Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2017 Oct/Nov Paper 2 · Variant 2

* 5 6 5 2 1 5 6 0 3 8 * This document consists of 15 printed pages and 1 blank page. DC (LK/AR) 135178/4 © UCLES 2017 [Turn over ENGLISH AS A SECOND LANGUAGE 0510/22 Paper 2 Reading and Writing (Extended) October/November 2017 2 hours Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Dictionaries are not allowed. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. Cambridge International Examinations Cambridge International General Certificate of Secondary Education

2 0510/22/O/N/17 © UCLES 2017 Exercise 1 Read the leaflet about how different countries celebrate spring, and then answer the following questions. Spring traditions around the world The beginning of spring is a time for celebration in many countries. Here are some ways that people in different parts of the world welcome spring. Iran In Iran, the festival of Nowruz begins shortly before the start of spring in March. The name Nowruz means ‘new day’, and this is a New Year celebration. Before the festival, people get their homes ready by cleaning and repainting rooms. Not only does the house need to be well-presented, everyone also has to make sure that they dress in new clothes. During the festival, people visit relatives and eat traditional meals such as sabzi polo mahi, a special dish of rice and freshly fried fish. They also have a family picnic outside, which is the highlight of the festival and marks the end of the celebrations. Although younger members of the family enjoy various sweet treats, they are particularly keen on the gifts of money that they receive. It is believed that everyone must behave well during Nowruz to ensure that the following year is a happy and successful one. Russia Throughout Russia, the festival of Maslenitsa is celebrated in towns and villages. On the first day of the festival, people make a figure out of straw, known as the Lady of Maslenitsa, which represents the passing of winter and the return of the light. This figure is carried from place to place and people sing songs as it passes by. During this celebration, people also like to cook pancakes that are said to symbolise the arrival of the warm sun. The festival ends on a Sunday when the straw figure of the Lady of Maslenitsa, as well as any uneaten pancakes, are thrown onto fires. When the fires have burned away, the ashes are spread on the fields to encourage the growth of new crops. This is a time when people have fun wearing masks and dress up in unusual, bright clothes. Japan In Japan, the ancient festival of Hanami, which means ‘looking at cherry blossom’, starts in late January in the tropical islands in the south, and stretches into May in the far north. Nowadays, the arrival of the cherry blossom is eagerly awaited, and 24-hour news reports provide updates on exactly where and when the flowers will appear. This festival is of great national importance and the older generation believes that it brings hope for a new start. Traditionally, people meet together under the blossom to listen to music and enjoy food. Japanese students are especially excited at this time because the festival marks the end of the school year. If you feel hungry during Hanami, you can buy a cherry blossom burger or a pink bun.

3 0510/22/O/N/17 © UCLES 2017 [Turn over (a) How do people in Iran prepare their houses for Nowruz? …[1] (b) What do people in Iran do on the last day of Nowruz? …[1] (c) What do children like most about Nowruz? …[1] (d) What do the pancakes eaten during Maslenitsa represent? …[1] (e) How do the fires during Maslenitsa benefit farming in Russia? …[1] (f) Where in Japan can you see cherry blossom first? …[1] (g) How do people in Japan find out when the cherry blossom will appear? …[1] (h) What is the significance of the Hanami festival to the younger and older generations? Give two details. Younger generation: … Older generation: …[2] [Total: 9]

4 0510/22/O/N/17 © UCLES 2017 Exercise 2 Read the article about plastic toys which have been found on beaches in the UK, and then answer the following questions. LOST AND FOUND Cornwall is an area in the south-west of the UK, and it is famous for its beautiful beaches. Many people travel to Cornwall to enjoy a day at the seaside, but for people like Sarah Carter, there is so much more to the coast than just surf and sand. Sarah is a beachcomber, which means she spends every spare moment walking along her local beaches with her eyes down, hoping to find an item for her collection. Unlike most beachcombers, however, Sarah is not interested in the shells or fossils found on the beaches. For the last ten years, she has been looking for plastic objects which are usually found in a child’s toy box. Sarah explores the beaches looking for pieces of the plastic toy Playgo. Many things found on a beach tell a story, and the lost Playgo pieces are no exception. Twenty years ago, the Singapore Rose was on its way to Canada when the container ship hit an extremely rough wave and turned on its side. The captain of the ship, Dirk Bartrum, feared that the ship would sink, but instead, 57 of the ship’s huge containers fell overboard into the sea. One of these containers was filled with nearly 6 million pieces of Playgo. Not long afterwards, some of these pieces started to appear on beaches in Cornwall. Tourists quickly joined the hunt for the brightly coloured toys. However, it was local schoolchildren who initially discovered them, including life jackets, divers and pirates. The fact that many of the objects had a sea theme was what initially caught Sarah’s attention. As time has passed, and more of the pieces wash onto the beaches, it is the rare octopuses, rather than the fishing nets and scuba equipment, that Playgo collectors search for. Many people might think that the pieces are more likely to appear on the beaches after a high tide. However, after a bad storm is when they wash up in greater quantities. In recent years, collecting these Playgo toys has become very competitive, and because the pieces continue to appear, Sarah has set up a website which allows other collectors to add details of the type of Playgo they have found. Lost Playgo pieces found in Cornwall Life jackets 26 600 Diver flippers 418 000 Octopuses 4200 Scuba equipment 97 500 Ship sails 26 600 Dragons 33 941 The Playgo pieces are attracting the interest not only of beachcombers, but also of scientists. Steve Newton is a marine scientist who has been following the Playgo story from the beginning. He cannot explain why the pieces of Playgo were only found on beaches in the UK until recently. Although most pieces are still found in Cornwall, Sarah has started to receive reports of discoveries in Ireland, the Netherlands, and as far away as Australia. Steve points out that Sarah’s website is a valuable resource for recording the location of Playgo discoveries: “If these pieces do all come from the same lost container, these reports are teaching us a great deal about ocean currents.” Not everyone is fascinated by the discoveries, however. Plastic takes centuries to degrade, which is why the Playgo pieces still look nearly as good as new. The fact that plastic in the ocean is a threat to marine wildlife is also a great worry to beach lovers and environmentalists alike. Sarah is very sensitive to this important environmental issue, and is pleased that her website is helping to raise awareness about it. Recently, a local group organised a 30-minute beach-cleaning session, in which 41 volunteers collected 96 sacks full of rubbish. The contents were sorted afterwards, and 53 out of a total of 8763 pieces of plastic were found to be pieces of Playgo.

5 0510/22/O/N/17 © UCLES 2017 [Turn over (a) What do most beachcombers look for? …[1] (b) What was the name of the ship carrying the Playgo pieces? …[1] (c) What happened to the ship which was carrying the Playgo pieces? Give two details. … …[2] (d) Who were the first people to find Playgo pieces? …[1] (e) What type of Playgo piece do most collectors want to find? …[1] (f) When is the best time to find Playgo pieces on the beaches? …[1] (g) According to the chart, which two Playgo pieces were found in the same quantity? …[1] (h) Why are environmentalists concerned about the lost Playgo pieces? Give two details. … …[2] (i) How many pieces of Playgo were collected during a recent beach-cleaning session? …[1] (j) Sarah’s website has proved to be very popular with collectors and scientists. Give four details about how the website is useful. … … … …[4] [Total: 15]

6 0510/22/O/N/17 © UCLES 2017 Exercise 3 Dominic Briggs attends Key International School in London. He has one more year before he finishes, and then he hopes to study Film and Journalism at London University. He has lived in different countries, including the United Arab Emirates and Tunisia, and he learnt Arabic and French when he was young. His mother and father, Georgina and Harry Briggs, are both teachers and they love to experience life in different countries, but Dominic has not always found it easy to adapt to so many changes. Now that Dominic is 17, the family have returned to England and live at 28 Ravenslea Road, Balham, SE12 9RG, which is just outside central London. Recently, Dominic got home from school feeling tired so he decided that he would relax and look at cinema websites on the internet. He has always enjoyed watching films from other countries and particularly likes foreign documentaries. While browsing, he noticed that a travel company was advertising a competition with questions about foreign films. When he saw that the competition prize was a family holiday for four in Europe, he decided to enter. Some weeks later, he was amazed to receive an email to his personal address dombr@gmail.com informing him that he had won, and with a holiday request form attached. His first reaction was one of excitement at the thought of the chance to visit the film studios in Spain, where many of his favourite films were produced. However, he was a little worried about telling his parents as he had not even mentioned the competition to them, although he had had to provide their email address – gandh@briggs.mail – previously. Fortunately, his parents were so excited about the news that they congratulated him and said that they could not believe their luck. They had not planned a holiday yet, but the idea of going to Europe, preferably to a warm and sunny country, was very appealing. Dominic was keen to travel by train, but his parents explained that it would mean travelling overnight and would be too time-consuming, so they agreed that it would be better to fly and have more time at the destination. Dominic explained that the travel company offers tailor-made holidays. This means that they organise personalised holidays for small groups. The family had a long discussion about where to go. His parents wondered whether there would be a problem because they can only go away during the school holidays. In addition, Dominic’s sister, Rebecca Briggs, who is 10 years old, wanted to make sure that vegetarian food would be available. She also hoped that they could go somewhere near the sea as she loves swimming. Dominic knows that his father would love to go hiking in the south of France but his mother would prefer Italy because of the many art galleries. The family could not stop talking about the prize and were eager to find out what sort of holiday the company would create for them. Dominic’s parents said that he should complete the holiday form as he had won the competition. Imagine you are Dominic. Fill in the form using the information above.

7 0510/22/O/N/17 © UCLES 2017 [Turn over Prize Winner’s Holiday Request Form Section A: Personal details Full name of prize winner: … Age: … Address: … Email address: … Occupation: (please circle) teacher journalist student artist Do you speak other languages? (please delete) YES/NO Section B: Holiday details Full names of all other people travelling: Over 18: … Under 18: … How would you like to travel? … Outdoor interests of the group: (provide at least two) … Indoor interests of the group: (provide at least two) … What sort of climate do you prefer? … Section C In the space below, write one sentence of between 12 and 20 words, giving all other information that you think is important for us to know. [Total: 8]

8 0510/22/O/N/17 © UCLES 2017 Exercise 4 Read the article about lions, and then complete the notes on the following page. Lion populations Lions are famous both for their beauty and their strength. Most children learn to identify lions very early from the many pictures and stories in children’s books. There is no shortage of lions in films either, and young children especially are fond of characters based on lions. Lions can weigh between 100 and 250 kilograms, depending on their age, and can live for as long as 14 years in the wild. They become fully grown after five or six years. Male lions are distinguishable by their impressive manes. This is the thick hair which grows around their face and neck. Lions are the only social members of the cat family. They live in large groups called prides, consisting of about 15 lions. Related females and their young make up the majority of the pride. Lions within a pride are often affectionate towards each other. There are about 20 000 lions left in the wild – down from more than 200 000 a century ago. The conservation charity, Lion Guardians, which trains and supports teams of local people to monitor lion populations, states that it is hard to get reliable data. One of the main explanations for the decline in lion numbers is the loss of their natural environment caused by a rise in the human population in many parts of Africa. This means that people need more land, either for building homes or for growing food. The lions therefore lose the areas of land where they have always lived and often approach villages. They are then vulnerable to catching diseases from the village animals. Another reason for the reduction in the lion population is the shortage of food sources in the wild, such as antelope and gazelle, because people are increasingly relying on the same animals for their food. In Botswana, Namibia, South Africa and Zimbabwe, where most lions live in reserves that have fences around them, lion populations have been growing. The work done in reserves is most effective when it is combined with more traditional conservation efforts. Outside the fenced reserves, this includes helping communities to tolerate living with lions because they currently see the lions as a threat and may sometimes harm them. Some conservation researchers also fit modern satellite tracking collars on lions in order to study them. These collars are attached to the lions’ necks and enable researchers to study lion movements in great detail in areas where it is usually impossible to follow them. The location data is used to guide the work of Lion Guardians. Occasionally, it is possible to capture lions from one area where there is not enough food for them to survive, and relocate them to a protected reserve. However, this can prove to be very challenging for conservationists, as lions are constantly on the move. Not only is it encouraging to learn that conservation projects are working to save lions, but also that some lion populations are increasing as a result.

9 0510/22/O/N/17 © UCLES 2017 [Turn over You have been asked to give a talk to your science class about lions. Prepare some notes to use as the basis for your talk. Make short notes under each heading. Behaviour of lions • … • … Threats to the survival of lions • … • … • … Work being done by conservationists • … • … • … • … [Total: 9]

10 0510/22/O/N/17 © UCLES 2017 Exercise 5 Read the article about a person who survived a shipwreck. Write a summary about what he did to survive. 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. Shipwreck survivor A Chinese man, Poon Lim, is famous for being the longest shipwreck survivor. He spent 133 days in the sea when his ship went down in the South Atlantic after leaving Cape Town. It took just two minutes for the ship to sink, and the only man who managed to survive was Poon Lim. Despite the mad chaos of the sinking, exploding ship, Lim was still able to grab a life jacket, which was vital, as he had never learnt to swim well. He floated in the ocean for what he estimated to be around two hours until he spotted one of the ship’s life rafts. It was a wooden raft about two and a half metres square, partially covered by a canvas roof. After much effort, Lim succeeded in reaching it and although weak, managed to pull himself aboard. Luckily for Lim, on the life raft there were some bottles of juice and tins of biscuits, together with two flares, a flashlight and even some chocolate. Once Lim realised that his emergency provisions were running out, he knew that he had to invent ways to find food and water. He used the canvas from the roof and his life jacket to make a container to catch rain water. He had never been fishing and had no skills to help him, but he improvised by making a fishing hook out of the wire from the flashlight and the jagged edges of the biscuit tins. By day 60, he was aware that he was losing physical strength so he began to swim around the life raft twice a day. This routine continued until a particularly bad storm nearly destroyed his life raft. Against all the odds, he survived and was able to repair the damage. However, this experience left him feeling even more terrified about his situation. Lim had never seen such a variety of beautiful sea creatures and spent many hours observing the fish that swam around him. However, he was alarmed by the threatening sharks that at times surrounded his life raft, and occasionally attacked him. Lim survived for almost five months. On two occasions he spotted a ship, and once a plane passed by near him, but each time his shouts and frantic waving went unnoticed. The nightmare only came to an end when he was picked up by Brazilian fishermen on April 5, 1943, about ten miles from land. They sailed to Belem, Brazil, a town at the mouth of the Amazon River. Upon arriving in Belem, suffering from severe sunburn, he spent four weeks at the local hospital to recover and regain his physical fitness. He explained to people that he had worked hard not to lose a sense of hope that he would finally be rescued. Lim went on to live to the age of 72, and even now, 133 days remains the longest time for one person to survive being lost at sea in a life raft. When he was told about his record, Lim said: “I hope no one will ever have to break it.”

11 0510/22/O/N/17 © UCLES 2017 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 11]

12 0510/22/O/N/17 © UCLES 2017 Exercise 6 You recently went to the opening day of a new visitor attraction in your town. Write an email to a friend about the day. In your email, you should: • describe the visitor attraction • explain what happened on the day • say if you think the attraction will be a success or not. 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/O/N/17 © UCLES 2017 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

14 0510/22/O/N/17 © UCLES 2017 Exercise 7 Some people think that teenagers should be allowed to make important decisions about their lives. Here are two comments from students in your class: I want to be able to decide when it’s best to study. I think older people always know best. 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/O/N/17 © UCLES 2017 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 19]

16 0510/22/O/N/17 © UCLES 2017 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 a registered trademark. This document consists of 12 printed pages. © UCLES 2017 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/22 Paper 2 Reading and Writing (Extended) October/November 2017 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2017 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 2 of 12 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 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

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 3 of 12 Exercise 1: Spring traditions around the world Question Answer Marks 1(a) cleaning and (re)painting / cleaning / (re)painting / making it well-presented 1 1(b) picnic 1 1(c) gifts of money 1 1(d) arrival of (warm) sun 1 1(e) ashes spread on the fields / ashes encourage growth of new crops 1 1(f) tropical islands / islands in the south / the south 1 1(g) (24-hour) news reports / (24-hour) news updates / 24-hour news 1 1(h) Younger: end of school year Older: hope for a new start ONE MARK FOR EACH CORRECT DETAIL 2

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 4 of 12 Exercise 2: Lost and Found Question Answer Marks 2(a) shells / fossils 1 2(b) Singapore Rose 1 2(c) hit a rough wave turned on its side containers fell overboard / containers fell into the sea ONE MARK FOR EACH CORRECT DETAIL – MAXIMUM TWO 2 2(d) (local) schoolchildren 1 2(e) octopus(es) 1 2(f) after a (bad) storm / when there is a (bad) storm 1 2(g) life jackets AND ship sails BOTH REQUIRED FOR ONE MARK 1 2(h) plastic takes centuries to degrade accept alternative wording for ‘centuries’, i.e. ‘a long time’ AND threat to marine (wild) life / plastic in the ocean is a threat to wildlife ONE MARK FOR EACH CORRECT DETAIL 2 2(i) 53 1 2(j) collectors add details of the type of Playgo found for recording the location of the discoveries teaching us about (ocean) currents helping raise awareness of environmental issues / helping raise awareness of threat of plastic ONE MARK FOR EACH FOR ANY FOUR FROM FIVE 4

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 5 of 12 Exercise 3: Prize Winner’s Holiday Request form Question Answer Marks 3 Section A Full name of prize winner: Dominic Briggs 9 Age: 17 9 Address: 28 Ravenslea Road, Balham, SE12 9RG (central London)(England) (UK) 9 Email: dombr@gmail.com 9 Occupation: CIRCLE: student 9 Do you speak other languages? DELETE: NO 9 Section B Full names of other people travelling: Over 18: Georgina Briggs and Harry Briggs/Georgina and Harry Briggs (both parents’ names required) Under 18: Rebecca Briggs 9 How would you like to travel? fly / plane / airline / flight accept spellings ‘aeroplane’ and ‘airplane’ 9 Outdoor interests of the group: swimming / hiking (BOTH REQUIRED FOR ONE TICK) 9 Indoor interests of the group: (provide at least two) film studios / art galleries / (watching) foreign documentaries / (watching) films from other countries (TWO INTERESTS REQUIRED FOR ONE TICK) 9 What sort of climate do you prefer? sunny/warm Total for Sections A and B: 6

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 6 of 12 Question Answer Marks 3 Section C: Further Information In the space below, write one sentence of between 12 and 20 words, giving all other information that you think is important for us to know. Sample sentences: We can only go away during school holidays and Rebecca is a vegetarian. Also accept the examples below: We can only go away in the school holidays as both my parents are teachers. My sister Rebecca is a vegetarian and wants to know if vegetarian food is available. 2 Marking Criteria 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.

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 7 of 12 Exercise 4: Lions Question Answer Marks 4 Behaviour of lions: 1 Social / live in (large) groups / live in prides 2 affectionate towards each other / affectionate towards others within the pride 3 constantly on the move Max 2 Threats to the survival of lions: 4 loss of natural environment / people need more land / lose areas of land where they have lived 5 (catching) diseases from the village animals 6 shortage of food / people are relying on the same animals for their food 7 people may harm them Max 3 Work being done by conservationists: Note: Each point below needs a suitable verb Answers must be from the point of view of the conservationists 8 train local people to monitor lions 9 help communities to tolerate living with lions 10 fit satellite collars to lions / fit tracking collars to lions 11 study lion movements / use location data 12 capture the lions / relocate the lions Max 4

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 8 of 12 Exercise 5: Person who survived a shipwreck Question Answer Marks 5 Content: 1 grab a lifejacket / floated in the ocean 2 spotted a life raft / found a life raft / pulled himself on a life raft 3 there were bottles of juice / biscuits / chocolate / provisions on the life raft 4 invented ways to find food and water 5 made a container to catch rain water 6 made a fishing hook 7 swam (around the life raft) 8 repaired damage to life raft 9 didn’t lose a sense of hope Max 6 Language: 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 5

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 9 of 12 Question Answer Marks 6 Email 19 Question Answer Marks 7 Extended writing 19 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 decide on a mark, and if there are no paragraphs, deduct one mark. 8 If the essay is considerably shorter than the stated word length, i.e. 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 Cont0ent 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.

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 10 of 12 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) 8–10 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 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.

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 11 of 12 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 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.

0510/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 12 of 12 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 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.