Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2015 May/June Paper 1 · Variant 2

This document consists of 13 printed pages and 3 blank pages. DC (ST/SW) 93277/3 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 7 6 1 7 7 0 6 8 5 4 * ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing (Core) May/June 2015 1 hour 30 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, 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 0510/12/M/J/15 © UCLES 2015 Exercise 1 Read the following article about birthday celebrations, and then answer the questions on the opposite page. Happy Birthday! People around the world celebrate their birthdays in many different ways. Here are some examples of customs from different countries: United Kingdom: A special cake is made and small candles are put on the top. The person celebrating their birthday has to blow out all the candles at the same time if their wishes are to come true. Then all their family and friends sing a song wishing them a happy birthday. Some people also like to give the birthday boy or girl ‘the bumps’. This means that one person holds their legs, another person holds their arms, and then they lift them up and down, bumping them each time they touch the ground. The number of bumps is the same as the person’s age, and then one extra bump is given for good luck. Germany: Small candles are placed in a special birthday candle holder and put on the dining table. Then a large, beautifully decorated candle is placed in the centre. The candles are lit early in the morning and kept burning until the evening, when the birthday boy or girl has to try and blow out all the candles with one breath. One interesting custom involves single men celebrating their 30th birthday. They have to take a brush and sweep the steps of the city hall. At the same time, some friends throw rubbish onto the steps, making them more difficult to clean. In this way, all the women can see which man is still single at 30, and they can find out whether he is good at cleaning. Brazil: On their birthday, Brazilian children usually enjoy eating sweets which are in the shape of fruit and vegetables. Their homes are decorated with banners and brightly coloured flowers. Adults and older children pull the ears of the birthday boy or girl, one pull for every year of their age. There is a cake and the birthday boy or girl has to give the first slice to their most special friend or relative. Mexico: A model of an animal is made out of papier-mâché. It is filled with sweets and good things to eat, and then hung from the ceiling. The birthday boy’s or girl’s eyes are then covered up, and they try to hit the animal shape until it breaks open and the sweets fall out. Then they share the contents with family and friends and they all sing a birthday song. Canada: In Canada, it is traditional for Canadians to cover the birthday boy’s or girl’s nose with butter. The idea is that the greasy nose makes it too slippery for bad luck to stick to them. They hope that only good luck will follow them for a year.

3 0510/12/M/J/15 © UCLES 2015 [Turn over (a) In the UK, why do people try to blow out all their birthday candles at the same time? …[1] (b) How many bumps are given to someone on their birthday in the UK? …[1] (c) In Germany, when are the candles lit on a person’s birthday? …[1] (d) What sort of sweets do Brazilian children have on their birthday? …[1] (e) In Brazil, how do you benefit when your best friend has a birthday? …[1] (f) What do Mexicans do to get sweets on their birthday? …[1] (g) What do Canadians do to people on their birthdays? …[1] [Total: 7]

4 0510/12/M/J/15 © UCLES 2015 Exercise 2 Read the following article about cities of the future, and then answer the questions on the opposite page. Cities for tomorrow Imagine a city of the future. Do you see clean streets, flying cars and robots doing all the work? No-one really knows what the future holds, but the reality now is that our urban spaces are overcrowded and polluted. Almost 50% of the world’s population currently lives in cities, and by 2050 that is expected to increase to 75%, which will put pressure on resources. Experts say that it is time to start designing better urban environments. We need new cities to sustain an ever-growing population, and we have to redesign the ones that we have lived in for centuries. There seem to be two main opinions about how cities should look in the future. There are some planners who believe that we need to go back to a simpler life, and others who think that advanced technology will solve all the problems. On one hand, sustainability experts predict carbon- neutral cities full of electric vehicles and bike- sharing schemes. People are already starting to use these forms of transport in many cities of the world. Some skyscrapers combine living and office space and have vegetable gardens on their roofs. Many people are attracted to growing their own food, and we may need to combine urbanisation with a more rural lifestyle. On the other hand, computer experts believe that the answer may lie with the use of electronic technology. “The use of this technology will bring a wide range of new services to citizens,” says Professor James. “Many of the big technology companies believe that the most efficient cities will be those that are connected to networks. One company already has 2,000 projects in cities around the world. These projects include crime prevention, recording water usage and smarter public transport systems. This company’s most important project is in Rio de Janeiro, where it has built an operations centre which controls the city. This centre was first built to help manage the floods that regularly threaten Rio de Janeiro. It now co-ordinates 30 government agencies and provides mobile applications to inform people about traffic problems, and to give other city updates. There is clear evidence that the number of accidents has fallen because drivers take greater care if they have advance warning of incidents.” However, critics such as Fatima Khan question how quickly this kind of city may become outdated, just like the computer systems they rely on. Professor James responds to such concerns by explaining that developers are constantly updating systems. He also says, “In our experience, although some people are worried about loss of privacy, most people are happy for us to collect data, as long as they are informed.” He explains about a project his company completed, where households were given information about their water consumption. Most people quickly changed their habits and saved water when they realised how much they were using. Those who also had access to their neighbours’ information saved twice as much. Ms Khan is concerned that ordinary citizens will no longer have a voice in the development of their cities. She is convinced that successful cities will be able to provide something for everybody, but only if everyone is involved in planning and creating them. The developers building the cities of the future would be advised to take notice of her views. 16 15 14 12 13 10 9 8 7 6 5 4 3 2 1 0 11 population in millions Istanbul New York Shanghai Current Population of Major Cities Buenos Aires Mumbai Lagos

5 0510/12/M/J/15 © UCLES 2015 [Turn over (a) What is true about today’s cities? …[1] (b) According to the graph, which city has the second highest population? How many people live there? …[1] (c) What are the two different views about how to plan future cities? … …[2] (d) How will people travel in an environmentally-friendly city? Give two details. …[1] (e) What traditional activity is likely to continue in future cities? …[1] (f) What practical benefits could internet networks bring to cities of the future? Give two details. … …[2] (g) What proof is there in Rio de Janeiro that shows that internet networks are effective? …[1] (h) In Professor James’s project, which group of people saved the most water? …[1] (i) What does Ms Khan believe is necessary for cities to be successful? …[1] [Total: 11]

6 0510/12/M/J/15 © UCLES 2015 Exercise 3 Dominique Gosselin is French and lives at 93 Boulevard Hugo in Paris, France. He is planning a trip to London to spend August at a college which offers intensive language courses in English. His English language skills are good enough for him to have conversations at a basic level, but he needs to improve his writing skills. Dominique will be 17 in July, and so his parents have said that they will pay the fees for his course as a birthday present, by credit card. He has a friend, Gary Brown, who lives in London and Gary’s family has offered him a room to stay in while he is studying. Dominique plans to email him as soon as possible at garybrown@btinternet.co.uk to confirm that he would like to take up his offer of accommodation. Dominique has always enjoyed learning languages. He already speaks German and Spanish, and he is really looking forward to improving his English. He wants to be a translator when he graduates from university and he would love to work at the United Nations. His friend, Gary, is a little bit older and is already at university studying to be a teacher. Dominique met Gary when they were both competing in a Junior European swimming championship last year in Paris. Both the boys are excellent swimmers and had been chosen to represent their schools. The boys found that they shared an interest not only in swimming, but also in computer games, and since then they have kept in touch with each other by email. Dominique thinks that it will be great to stay with Gary in London, because he will be able to go swimming with him in the evenings after college. Dominique is a vegetarian and is rather worried about the food when he goes to England. He is concerned in case this causes a problem at the college. However, Gary has told him not to worry. In any case, he will only have lunch at the college because he will be attending just the morning lessons, and then he will have his main meal with Gary’s family in the evening. Imagine you are Dominique. Fill in the form on the opposite page, using the information above.

7 0510/12/M/J/15 © UCLES 2015 [Turn over The London College Summer Intensive English Language Course Application Form Section A: Personal details Full name: … Home address: … Full name of contact in England: … Age at time of starting the course: … Section B: Further details Which English skill(s) do you wish to improve most? (please circle) Speaking Writing Listening Reading Other foreign languages you speak: … English level: (please tick ✓) complete beginner basic knowledge advanced Preferred course: (please delete) full day / half day Method of payment: … Hobbies: … Section C In the space below, write one sentence about your ambitions, and one sentence about any concerns you may have about attending the college. [Total: 14]

8 0510/12/M/J/15 © UCLES 2015 Exercise 4 Read the following article about second-hand markets in the UK, and then complete the notes on the opposite page. Second-hand Markets The second-hand market has now become a very popular British event. It is not complicated; you load your car with things you no longer want, drive to a field and park next to other people doing the same thing. Then open the back of your car, take out the goods you want to sell and put them on a table. As these second-hand markets have developed, they have become more sophisticated, but it is still inexpensive items that most shoppers are looking for. Buyers know that the starting price will probably not be the final price they have to pay, and for many buyers, half the fun is bargaining over the price. If you are a seller, it is very important to be friendly to your customers, because if you can engage a customer in conversation, it is amazing what they will buy. For example, at a sale a few weeks ago, an old chess set, with some pieces missing, was sold to a very happy customer. One seller happily reported he had made an impressive £118 profit, even though he had to pay £6 to park his car, and another £3 for the hot chocolate that he bought to warm himself up. It was a bitterly cold day and he had forgotten to bring along a piece of cardboard to stand on, a well-known trick of the regular sellers to keep their feet warm. There are some amazing stories, such as the one about a valuable vase which was sold at a market for £1 in 2008, and which later sold for £32,450 at an antiques auction. Jane Smith, a regular visitor to second-hand markets, has her own story to tell. “It is a good idea to arrive early to try to get the best goods. Once I bought a ring for £2 and I later discovered it was real gold and diamonds, valued at £1,200. I didn’t sell it; I now wear it as a good luck charm!” Sellers are always advised to check that they are not selling something at a give-away price which is actually very valuable. If a seller asks for too much money, customers will move on. However, if you ask for too little, they might still move on. Once, a woman had some nicely packaged soap. Several women stopped and asked, “What scent is it?” When the woman could not tell them, they walked away. Even at a second-hand market, customers want to be sure that the people who are selling items have some knowledge of their goods. There is a great sense of fun at second-hand markets. Buyers should enjoy looking at the variety of goods without feeling disappointed if they do not actually purchase anything. Sellers also enjoy doing something different for a few hours, and they know it is best to go for the fun rather than with a serious intention to make a lot of money. There are no rules and regulations, buyers must understand they have no rights to return faulty goods. Moreover, you can always be sure of finding someone stretching the idea of the second-hand market to its limit. Recently there was a man who was not only selling the contents of the back of his car, but also the car itself.

9 0510/12/M/J/15 © UCLES 2015 [Turn over You are going to give a talk to your business class about second-hand markets. Prepare some notes to use as the basis of your talk. Make short notes under each heading. Advice for sellers • … • … • … • … Advice for buyers • … • … • … [Total: 7] Exercise 5 Imagine that you have given your talk to the business class. Your teacher has asked you to write a summary for those who did not attend the talk. Look at your notes in Exercise 4. Using the ideas in your notes, write a summary about second-hand markets. Your summary should be about 70 words long (and no more than 80 words long). You should use your own words as far as possible. … … … … … … … [Total: 5]

10 0510/12/M/J/15 © UCLES 2015 Exercise 6 emergency You recently helped someone in trouble. Write an email to a friend, explaining what happened. In your email you should: • describe where you were and what happened • explain what you did to help • say what you learnt from this experience The pictures above may give you some ideas, and you should try to use some ideas of your own. Your email should be between 100 and 150 words long. You will receive up to 7 marks for the content of your email, and up to 6 marks for the style and accuracy of your language.

11 0510/12/M/J/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … [Total: 13]

12 0510/12/M/J/15 © UCLES 2015 Exercise 7 Some people think that it is better to live in one place all your life, but others think that it is better to experience life in different places. Here are some comments from young people about this idea: You feel more secure if you stay in a familiar place. It is better to live in other places so that you learn more about the world. You have closer friends if you stay in the same place. You can enjoy different experiences in different places. Write an article for your school magazine, giving your views on this issue. The comments above may give you some ideas, and you should try to use some ideas of your own. Your article should be between 100 and 150 words long. You will receive up to 7 marks for the content of your article and up to 6 marks for the style and accuracy of your language.

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16 0510/12/M/J/15 © UCLES 2015 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the May/June 2015 series 0510 ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 (Reading and Writing – Core), maximum raw mark 70 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 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 IGCSE English as a Second Language Core tier Reading/Writing (Paper 1) This component forms part of the Core tier assessment of IGCSE English as a Second Language and tests the following Assessment Objectives: AO1: Reading R1 identify and retrieve facts and details R2 understand and select relevant information R3 recognise and understand ideas, opinions and attitudes and the connections between related ideas R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s purpose/intention, writer’s feelings, situation or place 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 1 Reading objectives tested Marks for reading objectives Writing objectives tested Marks for writing objectives Total available marks Exercise 1 Reading (1) R1, R2 7 – 7 Exercise 2 Reading (2) R1, R2, R4 11 – 11 Exercise 3 Information transfer R1, R2 10 W1, W5 4 14 Exercise 4 Note- making R1, R2, R3 7 – 7 Exercise 5 Summary – W1, W2, W3, W4, W5 5 5 Exercise 6 Writing (1) – W1, W2, W3, W4, W5, W6 13 13 Exercise 7 Writing (2) – W1, W2, W3, W4, W5, W6 13 13 70

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 Exercise 1: Happy Birthday (a) wishes come true [1] (b) age plus one [1] (c) early in the morning [1] (d) shaped like fruits AND vegetables [1] (e) get/eat/have the first slice of cake [1] (f) break animal shape / break animal model [1] (g) cover nose with butter / put butter on nose / butter nose [1] [Max total for exercise 1: 7 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 Exercise 2: Cities for tomorrow (a) overcrowded / polluted / almost 50% of world population lives in them [1] (b) City: Mumbai Population: 14 million; 14 000 000 [1] (c) simpler life / simple life AND advanced technology ONE MARK FOR EACH CORRECT DETAIL [2] (d) electric(al) vehicles AND bike-sharing / bikes [1] (e) growing (your own) food (on the roof) / (having a) vegetable garden (on the roof) [1] (f) crime prevention record water usage smarter public transport (formation of) operations centre / co-ordinate government agencies manage floods traffic information / advance warning of incidents / updates ONE MARK FOR EACH CORRECT DETAIL [2] (g) number of accidents has fallen [1] (h) people who had access to their neighbours’ information [1] (i) people are involved / provide something for everyone / listen to citizens / allow people to have a voice [1] [Max total for exercise 2: 11 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 Exercise 3 Summer Intensive English Language Course Application Form Section A: Personal details Full name: Dominique Gosselin [1] Home address: 93 Boulevard Hugo, Paris, France [1] Full name of contact in England: Gary Brown [1] Age at time of commencing the course: 17 [1] Section B: Further details Which English skill(s) do you wish to improve? CIRCLE Writing [1] Other foreign languages you speak: German Spanish [1] English level: TICK✓ basic knowledge [1] Preferred course: DELETE full day [1] Method of payment: credit card [1] Hobbies: swimming, computer games BOTH REQUIRED [1] Max. total for Sections A to B: 10 marks Max. total for Section C: 4 marks

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 Section C In the space below write one sentence about your ambitions, and one sentence about any concerns you may have about attending the College. Example sentence: I hope to become a translator with the United Nations. 2 marks: proper sentence construction; correct spelling and punctuation; gives the information asked for 1 mark: proper sentence construction; 1–3 errors of punctuation and/or spelling (without obscuring meaning); gives the information asked for 0 marks: more than 3 errors of punctuation and/or spelling; and/or does not give the information asked for; and/or not a proper sentence; and/or meaning obscure Absence of a full stop at the end should be considered as 1 punctuation error. Absence of an upper case letter at the beginning should be considered as 1 punctuation error. Omission of a word in a sentence should be considered as 1 grammar error. [Max total for exercise 3: 14 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 Exercise 4: Second-hand markets Advice for sellers [max 4 marks for this heading] • sell inexpensive items • don’t ask too much / don’t ask too little / don't sell at give-away price • be friendly to customers / engage a customer in conversation • cardboard to stand on / cardboard to keep feet warm • don't sell valuable items at a give-away price • know about goods • go for the fun / enjoy doing something different / don't go to make a lot of money Advice for buyers [max 3 marks for this heading] • bargain over the price / starting price not be final price / don't pay too much / move on if the price is too high • arrive early • enjoy looking at goods / don't be disappointed if you don't buy anything • no right to return goods / no rules / no regulations / check if goods faulty • ask the seller about their goods / make sure the sellers have knowledge of goods [Max total for exercise 4: 7 marks]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 Exercise 5: Second-hand markets: summary 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: 5 marks

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 Exercise 6: Helping someone in trouble Exercise 7: Where to live? 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 7] and a mark for language (L) [out of 6] in accordance with the General Criteria table that follows. • Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided and how enjoyable it is to read). • Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). • When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but doesn’t quite make it into the band above. • When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in the 4–5 mark band. • When deciding on a mark for language, look at both the style and the accuracy of the language. A useful starting point would be first to determine whether errors intrude. If they do not, it will be in the 4–5 mark band. • The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band. • If the essay is considerably shorter than the stated word length, fewer than 70 words, it should be put in mark band 2–3 for content or lower for not fulfilling the task. If the essay is between 70 and 100 words, it should be put in mark band 4–5 or lower for content. 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: 13 marks] [Max total for exercise 7: 13 marks]

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (Core tier) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 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 some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: 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 11 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0510 12 © Cambridge International Examinations 2015 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.