Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2013 Oct/Nov Paper 2 · Variant 1

This document consists of 15 printed pages and 1 blank page. DC (SJF/JG) 66088/3 © UCLES 2013 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 1 1 5 6 0 8 1 7 1 9 * ENGLISH AS A SECOND LANGUAGE 0510/21 Paper 2 Reading and Writing (Extended) October/November 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 0510/21/O/N/13 © UCLES 2013 Exercise 1 Read the following article about an unusual race in India, and then answer the questions on the opposite page. RICKSHAW RACE IN INDIA The autorickshaw is the three-wheeled form of public transport that you can see being driven through crowded cities in India. Normally you would expect these small vehicles with a 150cc engine to travel only a few kilometres. The race The annual international autorickshaw race is something totally different. It is a two-week journey along India’s highways, over mountains and through valleys. Driving such long distances in this kind of vehicle could certainly be described not only as a sport but also as an adventure. The race starts in Kochi, in the southern state of Kerala and ends in Shillong, in the northeast. It is a very real challenge for the 180 drivers who come from 19 different countries to take part in the 5,000- kilometre race. “We are risking our lives or at least serious injury,” says Jenny Lucas, part of a team of three women from the USA. km 0 500 Sri Lanka Kochi Shillong Pakistan Nepal I n d i a Myanmar Bhutan Bangladesh Bay of Bengal The autorickshaw race first took place in 2006. In addition to an autorickshaw vehicle, teams need to obtain a permit to race, and they also receive an official starting time. The international competitors who are unfamiliar with autorickshaws have to teach themselves to drive their vehicles a couple of days before the event. After that, participants are on their own and are expected to arrive at their destination within a certain number of days. Each team must raise at least 1,600 US dollars for Indian charities. “Online application to take part starts a year in advance of the race, and all the permits are sold in one minute,” says James Austen, a spokesman for the company that organises the event. Colourful vehicles All of the contestants in the race have their autorickshaws painted – sometimes they have pictures of animals, such as tigers or elephants, on the sides of the vehicles. One team has even painted its autorickshaw in the colours of a police car, in the hope that it will make it easier to get through the traffic. Difficult conditions The intense heat means that every year the race is a great test of endurance. For the participants, even more stressful than the heat, is the amount of traffic on the Indian roads and driving uphill in the autorickshaw. Despite the difficulties, it is a great opportunity for the drivers to see the parts of India that tourists rarely visit. Sometimes good experiences have resulted from something going wrong. For example, some people have broken an arm or a leg and others have sometimes lost their way in isolated areas. On these occasions, however, the local people have always been friendly and helpful, and the participants have come away with pleasant memories.

3 0510/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (a) Where in India would you be most likely to see the autorickshaws? … [1] (b) How far do autorickshaws usually travel? … [1] (c) How long does the race last? … [1] (d) What must some participants do two days before the race? … [1] (e) Who benefits from the money raised? … [1] (f) Why must participants register quickly? … [1] (g) How have some drivers decorated their autorickshaws? Give two details. … … [1] (h) What do the drivers find most difficult? Give two details. … … [1] (i) What can be the positive experiences for the drivers? Give two details. … … [1] [Total: 9]

4 0510/21/O/N/13 © UCLES 2013 Exercise 2 Read the following article about a businessman who makes and sells traditional sweets in Malaysia, and then answer the questions on the opposite page. THE MALAYSIAN TING-TING MAN Leo Chia is standing behind his stall on a hot afternoon, smiling warmly as he serves his customers. Three generations of his family have been selling ting-ting sweets in Malaysia since his grandfather started the business. “It’s hot,” complains Leo, moving his stall into the shade. “But I enjoy what I do and want as many people as possible to try these traditional sweets.” Ting-ting sweets are small and hard and traditionally handmade by mixing white sugar, maple syrup and sticky rice. But Leo’s family recipe uses maltose and honey instead of white sugar. Leo learnt the trade at the age of 13 by helping his father to measure the ingredients. In those days he often used to pop a few sweets into his mouth, which explains why now that he is an adult, some of his front teeth are missing. “That’s only part of the reason,” he laughs. “Maybe I didn’t brush my teeth properly when I was younger.” Last year, Leo’s father finally gave his son permission to run the business. When making the sweets, Leo needs containers of different sizes to measure the ingredients accurately. On most days, he uses enough to make about two kilos of sweets. It is essential to make the sweets when the temperature is not too cold, so Leo makes his ting-ting between midday and 6pm. It is equally important to have the right tools when breaking the solid sweets into small pieces. Only a traditional metal chisel and a small hammer will do the task properly. The 60-year-old chisel that Leo uses has been passed down from generation to generation and is of great importance to him. Finally, he needs to have good storage space for both the ingredients and the freshly-made sweets. In the old days, his grandfather used to sell and deliver the sweets from a basket on his bicycle. His father uses his motorbike to sell ting-ting, but Leo prefers to use his car. He says, “The more places I go to, the more customers I can find. I go wherever I think I can sell the most!” Sundays are always the busiest because that is the day when most families go out together, and Leo enjoys meeting old and new customers. When there are big orders for a children’s party, for example, Leo makes the ting-ting three days before the delivery. Although the sweets do not have any preservatives, and they are best eaten within three months, they can be stored for up to half a year. Refrigeration is not necessary, but they must always be kept away from sunlight. All the sweets are sold at 2 RM a packet, and if business is good, Leo can make 100 RM a day. But on bad days, he might only sell one packet. However, he is a very determined person and always looks on the bright side. He says, “My father and grandfather supported their families by selling ting-ting and I hope to continue this tradition. We haven’t raised the price of the sweets for the past eight years even though the cost of basic ingredients has increased tremendously. So the profits are less and I don’t make much money, but it is enough to make a living.” Realising the importance of education, the enterprising Leo has also enrolled for a college course in accountancy. He continues, “Eventually, I hope to have a shop with a demonstration area to show children how ting-ting is made and then maybe they will become interested in the process. It is a long-term plan, but hopefully it will happen.” 40 35 30 25 20 15 10 5 2010 2011 2013 2012 Year Average daily costs in RM (Malaysian Ringgits) COSTS LEO’S PROFIT AND COSTS 2010-2013 80 70 60 50 40 30 20 10 2010 2011 2013 2012 Year Average daily profit in RM (Malaysian Ringgits) PROFIT

5 0510/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (a) How many generations of Leo’s family have made ting-ting? … [1] (b) Apart from syrup and rice, what ingredients does Leo use to make ting-ting? … [1] (c) What was Leo’s first job in the family business? … [1] (d) Give two reasons why Leo’s teeth might be in such bad condition now. … … [2] (e) What three methods of transport has the Chia family used since the business started? … [1] (f) When would Leo need to prepare the ting-ting well in advance? … [1] (g) What is the maximum length of time the sweets can be kept? … [1] (h) According to the charts, in which year were the business costs at their lowest and what was the average daily profit in 2012? … … [1] (i) Why have Leo’s profits fallen? Give two details. … … [1] (j) In addition to selling ting-ting, what does Leo intend to do in his shop? … [1] (k) Apart from ingredients, what does Leo need to make and keep his sweets? Give four details. … … … … [4] [Total: 15]

6 0510/21/O/N/13 © UCLES 2013 Exercise 3 The sports and leisure council in Limassol, Cyprus has started a campaign to involve more young people in leisure activities at the local community centre. They have produced a survey form which they have sent to every young person between the ages of 11 and 18. The council is hoping that a large number will complete the form so that they can plan courses for the most popular activities. One of the young people to receive the survey form is Neoklis Timotheou, who attends the local college in Limassol. He will celebrate his eighteenth birthday in one month’s time and so is just eligible to fill in the form. He takes part in many sporting activities during college time, but would welcome the chance to do more activities in the evenings. Neoklis is often free at that time, but because of family commitments he has to be with his parents at the weekend. The most convenient time for him to participate in the planned courses would be on Friday evenings, when he would be able to spend three hours on his chosen activity. He would be happy to do sport, but would really prefer to widen his range of interests and to meet new people. He has studied the survey form carefully and talked to his friends about it in some detail. Most of his friends want to continue with activities that involve sport, such as basketball and swimming. Neoklis would prefer the chance to try out some creative activities such as acting and the theatre. He took part in a college production once before, but that involved building the scenery and helping with the lighting and sound equipment. He wanted to play a role on the stage but he did not perform very well in the auditions. He would really like to do an acting course, so that he will have more chance of getting a part in the next college production. To encourage more young people to join, the council is providing free transport for those who live a long distance from the community centre or who are unable to get there by themselves. Neoklis would not need this service because he lives at Apartment B, 101 Amathus Avenue in Limassol, and it is only 1 kilometre from his home to the centre. Neoklis believes that, instead of offering free transport to and from the centre, the council should consider modernising the equipment. Alternatively, he thinks the courses for young people could be made cheaper. He believes it would be a good idea to continue to read all the latest news from the council website on his computer to keep up to date with the courses that are on offer. He could receive details by email at nikandmary@respond.cy but he shares this with his sister and therefore it is not so convenient. Imagine you are Neoklis. Fill in the survey form on the opposite page, using the information above.

7 0510/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use Limassol Sports and Leisure Council Survey Form Section A Personal details Full name of person completing this form: … Gender (please delete): MALE / FEMALE Age: … Home address: … Email: … Section B Leisure interests Which activity most interests you? (please circle one) sports music theatre films computer games Give details of any experience in that activity: … What exactly would you like to do in your chosen activity at the centre? … What is: (a) the most convenient time for you to attend the activity? … (b) your preferred length of time for each session? … Section C General details How far do you live from the community centre? … Do you require transport to the community centre? (please delete) YES / NO How would you prefer to get the latest council information? (please tick one) email website newsletter Section D In the space below, write one sentence of between 12 and 20 words, suggesting how council funds should be used. [Total: 8]

8 0510/21/O/N/13 © UCLES 2013 Exercise 4 Read the following article about the construction of a powerful radio telescope, and then complete the notes on the opposite page. RADIO TELESCOPE COULD DETECT ALIENS IN SPACE Astronomers are planning to build an amazing radio telescope to discover whether there is alien life in outer space. It will be powerful enough to detect transmissions from any planet up to fifty light years away from Earth. This telescope will have 3,000 separate radio dishes and antennae all linked together, making it extremely powerful. British astronomers have been appointed to oversee its design and construction, and they predict that it will be thousands of times more sensitive than any radio telescope already in existence. “We know that the universe is incredibly vast and contains hundreds of billions of stars,” says Robert Samford, the director of the radio telescope project. “However, at present we can only see a fraction of what is out there. We would like to explore the furthest and most inaccessible regions of space.” More than twenty countries will share the estimated £1.4 billion cost of the building of the radio telescope. Two possible sites have been chosen, one in Western Australia and one in South Africa. Both sites have to be in the southern hemisphere because this will give a direct line of sight into the heart of the Milky Way, our home galaxy. The primary purpose of the radio telescope will be to detect any alien civilisation advanced enough to have radio. Such a sophisticated civilisation would have powerful radar and radio stations, and the signals from these stations would automatically be detected by the new telescope. However, this is just one of several key tasks that the radio telescope will perform. It will also try to create a map of the entire universe, showing the positions of more than a billion galaxies. Robert Samford adds, “This will be the most comprehensive mapping exercise ever conducted, and we are confident that the result will show us precisely where in the universe all these galaxies are located”. Astronomers also hope that the project will help them understand “dark energy”, the force that makes the universe expand at an ever- increasing rate. The true nature of this “dark energy” is currently a mystery to even the most knowledgeable astronomers. A final task will be to pick up the faint radiation left over from the formation of the first stars, galaxies and black holes. The radio telescope will be used to gather radiation released more than 13 billion years ago. Astronomers working on the project have established some rules for the construction of the telescope. It must be built on a site completely free from radio interference. In addition, the host country must guarantee that it will prohibit the construction of any other mobile phone, radio or TV masts nearby for up to 50 years. This will reduce the number of suitable locations because there are few areas remaining in the world which are free from such masts. One suggestion is that the radio telescope could possibly be placed in a desert. The design of the radio telescope will enable it to produce 100 times more data than is currently moving around the internet, and it will need the world’s most powerful supercomputer to analyse this information.

9 0510/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use You are going to give a talk to your school’s science club about the radio telescope. Prepare some notes to use as the basis for your talk. Make your notes under each heading. [Total: 9] Technical features of the radio telescope • powerful enough to detect distant transmissions • … • … • … Main tasks of the radio telescope • … • … • … Rules for the construction site • … • … • …

10 0510/21/O/N/13 © UCLES 2013 Exercise 5 Read the following article about celebrities and people who are famous. On the opposite page, write a summary about the problems of being a celebrity or a famous person. 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. IT’S NOT ALL FUN BEING FAMOUS If you ask people why they want to be famous, they all give you the same reasons – lots of money, recognition and a glamorous lifestyle. Anybody who watches TV or reads glossy magazines knows that fame is accompanied by what people call the ‘good things’ in life. This could be money, cars, jewellery or anything that is necessary to live in luxury. However, for all its benefits, fame has its disadvantages. Celebrities, those people who get all the media attention and who are easily recognised in society, may find it difficult to keep their personal lives private. The private lives of celebrities are revealed by the media for all to see, and people always want to know what they are doing. This curiosity goes beyond a genuine interest in their professional lives and becomes an unhealthy interest in the most intimate details of their personal lives. From the media point of view, news about celebrities sells magazines. The media cannot leave them alone and often stretch the truth to the limit. If celebrities cough, people speculate that they have a disease; if they sit by themselves, they are considered to be lonely. Sometimes celebrities have to learn how to cope with the problem of stories which misrepresent them. The fact is that people want to read something controversial about famous people, and so the newspapers print whatever information they have managed to collect. As one Kenyan newspaper editor argues, “Celebrities should actually be happy if we write about their lives. After all, it is free publicity for them.” In response, Kenya’s music star, Amani, says, “As soon as you are a public figure, everything about you is public. The price you pay for being famous is high, and you need to try to focus on what you do, not the negative stories in the press.” Another of the problems that celebrities face is that people will never allow them to be normal. People think that everything they do must be perfect, which is impossible. They are supposed to be superheroes, and it is difficult to live up to these expectations. Moreover, in a world where the media will pay large sums of money for personal information about famous people, a celebrity can find it difficult to trust other people, even if it is someone they believe to be a friend. Famous people can never be sure that they are loved and admired for themselves rather than for the benefits that association with a famous person can bring. It must be said that not all celebrities are in the public eye simply because they are exceptionally attractive or because they have the talent to entertain. By contrast, some people became famous because they inspired us. People like the artist Michelangelo, the playwright Shakespeare or the scientist Marie Curie, who discovered radium, all made a difference to our lives. Mother Teresa became an international figure because of her humility and goodness. In reality, celebrities have to adopt two different personalities, the public and the private. They must learn to deal with the gossip and attention from the media. They may try to ignore the negative stories which are written about them, but they rarely have the chance to defend themselves in public.

11 0510/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use … … … … … … … … … … … … … … … … … … … … [Total: 11]

12 0510/21/O/N/13 © UCLES 2013 Exercise 6 Invitation You recently arranged a surprise event for a member of your family. Write a letter to a friend about the event. In your letter you should: • say who the event was for, and why • describe how you arranged the event • explain how the family member reacted to the surprise. The pictures above may give you some ideas, and you should try to use some 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 0510/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0510/21/O/N/13 © UCLES 2013 Exercise 7 Many books have been made into films. Some people say that it is better to watch the film rather than read the original book. Here are some comments from your friends on the subject: Films have the graphics which young people love. As a reader my mind is active... I have to use my imagination. There’s nothing more enjoyable than reading a good book. It takes more effort to read a book. Write an article for your school magazine giving your views. Your article should be between 150 and 200 words long. The comments above may give you some ideas, and you should try to use some ideas of your own. 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 0510/21/O/N/13 © UCLES 2013 For Examiner’s Use … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0510/21/O/N/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 October/November 2013 series 0510 ENGLISH AS A SECOND LANGUAGE (ORAL ENDORSEMENT 0510/21 Paper 2 (Reading and Writing), 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 October/November 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 – October/November 2013 0510 21 © 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 – October/November 2013 0510 21 © Cambridge International Examinations 2013 Exercise 1 Rickshaw Race in India (a) cities [1] (b) few kilometres / few km [1] (c) two weeks [1] (d) teach themselves to drive vehicles / learn to drive vehicles [1] (e) Indian charities / Indians [1] (f) all permits sold in a minute / all permits sold quickly / permits sold out quickly [1] (g) pictures of animals / pictures of tigers / pictures of elephants AND colours of police car / as police car BOTH REQUIRED FOR ONE MARK [1] (h) traffic going uphill BOTH REQUIRED FOR ONE MARK [1] (i) see parts rarely visited people friendly AND / OR helpful / good experience from something going wrong memories adventure ANY TWO FOR ONE MARK [1] [Max total: 9 marks]

Page 4 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 21 © Cambridge International Examinations 2013 Exercise 2 Malaysian Ting-Ting Man (a) three / 3 [1] (b) maltose and honey [1] (c) measure ingredients [1] (d) ate sweets / used to pop sweets into mouth didn’t brush them properly [2] (Reference to past essential.) One mark for each correct answer (e) bicycle, car, motorbike [1] (f) big orders / party [1] (g) half a year / 6 months [1] (h) 2011 AND 60RM / RM60 / 60 Malaysian Ringgits [1] (i) price not raised cost of ingredients increased [1] BOTH REQUIRED FOR ONE MARK (j) show how ting-ting made / demonstration / demonstrate / demonstration area [1] (k) ANY FOUR FROM THE FOLLOWING: containers of different sizes right temperature / not too cold right tools / chisel / hammer storage space / storage place keep away from sunlight / store away from sun [4] [Max total: 15 marks]

Page 5 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 21 © Cambridge International Examinations 2013 Exercise 3 Neoklis Timotheou: Leisure 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 tick, circle, delete and underline) must be observed with total accuracy. SECTION A Personal details Full name of person completing this form: Neoklis Timotheou
Gender: (please delete): DELETE FEMALE
Age: 17 / 17 years / 17 years old
Home address: Apartment B 101 Amathus Avenue Limassol
Email contact details: nikandmary@respond.cy
SECTION B Leisure interests Which activity most interests you? CIRCLE Theatre
Give details of any experience in that activity College production / build scenery / help with lighting AND / OR sound
What exactly would you like to do in your chosen activity at the centre? Act
What is (a) the most convenient time for you to attend the activity? Friday evening(s) (b) your preferred length of time for each session? 3 hours
BOTH FOR ONE TICK SECTION C General details How far do you live from the community centre? 1 kilometre / 1 km
Do you require transport to the community centre? (please delete) DELETE YES
How would you prefer to get the latest council information? TICK Website
[Max total for Sections A, B and C: 6 marks]

Page 6 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 21 © Cambridge International Examinations 2013 [Total Marks for Section D: 2 marks] Section D In the space below, write one sentence of between 12 and 20 words, suggesting how council funds should be used. The sentence must be written from the point of view of Neoklis. The sentence does not need to refer to both modernising equipment and making courses cheaper. A correct sentence suggesting either of these alternatives is acceptable. Sentences containing these suggestions but also any incorrect suggestions should receive ZERO marks Example sentences: I think the council should modernise the equipment and offer cheaper courses for young people instead of providing free transport. Council funds should be used to make courses for young people cheaper. 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: 8 marks]

Page 7 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 21 © Cambridge International Examinations 2013 Exercise 4 Technical features of the radio telescope (max 3 marks for this heading) 1. 3000 radio dishes and antennae / radio dishes and antennae linked 2. much more sensitive / thousands of times more sensitive 3. much more data than the internet / 100 times more data than internet Main tasks of the telescope (max 3 marks for this heading) 4. detect aliens 5. map universe / show positions of more than a billion galaxies 6. understand dark energy / understand force that makes universe expand 7. pick up faint radiation / gather radiation produced 13 billion years ago / gather old radiation Rules for the construction site (max 3 marks for this heading) 8. southern hemisphere 9. free from radio interference 10. no masts for 50 years [Max total: 9 marks]

Page 8 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 21 © Cambridge International Examinations 2013 Exercise 5 It’s not all fun being famous Please note the points outlined below indicate the ideas required, and credit should be given when candidates attempt to express these in their own words. The second item 5(L) is the mark awarded (out of 5) for Language according to the guidelines below. Count words and indicate when the 120 word limit has been reached with the slash (/) annotation tool. If a candidate exceeds 120 words then a maximum of 4 marks can be awarded for language. Do not award language marks if there is no content to reward. Content: (up to 6 marks) Problems of being a celebrity 1. difficult to keep lives private / interest in details of personal lives / private lives revealed by media 2. media does not leave them alone 3. media stretches the truth / misrepresented 4. (accept examples of these) 5. never allowed to be normal / supposed to be superhero / must be perfect 6. difficult to trust / never sure why loved AND/OR admired 7. adopt two personalities / adopt different personalities 8. deal with gossip / deal with attention from media / deal with negative stories 9. rarely have chance to defend themselves 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: 11 marks]

Page 9 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 21 © Cambridge International Examinations 2013 Exercise 6: Surprise event for a family member Exercise 7: Books made into films 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. 1. 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. 2. 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). 3. Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). 4. 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. 5. 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. 6. 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. 7. 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. 8. 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. 9. 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. 10. 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 – October/November 2013 0510 21 © 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.

Page 11 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 21 © Cambridge International Examinations 2013 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. 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.

Page 12 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 21 © Cambridge International Examinations 2013 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. 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.