Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2010 Oct/Nov Paper 2 · Variant 2

This document consists of 15 printed pages and 1 blank page. IB10 11_0510_22/4RP © UCLES 2010 [Turn over *8468097534* 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) October/November 2010 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.

2 © UCLES 2010 0510/22/O/N/10 Exercise 1 Read the following article about the Great Barrier Reef, and then answer the questions on the opposite page. Australia’s Great Barrier Reef is one of the world’s most outstanding natural wonders. The main part of the Barrier Reef lies some 60 kilometres off the eastern coast of Australia, and it takes 90 minutes by speed boat to reach it. The open sea Many cruise companies offer trips to the Reef, and the cost generally includes meals and talks from marine experts as well as snorkelling and scuba diving equipment. For an extra charge, larger tour operators also offer small glass-bottom boats, which provide you with a magnificent glimpse of underwater life without having to get your feet wet. You can easily learn the basic skills of snorkelling, especially if you are accompanied on a “snorkelling safari” by experts in marine biology. They will give you fascinating insights into coral life. Coral needs plenty of sunlight and grows near the surface, so you may just be satisfied with snorkelling on, or just below, the surface, if you don’t want to scuba-dive. But scuba-diving is an exciting experience and well worth the effort. Once you are underwater, you can see around 400 varieties of coral as well as thousands of fish species, and larger creatures such as turtles or dolphins. Reef sharks are also a common sight – they are the size of a human but relatively harmless. Shallow waters If you are not a strong swimmer, take a tour that brings you to a coral island rather than the open sea. There you can float on the sparkling blue sea and look down on orange and white striped clownfish that swim slowly over the top of the coral. On land Most of the islands that form the Barrier Reef are covered in rainforest, and many are now national parks. Here you will find colourful butterflies and lizards. Heron Island is particularly well-known for its migrating green turtles, which arrive between November and March and lay their eggs in the sand. They are quite happy to do this even though the beach is very close to human habitation. Finally, 26 of the islands offer accommodation and provide a good alternative to staying on the mainland. It means that you are closer to the Reef itself (although it is still a boat journey away), and the islands offer a full range of activities for those wanting to be entertained on land as well as under water.

3 © UCLES 2010 0510/22/O/N/10 [Turn over For Examiner's Use (a) Where exactly is the Great Barrier Reef? [1] (b) Apart from equipment for water sports, what is included in the price of a trip to the Reef? Give two details. [1] (c) How can you watch underwater life and still remain dry? [1] (d) What is essential for the growth of coral? [1] (e) Why might people prefer to visit a coral island rather than the open sea? [1] (f) What is surprising about the green turtles’ behaviour? [1] (g) What are the advantages of staying on one of the islands? Give two details. [2] [Total: 8]

4 © UCLES 2010 0510/22/O/N/10 Exercise 2 Read the following article about men who hunt for birds’ nests in caves in Thailand, and then answer the questions on the opposite page. Swiftlets are shy birds that make their nests in the remotest corners of deep caves. They have the ability to fly fast and straight like arrows around the interior of the cave walls. Like some other birds, they build their nests with their saliva, the juicy liquid from their own mouths. This juice hardens quickly to make a small nest, shaped like a cup. These nests are called “white gold”, because they can be sold for thousands of dollars in the Chinese food markets. It is these nests for which the hunters of Tam Yai are prepared to risk their lives. Tam Yai cave in southern Thailand is the largest network of caves inside a limestone mountain, known as Suwan Kuha, meaning “cave temple”. It has been given this name because it contains a large area decorated with statues of Buddhas. High above the statues, in the far corners of the cave complex, is where the nests are to be found. The nest hunters climb barefoot up dangerous bamboo poles hundreds of metres above the ground to collect these valuable nests. They rarely use safety equipment, and if they fall, they will die instantly. These nests can only be reached by the bravest and most skilled climbers, and they are often only able to reach the highest nests with the aid of a stick and a net. Nest hunting is a skill passed down in families from father to son. Because of the profits that can be made, the competition among rival climbers is fierce. There are armed guards at the entrance to the cave to protect the nests from thieves. In Tam Yai, there are also strict laws to prevent illegal hunting and to ensure proper collecting, or “harvesting”, of the nests. As a result, the birds are a protected species and the number of swiftlets is growing. Nest harvesting begins in March and if the harvest is collected at the correct time of year, each swiftlet will lay eggs three times a season. Once the young birds have hatched and flown, the nests can be collected and sold to the Chinese food industry as the vital ingredient in bird’s nest soup. The recipe for the highly valued bird’s nest soup is centuries old, and the soup is said to have a value in prolonging life. Chinese doctors often prescribe it for people who are suffering from skin conditions, lung disease and breathing problems. It is important to prepare the nests thoroughly when they arrive in the restaurant kitchens. Firstly they are washed, soaked and boiled until they have a soft, rubber-like texture. Then they are mixed with meat and coconut and all the ingredients are cooked together. The nest itself is not delicious, in fact it has hardly any taste. As one Chinese chef says: “It is the other ingredients which give the soup its flavour. The nest is soft and crunchy, and when you prepare it you must be careful to remove all traces of the bird, such as bones or feathers. This is because Chinese people appreciate the way it feels in their mouth rather than the taste and smell.” It is an exotic dish in a multi-million dollar market. The nests themselves are small; they weigh less than 10 grams and measure just a few centimetres. But for the nest hunters the risks are great indeed. The nest hunters of Tam Yai 1948 1968 1988 Dates (in years) Prices of birds’ nests over the past 60 years Price (in dollars) of birds’ nests per kilogram 2008 2028 5000 4000 3000 2000 1000 0 ?

5 © UCLES 2010 0510/22/O/N/10 [Turn over For Examiner's Use (a) What happens to the saliva when the birds build their nests? [1] (b) Why do the hunters take such great risks to collect the nests? [1] (c) Which country buys most of the birds’ nests? [1] (d) Why is Suwan Kuha regarded as a temple? [1] (e) What makes the job of nest hunting particularly dangerous? Give two details. [1] (f) According to the graph, how does the price of birds’ nests in 2008 compare to that of 1968? [1] (g) How is the business of nest hunting in Tam Yai controlled? Give two details. [2] (h) How is bird’s nest soup important for health? [1] (i) How does the soup get its taste? [1] (j) Apart from the details of their nest building, what else do we learn about the birds? Give four details. [4] [Total: 14]

6 © UCLES 2010 0510/22/O/N/10 Exercise 3 A new fast-food restaurant recently opened in the suburbs of Mumbai, India, where Vijay Persad lives with his parents and two sisters. He wanted to try out the restaurant but the other members of his family don’t like fast-food, so Vijay called a few friends and they all agreed to go together. Vijay has just celebrated his 18th birthday, and his friends are a little younger than him; they are still 17. The new restaurant is situated in Yari Road, Versova, Mumbai, only five minutes’ walk from his house, which is on the same street, at number 237. The friends met at Vijay’s house just before 6pm. They wanted to arrive early at the restaurant in order to avoid the crowds of people who come after 7pm. They were not sure exactly how many friends would be able to come to the meal so they did not make a reservation in advance. On arrival they were immediately impressed by the excellent appearance of the inside of the restaurant. The tables were large and the seating was very comfortable. They were served with their choice of drinks very quickly and the service throughout was very good. Vijay was disappointed that there were not many options on the menu for vegetarians, although there were several choices for those who liked chicken. The restaurant was more expensive than they had expected, so they only had one dish and a drink. Overall, Vijay thought that the prices were too high, although the restaurant did offer a take-away service for those people who had less time to eat and wanted something a little cheaper. Vijay does not have a credit card and so he paid with cash. They all agreed that the restaurant was very friendly and had a good atmosphere, but they felt that the quality of the food was only satisfactory. However, some members of the group said they wanted to return the following week to celebrate the birthday of a good friend. Vijay was not keen on the idea, mainly because he likes to have his evening meals at home since his mother is such an excellent cook. He only goes to restaurants about twice a month on average. At the end of the meal, the manager of the restaurant approached the group. He said that he was very interested in their opinions about the new restaurant and explained that if they filled in the customer satisfaction form, they would automatically be entered in a competition. The first prize was a free meal at the restaurant for two people. Vijay’s friends were not interested in completing the form but Vijay thought that it would be fun to try, although he was not interested in receiving any further publicity material for the restaurant in future. In addition to his comments, he had to supply his contact details. His parents’ phone number is 389536444 but he prefers to be contacted direct on his mobile/cell phone 854762190. He also has his own email address vipsd@net.in which he checks every day. Imagine you are Vijay Persad. Fill in the form on the opposite page using the information above.

7 © UCLES 2010 0510/22/O/N/10 [Turn over For Examiner's Use Fast-food restaurant: customer satisfaction form SECTION A: PERSONAL DETAILS Full name: … Address: … Age: … Phone number: … Email address: … SECTION B: THE RESTAURANT How many times have you visited the restaurant? (please tick the appropriate box) once twice three times more than three times Did you: (please delete as appropriate) EAT IN / TAKE AWAY? If you ate in the restaurant, did you reserve a table? (please delete) YES / NO At what time did you eat? (please tick one) 12-2pm 5-7pm 7-9pm after 9pm Method of payment: … We would like your opinion on the following. Please circle the appropriate number as follows: 1 = excellent 2 = very good 3 = satisfactory 4 = poor Interior design 1 2 3 4 Service 1 2 3 4 Food quality 1 2 3 4 In general, how often do you eat in restaurants? … We would like to inform you of special offers in the future. Do you wish to receive information about the restaurant? (please delete) YES / NO SECTION C In the space below, write one sentence of between 12 and 20 words, giving two examples of how you think the restaurant could be improved. … … … [Total: 8]

8 © UCLES 2010 0510/22/O/N/10 Exercise 4 Read the article below about multi-tasking, the skill of doing many different tasks at the same time, and then complete the notes on the opposite page. You may think that 24 hours in a day is not enough for everything that you want to do... and many people would agree with you. Fortunately, researchers have found that there are many time-saving machines and gadgets in the home and at work nowadays. A decade ago, it would have taken 31 hours to do all the tasks that now take only 24 hours to complete. For many people the rush starts at breakfast time, when they read text messages on a mobile / cell phone while making toast. It continues in the car where the driver makes a phone call with a hands-free set while listening with one ear to the radio and checking the satellite navigation system. This doesn’t stop when we get to work. There is a blizzard of emails, phone calls and meetings often happening simultaneously throughout the day. However, researchers have found that the busiest period of multi-tasking is still to come, at home in the evening. “People will be operating the television remote control while surfing on the computer, texting their friends on their mobile phone and having a conversation with their family,” says Calvin Bilten, one of the authors of a report on multi-tasking. “They may be far more mentally engaged at home than at work.” According to the report, television remains the main focus of attention in the evening, but an increasing number of people use computers to update their social network sites or download and listen to music. Even eating takes second place to internet activities in many homes. Bilten’s team of researchers calculated that the tasks carried out in a typical day ten years ago would have taken 31 hours, with the old-fashioned email systems and mobile phones in use at that time. He adds, “On one hand, it’s good because you get more done. On the other hand, life was much simpler a decade ago. There was more talking face-to-face and more time spent over dinner or just doing nothing. Now there is the feeling that you have to be using one gadget or more all the time.” However, the limits of present-day technology may mean that multi-tasking is nearing its peak for this generation. This is good news for many researchers and advisers on human behaviour. Zac Miller, a psychology professor, says that the thought of a 31-hour day is extremely depressing. He states, “Observations of the brain made during multi-tasking show that completing several tasks together takes longer than if they were done one at a time. Forty per cent of people cannot remember the previous task they were doing, so they become confused. This can be fatal on the roads.” Moreover, there are signs of a revolt against multi-tasking. Many students and workers are feeling too much pressure and are deleting thousands of unread emails and no longer using social network sites.

9 © UCLES 2010 0510/22/O/N/10 [Turn over For Examiner's Use You are going to give a presentation to your year group about multi-tasking. Make brief notes to use as the basis for your talk. Make your notes under each heading. Examples of multi-tasking activities at home • using television remote control • … • … • … What was different ten years ago • … • … • … Disadvantages of multi-tasking • … • … [Total: 8]

10 © UCLES 2010 0510/22/O/N/10 Exercise 5 Read the following article about a climb to the top of South-East Asia’s highest mountain. Write a summary of the main difficulties that tourists face during the climb and the rewards when they reach the top. Your summary should be about 100 words (and no more than 120 words). You should use your own words as far as possible. You will receive up to 6 marks for the content of your summary, and up to 4 marks for the style and accuracy of your language. Peak Performance Yet another storm is about to descend on the jungle-covered slopes of Mount Kinabalu. It is a familiar sound to our guide, Joseph Duzun, who is going to lead us through the mist-covered forests of South-East Asia’s highest mountain. Joseph has been guiding groups of tourists along this path for the past ten years. The area receives about 80-100 tourists a day, most of whom undertake the tough two-day climb to Low’s Peak. It is physically demanding because of its very steep paths. The local people regard Mount Kinabalu as the home of the spirits and pay their respects once a year, with offerings of chicken, rice and cigars. The locals believe that their ancestors inhabit the mountain’s highest peaks. We plan to set out in the cool, early morning from Timpohon Gate, the official starting point for the trail, for the five-hour climb to our base camp at Laban Rata. We will spend our first night there, at 3300 metres above sea level. Our guide, Joseph, appears suddenly out of the mist. He has a huge smile and is carrying an old canvas backpack. He is wearing rubber boat shoes which are far better suited to the steep, snaking paths than our high-tech, high-priced hiking boots. The path towards Laban Rata is a journey into a lost world, with thick mists obscuring our way. We finally stumble into the base camp in the late afternoon. We have aches and pains all over our bodies but they soon vanish as we drink steaming bowls of fish soup and hot green tea in the restaurant. At Laban Rata, the air is noticeably thinner and simply walking from the restaurant to the bedrooms, a small distance of 50 metres, leaves us almost breathless. About twenty tourists decide to abandon the final stage of the climb because several of them are suffering from altitude sickness. The thought of getting out of bed the following morning at 3 am in the freezing dawn temperatures has also discouraged many others from continuing. It is necessary to leave our warm beds so early in order to reach the summit at 6 am for the sunrise. We follow 40 other climbers making their way across the granite rock faces in the chilly darkness. At 6.10 am, at the summit of Low’s Peak, the long-awaited moment arrives. The first rays of sunlight break brilliantly over the peaks, lighting the countryside of Borneo like a vast green carpet. The spectacular sight of the shadow of Low’s Peak stretches across the lowland, all the way to the sea – a distance of about 180 kilometres. After congratulations and celebrations with delicious hot drinks, we reflect on the marvellous feeling of achievement that we have on reaching the top. For most of us, the climb to the rooftop of South-East Asia has been a massive effort. For Joseph Duzun, however, it is just another day at work.

11 © UCLES 2010 0510/22/O/N/10 [Turn over For Examiner's Use [Total: 10]

12 © UCLES 2010 0510/22/O/N/10 Exercise 6 Last month you entered a competition and won the first prize, which was a visit to a city of your choice for a weekend. You have now returned, and decide to write a letter to a friend about the visit. In your letter you should explain: • which city you chose and why; • the best event of the weekend; • how you felt about the visit. 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 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 language.

13 © UCLES 2010 0510/22/O/N/10 [Turn over For Examiner's Use [Total: 18]

14 © UCLES 2010 0510/22/O/N/10 Exercise 7 Some young people consider it better to start full-time work immediately after finishing school, rather than to continue their studies. Here are some comments from your friends on this issue: Write an article for your school magazine giving your views. 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. “I need to earn money as soon as I finish school.” “I love studying and want to learn as much as I can.” “If I study more now, I will be able to get a better career.” “Why should I continue to study if there is no guarantee of a good job at the end?”

15 © UCLES 2010 0510/22/O/N/10 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 2010 0510/22/O/N/10 BLANK PAGE

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 0510/22 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 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 22 © UCLES 2010 Exercise 1 The Great Barrier Reef (a) 60 kilometres off eastern coast of Australia [1] do not accept ‘cost’ for ‘coast’ (b) meals AND talks from marine experts (both points needed for 1 mark) [1] tolerate any mention of snorkelling or scuba diving equipment if both required points are present (c) glass-bottom boat(s) [1] (d) (plenty of) sunlight [1] tolerate mention of ‘grows near the surface’ if required point is present (e) not a strong swimmer / the water is shallow / float on (sparkling blue) sea / look down on (orange and white striped) clownfish (any one for 1 mark) [1] (f) they lay eggs close to human habitation [1] if no mention of ‘close to human habitation’ do not credit, for example, ‘they lay their eggs in the sand’ = zero marks (g) close(r) to the reef (offer) full range of activities / full range of entertainment (1 mark for each detail) [2] do not credit ‘accommodation’ as an answer but tolerate as additional unnecessary information [Total: 8]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 22 © UCLES 2010 Exercise 2 The nest hunters of Tam Yai (a) it hardens (quickly) [1] (b) can be sold for thousands of dollars / because of their value / are sold for lots of money [1] (c) China [1] do not accept ‘Chinese’ (d) (it contains a large area with) statues of Buddha(s) [1] do not accept ‘status’ or ‘statutes’ for ‘statues’ (e) hundreds of metres above the ground / dangerous bamboo poles / they rarely use safety equipment / if they fall they will die (instantly) (any 2 from 4 for 1 mark) [1] (f) twice as much (doubled) / half as much in 1968 / more expensive (higher) / increased [1] Example: ‘the price in 1968 was 2000, in 2008 4000 which is twice as much’ = 1 mark (g) armed guards at the entrance (strict) laws to prevent illegal hunting (strict) laws to ensure proper collecting OR laws to ensure collecting at correct time of year (any 2 from 3, 1 mark each detail) [2] the idea of ‘laws’ must be mentioned at least once, for example, ‘laws to prevent illegal hunting and to ensure proper collecting’ = 2 marks (h) (has a value in) prolonging life / prescribed for people suffering from skin conditions OR lung disease OR breathing problems [1] accept general terms e.g. ‘illness’, ‘diseases’ (i) the other ingredients / meat and coconut [1] (j) 1) they are shy 2) fly fast OR fly straight (like arrows) 3) protected species 4) their numbers are growing 5) lay eggs three times a season (1 mark for each correct detail up to a maximum of 4) [4] [Total: 14]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 22 © UCLES 2010 Exercise 3 Fast-food restaurant: customer satisfaction form Note: correct spelling is essential for the form-filling exercise. Upper case letters required at the start of proper nouns. The conventions of form-filling (i.e. instructions to tick, delete) must be observed with total accuracy. Section A: Personal details Vijay Persad 237 Yari Road, Versova, Mumbai allow ‘no. 237’ or ‘number 237’ 18 Phone number: 854762190 email: vipsd@net.in Section B: The restaurant TICK once DELETE TAKE AWAY TICK 5–7 pm Method of payment: Cash Interior design 1 Service 2 Food quality 3 (about) twice a month DELETE YES Max. total for Sections A and B: 6 marks Section C Max. total for Section C: 2 marks It is expected that the candidates will write a sentence that will contain the information that improvements could be made for vegetarians / that prices could be lower / that food quality could be improved. Sample sentence 1: “I think that there were not enough options for vegetarians and the food needs to be less expensive.” = 2 marks Note: if only one example given, a maximum of 1 mark can be awarded Sample sentence 2: “I think that there were not enough options for vegetarians on the menu.” = 1 mark For the sentence, award up to 2 marks as follows: 2 marks: no fewer than 12 and no more than 20 words; proper sentence construction; correct spelling, punctuation and grammar; relevant to context. 1 mark: no fewer than 12 and no more than 20 words; proper sentence construction; 1–3 errors of punctuation / spelling / grammar that do not obscure meaning; relevant to context. 0 marks: more than 3 errors of punctuation / spelling / grammar; and / or irrelevant to context, and / or not a proper sentence; and / or fewer than 12 or more than 20 words. Absence of a full stop should be considered as 1 punctuation error. [Total: 8]

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 22 © UCLES 2010 Exercise 4 Multi-tasking Note: correct responses only apply if they are placed under the correct sub-heading (as detailed below). Add the correct answers (i.e. total of ticks) to give a total out of 8. Remember that this exercise is marked for content (reading), not language. Examples of multi-tasking activities at home (max 3 marks this heading) • texting (friends) / reading text messages • making toast • surfing on computer / internet activities (not ‘computers’ on its own) • conversations with family • updating social network sites • downloading (and listening to) music What was different ten years ago (max 3 marks this heading) • took 31 hours to do what we now do in 24 • (old fashioned) email (systems) • (old fashioned) mobile phones • life was (much) simpler (idea of ‘life’ must be there – not ‘it was simpler’) • more talking face to face • more time spent over dinner / more time spent doing nothing Disadvantages of multi-tasking (max 2 marks this heading) • (completing several tasks together) takes longer • people cannot remember the previous task / become confused / confusion • too much pressure [Total: 8]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 22 © UCLES 2010 Exercise 5 Peak performance Do not award language marks if there is no content to reward. If only one aspect of the task is addressed then a maximum of 3 can be awarded for language. If the candidate writes the summary in the first person (as one of Joseph’s tourists) do not penalise. Content (up to 6 marks) Main difficulties 1 steep paths 2 thick mists 3 aches and pains 4 thin air / altitude sickness / breath / breathlessness 5 getting up early / waking up early 6 freezing dawn temperatures / cold dawn temperatures 5. and 6. may come close together, for example, ‘getting up at dawn in the freezing cold’ = 2 points Rewards 7 first rays of sunlight 8 countryside looks like a (vast) green carpet 9 (spectacular) sight of the shadow not ‘the view is amazing’ 10 celebrations with hot drinks 11 (marvellous) feeling of achievement 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]

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 22 © UCLES 2010 Exercise 6 Visit to city Tolerate any interpretation of a ‘city’ but time span should be comparable to the length of a weekend. If the candidate clearly writes about a longer period then for content it would be ‘partly relevant’ and ‘some engagement with the task.’ Exercise 7 Full-time work For a ‘satisfactory attempt to address the topic’ (band 4/5) candidates need to engage with the idea of full-time work. 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 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 shorter than the stated word length, it should be put in mark band 2–3 for content or lower for not fulfilling the task. • If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language, even if it is enjoyable to read and fluent. • If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for language is available. [Total Exercise 6: 18] [Total Exercise 7: 18]

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 22 © UCLES 2010 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.

Page 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0510 22 © UCLES 2010 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.