Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2016 May/June Paper 2 · Variant 1

This document consists of 15 printed pages and 1 blank page. DC (ST/SG) 110314/2 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 2 2 3 3 3 8 7 4 9 3 * ENGLISH AS A SECOND LANGUAGE 0510/21 Paper 2 Reading and Writing (Extended) May/June 2016 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/M/J/16 © UCLES 2016 Exercise 1 Read the following guide for new students, and then answer the questions on the opposite page. Wellbridge College student guide Welcome to Wellbridge College! This guide is for new students who are starting a course with us next year. It contains some practical information about our facilities, your arrival and accommodation at our international college. Your first few days On arrival at the college, the Information Centre is the place to go. Here you will receive a form to complete for your ID card (which you collect later at the library), a map of the site, and information about the college and some welcome events, all of which are free. You can also speak to advisers about how to open a bank account, and get help with writing letters. See the ‘social’ board in the Information Centre to find out what’s on. On your first evening, you can get to know other new students at a welcome party in the Garden Room. The next morning, come along to the Great Hall to be introduced to your tutors and other staff, and find out more about your course. Staff at the Information Centre arrange tours of the college site for all new students. You will be shown all the important places such as the library, the medical centre (where you can see a nurse or a doctor between 9am and 5pm on weekdays), and of course the cafeteria. We hope that new students will enjoy their time with us at the college. However, we realise that for some it can be a challenging experience at times. Therefore we offer free half-day workshops on a range of topics such as stress management and relaxation. See the notice board in the Information Centre for more details. Accommodation We cannot guarantee everyone a place in student accommodation, so we would encourage you to apply as soon as you can, ideally online via the website. If this is not possible, you can request a paper application form from us and send it in by post. Please note that some students, for example those who are going to study part-time, are unlikely to be offered a room. Our most popular accommodation is Simson Court, situated at the very centre of the college. This has 176 single en-suite rooms, with shared kitchens. We also have 150 studio flats in Patterson House, which is three kilometres from the college. Finally, there are 148 rooms, some of which are shared, in The Lakeside, just inside the college grounds. If you prefer more independence, private-sector housing is another option to consider. We provide assistance for students who decide to rent privately, including the StudentHouse website and frequent house-hunting days. There are many accommodation agencies in the town which can be contacted as well.

3 0510/21/M/J/16 © UCLES 2016 [Turn over (a) Where do students get their identity cards from? …[1] (b) What financial advice does the Information Centre give students? …[1] (c) Where will new students meet their teachers for the first time? …[1] (d) Where should students go if they feel unwell? …[1] (e) What courses can students take if they are finding student life difficult? Give two details. … …[1] (f) What is the best way to apply for college accommodation? …[1] (g) Which students will probably not get college accommodation? …[1] (h) Which student accommodation is located on the college campus? Give two details. … …[1] (i) How does the college help students to find a house to live in? Give two details. … …[1] [Total: 9]

4 0510/21/M/J/16 © UCLES 2016 Exercise 2 Read the following article about a sport called BMX, and then answer the questions on the opposite page. BMX There is only so much that you can write about a sport without trying it yourself. I was excited when my editor asked me to produce an article on BMX. The appeal of the sport for many people is the challenge, but I started feeling anxious when I realised that I would actually need to have a go at it myself. BMX, or bicycle motocross, involves riding a small bicycle on tracks which usually include several jumps. Some people prefer BMX racing; others like freestyle BMX, which is all about performing tricks. Either way, the fact that BMX bikes are fairly cheap to buy has helped to make it a sport that many people want to try. The sport began in the 1970s, when children in California were inspired by the stars of cross- country motorbike racing, and started racing their bikes on dirt tracks. Many people believe that they were motivated by an American TV documentary which showed children riding a popular type of bicycle, called the Sting-Ray, off-road. This quickly became the preferred bike for BMX racing because it was easy to adapt for better performance. By the mid-1970s, BMX racing had become officially recognised as a sport. In 1981, the International BMX Federation was founded, and the first world championships were held in 1982. The International Olympic Committee made BMX a full-medal Olympic sport in time for the 2008 summer Olympic Games in Beijing, China. The first Olympic champion in men’s racing was Māris Štrombergs, from Latvia; Anne-Caroline Chausson, who was French, became the first women’s champion. Lots of people are attracted to BMX because there are many places to ride and do tricks. I went to my local BMX centre and met Mark Hubbard, a professional BMX rider, to try it out. I wanted him to teach me a trick that I had heard about, called the bunnyhop. To do this, riders have to lift their front wheel, then their back wheel, to launch their bike in the air, as if they are jumping off a ramp. However, Mark said this was too challenging, and he would teach me two simpler ones instead. First I tried a truck stand, which involves balancing on the front tyre with your hands in the air. My first attempts were disastrous, so Mark decided to teach me how to do a glider – a trick where you keep your feet on the wheel pegs and roll backwards and forwards with your hands above your head. Mark made it look so easy, but I just couldn’t take my hands off the handlebars. Before we ran out of time, Mark gave me one last chance to perfect the first of these tricks. Taking a deep breath, and with Mark firmly holding onto my bike, I managed to get my balance and stand upright. I then realised with horror that Mark had stepped away. I was actually supporting myself – but only for a few seconds, before I fell off! Mark later reassured me that BMX isn’t as dangerous as some people think. Injury rates for selected sports Number of injuries per 1000 athletes Alpine skiing Softball Basketball Surfing Mountain biking Skateboarding BMX In-line skating 3.0 2.2 1.9 1.8 1.2 0.8 0.8 0.4 1 2 3 4 I also tried out BMX racing at the centre. I was only allowed on the amateur track, which had a five-metre start hill followed by a variety of jumps and turns. Then I watched some teenagers having an advanced lesson on the elite track, which has a higher start hill and a much more technically demanding layout. They all looked so cool with their bikes – another reason why the sport is so popular. I left feeling very relieved that I didn’t have to try my luck on that!

5 0510/21/M/J/16 © UCLES 2016 [Turn over (a) How did the writer feel about the idea of having a BMX lesson? …[1] (b) Which two types of BMX riding does the writer mention? … …[1] (c) Which sport did BMX develop from? …[1] (d) Which make of bicycle did most children use for BMX racing in the 1970s? …[1] (e) When did the first international BMX competitions take place? …[1] (f) What was the nationality of the first woman to win an Olympic BMX racing event? …[1] (g) What do riders need to do first if they want to perform a bunnyhop? …[1] (h) Which trick did the writer manage to do in his lesson? …[1] (i) According to the chart, which sport is as dangerous as BMX, and how many injuries are there for every 1000 basketball players? … …[1] (j) What two tracks were at the place where the writer went for his lesson? … …[2] (k) Give four reasons why BMX is such a popular sport nowadays. … … … …[4] [Total: 15]

6 0510/21/M/J/16 © UCLES 2016 Exercise 3 Mario Bellucci is an Italian teenager. He grew up in a town called Ancona, but he and his family have just moved to Turin, another city in Italy. His address is Via Milli 37, 10124 Turin. Mario is in his last year at school and he is going to university next year to study English. Although he is already quite fluent, he wants to spend the summer improving his English as much as possible. Mario’s father noticed an advertisement for helpers at ScotCamp, a summer camp in Scotland, in July and August. He thinks that Mario would be well suited to this work as he is very sociable and good with children. Mario decided straightaway that he would like to apply. Summer camp helpers have to pay for their transport to the camp, but their food and accommodation are free, and they also receive a small amount of money while they are there. Mario has saved some of his own money and has enough to pay for the plane tickets, but his father has said he will buy them for him, so Mario can use his own money to travel around after the camp finishes. There are camps in four different locations: just outside the city of Edinburgh; near Loch Lomond, which Mario knows is a big lake in the middle of Scotland; on the island of Harris, which is off the west coast of Scotland; and near a town called Thurso, which is in the far north of the country. Mario thinks the island camp sounds the best. Mario’s mother is worried because he is allergic to peanuts. But apart from that, he is fit and healthy, and enjoys a range of sports. He particularly likes watersports and would like to do this during the summer. He is also good at tennis and football, and if he had to choose between the two, he would go for the first of these. The summer camps are for children from all over the UK who are between 5 and 15 years old. They are divided into four age groups. He thinks young children are fun, but has decided that the oldest ones might be more interesting to work with. Apart from organising sports, helpers at the summer camps have to run other activities each afternoon. Mario enjoys acting and art, and loves helping his mother in the kitchen, but he isn’t sure he would be good at teaching any of these to children. However, he thinks he would be good at showing them how to use a camera and take good pictures. Mario will be 18 years old in August, and he would rather be at home for his birthday, so he wants to spend July at the camp. He is free from the very beginning of that month. Imagine you are Mario. Fill in the application form on the opposite page, using the information above.

7 0510/21/M/J/16 © UCLES 2016 [Turn over Application form ScotCamp – summer work Section A: Personal details Full name: … Age: … Home address: … Nationality: … Any dietary or health issues: … Section B: Work preferences Preferred location: … Which sports would you prefer to assist with? (tick two) football □ hockey □ sailing □ tennis □ horseriding □ Which activity would you prefer to teach? (circle one) painting and drawing / cookery / drama / photography Which age group would you prefer to work with? (tick one) 5–7s □ 8–10s □ 11–13s □ 14–15s □ Who will pay for your flights? … Which date are you available from? … Section C In the space below, write one sentence of between 12 and 20 words giving reasons why you want to come to the UK this summer. [Total: 8]

8 0510/21/M/J/16 © UCLES 2016 Exercise 4 Read the following article about WaterAid, and then complete the notes on the opposite page. WaterAid Many people around the world take it for granted that they can simply turn on a tap and get a glass of clean, fresh water to drink. These people have probably never even considered life without this basic necessity. However, it is incredible to realise that approximately 748 million people nowadays still do not have safe drinking water – that is one in ten of the world’s population. These people desperately need easy access to clean water, as it would allow them to take the first steps out of poverty. With a safe water supply, a child who used to spend four hours a day walking to fetch water now has time to go to school and get an education. Clean water is also vital because it means that fewer people suffer diseases. WaterAid is a charity which is working to improve the lives of some of the people who lack safe water. Up to now, it has helped over 19 million people, in a wide variety of ways. In some rural communities, volunteers have worked with villagers to dig wells, often by hand, to give them access to clean water. In other places, pipes have been laid to carry fresh water from higher ground to taps that are situated near people’s homes. Where technology is involved, for example if a pump has been installed to bring water up to the surface from below ground, WaterAid has taught locals how to mend the pump if it breaks. This means that a safe water supply is available again much more quickly, and also that communities do not have to rely on skilled technicians who can charge high fees and may take several days to arrive at the rural location. These local, well-trained pump mechanics also carry out routine checks and maintenance, and records now show an increase in the number of wells which provide people with a regular supply of water. Many sets of tool boxes have also been given out so that the local mechanics have the equipment they need to carry out maintenance and repairs effectively. Of course, all this work and equipment requires a huge amount of financial support. Many people make regular donations to WaterAid, which means that the charity is able to plan ahead with some confidence. Even donating a small amount of money each month makes a big difference. Supporters are then kept up to date on the progress of current projects through emails and newsletters. The charity also arranges a variety of events to raise funds. Examples include marathons, expeditions, concerts and even cake sales – the list is endless. People can take part in an event that is set up and promoted by the charity itself, or they can get in touch with the charity and organise their own event. WaterAid also receives money from governments, organisations and companies around the world that are committed to improving access to safe water. The organisations range from banks to clothing manufacturers, and all of these are essential to WaterAid’s work and are an important part of the solution to the world’s water crisis.

9 0510/21/M/J/16 © UCLES 2016 [Turn over You are going to give a talk to your class about WaterAid. Prepare some notes to use as the basis for your talk. Make short notes under each heading. Why clean water is important: • … • … What WaterAid has done to help provide clean water: • … • … • … • … How WaterAid gets money to pay for projects: • … • … • … [Total: 9]

10 0510/21/M/J/16 © UCLES 2016 Exercise 5 Read the following article about new ways of designing public spaces which aim to control people’s behaviour. Write a summary of the ways in which designers are attempting to control behaviour in public spaces. 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. Hostile architecture – keeping the unwanted away A new style of public bench can be found on the streets of many big cities around the world nowadays. It is known as the Camden bench, named after the area in London where these sculpted grey concrete seats were originally installed. The benches have graffiti-resistant surfaces to keep them clean, and, like many seats at bus stops, they also feature a sloping surface, apparently to deter both sleeping and skateboarding. Needless to say, skateboarders have not been put off, and they are now attempting to make the most of these benches by teaching themselves to skateboard along them, and jump off. ‘These benches have been designed to stop people enjoying public spaces, so we’re showing that we can still skateboard on them, and do something we enjoy doing, without having to spend any money,’ said one teenager who I talked to outside a busy station yesterday. Although these benches are not as obvious as the stainless steel spikes outside new buildings that have been spotted in many cities recently, they are part of a new generation of urban planning designed to influence public behaviour, which is becoming known as ‘hostile architecture’. Architectural historian James Wheatley says that hostile architecture can be traced back to urban design and public space management in the 1990s. It seems that nowadays, it is only acceptable for people to use public space if they behave in a respectable way, or if they are consumers, paying for something. ‘So it’s OK, for example, to sit around as long as you are drinking a cappuccino that you’ve bought from the café nearby, but not if you are skateboarding, playing loud music or disturbing others,’ he said. He pointed out that it is increasingly common for public benches to be divided up with armrests to prevent people from lying down on them, and for studs to be built into ground-level window ledges so that people can’t sit comfortably on them. Another example is bus shelters with transparent sides, which discourage anti-social behaviour. Many people are critical of this type of design, believing that urban planning should be inclusive and should encourage everyone to use public spaces rather than trying to keep certain people away. In fact, recently, one supermarket was even persuaded to remove some spikes from the area in front of the store, after thousands of people signed an online petition, objecting to them. A lot of town centres are designed to be people-friendly. But it is also clear that when designing a new development, planners ask themselves the question: “Who do we want to use this space, and who do we not want?” Other examples of hostile architecture are less visible. In some locations, cameras with speakers are installed, enabling a security guard to tell someone to move away or to stop whatever unwanted activity they are currently doing, even if it is just sitting with a group of friends on a wall in front of a building. Sound deterrents are also becoming increasingly common, such as the so-called ‘mosquito’ device, which emits an irritating, high-pitched noise that makes people move away quickly.

11 0510/21/M/J/16 © UCLES 2016 [Turn over … … … … … … … … … … … … … … … … … … … … [Total: 11]

12 0510/21/M/J/16 © UCLES 2016 Exercise 6 Your friend is coming to stay in your house next month to look after it while you and your family are on holiday. Write an email to your friend about staying in your house. In your email, you should: • tell your friend where some important things are in your house • ask your friend to do something for you • suggest what your friend can do in the area. 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/M/J/16 © UCLES 2016 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0510/21/M/J/16 © UCLES 2016 Exercise 7 Many people can get free music by downloading it from the internet. Here are two comments from some students in your class: “How can musicians PDNHDOLYLQJLIZHGRQ·W SD\IRUWKHLUPXVLF"µ “CDs are much too expensive in the shops.” 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/M/J/16 © UCLES 2016 … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0510/21/M/J/16 © UCLES 2016 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. This document consists of 11 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/21 Paper 2 Reading and Writing (Extended) May/June 2016 MARK SCHEME Maximum Mark: 90 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 21 © Cambridge International Examinations 2016 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, understand ideas, opinions and attitudes and the connections between the 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 – May/June 2016 0510 21 © Cambridge International Examinations 2016 Exercise 1: Wellbridge College student guide (a) library [1] (b) how to open a bank account [1] (c) Great Hall [1] (d) medical centre [1] (e) stress management AND relaxation BOTH NEEDED FOR ONE MARK [1] (f) online / (via the) website [1] (g) (those who are going to study) part time / part time (students) [1] (h) Simson Court AND (The) Lakeside / Simson Court AND 176 rooms / Simson Court AND shared kitchens / Lakeside AND 148 rooms / Lakeside AND some shared rooms [1] (i) StudentHouse website AND house-hunting days [1] BOTH NEEDED FOR ONE MARK [Max total for Exercise 1: 9 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 21 © Cambridge International Examinations 2016 Exercise 2: BMX (a) anxious [1] (b) (BMX) racing AND freestyle (BMX) / performing tricks [1] (c) cross-country motorbike racing [1] (d) Sting-Ray [1] (e) 1982 [1] (f) French [1] (g) lift their front wheel (then their back wheel) [1] (h) truck stand / balancing on front tyre with hands in the air [1] (i) Skateboarding AND 1.9 [1] BOTH NEEDED FOR ONE MARK (j) amateur (track) [2] elite (track) ONE MARK FOR EACH CORRECT DETAIL (k) challenge [4] bikes are (fairly) cheap (to buy) (there are) many places to ride / (there are) many places to do tricks (it’s) cool (one mark for each) [Max total for Exercise 2: 15 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 21 © Cambridge International Examinations 2016 Exercise 3: ScotCamp application form Section A: Personal details Full name: Mario Bellucci
Age: 17
Home address: Via Milli 37 10124 Turin (Italy)
Nationality: Italian
Any dietary or health issues: allergic to peanut(s)
Section B: work preferences Preferred location: Harris / island camp / off the west coast of Scotland
Which sports: TICK sailing AND tennis

NB: one tick for each correct detail Which activity: CIRCLE photography
Which age group: TICK 14–15s
Who will pay for flights: father / dad
Which date you are available from: 1 July / (very) beginning of July
[Max total for Sections A to B: 6 marks]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 21 © Cambridge International Examinations 2016 Section C In the space below, write one sentence of between 12 and 20 words, giving reasons why you want to come to the UK this summer. Examples of acceptable sentences: I want to come to the UK this summer in order to improve my English. I want to go to the UK this summer because I’m going to university next year to study English. 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 the sentence should be considered as 1 grammar error. [Max total for Section C: 2 marks] [Max overall total for Exercise 3: 8 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 21 © Cambridge International Examinations 2016 Exercise 4: WaterAid Why clean water is important: [max. 2 marks for this heading] 1. first steps out of poverty / reduces poverty / improve their lives 2. child has time to go to school / child has time to get an education 3. fewer (people) suffer diseases What WaterAid has done to help provide clean water: [max. 4 marks for this heading] 4. worked with villagers to dig wells 5. pipes have been laid 6. pump installed 7. taught locals how to mend pumps 8. tool boxes given out (to local mechanics) How WaterAid gets money to pay for projects: [max. 3 marks for this heading] 9. donations 10. fund raising events / fundraisers 11. people organise events 12. government(s) / organisations / companies [Max total for Exercise 4: 9 marks]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 21 © Cambridge International Examinations 2016 Exercise 5: Hostile architecture – keeping the unwanted away Content: [up to 6 marks] 1. benches have graffiti-resistant surfaces 2. benches/seats have a sloping surface 3. (stainless steel) spikes outside new buildings 4. benches divided up with armrests 5. studs built into ground-level window ledges 6. bus shelters with transparent sides 7. cameras with speakers 8. sound deterrents / mosquito device 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 – May/June 2016 0510 21 © Cambridge International Examinations 2016 Exercise 6: Email to friend about staying in your house Exercise 7: Should music be free? 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, 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 Exercises 6 and 7: 19 marks and 19 marks]

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Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 21 © Cambridge International Examinations 2016