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Learner Guide For Cambridge Igcse English As A Second Language 0510 0511
Learner Guide For Cambridge Igcse English As A Second Language 0510 0511
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.
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 and understand ideas, opinions and attitudes and the connections between 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
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(b) become deep AND fast (flowing) / when there is heavy rain they are deep AND fast (flowing)
[1]
(f) cap / shirt with long sleeves / water(bottle) / camera ANY TWO FOR ONE MARK [1]
(g) remove plants AND drop litter BOTH NEEDED FOR ONE MARK [1]
(c) astronauts could move around easily / crew didn’t suffer injuries [1]
(e) during (final) descent onto the moon / heading towards the landing area on the moon [1]
Exercise 3
Overall opinion of the cafe (please circle) CIRCLE Very good [1]
Section C
In the space below, write one sentence about what you chose to eat and drink and one sentence
about what you didn’t like about the cafe.
Example sentence:
2 marks: proper sentence construction; correct spelling and punctuation; gives the information asked
for
1 mark: proper sentence construction; 1–3 errors of punctuation and/or spelling (without obscuring
meaning); gives the information asked for
0 marks: more than 3 errors of punctuation and/or spelling; and/or does not give the information
asked for; and/or not a proper sentence; and/or meaning obscure
Examples of ‘blue zone’ areas and the people who live in them [max 2 marks for this heading]
Similar lifestyle characteristics of ‘blue zone’ areas [max 3 marks for this heading]
• daily routines
• preserve tradition / modernisation not so advanced
• appreciate age / celebrate age
• (strong) connection to the land / (strong) connection to nature
• healthy diet / eat a lot of beans
0 marks: no understanding of the task / no relevant content / meaning completely obscure due to
serious 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
Exercise 7: ‘Your life can only be good if you have a lot of money’
Transcribing the prompts with no original development by the candidate will limit both content and
language marks to the 2–3 band. However, if candidates also include some original ideas, higher
marks can be awarded.
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 at least 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 at least 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 for content or lower. 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.
Relevance: Style:
Fulfils the task, with appropriate Sentences show some style and
register and a good sense of ambitious language. However, there
purpose and audience. may be some awkwardness making
Award 7 marks. reading less enjoyable.
Award 6 marks.
Fulfils the task, with appropriate
register and some sense of purpose Accuracy:
and audience. Generally accurate with frustrating
Award 6 marks. errors. Appropriate use of
paragraphing.
Development of ideas: Award 6 marks.
Ideas are developed at appropriate
length. Engages reader’s interest.
Relevance: Style:
Fulfils the task. A satisfactory Mainly simple structures and
attempt has been made to address vocabulary but sometimes attempting
the topic, but there may be a wider range of language.
digressions. Award 5 marks
Award 5 marks
Mainly simple structures and
Does not quite fulfil the task vocabulary.
although there are some positive Award 4 marks
qualities. There may be
digressions. Accuracy:
Award 4 marks Meaning is clear and of a safe
standard. Grammatical errors occur
Development of ideas: when attempting more ambitious
Material is satisfactorily developed language. Paragraphs are used,
at appropriate length. showing some coherence.
Award 5 marks.
Relevance: Style:
Development of ideas:
Supplies some detail but the effect
is incomplete and repetitive.