Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2020 Oct/Nov Paper 4 · Variant 3

Cambridge IGCSE™ * 9 9 7 8 4 8 3 8 4 3 * DC (PQ/SW) 186082/2 © UCLES 2020 [Turn over This document has 12 pages. Blank pages are indicated. ENGLISH AS A SECOND LANGUAGE 0510/43 Paper 4 Listening (Extended) October/November 2020 Approximately 50 minutes You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 40. ● The number of marks for each question or part question is shown in brackets [ ].

2 0510/43/O/N/20 © UCLES 2020 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) What will the students take photographs of? … [1] (b) Who will judge the students’ work? … [1] 2 (a) What is the boy excited about seeing at the anime exhibition? … [1] (b) Where will the friends meet before going to the anime exhibition? … [1] 3 (a) Where was the girl when she decided to become a guitar maker? … [1] (b) What did the girl attend in order to teach herself to make guitars? … [1] 4 (a) Where in his friend’s garden does the man think he left his jacket? … [1] (b) What is the man going to have next weekend? … [1] [Total: 8]

3 0510/43/O/N/20 © UCLES 2020 [Turn over Exercise 2 5 You will hear a teacher giving a talk about umami, which is one of the five basic tastes found in food. Listen to the talk and complete the sentences below. Write one or two words only in each gap. You will hear the talk twice. Umami Umami is known as a … taste, along with the four other basic tastes. The umami taste was first identified in a food which has … as an ingredient. The teacher says that the word ‘…’ is one of the translations of umami. The place you’re in, your cultural background and your … can all affect your sense of taste. The ability to detect different tastes helps people to avoid … , which tends to be bitter. We are keen to eat sweet foods, which give us a source of … . Umami is made up of a combination of a type of acid and other natural … . Umami can help people such as children, old people or … enjoy food more. [8]

4 0510/43/O/N/20 © UCLES 2020 Exercise 3 6 You will hear six people talking about their jobs, which involve working in and around water. 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 I am fascinated by the slow processes involved. Speaker 2 B I enjoy observing what people are doing around me. Speaker 3 C I feel I am bringing pleasure to people. Speaker 4 D I like the wide range of activities most of all. Speaker 5 E I love spending time in an unusual place. Speaker 6 F I particularly like tackling the problems involved. G I find the people I work with inspiring. [6]

5 0510/43/O/N/20 © UCLES 2020 [Turn over Please turn over for Exercise 4.

6 0510/43/O/N/20 © UCLES 2020 Exercise 4 7 You will hear an interview with a woman called Tanya Madden, who is a video games designer. 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) Tanya decided to become a video games designer because she A thought she could improve the video games she played. B wanted to put her drawing skills to use. C enjoyed creating games as a child. [1] (b) What does Tanya say about finding ideas for games? A It is difficult to avoid copying what others do. B She approaches colleagues for their views. C Many of her games have a similar theme. [1] (c) What does Tanya say about developing characters for games? A She finds it hard to draw what she has thought of. B She sometimes spends too long on a single idea. C She does not enjoy certain aspects of it. [1] (d) How does Tanya feel about getting feedback on game ideas? A hurt by some of the more unkind remarks B excited to find out what people close to her think C surprised by how hard it can be to find people to comment [1] (e) Tanya thinks it is important for a games designer to be A a clear communicator. B good at solving problems. C well organised. [1]

7 0510/43/O/N/20 © UCLES 2020 [Turn over (f) Which part of her job does Tanya enjoy most? A working on her own from start to finish B acquiring new skills from her teammates C having shared goals with colleagues [1] (g) What does Tanya find most difficult about the work she does? A deciding when a product is ready to release B having little time to develop new products C waiting for customer reviews of products [1] (h) What advice does Tanya give about becoming a games designer? A find people with the right skills to work with B avoid wasting time when you’re starting out C gain the relevant qualifications in advance [1] [Total: 8]

8 0510/43/O/N/20 © UCLES 2020 Exercise 5 8 (a) You will hear a wildlife expert giving a talk about volunteering on a cheetah conservation programme in South Africa. 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. Volunteering on a cheetah conservation programme in South Africa The cheetah conservation programme involves: • travelling around the reserve in … to locate cheetahs • learning about ecology up close: … , diet, feeding patterns, and research techniques • observing behaviour and completing … on the cheetahs • adding to information stored in … used by the wildlife trust to manage cheetah populations • being trained in cheetah … , as well as the use of tools and documents. [5]

9 0510/43/O/N/20 © UCLES 2020 8 (b) Now listen to a conversation between two students about the benefits of volunteering, and complete the sentences in Part (b). Write one or two words only in each gap. You will hear the conversation twice. Benefits of volunteering General benefits of volunteering Volunteers’ … increases when working on projects. The girl comments that she found that working to achieve a goal provided … for her group. Benefits of specific types of volunteering Wildlife volunteering can help volunteers gain knowledge of … . Volunteering with old people living in residences helps create a sense of … . Volunteering overseas is particularly good for developing … skills. [5] [Total: 10]

10 0510/43/O/N/20 © UCLES 2020 BLANK PAGE

11 0510/43/O/N/20 © UCLES 2020 BLANK PAGE

12 0510/43/O/N/20 © UCLES 2020 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 7 printed pages. © UCLES 2020 [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0510/43 Paper 4 Listening (Extended) October/November 2020 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 2020 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 October/November 2020 © UCLES 2020 Page 2 of 7 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 2020 © UCLES 2020 Page 3 of 7 Exercise 1 Question Answer Marks 1(a) children 1 1(b) (the) public 1 Question Answer Marks 2(a) (some) scenery 1 2(b) (the) art studio 1 Question Answer Marks 3(a) (a) rock concert 1 3(b) (an) online course(s) 1 Question Answer Marks 4(a) (on) (a) bench 1 4(b) (a) barbecue 1

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 4 of 7 Exercise 2 Question Answer Marks 5(a) primary 1 5(b) sea(-)weed(s) 1 5(c) delicious 1 5(d) health 1 5(e) poison 1 5(f) energy 1 5(g) chemicals 1 5(h) (hospital) patients 1

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 5 of 7 Exercise 3 Question Answer Marks 6(a) Speaker 1: G 1 6(b) Speaker 2: E 1 6(c) Speaker 3: C 1 6(d) Speaker 4: B 1 6(e) Speaker 5: A 1 6(f) Speaker 6: F 1

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 6 of 7 Exercise 4 Question Answer Marks 7(a) C 1 7(b) C 1 7(c) A 1 7(d) B 1 7(e) A 1 7(f) C 1 7(g) A 1 7(h) B 1

0510/43 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 7 of 7 Exercise 5 Part A Question Answer Marks 8A(a) (protected) vehicles 1 8A(b) (living) environment(s) 1 8A(c) (a) health check(s) 1 8A(d) (a) database(s) 1 8A(e) identification 1 Exercise 5 Part B Question Answer Marks 8B(a) confidence 1 8B(b) Motivation(s) 1 8B(c) rare species 1 8B(d) community 1 8B(e) networking 1