Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2006 Oct/Nov Paper 1 · Variant 1

This document consists of 13 printed pages and 3 blank pages. IB06 11_0510_01/6RP  UCLES 2006 [Turn over Candidate Name Centre Number Candidate Number UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE Paper 1 Reading and Writing (Core) 0510/01 October/November 2006 Candidates answer on the Question Paper. 1 hour 30 minutes No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN THE BARCODE. DO NOT WRITE IN THE GREY AREAS BETWEEN THE PAGES. Answer all questions. Dictionaries are not allowed. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. *051001* For Examiner's Use Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Total

2 © UCLES 2006 0510/01/O/N/06 Exercise 1 Read the following advice leaflet about how to maintain a car, and then answer the questions on the opposite page. consider buying a pressure washer to get that salt and dirt off the underside of the car before it starts to eat away your metal. Cars are more at risk underneath than on top. wax your car regularly – not only does it make your car shine, it also forms a strong barrier between the paintwork and elements that can destroy it. look out for areas where water can collect and keep them clear, especially if your car is left standing outside for any length of time. This will help prevent rust forming. brake gently when you are driving your car, and use the gears to slow the car down. This will help look after the engine and will extend the life of your brake pads and discs. just look after the outside. Repair holes in the seats before they grow and split. If your car has leather seats, you’ll need to treat the leather with a moisturiser to prevent it cracking. use strong household detergents when cleaning paintwork, as these will actually eat into the layers you are trying to protect. forget to check your tyres regularly. Tyres in bad condition can be dangerous and can cost you money by increasing fuel usage. leave your car standing for a long time without starting the engine. While the oil is sitting at the bottom of the engine, it isn’t doing much to protect it. So start your car once a week and get it warm to make sure that all its moving parts are oiled. ✓ DO  DON’T  DON’T  DON’T  DON’T ✓ DO ✓ DO ✓ DO Keep your car Alive Keep your car Alive

3 © UCLES 2006 0510/01/O/N/06 [Turn over For Examiner's Use (a) What would be useful to help remove salt and dirt from the underside of a car? [1] (b) Why are we advised never to use strong household detergents while cleaning our cars? [1] (c) Why is it important to repair holes in seats and leather at an early stage? [1] (d) Give one example of how to make your brake pads and discs last longer. [1] (e) Why is it a good idea to start a car once a week? [1] (f) What may happen if your car is left standing outside for long periods? [1] [Total: 6]

4 © UCLES 2006 0510/01/O/N/06 Exercise 2 Read this article carefully, and then answer the questions on the opposite page. India’s Snake Charmers One of the world’s most fascinating and individual traditions is under threat. India’s snake charmers, who once captivated generations of small children by playing music to cobras to make them rise out of baskets, have admitted that they have fallen on hard times. The Sapera people, India’s traditional snake charmers, no longer manage to attract big crowds and are finding it difficult to earn enough money to live. They fear that their community might disappear forever if their income from snake charming continues to go down or if they cannot find an alternative means of making a living. Most of India’s snake charmers come from one small northern village, Salenagar, about an hour from the ancient city of Lucknow. The villagers have been in the snake charming business ever since their ancestors migrated there from Bengal. Snake charming is one of the main things which characterise the Sapera and they have been working with snakes for hundreds of years. But now the Sapera’s livelihood is being threatened. As the chart indicates, the income earned by snake charmers has decreased significantly over the last forty years. In 1960, a snake charmer earned 1200 rupees a day; actors were earning only 500 rupees and wildlife experts barely made 100 rupees for working for one day. Twenty years later, India’s snake charmers were earning only 600 rupees daily. Snake charmers are blaming the decline of their profession on the increasing popularity of wildlife television programmes and films, a particular attraction for younger people. The traditional snake charming act involves playing a traditional wailing tune on a bean, an instrument that sounds a bit like a pipe. “The new generation is not listening to the old songs and melodies, they only want modern songs or pop music, with its high tech’ instruments. They are no longer interested in traditional bean music,” says a representative of the village. The world has changed and now younger people are more interested in the latest technology; their mobile phones, computers and DVD players. Many older people just do not understand these developments and regrettably the new generation takes no interest in many traditional ways of life. While snake charmers may seem exotic to much of the rest of the world, the reality is many are suffering financially. Many snake charmers have admitted that they don’t even like snakes. However, they are very proud of their ancestral profession, to the extent that they are trying hard to make sure that snake charming maintains a role in modern India. The villagers’ main demand is that they are properly recognised by the government. Under the law this might entitle them to government aid and certain privileges. Any such help may even revive their interest in working with snakes. 1200 1000 800 600 400 200 0 1960 1980 2000 Snake charmers Actors Wildlife experts Income in Rupees

5 © UCLES 2006 0510/01/O/N/06 [Turn over For Examiner's Use (a) What did the Sapera do to captivate hundreds of small children? [1] (b) Give the two factors that the Sapera believe may lead to the loss of their community. (i) (ii) [2] (c) Where did India’s snake charmers originally come from? [1] (d) Which profession doubled its income in the last twenty years of the twentieth century? [1] (e) Compare the earnings of a snake charmer in 1960 to those of a snake charmer in 1980. [1] (f) What does the musical part of a snake charmer’s act involve? [1] (g) Give two reasons why the Sapera think that young people are responsible for the declining interest in snake charming. (i) (ii) [2] (h) How would proper government recognition help the Sapera people? [1] Total: [10]

6 © UCLES 2006 0510/01/O/N/06 Exercise 3 Angela Higson is an athlete who is currently training for the next World Games which will be held in Canada next year. She is nearly 18 and lives with her mother and brother in France at 2561 Turriers, Haute Provence. Their telephone number is 0345 668102. Her mother, Marie Higson, always encouraged her and her brother Alec to take part in sports. He is a 15 year old footballer. She has practised gymnastics since she was 7 years old and is particularly good at the vault and ribbon work. During the years of competition she has won various medals and competitions including the ‘Youngest Vaulter’ when she was ten, and a joint team bronze medal in the Inter-France School competition last year. This win made her determined to aim for the World Games. This will take place next year when she is 18. Since she has been attending the Fragonard School for the last six years she has been training from four to six hours a day. Her trainers are Jeanne Jordan and Charles Briaut. They help her with the day-to-day training techniques and accompany her to events outside school times. These events are usually at the weekends or in the school holidays. She is part of the school sports team and the deputy captain of the gymnastics squad. She has always done well in the school team and individual events and her trainers have told her that her unusual choreography in the ribbon work makes her noticed by the judges. She has been second or third in every one of her recent competitions. Her first stage to enter the Games is to fill in an Initial Entry Form. If she manages to get through this first selection procedure, her school will raise the money for her flight. At the same time she is working at the local gym to save money for the accommodation and other expenses. Imagine that you are Angela. Fill in the form on the opposite page.

7 © UCLES 2006 0510/01/O/N/06 [Turn over For Examiner's Use Initial Application for Entry to the World Games PERSONAL DETAILS (Please complete this section in capital letters) Name: … Male / Female (delete as appropriate) Age: … Address: … Telephone Number: … EXPERIENCE Total number of years training: … Types of event (please circle as many as needed) : general gymnastics ribbon work dance and bounce vault floor work MEDALS AND ACHIEVEMENTS Please give details of any two achievements/medals gained: … … CONTACTS Name of Parent or Guardian: … Trainers: … In the box below, write one sentence giving your reasons why you feel you should be considered for entry to the games, and one sentence saying how you will pay for your travel and expenses if selected. [Total: 10]

8 © UCLES 2006 0510/01/O/N/06 Exercise 4 Read the article below about a gorilla named Koko, and then complete the notes on the opposite page. Gorillas have a word for it Koko is the first gorilla to have been taught sign language (a way of communicating by using hands and fingers rather than speech). With a vocabulary of more than 1000 words, she is the first to prove we share a world with other intelligent beings who feel emotions, look forward to celebrations and also have a sense of humour. The 30-year study of Koko has redefined science’s concept of gorilla intelligence. According to some scientists, genetically there is only a 2% physical difference between gorillas and humans: we share the same blood type, have the same number of hairs per square inch. But what had not been recognised by the scientific community was that gorillas have the ability to learn a language and have complex emotions. Koko lives in the Santa Cruz mountains in North America, in a wooded spot overlooking a valley. She has her own home, with curtains, and a nest of blankets, which is her bed, in one corner. She has a barrel on which she likes to sit when ‘talking’ to humans – gorillas feel more secure when they can look down on others – while her toys are spread everywhere. In addition she has an outside enclosure where she spends her days when it is not raining. It is her conversations with her teacher, Dr. Penny Patterson, that are inspiring. Penny explains: “The reality of my discovery is that our abilities as humans, our skills, sensibilities and emotions are very similar to the great apes. What we have learnt is that gorillas are more complex than we ever imagined.” When she began teaching Koko sign language, placing the little fingers of the one year old gorilla into the correct positions for ‘drink’, ‘eat’, ‘more’, and rewarding her with food, Dr. Patterson had no idea how quickly Koko would learn. “At first, it seemed Koko was using sign language as a tool to get something,” says Patterson. “It became the kind of reward system that you could expect of a cat or a dog. But early in her training, she began to combine signs, that made me think she was capable of more.” Now Koko is so proficient in sign language that if she doesn’t know a word she invents one. For example, she didn’t know the word for ‘ring’, so she combined the signs for ‘finger’ and ‘bracelet’ to express it. Dr. Patterson continues: “Koko loves babies and young people. And when she is asked what gorillas like best, she always says ‘Gorilla love eat, good’.” One of Patterson’s favourite stories demonstrates Koko’s sense of humour. When a visitor asked her to show him something scary, she held up a mirror to his face! Dr. Patterson asked her if she was looking forward to moving to Hawaii, where Patterson is raising money to build a gorilla refuge. Koko signed ‘Yes’, but only if she could have curtains in her new home!

9 © UCLES 2006 0510/01/O/N/06 [Turn over For Examiner's Use You are going to give a speech to a group about Koko the gorilla. Using the information in the article, write notes for your speech. Make two short notes under each heading. PHYSICAL CHARACTERISTICS SHARED BY GORILLAS AND HUMANS … … EQUIPMENT USED TO FURNISH KOKO’S ACCOMMODATION … … HOW KOKO WAS FIRST TAUGHT SIGN LANGUAGE … … [Total: 6] Exercise 5 Imagine that you have made your speech to the group. Now your teacher wants you to follow this up with a written summary. Look at your notes in Exercise 4. Using the ideas in your notes, write a summary about the similarities between humans and gorillas and how Koko communicates using sign language. Your summary should be one paragraph of not more than 70 words. You should use your own words as far as possible. [4]

10 © UCLES 2006 0510/01/O/N/06 Exercise 6 THE SOCIAL CLUB needs YOU! You are the President of your school’s Social Club which organises various after-school activities and visits. The club needs more members. Write an article for your school magazine about your club. Your article should be about 100- 150 words long. In your article you should • say what the club does • describe a recent activity or visit and say why it was successful • explain how students can join the club, and say why they should do so. You will receive up to 5 marks for the content of your article, and up to 5 marks for the style and accuracy of your language.

11 © UCLES 2006 0510/01/O/N/06 [Turn over For Examiner's Use [10]

12 © UCLES 2006 0510/01/O/N/06 Exercise 7 Your government recently announced that it plans to hold a major sporting event in your country. It is asking people’s views about the plan. Here are some comments from your friends and family: "The money we spend on this could be better spent on providing new schools and hospitals for the people." "This event is going to make our country really famous throughout the world." "I’m worried about the huge security problems." "It’s great because more of our young people will be encouraged to take up sport." Write a letter to the Minister for Sport giving your feelings about the plan. Your letter should be about 100-150 words long. Begin your letter ‘Dear Minister’ (do not write an address). The comments above may give you some ideas, but you are free to use any ideas of your own. You will receive up to 5 marks for the content of your letter, and up to 5 marks for the style and accuracy of your language.

13 © UCLES 2006 0510/01/O/N/06 For Examiner's Use Dear Minister, [10]

16 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. University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. 0510/01/O/N/06 BLANK PAGE

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2006 question paper 0510 ENGLISH AS A SECOND LANGUAGE 0510/01 Paper 1 (Reading and Writing – Core), maximum raw mark 56 This mark scheme is published as an aid to teachers and students, 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. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the report on the examination. The grade thresholds for various grades are published in the report on the examination for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2006 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

Page 2 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 1 © UCLES 2006 Exercise 1 (a) pressure washer [1] (b) because they eat (into)/damage what we are trying to protect [1] (c) to prevent holes growing/splitting [1] (d) any one from; brake gently (NOT ‘break’) use the gears to slow the car down [1] (e) to ensure that its (moving) parts are oiled/protected/looked after OR to circulate the oil around the engine (to protect it) [1] (f) rust may form/it might rust [1] [Max. total for Exercise 1: 6 marks] Exercise 2 (a) They coaxed cobras out of baskets/They charmed snakes [1] (b) (i) The income from snake charming (continues to) go(es) down [1] (ii) An alternative source of making a living/income is not found [1] (c) Bengal [1] (d) The wildlife experts [1] (e) It had halved/50% less/from 1200 to 600 rupees [1] (f) Playing a (wailing) tune on a bean [1] (g) (i) Not listening to the old songs and melodies/traditional bean music (ii) More interested in DVDs/pop music/technology (iii) Increasing popularity of wildlife programmes and films [2] [any two for one mark each] (h) They would get government help/aid/certain privileges OR revive interest in working with snakes [1] [Max. total for Exercise 2: 10 marks]

Page 3 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 1 © UCLES 2006 Exercise 3 Note: Correct spelling is essential for the form-filling exercise Initial Application for Entry to the World Games PERSONAL DETAILS (Please complete this section in capital letters) [1] Name: ANGELA HIGSON [1] Male/Female (delete as appropriate) [1] Age: 17 [1] Address: 2561 TURRIERS, HAUTE PROVENCE, FRANCE. [1] Telephone Number: 0345 668102 [1] EXPERIENCE Total no of years training: 10 [1] Types of event (please circle as many as needed): general gymnastics ribbon work dance and bounce vault floor work [1] MEDALS AND ACHIEVEMENTS: Please give details of any two achievements and medals gained: Note: these details must be given using the first (not third) person. Any two from: Youngest vaulter (at age 10) Team Bronze Deputy Captain of the Gymnastic(s) Squad second or third in every recent competition [2] CONTACTS Parent of guardian: Marie Higson [1] Trainer/s: Jeanne Jordan and Charles Briaut [1] Add the marks up to a total of 12 and divide by 2 to give total for the form-filling, up to a maximum of 6 marks.

Page 4 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 1 © UCLES 2006 In the box below, write one sentence giving your reasons why you feel you should be considered for entry to the games, and one sentence saying how you will pay for your travel and expenses if selected. Sentence 1: To score, the candidate must have written a sentence about her unique/unusual choreography in the ribbon work which makes her noticed by the judges AND/OR she has been second or third in every one of her recent competitions. This must be in the first person. Sentence 2: To score, the candidate must have written a sentence about working at the local gym to save money for the accommodation and other expenses AND/OR about the school raising the money for her flight. This must be in the first person. 2 marks Proper sentence construction, correct spelling and punctuation, gives the information asked for. 1 mark Reasonable sentence construction, 1-3 errors of punctuation and/or spelling without obscuring meaning, gives all or most of the information asked for. 0 marks More than 3 errors of punctuation and/or spelling, AND/OR does not give information asked for or gives irrelevant information, AND/OR not a proper sentence AND/OR meaning obscure. Add maximum of 4 marks to previous total for a maximum total of 10 marks [Max. total for Exercise 3: 10 marks]

Page 5 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 1 © UCLES 2006 Exercise 4 Note: this exercise is marked for content (reading), not language. Tick and number the content points below to a maximum of 6 marks (up to 2 marks per heading). Physical characteristics shared by gorillas and humans 1. blood type 2. number of hairs [2] Equipment used to furnish Koko’s accommodation 3. bed/nest of blankets 4. barrel 5. curtains 6. toys [2] How Koko was first taught sign language 7. placing fingers in(to) position 8. rewarding (with food) [2] [Max. total for Exercise 4: 6 marks] Exercise 5: Note: this exercise is marked for language, not content, but if content is entirely irrelevant to the task, a mark of zero should be awarded. Count words and do not mark anything exceeding 70 words, as specified in the question. (Candidates will not be assessed on anything they have written after this limit, but will not be penalised per se for exceeding it.) 0 meaning obscure because of density of language errors and serious problems with expression/nothing of relevance 1 expression weak/reliance on lifting from the passage 2 expression limited/some reliance on copying out the notes, but some sense of order 3 expression good, with attempts to group and sequence ideas in own words 4 expression very good: clear, orderly grouping and sequencing, largely own words [Max. total for Exercise 5: 4 marks]

Page 6 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 1 © UCLES 2006 Exercise 6 and Exercise 7 The following general instructions, and table of marking criteria, apply to both exercises. • Award the answer a mark for content (C) [out of 5] and a mark for language (L) [out of 5] in accordance with the General Criteria table that follows. Annotate as follows: C (mark) + L (mark) = ringed total • Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided and how enjoyable it is to read). • Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). • When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but does not quite make it into the band above. • When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in the 4-5 mark band. • When deciding on a mark for language, look at both the style and the accuracy of the language. A useful starting point would be first to determine whether errors intrude. If they do not, it will be in the 4-5 mark band. • The use of paragraphs should not be the primary basis for deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the writing warrants the upper or lower mark in the mark band. • If the essay is considerably shorter than the stated word length, it should be put in mark band 2-3 for content or lower for not fulfilling the task. • If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for content and language, even if it is enjoyable to read and fluent. • If the essay is partly relevant and therefore in mark band 2-3, the full range of marks for language are available. [Max. total for Exercise 6: 10 marks] [Max. total for Exercise 7: 10 marks]

Page 7 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 1 © UCLES 2006 GENERAL CRITERIA FOR MARKING EXERCISES 6 AND 7 (PAPER 1 – CORE TIER) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 4 – 5 Satisfactory: • Relevance: Fulfils the task, with reasonable attempt at appropriate register, and some sense of purpose and audience. A satisfactory attempt has been made to address the topic, but there may be digressions. • Development of ideas: Material is satisfactorily developed at appropriate length. 4 – 5 Safe: • Style: Mainly simple structures and vocabulary, sometimes attempting more sophisticated language. • Accuracy: Meaning is clear, and work is of a safe, literate standard. Simple structures are generally sound, apart from infrequent spelling errors, which do not interfere with communication. Grammatical errors occur when more sophistication is attempted. Paragraphs are used but without coherence or unity. 2 – 3 Partly relevant: • Relevance: Partly relevant and some engagement with the task. Does not quite fulfil the task, although there are some positive qualities. Inappropriate register, showing insufficient awareness of purpose and/or audience. • Development of ideas: Supplies some detail and explanation, but the effect is incomplete. Some repetition. 2 – 3 Errors intrude: • Style: Simple structures and vocabulary. • Accuracy: Meaning is sometimes in doubt. Frequent, distracting errors hamper precision and slow down reading. However, these do not seriously impair communication. Paragraphs absent or inconsistent. 0 – 1 Limited relevance: • Limited engagement with task, but this is mostly hidden by density of error. Award 1 mark. • No engagement with the task, or any engagement with task is completely hidden by density of error. Award 0 marks. NB: If essay is completely irrelevant, no mark can be given for Language. 0 – 1 Hard to understand: • Multiple types of error in grammar/spelling/word usage/punctuation throughout, which mostly make it difficult to understand. Occasionally, sense can be deciphered. Paragraphs absent or inconsistent. Award 1 mark. • Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English writing. Paragraphs absent or inconsistent. Award 0 marks.