Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2025 May/June Paper 1 · Variant 1

This document has 16 pages. Any blank pages are indicated. [Turn over * 8 4 8 8 7 5 5 0 9 3 * Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 Reading and Writing May/June 2025 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 (DE/FC) 342802/2 © UCLES 2025 ,










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2 0510/11/M/J/25 © UCLES 2025 Exercise 1 Read the article about an activity called parkour, and then answer the questions. Parkour Journalist Sebastian Kyte writes about his experience Have you ever heard of parkour? The aim is to move from one point to another in an urban environment, without any equipment, and in the quickest and most efficient way. This usually involves running, jumping and climbing. I’d seen videos of people doing this in cities – even jumping from one roof to another – and always thought it looked amazing. So when I heard there was a new beginners’ course at my gym, I signed up immediately. The advert said it was particularly good for improving fitness, but what I actually found is that I had great fun. Before the first session, I decided to find out more about parkour. The name comes from the French word ‘parcours’, which can be translated as ‘route’ or ‘journey’, but it’s also often known as freerunning. A French man, David Belle, is considered to be the person who started parkour in the 1990s, although it’s based on activities and military training that have been used for centuries in other countries. David and eight friends developed a system for training, using a range of movements and challenges. They began calling themselves Yamakasi, which comes from a phrase in Lingala, a west-African language, meaning ‘strong in one’s person’ or ‘strong man, strong spirit’. I certainly felt more confident after a few weeks, although I can’t claim that it made me stronger. There were seven of us in my group, ranging in age from 16 to 57. Jeff, our trainer, was an incredibly calm person, and moved like a dancer. When I asked him if that was what he’d done before, he said he’d actually been a circus performer. He explained we would spend the first three sessions in the gym, learning various movements, before trying them outdoors. As the weeks passed, I became more aware of safety, which was an aim of the course. We practised swinging from bars, which looks easy but is the opposite, and did lots of forward and backward rolls, which are useful when you land after a jump. Before either of these, we spent some time running on both hands and feet – apparently having four points on the ground makes you more stable, although most of us couldn’t stop laughing while we were doing it. In the fourth week, we went to the local park to try some moves. First, we watched Jeff calmly running and jumping between large blocks of stone, and over a tall metal fence. Fortunately, we only practised on a park bench, which was much lower and easier to manage. I noticed my ability to balance was starting to improve. I’m nowhere near Jeff’s standard yet, but I’m going to keep trying! * 0000800000002 * ,










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3 0510/11/M/J/25 © UCLES 2025 [Turn over Question 1 What is another term for parkour? … [1] Question 2 What was the name of the group of friends who started parkour? … [1] Question 3 What was the group instructor’s previous job? … [1] Question 4 Which movement did Sebastian try first? … [1] Question 5 Which object did the group use to practise parkour in the park? … [1] Question 6 How did Sebastian say he benefited from doing parkour? Give three details. … … … [3] [Total: 8] * 0000800000003 * ,










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4 0510/11/M/J/25 © UCLES 2025 Exercise 2 Read sections A–D of a magazine article about young seals in New Zealand. Then answer Questions 7(a)–(i). Young seals in New Zealand A In New Zealand, the seal breeding season lasts from May until December. It’s a time when many young seals are born, and some then leave the groups that they have been raised in, and start to explore the area around them. They are young, they lack experience, and it’s in their nature to explore. When this starts happening, the government actually releases an official public notice that seal season has begun, warning people that they might encounter higher numbers of young seals in human-dominated spaces. Busy roads are quite often affected: one year, a young seal blocked traffic on a highway at rush hour, as parents were trying to take their children to a local school. It’s not uncommon to see seals relaxing in such places, and it’s also not surprising that people are often concerned if they come across a young seal there. B Local people refer to this time of year as the seal silly season, because of all the unusual and unexpected places that seals have been known to turn up in. One young seal broke into a house, and spent several hours on the sofa before it was discovered and led back to the sea. According to one wildlife specialist, this sort of behaviour is similar to that of a teenager away from home – they don’t quite know what to do with themselves, so they go exploring. For example, in 2021, a seal spent more than a week occupying the outdoor film set which had been used to make the well-known Lord of the Rings series. Tourists visiting the film set were entertained by the seal playing in the lake, and tour guides quickly made it part of their script. C Each year, scientists from the government’s Department of Conservation warn people that young seals can behave strangely when they are in an unfamiliar setting. They might appear to be lost or having difficulty moving, but they are usually able to find their way back to the sea. Therefore, when people spot them, they should be left alone unless they are in immediate danger. Fortunately, the majority of seals will remain on or near the beaches where they were born, but some are much bolder. Even though movement on land might look awkward, seals can actually travel long distances – in fact, some have even been known to end up more than eighty kilometres away from the shore. The middle of a road is somewhere that frequently attracts seals, as its black surface absorbs heat during the day, so it becomes a nice warm place for them to rest. D Advisers to the government report that the sight of so many seals each year is welcome. The species was in decline until the 1940s because they were hunted, mostly for their fur. These days, seals are legally protected in New Zealand, and the population is steadily increasing. The issue is that the human population has also increased, so seals are coming into contact with people much more frequently. Seals have been spotted in people’s gardens, on golf courses, and have even approached a football pitch while a match was in progress. And even though seal season takes place every year, and people have become familiar with the event, the Department of Conservation typically receives an enormous number of calls about seals turning up in odd places. However, the majority of these seals find their own way back to the beaches where they came from. * 0000800000004 * ,










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5 0510/11/M/J/25 © UCLES 2025 [Turn over For each statement, write the correct letter, A, B, C or D, on the line. Question 7 Which section includes the following information? (a) an informal name for an annual event … [1] (b) why one type of location is particularly appealing to seals … [1] (c) several reasons why young seals tend to wander … [1] (d) a comparison between young seals and young people … [1] (e) the suggestion that more people report seeing seals than necessary … [1] (f) how people tend to feel when they see a young seal away from the beach … [1] (g) advice about what to do with a young seal on land … [1] (h) why researchers are pleased to see large numbers of seals in the area … [1] (i) a particular incident that negatively affected a large number of people … [1] [Total: 9] * 0000800000005 * ,










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6 0510/11/M/J/25 © UCLES 2025 Exercise 3 Read the article about a rowing race called the Atlantic Challenge, and then complete the notes. Atlantic Challenge Are you interested in extreme sports? Here’s an example for you – the Atlantic Challenge. This involves crossing the Atlantic Ocean in a rowing boat, and you can choose to do it solo, or in a small team. It has been described as the world’s toughest rowing race. I first came across this event when I saw a newspaper report about a 23-year-old woman from the UK who set a new record in 2023 for completing the race solo. She rowed for 59 days, 16 hours and 36 minutes, beating the previous record by two hours and 38 minutes. But then I discovered that she isn’t the youngest person to take part in the race – the minimum age is 18, and I read about at least two teenagers who have successfully completed the challenge. The race begins in La Gomera, in the Canary Islands, in December each year. Meeting the other competitors before setting off is reported to be one of the more memorable aspects of the race – everyone has the same objective, which is preparing to row 3000 miles across the Atlantic to the finishing point in Antigua. Personally, I can’t imagine being able to do this, not only due to the extreme physical challenge, but because of the mental challenge too. Successful participants admit that it is really tough, and during the race, you can’t accept any kind of support, but many have experiences that more than make up for this – seeing whales swimming beside the boat is one example. Most participants are extremely well prepared, though, with specially designed boats to travel in, and they have all sorts of technology on board. Even so, if something goes wrong, you are responsible for carrying out repairs yourself. Of course, if that isn’t possible, you will need to be rescued, so having insurance is an essential requirement. When I read about the race, the fastest team to have crossed the Atlantic was a four-man team, who finished in just over 29 days. But no matter how long it takes, spotting land in the distance towards the end of the race is something that gives all participants a huge boost. By that point, some might be running low on supplies of food – there is limited space on board, and another regulation is to take everything you need for the entire journey. There isn’t much time to cook and clean when the daily routine consists of three main tasks – rowing, eating and sleeping. Competitors tend to row for two hours at a time, then sleep for two hours, and they try to keep this up twenty-four hours a day. If that doesn’t sound appealing, then rowing into the sunset might tempt you – that’s what several competitors have said was truly unforgettable. I have to admit that it’s something I’m very unlikely to experience. But what about you? * 0000800000006 * ,










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7 0510/11/M/J/25 © UCLES 2025 [Turn over Imagine you are going to give a talk to your classmates about the Atlantic Challenge. Use words from the article to help you write some notes. Make short notes under each heading. Question 8 Rules of the Atlantic Challenge: • … • … • … • … [4] Question 9 Highlights of the Atlantic Challenge: • … • … • … [3] [Total: 7] * 0000800000007 * ,










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8 0510/11/M/J/25 © UCLES 2025 Exercise 4 Read the blog by a student about prickly pear plants growing in Switzerland, and then answer the questions. Prickly pears growing in Switzerland by Lia Collins The prickly pear is a type of cactus, which is a plant that usually grows in hot, dry desert conditions, for example in Mexico or in South America. So you might be surprised to discover that it is now spreading across mountainsides in Switzerland – land which is typically covered in snow in winter. I had to do a project last term on something to do with the environment. I couldn’t decide what to do it on, so I spent some time browsing websites one weekend, looking for something suitable. After a while, I came across some information about the issue of prickly pears growing in Switzerland. I immediately knew I’d found my topic, as although I hadn’t been recently, I have fond memories of a long summer holiday there in my childhood. I contacted my uncle, who is a biologist, to see if he knew about the issue. It was news to him, but he said he would look into it for me. I wanted to know why prickly pears were a problem in Switzerland. I imagined that people walking in the hills and valleys where they are found might get hurt by them – the plants are covered in fine needle-like hairs which can stick to your skin and are difficult to remove. The plants are also spreading in areas where many people like to ski each winter. However, what is particularly concerning is that where the plants are found, they cover the soil completely. Flowers that used to be common in summer are now in danger of disappearing. How did the prickly pears end up in Switzerland in the first place? Could they have been imported by someone who was interested in new species, and wanted to try growing them on their own land? I already knew that the plants produce fruit which is very tasty, and they have attractive flowers – could this have tempted someone? In the end I was only able to establish the fact that the plants have been present since the late eighteenth century, so they are far from being a recent introduction, as I had originally thought. Scientists believe that a warmer climate in the mountains of Switzerland means that snow cover is diminishing – particularly down in the valleys, which in the past would have been covered with snow each winter. This warmth is creating ideal conditions for the plants to spread. They can in fact tolerate low temperatures, but they need to be in a dry place and don’t like to be covered in snow. The aim now is to try to prevent the prickly pears from spreading further, and to remove them from the areas of land which are badly affected. But judging by previous attempts, this will be far from straightforward. In one area, large quantities of the plants were cut down, and they were placed in huge piles in a forest, where it was thought that the shade and humid air would make the material decay and eventually turn into new soil. However, what scientists soon discovered was that bits of plants at the top of these piles were growing into new plants. They also found that new plants were growing back in the areas where the plants had been removed. This is clearly a serious matter, and I’m fascinated. I’ll definitely be keeping an eye on what happens in the future. 23 * 0000800000008 * ,










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9 0510/11/M/J/25 © UCLES 2025 [Turn over For each question, choose the correct answer, A, B or C, and put a tick (✓) in the appropriate box. Question 10 Lia chose to do a project on prickly pears in Switzerland because A she had visited this place before. B a relative was researching the plants. C it was the first subject that she found online. [1] Question 11 What is the main problem with prickly pears in Switzerland? A They can cause nasty injuries. B They prevent anything else from growing. C They affect popular winter sports. [1] Question 12 Lia discovered that prickly pear plants were first brought to Switzerland A many years ago. B by a plant collector. C as a source of food. [1] Question 13 What does ‘diminishing’ mean in line 23? A getting smaller B causing plants to die C happening at a lower level [1] * 0000800000009 * ,










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10 0510/11/M/J/25 © UCLES 2025 Question 14 What does Lia suggest about removing the prickly pear plants? A It is easier in certain locations. B It has never been tried before. C It is unlikely to be successful. [1] Question 15 The purpose of the blog is to A report on a long-term scientific project. B encourage people to help remove plants. C make people aware of an environmental issue. [1] [Total: 6] * 0000800000010 * ,










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11 0510/11/M/J/25 © UCLES 2025 [Turn over Please turn over for Exercise 5. * 0000800000011 * ,









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12 0510/11/ M/J/25 © UCLES 2025 Exercise 5 Question 16 You recently went on a school trip to a museum in another city. Write an email to a friend about the school trip to the museum. In your email you should: • explain what you did in class to prepare for the museum trip • describe what you liked about the museum trip • tell your friend about a problem with the museum trip. 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 0510/11/M/J/25 © UCLES 2025 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000013 * ,









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14 0510/11/M/J/25 © UCLES 2025 Exercise 6 Question 17 In class, you have been discussing whether employees should be required to work for a maximum of four days a week, giving them three days of free time. Here are some comments from your classmates: Now write an article for your school magazine, 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 article and up to 9 marks for the language used. People would be happier! Would they earn less? Everyone would get more done. The company would need more staff. * 0000800000014 * ,









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15 0510/11/M/J/25 © UCLES 2025 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000015 * ,









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16 0510/11/M/J/25 © UCLES 2025 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 11 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 Reading and Writing May/June 2025 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 May/June 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 11 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.

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 11 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Correct point Benefit of the doubt given No benefit of the doubt given Information missing Repetition Meaning is unclear Page or response viewed by the examiner – including blank and additional pages (and marked if appropriate) Writing response is under word guidance

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 11 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

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 11 Exercise 1 Question Answer Marks Guidance 1 freerunning / free-running / free running 1 Question Answer Marks Guidance 2 Yamakasi 1 Question Answer Marks Guidance 3 circus performer 1 Question Answer Marks Guidance 4 running on hands and feet 1 Tolerate singular ‘hand’ and ‘foot’. Accept synonyms of ‘running’, but not of ‘walking’ Question Answer Marks Guidance 5 bench 1 Question Answer Marks Guidance 6 Award one mark for each detail up to a maximum of three marks: 1 fun 2 more confident 3 more aware of safety 4 balance was starting to improve / balance improved / better balance 3 In points 2, 3 and 4, there must be some idea of a comparative. Credit ‘stable’ or ‘stability’ as an alternative to ‘balance’

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 11 Exercise 2 Question Answer Marks Guidance 7(a) B 1 7(b) C 1 7(c) A 1 7(d) B 1 7(e) D 1 7(f) A 1 7(g) C 1 7(h) D 1 7(i) A 1

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 11 Exercise 3 Question Answer Marks Guidance 8 Award one mark for each acceptable response, up to a maximum of 4 marks: 1 minimum age is 18 2 can’t accept support (if something goes wrong) 3 responsible for carrying out repairs / carry out repairs yourself 4 having insurance 5 take everything you need 4 1 Accept ‘18 or over’ but do not accept ‘over 18’ on its own. 2 Do not accept ‘no support’. Do not allow spelling ‘expect’ or ‘except’ as this changes the meaning 3 Accept any idea of ‘fixing’ or ‘mending’ as an alternative to ‘repairs’ 4 Do not accept ‘insurance’ on its own. Question Answer Marks Guidance 9 Award one mark for each acceptable response, up to a maximum of 3 marks: 1 meeting the other competitors 2 seeing whales / whales beside the boat 3 spotting land in the distance / spotting land towards the end of the race 4 rowing into sunset 3 3 Do not accept ‘spotting land’ on its own.

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 11 Exercise 4 Question Answer Marks Guidance 10 A 1 Question Answer Marks Guidance 11 B 1 Question Answer Marks Guidance 12 A 1 Question Answer Marks Guidance 13 A 1 Question Answer Marks Guidance 14 C 1 Question Answer Marks Guidance 15 C 1

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 11 Exercise 5 Question Answer Marks Guidance 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 Exercise 6 Question Answer Marks Guidance 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

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 11 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

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 11 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.