Cambridge IGCSE Italian - Foreign Language 0535 — 2015 May/June Paper 1 · Variant 1

This document consists of 11 printed pages and 1 blank page. DC (RW/SG) 102617/5 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 6 3 8 0 9 6 4 1 4 6 * ITALIAN 0535/01 Paper 1 Listening May/June 2015 Approx. 45 minutes 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 all questions. 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.

2 0535/01/M/J/15 © UCLES 2015 BLANK PAGE 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.

3 0535/01/M/J/15 © UCLES 2015 [Turn over Prima parte Esercizio 1 Domande 1–8 In questa parte dell’esame sentirai una serie di frasi o conversazioni brevi, come potresti sentire in Italia. Per ogni domanda scegli la risposta giusta segnando con una crocetta la casella adatta. Sentirai ogni frase o conversazione due volte. Sei in Italia, a casa dei tuoi amici Miriam e Antonio. 1 Ti sei appena alzato. Miriam ti dice: Che cosa suggerisce Miriam? A A B C D [1] B C D 2 Miriam ti dice: Che cosa ti offre Miriam? A A B C D [1] B C D

4 0535/01/M/J/15 © UCLES 2015 3 Entra Antonio e domanda: Dove ti vuole portare Antonio? A 3 A B C D [1] B C D 4 Miriam dice: A che ora può venire Miriam? A A B C D [1] B C D 5 Antonio dice: Che cosa suggerisce Antonio? A A B C D [1] B C D

5 0535/01/M/J/15 © UCLES 2015 [Turn over 6 Miriam è d’accordo. Dice: Dove propone di mangiare Miriam? A A B C D [1] B C D 7 Antonio ha un’idea. Dice: Che cosa propone di portare Antonio? A A B C D [1] B C D 8 Miriam pensa che poi sarete stanchi. Dice: Che cosa propone Miriam per la sera? A 3 )  2  ) A B C D [1] B C D [Total: 8]

6 0535/01/M/J/15 © UCLES 2015 Esercizio 2 Domande 9–15 Sentirai un discorso di benvenuto alle persone che sono arrivate oggi a Villa Pincio. Sentirai il discorso due volte. Mentre ascolti, rispondi in italiano o con i numeri, o segnando con una crocetta la casella adatta. Ci sarà una pausa durante il discorso. Adesso hai un po’ di tempo per leggere le domande. 9 10 11 Villa Pincio Villa Pincio è un centro per: (segna 1 casella) A B C Questa sera ci sarà: (segna 1 casella) A B C La mattina ci sono: (segna 1 casella) A B C [1] [1] [1]

7 0535/01/M/J/15 © UCLES 2015 [Turn over 12 13 14 15 Numero di persone in ogni gruppo: … [PAUSA] Fino alle ore 23 si può restare: (segna 1 casella) A B C A Villa Pincio non c’è: (segna 1 casella) A B C In ogni camera c’è: (segna 1 casella) A B C [1] [1] [1] [1] [Total: 7]

8 0535/01/M/J/15 © UCLES 2015 Seconda parte Esercizio 1 Domanda 16 Sentirai quattro giovani che parlano della loro scuola. Sentirai i giovani due volte. Mentre ascolti, segna con una crocetta le caselle che corrispondono alle frasi vere. Devi segnare solo 6 caselle. Adesso hai un po’ di tempo per leggere le frasi. VERO Fiorenzo (a) Il padre è felice della scelta di carriera di Fiorenzo. (b) Fiorenzo è contento dei suoi compagni di scuola. (c) Gli insegnanti di Fiorenzo sono troppo severi. Marco (d) Nella scuola di Marco ci sono solo maschi. (e) Molti insegnanti nella scuola di Marco sono giovani. (f) Marco deve rimanere a scuola anche dopo le lezioni. Enrichetta (g) La scuola di Enrichetta è vicino a casa sua. (h) Enrichetta ha pochi amici a scuola. (i) Enrichetta vorrebbe fare l’insegnante. Annarosa (j) Per andare a scuola, Annarosa deve vivere lontano da casa. (k) Annarosa vive in casa di amici. (l) Annarosa ama stare con le ragazze della città. [Total: 6]

9 0535/01/M/J/15 © UCLES 2015 [Turn over Esercizio 2 Domande 17–25. Sentirai due interviste con due giovani, Stella e Pietro, che parlano della professione che hanno scelto di fare. Ci sarà una pausa dopo ogni intervista. Mentre ascolti, rispondi alle domande. Prima parte: Domande 17 a 21. Adesso sentirai l’intervista con Stella. Sentirai l’intervista due volte. In ogni frase c’è un dettaglio che non corrisponde al brano. Ascolta attentamente e scrivi la parola giusta in italiano. Adesso hai un po’ di tempo per leggere le domande 17 a 21. Ascolta Stella. 17 Stella sta per finire la scuola media. …[1] 18 Per diventare infermiera, Stella dovrà studiare per sei anni all’università. …[1] 19 I genitori preferiscono che Stella diventi insegnante. …[1] 20 Durante le vacanze Stella andava ogni tanto in ospedale per due ore. …[1] 21 A Stella piacerebbe lavorare nel reparto anziani. …[1] [PAUSA] Seconda parte: Domande 22 a 25. Adesso sentirai l’intervista con Pietro. Sentirai l’intervista due volte. Mentre ascolti, rispondi brevemente alle domande in italiano. Adesso hai un po’ di tempo per leggere le domande 22 a 25. Ascolta Pietro. 22 In generale, la gente che cosa pensa della carriera militare? …[1] 23 Da quanti anni Pietro frequenta la Scuola Militare? …[1] 24 A che ora si deve alzare Pietro? …[1] 25 Che cosa deve avere Pietro per uscire il mercoledì sera? …[1] [Total: 9]

10 0535/01/M/J/15 © UCLES 2015 Terza parte Esercizio 1 Domande 26–31 Sentirai un’intervista a Giangiacomo, un giovane che ha fatto una vacanza diversa dal solito. Sentirai l’intervista due volte. Mentre ascolti, rispondi alle domande segnando con una crocetta la casella che corrisponde alla frase giusta. Ci sarà una pausa durante l’intervista. Adesso hai un po’ di tempo per leggere le domande. 26 Che cosa ha fatto Giangiacomo in vacanza? A Ha fatto il giro di tutta l’Italia. B Ha fatto trecento chilometri in bicicletta. C È andato a piedi da Livorno ad Ancona. D È andato da costa a costa con i suoi amici. [1] 27 Perché lo zaino di Giangiacomo pesava tanto? A Ha portato molte cose da mangiare. B Ha dovuto farci entrare il necessario per campeggiare. C Si è portato molti libri. D Ha preso troppi vestiti. [1] 28 Dove dormiva normalmente Giangiacomo? A in casa di contadini B in campeggio C in un campo D all’ostello [1] [PAUSA]

11 0535/01/M/J/15 © UCLES 2015 [Turn over 29 Perché Giangiacomo non si è portato l’orologio? A per paura di perderlo B per vivere in maniera più naturale C perché era rotto D perché non voleva farselo rubare [1] 30 Quando ha preso passaggi in macchina Giangiacomo? A mai B solo quando c’era brutto tempo C solo quando gli automobilisti lo invitavano D solo quando era troppo stanco per camminare [1] 31 Perché Giangiacomo forse scriverà un libro? A Potrebbe guadagnare molti soldi. B È bravo a scrivere. C Potrebbe ispirare altri giovani. D Potrebbe diventare famoso. [1] [Total: 6]

12 0535/01/M/J/15 © UCLES 2015 Esercizio 2 Domande 32–40 Sentirai un’intervista a Serena, una cantante con un forte interesse per i problemi dell’ambiente. Sentirai l’intervista due volte. Mentre ascolti, rispondi alle domande in italiano. Ci saranno due pause durante l’intervista. Adesso hai un po’ di tempo per leggere le domande. 32 Perché è importante imparare da bambini ad amare l’ambiente? …[1] 33 Da chi ha imparato Serena l’amore per l’ambiente? …[1] 34 Che cosa fa Serena quando mangia una caramella per strada? …[1] [PAUSA] 35 Secondo Serena, che cosa è la cosa più importante per insegnare l’amore per l’ambiente? …[1] 36 Che cosa fa Serena in casa per proteggere l’ambiente? …[1] 37 Perché Marcello ha chiesto un sacchetto di plastica a Serena? …[1] [PAUSA] 38 Chi potrà partecipare al progetto di Serena? …[1] 39 Che cosa succederà alla festa finale? …[1] 40 Che cosa si farà per ricordare ai bambini l’importanza dell’ambiente? …[1] [Total: 9]

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the May/June 2015 series 0535 ITALIAN 0535/01 Paper 1 (Listening), maximum raw mark 45 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 2015 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 2015 0535 01 © Cambridge International Examinations 2015 1 General Marking Principles 1.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided in Section 2. You will need to consider all alternative answers and unexpected approaches in candidates’ scripts, make a decision on whether they communicate the required elements, in consultation with your Team Leader if necessary (or with your Product Manager if you are a single Examiner), and award marks accordingly. The following marking principles underpin the detailed instructions provided in Section 2 of the Mark Scheme. Where a decision is taken to deviate from these principles for a particular question, this will be specified in the Mark Scheme. Often the general principles will have to be weighed up against each other, e.g. the answer might pass the look-alike test (1.5(b)), but if the candidate has produced an answer that is another word in Italian they will not score (1.6). 1.2 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. 1.3 More than the stipulated number of boxes ticked/crossed by the candidate: (a) If more than one attempt is visible, but the candidate has clearly indicated which attempt is his/her final answer (e.g. by crossing out other attempts or by annotating the script in some way), mark in the usual way. (b) If two attempts are visible (e.g. 2 boxes ticked instead of the 1 box stipulated), and neither has been crossed out/discounted by the candidate, no mark can be awarded. (c) In questions where candidates are required to tick a number of boxes (e.g. tick the 6 true statements), the general rule to be applied is as follows: the number of ‘extra’ answers indicated by the candidate is deducted from their number of correct answers and the remaining number is the mark awarded. For example, the candidate is required to tick 6 true statements, but instead ticks 8 statements. 5 of the ticks are correctly placed, but there are 2 ‘extra’ ticks (8 ticks placed by candidate minus 6 ticks required by rubric = 2 ‘extras’). Therefore the candidate is awarded a mark of 3. number of correct ticks: 5 minus number of extra ticks: –2 mark awarded: = 3 (d) Answers in pen do not take precedence over answers in pencil, e.g. if a candidate is asked to tick 1 box and ticks 2, one in pen and the other in pencil, the mark cannot be awarded unless there is some explicit indication from the candidate as to which is his/her final answer. 1.4 For questions requiring more than one element for the answer, (i) and (ii), where the answers are interchangeable: Both correct answers on line 1, and line 2 blank = 2 Both correct answers on line 1, and line 2 wrong = 1 (or vice-versa)

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0535 01 © Cambridge International Examinations 2015 1.5 Answers requiring the use of Italian (rather than a non-verbal response) 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) Accept incorrect gender or person unless Mark Scheme specifies otherwise. (d) Accept incorrect possessive adjectives, e.g. mio, tuo, suo etc, unless Mark Scheme specifies otherwise. (e) Accept incorrect tense unless Mark Scheme specifies otherwise. (f) Tolerate incorrect auxiliary unless Mark Scheme specifies otherwise. (g) Tolerate incorrect use of infinitive unless Mark Scheme specifies otherwise. 1.6 Unless the Mark Scheme specifies otherwise, do not accept incorrect Italian if the word given means something else in Italian. (Incorrect Italian which constitutes a word in any language other than Italian is marked (i) on the basis of whether it is accepted or refused in the Mark Scheme, and (ii) if not mentioned in the Mark Scheme, on the basis of 1.5 above.) 1.7 Where words are combined or split inappropriately do not award the mark, e.g. ‘suopadre’ and ‘lar ticolo’ (inappropriate splitting or combination is an indication that the candidate has not understood). 1.8 Annotation used in the Mark Scheme: (a) INV = Invalidation and is used when additional material included by the candidate is judged to invalidate an otherwise correct answer, thus preventing them from scoring the mark (INV = 0). (b) tc = ‘tout court’ and means that on its own the material is not sufficient to score the mark. (c) HA = harmless additional material which in conjunction with the correct answer does not prevent the candidate from scoring the mark. (d) 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. 1.9 No response and ‘0’ marks There is a NR (NO Response) option in scoris. 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.

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0535 01 © Cambridge International Examinations 2015 1.10 Extra material: It is the candidate’s responsibility to answer questions in such a way as to demonstrate to the Examiner that s/he has understood the recorded material. Where candidates introduce extra, irrelevant material to an otherwise correct answer, the danger is that the Examiner is being forced to ‘choose’ the correct answer and s/he cannot be certain that the candidate has shown understanding. Where the Examiner is put in this position, the mark cannot be awarded. The Detailed Mark Scheme cannot cover all eventualities and where specific instructions are not provided, Examiners must check the transcript to ensure the correct elements which would qualify for the mark are not contradicted or distorted by any extra material. The following, general, rules should be applied: (a) Extra material, mentioned in the Mark Scheme, which reinforces the correct answer or in itself constitutes an alternative correct answer: this is acceptable and is not penalised (b) Extra material which constitutes an alternative answer, but which is not explicitly mentioned in the Mark Scheme: the Examiner needs to decide, by consulting the transcript and the Team Leader if necessary, whether the alternative answer constitutes: (i) an alternative correct answer, in which case this falls into category (a) and the answer should be rewarded or (ii) an answer which on its own would be refused, in which case this falls into category (c) and the answer should be refused (c) Extra material which constitutes an alternative answer specifically refused in the Mark Scheme: this puts the Examiner in the position of having to ‘choose’ which is the candidate’s ‘final’ answer – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded (d) Extra material which distorts or contradicts the correct answer: this affects communication – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded (e) Extra material introduced by the candidate and which does not feature in the original transcript: this affects communication – the Examiner cannot be sure what the candidate has understood – and the mark cannot be awarded. It can sometimes be difficult to draw the line between what is a deduction made by an able candidate on the basis of what they have heard and pure guesswork. Therefore where a particular answer is not covered in the Mark Scheme, Examiners should consult their Team Leader

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0535 01 © Cambridge International Examinations 2015 2 Detailed Mark Scheme Prima parte Esercizio 1 Domande 1–8 ACCEPT REFUSE 1 C [1] 2 B [1] 3 C [1] 4 B [1] 5 A [1] 6 C [1] 7 A [1] 8 D [1] [Total: 8] Esercizio 2 Domande 9–15 ACCEPT REFUSE 9 C [1] 10 A [1] 11 A [1] 12 10 [1] 13 B [1] 14 C [1] 15 B [1] [Total: 7]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0535 01 © Cambridge International Examinations 2015 Seconda parte Esercizio 1 Domanda 16 A mark out of 6 is entered for the whole exercise in the mark input box. If more than 6 boxes are ticked by the candidate, indicate ‘working’ in ‘Comments’ box: e.g. 7 boxes ticked of which 6 are correct use formula 6 – 1 = 5 (where 1 = the number of extra boxes ticked). ACCEPT REFUSE Fiorenzo (a) (b)
(c) Marco (d)
(e) (f)
Enrichetta (g)
(h) (i)
Annarosa (j)
(k) (l) [Total: 6]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0535 01 © Cambridge International Examinations 2015 Esercizio 2 Domande 17–25 ACCEPT Part 1 REFUSE 17 superiore [1] 18 tre / 3 [1] tres 19 medico [1] 20 giorno [1] 21 bambini [1] Part 2 22 che non è/sia popolare (tra i giovani)/ che ai giovani non piace/che i giovani non sono interessati [1] si/sì popolare 23 due anni/2anni (accept 2 anni fa) [1] 24 alle 6 e mezzo/6 e trenta/6 :30 [1] 25 il permesso [1] (any recongisable spelling – also accept permissione) per messo [Total: 9]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0535 01 © Cambridge International Examinations 2015 Terza parte Esercizio 1 Domande 26–31 ACCEPT REFUSE 26 C [1] 27 B [1] 28 C [1] 29 B [1] 30 A [1] 31 C [1] [Total: 6] Esercizio 2 Domande 32–40 ACCEPT REFUSE 32 rimarrà con loro/lo imparano/sarà utile per tutta la vita (or similar idea) [1] 33 dalla mamma/dai genitori/dalla famiglia [1] 34 non butta le carte per strada/mette in tasca le carte delle caramelle [1] 35 Il buon esempio /l’esempio [1] Le canzoni, la pubblicità in televisone, sulle strade, nelle riviste, ma sopratutto si 36 spegnere le luci (quando non servono)/ spegnere il televisore (alla fine del programma) NB The addition of “non usa la macchina in città” does not invalidate the correct answer). [1] spendere/ le luci del televisore 37 per (raccogliere) i rifiuti [1] i rifiuti t.c. 38 i bambini della scuola elementare (dal primo all’ultimo anno)/della vecchia scuola di Serena [1] i bambini (di scuola) t.c 39 Daranno i premi (ai bambini più bravi) [1] (Also accept: anche i genitori potranno partecipare) daranno il messaggio ai genitori 40 pianteranno/metteranno un albero (nel cortile della scuola) [1] un albero (nel cortile della scuola) without appropriate verb. [Total: 9]