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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education

MARK SCHEME for the May/June 2012 question paper

for the guidance of teachers

0510 ENGLISH AS A SECOND LANGUAGE

0510/22 Paper 2 (Reading and Writing – Extended),
maximum raw mark 84

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 must be read in conjunction with the question papers and the report on the
examination.

• Cambridge will not enter into discussions or correspondence in connection with these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
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Page 2 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 22

This component forms part of the Extended tier assessment of IGCSE English as a Second Language
and tests the following Assessment Objectives:

AO1: Reading
R1 understand and respond to information presented in a variety of forms
R2 select and organise material relevant to specific purposes
R3 recognise, understand and distinguish between facts, ideas and opinions
R4 infer information from texts

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

Overview of exercises on Paper 2

Reading Marks for Writing Marks for Total
objectives reading objectives writing available
tested objectives tested objectives marks

Exercise 1 Reading (1) R1 8 --- 8

Exercise 2 Reading (2) R1 14 --- 14

Exercise 3 Information R1, R2 6 W1, W5 2 8

transfer

Exercise 4 Note- R1, R2, R3 8 --- 8

making

Exercise 5 Summary R1, R2, R3 6 W1, W2, W3, 4 10

W4, W5

Exercise 6 Writing (1) --- W1, W2, W3, 18 18

W4, W5, W6

Exercise 7 Writing (2) --- W1, W2, W3, 18 18

W4, W5, W6

84

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Page 3 Mark Scheme: Teachers’ version Syllabus Paper
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Exercise 1 WHEN IN PALERMO, BUENOS AIRES

(a) park(s) AND museum(s) BOTH NEEDED [1]

(b) pavement(s) [1]

(c) ladies' head-dresses AND fossils of armadillos [1]

(d) bargain [1]

(e) apartment(s) [1]

(f) temple [1]

(g) volunteers AND feed / look after [1]

(h) less than ten dollars [1]

Max total for exercise 1: 8 marks

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Page 4 Mark Scheme: Teachers’ version Syllabus Paper
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Exercise 2 WORK, REST AND PLAY

(a) relaxing / not working [1]

(b) cheap accommodation / cheap food [1]

(c) trainers unsuitable / no trainers / shoes OR boots suitable for outdoor work / the bold type [1]

(d) give the trees room / plant more trees [1]

(e) it’s a charity / no money from the government / work wouldn’t be done [1]

(f) over 65(s) / 65 and above / pensioners [1]

(g) free holiday [1]

(h) able to work at own pace / free to work at own pace [1]

(i) cataloguing books [1]

(j) cold / temperature of room [1]

(k) 1. beautiful place

2. enjoy the work / love it / can work at own pace
3. meeting new people / working with new people / making friends
4. can be any age
5. making the world a better place
6. doing something useful
7. range of activities ANY FOUR, 1 MARK EACH DETAIL [4]

Max total for exercise 2: 14 marks

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Page 5 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 22

Exercise 3 FIFTH RED SEA INTERNATIONAL WATER SPORTS TOURNAMENT

Note: correct spelling is essential throughout the form-filling exercise.

Upper case letters required at the start of proper nouns.
The conventions of form-filling (i.e. instructions to tick, underline, delete) must be observed with total
accuracy.

Section A Personal details

Full name: Shokat Aziz

Age (on 15 October 2013): 20 / 20 years / 20 years old / twenty

do not allow ‘20-year-old’

Occupation: goldsmith / jeweller / making jewellery / selling jewellery

Address (including country): 84 Gabel Souk, Jeddah, Saudi Arabia

Email address: jewelcase@mosnet.sa

Section B Competition details

What is your age category? UNDERLINE Senior

Name of the sport you wish to compete in: windsurfing

Do you have the equipment you need? DELETE No

Give details of your participation in any of our previous tournaments (dates, events, results):
2010 AND bronze medal / came third AND deep-
sea diving

Please indicate who will pay the 500 dollar entrance fee:
father / parent

Section C Travel and accommodation

How do you intend to travel to Sharm el Sheikh? ferry AND bus

Where do you plan to stay during the tournament? TICK Other

Max. total for Sections A, B and C: 6 marks

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Section D
Max total for Section D: 2 marks

In the space below write one sentence of between 12 and 20 words, describing your future plans in
water sports.

The sentence must be written from the point of view of Shokat Aziz.

Sample sentence(s):

I will go to Australia and train to become a water sports instructor.

I want to obtain paid employment teaching a variety of activities on rivers, lakes or oceans.

For the sentence, award up to 2 marks as follows:

2 marks: no fewer than 12 and no more than 20 words; proper sentence construction; correct
spelling, punctuation and grammar; relevant to context.

1 mark: no fewer than 12 and no more than 20 words; proper sentence construction; 1–3 errors of
punctuation/spelling/grammar that do not obscure meaning; relevant to context.

0 marks: more than 3 errors of punctuation/spelling/grammar; and/or irrelevant to context, and/or not
a proper sentence; and/or fewer than 12 words or more than 20 words.

Absence of a full stop at the end should be considered as 1 punctuation error.

Absence of an upper case letter at the beginning should be considered as 1 punctuation error.
Omission of a word in a sentence should be considered as 1 grammar error.

Max total for exercise 3: 8 marks

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IGCSE – May/June 2012 0510 22

Exercise 4 GAME ON

Correct responses only apply if they are placed under the correct sub-heading (as detailed below).
Only one mark can be awarded per line.
Add the correct answers to give a total out of 8.
Remember that this exercise is marked for content (reading) not language.

The children’s behaviour before they were coached (max 3 marks for this section)
1. didn’t know had to kick ball / picked up ball / ran away with ball / didn’t know what to do
2. tried to hit ball with hand / punch ball with fists
3. let ball strike them
4. refused to play

The teacher’s improved coaching after the training course (max 3 marks for this section)
5. knows how to deal with young players / doesn’t shout / doesn’t raise voice / walks over to children
and speaks to them
6. better organised / lists all activities
7. knows what activities to give / knows what training skills to use / knows what to do at each stage
8. involves everyone / interactive
9. gets players to lead

Positive effects of football on the children (max 2 marks for this section)
10. more respectful / don’t argue as much
11. better organised / plan ahead / make time for training
12. better at making friends / became popular

Max total for exercise 4: 8 marks

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Page 8 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 22

Exercise 5 SAVE THE TIGER

Count words and indicate when the 120 word limit has been reached.
If a candidate exceeds 120 words then a maximum of 3 marks can be awarded for language.
If only one aspect of the question is addressed a maximum of 2 marks for language can be awarded.
Do not award language marks if there is no content to reward.

Content (up to 6 marks)

Reasons for the decline

1 illegal hunting
2 trade in body parts / use in medicine
3 demand for skins
4 forced to live in small areas / habitat destruction (accept examples) / easier to find
5 killed to protect communities / killed to protect livestock
6 climate change / rising sea levels

Steps being taken to stop decline

7 Year of the Tiger / WWF plan
8 more anti-hunting patrols / better trained anti-hunting patrols / better equipped anti-hunting patrols
9 focus on key landscapes / make habitats safe for young / protect adult animals
10 ensure supply of prey / ensure food supply
11 get support of government / get support of public OR charity

Language (up to 4 marks)

0 marks: meaning obscure because of density of language errors and serious problems with
expression / nothing of relevance

1 mark: expression weak / reliance on lifting without discrimination

2 marks: expression limited / some reliance on lifting from the original, but some sense of order

3 marks: expression good, with attempts to group and sequence ideas in own words

4 marks: expression very good: clear, orderly grouping and sequencing largely in own words

Max total for exercise 5: 10 marks

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Page 9 Mark Scheme: Teachers’ version Syllabus Paper
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Exercise 6 HOLIDAY JOB

Exercise 7 SELL SCHOOL SPORTS FIELDS

The following general instructions, and table of marking criteria, apply to both exercises.

• 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, it should be put in mark
band 2-3 for content or lower for not fulfilling the task.

• 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.
Max total for exercise 6: 18 marks
Max total for exercise 7: 18 marks

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Page 10 Mark Scheme: Teachers’ version Syllabus Paper
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GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (EXTENDED TIER)

Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

band development of ideas band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

8–9 Highly effective: 8–9 Fluent:

• Relevance: Fulfils the task, with • Style: Almost first language

consistently appropriate register competence. Ease of style.
and excellent sense of purpose Confident and wide-ranging use of
and audience. language, idiom and tenses.
• Development of ideas: Shows • Accuracy: No or very few errors.
independence of thought. Ideas are Well-constructed and linked
well developed, at appropriate paragraphs.
length and persuasive. Quality is
sustained throughout. Enjoyable to
read. The interest of the reader is
aroused and sustained.

6–7 Effective: 6–7 Precise:

• Relevance: Fulfils the task, with • Style: Sentences show variety of

appropriate register and good structure and length. Some style
sense of purpose and audience. and turn of phrase. Uses some
• Development of ideas: Ideas are idioms and is precise in use of
well developed and at appropriate vocabulary. However, there may be
length. Engages reader’s interest. some awkwardness in style making
reading less enjoyable.
• Accuracy: Generally accurate,
apart from occasional frustrating
minor errors. There are paragraphs
showing some unity, although links
may be absent or inappropriate.

4–5 Satisfactory: 4–5 Safe:

• Relevance: Fulfils the task, with • Style: Mainly simple structures and
reasonable attempt at appropriate vocabulary, sometimes attempting
register, and some sense of more sophisticated language.
purpose and audience. A • Accuracy: Meaning is clear, and
satisfactory attempt has been work is of a safe, literate standard.
made to address the topic, but Simple structures are generally
there may be digressions. sound, apart from infrequent
• Development of ideas: Material is spelling errors, which do not
satisfactorily developed at interfere with communication.
appropriate length. Grammatical errors occur when
more sophistication is attempted.
Paragraphs are used but without
coherence or unity.

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2–3 Partly relevant: 2–3 Errors intrude:

• Relevance: Partly relevant and • Style: Simple structures and

some engagement with the task. vocabulary.
Does not quite fulfil the task, • Accuracy: Meaning is sometimes
although there are some positive in doubt. Frequent, distracting
qualities. Inappropriate register, errors hamper precision and slow
showing insufficient awareness of down reading. However, these do
purpose and/or audience. not seriously impair communication.
• Development of ideas: Supplies Paragraphs absent or inconsistent.
some detail and explanation, but
the effect is incomplete. Some
repetition.

0-1 Little relevance: 0-1 Hard to understand:

• Limited engagement with task, but • Multiple types of error in grammar/

this is mostly hidden by density of spelling/word usage/punctuation
error. Award 1 mark. throughout, which mostly make it
• No engagement with the task, or difficult to understand.
any engagement with task is Occasionally, sense can be
completely hidden by density of deciphered. Paragraphs absent or
error. Award 0 marks. inconsistent. Award 1 mark.
• Density of error completely
If essay is completely irrelevant, no obscures meaning. Whole sections
mark can be given for language. impossible to recognise as pieces
of English writing. Paragraphs
absent or inconsistent. Award 0
marks.

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