Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2011 Oct/Nov Paper 1 · Variant 2

This document consists of 13 printed pages and 3 blank pages. IB11 11_0510_12/4RP © UCLES 2011 [Turn over *7524109007* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing (Core) October/November 2011 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. The number of marks is given in brackets [ ] at the end of each question or part question.

2 © UCLES 2011 0510/12/O/N/11 Exercise 1 Read the following article about friendship, and then answer the questions on the opposite page. Advice For Students – Friendship Friendship is important to everyone, and at any age. However, making friends can be quite complicated and confusing when you are a teenager. Here is some advice which may be helpful. How to start a friendship Some people are naturally outgoing and don’t find it difficult to make friends. However, people who are shy find it harder to get to know people. When you want to get to know someone it can be a good idea to think ahead and have a few ideas about things that you could talk about. You could decide to compliment them on something you have noticed about them, or you could ask them something about school. How to keep a friend If you find that you and your friend seem to be growing apart, then you need to think about the reasons for this. It could be that as you get older you find that you don’t share as many interests as you used to in the past. You can try talking to your friend, to show that the friendship is still important to you. If there are one or two activities that you both still like to do, maybe you could plan to get together sometimes to enjoy them. What to do if your parents don’t like your friends Sometimes parents might think that a friend may be a bad influence on you. It is worth listening to their concerns. You may be able to reassure them about your friend, or you may realise that your parents are making some good points that you had not thought about before. Advice Changes in friendship can be hard, but the good news is that there is always someone in school to whom you can go for help. If you would like more personal advice, contact the School Counsellor during school hours. There is no need to make an appointment. If you prefer, you can get more general information by visiting the school website www.pinetreeshigh.sch.uk and then follow the link labelled ‘Advice’.

3 © UCLES 2011 0510/12/O/N/11 [Turn over (a) When can making friends seem complicated and confusing? [1] (b) What sort of people find it hard to make friends? [1] (c) What could you talk about when you first want to get to know someone? [1] (d) Why might young friends grow apart over time? [1] (e) What advice does the article give about trying to keep a friend? Give two details. [1] (f) How can you get more general guidance about friendship? [1] [Total: 6]

4 © UCLES 2011 0510/12/O/N/11 Exercise 2 Read the following article about an expert on sharks and their behaviour, and then answer the questions on the opposite page. Shark expert Andy Dehart is a shark expert and TV presenter who lives in the United States of America. He has had a lifelong interest in sharks and is always trying to look for ways to educate the public about them. Many people think that sharks have little or no intelligence, but Andy points out that recent studies have shown that many shark species possess powerful problem-solving abilities and social skills. “Sharks do not want to attack humans,” he asserts. “There is no shark species that eats humans as part of its regular diet. In most shark attack cases, the shark leaves after realising that it has mistakenly bitten a human and not its intended prey.” Andy takes every opportunity to explain that sharks need our help to survive. Sharks are being killed at a rate of 2,500 each day. These great fish are particularly at risk from overfishing, and they have few young compared to other fish that are caught to be sold. They simply will not survive if this sort of fishing continues. In the last 20 years, 90 per cent of hammerhead sharks have disappeared. Many other shark species are also on the verge of extinction. Two species of shark which are endangered are fished for their fins. These are in great demand in certain parts of the world, where shark’s fin soup is a favoured food. In Andy’s personal opinion, all shark fishing should be stopped until the shark populations have had time to grow again. We then need to do a better job of managing the fishing of sharks. However, even if the direct fishing of sharks is stopped, many will still be killed when they are caught up in the nets of boats fishing for other species of fish. When Andy was a boy, his father worked for a national oceanic organisation, and Andy travelled with him all over the Caribbean. He grew up by the coast and he has been connected with the sea for as long as he can remember. He also lived near one of the best aquariums in America. Andy then went on to build a career working with sharks in an aquarium environment. More recently, he has been involved with television and the making of programmes about sharks. Andy and his wife had their first child two years ago. They were amused and amazed to see to what extent their work with animals has proved to be useful in bringing up their daughter. They know how to observe her behaviour and teach her how to do things by rewarding her. Andy loves sharks and is very passionate about their survival and protection. He feels extremely lucky to have had opportunities working at the National Aquarium and the television station which presents the Nature Channel. He never wastes a moment in either place that could be spent educating people about sharks. He does admit that it is probably not possible to get everyone to love sharks as he does. However, he does hope to persuade people personally or through the media to respect sharks and the critical role they play in our environment. His main objective is to keep spreading awareness that sharks are not dangerous man-eaters but essential creatures in our oceans, as they provide ecological balance and help to control other species. 900 800 700 600 500 400 300 200 1950 1960 1970 1980 Year Sharks caught globally 1990 2000 2010 Quantity (in thousands)

5 © UCLES 2011 0510/12/O/N/11 [Turn over (a) How long has Andy been interested in sharks? [1] (b) What evidence is there that sharks may be intelligent? Give two details. [1] (c) Why does Andy believe that sharks only attack humans by mistake? [1] (d) What does Andy expect to happen if all shark fishing is stopped for a while? [1] (e) As a child, what influenced Andy’s later choice of career? Give two details. [2] (f) How did Andy’s work help him when bringing up his daughter? [1] (g) According to the graph, how many sharks were caught in 1990? [1] (h) How does Andy hope to educate people about sharks? Give two details. [1] (i) In which ways are sharks useful? Give two details. [1] [Total: 10]

6 © UCLES 2011 0510/12/O/N/11 Exercise 3 Ayesha Ahmed has been living with her grandmother for the last 6 months. Her grandmother, Mrs Ahmed, lives at 110 Privett Avenue, Newtown, Sussex. She had lived there alone for many years and now Mrs Ahmed is really enjoying having Ayesha living with her. The old lady does not have a car, and since she is retired and lives in the countryside she does not go out very much. Ayesha does not mind living this quiet life as she is 18 now and in her last year at school. Her whole focus is on working hard to prepare for her final examinations. If she gets good grades in the exams she hopes to go to university to study English Literature. Ayesha only watches about 5 hours of television a week because her grandmother does not like television. Mrs Ahmed prefers to read the weekly newspaper, ‘Newsalert’, and the local daily paper, ‘Newsround’, which are both delivered to her. Sometimes Ayesha does get a little bit lonely at the weekends but then she is able to go on the internet and communicate with her friends using her email address, aysh@connect.co.uk. She loves the internet and uses it every day to help her with her homework. The local library is more than 8 kilometres away and she never feels like walking that far to get information for her studies. Mrs Ahmed says she could use the bus, but as there is only one every 90 minutes Ayesha isn’t really interested in doing that. Mrs Ahmed has found it quite difficult to do the shopping now that she is preparing meals for two people. She also finds the fact that Ayesha is a vegetarian quite difficult. There is a small shop which she uses but now she has to carry home double the amount of shopping and this is a problem for her. She has also noticed that Ayesha is getting bored with the same meals and keeps asking her to prepare things which are only available in the big supermarkets in town. Ayesha has now had the idea to use the internet to order food online from the supermarket. Ayesha has told her grandmother how easy it is to shop online and how quickly the shopping will be delivered to their home. Mrs Ahmed is now quite excited by the idea of someone delivering all of her purchases and has agreed to let Ayesha try out this new way of shopping. Imagine you are Ayesha. Fill in the form on the opposite page using the information above.

7 © UCLES 2011 0510/12/O/N/11 [Turn over Online Shopping Application Form and Customer Survey Section A Personal details Name: … Address: … Email address: … Number of people at your address: (please circle) 1 2 3 4 more than 4 Your age: (please circle) under 20 20-35 36-50 over 50 Is anyone in your house a vegetarian? (please delete) YES / NO Section B Lifestyle survey How many cars are there in your household?: … Is a daily paper delivered to your address? (please delete) YES / NO If yes, please give name of newspaper: … How often do you visit your library? (please underline) never rarely frequently How often do you use the internet to gain information? (please circle) every day at least twice a week never How many hours a week do you watch television? (please underline) 1-3 4-5 more than 5 hours a day Section C In the space below, write one sentence explaining why you want to do your food shopping online, and one sentence explaining why you think it will be easier than conventional shopping. [Total: 10]

8 © UCLES 2011 0510/12/O/N/11 Exercise 4 Read the following speech given by a fashion designer about the ways in which technology and fashion are working together, and then complete the notes on the opposite page. Fashion of the future will not just be about the length of skirts or the width of trousers. Fashion will team up with technology and the result will be something that we may find difficult to imagine at present. Many companies are already putting fashion and technology together and calling the result ‘wearable technology’. One company has produced a jacket with a built-in minidisc player and a remote control sewn into the sleeve. Another company has made jackets with built-in fans to help their customers to keep cool during the summer. The future of technology in fibre is only a few years away. One shoe manufacturing company has already designed a running shoe with an embedded microchip that checks the ground underfoot and accordingly adjusts the level of shock absorption provided by the shoe’s heel. But the real high-tech designs of the future have yet to reach the shops. These will consist of materials and clothes that are now only being sketched out in designer studios and research laboratories around the world. Wearable technology will eventually become a basic product, much like blue jeans. Eventually, people will wonder why they wore ordinary trousers when future ones will be able to keep their legs warm with heating coils stitched into the lining. Students in laboratories in various universities are experimenting with cheap wearable technology. Using fabrics filled with various metals, such as copper and stainless steel, they are working on producing clothing that is soft to the touch and can change shape according to the temperature. With the application of a small amount of heat, a long sleeved shirt can become short sleeved in seconds, while still being able to revert to its original shape. Some ideas are even more amazing. One professor describes a proposed spray-on dress made from a chemical formula which will allow you to create a temporary dress from virtually nothing. The chemical will be sprayed directly onto the skin to form a cloud of non-woven cloth, which can then be styled in any way the customer wishes. It is not just clothing that is becoming technical. Designers are also trying to find new ways to fit clothes. One fashion technology company has already created the world’s first pair of perfectly fitted jeans. The customer stands in a pitch black changing room while a light flashes over the body for eight seconds. The exact body measurements are scanned and then recorded. A pair of perfectly fitted jeans arrives in the post within two weeks. Some of the ideas being explored, such as wrinkle resistant sweaters, will probably be in the shops before long. But others, air conditioned jackets, for example, may never be available to buy, no matter how amazing they sound. Fashion and Wearable Technology

9 © UCLES 2011 0510/12/O/N/11 [Turn over You have been asked by your technology teacher to listen to the speech and make brief notes about what you have heard. Make your notes under each heading. Technological clothes already produced • … • … • … Technological clothes being worked on for the future • … • … • … [Total: 6] Exercise 5 Imagine that your teacher wants you to follow up these notes with a short article for the school magazine. Look at your notes in Exercise 4 above. Using the ideas in your notes, write a summary about the ways technology is used in fashion. Your summary should be no more than 70 words. You should use your own words as far as possible. [Total: 4]

10 © UCLES 2011 0510/12/O/N/11 Exercise 6 New School Hours The new headteacher at your school is making some important changes which will affect school life. Write a letter to a friend who left school last year explaining the changes. In your letter you should: • describe the new headteacher; • outline the changes that are being made; • explain how you feel about the changes. 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.

11 © UCLES 2011 0510/12/O/N/11 [Turn over [Total: 10]

12 © UCLES 2011 0510/12/O/N/11 Exercise 7 Your school magazine is inviting students to write an article about whether they think that television and newspapers spend too much time reporting on famous people. Here are some comments from your friends on this subject: Write an article for your school magazine giving your views. The comments above may give you some ideas, but you are free to use any ideas of your own. Your article should be between 100 and 150 words long. You will receive up to 5 marks for the content of your article, and up to 5 marks for the style and accuracy of your language. “Famous people are role models; we have a right to learn about their lives.” “Nothing that you read is true anyway so why bother reading it?” “Television and newspapers should concentrate on informing us about important world events.” “Life is serious enough; it is fun to read about the lives of famous people.”

13 © UCLES 2011 0510/12/O/N/11 [Total: 10]

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2011 question paper for the guidance of teachers 0510 ENGLISH AS A SECOND LANGUAGE 0510/12 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. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the October/November 2011 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 2011 0510 12 © University of Cambridge International Examinations 2011 Exercise 1 Advice For Students – Friendship (a) (when you are a) teenager / teenage(d) [1] (b) shy (people) [1] (c) compliment them / something you have noticed about them / (ask about) school [1] ANY ONE FROM THREE (d) don’t share so many interests / they have less in common [1] (e) talk to them / show that the friendship is important AND get together and enjoy some activities / get together and do some activities [1] do not accept ‘get together to enjoy them’ (f) the school website / www.pinetreeshigh.sch.uk [1] if the web address is the only answer given, it needs to be accurate [Total: 6] Exercise 2 Shark Expert (a) lifelong / since he was a boy [1] (b) (they have) problem-solving abilities AND social skills BOTH NEEDED [1] accept ‘problem-solving and social skills’ (c) (sharks) don’t eat humans as part of their diet / (the shark) leaves after realising it has (mistakenly) bitten a human / (human is) not the intended prey [1] (d) shark population(s) grow (again) [1] accept the lift ‘the shark populations have had time to grow’ (e) father worked for a national oceanic organisation / travelled all over Caribbean / lived by the coast / connected with the sea / lived near an aquarium ANY TWO POINTS [2] do not accept ‘working with sharks in an aquarium’ (f) (they) know how to observe behaviour / (they know how to) teach her things by rewarding her [1] (g) 700,000 [1]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0510 12 © University of Cambridge International Examinations 2011 (h) through his work at the National Aquarium / through the media OR through the nature channel / personally / persuade people ANY TWO FROM FOUR [1] if candidate offers ‘persuade people personally’ this is only credited as one detail (i) (they provide) ecological balance AND control other species [1] [Total: 10] Exercise 3 Online Shopping Application Form and Customer Survey 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 underline, circle, delete) must be observed with total accuracy. Section A: Personal details Name: Ayesha Ahmed Address: 110 Privett Avenue, Newtown, Sussex Email address: aysh@connect.co.uk Number of people at your address: CIRCLE 2 Your age: CIRCLE Under 20 Is anyone in your house a vegetarian? DELETE NO Section B: Lifestyle survey How many cars are there in your household? none / no cars / zero / 0 / Is a daily paper delivered to your address? DELETE NO If yes, please give name of newspaper: Newsround How often do you visit your library? UNDERLINE never How often do you use the internet to gain information? CIRCLE every day How many hours a week do you watch television? UNDERLINE 4–5 Max total for Sections A and B: 6 marks

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0510 12 © University of Cambridge International Examinations 2011 Section C Max total for Section C: 4 marks Sentence 1 and 2 must be written from the point of view of Ayesha. Sentence 1: the candidate should write something about wanting ingredients that are not available locally / being bored with her grandmother’s cooking, or about it being easier. Examples: I want to do my shopping online because I’m bored with the same meals. Grandmother has difficulty carrying the shopping home. I want to do my shopping online because it’s easier. Sentence 2: the candidate should write something about how she will benefit from having the food delivered. Example: It’s easier because the shopping will be delivered (quickly) (to our home). 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. Omission of a word in a sentence should be considered as 1 grammar error. [Total: 10] Exercise 4 Fashion and Wearable Technology Correct responses only apply if they are placed under the correct heading (as detailed below). Only one mark may be awarded per line. Add the correct answers to give a total out of 6. Remember that this exercise is marked for content (reading), not language. Technological clothes already produced (max 3 marks for this section) • Jacket with built-in mini disc / jacket with built-in remote control • Jacket with built-in fans • Shoe with (embedded) microchip / shoe adjusts (level of) shock absorption • Perfectly fitted jeans

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0510 12 © University of Cambridge International Examinations 2011 Technological clothes being worked on for the future (max 3 marks for this section) • Trousers with heating coils • (Clothing) changes shape according to temperature / long-sleeved shirt becomes short-sleeved according to temperature allow ‘application of a small amount of heat’ as alternative to ‘according to temperature’ tolerate any reference to ‘soft to the touch’ as additional information • Spray-on dress / dress made from a chemical formula • Wrinkle-resistant sweaters • Air conditioned jackets [Total: 6] Exercise 5 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 2011 0510 12 © University of Cambridge International Examinations 2011 Exercise 6 Changes to school life Exercise 7 Media reports of famous people The following general instructions, and table of marking criteria, apply to both exercises. • Award the answer a mark for content (C) [out of 5] and a mark for language (L) [out of 5] in accordance with the General Criteria table that follows. • 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 should be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark is likely to be affected and is unlikely to be more than one band higher than the 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 is available. [Total Exercise 6: 10] [Total Exercise 7: 10]

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0510 12 © University of Cambridge International Examinations 2011 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (PAPER 1) 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 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. 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.