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

This document consists of 15 printed pages and 1 blank page. DC (RW/FD) 112059/3 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 2 6 2 6 8 9 8 5 4 4 * ENGLISH AS A SECOND LANGUAGE 0510/22 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 0510/22/M/J/16 © UCLES 2016 Exercise 1 Read the following article, written by a parent, about taking young children out to eat, and then answer the questions on the opposite page. YOUNG CHILDREN IN RESTAURANTS Eating out with young children needs careful planning. Here are my tips for a successful visit to a restaurant with young children. Quiet entertainment It is a good idea to take an activity for young children to enjoy if the restaurant does not provide anything. I suggest a colouring book, a toy car or an action figure. I always take my iPod and headphones as a backup plan. Make sure you take toys that are quiet, because other diners will not want to listen to a loud battery-operated toy while they eat. Limited options Too many choices can often lead to young children getting upset. It is best to limit your child’s options for food and drink. The restaurant might offer fizzy drinks, milk, fruit juices and water, but that might be too many drinks for your child to pick from. I suggest offering children only milk or water. I also advise that you limit the choices of food. There are often many choices on a menu; select the two healthiest options and allow children to pick one of them. Choose the right restaurant You could find out which restaurants are child-friendly before choosing one. You can ask friends for advice or search for information on the internet. It will be miserable for you, and for everyone else, if you try to take a young child to a formal restaurant only to find yourself trying to comfort a screaming child. It could also turn out to be an expensive waste of money if you don’t even finish the meal because you have to leave quickly. Save the expensive restaurants for adult-only occasions, and choose a less formal place with a relaxed atmosphere for the children. Childproof the table There are all kinds of items on a restaurant table that are not suitable for young children. As soon as you get to your table, make sure you childproof it – or at least the area of the table within your child’s reach. When I say childproof the table, I mean move the knives, salt pot and breakable objects out of reach. Before you go It is a good idea to talk with your child about how to behave at a restaurant before you go there. You could have a special meal at home; you’ll be able to enjoy it while helping your children learn what is expected of them at a restaurant. It is important that children learn how to behave when they are in different situations. Eating out in restaurants is one of life’s pleasures, and children should be taught how to enjoy the experience.

3 0510/22/M/J/16 © UCLES 2016 [Turn over (a) What is the most important thing about any toy that you take to a restaurant? …[1] (b) How might young children feel if there are too many options? …[1] (c) Which food choices should parents make for their children? …[1] (d) How can you find out whether a restaurant is suitable for children? Give two details. … …[1] (e) Give two reasons why parents should avoid taking a young child to a stylish restaurant. … …[2] (f) What is the first thing that parents are advised to do when they sit down at a table in a restaurant? …[1] (g) How can you prepare your children for a trip to a restaurant? Give two details. … …[2] [Total: 9]

4 0510/22/M/J/16 © UCLES 2016 Exercise 2 Read the following article about choosing which country hosts the Olympic Games, and then answer the questions on the opposite page. Hosting the Olympic Games On 2 October 2009, the citizens of Rio de Janeiro celebrated winning their bid to host the Summer Olympic Games in 2016. It was the first city in South America ever chosen to host the Olympics. Voti ng for Host City for Summer 2016 1st round (number of votes) 2nd round (number of votes) 3rd round (number of votes) Chicago 18 - - Tokyo 22 20 - Rio de Janeiro 26 46 66 Madrid 28 29 32 The process of deciding where each Olympic Games takes place is the responsibility of the International Olympic Committee (IOC). Nine years before each Games, the IOC invites Olympic committees from any country which would like to host the Games to submit an application. The IOC then evaluates these applications and the big choice is made seven years before the Games are due to take place. The lucky winner then has time to build facilities, prepare the opening ceremony and deal with all the other tasks that need to be completed in order to create a successful Olympic Games. Competition to become the city to host the Olympics is fierce because there is a general belief that the city and the country will benefit economically from the event. Interestingly, there is very little definite evidence that this is always the case. Economists say that some cities never get back the money that they spent on preparing for the Games. Additionally, some cities fall into serious debt. Cities must explain how they will be able to fund the Games. If a country does not have a stable economy, it may find it difficult to prove its ability to hold the Games. The IOC itself has nothing to do with paying for the Games. That responsibility falls on the city’s Organising Committee of the Olympic Games, the host city itself and private financial supporters. Possible host cities have to measure up against a long list of criteria. Basically, the public authorities of a city that wants to host the Games must be able to assure the IOC that they have the very best places in which to hold the Games. This includes showing suitable existing venues and presenting design proposals for new ones. Potential host cities must also present a range of other plans. If even one of these plans is not up to standard, then the city will not be considered. Then the IOC conducts an opinion poll, to try to get an understanding of how excited the population is about possibly hosting the Games. This is important as an unsupportive population could cause problems at the Games. Cities are invited to help their chances by promising to increase the participation in, and practice of, sports in general. For instance, when the Olympic committee for Doha, the capital of Qatar, put in a bid for the 2020 Olympic Games, they said that they would build a centre to help increase women’s participation in sports across the Middle East. There is a problem if a city is in an area which has extreme weather. Temperatures in Doha rise above 38 degrees Celsius in summer. Clearly, this could affect the performance of the athletes. To avoid this potential problem, Doha’s Olympic committee suggested that the 2020 Summer Games could be held in October, when temperatures in the area are lower. When the IOC has carefully evaluated everything, the committee chooses one fortunate city to host the upcoming Olympic Games. Those not chosen, however, are not completely out of luck. They can work further on their plans in order to bid again. It often takes several applications before a city’s plan meets all of the IOC’s expectations and gets voted as the winner. Rio de Janeiro will be showing the world what it can do; certainly Tokyo will be watching as it prepares itself for the 2020 Olympic Games.

5 0510/22/M/J/16 © UCLES 2016 [Turn over (a) Why were the people of Rio de Janeiro happy on 2 October 2009? Give two details. … …[2] (b) According to the table, which cities gained more votes in round 2 than in round 1 and what was the lowest score given in any round? Cities: … Score: …[1] (c) When do individual committees submit their applications for the Games? …[1] (d) What evidence is there that not all cities benefit financially from hosting the Games? Give two details. … …[2] (e) Who is responsible for funding the Games? Give two details. … …[1] (f) How does a city prove it has the right locations for the Games? Give two details. … …[1] (g) What example is given of how an Olympics application might help to promote sport? …[1] (h) What would have been unusual if Doha had won the bid for the Olympic Games? …[1] (i) What can a city do if it has been unsuccessful? …[1] (j) What problems could prevent a city from being chosen? Give four details. … … … …[4] [Total: 15]

6 0510/22/M/J/16 © UCLES 2016 Exercise 3 Ayesha Nahyan is a 17-year-old Emirati girl who lives with her parents. They live in Apartment 58, The Heights, Al Bateen Street, Abu Dhabi. It is a pleasant apartment, but it was not big enough for the party that Ayesha organised recently to celebrate her grandmother’s 80th birthday. Ayesha’s parents are both very busy business people and so Ayesha agreed to take on the responsibility of arranging the party for her grandmother. She spent a lot of time searching the internet trying to find a company which organised special events. She was about to give up when a friend told her about a company called ‘Yellow Balloon’ that specialises in planning parties. Her friend had used this company and was happy to recommend it. Ayesha called the manager of ‘Yellow Balloon’ using her phone, number 0536255012, and she explained that she wanted a very traditional party for her grandmother. The manager suggested holding the event outdoors at a beautiful venue in the desert. Her grandmother had grown up in the desert and Ayesha knew that she would enjoy this rather than being indoors. Ayesha was a little worried, however, because the manager did not have any pictures to show her so it was difficult to imagine what she was talking about. On the day of the party, Ayesha arrived to see a huge tent made of traditional woven materials. Her grandmother and all the guests came soon afterwards and were amazed to see the wonderful scene that had been created. When she was seated comfortably, some women began to perform a traditional dance and at the end of it, each dancer offered a sweet to her grandmother. Ayesha was rather annoyed about that and she had to take them away quickly. Her grandmother is diabetic, and Ayesha had told the company manager that her grandmother should not be given anything with sugar in it. That awkward moment soon passed, however, when the steaming plates of rice and meat arrived. Ayesha was very impressed by the feast, and her grandmother’s eyes lit up with delight. This was the highlight of her day. She said that the food reminded her of meals that she had eaten as a child. It was wonderful to see her grandmother appreciating such dishes. Ayesha had never seen her enjoy food so much. Ayesha was glad to see the attention the waiters gave to everyone, making sure that no-one had an empty plate. Later on, the children in the group sang a traditional song, and everyone clapped their hands and joined in. Ayesha was very impressed by the efficiency of the ‘Yellow Balloon’ staff. They managed to make sure that they were always available to help without getting in the way of family and friends. Ayesha will be joining a local university next year to study Travel and Tourism. She is sure that she will remember this occasion as a good example of hospitality. Ayesha agreed to complete an evaluation form for the company. Imagine you are Ayesha. Fill in the form on the opposite page, using the information above.

7 0510/22/M/J/16 © UCLES 2016 [Turn over Yellow Balloon Customer Evaluation Form Section A: Personal details Full name: … Nationality: … Address: … Phone number: … Age range of person completing the form (please circle) 25 or under 26–50 51–75 76 or above Section B: Event details How did you hear about our company? … What event did we organise for you? … Where was the event held? … Section C: Your opinion Were you pleased with the quality of services overall? (please delete) YES/NO How would you rate the competence of our staff? (please underline) unsatisfactory satisfactory good excellent What could we do better? … What your main guest most enjoyed about the event: … Section D: Further information In the space below, write one sentence of between 12 and 20 words, giving details of and reasons for any concerns that you had during the event. [Total: 8]

8 0510/22/M/J/16 © UCLES 2016 Exercise 4 Read the following article about special-effects artists, and then complete the notes on the opposite page. Special-effects artists In films, nothing is impossible. Living, breathing dinosaurs can roam the Earth. Humans can rocket to distant galaxies and battle with alien races. This type of cinematic magic is made possible by the hard work of teams of special-effects artists. Some of these artists work with computers, while others work in more traditional ways. In order to create computer-generated (CG) special effects, artists begin by producing 3D models of characters and sets on a computer. The models are first created as wireframes that establish the underlying structure of a character or object. Realistic surfaces, skins and textures are then added. After that, animators are responsible for the movement of characters. Character animation is a slow, painstaking process that requires incredible attention to detail and a deep understanding of natural human movement and facial expressions. Using mathematical algorithms, animators have developed hair that sways in the virtual breeze and clothing that wrinkles realistically when a character moves. Traditional modellers are still a crucial part of special-effects teams. They create miniature versions of large objects, buildings or entire film sets. Modelling is often associated with old special-effects techniques, like the miniature spaceships that roar by the camera in the original ‘Star Wars’ trilogy. Pyrotechnic-effects artists are licensed professionals trained in the safety precautions involved in large-scale explosions, fire, bullet shots and small-scale explosive devices. In addition to their extensive knowledge of explosives, these artists design firework-like effects that achieve exactly what the director wants. A special-effects make-up artist is part modeller, part sculptor, part painter, part chemist and part beautician. Make-up artists need to learn how to mix different chemicals to make mouldable materials that are safe for close contact with skin. This is because they have to create masks and special-effects make-up for humans to use. They also have to know how to use more traditional make-up techniques to blend the real and the artificial. If you would like to become a special-effects artist, the best advice is to absorb all the information you can find. You can search online video-sharing sites for free tutorials. Then it’s time to start playing. Have fun building your own models, either from kits or originals. Play with different moulding and sculpture compounds and learn how to make your own. A degree in special effects isn’t absolutely necessary but it may be the best way to get experience and basic training in all of the special-effects fields. Many universities offer training in 3D-modelling and computer animation. While studying, you can also watch slow-motion recordings of people and animals to see how bones and muscles move, as the body subtly shifts weight. It is helpful to study movement by going to ballet performances and taking trips to the zoo. All of these are great ways to start your career making magic in the movies. Who knows, one day, one of your creations might end up on the big screen!

9 0510/22/M/J/16 © UCLES 2016 [Turn over You have been asked to give a talk to your class about special-effects artists. Prepare some notes to use as the basis for your talk. Make your notes under each heading. Different types of artists and the main task of each: • CG special-effects artists – create characters and sets • … • … • … • … What you can do if you want to become a special-effects artist: • … • … • … • … • … [Total: 9]

10 0510/22/M/J/16 © UCLES 2016 Exercise 5 Read the following article about a presentation that was given about the Japanese Kodo ceremony. On the opposite page, write a summary about the importance of the ceremony in the past. 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. The Japanese Kodo Ceremony Hachiya began his presentation by explaining that his family has been in charge of the Kodo school in Japan since it was founded more than 500 years ago, and he hopes his descendants will continue to run it for many centuries to come. Kodo is a ceremony which involves burning incense. It has been an important part of Japanese culture for centuries. It was originally used for religious purposes in Buddhist temples. However, it is nowhere near as well known as the tea or flower-arranging ceremonies. Indeed, Hachiya’s school is one of only two in the whole world which provides instruction on how to enjoy this ancient practice. After this introduction, Hachiya allowed his audience to take part in a Kodo ceremony. He opened a small, round, ceramic pot which appeared to contain nothing but greyish-blue sand. Buried within the pot was a heat source (probably charcoal-based; precise details were kept secret), the temperature of which was being controlled by the fine grains of sand. His concentration on the task was intense, and he appeared to forget that he had an audience. Using several delicate tools – a spatula, a feather and tongs – he formed the sand into the shape of a mountain. With great care, he unwrapped a paper envelope, from which he removed a tiny slice of agar wood, no larger than a fingernail. This he placed onto a metal square which he had put on the top of the sand. When he was satisfied that all was in order, Hachiya ensured that the wood was close enough to the heat source to release its scent, but not so close as to produce any smoke. Hachiya was now ready to pass the ceramic pot to the person on his left. He instructed them to take only three breaths and submit to any memories or emotions that might be evoked. It was interesting to hear how much people were inspired to say. Kodo ceremonies grew out of rich people’s love of pleasures. They would pass the time by performing Kodo ceremonies and making a game of testing each other’s ability to identify the different perfumes produced by different woods, often trying to trick each other by burning the same woods. People also enjoyed the ceremony because they thought it helped them to write and read poetry. However, sometimes the ceremony had a more practical use. “In the past, men and women did not use email and Facebook to meet,” said Hachiya. “About a thousand years ago, if a man wanted to meet a special woman, he would write his feelings in a poem and send it to her. Most importantly, he would have performed the Kodo ceremony and perfumed the letter. The scent needed to be perfect; otherwise she wouldn’t take any interest. The hope was that she would reply with another poem, and if that was a success, then the couple would eventually be able to meet.” Kodo was also very important to the Samurai warriors. These fighters performed the Kodo ceremony before leaving for battle. This gave them a feeling of dignity. Hachiya stated that he sees his work as important, saying, “In a modern global culture which favours speed and instant pleasure, I believe Kodo ceremonies have the ability to teach people about the value of time. The wood which is used for these ceremonies may be hundreds of years old, but once burnt, its smell lasts only for a few minutes. And this moment is never going to happen again.”

11 0510/22/M/J/16 © UCLES 2016 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 11]

12 0510/22/M/J/16 © UCLES 2016 Exercise 6 You recently spent an enjoyable weekend at a friend’s house. Write an email to your friend, to say thank you for your stay. In your email, you should: • thank your friend and say how you felt when you got home • describe what you enjoyed most about your stay • invite your friend to stay with you, and suggest some activities you might do together. 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 0510/22/M/J/16 © UCLES 2016 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0510/22/M/J/16 © UCLES 2016 Exercise 7 Some people enjoy living in apartments but others prefer to live in houses. Here are two comments on the subject: I prefer to have all of the up-to-date conveniences of a modern apartment. I think a traditional house is better for family life. 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 0510/22/M/J/16 © UCLES 2016 … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0510/22/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 0510/22 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 22 © 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 22 © Cambridge International Examinations 2016 Exercise 1: Young Children In Restaurants (a) quiet / not loud [1] (b) upset [1] (c) healthy / healthiest [1] (d) (ask) friends AND (look on) internet [1] (e) miserable / screaming child / comfort child OR expensive waste / waste of money / not finish meal / leave quickly / leave early OR formal / not relaxed One mark for any two out of three correct responses [2] (f) childproof (it) / dangerous objects out of reach [1] (g) help children learn what is expected / talk to them (about how to behave) (have) special meal at home (first) / prepare special meal / make special meal teach them to enjoy it One mark each for any two [2] [Max total for Exercise 1: 9 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 22 © Cambridge International Examinations 2016 Exercise 2: Hosting the Olympic Games (a) host (2016 summer) Olympic (Games) [2] first (city) in South America (chosen to host summer Olympics) ONE MARK FOR EACH CORRECT DETAIL (b) Rio (de Janeiro) AND Madrid AND 18 [1] (c) 9 years before [1] (d) never get back money (spent) (fall into) debt ONE MARK FOR EACH CORRECT DETAIL [2] (e) city’s Organising Committee / host (city) / private (financial) supporters ANY TWO DETAILS FROM THREE [1] (f) (show) suitable venues AND (present) design proposals [1] BOTH NEEDED FOR ONE MARK (g) centre to increase women’s participation [1] (h) (held) in October [1] (i) bid again / work (further) on plans [1] (j) 1. competition fierce 2. funding / no stable economy / economic 3. unsuitable venue(s) / unsatisfactory design proposal / doesn’t have best places 4. plans not up to standard 5. unsupportive population 6. weather 7. (not) meeting all (IOC’s) expectations ONE MARK FOR EACH CORRECT DETAIL (MAX 4 MARKS) [4] [Max total for Exercise 2: 15 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 22 © Cambridge International Examinations 2016 Exercise 3: Yellow Balloon Customer Evaluation Form Section A: Personal details Full name: Ayesha Nahyan
Nationality: Emirati
Address: (Apartment) 58 The Heights Al Bateen Street Abu Dhabi
Phone number: 0536255012
Age range of person completing the form: CIRCLE 25 or under
Section B: Event details How did you hear about our company? friend
What event did we organise for you? birthday (party) / traditional (party) / grandmother’s party
Where was the event held? desert / tent /outdoors
Section C: Your opinion Were you pleased with the quality of services overall? Delete: NO
How would you rate the service of our staff? Underline: Excellent OR Good
What could we do better? Pictures of venue / staff informed / instructions /requests
What your main guest most enjoyed about the event: food / rice and meat / feast / meal
[Max total for Sections A, B and C: 6 marks]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 22 © Cambridge International Examinations 2016 Section D In the space below, write one sentence of between 12 and 20 words giving details of and reasons for any concerns that you had during the event. Examples of acceptable sentences: I was rather annoyed that my grandmother was offered sweets because she is diabetic. At the party, my diabetic grandmother was offered sweets by all of the dancers. The company manager doesn’t give information to the staff, so they don’t always know what to do. 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 Section D: 2 marks] [Max overall total for Exercise 3: 8 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 22 © Cambridge International Examinations 2016 Exercise 4: Special-effects Artists Different types of artists and the main task of each: [Max 4 marks for this heading] CG special-effects artists–create characters and sets 1. animators – movement / facial expression 2. modellers – miniature (version) 3. pyrotechnic effects – (safety precautions for) explosions / fire / bullet shots /explosive devices/ firework (effects) 4. make-up – masks / special effects make-up What you can do if you want to become a special-effects artist: [Max 5 marks for this heading] 5. absorb information 6. online tutorials / free tutorials 7. build own models 8. play with (moulding) compounds / learn to make compounds /learn to mix chemicals / make own compounds 9. degree in special effects / (basic) training / get experience 10. watch slow motion recordings / study movement / watch (how) bones move / watch (how) muscles move [Max total for Exercise 4: 9 marks]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 22 © Cambridge International Examinations 2016 Exercise 5: The Japanese Kodo Ceremony Content: [up to 6 marks] The importance of the ceremony in the past: 1. part of the culture / part of tradition 2. religious purposes / used in (Buddhist) temples 3. rich people’s pleasure / rich people’s way of passing time 4. tested ability to identify perfumes / game 5. helped write poetry 6. helped read poetry 7. helped men and women meet / used to perfume letters / used to interest woman 8. gave Samurai dignity / performed before battle 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 22 © Cambridge International Examinations 2016 Exercise 6: Weekend at a friend’s house Exercise 7: Traditional home/apartment 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, fewer than 105 words, it should be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark is likely to be affected and is unlikely to be more than one band higher than the content mark. 9. If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language, even if it is enjoyable to read and fluent. 10. If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for language is available. [Max total for exercise 6 and 7: 19 marks and 19 marks]

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 22 © Cambridge International Examinations 2016 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 – May/June 2016 0510 22 © Cambridge International Examinations 2016 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.