Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2013 May/June Paper 2 · Variant 2

This document consists of 15 printed pages and 1 blank page. DC (NH/JG) 59165/4 © UCLES 2013 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 4 5 7 3 7 9 4 2 5 7 * ENGLISH AS A SECOND LANGUAGE 0510/22 Paper 2 Reading and Writing (Extended) May/June 2013 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 0510/22/M/J/13 © UCLES 2013 Exercise 1 Read the following leaflet about diving holidays, and then answer the questions on the opposite page. Diving Holidays Rangiroa, Polynesia Rangiroa means ‘long sky’ and it is an enormous coral reef enclosing a lagoon. Two channels allow the Pacific waters into and out of the lagoon twice daily when the tides turn. Divers can be carried through the channels by the incoming tide and swim in with many reef sharks, dolphins and manta rays. It is highly exciting diving! Dive details: dive with The Six Professionals and stay in a locally run hotel such as the Blue Lagoon for around £60 a night. Sulawesi, Indonesia Everyone will be fascinated by the greatest variety of marine life on Earth that can only be found in the dive sites around the small islands off Sulawesi. Here you can find tiny seahorses, flatworms, healthy coral and more fish than anyone can name. Staying with Ann Rose and her team at Diver’s Dream is unforgettable. Particularly memorable are the evening meals, when everyone talks about the fish and sharks and where they plan to dive the next day. Dive details: accommodation at Diver’s Dream is £20 a night. Diving costs £50 for a dive with a maximum of two divers per guide. The Maldives The best way to see the Maldives is on a boat: you can make as many as four dives a day and it works out as good value for money. The Maldives still has the best all-round diving in the Indian Ocean, and the adventure begins the minute you are picked up from the airport for a speedboat ride to the dive boat. Manta rays live around the islands all the year, but you are only guaranteed to see them between May and September, when they come closer to the shore. Dive details: Maldives Scuba Experiences run two excellent boats – Mermaid and Sea Queen. Special expeditions are offered where divers can help with manta ray research. £1,450 for a week’s all-inclusive diving. Little Cayman, British West Indies Little Cayman is small – about 15 kilometres long – with a population of just 200 permanent residents, although this number doubles during the diving season. On the northern shore there are amazing sheer coral reefs, which reach down 2,000 metres. The view from the reef wall makes your head spin the first time you swim over the edge because the water is so incredibly clear. It is not a place to go to see big fish or many sharks, but it is wonderfully relaxing; you can dive in warm water and the conditions are not dangerous. Dive details: Expect to pay £400 for a week’s diving. Accommodation costs between £1,000 and £2,000 per week. At the top of this range is the Coral Hotel, the most luxurious place to stay on Little Cayman.

3 0510/22/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use (a) According to the leaflet, which three sea creatures are carried into the Rangiroa lagoon on the tide? …[1] (b) How much does it cost to stay at the Blue Lagoon for one night? …[1] (c) What is unique about the dive sites around Sulawesi? …[1] (d) What do guests discuss during meals at Diver’s Dream? …[1] (e) How do you travel from the airport to the dive boat in the Maldives? …[1] (f) When can you be sure of seeing manta rays in the Maldives? …[1] (g) Why might you feel light-headed when swimming over the coral reefs near Little Cayman? …[1] (h) When does the population of Little Cayman increase? …[1] (i) Why is the Coral Hotel the most expensive place to stay? …[1] [Total: 9]

4 0510/22/M/J/13 © UCLES 2013 Exercise 2 Read the following article about children and play, and then answer the questions on the opposite page. CHILDREN AND PLAY Children used to be able to play freely, exploring and interacting with the natural world with little or no supervision by adults. Children from around the world were free to invent games of their own. Nowadays, however, we control the lives of our children much more, giving them fewer opportunities for free play. Today, some parents are afraid for their children’s safety when they leave the house on their own. Many children in England used to spend hours playing on their bikes, having all sorts of adventures, but this is now considered too dangerous. Some working families can’t care for their children after school, so the children have to stay indoors or attend supervised after-school activities. Children’s lives have become more closely organised by adults, who believe that participation in a sport or some extra lessons will make their children more successful when they grow up. The result is that some children have little time for play any more and when they do it’s often spent in front of the television or computer. In the past, children in Brazil played a game which involves spinning a large seed with a hole in it to create a scream-like noise. They rarely play this game nowadays. Studies show that outdoor environments help all people by reducing stress and creating a general feeling of well-being. The natural world is essential for the emotional health of children. Just as children need positive contact with adults, they also need positive contact with nature and the chance to experience the sense of wonder that it offers. When children play in the open air, they are more likely to have positive feelings about each other and their surroundings. They are able to use elements of the natural environment to create games with each other. In Korea, for example, children can be found using something as simple as stones to play a great game called ‘jacks’. Outdoor environments are also important for children’s development of independence. When playing outside, children can gradually increase the distance from the adult who is looking after them. Although they can develop some independence indoors, children are more able to experiment with independence in the open air. Adults are then more willing to trust their children, an essential element in confidence-building which improves the relationship between child and parent. Outdoors, children have more opportunities to use all their senses. They have greater freedom not only to run and shout, but also to interact with the environment. Spanish children, for example, enjoy a very active game known as ‘colour, little colour’, in which a leader names a colour, and then the other children have to rush to look for something of that colour. Activities which may not be allowed indoors are perfectly acceptable outdoors; children are free to play messy games out in the open air that just wouldn’t be permitted in the home. Reasons why children don’t play outdoors 10% 30% 38% 22% No time Too much school work Rather watch TV or play computer games No opportunities for outdoor activity nearby Children experience the natural environment differently from adults. Adults typically see nature as background to what they are doing, whereas for children it is a hands-on experience. One researcher says, “All the manufactured equipment and all the indoor instructional games cannot substitute for the experience of direct interaction with nature.” As a parent concludes, “These expensive toys cannot replace the sensation where a child’s attention is suddenly captured by the sparkle of sunlight through leaves, the sound and motion of plants in the wind, or the gentle noise of water flowing by.”

5 0510/22/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use (a) Why could children play freely in the past? …[1] (b) What must some children do after school if both parents work? …[1] (c) What do adults believe will help their children to achieve more in later life? …[1] (d) According to the article, why is it good for everybody to spend time outdoors? …[1] (e) What are the emotional benefits that children experience when spending time outdoors? Give two details. … …[2] (f) How do adults react when their children become more independent? …[1] (g) What can children do outdoors that wouldn’t be permitted indoors? Give two details. … …[1] (h) According to the chart, what is the second most common reason why children do not play outdoors? …[1] (i) What is the difference in the way that adults and children experience nature? … …[1] (j) What is the researcher’s view of educational games? …[1] (k) Children around the world have always been creative in finding ways to play outside. Give four different countries AND details of the activities. … … … …[4] [Total: 15]

6 0510/22/M/J/13 © UCLES 2013 Exercise 3 Agung Alatas lives at Jalan Bandra No. 15, Bandung 40265, in Indonesia. However, he will soon be leaving home to go to Eastern University which is just over 200 kilometres away. He hopes to begin his studies in archaeology in January 2014. Naturally he is excited, but he is also quite nervous because he is the first person in his family to go to university. He was therefore pleased to accept an invitation to attend a one-day course, designed to give information about university life. The course was held at the university itself, and Agung’s aunt offered to drive him there. She had always wanted to see the city where the university is located. Agung made sure that his aunt had his mobile phone number, 0832472411, so that she could contact him easily. The course was held in a large room to accommodate the many prospective students who were attending. Unfortunately, it was quite difficult to hear some of the things that were being said, and the room was rather cold. The tutor gave a presentation about a typical day at the university, and Agung found this really interesting. He would have liked to know whether any efforts were made to prepare vegetarian food, but he didn’t get a chance to ask because there wasn’t really an opportunity for questions during the presentation. By the time the question session came at the end, he had forgotten. Pictures were shown of the student rooms and they looked very comfortable. However, Agung was a little concerned; it seemed that the heating was controlled centrally and students could not set the temperature that they wanted in their own rooms. Agung hates being cold, and he hoped that the temperature would be set at a high level. He made a note to himself that maybe he should bring some warm clothes and blankets. After the presentation, everyone was given the opportunity to get together in smaller groups for a short tour of the main teaching areas of the university. This was a great idea and Agung felt really excited when he saw the well-equipped lecture halls. Further details about the layout of the university were included in the useful and informative handouts. After the tour, course participants were given further information about academic requirements and Agung wasn’t so happy to hear that if work was not handed in exactly on time, then it would not be marked. He always seemed to have a problem with meeting deadlines. After the course finished, Agung was met by his aunt, who had enjoyed herself in the city. She was pleased to hear that the course had been a success for Agung, although he did say that he had found it rather long and that it could have been done in a shorter space of time. His aunt was very glad that it had been quite long as that had given her plenty of time to do lots of shopping. Imagine you are Agung. Fill in the form on the opposite page, using the information above.

7 0510/22/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use ‘Introduction to university life’: course evaluation form Section A: Personal details Full name: … Address: … Mobile / cell number: … How far have you travelled to attend this course? (please circle) under 100 kilometres 100–150 kilometres 151–200 kilometres more than 200 kilometres How did you travel to the course? (please tick) bus car plane train Have any other members of your family attended this university? (please delete) YES / NO Proposed date of entry to the university: … Proposed course of study: … Section B: Course details Please comment briefly on: (i) the room in which your course was delivered … (ii) the handouts … (iii) the length of the course … Would you recommend this course to others? (please underline) Yes, without hesitation Yes, but with some reservations No Section C In the space below, write one sentence of between 12 and 20 words explaining any academic worries that you still have after attending the course. [Total: 8]

8 0510/22/M/J/13 © UCLES 2013 Exercise 4 Read the following article about the eyesight of birds, and then complete the notes on the opposite page. A BIRD’S-EYE VIEW Birds have an amazing view of the world, but that’s not just because they fly above it. Birds have truly astonishing eyesight. In fact, the clarity with which they see the world is similar to that of humans. But birds actually process the information they see much faster than humans and they can spot movement much better. A bird’s eyeballs may seem tiny, but a large part of the eye is hidden by the bird’s eyelid and skull. The eye is one of the largest parts of a bird’s head and can sometimes even weigh more than a bird’s brain. It is estimated that a bird’s eyeballs account for about 15% of the weight of the head. In contrast, a human’s eyes account for only about 1% of the total weight of the head. Birds’ sight is specially adapted for their own individual needs. Human eyes work together as a pair to see straight ahead, but with birds, each eye can also see independently of the other eye. This is the reason why different bird species have eyes in different positions. The pigeon has eyes on the side of its head. This means it is capable of seeing almost everywhere around it apart from directly above the head. The woodcock’s eyes are situated closer to the top of the head and the bird can therefore see what’s behind it. It can still see what is in front and above the head as well. Birds that catch fish sometimes have eyes set lower on the head so that they can see what’s below them. This helps birds such as cormorants to skim the water and see the fish below the surface. Of course the eagle is famous for its vision, and the bald eagle has astounding visual capabilities. An eagle’s eye is almost as large as a human eye, but it has perfect vision that is four times sharper than a human’s. This majestic bird can see both forward and to the side, and focus on both at the same time. A hawk can see a mouse on the ground from a distance of over two kilometres. Even more impressive is the fact that birds can see in colour. Scientists believe that birds see colour in much the same way as humans do, but a bird’s eyeball is more complex than ours. They have a special area in the eye which contains coloured droplets of oil. The quantity of oil and the location and colour of the droplets of oil vary from species to species. This indicates that even colour vision for birds is specially designed for their individual needs. For example, a kingfisher has more oil droplets than most birds. Scientists think the extra droplets help kingfishers block some of the bright glare from the water when they are fishing for food. A pigeon has drops of bright yellow oil in the bottom portion of its eyeball. Scientists believe this might help to dull the brightness of the blue sky during flight. We often speak of having ‘a bird’s-eye view’. This can take on new meaning when we realise just how sophisticated their vision really is. It’s easy to understand how even the smallest human movement can cause birds feeding nearby to fly away. Bird-watching humans will still keep spying and birds will still spot us. After all, they do have the advantage of a bird’s-eye view.

9 0510/22/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use You have been asked to give a short talk to your school science club about the eyesight of birds. Prepare some notes to use as the basis of your talk. Make your notes under each heading. Facts about birds’ eyeballs • … • … • … • … Visual skills of specific birds • Pigeons can see all around them. • … • … • … Reasons why birds have oil droplets in their eyes • … • … [Total: 9]

10 0510/22/M/J/13 © UCLES 2013 Exercise 5 Read the following article about ebooks, which are electronic versions of printed books. On the opposite page, write a summary about the advantages AND disadvantages of ebooks. Your summary should be about 100 words long (and no more than 120 words long). 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 5 marks for the style and accuracy of your language. As with any newly available technological product, the ebook is causing plenty of excitement around the globe. Ebooks can be stored and read on a variety of electronic devices including laptop computers, mobile phones and specialist handheld devices. What was once a thing of science fiction is now widely available to the general public in a variety of styles, and sales of electronic devices are rocketing. The ebook has both advantages and disadvantages in comparison to the printed book, and whether you love it or hate it, the ebook is here to stay. One of the main advantages of buying an ebook to read is that it is inexpensive. There are no printing costs, storage fees or postage involved. Therefore, prices can remain low, which is always an attractive proposition for both the consumer and the publisher. The device which stores ebooks is also quite small, which makes it very easy to carry. A standard device can hold literally thousands of ebooks. This means a wealth of information and entertainment can be stored in an economical way. One of the reasons that regular readers give for buying ebooks is that they are so useful when travelling. There is no need to worry about the weight of books in luggage or the space they occupy. The problem of not having enough to read when in a foreign country disappears because any ebook can be chosen and as soon as the payment is processed the ebook can be downloaded in an instant. Ebooks can also be read in poor light as many devices have a built- in light, which makes them fantastic for travelling and night-time reading. It is also worth noting that ebooks can be written in a special code which means that any ebook can be translated into one of many languages by using simple commands. This has made them popular prizes in online competitions. Many students enjoy using screens more than using pen and paper, and so ebooks can be a particularly good way of attracting reluctant readers. Such students may also enjoy the ‘scripting opportunities’, which give the reader the chance to choose their own ending to the story. Of course, no forests need to be chopped down to provide paper for ebooks; the ebook is proving to be beneficial environmentally as well. However, not everything is better in the world of ebooks. They cannot be shared as easily as printed books. Once downloaded to the device, they are yours to keep but cannot legally be transferred. For people who enjoy the printed page, the ebook may feel strange to read. Reading from a screen might not feel as familiar and comfortable as reading from a book. A paper book can be opened and the pages flicked through; no technical knowledge is needed. However, it may take some time to learn how to find your way around an ebook device. In addition, ebook devices have an uncertain life span. Paper lasts much longer than most digital forms of storage. Technology is constantly changing and so it is difficult to judge whether the software or hardware will become outdated, and the reader could then be left with a collection of books that is no longer accessible. For the enthusiastic reader and collector of books, this thought may be just enough for them to decide to continue buying paper books and resist the idea of the ebook. EBOOKS

11 0510/22/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use … … … … … … … … … … … … … … … … … … … … [Total: 11]

12 0510/22/M/J/13 © UCLES 2013 Exercise 6 You need to borrow something from a friend for a special purpose. Write a letter to your friend asking if you can borrow this item. In your letter you should: • say what you need to borrow and how long you need it for • explain how you will use it • offer to do something for them in return. 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 10 marks for the content of your letter, and up to 9 marks for the style and accuracy of your language.

13 0510/22/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0510/22/M/J/13 © UCLES 2013 Exercise 7 Your school magazine is inviting students to write an article about success and what it means to you. Here are some comments from your friends on this subject: “ Success means having lots of power and feeling important. ” “ If you are a good person and you help others then you will succeed. ” “ It is only when you become rich and famous that you can be called a success. ” “ Working hard and doing your best will make you successful. ” Write an article for your school magazine giving your views about the issue. The comments above may give you some ideas, but you are free to use any ideas of your own. Your article should be between 150 and 200 words long. You will receive up to 10 marks for the content of your article, and up to 9 marks for the style and accuracy of your language.

15 0510/22/M/J/13 © UCLES 2013 For Examiner’s Use … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0510/22/M/J/13 © UCLES 2013 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. BLANK PAGE

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2013 series 0510 ENGLISH AS A SECOND LANGUAGE 0510/22 Paper 2 (Reading and Writing – Extended), maximum raw mark 90 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 should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 IGCSE English as a Second Language Extended tier Reading/Writing (Paper 2) 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 9 --- 9 Exercise 2 Reading (2) R1 15 --- 15 Exercise 3 Information transfer R1, R2 6 W1, W5 2 8 Exercise 4 Note-making R1, R2, R3 9 --- 9 Exercise 5 Summary R1, R2, R3 6 W1, W2, W3, W4, W5 5 11 Exercise 6 Writing (1) --- W1, W2, W3, W4, W5, W6 19 19 Exercise 7 Writing (2) --- W1, W2, W3, W4, W5, W6 19 19 90

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 Exercise 1 Diving holidays (a) sharks, dolphins, rays [1] (b) around £60 [1] (c) greatest variety of marine life [1] (d) fish / sharks / where next day’s diving will be [1] (e) speedboat [1] (f) from May until September / when they come closer to the shore [1] (g) clear water / 2000m high / 2000 metres deep / very deep / very high / view [1] (h) diving season [1] (i) the most luxurious [1] Max total for exercise 1: 9 marks

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 Exercise 2 Children and play (a) little supervision / no supervision / safe / less controlled / more opportunities [1] (b) stay indoors / supervised activities [1] (c) participation in sport / extra lessons [1] (d) reduces stress / creates feeling of well-being / emotional health [1] (e) emotional health / sense of wonder / positive about each other / positive about others / positive about surroundings ANY TWO [2] (f) trust them [1] (g) run / shout / messy games ANY TWO FROM THREE REQUIRED FOR ONE MARK [1] (h) too much school work [1] (i) adults – background AND children – hands-on [1] (j) no substitute for interaction with nature / no substitute for experience with nature [1] (k) 1 England – riding bikes 2 Brazil – spinning seed with hole to make noise 3 Korea – stones to play jacks 4 Spain – ‘colour, little colour’ OR accept descriptions of this game [4] Max total for exercise 2: 15 marks

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 Exercise 3 ‘Introduction to university life’: course evaluation 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, circle, delete and underline) must be observed with total accuracy. Section A: Personal details Full name: Agung Alatas Address: Jalan Bandra No.15 Bandung 40265 Mobile/cell number: 0832472411 How far have you travelled to attend this course? CIRCLE more than 200 kilometres How did you travel to the course? TICK car Have any other members of your family attended this university? Delete YES Proposed date of entry to the university: January 2014 Proposed course of study: Archaeology / archaeology Section B: Course details Please comment on: (i) the room in which your course was delivered difficult to hear / cold / large (ii) the handouts useful / informative (iii) the length of the course too long Would you recommend this course to others? UNDERLINE Yes, but with some reservations Max total for Sections A and B: 6 marks

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 Section C Max total for Section C: 2 marks In the space below, write one sentence of between 12 and 20 words explaining any academic worries that you still have after attending the course. The sentence must be written in the first person. Example sentences: I am worried about meeting deadlines and that work won’t be marked if it is late. I’m worried that if I hand my work in late, it won’t be marked. 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 Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 Exercise 4 Bird’s eye view NB Correct answers 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 (i.e. total of ticks) to give a total out of 9. Remember that this exercise is marked for content (reading) not language. Facts about birds’ eyeballs (max 4 marks this heading) 1 part is hidden 2 weigh more than brain 3 15% weight of head 4 one of largest parts of head 5 work independently 6 different positions on head 7 special area that contains oil Visual skills of specific birds (max 3 marks this heading) 8 woodcocks see behind 9 cormorants see below / cormorants see fish below the water / cormorants see fish below the surface 10 eagles see forward and to the side / vision four times sharper than human’s 11 hawks see over 2 kilometres 12 kingfishers block glare Reasons why birds have oil droplets in their eyes (max 2 marks this heading) 13 block glare 14 dull sky Max total for exercise 4: 9 marks

Page 8 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 Exercise 5 Ebooks If answers exceed 120 words a maximum of 4 marks can be awarded for language. If candidates do not provide at least one correct advantage and one correct disadvantage a maximum of 3 marks awarded for language. Do not award language marks if there is no content to reward. Content: (up to 6 marks) Advantages 1 inexpensive / no printing costs / no storage fees / no postage 2 small / easy to carry / light / on variety of devices / useful when travelling 3 easy to store books / easy to store information / easy to store entertainment (refers to ease) 4 never run out of books / downloaded in an instant /store lots of books (refers to quantity) 5 own light / read in the dark 6 different languages / popular prizes 7 attract reluctant readers / scripting opportunities / students enjoy using screens 8 environmentally beneficial / no forests need to be chopped down / no paper needed Disadvantages 9 cannot legally be shared 10 not familiar / not comfortable / technical knowledge needed / take time to learn how to use 11 uncertain lifespan / does not last as long as paper 12 may become outdated / may not be accessible Language: (up to 5 marks) 0 marks: no understanding of the task / no relevant content / meaning completely obscure due to serious language inaccuracies 1 mark: copying without discrimination from text / multiple language inaccuracies 2 marks: heavy reliance on language from the text with no attempt to organise and sequence points cohesively / limited language expression making meaning at times unclear 3 marks: some reliance on language from the text, but with an attempt to organise and sequence points cohesively / language satisfactory, but with some inaccuracies 4 marks: good attempt to use own words and to organise and sequence points cohesively / generally good control of language 5 marks: good, concise summary style / very good attempt to use own words and to organise and sequence points cohesively Max total for exercise 5: 11 marks

Page 9 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 Exercise 6: Borrow something from a friend Exercise 7: What is ‘success’? Transcribing the prompts with no original development by the candidate will limit both content and language marks to the 2–3 band. However, if candidates also include some original ideas, higher marks can be awarded. The following general instructions, and table of marking criteria, apply to both exercises. • Award the answer a mark for content (C) [out of 10] and a mark for language (L) [out of 9] 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 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. 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. Max total for exercise 6: 19 marks Max total for exercise 7: 19 marks

Page 10 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 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) 8–9–10 Highly effective: Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. Award 10 marks. Fulfils the task, with consistently appropriate register and very good sense of purpose and audience. Award 8/9 marks. Development of ideas: Original, well-developed ideas. Quality is sustained. Outstanding. Award 10 marks. Shows some independence of thought. Ideas are well developed, at appropriate length and convincing. The interest of the reader is sustained. Award 9 marks. Ideas are well developed and at appropriate length. Enjoyable to read. Award 8 marks. 8–9 Precise: Style: Ease of style. Confident and wide- ranging use of language, idiom and tenses. Award 9 marks. A range of language, idiom and tenses. Award 8 marks. Accuracy: Well-constructed and linked paragraphs with very few errors of any kind. 6–7 Effective: Relevance: Fulfils the task, with appropriate register and a good sense of purpose and audience. Award 7 marks. Fulfils the task, with appropriate register and some sense of purpose and audience. Award 6 marks. Development of ideas: Ideas are developed at appropriate length. Engages reader’s interest. 6–7 Competent: Style: Sentences show variety of structure and length. Attempt at sophisticated vocabulary and idiom. Award 7 marks. Sentences show some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: Mostly accurate apart from minor errors which may include infrequent spelling errors. Good use of paragraphing and linking words. Award 7 marks. Generally accurate with frustrating errors. Appropriate use of paragraphing. Award 6 marks.

Page 11 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 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 Largely relevant: Relevance: Fulfils the task. A satisfactory attempt has been made to address the topic, but there may be digressions. Award 5 marks. Does not quite fulfil the task although there are some positive qualities. There may be digressions. Award 4 marks. Development of ideas: Material is satisfactorily developed at appropriate length. 4–5 Satisfactory: Style: Mainly simple structures and vocabulary but sometimes attempting a wider range of language. Award 5 marks. Mainly simple structures and vocabulary. Award 4 marks. Accuracy: Meaning is clear and of a safe standard. Grammatical errors occur when attempting more ambitious language. Paragraphs are used, showing some coherence. Award 5 marks. Meaning is generally clear. Simple structures are usually sound. Errors do not interfere with communication. Paragraphs are used but without coherence or unity. Award 4 marks. 2–3 Partly relevant: Relevance: Partly relevant and some engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 3 marks. Partly relevant and limited engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 2 marks. Development of ideas: Supplies some detail but the effect is incomplete and repetitive. 2–3 Errors intrude: Style: Simple structures and vocabulary. Accuracy: Meaning is sometimes in doubt. Frequent errors do not seriously impair communication. Award 3 marks. Meaning is often in doubt. Frequent, distracting errors which slow down reading. Award 2 marks.

Page 12 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0510 22 © Cambridge International Examinations 2013 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 0–1 Little relevance: Very 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. Award 1 mark. Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English writing. Award 0 marks.