Cambridge IGCSE English - Second Language (count-in oral) 0511 — 2025 May/June Paper 1 · Variant 3

This document has 16 pages. Any blank pages are indicated. [Turn over Cambridge IGCSE™ DC (SL) 355199 © UCLES 2025 * 8 7 4 3 4 5 1 0 0 0 * ENGLISH AS A SECOND LANGUAGE 0511/13 Paper 1 Reading and Writing May/June 2025 2 hours You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 60. ● The number of marks for each question or part question is shown in brackets [ ]. ,










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2 0511/13/M/J/25 © UCLES 2025 Exercise 1 Read the article by student Hannah Bates about the artist Vincent Van Gogh, and then answer the questions. Vincent Van Gogh by Hannah Bates Last week, I visited a new exhibition in my town about the Dutch artist Vincent Van Gogh, who lived from 1853 to 1890. He is often introduced in art lessons as the man who painted ‘The Sunflowers’, but this wasn’t his only famous painting. Art experts believe that Van Gogh created 2100 pieces of art, and that 860 of these are oil paintings. The remaining 1240 consist of drawings, some of which are on display at the exhibition. While I was there, I learned that Van Gogh produced all his work within the space of ten years, which I thought was remarkable. As a young adult, Van Gogh travelled a lot. I already knew he spent time in Belgium and France but didn’t know before going to the exhibition that he lived in England for three years – how interesting! He tried a range of jobs before becoming an artist. He was a teacher for a while and was also employed as a bookseller. He later took up a position as an art dealer. Although this could have led to an interesting career, he soon realised it wasn’t right for him and that he really wanted to make art instead. He returned to his parents’ home where he began teaching himself to draw. He often sent drawings to his brother Theo, who encouraged him to make a career as an artist, which is what he decided to do. His parents struggled to accept this, as in those days, being an artist wasn’t regarded as a serious profession. Despite this, once he began painting, he painted constantly. One of Van Gogh’s paintings, ‘The Potato Eaters’, is recognised as a significant piece in his collection. The painting, which shows a family having a simple meal, was key to Van Gogh’s development as an artist because he discovered, while working on it, that he was interested in painting people. I already knew that at other times in his career he focused on the places he went to, and he painted the objects around him too. But he also created over thirty self-portraits, which was something I was amazed to learn during my visit. Later, Van Gogh moved to Paris where he mixed with many other artists. At that time, Van Gogh’s paintings tended to be quite dark. However, he was influenced by the work of his artist friends and started using lighter shades. Most people know that many of his later paintings, including the world famous ‘The Sunflowers’, feature the colour yellow. It’s well known that this was sold for millions of dollars after his death, but I was astonished to learn at the gallery that he made hardly any money from his art during his lifetime. * 0000800000002 * ,










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3 0511/13/M/J/25 © UCLES 2025 [Turn over Question 1 How many oil paintings do experts think that Van Gogh produced? … [1] Question 2 What was Van Gogh working as when he decided to become an artist? … [1] Question 3 Why were Van Gogh’s parents disappointed with his decision to become an artist? … [1] Question 4 What did Van Gogh realise when painting ‘The Potato Eaters’? … [1] Question 5 Why did Van Gogh change the colours that he painted with? … [1] Question 6 What did student Hannah Bates say she was surprised to find out about Van Gogh while she was at the exhibition? Give three details. … … … [3] [Total: 8] * 0000800000003 * ,










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4 0511/13/M/J/25 © UCLES 2025 Exercise 2 Read sections (A–D) of an article about hiking and climbing in South Korea. Then answer Questions 7(a)–(i). Hiking and climbing in South Korea By travel writer Eeva Lungren A Hiking has always been a popular recreation for young people in South Korea, and if you have never tried hiking before, South Korea could be a good place to start. There is a wide range of trails to choose from, some of which are harder than others, so it is important to find one that you can manage. If you are not capable of a challenging hike, choose an easier trail that allows you to enjoy nature and see interesting historical buildings. If you are new to hiking or lack confidence reading a map, then don’t worry, there are opportunities to go with a leader and up to twelve other people on certain routes. Like many, you may believe that hiking is a daytime activity. But some trails are open all day and night, and some say that the Inwangsan Mountain Trail, for example, is even more beautiful in the dark. With so many options available, you are sure to find a hike that you will enjoy. B People often think of hiking as an activity done only in the countryside, and are astonished to learn that some of the best trails South Korea has to offer have starting points in busy neighbourhoods. This allows you to set off from an urban environment. You may also be happy to discover that while hiking typically requires special boots and walking poles, for some of these trails, a pair of trainers is enough. One important thing to consider is that not all trails are open the whole day so it’s important to check that when you are planning. Also, be aware that some routes are busier than others so if you prefer walking by yourself, check with a tourist guide to see which days are least popular. C You may be surprised to know that South Korea has not always been a popular tourist destination for international hikers, but this has changed significantly and now many people enjoy exploring the country on foot. South Korea is exciting and certainly has a lot to offer hikers – after all, how many places can you think of where you can hike to the top of a volcano? That’s exactly what you can do on the Seongpanak Trail. If you do want to attempt this trail, bear in mind that you will have to buy or rent specialist climbing equipment as it involves a tough climb in places. This route is popular with visitors, so it’s a great opportunity for you to mix with the international community. D My final piece of advice is to examine trail maps or speak to local people before you choose a trail to ensure that you will enjoy your hike. For example, the Daedongmun Trail is the least demanding and most suitable for beginners. On the other hand, if you would like to test yourself, Baegundae Peak Trail gets very steep, particularly in the final sections, and challenges even the most experienced climbers. Hikers choosing this trail would be advised to wear appropriate clothing and carry equipment such as ropes and hooks. Although you may like to avoid the crowds when you’re hiking, it is best not to be alone on the mountain in case you have an accident and need help. I usually choose to go on a day when there are a few other climbers on the trail. * 0000800000004 * ,










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5 0511/13/M/J/25 © UCLES 2025 [Turn over For each statement, write the correct letter, A, B, C or D, on the line. Question 7 Which section … (a) suggests that there are few other countries with a similar trail? … [1] (b) tells you that you can hike 24 hours a day? … [1] (c) suggests that the popularity of hiking in South Korea has increased in recent years? … [1] (d) tells you which trail is the easiest? … [1] (e) states that you need limited equipment to hike along some trails? … [1] (f) mentions that you can join a guided group hike on some trails? … [1] (g) states that one trail becomes more difficult towards the end? … [1] (h) tells you that people are surprised to find that some trails start in the city? … [1] (i) suggests that you do not need to be physically fit? … [1] [Total: 9] * 0000800000005 * ,










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6 0511/13/M/J/25 © UCLES 2025 Exercise 3 Read the article by a music teacher about learning to play a musical instrument, and then complete the notes. Let’s play a musical instrument! Are you a young person who’s thinking of taking up a new hobby? If so, there are many options available and the one that I’d like to discuss today is playing a musical instrument. The most popular instruments are the guitar, keyboards and drums, but you may not want to play any of these instruments, and that is fine. It’s generally wise to choose an instrument that you love, as no one wants to spend time doing something that they find boring. Some people ask which instrument is the easiest to learn, but although some could be easier to learn than others, it depends on the person, so it’s difficult for me to give you any recommendations about this. If possible, try out a few instruments before you make your final decision about what to take up. For some of you, it might be a straightforward choice – perhaps because you’re influenced by a musician you admire. For others, it could take some time to make up your mind. Once you do make a choice and get started, you could discover that you feel relaxed. That was certainly the case for me when I began playing the piano. Teenagers have different reasons for taking up this hobby. Some think it adds a creative element to their academic record, for example. Creative subjects or activities can require a considerable amount of time, and learning to play an instrument is no different. But if you want to make quick progress, you should practise every day. Some people may think that this adds to an already busy schedule with school and part-time jobs. If you want to play, though, you’ll manage to fit it in. Some musicians are self-taught and others have learned from having formal lessons. I’d say that it’s always desirable to learn from someone who already plays well. Lessons can be expensive but that’s not always the case. However you choose to learn, when you successfully play something well for the first time, you will get a wonderful sense of achievement, and this will make all your hard work worthwhile. Scientists have carried out a lot of research which has found a connection between playing an instrument and an improvement in memory, which I’m sure many of you would find really useful! Of course, there’s no guarantee that this will actually happen, so it shouldn’t be the only reason for anyone to take up this hobby. However, teachers like myself often notice that once students do so, they find that it’s easier to learn maths. Now that you have read about some of the possible benefits of playing a musical instrument, you can decide whether it’s the right hobby for you! * 0000800000006 * ,










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7 0511/13/M/J/25 © UCLES 2025 [Turn over Imagine you are going to give a talk to your classmates about learning to play a musical instrument. Use words from the article to help you write some notes. Make short notes under each heading. Question 8 Benefits of playing a musical instrument: • … • … • … • … [4] Question 9 Advice for how to start learning a musical instrument: • … • … • … [3] [Total: 7] * 0000800000007 * ,










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8 0511/13/M/J/25 © UCLES 2025 Exercise 4 Read the blog about birdwatching, written by a young man from London called Abdu Gcobani, and then answer the questions. Focus on birds Focus on Birds is a birdwatching club set up by a young Londoner called Abdu Gcobani. Whilst I was still at school, my class had to do an extensive piece of work on wildlife. I’d never thought much about wildlife before apart from watching the occasional nature documentary, so when I got home, I spent some time researching and decided to focus on urban areas. I got really good feedback from my teacher and will always be grateful to her for helping me discover a new passion. My dad was delighted to see my enthusiasm and it’s since become a shared interest. In fact, he now often tells me if there’s a new podcast out about birds in large cities. My curiosity for birds developed, and by the time I left school I was taking photos of any that I saw in my local parks. I posted some on social media sites and almost immediately I saw that a young woman called Hazeema had left a few comments. We continued chatting and she encouraged me to start a birdwatching club, which I did – and called it Focus on Birds. I organised the club’s first birdwatching walk in a park near my flat and posted details online. I suggested that people should wear a waterproof jacket and was glad I did as the forecast was awful. I hadn’t thought to post a map, though, which meant we had to wait for people to find us, and set off a little later than scheduled. Overall, it was a great success – even the rain and mud didn’t bother us – and we planned another walk. The club got more popular and so I thought it would be a great idea if we took part in an annual bird survey, set up by a national bird charity several years ago. The survey involves identifying birds and counting species over a certain period of time. Although for the charity it was crucial that everyone taking part gathered accurate information, my main objective was to get older and newer club members supporting each other. More broadly, the charity hopes that if people have a greater awareness of bird habitats, this will help bird populations in urban areas to rise. My ultimate goal is to have enough material to write a detailed guide on how to observe and protect the birds in London. The problem is it’s such a large city with so many diverse habitats that this is going to take me years to properly research. I have lots of photos already but recently, I’ve become aware that they are not as good as I’d like them to be. Actually, I entered one of my shots of a group of birds into an online competition – it didn’t do very well, but one of the judges said he would be interested in talking to me about the Focus on Birds club. So for now, I’ve decided to work on improving my editing skills using some sophisticated software. If you are looking for a hobby that will stimulate your brain, and help you meet new people, then birdwatching could be for you. You don’t have to buy expensive birdwatching gear. To begin with, you could just look out of your window and watch birds. For me, its main appeal is that it offers something to those who are happy to spend time by themselves and to those who enjoy being part of a group. Birdwatching doesn’t require you to commit to giving up lots of time either. Whether you are on holiday, or busy with other things or only have an hour at the weekend, it’s the perfect hobby. 8 * 0000800000008 * ,










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9 0511/13/M/J/25 © UCLES 2025 [Turn over For each question, choose the correct answer, A, B or C, and put a tick (✓) in the appropriate box. Question 10 Abdu initially became interested in wildlife when he was A listening to a podcast. B watching a TV programme. C doing a school project. [1] Question 11 What does ‘some’ refer to in line 8? A online messages B images of birds C London parks [1] Question 12 Abdu says that when the club met for the first time, some people A had difficulty finding the meeting point. B lacked the necessary equipment. C found the weather conditions challenging. [1] Question 13 Why did Abdu want the club members to participate in the annual bird survey? A to practise using bird identification techniques B to experience working as a team C to support birds in cities [1] * 0000800000009 * ,










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10 0511/13/M/J/25 © UCLES 2025 Question 14 Abdu hopes that in the future, he will A do an advanced photography course. B be interviewed by a journalist. C publish a book about urban birds. [1] Question 15 Abdu particularly recommends birdwatching as a hobby because A it suits different types of people. B it improves people’s concentration levels. C it encourages people to go outside every day. [1] [Total: 6] * 0000800000010 * ,










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11 0511/13/M/J/25 © UCLES 2025 [Turn over Please turn over for Exercise 5. * 0000800000011 * ,









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12 0511/13/M/J/25 © UCLES 2025 Exercise 5 Question 16 A member of your family has recently moved to another country. Write an email to a friend about this. In your email you should: • explain why your family member moved away • describe how you feel about this • say what plans you have made to see your family member again. Write about 120 to 160 words. You will receive up to 6 marks for the content of your email and up to 9 marks for the language used. * 0000800000012 * ,









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13 0511/13/M/J/25 © UCLES 2025 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000013 * ,









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14 0511/13/M/J/25 © UCLES 2025 Exercise 6 Question 17 You have had a discussion in class about playing team sports. Your teacher has asked you to write an article for the school magazine. Here are some comments: You learn to work together. They are hard to organise. I love meeting new people. Sports equipment can be expensive. Now write an article for the school magazine, giving your views. The comments above may give you some ideas, and you should also use some ideas of your own. Write about 120 to 160 words. You will receive up to 6 marks for the content of your article and up to 9 marks for the language used. * 0000800000014 * ,









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15 0511/13/M/J/25 © UCLES 2025 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000015 * ,









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16 0511/13/M/J/25 © UCLES 2025 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000016 * ,









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This document consists of 10 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0511/13 Paper 1 Reading and Writing May/June 2025 MARK SCHEME Maximum Mark: 60 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 10 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptions for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 10 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Correct point Benefit of the doubt given No benefit of the doubt given Information missing Repetition Meaning is unclear Page or response viewed by the examiner – including blank and additional pages (and marked if appropriate) Writing response is under word guidance

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 10 Cambridge IGCSE English as a Second Language Paper 1 Reading and Writing tests the following Assessment Objectives: Reading R1 demonstrate understanding of specific factual information R2 demonstrate understanding of the connections between the ideas, opinions and attitudes R3 identify and select details for a specific purpose R4 demonstrate understanding of implied meaning Writing W1 communicate information, ideas and opinions W2 organise ideas into coherent text using a range of linking devices W3 use a range of appropriate grammatical structures and vocabulary W4 use appropriate register and style for the given purpose and audience

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 10 Exercise 1 Any text in brackets ( ) may be included but is not essential in order for the mark to be awarded. Question Answer Marks Guidance 1 860 1 Question Answer Marks Guidance 2 art dealer 1 Question Answer Marks Guidance 3 (being an artist) wasn’t regarded as a serious profession 1 The idea of ‘regarded’ or similar must be included. Question Answer Marks Guidance 4 (he was) interested in painting people 1 Question Answer Marks Guidance 5 (he was) influenced by (the work of) his artist friends 1 Question Answer Marks Guidance 6 Award one mark for each detail up to a maximum of three marks: 1 produced all his work within (the space of) ten years. 2 lived in England (for three years) 3 created (over) thirty self-portraits 4 made hardly any money from his art (during his lifetime) 3

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 10 Exercise 2 Question Answer Marks Guiance 7(a) C 1 7(b) A 1 7(c) C 1 7(d) D 1 7(e) B 1 7(f) A 1 7(g) D 1 7(h) B 1 7(i) A 1

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 10 Exercise 3 Any text in brackets ( ) may be included but is not essential in order for the mark to be awarded. Question Answer Marks Guidance 8 Award one mark for each acceptable response, up to a maximum of 4 marks: Benefits of learning a musical instrument: 1 feel relaxed 2 (adds a) creative element to (their) academic record 3 (get a) (wonderful) sense of achievement 4 improvement in memory 5 (it’s) easier to learn maths 4 Question Answer Marks Guidance 9 Award one mark for each acceptable response, up to a maximum of 3 marks: Advice for how to get started: 1 choose an instrument that you love / don’t choose an instrument you find boring 2 try out a few instruments 3 practise every day 4 learn from someone who (already) plays well 3 2 Accept the omission of ‘a few’ as long as ‘instruments’ is plural

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 10 Exercise 4 Question Answer Marks Guidance 10 C 1 11 B 1 12 A 1 13 B 1 14 C 1 15 A 1 Exercise 5 Question Answer Marks Guidance 16 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content. Plus up to 9 marks to be awarded for Language. See marking criteria for Questions 16 and 17. 15 Exercise 6 Question Answer Marks Guidance 17 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content. Plus up to 9 marks to be awarded for Language. See marking criteria for Questions 16 and 17. 15

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 10 Marking criteria for Questions 16 and 17 Table A: Content Marks Description 5–6 Task fulfilment • Task is fulfilled. • Content is fully relevant throughout. • Consistently appropriate style for the text type. • Excellent sense of purpose and audience. Development of ideas • Content is very well developed. 3–4 Task fulfilment • Task is generally fulfilled. • Content is generally relevant. • Generally appropriate style for the text type. • Generally good sense of purpose and audience. Development of ideas • Content is generally developed. 1–2 Task fulfilment • Task is only partially fulfilled. • Content is only partially relevant. • Style for the text type is inconsistent or inappropriate. • Insufficient sense of purpose and audience. Development of ideas • Limited attempt to develop content. 0 No creditable response

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 10 Table B: Language Marks Description 7–9 Range and accuracy • Content is communicated skilfully and appropriately. • Uses a wide range of common and less common vocabulary appropriately. • Uses a wide range of simple and complex structures. • High level of accuracy of language. Occasional errors may be present, but these do not impede communication. Organisation • Effectively organised and sequenced. • Uses a wide range of linking words and/or other cohesive devices appropriately. 4–6 Range and accuracy • Content is communicated clearly. • Uses a range of common vocabulary appropriately, and attempts to use some less common vocabulary. • Uses a range of simple structures, and attempts to use some complex structures. • Generally good level of accuracy of language. Errors do not generally impede communication. Organisation • Generally well organised and sequenced. • Uses a range of linking words and/or other cohesive devices generally appropriately. 1–3 Range and accuracy • Content is communicated but lacks clarity. • Uses only common vocabulary. • Uses only simple structures. • Lack of control of language. Errors impede communication. Organisation • Limited attempt at organisation and sequencing. • Limited attempt to use linking words and/or other cohesive devices. 0 No creditable content.