Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2009 May/June Paper 2 · Variant 1

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This document consists of 15 printed pages and 1 blank page. IB09 06_0510_21/3RP © UCLES 2009 [Turn over *2923325738* 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 0510/21 Paper 2 Reading and Writing (Extended) May/June 2009 2 hours 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 0510/21/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 0510/21/M/J/09 [Turn over For Examiner's Use (a) Which three foods do people eat most in the world? [1] (b) What advantages are there in using banana leaves instead of plates? (i) [1] (ii) [1] (c) Which ingredient is not required if you use banana leaves when frying food? [1] (d) What is one benefit of wrapping rice and curry in banana leaves? [1] (e) How do the leaves help other crops when they are growing? [1] (f) What are the advantages of using banana leaves as packaging? Give two details. [1] (g) Why are banana leaves popular as wedding decorations? [1] [Total: 8]

4 © UCLES 2009 0510/21/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 0510/21/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] (j) What exactly are some experts predicting about living longer AND how is a change of eating habits important in achieving this? Give two details for each. Predictions: (i) (ii) Effects of changes in eating habits: (i) (ii) [4] [Total: 14]

6 © UCLES 2009 0510/21/M/J/09 Exercise 3 Julian Smithson is a student at Bristol University in the west of England. He is in his second year, studying for a Diploma in Education, and he has two more years to complete. In his first year, which began in September 2008, he lived in a hall of residence. His room was very comfortable and close to the main buildings at the University. The best part, however, was that the rent for his room was subsidised by the University and he only had to pay 50 per cent of the total amount. Unfortunately, this arrangement only lasted for one year and now, in 2009, Julian can no longer have the reduction. There is a great deal of demand for this type of student accommodation and University rules only allow each student to stay in a hall of residence for one year. Julian had to move out and find himself a room in a house in the city. Two of his friends were in the same situation so they decided to find a house together and share the accommodation. They rejected a large house in a popular student street called The Avenue because it was too expensive. Instead they found a smaller but well-decorated house which is near to the city centre in Bristol at 75, Grangeholme Road. The house has no telephone or internet connection but Julian has a mobile phone and can be contacted on 037652912. In one respect the accommodation is better than last year because he is closer to all the facilities in the city. Julian enjoys going to the cafés and the cinema with his friends so this is much more convenient. However, he has to pay a much larger amount of money each month for rent and it is more expensive to travel to the University. The faculty buildings are 4 miles away, so he needs to take a bus every day. Julian knew he was going to find it hard to manage financially. During the holidays, before he started his second year, he worked approximately 20 hours per week in an office at a local factory. Unfortunately he found that his second year at University was very demanding and he had to devote more time to his studies. He therefore had to change his job and reduce his working hours to 10 per week. He now works as a cashier on Friday evenings and Saturday mornings at the Saveright supermarket. His parents help him financially, but it is not enough to cover the increase in rent and all his other living expenses. His parents give him about £220 per month and he earns £60 per week at his job. Julian was talking recently to Margaret Thomson, his personal tutor at the University, and mentioned the financial problems he was having. Margaret advised him to contact the University Finance Department which can sometimes provide financial assistance to students. She also agreed to provide him with a reference if needed; marthom@planet.co.uk is her email address. Imagine you are Julian. Fill in the form on the opposite page, using the information above.

7 © UCLES 2009 0510/21/M/J/09 [Turn over For Examiner's Use Financial Assistance Scheme Application Form SECTION A: PERSONAL DETAILS Family name: … First name: … Address: … Contact details: … SECTION B: UNIVERSITY AND ACCOMMODATION DETAILS Course title and start date: … First year accommodation: 1 Where did you live? … 2 Details of financial assistance … SECTION C: EMPLOYMENT DETAILS Do you work at the present time? YES / NO (please delete as appropriate) Place and type of work: … Number of hours per week: (please circle one) 0-8 hours 9-16 hours 17-24 hours Salary per week: … SECTION D: FINANCIAL SCHEME Where did you first hear about the financial assistance scheme? (please tick) Student handbook University personnel Finance office Other Name and contact details of referee: … … SECTION E Write one sentence of between 12 and 20 words giving your reason for seeking financial help. … … … [Total: 8]

8 © UCLES 2009 0510/21/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 0510/21/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 four 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: 8]

10 © UCLES 2009 0510/21/M/J/09 Exercise 5 Read the following article about young people and television. Write a summary on the opposite page of the negative effects on children who watch too much television. Your summary should be about 100 words and no more than 120 words. You should use your own words as far as possible. Up to 6 marks are available for the content of your summary, and up to 4 marks for the style and accuracy of your language. We have been told that too much television is bad for young people and now it looks as if it might be true. A recent survey has suggested that the amount of television children watch should be considered a major health issue because it has a really bad effect on the development of the brain. In addition, television is thought to be a cause of depression. Children spend so long sitting and watching TV, it has also been blamed for other health issues such as being overweight. If very young children watch an excess of television, this appears to set a pattern for life. There is a feeling amongst certain researchers that children should not watch any television until they are at least three years of age. If they watch too much, they may well grow up finding it difficult to concentrate on things that require sustained attention – such as books. Television provides unnatural levels of excitement and sensory stimulation. Nothing in real life is comparable. One result of this is that children expect their teachers, for example, to be singing and dancing in the classroom to constantly entertain them. Many researchers say that some children have lost the ability to entertain themselves. But as one expert said: “The advice is quite simple. There is no need for teachers or parents to turn themselves into clowns. They do not always have to become actors to keep the young ones amused. It is fine for children to experience some boredom from time to time.” Without experiencing boredom, it is believed that children lose the ability to use their imagination and find things to do. So what is the best way to approach the difficult problem of television watching? It might be too extreme to ban TV programmes completely since this may cause real problems in families that have become dependent on television. A better approach would be the gradual reduction of viewing time and a pattern of no more than one hour of television a day. There is an argument that many programmes are educational and therefore helpful to children’s understanding of the world. This is possibly true, but even the best wildlife documentary is a poor substitute for real-life experience and talking to other children and adults. In the end, it is a matter of compromise. The worst situation is when parents sit their children down in front of the television for hours at a time or fail to restrict their children’s viewing because they don’t want to upset them. TELEVISION – A BIG TURN-OFF?

11 © UCLES 2009 0510/21/M/J/09 [Turn over For Examiner's Use [Total: 10]

12 © UCLES 2009 0510/21/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 150 and 200 words long. Do not write an address. You will receive up to 9 marks for the content of your letter, and up to 9 marks for the style and accuracy of your answer.

13 © UCLES 2009 0510/21/M/J/09 [Turn over For Examiner's Use [Total: 18]

14 © UCLES 2009 0510/21/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 150 and 200 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 9 marks for the content of your article, and up to 9 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."

15 © UCLES 2009 0510/21/M/J/09 For Examiner's Use [Total: 18]

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 0510/21/M/J/09 BLANK PAGE

This document consists of 15 printed pages and 1 blank page. IB09 06_0510_22/5RP © UCLES 2009 [Turn over *0640388872* 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 0510/22 Paper 2 Reading and Writing (Extended) May/June 2009 2 hours 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 0510/22/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 0510/22/M/J/09 [Turn over For Examiner's Use (a) Which three foods do people eat most in the world? [1] (b) What advantages are there in using banana leaves instead of plates? (i) [1] (ii) [1] (c) Which ingredient is not required if you use banana leaves when frying food? [1] (d) What is one benefit of wrapping rice and curry in banana leaves? [1] (e) How do the leaves help other crops when they are growing? [1] (f) What are the advantages of using banana leaves as packaging? Give two details. [1] (g) Why are banana leaves popular as wedding decorations? [1] [Total: 8]

4 © UCLES 2009 0510/22/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 0510/22/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] (j) What exactly are some experts predicting about living longer AND how is a change of eating habits important in achieving this? Give two details for each. Predictions: (i) (ii) Effects of changes in eating habits: (i) (ii) [4] [Total: 14]

6 © UCLES 2009 0510/22/M/J/09 Exercise 3 Julian Smithson is a student at Bristol University in the west of England. He is in his second year, studying for a Diploma in Education, and he has two more years to complete. In his first year, which began in September 2008, he lived in a hall of residence. His room was very comfortable and close to the main buildings at the University. The best part, however, was that the rent for his room was subsidised by the University and he only had to pay 50 per cent of the total amount. Unfortunately, this arrangement only lasted for one year and now, in 2009, Julian can no longer have the reduction. There is a great deal of demand for this type of student accommodation and University rules only allow each student to stay in a hall of residence for one year. Julian had to move out and find himself a room in a house in the city. Two of his friends were in the same situation so they decided to find a house together and share the accommodation. They rejected a large house in a popular student street called The Avenue because it was too expensive. Instead they found a smaller but well-decorated house which is near to the city centre in Bristol at 75, Grangeholme Road. The house has no telephone or internet connection but Julian has a mobile phone and can be contacted on 037652912. In one respect the accommodation is better than last year because he is closer to all the facilities in the city. Julian enjoys going to the cafés and the cinema with his friends so this is much more convenient. However, he has to pay a much larger amount of money each month for rent and it is more expensive to travel to the University. The faculty buildings are 4 miles away, so he needs to take a bus every day. Julian knew he was going to find it hard to manage financially. During the holidays, before he started his second year, he worked approximately 20 hours per week in an office at a local factory. Unfortunately he found that his second year at University was very demanding and he had to devote more time to his studies. He therefore had to change his job and reduce his working hours to 10 per week. He now works as a cashier on Friday evenings and Saturday mornings at the Saveright supermarket. His parents help him financially, but it is not enough to cover the increase in rent and all his other living expenses. His parents give him about £220 per month and he earns £60 per week at his job. Julian was talking recently to Margaret Thomson, his personal tutor at the University, and mentioned the financial problems he was having. Margaret advised him to contact the University Finance Department which can sometimes provide financial assistance to students. She also agreed to provide him with a reference if needed; marthom@planet.co.uk is her email address. Imagine you are Julian. Fill in the form on the opposite page, using the information above.

7 © UCLES 2009 0510/22/M/J/09 [Turn over For Examiner's Use Financial Assistance Scheme Application Form SECTION A: PERSONAL DETAILS Family name: … First name: … Address: … Contact details: … SECTION B: UNIVERSITY AND ACCOMMODATION DETAILS Course title and start date: … First year accommodation: 1 Where did you live? … 2 Details of financial assistance … SECTION C: EMPLOYMENT DETAILS Do you work at the present time? YES / NO (please delete as appropriate) Place and type of work: … Number of hours per week: (please circle one) 0-8 hours 9-16 hours 17-24 hours Salary per week: … SECTION D: FINANCIAL SCHEME Where did you first hear about the financial assistance scheme? (please tick) Student handbook University personnel Finance office Other Name and contact details of referee: … … SECTION E Write one sentence of between 12 and 20 words giving your reason for seeking financial help. … … … [Total: 8]

8 © UCLES 2009 0510/22/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 0510/22/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 four 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: 8]

10 © UCLES 2009 0510/22/M/J/09 Exercise 5 Read the following article about young people and television. Write a summary on the opposite page of the negative effects on children who watch too much television. Your summary should be about 100 words and no more than 120 words. You should use your own words as far as possible. Up to 6 marks are available for the content of your summary, and up to 4 marks for the style and accuracy of your language. We have been told that too much television is bad for young people and now it looks as if it might be true. A recent survey has suggested that the amount of television children watch should be considered a major health issue because it has a really bad effect on the development of the brain. In addition, television is thought to be a cause of depression. Children spend so long sitting and watching TV, it has also been blamed for other health issues such as being overweight. If very young children watch an excess of television, this appears to set a pattern for life. There is a feeling amongst certain researchers that children should not watch any television until they are at least three years of age. If they watch too much, they may well grow up finding it difficult to concentrate on things that require sustained attention – such as books. Television provides unnatural levels of excitement and sensory stimulation. Nothing in real life is comparable. One result of this is that children expect their teachers, for example, to be singing and dancing in the classroom to constantly entertain them. Many researchers say that some children have lost the ability to entertain themselves. But as one expert said: “The advice is quite simple. There is no need for teachers or parents to turn themselves into clowns. They do not always have to become actors to keep the young ones amused. It is fine for children to experience some boredom from time to time.” Without experiencing boredom, it is believed that children lose the ability to use their imagination and find things to do. So what is the best way to approach the difficult problem of television watching? It might be too extreme to ban TV programmes completely since this may cause real problems in families that have become dependent on television. A better approach would be the gradual reduction of viewing time and a pattern of no more than one hour of television a day. There is an argument that many programmes are educational and therefore helpful to children’s understanding of the world. This is possibly true, but even the best wildlife documentary is a poor substitute for real-life experience and talking to other children and adults. In the end, it is a matter of compromise. The worst situation is when parents sit their children down in front of the television for hours at a time or fail to restrict their children’s viewing because they don’t want to upset them. TELEVISION – A BIG TURN-OFF?

11 © UCLES 2009 0510/22/M/J/09 [Turn over For Examiner's Use [Total: 10]

12 © UCLES 2009 0510/22/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 150 and 200 words long. You will receive up to 9 marks for the content of your article, and up to 9 marks for the style and accuracy of your language.

13 © UCLES 2009 0510/22/M/J/09 [Turn over For Examiner's Use [Total: 18]

14 © UCLES 2009 0510/22/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 150 and 200 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 9 marks for the content of your letter, and up to 9 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."

15 © UCLES 2009 0510/22/M/J/09 For Examiner's Use [Total: 18]

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 0510/22/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 0510/21 Paper 2 (Reading and Writing – Extended), maximum raw mark 84 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 21 © UCLES 2009 Exercise 1 Fantastic Leaves (a) rice, wheat and maize [1] (b) (i) (more) hygienic [1] (ii) (can be disposed of in a more) environmentally-friendly (way)/environmental [1] (c) oil [1] (d) (adds a distinct) flavour (to the food) [1] (e) they provide shade [1] (f) retain the freshness of the fruit/eco-friendly/stop them from being squashed [TWO details for ONE mark] [1] (g) they bring (good) luck/prosperity (to the couple getting married) [1] [Total: 8] First variant Mark Scheme

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 21 © UCLES 2009 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] (j) Tick and number the points: Predictions:
1 average life expectancy to 200 years/living to 200 years (of age)
2 start middle age on 100th birthday
3 double life span [ANY TWO FROM THREE] Effects of changes in eating habits:
4 reduce calorie intake
5 people stay healthier
6 fewer overweight [ANY TWO FROM THREE] [4] [Total: 14] First variant Mark Scheme

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 21 © UCLES 2009 Exercise 3 Financial Assistance Scheme Application Form Note: accurate spelling is essential for the form-filling exercise. Smithson Julian (1) 75 Grangeholme Road, Bristol (1) 037652912 (1) Diploma in Education September 2008 (1) Hall of Residence, (near the University) (1) Rent subsidised/paid 50% (of total amount) (1) ___ (1) Saveright Supermarket Cashier (1) (1) £60 (1)
(1) Margaret Thomson AND marthom@planet.co.uk (1) [12 divided by 2 = 6 marks] First variant Mark Scheme

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 21 © UCLES 2009 SECTION E In the sentence it is expected that the candidates will write a sentence that will contain the information that he has to pay more for his rent/his travel expenses are greater/he has lost the subsidy. Sample sentences I no longer have a reduction in my rent this year and will have to pay a lot more. I am living in a different house this year and the bus journey to the University is more expensive. The sentence must be written in the first person. For the 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: 8] Exercise 4 Sports stars have a natural advantage Tick and number the content points up to a maximum of 8 marks (up to 4 marks per heading). Factors for sports organisations when selecting sportspeople (MAX 4 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 4 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 an hour
11 Liz Halliday quicker reactions when making decisions [Total: 8] First variant Mark Scheme

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 21 © UCLES 2009 Exercise 5 Television – a big turn off? Award maximum of 6 marks for content and maximum of 4 marks for language. Count words and indicate when the 120 words limit has been reached. Do not award language marks if there is no content. Content (up to 6 marks) Tick and number each point (up to a maximum of 6):
1 stunts the development of the brain
2 cause of depression
3 become overweight (due to inactivity)
4 sets a pattern for life
5 makes it difficult to concentrate (with sustained attention)
6 provides unnatural levels of excitement/(sensory) stimulation
7 lose ability to entertain themselves
8 lose ability to use imagination
9 don’t talk to other children and adults 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 without discrimination. 2 marks: expression limited/some reliance on lifting from the original, 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 in own words. [Total: 10] First variant Mark Scheme

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 21 © UCLES 2009 Exercise 6: World Youth Groups Exercise 7: Computer games • Award the answer a mark for content (C) [out of 9] and a mark for language (L) [out of 9] in accordance with the General Criteria table that follows. Write C and the mark + L and the mark = ringed total [out of 18]. • 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. You then have to 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 at least 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 at least 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 less than the stated word length, it is unlikely that the candidate will achieve a high content mark. • 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: 18] [Total Exercise 7: 18] First variant Mark Scheme

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 21 © UCLES 2009 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (EXTENDED TIER) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 8–9 Highly effective: • Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. • Development of ideas: Shows independence of thought. Ideas are well developed, at appropriate length and persuasive. Quality is sustained throughout. Enjoyable to read. The interest of the reader is aroused and sustained. 8–9 Fluent: • Style: Almost first language competence. Ease of style. Confident and wide-ranging use of language, idiom and tenses. • Accuracy: No or very few errors. Well-constructed and linked paragraphs. 6–7 Effective: • Relevance: Fulfils the task, with appropriate register and good sense of purpose and audience. • Development of ideas: Ideas are well developed and at appropriate length. Engages reader’s interest. 6–7 Precise: • Style: Sentences show variety of structure and length. Some style and turn of phrase. Uses some idioms and is precise in use of vocabulary. However, there may be some awkwardness in style making reading less enjoyable. • Accuracy: Generally accurate, apart from occasional frustrating minor errors. There are paragraphs showing some unity, although links may be absent or inappropriate. 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. First variant Mark Scheme

Page 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 21 © UCLES 2009 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. 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 0510/22 Paper 2 (Reading and Writing – Extended), maximum raw mark 84 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 22 © UCLES 2009 Exercise 1 Fantastic Leaves (a) rice, wheat and maize [1] (b) (i) (more) hygienic [1] (ii) (can be disposed of in a more) environmentally-friendly (way)/environmental [1] (c) oil [1] (d) (adds a distinct) flavour (to the food) [1] (e) they provide shade [1] (f) retain the freshness of the fruit/eco-friendly/stop them from being squashed [TWO details for ONE mark] [1] (g) they bring (good) luck/prosperity (to the couple getting married) [1] [Total: 8] Second variant Mark Scheme

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 22 © UCLES 2009 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] (j) Tick and number the points: Predictions:
1 average life expectancy to 200 years/living to 200 years (of age)
2 start middle age on 100th birthday
3 double life span [ANY TWO FROM THREE] Effects of changes in eating habits:
4 reduce calorie intake
5 people stay healthier
6 fewer overweight [ANY TWO FROM THREE] [4] [Total: 14] Second variant Mark Scheme

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 22 © UCLES 2009 Exercise 3 Financial Assistance Scheme Application Form Note: accurate spelling is essential for the form-filling exercise. Smithson Julian (1) 75 Grangeholme Road, Bristol (1) 037652912 (1) Diploma in Education September 2008 (1) Hall of Residence, (near the University) (1) Rent subsidised/paid 50% (of total amount) (1) ___ (1) Saveright Supermarket Cashier (1) (1) £60 (1)
(1) Margaret Thomson AND marthom@planet.co.uk (1) [12 divided by 2 = 6 marks] Second variant Mark Scheme

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 22 © UCLES 2009 SECTION E In the sentence it is expected that the candidates will write a sentence that will contain the information that he has to pay more for his rent/his travel expenses are greater/he has lost the subsidy. Sample sentences I no longer have a reduction in my rent this year and will have to pay a lot more. I am living in a different house this year and the bus journey to the University is more expensive. The sentence must be written in the first person. For the 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: 8] Exercise 4 Sports stars have a natural advantage Tick and number the content points up to a maximum of 8 marks (up to 4 marks per heading). Factors for sports organisations when selecting sportspeople (MAX 4 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 4 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 an hour
11 Liz Halliday quicker reactions when making decisions [Total: 8] Second variant Mark Scheme

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 22 © UCLES 2009 Exercise 5 Television – a big turn off? Award maximum of 6 marks for content and maximum of 4 marks for language. Count words and indicate when the 120 words limit has been reached. Do not award language marks if there is no content. Content (up to 6 marks) Tick and number each point (up to a maximum of 6):
1 stunts the development of the brain
2 cause of depression
3 become overweight (due to inactivity)
4 sets a pattern for life
5 makes it difficult to concentrate (with sustained attention)
6 provides unnatural levels of excitement/(sensory) stimulation
7 lose ability to entertain themselves
8 lose ability to use imagination
9 don’t talk to other children and adults 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 without discrimination. 2 marks: expression limited/some reliance on lifting from the original, 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 in own words. [Total: 10] Second variant Mark Scheme

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 22 © UCLES 2009 Exercise 6: School festival Exercise 7: Cinema • Award the answer a mark for content (C) [out of 9] and a mark for language (L) [out of 9] in accordance with the General Criteria table that follows. Write C and the mark + L and the mark = ringed total [out of 18]. • 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. You then have to 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 at least 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 at least 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 less than the stated word length, it is unlikely that the candidate will achieve a high content mark. • 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: 18] [Total Exercise 7: 18] Second variant Mark Scheme

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 22 © UCLES 2009 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (EXTENDED TIER) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 8–9 Highly effective: • Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. • Development of ideas: Shows independence of thought. Ideas are well developed, at appropriate length and persuasive. Quality is sustained throughout. Enjoyable to read. The interest of the reader is aroused and sustained. 8–9 Fluent: • Style: Almost first language competence. Ease of style. Confident and wide-ranging use of language, idiom and tenses. • Accuracy: No or very few errors. Well-constructed and linked paragraphs. 6–7 Effective: • Relevance: Fulfils the task, with appropriate register and good sense of purpose and audience. • Development of ideas: Ideas are well developed and at appropriate length. Engages reader’s interest. 6–7 Precise: • Style: Sentences show variety of structure and length. Some style and turn of phrase. Uses some idioms and is precise in use of vocabulary. However, there may be some awkwardness in style making reading less enjoyable. • Accuracy: Generally accurate, apart from occasional frustrating minor errors. There are paragraphs showing some unity, although links may be absent or inappropriate. 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. Second variant Mark Scheme

Page 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0510 22 © UCLES 2009 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. 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