Cambridge IGCSE German - Foreign Language 0525 — 2016 May/June Paper 4 · Variant 2

This document consists of 5 printed pages and 3 blank pages. DC (ST/SG) 126893 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 2 4 7 6 9 5 2 4 2 3 * GERMAN 0525/42 Paper 4 Writing May/June 2016 1 hour Candidates answer on the Question Paper. No Additional Materials are required. 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 three questions: Question 1, Question 2 and Question 3(a) or Question 3(b) or Question 3(c). The number of marks is given in brackets [ ] at the end of each question or part question. The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

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3 0525/42/M/J/16 © UCLES 2016 [Turn over Erster Teil 1 Sie fahren in den Urlaub. Was nehmen Sie mit? Machen Sie eine Liste von 8 Dingen auf Deutsch. Beispiel: Beispiel: T-shirt __________________________ 1 ________________________________ 2 ________________________________ 3 ________________________________ 4 ________________________________ 5 ________________________________ 6 ________________________________ 7 ________________________________ 8 ________________________________ [Total: 5]

4 0525/42/M/J/16 © UCLES 2016 2 Sie beschreiben Ihre Schule. Sagen Sie, … (a) … wo Ihre Schule ist und was für eine Schule es ist. (b) … was Sie in der Schule lernen und wie Sie Ihre Schulfächer finden. (c) … was Sie mit Ihren Schulfreunden in der Mittagspause machen. (d) … was Sie in der Zukunft machen werden, wenn Sie die Schule verlassen und warum. Schreiben Sie 80–90 Wörter auf Deutsch. … … … … … … … … … … … … … … … [Total: 15]

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6 0525/42/M/J/16 © UCLES 2016 Zweiter Teil 3 Wählen Sie eines der folgenden Themen. Schreiben Sie 130–140 Wörter auf Deutsch. (a) Sie waren letzten Samstag in der Stadt. Sie wollten Geschenke kaufen. Es war aber kein guter Tag! Sie schreiben einen Brief an Ihren Brieffreund/an Ihre Brieffreundin, um den Tag zu beschreiben. • Sagen Sie, ob Sie normalerweise gern einkaufen gehen und warum. • Erklären Sie, warum Sie letzten Samstag in die Stadt gegangen sind. • Beschreiben Sie, was an diesem Tag nicht so gut war. • Sagen Sie, was Sie nächstes Wochenende vorhaben. ODER (b) Sie schreiben einen Artikel für die Schülerzeitung über das Thema Hobbys. • Erklären Sie, welche Hobbys junge Leute gern haben und warum. • Erzählen Sie, was Sie letzten Sommer in der Freizeit gemacht haben. • Erklären Sie, was für Hobbys Ihre Eltern als Kinder hatten. • Beschreiben Sie, wie die nächste Generation ihre Freizeit verbringen wird. ODER (c) Letzten Monat haben Sie mit Ihrer Freundin einen Ausflug in die Berge gemacht. Nach einer Weile konnten Sie Ihre Freundin nicht mehr sehen. • Beschreiben Sie, wie Sie reagiert haben, als Sie Ihre Freundin nicht mehr sehen konnten. • Beschreiben Sie, wie Sie Ihre Freundin wieder gefunden haben. • Erzählen Sie, was Sie gemacht haben, als Sie wieder nach Hause kamen und erklären Sie warum. • Beschreiben Sie Ihre Pläne für Ihren nächsten Ausflug. Schreiben Sie die Geschichte weiter: Es wurde sehr kalt und dunkel. Nach einer Weile konnte ich meine Freundin nicht mehr sehen…

7 0525/42/M/J/16 © UCLES 2016 SCHREIBEN SIE IHRE ANTWORT AUF FRAGE 3 AUF DIESE SEITE … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 30]

8 0525/42/M/J/16 © UCLES 2016 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 International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 18 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education GERMAN (FOREIGN LANGUAGE) 0525/42 Paper 4 Writing May/June 2016 MARK SCHEME Maximum Mark: 50 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 will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 1 General Marking Principles 1.1 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 1.2 For Questions 2 and 3, if the candidate has written an answer in the space provided for that purpose, you should ignore anything written anywhere else, unless: (i) there is an indication from the candidate that other material should be considered (ii) the candidate has continued their answer outside the space provided (iii) there is no answer in the space provided 1.3 Annotation used in the Mark Scheme and/or Marking: (a) tc = ‘tout court’ and means that on its own the material is not sufficient to score the mark. (b) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded. 1.4 No response and '0' marks Award NR (No Response): • If there is nothing written at all in the answer space or • If there is only a comment which does not in any way relate to the question being asked (e.g. 'can’t do' or 'don’t know') or • If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: • If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not. 1.5 Optional questions: you must mark all questions attempted by the candidate. Where a question has not been attempted then a NR must be entered. (For Question 3 only, after marking the question(s) the candidate has answered, NR is populated automatically when you click on ‘Complete’.) Where the candidate attempts more than one of the alternatives in Question 3, scoris will automatically only aggregate the candidate’s best result.

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 2 Detailed Mark Scheme SECTION 1 Question 1 Candidates are required to list 8 items in German. Read all the items the candidate has listed and award marks as follows: • Select the most correct items up to a maximum of 5 • Award 1 mark for each correct item up to a maximum of 5 NB the pictures provided on the question paper are only suggestions. Accept any appropriate item which the candidate might give. Generic mark scheme for Question 1 • Answers should be marked for communication. Tolerate inaccuracies, provided the message is clear: (a) ‘If in doubt, sound it out’: if you read what the candidate has written, does it sound like the correct answer? (b) Look-alike test: does what the candidate has written look like the correct answer? (c) Ignore any article. 1 Session-specific instructions for Question 1: Sie fahren in den Urlaub. Was nehmen Sie mit? Machen Sie eine Liste von 8 Sachen auf Deutsch. • The following are examples. Accept any item which the candidate might take on holiday ACCEPT : REFUSE : T-shirt, this is the example so cannot be credited Badehose Buch Bikini Geld/Euros Handtuch Hut Kamera Koffer Sandale Sonnenbrille Schuhe Tuch Unterwäsche Zahnbürste NB: Refuse items which cannot be considered as items suitable for taking on holiday/ fitting in a suitcase (zum Beispiel: Fernseher, Sofa, Schwimmbad, usw). Also allow Auto, Boot, pets. [Total for Question 1: 5 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Question 2 Candidates are required to answer the question. Read the whole answer and award marks as follows: • Communication: award a mark out of 10, according to the instructions in 2.1 below. • Language: award a mark out of 5, according to the instructions in 2.2. below. 2.1: award a mark out of 10 for Communication Generic mark scheme for Communication (Question 2) 1 tick per item communicated (covering the 4 points) up to a maximum of 10 (i) Place the appropriate ‘numbered’ tick as close as possible to each relevant communication point. (ii) Award ticks flexibly across the tasks for each piece of relevant information conveyed, up to a maximum of 10. HOWEVER, each of the 4 tasks must be covered to get the 10 communication marks: • If 1 of the tasks is missing, the maximum communication mark is 9. • If 2 of the tasks are missing, the maximum communication mark is 8 (and so on). (iii) Add up the ticks to give a mark out of 10 for Communication. (iv) For COMMUNICATION, be tolerant of verbs/tenses/spelling (for spelling, use ‘rules’ in Question 1: look alike, sound alike, etc. (v) LISTS = a maximum of 3 marks for communication: lists of 1–3 items = 1 mark; lists of 4 items = 2 marks; lists of 5–6 items = 3 marks • Ich habe lange schwarze Haare, blaue Augen und einen kleinen Mund = 1 mark (1 verb = a list of 3) • ich habe lange, schwarze Haare (1), ich bin ganz klein (1), und ich bin hübsch (1) = 3 marks (3 verbs). (vi) Only reward each piece of information once, e.g. ‘mein Haus ist super’ cannot score both as description and reason for liking (‘mein Haus ist super’ and ‘mein Garten ist super’ can both be rewarded). (vii) Do not penalise factual errors. [Total marks for Communication: 10]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 2 Session-specific instructions for Communication marks (Question 2): Sie beschreiben Ihre Schule. Accept REFUSE (a) Sagen Sie, wo Ihre Schule ist und was für eine Schule es ist. As long as either given, consider task complete. REWARD: • any description of the school, its name, where it is, what sort of school it is and what it is like • allow reasons for descriptions (e.g. meine Schule ist gut
weil sie sehr groβ ist
) Tick 1 Statements about schools in general Ich mag die Schule (nicht) tc Ignore references to school day (Ich habe jeden Tag acht Stunden./ Die Schule beginnt um 9 Uhr.) (b) Sagen Sie, was Sie in der Schule lernen und wie Sie Ihre Schulfächer finden. As long as either given, consider task complete. REWARD: • subjects learnt in school and opinions on these subjects • details/examples about the subjects/lessons and reasons for opinions (if extra verb is given) Tick 2 (c) Sagen Sie, was Sie mit Ihren Schulfreunden in der Mittagspause machen. REWARD: • any detail about what he/she does with school friends at lunchtime – e.g. eating lunch, attending lunchtime activities/clubs (including where they are done, how often, opinions about them, reasons for doing them, etc.) Tick 3 Refuse mere reference to what others do/ what candidate alone does. Must include reference to candidate and others (e.g. wir). (d) Sagen Sie was Sie in der Zukunft machen werden, wenn Sie die Schule verlassen, und warum. As long as either is given, consider the task to be complete. REWARD: • any detail about plans for the future, after leaving school (e.g. work, studies, job etc.) • reasons given for these choices • references to what candidate will NOT do ACCEPT: use of present tense verbs to express future intent ACCEPT: reason for choices with or without use of weil. ACCEPT: use of suitable adjective as a form of reason. Tolerate references to what they will do at another school. Tick 4

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 2.2: award a mark out of 5 for Language Generic mark scheme for Language (Question 2): • Award a mark out of 5 for Language, according to the Grade descriptors in the table below (see Note on using mark schemes with Grade descriptors (last page of mark scheme)): Grade descriptors for Language (Question 2) 5 Straightforward vocabulary and structure. The style of writing is basic, but reasonably coherent. Use of a limited range of verbs, generally successful. More accuracy than inaccuracy. 4 Basic vocabulary and structure. Some awareness of verb usage, but inconsistent. The writing is sufficiently accurate for meaning to be conveyed. 3 Very basic vocabulary and structure. Little awareness of verb usage (e.g. infinitives regularly used instead of finite verbs). Despite regular errors, the writing often conveys some meaning. 2 A few phrases or short sentences are accurate enough to be comprehensible. Very simple sentence structure. 1 Disjointed words or short phrases, one or two of them accurate enough to be comprehensible. 0 One or two disjointed words or short phrases may be recognisable. [Total marks for Language: 5] [Total for Question 2: 15 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 SECTION 2 Question 3 Candidates answer 1 question from a choice of 3. Read the whole answer and award marks, as follows: • Communication: award a mark out of 10, according to the instructions in 3.1 • Language: award a mark out of 8 for Verbs, according to the instructions in 3.2 award a mark out of 12 for Other linguistic features, according to the instructions in 3.3. 3.1 – award a mark out of 10 for Communication Generic mark scheme for Communication (Question 3): Place up to 2 ‘numbered’ ticks as close as possible to each relevant communication point (see tables below for details): (i) There are 5 relevant communication points per question, each worth a maximum of 2 marks. (ii) For each relevant communication point, use the appropriate numbered tick and place up to 2 of these ticks as close as possible to each relevant communication point (see session-specific tables for further guidance). 2 ticks Message clearly communicated. Minor errors (adjective endings, use of prepositions etc.) are tolerated. 1 tick Communication of some meaning is achieved, but the message may be ambiguous or incomplete. 0 ticks Nothing of worth communicated. (iii) Add up the ticks to give a mark out of 10 for Communication. [Total marks for Communication: 10]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Generic guidance on awarding ticks for Communication Example 1: Beschreiben Sie, was Sie mit Ihrer Familie gemacht haben. Candidate’s response Ticks for Communication Reason for mark Ja ich mit meiner Familie gemacht. 0 Nothing of worth communicated. Wir bin einen Ausflug in die Berge gemacht. 1 Some meaning conveyed – use of ‘bin’ makes message ambiguous (Is it wir or ich?. Wir haben einen Ausflug in die Berge. 0 Message not communicated. Attempt has been made at appropriate time frame but no attempt at appropriate verb Wir haben einen Ausflug in die Berge gemachen. 1 Appropriate choice of verb, verb recognisable in its form but incorrect (still communicates some meaning) Wir habe einen Ausflug in die Berge gemacht. 1 Appropriate choice of verb, verb recognisable in its form but incorrect (still communicates some meaning) Wir habe einen Ausflug in die Berge gemachen. 1 Appropriate choice of verb, verb recognisable in its form but incorrect (still communicates some meaning) Wir einen Ausflug in die Berge gemacht. 1 Appropriate choice of verb, verb recognisable in its form but incorrect (still communicates some meaning) Wir einen Ausflug in die Berge gemachen. 1 Appropriate choice of verb, verb recognisable in its form but incorrect (still communicates some meaning) Wir habe ein neues Auto. 1 Appropriate choice of verb, verb recognisable in its form but incorrect (still communicates some meaning) Wir machen einen Ausflug in die Berge. 1 Appropriate choice of verb, verb recognisable in its form but incorrect (in its time frame) (ambiguous but still communicates some meaning) Ich habe mit meiner Familie einen Ausflug in die Berge gemacht. 2 Message clearly communicated. Ich habe einen Ausflug in die Berge gemachtt. 2 Minor error is tolerated

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Example 2: Beschreiben Sie einen Tag, an dem Sie viel Sport getrieben haben. Was war besonders schwierig und warum? Candidate’s response Ticks for Communication Reason for mark Ich viel Sport getrieben haben. 0 nothing of worth communicated. Das Schwimmen was schwierig. 0 Meaning not conveyed (was doesn’t communicate message in German) Das Schwimmen war für mich besonders schwierig. 1 Some meaning is conveyed but the message is incomplete (no reason is given). Das Schwimmen war für mich besonders schwierig, weil das Wasser so kalt war. 2 Message clearly communicated.

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Session-specific guidance for Communication marks (Question 3): 3 steps to award Communication marks: 1) Check against Communication task (table ) > Has the task been attempted? (no attempt → no Comm. tick) 2) Find the best attempt at the task 3) In that task, is the message clear (2 ticks) or ambiguous/(unclear) (1 tick) or absent (0 ticks)? (see table above) Question 3(a): Sie waren letzten Samstag in der Stadt. Sie wollten Geschenke kaufen. Es war aber kein guter Tag! Sie schreiben einen Brief an Ihren Brieffreund/an Ihre Brieffreundin, um denTag zu beschreiben. Accept Refuse Mark (a) Tick 1, Tick 2 Explanation as to whether candidate usually likes shopping and why. For 2 Comm Insist on present tense. Allow anything sensible. No need to insist on inclusion of weil. Allow opinion in the form of description with adjective (e.g. Einkaufen ist normalerweise ganz lustig). 2+2 (b) Tick 3 Account of why the candidate went into town last Saturday. For 2 Comm Insist on past tense. Allow anything sensible. No need to insist on inclusion of weil. 2 (c) Tick 4 Description of what went wrong on the shopping trip. For 2 Comm Insist on past tense. Allow anything sensible. Allow use of adjectives to describe what went wrong (e.g. Die Verkäuferin war böse). 2 (d) Tick 5 Description of what the candidate would like to do next weekend Reward for communication Nächstes Wochenende möchte ich + infinitive (i.e. do not insist on use of werden for future reference). Reward for communication the use of the future tense, e.g. Ich werde nächstes Wochenende zu Hause bleiben. Allow a present tense verb + future time phrase eg Nächstes Wochenende bleibe ich bei mir zu Hause. Allow other appropriate phrases, such as Nächstes Wochenende habe ich vor… zu + infinitive/Nächstes Wochenende plane ich…, etc. Tolerate gehen for fahren 2

Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Question 3(b): Sie schreiben einen Artikel für die Schülerzeitung über das Thema Hobbys. Accept Refuse Mark (a) Tick 1, Tick 2 Description of hobbies that young people have and reasons why. Allow anything sensible (reference to company, activities together, etc.). No need to insist on inclusion of weil. Adjectives can convey the meaning. Also allow references to hobbies which they do not have. Mere description of candidate’s own hobbies – need reference to young people/others/wir 2+2 (b) Tick 3 Account of what the candidate did in his/her freetime last summer. For 2 Comm ticks insist on past tense. Allow anything sensible. Descriptions of what the candidate has done can convey the meaning. 2 (c) Tick 4 Description of hobbies that the candidate's parents had as children. For 2 Comm ticks insist on past tense. Allow anything sensible. Allow reason for opinion with or without use of weil. Accept use of suitable adjective as a form of reason. Description of candidate’s own hobbies. General statements about parents/children. Statements about parents’ hobbies today. 2 (d) Tick 5 Suggestions for how the next generation will spend their freetime. Allow use of pronouns wir/sie for die nächste Generation. Reward for communication the use of modal verb +infinitive to express future intention eg In der Zukunft sollen wir + infinitive Reward for communication the use of the future, e.g. In der Zukunft werden wir + infinitive Allow a present tense verb + future time phrase, e.g. In der Zukunft spielen wir ... Allow other appropriate phrases, such as In der Zukunft haben wir vor… zu + infinitive/In der Zukunft planen wir ... etc. 2

Page 12 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Question 3(c): Letzten Monat haben Sie mit Ihrer Freundin einen Ausflug in die Berge gemacht. Nach einer Weile konnten Sie Ihre Freundin nicht mehr sehen. Schreiben Sie die Geschichte weiter: Es wurde sehr kalt und dunkel. Nach einer Weile konnte ich meine Freundin nicht mehr sehen…(No marks awarded for this) Accept Refuse Mark (a) Tick 1 Description of candidate's reaction when he/she lost the friend. For 2 Comm ticks insist on past tense. Describe candidate's reaction on losing friend. Allow anything sensible. 2 (b) Tick 2 Account of how the candidate found his/her friend. For 2 Comm ticks insist on past tense. Allow anything sensible. 2 (c) Tick 3, Tick 4 Account of what the candidate did when they reached home, and reasons why. For 2 Comm ticks insist on past tense. Allow anything sensible. No need to insist on inclusion of weil. Allow reasons in the form of description with adjective, e.g. Ich war sehr müde. 2+2 (d) Tick 5 Description of candidate’s plans for next outing. Reward for communication Nächstes Jahr möchte ich + infinitive (i.e. do not insist on use of werden for future reference) Reward for communication the use of the future tense, e.g. Ich werde nächste Woche ins Ausland fahren. Allow a present tense verb + future time phrase e.g. Nächste Woche fahre ich ins Ausland. Allow other appropriate phrases, such as Nächste Woche habe ich vor… zu + infinitive/Nächste Woche plane ich…, etc. Tolerate gehen for fahren 2

Page 13 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 3.2 – award a mark out of 8 for Accurate use of verbs Generic mark scheme for Accurate use of verbs (Question 3): (i) Place a tick above the first occurrence of each correct verb, up to a maximum of 18 ticks (details of how to award ticks are provided below). (ii) Convert the total number of ticks to a mark out of 8 using the Conversion table below. Conversion table for Accurate use of verbs (Question 3) Number of ticks Mark 18+ 8 16,17 7 14,15 6 12,13 5 10,11 4 8,9 3 6,7 2 4,5 1 0,1,2,3 0 [Total marks for Accurate use of verbs: 8] Awarding ticks for Accurate use of verbs (Question 3) • both subject and verb must be correct for the verb to score a tick – Subject (= subject noun or pronoun including article or possessive) + any finite verb – Disregard adjectives, relative clauses, qualifiers and modifiers when looking at the ‘subject’ – Minor spelling errors in the subject will be tolerated – Capitalisation of nouns will be considered under Other linguistic features – ignore inaccuracies in the use of umlauts except where lack/addition of umlaut creates another word e.g. Accept: wir mussen (could not mean anything else), but do not accept ich mochte where ich möchte is required (word means something different). • verb must be in the appropriate tense to score a tick (see session-specific tables on tenses) NB: exclude letter etiquette from verb ticks (Hallo, Wie geht es dir?) consider under OLF. Do not award a verb tick where an accurate verb form is used in a sentence that conveys no meaning.

Page 14 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Examples: Subject with verb Tick No tick Note Ich bin (
) Ich spiele (
) Ich spielt (no tick) verb form must be correctly spelt Der Mann kommt (
) Den Mann kommt (no tick) subject must be correct Ich bin gegangen (
) Ich habe gegangen (no tick) insist on correct auxiliary With reflexive verbs Tick No tick Note Ich wasche mich (
) Ich wasche sich (no tick) insist on correct reflexive pronoun Ich wasche mich das Auto (no tick) ‘waschen’ should not be used reflexively in this statement With separable verbs Tick No tick Note Ich lege ein Foto bei (
) Ich beilege ein Foto (no tick) prefix needs to be separated where appropriate for the verb to score Ich lege bei ein Foto (
) Prefix does not need to be in the correct syntactic position for the verb to score. (consider under Other linguistic features) Ich habe mitgemacht (
) Ich habe gemitmacht (no tick) prefix needs to be separated where appropriate for the verb to score Word order Tick No tick Note Ich bin geflogen gestern (
) Tolerate incorrect word order for compound tenses as long as communication is not impeded, (consider under Other linguistic features) Jeden Tag ich fahre mit dem Bus (
) Tolerate wrong word order when main verb is not in position 2 for verb tick.* Ich habe gesonnt mich (
) Tolerate incorrect word order, (consider under Other linguistic features)

Page 15 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Wenn das Wetter schön ist (
), wir gehen immer in den Park (
) Tolerate wrong word order in sub-clauses for verb tick. (consider under Other linguistic features) Wer bist du (?) (
) Wer du bist (?) (no tick) inversion required with question word Compound tenses Tick No tick Note Ich habe gekauft (
) Ich hat gekauft (no tick) auxiliary must be correct Wir sind gefahren (
) Wir haben gefahren (no tick) auxiliary must be correct Ich werde singen (
) future credited as compound tense, so no extra tick for infinitive Er würde ein neues Auto kaufen (
) conditional credited, so no extra tick for infinitive Wir werden mit dem Bus fahren (
) 1 tick for compound tense Wir werden fahren mit dem Bus (
) Tolerate incorrect word order for compound tenses as long as communication is not impeded, (consider under Other linguistic features) Single auxiliary with multiple past participles Tick No tick Note Wir haben gesungen und getanzt (
) (
) Wir haben gesungen = tick 1; Wir haben getanzt = tick 2 Verbs with negative Tick No tick Note Sie spielen nicht (
) tick is awarded for the correct verb and subject; the negative is considered for reward in ‘Other linguistic features’, hence credit for the verb is unaffected by any error in position of the negative Sie nicht spielen (
)

Page 16 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Correct verb within meaningless statement Tick No tick Note Der Tag war lang (
) Der Tag war klug (no tick) do not reward a correct verb in a meaningless statement Infinitive/Modal constructions Tick No tick Note Ich kann (
) gut spielen (
) Ich kannst (no tick) gut spielen (
) incorrect verb form but correct infinitive Ich kann (
) spielen (
) gut Tolerate infinitive in incorrect position, Consider word order in Other linguistic features Ich will (
) spiele (no tick) incorrect spelling of infinitive Er hat versucht (
) fit zu bleiben (
) Er hat versucht (
) fit bleiben (no tick) zu is omitted, hence infinitive cannot be credited Ich möchte (
) zu studieren (no tick) zu is incorrectly added, hence infinitive cannot be credited Reward only the first occurrence of a verb, e.g. • Ich mag (
) Schwimmen. Ich mag (no tick) auch Tennis. • Ich mag (
) Schwimmen. Ich mag (no tick) Tennis nicht. • Hier gibt es (
) Berge und Flüsse. Es gibt auch (no tick) … However, • Ich mag (
) Schwimmen und mein Bruder mag (
) Tennis – 2 different persons of the verb • Mein Bruder mag Schwimmen (
) und meine Schwester mag (no tick) Tennis – both third person usage • Sie ist (
) unglücklich, es ist (no tick) nicht gut – both third person usage Register Reward Language if incorrect register (du) is used as long as this is consistently done. (But note that incorrect register will be penalised under Other Linguistic Features.) If candidates’ register is inconsistent within the context, i.e. if they write an inappropriate mixture of du and Sie within the same context, go with the most frequently used and only tick those for Language (if otherwise correct).

Page 17 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 3.3 – award a mark out of 12 for Other linguistic features Generic mark scheme for Other linguistic features (Question 3): (i) Award a mark out of 12 for Other linguistic features, according to the Grade descriptors in the table below (please see Note on using mark schemes with Grade descriptors (last page of mark scheme): Grade descriptors for Other linguistic features (Question 3) 11–12 • Uses a wide range of structures effectively; produces longer, fluent sentences with ease. • Highly accurate at this level, though not necessarily faultless. • Makes effective use of a wide range of vocabulary fully appropriate to the task. 9–10 • Attempts a range of structures with a good degree of success. • More complex language usually error-free. • Uses a variety of relevant vocabulary at this level. 7–8 • In control of simple structures. Varied success with more complex structures. • Accuracy is fairly consistent throughout. Errors may occur when more ambitious language is attempted. • Has sufficient vocabulary to add some interest to the writing. 5–6 • Attempts more than basic structures. • On balance, the work is more accurate than inaccurate. • Straightforward vocabulary relevant to the task. 3–4 • Reliant on basic structures. • Some examples of correct language. Meaning usually conveyed. • Basic vocabulary. 1–2 • A few phrases or short sentences are accurate enough to be comprehensible. Very simple sentence structure. 0 • One or two disjointed words or short phrases may be recognisable. (ii) Consider the extent to which the following are used correctly and appropriately when assessing the candidate’s control of structures: • Use of capital/lower-case letters in nouns and pronouns • Use of nouns (case agreement and use of determiners) • Use of prepositions, followed by case agreement • Adjectives (including comparatives and superlatives), possessives and demonstratives • Word order (inversion, verb position in relative/subordinate clauses, verb position in compound tenses, word order with direct/indirect objects, word order with separable and reflexive verbs and time/manner/place) • Subordinate clauses (use of wenn, weil, dass, als, seit etc.) • Negatives (nicht, nie, weder…noch, use of kein) • Linking words and conjunctions other than und/aber • Adverbs and adverbial phrases • Relative clauses, including use of relative pronouns • Object pronouns, direct and indirect • Appropriate use of register/ letter etiquette. [Total mark for Other linguistic features: 12] [Total for Question 3: 30 marks]

Page 18 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0525 42 © Cambridge International Examinations 2016 Note on using mark schemes with Grade descriptors It is important that you award marks positively. In order to ensure that you reward achievement rather than penalise failure or omissions, you should start at the bottom of the mark scheme and work upwards through the descriptors when awarding marks. You should adopt a ‘best fit’ approach. You must select the set of descriptors provided in the mark scheme that most closely describes the quality of the work being marked. As you work upwards through the mark scheme, you will eventually arrive at a set of descriptors that fits the candidate’s performance. When you reach this point, you should always then check the descriptors in the band above to confirm whether or not there is just enough evidence to award a mark in the higher band. For example, when marking Question 3 you may find that a candidate uses a variety of relevant vocabulary but has varied success with more complex structures. In such cases, you will need to award a mark that takes into account both the strengths and weaknesses of the piece of work. To select the most appropriate mark within each set of descriptors, use the following guidance: • If most of the descriptors fit the piece (and after you have considered the band above), award the top mark in the band. • If there is just enough evidence (and you had perhaps been considering the band below), award the lowest mark in the band. Note on irrelevant material In the case of a deliberately evasive answer which consists entirely of irrelevant material exploited in defiance of the rubric, a score of 0 is given. These are extremely rare. The genuine attempt to answer the question which fails due to a misunderstanding of the rubric will normally lose Communication marks but will score for Language. You should consult your Team Leader.