Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2009 May/June Paper 1 · Variant 1

Location Entry Codes As part of CIE’s continual commitment to maintaining best practice in assessment, CIE uses different variants of some question papers for our most popular assessments with large and widespread candidature. The question papers are closely related and the relationships between them have been thoroughly established using our assessment expertise. All versions of the paper give assessment of equal standard. The content assessed by the examination papers and the type of questions is unchanged. This change means that for this component there are now two variant Question Papers, Mark Schemes and Principal Examiner’s Reports where previously there was only one. For any individual country, it is intended that only one variant is used. This document contains both variants which will give all Centres access to even more past examination material than is usually the case. The diagram shows the relationship between the Question Papers, Mark Schemes and Principal Examiners’ Reports that are available. Question Paper Mark Scheme Principal Examiner’s Report Introduction Introduction Introduction First variant Question Paper First variant Mark Scheme First variant Principal Examiner’s Report Second variant Question Paper Second variant Mark Scheme Second variant Principal Examiner’s Report Who can I contact for further information on these changes? Please direct any questions about this to CIE’s Customer Services team at: international@cie.org.uk The titles for the variant items should correspond with the table above, so that at the top of the first page of the relevant part of the document and on the header, it has the words: • First variant Question Paper / Mark Scheme / Principal Examiner’s Report or • Second variant Question Paper / Mark Scheme / Principal Examiner’s Report as appropriate. www.XtremePapers.com

This document consists of 13 printed pages and 3 blank pages. IB09 06_0510_11/5RP © UCLES 2009 [Turn over *7703265034* For Examiner's Use Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Total UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 Reading and Writing (Core) May/June 2009 1 hour 30 minutes Candidates answer on the Question Paper. 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 ANY BARCODES. 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. First Variant Question Paper

2 © UCLES 2009 0510/11/M/J/09 Exercise 1 Read the following article about banana leaves, and then answer the questions on the opposite page. Fantastic Leaves We all know about bananas. They are rich in vitamin A, B6, C and potassium, and humans eat large numbers of them. Only rice, wheat and maize are consumed in greater quantities. Bananas are grown in about 130 countries, which is more than any other fruit crop. But what about the banana leaf itself? It is valued in many parts of the world for its beauty and fragrance and it has many additional uses. Eating Naturally The banana leaf may have been the original equivalent of the modern paper plate. Eating food served on a banana leaf is more hygienic than eating food off plastic, steel or ceramic plates. Also, when the meal is finished, the leaf can be disposed of in an environmentally-friendly way. Non-stick A banana leaf can also serve as a non-stick frying pan. This means that you don’t have to use oil and it is a healthy way of cooking food. The many uses of banana leaves make them a vital part of traditional life in countries such as Sri Lanka and they are a perfect example of the human ability to find a purpose for even the most ordinary items. When banana leaves are used to wrap packets of rice and curry, they add a distinct flavour to the food. And When It Rains... On rainy days, villagers in many parts of the world hold banana leaves over their heads to keep them from getting wet! In addition, not only people but also plants such as cocoa, coffee and black pepper benefit from the leaf as a means of shade. Get Packing In Sri Lanka, when delicate fruits are being transported by lorry, banana leaves serve as packing materials to prevent them from getting squashed. In this way they are far more eco-friendly than plastic wrapping material. Another benefit is that when banana leaves are used, they help to retain the freshness of the fruits. Decorative Uses Banana leaves are sometimes used as wedding decorations, where they are thought to bring good luck and prosperity to the couple getting married. In places such as Haiti, when the leaves are dried, they are woven to make attractive hampers and salad bowls. The banana and its leaf together form one of nature’s truly versatile creations.

3 © UCLES 2009 0510/11/M/J/09 [Turn over For Examiner's Use (a) Which three foods do people eat most in the world? [1] (b) Which ingredient is not required if you use banana leaves when frying food? [1] (c) What is one benefit of wrapping rice and curry in banana leaves? [1] (d) How do the leaves help other crops when they are growing? [1] (e) What are the advantages of using banana leaves as packaging? Give two details. [1] (f) Why are banana leaves popular as wedding decorations? [1] [Total: 6]

4 © UCLES 2009 0510/11/M/J/09 Exercise 2 Read the following article about research into people living longer, and then answer the questions on the opposite page. SOON WE MAY LIVE FOR 200 YEARS The day may come when people will celebrate the start of middle age on their l00th birthday. Some of the world’s most eminent experts on ageing have made predictions about average life expectancy – that is the age that you can hope to live to. Those experts say that by the end of this century in some parts of the world people may live to 200 years of age. From the late 1800s to the present day, the average life span has almost doubled. Some scientists predict a jump of even greater proportions over the next 100 years, thanks to advances in medical science. Scientists are researching many interesting possibilities at the present time. For example, within the next ten years, they may be able to grow new teeth from stem cells in the laboratory. They are also hoping to develop drugs which can imitate the effects of eating less so that people reduce their calorie intake. This means that people should stay healthier because fewer will be overweight. These scientists are attempting to increase life span by up to 50 per cent. If such changes happen, the world will be dominated by people over 100 years old. At the present time, the longest recorded human lifespan is of a Frenchwoman, Jeanne-Louise Calment, who was born in 1875 and died in 1997 at the age of 122 years and 164 days. This is, of course, a real exception, but who knows whether it will be so rare in the future? In the last century, cleaner living conditions and the discovery of life-saving medicines led to longer life expectancy. A Professor of Medicine at an American University stated: “People haven’t realised it but with the developments in medical science, we are in a similar position now to increase life expectancy dramatically. At present, as you get older, your cells slowly stop repairing themselves, but with new medical discoveries I think we are going to be able to reverse that process.” However, other scientists are less convinced. They believe that the human body has a fixed limit on life span that it will not be possible to exceed. One of this group said: “Living for 200 years is unrealistic. To do that we would have to wipe out things like cancer, heart disease and other major health problems. Despite the huge amount of money being spent on research into these diseases, their complete removal is frustratingly slow.” Many scientists, however, are excited by the possibilities of a longer life. One expert said: “How many of us have wanted to do something else with our lives, such as be a novelist, but have not had the time? So much human potential is undiscovered. Perhaps with longer lives, we could start to achieve more of our dreams.” 50 50 30 40 50 60 70 80 90 1840 1880 1930 2010 46 49 58 63 78 84 Age in years Life expectancy in Europe Dates male female

5 © UCLES 2009 0510/11/M/J/09 [Turn over For Examiner's Use (a) How has the average life span changed from the late 1800s to the present day? [1] (b) What areas of research are scientists undertaking at the moment? Give two examples. (i) [1] (ii) [1] (c) What was unusual about Jeanne-Louise Calment? [1] (d) What contributed to longer life expectancy in the last century? Give two details. (i) [1] (ii) [1] (e) What is the effect of ageing on our body cells? [1] (f) According to the graph, what was the difference in life expectancy between men and women in 1930? [1] (g) Why do some scientists believe that the human body has a fixed age limit? [1] (h) What benefit could we receive from living longer? [1] [Total: 10]

6 © UCLES 2009 0510/11/M/J/09 Exercise 3 Zohreh Bramo is nearly 18 and studies music at Greenhead Music College. She lives at Apartment 4, Rose Street, Bellefontaine. All members of her family are musical. Her mother Zinat plays the piano accordion and she often encourages Zohreh’s two brothers, 13 year-old Farzan and 16 year-old Alojz, to sing folk songs in the evenings. Zohreh is hoping to go on a four week music course to improve her singing and clarinet playing. She would also like to try composing music during the course since she is not yet confident in her ability at this. At home she uses a specialised computer program to help her practise, though the main use of the computer is to keep in touch with her friends by email. The computer also enables her to keep up to date with musical information from her family and internet friends. Her personal email address is zohsing.music@linea.ac.cr but she can also be reached at bramo.z@greenhead.ac.cr on the college intranet. She would prefer to attend the course during October or November when it is likely to be holiday time. She likes to play tennis in the summer so she couldn't attend then. Zohreh hopes to become a teacher of music to young children when she is older and perhaps train to sing professionally as her grandmother did. She is often at concerts or practising somewhere, usually in college or a concert hall, so her mobile phone is a useful gadget. Zohreh can be reached on 07798 664398. Imagine you are Zohreh. Fill in the form on the opposite page, using the information above.

7 © UCLES 2009 0510/11/M/J/09 [Turn over For Examiner's Use Short Music Course Application Form SECTION A: PERSONAL DETAILS Please complete Section A in BLOCK CAPITALS. NAME: … ADDRESS: … AGE: … COLLEGE ATTENDING: … SECTION B: COURSE DETAILS INSTRUMENT(S) PLAYED: … PREFERRED MONTHS: (Please circle as many as required) January February March April May June July August September October November December MAIN AREAS OF INTEREST: (Please tick) composing singing conducting SECTION C: FURTHER CONTACT INFORMATION MOBILE / CELL PHONE NUMBER: … PARENT(S) NAME(S): … PERSONAL EMAIL ADDRESS: … SCHOOL / COLLEGE CONTACT DETAILS: … In the space below, write one sentence about your musical life outside college and one sentence about your hopes for the future. … … … … [Total: 10]

8 © UCLES 2009 0510/11/M/J/09 Exercise 4 Read the article below about research into the performance of sportsmen and sportswomen, and then complete the notes on the opposite page. SPORTS STARS HAVE A NATURAL ADVANTAGE Scientists have identified the clear biological advantages that give the world's sporting champions a head start in life before they have even begun their rigorous training programmes. Scientists working with official sports organisations have begun to examine hundreds of teenagers to see if they have any genetic advantages that could be vital in a range of sporting events. Those young people who match up will be fast-tracked into training programmes designed to make them future champions. The coach for the French Olympic team says: “We measure special attributes between the ages of 16 and 18. But only one in 10, 000 people has the physical aspects needed to compete at the very top level in sporting events. The biological make-up of an individual is now a huge factor in determining our choice of an athlete. We take into account the height, strength and endurance of a person. We also regard mental application as important, how an individual reacts when the competition gets really tough.” Scientists say that medical evidence is playing an increasingly important role in the selection of athletes. A study of the 40-year dominance of Kenyan runners in long distance athletic events has revealed that 45 per cent of them come from the Nandi tribe. What is remarkable is that this tribe makes up only 3 per cent of the Kenyan population. There must be something in their genes which gives them such endurance. Athletic organisations consider these genetic factors a good indicator when selecting athletes to produce superior running performances. Scientists say that in order to be dominant in a sport, an athlete now needs to possess at least one unusual physical quality. For example, David Beckham's bandy legs have been partly credited with helping to put a spin on the football when he takes a free kick for England. Other biological characteristics are more measurable. The American tennis player, Andy Roddick, has the fastest serve in the game. He is able to arch his back so much that it increases the rotation of his arm to 130 degrees. This is 44 per cent better than the average professional player and this allows him to drive the ball over the net at 240 kilometres per hour. Michael Phelps, the fourteen-times Olympic swimming champion, has over-size feet which act like flippers to propel him through the water. These special biological features are not restricted to men. Mia Hamm, probably the best all-round woman footballer in the world, produces less than one litre of sweat an hour when doing vigorous exercise, which is half the human average. When it comes to speed, take the example of woman racing driver, Liz Halliday. A normal person would take 300 milliseconds to make a reactive decision. She can do it in 260 milliseconds. It may not sound much quicker but at top race speeds this makes a difference of three car lengths. The difference between success and failure is very small and all these biological factors are crucial in finding future champions.

9 © UCLES 2009 0510/11/M/J/09 [Turn over For Examiner's Use You are preparing to give a presentation to your year group about the recent research into sporting performance. Prepare some notes to use as the basis of your talk. Make three points under each heading. Factors for sports organisations when selecting sportspeople • … • … • … Examples of sports star AND his/her specific physical advantage • David Beckham – bandy legs • … • … • … [Total: 6] Exercise 5 Imagine that you have made your presentation to the year group in Exercise 4. Now your teacher wants you to follow this up with a summary for the school magazine. Look at your notes in Exercise 4 above. Using the ideas in your notes, write a summary of the recent research into the performance of top sports stars. Your summary should be no more than 70 words. You should use your own words as far as possible. [Total: 4]

10 © UCLES 2009 0510/11/M/J/09 Exercise 6 Your school has been invited to send a team of students to take part in the Association of World Youth Groups. Write a letter to your year group, inviting students to become part of the team. In the letter you need to tell them: • for which activity you are sending a team • what kind of experience or special skills are needed • how members of the team will be selected. Your letter should be between 100 and 150 words long. 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 answer.

11 © UCLES 2009 0510/11/M/J/09 [Turn over For Examiner's Use [Total: 10]

12 © UCLES 2009 0510/11/M/J/09 Exercise 7 Many people believe that young people spend too much time playing computer games. Others view computer games as just another form of relaxation or hobby. Here are some comments from your friends on this topic: Your teacher has asked you to write an article for the school magazine giving your views about the issue. Your article should be between 100 and 150 words long. 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 article, and up to 5 marks for the style and accuracy of your language. "Computer games are more exciting than anything else I know." “I’m not keen on computer games at all. I prefer to go out and spend time with my friends doing different things like basketball, youth club and visiting the cinema.” "I don't have much money. I can get hours of entertainment from a computer game without spending too much." "I think it's much healthier to go outside and do some exercise than stay in the house playing on the computer."

13 © UCLES 2009 0510/11/M/J/09 For Examiner's Use [Total: 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 Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. © UCLES 2009 0510/11/M/J/09 BLANK PAGE

This document consists of 13 printed pages and 3 blank pages. IB09 06_0510_12/3RP © UCLES 2009 [Turn over *9684747846* For Examiner's Use Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Total UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing (Core) May/June 2009 1 hour 30 minutes Candidates answer on the Question Paper. 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 ANY BARCODES. 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. Second Variant Question Paper

2 © UCLES 2009 0510/12/M/J/09 Exercise 1 Read the following article about banana leaves, and then answer the questions on the opposite page. Fantastic Leaves We all know about bananas. They are rich in vitamin A, B6, C and potassium, and humans eat large numbers of them. Only rice, wheat and maize are consumed in greater quantities. Bananas are grown in about 130 countries, which is more than any other fruit crop. But what about the banana leaf itself? It is valued in many parts of the world for its beauty and fragrance and it has many additional uses. Eating Naturally The banana leaf may have been the original equivalent of the modern paper plate. Eating food served on a banana leaf is more hygienic than eating food off plastic, steel or ceramic plates. Also, when the meal is finished, the leaf can be disposed of in an environmentally-friendly way. Non-stick A banana leaf can also serve as a non-stick frying pan. This means that you don’t have to use oil and it is a healthy way of cooking food. The many uses of banana leaves make them a vital part of traditional life in countries such as Sri Lanka and they are a perfect example of the human ability to find a purpose for even the most ordinary items. When banana leaves are used to wrap packets of rice and curry, they add a distinct flavour to the food. And When It Rains... On rainy days, villagers in many parts of the world hold banana leaves over their heads to keep them from getting wet! In addition, not only people but also plants such as cocoa, coffee and black pepper benefit from the leaf as a means of shade. Get Packing In Sri Lanka, when delicate fruits are being transported by lorry, banana leaves serve as packing materials to prevent them from getting squashed. In this way they are far more eco-friendly than plastic wrapping material. Another benefit is that when banana leaves are used, they help to retain the freshness of the fruits. Decorative Uses Banana leaves are sometimes used as wedding decorations, where they are thought to bring good luck and prosperity to the couple getting married. In places such as Haiti, when the leaves are dried, they are woven to make attractive hampers and salad bowls. The banana and its leaf together form one of nature’s truly versatile creations.

3 © UCLES 2009 0510/12/M/J/09 [Turn over For Examiner's Use (a) Which three foods do people eat most in the world? [1] (b) Which ingredient is not required if you use banana leaves when frying food? [1] (c) What is one benefit of wrapping rice and curry in banana leaves? [1] (d) How do the leaves help other crops when they are growing? [1] (e) What are the advantages of using banana leaves as packaging? Give two details. [1] (f) Why are banana leaves popular as wedding decorations? [1] [Total: 6]

4 © UCLES 2009 0510/12/M/J/09 Exercise 2 Read the following article about research into people living longer, and then answer the questions on the opposite page. SOON WE MAY LIVE FOR 200 YEARS The day may come when people will celebrate the start of middle age on their l00th birthday. Some of the world’s most eminent experts on ageing have made predictions about average life expectancy – that is the age that you can hope to live to. Those experts say that by the end of this century in some parts of the world people may live to 200 years of age. From the late 1800s to the present day, the average life span has almost doubled. Some scientists predict a jump of even greater proportions over the next 100 years, thanks to advances in medical science. Scientists are researching many interesting possibilities at the present time. For example, within the next ten years, they may be able to grow new teeth from stem cells in the laboratory. They are also hoping to develop drugs which can imitate the effects of eating less so that people reduce their calorie intake. This means that people should stay healthier because fewer will be overweight. These scientists are attempting to increase life span by up to 50 per cent. If such changes happen, the world will be dominated by people over 100 years old. At the present time, the longest recorded human lifespan is of a Frenchwoman, Jeanne-Louise Calment, who was born in 1875 and died in 1997 at the age of 122 years and 164 days. This is, of course, a real exception, but who knows whether it will be so rare in the future? In the last century, cleaner living conditions and the discovery of life-saving medicines led to longer life expectancy. A Professor of Medicine at an American University stated: “People haven’t realised it but with the developments in medical science, we are in a similar position now to increase life expectancy dramatically. At present, as you get older, your cells slowly stop repairing themselves, but with new medical discoveries I think we are going to be able to reverse that process.” However, other scientists are less convinced. They believe that the human body has a fixed limit on life span that it will not be possible to exceed. One of this group said: “Living for 200 years is unrealistic. To do that we would have to wipe out things like cancer, heart disease and other major health problems. Despite the huge amount of money being spent on research into these diseases, their complete removal is frustratingly slow.” Many scientists, however, are excited by the possibilities of a longer life. One expert said: “How many of us have wanted to do something else with our lives, such as be a novelist, but have not had the time? So much human potential is undiscovered. Perhaps with longer lives, we could start to achieve more of our dreams.” 50 50 30 40 50 60 70 80 90 1840 1880 1930 2010 46 49 58 63 78 84 Age in years Life expectancy in Europe Dates male female

5 © UCLES 2009 0510/12/M/J/09 [Turn over For Examiner's Use (a) How has the average life span changed from the late 1800s to the present day? [1] (b) What areas of research are scientists undertaking at the moment? Give two examples. (i) [1] (ii) [1] (c) What was unusual about Jeanne-Louise Calment? [1] (d) What contributed to longer life expectancy in the last century? Give two details. (i) [1] (ii) [1] (e) What is the effect of ageing on our body cells? [1] (f) According to the graph, what was the difference in life expectancy between men and women in 1930? [1] (g) Why do some scientists believe that the human body has a fixed age limit? [1] (h) What benefit could we receive from living longer? [1] [Total: 10]

6 © UCLES 2009 0510/12/M/J/09 Exercise 3 Zohreh Bramo is nearly 18 and studies music at Greenhead Music College. She lives at Apartment 4, Rose Street, Bellefontaine. All members of her family are musical. Her mother Zinat plays the piano accordion and she often encourages Zohreh’s two brothers, 13 year-old Farzan and 16 year-old Alojz, to sing folk songs in the evenings. Zohreh is hoping to go on a four week music course to improve her singing and clarinet playing. She would also like to try composing music during the course since she is not yet confident in her ability at this. At home she uses a specialised computer program to help her practise, though the main use of the computer is to keep in touch with her friends by email. The computer also enables her to keep up to date with musical information from her family and internet friends. Her personal email address is zohsing.music@linea.ac.cr but she can also be reached at bramo.z@greenhead.ac.cr on the college intranet. She would prefer to attend the course during October or November when it is likely to be holiday time. She likes to play tennis in the summer so she couldn't attend then. Zohreh hopes to become a teacher of music to young children when she is older and perhaps train to sing professionally as her grandmother did. She is often at concerts or practising somewhere, usually in college or a concert hall, so her mobile phone is a useful gadget. Zohreh can be reached on 07798 664398. Imagine you are Zohreh. Fill in the form on the opposite page, using the information above.

7 © UCLES 2009 0510/12/M/J/09 [Turn over For Examiner's Use Short Music Course Application Form SECTION A: PERSONAL DETAILS Please complete Section A in BLOCK CAPITALS. NAME: … ADDRESS: … AGE: … COLLEGE ATTENDING: … SECTION B: COURSE DETAILS INSTRUMENT(S) PLAYED: … PREFERRED MONTHS: (Please circle as many as required) January February March April May June July August September October November December MAIN AREAS OF INTEREST: (Please tick) composing singing conducting SECTION C: FURTHER CONTACT INFORMATION MOBILE / CELL PHONE NUMBER: … PARENT(S) NAME(S): … PERSONAL EMAIL ADDRESS: … SCHOOL / COLLEGE CONTACT DETAILS: … In the space below, write one sentence about your musical life outside college and one sentence about your hopes for the future. … … … … [Total: 10]

8 © UCLES 2009 0510/12/M/J/09 Exercise 4 Read the article below about research into the performance of sportsmen and sportswomen, and then complete the notes on the opposite page. SPORTS STARS HAVE A NATURAL ADVANTAGE Scientists have identified the clear biological advantages that give the world's sporting champions a head start in life before they have even begun their rigorous training programmes. Scientists working with official sports organisations have begun to examine hundreds of teenagers to see if they have any genetic advantages that could be vital in a range of sporting events. Those young people who match up will be fast-tracked into training programmes designed to make them future champions. The coach for the French Olympic team says: “We measure special attributes between the ages of 16 and 18. But only one in 10, 000 people has the physical aspects needed to compete at the very top level in sporting events. The biological make-up of an individual is now a huge factor in determining our choice of an athlete. We take into account the height, strength and endurance of a person. We also regard mental application as important, how an individual reacts when the competition gets really tough.” Scientists say that medical evidence is playing an increasingly important role in the selection of athletes. A study of the 40-year dominance of Kenyan runners in long distance athletic events has revealed that 45 per cent of them come from the Nandi tribe. What is remarkable is that this tribe makes up only 3 per cent of the Kenyan population. There must be something in their genes which gives them such endurance. Athletic organisations consider these genetic factors a good indicator when selecting athletes to produce superior running performances. Scientists say that in order to be dominant in a sport, an athlete now needs to possess at least one unusual physical quality. For example, David Beckham's bandy legs have been partly credited with helping to put a spin on the football when he takes a free kick for England. Other biological characteristics are more measurable. The American tennis player, Andy Roddick, has the fastest serve in the game. He is able to arch his back so much that it increases the rotation of his arm to 130 degrees. This is 44 per cent better than the average professional player and this allows him to drive the ball over the net at 240 kilometres per hour. Michael Phelps, the fourteen-times Olympic swimming champion, has over-size feet which act like flippers to propel him through the water. These special biological features are not restricted to men. Mia Hamm, probably the best all-round woman footballer in the world, produces less than one litre of sweat an hour when doing vigorous exercise, which is half the human average. When it comes to speed, take the example of woman racing driver, Liz Halliday. A normal person would take 300 milliseconds to make a reactive decision. She can do it in 260 milliseconds. It may not sound much quicker but at top race speeds this makes a difference of three car lengths. The difference between success and failure is very small and all these biological factors are crucial in finding future champions.

9 © UCLES 2009 0510/12/M/J/09 [Turn over For Examiner's Use You are preparing to give a presentation to your year group about the recent research into sporting performance. Prepare some notes to use as the basis of your talk. Make three points under each heading. Factors for sports organisations when selecting sportspeople • … • … • … Examples of sports star AND his/her specific physical advantage • David Beckham – bandy legs • … • … • … [Total: 6] Exercise 5 Imagine that you have made your presentation to the year group in Exercise 4. Now your teacher wants you to follow this up with a summary for the school magazine. Look at your notes in Exercise 4 above. Using the ideas in your notes, write a summary of the recent research into the performance of top sports stars. Your summary should be no more than 70 words. You should use your own words as far as possible. [Total: 4]

10 © UCLES 2009 0510/12/M/J/09 Exercise 6 You have just organised and taken part in a school festival to celebrate an important day in your country's tradition. Write an article for your local newspaper, explaining • what the festival was about • what the highlight or main attraction of the festival was • how the younger students who took part benefited from the experience. Your article should be between 100 and 150 words long. 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 2009 0510/12/M/J/09 [Turn over For Examiner's Use [Total: 10]

12 © UCLES 2009 0510/12/M/J/09 Exercise 7 The manager of your favourite cinema wants to make a big increase in the price of an entry ticket. Here are some comments from your friends on this proposal: Write a letter to the cinema manager giving your views on this proposal. Your letter should be between 100 and 150 words long. 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. "I like to go to the cinema regularly, but I won’t be able to afford it now." “I'm happy to pay the extra because they have made the cinema much more comfortable recently.” "The cinema management should try to raise money in other ways, for example, by selling refreshments or posters." "Both the quality of the sound and the picture are so much better at the cinema than on TV."

13 © UCLES 2009 0510/12/M/J/09 For Examiner's Use [Total: 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 Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. © UCLES 2009 0510/12/M/J/09 BLANK PAGE

Location Entry Codes As part of CIE’s continual commitment to maintaining best practice in assessment, CIE has begun to use different variants of some question papers for our most popular assessments with extremely large and widespread candidature, The question papers are closely related and the relationships between them have been thoroughly established using our assessment expertise. All versions of the paper give assessment of equal standard. The content assessed by the examination papers and the type of questions are unchanged. This change means that for this component there are now two variant Question Papers, Mark Schemes and Principal Examiner’s Reports where previously there was only one. For any individual country, it is intended that only one variant is used. This document contains both variants which will give all Centres access to even more past examination material than is usually the case. The diagram shows the relationship between the Question Papers, Mark Schemes and Principal Examiner’s Reports. Question Paper Mark Scheme Principal Examiner’s Report Introduction Introduction Introduction First variant Question Paper First variant Mark Scheme First variant Principal Examiner’s Report Second variant Question Paper Second variant Mark Scheme Second variant Principal Examiner’s Report Who can I contact for further information on these changes? Please direct any questions about this to CIE’s Customer Services team at: international@cie.org.uk www.XtremePapers.com

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2009 question paper for the guidance of teachers 0510 ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 11 (Reading and Writing – Core), maximum raw mark 56 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 must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2009 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. First variant Mark Scheme

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 11 © UCLES 2009 Exercise 1 Fantastic Leaves (a) rice, wheat and maize [1] (b) oil [1] (c) (adds a distinct) flavour (to the food) [1] (d) they provide shade [1] (e) retain the freshness of the fruits/eco-friendly/stop them from being squashed [1] [TWO details for ONE mark] (f) they bring (good) luck/prosperity (to the couple getting married) [1] [Total: 6] Exercise 2 Soon we may live for 200 years (a) it has almost doubled [1] (b) (i) growing new teeth from stem cells [1] (ii) developing drugs to imitate the effects of eating less [1] (c) longest recorded life span/lived to be (more than) 122 years old/lived from 1875 to 1997 [1] (d) (i) cleaner living conditions [1] (ii) discovery of life-saving medicines [1] (e) they (slowly) stop repairing (themselves) [1] (f) five years [1] (g) cancer, heart disease/major health problems/complete removal of major diseases is slow [1] (h) do something more with our lives/achieve more of our dreams/achieve more of our potential [1] [Total: 10] First variant Mark Scheme

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 11 © UCLES 2009 Exercise 3 SHORT MUSIC COURSE APPLICATION FORM NB: Accurate spelling is essential for the form-filling exercise. SECTION A: Personal Details [Use of block capitals] [1] NAME: ZOHREH BRAMO [1] ADDRESS: APT /APARTMENT 4, ROSE STREET, BELLEFONTAINE [1] AGE: 17 [1] COLLEGE ATTENDING: GREENHEAD MUSIC COLLEGE [1] SECTION B: Course Details INSTRUMENTS PLAYED: clarinet [1] PREFERRED MONTH/S: CIRCLE October & November [1] MAIN AREAS OF INTEREST: TICK composing & singing [1] SECTION C: Further Contact Information Mobile/Cell number: 07798 664398 [1] Parent(s) name(s): Zinat Bramo [1] Personal email address: zohsing.music@linea.ac.cr [1] School/College Contact details: bramo.z@greenhead.ac.cr [1] [12 divided by 2 = 6 marks] Sentence 1 and 2 must be written in the first person. Sentence One: to score the candidate must write a sentence about the specialised computer program used to practise or the idea of keeping up to date with musical information on the computer. Sentence Two: to score the candidate must write a sentence about wanting to be a teacher/training to be a professional singer in future. For each sentence, award up to 2 marks as follows: 2 marks: proper sentence construction; correct spelling and punctuation; gives the information asked for. 1 mark: proper sentence construction; 1–3 errors of punctuation and/or spelling (without obscuring meaning); gives the information asked for. 0 marks: more than 3 errors of punctuation and/or spelling; and/or does not give the information asked for; and/or not a proper sentence; and/or meaning obscure; fewer than 12 words or more than 20 words. [Total: 10] First variant Mark Scheme

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 11 © UCLES 2009 Exercise 4 Sports stars have a natural advantage Tick and number the points up to a maximum of 6 marks (up to 3 marks per heading). Factors for sports organisations when selecting sportspeople (MAX 3 MARKS FOR THIS SECTION)
1 aged between 16 and 18
2 biological make-up/genetic factors
3 height
4 strength
5 endurance
6 mental application/how individual reacts under pressure
7 medical evidence Examples of sports star and his/her specific physical advantage (MAX 3 MARKS FOR THIS SECTION)
8 Andy Roddick arched back/increased arm rotation
9 Michael Phelps over-size feet
10 Mia Hamm sweats half human average/sweats less than one litre per hour
11 Liz Halliday quicker reactions when making decisions [Total: 6] Exercise 5 Research into sporting performance 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 indicate when the 70 words limit has been reached. Candidates will not be assessed on anything they have written after this limit, but will not be penalised per se for exceeding it. Language (up to 4 marks) 0 marks: meaning obscure because of density of language errors and serious problems with expression/nothing of relevance. 1 mark: expression weak/reliance on lifting from the passage. 2 marks: expression limited/reliance on copying out the notes, but some sense of order. 3 marks: expression good, with attempts to group and sequence ideas in own words. 4 marks: expression very good: clear, orderly grouping and sequencing, largely own words. [Total: 4] First variant Mark Scheme

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 11 © UCLES 2009 Exercise 6: World Youth Group Exercise 7: Computer games 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 doesn’t 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 of 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 work warrants the upper or lower mark in the mark band. • If the essay is considerably shorter than the stated word length, it is unlikely to gain a high mark for content. • 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. [Total Exercise 6: 10] [Total Exercise 7: 10] First variant Mark Scheme

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 11 © UCLES 2009 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (CORE TIER) Mark band CONTENT: relevance and development of ideas Mark band LANGUAGE: style and accuracy 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 Little 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. First variant Mark Scheme

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2009 question paper for the guidance of teachers 0510 ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 12 (Reading and Writing – Core), maximum raw mark 56 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 must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2009 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. Second variant Mark Scheme

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 12 © UCLES 2009 Exercise 1 Fantastic Leaves (a) rice, wheat and maize [1] (b) oil [1] (c) (adds a distinct) flavour (to the food) [1] (d) they provide shade [1] (e) retain the freshness of the fruits/eco-friendly/stop them from being squashed [1] [TWO details for ONE mark] (f) they bring (good) luck/prosperity (to the couple getting married) [1] [Total: 6] Exercise 2 Soon we may live for 200 years (a) it has almost doubled [1] (b) (i) growing new teeth from stem cells [1] (ii) developing drugs to imitate the effects of eating less [1] (c) longest recorded life span/lived to be (more than) 122 years old/lived from 1875 to 1997 [1] (d) (i) cleaner living conditions [1] (ii) discovery of life-saving medicines [1] (e) they (slowly) stop repairing (themselves) [1] (f) five years [1] (g) cancer, heart disease/major health problems/complete removal of major diseases is slow [1] (h) do something more with our lives/achieve more of our dreams/achieve more of our potential [1] [Total: 10] Second variant Mark Scheme

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 12 © UCLES 2009 Exercise 3 SHORT MUSIC COURSE APPLICATION FORM NB: Accurate spelling is essential for the form-filling exercise. SECTION A: Personal Details [Use of block capitals] [1] NAME: ZOHREH BRAMO [1] ADDRESS: APT /APARTMENT 4, ROSE STREET, BELLEFONTAINE [1] AGE: 17 [1] COLLEGE ATTENDING: GREENHEAD MUSIC COLLEGE [1] SECTION B: Course Details INSTRUMENTS PLAYED: clarinet [1] PREFERRED MONTH/S: CIRCLE October & November [1] MAIN AREAS OF INTEREST: TICK composing & singing [1] SECTION C: Further Contact Information Mobile/Cell number: 07798 664398 [1] Parent(s) name(s): Zinat Bramo [1] Personal email address: zohsing.music@linea.ac.cr [1] School/College Contact details: bramo.z@greenhead.ac.cr [1] [12 divided by 2 = 6 marks] Sentence 1 and 2 must be written in the first person. Sentence One: to score the candidate must write a sentence about the specialised computer program used to practise or the idea of keeping up to date with musical information on the computer. Sentence Two: to score the candidate must write a sentence about wanting to be a teacher/training to be a professional singer in future. For each sentence, award up to 2 marks as follows: 2 marks: proper sentence construction; correct spelling and punctuation; gives the information asked for. 1 mark: proper sentence construction; 1–3 errors of punctuation and/or spelling (without obscuring meaning); gives the information asked for. 0 marks: more than 3 errors of punctuation and/or spelling; and/or does not give the information asked for; and/or not a proper sentence; and/or meaning obscure; fewer than 12 words or more than 20 words. [Total: 10] Second variant Mark Scheme

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 12 © UCLES 2009 Exercise 4 Sports stars have a natural advantage Tick and number the points up to a maximum of 6 marks (up to 3 marks per heading). Factors for sports organisations when selecting sportspeople (MAX 3 MARKS FOR THIS SECTION)
1 aged between 16 and 18
2 biological make-up/genetic factors
3 height
4 strength
5 endurance
6 mental application/how individual reacts under pressure
7 medical evidence Examples of sports star and his/her specific physical advantage (MAX 3 MARKS FOR THIS SECTION)
8 Andy Roddick arched back/increased arm rotation
9 Michael Phelps over-size feet
10 Mia Hamm sweats half human average/sweats less than one litre per hour
11 Liz Halliday quicker reactions when making decisions [Total: 6] Exercise 5 Research into sporting performance 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 indicate when the 70 words limit has been reached. Candidates will not be assessed on anything they have written after this limit, but will not be penalised per se for exceeding it. Language (up to 4 marks) 0 marks: meaning obscure because of density of language errors and serious problems with expression/nothing of relevance. 1 mark: expression weak/reliance on lifting from the passage. 2 marks: expression limited/reliance on copying out the notes, but some sense of order. 3 marks: expression good, with attempts to group and sequence ideas in own words. 4 marks: expression very good: clear, orderly grouping and sequencing, largely own words. [Total: 4] Second variant Mark Scheme

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 12 © UCLES 2009 Exercise 6: School festival Exercise 7: Cinema 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 doesn’t 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 of 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 work warrants the upper or lower mark in the mark band. • If the essay is considerably shorter than the stated word length, it is unlikely to gain a high mark for content. • 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. [Total Exercise 6: 10] [Total Exercise 7: 10] Second variant Mark Scheme

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 12 © UCLES 2009 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (CORE TIER) Mark band CONTENT: relevance and development of ideas Mark band LANGUAGE: style and accuracy 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 Little 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. Second variant Mark Scheme