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

This document consists of 9 printed pages and 3 blank pages. DC (CE/TP) 166445/3 © UCLES 2019 [Turn over * 9 5 7 1 3 0 6 1 9 7 * Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/43 Paper 4 Listening (Extended) October/November 2019 Approx. 50 minutes Candidates answer on the Question Paper. Additional Materials: As listed in Instructions to Supervisors. 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 permitted. The number of marks is given in brackets [ ] at the end of each question or part question.

2 0510/43/O/N/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) Which creature will the students learn about in today’s class? … [1] (b) What activity will the students do first today? … [1] 2 (a) Which subject does the girl want to study at college? … [1] (b) At which place will the girl volunteer during her school holidays? … [1] 3 (a) What has the riding school warned the friends not to wear? … [1] (b) What is the name of the place where the friends will meet? … [1] 4 (a) When does the boy expect to finish reading Still Waters? … [1] (b) What did the girl like about the book? … [1] [Total: 8]

3 0510/43/O/N/19 © UCLES 2019 [Turn over Exercise 2 5 You will hear a talk about a spice called saffron. Listen to the talk and complete the details below. Write one or two words, or a number, in each gap. You will hear the talk twice. Crocus flower Saffron: an interesting ingredient Production Saffron comes from the crocus flower. Many people mistakenly believe that saffron costs a lot because it is … . To produce about 500 grams of saffron, approximately … flowers are needed. History A common belief is that saffron came from … . Ancient … , which used saffron colouring, have been found in one country. Because it could be used in … , fake saffron products were sold in the Middle Ages. In the 18th century, … became a luxury item. Few people know of a … made using saffron. An English … was named after the spice. stigma [8]

4 0510/43/O/N/19 © UCLES 2019 Exercise 3 6 You will hear six people talking about how writing a blog can be beneficial. 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 Other people will change your attitudes towards things. Speaker 2 B It will help you remember things you’ve done. Speaker 3 C You will make healthier life choices. Speaker 4 D You can inspire other people to share their ideas. Speaker 5 E You will become more confident. Speaker 6 F Your writing style will improve. G You will get positive feedback from people who read your posts. [6]

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

6 0510/43/O/N/19 © UCLES 2019 Exercise 4 7 You will hear an interview with a man called Ben Whittaker, who makes ballet shoes. Listen to the interview and look at the questions. For each question, choose the correct answer, A, B or C, and put a tick (3) in the appropriate box. You will hear the interview twice. (a) Ben decided to become a ballet shoe maker when he A was working in a theatre. B got bored with the job he was doing. C discovered that he had an ability for it. [1] (b) What does Ben say is the most difficult thing about his job? A how physically demanding it is B how long the working day is C how easily things can go wrong [1] (c) What does Ben say about the words people use in the shoe making process? A It took him quite a while to understand the words. B He still finds the words difficult to remember. C He enjoys advising others on how to learn the words. [1] (d) How did Ben feel when some dancers came to watch him work? A pleased with what he made while they were there B embarrassed by the attention he received C surprised by their reaction to his work [1] (e) What does Ben say about the professional ballet dancers he meets? A Their expectations can be unreasonable. B They remain faithful to a particular maker. C They often talk about what they enjoy about dancing. [1]

7 0510/43/O/N/19 © UCLES 2019 [Turn over (f) Ben says that the individual marks that makers put on their shoes are A sometimes removed by dancers. B based on shoemakers’ surnames. C chosen by shoemakers when they start work. [1] (g) What is Ben’s attitude towards the shoes he makes? A He likes to take a relaxed approach to making them. B He can’t understand why people admire them so much. C They rarely come up to his high standards. [1] (h) When Ben goes to the ballet, he A watches closely how the story develops. B looks out for dancers he knows. C focuses on a particular detail. [1] [Total: 8]

8 0510/43/O/N/19 © UCLES 2019 Exercise 5 8 (A) You will hear a photography lecturer giving a talk about the work of a photographer called Joel Sartore. 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. Joel Sartore: photographing endangered species Sartore saw that … which aimed to raise awareness of endangered species were not working. The first creature Sartore took a photo of was placed in front of a … at a children’s zoo. Sartore set out to take pictures where animals would appear to have … with viewers. People soon started to appreciate Sartore’s work and his … for it, too. It is expected that Sartore’s project will be a … that people can look at in the future. [5]

9 0510/43/O/N/19 © UCLES 2019 (B) Now listen to a conversation between two photography students about taking photos of animals and complete the sentences in Part B. Write one or two words only in each gap. You will hear the conversation twice. How to photograph animals Photographers who want to get good pictures of animals have to have … . Watching an animal allows the photographer to understand its … better. Getting photos of creatures which are … or moving quickly can be challenging. An expert recommended resting larger cameras on … , for example. Photographers should take into account an animal’s … and show that in photos, too. [5] [Total: 10]

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12 0510/43/O/N/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 (SPEAKING ENDORSEMENT) 0510/43 Paper 4 Listening(Extended) October/November 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 October/November 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 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 October/November 2019 © UCLES 2019 Page 3 of 5 Question Answer Marks 1(a) bat(s) 1 1(b) watch (a) video 1 Question Answer Marks 2(a) engineering 1 2(b) (the) wild(-)life centre 1 Question Answer Marks 3(a) (cycling) helmets / (a) helmet 1 3(b) (the) blue(-)bird (café) 1 Question Answer Marks 4(a) (by/on) wednesday 1 4(b) the (/its) ending 1 Question Answer Marks 5(a) rare 1 5(b) 80,000 / eighty thousand 1 5(c) Greece 1 5(d) (cave) paintings 1 5(e) medicine(s) 1 5(f) coffee 1 5(g) cake 1 5(h) town 1

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 4 of 5 Question Answer Marks 6(a) Speaker 1: C 1 6(b) Speaker 2: D 1 6(c) Speaker 3: F 1 6(d) Speaker 4: B 1 6(e) Speaker 5: G 1 6(f) Speaker 6: A 1 Question Answer Marks 7(a) C 1 7(b) A 1 7(c) C 1 7(d) B 1 7(e) B 1 7(f) A 1 7(g) B 1 7(h) C 1 Question Answer Marks 8A(a) (magazine) reports / (magazine) articles / magazines 1 8A(b) board 1 8A(c) eye contact 1 8A(d) passion 1 8A(e) resource 1

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 5 of 5 Question Answer Marks 8B(a) patience 1 8B(b) character 1 8B(c) shy 1 8B(d) folded clothing 1 8B(e) (natural) habitat(s) 1