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

This document consists of 15 printed pages and 1 blank page. DC (RW/SW) 100902/4 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 8 1 5 6 1 4 2 2 8 5 * ENGLISH AS A SECOND LANGUAGE 0510/21 Paper 2 Reading and Writing (Extended) October/November 2015 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, 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/15 © UCLES 2015 Exercise 1 Read the following article about creative designers in South Africa, and then answer the questions on the opposite page. CREATIVE RECYCLING Nowadays, everybody needs to be aware of the importance of protecting the environment. There are many original ways of recycling the things that other people throw away. Creative designers in South Africa are making new and interesting objects from rubbish, and helping local communities at the same time. Bottles to beads Young children in the north of the country collect empty glass bottles from the local community and sell them to designers in the south who give them new life as necklaces or even handles for knives, forks and spoons. The bottles are first broken into small pieces of glass, then crushed into powder and heated to a high temperature in an oven. It is dangerous work and it takes a long time. The glass is then melted by the heat and shaped into beads, which are finally attached to wire or string to create the necklaces, or handles for knives, forks and spoons. Skateboards to sunglasses One designer in Durban, who used to build skateboard ramps, now recycles old skateboards and turns them into sunglasses of different colours. He says, “Throwing away old skateboards is a huge waste. Top quality boards are made from wood from maple trees, which take years to grow. It is such a pity that thousands of these boards are thrown away each year. The wood is very light and so is ideal as frames for sunglasses.” Tyres to furniture One day, a designer from Cape Town noticed piles of unwanted car tyres that had been left in a park. He thought about different ways that he could recycle them. During the next few months, he created a business by using the old tyres to make stools, chairs and tables. He says, “I design the furniture and it’s made by friends who need the work and have the imagination to try something new.” The workers can also cut the tyres to make smaller items, such as fruit bowls, vases, sandals and ornamental animal heads. Buttons to rings A designer in Johannesburg was looking through some old boxes when she found a treasure – thousands of beautifully made old buttons in many colour combinations. Most astonishing of all was that they were still attached to the original cards on which they were imported from Europe in the 1950s. “I put one on my finger and it looked fantastic as a ring,” she says. Since then, she has sold large numbers of these button rings at craft markets in France. Her biggest orders, however, come from a large company in Japan. Benefits for all Many of these companies and enterprises do not only create new and original pieces from unwanted everyday items, they also create jobs for many local people. These people work together in co-operatives, and so they all share the profits.

3 0510/21/O/N/15 © UCLES 2015 [Turn over (a) How are designers in South Africa helping the environment? …[1] (b) Where in South Africa do they create necklaces from bottles? …[1] (c) What are the disadvantages of working with glass bottles? Give two details. … …[1] (d) What is the last stage in the process of making necklaces? …[1] (e) Why is maple wood suitable for making sunglasses? …[1] (f) What gave the designer from Cape Town the idea for a new business? …[1] (g) What was the most surprising thing about the buttons? …[1] (h) Where does the Johannesburg designer export most of her work to? …[1] (i) How do people benefit from working in a co-operative? …[1] [Total: 9]

4 0510/21/O/N/15 © UCLES 2015 Exercise 2 Read the following article about ways of keeping wildlife away from airports, and then answer the questions on the opposite page. WILDLIFE AT AIRPORTS The number of reported collisions between aircraft and wildlife is increasing throughout the world. Airport authorities and governments in many countries are worried, and are trying to reduce the risk to aircraft when they are landing or taking off. Nowadays, statistics show that there is a steady rise in incidents involving aircraft and wildlife. This could be because aircraft are more powerful, but what is certain is that the problem has increased because more people are flying. To improve safety, a range of new measures is being tested at airports around the world. Birds are the biggest threat. There have been incidents of birds smashing into the pilot’s windscreen on take-off. Airport officials have introduced a variety of measures which are designed to deter birds and animals from living near the runways. For example, a number of airports are experimenting with planting grasses that birds do not like to eat. This is particularly effective for geese, but other birds can be discouraged by removing ponds and lakes from the area surrounding the airport, and cutting down trees that bear fruits or seeds. “If you don’t have the attraction of food, then the birds won’t come here,” says one airport manager. In addition, certain airports have replaced the grass alongside the runways with stones or concrete. This means that small rodents have nowhere to live and so the large birds that feed on them are not attracted to the area. Another method is to use the noise from loud guns to scare away birds. The problem with this approach is that a member of the airport staff has to go out and check the guns that create the noise. In addition, birds can very soon get used to the regularity of the sound. Controlling birds such as hawks is even more difficult because they hover in the sky and cause problems for aircraft in the air. There have been incidents where these birds have been sucked into aircraft’s engines. An alternative way of solving the problem of birds is to trap and relocate them to new homes. Traps are shaped like A-frame houses. The top of the roof is held open with a stick. The bird lands on the stick, which collapses and the bird falls inside. The roof shuts quickly, trapping the bird, which can then be transported to a safe area far away. Then there is Meg. Meg is a border collie dog who patrols an airport in southwest Florida. Rainwater pools at the edges of the runways attract groups of water birds, which often delay the departure of aircraft. Meg works seven days a week, running into bushes that are too dense for vehicles, and crossing wetlands that are too difficult for people to walk through. Meg’s job is not to catch the birds but to scare them away from the runways, and she is very effective because the birds cannot predict her movements. A less common method is to use certain species of hunting birds to chase other birds in the air. Birds, such as falcons, are released just before flight departures and arrivals. The falcons scare the other birds, which make warning calls and then fly away. Animals on the ground also pose problems. Deer, for example, have jumped over a fence three metres high and have run across the runway in front of aircraft. Foxes can dig tunnels under airport security barriers and cause damage to the electrical systems. It seems that no one way is totally successful in preventing incidents with wildlife at airports. Airport authorities are continuing to work with experts to try and reduce the risk of these wildlife problems. METHODS USED TO REDUCE WILDLIFE AT AIRPORTS using guns 25% removing natural habitats 50% using dogs 5% using bird traps 14% using hunting birds 6%

5 0510/21/O/N/15 © UCLES 2015 [Turn over (a) Why are governments concerned about wildlife at airports? …[1] (b) What has definitely caused more wildlife incidents at airports? …[1] (c) What is being done to stop geese from living at airports? …[1] (d) How do concrete areas at airports affect birds? …[1] (e) What disadvantages are there to using guns? Give two details. … …[1] (f) What happens to birds after they are trapped? …[1] (g) How is Meg more effective than humans on difficult ground? Give two details. … …[2] (h) Why is Meg particularly good at frightening birds? …[1] (i) How do birds react to the falcons? Give two details. … …[1] (j) According to the chart, which is the most common way to reduce wildlife at airports and which is the least common? most common … least common …[1] (k) Give four examples of problems caused by specific types of wildlife at airports. … … … …[4] [Total: 15]

6 0510/21/O/N/15 © UCLES 2015 Exercise 3 Elisabeth Gutberlett lives at 25 Alexanderweg, in Henndorf 5302, which is a small village near Salzburg in Austria. She is almost 18 years old and loves classical music. She has studied the piano since she was 6 years old, and has reached a good standard. She first learnt to play when her father, who is a professional musician, bought her a small keyboard for her sixth birthday. Unfortunately, she does not have time to practise very much at the moment, and only plays in her spare time for friends and family. Salzburg is very famous for music, because it is the birthplace of the composer Wolfgang Amadeus Mozart. Every year in the summer there is a music festival in the city, which lasts for five weeks and attracts many of the great orchestras of the world. Elisabeth always goes to one concert a week during the festival. She and her father are members of the Mozart Appreciation Society in Salzburg, and receive two free tickets to a concert during the season. They usually choose to go to full orchestra performances because this is Elisabeth’s favourite type of concert. This year, however, she will not be able to attend with her father because she will be in Italy with her school. She has decided to apply for tickets for another performance which will take place when she returns from Italy. Elisabeth loves the music of Mozart, and there’s a concert that sounds wonderful called ‘Polkas and Marches’. However, she would like to hear a concert by different composers for a change. Her preferred day for attending is Wednesday, and an afternoon performance would be convenient for her. She has decided that a concert called ‘Viennese Waltzes’ would be an ideal choice, and has chosen the performance on 12 August at 14.00. This is the best date and time for herself and her mother, who will be going as well. As a student, Elisabeth can obtain a 10 per cent reduction on the price of the ticket. Her mother is not eligible for a discount, however, and the price for the two tickets is 45 euros. Elisabeth normally picks the tickets up at the box-office at the concert hall. However, this time it will not be possible and so she has chosen to receive the tickets by email, at pianolover@html.at This will add 5 euros to the price of the tickets and so she will have to pay 50 euros in total. Elisabeth can be contacted by phone on 07643434112 if there are any problems with the tickets. Elisabeth has a group of friends who would be interested in buying tickets for the festival next year, in 2016. If they buy in advance, they can take advantage of cheaper rates. They would like to be sent information about dates and prices, and Elisabeth has offered to receive all details by email. Imagine you are Elisabeth. Fill in the application form on the opposite page, using the information above.

7 0510/21/O/N/15 © UCLES 2015 [Turn over SALZBURG MUSIC FESTIVAL APPLICATION FOR CONCERT TICKETS Section A: Personal details Full name: … Address: … Age group: (please circle) 0–17 18–30 31–60 over 60 Contact details: email … phone … Section B: Ticket details Concert title: … Date and time of performance: … Number of tickets required: … Preferred method for collecting tickets: … Total price: … Section C: Other information Preferred type of performance: … Please give details of any music club/society memberships: … Are you eligible for free tickets? (please delete) YES / NO Section D In the space below, write one sentence of between 12 and 20 words giving details of any information you may require about the 2016 festival. [Total: 8]

8 0510/21/O/N/15 © UCLES 2015 Exercise 4 Read the following article about a race across Australia in cars powered only by solar energy, and then complete the notes on the opposite page. FOUR DAYS WITHOUT FUEL The World Solar Challenge Race is unlike any other car race you can imagine. The route passes right across the deserted Australian outback, and the cars themselves resemble something from a science-fiction film. They glide silently, powered only by solar energy, along the dusty highways. This race does not last for just a few hours, it goes on for days. The cars start in Darwin, in the far north of Australia, and the fastest usually cross the finish line about four days and 3000 kilometres later in Adelaide, on the south coast. One of the cars which took part recently, named Stella, publicised as the world’s first ‘family solar car’, was created by students at a university in Holland. Stella has a square shape to maximise space inside and also has a place to store luggage in the back. The car is covered in reflective solar panels that absorb the rays of the sun and provide the power for the battery. It also runs on narrow tyres to reduce weight. The World Solar Challenge Race was first organised by a Danish environmentalist who built the first solar-powered car in 1982. The aim of the race is to promote new ideas in solar technology and electric car design which could one day be used in more conventional vehicles. In fact, major car manufacturers are already using solar panels to power the lights in normal cars. One multi-national company has produced a car with a solar panel pack which works the air conditioning. They have also been able to develop an ignition system which operates by using solar power. In addition, an environmental company is able to provide solar panels for garage roofs so that drivers can recharge the latest range of electric cars at home. “Driving on public roads for such a long distance in a normal car can be very dangerous. It is particularly dangerous in lightweight solar vehicles like these that can reach speeds of 160 kilometres per hour,” said Chris Jones, the event director. The entire route is open for ordinary traffic during the race and long, heavy trucks constantly block the road. The car drivers are only allowed to race during daylight hours each day, after which they have to pull off the road and set up camp for the night. If they drive in the dark, there is an increased risk of collisions with kangaroos. Along the route, drivers can get updates on their race position and do basic maintenance, but they are not allowed to do anything more than that. In 2013, 38 cars started the challenge, but many did not complete it. One car was blown off the road by a gust of wind and some could not continue because their car’s mechanical parts were covered in dust from the roads in the outback. The winner was a Dutch team which completed the route in 36 hours at an average speed of 90 kph. At the end, the weather played a decisive role. With only 50 kilometres to the finish line, rain came down heavily and the Brazilian team, which was in second place at the time, had to stop and recharge their car’s battery. It seems that sometimes even advanced technology cannot compete with the forces of nature.

9 0510/21/O/N/15 © UCLES 2015 [Turn over You are going to give a talk about solar power and the World Solar Challenge Race to your local environmental group. Prepare some notes to use as the basis for your talk. Make short notes under each heading. Facts about the race route • … • … • … Problems during the race • … • … • … • … How solar power has been used by major car producers • … • … [Total: 9]

10 0510/21/O/N/15 © UCLES 2015 Exercise 5 Read the following article about young people and clothes. Write a summary about why the choice of clothes is important to young people AND possible negative effects of these choices. 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. YOUNG PEOPLE AND CLOTHES Nowadays, many people try to express their identity through personal possessions, such as the latest technology that they own or the car that they drive. Owning these status symbols is perhaps one of the most obvious ways of creating an impression. It is true that you should not judge a book by its cover, but people still do. In the case of human beings, that cover is often their choice of clothing, and people look at the way that others dress to form an opinion of their character. Young people in particular use clothing as a means of demonstrating their opinions, values and identity. In addition, they believe that clothes can have a positive effect on their communication with others in their peer group. “Young people care about clothes because they say a lot about their personality,” says Bridget Osborn, a fashion industry expert. “For young people, the clothes they wear are so important. Clothes can affect their mood and how they face the day. If young people put on something special, even when it’s not a special day, then this can change their outlook.” In reality, many young people have different clothes for different occasions, wearing school uniform at certain times and casual clothes at others. The clothes that young people wear can sometimes give people the wrong impression. For example, if their clothes are wrinkled, stained or mismatched, it might send a message that they do not really care about their appearance, or even their school. On the other hand, if every piece of clothing on their body is brand new and expensive, and they make sure to let others know it, some people may take this to mean that they are too materialistic. If they like to wear a pair of fun shoes, a tie with a large pattern or a multi-coloured hat, it could be that they like to show their wild side. This type of person wants to demonstrate that they are different from other people. However, many young people tend to be too focused on the brand that they are wearing and spend more than they can afford. Certain companies use well-planned advertising strategies to influence young people and control their ideas. This can make them fall into the trap of thinking that they have to buy certain clothes even if they are not sure about them. Young people might dress in a certain way in order to be more accepted by a group that they want to belong to. For example, it is not unusual to see a group of friends outside school all dressed in the same style. However, there is a danger that those outside the group will feel excluded. This can lead to people, both inside and outside the group, developing stereotypical views only on the basis of clothes. There is no doubt that clothes and fashion are big business today. You only need to walk around a shopping mall to see the number of shops that are competing to sell the latest products. What young customers finally decide to buy may well say a great deal about them as a person.

11 0510/21/O/N/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 11]

12 0510/21/O/N/15 © UCLES 2015 Exercise 6 Last week, you received a phone call and you had to leave your home in a hurry. Write an email to a friend about what happened. In your email you should: • explain what the phone call was about • say what happened after you left your home • describe how you felt when you returned. The pictures above may give you some ideas, and you should try to use some ideas of your own. Your email should be between 150 and 200 words long. You will receive up to 10 marks for the content of your email, and up to 9 marks for the style and accuracy of your language.

13 0510/21/O/N/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0510/21/O/N/15 © UCLES 2015 Exercise 7 Some people say that you learn more out of school than you do at school. Here are some comments from your friends: “School helps us to get the qualifications we need for life.” “Our family and friends teach us the most important things that we need to know.” Write an article for your school magazine, giving your views. 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 0510/21/O/N/15 © UCLES 2015 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0510/21/O/N/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 October/November 2015 series 0510 ENGLISH AS A SECOND LANGUAGE 0510/21 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 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 – October/November 2015 0510 21 © Cambridge International Examinations 2015 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 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 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 R4 6 W1, W5 2 8 Exercise 4 Note- making R1, R2, R3 R4 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 Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 Exercise 1 Creative Recycling (a) recycling / making objects from rubbish [1] (b) south [1] (c) dangerous AND long time / takes time BOTH REQUIRED FOR ONE MARK [1] (d) beads attached to wire AND / OR string [1] (e) (very) light [1] (f) (noticed) unwanted (car) tyres / tyres left in a park [1] (g) attached to original cards [1] (h) Japan [1] (i) share profits [1] [Max total for exercise 1: 9 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 Exercise 2 Wildlife At Airports (a) collisions increasing / risk to aircraft [1] (b) more people flying / people flying more / more flights [1] (c) plant grasses birds do not like / plant grasses they don’t eat [1] (d) no rodents to feed on / no food / not attracted (to the area) [1] (e) staff check them / need checking AND birds used to guns / they get used to sound BOTH REQUIRED FOR ONE MARK [1] (f) transport to safe area / transport (far) away / relocate (to new homes) [1] (g) run in bushes (too dense for vehicles) [1] cross wetlands (too difficult for people) [1] ONE MARK FOR EACH DETAIL (h) they (birds) cannot predict movements / unpredictable [1] (i) scared / warning calls / fly away ANY TWO FOR ONE MARK [1] (j) most common removing natural habitats least common dogs BOTH REQUIRED FOR ONE MARK [1] (k) 1 birds smash into windscreen 2 hawks sucked into engine / hawks hover in sky 3 (water) birds delay planes / (water) birds delay departures 4 deer on runway / deer in front of aircraft 5 foxes damage electrical systems / foxes dig tunnels under security barriers 6 rodents attract birds / birds feed on rodents ANY FOUR FROM SIX [4] [Max total for exercise 2: 15 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 Exercise 3 Salzburg Music Festival 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. [Max total for Sections A, B and C: 6 marks] Application For Concert Tickets Section A: Personal details Full name: Elisabeth Gutberlett
Address: 25 Alexanderweg Henndorf 5302 (Salzburg) (Austria)
Age group: CIRCLE: 0–17
Contact details: email: pianolover@html.at phone: 07643434112 BOTH REQUIRED FOR ONE TICK
Section B: Ticket Details Concert title: Viennese Waltzes
Date and time of performance: 12 August (at) 14.00 / 2pm / 2 o’clock
Number of tickets required: 2
Preferred method for collecting tickets: email
Total price: 50 euro(s) / €50
Section C: Other Information Preferred type of performance: full orchestra
Please give details of any music club/society membership: Mozart Appreciation (Society in Salzburg)
Are you eligible for free tickets? DELETE NO

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 Section D In the space below, write one sentence of between 12 and 20 words giving details of any information you may require about the 2016 festival. Examples of acceptable sentences: I would like to receive information about dates by email, so I can inform my friends. What are the dates and prices for the festival next year, please?

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 LANGUAGE MARKS For the sentence award up to 2 marks as follows: 2 marks: no fewer than 12 and no more than 20 words; proper sentence construction; correct spelling, punctuation and grammar; relevant to context. 1 mark: no fewer than 12 and no more than 20 words; proper sentence construction; 1–3 errors of punctuation / spelling / grammar that do not obscure meaning; relevant to context. 0 marks: more than 3 errors of punctuation / spelling / grammar; and/or irrelevant to context, and/or not a proper sentence; and/or fewer than 12 words or more than 20 words. Absence of a full stop at the end should be considered as 1 punctuation error. Absence of an upper case letter at the beginning should be considered as 1 punctuation error. Omission of a word in a sentence should be considered as 1 grammar error. [Max total for exercise 3: 8 marks]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 Exercise 4 Four Days Without Fuel Facts about the race route 1 outback / dusty 2 start Darwin / from Darwin / start north Australia 3 (about) 3000 km / takes (about) four days 4 finish Adelaide / to Adelaide / finish south coast 5 public roads / open for traffic [Max 3 marks for this heading] Problems during the race 6 danger / dangerous 7 wind / blown off road 8 dust 9 trucks (block road) / ordinary traffic 10 kangaroos 11 rain / recharge battery [Max 4 marks for this heading] How solar power has been used by major car producers 12 power lights / for lights 13 power air-conditioning / for air-conditioning 14 operate ignition / power ignition [Max 2 marks for this heading] [Max total for exercise 4: 9 marks]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 Exercise 5: Why the choice of clothes is important to young people AND possible negative effects of these choices Content: (up to 6 marks) A Why the choice of clothes is important to young people 1 demonstrate opinions / demonstrate values / express identity / express themselves / says something about what their personality is like 2 effect on communication 3 affect mood / change outlook / affect the day 4 demonstrate they are different 5 accepted by group B Possible negative effects of these choices 6 wrong impression / judged / people form opinion of character / appear materialistic / seem not to care about appearance 7 spend more than they can afford 8 young people have to buy certain clothes / focus on brand 9 feel excluded / stereotypical views 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 Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 Exercise 6: What happened when you received a phone call and had to leave in a hurry. Exercise 7: Do you learn more out of school than in school? 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, i.e. below 105 words, 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 11 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 MARKING CRITERIA (Extended) 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 Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 4–5 Largely Relevant Relevance: Fulfils the task. A satisfactory attempt has been made to address the topic, but there may be digressions. Award 5 marks. Does not quite fulfil the task although there are some positive qualities. There may be digressions. Award 4 marks. Development of ideas: Material is satisfactorily developed at appropriate length. 4–5 Satisfactory Style: Mainly simple structures and vocabulary but sometimes attempting a wider range of language. Award 5 marks. Mainly simple structures and vocabulary. Award 4 marks. Accuracy: Meaning is clear and of a safe standard. Grammatical errors occur when attempting more ambitious language. Paragraphs are used, showing some coherence. Award 5 marks. Meaning is generally clear. Simple structures are usually sound. Errors do not interfere with communication. Paragraphs are used but without coherence or unity. Award 4 marks. 2–3 Partly relevant: Relevance: Partly relevant and some engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 3 marks. Partly relevant and limited engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 2 marks. Development of ideas: Supplies some detail but the effect is incomplete and repetitive. 2–3 Errors intrude: Style: Simple structures and vocabulary. Accuracy: Meaning is sometimes in doubt. Frequent errors do not seriously impair communication. Award 3 marks. Meaning is often in doubt. Frequent, distracting errors which slow down reading. Award 2 marks.

Page 13 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 21 © Cambridge International Examinations 2015 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.