Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2019 May/June Paper 4 · Variant 3

This document consists of 9 printed pages and 3 blank pages. DC (JP/TP) 166448/4 © UCLES 2019 [Turn over * 3 9 5 7 4 1 8 6 8 6 * ENGLISH AS A SECOND LANGUAGE 0510/43 Paper 4 Listening (Extended) May/June 2019 Approx. 50 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your centre number, candidate number and name in the spaces at the top of this page. 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. The number of marks is given in brackets [ ] at the end of each question or part question. Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education

2 0510/43/M/J/19 © UCLES 2019 Exercise 1 You will hear four short recordings. Answer each question on the line provided. Write no more than three words for each answer. You will hear each recording twice. 1 (a) Where did the girl meet her best friend for the first time? … [1] (b) What does the girl think she has in common with her friend? … [1] 2 (a) Which part of the geography course does the boy say he liked studying most? … [1] (b) What is the boy preparing for at the moment? … [1] 3 (a) Where does the girl say their holiday hotel was located? … [1] (b) What was the biggest problem with the hotel? … [1] 4 (a) What type of tree does the man recommend that people plant? … [1] (b) What do most people realise that trees need? … [1] [Total: 8]

3 0510/43/M/J/19 © UCLES 2019 [Turn over Exercise 2 5 You will hear a talk given by a man about the introduction of tea to Europe. Listen to the talk and complete the sentences below. Write one or two words, or a number, in each gap. You will hear the talk twice. The introduction of tea to Europe At first, people in Holland who wanted tea had to go to … to buy it. The Chinese traded … for tea. The attitude of the … influenced English people’s tea-drinking habits. People enjoyed the entertainment in … . The first mention of milk being put in tea appears in some … . Putting … into tea was not accepted by everyone. Tea became popular in … in the early 18th century. … per cent of the tea consumed by the English had no tax on it. [8]

4 0510/43/M/J/19 © UCLES 2019 Exercise 3 6 You will hear six people talking about their home towns. For each of speakers 1 to 6, choose from the list, A to G, which opinion each speaker expresses. Write the letter in the appropriate box. Use each letter only once. There is one extra letter which you do not need to use. You will hear the recordings twice. Speaker 1 A The old buildings need to be cleaned up. Speaker 2 B It is a fairly cheap place to live. Speaker 3 C It is easy to escape from the busy streets. Speaker 4 D It should offer a wider range of cultural activities. Speaker 5 E The public transport is very good. Speaker 6 F It is a pity it doesn’t attract more tourists. G The local people should be more welcoming. [6] [Total: 6]

5 0510/43/M/J/19 © UCLES 2019 [Turn over Please turn over for Exercise 4.

6 0510/43/M/J/19 © UCLES 2019 Exercise 4 7 You will hear an interview with a woman called Maggie Lee, who is a gymnast. Listen to the interview and look at the questions. For each question, choose the correct answer, A, B or C, and put a tick (✓) in the appropriate box. You will hear the interview twice. (a) What does Maggie say about her first gym club? A She couldn’t find a good role model. B She felt the club members were too competitive. C She lacked the focus that was required. [1] (b) When Maggie attended her first gymnastics competition A she was unsure about the rules. B she was surprised by the strict marking. C she was inspired by one particular performance. [1] (c) Maggie’s first year of training was hard for her because A it prevented her studying properly. B it seriously affected her closest friendships. C it meant her father giving up something important. [1] (d) Maggie says that when she tried some new equipment for the first time A she wanted to prove her talent. B she was put off by the people watching. C she knew it would be difficult. [1] (e) When Maggie was invited to take part in a national competition A she was convinced it was a joke. B she spent relatively little time preparing. C she had doubts about her fitness. [1]

7 0510/43/M/J/19 © UCLES 2019 [Turn over (f) Maggie decided to get a new trainer because A she was attracted by the new facilities in London. B she had an argument with the previous trainer. C she was keen to try a rather unusual approach. [1] (g) During the period when Maggie was injured A she reconsidered her attitude to the sport. B she was worried that her career was over. C she couldn’t stand watching gymnastics on TV. [1] (h) Maggie enjoys coaching children because A she feels under much less pressure. B she is constantly surprised by what they can do. C she likes the fact that they don’t question what she says. [1] [Total: 8]

8 0510/43/M/J/19 © UCLES 2019 Exercise 5 8 (A) You will hear a woman called Letitia Owen giving a talk about her work as a sculptor. Listen to the talk and complete the notes in Part A. Write one or two words only in each gap. You will hear the talk twice. Letitia Owen, sculptor Letitia believes that … is the most important ability a sculptor requires. Letitia says that she prefers to use … for her sculptures. Letitia says having … inside her clay sculptures is necessary. Letitia particularly loves sculpture because of its … . Letitia believes that a sculpture of a … gave her maximum satisfaction. [5]

9 0510/43/M/J/19 © UCLES 2019 (B) Now listen to a conversation between two students doing a sculpture course and complete the sentences in Part B. Write one or two words only in each gap. You will hear the conversation twice. The sculpture course The students complain about having to rely on … as a basis for their first piece of work. The boy was inspired to improve his own work by the … which he saw in the museum. The students agree that they would benefit from more help with … . The girl is planning to produce a … as her sculpture this term. Their teacher said it was particularly important to examine an animal’s … before making a sculpture of it. [5] [Total: 10]

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12 0510/43/M/J/19 © UCLES 2019 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. BLANK PAGE

This document consists of 5 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/43 Paper 4 Listening (Extended) May/June 2019 MARK SCHEME Maximum Mark: 40 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 May/June 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 2 of 5 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 3 of 5 Question Answer Marks 1(a) (at) (primary) school 1 1(b) (loads of) determination 1 Question Answer Marks 2(a) (the) canteen 1 2(b) (a) presentation 1 Question Answer Marks 3(a) (inside) (a) castle 1 3(b) (the) (poor) service 1 Question Answer Marks 4(a) (an) apple (tree) 1 4(b) (some) direct sunlight 1 Question Answer Marks 5(a) chemists 1 5(b) silver 1 5(c) royal court 1 5(d) tea gardens 1 5(e) letters 1 5(f) sugar 1 5(g) Russia 1 5(h) 70 / seventy 1

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 4 of 5 Question Answer Marks 6(a) Speaker 1: F 1 6(b) Speaker 2: C 1 6(c) Speaker 3: E 1 6(d) Speaker 4: G 1 6(e) Speaker 5: D 1 6(f) Speaker 6: B 1 Question Answer Marks 7(a) C 1 7(b) B 1 7(c) C 1 7(d) A 1 7(e) B 1 7(f) C 1 7(g) A 1 7(h) B 1

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 5 of 5 Question Answer Marks 8A(a) manual skill 1 8A(b) plastic 1 8A(c) metal skeleton(s) / metal 1 8A(d) emotional power 1 8A(e) (marathon) runner 1 8B(a) rough drawings 1 8B(b) roman statues 1 8B(c) using tools 1 8B(d) (carnival) mask 1 8B(e) movement(s) 1 Brackets ( ) indicate optional words.