Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/11

Paper 1 Reading Passages (Core) 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.

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 10 printed pages.

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1 (a) Give two reasons why the narrator found it difficult to get to the house (paragraph
one,’ ‘My path to the…’).

• (tangled) hedges / bushes

• (strange) obstacles
• the gloom / darkness / the mist
• he felt confused / lost / disorientated

One mark for each point to a total of 2. (N.B. Lift of ‘The path was not an easy one…’ without
supporting example(s) = 0). [2]

(b) Using your own words, explain what the writer means by: ‘… this odd and picturesque
building made me pause.’ (line 6),

The strange but attractive appearance of the house caused him to hesitate.
• 1 mark for responses that show an understanding of one of the underlined words. (Do
not accept ‘like a picture / photograph etc.’ without further qualification.)
• 1 mark for responses that show an understanding of what the narrator did when he first
saw the building. E.g., ‘He hesitated / stopped (because he was surprised).
N.B. These are 2 discrete points. [2]

(c) Why did the narrator decide not to go back to the road (paragraph two, ‘The quiet and
apparent…’)?

He thought it would be foolish to deny himself the comfort offered by the house / the house
was comfortable etc. [1]

(d) Re-read paragraph three (But halfway…hurriedly leaving’). What was unusual about
the way the man left the house?

• He did not shut the door. [1]

(e) Using details from paragraph four, explain, as fully as you can, what caused the
narrator to feel ‘puzzled’ about the behaviour of the man?

• The man did not seem surprised to see him (despite the remote surroundings)
• He raised his hat
• he showed greater respect than was expected
• He walked past the narrator without any further word

1 Mark for each of the above points to a maximum of 3 [3]

(f) Explain as fully as you can, what the narrator says about his attempt to speak further
with the man (paragraph 8, ‘A peculiar greeting…’).

• (They were now) some distance apart (1 mark)

• (They) could not hear response clearly (1 mark)

Lift of ‘his voice returned to me…his answer reached me.’ Without further explanation = 1
mark only. [2]

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(g) (i) Re-read paragraphs one, two and ten (‘My path to the … so invitingly.’ and ‘The
house… more inviting). Explain using your own words, what the writer means by
the words underlined in three of the following phrases:

(1) ‘I found doors and windows open to the pervading mist’ (lines 3–4)
spreading through all parts / getting everywhere

(2) ‘the silent room, with its sinister atmosphere’ (line 7–8)
evil / threatening harm etc. / scary / creepy / eerie etc.
Do not accept ‘scared’, ‘dangerous’, ‘mysterious’, ‘strange’, ‘weird’.
N.B. Definition should show understanding of foreboding / something ominous etc.

(3) ‘I now scrutinised more carefully’ (line 36)

Looked closely at / inspected / investigated / examined / studied
Do not accept ‘judged’ (which is the result of a scrutiny) ‘explored’. ‘Looked’ without
further qualification = 0.

(4) ‘it had about it an air of disuse which made me feel like an intruder’ (line 39)
obsolescence / neglect / no longer used / having been abandoned / deserted etc.
N.B. ‘New’, ‘unused’ ‘empty’ (without amplification) etc. = 0 as they do not convey
the sense of obsolescence [3]

(ii) Explain how the writer conveys the nature of the house and the narrator’s feelings
about it through the use of language in each of the phrases you have chosen in
1(g)(ii).

You should refer to the whole phrase in your answer and not just the word
underlined. [6]

Examiners should observe the following principles when assessing candidates’ responses to
this question:

• Part (i) requires an explanation of the meaning of the underlined word or short phrase
only.
• Part (ii) requires a comment on the effectiveness of the writer’s use of language for a
particular purpose in the whole phrase quoted and not just the underlint5ed word(s).
• 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.

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• 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 these literary devices. (See 0 mark descriptor
below.)
• 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.

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. N.B.
2 marks can be awarded to a response that contains an interpretation different
from that anticipated if there is a convincing explanation.

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 will probably be implied rather than
specifically explained.

0 marks Responses gaining 0 marks will either show one or all of the following
characteristics:

• complete misunderstanding of the phrase

• listing of the figure(s) of speech used by the writer without further comment
• repetition of the explanations of the vocabulary already given in answer to
(i).

N.B. A response to 1(g)(ii) which does no more than repeat the definition in 1(g)(i) = 0

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Question 2

This question tests reading assessment objectives R1–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

2 Imagine that you are the narrator of the story. You enter the house and after waiting a few
minutes, other people begin to arrive. It is now the afternoon of the following day...

Write a letter to your older brother or sister describing your impressions of the house and
your experiences since you discovered it.

In your letter you should:

• describe how you first discovered the house
• describe your thoughts and feelings when you met the man leaving the house
• explain what you discovered after you entered the house.

Base your letter 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 bullets.

Begin your letter: ‘Dear...’

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. [15]

General Notes
The most successful responses will be written in a fully appropriate informal style with a clear focus
on the need to engage and narrate. There will be evidence of a clear understanding of the nature of
the house and the narrator’s thoughts and feelings about his experience. The most successful
responses will use the clues in the passage to make some developed and thoughtful suggestions as
to the nature of the new arrivals and what happened next.

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Table A, READING: Using and understanding the material

Use the following bands to give a mark out of 10 for Reading.

Uses and develops several ideas, both factual and inferential, from the
passage. Clearly describes how the narrator first discovered the house and his
Band 1 9–10 impressions of it; his thoughts and feelings about the man leaving the house;
and gives a credible account as to what happened after he had entered the
house.

Refers to several details from the passage and makes some convincing
reference to discovering the house and the narrator’s thoughts about it and the
Band 2 7–8
man leaving it. Gives some credible, but undeveloped, explanation of what he
discovered after he had entered the house.

Repeats some details from the passage about the narrator’s discovery of the
house with some reference to the narrator’s thoughts about it and the man
leaving it.
Band 3 5–6
Shows some incomplete or very limited understanding of his thoughts and
feelings. Focuses on the question and on the passage, but uses material
simply and partially.

There is some relevance to the question with a tendency to retell the original
rather than to focus on the bullet points. Makes simple references to what the
Band 4 3–4
narrator does and feels. There is likely to be much irrelevant or inappropriate
content.

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

NB: It is unlikely that a response which does not address the third bullet point will merit a mark higher
than that of Band 3 for Reading.

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

Use the following bands 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 question tests reading assessment objectives R1, R2 and R5 (10 marks)

Read carefully Passage B, Hadrian’s Villa, in the Reading Booklet Insert and then answer Question
3(a) and (b) on this Question Paper.

3 Answer the questions in the order set.

(a) Notes

What do you learn about the structure and main features of Hadrian’s Villa and
grounds and the reasons why it was built, 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.

Details about the structure and main features of Hadrian’s Villa and grounds and the
reasons why it was built

1. Built (between CE 118–134) as a private residence

2. Open air museum / displaying / showcasing finest architecture (in the Roman World) /
displaying / showcasing buildings (from Greece and Egypt)
3. (Covers) 120 hectares or 300 acres / (picturesque) extensive grounds (with olive and
cypress trees)
4. Maritime Theatre / a round pool with island (surrounded by columns) / (reached by) a
swing bridge
5. The island was also Hadrian’s private studio / built to indulge his personal interests or
painting / architecture
6. Other buildings include libraries / theatres / bathhouses / accommodation quarters
7. Formal gardens / gardens containing fountains, statues and pools
8. Reproduction / replica buildings (of…)
9. The Canopus / sanctuary of the god Serapis / Plato’s Grove of Academe
10. A (119 metre long) canal lined with (authentic) Egyptian statues
11. Reproduction of the Vale of Tempe / home of Diana (with River Peneios)
12. Reproduction of the underworld / Hades built underground
13. Tunnels linked different sections (of the villa and grounds)
14. Some features have been (partially) restored / scattered (fragments of) columns (in
grounds)

[Total: 10]

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(b) Summary

Now use your notes to write a summary of what Passage B tells you about the
structure and main features of Hadrian’s Villa and grounds and the reasons why it was
built.

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. [Total: 5]

Table A, Writing (concision, focus, use of own words). Use the following table to give a
mark out of 5 for Writing.

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

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

There are some areas of conciseness. There may be occasional

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

The summary is sometimes focused, but it may include comment,

Band 4 2
repetition, unnecessarily long explanation or lifted phrases.

The summary is unfocused or wordy. It may be answered in the

Band 5 1 wrong form (e.g. narrative, commentary or as notes). There may be
frequent lifting of phrases and sentences.

Excessive lifting: no focus. The response cannot be understood or

Band 6 0
consists entirely of the words of the passage.

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Notes on the Task

In 3(a), if a candidate lists more than one point per line, they cannot receive marks for both
points if both are correct.

In 3(a), if a candidate lists more than one point per line and one of these points is incorrect, they can
receive the mark for the other/correct point.

In 3(a), 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.

In 3(a), 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.

In 3(a), 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.

In the Writing Mark Scheme descriptors for 3(b), the length of the candidate’s response is no longer
specifically referred to, however, it can still be borne in mind when considering the use of concision, or
lack of, in the candidate’s response. The purpose of the assessment is the candidate’s focus on
the topic and the question, and this is partly related to length, although it’s not necessarily the case
that an unfocused response will be over-long. There is no requirement to count words.

Candidates are assessed for Reading in 3(a) and for Writing in 3(b). They cannot be given marks for
Writing for their response to 3(a), nor can they be given marks for Reading for their response to 3(b).

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