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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

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International General Certificate of Secondary Education

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MARK SCHEME for the May/June 2012 question paper
for the guidance of teachers

0510 ENGLISH AS A SECOND LANGUAGE

0510/12 Paper 1 (Reading and Writing – Core),
maximum raw mark 56

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.
 Page 2 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 12

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 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

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 1

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

Exercise 1 Reading (1) R1 6 --- 6

Exercise 2 Reading (2) R1 10 --- 10

Exercise 3 Information R1, R2 6 W1, W5 4 10

transfer

Exercise 4 Note- R1, R2, R3 6 --- 6

making

Exercise 5 Summary --- W1, W2, W3, 4 4

W4, W5

Exercise 6 Writing (1) --- W1, W2, W3, 10 10

W4, W5, W6

Exercise 7 Writing (2) --- W1, W2, W3, 10 10

W4, W5, W6

56

© University of Cambridge International Examinations 2012

 Page 3 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 12

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) temple [1]

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

(f) less than ten dollars [1]

Max total for exercise 1: 6 marks

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]

Max total for exercise 2: 10 marks

© University of Cambridge International Examinations 2012

 Page 4 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 12

Exercise 3 CHURCHILL FOUNDATION SCHOLARSHIPS 2013: FORM

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, circle, delete) must be observed with total
accuracy.

Section A Personal details

Full name: Rubina Afzal Age: 17

Home address: 67 Ataturk Avenue, Islamabad (Pakistan)

Name of school: Beaconsfield Academy

Address of school: 40-44 Murree Road, Rawalpindi (Pakistan)

Section B Academic details

Subjects being studied for final examinations: English French Economics History

How many A grades are predicted for you by your school? TICK 3

Give the name of any competitions you have won:

(t/The) Cambridge International Schools’ (c/Competition)

Which university will you apply to? SOAS / School of Oriental and African Studies
/ University of London

Which degree course do you want to take? Development Economics

Section C Administrative details

Who will pay your travel expenses (please circle)? CIRCLE Parent

Name and occupation of your academic referee: (Mrs) Shaheen Talaat

s/School Principal

Name and occupation of your character referee: (Dr) Aftab Saleemi

l/Lecturer (at Reading University)

Max. total for Sections A to C: 6 marks

© University of Cambridge International Examinations 2012

 Page 5 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 12

Section D
Max. total for Section D: 4 marks

In the space below, write one sentence giving your reason for choosing your particular university
course, and one sentence about the career you would like to follow.

Sentence 1 and 2 must be written from the point of view of Rubina Afzal.

Sentence 1: it is expected the candidate will write one sentence explaining that SOAS offers a course
that allows her to specialise in South Asian countries.

Example sentence 1: This course allows me to specialise in the economies of South Asian countries.

Sentence 2: it is expected the candidate will write one sentence stating she wants to work either in
the Pakistan Government service or join an international aid agency.

Example sentence 2: I would like to follow my father into the Pakistan Government service.

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

2 marks: proper sentence construction; correct spelling, punctuation and grammar; gives the
information asked for

1 mark: proper sentence construction; 1–3 errors of punctuation/spelling/grammar (without obscuring

meaning); gives the information asked for

0 marks: more than 3 errors of punctuation/spelling/grammar; and/or does not give the information
asked for; and/or not a proper sentence; and/or meaning obscure

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: 10 marks

© University of Cambridge International Examinations 2012

 Page 6 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 12

Exercise 4 GAME ON

Correct responses only apply if they are placed under the correct sub-heading (as detailed below).
Only one mark may be awarded per line.
Add the correct answers to give a total out of 6.
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. focuses on enjoyment / involves everyone / interactive
9. gets players to lead / focuses on individuals

Max total for exercise 4: 6 marks

© University of Cambridge International Examinations 2012

 Page 7 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 12

Exercise 5 GAME ON: SUMMARY

This exercise is marked for language, not content, but if content is entirely irrelevant to the task, a
mark of zero should be awarded.

Count words and do not mark anything exceeding 70 words, as specified in the question. Candidates
will not be assessed on anything they have written after this limit, but will not be penalised per se for
exceeding it.

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

1 expression weak / reliance on lifting from the passage

2 expression limited / reliance on copying out the notes, but some sense of order

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

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

Max total for exercise 5: 4 marks

© University of Cambridge International Examinations 2012

 Page 8 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 12

Exercise 6 HOLIDAY JOB

Exercise 7 SELL SCHOOL SPORTS FIELDS

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

• Award the answer a mark for content (C) [out of 5] and a mark for language (L) [out of 5] 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 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 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: 10 marks

Max total for exercise 7: 10 marks

© University of Cambridge International Examinations 2012

 Page 9 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2012 0510 12

GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (CORE TIER)

Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

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

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.

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. If essay is inconsistent. Award 1 mark.
completely irrelevant, no mark can • Density of error completely
be given for language. obscures meaning. Whole sections
impossible to recognise as pieces
of English writing. Paragraphs
absent or inconsistent. Award 0
marks.

© University of Cambridge International Examinations 2012