Cambridge IGCSE Thai - First Language 0518 — 2010 May/June Paper 2 · Variant 1

* 4 3 5 4 6 2 5 7 9 1 * This document consists of 6 printed pages and 2 blank pages. DC (CW/KN) 19642/2 © UCLES 2010 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Education Secondary Education READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. 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, highlighters, glue or correction fluid. Answer all questions. Dictionaries are not permitted. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. FIRST LANGUAGE THAI 0518/02 Paper 2 Reading and Directed Writing May/June 2010 2 hours 15 minutes Additional Materials: Answer Booklet/Paper www.XtremePapers.com

dadaunaut 1 dantaas uy, auirnriviufta uIAaessunsaia unanui 1 Ganiaas vinumAanurduduslvadagulearaansin ‘unrndunrousiazTuaz@uusew1m 30-40 nu, uazsan noms GurhnWuflawasaniuslad Limzayeiu | dudaituiuadavarn udauseleifoonuuaswernanduly aoe “od we aa eae Pa ee ea a. tn nat 2 iindndaluscusiqa 66 Tu Wauarsmiaansinludio nialt awnnvigowrintiazy let Taunandunrludzariaw 9 aransmdu . 4 Pa Pa Ss fara ~ ad. al VQAWUIINATINIAUAIY WIUMY MNAVATIUASAIINNAT IE Intgaaa 52 nu. uacldiaaneau 66 Ju wunsenoieinwwn aaa 3 a . an ed 2 «) wMNDantirvachsaanwwawMy uacgnsrhvanmnarh | ainreaye ludufl 24 unmiaw 2549 Maudunrvastilu iuauth usavvannia anumcrir nunauith Inedoulngjardiuauluta 37 uns vd . ed dg ae - fe < aa Maat munuhlumiuswiiayhaminedeineay uanniniiiouaunivamudiaun auimuavoos iia lid a.qinn a.dlas a.Bualua léthinginwn andes uacdauls | Gudinds amranrsfiuriuducidlass i nn 50 au tansuWomsussnsisussaunrisaimaaiunn asalseaia nérvhlunradumvasiayaiufinwnaiads Pea we we 4 oa we eg ' a Par) sauwhvasasssara WodTund ang 52 f aflame Vidunatunniiseing uazqaasnanuvesmaaun ly wa Pers a ee = Pree E matnussqnuaceany AmzanuAany dawnmar: id usaufimawmaniifn uimunaele 2. roe ' a , Pa Mot ao ow ae dow at s awvinurauviuslal (ve. a9 a.i5uslnai Wdaumsaye ‘Bususnfa daomsazadanemanswomidumlan uaz ay. a ‘ 2 ve 1a ¥. 1. a wd A a, ni a.qmupinfihuiio luszuzmanh 1,200 flawas ‘leds | oF iinrsiosvannwowimdavindan sewdaiunrla) a. aa a. a4 a x . ’ & + oa = wad, oe tan, snrviinerFindaanrnduileagte suquud Tnelet fav lmoushaudaunduain srhunwuiudulugaan daaulamaanvinmadudinomsariadunrinenay dud | auiuh waeuAGunlinnarlaiand wd Py . 2). ae dia Aa Vien oa. J a4 - TUN 23 MAIN 2548 aaandumaruatlusia mamsalfifouiartielaisantio NV.TVYI HaITINGG ee a a. ao dood da Paar Bw be ~ eed lau latvénswavnardodonsnAnwmwauusoy7 uuaatTMwinsdy UsenaunugaaNAIUAwMoonyIdINIA fe aa Py aa » |e we dive wa a dasmawiaudiaLUIyqnativian nusinAauiny Towle | dowawain uacarmaioudayin mligainiaviuw yao fee «e O laud. , eye a . daw a vananudlany w.a.auvas wiadund ararsdusediames many ‘himansanseda ls wmAahnsazdasmuniudr 99 FGasAall uy. nsw wr lisanwa iwurauaanauness | wueitalvwiawsunuanamudwanainuw ududaai eA val fot we ds sy oe Aye ae We ag [oes Taudsqanuw lin vgrmgsort Hhwfinawas Goi mwmnwuuactidatusansusld Wa ldaasrlaniaavarhy a oe 2. wood ad - acts eee ad » y, ~ . madaniinldinenansnatureldaudunanoa let uaz len | Wyansuuarldval¥snnseucsaalvas Gumadaly a ar 2 “2 tot a 2d « aos au lnaaudauiuaniay 1 au” orvsanandnhmadunnvaih Uunrsinw sia v7 wa a PA ¥ Pa es ‘ as ¥ 2 d avssaralaGuaaniaumadaui lavaanviniuarn ‘Muaatuqmenvestia idu thlavasauvamninownts a a Pt foo dd a rode ~ da. ¥ 385/68 a.udiaus aides v.duslua luiun 16 woman udafiliuan ananaqwawssfiidanuudannta wlussay dose wt d 2. a , ' ve. © ~ 2548 Gaflusuifia orvsdléadoululunadunwhe'l | vasmuiiuavzuisawialiAn uacinqnisohlseiulenaiw WGuFadauavanunider uacezlaiGuluwiaugon wie ads udluusvoon nw quusona anu eae. a ae a a “manduninrusuuiauiniouansgo Fanon . 4 etn ae ae cal . lavustnwy uastalaauias uaslawut 66 Tunduarle vatosanusowinaavinins ~. 4 vale ra » WwaIIINUD aslsearalaaudmmzaam, VULUTANNIL . wee Pa x . Py ate dot . oe imenesolweiuaunluidaudunr a.durtimas a.caunas Iu WUNUAVINANWNINIWVOINITUDIANDL Gabalngivin noi a cw os, rae a a 5 2. dw a 2.4. noyounuun dowlums O.MNUIN wig D.NDUM VINIWWIA | MAIIINITOUNWIL MANOUNITANYINIEWNDAIAUUDIAN: 5 ~ ys a hoe s. n a A ae a. salads a.8 o.d1yu Iués o.usinGn o.daurs How a.arn au | ludindainity” Boutudouatudiwscut luda a.truwawas fa a.aanuias Mudelufss.unsaaaa Sewn qWaTMLys 2 to ds 2 4.0 sil og 4 TUT WITyT Viniusuduarciancialuautis awain a. From www.komchadiueknet TUN 24 Han 7A W.9.2549 Usrv ATs Meiumanesl © UCLES 2010 0518/02/M/J/10.

3 0518/02/M/J/10 © UCLES 2010 [Turn over

4 0518/02/M/J/10 © UCLES 2010 ࡌࡤࡑ࠻ࢀࡩࡍࡩࡘࡳࡒᕕࡐࡗࡩࡠࡩࡷࡎ࡙ ࠹ᕎࡤࡡࡤࡑࡌࡤࡐࡎ࡬ࡻ ࠹ᕎࡤ  ࡶࡢᕎࡐࡨ࠸ࡳ࡚࡬࡙ࡐࡡ࡚࡯ࡒࡶ࠿࠻࡞ࡩࡘ࠿ࡩ࠸ࡑࡎ࠻࡞ࡩࡘࡎ࡬ࡻࡴ࡜ࡧࡑࡎ࠻࡞ࡩࡘࡎ࡬ࡻࡵࡋ࡙ࡘ࡬ࡳࡐ࡮ࡼࡤࡢࡩ࠻࡚ࡤࡑ࠻࡜࡯ࡘࡶࡐ ࡒ࡚ࡧࡳࡋࡺࡐ࠻࡮ࡤ xࡒ࡚ࡧ࡞ࡨࡌ࡫࠹ࡤ࠾ࡋ࡚ࡒ࡚ࡧࡘ࡞࡜ࡳࡕࡺ࠾࠿ࡨࡐࡎ࡚ᕑ x࠻࡞ࡩࡘࡌࡨࡼ࠾ࡶ࠿ࡶࡐ࠸ࡩ࡚ࡳࡋ࡫ࡐࡎࡩ࠾ࡶࡐࡒ࡚ࡧࡳࡎ࡟ࡷࡎ࡙ x࠸ࡩ࡚ࡳ࡚࡬࡙ࡐ࡚ࡰᕎ࠿ࡩ࠸࠸ࡩ࡚ࡳࡋ࡫ࡐࡎࡩ࠾ࡶࡐࡒ࡚ࡧࡳࡎ࡟ࡷࡎ࡙ xࡳࡒᕉࡩࡢࡘࡩ࡙ࡶࡐ࠸ࡩ࡚ࡳࡋ࡫ࡐࡎࡩ࠾ࡷࡒࡤ࡫ࡐࡳࡋ࡬࡙    ࡢࡘࡩ࡙ࡳࡢࡌ࡯ x ࡶࡁᕎ࠹ᕎࡤࡘࡰ࡜࠿ࡩ࠸ࡑࡎ࠻࡞ࡩࡘࡎࡨࡼ࠾ࡡࡤ࠾ࡑࡎ x ࡢᕎࡩࡘࡳ࠹࡬࡙ࡐࡳ࡚࡬࡙࠾࠻࡞ࡩࡘ x ࡢᕎࡩࡘࡡࡤࡋࡴࡎ࡚࠸࠻࡞ࡩࡘ࠻࡫ࡋࡳࡢࡺࡐ࠹ࡤ࠾ࡐࡨ࠸ࡳ࡚࡬࡙ࡐ࡜࠾ࡷࡒࡶࡐ࠾ࡩࡐࡐ࡬ࡼ x ࡶࡁᕎࡍᕎࡤ࡙࠻ࢀࡩࡢ࡚࡮ࡤࡡࢀࡩࡐ࡞ࡐࡌࡨ࡞ࡳࡤ࠾ࡶࡢᕎࡘࡩ࠸ࡎ࡬ࡻࡡ࡯ࡋࡳࡎᕍࡩࡎ࡬ࡻ࠿ࡧࡘࡩ࠸ࡷࡋᕎࡳࡐ࡮ࡼࡤࡢࡩࡎ࡬ࡻ࡙࠸ࡘࡩ࠿ࡩ࠸ࡑࡎ࠻࡞ࡩࡘ ࡌᕎࡤ࠾ࡐࢀࡩࡘࡩࡳ࡚࡬࡙ࡑࡳ࡚࡬࡙࠾ࡳࡒᕕࡐ࠻ࢀࡩࡕࡰࡋ࠹ࡤ࠾ࡐࡨ࠸ࡳ࡚࡬࡙ࡐࡳࡤ࠾ x ࡳ࡚࡬࡙࠾࡜ࢀࡩࡋࡨࡑࡒ࡚ࡧࡳࡋࡺࡐࡌࡩࡘࡎ࡬ࡻࡳࡢࡺࡐࡡࡘ࠻࡞࡚ x ࡡ࡚࡯ࡒࡒ࡚ࡧࡘࡩࡊ࠻࡚࡭ࡻ࠾ࡢࡐᕎࡩࡍ࡭࠾ࡢࡐ࡭ࡻ࠾ࡢࡐᕎࡩࡵࡋ࡙ࡷࡘᕍࡳ࡞ᕎࡐࡑ࡚࡚ࡎࡨࡋ࠹࡭ࡼࡐࡤ࡙ࡰᕍ࠸ࡨࡑ࠹ࡐࡩࡋ࡜ࡩ࡙ࡘ࡮ࡤ                                       >@  ࠹ᕎࡤ  ࡡࡘࡘࡌ࡫࡞ᕍࡩࡐࡨ࠸ࡳ࡚࡬࡙ࡐࡷࡋᕎࡘ࡬ࡵࡤ࠸ࡩࡡࡴࡐࡧࡐࢀࡩࡢࡐࡨ࠾ࡡ࡮ࡤಯࡳࡋ࡫ࡐࡡࡰᕍࡤ࡫ࡡ࡚ࡗࡩࡕರ࠹ࡤ࠾ࡋ࡚ࡒ࡚ࡧࡘ࡞࡜ࡳࡕࡺ࠾࠿ࡨࡐࡎ࡚ᕑ ࡳ࠹࡬࡙ࡐ࡜࠾ࡶࡐࡐ࡫ࡌ࡙ࡡࡩ࡚࠹ࡤ࠾ࡐࡨ࠸ࡳ࡚࡬࡙ࡐࡶࡢᕎࡳࡕ࡮ࡻࡤࡐࡎ࡚ࡩࡑ i ࡶࡁᕎ࠹ᕎࡤࡘࡰ࡜࠿ࡩ࠸ࡑࡎ࠻࡞ࡩࡘࡎࡨࡼ࠾ࡡࡤ࠾ࡑࡎ i ࡳ࡚࡬࡙ࡑࡳ࡚࡬࡙࠾ࡋᕎ࡞࡙ࡗࡩࡠࡩ࠹ࡤ࠾ࡌࡨ࡞ࡳࡤ࠾ i ࡳ࠹࡬࡙ࡐࡶࡢᕎࡐᕍࡩࡡࡐࡶ࠿ࡁࡨࡋࡳ࠿ࡐࡁ࡞ࡐࡌ࡫ࡋࡌࡩࡘ i ࡳ࠹࡬࡙ࡐࡶࡢᕎࡷࡋᕎ࠻࡞ࡩࡘ࡙ࡩ࡞ࡵࡋ࡙ࡷࡘᕍࡳ࡞ᕎࡐࡑ࡚࡚ࡎࡨࡋࡒ࡚ࡧࡘࡩࡊࡢࡐ࡭ࡻ࠾ࡢࡐᕎࡩ࠹࡭ࡼࡐࡤ࡙ࡰᕍ࠸ࡨࡑ࠹ࡐࡩࡋ࡜ࡩ࡙ࡘ࡮ࡤ                                     >@

5 0518/02/M/J/10 © UCLES 2010 [Turn over

diadaunaun 2 da 3. lav lutuuvonrsniaendod Unauuaurn qual lagsnarwsnuaenrs ssid aaAUM VARA UNaINUNdaUNwAlAaasUNE MuuaAMnUevimMAaaINIs yFIinvay Waviaud wauntyatsnrunlseiulenlaésulvaouuinsw « Iddayaoinundunoalyvaavunt « (Geusauuy © FUUFENAIWATLIVAVAUAY (TUUNIONT AUN TEA ° MGeulirautls gaudaai uastiloseviv 1a Wineualsaa lt Gaul ldariuen tag baduussiaseim vivuus Guagivvuraariiia [20] © UCLES 2010 0518/02/M/J/10.

7 0518/02/M/J/10 © UCLES 2010 BLANK PAGE

8 0518/02/M/J/10 © UCLES 2010 BLANK PAGE Copyright Acknowledgements: Question 1 Text 1 © www.komchadluek.net. Question 1 Text 2 © www.onopenbooks.com. Question 2 Part 1 © http://www.facebook.com/adaymagazine. 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. University of 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.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2010 question paper for the guidance of teachers 0518 FIRST LANGUAGE THAI 0518/02 Paper 2 (Reading and Directed Writing), maximum raw mark 60 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 must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2010 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0518 02 © UCLES 2010 (5) (4) (3) (3)

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0518 02 © UCLES 2010 5 Marks for summary style (Conciseness, focus, use of own words and spelling) 5 Excellent, effective summary style throughout, focused. Structures and words are well-chosen and appropriate, in own words throughout, spelling is very good. Details or unnecessary information is not there. 4 Generally good, effective summary style, concise and well-focused, in own words, spellings are good. Details or unnecessary information is hardly there. 3 Satisfactory, concise, although occasionally not consistent, reasonably focused and very occasional lifting from the texts, spellings are good. May contain unnecessary information. 2 Not very concise, tendency to lose focus, although the passage has been understood, fair chunk of lifting, some spelling mistakes. 1 Wrong genres: descriptive or discursive style with lots of candidates' opinion and information, frequently unfocused, evidence of lifting is seen throughout, lots of spelling mistakes when trying to use own words. Part 1: Question 2 – write an article introducing Dr. Pramual Pengjan's book called “Walking to Freedom” in a magazine. Content (15 marks) Should mention these topics although they do not have to be this order • Biography • Inspiration/objectives/determination • The journey • The achievements Persuasion – persuade and convince reader to want to read his book Band 1 13–15 A confident and persuasive leaflet – a success Candidates make use of material efficiently and effectively. There is a strong element in combing facts and opinions which appeal to the reader. Factual language and emotive language are suitable and blend in nicely, not didactic. Very convincing and engaging, inspiring readers to read his book. Band 2 10–12 Material and ideas integrated well – persuasive Candidate is competent, using what is relevant. The article is interesting and developed with a good sense of direction, appealing to the reader, though they might not be able to pick up all needed and relevant. The reader feels that what it is said is engaging and is inspired to read his book. Band 3 7–9 Substantial piece of work Candidates make use of material substantially, though information and ideas are repeated. The article is appealing, but the tone of the language might not be consistent. In other words, either emotions or facts are exaggerated or didactic. And as a result, the article can be seen as not quite convincing and not quite engaging – the reader not inspired to read the book with a sense of enthusiasm. Band 4 4–6 Not quite balance – not persuasive Candidates do not use information necessary for the article and can be unconvincing and tor the emotion language is put too much, although there is evidence that there is an attempt to convince the reader. Or they use language to the point that it can be didactic. Band 5 1–3 Limited and plain – hardly competent and persuasive Candidates do not know how to select information – lots of irrelevant information and/or lots of opinions and facts from candidates themselves. Also, they do not make use of emotive language to a great effect. A rather weak article and not at all convincing.

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0518 02 © UCLES 2010 Written expression: Persuasive style (5 marks): 5 Very good and there is a sense of coherence throughout the leaflet. The writing is very smooth and flowing. Good structures and well-chosen of words. Spelling is excellent. 4 Good and coherent though the organisation can be a little bit confusing. Good structures and use of words are good. Spelling is excellent. 3 Fine – the coherence and organisation is substantial though in some places can be confusing or just plain. Structures and choice of words are plain and simple. Spelling can interfere the article. 2 Inconsistent in places. Structures and choices of words are plain and some parts can be inaccurate. Spelling is rather poor.

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0518 02 © UCLES 2010 Part 2: Question 1: Candidate writes a letter to his/her mother on a coming Valentine’s day, talking about the 2 blind couples with whom he/she is impressed. (20 marks) Content (15 marks): (a) Emphasise the loving relationships between 2 couples – how they happily lead their lives; and how they are happy to look after their children. That should be the topic of the letter – and candidates needs to ensure to put this idea forward. (3) (b) Write about how each couple enjoy each other, and how they cope and see life. Below is information that does not all have to be included, but the letter should contain most of it in order to gain good marks. 1 The first couple: Krit (husband) and Jew (wife) (6) • Krit likes the fact that his wife (Jew) knows how to adjust to him e.g. she will be quiet, leaving his some space to calm down when he feels cross at something. • Jew says that they can lead a normal life and to love is to feel not to see. • Krit feels that being blind is not the hindrance to be happy. They communicate verbally and to tell each other how they feel. Besides, not being able to see any girls is good because this might be a cause of a row. • Jew does not want to see like ordinary people can – but to see vaguely, in her opinion, can benefit her as it helps her to efficiently do things, whereas Krit thinks he might have to start from scratch to lead his life. 2 The second couple: Ae (husband) and Nok (wife) (6) • Nok and Ae believe that because there is a true understanding between them as they are both blind. • Nok mentions that they have personality clash – which seems to be the hardest problem; however, it is not really a serious problem to make them split up. • Ae says that there is no problem in running the house and using electrical goods. • When they first had a baby, Ae was quite anxious, being worried that their child might be blind, whereas Nok, on the other hand, was only a bit worried. However, if the child was blind she would go to a blind school where they can have the same kind of friends. • They might have difficulties looking after the baby in the first month – but after that they could look after her. • Nok is not really concerned about her sight – but she would love to see a smile of her daughter. And she is very proud of her daughter even if she will later become blind. Note: should contain most of the information from above. Points do not have to be in order, but the letter needs to be coherent and easy to follow.

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0518 02 © UCLES 2010 Band 1 13–15 An excellent letter – a success Candidates skilfully make use of material from the 2 pieces of interview, knowing what to write with appropriate information, which is substantial and relevant. The letter has shown that there is a genuine interest in them. There is a strong element in combining facts and opinions successfully and appealing to the reader (his or her mother). And his/her mother is persuaded and most importantly impressed with the couples. Band 2 10–12 Material and ideas integrated well – persuasive Candidates are competent, using what is relevant from the texts. The letter is interesting and developed with a good sense of direction, appealing to the his/her mother, though she might not be able to pick up all needed due to lack of some information. However, she has been impressed with the couples. Band 3 7–9 Substantial piece of work – possibility of reading Candidates make use of material substantially, though information and ideas are either repeated or not focused or there is not enough information. The letter is overall moderate, and the tone of the language can be inconsistent, a bit bitty. Emotional language, in some parts, is put without supporting ideas. And as a result, the letter can be seen as slightly unconvincing or not quite impressive, but his/her mother has thought about the topic. Band 4 4–6 Not quite balanced – not persuasive, not impressive Candidates do not use information necessary for the script – do not know how to put it in an interesting manner, hence the letter suffers a great deal. It is unconvincing, not really impressive and/or the emotive language is put too much, although there is evidence that they have made an attempt to impress the mother. Or they use language to the point that it can be didactic. Band 5 1–3 Limited and plain – hardly competent and impressive at all Candidates do not know how to select relevant information and the script suffers as a result. Candidates do not make use of emotive language to great effect. Lots of opinions and comments from the interviewer rather than from the article. A rather weak script and not at all convincing. It does not appeal to the reader. Written expression: Persuasive style (5 marks): 5 Very good and very coherent. The writing is very smooth and flowing. Good structures and use of words appropriately in terms of style. Spelling is excellent. 4 Good and coherent, although the organisation can be a little bit confusing. Good structures and use of words are good. Spelling is excellent. 3 Fine – the coherence and organisation is substantial, although in some places can be confusing or just plain. Structures and choice of words are plain and simple. Spelling can interfere with understanding. 2 Inconsistent in places. Structures and choices of words are plain and some parts can be inaccurate. Spelling is rather poor. 1 Written as a draft and not like a form of interview. No coherence due to lack of understanding of how to write this genre. Frequent misspellings.