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

0000800000001 * DFD Cambridge Assessment ~T International Education il Cambridge IGCSE™ CANDIDATE NAME Ps, q CENTRE CANDIDATE NUMBER NUMBER ENGLISH AS A SECOND LANGUAGE 0511/13 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) 357165 @UCLES 2025 [Turn over L _

2 0511/13/O/N/25 © UCLES 2025 Exercise 1 Read the article about an island called Surtsey, near Iceland, and then answer the questions. Surtsey Island A fascinating place for scientists On November 14, 1963, a series of huge underwater explosions was heard by fishermen 32 km from the southern coast of Iceland. They used their radios to let people know, and within a day, dozens of military and research planes and boats were in the area. A volcano had come to life: the result was the new island of Surtsey. Surtsey’s appearance raised interesting questions. What forms of life would appear on the island? When? How would they get there? In order for scientists to find out, Surtsey is closed to tourists. Researchers wanting to study there need to obtain written permission stating when and for how much time they can go. The next step is to do a special training course. This includes learning how to check clothing and other gear for what’s known as hitchhikers – things such as seeds which could grow on Surtsey but which didn’t arrive naturally. Once researchers reach the island, there are certain things they must do. They can’t just travel anywhere, but instead have to use established footpaths. No vehicles are allowed, and people can only work in certain areas. Once an expedition has finished, literally everything that came to the island must also leave it. All these rules have been worth it – Surtsey remains unspoilt, which allows scientists to learn about how life establishes itself on a new island. Some of the first signs were observed in 1965, when a plant called sea rocket was found growing on Surtsey and a mosquito was also spotted. Other early arrivals included spiders and various types of insects which were either blown there or floated on pieces of wood or plastic. Perhaps unsurprisingly however, sea birds were observed on Surtsey from the very beginning, and species now visit from as far away as southern Europe. Research trips to Surtsey are not allowed during the egg-laying season. This finishes in July. There is then a short period for visits, which ends with the arrival of grey seals. Over 100 babies, or pups, are now born there each year. Although warm ocean currents around Surtsey mean temperatures there are never especially cold, research work becomes almost impossible due to frequent severe storms in the winter. The constant action of the ocean has already reduced Surtsey’s size by about 50 per cent. Indeed, in the long term, it’s only expected to remain above water for another 100 years or so. Before then, though, an ongoing challenge faced by Surtsey is its popularity. Because people cannot land there, they have to look at it from the sea or the air. As activity around the island increases, it is likely to result in oil pollution, which could have devastating effects on the island’s species. * 0000800000002 * ,










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3 0511/13/O/N/25 © UCLES 2025 [Turn over Question 1 Who noticed the first signs that Surtsey was being formed? … [1] Question 2 What do all scientists have to take part in before a trip to Surtsey? … [1] Question 3 How must visitors to Surtsey find their way around the island? … [1] Question 4 What was the first type of animal seen on Surtsey? … [1] Question 5 What is the most serious potential threat to wildlife on Surtsey? … [1] Question 6 What factors does the writer say limit how long scientists can spend on Surtsey? Give three details. … … … [3] [Total: 8] * 0000800000003 * ,










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4 0511/13/O/N/25 © UCLES 2025 Exercise 2 Read the article about four young female actors (A–D) who perform in a play in a famous London theatre. Then answer Question 7(a)–(i). Young actors Four young female actors share their thoughts on acting and how it affects their lives A Ayeesha I’ve been performing in this show for three months now. I really only got the role by accident. My friend wanted to be in it but was nervous about going to the auditions on her own, so I said I’d keep her company. Unfortunately for her, I got the part, and she didn’t – we’re still friends, though! I really enjoyed acting at school, but this is my first paid work. I still can’t believe it. Before I started, I loved hearing about the strange and interesting people working in theatre. Everyone said, ‘Oh, they’re probably really boring in reality.’ I’m glad to report that actors really are ‘different’. They’re also the most generous people you’ll meet, especially when it comes to helping new actors. Thanks to them saying things like ‘maybe you should try this’ or ‘have you thought about that?’, I’m a better actor by far than I was. B Lisa I joined the show two months ago. I’m only on stage for about an hour a day, but when I first started, I couldn’t believe how exhausted I felt afterwards. It’s been a fantastic experience, though, and I’ve learned loads. Whatever their reputation might be, actors are fun and very encouraging. I could easily get suggestions for improving my performances, but I’ve always tried to follow my own feelings. Other aspects have been less positive. I always thought people went to the theatre to watch the play, but all too often, they’ll do things like make phone calls, talk loudly, film the show and even have picnics. It never ceases to amaze me! I know acting’s not great in terms of career security, but I love it. As for the future, my only real plan is to go to college. After that, I might consider a return to the stage. C Yuko I’ve really enjoyed being in this show. As a result, I want to stay in the theatre. I find myself increasingly interested in costume design, though. That’s more where I see myself working in the future, rather than acting. That might be because performing on stage, even in front of hundreds of people, seems no different to school drama classes. It’s just a bit of fun, and it’s hard to believe some people get paid a fortune to do it. My friends certainly think – wrongly – that I am. That’s probably why they’re always asking me to help them get into acting. Sadly, I don’t have that much influence! I’m glad it hasn’t affected our friendships. It reminds me there’s a life outside acting – and acting certainly does take up a lot of time. With all my schoolwork and sports – I play lots of tennis – I’m always busy. Luckily, that’s not a problem for me! D Ara Although I love being in this show, I’m not one of those people who give every moment to their acting. Because I’m so young, I can only work three nights a week – I share the role with other people. That’s much less demanding than professional actors’ jobs but doesn’t stop me getting stressed about trying to fit in homework and a social life with all the rehearsals and shows I do. So far at least, all my friends are still there for me, and I still get to do ‘normal’ teenage things. It can be easy, especially after a tough performance, to tell yourself you’re too tired to meet friends. It all depends on the people watching the play. If everything goes well, their reaction can be a real boost to us all; if it doesn’t, there’s nothing worse than a silent theatre. * 0000800000004 * ,










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5 0511/13/O/N/25 © UCLES 2025 [Turn over For each statement, write the correct letter, A, B, C or D, on the line. Question 7 Which person … (a) suggests that a long-term career on stage is unlikely? … [1] (b) mentions the physical demands of acting on stage? … [1] (c) finds it a challenge to balance performing with other commitments? … [1] (d) was pleased to find that actors are exactly as she imagined? … [1] (e) is frequently shocked by the behaviour of audiences? … [1] (f) became an actor as a result of trying to help someone else? … [1] (g) emphasises the importance to actors of a satisfied audience? … [1] (h) has benefited from the advice of more experienced actors? … [1] (i) finds it hard to take acting seriously? … [1] [Total: 9] * 0000800000005 * ,










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6 0511/13/O/N/25 © UCLES 2025 Exercise 3 Read the article about making urban areas more natural – a process known as urban rewilding – and then complete the notes. Why we need to rewild our cities Journalist Josh Mackenzie writes about introducing more nature into urban areas People are becoming increasingly aware of environmental issues and the importance of the natural world. With so many of us now living in urban areas, there is a growing interest in urban rewilding. This involves getting more plants and wildlife into our towns and cities. I’ve been looking at ways in which this is happening in my city. One of the strongest arguments for urban rewilding is that, in the long run, it will help fight the impact of climate change. In many cities, this has led to increased, often very extreme, rainfall. Rewilding in the form of tree planting can make a real difference as trees are able to capture and store rainwater. In my city, there’s definitely been less flooding, which has been a problem in previous years. It’s probably true to say that the biggest impact of rewilding is felt on a personal level. One thing everyone notices is that cities are getting warmer. This occurs when heat from human activity is trapped by all the concrete structures found there. As a result, urban areas can be several degrees hotter than the surrounding countryside. This can cause sleepless nights and stress. Simply switching on the air conditioning is only a short-term solution, however. Ultimately, introducing more shade from trees is the way forward – something I’ve become aware of on my daily walks to work. Clearly, there are costs involved when making such changes. This is why rewilding is sometimes claimed to be anti-business. In fact, over time, in most workplaces, this can save companies money. It has long been known that spending time in the countryside improves people’s health. Even in cities, similar effects may be obtained just as a result of having more green spaces. These are all too rare in cities, but more of them have been created in my neighbourhood recently. From a commercial point of view, this can have a positive impact, in that workers become more productive. Rewilding a city can also have wider implications: it can make the place more attractive, which creates opportunities in the tourist industry. People often have doubts about rewilding because they fear it involves reintroducing large animals. However, this only really applies to rural rewilding projects. That being said, rewilding might attract more wildlife, like birds and insects, to a city. And we should ignore any suggestions that it means the end of building in cities. In fact, it simply means doing as much as possible to encourage more carefully planned housing developments, which I’m delighted to say is now happening in my area. In summary, the aim of rewilding is to find a compromise between the needs of humans and nature so that our urban areas are places where both can exist in harmony. * 0000800000006 * ,










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7 0511/13/O/N/25 © UCLES 2025 [Turn over Imagine you are going to give a talk about urban rewilding to your classmates. Use words from the article to help you write some notes. Make short notes under each heading. Question 8 Effects of urban rewilding that Josh has noticed in his city: ● … ● … ● … [3] Question 9 Why urban rewilding is good for business: ● … ● … [2] Question 10 Mistaken beliefs about urban rewilding: ● … ● … [2] [Total: 7] * 0000800000007 * ,










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* 0000800000008 * DFD r 11 11111111111 11111111111 11 1111111111 11111 1111111111 11111111111 11 111 11 8 Exercise 4 Read the article about a young vet working in Australia, and then answer the questions. Meet the young flying vet Kat Sanders flies around the Australian countryside to treat animals of all shapes and sizes My name's Kat Sanders. They're not just people who are paying my salary! l.!.ucLES 2025 0511/13/O/N/25 7 - 8 _J Content removed due to copyright restrictions.

9 0511/13/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 11 Kat says that flying doctors and vets A have a more difficult job than most people imagine. B offer a practical solution to a problem. C deserve to be more well known. [1] Question 12 What does Kat suggest about her career? A It is something she has never considered changing. B It was what her parents always encouraged her to do. C It was an obvious choice given her childhood experiences. [1] Question 13 What does ‘it’ refer to in line 16? A driving to see patients B doing a wider variety of work C getting everything in Kat’s plane [1] Question 14 In paragraph 4, what point does Kat make about flying? A It has become increasingly difficult to justify financially. B It helps to distract her from her work as a vet. C It is something she prefers to do for pleasure. [1] * 0000800000009 * ,










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10 0511/13/O/N/25 © UCLES 2025 Question 15 Kat mentions having disagreements as an example of A the way her relationship with her parents has changed. B the problems faced by her parents when she is away. C the love she and her parents have for their way of life. [1] Question 16 In the final paragraph, Kat explains why her work situation A would only really suit people from the local area. B has an attraction that is hard for most people to see. C seems to be discouraging young vets looking for work. [1] [Total: 6] * 0000800000010 * ,










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









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Question 17 You recently attended a family celebration. Something unexpected happened during the celebration. Write an email to a friend about the celebration. In your email, you should: e explain what the celebration was e describe what happened that was unexpected e say how you felt afterwards. 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 Be 0511/13/0/N/25 | 12 ~] DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN IN

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









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14 0511/13/O/N/25 © UCLES 2025 Exercise 6 Question 18 You recently went on a school trip to a museum. Your head teacher would like opinions on the museum trip and has asked you to write a report about it. In your report, say what was good about visiting the museum AND suggest how the experience for young visitors to the museum could be improved. Here are some comments: The museum made history interesting. There wasn’t much information there. The museum staff were helpful. The technology there was old-fashioned. Now write a report on the museum trip for your head teacher. The comments 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 report and up to 9 marks for the language used. * 0000800000014 * ,









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









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16 0511/13/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 0511/13 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.

0511/13 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.

0511/13 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 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 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

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 11 Exercise 1 Question Answer Marks 1 fishermen 1 Question Answer Marks 2 (a special training) course 1 Question Answer Marks 3 (use established) footpaths / on foot 1 Question Answer Marks 4 (sea) birds 1 Question Answer Marks 5 oil pollution 1 Question Answer Marks 6 Award one mark for each detail up to a maximum of three marks: 1) (obtain written) permission 2) egg-laying season 3) (the) arrival of grey seals 4) (frequent severe) storms (in the winter) 3

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 11 Exercise 2 Question Answer Marks 7(a) C 1 7(b) B 1 7(c) D 1 7(d) A 1 7(e) B 1 7(f) A 1 7(g) D 1 7(h) A 1 7(i) C 1

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 11 Exercise 3 Question Answer Marks 8 Award one mark for each acceptable response, up to a maximum of three marks: Effects of urban rewilding that Josh has noticed in his city: 1 less flooding 2 (more) shade (from trees)/cooler in cities 3 (more) green spaces 4 (more) carefully planned housing (developments) 3 Question Answer Marks 9 Award one mark for each acceptable response, up to a maximum of two marks: Why urban rewilding is good for business: 1 save (companies) money 2 (workers become) more productive 3 (creates) opportunities in the tourist industry 2 Question Answer Marks 10 Award one mark for each acceptable response, up to a maximum of two marks: Mistaken beliefs about urban rewilding: 1 anti-business 2 (involves) reintroducing large animals 3 (means) the end of building (in cities) 2

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 11 Exercise 4 Question Answer Marks 11 B 1 Question Answer Marks 12 C 1 Question Answer Marks 13 A 1 Question Answer Marks 14 B 1 Question Answer Marks 15 C 1 Question Answer Marks 16 B 1

0511/13 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 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 Question Answer Marks 18 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

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 11 Marking criteria for Questions 17 and 18 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 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.