Cambridge IGCSE English - Second Language (count-in oral) 0511 — 2025 Oct/Nov Paper 1 · Variant 2

0000800000001 * DFD Cambridge Assessment ~T International Education il Cambridge IGCSE™ CANDIDATE NAME a CENTRE CANDIDATE NUMBER NUMBER ENGLISH AS A SECOND LANGUAGE 0511/12 Paper 1 Reading and Writing October/November 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 e The total mark for this paper is 60. e The number of marks for each question or part question is shown in brackets [ ]. This document has 16 pages. Any blank pages are indicated. DC (LO) 358208 @UCLES 2025 [Turn over L _

2 0511/12/O/N/25 © UCLES 2025 Exercise 1 Read the article about an unusual train in the Pyrénées mountains of southwest France, and then answer the questions. The Train d’Artouste By travel writer Kamal Hassan My journey on the Train d’Artouste began under bright sunshine at Ossau2000, the first station on the line. I spent 90 minutes there, mainly taking photos of the dam, the lake and the surrounding mountain peaks, before catching the train back to Ossau2000. * 0000800000002 * ,










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3 0511/12/O/N/25 © UCLES 2025 [Turn over Question 1 What type of passengers was the Train d’Artouste originally intended for? … [1] Question 2 What did the Train d’Artouste remind the writer of when he first saw it? … [1] Question 3 Why did the writer prefer the Train d’Artouste to other trains in the region? … [1] Question 4 In which part of the train did the writer sit? … [1] Question 5 Which type of animal was the writer disappointed not to see? … [1] Question 6 What different weather conditions did the writer experience while on the Train d’Artouste? Give three details. … … … [3] [Total: 8] * 0000800000003 * ,










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4 0511/12/O/N/25 © UCLES 2025 Exercise 2 Read the article about four people (A–D) who enjoy the sport of mountain biking. Then answer Questions 7(a)–(i). Mountain biking A Arif Khan Since I finished school six months ago, I’ve been doing a boring supermarket job, but my main interest in life is competing in mountain‑bike races. I’m hoping a professional team might invite me to race for them. There are lots of excellent young mountain bikers and the chances of becoming a professional are limited, but I have great belief in my ability. I was eight when I started mountain biking. My parents, who are now in their 50s, are both extremely fit road cyclists and runners, and they love nature and being outdoors. So, my choice of sport is hardly a great surprise. When I was 14, I damaged my shoulder in an accident and it was two years before I rode again. I needed time to recover, physically and psychologically, but I wish I’d re‑started sooner than I did. While I wasn’t riding, my rivals were improving fast and I wasn’t. B May Foo I’m a 42‑year‑old mother of two young children and I work full‑time as a lawyer. Too much work, tiredness and stress are often associated with the type of life I have, but I’m actually in better shape, physically and mentally, than I’ve ever been before. That’s mostly because twice a week I ride my bike along rough tracks through the forests that cover my region. Mountain bikers like me have been using those tracks for years, and we’re careful to avoid doing any harm to the soil, plants and wildlife in the area. Unfortunately, though, that’s not always the case in other places where some bikers do their sport. I understand wanting to be able to cycle anywhere you feel like, without any regulations, but there have to be limits on what you do in all areas of life. In fact, that’s an important lesson I’ve learned from mountain biking. C Jana Hleb I love exploring new mountain‑biking routes through a beautiful national park near my home. The physical challenges and closeness to nature mean it’s a whole world away from creating software security systems, which is how I make a living. I did some mountain biking as a teenager and enjoyed it. I’d been quite timid as a child, but I realised that if I could cope with mountain biking – you can only really do it if you’re fit and brave enough – I needn’t be afraid of anything, and that’s still how I see it. But I found many people in the sport rather arrogant, which annoyed me, so I quit when I was 19. Then, three years ago, my older sister, who loves mountain biking, encouraged me to try it again, and now I actually like most people I meet – I can see that they’re just very competitive. D Keith Shaw I was a professional mountain biker for 12 years, taking part in competitions worldwide. I loved the training and friendship with other team members. Like most riders, however, I never made much money and I had to increase my income by doing some journalism. I wrote about mountain biking, but also about deforestation and the climate crisis because these issues affect the places where we do our sport. Nowadays, I’m a full‑time journalist and there are times when I can’t fit mountain biking into my schedule. But it’s still important to me. It’s simple really: there’s just me, my bike and the landscape, with no deadlines and no‑one telling me where to go or what to do. At the same time, there’s so much to learn from it: how to concentrate, make decisions and deal with difficult situations. They’re all things I need as a journalist as well as in daily life. * 0000800000004 * ,










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5 0511/12/O/N/25 © UCLES 2025 [Turn over For each question write the correct letter, A, B, C or D, on the line. Question 7 Which person … (a) highlights the sense of freedom that comes with mountain biking? … [1] (b) points out how different mountain biking is from the work they do? … [1] (c) suggests that it was predictable they would take up mountain biking? … [1] (d) says that mountain biking has made them more self‑confident? … [1] (e) points out the health benefits that mountain biking can bring? … [1] (f) thinks that skills developed through mountain biking are useful in other activities? … [1] (g) regrets a period that they spent away from mountain biking? … [1] (h) says that their feelings about other mountain bikers have changed? … [1] (i) expresses concern about the effect mountain biking can have on the environment? … [1] [Total: 9] * 0000800000005 * ,










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6 0511/12/O/N/25 © UCLES 2025 Exercise 3 Read the article about a woman called Rosa Perera who works as a video game designer, and then complete the notes. My work as a video game designer Video game designers get to play lots of video games. They try out new ideas, develop games and test them. They can also get involved in researching what the latest video games on the market are like. In my case, it was a love of gaming that drew me into the field of game design about 15 years ago. I also liked the idea of doing something that could make people happy. Video games get criticised a lot. It’s thought, for example, that games make some players aggressive, and there may well be some truth in this, which is obviously a worry for me. Recent studies have shown, however, that on the whole, video games do a lot of good. When I tell people what I do, I get different reactions. While there is some respect and even admiration for game designers, others accuse us of being irresponsible, which doesn’t bother me as I know that’s wrong. Learning that game design is actually a career can also come as a genuine surprise, and some people don’t take the job seriously. This is something I find very hard to deal with. Video game design has been going for over 30 years now, so it’s actually quite well‑established as a profession, with some game designers having international reputations and earning lots of money. On the other hand, projects often get cancelled. This can be for all sorts of different reasons, and for people in my industry that can be a real problem. The process of creating a video game involves lots of people with different skills and responsibilities, so teamwork is a key part of the job. This point appealed greatly when I was trying to decide whether to specialise in game design, as did knowing I’d be sharing similar interests with future colleagues – films, music, graphic art, pop culture in general, as well as gaming. People working in video game development come from many different backgrounds. For example, I studied literature at university. And although I’ve acquired some programming and other technical skills, I specialise in developing the storyline of a game and its characters, rather than details of how you play a game. The opportunity to be creative like this was a very important factor when I was considering what sort of employment I should go for. One typical feature of game development is that individuals will work long hours but can choose when to work to suit different lifestyles. This flexible daily timetable helped convince me to try game design, in fact. Another common aspect of game development is that, unfortunately, project deadlines can be unrealistic – this is something that everyone working on a game, including designers like me, is likely to experience at one point or another. * 0000800000006 * ,










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7 0511/12/O/N/25 © UCLES 2025 [Turn over Imagine you are going to give a talk to your classmates about Rosa’s work as a video game designer. Use words from the article to help you write some notes. Make short notes under each heading. Question 8 What first attracted Rosa to a career as a video game designer: Example: a love of gaming • … • … • … • … [4] Question 9 What Rosa dislikes about her work: • … • … • … [3] [Total: 7] * 0000800000007 * ,










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8 0511/12/O/N/25 © UCLES 2025 Exercise 4 Read the article by a student called Erin Barker about a competition she took part in that involved picking up rubbish. The litter-picking competition Australian student Erin Barker describes her experience of SpoGomi, a sport in which players pick up litter in public spaces One Sunday morning last month, I spent two hours picking up litter in central Tokyo. I’d never been to Japan before and it was an unusual way of getting to know it. Back home in Australia, my friends Jess, Paul and Caitlin had formed a team to take part in an international litter‑picking competition. Competitive litter‑picking, known as SpoGomi, was established in Japan in 2008 to make people more aware of waste and the damage it causes. It’s an issue my friends and I are very concerned about. Unfortunately, Caitlin had to drop out at the last moment, so Jess and Paul were worried they wouldn’t be able to go to Japan. They’re close friends of mine, and I was keen to help out, so I offered to take Caitlin’s place. Eight teams from different countries entered the competition. Equipped with gloves and large sacks, we had to collect as much rubbish as possible in two hours, with results based on the types of litter and overall weight collected. Officials checked that competition rules were followed. Players couldn’t take rubbish from bins and front gardens, which seemed fair enough, but anyone seen jogging lost points, which my friends and I thought was ridiculous. After all, speed was an element of the competition. Another rule was that we couldn’t follow other competitors; we had to work out for ourselves where to find the most litter. Shibuya, the district where the competition was held, is famous for being one of the busiest parts of Tokyo. It has two railway stations, clothes stores, restaurants, night‑clubs and millions of people passing through every day. I was amazed when we got there as I’d seen photographs of it and had assumed that early on Sundays it would be full of the previous day’s rubbish. It didn’t look dirty at all, though, and I realised that finding enough litter to fill our bags would be tough. We thought we were a pretty good team. We’re all young and fit. Paul is tall and strong, and can carry large sacks full of rubbish. Jess and I are smaller, but very fast. Although we study different subjects – history, engineering and medicine – we all have lots in common, and we agreed we’d try our best to win while making sure that we also had fun. I’m pretty sure this attitude is what gave us an advantage over some of our opponents. Soon after the race started, we realised we wouldn’t win if we tried to pick up every single item of rubbish we saw. Some smaller things like cigarette ends earned more points than larger, more obvious things, like pieces of paper. But smaller objects usually take longer to lift up off the street or pavement and put in sacks, so we decided to mainly collect bigger things, like drinks cans and plastic bottles. After two hours, we’d gathered a total of 53 kg of litter, and with different points for different kinds of litter, we came third. Back in Australia, Jess and Paul asked if I’d join them again in another competition. I said yes, but only with much more training – in litter‑picking techniques, for example – than was possible for Tokyo. SpoGomi is becoming increasingly popular, especially in Japan, but also elsewhere. I didn’t have much opportunity to talk to people from the teams we raced against, but when I did, I learned there’s plenty of interest internationally. The idea of doing something about the problem of waste is something I fully support, of course. * 0000800000008 * ,










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9 0511/12/O/N/25 © UCLES 2025 [Turn over For each question, choose the correct answer, A, B or C, and put a tick (3) in the appropriate box. Question 10 Erin says she decided to take part in the litter‑picking competition because she A saw it as an effective way to protect the environment. B wanted to do some people she knew a favour. C liked the idea of visiting another country. [1] Question 11 Erin was annoyed that her team wasn’t allowed to A study what other competitors were doing. B collect rubbish from private properties. C run through the streets during the event. [1] Question 12 How did Erin feel about the district where the competition was held? A impressed by the reputation it had B surprised at how clean it appeared to be C excited by the amount of activity going on there [1] Question 13 Erin thinks her team’s key strength was A the way they approached the competition. B the variety of backgrounds they came from. C the range of physical qualities they each had. [1] * 0000800000009 * ,










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10 0511/12/O/N/25 © UCLES 2025 Question 14 During the race, Erin’s team focused on larger items of rubbish because A they were worth more points. B they were easier to see on the ground. C they could be picked up more quickly. [1] Question 15 If she was to take part in another litter‑picking competition, Erin would A spend more time raising awareness of pollution. B prepare differently for what was involved. C try harder to get to know other competitors. [1] [Total: 6] * 0000800000010 * ,










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11 0511/12/O/N/25 © UCLES 2025 [Turn over Please turn over for Exercise 5. * 0000800000011 * ,









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Exercise 5 Question 16 You have decided to take part in a language course for teenagers during your next school holidays. Write an email to a friend about the language course. In your email you should: * say how you heard about the language course + describe what you will do on the language course * explain why you think your friend should take part in the same language course. 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. | ©UCLES 2025 0511/12/0/N/25 | DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

13 0511/12/O/N/25 © UCLES 2025 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000013 * ,









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14 0511/12/O/N/25 © UCLES 2025 Exercise 6 Question 17 You recently watched a new television talent show in which ordinary people perform in front of a group of judges and a studio audience. You have decided to write a review of the show for your school magazine. Here are some comments about the television talent show: Write a review for your school magazine. The comments above may give you some ideas, and you should also use some ideas of your own. Your review should be between 120 and 160 words long. You will receive up to 6 marks for the content of your review and up to 9 marks for the language used. There are too many talent shows on TV. It’s difficult to perform in public. The judges are great! The performers are really good. * 0000800000014 * ,









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15 0511/12/O/N/25 © UCLES 2025 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000015 * ,









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16 0511/12/O/N/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 11 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0511/12 Paper 1 Reading and Writing October/November 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 October/November 2025 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 2025 © Cambridge University Press & Assessment 2025 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 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.

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 3 of 11 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

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 4 of 11 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

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 11 Exercise 1 Question Answer Marks 1 construction workers 1 Question Answer Marks 2 toy (he played with as a child) 1 Question Answer Marks 3 carriages are (all) open-air / carriages are without walls or roofs / carriages are without walls / carriages are without roofs 1 Question Answer Marks 4 (at the) back 1 Question Answer Marks 5 (wild) goat(s) 1 Question Answer Marks 6 Award 1 mark for each detail up to a maximum 3 marks: 1 (bright) sunshine / sunny 2 (strong) wind / windy 3 (thick) fog / foggy 4 cloudy / cloud 3

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 11 Exercise 2 Question Answer Marks 7(a) D 1 7(b) C 1 7(c) A 1 7(d) C 1 7(e) B 1 7(f) D 1 7(g) A 1 7(h) C 1 7(i) B 1

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 11 Exercise 3 Question Answer Marks 8 Award 1 mark for each acceptable response, up to a maximum of 4 marks. Acceptable responses are: What first attracted Rosa to a career as a video game designer: 1 (doing something that could) make people happy 2 teamwork / people with different skills (and responsibilities) 3 (sharing) similar interests with colleagues 4 (opportunity) to be creative / developing the storyline and its characters / developing the storyline / developing its characters 5 flexible (daily) timetable / choose when to work 4 Question Answer Marks 9 Award 1 mark for each acceptable response, up to a maximum of 3 marks. Acceptable responses are: What Rosa dislikes about her work: 1 games make (some) players aggressive 2 (some) people do not take the job seriously 3 Projects (often) get cancelled 4 (project) deadlines can be unrealistic 3

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 11 Exercise 4 Question Answer Marks 10 B 1 Question Answer Marks 11 C 1 Question Answer Marks 12 B 1 Question Answer Marks 13 A 1 Question Answer Marks 14 C 1 Question Answer Marks 15 B 1

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 11 Generic marking criteria for Exercises 5 and 6 Question Answer Marks 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 generic marking criteria for Questions 16 and 17. 15 Question Answer Marks 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 generic marking criteria for Questions 16 and 17. 15

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 11 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

0511/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 11 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.