cambridge international examinations cambridge ...marrakech, which was founded in 1062. here, you...

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This document consists of 13 printed pages and 3 blank pages.

DC (LK) 163320© UCLES 2018 [Turn over

Cambridge International ExaminationsCambridge International General Certificate of Secondary Education

ENGLISH AS A SECOND LANGUAGE 0511/11Paper 1 Reading and Writing (Core) May/June 2018 1 hour 30 minutesCandidates answer on the Question Paper.No Additional Materials are required.

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.

Answer all questions.Dictionaries are not allowed.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

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0511/11/M/J/18© UCLES 2018

Exercise 1

Read the brochure about different activity holidays for families, and then answer the following questions.

Holidays with the Family Adventure company

Cycling in France

Whether you’re a keen cyclist or simply enjoy bike rides at the weekend, we have plenty of one- or two-week cycling holidays to choose from. Trips are designed for teenagers and their families, so there’s every opportunity to make new friends while enjoying some great rides. The holiday package includes accommodation in some lovely hotels, as well as bike hire and the cost of food and drink. However, there is an additional local charge for staying in private houses that we use when we visit more remote areas during the trip. We avoid city routes – spending the majority of the time cycling on country lanes, and because the bikes we provide are ideal for more challenging riding, those who wish to can also explore mountain tracks.

Hiking in Morocco

This trip to Morocco combines a challenging climb of North Africa’s highest mountain, Jebel Toubkal, with a visit to the exciting city of Marrakech, a favourite destination with our customers since we arranged our first visit there a decade ago. We hike for one day through villages with their beautiful traditional houses, to reach the mountain top at 4167 metres. There are majestic views, and we spend an unforgettable night in a campsite under the stars. We end our trip in the ancient city of Marrakech, which was founded in 1062. Here, you can take a break in your hotel before exploring the bustling markets and the lively city centre.

Kayaking in Croatia

Imagine kayaking in the glorious blue Adriatic Sea – now make that dream a reality! You stay on the island of Sipan, 17 kilometres northwest of the city of Dubrovnik in Croatia. A typical day’s programme, which is fully guided by our friendly team, will see you kayaking between 15 and 20 kilometres and there’ll be time for swimming and taking photos. If you want a break from water activities, and you are not a fan of stony beaches, then a trip to the island’s nature reserve is well worth doing. You are guaranteed a holiday to remember!

Horse Riding in Portugal

The fantastic Alves Riding Centre is in southern Portugal and is great for families. Our beginner riding course is very popular. We provide you with safety equipment including a riding helmet. It’s a good idea for you to learn the basic riding terms that your instructor will use so that you can understand what is going on in your lessons. On completion of the course, you’ll get a certificate of achievement. Intermediate and advanced riders are not forgotten, as there are 20 trail rides available, with a set of fact sheets which give you details about the levels of difficulty of each trail. Centre staff are all local to the area and are happy to answer questions about the region’s wildlife.

3

0511/11/M/J/18© UCLES 2018 [Turn over

(a) What will you have to pay extra for on a cycle holiday in France?

...............................................................................................................................................[1]

(b) When did the holiday company start organising their trips to the city of Marrakech?

...............................................................................................................................................[1]

(c) What accommodation is provided on the tour in Morocco? Give two details.

...................................................................................................................................................

...............................................................................................................................................[2]

(d) What is the maximum distance you can expect to kayak in one day?

...............................................................................................................................................[1]

(e) Where does the holiday company recommend visiting on the island of Sipan?

...............................................................................................................................................[1]

(f) What information is available for more confident riders?

...............................................................................................................................................[1]

[Total: 7]

4

0511/11/M/J/18© UCLES 2018

Exercise 2

Read the article about a race in the Sahara Desert, and then answer the following questions.

The Marathon of the Sands

The Marathon des Sables, or ‘Marathon of the Sands’, which takes place in the Sahara Desert, has gained a reputation as the ‘toughest footrace on Earth’ since it began in 1986 with 186 competitors. Runners have to complete 250 kilometres in 6 days in one of the most challenging environments on the planet. The event has 1400 entries, with a support team of 400, and 200 members of the media are also involved in it this year.

The race attracts runners from all over the world, and Moroccan runners have been particularly successful. Irishman Ben Turner, who is 71, is hoping to become the race’s oldest finisher ever. In order to prepare for the race, he has spent the last month training in a hotter climate in Spain. For most runners, it is not about winning but about finishing the race and receiving the famous kiss on each cheek from Patrick Bauer, the man who originally set up the race.

The rules state that competitors must be able to rely on themselves: organisers provide everyone with water, but individual competitors are free to choose their own food items. There are strict rules about the weight of the items that competitors take with them. Equipment must weigh between 6.5 and 15 kilograms, and though tents are supplied, runners need to bring lightweight sleeping bags. Most runners aim for the lower end of the weight range, as it decreases the effort they need to put in during the race.

Marathon des Sables: numbers and facts72 number of medical personnel present 28 age of the person making first attempt to complete the course14 average speed in kilometres per hour of slowest runners10 highest number of race wins by a single person2 helicopters available to follow runners’ progress5 quad bikes to move equipment quickly

Deciding what to take is hard. Hot food or a music player? Runner David Kelly explains his choice. “I was happy to give up the luxury of a small stove to warm my food,” he says. “The only time I don’t have

music playing to keep me going is when I’m doing the special hot yoga classes I do to help me prepare for the desert.”

This year, over 200 runners are women, including Marie Davies who is competing for the third time. She has learnt from experience that the weight of her equipment is very important, so this time she is making sure that it is lighter than in her previous attempts. She has also been training on a running machine in a heated room to prepare for the conditions that she will face.

The temperatures in the Sahara Desert are very high during the day, but sink to freezing at night. For another runner, Jordan Smith, recreating these conditions in the UK is a challenge – particularly in the British winter. Jordan knows that he cannot prepare for heat and sun, so he ensures that he runs an average of one hundred kilometres a week, which has helped him to improve his strength. At weekends, he tends to have a break from this routine by cycling in a nearby park. Often, runners have to be inventive with training. Some run in boxing tracksuits, which are designed to make the wearer very hot and so lose weight as they sweat. Others improve their technique by going to special sand tracks used for athletics.

Although Jordan has been preparing for the event for a year, his biggest fear is the thought of not finishing, rather than the more common concern of being stung by a scorpion. With entry fees, and travel costs coming to more than five thousand dollars, there’s a lot at stake. “I’ve done all I can to prepare myself physically for the race, and I know I’m at the peak of fitness. On its own that’s not enough – determination is everything. I’ll make it, even if I have to crawl!”

5


(a) How many competitors are running in the race this year?

...............................................................................................................................................[1]

(b) Who organised the first Marathon des Sables?

...............................................................................................................................................[1]

(c) What items are given to all competitors? Give two details.

...................................................................................................................................................

...............................................................................................................................................[2]

(d) Why do runners want to carry as little weight as possible?

...............................................................................................................................................[1]

(e) According to the chart, how many times has the most successful competitor won the race?

...............................................................................................................................................[1]

(f) What is David Kelly’s biggest motivation while running?

...............................................................................................................................................[1]

(g) What is different about the equipment that Marie is bringing with her on this race?

...............................................................................................................................................[1]

(h) How does Jordan Smith train for running long distances?

...............................................................................................................................................[1]

(i) What is Jordan most worried about?

...............................................................................................................................................[1]

(j) What does Jordan think is the most important factor for success in the race?

...............................................................................................................................................[1]

[Total: 11]

6

0511/11/M/J/18© UCLES 2018

Exercise 3

16-year-old Michelle Riley lives in Bramwell in southern Scotland. The town’s museum regularly has exhibitions, and Michelle enjoyed one she saw before called ‘Aztec Cities’, about the culture of Central America. She knew that the next exhibition was ‘Sunken Treasures’, because a friend of hers had queued for tickets at the museum in London when the exhibition was on there. It had great reviews in London, so Michelle wanted to see it when it opened in her town on 7 April 2018. She looked online to see if tickets were available and immediately bought one for the first day of the exhibition.

The ticket arrived at her home at 57 Garston Avenue, Bramwell just in time, on 6 April. She arrived at the museum at 11:00, and the helpful reception staff explained that it was better to visit the exhibition at midday, when it would be quieter. She decided to have a drink in the museum café while waiting. In the end, it was lucky that she had plenty of time, because the service in the café was incredibly slow. The café staff took a long time to clear the tables and there was nowhere to sit.

After her drink, she headed to the exhibition. There were fascinating items on display, and the information was clear and interesting. What Michelle particularly liked was the use of 3D film, which allowed visitors to get a better idea of what life in an ancient city was like. In her opinion, although the exhibition ticket cost a lot, it was still good value.

When she had seen everything in the exhibition, she looked round other parts of the museum. She had often visited the Sculpture Hall, although this time, some art students were drawing the statues, so Michelle decided to leave that for another day. She saw the collection of Japanese costumes and art, but only briefly, as the museum was about to close. A member of the museum staff asked her to complete a feedback form. She was happy to give her opinion, and also wanted information about future museum events. She has chosen her mobile number, 07965 384756 to be contacted on, as she often isn’t at home to answer her home phone, 01566 8567945.

Imagine you are Michelle. Fill in the form, using the information above.

7


Bramwell MuseumExhibition feedback form

Section A: Personal details

Full name: ............................................................................................................................................

Address: ..............................................................................................................................................

Preferred contact number: ...................................................................................................................

Section B: Exhibition

Date visited: .........................................................................................................................................

Exhibition name: ..................................................................................................................................

Ticket purchase: (please underline)

online booking phone booking at museum desk

Section C: Your opinion

Please rate your experience: (please tick)

Value for money satisfied not satisfied

Reception staff helpfulness satisfied not satisfied

Other areas of the museum visited: (please circle)

Sculpture Hall Ancient Rome Japanese Room

Would you like to receive information on future events? (please delete) YES / NO

Section D

Write one sentence explaining what you liked best about the exhibition you saw, and one sentence giving information about any of the museum facilities you didn’t like.

[Total: 14]

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0511/11/M/J/18© UCLES 2018

Exercise 4

Read the article about loggerhead turtles, and then complete the following notes.

Tracking turtles Following the movements of turtles through the ocean, a process known as tracking, is not an easy job. Researchers have even tried swimming behind baby turtles for their first few hours to see where they go, but it proved too difficult to keep up with them. Now, thanks to tiny solar-powered devices, or ‘tags’ that can be followed by satellites, researchers are discovering more about a species of turtle called a loggerhead.

When baby loggerhead turtles hatch out of their eggs, they head to the ocean from their nests in sandy beaches. This happens at night, when there is less chance of them being eaten by other animals before they reach the ocean. However, when they get to the open sea, a growing problem that turtles face is mistaking plastic floating in the sea for food. When turtles become adults they return to the same beaches years later, but unfortunately for these turtles, some nesting beaches are threatened by expanding tourism development. The fact that turtles choose to nest on a beach, however, is good for the natural environment because the eggshells provide nutrients for plants that help to keep the sand in place, making it less likely to wash away.

In order to successfully track adult turtles, researchers can fix equipment to their shells. However, baby turtles grow so quickly that whatever device is attached usually falls off as the shell gets bigger. A breakthrough came when a team of biologists tried tiny solar-powered tags, originally designed for tracking birds. These tags are much lighter, whereas the heavy batteries used before seriously affected the turtles’ movements. To attach the tags, a liquid called acrylic was painted onto a small area of the turtles’ shells, to which the tags were stuck with strong glue. This allowed some movement. Researchers had previously attempted to allow for expanding shells by using an elastic belt around the turtles that expanded as the turtles grew. However, the belts still damaged the shells, whereas fixing the solar-powered tags using acrylic did not cause any damage. Researchers put solar-powered tags on young turtles, and placed them on a type of seaweed floating in the ocean off Florida in the USA. Sea currents in this area move in a big circle. Previously, it was thought that turtles swam around the circle on these currents, before returning to the beach to lay eggs. However, satellite data from the tags showed that many turtles travel into the centre of the circle where large amounts of seaweed are found. The temperature readings are higher in the centre than in the surrounding water, and researchers think that the seaweed keeps turtles warm, helping them grow. From this information, researchers have identified climate change as a potential danger – this can alter the ocean’s currents, meaning turtles are unable to reach the safety of the seaweed.

Worryingly, numbers of loggerhead turtles are decreasing. Turtles provide habitats for other creatures, and adults grow large enough to carry tiny plants and animals around on their backs. Their large size, however, means that they are sometimes caught in fishing nets, which reduces their numbers. This decrease in population has a negative effect on the health of a marine plant called sea-grass. Sea-grass is an important part of the marine ecosystem and by eating it, turtles encourage the growth of this essential plant, and therefore have a key environmental role.

9


You are going to give a talk about loggerhead turtles to your class.

Prepare some notes to use as the basis for your talk.

Make short notes under each heading.

Problems with the tracking equipment the researchers have used:

• ...............................................................................................................

• ...............................................................................................................

Threats to loggerhead turtle populations:

• ...............................................................................................................

• ...............................................................................................................

• ...............................................................................................................

Why the turtles are important:

• ...............................................................................................................

• ...............................................................................................................

[Total: 7]

Exercise 5

Imagine that you have given your talk to your class. Now your teacher has asked you to follow this up with a summary for homework.

Look at your notes in Exercise 4. Using the ideas in your notes, write a summary about loggerhead turtles.

Your summary should be about 70 words long (and no more than 80 words long). You should use your own words as far as possible.

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

..................................................................................................................................................................

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..................................................................................................................................................................

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..................................................................................................................................................................[Total: 5]

10

0511/11/M/J/18© UCLES 2018

Exercise 6

You recently had to make an important decision.

Write an email to your friend, telling your friend about the important decision you had to make.

In your email, you should:

• describe the decision you had to make

• explain why it was important

• say how you felt after you reached your decision.

The pictures above may give you some ideas, and you should try to use some ideas of your own.

Your email should be between 100 and 150 words long.

You will receive up to 7 marks for the content of your email, and up to 6 marks for the style and accuracy of your language.

11


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[Total: 13]

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0511/11/M/J/18© UCLES 2018

Exercise 7

Some people think that we rely too much on eating convenience food nowadays.

Here are some comments from your friends:

I wish I knew how to cook things for myself.

I think it lets me have more time to do other things.

It’s always easy to find.

It’s really expensive and comes with too much plastic.

Write an article for your school newspaper, giving your views.

The comments above may give you some ideas, and you should try to use some ideas of your own.

Your article should be between 100 and 150 words long. You will receive up to 7 marks for the content of your article, and up to 6 marks for the style and accuracy of your language.

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[Total: 13]

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0511/11/M/J/18© UCLES 2018

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

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

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*3859291221*

This document consists of 15 printed pages and 1 blank page.



ENGLISH AS A SECOND LANGUAGE 0511/21Paper 2 Reading and Writing (Extended) May/June 2018 2 hoursCandidates answer on the Question Paper.No Additional Materials are required.



Answer all questions.Dictionaries are not allowed.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.


2

0511/21/M/J/18© UCLES 2018

Exercise 1

Read the brochure about different activity holidays for families, and then answer the following questions.

Holidays with the Family Adventure company

Cycling in France

Whether you’re a keen cyclist or simply enjoy bike rides at the weekend, we have plenty of one- or two-week cycling holidays to choose from. Trips are designed for teenagers and their families, so there’s every opportunity to make new friends while enjoying some great rides. The holiday package includes accommodation in some lovely hotels, as well as bike hire and the cost of food and drink. However, there is an additional local charge for staying in private houses that we use when we visit more remote areas during the trip. We avoid city routes – spending the majority of the time cycling on country lanes, and because the bikes we provide are ideal for more challenging riding, those who wish to can also explore mountain tracks.

Hiking in Morocco

This trip to Morocco combines a challenging climb of North Africa’s highest mountain, Jebel Toubkal, with a visit to the exciting city of Marrakech, a favourite destination with our customers since we arranged our first visit there a decade ago. We hike for one day through villages with their beautiful traditional houses, to reach the mountain top at 4167 metres. There are majestic views, and we spend an unforgettable night in a campsite under the stars. We end our trip in the ancient city of Marrakech, which was founded in 1062. Here, you can take a break in your hotel before exploring the bustling markets and the lively city centre.

Kayaking in Croatia

Imagine kayaking in the glorious blue Adriatic Sea – now make that dream a reality! You stay on the island of Sipan, 17 kilometres northwest of the city of Dubrovnik in Croatia. A typical day’s programme, which is fully guided by our friendly team, will see you kayaking between 15 and 20 kilometres and there’ll be time for swimming and taking photos. If you want a break from water activities, and you are not a fan of stony beaches, then a trip to the island’s nature reserve is well worth doing. You are guaranteed a holiday to remember!

Horse Riding in Portugal

The fantastic Alves Riding Centre is in southern Portugal and is great for families. Our beginner riding course is very popular. We provide you with safety equipment including a riding helmet. It’s a good idea for you to learn the basic riding terms that your instructor will use so that you can understand what is going on in your lessons. On completion of the course, you’ll get a certificate of achievement. Intermediate and advanced riders are not forgotten, as there are 20 trail rides available, with a set of fact sheets which give you details about the levels of difficulty of each trail. Centre staff are all local to the area and are happy to answer questions about the region’s wildlife.

3


(a) What will you have to pay extra for on a cycle holiday in France?

...............................................................................................................................................[1]

(b) Which routes are most often used on the holiday in France?

...............................................................................................................................................[1]

(c) When did the holiday company start organising their trips to the city of Marrakech?

...............................................................................................................................................[1]

(d) What accommodation is provided on the tour in Morocco? Give two details.

...................................................................................................................................................

...............................................................................................................................................[2]

(e) What is the maximum distance you can expect to kayak in one day?

...............................................................................................................................................[1]

(f) Where does the holiday company recommend visiting on the island of Sipan?

...............................................................................................................................................[1]

(g) What does the Alves Riding Centre advise people with no riding experience to do?

...............................................................................................................................................[1]

(h) What information is available for more confident riders?

...............................................................................................................................................[1]

[Total: 9]

4

0511/21/M/J/18© UCLES 2018

Exercise 2

Read the article about a race in the Sahara Desert, and then answer the following questions.

The Marathon of the Sands

The Marathon des Sables, or ‘Marathon of the Sands’, which takes place in the Sahara Desert, has gained a reputation as the ‘toughest footrace on Earth’ since it began in 1986 with 186 competitors. Runners have to complete 250 kilometres in 6 days in one of the most challenging environments on the planet. The event has 1400 entries, with a support team of 400, and 200 members of the media are also involved in it this year.

The race attracts runners from all over the world, and Moroccan runners have been particularly successful. Irishman Ben Turner, who is 71, is hoping to become the race’s oldest finisher ever. In order to prepare for the race, he has spent the last month training in a hotter climate in Spain. For most runners, it is not about winning but about finishing the race and receiving the famous kiss on each cheek from Patrick Bauer, the man who originally set up the race.

The rules state that competitors must be able to rely on themselves: organisers provide everyone with water, but individual competitors are free to choose their own food items. There are strict rules about the weight of the items that competitors take with them. Equipment must weigh between 6.5 and 15 kilograms, and though tents are supplied, runners need to bring lightweight sleeping bags. Most runners aim for the lower end of the weight range, as it decreases the effort they need to put in during the race.

Marathon des Sables: numbers and facts72 number of medical personnel present 28 age of the person making first attempt to complete the course14 average speed in kilometres per hour of slowest runners10 highest number of race wins by a single person2 helicopters available to follow runners’ progress5 quad bikes to move equipment quickly

Deciding what to take is hard. Hot food or a music player? Runner David Kelly explains his choice. “I was happy to give up the luxury of a small stove to warm my food,” he says. “The only time I don’t have

music playing to keep me going is when I’m doing the special hot yoga classes I do to help me prepare for the desert.”

This year, over 200 runners are women, including Marie Davies who is competing for the third time. She has learnt from experience that the weight of her equipment is very important, so this time she is making sure that it is lighter than in her previous attempts. She has also been training on a running machine in a heated room to prepare for the conditions that she will face.

The temperatures in the Sahara Desert are very high during the day, but sink to freezing at night. For another runner, Jordan Smith, recreating these conditions in the UK is a challenge – particularly in the British winter. Jordan knows that he cannot prepare for heat and sun, so he ensures that he runs an average of one hundred kilometres a week, which has helped him to improve his strength. At weekends, he tends to have a break from this routine by cycling in a nearby park. Often, runners have to be inventive with training. Some run in boxing tracksuits, which are designed to make the wearer very hot and so lose weight as they sweat. Others improve their technique by going to special sand tracks used for athletics.

Although Jordan has been preparing for the event for a year, his biggest fear is the thought of not finishing, rather than the more common concern of being stung by a scorpion. With entry fees, and travel costs coming to more than five thousand dollars, there’s a lot at stake. “I’ve done all I can to prepare myself physically for the race, and I know I’m at the peak of fitness. On its own that’s not enough – determination is everything. I’ll make it, even if I have to crawl!”

5


(a) How many competitors are running in the race this year?

...............................................................................................................................................[1]

(b) Who organised the first Marathon des Sables?

...............................................................................................................................................[1]

(c) What items are given to all competitors? Give two details.

...................................................................................................................................................

...............................................................................................................................................[2]

(d) Why do runners want to carry as little weight as possible?

...............................................................................................................................................[1]

(e) According to the chart, how many times has the most successful competitor won the race?

...............................................................................................................................................[1]

(f) What is David Kelly’s biggest motivation while running?

...............................................................................................................................................[1]

(g) What is different about the equipment that Marie is bringing with her on this race?

...............................................................................................................................................[1]

(h) How does Jordan Smith train for running long distances?

...............................................................................................................................................[1]

(i) What is Jordan most worried about?

...............................................................................................................................................[1]

(j) What does Jordan think is the most important factor for success in the race?

...............................................................................................................................................[1]

(k) How have runners prepared for the high temperatures? Give four details.

...................................................................................................................................................

...................................................................................................................................................

...................................................................................................................................................

...............................................................................................................................................[4]

[Total: 15]

6

0511/21/M/J/18© UCLES 2018

Exercise 3

James Tobin lives at 1456 Green Road, Cartersville, Canada. He has been promoted to a senior position at the clothes company where he works. His family have decided to organise a party to congratulate him, and are planning it as a surprise. His daughter, Suzanne Tobin, has agreed to complete the booking with a party planning company.

She has done some research online, and has found a number of companies which offer a range of themed parties. She found a company called Planet Party, who offered party themes that she thought looked to be very good value. The reviews on their website said that they were very professional and showed great attention to detail. Suzanne has been to the offices of Planet Party, which are near her home at 45 Lincoln Avenue, Cartersville, and spoken to the staff there. They went through options with her and gave her a booking form for the 30 guests that she is inviting to the party.

One of James’ interests is fast cars, and he belongs to a racing club. One theme on offer for the party was ‘Driving Challenge’, and while this looked exciting, the family wanted to find something for all ages. James has travelled a great deal in his life, and enjoys trying food from around the world. They have therefore chosen ‘International Dining’, and Suzanne needs to let the company know that a vegetarian option should be provided. She is interested in some of the other activities the group offers, and wants to be informed about any new products they have.

She wanted to have the party on 4 July 2018, a month before her father’s new job starts, but the venue that the company uses wasn’t available. She discovered that the following week was fine, so she’s going ahead with 11 July instead. This has worked out well, as a friend who is a photographer is free that weekend. He has offered to come and take pictures of the evening. Suzanne has asked her aunt to make James’ favourite cake, and on the invitations she has asked all the guests to arrive thirty minutes early at 18:30 so they can surprise her father when he arrives at 19:00. She needs Party Planet to decorate the room with flowers and balloons by 18:00, but she is bringing CDs. The company will provide accident insurance, but Suzanne would also like cancellation insurance in case the party doesn’t go ahead for any reason. She has given Planet Party her personal email address, [email protected] so that she can receive updates from them. She has also set up a new group email [email protected] which will make it easier for her to send out details to the guests.

Imagine you are Suzanne. Fill in the form, using the information above.

7


Planet Party!Event booking form

Section A: Personal details

Person making booking: (full name) ....................................................................................................

Address: ..............................................................................................................................................

Preferred contact details: .....................................................................................................................

Section B: Event information

Date of event: ......................................................................................................................................

Reason for party: (please underline)

birthday wedding congratulations retirement

Which party theme are you booking?

..............................................................................................................................................................

Number of guests: ...............................................................................................................................

Arrival time of guests: (please tick)

18:00 18:30 19:00 19:30

Further services required: (please circle)

celebration cake music decorations invitations photographer

Details of any dietary requirements: ....................................................................................................

Section C: Extra details

Please state any additional insurance policy requirements: ................................................................

Can we contact you with details of future promotions and events? (please delete) YES/NO

Section D

In the space below write one sentence of between 12 and 20 words about why you chose to hold your special event with our company:

[Total: 8]

8

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Exercise 4

Read the article about loggerhead turtles, and then complete the following notes.

Tracking turtles Following the movements of turtles through the ocean, a process known as tracking, is not an easy job. Researchers have even tried swimming behind baby turtles for their first few hours to see where they go, but it proved too difficult to keep up with them. Now, thanks to tiny solar-powered devices, or ‘tags’ that can be followed by satellites, researchers are discovering more about a species of turtle called a loggerhead.

When baby loggerhead turtles hatch out of their eggs, they head to the ocean from their nests in sandy beaches. This happens at night, when there is less chance of them being eaten by other animals before they reach the ocean. However, when they get to the open sea, a growing problem that turtles face is mistaking plastic floating in the sea for food. When turtles become adults they return to the same beaches years later, but unfortunately for these turtles, some nesting beaches are threatened by expanding tourism development. The fact that turtles choose to nest on a beach, however, is good for the natural environment because the eggshells provide nutrients for plants that help to keep the sand in place, making it less likely to wash away.

In order to successfully track adult turtles, researchers can fix equipment to their shells. However, baby turtles grow so quickly that whatever device is attached usually falls off as the shell gets bigger. A breakthrough came when a team of biologists tried tiny solar-powered tags, originally designed for tracking birds. These tags are much lighter, whereas the heavy batteries used before seriously affected the turtles’ movements. To attach the tags, a liquid called acrylic was painted onto a small area of the turtles’ shells, to which the tags were stuck with strong glue. This allowed some movement. Researchers had previously attempted to allow for expanding shells by using an elastic belt around the turtles that expanded as the turtles grew. However, the belts still damaged the shells, whereas fixing the solar-powered tags using acrylic did not cause any damage. Researchers put solar-powered tags on young turtles, and placed them on a type of seaweed floating in the ocean off Florida in the USA. Sea currents in this area move in a big circle. Previously, it was thought that turtles swam around the circle on these currents, before returning to the beach to lay eggs. However, satellite data from the tags showed that many turtles travel into the centre of the circle where large amounts of seaweed are found. The temperature readings are higher in the centre than in the surrounding water, and researchers think that the seaweed keeps turtles warm, helping them grow. From this information, researchers have identified climate change as a potential danger – this can alter the ocean’s currents, meaning turtles are unable to reach the safety of the seaweed.

Worryingly, numbers of loggerhead turtles are decreasing. Turtles provide habitats for other creatures, and adults grow large enough to carry tiny plants and animals around on their backs. Their large size, however, means that they are sometimes caught in fishing nets, which reduces their numbers. This decrease in population has a negative effect on the health of a marine plant called sea-grass. Sea-grass is an important part of the marine ecosystem and by eating it, turtles encourage the growth of this essential plant, and therefore have a key environmental role.

9


You are going to give a talk about loggerhead turtles to your class.

Prepare some notes to use as the basis for your talk.

Make short notes under each heading.

Problems with the tracking equipment the researchers have used:

• ...............................................................................................................

• ...............................................................................................................

• ...............................................................................................................

Threats to loggerhead turtle populations:

• ...............................................................................................................

• ...............................................................................................................

• ...............................................................................................................

• ...............................................................................................................

Why the turtles are important:

• ...............................................................................................................

• ...............................................................................................................

[Total: 9]

10

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Exercise 5

Read the following article about fog catchers, which are nets that collect water from fog.

Write a summary about the benefits of using fog catchers.

Your summary should be about 100 words long (and no more than 120 words long). You should use your own words as far as possible.

You will receive up to 6 marks for the content of your summary and up to 5 marks for the style and accuracy of your language.

Water from fog The Atacama Desert in Chile is one of the driest places on Earth, with an average rainfall of less than 0.1 millimetres per year. In fact, there are many regions in this part of the world that have not had any rainfall at all for a number of years. However, where the cold waters which are found off the coast of South America meet the dry hot air along northern Chile, a thick fog rises up off the Pacific Ocean and is blown inland away from the coast. This fog is made up of tiny drops of water that are so light that they do not fall as rain. A clever invention has allowed people to collect water from the fog. This water is clean and safe to drink.

During a particularly severe water shortage in 1956, Carlos Espinosa Arancibia, a scientist working at the University of Chile, came up with an idea. He carried out a series of experiments in the highest hills near the Chilean city of Antofagasta, and was the first person to create what is known as a fog catcher. A fog catcher is a net with tiny openings of approximately 1 millimetre across, attached to poles in the ground. The holes in the net are so small that the drops of water cannot pass through the net, and become trapped. The poles which support the net can be carefully hidden in the vegetation, so the fog catching equipment has very little impact on the local environment. After the net captures the water drops in the fog, these tiny drops gather and form a bigger drop, which eventually runs off the net into a small channel underneath. The water then flows naturally down the hill in a pipe, and due to the effect of gravity, there is no need for electrical pumps to transport the water to the tanks at the bottom. It is stored in these tanks, and is then available for different purposes.

Fog catchers can be made out of lots of different materials. They can be designed to be as efficient as possible in different conditions, and scientists are involved in studying the results of using these materials in a range of settings. In addition, an area in Guatemala has a centre which studies the effectiveness of using a large number of fog catching nets. The water that is collected has supplied the surrounding area so that crops can grow in what was previously a dry desert. Experiments have shown that by using water collected from fog, an area can be transformed, provided that suitable weather conditions exist, and where the occurrence of fog can be relied on. The area where the system is to be constructed must be carefully chosen with this in mind if the project is to be successful. At a local level, many rural communities like the system as the netting is easy to find and cheap to install, and the water collected can be used to support small farms.

Increasingly, people all over the world are showing an interest in the potential of the system.

11


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[Total: 11]

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Exercise 6

You recently had to make an important decision.

Write an email to your friend, telling your friend about the important decision you had to make.

In your email, you should:

• describe the decision you had to make

• explain why it was important

• say how you felt after you reached your decision.

The pictures above may give you some ideas, and you should try to use some ideas of your own.

Your email should be between 150 and 200 words long.

You will receive up to 10 marks for the content of your email, and up to 9 marks for the style and accuracy of your language.

13


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..................................................................................................................................................................

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[Total: 19]

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Exercise 7

Some people think that we rely too much on eating convenience food nowadays.

Here are two comments from your friends:

I think it lets me have more time to do other things.

I wish I knew how to cook things for myself.

Write an article for your school newspaper, giving your views.

The comments above may give you some ideas, and you should try to use some ideas of your own.

Your article should be between 150 and 200 words long.

You will receive up to 10 marks for the content of your article, and up to 9 marks for the style and accuracy of your language.

15

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[Total: 19]

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ENGLISH AS A SECOND LANGUAGE 0511/31Paper 3 Listening (Core) May/June 2018 Approx. 40 minutesCandidates answer on the Question Paper.No Additional Materials are required.



Answer all questions.Dictionaries are not permitted.

The number of marks is given in brackets [ ] at the end of each question or part question.


2

0511/31/M/J/18© UCLES 2018

Questions 1–4

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

You will hear each recording twice.

1 (a) Which book did the man get the recipe from?

................................................................................................................................. .............. [1]

(b) What does he need to buy before he can make the recipe?

................................................................................................................................. .............. [1]

2 (a) Which part of the museum will the group visit first?

................................................................................................................................. .............. [1]

(b) What time will they return to school?

................................................................................................................................. .............. [1]

3 (a) What was the girl’s favourite band called?

................................................................................................................................. .............. [1]

(b) Where was the jewellery stall?

................................................................................................................................. .............. [1]

4 (a) Which character in the film did the man feel sorry for?

................................................................................................................................. .............. [1] (b) Which aspect of the film did the woman dislike?

................................................................................................................................. .............. [1]

[Total: 8]

3


Question 5

You will hear a talk given by a head teacher to students who are going to leave school next year. Listen to the talk and complete the details below. Write one or two words only in each gap.

You will hear the talk twice.

[Total: 8]

What’s next?

A series of talks on your future options

Going to university?

We’ll discuss whether a ................................... is a good idea.

There will be talks on various courses – the first will be on ................................... .

Find out about skills you’ll need to develop, like ................................... and independent study.

Ex-students will come in to talk about things like finance, part-time work

and ................................... .

A professor from ................................... College has agreed to give a talk.

Thinking about doing an apprenticeship?

A ................................... is going to talk about his experience.

Straight to work?

We’ll show you a film called ................................... .

All information will be on the wall display outside the ................................... .

4

0511/31/M/J/18© UCLES 2018

Question 6

You will hear six people talking about what they think schools should teach young people about money. 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.

Speaker 1 A It’s essential for young people to understand the pros and cons of borrowing money.

Speaker 2 B Young people find it hard to plan for the future – they should

learn about that.Speaker 3

C Young people should be taught that you don’t need to be rich to be happy.Speaker 4

D Young people need to be encouraged to save money.Speaker 5

E I think young people should learn what happens when you run out of money.

Speaker 6

F Schools should teach young people to understand financial words and phrases.

G Young people should know what they need to earn in order to have a good standard of living.

[Total: 6]

5


Please turn over for Question 7.

6

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Question 7

You will hear an interview with a man called Jules Bergan, who looks for messages in bottles on the sea-shore. Listen to the interview and look at the questions. For each question, choose the correct answer, A, B or C, and put a tick (3) in the appropriate box.

You will hear the interview twice.

(a) Where did Jules find his first message in a bottle?

A Australia

B Barbados

C Madeira [1]

(b) What does Jules say about the first message he found?

A There was a map on it.

B It was in perfect condition.

C He was reluctant to read it. [1]

(c) How did Jules contact the senders of the first message he found?

A by email

B by post

C by phone [1]

(d) How did the senders of the first message feel when Jules contacted them?

A embarrassed that they had sent it

B amazed that it had survived the journey

C disappointed that it had been found so soon [1]

(e) Jules describes another message which was sent to celebrate

A a marriage.

B a birthday.

C a festival. [1]

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(f) What was Jules most surprised to find in a bottle?

A some art

B some food

C some money [1]

(g) What does Jules say about meeting up with senders?

A He feels nervous beforehand.

B It can be an awkward experience.

C They usually have something in common. [1]

(h) When Jules visited the Turks and Caicos Islands, he

A met other bottle collectors.

B took part in a scientific study.

C gave away some bottles he had found. [1]

[Total: 8]

8

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ENGLISH AS A SECOND LANGUAGE 0511/41Paper 4 Listening (Extended) May/June 2018 Approx. 50 minutesCandidates answer on the Question Paper.No Additional Materials are required.



Answer all questions.Dictionaries are not permitted.

The number of marks is given in brackets [ ] at the end of each question or part question.


2

0511/41/M/J/18© UCLES 2018

Questions 1–4

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

You will hear each recording twice.

1 (a) Which book did the man get the recipe from?

................................................................................................................................. .............. [1]

(b) What does he need to buy before he can make the recipe?

................................................................................................................................. .............. [1]

2 (a) Which part of the museum will the group visit first?

................................................................................................................................. .............. [1]

(b) What time will they return to school?

................................................................................................................................. .............. [1]

3 (a) What was the girl’s favourite band called?

................................................................................................................................. .............. [1]

(b) Where was the jewellery stall?

................................................................................................................................. .............. [1]

4 (a) Which character in the film did the man feel sorry for?

................................................................................................................................. .............. [1] (b) Which aspect of the film did the woman dislike?

................................................................................................................................. .............. [1]

[Total: 8]

3


Question 5

You will hear a talk given by a head teacher to students who are going to leave school next year. Listen to the talk and complete the details below. Write one or two words only in each gap.


[Total: 8]

What’s next?

A series of talks on your future options

Going to university?

We’ll discuss whether a ................................... is a good idea.

There will be talks on various courses – the first will be on ................................... .

Find out about skills you’ll need to develop, like ................................... and independent study.

Ex-students will come in to talk about things like finance, part-time work

and ................................... .

A professor from ................................... College has agreed to give a talk.

Thinking about doing an apprenticeship?

A ................................... is going to talk about his experience.

Straight to work?

We’ll show you a film called ................................... .

All information will be on the wall display outside the ................................... .

4

0511/41/M/J/18© UCLES 2018

Question 6

You will hear six people talking about what they think schools should teach young people about money. 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.

Speaker 1 A It’s essential for young people to understand the pros and cons of borrowing money.

Speaker 2 B Young people find it hard to plan for the future – they should

learn about that.Speaker 3

C Young people should be taught that you don’t need to be rich to be happy.Speaker 4

D Young people need to be encouraged to save money.Speaker 5

E I think young people should learn what happens when you run out of money.

Speaker 6

F Schools should teach young people to understand financial words and phrases.

G Young people should know what they need to earn in order to have a good standard of living.

[Total: 6]

5


Please turn over for Question 7.

6

0511/41/M/J/18© UCLES 2018

Question 7

You will hear an interview with a man called Jules Bergan, who looks for messages in bottles on the sea-shore. Listen to the interview and look at the questions. For each question, choose the correct answer, A, B or C, and put a tick (3) in the appropriate box.

You will hear the interview twice.

(a) Where did Jules find his first message in a bottle?

A Australia

B Barbados

C Madeira [1]

(b) What does Jules say about the first message he found?

A There was a map on it.

B It was in perfect condition.

C He was reluctant to read it. [1]

(c) How did Jules contact the senders of the first message he found?

A by email

B by post

C by phone [1]

(d) How did the senders of the first message feel when Jules contacted them?

A embarrassed that they had sent it

B amazed that it had survived the journey

C disappointed that it had been found so soon [1]

(e) Jules describes another message which was sent to celebrate

A a marriage.

B a birthday.

C a festival. [1]

7


(f) What was Jules most surprised to find in a bottle?

A some art

B some food

C some money [1]

(g) What does Jules say about meeting up with senders?

A He feels nervous beforehand.

B It can be an awkward experience.

C They usually have something in common. [1]

(h) When Jules visited the Turks and Caicos Islands, he

A met other bottle collectors.

B took part in a scientific study.

C gave away some bottles he had found. [1]

[Total: 8]

8

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Question 8

Part A

You will hear a teacher giving a talk about the role of motivation in exercise. Listen to the talk and complete the sentences in Part A. Write one or two words only in each gap.


[5]

Motivation in exercise – how to keep it up

The promise of a ................................... is a common motivation technique that rarely works.

Ways to motivate yourself:

Setting ................................... is recommended.

Choose activities that give you a sense of ................................... .

It is better to motivate yourself with the idea of ................................... , according to recent research.

Think about what is called an ................................... of exercise, and how you define it.

9

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Part B

Now listen to a conversation between two students about doing exercise with friends, and complete the sentences in Part B. Write one or two words only in each gap.

You will hear the conversation twice.

[5]

[Total: 10]

Exercising with a friend

According to psychologists, ................................... is provided by exercising with a partner.

The theory on ................................... suggests that exercise feels easier and goes faster with a friend.

The most important consideration when choosing who to exercise with is their

................................... .

If you exercise with someone better than you, then you will mainly be motivated by

a desire for ................................... .

Use the app called ................................... to find an appropriate exercise partner.

10

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IGCSE™ is a registered trademark.


This document consists of 12 printed pages.

© UCLES 2018 [Turn over

Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education

ENGLISH AS A SECOND LANGUAGE 0511/11 Paper 1 Reading and Writing (Core) May/June 2018

MARK SCHEME

Maximum Mark: 70

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 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0511/11 Cambridge IGCSE – Mark Scheme PUBLISHED

May/June 2018

© UCLES 2018 Page 2 of 12

Generic Marking Principles

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.

GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • 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.

GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • 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.

GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5: 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).

GENERIC MARKING PRINCIPLE 6: 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.


May/June 2018


IGCSE English as a Second Language Core tier Reading/Writing (Paper 1) 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 identify and retrieve facts and details R2 understand and select relevant information R3 recognise, understand ideas, opinions and attitudes and the connections between the related

ideas R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s

purpose/intention, writer’s feelings, situation or place 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 objectives

tested

Marks for reading

objectives

Writing objectives

tested

Marks for writing

objectives

Total available

marks

Exercise 1 Reading (1) R1 R2 7 – 7

Exercise 2 Reading (2) R1 R2 R4 11 – 11

Exercise 3 Information transfer

R1, R2 10 W1, W5 4 14

Exercise 4 Note-making

R1, R2, R3 7 – 7

Exercise 5 Summary – W1, W2, W3, W4,

W5

5 5

Exercise 6 Writing (1) – W1, W2, W3, W4, W5, W6

13 13


13 13

70


May/June 2018


Exercise 1

Question Answer Marks

1(a) staying in private house(s) 1

1(b) decade ago / 10 years ago 1

1(c) campsite / camp / camping / tent(s) hotel ONE MARK FOR EACH CORRECT DETAIL

2

1(d) 20 kilometre(s) / 20 km / 20 kms / 20 k 1

1(e) nature reserve 1

1(f) factsheet(s) / (details about) difficulty of each trail / (details about) difficulty of trails

1


May/June 2018


Exercise 2


2(a) 1400 1

2(b) Patrick Bauer 1

2(c) water tents ONE MARK FOR EACH CORRECT DETAIL

2

2(d) decreases effort 1

2(e) 10 1

2(f) music (playing) / music player 1

2(g) lighter 1

2(h) runs (an average of) 100 kilometres / km / k a week 1

2(i) (the thought of) not finishing 1

2(j) determination 1


May/June 2018


Exercise 3 Question Answer Marks

3 Section A: Personal details

Full name: Michelle Riley 1

Home address: 57 Garston Avenue Bramwell (Scotland) accept ‘Ave / Av’ for ‘Avenue

1

Preferred contact number: 07965384756 1

Section B: Exhibition

Date visited: 7 April 2018 / 07/04/2018 / 7th April 2018

1

Exhibition name: Sunken Treasures 1

Ticket purchase: online booking

1

Section C: Your opinion

Please rate your experience: value for money satisfied

1

Reception staff helpfulness: satisfied

1

Other areas visited: Japanese Room

1

Would you like to receive information on future events: DELETE NO 1

Total for sections A–C 10


May/June 2018



3 Section D

Sample sentence 1: I liked the (use of) 3D film.

Max 2

Sample sentence 2: The service in the cafe was slow. The cafe staff took a long time to clear the tables. There was nowhere to sit.

Max 2

Total for Section D: 4

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.


May/June 2018


Exercise 4


4

Problems with tracking equipment the researchers have used: 1 falls off 2 heavy batteries affected turtles’ movements 3 belts damaged shells

Max 3

Threats to loggerhead turtle populations: 1 eaten by (other) animals 2 mistaking plastic for food / eating plastic 3 nesting (beaches) threatened by tourism 4 climate change / ocean’s currents can alter / unable to reach

seaweed 5 fishing nets

Max 4

Why turtles are important: 1 good for natural environment / have key environmental role /

eggshells provide nutrients for plants 2 provide habitats for other creatures / carry plants around / carry

animals around 3 eat sea-grass and encourage its growth

Max 2


May/June 2018


Exercise 5


5

5 marks: good concise summary style / very good attempt to use own words and to organise and sequence point cohesively 4 marks: good attempt to use own words and to organise and sequence points cohesively / generally good control of language 3 marks: some reliance on language from the text, but with an attempt to organise and sequence points cohesively / language satisfactory, but with some inaccuracies 2 marks: heavy reliance on language from the text with no attempt to organise or sequence points cohesively / limited language expression making meaning at times unclear 1 mark: copying without discrimination from text / multiple language inaccuracies 0 marks: no understanding of the task / no relevant content / meaning completely obscured due to serious language inaccuracies

Max 5


May/June 2018


Exercise 6 Question Answer Marks

6 Email 13 Exercise 7


7 Extended writing 13 The following general instructions, and table of marking criteria, apply to both exercises. 1 Award the answer a mark for content (C) [out of 7] and a mark for language (L) [out of 6] in

accordance with the General Criteria table that follows. 2 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).

3 Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of

grammar, spelling, punctuation and use of paragraphs). 4 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.

5 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.

6 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.

7 The use of paragraphs should not be the primary basis for deciding which mark band the work

is in. Look first at the language used and decide on a mark, and if there are no paragraphs, deduct one mark.

8 If the essay is considerably shorter than the stated word length, fewer than 70 words, it should

be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark is likely to be affected and is unlikely to be more than one band higher than the content mark.

9 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. 10 If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for

language is available.


May/June 2018


GENERAL CRITERIA FOR MARKING EXERCISES 6 AND 7 (Core Tier)

Mark band

CONTENT: relevance and development of ideas

(AO: W1, W2, W6) Mark band

LANGUAGE: style and accuracy (AO: W1, W3, W4, W5)

6–7 Effective: Relevance: Fulfils the task, with appropriate register and a good sense of purpose and audience. Award 7 marks. Fulfils the task, with appropriate register and some sense of purpose and audience. Award 6 marks. Development of ideas: Ideas are developed at appropriate length. Engages reader’s interest.

6 Competent: Style: Sentences show some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: Generally accurate with frustrating errors. Appropriate use of paragraphing. Award 6 marks.

4–5 Largely relevant: Relevance: Fulfils the task. A satisfactory attempt has been made to address the topic, but there may be digressions. Award 5 marks. Does not quite fulfil the task although there are some positive qualities. There may be digressions. Award 4 marks. Development of ideas: Material is satisfactorily developed at appropriate length.

4–5 Satisfactory: Style: Mainly simple structures and vocabulary but sometimes attempting a wider range of language. Award 5 marks. Mainly simple structures and vocabulary. Award 4 marks. Accuracy: Meaning is clear and of a safe standard. Grammatical errors occur when attempting more ambitious language. Paragraphs are used, showing some coherence. Award 5 marks. Meaning is generally clear. Simple structures are usually sound. Errors do not interfere with communication. Paragraphs are used but without coherence or unity. Award 4 marks.


May/June 2018


Mark band


(AO: W1, W2, W6) Mark band


2–3 Partly relevant: Relevance: Partly relevant and some engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 3 marks. Partly relevant and limited engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 2 marks. Development of ideas: Supplies some detail but the effect is incomplete and repetitive.

2–3 Errors intrude: Style: Simple structures and vocabulary. Accuracy: Meaning is sometimes in doubt. Frequent errors do not seriously impair communication. Award 3 marks. Meaning is often in doubt. Frequent, distracting errors which slow down reading. Award 2 marks.

0–1 Little relevance: Very limited engagement with task, but this is mostly hidden by density of error. Award 1 mark. No engagement with the task or any engagement with task is completely hidden by density of error. Award 0 marks. If essay is completely irrelevant, no mark can be given for language.

0–1 Hard to understand: Multiple types of error in grammar / spelling / word usage / punctuation throughout, which mostly make it difficult to understand. Occasionally, sense can be deciphered. Award 1 mark. Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English writing. Award 0 marks.






ENGLISH AS A SECOND LANGUAGE (COUNT-IN SPEAKING) 0511/21 Paper 2 Reading and Writing (Extended) May/June 2018

MARK SCHEME

Maximum Mark: 90

Published



May/June 2018














May/June 2018


IGCSE English as a Second Language Extended tier Reading/Writing (Paper 2) 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 identify and retrieve facts and details R2 understand and select relevant information R3 recognise and understand ideas, opinions and attitudes and the connections between related ideas R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s purpose/intention,

writer’s feelings, situation or place 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 objectives

tested

Marks for reading

objectives

Writing objectives

tested

Marks for writing

objectives

Total available

marks

Exercise 1 Reading (1) R1, R2 9 – 9

Exercise 2 Reading (2) R1, R2, R4 15 – 15

Exercise 3 Information transfer

R1, R2, R4,

6 W1, W5 2 8

Exercise 4 Note-making R1, R2, R3 9 – 9

Exercise 5 Summary R1, R2, R3 6 W1, W2, W3, W4,

W5

5 11


19 19


19 19

90


May/June 2018


Exercise 1


1(a) staying in private house(s) 1

1(b) country lanes 1

1(c) decade ago /10 years ago 1

1(d) campsite / camp / camping / tent(s) hotel ONE MARK FOR EACH CORRECT DETAIL

2

1(e) 20 kilometre(s) / 20 km / 20 kms / 20 k 1

1(f) nature reserve 1

1(g) learn the basic (riding) terms 1

1(h) factsheet(s) / (details about) difficulty of each trail / (details about) difficulty of trails

1


May/June 2018


Exercise 2


2(a) 1400 1

2(b) Patrick Bauer 1

2(c) water tents ONE MARK FOR EACH CORRECT DETAIL

2

2(d) decreases effort 1

2(e) 10 1

2(f) music (playing) / music player 1

2(g) lighter 1

2(h) runs (an average of) 100 kilometres / km / k a week 1

2(i) (the thought of) not finishing 1

2(j) determination 1

2(k) training in hot(ter) climate (in Spain) / training in Spain hot yoga (classes) running machine in a heated room run in boxing tracksuit(s) ONE MARK FOR EACH CORRECT DETAIL

4


May/June 2018


Exercise 3


3 Section A: Personal Details

Person making booking: Suzanne Tobin

Address: 45 Lincoln Avenue Cartersville (Canada) Accept ‘Ave’, ‘Av’ for ‘Avenue’

Preferred contact details: [email protected]

Section B: Event Information

Date of event: 11 July (2018) / 11/07/(2018)

Reason for party: congratulations

Which party theme? International Dining

Number of guests: 30

Arrival time: 18:30

Further services required: decorations

Dietary requirements: vegetarian option

Section C: Extra Details

additional insurance policy requirements: cancellation

contact for future promotions: delete No

Total for sections A–C 6

Section D Example sentences: The reviews on the website said that the company were very professional. I chose your company because the reviews said that you show great attention to detail. I thought the party themes offered looked to be very good value.

Total for section D 2


May/June 2018



Characteristics of a correct sentence: It must be written from the point of view of Suzanne so, if used, only FIRST PERSON PRONOUNS (I, my etc.) are acceptable. It must contain a main clause. It can include extra correct irrelevant information from the text if a relevant reason is also supplied. It cannot include any additional incorrect information even if a relevant reason is given. If these conditions are not fulfilled, no marks can be awarded. Marking Criteria If a candidate has written more than 1 sentence, award 0 marks. 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 the sentence should be considered as 1 grammar error.


May/June 2018


Exercise 4


4 Problems with tracking equipment the researchers have used: 1 falls off 2 heavy batteries affected the turtles’ movements 3 belts damaged shells

Max 3

Threats to loggerhead turtle populations: 1 eaten by (other) animals 2 mistaking plastic for food / eating plastic 3 nesting (beaches) threatened by tourism 4 climate change / ocean’s currents can alter / unable to reach

seaweed 5 fishing nets

Max 4

Why turtles are important: 1 good for natural environment / have key environmental role /

eggshells provide nutrients for plants 2 provide habitats for other creatures / carry plants around / carry

animals around 3 eat sea-grass and encourage its growth

Max 2


May/June 2018


Exercise 5


5 Content: Benefits of fog catchers 1 water is clean / water safe (to drink) 2 poles hidden in vegetation / little impact on environment 3 no need for electrical pumps 4 can be made of different materials 5 designed for different conditions 6 crops can grow in previously dry desert 7 netting easy to find 8 cheap to install 9 used to support farms

Max 6

Language: 5 marks: good concise summary style / very good attempt to use own

words and to organise and sequence point cohesively 4 marks: good attempt to use own words and to organise and sequence

points cohesively / generally good control of language 3 marks: some reliance on language from the text, but with an attempt

to organise and sequence points cohesively / language satisfactory, but with some inaccuracies

2 marks: heavy reliance on language from the text with no attempt to organise or sequence points cohesively / limited language expression making meaning at times unclear

1 mark: copying without discrimination from text / multiple language inaccuracies

0 marks: no understanding of the task / no relevant content / meaning completely obscured due to serious language inaccuracies

Max 5


May/June 2018



6 Email 19


7 Extended writing 19 The following general instructions, and table of marking criteria, apply to both exercises. 1 Award the answer a mark for content (C) [out of 10] and a mark for language (L) [out of 9] in

accordance with the General Criteria table that follows. 2 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).

3 Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of

grammar, spelling, punctuation and use of paragraphs). 4 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.

5 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. If one bullet point is missing, a maximum mark of C4 can be awarded.

6 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.

7 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 decide on a mark, and if there are no paragraphs, deduct one mark.

8 If the essay is considerably shorter than the stated word length, i.e. below 105 words, it should

be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark is likely to be affected and is unlikely to be more than one band higher than the content mark.

9 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. 10 If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for

language is available.


May/June 2018


GENERAL CRITERIA FOR MARKING EXERCISES 6 AND 7 (Extended Tier)

Mark band


(AO: W1, W2, W6)

Mark band


8–9–10 Highly effective: Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. Award 10 marks. Fulfils the task, with consistently appropriate register and very good sense of purpose and audience. Award 8/9 marks. Development of ideas: Original, well-developed ideas. Quality is sustained. Outstanding. Award 10 marks. Shows some independence of thought. Ideas are well developed, at appropriate length and convincing. The interest of the reader is sustained. Award 9 marks. Ideas are well developed and at appropriate length. Enjoyable to read. Award 8 marks.

8–9 Precise: Style: Ease of style. Confident and wide-ranging use of language, idiom and tenses. Award 9 marks. A range of language, idiom and tenses. Award 8 marks. Accuracy: Well-constructed and linked paragraphs with very few errors of any kind.

6–7 Effective: Relevance: Fulfils the task, with appropriate register and a good sense of purpose and audience. Award 7 marks. Fulfils the task, with appropriate register and some sense of purpose and audience. Award 6 marks. Development of ideas: Ideas are developed at appropriate length. Engages reader’s interest.

6 Competent: Style: Sentences show variety of structure and length. Attempt at sophisticated vocabulary and idiom. Award 7 marks. Sentences show some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: Mostly accurate apart from minor errors which may include infrequent spelling errors. Good use of paragraphing and linking words. Award 7 marks. Generally accurate with frustrating errors. Appropriate use of paragraphing. Award 6 marks.


May/June 2018


Mark band


(AO: W1, W2, W6)

Mark band


4–5 Largely relevant: Relevance: Fulfils the task. A satisfactory attempt has been made to address the topic, but there may be digressions. Award 5 marks. Does not quite fulfil the task although there are some positive qualities. There may be digressions. Award 4 marks. Development of ideas: Material is satisfactorily developed at appropriate length.

4–5 Satisfactory: Style: Mainly simple structures and vocabulary but sometimes attempting a wider range of language. Award 5 marks. Mainly simple structures and vocabulary. Award 4 marks. Accuracy: Meaning is clear and of a safe standard. Grammatical errors occur when attempting more ambitious language. Paragraphs are used, showing some coherence. Award 5 marks. Meaning is generally clear. Simple structures are usually sound. Errors do not interfere with communication. Paragraphs are used but without coherence or unity. Award 4 marks.

2–3 Partly relevant: Relevance: Partly relevant and some engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 3 marks. Partly relevant and limited engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 2 marks. Development of ideas: Supplies some detail but the effect is incomplete and repetitive.

2–3 Errors intrude: Style: Simple structures and vocabulary. Accuracy: Meaning is sometimes in doubt. Frequent errors do not seriously impair communication. Award 3 marks. Meaning is often in doubt. Frequent, distracting errors which slow down reading. Award 2 marks.


May/June 2018


Mark band


(AO: W1, W2, W6)

Mark band


0–1 Little relevance: Very limited engagement with task, but this is mostly hidden by density of error. Award 1 mark. No engagement with the task or any engagement with task is completely hidden by density of error. Award 0 marks. If essay is completely irrelevant, no mark can be given for language.

0–1 Hard to understand: Multiple types of error in grammar / spelling / word usage / punctuation throughout, which mostly make it difficult to understand. Occasionally, sense can be deciphered. Award 1 mark. Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English writing. Award 0 marks.






ENGLISH AS A SECOND LANGUAGE 0511/31 Paper 3 Listening (Core) May/June 2018

MARK SCHEME

Maximum Mark: 30

Published



May/June 2018














May/June 2018



1(a) (the) life is sweet 1

1(b) (a/some) coconut(s) 1


2(a) space (part/area/section) 1

2(b) 6.15 (pm)/six fifteen (pm)/18.15 1


3(a) summer(s) sky 1

3(b) opposite (a)/(the) supermarket 1


4(a) (for) (the) detective (part/role/job/character) 1

4(b) (the) length 1


5(a) year off 1

5(b) economics 1

5(c) time management 1

5(d) accommodation 1

5(e) bridge 1

5(f) hairdresser 1

5(g) choosing jobs 1

5(h) library 1


May/June 2018



6 Speaker 1 F 1

Speaker 2 E 1

Speaker 3 G 1

Speaker 4 D 1

Speaker 5 C 1

Speaker 6 A 1


7(a) B 1

7(b) B 1

7(c) A 1

7(d) C 1

7(e) A 1

7(f) B 1

7(g) C 1

7(h) C 1






ENGLISH AS A SECOND LANGUAGE 0511/41 Paper 4 Listening (Extended) May/June 2018

MARK SCHEME

Maximum Mark: 40

Published



May/June 2018














May/June 2018


Questions 1–4


1(a) (the) life is sweet 1

1(b) (a / some) coconut(s) 1


2(a) space (part / area / section) 1

2(b) 6.15 (pm) / six fifteen (pm) / 18.15 1


3(a) summer(s) sky 1

3(b) opposite (a)/(the) supermarket 1


4(a) (for) (the) detective (part / role / job / character) 1

4(b) (the) length 1 Question 5


5(a) year off 1

5(b) economics 1

5(c) time management 1

5(d) accommodation 1

5(e) bridge 1

5(f) hairdresser 1

5(g) choosing jobs 1

5(h) library 1


May/June 2018


Question 6


6 Speaker 1 F 1

Speaker 2 E 1

Speaker 3 G 1

Speaker 4 D 1

Speaker 5 C 1

Speaker 6 A 1 Question 7


7(a) B 1

7(b) B 1

7(c) A 1

7(d) C 1

7(e) A 1

7(f) B 1

7(g) C 1

7(h) C 1


May/June 2018


Question 8 Part A


8A(a) reward 1

8A(b) small targets 1

8A(c) progress / (increased) motivation 1

8A(d) loss 1

8A(e) episode 1 Question 8 Part B


8B(a) healthy competition 1

8B(b) distraction 1

8B(c) dedication 1

8B(d) survival 1

8B(e) go together 1

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