November 2015 series 0511 ENGLISH AS A SECOND LANGUAGE 0511/13 Paper 1 (Reading and Writing – Core), maximum raw mark 70 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 October/November 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 IGCSE English as a Second Language Extended tier Reading/Writing (Paper 1) 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 identify and retrieve facts and details R2 understand and select relevant information R3 recognise and understand ideas, opinions and attitudes and the connections between related ideas R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s purpose/intention, writer’s feelings, situation or place 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 1 Reading objectives tested Marks for reading objectives Writing objectives tested Marks for writing objectives Total available marks Exercise 1 Reading (1) R1, R2 9 – 9 Exercise 2 Reading (2) R1, R2, R4 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 Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 Exercise 1: The Giraffe (a) African grasslands / Africa / grasslands [1] (b) camel and leopard [1] (c) thick saliva AND tough skin inside its mouth BOTH NEEDED FOR ONE MARK [1] (d) watch out for danger / look out for enemies / guard each other [1] (e) kick [1] (f) stand up (and run away from trouble) [1] (g) patterns / markings / spots [1] [Max. total for exercise 1: 7 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 Exercise 2: Ancient Boats Found (a) 2013 [1] (b) preserved them / stopped the wood from drying out / stopped the wood from rotting [1] (c) fishing AND boat building BOTH NEED FOR ONE MARK [1] (d) so many ancient boats at one time / eight boats at one time / seven other boats at one time [1] (e) decorative carvings [1] (f) extra wood AND clay (lining) BOTH NEEDED FOR ONE MARK [1] (g) removed a wooden board [1] (h) offerings to spirits / offerings to gods made new boats / no longer needed ONE MARK FOR EACH DETAIL [2] (i) cleaned / remove dirt sprayed with wax dried out ANY TWO FOR ONE MARK [1] (j) most popular Roman coins 900 least popular Spears 200 BOTH NEEDED FOR ONE MARK [1] [Max. total for exercise 2: 11 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 Exercise 3: Lambeth Community Newsletter Subscription Form Section A: Personal details Full Name: Biju Regli
Address: 228 Dean Road London SW2 1RW
Phone number: 07952002048
Age: TICK 16–21
Section B: Subscriber Information How would you like the community newsletter to be delivered? DELETE emailed
Where did you see the newsletter? CIRCLE supermarket
If you wish to advertise a community group or club, please complete the information below. Name of Club: Photos Are Us
Meeting place: Bill's Cafe (Market Road)
Date and Time: Saturday(s) 10am / ten o'clock / 10.00
Equipment required: (basic) camera
[Max. total for Sections A and B: 10 Marks] [Max. total for Section C: 4 Marks]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 SECTION C: Write one sentence giving a reason for advertising your club in the newsletter and one sentence saying why people may enjoy being part of the club. Sentences 1 and 2 must be written from the point of view of Biju. Sample sentence 1 Photos Are Us needs new members because some members have gone away to college. Sample sentence 2 New members may enjoy developing photographic techniques. New members may enjoy making new friends. For each sentence, award up to 2 marks as follows: 2 marks: proper sentence construction; correct spelling, punctuation or grammar; gives relevant information in the context 1 mark: proper sentence construction; 1–3 errors of punctuation, spelling or grammar(without obscuring meaning); gives relevant information in the context 0 marks: more than 3 errors of punctuation / spelling / grammar; and/or does not give the information asked for; and/or not a proper sentence; and/or meaning obscure 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 a sentence should be considered as 1 grammar error. [Max. total for exercise 3: 14 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 Exercise 4: Road Runner Physical benefits of running: [max 2 marks this heading] 1 longer life expectancy 2 improved heart function 3 lose weight Aims of a running club: [max 2 marks this heading] 4 bring people together / overcome isolation 5 create a safer way of running / reduce risk of accidents Actions of a successful running group leader: [max 3 marks this heading] 6 plan (a range of) activities / organise (a range of) activities 7 good communication / tells runners about the route / explain clearly where they are going 8 give encouragement / give motivation / maintain enthusiasm 9 listen to members 10 learn people's names / make people feel valued / make people feel welcome [Max. total for exercise 4: 7 marks]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 Exercise 5: Road Runner – Summary 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: 5 marks]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 Exercise 6: Work Experience Exercise 7: Family Meals The following general instructions, and table of marking criteria, apply to both exercises. 1 Award the answer a mark for content (C) [out of 7] and a mark for language (L) [out of 6] in accordance with the General Criteria table that follows. 2 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). 3 Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). 4 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. 5 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. 6 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. 7 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. 8 If the essay is 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. 9 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. 10 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: 13 marks] [Max. total for exercise 7: 13 marks]

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (Core tier) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 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 some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: 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 11 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0511 13 © Cambridge International Examinations 2015 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.