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

This document consists of 15 printed pages and 1 blank page. DC (RW/CGW) 96842/4 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 5 4 9 1 3 6 8 7 9 8 * ENGLISH AS A SECOND LANGUAGE 0510/22 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 0510/22/O/N/15 © UCLES 2015 Exercise 1 Read the following article about tablet computers, and then answer the questions on the opposite page. Tablets in the Classroom Go Address Back Search Favorites Media Web Browser101– Internet File Edit View Tools Help Favorites http://www.Web Browser101.com Web Browser101 This is the age of the tablet. These book-sized computers can provide all sorts of opportunities simply by touching a screen. Now the education world is taking a great interest in them. More and more schools are looking forward to the day when all students have their own tablet computer. Teachers realise that their students must be highly skilled in the use of computers to get good jobs in the future. A few of the many benefits students will experience if they work with a tablet are listed below. Computer Skills The world is run by computers and it is important that students become skilled at using them. Having a tablet in the classroom for each student guarantees that they will not suffer any disadvantages if they do not have a computer at home. As well as gaining general computer skills, students can also use fantastic tools that can teach computer programming, which will be of benefit in the future. Music Students can write their own music and record their own songs. They can download music history encyclopaedias that provide facts, with interactive songs and music. They can even use special applications to learn how to play an instrument on the tablet without having to buy the real thing. Geography For years, teachers have encouraged students to broaden their knowledge of the world through things like pen pal programmes and field trips. With video connections as a standard feature on most tablets, students can interact with a class anywhere in the world. It is an affordable way to see the world without having to leave the classroom. Writing Putting words on paper can be a lonely and boring experience for some students. However, instead of writing a book review that only your teacher will read, you can write a blog about the book you are reading, and invite feedback from your classmates. Instant responses and comments can provide motivation. Direct Communication Tablets provide an instant and secure connection between parents and teachers. It may be easy for students to lose a handwritten note or assignment, but it is not so easy to lose a tablet. The tablet goes between school and home, so teachers can contact parents and parents can monitor students’ assignments. If students are away from school for any reason, their teacher can keep them up to date. Eco-friendly Tablets enable huge savings to be made for the environment because they do not use paper. Imagine how many trees would be saved if students completed 12 years of schooling using a tablet for all their e-books, assignments, projects and studies.

3 0510/22/O/N/15 © UCLES 2015 [Turn over (a) What do schools hope will happen in the near future? …[1] (b) Why is it important for students to be good at using computers by the time they leave school? …[1] (c) How can a tablet help students to access information about music? …[1] (d) How can a music student save money by using a tablet? …[1] (e) What is available now that can replace pen pal programmes? …[1] (f) What encourages some students to write using a tablet? …[1] (g) How can a tablet make communication easier between schools and students? Give two details. … …[2] (h) Why are tablets considered to be eco-friendly? …[1] [Total: 9]

4 0510/22/O/N/15 © UCLES 2015 Exercise 2 Read the following article about silver, and then answer the questions on the opposite page. SILVER Silver has been regarded as something precious for thousands of years. There is evidence that it was highly prized in ancient times, and was used for making plates for rich people. By 700 BCE, it was used to make coins. The production of silver grew over the centuries, but when Europeans first went to America, silver began to be used in many new and different ways. Discoveries of silver across the world and new technologies meant that the mining of silver continued to grow rapidly everywhere. The weight of silver is measured in troy ounces. By the 19th century, nearly 120 million troy ounces were being produced annually. Now, more than 5000 years after ancient cultures first began to mine this precious metal, an average of 671 million troy ounces is mined every year. 18 17 16 15 14 13 12 11 Kazakhstan 10 9 8 7 6 5 4 millions of troy ounces per year 3 2 1 0 Turkey Morocco Countries Producing Silver Indonesia Iran India In earlier times, silver was thought to have magical properties and it was considered to be useful in keeping bad spirits away. Nowadays, most people think of silver in relation to jewellery. The fact is, however, that silver has many more uses than just looking decorative. It is probably only now that we are discovering all the possible ways in which silver can be used. People have known about the anti-bacterial properties of silver for a long time. The ancient Phoenicians kept water, wine and vinegar in silver vessels to ensure freshness. It is only recently, however, that scientists have discovered how silver works. Quite simply, silver destroys the ability of bacteria to form the chemical bonds which are essential to their survival. When bacteria and silver come into contact, the bacterial cells fall apart. Today, there are bandages and ointments that use silver as an active ingredient. Silver promotes the growth of new cells, which in turn increases the rate of healing. This makes silver especially valuable for treating burns and wounds. Another key use for silver is in the millions of water purifiers that are sold each year. Silver prevents bacteria from building up in filters so that they can work effectively. Research has shown that silver, together with oxygen, cleans water. This means that other chemicals, such as chlorine, do not have to be used. Silver is therefore starting to be added to water purification systems in hospitals, community water systems and swimming pools. Scientists hope that silver will be able to be used in helping to produce clean drinking water in countries where water-borne illness is a problem. Current research shows that this use of silver is an exciting development for the global water supply. In the past, silver was often used to decorate places of worship, and many people saw it when they went to pray. Today, there is probably much more silver around us, but we do not necessarily see it. For example, every time you travel in a motor vehicle you are surrounded by pieces of silver. Every electrical action in a modern car is activated with silver-coated contacts. Basic functions such as starting the engine and opening power windows all need a special switch that has a silver covering. Another important feature for our driving safety is the silver-ceramic lines fitted into the rear window. The heat created by these lines clears the rear window of mist and ice so that we can see clearly out of it. Silver is just as valuable today as it has been throughout human history.

5 0510/22/O/N/15 © UCLES 2015 [Turn over (a) When did silver start to be used for more things than plates and coins? …[1] (b) How long ago was silver first mined? …[1] (c) According to the chart, which are the highest and lowest silver-producing countries, and how much silver does each of these countries produce per year? Highest: … Amount: … Lowest: … Amount: …[1] (d) What do most people today associate silver with? …[1] (e) How does silver destroy bacteria? …[1] (f) Why is silver useful in treating skin injuries? …[1] (g) What does silver help to do in water purifiers? Give two details. … …[2] (h) What health problem might silver prevent in some countries? …[1] (i) How are electrical actions in cars started? …[1] (j) Why is silver used in the rear window of a car? …[1] (k) What was silver used for in the past? Give four details. … … … …[4] [Total: 15]

6 0510/22/O/N/15 © UCLES 2015 Exercise 3 Ajay Banerjee is 18 years old and finished his exams two months ago. To celebrate the end of his school studies, his family wanted to do something enjoyable together, before he went to university. They decided to go on a New Discovery Mediterranean cruise, number 39781. He went on the cruise ship with his parents and grandmother, and the holiday was a great success. They flew from their home in Delhi, India to London, and then took a train to the port of Southampton in the south of England, where the ship sailed from. It was a long journey. Initially, his family was worried about taking his grandmother because she finds it difficult to walk and sometimes needs to use a wheelchair. However, the cruise company’s arrangements for wheelchair users were excellent and in fact, they seemed to get priority everywhere. This meant that none of the family had to worry about any special arrangements and they could all relax and enjoy the holiday. It was Ajay’s grandmother who had suggested the idea of a cruise because one of her friends had been on one recently. Ajay and his parents had not really known what to expect, and they were very pleasantly surprised by most of the facilities and services on board the ship. One thing that was really outstanding was the food. It was amazing, there was so much choice, and they could eat as much as they wanted. His grandmother was also worried about the food because she is a strict vegetarian, but there was plenty of choice for her too. However, it was the cleanliness and comfort of the cabins that pleased his mother the most. As for Ajay, the highlight of his cruise was the entertainment. There was a cinema, a theatre and a club where they could dance until very late at night. He only wished that there had also been a room for computer gaming. There were facilities for sending emails and so Ajay was able to keep in contact with his friends using his email address, ajaban@bol.net.in Of course, a cruise takes you to different places, and on this one the family was able to visit five European countries. Ajay had never been to any of these places before and so he was able to get a taste of what they were like in the day that they had ashore at each port. All the family agreed that there was not really enough time ashore. They thought that it would have been better if the ship had visited fewer places but allowed passengers two days in each port. The excursions were hurried and there was no time to explore any particular place properly. However, at least Ajay felt that he now knew which countries he would plan to visit again one day. At the end of the cruise, Ajay agreed to complete a feedback form. Imagine you are Ajay. Fill in the form on the opposite page, using the information above.

7 0510/22/O/N/15 © UCLES 2015 [Turn over Cruise Feedback Form Section A: Personal details Full name: … Country of residence: … Email: … Age range of person completing the form: 0–25 26–50 51–75 above 76 (please circle) Section B: Cruise details Cruise number: … Number of passengers in group: … Where did you board the cruise ship? … How did you hear about our cruise? … Section C: Your opinion Were you pleased with the quality of services overall? YES/NO (please delete) Details of all concerns you or your group had before you went on the cruise: … … Suggested improvements to the ship’s facilities: … Section D: Further information In the space below, write one sentence of between 12 and 20 words, giving details of why you would recommend this cruise. [Total: 8]

8 0510/22/O/N/15 © UCLES 2015 Exercise 4 Read the following article about the possessions people take with them when they have to leave home quickly because of a disaster, and then complete the notes on the opposite page. Precious Objects Mount Vesuvius, a volcano in Italy, had stood quietly for 700 years until the day in 79CE when it erupted and killed most of the citizens of Pompeii. Evidence shows that the eruption caught the local population completely unprepared. When Vesuvius began emitting black clouds of ash and the danger became more obvious, most people must have tried to run away. So what did they try to take with them in the hours before the fatal eruption? Archaeologists have discovered many fascinating objects found with the citizens’ bodies. There were many practical items found, such as lanterns. Even before nightfall, the city could have been plunged into darkness before the main eruption, which came shortly after midnight. Some people had their keys, clearly hopeful that they would be returning home. One young girl was discovered with a charm bracelet, with more than 40 charms from all over the Roman Empire. “She may have hoped it would bring her good luck,” says Augusto Berardi, an expert on Pompeii. “It is a very beautiful object.” A doctor was found with his medical kit, which included scalpels, forceps and a needle. “We can never know if this was to save the tools of his trade, or a brave attempt to help the wounded,” says Berardi. The possessions of one young woman, found outside Pompeii’s Nola gate, suggest that superstition and faith played their part as the victims tried desperately to escape from the rising heat and falling rocks. The ‘Porta Nola’ girl carried a statuette of an Egyptian goddess, which she would probably have looked at when praying. The girl also wore protective bangles, including one in a special shape which was thought to protect against the evil eye. It is impossible to know whether she, or any of the other victims, grabbed those objects at the last minute, but she had clearly tried to protect herself from bad fortune. The people of Pompeii were ordinary people, but they died in an extraordinary way. They were living their lives as usual when they were interrupted by a force beyond their control. Their reactions may not have been so different from those of people caught up in recent catastrophes. Following floods in the UK in 2007, a sociologist, Trevor Miles, studied what possessions people took with them as they left their homes. Residents had little time to choose what to take with them when they were evacuated. Afterwards, he says, they would either laugh at or regret their choices. One woman snatched up her constant companion, a parrot, as fire fighters rescued her. Unfortunately, she forgot to take the bird’s cage and had to spend hours in the rescue centre holding her pet in her arms. Others picked up their very expensive televisions, but wished later that they had taken their favourite family photos. Another survivor of disaster, from Iran, has learned a vital lesson from his experience of running away after an earthquake. If he ever needs to run from his home again, Ahmad only has to reach into his cupboard where his belongings are neatly stored in separate piles. Emergency items such as a torch to light the way and a first-aid kit to help others are on the left in the cupboard, and his precious possessions are on the right.

9 0510/22/O/N/15 © UCLES 2015 [Turn over You are going to give a talk to your class about the objects people take with them in a disaster situation. Prepare some notes to use as the basis of your talk. Make short notes under each heading. Objects taken by the residents of Pompeii, and possible reasons for their choice • Lanterns, to see in the darkness • … • … • … • … • … Objects valued by modern disaster survivors, and reasons for their choice • … • … • … • … [Total: 9]

10 0510/22/O/N/15 © UCLES 2015 Exercise 5 Read the following article about children who move away from home to live in foreign countries. Write a summary about the problems that they may face AND about how parents can help their children. 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. Living Far From Home For a variety of reasons, global expatriate populations are growing, and it is likely that more and more children will experience life in a country other than their own when they are growing up. Even more significantly, international relationships are becoming more important in our global society. It is very easy to consider expatriate children lucky. They are exposed to new and exciting experiences and cultures, and they have a chance to see the world from a broader perspective than many of us. Also, unlike their parents who are usually busy adjusting to a new job, these children can simply enjoy their new surroundings. However, while there is no denying that they have great opportunities, there can also be many disadvantages. It can be frightening to be put into an unfamiliar situation and fear can be overwhelming. For example, friends are very important in a child’s life and many struggle to make new friends when they go to new countries. They go into schools where friendship groups have already been made, and it is not easy to join these groups. Another problem expatriate children face might be missing their ‘home’. It is difficult to be separated from their extended family. Parents should allow expatriate children to find a balance between keeping in touch with loved ones from back home and working on new social interactions. Language barriers can also make integrating difficult. Although people in many parts of the world speak English as a common language, in many places it is expected that if you live in that country, you must use the language spoken there. In addition, unfamiliar customs can often be confusing for an expatriate child – a child from Poland who moves to Morocco, for example, might not realise that it is considered to be polite to take their shoes off when visiting a friend’s house. In spite of these problems, it is often said that children who have grown up in an expatriate environment benefit from these experiences. However, children do need some support to help them to be well-adjusted and happy. Parents are the key to helping a child to adjust to life in a new environment. They must talk to their children, and listen to what they are saying about the difficulties and frustrations they are encountering. Simple acts of communication can go a long way towards helping an expatriate child who feels lonely. By creating a stable home environment where expatriate children feel understood and loved, parents give them a better chance of adjusting to their new surroundings with ease. Parents can also help their children to take part in social activities, because this is important in helping them to adjust to a new way of life. There may be interesting sports that their children can do which are not available in their home country. For example, expatriate children who live in hot climates may be able to do all kinds of outdoor activities which were not possible in their colder home countries. These are great ways for children to make friends and build confidence. Although living away from your home country is undoubtedly a challenge, if the situation is well handled, this opportunity prepares children to become happy and successful global citizens of the future.

11 0510/22/O/N/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 11]

12 0510/22/O/N/15 © UCLES 2015 Exercise 6 Your parents were unexpectedly delayed abroad and missed your younger brother’s birthday. You had to organise a party for him. Write a letter to a friend, telling them about your experience. In your letter, you should: • describe how you felt when you realised that you had to organise the party yourself • tell your friend about the party • say whether you thought the party was a success. 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/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0510/22/O/N/15 © UCLES 2015 Exercise 7 Some students think that they should not have homework, but others believe that it is important. Here are two comments about this idea: The school day is already long enough. Homework helps us get better results. Write an article for your school magazine, giving your views. The comments above may give you some ideas, and you should try to include 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/15 © UCLES 2015 … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0510/22/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 0510/22 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 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 22 © 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 feeling, 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,R2 9 – 9 Exercise 2 Reading (2) R1, R2, R4 15 – 15 Exercise 3 Information transfer R1, R2, R4 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 Cambridge IGCSE – October/November 2015 0510 22 © Cambridge International Examinations 2015 Exercise 1 Tablets in the Classroom (a) students have their (own) tablet / schools give the students tablets [1] (b) so that they can get good jobs [1] (c) download music history encyclopaedia [1] (d) (learn to) play an instrument without buying it [1] (e) video connections / a feature that lets you interact with a class anywhere in the world [1] (f) instant responses / instant comments / instant feedback [1] (g) not so easy to lose / harder to lose (if you’re away from school),( teachers can) keep students up-to-date ONE MARK FOR EACH CORRECT ANSWER [2] (h) do not use paper / trees would be save [1] [Max. total for exercise 1: 9 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 22 © Cambridge International Examinations 2015 Exercise 2 Silver (a) (when) Europeans first went to America [1] (b) more than 5000 years (ago) [1] (c) highest: Kazakhstan 17 millions (17 000 000) (of) troy ounces AND lowest: Iran 3 millions (3 000 000) (of) troy ounces [1] (d) jewellery / looking decorative [1] (e) destroys ability of bacteria to form chemical bonds / makes the cells fall apart [1] (f) promotes growth of new cells / it increases (rate of) healing [1] (g) prevents bacteria from building up (in filters) AND cleans the water / filters bacteria ONE MARK FOR EACH CORRECT DETAIL [2] (h) water-borne illness [1] (i) by silver-coated contacts / special switch that has a silver covering [1] (j) clears it / clears mist and ice / see clearly / driving safety [1] (k) plates coins OR money kept bad spirits away kept water OR wine OR vinegar fresh decorated places of worship anti-bacterial ONE MARK FOR EACH CORRECT DETAIL [4] [Max. total for exercise 2: 15 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 22 © Cambridge International Examinations 2015 Exercise 3 Cruise Feedback Form Note: correct spelling is essential throughout the form-filling exercise. Upper case letters required at the start of proper nouns. The conventions of form-filling (i.e. instructions to tick, circle, delete and underline) must be observed with total accuracy. Section A: Personal details Full name: Ajay Banerjee
Country of residence: (Delhi) India
Email: ajaban@bol.net.in
Age range of person completing the form: CIRCLE 0–25
Section B: Cruise details Cruise number: 39781
Number of passengers in group: 4
Where did you board the cruise ship? Southampton
How did you hear about our cruise? Grandmother
Section C: Your opinion Were you pleased with the quality of services overall? DELETE NO
Details of all concerns you had before you went on the cruise: grandmother finds it difficult to walk / grandmother needs a wheelchair
grandmother is a vegetarian
Suggested improvements to the ship’s facilities: room for computer gaming
[Max. total for Sections A, B and C: 6 marks]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 22 © Cambridge International Examinations 2015 Section D: In the space below, write one sentence of between 12 and 20 words giving details of why you would recommend this cruise. Sentence must be written from the point of view of Ajay. Sample sentence 1: I’d recommend the cruise as the food is outstanding and there is plenty of entertainment. 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 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 22 © Cambridge International Examinations 2015 Exercise 4 Precious Objects Objects and possible reasons for their choice. [Max. 5 marks this heading] 1 keys – (hoping to) return home 2 charm bracelet – good luck 3 medical kit – save his tools / help the wounded 4 statuette of (Egyptian) goddess – (to look at )for praying 5 bangles – protection against evil eye / protect from bad fortune Objects valued by modern disaster survivors and reasons for their choice. [Max. 4 marks this heading] 6 parrot – companion 7 televisions – expensive 8 torch – light the way 9 first aid kit / medical kit – help others [Max. total for exercise 4: 9 marks]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 22 © Cambridge International Examinations 2015 Exercise 5 Living Far From Home Content: (up to 6 marks) Problems children may face: 1 can be frightening in an unfamiliar situation 2 struggle to make new friends / not easy to join friendship groups 3 missing home 4 separated from extended family / separated from their families in their own country 5 language barrier / learn a new language 6 unfamiliar customs 7 may feel lonely How parents can help their children: 8 find a balance between keeping in touch with loved ones from back home and working on new social interactions. 9 talk to children / listen to children / communicate with their children 10 create stable (home) environment 11 help children to be involved in social activities / help children to be involved in sport Language: (up to 5 marks) 0 marks: no understanding of the task / no relevant content / meaning completely obscure due to serious language inaccuracies 1 mark: copying without discrimination from text / multiple language inaccuracies 2 marks: heavy reliance on language from the text with no attempt to organise and sequence points cohesively / limited language expression making meaning at times unclear 3 marks: some reliance on language from the text, but with an attempt to organise and sequence points cohesively / language satisfactory, but with some inaccuracies 4 marks: good attempt to use own words and to organise and sequence points cohesively / generally good control of language 5 marks: good, concise summary style / very good attempt to use own words and to organise and sequence points cohesively [Max. total for exercise 5: 11 marks]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 22 © Cambridge International Examinations 2015 Exercise 6: Brother’s birthday party Exercise 7: Homework 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. If one bullet point is missing, a maximum mark of C4 can be awarded. 6 When deciding on a mark for language, look at both the style and the accuracy of the language. A useful starting point would be first to determine whether errors intrude. If they do not, it will be in at least the 4–5 mark band. 7 The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band. 8 If the essay is considerably shorter than the stated word length, it should be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark is likely to be affected and is unlikely to be more than one band higher than the content mark. 9 If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language, even if it is enjoyable to read and fluent. 10 If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for language is available. [Max. total for exercise 6: 19 marks] [Max. total for exercise 7: 19 marks]

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 22 © Cambridge International Examinations 2015 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (Extended tier) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 8–9–10 Highly effective: Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. Award 10 marks. Fulfils the task, with consistently appropriate register and very good sense of purpose and audience. Award 8/9 marks. Development of ideas: Original, well-developed ideas. Quality is sustained. Outstanding. Award 10 marks. Shows some independence of thought. Ideas are well developed, at appropriate length and convincing. The interest of the reader is sustained. Award 9 marks. Ideas are well developed and at appropriate length. Enjoyable to read. Award 8 marks. 8–9 Precise: Style: Ease of style. Confident and wide- ranging use of language, idiom and tenses. Award 9 marks. A range of language, idiom and tenses. Award 8 marks. Accuracy: Well-constructed and linked paragraphs with very few errors of any kind. 6–7 Effective: Relevance: Fulfils the task, with appropriate register and a good sense of purpose and audience. Award 7 marks. Fulfils the task, with appropriate register and some sense of purpose and audience. Award 6 marks. Development of ideas: Ideas are developed at appropriate length. Engages reader’s interest. 6–7 Competent: Style: Sentences show variety of structure and length. Attempt at sophisticated vocabulary and idiom. Award 7 marks. Sentences show some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: Mostly accurate apart from minor errors which may include infrequent spelling errors. Good use of paragraphing and linking words. Award 7 marks. Generally accurate with frustrating errors. Appropriate use of paragraphing. Award 6 marks.

Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 22 © 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. 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.