Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2024 Oct/Nov Paper 1 · Variant 2

This document has 16 pages. Any blank pages are indicated. [Turn over Cambridge IGCSE™ * 6 1 7 0 1 8 3 5 0 6 * ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing October/November 2024 2 hours 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 60. ● The number of marks for each question or part question is shown in brackets [ ]. DC (PQ/FC) 338952/4 © UCLES 2024 ,










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2 0510/12/O/N/24 © UCLES 2024 Exercise 1 Read the article about a woman called Erchana Murray-Bartlett, who ran across Australia, and then answer the questions. Running across Australia What’s it like to run a marathon – 42.2 kilometres? Probably impossible for many people. In 2022, however, Erchana Murray-Bartlett ran 150 marathons in 150 days. In doing so, the 32-year-old Australian ran a total of 6330 kilometres from the far north of Australia to Melbourne in the far south. In completing this challenge, Erchana managed to raise over 100 000 Australian dollars for an environmental charity, though the idea of doing the run first came when she was looking for a way to highlight the crisis facing wildlife. ‘500 Australian species are endangered,’ Erchana says, ‘and we need urgent action.’ Erchana describes meeting conservation groups in different places as among her best memories from the run. Erchana faced many difficulties as she crossed Australia: deserts, jungles, thunderstorms and 35 °C heat. She was naturally very worried about crocodiles, snakes and deadly spiders, and was constantly bitten by ants and mosquitoes. Being chased by a wild bull on one occasion was the most frightening thing that happened to her, though it did give her a good story to tell when visiting schools on her route. Those visits were ‘probably the most enjoyable things I did as I crossed the country, along with getting to know local communities’, she says. ‘I always ran in the morning so I had time for other stuff in the afternoon.’ To give her the energy she needed, Erchana had five big meals daily, as well as regular snacks. Besides eating healthy food like salad and fruit, she treated herself to a large helping of ice-cream at the end of each day – she would often imagine herself enjoying the cold sweetness of it when she was halfway through a marathon. Lots of pasta and pizza in particular helped keep her weight up. Although her support team followed her in a camper van, she mostly ran alone, and she admits to getting lonely and often wanting to quit. As time went on, though, whenever the wrong kind of ideas entered her mind she didn’t fight them – they went away faster like that. She tried listening to music but found it didn’t help much. In the final weeks of her journey, Erchana attracted lots of media attention and people started to join her daily runs, which she welcomed. They liked talking about the distances she had run and reminding her of how close she was to the end, but the key benefit was that they distracted her from the pain in her feet. When she finally crossed the finishing line in Melbourne, about five months after starting, her priority was putting her feet up for a long time. ‘That really felt fantastic,’ she says. ‘One of the nicest things I’ve ever done.’ * 0000800000002 * ,










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3 0510/12/O/N/24 © UCLES 2024 [Turn over 1 What was Erchana aiming to make people more aware of by doing this challenge? … [1] 2 Which experience during her journey particularly scared Erchana? … [1] 3 What did Erchana especially look forward to eating during the challenge? … [1] 4 How did Erchana successfully deal with negative thoughts? … [1] 5 What did running with other people stop Erchana focusing on? … [1] 6 What does Erchana say were the highlights of the experience? Give three details. … … … [3] [Total: 8] * 0000800000003 * ,










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4 0510/12/O/N/24 © UCLES 2024 Exercise 2 Read the article about four young people (A–D) who are trying to make a living from creative work. Then answer Questions 7(a)–(i). Trying to make a living from creative work A Pedro When I left art school, I was determined to become a professional artist, but I had very little money, so for a while I worked in a café and painted in my free time. It was tough but typical for someone at the start of a career in art. Eventually, I decided to paint full time and give myself six months to produce enough work for a solo exhibition. I took a financial risk by hiring a local art gallery, but my paintings sold well, and I realised how effective setting a deadline can be for an artist. Following the exhibition, some collectors asked me to do more paintings for them, and various reviews of my work were published. At 23, I thought I was definitely heading for a successful artistic career. Then, gradually, people stopped buying my paintings, and I had to go back to café work and painting part time. B Akiko I began making short films at university, and they were so well received by fellow students I became convinced I had the necessary qualities to be a film director. After graduating, I worked for a while as an unpaid assistant on various film projects. Not having a regular income was hard, but in the film world, as in other artistic fields, people are expected to work for free when they’re starting out. It’s not right but that’s how things are. As time went on, I picked up some paid work and I now spend most of my time directing advertisements for various agencies. It’s definitely not what I want, but it pays for my own personal film projects. These days, I’m so busy making films, either for money or for myself, that, unfortunately, I have little time for anything else, like taking holidays. C Hassan After I left school, I did a photography course – I didn’t know what else to do. When the course finished, my teacher, a professional photographer, offered me a part-time role as her assistant. She didn’t pay me enough to live on, which was why I eventually quit, but without her encouragement, I would never have become a photographer. I developed a passion for photographing changes in my neighbourhood – construction projects, for example, which often, sadly, make things worse for local residents. I’ve always posted work online, and it’s frequently generated strong reactions. I used to read all the comments, but I realised that wasn’t doing me any good, so I now ignore them. Recently, I’ve been doing some photography for fashion magazines. It’s not really my thing, but it pays well and I only have to produce a limited number of photos each time. Then I can get back to my main interests. D Zaneta Becoming a musician wasn’t something I had any choice about. I always knew it could be a struggle financially, but I have no other skills, and I’ve known since I was 14 that I’m talented musically. My main focus is on the band I co-founded, and we play our own songs whenever possible. We’re getting some fans through playing live and online, but we finance ourselves by playing pop favourites at weddings, parties and company events. We try to plan ahead – we’re touring next month – but life for a band like ours is unpredictable, and unless things improve dramatically in terms of our income, I will never be able to support a family, for example. Having said that, not knowing what I’ll be doing in three months’ time or whether I can continue to make a living like this doesn’t seem to hurt my creativity; it’s quite the opposite, in fact. * 0000800000004 * ,










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5 0510/12/O/N/24 © UCLES 2024 [Turn over For each question write the correct letter, A, B, C or D, on the line. Question 7 Which person … (a) says that not having a secure job can bring certain advantages? … [1] (b) regrets the impact that their work has on other aspects of their life? … [1] (c) appreciates some support they were given? … [1] (d) suggests that young creative people are often treated unfairly? … [1] (e) emphasises the value of establishing specific targets? … [1] (f) thinks they paid too much attention to the views of other people? … [1] (g) expresses frustration at having to do work for other businesses? … [1] (h) suggests that only one type of work was an option for them? … [1] (i) admits to being over-confident at one stage? … [1] [Total: 9] * 0000800000005 * ,










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6 0510/12/O/N/24 © UCLES 2024 Exercise 3 Read the article about reaction videos, which are videos showing people reacting emotionally to something, and then complete the notes. Reaction videos Even if you’re not sure what reaction videos are, you’ve probably seen them. Millions of these videos can be found online, showing people’s emotional reactions to something they’re looking at. There are specific online channels, some with over 20 million subscribers, which are devoted to nothing but reaction videos. These videos have become extremely popular worldwide partly because they can be very entertaining. In fact, they’re so popular that many internet users worry they’re missing out on something if they don’t watch them – so they find them and watch them. To make a reaction video, you film yourself watching and talking about a video you’ve found online. You then upload what you’ve filmed so other people can watch your reactions and leave comments. People make reaction videos about TV shows, scenes from movies, sports events, old news stories and many other things, but I mostly do first-time reactions to music videos. For anyone thinking of making one of these videos, that last point is important. Always react to something you’ve never seen before, otherwise it won’t have much of an impact. And, whatever you’re looking at or listening to, be completely natural in the way you react. If you can be true to yourself, many viewers will think: ‘that’s how I feel too’. They want to feel a connection with someone else and they hope to achieve that as they observe someone reacting to something. Viewers also are often looking for help in forming an opinion about something, and on the internet, of course, there are plenty of opinions on anything and everything. I first got interested in reaction videos when I came across some made by two 18-year-old girls from Jamaica. They were reacting to music from Southeast Asia, which I knew nothing about. I still like watching those girls’ videos, partly because it’s a great way of learning something new, which is a very common reason to follow reaction videos. One thing about those two girls is that they always enjoy themselves, and it’s great to see. So, you should have fun as you’re recording if you want to build a group of people who regularly watch your reaction videos. There must be thousands of people around the world now making reaction videos, so it’s quite a competitive market. Reaction-video makers with many regular viewers attract advertising, and they make money out of it. I already have an established following, but if I was considering entering that market for the first time and wanted a big, regular audience, I would do two things. Firstly, I would select one specific subject to focus on. Those Jamaican girls, for example, went for Southeast Asian music. I would also invite comments from viewers as this sort of feedback will help you make successful videos that people want to watch. * 0000800000006 * ,










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7 0510/12/O/N/24 © UCLES 2024 [Turn over Imagine you are going to give a talk about reaction videos to your classmates. Use words from the article to help you write some notes. Make short notes under each heading. Question 8 Reasons why people choose to watch reaction videos: Example: they can be very entertaining • … • … • … [3] Question 9 Advice on how to make reaction videos that appeal to people: • … • … • … • … [4] [Total: 7] * 0000800000007 * ,










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8 0510/12/ O/N/24 © UCLES 2024 Exercise 4 Read the article about Daniel Owen, a teenager who uses a device called a metal detector to look for valuable metal objects in the ground, and then answer the questions. The teenage metal detectorist Anna Roper meets 15-year-old metal detectorist Daniel Owen and his father Joe. Daniel Owen smiled as he remembered when he’d discovered an unusual 7th-century gold bracelet in a field in the north of England. ‘Normally when I’m metal-detecting, it’s hours before I find anything interesting,’ he told me. ‘But that day I’d only been going 10 minutes when my detector made the beep-beep sound telling me I’d found metal in the ground. I saw a strange shape sticking out of the mud. I just picked it up. I didn’t have to dig – I couldn’t believe it.’ Daniel then explained that he wiped the object clean. ‘I didn’t know exactly what it was, but was thrilled all the same.’ Daniel showed the object to his father Joe and other detectorists searching the same field. ‘People were surprised at Daniel’s success rates,’ Joe laughed. ‘In the last year, he’s made four big discoveries, and everyone was delighted for him.’ That afternoon, Daniel and Joe took the object to be analysed at a local museum. ‘It could be vital archaeological evidence,’ Joe explained. ‘I’ve been metal-detecting for 30 years and I introduced Daniel to it. I still get excited by the idea of looking for treasure but being in green spaces in the fresh air is what most appeals to me.’ His son agreed with him. Daniel and Joe belong to a metal-detecting club. ‘It’s best to join one,’ Daniel said, ‘especially if you’re inexperienced. If something goes wrong with your device, or you fancy getting an expensive upgrade, someone in the club will give you guidance. Also, you always need permission from the owner of the land before you search it, and that can involve many complicated forms to fill in – the club does all that for you. If a particular area of land is known to have important historical remains, then metal-detecting will probably be banned there, though in most parts of the UK it’s allowed. In some countries, metal-detecting is illegal.’ Metal-detecting has changed recently. It used to be seen as a strange, old-fashioned hobby mostly done by older men. However, it’s not like that these days. Over 40% of the members of the club that Daniel and Joe belong to are women, of whom 45% are under-30s. The club has a children’s section and several teenage members. Daniel says that not many of his school friends are metal detectorists, but several of them believe it’s an interesting hobby to have. The relationship between metal detectorists and archaeologists has also changed in recent years in the UK. As increasing numbers of people took up metal-detecting and there were more private buyers for ancient objects, archaeologists were concerned that historical evidence was disappearing. Eventually, stricter laws were introduced requiring metal detectorists to report any treasure they found. ‘Some metal detectorists don’t do that,’ said Joe, ‘but most follow the law. And our reputation has improved, even among archaeologists – they depend on us for evidence they need for their research.’ Archaeologist James Hunter confirmed this later: ‘95% of all reported treasure is from metal-detector users, with the rest being found by archaeologists.’ When I met up with Daniel in a large field near his home, he let me use his new metal detector. I was shocked at how much he’d paid for it. After three hours, I’d come across a couple of coins and two iron nails, all annoyingly modern and hardly what I’d call treasure. I’d planned to spend an hour metal-detecting but found it incredibly hard to stop, which is why it probably isn’t the hobby for me – it might take over my life. That’s not something that bothers Daniel, though. * 0000800000008 * ,










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9 0510/12/O/N/24 © UCLES 2024 [Turn over For each question, choose the correct answer, A, B or C, and put a tick (✓) in the appropriate box. Question 10 How did Daniel feel about his discovery of an ancient gold bracelet? A unsure how significant it really was B impressed by the condition of the item C surprised at how little effort it had required [1] Question 11 Daniel says that the main reason he likes metal-detecting is that it’s A a good way of spending time outdoors. B an interest he shares with other people. C an activity he has a natural talent for. [1] Question 12 Daniel recommends joining a metal-detecting club in order to A be able to borrow high-quality equipment. B avoid having to do a lot of paperwork. C gain access to the best sites. [1] Question 13 What is the writer doing in the fourth paragraph? A explaining the reasons for changes in metal-detecting B expressing her personal opinion on metal-detecting C giving details to support a point about metal-detecting [1] * 0000800000009 * ,










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10 0510/12/O/N/24 © UCLES 2024 Question 14 The writer includes a statement from James Hunter to emphasise how archaeologists A recognise the contribution that metal detectorists make. B dislike the freedom metal detectorists are allowed. C worry about the popularity that metal-detecting has. [1] Question 15 The writer says metal-detecting wouldn’t suit her because of A the way she’d feel about not finding much. B the amount of time it would take up. C the costs that would be involved. [1] [Total: 6] * 0000800000010 * ,










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11 0510/12/O/N/24 © UCLES 2024 [Turn over Please turn over for Exercise 5. * 0000800000011 * ,









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12 0510/12/O/N/24 © UCLES 2024 Exercise 5 Question 16 ? You recently found yourself in a difficult situation. You received some help to deal with that situation. Write an email to a friend about your experience. In your email, you should: • explain what the difficult situation was • describe the help that you received • say how you felt about the experience. Write about 120 to 160 words. You will receive up to 6 marks for the content of your email, and up to 9 marks for the language used. * 0000800000012 * ,









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13 0510/12/O/N/24 © UCLES 2024 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000013 * ,









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14 0510/12/O/N/24 © UCLES 2024 Exercise 6 Question 17 A new shopping centre has recently opened in your area, and last week you visited it with a few friends. The managers of the shopping centre want students’ opinions about the shopping centre, and you have been asked to write a report. In your report, explain what you think of the shopping centre AND suggest what the managers of the shopping centre could do to encourage more people to visit it. Here are some comments: This area already has a few other shopping centres. There is a range of places to eat. It’s easy to get there. The shops are quite expensive. Now write a report for the managers of the shopping centre, giving your views. The comments above may give you some ideas, and you should also use some ideas of your own. Write about 120 to 160 words. You will receive up to 6 marks for the content of your report and up to 9 marks for the language used. * 0000800000014 * ,









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15 0510/12/O/N/24 © UCLES 2024 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000015 * ,









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16 0510/12/O/N/24 © UCLES 2024 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000016 * ,









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This document consists of 10 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing October/November 2024 MARK SCHEME Maximum Mark: 60 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 2024 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 2 of 10 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 descriptions 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.

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 3 of 10 Cambridge IGCSE English as a Second Language Paper 1 Reading and Writing tests the following Assessment Objectives: Reading R1 demonstrate understanding of specific factual information R2 demonstrate understanding of the connections between the ideas, opinions and attitudes R3 identify and select details for a specific purpose R4 demonstrate understanding of implied meaning Writing W1 communicate information, ideas and opinions W2 organise ideas into coherent text using a range of linking devices W3 use a range of appropriate grammatical structures and vocabulary W4 use appropriate register and style for the given purpose and audience

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 4 of 10 Exercise 1 Any text in brackets ( ) may be included, but is not essential in order for the mark to be awarded. Question Answer Marks 1 crisis facing wildlife / 500 Australian species are endangered / endangered species / endangered wildlife 1 Question Answer Marks 2 chased by a (wild) bull 1 Question Answer Marks 3 ice-cream 1 Question Answer Marks 4 didn’t fight them 1 Question Answer Marks 5 pain in her feet 1 Question Answer Marks 6 Award 1 mark for each detail up to a maximum 3 marks: 1 meeting conservation groups 2 visiting schools 3 getting to know local communities 4 crossed the finishing line / putting her feet up 3

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 10 Exercise 2 Question Answer Marks 7(a) D 1 7(b) B 1 7(c) C 1 7(d) B 1 7(e) A 1 7(f) C 1 7(g) B 1 7(h) D 1 7(i) A 1

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 10 Exercise 3 Any text in brackets ( ) may be included, but is not essential in order for the mark to be awarded. Question Answer Marks 8 Award one mark for each acceptable response, up to a maximum of three marks: Reasons why people choose to watch reaction videos: 1 worry they’re missing out (on something if they don’t watch them) 2 feel a connection with someone 3 (looking for) help in forming an opinion 4 great way of learning something 3 Question Answer Marks 9 Award one mark for each acceptable response, up to a maximum of four marks: Advice on how to make reaction videos that appeal to people: 1 react to something you’ve never seen / do first-time reactions 2 be (completely) natural / be true to yourself 3 have fun (as you’re recording) 4 select one (specific) subject / focus on one (specific) subject 5 invite comments from viewers / get feedback from viewers 4

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 10 Exercise 4 Question Answer Marks 10 C 1 Question Answer Marks 11 A 1 Question Answer Marks 12 B 1 Question Answer Marks 13 C 1 Question Answer Marks 14 A 1 Question Answer Marks 15 B 1

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 8 of 10 Question Answer Marks 16 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content Plus up to 9 marks to be awarded for Language. See marking criteria for Questions 16 and 17. 15 Question Answer Marks 17 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content Plus up to 9 marks to be awarded for Language. See marking criteria for Questions 16 and 17. 15

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 10 Marking criteria for Questions 16 and 17 Table A: Content Marks Description 5–6 Task fulfilment • Task is fulfilled. • Content is fully relevant throughout. • Consistently appropriate style for the text type. • Excellent sense of purpose and audience. Development of ideas • Content is very well developed. 3–4 Task fulfilment • Task is generally fulfilled. • Content is generally relevant. • Generally appropriate style for the text type. • Generally good sense of purpose and audience. Development of ideas • Content is generally developed. 1–2 Task fulfilment • Task is only partially fulfilled. • Content is only partially relevant. • Style for the text type is inconsistent or inappropriate. • Insufficient sense of purpose and audience. Development of ideas • Limited attempt to develop content. 0 No creditable response

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 10 Table B: Language Marks Description 7–9 Range and accuracy • Content is communicated skilfully and appropriately. • Uses a wide range of common and less common vocabulary appropriately. • Uses a wide range of simple and complex structures. • High level of accuracy of language. Occasional errors may be present, but these do not impede communication. Organisation • Effectively organised and sequenced. • Uses a wide range of linking words and/or other cohesive devices appropriately. 4–6 Range and accuracy • Content is communicated clearly. • Uses a range of common vocabulary appropriately, and attempts to use some less common vocabulary. • Uses a range of simple structures, and attempts to use some complex structures. • Generally good level of accuracy of language. Errors do not generally impede communication. Organisation • Generally well organised and sequenced. • Uses a range of linking words and/or other cohesive devices generally appropriately. 1–3 Range and accuracy • Content is communicated but lacks clarity. • Uses only common vocabulary. • Uses only simple structures. • Lack of control of language. Errors impede communication. Organisation • Limited attempt at organisation and sequencing. • Limited attempt to use linking words and/or other cohesive devices. 0 No creditable content.