www.dynamicpapers.

com

Cambridge IGCSE™

ENGLISH AS A SECOND LANGUAGE 0510/41

Paper 4 Listening (Extended) May/June 2022
TRANSCRIPT Approximately 50 minutes

This document has 12 pages. Any blank pages are indicated.

© UCLES 2022 [Turn over

 www.dynamicpapers.com
2

TRACK 1

R1 This is the Cambridge Assessment International Education, Cambridge IGCSE, June 2022
examination in English as a Second Language.

Paper 4, Listening.

Welcome to the exam.

In a moment, your teacher is going to give out the question papers. When you get your
paper, fill in your name, Centre number and candidate number on the front page. Do not
talk to anyone during the exam.

If you would like the recording to be louder or quieter, tell your teacher NOW. The recording
will not be stopped while you are doing the exam.

Teacher: please give out the question papers, and when all the candidates are ready to
start the test, please turn the recording back on.

[BEEP]

TRACK 2

R1 Now you are all ready, here is the exam.

Exercise 1

You will hear four short recordings. Answer each question on the line provided. Write no
more than three words, or a number, for each answer.

You will hear each recording twice.

Pause 00’05”

R1 Question 1

(a) What did the girl most enjoy seeing at the castle?

(b) What did the girl lose at the castle?

M: male, mid-teens, UK accent

F: female, mid-teens, UK accent

M: * How was your trip to the castle?

F: Great! I know lots of people like nothing better than looking at old weapons in places like that,
but they’ve never really appealed to me. So, I was delighted to discover they had these really
impressive jewels. Apparently, they belonged to the people that once lived there. The old clothes
they used to wear were quite nice too.

M: So a good day out then.

F: Yes, except I somehow managed to leave my sunglasses there. I’ve often put my phone down
somewhere before and just forgotten to pick it up, so it could’ve been a lot worse, I guess. **

Pause 00’10”
© UCLES 2022 0510/41/M/J/22
 www.dynamicpapers.com
3

Repeat from * to **
Pause 00’05”

R1 Question 2

(a) How often does the boy visit his aunt and uncle?

(b) What present did the boy receive from his aunt and uncle?

F: female, mid-teens, UK accent

M: male, mid-teens, UK accent

F: * What did you do in the school holidays?

M: I went to stay with my aunt and uncle.

F: Do you get on well with them?

M: Yeah, I’d go and visit them every week if I could, or at least once a month, but they live in France
so we only get to see each other every summer, which is a shame.

F: Sounds like you have a great time together, though.

M: We do. We have this family tradition of giving each other gifts when we meet. They bought me a
lovely scarf – my favourite colour too. And they were thrilled with the framed photo I got them – I
took the picture myself. **

Pause 00’10”
Repeat from * to **
Pause 00’05”

R1 Question 3

(a) What date would the man prefer to go to the music festival?

(b) How does the man want to travel to the festival?

M: male, late teens, UK accent

M: * Hi, it’s Mike here! There are some great bands playing at this year’s City Music Festival this
month – do you fancy going? It runs for three days from the 22nd, but I’m working that day, and
can only afford to go on one of the other two days. Looking at who’s playing when, the 23rd is the
one I’d go for, but check the lists of artists online and let me know if you’d prefer the 24th. There’s
always loads of traffic at the festival, so it’s better to avoid going by car. Getting there by train
makes more sense as the festival site’s close to a station. OK, speak to you soon. **

Pause 00’10”
Repeat from * to **
Pause 00’05”

© UCLES 2022 0510/41/M/J/22 [Turn over

 www.dynamicpapers.com
4

R1 Question 4

(a) What kind of book does the girl want to buy?

(b) What would the girl prefer to eat for lunch?

M: male, forties, UK accent

F: female, mid-teens, UK accent

M: * OK, so shall we go to the bookshop first? You said you wanted to get a poetry book.

F: Actually, Dad, my English teacher had a spare copy which she’s given me.

M: Oh, that’s kind of her.

F: It is. There’s a novel I wouldn’t mind getting, though. I’ve just finished one.

M: OK, then shall we get something to eat?

F: Good idea. I was hoping to persuade you to go to that place that sells pancakes, because I haven’t
had them for ages. But they have pizzas too, which might help you make your decision.

M: Sounds like a good idea to me. **

Pause 00’10”
Repeat from * to **
Pause 00’05”

R1 That is the end of the four short recordings. In a moment you will hear Exercise 2. Now look
at the questions for this part of the exam.

Pause 00’20”

TRACK 3

R1 Exercise 2

You will hear a talk about the invention and development of the modern car seatbelt. Listen
to the talk and complete the details below. Write one or two words, or a number, in each
gap.

You will hear the talk twice.

M: male, thirties, UK accent

M: * Hi, my talk today’s about an invention that’s possibly saved more lives than any other technology:
the modern car seatbelt.

So what was the problem with previous designs? Well, modern seatbelts, or three-point belts as
they’re also known, pass across both the stomach and the chest of drivers. Before their invention,
if cars had seatbelts at all, they were fitted with ones that fastened only across the lap. These
hadn’t changed much since they were first invented in 1880. Unfortunately, they’d been shown to
occasionally cause injuries rather than preventing them.

Car manufacturers tried several other things to improve the safety of their vehicles. Due to size
and weight restrictions, larger car seats were not really an option, even though they might’ve
© UCLES 2022 0510/41/M/J/22
 www.dynamicpapers.com
5

provided more protection. Altering the seat’s position was thought to be one possible solution.
Several different alternatives were tested, but none was better than the original.

The inventor of the modern seatbelt was a Swedish man called Nils Bohlin. Bohlin had trained as
a mechanical engineer at college before gaining his first employment as an aircraft designer. He
did well, so was invited to join a car manufacturing company as a safety engineer.

So when was Bohlin’s seatbelt first used? Well, he had often worked on improving seats and
seatbelts for planes since starting his working life in 1942. After joining the car manufacturer in
1958, he spent the following 12 months developing his ideas for cars. In 1959, a car featuring
Bohlin’s creation on both front seats was introduced, making it the earliest example of a vehicle
with modern seatbelts. By 1969, Bohlin had become head of the company’s Research and
Development Department.

Bohlin’s invention, the modern car seatbelt, had several advantages over earlier ones. The first
users are sure to have noticed that comfort was improved. Hopefully they’d never have to find
out what extra protection they provided, but the statistics prove that right from the start, they were
many times safer than old-fashioned belts.

Usually, companies protect their new inventions so that other companies can’t use them, or can
only do so for a fee. Bohlin’s employer could have charged other car manufacturers a fortune for
using his design. Instead, however, they agreed that anyone could put the new technology in their
vehicles for free, realising how many lives this would save.

So what was the impact of the modern seatbelt? Well, it took many years for them to become
widely accepted. Part of the problem was that it was completely legal not to wear a seatbelt, so
many people just didn’t bother. Japan was the first country to introduce laws making seatbelt-
wearing compulsory nationwide in 1971. A year earlier, two of the six states in Australia had
introduced similar rules. France was the first European nation to create seatbelt laws several
years later.

It’s estimated that Nils Bohlin’s invention has saved well over a million lives. As a result, the
insurance industry has avoided having to pay out billions of dollars in claims following accidents.
It’s incredible to think that some investment in research and development in the manufacturing
industry has had such a huge global impact. **

Pause 00’30”

R1 Now you will hear the talk again.

Repeat from * to **
Pause 00’30”

R1 That is the end of the talk. In a moment you will hear Exercise 3. Now look at the questions
for this part of the exam.

Pause 00’25”

© UCLES 2022 0510/41/M/J/22 [Turn over

 www.dynamicpapers.com
6

TRACK 4

R1 Exercise 3

You will hear six people talking about playing a musical instrument. For each of speakers
1 to 6, choose from the list, A to G, which opinion each speaker expresses. Write the letter
in the appropriate box. Use each letter only once. There is one extra letter which you do not
need to use.

You will hear the recordings twice.

R1 Speaker 1

M: male, late teens, UK accent

M: * I first took up the violin after attending several classical music concerts with my grandfather
when I was just six years old. I don’t feel as though I’m as good as someone who’s been playing
it for twelve years should be, though. I should’ve spent longer playing the violin each day rather
than going to the park with my friends. Still, I have no regrets about choosing to learn the violin at
a time when everyone else my age wanted to play the electric guitar and become a famous rock
star.

Pause 00’10”

R1 Speaker 2

F: female, late teens, light US accent

F: I got into playing the drums after a group of my friends started playing guitars and formed a band.
They didn’t have a drummer and convinced me to do it. I really wasn’t sure about becoming a
drummer to begin with – I wanted to be one of the guys at the front with a guitar. I soon realised
that I couldn’t have chosen a better instrument, though. These days, our band plays live in at least
one of the music venues in our town every month, which is great fun.

Pause 00’10”

R1 Speaker 3

M: male, mid-teens, UK accent

M: My aunt has been a professional trumpet player in an orchestra for a long time and she kindly gave
me one of her instruments. I’d already been playing trumpet for a few months and she thought it
might encourage me to practise more, but it didn’t really work. When my parents originally asked
me what I wanted to learn to play, I’m still not sure why I answered ‘trumpet’ instead of ‘piano’. I
guess it’s never too late to change, though. I just hope I can persuade my parents!

Pause 00’10”

R1 Speaker 4

F: female, mid-teens, light Australian accent

F: I’m not one of those musicians you hear about who says that creating music is the best way to
forget about all their worries and just chill out. But the energy and passion I feel when I play my
flute will hopefully get me to where I want to be – playing to packed concert halls around the
world. I can’t imagine playing any other instrument either. Most of my closest friends are in the
© UCLES 2022 0510/41/M/J/22
 www.dynamicpapers.com
7

school orchestra like me – we even meet up at each other’s houses sometimes for extra practice
sessions.

Pause 00’10”

R1 Speaker 5

M: male, late teens, UK accent

M: I’ve played the keyboard for about three years. My dad tried to get me to take up the guitar,
probably because he plays it, but it wasn’t for me. I practise lots in my bedroom, particularly during
the week. I’m often quite stressed when I arrive home from college, so spending time on the
keyboard allows me to get rid of a lot of that tension. I’m in a band and we actually did our first
ever concert recently. We weren’t that good so we won’t be turning professional any time soon!

Pause 00’10”

R1 Speaker 6

F: female, early twenties, UK accent

F: I actually earn my living nowadays teaching the cello. I began playing when I was eleven. I’d
moved to a new school and didn’t know anyone – joining the orchestra seemed as good a way
as any to get to know people, and they needed someone to play cello. I’d always found listening
to classical music calming, but can’t say I feel the same when it’s me who’s playing. I’ve learned
other instruments too – the piano and violin – but don’t think they’ll ever replace the cello as my
instrument of choice. **

Pause 00’10”

R1 Now you will hear the six speakers again.

Repeat from * to **
Pause 00’30”

R1 That is the end of Exercise 3. In a moment you will hear Exercise 4. Now look at the
questions for this part of the exam.

Pause 00’25”

TRACK 5

R1 Exercise 4

You will hear an interview with Jessica Mitchell, who is a playwright, someone who writes
plays. Listen to the interview and look at the questions. For each question, choose the
correct answer, A, B or C, and put a tick in the appropriate box.

You will hear the interview twice.

M: male, thirties, UK accent

F: female, late twenties, UK accent

M: * On today’s programme is Jessica Mitchell, a playwright, someone who writes plays for a living.
How did you begin writing plays, Jessica?

© UCLES 2022 0510/41/M/J/22 [Turn over

 www.dynamicpapers.com
8

F: My teachers always encouraged me to go for the best parts in school plays as they could see how
much I loved drama. It wasn’t until some cousins came round that I began creating plays rather
than just acting in them. They were only five and six years old, and needed entertaining, so I made
up a little comedy for us to act out. They loved it, which gave me the confidence to start writing
pieces for the drama club I’d joined.

M: You went to university after leaving school. Did you write plays there?

F: The amount of literature-reading and coursework meant I didn’t have enough energy to do much
writing, but I acted in a few productions the drama society put on. I studied in London, which has
lots of high-quality theatres. I’ve no idea how many performances I went to, but I could feel how
much they influenced my work once I started writing again after university.

M: What was it like the first time one of your plays was put on professionally at a theatre?

F: The play was unlike anything I’d written before, so I had no idea what people’s reactions would
be. It was the first time my parents and brothers had seen any of my work. I was watching their
faces more than the performance, looking for signs of whether they were enjoying it or not. Still, it
stopped me worrying about how well the cast were performing it.

M: What’s your opinion of theatre critics?

F: They generally do a great job. One thing I find irritating, though, is if they say a play of mine
reminded them of one by someone else. I think that’s just lazy journalism. Many playwrights can’t
cope when critics say that the action in their plays would never really happen, or when it’s clear
that the message in a play has been missed by a critic. Personally, I don’t think that’s worth getting
upset about.

M: Is the process of writing a play challenging?

F: Definitely! I generally base my characters on people I’ve met, to avoid them appearing false. For
the plot, I find it relatively straightforward to come up with the last scene of the play and work
backwards from there. Before any writing starts, I’ve generally spent weeks finding out about
when and where the story of the play takes place. That’s the toughest part.

M: You have a new play called Innocent opening soon.

F: Next week! Unlike my last piece, which dealt with the consequences of good fortune, after a
man unexpectedly becomes a millionaire, this one focuses on the more challenging aspects of
life. It follows the adventures of a detective, who’s fed up with his career and always looking for
something different. Anyway, he crosses two continents searching for a banker who’s disappeared
after meeting a mysterious client. If you want to know more, go and see it!

M: Sounds great! Are there other things you’d like to try?

F: I’m going to have a bit of a break, and have just signed up for a painting and sculpture course to
fill the time. The thought of telling actors how to perform one of my own scripts is quite terrifying,
so I’ve never been tempted to try. And I’ve heard that a great deal of what you write gets changed
if you work on a film, so I’ve turned down offers to do that.

M: And finally, any advice for future playwrights?

F: Explore your own rhythm for writing – which time of day’s best for you, and so on – but be flexible
within that. Reading similar kinds of plays to the ones you’re thinking of creating’s always a good
idea too. I wouldn’t be where I am without my husband – he looks at everything I’ve written and

© UCLES 2022 0510/41/M/J/22

 www.dynamicpapers.com
9

is totally honest about it – I really value his opinion. I don’t think it’s possible to succeed without a
person like that.

M: Many thanks, Jessica. **

Pause 00’20”

R1 Now you will hear the interview again.

Repeat from * to **
Pause 00’30”

That is the end of the interview. In a moment you will hear Exercise 5. Now look at the
questions for this part of the exam.

Pause 00’30”

TRACK 6

R1 Exercise 5 Part A

You will hear a psychologist giving a talk about dreams. Listen to the talk and complete the
sentences in Part A. Write one or two words, or a number, in each gap.

You will hear the talk twice.

M: male, thirties, UK accent

M: * Welcome to my talk on dreams.

Psychologists have many theories as to why we dream. A commonly mentioned one is that they
reveal what we truly desire in life. It’s also widely believed that dreams are part of a mechanism for
organising whatever we’ve experienced whilst awake. A further proposition suggests that dreams
offer something similar to therapy, enabling us to overcome life’s ups-and-downs, so they’re
definitely far more than a form of night-time entertainment!

We dream more in certain parts of the sleep cycle. During the most extensive phase of sleep,
which lasts for around 50% of total sleep time, brain activity slows down. Dreams occasionally
occur during this period, as they also may during the deep-sleep phase, when slow brain waves
called delta waves appear. This makes up around 15% of sleep time. 25% of our time asleep is
spent in rapid eye movement or REM sleep. Our breathing becomes more rapid, our heart rate
increases, and with it the frequency of dreams. The remaining 10% is largely dream-free and is
taken up with light sleep and the transition into deep sleep.

A surprisingly similar range of themes appear in people’s dreams worldwide. Education, for
example, figures highly in almost every country, as does work. One interesting observation is the
connection between our outside-world experiences and how often they occur in our dreams. While
being chased has been reported fairly constantly since the mid-twentieth century, the number of
people experiencing dreams involving flying has risen over the same period, perhaps reflecting
the vast growth in this form of travel.

Physical and mental health may also influence the types of dreams we have. One study showed
that those who suffered from physical symptoms such as headaches had dreams which featured
taste very regularly. The more anxious someone was, the more likely they were to have dreams in
which embarrassment plays a part, such as falling over or banging their heads on a low ceiling.

© UCLES 2022 0510/41/M/J/22 [Turn over

 www.dynamicpapers.com
10

Scientists believe a range of other factors have an impact on dreams, not just on their themes
but also on how people experience them. For example, women were found to dream far more
about being indoors than men, but there was no difference in gender when it came to dreaming in
colour. This was far more influenced by age, with the highest probability of it occurring in children,
then decreasing gradually in adults, and becoming least probable in the over-65s. **

Pause 00’25”

R1 Now you will hear the talk again.

Repeat from * to **
Pause 00’30”

R1 Part B

Now listen to a conversation between two psychology students about their presentation on
a famous Swiss psychologist called Carl Jung and complete the sentences in Part B. Write
one or two words only in each gap.

You will hear the conversation twice.

M: male, late teens, UK accent

F: female, late teens, UK accent

M: * That was a great talk about dreams, don’t you think?

F: It was, and really useful too, because we’re doing our presentation on Carl Jung, who was
fascinated by the meaning of dreams.

M: He was. From the research I’ve done, I discovered he had to go against his parents’ wishes
to become a psychologist. Throughout Jung’s teenage years, there was an expectation that
he’d study religion, even though it was philosophy that he had a passion for. He acquired all his
knowledge on this from reading books.

F: That’s right, but he finally settled on medicine as his main subject when he started university at the
age of twenty.

M: Yes, and after graduating, Jung’s first job was in a hospital which is where he got into psychology.
I read that he became interested in using psychological approaches to help his patients there.
Most people have probably heard about psychologists using peoples’ responses to pictures when
trying to treat them. Jung showed his patients phrases instead, which proved highly successful.

F: So, he started working on dreams later on.

M: Yes, and unlike other psychologists of the time, Jung believed dreams to have a concrete purpose,
and showed great curiosity about what this might be.

F: Exactly! He saw them as an essential factor in the way that an individual’s personality is formed,
rather than as an extension of a person’s imagination.

M: Yeah.

F: And what did you find out about Jung’s ideas about the meaning of dreams?

M: Well, another famous psychologist of the day, Sigmund Freud, thought that someone’s dreams
were a direct expression of their secret desires, but Jung disagreed with this. Jung didn’t think
© UCLES 2022 0510/41/M/J/22
 www.dynamicpapers.com
11

dreams expressed meaning directly. He proposed that what people described seeing in their
dreams were symbols that needed interpreting in order to reveal what was underneath, rather
than clear and simple messages.

F: Hmm. We’ve got quite a bit of information for our presentation now – so we can probably start
putting it together. Shall I make a handout which lists what we’re going to cover?

M: Great! I think we should include an image of Jung – there’s a photograph of him somewhere.

F: Or, alternatively, how about his signature – I saw that on one of the websites I looked at.

M: That’s not a bad idea. I don’t see why not.

F: OK let’s get started! **

Pause 00’25”

R1 Now you will hear the conversation again.

Repeat from * to **
Pause 00’30”

That is the end of Exercise 5, and of the exam.

In a moment your teacher will collect your papers. Please check that you have written
your name, Centre number and candidate number on the front of your question paper.
Remember, you must not talk until all the papers have been collected.

Pause 00’10”

R1 Teacher, please collect all the papers.

© UCLES 2022 0510/41/M/J/22

 www.dynamicpapers.com
12

BLANK PAGE

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2022 0510/41/M/J/22