Pass Paper 2

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Cambridge IGCSE™
FIRST LANGUAGE ENGLISH 0500/12

Paper 1 Reading May/June 2023
MARK SCHEME
Maximum Mark: 80
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 May/June 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
This document consists of 18 printed pages.
© UCLES 2023 [Turn over

0500/12 www.dynamicpapers.com
Cambridge IGCSE – Mark Scheme May/June 2023
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however, the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2023 Page 2 of 18

PUBLISHED
English & Media subject specific general marking principles

(To be read in conjunction with the Generic Marking Principles (and requiring further guidance
on how to place marks within levels))
Components using level descriptors:

 We use level descriptors as a guide to broad understanding of the qualities normally expected
of, or typical of, work in a level.
 Level descriptors are a means of general guidance and should not be interpreted as hurdle
statements.
 Where indicative content notes are supplied for a question, these are not a prescription of
required content, and must not be treated as such. Alternative correct points and unexpected
answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
 While we may have legitimate expectations as to the ground most answers may occupy, we
must at all times be prepared to meet candidates on their chosen ground, provided it is relevant
ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark
scheme requirements for the question).
Components using point-based marking:

Point marking is often used to reward knowledge, understanding and application of skills. We give
credit where the candidate’s answer shows relevant knowledge, understanding and application of
skills in answering the question. We do not give credit where the answer shows confusion.
From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey
the same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons…).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check
for evidence it is understood and not used wrongly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
g DO NOT require spellings to be correct unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms with
which they may be confused (e.g. Corrasion/Corrosion).

PUBLISHED
Note: 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 texts.
Question 1
This question tests reading assessment objectives R1, R2 and R5 (25 marks):
R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes
and Question 1(f) only tests writing assessment objectives W2, W3 and W5 (5 marks):
W2 organise and structure ideas and opinions for deliberate effect

W3 use a range of vocabulary and sentence structures appropriate to context
W5 make accurate use of spelling, punctuation and grammar.
Overview of items for Question 1
Item Assessment objectives tested Marks for assessment objectives

1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 & R2 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
10
1(f) R1, R2 and R5 W2, W3 and W5
5
Total 30

PUBLISHED
Question Answer Marks
1(a) Give two qualities that are required to work a winter season at a ski resort, 1
according to the text.
Award 1 mark for both responses.

 enthusiasm
 sense of adventure
(credit precise selection only)
1(b)(i) Using your own words, explain what the text means by: ‘staff quit’ (line 5): 2
Award 2 marks for full explanation (both strands). Award 1 mark for partial explanation.
Credit alternatives explaining the whole phrase.

 employees / people who work there / members of the workforce / workers
 leave / hand in their notice / resign / stop working there
1(b)(ii) Using your own words, explain what the text means by: ‘variety of positions’ (line 2
7):
Award 2 marks for full explanation (both strands). Award 1 mark for partial explanation.
Credit alternatives explaining the whole phrase

 range / diversity / (different) types of / lots of options / choice of
 roles / jobs / posts / vacancies
1(c) Re-read paragraph 3 (‘If you have … dates.’). 2
Give two reasons why it might be difficult to ensure that you put in your
application in time.
 different schedules for northern and southern hemisphere

 specific dates for individual resorts
Award 1 mark for each idea, up to maximum of 2.
1(d)(i) Re-read paragraphs 4 and 5 (‘How long … snowflakes.’). 2
Identify the two main decisions you will need to make before applying for a job in
a ski resort.
 which part of the world you want to work in

 how long you want to stay
Award 1 mark for each idea, up to a maximum of 2.

PUBLISHED
1(d)(ii) Re-read paragraphs 4 and 5 (‘How long … snowflakes.’). 3
Explain the specific features of powder snow that make it the best snow to ride.
 dry / light / does not bind

 often packed in thick layers / soft landing / like a pillow
 no unexpected bumps / smooth
Award 1 mark for each idea, up to a maximum of 3.
1(e) Re-read paragraph 6 (‘Online guides … flights.’). 3
Using your own words, explain why some people might decide not to apply
through a recruitment organisation.
Award 1 mark for each idea, predominantly in own words, up to a maximum of 3.
 use online guides instead / can do it yourself

 charge large fee(s)
 not all are effective
 job not guaranteed / you still have to pass the interview
Answers which are entirely in the words of the text should not be credited.
1(f) According to Text B, what are the advantages and disadvantages of taking a 15
seasonal job?
You must use continuous writing (not note form) and use your own words as far
as possible. Your summary should not be more than 120 words.
Up to 10 marks are available for the content of your answer and up to 5 marks for
the quality of your writing.
Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B Writing).
INDICATIVE READING CONTENT
Candidates may refer to any of the points below:
1 flexible timing options – full or part time / short term commitment

2 range of different types of job
3 different seasons / different timings throughout the year
4 can fill gaps in careers / get relevant career experience / can learn on the job
5 resume may not be judged positively by future employers
6 entry requirements low / little previous knowledge required / any level of talent
7 tend to be low paid
8 extra cash / at least paid work
9 may detract from other commitments / impact on family time
10 may add to your exhaustion
11 tough schedule / anti-social schedule / working evenings and weekends
12 minimal training provided
13 short time frame to apply

PUBLISHED
Marking criteria for Question 1(f) Table A, Reading
Use the following table to give a mark out of 10 for Reading
Level Marks Description
5 9–10  A very effective response that demonstrates a thorough understanding of the

requirements of the task.
 Demonstrates understanding of a wide range of relevant ideas and is
consistently well-focused.
 Points are skilfully selected to demonstrate an overview.
4 7–8  An effective response that demonstrates a competent understanding of the

requirements of the task.
 Demonstrates understanding of a good range of relevant ideas and is mostly
focused.
 Points are carefully selected and there is some evidence of an overview.
3 5–6  A partially effective response that demonstrates a reasonable understanding of

the requirements of the task.
 Demonstrates understanding of ideas with occasional loss of focus.
 Some evidence of selection of relevant ideas but may include excess material.
2 3–4  A basic response that demonstrates some understanding of the requirements of

the task.
 Demonstrates general understanding of some relevant ideas and is sometimes
focused.
 There may be some indiscriminate selection of ideas.
1 1–2  A response that demonstrates a limited understanding of the task.

 The response may be a simple list of unconnected ideas or show limited focus.
 There is limited evidence of selection.
0 0  No creditable content.

PUBLISHED
Table B, Writing
Use the following table to give a mark out of 5 for Writing.
3 4–5  A relevant response that is expressed clearly, fluently and mostly with concision.
 The response is well organised.
 The response is in the candidate’s own words (where appropriate), using a
range of well-chosen vocabulary which clarifies meaning.
 Spelling, punctuation and grammar are mostly accurate.
2 3–2  A relevant response that is generally expressed clearly, with some evidence of
concision.
 There may be some lapses in organisation.
 The response is mainly expressed in the candidate’s own words (where
appropriate) but there may be reliance on the words of the text.
 Errors in spelling, punctuation and grammar which do not impede
communication.
1 1  A relevant response that lacks clarity and concision.

 There may be excessively long explanations or the response may be very brief.
 The response may include lifted sections.
 Frequent errors of spelling, punctuation and grammar, which occasionally
impede communication.
0 0  No creditable content.

PUBLISHED
Note 1: All examiners are instructed that alternative correct answers and unexpected approaches in
Question 2

R4 demonstrate understanding of how writers achieve effects and influence readers.
Overview of items for Question 2
Item Reading assessment Marks for reading

objectives tested assessment objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R2 1
2(c) R1, R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED
2(a)(i) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:
The writer felt that the training presentation had been designed to
emphasise that the least attractive job on the resort was being a liftie.
 (to) underline (the fact) (line 2)
Accept cloze responses that repeat all / some of the question stem with the
correct answer.
2(a)(ii) As well as guests staying in hotel accommodation, there were great 1

numbers of hikers passing through the resort who needed somewhere to
stay.
 (with) hordes of backpackers (travelling through) (line 4)
correct answer.
2(a)(iii) The writer struggled to walk, almost falling, as he arrived back at his 1
accommodation.
 (I/he) staggered (into) (line 49)
correct answer.
2(a)(iv) Boss expressed himself in a tone of gloating satisfaction. 1
 (he) crowed (Boss) (line 50)
correct answer.

PUBLISHED
2(b)(i) Using your own words, explain what the writer means by each of the words 1
underlined:
Here are the answers:
 No ‘quick-laps’ in week one. Apparently, they’re a trick used by

experienced lifties who take turns to run the lift they’re working on –
each person doing two people’s jobs, while their partner takes the lift
to the top and skis or snowboards back down again. It’s a great way
to get a sneaky bit of extra riding in, and generally overlooked by
bosses – providing each person crewing the lift is capable of running
it on their own. I wasn’t.
 ‘Back-country’ was everything outside the marked boundaries of the

ski-area (avoided for fear of avalanches).
overlooked: fail(ed) to notice / (cho(o)se to) ignore / do not punish / tacitly allow /
do not acknowledge
2(b)(ii) Using your own words, explain what the writer means by each of the words 1
underlined:
crewing: working / operating / controlling / in charge of / manning / staffing
2(b)(iii) Using your own words, explain what the writer means by each of the words 1
underlined:
 avoided: kept away from / did not go near / stay off / steered clear of
Do not reward any idea that it is a restricted area.

PUBLISHED
Marking Criteria for Question 2(d)
Table A, Reading: Analysing how writers achieve effects
Use the following table to give a mark out of 15 for Reading.
5 13–15  Wide-ranging discussion of judiciously selected language with some high-quality

comments that add meaning and associations to words/phrases in both parts of
the text, and demonstrate the writer’s reasons for using them.
 Tackles imagery with some precision and imagination.
 There is clear evidence that the candidate understands how language works.
4 10–12  Explanations are given of carefully selected words and phrases.

 Explanations of meanings within the context of the text are secure and effects
are identified in both parts of the text.
 Images are recognised as such and the response goes some way to explaining
them.
 There is some evidence that the candidate understands how language works.
3 7–9  A satisfactory attempt is made to select appropriate words and phrases.

 The response mostly gives meanings of words and any attempt to suggest and
explain effects is basic or very general.
 One half of the text may be better addressed than the other.
2 4–6  The response provides a mixture of appropriate choices and words that
communicate less well.
 The response may correctly identify linguistic devices but not explain why they
are used.
 Explanations may be few, general, slight or only partially effective.
 They may repeat the language of the original or do not refer to specific words.
1 1–3  The choice of words is sparse or rarely relevant.

 Any comments are inappropriate and the response is very thin.
0 0  The response does not relate to the question.

 Inappropriate words and phrases are chosen or none are selected.

PUBLISHED
Note: All examiners are instructed that alternative correct answers and unexpected approaches in
Question 3

R3 analyse evaluate and develop facts, ideas and opinions, using appropriate support from the text
and writing assessment objectives W1, W2, W3, W4 and W5 (10 marks):
W1 articulate experience and express what is thought, felt and imagined

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

PUBLISHED
3 You are a journalist writing an article about the job of a ski-lift attendant 25
(liftie) as part of a series on interesting seasonal jobs for young people.
In your article you should:

 explain what attracts visitors to Wanaka and why
 describe what being a liftie involves and what might appeal to young
people about this job
 suggest what someone might find challenging about working as a liftie
and useful advice for any young person considering applying for any
job at this resort.
Write the words of the article.
Base your article on what you have read in Text C, but be careful to use
your own words. Address each of the three bullet points.
Write about 250 to 350 words.
Up to 15 marks are available for the content of your answer and up to 10

marks for the quality of your writing.
Use the Marking Criteria for Question 3 (Table A, Reading and Table B Writing)
Notes on the task
Candidates should select ideas from the text (see below) and develop them
relevantly, supporting what they write with details from the text. Look for an
appropriate register for the genre, and a clear and balanced response which
covers the three areas of the question, is well sequenced, and is in the
candidate’s own words.
Annotate A1 for references to what attracts visitors to and why.

Annotate A2 for references to what being a liftie involves and what might appeal
to young people about this job
Annotate A3 for references to what someone might find challenging about
working as a liftie and useful advice would offer any young person considering
applying for any job at this resort

PUBLISHED
3 A1: what attracts visitors to Wanaka and why
 backpacking (det. reasonably priced accommodation, stopping through on a

hike) [dev. socialising with other hikers]
 fashionable (det. including wealthier guests, personal chefs, hotels) [dev. all
types of guests attracted including basic and luxury]
 skiing / snowboarding (det. Giant ski slope, winter sport fanatics, marked
boundaries) [dev. challenging / thrilling / yet safe from avalanches]
 lessons (det. private instructors, differing abilities) [dev. staff there to help
you]
 snow (det. depth of 2 – 4 metres, artificial snow made each night) [dev. not
dependent on natural snow]
 magnificent landscape (det. mountain) [dev. dramatic, amazing views]
A2: what being a liftie involves and what might appeal to young people about this
job
 crewing the ski lift (det. allocated a lift station, tiny booth, testing the
equipment, helping guests on and off, early mornings, lifts work all day) [dev.
responsible for safe operation of that station]
• knowing how a lift works (det. need to fix the lift if something goes wrong)
[dev. skills develop with experience rather than training]
• working with a partner (det. cover for each other, colder being the person at
the top) [dev. need to be able to manage the job alone, work together to
enable fun]
• chance to snowboard at work (det. quick-laps tolerated by boss) [dev. extra
bonus, not really part of the job description]
• dealing with emergencies (det. radio, assisting guests) [dev. adventure /
variety]
• amazing sights (det. beautiful ice ‘sculptures’ of chair lifts) [dev. unexpected,
appreciating the power of nature / life-changing experience]

PUBLISHED
3 A3: what someone might find challenging about working as a liftie and advice for
any young person considering applying for any job at this resort
 weather (det. clearing ice from chairs in morning is hard work, very cold,
storms, strong winds, get freezing despite wearing layers) [dev. can be
extreme at times / not unusual to be stranded / can be miserable / need to be
physically strong]
• training (det. brief, few details explained beforehand, no hands-on or
practical training) [dev. expected to learn on the job and get on with it / can
feel completely out of depth]
• understanding the jargon: (det. ‘quick-laps’, ‘Back country’, ‘The base’)
[dev. feeling excluded / cool when you get it though / do some research
before]
• supervisor(s) (det. Boss) [dev. expect you to do as you are told, does not
encourage you to ask questions / Boss not phased or empathetic about
dangerous situations]
• consider whether inside or outside (det. might prefer life as an indoor
employee, cleaner inside) [dev. not just about the job but about where you do
it, indoor jobs have an easier life]
• accommodation (det. inside jobs get free onsite lodging, lifties competing
with backpackers for cheaper accommodation) [dev. can be difficult to find
reasonable priced accommodation locally / start looking early]

PUBLISHED
Marking Criteria for Question 3 Table A, Reading
Use the following table to give a mark out of 15 for Reading.
5 13–15  The response reveals a thorough evaluation and analysis of the text.
 Developed ideas are sustained and well related to the text.
 A wide range of ideas is applied.
 There is supporting detail throughout, which is well integrated into the response,
contributing to a strong sense of purpose and approach.
 All three bullets are well covered.
 A consistent and convincing voice is used.
4 10–12  The response demonstrates a competent reading of the text with some evidence
of basic evaluation or analysis.
 A good range of ideas is evident.
 Some ideas are developed but the ability to sustain them may not be consistent.
 There is frequent, helpful supporting detail, contributing to a clear sense of
purpose.
 All three bullets are covered.
 An appropriate voice is used.
3 7–9  The text has been read reasonably well.

 A range of straightforward ideas is offered.
 Opportunities for development are rarely taken.
 Supporting detail is present but there may be some mechanical use of the text.
 There is uneven focus on the bullets.
 The voice is plain.
2 4–6  There is some evidence of general understanding of the main ideas, although
the response may be thin or in places lack focus on the text or the question.
 Some brief, straightforward reference to the text is made.
 There may be some reliance on lifting from the text.
 One of the bullets may not be addressed.
 The voice might be inappropriate.
1 1–3  The response is either very general, with little reference to the text, or a
reproduction of sections of the original.
 Content is either insubstantial or unselective.
 There is little realisation of the need to modify material from the text.
0 0  There is very little or no relevance to the question or to the text.

PUBLISHED
Table B, Writing: Structure and order, style of language
Use the following table to give a mark out of 10 for Writing.
5 9–10  Effective register for audience and purpose.

 The language of the response sounds convincing and consistently appropriate.
 Ideas are firmly expressed in a wide range of effective and/or interesting
language.
 Structure and sequence are sound throughout.
 Spelling, punctuation and grammar almost always accurate.
4 7–8  Some awareness of an appropriate register for audience and purpose.

 Language is mostly fluent and there is clarity of expression.
 There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
 The response is mainly well structured and well sequenced.
 Spelling, punctuation and grammar generally accurate.
3 5–6  Language is clear but comparatively plain and/or factual, expressing little
opinion.
 Ideas are rarely extended, but explanations are adequate.
 Some sections are quite well sequenced but there may be flaws in structure.
 Minor, but more frequent, errors of spelling, punctuation and grammar
2 3–4  There may be some awkwardness of expression and some inconsistency of

style.
 Language is too limited to express shades of meaning.
 There is structural weakness and there may be some copying from the text.
 Frequent errors of spelling, punctuation and grammar.
1 1–2  Expression and structure lack clarity.

 Language is weak and undeveloped.
 There is very little attempt to explain ideas.
 There may be frequent copying from the original.
 Persistent errors of spelling, punctuation and grammar impede communication.
0 0  The response cannot be understood.

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FIRST LANGUAGE ENGLISH 0500/12

This document consists of 18 printed pages.

© UCLES 2023 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2023 Page 2 of 18

English & Media subject specific general marking principles

Components using level descriptors:

Components using point-based marking:

From this it follows that we:

© UCLES 2023 Page 3 of 18

R1 demonstrate understanding of explicit meanings

W2 organise and structure ideas and opinions for deliberate effect

Overview of items for Question 1

Item Assessment objectives tested Marks for assessment objectives

© UCLES 2023 Page 4 of 18

Question Answer Marks

Award 1 mark for both responses.

(credit precise selection only)

Credit alternatives explaining the whole phrase.

Credit alternatives explaining the whole phrase

1(c) Re-read paragraph 3 (‘If you have … dates.’). 2

 different schedules for northern and southern hemisphere

Award 1 mark for each idea, up to maximum of 2.

1(d)(i) Re-read paragraphs 4 and 5 (‘How long … snowflakes.’). 2

 which part of the world you want to work in

Award 1 mark for each idea, up to a maximum of 2.

© UCLES 2023 Page 5 of 18

Question Answer Marks

1(d)(ii) Re-read paragraphs 4 and 5 (‘How long … snowflakes.’). 3

 dry / light / does not bind

Award 1 mark for each idea, up to a maximum of 3.

1(e) Re-read paragraph 6 (‘Online guides … flights.’). 3

Award 1 mark for each idea, predominantly in own words, up to a maximum of 3.

 use online guides instead / can do it yourself

1 flexible timing options – full or part time / short term commitment

© UCLES 2023 Page 6 of 18

Marking criteria for Question 1(f) Table A, Reading

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

Level Marks Description

5 9–10  A very effective response that demonstrates a thorough understanding of the

4 7–8  An effective response that demonstrates a competent understanding of the

3 5–6  A partially effective response that demonstrates a reasonable understanding of

2 3–4  A basic response that demonstrates some understanding of the requirements of

1 1–2  A response that demonstrates a limited understanding of the task.

© UCLES 2023 Page 7 of 18

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

Level Marks Description

1 1  A relevant response that lacks clarity and concision.

© UCLES 2023 Page 8 of 18

R1 demonstrate understanding of explicit meanings

Overview of items for Question 2