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

This document consists of 15 printed pages and 1 blank page. DC (CW/CGW) 66581/5 © UCLES 2013 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 5 1 2 9 1 9 4 1 1 4 * ENGLISH AS A SECOND LANGUAGE 0510/22 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. The number of marks is given in brackets [ ] at the end of each question or part question.

2 0510/22/O/N/13 © UCLES 2013 Exercise 1 Read the following article about places to visit in France, and then answer the questions on the opposite page. VISITING FRANCE France offers great opportunities for visitors and a wide variety of different types of holiday. Countryside and villages There is plenty to see in the French countryside, including beautiful wooded valleys, rivers and gorges. In most areas of France you can find pretty villages, especially in central Alsace, in the countryside of Normandy and along the river in the Dordogne. Castles France is famous for its wonderful architecture, and two areas in France are particularly visited for their attractive castles. The Loire valley to the south-west of Paris is best known for its large houses or castles called ‘chateaux’, which were built by rich noblemen and kings from Paris. Towards the south of France the Dordogne is famous for its medieval castles. Mountains The impressive mountains of the French Alps are popular in both summer and winter for skiing. The area attracts skiers of all abilities, from beginners to experts. Less visited by overseas visitors, the Pyrenees offer an attractive alternative to the French Alps for people interested in skiing or a holiday in the mountains. Beaches France has thousands of beaches to meet every requirement. Some of the most popular beaches with sun-seekers are those along the French Riviera, where high temperatures are almost guaranteed during the summer months. The long sandy beaches of the Atlantic Coast north of Biarritz are also well worth visiting, as is the very picturesque coast of Brittany. Family fun Among the most popular regions for people visiting France with children are the beaches of the western coast such as those found in the Vendee department, which also has several large attractions and events for families. Another favourite destination here is Ile de Ré, well known for having lots of cycle paths which make it a pleasure for families to travel around. In addition, amusement parks such as Disneyland and Asterix in the north of France offer great fun for both children and adults. Paris Everyone loves Paris, as much for its café life and general romantic atmosphere as for the more famous sights such as the Eiffel Tower, Notre Dame Cathedral and the Louvre museum. The Metro makes it easy to travel around the city and everywhere you go there is something new and exciting to discover. Eating out Wherever you choose to visit, remember that good food is appreciated and widely known about throughout France. Eating out is generally inexpensive, outside the large cities. A decent two course lunch will cost about 12 euros. It is not necessary to leave a tip for the waiter or waitress because the service charge is now included in the bill. However, most people still leave a small tip, especially for good service.

3 0510/22/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (a) What three natural features can you see in the countryside in France? …[1] (b) Why might tourists want to visit the Loire valley? …[1] (c) Where should you go for a quiet skiing holiday away from other tourists? …[1] (d) What is particularly attractive about the beaches on the French Riviera? …[1] (e) What makes Ile de Ré a good place for families to visit? …[1] (f) Apart from the famous sights, what makes Paris so popular for visitors? Give two details. … …[2] (g) Where is it especially good value for money to eat out? …[1] (h) Why is it not essential to leave a tip after having a meal? …[1] [Total: 9]

4 0510/22/O/N/13 © UCLES 2013 Exercise 2 Read the following article about spices, and then answer the questions on the opposite page. SPICES By the year 1000, Arabian traders had found many wonderful treasures in India, but perhaps the most precious trading goods were spices. These traders brought rare and exotic spices such as cumin and coriander from India. They then supplied these spices to their countrymen and to Europe. Through this trade they were able to make fortunes. Today, when spices are cheaper and more widely available, it seems unbelievable that they were once a royal luxury and that men were willing to risk their lives to acquire them. In 1497, four tiny ships sailed southward from Portugal, under the guidance of Captain Vasco da Gama. He was searching for a new route to the spice lands of Asia. In a two-year journey that covered 38,624 kilometres, he took his ships around the continent of Africa to India and back to Portugal. Although only two of the four ships returned safely to their home port, they brought back a cargo of spices worth 60 times the cost of the voyage, making da Gama a wealthy man. Rich people were eager to exchange their gold for his pepper and cinnamon. Cinnamon was particularly valued for use in funeral ceremonies when a wealthy person died. Vanilla was another favourite of the rich because, when mixed with cacao, it made a previously unknown, delicious drink. Pepper was the most precious spice of all, often used as a form of money, particularly when rent had to be paid. Da Gama’s successful voyage started a European power struggle for control over the spice trade. For three centuries afterwards, the nations of western Europe fought violent battles at sea. Some people believe that the wealth made from the spice trade in the past is similar to the wealth of oil companies today. The people of those times used spices, as we do today, to improve or vary the flavours of their food. Spices were also used to disguise the taste of food that was not fresh. Without the addition of spices it would have been too unpleasant to eat. In times when there was no refrigeration, spices were also used for preserving food, such as meat, for a year or more. In the 16th century, cloves were commonly used both to preserve food and for medicinal purposes. It is fascinating to note that cloves are still used in the same way in some modern food. Later, mustard and ground mustard were also found to have preservative qualities. When spices were not available, people often went hungry because they could not prevent their food from going bad. Today, we use spices to flavour our food but do not have to spend a large amount of money to purchase them. Nevertheless, the total amount that countries spend on importing spices continues to be significant. Many people around the world work in very difficult conditions to produce spices for us. Much of the work is done by hand and very specific skills are needed. These skills have been handed down from generation to generation, but there is now some concern that younger people no longer want to do this sort of work because they prefer to go to the cities and work in office jobs. Most of us are completely unaware of the origin of the spices, and varied traditions surrounding the spices, that we keep in small packets or bottles on our kitchen shelves. For example, when we shake some cumin into a pan we are not expecting it to keep married couples together, which is what people believed in the past. Saudi Arabia Singapore UAE Malaysia United Kingdom India 0 50 100 150 Money spent on importing spices (in millions of US dollars) 200 250 Countries Importing Spices

5 0510/22/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (a) How were Arabian traders able to make fortunes by the year 1000? …[1] (b) How does the price of spices nowadays compare with the cost in the 15th century? …[1] (c) How far in total did Vasco da Gama travel on his journey, and how long did the voyage last? …[1] (d) How do we know that Vasco da Gama’s journey was a financial success? …[1] (e) How did the relationships between European countries change after da Gama returned? Give two details. … …[2] (f) What modern industry has been as successful as the spice trade of the past? …[1] (g) Why were spices used to hide the flavour of foods? …[1] (h) What quality do cloves and mustard share that made them particularly important in the past? …[1] (i) According to the chart, which country spends the most on importing spices and how much does it spend? …[1] (j) How have people learnt the skills needed to produce spices? …[1] (k) Apart from preserving and flavouring food, what other uses have spices had? Give four details. … … … …[4] [Total: 15]

6 0510/22/O/N/13 © UCLES 2013 Exercise 3 Adirake Boonmee lives at 275 Rama Avenue, Rajatevee, Bangkok 10210, which is in Thailand. He has a job at the weekends and has been saving his money for quite some time in order to buy his mother a special present for her birthday. He is quite proud of himself as he has now saved 100 dollars. He has a bank card and so he will be able to make the purchase without any problems. This will be his mother’s 40th birthday and Adirake’s father has planned a surprise trip to a beach resort, which is her favourite place for a break. Adirake wants to buy his mother some perfume. She is always talking about the latest perfumes, but she rarely buys any for herself because she usually spends her money on treats for other members of the family. His mother works very hard as an accountant and has to meet many people during her working day. Adirake knows that she likes to smell good when she is working. Adirake realises that he has a big problem because he has no idea which perfume to buy for his mother. His mother has two bottles of perfume. Adirake smelt each one when she was out at work, but he really couldn’t work out whether there was one fragrance that seemed to be the same in each of them. He did realise that they were both quite flowery, which made sense, as his mother loves filling the house with sweet-smelling flowers. He also noticed that both bottles were made of glass and looked very attractive. Again, that was not surprising because his mother loves crystal vases and admires ornaments made of cut glass. Adirake asked his father for advice on which perfume to buy. His father just joked and said that Adirake’s mother loved the smell of her favourite hot drinking chocolate, but he admitted that he really did not know anything about perfume. Adirake then decided to call his aunt to see if she could be more helpful. Unfortunately, she was away for a couple of days and so he just left her a message asking her to call him back on his mobile/cell phone, 0866551975. Adirake realised that he would have to make the decision about the perfume purchase on his own and decided to go online to try to find an answer to his problem. After some time searching, he was delighted to find a company which seemed to be able to help him. He had to answer some questions on a form, and according to his answers, the company would recommend the perfect perfume. The form was specially designed to be completed by someone who wants to buy perfume as a gift for someone else. After the perfume had been identified it could be ordered on the internet from the same company. Finally, Adirake knew which perfume to buy his mother. Imagine you are Adirake. Fill in the form on the opposite page, using the information above.

7 0510/22/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use Perfume Profile Form Section A: Details of person completing the form Name: … Address: … Telephone number: … Please state maximum amount you wish to spend: … Method of payment: … Section B: Details of person for whom you wish to buy perfume Gender: (please delete) MALE / FEMALE Age: (please circle) 15–25 26–40 41–55 over 55 Occupation: … Favourite drink: … What is the person’s favourite holiday environment? (please tick) mountains countryside beach city What type of fragrance does this person like? … Is the appearance of the bottle important to this person? (please delete) YES / NO Section C In the space below, write one sentence of between 12 and 20 words, giving further information about why you want to buy perfume for this person. [Total: 8]

8 0510/22/O/N/13 © UCLES 2013 Exercise 4 Read the following article about mobile phones, and then complete the notes on the opposite page. MOBILE PHONES More than half the people in the world now pay to use a mobile or cell phone. Recent estimates show that there are 4.1 billion mobile phone subscriptions, up from 1 billion in 2002. Over the same period, land-line subscriptions rose more slowly, from 1 billion to 1.27 billion, indicating that many people are rejecting the older technology altogether. For many parents, knowing that their children can call them in an emergency situation saves them a lot of worry. They are confident that their child can reach them at the push of a button. Similarly, in an accident, a mobile phone makes contacting emergency services much faster; there is no longer any need to wait for a kind person nearby to lend a hand. People on holiday appreciate the fact that if they want to call home, they do not have to struggle with public phones with unfamiliar dialling codes. The mobile phone industry was initially aimed at business people, and it is easy to see the advantages. They have access to clients 24 hours a day, 7 days a week, and clients can contact them at any time as well. This means they are always able to do business. Mobile phones with multimedia capabilities also allow users to check their work email, which is useful for business people who are frequently out of the office. Mobile phones that have dual SIM card capability are convenient for business people. They can then use their phone for both private and business purposes without needing more than one phone. Many people have become so attached to their mobile phone that it is almost like an extra body part. However, some are still unconvinced of the huge power of the mobile. While there are obvious advantages to carrying a mobile phone, it is easy to overlook some of the problems that can be caused. Some people feel that although ease of access makes mobile phones so convenient for business people, it can be a problem for the rest of us. There are many people who like to keep their public and private lives separate. A mobile phone can destroy the barrier between the two worlds. For example, if regular mobile phone users have to send their devices away for repair or service, they are amazed by the sense of freedom they feel when no-one can contact them. Many parents express doubt about the overall benefit of the mobile phone to their children. Some parents have noticed changes particularly in the behaviour of their teenage children. They have noticed that some show extreme anxiety if they miss a call or text message. Some teenagers show signs of depression when they do not have access to their mobile phone. Others face problems at school if they are not allowed to have their phones in class. Although not everyone wants to define this obsession as a ‘disease’, an increasing number of clinics are treating it in the same way as they would any other serious addiction. Perhaps even more seriously, research has shown that over 20% of car accidents involving teenagers occurred while they were driving and using their mobile phone at the same time. Whether we like it or not, there is no doubt that the mobile phone is here to stay.

9 0510/22/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use You have been asked to give a talk to your technology club about mobile phones. Prepare some notes to use as the basis of your talk. Make your notes under each heading. Benefits of the mobile phone to non-business users • … • … Benefits to business people of having a mobile phone • … • … • … Disadvantages of the mobile phone • … • … • … • … [Total: 9]

10 0510/22/O/N/13 © UCLES 2013 Exercise 5 Read the following article about a bird called Lady. On the opposite page, write a summary about what makes Lady special. 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. LADY Inside a wooden hut at the edge of a lake in Scotland there is much excitement. People are looking through their binoculars and whispering to one another. The object of all the attention is Lady, a huge bird of prey called an osprey, who is standing in her giant nest and is looking out to the blue sky. This bird has puzzled the experts by living to the age of 26, because ospreys usually live for only 8 years. Equally amazing is the fact that she has produced 48 baby birds. She is now waiting for the return of the 10-year-old male who she mated with last year. He is due to land any day after a 3,000-mile migration back from west Africa. Ospreys mate for life, so, if he has survived, he should be on his way. But if he doesn’t get here within the next few days, Lady will probably assume that he has died and move on to another male. In her lifetime, she has already outlived two mates, a fact that has astounded experts. “The interest is huge,” said Trevor Smith, from the Scottish Nature Reserve. “Lady is a star attraction and very important. Incredibly, she has been coming back to her nest here for 19 years. Last year she was very ill and we all thought she was going to die, so no one imagined she’d be back this year.” Lady survived and recently arrived back from her African winter. She has no identification rings or markers, so it wasn’t until later, when bird-watchers focused their cameras on her eyes, that her identity could be confirmed. “She has a unique defect in the iris of her right eye – it looks like a lightning bolt,” said Smith. “It was amazing to see her come back; she is astonishing everyone and her remarkable life is challenging everything we thought was true about ospreys.” Since her return, Lady has been helping herself to the lake’s supplies of fish, even catching herself a large salmon. Meanwhile, she is being closely watched by experts and fans. On the branches around her are two discreet cameras, one for day and one for night, pointing at the nest. There are also two microphones that pick up every ruffle of her feathers and her occasional, piercing cry. Enthusiasts around the world are eagerly watching her movements as they happen. It could be argued that no other osprey in history has been observed by so many people worldwide. Last year 33,000 people viewed the webcam online, and this year 120,000 have already watched Lady. Being able to see her so close up is especially exciting. Smaller than an eagle, but larger than a hawk, the osprey disappeared as a species from the UK in 1916. The last pair was killed by egg and bird hunters such as the Victorian collector, William Dunbar, who guiltily wrote to a friend that their obsessions “had finally destroyed the osprey”. Even when the ospreys returned in the 1950s, their small numbers remained under threat, especially from the use of pesticides. All of this sad history makes Lady even more remarkable. She alone has helped to encourage a new interest in the survival of the osprey.

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

12 0510/22/O/N/13 © UCLES 2013 Exercise 6 Recently, you were disappointed because you didn’t get something you had worked hard for. Write a letter to your friend about this experience. In your letter you should: • describe what you had worked hard for • explain why you didn’t get it • say what you have learnt from this experience. 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 0510/22/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0510/22/O/N/13 © UCLES 2013 Exercise 7 A big international supermarket chain is planning to build a new store not far from where you live. Here are some comments already made by local people: A supermarket will give us a much greater choice of products to buy. People will stop using our small local shops, which will have to close down. There will be new jobs on offer for the people who live nearby. The crowds and traffic congestion will make the area very noisy. Write an article for the local newspaper giving your opinion of the plan. The comments above may give you some ideas, and you should try to use some 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/O/N/13 © UCLES 2013 For Examiner’s Use … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0510/22/O/N/13 © UCLES 2013 BLANK PAGE 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.

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 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 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 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 – October/November 2013 0510 22 © Cambridge International Examinations 2013 Marking rationale • In general, for the exercises which test only reading skills (Exercise 1, Exercise 2, Exercise 4) spelling errors are tolerated where they do not interfere with the communication of the correct answer. However, where the error creates another word with a different meaning, the mark is not awarded. • For Exercise 3 (form-filling) reading marks are awarded for the accurate transfer of information and spelling errors are therefore not tolerated. In addition, the conventions of form-filling (i.e. instructions to tick, delete, underline, circle) must be observed with total accuracy. • For Exercise 3 writing marks, candidates write a sentence which is marked according to the descriptors (detailed later in the mark scheme). • Any detail contained within brackets (like this) in the mark scheme is not required for the award of marks. It is additional information which it is anticipated a number of candidates will include. • Where candidates include additional unnecessary information, use the following rule: – If the excess detail is irrelevant and does not interfere with the communication of the correct answer, the mark(s) may be awarded – If the excess detail contains clearly incorrect information, i.e. negates the correct answer, the mark(s) should not be awarded • In general synonyms are accepted but where a candidate has rearranged or re-worded the answer please check carefully that the key information has been conveyed.

Page 4 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 22 © Cambridge International Examinations 2013 Exercise 1 Visiting France (a) valleys, rivers, gorges ALL 3 FOR 1 MARK [1] (b) large houses/castles/chateaux/medieval castles [1] (c) Pyrenees [1] (d) high temperatures [1] (e) cycle paths [1] (f) café life/romantic/Metro OR easy to travel/everywhere something new OR exciting to discover ONE MARK FOR EACH CORRECT DETAIL – MAXIMUM 2 MARKS [2] (g) outside large cities [1] (h) service charge is included/included in the bill/it is included [1] [Max total for exercise 1: 9 marks]

Page 5 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 22 © Cambridge International Examinations 2013 Exercise 2 Spices (a) supplying spices/trade in spices/selling spices [1] (b) cheaper [1] (c) 38 624 kilometres/km AND two years BOTH DETAILS FOR 1 MARK [1] (d) cargo worth 60 times the cost of the trip/making da Gama a wealthy man/rich people exchanged gold for spices [1] (e) struggle for control over spice trade violent battles at sea ONE MARK FOR EACH DETAIL [2] (f) oil [1] (g) food not fresh/food too unpleasant to eat/so that the food would be pleasant to eat [1] (h) preserving food/preservative/prevent food from going bad [1] (i) UK AND 200 million US dollars [1] (j) from generation to generation [1] (k) ● funeral ceremonies • drink • money/pay rent • medicinal purposes • to keep married couples together [4] [Max total for exercise 2: 15 marks]

Page 6 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 22 © Cambridge International Examinations 2013 Exercise 3 Perfume Profile 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: Details of person completing the form Name: Adirake Boonmee
Address: 275 Rama Avenue, Rajatevee, Bangkok 10210
Telephone number: 0866551975
Please state maximum amount you wish to spend: 100 dollars/$100/100$
Method of payment: card
Section B: Details of person for whom you wish to buy the perfume Gender: DELETE Male
Age: CIRCLE 26–40
Occupation: accountant
Favourite drink: chocolate/ hot chocolate/drinking chocolate
What is the person’s favourite holiday environment? TICK beach
What type of fragrance does this person like? flowery / flower / sweet-smelling / flowers
Is the appearance of the bottle important to this person? DELETE No
[Max. total for Sections A and B: 6 marks]

Page 7 Mark Scheme Syllabus Paper IGCSE – October/November 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, giving further information about why you want to buy perfume for this person. The sentence must be written from the point of view of Adirake. One piece of information is sufficient – see final sample sentence below. SAMPLE SENTENCES: It is my mother’s birthday and she is always talking about the latest perfumes. My mother rarely buys perfume for herself because she spends her money on treats for the family. I know that my mother likes to smell good when she is working. I want to buy it as a gift for my mother’s fortieth / 40th birthday. 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. [Max total for exercise 3: 8 marks]

Page 8 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 22 © Cambridge International Examinations 2013 Exercise 4 Mobile phones Benefits of the mobile phone to non-business users [max 2 marks this heading] 1. children can call in an emergency 2. parents are confident that children can reach them 3. contact emergency services faster/no need to wait for help 4. easier to call home for people on holiday/don’t have to struggle with public phones Benefits to business people of having a mobile phone [max 3 marks this heading] 5. access to clients 24 hours a day/access to clients 7 days a week/clients can contact at any time/always able to do business 6. can check email/check email when out of office 7. dual SIM card capability/use their phone for private and business purposes. Disadvantages of the mobile phone [max 4 marks this heading] 8. no barrier between public and private life 9. no sense of freedom/can always be contacted 10. teenagers feel anxiety if they miss a call/text 11. teenagers get depressed if they don’t have their phone 12. school problems if not allowed phone in class 13. addiction/obsession 14. teenagers driving and phoning can cause accidents [Max total for exercise 4: 9 marks]

Page 9 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 22 © Cambridge International Examinations 2013 Exercise 5 Lady Content: [up to 6 marks] 1) is 26 years old 2) has produced 48 baby birds 3) has outlived 2 mates 4) has returned to her nest for 19 years 5) survived her illness 6) has a unique defect in her eye 7) challenges all that was thought to be true about ospreys 8) no other osprey has ever been observed as much as Lady/last year 33 000 viewed her/this year 120 000 viewed her/has been observed by many people 9) has encouraged a new interest in the survival of the osprey 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 10 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 22 © Cambridge International Examinations 2013 Exercise 6: Worked hard for something Exercise 7: New supermarket 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 11 Mark Scheme Syllabus Paper IGCSE – October/November 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 12 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0510 22 © Cambridge International Examinations 2013 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. 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.