Cambridge IGCSE English - Second Language (count-in oral) 0511 — 2023 Oct/Nov Paper 2 · Variant 3

This document has 16 pages. Any blank pages are indicated. [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0511/23 Paper 2 Reading and Writing (Extended) October/November 2023 2 hours You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 80. ● The number of marks for each question or part question is shown in brackets [ ]. * 4 2 7 4 3 3 0 0 6 3 * DC (AP) 332314 © UCLES 2023

2 0511/23/O/N/23 © UCLES 2023 Exercise 1 Read the leaflet about a photography course, and then answer the following questions. Photography for Teens A week-long course at Dean College Are you interested in photography? Have you got time to fill in the holidays? If so, Photography for Teens is for you! We began running a range of short courses an incredible twenty-five years ago, and added this particular course to the programme seventeen years ago, so we have plenty of experience to offer you! Read on if you would like to find out more. On a Photography for Teens course, you will explore how to take different kinds of photographs each day. What tends to appeal to students above all is portrait photography, but everyone loves street photography and action shots too. Underwater photography will be introduced this year, which we hope will also be a hit. Each morning, your tutor will show you various pictures, and you will find out how to take similar ones yourself. But before that, you will learn something about the equipment photographers use. That’s all provided – even cameras – but we strongly recommend that you come with comfortable shoes, as there’s lots of walking involved. You won’t be spending all day in a classroom! Each afternoon, we leave the college and go out to practise the techniques and skills you’ve learned. For example, on the first day, we walk around the market, where there’s always plenty to photograph; the following day, we head to the nature reserve. On another day, there’s a trip to the local zoo, which we haven’t been to before. But wherever we go, the final session of the day is back in the studio at college. After you’ve had a chance to download the photos you’ve taken, you take part in a group discussion. That’s when most people feel they learn a lot, so we allow a full hour for this. Who will be on a Photography for Teens course? Until this year, it has been open to anyone between the ages of 13 and 15. However, 16-year-olds can also sign up now. We can take up to 30 students each week, but don’t worry, you will work in smaller groups for the majority of the sessions. Rather than splitting you up by age, you will be organised according to your photography experience. You will be in your groups for the practical sessions but will all come together for a few events each week. For example, there will be a talk on careers in photography for the first time! We ask all our students to give us feedback after their course, and we use this to try to make improvements. For example, this year lunch will be included in the course fee. One of the questions on the feedback form is about what students feel they have got from doing this course – and naturally, the majority mention improving their photography skills. Others often comment on gaining confidence, which they were surprised about. Almost everyone lists making new friends too, which you would expect. But who would have thought that improving their presentation skills would be such a common response? We hope that you will be able to join us on the next Photography for Teens course. Go to our website for lots more information and to download a registration form. Don’t delay – places book up quickly!

3 0511/23/O/N/23 © UCLES 2023 [Turn over 1 When did the first Photography for Teens course take place? … [1] 2 Which type of photography is usually the most popular? … [1] 3 What happens at the start of the first class each day? … [1] 4 What do students need to bring with them? … [1] 5 Where will students go on the second afternoon? … [1] 6 What is the last activity that students do each day? … [1] 7 How are the students divided into groups? … [1] 8 What unexpected benefits of doing this course are mentioned by many students? Give two details. … … [2] 9 How will the next course be different from previous ones? Give four details. … … … … [4] [Total: 13]

4 0511/23/O/N/23 © UCLES 2023 Exercise 2 Read sections A–D of a magazine article about dreaming. Then answer Question 10(a)–(j). Why we dream A Imagine the following scene. You go to your local supermarket to buy some milk, but when you put it into your shopping basket, it becomes a talking fish. You then realise that school starts in five minutes, but you are still wearing your pyjamas and you left your books at your grandmother’s house. Then you suddenly wake up, and wonder what it was all about. How can a dream like that be explained? Some people might argue that a dream consists of a series of routine past events that your brain mixes up and replays, as if it is testing the connections between them. So could it be a way of ensuring that you recall these events in the future? Another explanation is that a dream is connected to inner feelings that the person may not even be aware of. The objects in the dream and the order of events all have a particular meaning and need to be explained by an expert. B One thing we do know is that the question of why we dream tends to divide scientists. All sorts of theories have been proposed, although it is almost impossible to prove any of them. And that’s because there’s no way of recording dreams accurately, and their content is often heavily influenced by our feelings. It could even be the case that dreaming is simply brain activity that lacks any function, and can’t be explained in any other way. But there is a new theory about why we dream. For many of us, our daily lives consist of a series of fixed routines – we do the same things at the same times each day, and we don’t often experience unusual situations. Therefore our brains deliberately introduce something weird into our dreams so that we are able to cope better when something unexpected actually occurs later in real life. C An assistant professor called Erik Hoel came up with this idea about dreams after spending some time looking into artificial intelligence, which is the way that computers or robots are programmed to learn. He noted that a computer quickly becomes familiar with the data being used to train it. As a result, the computer expects that everything it encounters in the future will follow the same pattern – which is unlikely to be the case. Therefore, at this stage of programming, a new set of very different data has to be entered. The computer then has to work out a way to deal with the new data. In doing so, it is almost as if the computer is learning to think for itself. It occurred to Hoel that the human brain works in a very similar way, and this led him to propose his recent theory about dreams. D Despite the number of theories about why we dream, what makes Hoel’s theory stand out is that other scientists feel it is a believable idea, and that there already appears to be some evidence to support it. Take, for instance, the following situation: if someone is learning a new task, or practising a skill, and they repeat it again and again while they are awake, it is more likely that this task or skill will appear in their dreams, but in a different context. It seems that repeated training such as this causes the brain to try to work out what else there is to know about this task, so it can deal with different situations in the future. This may also explain why we often get better at physical tasks following a good night’s sleep.

5 0511/23/O/N/23 © UCLES 2023 [Turn over 10 For each question, write the correct letter A, B, C or D on the line. Which section includes the following information? (a) the suggestion that dreams do not have a purpose … [1] (b) the suggestion that dreams are connected to memory … [1] (c) how scientists deal with a potential issue … [1] (d) the idea that dreams represent hidden emotions … [1] (e) a reason why one theory is accepted more than others … [1] (f) reasons why scientists disagree about why we dream … [1] (g) an example of a strange dream … [1] (h) how to increase the chance of dreaming about a particular action … [1] (i) how strange dreams might help people to manage future challenges … [1] (j) some research which inspired a scientist to suggest a theory … [1] [Total: 10]

6 0511/23/O/N/23 © UCLES 2023 Exercise 3 Read the article about teenagers who enjoy knitting, and then complete the notes. A new generation of knitters Rose Williams was sitting at home with her teenage son, Harry, one evening. A keen football fan, he was nervously watching his favourite team play on television, while she was calmly knitting. ‘Suddenly, he said he wanted to try knitting,’ she says. ‘I was so surprised that I didn’t answer at first. I just thought he was joking!’ He was serious, however. He had realised that while he was nervously watching his team play, knitting could help him to stay calm. So, over the next few weeks, Rose taught him the basics. Soon, he even started taking his knitting into school, where reactions were mixed. Some of his classmates wondered whether it is boring to do. But others admitted that they also enjoy knitting, and had taken it up as it allowed them to be creative. Soon they were exchanging ideas with each other during breaks between lessons. You might be surprised to discover how many teenagers are into knitting. Look online, and you’ll soon see photos of girls, and increasingly boys too, busily working with a pair of needles and some wool. Bella Green, who is 14, realised a year ago that she wanted to have a go at knitting, mainly to continue a family tradition. Her mum and both her grandmothers are all enthusiastic knitters, and Bella had often been given gloves, scarves and hats that they had made, not all of which were to her taste. She realised that if she could learn, she’d be able to make things in a particular style. Friends are often curious about how long it takes to make something. ‘That depends how much homework I have to do!’ she says. Jon Kelso, 17, says his two main hobbies are swimming and knitting. He’s a competitive swimmer and often travels the length of the country to take part in tournaments. Rather than just listening to music or playing games on his phone, Jon decided he wanted to do something practical on long journeys. And knitting was the answer. One or two of his teammates were interested, though they wanted to know how expensive it is to do. Jon pointed out that you can borrow needles, and people often have spare wool that they don’t want any more, so it doesn’t need to cost much at all. Maki Tanaka took up knitting at the age of 13. She read an article in the local newspaper about a woman who wanted people to help with an art project, and she decided to get involved. Everyone had to knit small squares in a range of different colours, which the woman would sew together and use to cover an ugly concrete wall in the town centre. Maki enjoyed the experience so much that she encouraged some of her friends to take up knitting too so that together they would be able to form an after-school club. Classmates often want to find out what the best way to learn is. Maki says she learned by watching other people, and often looks at online videos to get new ideas. ‘Everyone should try it,’ she says. ‘You’ll soon discover how much fun it is!’

7 0511/23/O/N/23 © UCLES 2023 [Turn over You are going to give a talk to your class about teenagers who knit. Prepare some notes to use as the basis for your talk. Make short notes under each heading. 11 Reasons why the teenagers started knitting: • … • … • … • … • … • … [6] 12 What the teenagers have been asked about knitting: • … • … • … [3] [Total: 9]

8 0511/23/O/N/23 © UCLES 2023 Exercise 4 13 Read the article about snail racing. Write a summary about the recommendations for holding a snail race. 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 8 marks for the content of your summary, and up to 8 marks for the style and accuracy of your language. Snail racing For a school project last year, I had to find out about an unusual sport or activity. I went online and discovered a whole new world of activities I’d never heard about before. Underwater hockey, for example. And frogball – a form of football in which the players wear frog costumes. Then I came across snail racing. I knew that nobody else would have the same idea, and I decided straightaway that I had to try it for myself. Apparently, snail racing events take place in several countries around the world, but the majority are in the UK. There is even an annual World Snail Racing Championships, first held in England in the 1960s. I live too far away to be able to visit the championships myself, so I settled on arranging my very own race in my back garden, with just a few friends and family invited. It seems obvious to say that snails move very slowly, so when you are marking out your ‘racecourse’, it’s worth remembering this – keep the distance short, otherwise you’ll be watching for hours! If you make a course with several lanes beside each other, like a running track in a stadium, you’ll have problems – snails don’t recognise lanes, and don’t always move in straight lines either. So what works best is a circle. You should start by positioning your snails in the centre, and the first to reach the edge of the circle is the winner. A snail named Archie set a record in 1995 by winning the World Championships in a time of two minutes. A more typical time is closer to three minutes – but it’s not unusual for a snail to simply disappear inside its shell and refuse to move at all. I discovered that snails are just like athletes in that they prefer certain conditions for racing. For example, they need to be in the shade – snails don’t like sunshine. And if you have a wet surface, you’re likely to get even better results. Where do you get your snails from? Well, all you need to do is look under leaves in the garden. I found several very quickly but then didn’t know which one to choose. How can you tell if a snail will be a fast mover? After all, you want to be able to pick a winner before the race starts. In short, the answer is that you can’t! You’ll also find that everyone’s snails look very similar, so it’s worth sticking a tiny piece of coloured paper on your snail’s shell. That way, you can identify it easily during the race, and you’ll avoid any arguments about whose snail is the winner. Just remember to be careful when picking up the snails though – a snail’s shell is its home and helps to protect it from harm. Finally, after the race has finished, put the snails back where you found them. I might not have found a new world champion on the day that I held my snail race. But we had a lot of fun, and who knows, I might even make it to the World Championships in the future!

9 0511/23/O/N/23 © UCLES 2023 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 16]

10 0511/23/ O/ N/23 © UCLES 2023 Exercise 5 14 Your family recently decided to sell their car, and not get another one. Write an email to a friend telling them about living without a car. In your email, you should: • explain why your family decided to live without a car • describe how you will travel around in the future • say what might be difficult about not having a car. The pictures above may give you some ideas, and you can also use some ideas of your own. Your email should be between 150 and 200 words long. You will receive up to 8 marks for the content of your email, and up to 8 marks for the language used.

11 0511/23/O/N/23 © UCLES 2023 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 16]

12 0511/23/O/N/23 © UCLES 2023 Exercise 6 15 You have been using a coursebook in your English lessons at school. Your teacher has asked you to review the coursebook, so your teacher can decide whether to use it with other classes in the future. Here are two comments from your classmates: The topics are a bit boring. The grammar is explained clearly. Write a review of the coursebook for your teacher, giving your views. The comments above may give you some ideas, and you can also use some ideas of your own. Your review should be between 150 and 200 words long. You will receive up to 8 marks for the content of your review, and up to 8 marks for the language used.

13 0511/23/O/N/23 © UCLES 2023 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 16]

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16 0511/23/O/N/23 © UCLES 2023 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 11 printed pages. © UCLES 2023 [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0511/23 Paper 2 Reading and Writing (Extended) October/November 2023 MARK SCHEME Maximum Mark: 80 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 2023 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 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.

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 3 of 11 This component forms part of the Extended tier assessment of Cambridge IGCSE English as a Second Language and tests the following Assessment Objectives: AO1: Reading R1 identify and select relevant information R2 understand ideas, opinions and attitudes R3 show understanding of the connections between ideas, opinions and attitudes R4 understand what is implied but not directly stated, e.g. gist, writer’s purpose, intentions and feelings AO2: Writing W1 communicate information/ideas/opinions clearly, accurately and effectively W2 organise ideas into coherent paragraphs using a range of appropriate linking devices W3 use a range of grammatical structures accurately and effectively W4 show control of punctuation and spelling W5 use appropriate register and style/format for the given purpose and audience

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 4 of 11 Exercise 1 Question Answer Marks 1 seventeen years ago 1 2 portrait (photography) 1 3 learn (something) about (the) equipment (photographers use) / learn (something) about (the) cameras 1 4 comfortable shoes 1 5 nature reserve 1 6 (group) discussion 1 7 (according to your photography) experience 1 8 Award 1 mark for each detail up to a maximum 2 marks: • (gaining) confidence • improving (their) presentation skills 2 9 Award 1 mark for each detail up to a maximum 4 marks: • underwater photography (will be introduced) • (there’s a) trip to the local zoo • 16-year-olds can (also) sign up (now) • (there will be a) talk on careers • lunch (will be) included (in the course fee) 4

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 5 of 11 Exercise 2 Question Answer Marks 10(a) B 1 10(b) A 1 10(c) C 1 10(d) A 1 10(e) D 1 10(f) B 1 10(g) A 1 10(h) D 1 10(i) B 1 10(j) C 1

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 6 of 11 Exercise 3 Question Answer Marks 11 Award 1 mark for each acceptable response, up to a maximum of 6 marks. Acceptable responses are: Reasons why the teenagers started knitting: 1 to stay calm 2 to be creative 3 (to continue a) family tradition 4 to make things in a particular style 5 to do something practical on (long) journeys 6 to help/get involved with an art project / cover a(n) (ugly concrete) wall 7 encouraged by friend 8 to form an after-school club 6 12 Award 1 mark for each acceptable response, up to a maximum of 3 marks. Acceptable responses are: What the teenagers have been asked about knitting: 1 whether it is boring (to do) 2 how long it takes to make something 3 how expensive it is (to do) 4 what the best way to learn is 3

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 7 of 11 Exercise 4 The following general instructions, listed Content points, and Marking criteria, all apply to Exercise 4: • You should decide on a mark for Content and Language separately. • Content points are listed below. • Language covers organisation and coherence, and range and accuracy of language. When deciding on a mark for Language, first gain an impression of the response, then focus on the level descriptors in order to decide on the best fit. If all three bullet points within the band are fulfilled then it is likely that you will award the higher mark within that band. • If the response exceeds 120 words, a maximum of 6 marks can be awarded for Language. Question Answer Marks 13 Award up to a total of 16 marks. Up to 8 marks to be awarded for Content (Reading) Relevant points to include are: Recommendations for organising a snail race: 1 keep the distance short / keep the racecourse short 2 what works best is a circle / don’t have lanes beside each other 3 start by positioning your snails in the centre (of the circle) 4 (snails) need to be in the shade 5 have a wet surface 6 look under leaves to find snails 7 stick a tiny piece of coloured paper on your snail’s shell (so you can identify it easily) 8 be careful when picking up the snails 9 put the snails back where you found them 8 Up to 8 marks to be awarded for Language (Writing). See generic marking criteria for Exercise 4. 8

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 8 of 11 Generic marking criteria for Exercise 4 Marks Language (Writing) 7–8 • Points are very well organised and coherent. Cohesive devices are used effectively. • Very good use of own words. • High level of accuracy of vocabulary and grammatical structures. 5–6 • Points are well organised and coherent. Cohesive devices are used appropriately. • Good use of own words. • Good level of accuracy of vocabulary and simple grammatical structures. 3–4 • Points are partly organised and reasonably coherent. Cohesive devices are used generally appropriately. • Some attempt to use own words, with some reliance on language from the text. • Reasonable level of accuracy of vocabulary and simple grammatical structures. 1–2 • Little or no attempt to organise points. Cohesive devices are either not used or are not used appropriately. • Heavy reliance on language from the text. • Limited control of lexis and grammatical structures. 0 • No response worthy of credit.

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 9 of 11 Generic marking criteria for Exercises 5 and 6 The following general instructions, and table of marking criteria, apply to both Exercises 5 and 6. • You should decide on a mark for Content and Language separately. • Content covers the 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). • Language covers range (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and text organisation). • When deciding on a mark for Content or Language, first of all decide which band is most appropriate. There will not necessarily be an exact fit. Then decide between the lower or the higher mark. Use the lower mark if it fulfils some of the requirements of the band and the higher mark if it fulfills all the requirements of the band. • 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 required length. If the task is generally fulfilled it will be awarded at least 3–4 marks. • When deciding on a mark for Language, look at both the range and the accuracy of the language. A useful starting point would be first to gain an impression of the level, then to focus on the level descriptors in order to decide on the best fit. • If the writing is considerably shorter than the stated word length, i.e. below 105 words, it should be given 1–2 marks or less for Content for only partially fulfilling the task. • If the writing is between 105 and 150 words, then it is unlikely to be given more than 5 marks for Content because of a lack of detail and development. • If the writing is only partly relevant and therefore can be awarded only 1–2 Content marks, the full range of marks for Language is still available. • If the writing is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language. Question Answer Marks 14 Award up to a total of 16 marks. Up to 8 marks to be awarded for Content. Plus up to 8 marks to be awarded for Language. See generic marking criteria for Exercises 5 and 6. 16 Question Answer Marks 15 Award up to a total of 16 marks. Up to 8 marks to be awarded for Content. Plus up to 8 marks to be awarded for Language. See generic marking criteria for Exercises 5 and 6. 16

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 10 of 11 Marking Criteria for Exercises 5 and 6 Marks Content (maximum 8 marks) Marks Language (maximum 8 marks) 7–8 Relevance • Task is fulfilled. • Consistently appropriate style and register for the text type. • Excellent sense of purpose and audience. Development of ideas • Content is very well developed, at appropriate length. • Content is communicated skilfully and effectively. 7–8 Range and accuracy • Uses a wide range of common and less common vocabulary effectively. • Uses a wide range of structures, both simple and complex, effectively. • High level of accuracy of language throughout. Occasional errors may be present but these do not impede communication. • Errors are related to less common vocabulary or more complex structures. Organisation • Effectively organised and sequenced. • Uses a wide range of linking words and other cohesive devices, effectively. 5–6 Relevance • Task is fulfilled. • Generally appropriate style and register for the text type. • Generally good sense of purpose and audience. Development of ideas • Content is developed, at appropriate length. • Content is generally communicated clearly. 5–6 Range and accuracy • Uses a good range of common vocabulary appropriately, and attempts to use some less common vocabulary. • Uses a good range of simple structures appropriately, and attempts to use some more complex structures. • Good level of accuracy of language throughout. Errors do not generally impede communication. • Errors are generally related to less common vocabulary or more complex structures. Organisation • Well organised and sequenced. • Uses a good range of linking words and other cohesive devices, appropriately.

0511/23 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 11 of 11 Marks Content (maximum 8 marks) Marks Language (maximum 8 marks) 3–4 Relevance • Task is generally fulfilled. • Reasonably appropriate style and register for the text type, although this may not be consistent. • Some sense of purpose and audience. Development of ideas • Some development of content, although in places it may be incomplete or repetitive. • Content is communicated, but may lack clarity in places. 3–4 Range and accuracy • Uses mainly common vocabulary, reasonably appropriately. • Uses mainly simple structures, reasonably successfully. • Reasonable level of accuracy of language. Errors may impede communication in places. • Errors may occur when using common vocabulary or simple structures. Organisation • Reasonably well organised and sequenced. • Uses some linking words and other cohesive devices, reasonably appropriately. 1–2 Relevance • Task may only be partially fulfilled. • Style and register for the text type may be inappropriate. • Insufficient sense of purpose and audience. Development of ideas • Limited attempt to develop content, although there may be gaps, irrelevance and/or repetition. • Limited attempt to communicate content, but it lacks clarity in places. 1–2 Range and accuracy • Limited use of vocabulary. • Limited use of structures. • Lack of control of language. Meaning is often unclear. • Errors occur when using common vocabulary and simple structures. Organisation • Organisation lacks sequencing. • Limited attempt to use linking words and other cohesive devices. 0 • No response worthy of credit. 0 • No response worthy of credit.