CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International General Certificate of Secondary Education

MARK SCHEME for the May/June 2015 series

0510 ENGLISH AS A SECOND LANGUAGE

0510/13 Paper 1 (Reading and Writing – Core),
maximum raw mark 70

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.

® IGCSE is the registered trademark of Cambridge International Examinations.

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IGCSE English as a Second Language Core tier Reading/Writing (Paper 1)

This component forms part of the Core tier assessment of IGCSE English as a Second Language and
tests the following Assessment Objectives:

AO1: Reading
R1 identify and retrieve facts and details
R2 understand and select relevant information
R3 recognise, understand ideas, opinions and attitudes and the connections between the related
ideas
R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s purpose/
intention, writer’s feelings, situation or place

AO2: Writing
W1 communicate clearly, accurately and appropriately
W2 convey information and express opinions effectively
W3 employ and control a variety of grammatical structures
W4 demonstrate knowledge and understanding of a range of appropriate vocabulary
W5 observe conventions of paragraphing, punctuation and spelling
W6 employ appropriate register/style

Overview of exercises on Paper 1

Reading Marks for Writing Marks for Total
objectives reading objectives writing available
tested objectives tested objectives marks

Exercise 1 Reading (1) R1, R2 7 – 7

Exercise 2 Reading (2) R1, R2, 11 – 11

R4

Exercise 3 Information R1, R2 10 W1, W5 4 14

transfer

Exercise 4 Note- R1, R2, 7 – 7

making R3

Exercise 5 Summary – W1, W2, 5 5

W3, W4,
W5

Exercise 6 Writing (1) – W1, W2, 13 13

W3, W4,
W5, W6

Exercise 7 Writing (2) – W1, W2, 13 13

W3, W4,
W5, W6

70

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Exercise 1: Ropeworks

(a) Greenacres Holiday Park / Snowdonia [1]

(b) help you into your safety harness AND explain the course
BOTH REQUIRED FOR ONE MARK [1]

(c) hand holds / safety harness [1]

(d) 8 [1]

(e) if it is raining [1]

(f) may miss the session

will not receive a refund

ONE MARK FOR EACH CORRECT DETAIL [2]

[Maximum total for exercise 1: 7 marks]

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Exercise 2: Born to Win

(a) producing world class violinists [1]

(b) changes in hours of practice [1]

(c) selected (30 violin) students

put them into (three) groups of (different) abilities
BOTH REQUIRED FOR ONE MARK [1]

(d) have a music career [1]

(e) they had practised less on their own / practised for only 3420 hours alone [1]

(f) the more practice people do, the better they are
talent is the result of years of practice / talent is not inborn
ONE MARK FOR EACH CORRECT DETAIL [2]

(g) 2011 AND 2014

BOTH NEEDED [1]

(h) 10 000 hours [1]

(i) analysed the genetic data (of 100 families) [1]

(j) half comes from the genes we are born with / extra practice cannot change fitness potential
[1]

[Max total for exercise 2: 11 marks]

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EXERCISE 3

Student Cycling Holidays Booking form

Section A: Personal details:

Full name: Teresa Rochford

Address: 12 Garden Road Dublin 22 Eire

Male / Female DELETE MALE

Age: 17

Phone number: 00353 1626 3899

Section B: Holiday details:

Preferred cycle tour: TICK Explore Tuscany

Preferred departure date: 2 July

Length of holiday: 2 weeks

Type of accommodation preferred: UNDERLINE family home

Preferred group size: 5 / five / small

[Max total for Sections A and B: 10 Marks]

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Section C [Max. total for Section C: 4 marks]

Write one sentence giving your main reason for choosing the country you plan to visit and one
sentence saying what attracted you to booking with our company.

Sentences 1 and 2 must be written from the point of view of Teresa.

Sample Sentence 1
I want to see the beautiful artwork and fabulous buildings.

Sample Sentence 2
I was attracted to your company as it has a reputation for eco-friendly holidays.
I want to cycle in a small group/stay with a local family.

For each sentence, award up to 2 marks as follows:

2 marks: proper sentence construction; correct spelling, punctuation and grammar; gives the
information asked for

1 mark: proper sentence construction; 1- 3 errors of punctuation / spelling / grammar (without

obscuring meaning); gives the information asked for

0 marks: more than 3 errors of punctuation / spelling / grammar; and/or does not give the information
asked for; and/or not a proper sentence; and/or meaning obscure

Absence of a full stop at the end should be considered as 1 punctuation error.

Absence of an upper case letter at the beginning should be considered as 1 punctuation error.

[Max total for exercise 3: 14 marks]

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Exercise 4: World’s Smallest Monkeys

Physical features of golden lion tamarins: [Max. 2 marks]

1 fur ranges in colour / fur ranges from orange to brown

2 smallest monkeys / weigh half a kilogram
3 ring of fur around the face

Reasons for the decrease in numbers: [Max. 2 marks]

4 hunted for the pet trade

5 expansion in human population / need for more land to grow crops
6 deforestation
7 forest fires

Initiatives to increase numbers: [Max 3 marks]

8 plant trees
9 breeding programmes
10 returned to their native home
11 protected reserves
12 (special) patrols prevent hunting / (special) patrols prevent forest fires

[Max total for exercise 4: 7 marks]

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Exercise 5: World’s Smallest Monkeys: summary

0 marks: no understanding of the task / no relevant content / meaning completely obscure due to
serious language inaccuracies

1 mark: copying without discrimination from text / multiple language inaccuracies

2 marks: heavy reliance on language from the text with no attempt to organise and sequence
points cohesively / limited language expression making meaning at times unclear

3 marks: some reliance on language from the text, but with an attempt to organise and sequence
points cohesively / language satisfactory, but with some inaccuracies

4 marks: good attempt to use own words and to organise and sequence points cohesively /
generally good control of language

5 marks: good, concise summary style / very good attempt to use own words and to organise and
sequence points cohesively

[Max total for exercise 5: 5 marks]

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Exercise 6: Visit by famous person

Exercise 7: Museums- important or waste of money?

The following general instructions, and table of marking criteria, apply to both exercises.

• Award the answer a mark for content (C) [out of 7] and a mark for language (L) [out of 6] in
accordance with the General Criteria table that follows.

• Content covers relevance (i.e. whether the piece fulfils the task and the awareness of
purpose/audience/register) and the development of ideas (i.e. the detail/explanation
provided and how enjoyable it is to read).

• Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy
(of grammar, spelling, punctuation and use of paragraphs).

• When deciding on a mark for content or language, first of all decide which mark band is most
appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within
that mark band. Use the lower mark if it only just makes it into the band and the upper mark if
it fulfils all the requirements of the band but doesn’t quite make it into the band above.

• When deciding on a mark for content, look at both relevance and development of ideas.
First ask yourself whether the writing fulfils the task, in terms of points to be covered and the
length. If it does, it will be in the 4–5 mark band.

• When deciding on a mark for language, look at both the style and the accuracy of the
language. A useful starting point would be first to determine whether errors intrude. If they do
not, it will be in the 4–5 mark band.

• The use of paragraphs should not be the primary basis of deciding which mark band the
work is in. Look first at the language used and once you have decided on the appropriate
mark band, you can use the paragraphing as a factor in helping you to decide whether the
work warrants the upper or lower mark in the mark band.

• If the essay is considerably shorter than the stated word length, fewer than 70 words, it
should be put in mark band 2–3 for content or lower for not fulfilling the task. If the essay is
between 70 and 100 words, it should be put in mark band 4–5 or lower for content. The
language mark is likely to be affected and is unlikely to be more than one band higher than
the content mark.

• If the essay is totally irrelevant and has nothing to do with the question asked, it should be
given 0 marks for Content and Language, even if it is enjoyable to read and fluent.

• If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for
language is available.

[Max total for exercise 6: 13 marks]

[Max total for exercise 7: 13 marks]

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GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (Core tier)

Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

band development of ideas band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

6–7 Effective: 6 Competent:

Relevance: Style:
Fulfils the task, with appropriate Sentences show some style and
register and a good sense of purpose ambitious language. However, there may
and audience. be some awkwardness making reading
Award 7 marks. less enjoyable.
Award 6 marks.
Fulfils the task, with appropriate
register and some sense of purpose Accuracy:
and audience. Generally accurate with frustrating errors.
Award 6 marks. Appropriate use of paragraphing.
Award 6 marks.
Development of ideas:
Ideas are developed at appropriate
length. Engages reader’s interest.

4–5 Largely relevant: 4–5 Satisfactory:

Relevance: Style:
Fulfils the task. A satisfactory attempt Mainly simple structures and vocabulary
has been made to address the topic, but sometimes attempting a wider range
but there may be digressions. of language.
Award 5 marks. Award 5 marks.

Does not quite fulfil the task although Mainly simple structures and vocabulary.
there are some positive qualities. There Award 4 marks.
may be digressions.
Award 4 marks. Accuracy:
Meaning is clear and of a safe standard.
Development of ideas: Grammatical errors occur when
Material is satisfactorily developed at attempting more ambitious language.
appropriate length. Paragraphs are used, showing some
coherence.
Award 5 marks.

Meaning is generally clear. Simple

structures are usually sound. Errors do
not interfere with communication.
Paragraphs are used but without
coherence or unity.
Award 4 marks.

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2–3 Partly relevant: 2–3 Errors intrude:

Relevance: Style:
Partly relevant and some engagement Simple structures and vocabulary.
with the task. Inappropriate register,
showing insufficient awareness of Accuracy:
purpose and / or audience. Meaning is sometimes in doubt. Frequent
Award 3 marks. errors do not seriously impair
communication.
Partly relevant and limited engagement Award 3 marks.
with the task. Inappropriate register,
showing insufficient awareness of Meaning is often in doubt. Frequent,
purpose and / or audience. distracting errors which slow down
Award 2 marks. reading.
Award 2 marks.
Development of ideas:
Supplies some detail but the effect is
incomplete and repetitive.

0–1 Little relevance: 0–1 Hard to understand:

Very limited engagement with task, but Multiple types of error in grammar /
this is mostly hidden by density of error. spelling / word usage / punctuation
Award 1 mark. throughout, which mostly make it difficult
to understand. Occasionally, sense can
No engagement with the task or any be deciphered.
engagement with task is completely Award 1 mark.
hidden by density of error.
Award 0 marks. Density of error completely obscures
meaning. Whole sections impossible to
If essay is completely irrelevant, no recognise as pieces of English writing.
mark can be given for language. Award 0 marks.

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