Cambridge IGCSE™: First Language English 0500/11 May/June 2021
Cambridge IGCSE™: First Language English 0500/11 May/June 2021
Cambridge IGCSE™: First Language English 0500/11 May/June 2021
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 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
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.
• 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 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.
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):
and Question 1(f) only tests writing assessment objectives W2, W3 and W5 (5 marks):
1(a) Give the three reasons people go bicycle touring, according to paragraph 1
2.
1(b)(i) Using your own words, explain what the text means by: 2
Award 2 marks for full explanation (both strands).Award 1 mark for partial
explanation. Credit alternatives explaining the whole phrase.
1(b)(ii) Using your own words, explain what the text means by: 2
Award 2 marks for full explanation (both strands).Award 1 mark for partial
explanation. Credit alternatives explaining the whole phrase (e.g. many different
types, large variety).
• wide
• range / selection / variety
Give two reasons why bicycle touring might particularly appeal to people
who want to improve their physical health.
Identify two things you should do when training for your bicycle tour.
Explain why camping rather than staying in hotels during your tour can
slow down your progress.
Using your own words, explain why some people might not want to go on
a bicycle tour.
Award 1 mark for each idea, predominantly in own words, upto a maximum
of 3.
Answers which are entirely in the words of the text should notbe credited.
1(f) According to Text B, what are the various attractions of cycle touring? 15
You must use continuous writing (not note form) and use your own words
as far as possible.
Use the Marking Criteria for Question 1(f) (Table A, Reading andTable B
Writing).
INDICATIVE READING CONTENT
Candidates may refer to any of the points below:
1 romantic way to travel / romantic image
2 independence / freedom from confines of work
3 see the world / travel the world
4 wild camping / campsites in forest(s) / cosy campsites
5 rest days (in relaxing surroundings) / opportunities to relax (on beach)
6 talking with locals / conversing with local people on range of topics / locals
are welcoming
7 proving what you are capable of / overcoming physical challenge
8 excitement of the unknown / adventure
9 animals you would not see from a car / noticing flowers you might otherwise
miss
10 quaint / small villages
11 other cyclists who help you / camaraderie
12 experiencing the food / unusual food
13 unexpected discoveries (not in the guide book) / roadside shack in the
middle of nowhere
Table A, Reading
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.
0 0 • No creditable content.
Table B, 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.
0 0 • No creditable content.
Note 1: 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 2
This question tests reading assessment objectives R1, R2 and R4 (25 marks):
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R2 1
2(a)(iv) R2 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
Total 25
Question Answer
Marks
2(a)(i) Identify a word or phrase from the text which suggests the same idea 1
as the words underlined:
2(a)(ii) Identify a word or phrase from the text which suggests the same idea 1
as the words underlined:
2(a)(iii) Identify a word or phrase from the text which suggests the same idea 1
as the words underlined:
2(a)(iv) Identify a word or phrase from the text which suggests the same idea 1
as the words underlined:
Vivian and Chris met up with their hosts for the evening.
2(b)(i) Using your own words, explain what the writer means by each of the 1
words underlined:
After more walking / cycling we closed the day making camp by Lake
O’Hara. I’d found a great spot with inspirational views of snowy peaks.
Vivian seemed concerned about wildlife, particularly bears: ‘I’ve been
camping on petrol station forecourts.’
Vivian wasn’t exactly happy but began to erect her tent and unpack. I
did the same, somewhat faster, then cooked us dinner on my trusty
stove. Vivian’s stove was one of the many things she’d thrown away.
2(b)(ii) Using your own words, explain what the writer means by each of the 1
words underlined:
Question Answer
Marks
2(b)(iii) Using your own words, explain what the writer means by each of the 1
words underlined:
2(c) Use one example from the text below to explain how the writer 3
suggests his thoughts and feelings that evening.
After more walking / cycling we closed the day making camp by Lake
O’Hara. I’d found a great spot with inspirational views of snowy peaks.
Vivian seemed concerned about wildlife, particularly bears: ‘I’ve been
camping on petrol station forecourts.’
Vivian wasn’t exactly happy but began to erect her tent and unpack. I
did the same, somewhat faster, then cooked us dinner on my trusty
stove. Vivian’s stove was one of the many things she’d thrown away.
Question Answer
Marks
2(c) • seemed concerned about wildlife, particularly bears: either does not
understand her concern, or is well aware and thinks it is funny
• Are you serious?: cannot believe this, incredulous tone suggested,
amazed how she has survived
• wasn’t exactly happy: gentle amusement at her discomfort / not
bothered by her feelings
• somewhat faster: feeling superior, finds her lack of speed /experience
endearing and/or amusing
• trusty stove: emphasises self-image as a heroic figure, battling
through; the stove has been with him on his adventures [like a knight’s
horse]
• one of the many things: considers her to have made basic errors;
critical of her decisions
Question Answer
Marks
Notes on task
This question is marked for the ability to select powerful or unusual words
and for an understanding of ways in which the language is effective. Expect
responses to provide words / phrases (listed in the mark scheme on pages
16 and 17) that carry connotations additional to general meaning.
Mark holistically for the overall quality of the response, not for the number of
words chosen, bearing in mind that for the higher bands there should be a
range of choices to demonstrate an understanding of how language works,
and that this should include the ability to explain images. It is the quality of
the analysis that attracts marks. Do not deduct marks for inaccurate
statements; simply ignore them.
The following notes are a guide to what good responses might say about
the selections.
Candidates can make any sensible comment, but only credit those that are
relevant to the correct meanings of the words in the context and that have
some validity. Alternative acceptable explanations should be credited. Credit
comments on effects created by non-vocabulary choices such as grammar /
syntax and punctuation devices. These must be additional to comments on
vocabulary.
Question Answer
Marks
Only credit comments on stylistic effect where these are explicitly linked to
choices.
Overview: contrast of the excitement of the new landscape compared with the
prairies
• unrelenting, unbending highway: dead straight line of the road
through the prairies, hard going, merciless, no break
• now empty green scenery: lack of interest or feature adds to the
monotony, blandness, reminiscent of a virtual landscape
• mind-numbingly boring: uninteresting and uninspiring, cliché
• finally (we began to) spot trees: as if having been looking out for them,
excitement of some kind of variety at last
• (at first they were) sporadic: few and irregular initially, promise of more
to come
• grouped together, calling themselves forests: gradually more trees,
as if gathering excitedly, sense of a club or gang
• significant achievement: great accomplishment, success, real
mission, sense of reward
• dotted with tempting lakes, ponds and rivers: as if decorated
attractively with water features, inviting and suggesting would like to
explore them
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.
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.
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 3
This question tests reading assessment objectives R1, R2 and R3 (15 marks):
and writing assessment objectives W1, W2, W3, W4 and W5 (10 marks):
3 You are Vivian. Several months after completing your journey you have written 25
a book about the experience. You are interviewed for a television show to
promote your book.
• Can you tell us about the early part of your journey and the kind of
difficulties you faced?
• Part of your journey was travelling with Chris – what benefits and
drawbacks were there for each of you in travelling together?
• You finished your journey alone – why was that? How do you think the
journey changed you?
Base your interview 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 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 the early part of Vivian’s journey and the kind of
difficulties faced
Annotate A2 for references to travelling with Chris and the benefits and drawbacks
there were for each of them in travelling together
Annotate A3 for references to how and why continued solo and how whole
experience changed her
3 A1: early part of Vivian’s journey and the kind of difficulties she faced 25
• lacked essentials (det. lost all her food, ran out of water) [dev.careless / unlucky
/ embarrassed looking back / not well prepared]
• (avoided) encounters with wildlife (det. thought she saw a bear, camped on
petrol station forecourts) [dev.frightened / nightmare / paranoid / potentially
dangerous]
• bike problems / bike broke (det. wheel) [dev. had to push it to the visitor centre
/ inexperienced / no idea how to mend it ]
• carrying equipment / jettisoned some equipment (det. threw mirror and stove
away) [dev.made the wrong decisions initially / foolish / struggled to carry all the
necessary equipment]
• slow progress during early stages (det. pushing up hills) [dev.lacked fitness
levels / hard going]
A2: travelling with Chris and the benefits and drawbacks there werefor each of
them in travelling together
• offered assistance at the visitor centre (det. able to fix her bike,shared food)
[dev. kind / meant well / relieved]
• corrected by / learned from Chris (det. wrong gear, never ridden long distance
before) [dev. helpful / grateful / annoying / annoyed / should have learned more
before she set off]
• Chris’ choice of campsites (det. great spot with inspirational views of snowy
peaks) [dev. would not have tried them otherwise]
• slower than him initially (det. he waited for her) [dev. he was no better, just
physically stronger]
• company (det. got on (surprisingly) well, cooked together) [dev.reassuring /
entertaining]
• equipment (det. portable stove, iPhone, booked hosts, shower) [dev. mutually
beneficial / Chris not used to technology]
3 A3: how and why continued solo and how whole experience changed her
• hurt /annoyed (det. said he wanted to cycle separately) [dev.thought they were
friends / teammates / misunderstood Chris / impetuous]
• Chris’ attitude / lack of communication (det. no explanation, not ‘bright’) [dev.
patronising / self-opinionated / overbearing / old-fashioned]
• different views / interests (det. animal collection, Chris wanted to see
beavers/wildlife, she hates slugs,guess-the-animal game) [dev. just humouring
him / own views and interests dominate / found her direction in life]
• fitter and faster (det. she was able to shoot past him) [dev.experience had
grown daily]
• more confident / knew what she wanted to do with her life (det. only knew
about city life previously) [dev.adapted to surroundings / conquered her fears re
wildlife]
• challenge / prove she could do it / independence (det. was not at the start of the
journey when they met) [dev. proud of herself / able to survive / resourceful /
putting into practice what learned]
Table A, 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.
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.
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.