Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2010 Oct/Nov Paper 1 · Variant 1

This document consists of 13 printed pages and 3 blank pages. IB10 11_0510_11/3RP © UCLES 2010 [Turn over *5845308907* 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) October/November 2010 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.

2 © UCLES 2010 0510/11/O/N/10 Exercise 1 Read the following article about the benefits of taking exercise, and then answer the questions on the opposite page. Taking exercise: the Golden Rules Exercise is essential if we are to remain fit and healthy. Exercise is also important as a way of increasing energy and making us feel happier. In the modern world there are many ways in which we can choose to exercise. We can go to a gym or to exercise classes, or we can choose to do our favourite exercise on our own, or with friends, outdoors. However, if you don’t exercise properly, you risk injuring yourself and this can lead to many problems later in life. Exercise should be safe and enjoyable, otherwise there is little point in doing it. You are very lucky if you have a personal trainer who can tell you all of the guidelines that you should follow. However, not many of us can afford such a luxury and we must make sure that we know the following rules. Don’t do too much Exercise in moderation and don’t push yourself too hard. Before beginning any programme, consult your doctor to make sure it is safe and appropriate for you. Wear proper clothes It is essential that you wear shoes that not only fit properly but are also designed for the sort of exercise you want to do. Running shoes, for example, are very different from dancing shoes. Clothes should also be considered, because wearing the wrong clothes can make you feel very uncomfortable. In addition, it is recommended that you remove all jewellery. Warm up before exercising Warming up prepares your body for physical activity. It increases your heart rate and blood flow while also loosening up your muscles, tendons, ligaments and joints. This is important in reducing the risk of many types of injury. Stretch with care Learn how to stretch by watching cats! They stretch slowly and carefully. You should stretch just until you reach the point of tension in your muscle, hold it for 20-30 seconds, and then slowly release it. Never stretch to the point of pain; always stay within your limits. Drink plenty of water You must not exercise without drinking plenty of water. You need it to make sure that you don’t dehydrate or suffer from heat exhaustion. It is particularly important to drink water if you are exercising outdoors when it is hot. It is also well known that drinking water helps to improve performance. Plan to have rest days Days of rest will allow the muscles, tendons, and joints in your body to recover before engaging in any further exercise. It is also good to give your mind a rest. 3

3 © UCLES 2010 0510/11/O/N/10 [Turn over For Examiner's Use (a) What should we do if we want to keep well? [1] (b) Why don’t many people have a personal trainer? [1] (c) Why is it recommended that you see a doctor before you start exercising? [1] (d) If you plan to do a particular exercise, what will you have to wear? Give two details. [1] (e) What can be learnt from cats? [1] (f) What are the advantages of having days without exercise? Give two details. (i) (ii) [1] [Total 6]

4 © UCLES 2010 0510/11/O/N/10 Exercise 2 Read the following article about the history of perfume, and then answer the questions on the opposite page. The history of perfume dates back to the ancient world. The Egyptians were the first to use it, as part of their religious ceremonies, believing that they could communicate with the gods by raising scented smoke from incense. In fact, the word ‘perfume’ comes from the Latin, ‘per fumum,’ which means ‘through smoke’. Later, creams and ointments were used to make the body look and smell more beautiful or to improve and maintain health. Natural ingredients such as peppermint and rose were common in early perfumes. The Egyptians invented glass and used glass perfume bottles to store their perfumes. They also used gold, hard stones and other materials to make their perfume containers. The Persians perfected the art of preserving scents. The Greeks classified perfumes according to the part of the plant they came from and kept records of their ingredients. Alexander the Great brought perfume to Greece after invading Egypt, and the Romans adopted the Greek love of perfume when they invaded Greece. Historians have also confirmed that Islamic, Chinese and Indian cultures had been using perfume as part of their religious ceremonies and social activities as well. After the fall of the Roman Empire, people stopped using so much perfume in the West. It was not until the twelfth century, when trade became international, that this changed again. Routes between the East and West were opened up and new scents and spices arrived in Europe. Many people often tried to make their own scents by mixing flowers, herbs, spices and oils at home. The 18th century brought a revolutionary advance in perfumery with the invention of eau de Cologne – “water from Cologne”. A young Italian invented it in the city of Cologne, Germany. This was a blend of various herbs and flowers and it was very refreshing. In the 19th century there were many changes in Europe as industry developed and machinery started to become more and more important. Modern chemistry and advanced technology made it possible to create new ways of extracting perfumes from flowers. The biggest of all technological advances was the ability to create artificial ingredients in the place of natural perfume ingredients that were hard to find or very expensive. This resulted in perfume and cologne becoming cheaper and available to everybody. Perfume was no longer something which only the wealthy used to show how important they were in society. However, there were still only a few brand names available until the 20th century when the mass production of perfume began. Both men and women continue to enjoy wearing perfume and cologne. Perfume is marketed to make people feel as if they are buying a luxury product and this makes them feel good. We now live in a global society, where technology has made the production of perfume a comparatively cheap process. Today, you may be in countries thousands of kilometres apart, and yet you can still expect to be able to buy the same brands of perfume. Nowadays perfume is cleverly advertised, attractively bottled and sold at a price that many can afford. France Countries exporting perfume products Germany USA Italy Spain Netherlands 9 8 7 6 5 4 3 2 1 0 Number (in millions) of perfume products exported

5 © UCLES 2010 0510/11/O/N/10 [Turn over For Examiner's Use (a) How did the Egyptians try to communicate with the gods? [1] (b) Which important Egyptian invention helped them to keep perfumes? [1] (c) Who introduced perfume to Greece thousands of years ago? [1] (d) When did people in the West stop using so much perfume? [1] (e) What were the main ingredients of eau de Cologne? [1] (f) What made the extraction of perfume easier in the 19th century? Give two details. [2] (g) Give two advantages of using artificial ingredients instead of natural ingredients. [1] (h) According to the graph, how many perfume products are sold abroad by the country which is the second largest exporter? [1] (i) What became possible in the perfume industry in the 20th century? [1] [Total: 10]

6 © UCLES 2010 0510/11/O/N/10 Exercise 3 Gatimu Ogola, who lives in Embu in Kenya, was 16 years old on 14th September 2010. He is a very hard-working pupil and his hobbies include listening to music, reading, going to the cinema and acting. He is not very keen on sport. He has already become well-known locally as a talented young actor because of his success in playing the role of Romeo in a school production of Romeo and Juliet. Gatimu hopes to go to university to study Drama when he finishes school. Although he has not had the opportunity to appear in any films, his real ambition is to become a film actor. Gatimu regularly reads the National Film-makers’ Monthly magazine. He recently saw an advertisement in the magazine for a new club which is opening for 16 to 20 year olds who are interested in film making. Places in the club are limited and so early applications are encouraged. His mother, Angauu, and his father, Feruzi, are happy for Gatimu to apply to join the club as it only takes five minutes to walk from their house, which is at 54 Odinga Street in Embu. Gatimu knows that there will be a lot of competition for acting roles but he is prepared to work behind the scenes in the technical areas if he can’t have an acting role because he also has an interest in sound production. The club will run two separate groups. Group A will have to attend on Tuesdays and Thursdays and Group B on Mondays and Wednesdays. Gatimu cannot attend on Tuesdays because he has Homework Club that evening. Mr and Mrs Ogola have agreed to pay the club fees for their son and they have given Gatimu their bank details. The club can take the money directly from their account, which is with the Bank of Africa, account number 002436481. Imagine you are Gatimu Ogola. Fill in the form on the opposite page, using the information above.

7 © UCLES 2010 0510/11/O/N/10 [Turn over For Examiner's Use Young film-makers’ club: application for membership SECTION A: PERSONAL DETAILS Full name: … Age: … Address: … Mother’s full name: … Father’s full name: … Hobbies: … SECTION B: CLUB DETAILS Preferred activity in the club: (please select two activities only, and indicate your first choice with (1) and your second choice with (2)) Acting … Camera … Directing … Lighting … Music … Sound … Previous relevant experience: … … Will you require transport to the club? (please delete as necessary) YES/NO Which group would you like to join? (please circle one) Group A Group B SECTION C: PAYMENT DETAILS Who will pay your fees? (please tick) Self Parent(s) School Other If fees are to be paid through a bank, please give bank name and account number: … SECTION D In the space below, write one sentence stating how you found out about the club, and one sentence describing your future plans. … … … … [Total: 10]

8 © UCLES 2010 0510/11/O/N/10 Exercise 4 Read the following speech from a scientist who is talking about the effects of being bilingual, and then complete the notes on the opposite page. If you speak another language and you also speak English (or any other language), your brain may have developed some distinct advantages over your friends who only speak one language. New research into bilingualism has found that being fluent in two languages, particularly from early childhood, increases a person’s ability to concentrate, and might also protect against diseases of the brain in old age. Until fairly recently, parents and teachers feared that introducing children to a second language when they were very young could not only delay their language skills but also harm their intellectual growth. In addition, there were fears that bilingual children would become confused in their use of language. New research, however, has found that bilingual children speak their first word, and their first fifty words and so on, at the same age as children who only speak one language. Furthermore, there is no evidence that children confuse the two languages. Bilingual children may have an advantage at school. In fact, even before they start school they have been found to be better than others at focusing on a task and ignoring distractions. School age bilingual children have been found to have an above average ability to concentrate. They also find it easier to interact and make friends with a wide group of other children. It may be that managing two languages helps the brain to focus and ignore irrelevant information. At the other end of the age scale, one of the difficulties which can affect old people is known as ‘dementia’. This is a condition that causes the brain to stop working normally. People with dementia are often confused and their memories no longer function properly. Research suggests that bilingualism may slow down the beginning of age-related dementia, by up to four years. Although scientists don’t know why bilingualism does this, some suggest that speaking two languages may increase the blood and oxygen flow to the brain and keep nerve connections healthy. More recently, scientists have discovered that the brains of bilingual adults are different, especially in the brain’s left side, where most language and communication skills are controlled. The effect is strongest in people who learnt a second language before the age of five. This discovery suggests that being bilingual from an early age significantly changes the brain’s structure. For many years now, scientists have been arguing about exactly how the brains of bilingual people organise language. However, thanks to technological advances, scientists have recently discovered that the processing of different languages mostly happens in the same area of the brain. On the other hand, when bilinguals are rapidly switching backwards and forwards between their two languages, they show significantly more activity in the right side of the brain than people who speak only one language. It really does seem that speaking two languages gives the brain an excellent workout!

9 © UCLES 2010 0510/11/O/N/10 [Turn over For Examiner's Use You have been asked by your languages teacher to give a presentation to your year group on what has been discovered about bilingualism. Prepare some notes to use as the basis for your presentation. Make two short notes under each heading. Fears about encouraging young children to be bilingual • … • … Advantages for children of being bilingual • … • … Effects of bilingualism on the brain • … • … [Total: 6] Exercise 5 Imagine that you have made your presentation. Now your languages teacher wants you to follow this up with a summary for the school magazine. Look at your notes in Exercise 4. Using the ideas in your notes, write a summary about bilingualism. Your summary should be no more than 70 words. You should use your own words as far as possible. [Total: 4]

10 © UCLES 2010 0510/11/O/N/10 Exercise 6 Your close friend went away three months ago to study in another country. Write a letter to your friend giving news about home. In your letter you should: • explain how you are feeling now that your friend has left; • tell your friend about one or two particularly interesting things you have done recently; • ask about your friend’s life. Any of the pictures above may give you some ideas, but you are free to use any ideas of your own. Your letter should be between 100 and 150 words long. Do not write an address. 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.

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12 © UCLES 2010 0510/11/O/N/10 Exercise 7 Many adults say that life for teenagers today is easier than when they were young. Here are some comments from your friends on this subject: Write an article for your school magazine giving your views on the subject. 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. “Our lives are definitely harder because we have so much pressure on us to succeed at school.” “We have so much technology available nowadays that life must be easier.” “Everything is more expensive nowadays so life can be tough.” “We have far greater opportunities than our parents ever did.”

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2010 question paper for the guidance of teachers 0510 ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 (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 October/November 2010 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 11 © UCLES 2010 Exercise 1 Taking exercise: the Golden Rules (a) exercise(s) / classes / go to gym [1] (b) (too) expensive / can’t afford it / can’t afford such a luxury do not accept ‘it’s a luxury’ on its own [1] (c) make sure it’s safe / make sure it’s appropriate [1] (d) shoes that fit / appropriate shoes / right shoes AND right clothes / comfortable clothes (both points needed for 1 mark) [1] for the first idea accept the lift ‘shoes designed for the sort of exercise you want to do’. (e) how to stretch / stretching slowly and carefully / they stretch slowly and carefully [1] do not accept ‘stretching’ on its own (f) body recovers AND mind has a rest (both points needed for 1 mark) [1] for the first idea accept the lift ‘will allow the muscles, tendons and joints…to recover’. [Total: 6]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 11 © UCLES 2010 Exercise 2 History of Perfume (a) (raising) scented smoke / (raising) smoke from incense [1] (b) glass (for bottles) [1] do not accept ‘glass bottles’ or ‘glass perfume bottles’ (c) Alexander the Great [1] do not accept ‘Alexander’ on its own (d) after the fall of the Roman Empire [1] (e) herbs AND flowers (both points needed for 1 mark) [1] tolerate any mention of ‘water’ if both required points present (f) modern chemistry advanced technology (1 mark for each detail) [2] do not credit ‘machinery’ or ‘industry’ as answers but tolerate as additional unnecessary information (g) cheap(er) / not expensive / less expensive available to everyone / no longer something which only the wealthy used easy to find / easier to find (any two from three for 1 mark) [1] (h) 4 million(s) / 4,000,000 [1] (i) mass production / more brand names available [1] [Total: 10]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 11 © UCLES 2010 Exercise 3 Young film-makers’ club: application for membership Note: correct spelling is essential throughout the form-filling exercise. Upper case letters required at the start of proper nouns. The conventions of form-filling (i.e. instructions to tick, circle, delete) must be observed with total accuracy. Section A: Personal Details Gatimu Ogola 16 (years old) 54 Odinga Street, Embu, (Kenya) Angauu Ogola Feruzi Ogola If a candidate repeats the same misspelling of the surname, penalise first time only. Any two of: listening to music / reading / cinema / acting Section B: Club Details Acting 1 Sound 2 (Played Romeo in) school production (of Romeo and Juliet) / (acted in) school play DELETE Yes CIRCLE Group B Section C: Payment Details TICK Parent(s) Bank of Africa 002436481 Max total for Sections A to C: 6 marks Section D Max. total for Section D: 4 marks Sentence 1 and 2 must be written in the first person. Sample sentence 1: I found out about the club in my magazine. Sample sentence 2: I hope to study Drama at university. If the name of the magazine is quoted from the text, it should include capital letters, hyphen and apostrophe. For each sentence, award up to 2 marks as follows: 2 marks proper sentence construction; correct spelling, punctuation and grammar; gives the information asked for 1 mark proper sentence construction; 1–3 errors of punctuation / spelling / grammar (without obscuring meaning); gives the information asked for 0 marks more than 3 errors of punctuation / spelling / grammar; and / or does not give the information asked for; and / or not a proper sentence; and / or meaning obscure Absence of a full stop at the end should be considered as 1 punctuation error. Absence of an upper case letter at the beginning should be considered as 1 punctuation error. [Total: 10]

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 11 © UCLES 2010 Exercise 4 Being bilingual Note: correct responses only apply if they are placed under the correct heading (as detailed below). Add the correct answers to give a total out of 6. Remember that this exercise is marked for content (reading), not language. Fears about encouraging young children to be bilingual (max 2 marks for this section) 1 delay language skills 2 harm intellectual growth 3 (become) confused in their use of language Advantages for children of being bilingual (max 2 marks for this section) 4 good at focusing on a task / above average ability to concentrate / good concentration 5 ignore distractions 6 ignore irrelevant information 7 easy to interact / make friends with a wide group of children / make friends with more children do not accept just ‘make friends with other children’ Effects of bilingualism on the brain (max 2 marks for this section) 8 helps it to focus 9 slows down dementia / protects (it) against diseases 10 keeps nerve connections healthy / increases blood AND / OR oxygen flow 11 changes (brain’s) structure / different left side (of brain) 12 more active on right side (of brain) 13 gives it a workout [Total: 6] Exercise 5 Being bilingual summary This exercise is marked for language, not content, but if content is entirely irrelevant to the task, a mark of zero should be awarded. Count words and do not mark anything exceeding 70 words, as specified in the question. Candidates will not be assessed on anything they have written after this limit, but will not be penalised per se for exceeding it. 0 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]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 11 © UCLES 2010 Exercise 6 News from home Tolerate any idea of the friend having gone away, regardless of whether or not the candidate mentions another country. Note: all three bullet points need to be addressed for the content to be ‘satisfactory’ but not all need to be developed in equal measure. Bullet points may be addressed in any order. Exercise 7 Life for teenagers The following general instructions, and table of marking criteria, apply to both exercises. • 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 is available. [Total Exercise 6: 10] [Total Exercise 7: 10]

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 11 © UCLES 2010 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (CORE TIER) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 4–5 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. 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 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. 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.