First variant Mark Scheme

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education

MARK SCHEME for the May/June 2009 question paper

for the guidance of teachers

0510 ENGLISH AS A SECOND LANGUAGE

0510/21 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.

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

CIE is publishing the mark schemes for the May/June 2009 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 2009 0510 21

Exercise 1 Fantastic Leaves

(a) rice, wheat and maize [1]

(b) (i) (more) hygienic [1]

(ii) (can be disposed of in a more) environmentally-friendly (way)/environmental [1]

(c) oil [1]

(d) (adds a distinct) flavour (to the food) [1]

(e) they provide shade [1]

(f) retain the freshness of the fruit/eco-friendly/stop them from being squashed
[TWO details for ONE mark] [1]

(g) they bring (good) luck/prosperity (to the couple getting married) [1]

[Total: 8]

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IGCSE – May/June 2009 0510 21

Exercise 2 Soon we may live for 200 years

(a) it has almost doubled [1]

(b) (i) growing new teeth from stem cells [1]

(ii) developing drugs to imitate the effects of eating less [1]

(c) longest recorded life span/lived to be (more than) 122 years old/lived from 1875 to 1997 [1]

(d) (i) cleaner living conditions [1]

(ii) discovery of life-saving medicines [1]

(e) they (slowly) stop repairing (themselves) [1]

(f) five years [1]

(g) cancer, heart disease, major health problems/complete removal of major diseases is slow [1]

(h) do something more with our lives/achieve more of our dreams/achieve more of our potential [1]

(j) Tick and number the points:

Predictions:

1 average life expectancy to 200 years/living to 200 years (of age)

2 start middle age on 100th birthday

3 double life span [ANY TWO FROM THREE]

Effects of changes in eating habits:

4 reduce calorie intake

5 people stay healthier

6 fewer overweight [ANY TWO FROM THREE] [4]

[Total: 14]

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Page 4 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2009 0510 21

Exercise 3 Financial Assistance Scheme Application Form

Note: accurate spelling is essential for the form-filling exercise.

Smithson Julian (1)

75 Grangeholme Road, Bristol (1)

037652912 (1)

Diploma in Education September 2008 (1)

Hall of Residence, (near the University) (1)

Rent subsidised/paid 50% (of total amount) (1)

___ (1)

Saveright Supermarket Cashier (1)

(1)

£60 (1)

(1)
Margaret Thomson AND [email protected] (1)

[12 divided by 2 = 6 marks]

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Page 5 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – May/June 2009 0510 21

SECTION E

In the sentence it is expected that the candidates will write a sentence that will contain the information
that he has to pay more for his rent/his travel expenses are greater/he has lost the subsidy.

Sample sentences
I no longer have a reduction in my rent this year and will have to pay a lot more.
I am living in a different house this year and the bus journey to the University is more expensive.

The sentence must be written in the first person.

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

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; fewer than 12 words or
more than 20 words.

[Total: 8]

Exercise 4 Sports stars have a natural advantage

Tick and number the content points up to a maximum of 8 marks (up to 4 marks per heading).

Factors for sports organisations when selecting sportspeople (MAX 4 MARKS FOR THIS
SECTION)

1 aged between 16 and 18

2 biological make-up/genetic factors

3 height

4 strength

5 endurance

6 mental application/how individual reacts under pressure

7 medical evidence

Examples of sports star and his/her specific physical advantage (MAX 4 MARKS FOR THIS
SECTION)

8 Andy Roddick arched back/increased arm rotation

9 Michael Phelps over-size feet

10 Mia Hamm sweats half human average/sweats less than one litre an hour

11 Liz Halliday quicker reactions when making decisions

[Total: 8]

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Exercise 5 Television – a big turn off?

Award maximum of 6 marks for content and maximum of 4 marks for language.
Count words and indicate when the 120 words limit has been reached.
Do not award language marks if there is no content.

Content (up to 6 marks)

Tick and number each point (up to a maximum of 6):

1 stunts the development of the brain

2 cause of depression

3 become overweight (due to inactivity)

4 sets a pattern for life

5 makes it difficult to concentrate (with sustained attention)

6 provides unnatural levels of excitement/(sensory) stimulation

7 lose ability to entertain themselves

8 lose ability to use imagination

9 don’t talk to other children and adults

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.

[Total: 10]

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IGCSE – May/June 2009 0510 21

Exercise 6: World Youth Groups

Exercise 7: Computer games

• Award the answer a mark for content (C) [out of 9] and a mark for language (L) [out of 9] in
accordance with the General Criteria table that follows. Write C and the mark + L and the mark =
ringed total [out of 18].

• 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. You then have to 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 less than the stated word length, it is unlikely that the candidate will
achieve a high 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 are available.

[Total Exercise 6: 18]

[Total Exercise 7: 18]

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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 and Confident and wide-ranging use of
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 and
sense of purpose and audience. turn of phrase. Uses some idioms
and is precise in use of vocabulary.
• Development of ideas: Ideas are However, there may be some
well developed and at appropriate awkwardness in style making reading
length. Engages reader’s interest. 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
satisfactory attempt has been made • Accuracy: Meaning is clear, and
to address the topic, but there may work is of a safe, literate standard.
be digressions. Simple structures are generally
sound, apart from infrequent spelling
• Development of ideas: Material is errors, which do not interfere with
satisfactorily developed at communication. Grammatical errors
appropriate length. 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,
although there are some positive • Accuracy: Meaning is sometimes in
qualities. Inappropriate register, doubt. Frequent, distracting errors
showing insufficient awareness of hamper precision and slow down
purpose and/or audience. reading. However, these do 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
difficult to understand. Occasionally,
• No engagement with the task, or sense can be deciphered.
any engagement with task is Paragraphs absent or inconsistent.
completely hidden by density of Award 1 mark.
error. Award 0 marks.
• Density of error completely obscures
If essay is completely irrelevant, no meaning. Whole sections impossible
mark can be given for language. to recognise as pieces of English
writing. Paragraphs absent or
inconsistent. Award 0 marks.

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