Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2012 May/June Paper 2 · Variant 1

This document consists of 15 printed pages and 1 blank page. IB12 06_0510_21/4RP © UCLES 2012 [Turn over *7770020471* For Examiner's Use Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Total UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/21 Paper 2 Reading and Writing (Extended) May/June 2012 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. www.XtremePapers.com

2 © UCLES 2012 0510/21/M/J/12 Exercise 1 Read the following article about a new “flying” experience in Dubai, and then answer the questions on the opposite page. If you are looking for an ac
vity that will give you thrills and excitement in the air without a plane, try Skydive Dubai. It is a fantas
c indoor skydiving facility located in Mirdif City Centre and gives visitors the experience of flying as high as 12 metres above the ground. For the skydiver, it feels like flying but you don’t have to jump out of a plane. A machine blows huge amounts of air into a ver
cal wind tunnel and this keeps the diver floa
ng throughout the whole experience. IT’S SO POPULAR… The indoor skydiving facility was an immediate success from the start and has con
nued to aract an average of 200 to 250 visitors each day. It even has 1,200 online fans. The company plans to increase the number of instructors so that even more visitors can enjoy the excitement of the experience. COMMUNICATION WITHOUT WORDS Before star
ng the experience, skydivers have to put on the right clothing, which includes a flying suit, a helmet, glasses to protect the eyes, and earplugs. The divers also receive a lesson on two important details – what hand signals to use and the correct body posi
ons. Skydive’s chief instructor says, “We give instruc
ons to the skydivers with hand signals because we are not able to talk to them.” Family and friends who come to watch find this very amusing. SAFETY IS IMPORTANT During the dive, the instructor checks the body posi
on of the diver, who has to try to balance his weight and fly on his own. The whole experience is carefully controlled and safety is very important. But the real aim of the instructors is to make everybody fly. Even beginners can safely fly a couple of metres off the ground by the end of the first session. More experienced skydivers can learn to perform acroba
c movements and even fly in groups. Both children and adults have been eager to try indoor skydiving. As the chief instructor says, “It’s a family experience. You don’t have to be especially fit to do this. Anyone from the age of three to one hundred can take part. Everybody’s dream is to fly. We make that dream come true here at Skydive Dubai!” WHAT DOES IT COST? Prices vary depending on the
me that you visit. It costs 165 dirhams for adults and 125 dirhams for children during off-peak hours from Sunday to Thursday. It costs 195 dirhams for adults and 145 dirhams for children on the other two days of the week. If you would like to see a film of the indoor skydiving experience to decide whether it is just the ac
vity for you, or if you want to book a lesson online, then log on to www.skydive.com and follow the links.

3 © UCLES 2012 0510/21/M/J/12 [Turn over For Examiner's Use (a) What is the activity on offer at Skydive Dubai? [1] (b) What evidence is there that Skydive Dubai is successful? Give two details. [1] (c) Apart from clothing and equipment, what do skydivers receive before the experience? [1] (d) Why do instructors have to communicate with their hands? [1] (e) What is the main task of the instructor? [1] (f) What is the difference between the lessons for the beginners and the more advanced divers? Give two details. [1] (g) How much does it cost for a child to use the facility on Fridays? [1] (h) Why should people use the website? Give two details. [1] [Total: 8]

4 © UCLES 2012 0510/21/M/J/12 Exercise 2 Read the following article about miners trapped underground in Chile, and then answer the questions on the opposite page. Trapped For Months It is sometimes difficult to believe, but human beings love to co-operate. Of course, we argue and fight at times, but in a crisis we show real ability to work together to overcome difficulties. Nowhere was this more evident than in the drama which took place in a mine far below the Atacama Desert in Chile. Beginning on August 5th, 2010, 33 miners were trapped for more than two months at 700 metres below the surface. The length of this ordeal exceeded the previous record of 25 days, which a group of Chinese miners endured in 2009. While the Chilean miners were working, an enormous landslide occurred which trapped them under the ground. For the first 17 days, they survived on a few cans of tuna fish and their own physical and mental strength. The rescuers on the surface used a machine to drill through the rock. Eventually it reached the underground tunnel where the men were sheltering and they attached a note to the drill to say that they were alive. For the next two months, as media interest grew, the whole world watched, in constant hope that all the miners would be rescued. Psychologists watched to see how human beings survive such stressful conditions and how we react when emergencies occur. As one expert said: “Every form of stress had an impact on those miners. In order to survive mentally, they had to overcome the extreme difficulties of their situation. They were encouraged by experts on the surface to establish a daily routine and to take regular physical exercise.” Rescue workers delivered essential items to the miners using three narrow supply tubes. After three weeks the miners sent to the surface their first video, which showed them without shirts and unshaven. They were soon provided with clean clothes, toothbrushes and razors, and letters from their loved ones. They all wore matching red shirts, which helped to create a feeling of unity and discipline. At first, the miners’ food consisted simply of vitamin drinks, but later they were provided with yoghurt, cereal, tea and sandwiches. Finally, their bodies were able to take hot meals like meatballs with rice. In the early days, it was difficult to know how long the miners would have to remain trapped before they were rescued, but they were kept fully informed. As a psychologist said: “It was essential that they were regularly given all the relevant information. We wanted to avoid the situation where they were ready and expecting to be rescued but then were disappointed at the last moment. This would have been damaging for their mental condition.” Towards the end of their stay underground, they were advised to start planning for their arrival at the surface. Among the books they read was a guide called “Talking to the Media”, so that they were well prepared to speak to journalists. Finally, the rescue tunnel was made wide enough to bring the men to the surface. They were lifted, one by one, in a special capsule, and, on 13th October, 2010, the last man was rescued. main tunnel three supply tubes each 700 metres long and 15 centimetres wide to the surface 1 2 3 central area 50 square metres tunnels where miners slept Trapped For Months

5 © UCLES 2012 0510/21/M/J/12 [Turn over For Examiner's Use (a) When do people work most closely together? [1] (b) What was previously the longest period that miners had been trapped underground? [1] (c) How did the miners first make contact with the rescuers? [1] (d) What were psychologists particularly keen to find out? Give two details. [2] (e) What made the rescuers decide to send the miners clean clothes and razors? [1] (f) Why were the men all given the same colour shirts to wear? [1] (g) How did the food supplied by the rescuers change from the earliest stages to the final stages? Give two details. [1] (h) According to the diagram, what was the width of each of the supply tubes? [1] (i) How did the miners prepare for what they would face when they came out of the capsule? [1] (j) What did the experts believe that the miners needed to do for their physical and mental health? Give four details. [4] [Total: 14]

6 © UCLES 2012 0510/21/M/J/12 Exercise 3 All of the students in Class Ten of the Emilio Lombardi school in Rome, Italy, are working on a Travel and Tourism project as part of their IGCSE coursework. Their teacher has issued each student with a form to complete based on research into a town or city in a foreign country. Giuseppe Morelli, a student in Class Ten, has found an article on the internet about an interesting town in France. He was particularly attracted to this town because his father had worked there as an art historian and had done some research on the historic buildings. So Giuseppe decided to complete the form based on the following information: “The town of Grandcharmant has much to offer tourists and visitors. It is located approximately 40 kilometres south-west of the capital city, Paris, and is surrounded by many hills and lakes. The town itself is situated on a river but it is no longer possible to reach the centre by ferry, which stopped operating a year ago. However, a new bridge for road traffic has been completed and access to the town is now quick and convenient. A new airport will open in two years’ time for the increasing number of tourists who visit the region, especially during the festival. This takes place during the last weekend of July each year. “Until last year there were only two hotels but recent development has seen the completion of three more, with another one due to be ready next year. In addition, there is accommodation in a small number of apartments, but camping is prohibited at all times. At present, hotel rooms cost between 70 and 110 euros. “Around the town there are numerous attractions for people who like sightseeing, outdoor activities or just relaxing. In the centre of the town, it is possible to take a guided tour round the 13th Century castle, which has superb views of the surrounding countryside. There is also a small art gallery, which has been established in the former home of the famous artist, Michel Leboeuf. A short drive from the town, there is an outdoor activity centre which offers sailing and canoeing. “The climate in the region is variable. In the winter months you will experience temperatures from 5 to 15 degrees Celsius and in the summer months from 20 to 29 degrees. The weather in winter is normally wet with occasional sunshine, and the summer is generally hot but with cool nights. “The best time of year to visit is during the festival, when there are processions in the streets and a spectacular firework display, best viewed from the walls of the castle. People come from miles around to enjoy this famous event, so you need to book accommodation at least six months in advance if you want to stay in Grandcharmant at this time. “If you are a full-time student, you will be interested to know that you can enter all the attractions for half the normal price throughout the year. “At all times it is best to get in touch with the Tourist Office either by email gracha@systems.fr or by telephone 28734605 to obtain the latest information.” Imagine you are Giuseppe. Fill in the form on the opposite page, using the information above.

7 © UCLES 2012 0510/21/M/J/12 [Turn over For Examiner's Use Travel and Tourism Project Full name of student: … Town / City Information Section A Name of town / city: … Country: … Distance from capital city: … Description of surrounding area: … … Section B Accommodation facilities: (please tick as many as applicable) hotels campsites apartments other Places of interest in the town / city: … Temperatures: summer: … winter: … Transport connections to and from town / city: (please underline) airport rail road ship / ferry Best month to visit region: … Give reason why: … Details for further information about the town / city: email: … phone: … Section C Student comment In the space below, write one sentence of between 12 and 20 words, explaining why you chose this particular town / city for your project. [Total: 8]

8 © UCLES 2012 0510/21/M/J/12 Exercise 4 Read the following article about “dowsing”, the ancient technique for finding water underground, and then complete the notes on the opposite page. Discovering the existence of water underground without scientific means or knowledge is one of the world’s oldest mysteries. Instead of using modern equipment, the discoverer – or dowser – holds thin metal rods or just simply a twig from a tree. When the rods cross or the twig moves without any help from the operator, it is considered a sign that water lies beneath the surface of the ground. Costas Kyriakou, who lives in Cyprus, is a practising dowser, and is convinced that the technique works. He claims that he has never been wrong in discovering water underground. He believes that there are no hidden secrets and says: “It is a gift which a genuine dowser must possess and I believe that I have this gift. My body sends electromagnetic waves which respond to the presence of water.” He cannot wear clothes made of synthetic materials because they immediately make his body itch. Costas discovered his gift accidentally when he was only 15 years old. A piece of abandoned metal he had picked up suddenly went wild in his hands. When he was about the same age, he found water underground in the fields near his village. With a lifetime of experience, he can now tell the quantity of the water in an underground area. Because of the high costs involved in searching for water, this is an important factor for companies when deciding whether it is worth drilling a test hole to locate it. He can tell the basic quality of the water, for example, how pure it is and whether it contains any salt. He can also distinguish water from other liquids, such as oil, for instance. He demonstrated this by showing how differently his instruments behaved when placed over the buried tanks of a petrol station in comparison to a water well. He is even able to discover how deep the water is underground and can trace the direction in which it is flowing. As Costas became more experienced, he changed the tools that he used. He soon decided to throw away the standard “L” shaped copper or tin rods, and replaced them with a single rod with a loop at either end. He uses this with one hand, in the same way as he uses a twig or any small piece of wood. Costas also noticed that the rod and the twig only helped in discovering water that was near the surface. To go really deep, he uses a kind of pendulum, a weight, preferably made of bronze, that simply hangs by a piece of string. It is an amazing sight to watch a heavy object like that defying the law of gravity, at first swinging from side to side like a proper pendulum and then spinning round without any help or interference from the human handling it. If an ordinary person tries to do the same test over a particular spot which is known to contain water, nothing happens. The pendulum remains hanging with no movement. But if Costas touches you with his hands as you hold it, you can feel the string immediately become charged with energy – like an electric current. Dowsing is a popular activity in countries like Cyprus, where water is sometimes in short supply. However, in many other northern European countries, where water is plentiful, dowsing is mainly used to detect other things, such as metal objects, underground.

9 © UCLES 2012 0510/21/M/J/12 [Turn over For Examiner's Use You are going to give a presentation to your school’s Science Club about the subject of dowsing. Prepare some notes to use as the basis for your talk. Make your notes under each heading. Costas’s early discoveries • … • … What Costas can tell companies about water underground • … • … • … Tools that Costas now uses to detect water • … • … • … [Total: 8]

10 © UCLES 2012 0510/21/M/J/12 Exercise 5 Read the following article about Manisha Kaur, a female boxer in Manipur, India, who has established a boxing academy for young people. On the opposite page, write a summary about the difficulties teenagers face in Manipur AND how Manisha is a role model for them. 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. The sun had hardly begun to rise behind the hills, and already a group of young boxers from the boxing academy were practising by punching the early morning air. Dressed in red and black tracksuits, the teenage boys and girls were skipping and moving with great focus and determination. Soon they were all out of breath with their efforts. During a short break, a fourteen-year-old girl said: “We used to play football in the village, but now I like boxing. I want to be like Manisha Kaur.” Manisha Kaur is the name that these young people mention all the time. One of the world’s most successful female boxers, Manisha set up this academy in the state of Manipur several years ago with the simple wish of helping young people in this region. They have very few opportunities to achieve success in life in their home area and one of the main reasons is the high rate of unemployment. Manisha started the academy with her own money but now she receives help from different organisations. The academy provides accommodation and coaching to around fifteen young people. They pay very little to attend or maybe even nothing at all. Manisha says: “At the academy I try to provide them with equipment, but most importantly I want to help out by giving them the feeling of a family relationship, which many of them do not have. This is so important to young people, as they often feel isolated from the rest of the community.” Manisha’s own boxing achievements are exceptional. In addition to the many national titles that she has collected, she has won the world women’s boxing championship five times and the Asian championship on two occasions. She was a member of the group that persuaded the Olympic authorities to include women’s boxing for the first time in the 2012 Olympic Games in London. Yet Manisha’s life is not simply about winning medals. In addition to her success inside the boxing ring, she is just as important as a role model and inspiration in many other ways. The story of her success and of how she overcame her own personal problems is truly exceptional. She is an example to the young people through her strength of character, something which she has inherited from the women of the state of Manipur. Recently, for example, it has been the women who have led campaigns to try and improve life in the area for all the citizens. Like these women, Manisha is admired by the young people for her defiance and forcefulness. Like most of the young people at the academy, Manisha came from a very simple background. Hard work as much as real talent was the reason for her success. She was totally dedicated and trained twice as hard as anyone else. All of these characteristics are what make Manisha a heroine in the eyes of the young people who live and train at her academy. Fourteen-year-old Sheila Sapna came from a remote village and will be staying at the academy for a year. She said that she was impressed by the fact that Manisha had been so successful and she wanted to be like her. “Women here can withstand anything,” she says. “Not just the physical aspects, but also the mental pressure, too.” Manisha’s husband adds: “This academy is like a lifeline to young people. Our aim here is to raise the spirits and improve the opportunities available to them.” The School of Hard Knocks

11 © UCLES 2012 0510/21/M/J/12 [Turn over For Examiner's Use [Total: 10]

12 © UCLES 2012 0510/21/M/J/12 Exercise 6 People say there is a first time for everything. Recently you did something for the first time in your life. You decide to write a letter about your new experience to a friend. In your letter you should: • say what gave you the idea to do it; • describe what you did for the first time; • explain why you would or would not like to repeat the experience. 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 2012 0510/21/M/J/12 [Turn over For Examiner's Use [Total: 18]

14 © UCLES 2012 0510/21/M/J/12 Exercise 7 Your school year group is doing a project on the advantages and disadvantages of the car as a means of transport. Here are some comments from your friends on the subject. “It would take twice the time for me to travel by bus or train than by car.” “Cars cause more accidents than any other forms of transport.” “It’s cheaper for a family to travel together in a car than by public transport.” “There are so many cars on the road, drivers become frustrated and angry.” Write an article for the project giving your views about the issue. Your article should be between 150 and 200 words long. The comments above may give you some ideas but you are free to use any ideas of your own. You will receive up to 9 marks for the content of your article, and up to 9 marks for the style and accuracy of your language.

15 © UCLES 2012 0510/21/M/J/12 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 2012 0510/21/M/J/12 BLANK PAGE

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0510 ENGLISH AS A SECOND LANGUAGE 0510/21 Paper 2 (Reading and Writing – Extended), maximum raw mark 84 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes must be read in conjunction with the question papers and the report on the examination. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 This component forms part of the Extended tier assessment of IGCSE English as a Second Language and tests the following Assessment Objectives: AO1: Reading R1 understand and respond to information presented in a variety of forms R2 select and organise material relevant to specific purposes R3 recognise, understand and distinguish between facts, ideas and opinions R4 infer information from texts AO2: Writing W1 communicate clearly, accurately and appropriately W2 convey information and express opinions effectively W3 employ and control a variety of grammatical structures W4 demonstrate knowledge and understanding of a range of appropriate vocabulary W5 observe conventions of paragraphing, punctuation and spelling W6 employ appropriate register/style Overview of exercises on Paper 2 Reading objectives tested Marks for reading objectives Writing objectives tested Marks for writing objectives Total available marks Exercise 1 Reading (1) R1 8 --- 8 Exercise 2 Reading (2) R1 14 --- 14 Exercise 3 Information transfer R1, R2 6 W1, W5 2 8 Exercise 4 Note- making R1, R2, R3 8 --- 8 Exercise 5 Summary R1, R2, R3 6 W1, W2, W3, W4, W5 4 10 Exercise 6 Writing (1) --- W1, W2, W3, W4, W5, W6 18 18 Exercise 7 Writing (2) --- W1, W2, W3, W4, W5, W6 18 18 84

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 Exercise 1 SKYDIVING WITHOUT A PLANE (a) indoor skydiving / skydiving without a plane / flying as high as 12 metres / flying 12 metres above the ground [1] (b) 200–250 visitors per day / 1200 online fans / plans to increase the number of instructors TWO FROM THREE FOR ONE MARK [1] accept ‘more than 200 visitors per day’ (c) a lesson [1] (d) they can’t talk to the divers / they can’t talk to them [1] (e) to make everybody fly [1] (f) beginners fly a couple of metres off the ground experienced (divers) perform acrobatic movements / experienced (divers) fly in groups BOTH DETAILS NEEDED FOR ONE MARK [1] (g) 145 dirham(s) / 145 AED [1] (h) see a film (of the indoor skydiving experience) / see the indoor skydiving experience / decide if it is for you / book a lesson / book online TWO FROM THREE FOR ONE MARK [1] Max total for exercise 1: 8 marks

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 Exercise 2 TRAPPED FOR MONTHS (a) in a crisis [1] (b) 25 days [1] (c) attached a note to a drill [1] (d) how people survive stressful conditions how people react when emergencies occur 1 MARK FOR EACH DETAIL [2] (e) the video showing them without shirts and unshaven / they saw them without shirts and unshaven [1] (f) unity and discipline [1] (g) firstly / early on – vitamin drinks later / finally – hot meals / meatballs with rice [1] (h) 15 centimetres / 15 cm(s) [1] (i) they read a guide / they read (a book called) ‘Talking to the Media’ / they read a book (in order) to speak to journalists [1] (i) overcome difficulties a routine exercise have information / prepare for disappointment plan for arrival at the surface / prepare to speak to journalists ANY FOUR FROM FIVE, 1 MARK FOR EACH DETAIL [4] Max total for exercise 2: 14 marks

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 Exercise 3 TRAVEL AND TOURISM PROJECT: FORM 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 and underline) must be observed with total accuracy. TRAVEL AND TOURISM PROJECT Full name of student: Giuseppe Morelli / Morelli Guiseppe TOWN/CITY INFORMATION SECTION A Name of town/city: Grandcharmant Country: France Distance from capital city: 40 kilometres (south-west of Paris) / 40 km (south-west of Paris) Description of surrounding area: hills and lakes SECTION B Accommodation facilities: TICK hotels AND apartments Places of interest in the town/city (13th C/century) castle / art gallery OR home of famous artist Michel Leboeuf / historic buildings (ANY TWO) Temperatures: summer: 20 to 29 (degrees OR degrees Celsius) winter: 5 to 15 (degrees OR degrees Celsius) Transport connections to and from town/city: UNDERLINE road Best month to visit region: (last weekend of) July Give reason why: festival / processions / fireworks Details for further information about the town / city email: gracha@systems.fr phone: 28734605 Max. total for Sections A and B: 6 marks

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 SECTION C: STUDENT COMMENT Max. total for Section C: 2 marks In the space below write one sentence of between 12 and 20 words, explaining why you chose this particular town / city for your project. The sentence must be written from the point of view of Giuseppe Morelli. It is expected that the candidate will write a sentence with the following content: I was attracted to this town because my father worked there as an art historian (and did some research). I was particularly attracted to this town because my father worked in Grandcharmant. My father had done some research on the historic buildings in the town. 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 words or more than 20 words. 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. Max total for exercise 3: 8 marks

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 Exercise 4 THE MAN WITH THE GIFT OF DOWSING Correct responses only apply if they are placed under the correct sub-heading (as detailed below). Only one mark may be awarded per line. Add the correct answers to give a total out of 8. Remember that this exercise is marked for content (reading), not language. Costas’ early discoveries (max 2 marks this heading) 1 his gift 2 metal went wild in his hands 3 underground water What Costas can tell companies about water underground (max 3 marks this heading) 4 the quantity 5 the quality / the purity / whether it contains any salt 6 distinguish water from other liquids 7 the depth / how deep the water is 8 the direction of flow Tools that Costas now uses to detect water (max 3 marks this heading) 9 rod with a loop at either end 10 (rod and) twig / small piece of wood 11 pendulum / weight on piece of string Max total for exercise 4: 8 marks

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 Exercise 5 THE SCHOOL OF HARD KNOCKS Count words and indicate when the 120 word limit has been reached. If candidate exceeds 120 words then a maximum of 3 marks can be awarded for language. If only one aspect of the question is addressed, a maximum of 2 marks for language can be awarded. Do not award language marks if there is no content to reward. Content: up to 6 marks Difficulties for teenagers 1 few opportunities to achieve success 2 high rate of unemployment / difficult to find a job 3 isolated How Manisha is a role model to teenagers 4 because of her boxing achievements / successful boxer / famous boxer accept examples of her success e.g. national titles, world championships 5 gives them a feeling of a family relationship 6 strength of character / defiance and forcefulness 7 came from a very simple background / overcame own problems 8 trains twice as hard / hard work 9 dedicated 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 Max total for exercise 5: 10 marks

Page 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 Exercise 6 FIRST TIME FOR EVERYTHING Exercise 7 CARS – ADVANTAGES AND DISADVANTAGES 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. Max total for exercise 6: 18 marks Max total for exercise 7: 18 marks

Page 10 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 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 11 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 21 © University of Cambridge International Examinations 2012 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.