Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2015 Oct/Nov Paper 2 · Variant 3

This document consists of 15 printed pages and 1 blank page. DC (NH/CGW) 101762/3 © UCLES 2015 [Turn over * 1 1 1 0 7 2 6 3 1 0 * ENGLISH AS A SECOND LANGUAGE 0510/23 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. Cambridge International Examinations Cambridge International General Certificate of Secondary Education

2 0510/23/O/N/15 © UCLES 2015 Exercise 1 Read the following article about the giraffe, and then answer the questions on the opposite page. CREATURE FEATURE – THE GIRAFFE The giraffe is the tallest living animal in the world, and is sometimes found in dense forests but mainly on the African grasslands. With its long neck, it can reach higher than any other browsing animal, even the elephant. Despite the length of its neck, the giraffe only has seven bones in that part of its body. Its back legs look shorter than its front legs, but in fact, they are about the same length. The giraffe family The giraffe’s scientific name is Giraffa camelopardalis. People gave the animal this name because in ancient times, they thought it looked like a mixture of a camel and a leopard. However, the truth is that the giraffe is a hooved mammal and is a relative of cattle and antelopes. Its closest family member is the okapi, although this animal is much smaller and looks very different. Feeding time The giraffe likes to eat the spiky leaves from the acacia tree, and may chew up to 34 kilograms of leaves a day. The giraffe is not hurt when it eats the pointed spines on the acacia leaves because of the thick saliva and tough skin inside its mouth. It also chews old bones for calcium, and it eats soil to gain other essential minerals. Its long, narrow tongue is ideal for pulling leaves and twigs into its mouth. Staying safe There are about 12 giraffes in each herd. Male and female giraffes live in separate herds and the young ones live with the females. The members of the herd guard each other and they watch out for danger even while they are resting. In order to look out for enemies, each giraffe points its head in a different direction from its neighbour. Male and female giraffes have two distinct hair-covered horns called ossicones. Young male giraffes use their horns for play fighting with one another. Mature males fight seriously by hitting their necks against each other when competing for dominance in the herd. If giraffes are threatened by lions, wild dogs or other predators, they kick their legs and large hooves to protect themselves and their young. Body markings Female giraffes give birth to a single baby, which can stand up almost immediately and run away from trouble when it is only a day old. Baby giraffes have the same body shape, colour and markings as adults. Each giraffe has its own individual pattern of markings. Just like a human fingerprint, no patterns are exactly the same. Some giraffes have spots that look like leaves, whereas others have a square-shaped pattern. These markings provide the giraffes with camouflage, making it difficult for predators to see them.

3 0510/23/O/N/15 © UCLES 2015 [Turn over (a) Where do giraffes usually live? …[1] (b) In ancient times, which two animals did people think giraffes were similar to? …[1] (c) What protects giraffes from injury when they eat sharp leaves? Give two details. … …[1] (d) Why are bones and earth important in the diet of giraffes? Give two details. … …[1] (e) Why do giraffes look in different directions when they rest? …[1] (f) How do older male giraffes use their bodies for fighting? …[1] (g) How do giraffes defend themselves if they are attacked by a predator? …[1] (h) What can a young giraffe do straight after being born? …[1] (i) What helps to camouflage giraffes? …[1] [Total: 9]

4 0510/23/O/N/15 © UCLES 2015 Exercise 2 Read the following article about the discovery of eight ancient boats, and then answer the questions on the opposite page. ANCIENT BOATS FOUND A team of archaeologists in the UK have excavated eight boats from the river Nene, near Peterborough. These boats are thought to be about 3 000 years old and were found at the bottom of the river during an archaeological excavation in 2013. The mud and silt in the riverbed had preserved the boats and stopped the wood from drying out and rotting. The archaeologists are waiting for the results of carbon–dating tests, which will tell them the exact age of the boats. About 4 000 years ago, rising sea levels flooded the dry land and the area became wetland. People living in the region learned how to adapt to this new and different environment. They altered their way of life from hunting and farming to this. The techniques they used for fishing and boat building are impressive. “There was huge excitement when we found the first boat, and we could not believe it when we found seven others,” said Daniel Samson, one of the archaeologists. “Although we have found objects in the area before, including a woven wooden path and some tools, this is a first because the team has never before discovered so many ancient boats at one time.” One boat has handles for lifting it out of the water; others have decorative carvings on the outside. Another boat still floats after 3 000 years. The spears that fishermen used have recently been found in the area, and they are the same as those used in more modern times. One of the boats shows traces of the fires that the fishermen lit on deck to cook the fish they had caught. Some of the boats were made from huge trees, including one from an oak tree which once stood up to 20 metres tall. The boats were designed for fishing, to carry passengers and to transport cargo. The largest boat is 8.5 metres long. Experts are not sure how the boats moved on the water, but they think that paddles were used, although none of them have been found. Several boats show signs of careful repairs, including extra wood to block holes. One boat had been patched up with a clay lining to keep it watertight. “The people who originally owned the boats took good care of them,” says Daniel. “They did not let them rot.” Someone had removed a wooden board from one end of each boat, which made the boats sink. The archaeologists want to find out why people did this. Daniel says, “It may be that the boats were sunk as offerings to spirits or gods, but we do not know for sure.” The team also wonders why the original owners left their boats at the bottom of the river. Daniel says, “Perhaps they made new boats and no longer needed the old ones.” The archaeologists are pleased about the good condition of the boats. Daniel says, “The boats were found during a professional archaeological dig, and we were able to excavate them with the minimum of damage.” The boats were lifted intact and transported to the local Fen museum, where they will eventually be put on display beside other exhibitions there. At present, the boats are being kept in a cold atmosphere to preserve them. Soon, they will be cleaned to remove any dirt or other impurities which could cause decay. Later, they will be sprayed with wax and gradually dried out. Finally, they will be displayed with other objects of the same age, including the oldest known wheel, which was found in the same locality. 1000 Visitors to the Fen Museum 900 800 700 600 500 Visitors to exhibitions in 2014 400 300 200 100 0 Spears Boat building Fishing equipment Cooking utensils Roman coins Rare books

5 0510/23/O/N/15 © UCLES 2015 [Turn over (a) When were the boats found? …[1] (b) What effect did the mud and silt have on the boats? …[1] (c) What new skills did people learn when their traditional lifestyle changed? …[1] (d) What was unusual about the discovery of the boats? …[1] (e) What made some boats look attractive? …[1] (f) What did the original owners do to mend their boats? Give two details. … …[1] (g) What caused the boats to sink? …[1] (h) What possible reasons were there for sinking the boats? Give two details. … …[2] (i) According to the chart, which were the most and least popular exhibitions at the museum and how many people visited each one in 2014? Most popular: … Least popular: …[1] (j) How will the boats be prepared before they are exhibited in the museum? Give two details. … …[1] (k) Apart from the boats, what historical objects have been found in the area? Give four details. … … … …[4] [Total: 15]

6 0510/23/O/N/15 © UCLES 2015 Exercise 3 Delia Namu, 16, lives at 114 Honking Road, Kuala Lumpur with her parents, two younger brothers and six-year-old sister. She attends a local high school and has recently joined the local public library. Delia goes there twice a week after school and uses her reference number DN126307 to access the internet. When she was younger, she used to study at home, but now she prefers to study at the library, because she can use the internet there and they do not have internet access at home. It has become essential for her to do this in order to complete her school work successfully. She usually arrives at the library at about 4.30pm and leaves at 6.30pm to go home for an evening meal with her family. Currently, Delia is researching the subject of land development for her geography project. She particularly wants to use the book ‘Future Earth’ by Brian Jong. This book has been recommended to her by her teacher, Mrs Dhandum, because it has information about the way cities may grow in the future. The book is too expensive for Delia to buy, so she was hoping to borrow a copy from the public library. Unfortunately, the library does not have it in stock. The books that she has found on the topic are only suitable for children under the age of 12. There was an excellent one called ‘Changing Land’ by Eric Zhou. Although it has some beautiful photographs, it lacks the detailed information that she needs for her project. Staff at the library have made lots of useful suggestions and they have given her the address of an interesting website – www.earthrocks.com – which is up to date and has valuable links to other informative sites. It has provided her with exactly the kind of statistical information about changes in land use that she was looking for. She has given this web address to her friends at school who are researching similar projects. The public library has computers with fast internet access, but at busy times users are limited to 30 minutes’ internet time, which Delia finds frustrating. Delia thinks 30 minutes is enough time for sending emails or shopping online, but it is not long enough for students like herself, who have to do large amounts of internet research. Delia loves the opportunity to work undisturbed and to have the chance to work at a large desk. It is pleasant to have space to spread out all her books and materials, and to know that no-one will interrupt her concentration. There are several magazines at the library for people with different interests and hobbies, such as ‘Modern Home Decorating’ and ‘Computer Wizard’. When she has time, Delia enjoys reading the magazine ‘Star Fashion’, which has articles about celebrities and fashion photos. Delia is also delighted that the library has recently acquired a wide selection of music CDs and films on DVD. She particularly enjoys comedies and she sometimes borrows a DVD to watch at home with her family. She’s heard there is a good café there and is planning to try it out soon. She has given the library her email address – delnam2@happymail.com – so that she can receive regular updates on new resources at the library. Imagine you are Delia. Fill in the library questionnaire on the opposite page, using the information above.

7 0510/23/O/N/15 © UCLES 2015 [Turn over LIBRARY QUESTIONNAIRE Section A: Personal details Full name: … Address: … Email: … Library reference number: … Section B: Library facilities How often do you use the library? … What time of day do you usually arrive at and leave the library? … Main reason for joining the library: … Do you find the library staff helpful? (please delete) YES/NO Which library resources do you use? (please tick as many as apply) DVD collection [ ] coffee shop [ ] magazines [ ] music CDs [ ] Please give information about any new books you would like added to the library’s stock. Title of book … Author … Please give the address of any websites you would recommend. … Section C In the space below write one sentence of between 12 and 20 words, stating what you like about the library and how it could be improved. [Total: 8]

8 0510/23/O/N/15 © UCLES 2015 Exercise 4 Read the following article about running groups, and then complete the notes on the opposite page. ROAD RUNNER Running as a form of exercise is enjoyable and easy to do, because it does not require gym membership or expensive equipment. It is also good for you, and people who run regularly have a longer life expectancy. In addition, runners often benefit from improved heart function. If you are thinking of taking up running, however, you should check with your doctor first, especially if you suffer from any health problems. Pedro Mendoza, a computer programmer, started running two years ago and now runs twice a week before work. He believes that running has helped him to lose the weight he gained when he was sitting in an office all day. Pedro runs alone. He says, “I prefer to run alone, because then I can get away from everyone and everything, and go where I want.” Despite the advantages, some people find that running by themselves can be a lonely experience. If you are not already a member of a running group, you might like to consider starting your own. Good groups bring people together, and chatting as they run helps them to overcome the isolation of running. These groups also create a safer way of running, which reduces the risk of accidents. The City Runners Club, which has 30 members, was founded by a musician, Jonathan Davies. He has always loved running and he has learned the skills necessary to be a successful group leader. In order to maintain members’ enthusiasm for running, a group leader needs to plan and organise a range of fitness training activities. “Without variety, people will get bored quickly,” says Jonathan. A group leader needs to be a good communicator so that everyone knows exactly where they are going and why they are taking a particular route. Jonathan adds, “Some of the members had dropped out of their previous groups because the leader had not explained clearly where they were going on each run.” Other leadership skills are important in enabling a running group to function well. A good leader should give the right kind of encouragement and motivation to the members. Amina, a student at a local college, says, “My neighbour told me about Jonathan’s group because she knew that I wanted to improve my fitness. At first, I was very nervous about joining, because last year I tried a running group for students but I did not stay very long. The group leader didn’t make me feel welcome and I didn’t know anyone. When I joined the City Runners Club, Jonathan supported me and I soon made friends.” Groups which are led by skilled leaders are successful and easily attract new members. Listening to members’ suggestions and opinions is important. “I believe that everyone deserves to be heard,” says Jonathan. “I also make sure that I learn everyone’s names quickly so that they feel valued.” If you would like to start a running group, the website www.groupleader.com offers free advice and training packs for those who are interested.

9 0510/23/O/N/15 © UCLES 2015 [Turn over You are going to give a talk to your school sports club about running. Prepare some notes to use as the basis for your talk. Make short notes under each heading. Physical benefits of running: • … • … • … Aims of a running group: • … • … Actions of a successful running group leader: • … • … • … • … [Total: 9]

10 0510/23/O/N/15 © UCLES 2015 Exercise 5 Read the following article written by a woman who overcame her difficulty in learning to read. On the opposite page, write a summary about the negative effects of her inability to read AND how she learned to read. Your summary should be about 100 words long (and no more than 120 words long). You should use your own words as far as possible. You will receive up to 6 marks for the content of your summary, and up to 5 marks for the style and accuracy of your language. IT’S NEVER TOO LATE TO LEARN Written words are all around us. Reading is a skill which most people use every day without thinking about it, at school, at work or at home. Yet for some of us, reading is not so easy. I left school at the age of 16 without being able to read and for a long time, I thought that I would never manage it. When I was a child, my difficulties with reading made me feel ashamed. When I started school, my teachers tried to teach me to read but I could not make sense of the shapes of the letters on the page. The classes were large and although the teachers did their best, they did not have time to give me the individual help I needed. At home, no-one noticed that I was not reading. My parents were too busy looking after my six younger brothers and sisters to realise that I could not read. When I was eleven years old, I could only recognise a few words. During lessons, I behaved badly to hide the fact that I was the only one in the class who could not read properly. But my classmates knew the truth. They teased me and made fun of me, which made me feel bad. I left school without any qualifications. Despite that, I got a full time job working on a nearby farm, picking fruit and vegetables and packing them into boxes. I was earning my own money, and for the first time in many years, my problems with reading did not matter. I made friends with my co-workers, and began to enjoy life. After a few years working on the farm, I got married and had my daughter, Lucy. I felt proud to be a mother and I loved taking care of her. When she started school, my worries about reading returned because I realised that I could not help Lucy with her homework. She also complained that I never read her a bedtime story and this made me feel sad. Then one day, when I was in the supermarket, I saw a book with an unusual design on the cover. I bought the book and made a promise to myself that somehow I would read it. Every night, after Lucy had gone to sleep, I used to open the book and try to read the story. I followed the words with my finger and tried to say each word aloud. It was a slow process at first, but eventually I could read whole paragraphs and then whole pages. After three months, I finally finished the book. My success motivated me and from that moment, I practised reading anything which had print on it, including labels on tins, road signs and posters at the bus stop. Lucy’s school heard about my reading attempts, and we were both offered a place on a National Literacy Trust reading course. It is designed to encourage children and their parents to read together, and the course has been useful to us both. Lucy is very proud and happy that I have learned to read after all this time. Being able to read is like unlocking a door into a world which has endless opportunities. I am thrilled that I have finally found the key to that world.

11 0510/23/O/N/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 11]

12 0510/23/O/N/15 © UCLES 2015 Exercise 6 Recently, your school gave you the opportunity to experience work in two different workplaces. You spent one day in each place. Write an email to a friend about this experience. In your email, you should: • describe the work you did in each place • explain which day you preferred and why • say what you learned from the 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 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 0510/23/O/N/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0510/23/O/N/15 © UCLES 2015 Exercise 7 Some people think that family meals are important. Other people think that eating together does not matter for the modern family. Here are two comments on the subject: We enjoy eating and chatting together. I prepare what I want to eat when I feel like it. 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. The 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 0510/23/O/N/15 © UCLES 2015 … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0510/23/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 0510/23 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 23 © 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, 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 23 © Cambridge International Examinations 2015 Exercise 1: Creature Feature – The Giraffe. (a) African grasslands / Africa / grasslands [1] (b) camel and leopard [1] (c) thick saliva AND tough skin inside its mouth BOTH NEEDED FOR ONE MARK [1] (d) calcium AND minerals [1] (e) watch out for danger / look out for enemies / guard each other [1] (f) hitting their necks against each other [1] (g) kick [1] (h) stand up (and run away from trouble) [1] (i) patterns / markings / spots [1] [Max total for exercise 1: 9 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 23 © Cambridge International Examinations 2015 Exercise 2: Ancient boats found (a) 2013 [1] (b) stopped the wood from drying out/stopped the wood from rotting/preserved them [1] (c) fishing and boat building BOTH NEEDED FOR ONE MARK [1] (d) so many (ancient) boats at one time / eight boats at one time / seven other boats at one time [1] (e) decorative carvings [1] (f) extra wood AND clay (lining) BOTH NEEDED FOR ONE MARK [1] (g) removed a wooden board [1] (h) offerings to spirits / offerings to gods new boats made / no longer needed ONE MARK FOR EACH DETAIL [2] (i) most popular Roman coins 900 least popular Spears 200 BOTH NEEDED FOR ONE MARK [1] (j) cleaned / remove dirt sprayed with wax dried out ANY TWO FOR ONE MARK [1] (k) (woven) wooden path [1] tools spears wheel [Max total for exercise 2: 15]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 23 © Cambridge International Examinations 2015 Exercise 3: Library Questionnaire Section A: Personal details Full name: Delia Namu
Address: 114 Honking Road, Kuala Lumpur
Email: delnam2@happymail.com
Library Reference Number: DN126307
Section B: Library facilities How often do you use the library? twice a week
What time of day do you usually arrive at and leave the library? 4.30pm to 6.30pm
Main reason for joining the library: use the internet
Do you find the library staff helpful? DELETE NO
Which library resources do you use? (please tick as many as apply) TICK DVD and magazines
Please give information about any new books you would like added to the library's stock. Title of book: Future Earth
Author: Brian Jong
Please give the address of any websites you would recommend: www.earthrocks.com
[Max. Total for Sections A and B: 6 marks] SECTION C [Max total for Section C: 2 marks] In the space below write one sentence of between 12 and 20 words, stating what you like about the library and how it could be improved. The sentence must be written from the point of view of Delia. SAMPLE SENTENCES: I like working at a large desk, but I’d like to have internet access for more than 30 minutes. I like using the internet, but 30 minutes isn’t long enough for me to do my research. 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 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 23 © Cambridge International Examinations 2015 Exercise 4: Road Runner Physical benefits of running. [max 3 marks this heading] 1 Longer life expectancy 2 Improved heart function 3 Lose weight Aims of a running club. [max 2 marks this heading] 4 Bring people together / overcome isolation 5 Create a safer way of running / reduce risk of accidents Actions of a successful running group leader. [max 4 marks this heading] 6 Plan (a range of) activities / organise (a range of) activities 7 Good communication / tell runners about the route 8 Give encouragement / give motivation / maintain enthusiasm 9 Listen to members 10 Make people feel welcome / learn people's names / make people feel valued [Max total for exercise 4: 9 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 23 © Cambridge International Examinations 2015 Exercise 5: It's never too late to learn Content: up to 6 marks 1 felt ashamed 2 behaved badly at school 3 classmates mocked her 4 left school without any qualifications 5 could not help daughter with homework / worries about reading returned 6 felt inadequate as a mother / didn’t read bedtime stories 7 bought a novel / made a promise to herself that she would read novel 8 followed the words with her finger 9 tried to say each word aloud 10 read anything (which had print on it) / read labels, signs, posters 11 joined the National literacy Trust reading course / joined a reading course 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 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 23 © Cambridge International Examinations 2015 Exercise 6: Work Experience Exercise 7: Family Meals – important or not? The following general instructions, and table of marking criteria, apply to both exercises. 1. Award the answer a mark for content (C) [out of 10] and a mark for language (L) [out of 9] in accordance with the General Criteria table that follows. 2. Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose/audience/register) and the development of ideas (i.e. the detail / explanation provided and how enjoyable it is to read). 3. Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). 4. When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but doesn’t quite make it into the band above. 5. When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in at least the 4–5 mark band. 6. When deciding on a mark for language, look at both the style and the accuracy of the language. A useful starting point would be first to determine whether errors intrude. If they do not, it will be in at least the 4–5 mark band. 7. The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band. 8. If the essay is considerably shorter than the stated word length, it should be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark is likely to be affected and is unlikely to be more than one band higher than the content mark. 9. If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language, even if it is enjoyable to read and fluent. 10. If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for language is available. [Max total for exercise 6: 19 marks] [Max total for exercise 7: 19 marks]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 23 © 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 10 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0510 23 © 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.