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

This document consists of 13 printed pages and 3 blank pages. DC (NF/FD) 119341/5 © UCLES 2016 [Turn over * 4 5 8 1 0 8 8 7 9 0 * ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing (Core) October/November 2016 1 hour 30 minutes 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 0510/12/O/N/16 © UCLES 2016 Exercise 1 Read the article about beautiful buildings around the world, and then answer the following questions. Beautiful buildings around the world Potala Palace, Tibet High above the city of Lhasa is Potala Palace where, in the past, the Tibetan government worked. This huge construction is 13 floors high and contains thousands of rooms. It was designed like a traditional Buddhist temple, but is much more decorative. More than 7000 workers were involved in building it in the 7th century CE. Potala Palace has now been placed on the UNESCO World Heritage List because it is a building of great significance. Alexandrina Library, Egypt The Alexandrina Library, situated next to the sea in the city of Alexandria, was the first great design of the new millennium. Many people feel the design of the library makes it look like a giant plate which has landed at an angle, or even an enormous light switch. However, the architect of this modern building intended the design to symbolise a second sun rising beside the Mediterranean. The building was completed in 2002. It was inspired by the first Alexandrina Library, which was constructed in the 3rd century BCE, and was regarded as the greatest of all libraries in the world. The vast interior space of this 21st-century building can hold eight million books. Imam Mosque, Iran The Imam Mosque in Esfahan, Iran, is an impressive 17th-century building in the main square. The mosque was not built in line with the other buildings on the square, but at an angle, so that it faced Mecca. It is completely covered, inside and out, with pale blue and yellow ceramic tiles. These tiles appear to change colour depending on the light conditions. The main dome is 54 metres high and is covered in a detailed floral-patterned mosaic. Winter Palace, Russia The Winter Palace was originally the home of the Russian royal family, but is now best known as the State Hermitage Museum. Visitors come to admire the many famous paintings which are on display in the State Rooms. This pale green building on the banks of the Neva River in St Petersburg was designed by Francesco Rastrelli. It is highly decorated, with statues which line the edges of its roof. It is the showpiece of the city and is very popular with tourists. Aya Sofya, Turkey Aya Sofya is a great architectural landmark at the heart of Istanbul. It has four towers, known as minarets, which point up to the sky. It was constructed in the 6th century CE as a church and later became a mosque. Since 1935, it has been a museum. The enormous structure was built in just five years, and its magnificent dome can be seen from a great distance. The base of the dome has windows all around it, so that when you are inside the dome and look up, the top of the dome seems to hover above the building.

3 0510/12/O/N/16 © UCLES 2016 [Turn over (a) Who once used Potala Palace? … [1] (b) How do we know that Potala Palace is considered to be an important building today? … [1] (c) What did the designer of the Alexandrina Library want the building to represent? … [1] (d) When was the original Alexandrina Library built? … [1] (e) Give two details about the appearance of the Winter Palace in Russia. … … [2] (f) What was Aya Sofya before it became a mosque? … [1] [Total: 7]

4 0510/12/O/N/16 © UCLES 2016 Exercise 2 Read the article about keeping teeth clean, and then answer the following questions. Cleaning teeth The first thing that most of us do in the morning and the last thing we do at night is clean our teeth. For most of us, cleaning our teeth is such a familiar routine that we hardly ever consider it. Some people also clean their teeth after every meal. Have you ever asked yourself if everyone around the world does it in the same way as you do? It was not so long ago that toothpaste was invented. Have you ever looked at a tube of toothpaste and wondered what people did before it was invented? The first toothbrushes, which were made from animal hair, are believed to have come from China around 1600 BCE and were brought back to Europe by traders, but they were not used by many people. However, since the invention of nylon toothbrushes in 1938, enormous amounts of money have been spent on these products; Americans alone invested $9.1 billion on teeth-cleaning products in just one year. This is quickly becoming a multi-million dollar industry. USA sugar consumption 48 sugar consumption (kilos / person) 44 40 36 32 28 24 20 16 decade 12 8 0 4 1920s 1930s1940s1950s 1960s1970s1980s1990s Although dental hygiene has become a profitable business in some countries, most of the world’s population still uses traditional techniques to keep their teeth in good condition. In many regions of the world, people clean their teeth with small pieces of wood from locally found trees. A stick is broken in half, one end is softened and that end is rubbed on the teeth to clean them. It is traditional in some countries to use a teeth-cleaning stick called miswak which is made from the arak tree and contains antiseptic. It can be argued that using such natural resources is considerably more environmentally friendly than using toothbrushes and toothpaste containers which are not easily recycled. It is interesting to consider whether the more traditional sticks that are used in many countries today are better than toothbrushes and toothpaste. We can see that even the ordinary toothbrush has changed. The electric toothbrush was first developed in 1954, but it was not until the 1960s that a portable electric toothbrush first became available. However, they were not as popular as they are nowadays because they were not rechargeable. The idea of using a silk thread to clean between your teeth started to catch on just before the beginning of the twentieth century. This process, known as flossing, has become widespread. However, no matter which method we use to clean our teeth, it is the food that we eat which is more important for healthy teeth. Ambreen Hussein, a nutrition expert, explains: “In societies that have diets which do not include processed sugars, many people have healthy teeth even though tooth brushing is rare. However, tooth decay becomes evident very quickly when people adopt a more western-style diet, and consume more processed food.” Dentists report that it is fashionable to make teeth appear whiter. Generally, dentists will whiten a patient’s teeth to match or be slightly lighter than the white’s of a patient’s eyes. This ensures that the teeth look more natural. Clean teeth are essential to our overall health so make sure you look after them.

5 0510/12/O/N/16 © UCLES 2016 [Turn over (a) Why do we rarely stop and think about brushing our teeth? … [1] (b) What evidence is there in the article that Americans care about their teeth? … [1] (c) How is a teeth-cleaning stick prepared in some areas of the world? Give two details. … [1] (d) Which type of tree is commonly used for teeth-cleaning sticks, and why is it used? … … [2] (e) How does the use of toothbrushes cause an environmental problem? … [1] (f) How have electric toothbrushes improved since they were first invented? Give two details. … … [2] (g) What happens when people change their eating habits? … [1] (h) Why do dentists use the whites of a patient’s eyes as a guide when whitening teeth? … [1] (i) According to the graph, which decade showed a significant fall in sugar consumption in the twentieth century? … [1] [Total: 11]

6 0510/12/O/N/16 © UCLES 2016 Exercise 3 Daphna Adamou lives at 194 Byzantiou Road, 1409 Nicosia, Cyprus. She is a student at the nearby school, and she has been asked by her class to buy a leaving present for one of the teachers. Mrs Galatas is leaving the school because she has got a post as headteacher at a school in Paphos. Daphna and her friends are really sorry that she is leaving because she is one of the best teachers they have ever had. Daphna has collected money from all of her classmates, and they have enough to buy something special. After much discussion, it was decided that Daphna should buy Mrs Galatas a smart pen set. Mrs Galatas has beautiful handwriting and always uses good quality pens. Unfortunately, Daphna could not find anything suitable either in Nicosia or in the neighbouring town and so she decided to look online and found a site which specialises in pens. She found two sets. The Glide set, made by a company called Paperline, was very stylish. In the end, she settled on the Sleek pen set made by Prestige. The pen set includes a slim black ink pen and matching pencil. There were also some coloured leather cases to choose from, and Daphna had no trouble in deciding on a red one because this is Mrs Galatas’ favourite colour, though Daphna really liked the blue one. Daphna does not really like shopping online and she worries about putting details like her phone number 22145644 and card number 3388409 on the internet in case something goes wrong. However, this online shop had some very good security settings which made her feel more comfortable. Daphna was pleased that there was enough money left to pay for the gift wrapping service offered by the company. She usually just uses standard delivery, but decided that special delivery would be safer; her mother is always at home and would be able to accept the parcel. If the parcel was sent to the school address, Mrs Galatas might suspect something. Daphna was delighted when the parcel arrived, on time and in perfect condition. Everyone was really excited to see what Mrs Galatas would say when she opened the beautifully wrapped parcel. In fact, she could hardly say a word as she was overcome with happiness. Imagine you are Daphna. Fill in the form, using the information above.

7 0510/12/O/N/16 © UCLES 2016 [Turn over Pen Order Form Section A: Personal details Full name: … Address: … Telephone number: … Card number: … Section B: Purchase details Name of pen: … Brand of pen: … Do you wish to purchase a matching pencil? (please delete) YES/NO Leather case: (please circle) not wanted blue red yellow Delivery method: (please underline) first class special delivery standard delivery Any other instructions: … Section C In the space below write one sentence about why you chose to shop online, and one sentence telling us what you thought of our online ordering service. [Total: 14]

8 0510/12/O/N/16 © UCLES 2016 Exercise 4 Read the article about hotel chains, and then complete the notes on the following page. Hotel chains – past and present People who travel always need somewhere to stay. In the past, not many people travelled so there was not a huge need for hotels. However, in the 20th century, flying became more affordable, and globalisation meant that many people travelled for work and leisure. As a result, big hotel companies developed chains of hotels across the world to meet this increased demand for accommodation. It was essential for these hotels to offer their guests a high quality of service with an emphasis on comfort. In order to maintain the same standard across the whole chain, hotel owners developed contracts with local managers which outlined specific requirements. These contracts stated that the food must be of good quality and the rooms properly cleaned. Before these contracts were introduced, standards of service and hygiene varied from hotel to hotel, and depended on the personality and experience of the hotel manager and the staff. As a way of improving quality, the hotel companies employed secret inspectors to stay in their hotels to check that these standards were met. The rules were very detailed and had to be followed precisely. A manager in Dubai remembers, “There were more than 2000 rules to follow, including a list of phrases that we had to use to greet guests. We even had to put three pieces of fruit in exactly the same place in each guest’s room.” The interior design of the hotels also had to be exactly the same. It was usual for hotel companies to have the same furniture, whether the hotel was in Europe, Asia or Africa. Many of these large hotel companies became easily recognisable and familiar global brands. Large hotel chains may have been economically successful, but in the 21st century their lack of individuality has made staying in one an impersonal experience. There are signs that nowadays many travellers are rebelling. In fact, of the 100 leading hotels in the world, only around a third now belong to one of the big companies. Can these large hotel chains create a more personal identity for their guests? Nowadays the world’s most luxurious hotels are certainly trying to compete with each other to make staying in them a more memorable experience. Many hotel companies think that one way to achieve this is to offer a personalised service by contacting the guests in advance to welcome them and find out if they are coming for a special occasion. More recently, there has been evidence of another solution to the problem of the impersonal nature of hotels by providing a wider range of individual experiences. Some hotel companies target their customers according to their interests. For example, hotels offer painting courses and sports competitions, and there are even some that organise events for pop music fans and fashion enthusiasts. Others are engaging their guests with the local culture by offering traditional food in their restaurants and entertainment in the evenings. Hotels cannot hope to satisfy everybody, but many are trying to appeal to a wider public. However, the popularity of these new-style hotels may be short-lived, and they might in the end become just as uniform as the hotels they were designed to replace.

9 0510/12/O/N/16 © UCLES 2016 [Turn over You have been asked to give a talk to your travel and tourism class about hotel chains. Prepare some notes to use as the basis of your talk. The development of hotel chains in the 20th century • … • … • … • … Current and future development of hotel chains • … • … • … [Total: 7] Exercise 5 Imagine that you have given your talk to your class. Your teacher has asked you to follow up these notes with a short written report. Look at your notes in Exercise 4. Using the ideas in your notes, write a summary about the development of hotel chains in the 20th century and ideas for future hotels. Your summary should be about 70 words long (and no more than 80 words long). You should use your own words as far as possible. … … … … … … … … [Total: 5]

10 0510/12/O/N/16 © UCLES 2016 Exercise 6 Recently a difficult family member came to stay with you for a few days. Write an email to a friend about your experience. In your email, you should: • describe the person who came to stay • tell your friend about one or two problems that occurred • explain how you felt at the end of the visit. The pictures above may give you some ideas, and you should try to use some ideas of your own. Your email should be between 100 and 150 words long. You will receive up to 7 marks for the content of your email, and up to 6 marks for the style and accuracy of your language.

11 0510/12/O/N/16 © UCLES 2016 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 13]

12 0510/12/O/N/16 © UCLES 2016 Exercise 7 Some learners think that it is only their teachers who are responsible for their success at school. Here are some comments from young people about this idea: It‛s not fair to blame teachers if I‛m lazy. I think that teachers are the only people who can make me do well. It’s my responsibility to do my homework. Only teachers have the right qualifications to help me learn. 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 100 and 150 words long. You will receive up to 7 marks for the content of your article, and up to 6 marks for the style and accuracy of your language.

13 0510/12/O/N/16 © UCLES 2016 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 13]

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16 0510/12/O/N/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 10 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing (Core) October/November 2016 MARK SCHEME Maximum Mark: 70 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 October/November 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 – October/November 2016 0510 12 © UCLES 2016 IGCSE English as a Second Language Core tier Reading/Writing (Paper 1) This component forms part of the Core 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 1 Reading objectives tested Marks for reading objectives Writing objectives tested Marks for writing objectives Total available marks Exercise 1 Reading (1) R1 R2 7 – 7 Exercise 2 Reading (2) R1, R2, R4 11 – 11 Exercise 3 Information transfer R1, R2 10 W1, W5 4 14 Exercise 4 Note- making R1, R2, R3 7 – 7 Exercise 5 Summary – W1, W2, W3, W4, W5 5 5 Exercise 6 Writing (1) – W1, W2, W3, W4, W5, W6 13 13 Exercise 7 Writing (2) – W1, W2, W3, W4, W5, W6 13 13 70

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 12 © UCLES 2016 Exercise 1: Beautiful buildings around the world (a) Tibetan government [1] (b) UNESCO World Heritage (list) [1] (c) second sun rising [1] (d) 3rd century BCE [1] (e) pale green / highly decorated / statues on roof / show piece of the city [2] ONE MARK FOR EACH CORRECT DETAIL (f) church [1] [Max total for Exercise 1: 7 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 12 © UCLES 2016 Exercise 2 Clean teeth (a) routine / familiar routine [1] (b) invested $9.1 billion on products in one year [1] (c) broken in half AND softened (one end) [1] BOTH REQUIRED FOR ONE MARK (d) arak (tree) AND antiseptic [2] ONE MARK FOR EACH CORRECT DETAIL (e) not easily recycled [1] (f) portable [2] AND rechargeable ONE MARK FOR EACH CORRECT DETAIL (g) tooth decay [1] (h) look (more) natural [1] (i) 1940s / 1940–1950 [1] [Max total for Exercise 2: 11 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 12 © UCLES 2016 Exercise 3 Pen Order Form Section A: Personal details Full name: Daphna Adamou [1] Address: 194 Byzantiou Road 1409 Nicosia Cyprus [1] Telephone number: 22145644 [1] Card number: 3388409 [1] Section B: Purchase details: Name of pen: Sleek [1] Brand of pen: Prestige [1] Do you wish to purchase a matching pencil? DELETE NO [1] Leather case: CIRCLE red [1] Delivery method: UNDERLINE special delivery [1] Any other instructions: gift wrap / give it to my mother if I’m not at home / send it to my home [1] [Total for Sections A and B: 10 marks] Section C [Max total for Section C: 4 marks] In the space below write one sentence about why you chose to shop online, and one sentence telling us what you thought of our service. Examples of acceptable sentences: Sample Sentence 1 I could not find anything suitable in an ordinary shop. Sample Sentence 2: I was very happy with the security settings on the website. I liked the different delivery options. For each sentence, award up to 2 marks as follows: 2 marks: proper sentence construction; correct spelling, punctuation and grammar; gives the information asked for 1 mark: proper sentence construction; 1–3 errors of punctuation, spelling or grammar (without obscuring meaning); gives the information asked for 0 marks: more than 3 errors of punctuation / spelling / grammar; and/or does not give the information asked for; and/or not a proper sentence; and/or meaning obscure 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. [Total for Section C: 4 marks] [Max total for Exercise 3: 14 marks]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 12 © UCLES 2016 Exercise 4: Hotel chains – past and present The development of hotels in the 20th century [max 4 marks this heading] 1. high quality of service / maintain same standard across chain 2. contracts with local managers (for food quality) (for cleaning rooms) 3. secret inspectors (checked standards) 4. rules very detailed / (over) 2000 rules / rules followed precisely 5. interior design of hotel (exactly) the same / same furniture 6. became recognisable / familiar global brands Current and future development of hotel chains [max 3 marks this heading] 6. only a third belong to big company / create more personal identity / create more memorable experience 7. offer personalised service / contact guests in advance / find out if guests coming for special occasion 8. target guests based on interests / provide a wider range of individual experiences / trying to appeal to a wider public 9. engaging with local culture / (offering) traditional food / (offering) traditional entertainment [Max total for Exercise 4: 7 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 12 © UCLES 2016 Exercise 5 Summary 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: 5 marks]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 12 © UCLES 2016 Exercise 6 Difficult family member Exercise 7 Teachers responsible for success of students 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: 13 marks and 13 marks]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 12 © UCLES 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) 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 Competent: Style: Sentences show some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: Generally accurate with frustrating errors. Appropriate use of paragraphing. Award 6 marks. 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.

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 12 © UCLES 2016 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.