Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/11

Paper 1 Reading Passage (Core) October/November 2017
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 International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 10 printed pages.

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Note 1: All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the passage.

Note 2: Words underlined in the answers to the questions are required for the full mark(s) to be
awarded.

Question 1

This question tests Reading Objectives R1 to R4 (20 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions
R4 demonstrate understanding of how writers achieve effects

Overview of items for Question 1

Item Reading assessment objectives tested Marks for reading assessment objectives

1(a) R1 1

1(b) R1 2

1(c) R1 and R2 2

1(d) R1 and R2 3

1(e)(i) R1 and R2 1

1(e)(ii) R1 and R2 1

1(f) R1 and R2 1

1(g)(i) R1 3

1(g)(ii) R3 and R4 6

Total 20

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Question Answer Marks

1(a) Which one word (in line 3) tells you that the train is having difficulty 1
moving?

Faltered

1(b) Give two reasons from paragraph one for the train having difficulty in 2
moving.
• The train enters dip with thick snow on the ground/a metre of snow
• The (amount of) snow weighs down the carriages/train/roof.

1 mark for each point to a maximum of 2

1(c) Explain, using your own words, what the writer means by the phrase: 2
‘a strip of shadow lost in a field of sparkling whiteness’ (lines 9–10).

• Long/thin/dark train
• Difficult to see train/train seems small or insignificant
• (Contrasts) with the brilliant/ snowy/ background/field

1 mark for each point to a maximum of 2

1(d) Using your own words, state three things Jack does when the train 3
stops moving (paragraphs 3 and 4).

• Stays at the controls/with his hand on the wheel

• Talks to himself (angrily)/swears (curses)
• Opens every valve
• Shuts down the accelerator

1mark for each point to a maximum of 3

1(e) Re-read paragraph seven:

1(e)(i) Why did Jack not reply to the conductor? 1

He was very angry/furious

(must have an intensifier – ‘angry’ not enough)

1(e)(ii) What is the reason for this reaction? 1

He had never been prevented from completing the journey (by the
weather)/because he can’t complete the journey.

1(f) Explain why the conductor ‘clenched his hands nervously’ (line 47). 1

Uncertain/worried about whether the train would be able to move (soon)/

Afraid of the passengers’ reactions if they can’t get moving

Note: Don’t accept ‘he was lying’ without some reference to he doesn’t know
what is going to happen

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Question Answer Marks

1(g) Complete parts (i) and (ii) to answer Question 1(g).

1(g)(i) Re-read paragraphs 3 & 4. Explain, using your own words, what the 3
writer means by the word in italics in each of the following phrases:

(a) ‘He felt the engine shuddering pathetically«’ (lines 12–13)

(b) ‘«exhausted, with all its wheels clogged with snow.’ (line 14)
(c) ‘«the engine settled and ceased its straining efforts.’ (line 19)

(a) Hopelessly/weakly/feebly
(b) Filled (up)/stuffed/packed with/covered
(c) Struggling/(trying) hard/strong
1 mark for each explanation, up to a maximum of 3.

Note: the definitions above contain the essence of an answer. Be careful not
to credit a word actually used in the quoted phrase. However, accept that
candidates may respond in different ways, e.g. at greater length.

1(g)(ii) Explain how the language in each of the phrases in Question (g)(i) 6
helps to suggest the difficulty that the train encounters moving in the
snow.

(a)The engine is weak/helpless and seems like it is giving up

(b)The train has reached the limit/worn out/wheels are filled up/lost its
strength
(c)The train gives up as if resting/is defeated and stops

Award 1 mark for a partial explanation of each phrase.

Award 2 marks for an explanation of each phrase which shows clear
appreciation of the effect of the writer’s use of language.

Paraphrase of chosen phrase = 0 for explanation. Explanation must also be

predominantly in candidate’s own words.

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Notes on the Task

• Examiners should observe the following principles when assessing candidates' responses to
this question:
• Question 1(g)(ii) requires a comment on the effectiveness of the writer's use of language for
a particular purpose in the whole phrase quoted.
• Credit should be given to responses that attempt to explain how the writer's choice of
words/images etc. produces the intended response in the reader's mind.
• When marking these responses, we are looking for evidence that candidates have some
appreciation of the appropriate associations and suggestions in the writer's choice of words.

There are, therefore, no specific right or wrong answers to this task. We should award marks on the
quality of linguistic analysis shown by the candidate in order to support her/his interpretation of the
writer's purpose.

• It is not necessary for candidates to show knowledge of the names of different figures of speech
(simile, metaphor etc.) to produce a successful answer – what we are looking for is an
understanding of how the writer uses any such literary devices.
• Remember that 2 is the maximum mark for any one explanation and that candidates are likely to
comment on each phrase in one or two lines only. This fact should be borne in mind when
applying the descriptors in the table below.
• Note: This question is marked out of a total of 6 (2 marks for explanation of each phrase).
However, it is fully acceptable to award a holistic mark for this question (e.g. a maximum of 5 out
of 6) especially when a partial understanding of the effects of some of the chosen phrases is implied.

2 marks There will be a secure understanding of the phrase and of the writer's purpose for
choosing the language used in it. There will be an appreciation of how the suggestions
and associations of the vocabulary/imagery used contribute to the writer's purpose
and a convincing attempt to explain how this effect is achieved.
Note: 2 marks can be awarded to a response that contains an interpretation different
from that anticipated if there is a convincing explanation given.

1 mark Responses gaining 1 mark will show understanding of the phrase as a whole and
show some awareness of the writer's purpose for choosing the language used in it.
However, this is likely to be only partially explained and an awareness of how this is
achieved is likely to be implied rather than specifically explained.

0 marks Responses gaining 0 marks will either show complete misunderstanding of the phrase
or simply list the figure(s) of speech used by the writer without further comment.

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Question 2

This question tests reading assessment objectives R1 to R3 (10 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions

AND writing assessment objectives W1–W4 (10 marks):

W1 articulate experience and express what is thought, felt and imagined

W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context

Question Answer Marks

2 Imagine that you are the conductor from Passage A. After the train has 15
reached its destination, you write a journal entry recording the events
of the day. Write the words of the journal entry.

In your journal you should comment on:

• what the weather was like that day and how it affected the journey
• the problems you faced with the passengers and how you dealt
with them
• how the train eventually started moving again.

Base your journal entry on what you have read in Passage A, but do
not copy from it. Be careful to use your own words. Address each of
the three bullet points.

Begin your journal: ‘We had a very difficult journey on the express
train this morning«’.

Write about 200 to 300 words.

Up to 10 marks are available for the content of your answer, and up to

5 marks for the quality of your writing.

General notes

The most successful responses are likely to give a clear account of what the
conductor would have experienced when the train is struggling to move & to
show understanding of how he tried to keep the passengers calm. There will
be a sensible and convincing attempt to explain how the driver (possibly with
the conductor’s/passengers’ help) managed to escape the snow. Less
successful responses are likely to lift sections of the original and do little
more than repeat points that are already there without going beyond the more
obvious details.

Responses that do not comment on how the train eventually started moving
again (third bullet) are unlikely to score higher than Band 3, although this will
also depend on the quality of the responses to the first two bullet points.

Look for and credit an attempt to write in an appropriate register.

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Marking criteria for Question 2

Table A, READING: Using and understanding the material

Use the following table to give a mark out of 10 for Reading.
Uses and develops several ideas, both factual and inferential, from the passage.
Consistently reflects the feelings of the conductor and understands the
Band 1 9–10 uncertainty he has experienced. Gives convincing details of the passengers and
their concerns. Provides a detailed and credible account of how the train starts
moving again.

Refers to several details from the passage and makes some reference to the
conductor’s concerns. Shows some awareness of some of the passengers’
Band 2 7–8
concerns. Explains in reasonable detail how the train is able to continue its
journey.

Repeats some details from the passage about what has happened and the
difficulty of the situation. Shows some incomplete understanding of the
Band 3 5–6 conductor’s concerns. Focuses on the question and on the passage, but uses
material simply and partially. There is little or no reference as to how the train is
able to continue on its journey.

There is some relevance to the question with a tendency to retell the original
Band 4 3–4 rather than to tell it from the conductor’s point of view. Makes simple references
to the difficulty the conductor has to deal with.

There is an attempt to use the passage. May retell the passage or give
Band 5 1–2 occasional relevant facts. There may be examples of misunderstanding or lack
of clarity.

There is little or no relevance to the question or to the passage or the response

Band 6 0
copies unselectively or directly from the passage.

Table B, WRITING: Structure and order, style of language:

Use the following table to give a mark out of 5 for Writing.
Sentences are fluent and there is a fairly wide range of vocabulary. Overall
Band 1 5 structure is good and sentences generally follow in sequence. An appropriate
register is established.

Sentences are correct, though relatively simple. Vocabulary is adequate and

Band 2 4
correctly used. Structure is generally sound. Some of the register is appropriate.

Sentence structures and vocabulary are simple, but meaning is never in doubt.
Band 3 3 The order is reasonable. There may be an attempt at an appropriate register but
it is inconsistent.

The response is very simply written and there are occasional examples of
Band 4 2 blurred meaning. The structure can usually be followed. The response may be
over-dependent on lifted material.

The response is difficult to understand. The response may be almost entirely

Band 5 1
lifted from the original.

Band 6 0 The response cannot be understood.

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Question 3

The questions tests reading assessment objectives R1, R2 and R5 (10 marks)

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R5 select for specific purposes

and writing assessment objectives W1 to W3 (5 marks)

W1 articulate experience and express what is thought, felt and imagined

W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary

Question Answer Marks

3(a) What did the writer enjoy about Swiss railways and the holiday 10
according to Passage B?

Write your answers using short notes. Write one point per line.

You do not need to use your own words.

Up to 10 marks are available for the content of your answer.

1 Glacier Express/train/short spectacular ride – unique/high

points/mountainous

2 Glacier Express ride has observation windows

3 (Glacier Express) Amazing/breathtaking views (lush green valleys/steep

cliffs/mountains)

4 Glacier Express/train speed of 30 kph/unrushed/plenty of time to see

views

5 (Glacier Express) route extraordinary architecture

6 Assume you are honest/don’t check your bus ticket

7 Buses are modern/clean/efficient/four an hour

8 September sunshine

9 Punctuality of Swiss Transport

10 (Waldhaus Hotel) musician/pianist playing (popular, local) music

11 Overnight stay in Cologne /trip on Rhine (to Basel and Zurich)

12 4 days stay in the lovely (town of) Chur

13 Comprehensive/lots of train routes/Network covers all areas

14 (72 metre high) Landwasser viaduct/tunnel/lots of bridges/tunnels

1 mark for each point

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Question Answer Marks

3(a) Note: Although lifting of words and phrases from the passage is acceptable it
is important that in such cases candidates show evidence of understanding
by clearly focusing on the key details; over-lengthy lifting which does not
identify specific points should not be rewarded. Credit response which
attempt to use own words and convey the essence of the point.

If candidates list more than one point per line, they cannot receive marks for
both points if both are correct. If candidates list more than one point per line
and one of these points is incorrect, they can receive the mark for the
other/correct point.

Whole sentences lifted from the passage which contain a number of points
will not be credited, as they are not showing selection of points, and are not
conveying the essence of the point.

Additional points added on to the bottom of the list (in addition to the 10)
should not be credited unless earlier points have been removed/crossed out.

If a point has been crossed out and not replaced with another (and it can still
be read and is correct) it should be credited.

3(b) Summary 5

Now use your notes to write a summary of what Passage B tells you
about what the writer enjoyed about Swiss railways and the holiday.

You must use continuous writing (not note form) and use your own
words as far as possible.

Your summary should include all 10 of your points in Question 3 (a)

and must be 100 to 150 words.

Up to 5 marks are available for the quality of your writing.

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Marking criteria for Question 3(b)

Table A, Writing (concision, focus, use of own words)

Use the following table to give a mark out of 5 for Writing.

Band 1 5 The response is well focused on the passage and the question. All points are
expressed clearly, concisely and fluently, and in the candidate’s own words
(where appropriate) throughout.

Band 2 4 Most points are made clearly and concisely. Own words (where appropriate) are
used consistently. The summary is mostly focused but may have a redundant
introduction or conclusion.

Band 3 3 There are some areas of conciseness. There may be occasional loss of focus or
clarity. Own words (where appropriate) are used for most of the summary.
Responses may be list-like or not well sequenced.

Band 4 2 The summary is sometimes focused, but it may include comment, repetition,
unnecessarily long explanation or lifted phrases.

Band 5 1 The summary is unfocused or wordy. It may be answered in the wrong form (e.g.
narrative, commentary or as notes). There may be frequent lifting of phrases and
sentences.

Band 6 0 Excessive lifting: no focus. The response cannot be understood or consists

entirely of the words of the passage.

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