Cambridge IGCSE English - Second Language (count-in oral) 0511 — 2018 Oct/Nov Paper 1 · Variant 2

* 1 5 9 7 4 8 0 6 0 8 * This document consists of 13 printed pages and 3 blank pages. DC (NH/SW) 171753 © UCLES 2018 [Turn over ENGLISH AS A SECOND LANGUAGE 0511/12 Paper 1 Reading and Writing (Core) October/November 2018 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 This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2 0511/12/O/N/18 © UCLES 2018 Exercise 1 Read the article about studying psychology, and then answer the following questions. Studying psychology – a student’s view Mark Walton writes about studying psychology at university Psychology is the study of the human mind and human behaviour. When I started my four-year university course five years ago, I knew very little about the subject. I have learned a lot since then, and if you are thinking of doing a psychology course yourself, there are some things that you should consider. Many people choose psychology because they want to learn about why people behave, think and feel in particular ways, and these things certainly are fascinating. Psychology is not just about this, however. Anyone who doesn’t like maths, for example, probably shouldn’t do this course – it’s a very important part of studying psychology. The first year The first year consists of a general introduction to psychology. You learn how to carry out research and how the human brain works, which people new to the subject often find very challenging. You also study memory, and how children learn language, which are the favourite courses chosen by first year students. Years 2, 3 and 4 There are many different and interesting courses that you can study in the second year, but you should choose carefully because it can affect your third and fourth years. In year 3, you see how psychology is used in the real world by doing work experience – it is usually unpaid, unfortunately. It might be in an office, for example, or a school. One of my friends worked in a hospital, and I was given several options, including working in an office or a school, though I ended up spending three months in a police station finding out about the work they do there. All the psychology students I know found their work experience incredibly useful. In year 4, which is the final year, you choose other areas to study – I chose psychology in sports – plus you do your own research project. Some students pick amazing topics to investigate, and it’s a good idea to start work on it in the third year. Thinking about the future I have learned a lot about psychology on my course, but I have also developed skills that are useful for many different careers: how to write reports, for example, and how to do research. But above all, psychology teaches you how to think clearly. That helps you with whatever career you eventually choose. A recent survey showed that six months after they finish their course, 25% of psychology graduates are doing other higher level courses and 65% are in employment. People who studied psychology at my university have gone into many different areas of work. The most common one is healthcare, but a surprising number end up working in business, and the media is becoming popular too. Whatever you choose to do, good luck!

3 0511/12/O/N/18 © UCLES 2018 [Turn over (a) When did Mark Walton begin to study psychology? … [1] (b) What kind of person should avoid choosing psychology? … [1] (c) Which topics are the most popular in the first year of the course? Give two details. … … [2] (d) Where did Mark do his work experience? … [1] (e) What is the most important skill that Mark has learned on the course? … [1] (f) Which area of work do students from Mark’s course go into more than any other? … [1] [Total: 7]

4 0511/12/O/N/18 © UCLES 2018 Exercise 2 Read the article about a glacier in a mountainous area of Peru in South America, and then answer the following questions. A disappearing glacier Glaciers are huge masses of ice and snow and are found in many mountainous regions of the world. Unfortunately, global warming is causing many of them to melt. Pastoruri is a glacier 5000 metres above sea level in Huascaran National Park in central Peru. In the 1990s, it attracted 100 000 tourists a year and was Peru’s top ski resort. But half of the glacier has now disappeared and now just 30 000 visitors go there annually. Several years ago, the National Park managers banned all skiing and snowboarding on the glacier, blaming these activities for the loss of ice. Pastoruri continued melting, however, and people must now stay off it for their own safety. Mountain glaciers stay cooler when they are surrounded by other mountains with glaciers on them. Pastoruri, however, doesn’t have other ice-covered mountains around it, and is disappearing more rapidly. The National Park managers want to attract tourists back to the region and have created the Climate Change Walking Tour, which I recently went on with a local guide called Carlos. The tour includes visiting a new Education Centre which has a fascinating display of photographs of Pastoruri ‘before and now’. They show how the thick ice has melted to reveal the dark-coloured rocks underneath. In normal conditions, a glacier loses some ice during the hotter months of the year, but then builds up ice again when the temperature falls. The climate in Peru has changed, however, and Pastoruri doesn’t re-grow in the cooler months. “That’s why it’s technically incorrect to call it a glacier now,” our guide explained. On the tour, Carlos pointed out some amazing dinosaur footprints in the rock, preserved from before the glacier first formed. We were thrilled when Carlos showed us the bones of an animal that had lived 150 000 years ago. 0 2010 2009 2011 2012 2013 2014 year –200 –400 –600 –800 yearly ice loss (millimetres of water) –1000 –1200 –1400 –1600 Glaciers worldwide 2009–2014 Melting glaciers are causing serious problems. In the mountainous areas of Peru, melted ice may soon cause floods in nearby towns and cities. At lower levels, large urban areas on the coast of Peru may suffer in other ways. “As the glaciers continue to shrink,” said Carlos, “the supply of fresh water coming down from the mountains will decrease, which is worrying in the long term.” Engineers have investigated different ways of preserving Pastoruri. In one project, they covered a small section of the glacier with sawdust, a powdery material produced by cutting wood. This idea came from traditional methods used to prevent ice from melting. In another experiment, engineers painted black rocks near the glacier white, thinking that white would reflect sunlight and keep temperatures low. These projects had limited success. As we reached the lake at the foot of Pastoruri, Carlos pointed to a stunningly beautiful ice cave in the glacier, which I felt I had to take photos of. “The lake water is warmer than the glacier,” Carlos said. “This makes the lower part of the glacier melt faster. As a result, the lake is getting bigger and it’s starting to flood the valleys below.” He believes that engineers will soon need to drain the lake. Minerals in rocks that appear when the glacier ice melts also cause a problem. They get washed down into rivers and make the river water acidic. “Local farmers use river water on their land and it’s not good for their crops,” Carlos explained. Biologists believe that one way to deal with this is to store the water in wetland areas before it reaches the rivers. They encourage farmers to plant certain wetland grasses, which help to clean the water by taking up acids from the water through their roots. The environment continues to change, but local people are trying hard to adapt.

5 0511/12/O/N/18 © UCLES 2018 [Turn over (a) What did the National Park managers first think caused the Pastoruri glacier to melt? … [1] (b) Why has Pastoruri melted faster than some other glaciers? … [1] (c) What evidence is there that Pastoruri is not a real glacier anymore? … [1] (d) According to the graph, in which two years between 2009 and 2014 did glaciers lose most ice? … [1] (e) Why will glaciers cause problems for cities next to the sea? … [1] (f) What methods have engineers used to try to stop Pastoruri melting? Give two details. … … [2] (g) What problems are caused by the lake at the bottom of Pastoruri? Give two details. … … [2] (h) What happens to minerals found in rocks when the glacier melts? … [1] (i) Why do scientists want local farmers to grow special grasses? … [1] [Total: 11]

6 0511/12/O/N/18 © UCLES 2018 Exercise 3 David Harding is a keen supporter of Sudbourne City, his local professional football team. The team has only won two competitions in twenty years, but David still attends most of their games, and ten years ago, he started to take his son Ryan Harding with him. Ryan, who is now sixteen, is a keen Sudbourne City fan too. He also likes playing football himself, and when he was ten, joined an amateur club called Grey Park Town. Ever since then Ryan has played for various Grey Park youth teams, although when he began to suffer from asthma attacks, he started to play less. Ryan isn’t particularly talented at football, but he loves the sport and he and his parents have become active members of the club. His mother, Elizabeth Harding, now manages one of the girls’ teams, and his father has gained a coaching qualification, which enables him to coach a team of young disabled footballers one evening a week. Ryan often gives his father a hand. A few weeks ago, for example, the disabled team was playing a cup game and Ryan was asked if he could be one of the assistant referees. He was happy to help. In fact, he enjoyed the experience so much that the idea of becoming a referee started to appeal to him. He realised, however, that he would need some training in how to handle difficult situations in games. Soon afterwards, when he was looking through a football magazine, he saw an advertisement for courses run by an organisation called Football Education. He checked their website and found two courses that looked interesting, one for assistant referees and the other offering an introduction to refereeing. Ryan decided on the second one. His father was happy for Ryan to give his name and contact number 07793777320, in case of emergency. Ryan’s mother then reminded David that he would be away on business during the course, so she told Ryan to give her name and number, 07598826431, instead. She also suggested that rather than use his college email address – rh02@ykc.ac.uk – Ryan should set up a new personal email account – ontheball@home.com – for the application. He is now ready to complete the form. Imagine you are Ryan. Fill in the form, using the information above.

7 0511/12/O/N/18 © UCLES 2018 [Turn over Football Education Application form Section A: Personal details Full name: … MALE / FEMALE (please delete) Age: … Email address: … Which club are you a member of (if any)? … Section B: Health and emergency contact Details of any medical conditions that we should be aware of: … Emergency contact details Full name: … Telephone number: … Section C: Courses Which course do you wish to apply for? (please tick) Level 1 Football Coaching Introduction to Refereeing Assistant Referees’ Course Goalkeepers’ Level 1 Certificate Coaching Disabled Footballers How did you first hear about Football Education? … Section D In the space below, write one sentence saying briefly what your experience of playing football is, and one sentence saying why you have chosen this course. [Total: 14]

8 0511/12/O/N/18 © UCLES 2018 Exercise 4 Read the article about a film stunt man called Jim Burton, whose job involves doing dangerous things in place of actors, and then complete the notes. Film stunt man Jim Burton is a professional stunt man and his work regularly involves falling through windows, crashing cars and being shot at. When a film includes dangerous scenes and film companies want to avoid putting actors at risk, they call on professional stunt men and women to stand in for them. Although the stunts Jim does are very carefully planned by his support team, there’s always a chance that he could get hurt. “I’ve broken lots of bones in the time I’ve been doing this job,” Jim says. “It’s not nice, but it comes with the job.” After 20 years as a film stunt man, Jim still feels great excitement before each new stunt. Stunt men and women are the hidden heroes of cinema. When a film character jumps out of a plane or flies through the air on a magical motorbike, it’s the famous actors who get all the attention. Audiences don’t appreciate stunt performers. “That can be really annoying,” Jim admits, “although it’s quite understandable. People who want to be stunt performers accept this as part of the job.” Jim was fortunate because when he left school, a family friend working in film production helped him get small acting parts in a number of films. That’s how he gained 60 hours of general film acting experience, which is one of the UK film industry’s requirements to become a qualified stunt performer. Some training is available from certain specialist schools, but for many stunt performers, their job is a kind of extension of the activities that they enjoyed when growing up. Jim, for example, was keen on gymnastics, swimming and rock climbing as a teenager. He also came from a family of motorbike fans, and by the time he had decided that he would like to be a stunt man, he was an expert motorbike rider. All professional stunt men and women in the UK have to join the professional stunt performers’ association, and to do this, it is compulsory for them to achieve instructor level in six stunt skills, one of which is being able to fall and land safely. Even after they have fulfilled all the requirements to work as a professional stunt man or woman, there is no guarantee of regular work. The danger and skills involved mean that stunt performers tend to receive high fees for the work they do, but their employment is unpredictable. “To get work consistently, you need to build up good relationships with film producers and directors,” says Jim. “You also need to be very flexible because the hours tend to be long, which is obviously a problem if, like me, you’ve got a family.” Despite these difficulties, Jim can’t imagine doing anything else. He recently had to design and carry out a stunt which involved entering a building which was on fire, and running out with his clothes in flames. In his previous film, he jumped off a bridge onto a moving truck. “The stunt worked really well,” he says. “We make actors look cool in films and they often say how grateful they are, which is really nice.”

9 0511/12/O/N/18 © UCLES 2018 [Turn over You are going to give a talk to your class about the work of a stunt performer. Prepare some notes to use as the basis for your talk. Make short notes under each heading. Requirements to work as a professional stunt performer in the UK: • … • … The good things about the job: • … • … • … The bad things about the job: • … • … [Total: 7] Exercise 5 Imagine that you have given your talk to your class. Now your teacher has asked you to write a summary for homework. Look at your notes in Exercise 4. Using the ideas in your notes, write a summary about the work of a stunt performer. 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 0511/12/O/N/18 © UCLES 2018 Exercise 6 You recently had a problem that you didn’t know how to deal with. Fortunately, someone helped you with this problem. Write an email to a friend about what happened. In your email, you should: • describe the problem you had • explain how someone helped you • say what you plan to do for this person in return. 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.

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12 0511/12/O/N/18 © UCLES 2018 Exercise 7 Some people think that the world would be a better place if everyone became vegetarian. Here are some comments from your friends: I think eating meat is bad for your health. Some people say it’s much cheaper to be a vegetarian. People have always eaten animals – why stop now? In my opinion, vegetarian food is boring! 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. Your 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.

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16 0511/12/O/N/18 © UCLES 2018 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

This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 11 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0511/12 Paper 1 Reading and Writing (Core) October/November 2018 MARK SCHEME Maximum Mark: 70 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 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 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 descriptors 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.

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 3 of 11 IGCSE English as a Second Language Core tier Reading/Writing (Paper 1) This component forms part of the Core 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, understand ideas, opinions and attitudes and the connections between the 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 7 – 7 Exercise 2 Reading (2) R1 R2 R4 11 – 11 Exercise 3 Information transfer R1, R2 10 W1, W5 4 14 Exercise 4 Note- making R1, R2, R3 7 – 7 Exercise 5 Summary – W1, W2, W3, W4, W5 5 5 Exercise 6 Writing (1) – W1, W2, W3, W4, W5, W6 13 13 Exercise 7 Writing (2) – W1, W2, W3, W4, W5, W6 13 13 70

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 4 of 11 Question Answer Marks 1(a) five years ago / in his university course / at university / 2013 1 1(b) (anyone who) doesn’t like math(s) 1 1(c) memory how children learn language ONE MARK FOR EACH CORRECT DETAIL 2 1(d) police (station) 1 1(e) (how to) think clearly 1 1(f) healthcare 1 Question Answer Marks 2(a) skiing / snowboarding 1 2(b) doesn’t have (other) ice-covered mountains around (it) 1 2(c) doesn’t re-grow in cooler months / doesn’t re-grow when the temperature falls / doesn’t build up ice again when the temperature falls 1 2(d) 2011 AND 2013 BOTH REQUIRED FOR ONE MARK 1 2(e) the supply of (fresh) water will decrease 1 2(f) covered (glacier/it) with sawdust painted rocks white ONE MARK FOR EACH CORRECT DETAIL 2 2(g) glacier melts faster floods ONE MARK FOR EACH CORRECT DETAIL 2 2(h) washed into rivers / make river water acidic 1 2(i) clean (the) water / take up acids from (the) water 1

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 5 of 11 Exercise 3 Question Answer Marks 3 Section A: Personal details Full name: Ryan Harding 1 DELETE FEMALE 1 Age: 16 / sixteen 1 Email address: ontheball@home.com 1 Which club are you a member of (if any)? Grey Park (Town) 1 Section B: Health and emergency contact Details of any medical conditions we should be aware of: asthma (attack(s)) 1 Emergency contact: Full name: Elizabeth Harding 1 Telephone no: 07598826431 1 Section C: Courses Which course(s) do you wish to apply for? TICK Introduction to Refereeing 1 How did you first hear about Football Education? (football) magazine / advertisement 1 Total for Sections A–C 10

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 6 of 11 Question Answer Marks 3 Section D Sample sentence one: I have played for various Grey Park youth teams. When I was 10, I joined an amateur club called Grey Park Town. Max 2 Sample sentence two: I was an assistant referee in a match and I enjoyed the experience. I need some training in how to handle difficult situations. I’d like to be a referee. I’ve chosen this course because it looks interesting. Max 2 For each sentence, award up to 2 marks as follows: 2 marks: proper sentence construction; correct spelling / punctuation / grammar; gives the information asked for 1 mark: proper sentence construction; 1–3 errors of punctuation / spelling / grammar (without obscuring meaning); gives the information asked for 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. Total for Section D 4

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 7 of 11 Question Answer Marks 4 Requirements to work as a professional stunt performer in the UK 1 60 hours of (general) film acting 2 join the (professional) stunt performers’ association 3 (achieve) instructor (level) in six stunt skills Max 2 The good things about the job 4 support team 5 excitement 6 high fees 7 training is available 8 extension of activities enjoyed when growing up 9 actors say how grateful they are Max 3 The bad things about the job 10 dangerous / get hurt / injuries / breaking bones 11 audiences don’t appreciate stunt performers 12 no guarantee of regular work / employment is unpredictable 13 hours tend to be long / need to be flexible with time Max 2

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 8 of 11 Question Answer Marks 5 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 5

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 9 of 11 Question Answer Marks 6 Email 13 Question Answer Marks 7 Extended writing 13 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 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 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 decide on a mark, and if there are no paragraphs, deduct one mark. 8 If the essay is considerably shorter than the stated word length, fewer than 70 words, 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.

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 10 of 11 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 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.

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 11 of 11 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 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.