0510 English as a Second Language Example Candidate Responses B

7/21/2019 0510 English as a Second Language Example Candidate Responses B

1/166

Cambridge Secondary 2

Example Candidate Responses

(Standards Booklet)

Cambridge IGCSE

English as a Second Language

0510 and 0511

www.Xtrem

ePapers.com


2/166

University of Cambridge International Examinations retains the copyright on all its publications. Registered

Centres are permitted to copy material from this booklet for their own internal use. However, we cannot

give permission to Centres to photocopy any material that is acknowledged to a third party even for internal

use within a Centre.

IGCSE is the registered trademark of University of Cambridge International Examinations

University of Cambridge International Examinations 2012


3/166

Contents

Introduction ...........................................................................................................................2

Assessment at a glance ........................................................................................................3

Paper 1 Reading and Writing (Core) ...................................................................................4

Paper 2 Reading and Writing (Extended)..........................................................................44

Paper 3 Listening (Core) ................................................................................................... 97

Paper 4 Listening (Extended) ......................................................................................... 130


4/166

Introduction

2 Cambridge IGCSE English as a Second Language 0510 and 0511

Introduction

The main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE English as a

Second Language, and to show how different levels of candidates performance relate to the subjects

curriculum and assessment objectives.

In this booklet a range of candidate responses has been chosen to exemplify grades C, E and F for Papers

1 and 3, and grades A, C and E for Papers 2 and 4. Each response is accompanied by a brief commentary

explaining the strengths and weaknesses of the answers.

For ease of reference the following format for each paper of the subject has been adopted:

Each question is followed by an extract of the mark scheme used by examiners. This, in turn, is followed by

examples of marked candidate responses, each with an examiner comment on performance. Comments are

given to indicate where and why marks were awarded, and how additional marks could have been obtained.

In this way, it is possible to understand what candidates have done to gain their marks and what they still

have to do to improve their grades.

Past papers, Principal Examiner Reports for Teachers and other teacher support materials are available on

our Teacher Support website at http://teachers.cie.org.uk


5/166

Assessment at a glance

3Cambridge IGCSE English as a Second Language 0510 and 0511

Assessment at a glance

Cambridge IGCSE English as a Second Language

Syllabus code 0510 (oral endorsement)

Candidates take either: Or:

Paper 1 Reading and writing (Core)

1 hour 30 minutes

Eligible for grades CG

70% of total marks

Paper 2 Reading and writing (Extended)

2 hours

Eligible for grades A*E

70% of total marks

And either: Or:

Paper 3 Listening (Core)Approx. 3040 minutes

Eligible for grades CG

30% of total marks

Paper 4 Listening (Extended)Approx. 45 minutes

Eligible for grades A*E

30% of total marks

And either: Or:

Component 5 Oral

Approx. 1015 minutes

Separately endorsed

Component 6 Oral coursework

n/a

Separately endorsed

Syllabus code 0511 (count-in oral)

Teachers are reminded that a full syllabus is available on www.cie.org.uk


6/166

Paper 1 Reading and Writing (Core)



Exercise 1


7/166




8/166



Mark scheme

Example candidate response grade C


9/166



Examiner comment grade C

In this response, the candidate shows a clear understanding of the requirements of the task and has

demonstrated an ability to extract the relevant specific information. The responses are presented in note-

form or longer phrases which have been transferred from the text. As the focus of this exercise is on

scanning for detail, the minor spelling errors in (d)and (f) do not detract from the overall accuracy of the

information provided.

Example candidate response grade E

Examiner comment grade E

Information is presented clearly and as notes. In (d),although the candidate has correctly identified that

judging is based on dancing and music, the answers provided need greater detail quality of music and

theme of performance for the mark. In (e),although the candidate has located the precise section of the

text by matching key question words, the focus needs to be on the essential qualities of the Carnival

Queen. Imprecise reading of the question or lack of understanding of vocabulary has led to an inaccurate

answer.


10/166



Example candidate response grade F

Examiner comment grade F

This response is focused on the task the candidate shows understanding of the requirements and

provides short, clear answers. Marks are lost in four questions, (c), (d), (e) and (f),which suggests that the

vocabulary has not been understood or that key words have not been identified. In (c), by transferring too

much information from the text, a lack of precision has meant that this answer becomes inaccurate. The

details supplied in (d), although clearly expressed as two points, are not relevant to the question. Question

(e) contains only one correct detail, so cannot achieve the mark, and in (f), the answers refer tothe places

people gather and parade, rather than perform as required in the question.


11/166



Exercise 2


12/166




13/166



Mark scheme


14/166





The candidate offers a very good set of answers in this response. Despite the unnecessary length of some

answers, the central information is included and the lengthy answers do not detract from or negate the core

detail. The candidate is not penalised for writing over-long answers although time can be wasted in doing

so.


15/166





Apart from (c) and(d), the candidate demonstrates the ability to scan for more precise detail from a longer

and more challenging text. This is a set of answers combining short note-form answers and longer pieces

transferred exactly from the text. In (c), the answer requires the specific detail more than, so no mark is

given for this omission. In (d), imprecise reading of the key question words whilestorytelling has led to

wrong information being supplied relating to the arrival of the library, rather than to the childrens behaviour

while listening to the stories. Other answers contain all the central information, despite grammatical

inaccuracies in (a) and (g), and a spelling error in (i).


16/166





Incorrect information in answer to four questions indicates that the candidate has limited comprehension

of the text as a whole. Where the candidate has supplied correct answers, this shows careful correlation of

key words in the questions with corresponding contextual items. Answers to (a) and (e) are examples of a

lack of identification of the key words how.the library move in (a), and advantagesbeing able to read

in (e), resulting in irrelevant detail being offered. Inaccurate answers to (b) and (c) reflect an understanding

of the question, but a need for greater precision in selecting and distinguishing key detail in context. As in

Exercise 1,mistakes in spelling, which do not negatively affect the answer are not penalised per se (seenin the response for (d)), nor are grammatical inaccuracies caused by the candidates efforts to write short or

note-form answers, as in(g) and (h).


17/166



Exercise 3


18/166




19/166



Mark scheme


20/166




21/166





This response shows clear, accurate and appropriate organisation of answers. The candidate has paid

attention to clarity of writing with the use of upper case letters, and the requirements for circle, tick and

underline are correct. The candidate shows understanding of the text and is able to select and organise therelevant material for SectionsA,B and C. In Section D,the two sentences contain the required information

in a way that shows proper sentence construction, with correct grammar, spelling and punctuation. Although

upper case letters are used unnecessarily in this section, it is not penalised and full marks are awarded.


22/166





23/166




This response uses a combination of upper and lower case letters, but there is clarity and legibility. Marks

are lost in SectionA through lack of specific detail in the address and name of the college. Additionally,

when lower case letters are used, candidates should remember the need for capitals for proper nouns,

Art Society. In SectionB, candidates are given the opportunity to write a longer sentence which can be

transferred from the text. Despite the accuracy of the writing, no mark can be given for the wrong selection

of information. In SectionD,the candidate has attempted to include all the required information in a singlesentence. This shows imprecise reading of the rubric which clearly states the need for two sentences for

maximum marks to be awarded. Only half the available marks can be given for one sentence. The first

part of this answer is relevant and is written within a proper sentence construction. The spelling error in

experience, means that a maximum of one mark can be given.


24/166





25/166




This responses limited success suggests that the candidate has found the text to be challenging in

content. The candidate is prevented from gaining a higher mark through an unforced spelling error, collage,

inattention to detail in the address, and the misapplication of the circle convention in an otherwise correct

response to the Age group. Additional errors in the selection of information in SectionsA and B further

inhibit a higher level of achievement, despite a good set of answers to SectionC. In SectionD,the use

of bullet point answers cannot be credited with any mark, as the requirement is for properly constructedsentences.


26/166



Exercise 4


27/166




28/166



Mark scheme



29/166




This response shows a clear understanding of the text and an ability to select specific, relevant information

and present it in an appropriate manner. The candidate has used brief notes and generally followed the

advice that the length of the line should act as a guideline for the length of the answer. Although two

correct points have been supplied on line four, credit can only be given for the first. Brief, succinct notes

with accurate details enable this candidate to gain full marks.



A tendency to transfer sentences from the text means that some answers are overlong and not in note-

form, making it difficult to keep within the lines. However, there is correct content for four of the six marks.

The candidate has supplied two options for the same point on the first two lines, only one of which can be

credited, and for the last point wrong detail has been selected, but overall this is a satisfactory attempt.


30/166





Although the candidate can clearly demonstrate the skills required to complete the exercise in note-form,the response shows insufficient understanding of the text, resulting in two correct points being awarded.

Identification of the key items in each heading, design features and problems and closer analysis of the

text are needed for the candidate to achieve higher marks.


31/166



Exercise 5

Mark scheme


32/166





This is a response which achieves full marks. The word limit has been observed and the candidate has

used, but reworked the notes from the previous exercise. Linguistically, the response is secure, with few

errors of grammar and spelling. There is good use of linking devices, This is because, However and

finally, all of which result in an effective, balanced and cohesive paragraph.



33/166




This response shows engagement with the task. Writing is within the word limit and there is an attempt

to use the notes from the previous exercise. There is some sense of order, and the simple structures

are generally accurate, but the expression is limited and lacks fluency. Greater cohesion throughout the

paragraph would take this response beyond two marks.



The candidates response shows an attempt to include both design features and problems faced by

customers, and observes the word limit. Multiple errors of grammar, spelling and punctuation prevent this

answer from achieving more than one mark.


34/166



Exercise 6


35/166



Mark scheme


36/166




37/166





This response achieves the top band for both content and language. The candidate has addressed all three

required points without relying too closely on the given picture stimulus, and has provided sufficient detail

and development for the meaning to be clear. The writing shows the appropriate level of informality and

engages directly with the reader, using a suitable conversational tone. The written expression is of a safe

standard, and communication is maintained throughout. Errors of grammar and vocabulary are infrequent.


38/166





This response is straightforward and relevant in the context of the question. It meets the minimum length

requirement and the candidate shows organisation of ideas through the use of paragraphing. The letter is

narrative in style and provides reader interest. There are details of how the writer felt in the circumstances

and the activities undertaken instead of watching television. For this response to be placed in the topband for content, there would need to be greater depth of development of the second and third points in

the question. The written expression is not fully secure, with frequent errors in grammatical structure.

However, communication is maintained throughout.


39/166





There is partial engagement with the task in this response. The candidate adopts a conversational tone,

engaging the readers interest, but there is insufficient explanation to place this letter above a low level for

content. The writing is focused to a large extent on narrating the events surrounding the breaking of the

television, and no real attempt is made to provide details of the alternative way the writer has used the timeand the lessons learnt from the experience. Although it is possible to understand the overall sense of the

piece, there is a wide range of distracting errors in grammatical structure, making the meaning at times in

doubt.


40/166



Exercise 7


41/166



Mark scheme


42/166




43/166





For this response, the candidate has used the space provided to write at appropriate length, and used

paragraphing to develop a confident and persuasive piece of writing. This is a good example of a candidate

who has clearly understood the topic and takes a particular standpoint, conveying ideas and opinions to

support this view throughout the response. The written expression displays a natural fluency, with minor

errors which do not detract from the overall accuracy of the response.


44/166





This candidate has written within the word limit and the response has clearly signposted paragraphs,

showing organisation of ideas. A particular position is stated and ideas are successfully developed in

support of this view. With greater development of the opposing view in the penultimate paragraph and

more depth in the conclusion, this response would be placed in the top band for content. Linguistically,

the expression is not fully secure, placing it in the middle band. There is an attempt at sophistication

of grammatical structure, but generally structures and vocabulary are simple. Despite the errors,

communication is not impaired and interest is sustained.


45/166





This candidate has attempted to respond to the rubric requirement to write for the school magazine. There

is a sense of audience maintained throughout the writing, expressed through direct engagement with the

reader. Although the content is relevant, the topic of living a healthy life is addressed in a general manner,

and no mention is made of the pressure placed on young people to be healthy, as the task requires. The

opinion of the writer is expressed through simple sentence structures with a limited range of vocabulary,

and the frequent errors make the meaning at times unclear.


46/166

Paper 2 Reading and Writing (Extended)



Exercise 1


47/166




48/166



Mark scheme


49/166



Example candidate response grade A

Examiner comment grade A

The candidate has selected the correct details from the text for all responses. The answers are generally

brief, although short sentences have been included for certain responses where clarity is required.

Occasionally, the candidate has supplied information which is unnecessary because it repeats the wording

of the question. This occurs in (f), for example, where the preface to the answer because of the size of the

event is not required. The candidate was awarded maximum marks for this exercise.


50/166





The candidate has written answers which are generally brief. Examination technique is good and no time

has been wasted on unnecessary information. Key detail has been omitted in the responses to (a)and (e)

with the result that the meaning has been changed. In (g), the candidate has introduced implied detail which

is not in the text and is incorrect. For this exercise candidates are advised to lift the relevant detail from the

text and copy into the answer space. In (h)one detail is too general. The candidate was awarded four marks

for this exercise.


51/166





The candidate has generally answered all questions as briefly as possible. There has been carelessness

with the reading of the first question. Candidates should always pay attention to the question words as

the fundamental requirement for a correct answer. In this instance, How often has been overlooked. The

candidate has used own words to answer (b)and the response is imprecise. Candidates are not required

to change the wording of the text at this stage of the paper. It is a matter of basic examination technique

that all answers should be attempted and the candidate has failed to apply this principle in question (e). The

candidate was awarded five marks for this exercise.


52/166



Exercise 2


53/166




54/166



Mark scheme


55/166





The candidate has answered the whole exercise well and has a clear understanding of the text. The

candidate has answered briefly although the answer to (b)contains the wording of the question and could

have been reduced. Questions are occasionally prefaced with the wording, Apart from, and candidatesshould always be aware of this and ensure that these details are not included in the answer. In (e), the

candidate has overlooked this and has selected longer life as one detail. This could not be credited because

this is a health factor.


56/166



There will always be one question in this exercise which tests the candidates ability to interpret the details

of a graph, map or chart. The candidate has successfully answered (f). The candidate has been imprecise

with the answer to (g)where the key word almost has been omitted. In the final, more challenging (j), the

candidate has included detail under the first heading which has no connection to the idea of appearance.

The candidate was awarded 11 marks for this exercise.



57/166




The candidate has answered the whole exercise satisfactorily and has a good understanding of the text. The

candidate has answered briefly and displayed good examination technique. In (e), the preface Apart from

health factors was not well noted by the candidate and the response longer life could not be credited. It

is important that candidates are familiar with this type of wording which will exclude certain answers. The

candidate has successfully answered (f), which refers to the graphic element. There is imprecision with the

answer to (g)where the key word almost has been omitted. The candidate has been careless with thereading of question (h)where the plural wording, school libraries, has a general significance. It does not

refer specifically to the Awassa Reading Centre, where the detail about furniture appears. In the final, more

demanding (j), the candidate has only included one detail under each heading when two are clearly required.

The candidate was awarded nine marks for this exercise.


58/166





59/166




The candidate has written brief answers throughout. The wording of the first answer is somewhat clumsy

and too much has been lifted from the text. However, the basic meaning has been conveyed and can be

credited. In (c), the candidate has unnecessarily changed the word decades in the text to years in the

answer and has thus conveyed the wrong information. The candidate has been careless with the reading of

both (e)and (h)and has either given detail which had been excluded through the wording of the question

or has supplied wrong detail. The candidate has displayed poor examination technique by not attempting ananswer in the final question. There are four marks available here and at the very least candidates should try

to predict the possibilities and scan the text for suitable answers. The candidate was awarded seven marks

for this exercise.


60/166



Exercise 3


61/166



Mark scheme


62/166




63/166





64/166




The requirement for this exercise is total accuracy in selecting and transcribing appropriate detail. The

candidate has observed the conventions of ticking, deleting and underlining very well. There are clear capital

letters for proper nouns. The candidate has also changed from the third person of the text to the first person

for the completion of certain parts of the form. The candidate has made two errors with the incorrect details

of the address and by not completing the box which specifies the relationship to the subscriber. This type

of mistake reinforces the need to read the requirements for each task carefully. The candidate was awardedfive marks for this part of the exercise.

In the final section, candidates must satisfy all the requirements of the marking criteria to be awarded the

maximum two marks. The candidate has written a brief answer but there are 13 words and this is enough

to satisfy the word length requirement. The candidate has changed the wording of the text and has not

provided a typical answer. It is recommended that candidates should closely follow the expressions used in

the text when writing the sentence. In this example, however, the candidate has conveyed the key ideas in

the answer in a totally correct sentence. The candidate was awarded maximum marks for the sentence.


65/166





66/166





candidate has observed the conventions of ticking, deleting and underlining very well. There are clear capital

letters for proper nouns. The candidate has also changed from the third person of the text to the first person

for the completion of the form. There has been some carelessness in reading the text and supplying the

detail about the age. The text states that Svens 17th birthday was a few weeks away. Therefore the

age at the moment is 16. This type of wording often appears in the texts for this exercise and candidatesshould be aware of this. The candidate has made two other errors by not specifying the relationship to the

subscriber and by including the wrong amount for the details of the cheque. The candidate was awarded

five marks for this part of the exercise.

In the final section, candidates must satisfy all the requirements of the marking criteria to be awarded the

maximum two marks. The candidate has conveyed the correct content and has observed the word length

but there is one punctuation error in the body of the sentence. The candidate was awarded one mark for the

sentence.


67/166





68/166





candidate has written very neatly and has been careful to make a clear distinction between lower and upper

case when using common and proper nouns. The conventions of deleting, underlining, circling and ticking

have all been well observed. There is a basic error of transcription from the stimulus piece in the email

address and careless reading of the text details in circling the wrong magazine and providing the wrong

address. There has been no attempt to complete the details relating to age. The candidate was awardedfour marks for this part of the exercise.

The candidate has selected the correct detail for the sentence in Section Dand has conformed to the

word length requirements. There is one error in the incorrect use of the preposition after interested. The

candidate was awarded one mark for the sentence.


69/166



Exercise 4


70/166




71/166



Mark scheme


72/166





The candidate has answered in note form and has avoided complete sentences where appropriate. The

responses are generally brief and the candidate has managed to select key detail from the text and provide

separate answers, with one detail per line. The first and last answers are incorrect but the candidate has

demonstrated a good understanding of the text and applied good examination technique. The candidate was

awarded six marks for this exercise.


73/166





Overall the candidate has demonstrated a satisfactory understanding of the text. The responses are

generally brief and the answers are in note form with one detail per line. The first answer is too general and

does not specifically address the design features of this unusual vehicle. The key word automatically has

been omitted from the second answer. Candidates should always ensure that answers are short but not so

brief that key detail is excluded. Two responses in the second and third sections are factually incorrect. The

candidate has been careless with the reading of the requirements of the final section and the answer does

not logically follow the wording of the heading. The candidate was awarded four marks for this exercise.


74/166





The candidate has understood the overall message of the text but has been imprecise in the reading of the

headings of each section on the note-making form. With the exception of the answer about the folding

wings, none of the other responses are specifically connected to the design features. Similarly, the

answers offered in the second section are general and do not refer to precise problems that potential buyers

could encounter. The first answer in the final section has been successfully selected and expressed but the

second response has no comparative idea.

This exercise overall demonstrates that one of the key differences between more successful and less

successful candidates is the ability not only to understand the texts but also to read the wording of the

questions with precision.


75/166



Exercise 5


76/166



Mark scheme


77/166





The candidate has successfully focused on the requirements of the rubric, namely the role and

responsibilities of the keepers of the elephants. There is hardly any redundant material in the passage.

The length is excellent and is just short of the stipulated 120 word limit. The candidate has selected and

expressed seven relevant points and therefore has been awarded maximum marks for content. There is

orderly grouping and sequencing, starting with the general responsibilities of the keepers and then focusingprecisely on their role during the performance. The candidate has made a good attempt to use own words

and, although there are occasional minor grammatical errors, the whole piece has also been awarded

maximum marks for language.


78/166





This exercise is very challenging and is a good differentiator between good and average candidates. In

this piece the candidate has not written in concise summary style and has included 37 words outside

the required limit. No credit can be given for content points included after 120 words. The candidate has

introduced the piece with five lines of redundant material. There are no content points conveyed in thisopening part. Later the candidate does concentrate on the role of the keeper in the performance and is able

to select and express three relevant content points. There is some sense of order although the sequencing

of ideas is erratic. There are awkward expressions and grammatical errors and overall the language is

limited. The whole piece was awarded two marks for language.


79/166





This exercise is very challenging and is a good differentiator between good and average candidates. In

this piece the word length has been observed but the candidate has largely selected irrelevant material

and has only managed to express one key content point. The candidate has introduced the piece with

five lines of redundant material. The opening paragraph is imprecise in the wording of the detail and lacks

focus. In the second paragraph the candidate makes an attempt to concentrate on the role of the keeper

in the performance. There is some sense of order although the sequencing of ideas is erratic. There aregrammatical errors and overall the language is limited. The piece was awarded two marks for language.


80/166



Exercise 6


81/166



Mark scheme


82/166




83/166




84/166





Content

The candidate has addressed all three bullet points in the rubric and has used relevant and informal

language. It is clear that the writer has thought about the person who will read the letter, especially with thepersonalised introduction. The ideas are quite simple but the candidate has tried to develop them. The final

paragraph is brief and the piece comes to an abrupt conclusion. It would have been better if the candidate


85/166



had provided a longer and more personalised final paragraph to balance the introduction. The whole letter is

interesting to read. The piece was awarded six marks for content.

Language

The candidate has sometimes tried to use more unusual and complex phrases and expressions. The use

of vocabulary and expression are mainly precise, although there are some minor mistakes. The sentences

show some variety of structure and length and there is a good balance to the whole piece with paragraphs

separating the different ideas. The piece was awarded six marks for language.


86/166





Content

The candidate has addressed all three bullet points in the rubric and has used an appropriate register. The

writer has personalised the extended introduction and the brief conclusion. The ideas are simple and thecandidate has made little attempt to develop them. There has been a creditable response to the first bullet

point which asked for an explanation of the reaction when the TV was broken. The alternative activities and


87/166



the explanation of what was learnt from the experience have both been addressed but with very thin detail.

There are also digressions. The piece was awarded five marks for content.

Language

The candidate has attempted to use more sophisticated vocabulary and has varied the length of the

sentences. Phrasing and expressions contain several frustrating basic errors which are distracting to the

reader. The paragraphs are correctly used although the final one is a little brief. There are elements which

could be awarded six marks for language but equally there are details which would merit four marks. The

best fit for this candidate was considered to be at the top of the Safe band and the piece was awarded five

marks for language.


88/166





89/166




Content

The candidate has used an appropriate register when writing to a friend and has personalised the

introduction and the brief conclusion. There has been a good response to the first bullet point and the

candidate has supplied imaginative detail about the parents reactions to the accident with the television.

The alternative activities and the explanation of what was learnt from the experience have both been

addressed but with very little detail. The candidate has spent too long on the first bullet point and hasproduced an unbalanced piece. The piece was awarded four marks for content.

Language

The candidate has used paragraphs to separate the introduction and conclusion from the main body of the

piece. There are examples of major errors, such as inconsistency with verb tenses, and there are several

single word errors where the spelling is imprecise. The use of punctuation is also erratic at times. These do

not interfere with communication and the meaning remains clear. The piece was awarded four marks for

language.


90/166



Exercise 7


91/166



Mark scheme


92/166




93/166




94/166





95/166




Content

The candidate has used more formal and persuasive language in this task and has focused on the target

audience. The question required the candidate to consider the idea that young people face pressures from

society to lead a healthy life. In the second paragraph, the candidate has addressed this idea with reference

to media pressure and advertising. The candidate has then provided a more personal approach in the final

two paragraphs with comments about the importance of balancing diet and exercise. The candidate haspaid attention to the specific requirements of the question and has not simply covered health issues in

general. The ideas have been sufficiently developed and the readers interest has been engaged. The piece

was awarded six marks for content.

Language

The paragraphs have been used effectively to provide an introduction and conclusion as well as to separate

the ideas in the body of the piece. The meaning is clear and generally accurate apart from occasional

frustrating minor errors. The candidate has attempted to use more ambitious vocabulary and expression and

there is a variety of sentence length and structure, including direct speech, which adds to the interest. The

piece was awarded six marks for language.


96/166





Content

The candidate has correctly used a more formal register to complete this task and there is a good focus

on the target audience. The question required the candidate to consider the idea that young people face

pressures from society to lead a healthy life. The candidate has made an attempt to address this idea butthe content of the article has mainly been devoted to diet and its effects on health. There has been some

scientific explanation of the health issues that could arise from an unbalanced intake of food and drink. As


97/166



such the candidate has not developed the requirements of the question effectively. The piece was awarded

five marks for content.

Language

The paragraphs have been used effectively to separate the ideas and there is a good balance to the piece.

The meaning is clear and the candidate has demonstrated a range of vocabulary connected to the topic

and has been able to write with specific terminology about health issues. There are significant grammatical

errors when more sophisticated expressions are attempted and there are elements of both six marks and

four marks throughout. Overall, the piece fitted best into the top of the Safe band and it was awarded five

marks for language.



98/166




Content

The candidate has correctly adopted a more persuasive register for this task. The question required the

candidate to consider the idea that young people face pressures from society to lead a healthy life. The

candidate has attempted to address this theme and has given an opinion early in the piece. This opinion

has not been developed and the article is mainly about giving advice on how young people can avoid health

problems. The piece is unfocused and the ideas lack logical progression. The piece was awarded four marksfor content.

Language

Paragraphs have been used and the candidate has provided an introduction and conclusion. The question

inserted at the beginning of the piece shows good style. The meaning is clear although the overall argument

is not easy to follow. The vocabulary is simple and there are single word errors and several examples of

awkwardness of expression. The piece was awarded four marks for language.


99/166

Paper 3 Listening (Core)



Questions 1 6


100/166



Tapescript


101/166




102/166



Mark scheme


103/166





This response suggests that the candidate made good use of the second time of hearing the track,

as Questions 1, 4and 5were all amended slightly, the crossings out being clear and, in the case of

Question 4, correcting an error. The answers are generally succinct and focused. Question 3is incorrect,as the candidate appeared not to understand first aid; Question 5lacks precision as band is omitted.

Question 6gains two marks even though the response is a little wordy and some additional information is

offered; fortunately, none of the additional material negates the answer; it is merely irrelevant and can be

ignored.


104/166





The candidate gives short, concise answers, as required throughout this exercise, but lacks a consistent

focus on the questions and exactly what is required. Question 3gives true but unfortunately irrelevant

information and so does not get any credit. Question 5s response of ball instead of band suggests a lack

of close listening; it also suggests that the candidate has not thought carefully enough about the meaning

of the answer, as ball practice does not make complete sense in the context. In Question 6, again the

candidate offers information which is indeed in the text, but which is irrelevant to the question.


105/166





The candidate offers clear, short answers to these questions and has clearly grasped what is required in

this exercise. However, the answers to Questions 1, 3, 4and 6reveal a lack of focused understanding. For

example, in Question 1 the candidate heard and then focused on computer games, instead of realising

the speaker had actually produced a website about computer games. In Question 2, the candidate offers

two answers, the first correct and the second incorrect, probably with foot being misheard as food. As

the correct answer is given first, a mark is awarded and the second answer does not prevent this, as it does

not actually contradict the answer. In Question 5, bad is offered instead of band. This reveals a lack of

understanding of what was heard, as the misspelling creates a new word a common word which one

would expect the candidate to recognise as being inappropriate in the context. Consequently no mark is

awarded.


106/166



Question 7


107/166



Tapescript


108/166



Mark scheme


109/166





The candidate offers single words to complete the gaps in the notes, and has understood the purpose of

the exercise. Item 1 does not receive credit as the first word my is incorrect, and in fact does not make

sense in the context; the candidate needs to be reminded that the notes and sentences in these gap-

filling exercises must make proper sense when complete. Synonyms or reasonable phonetic attempts at

the correct word will gain credit, so being uncertain of the spelling of a particular word should not stop

the candidate having a sensible guess at it. The next Item is a case in point, where owles gains credit

despite the wrong spelling. Item 3 does not receive a mark, as both elements mushrooms and snakes arerequired for one mark. In Item 4 the candidate has crossed out the wrong answer very clearly and replaced

it with the correct answer, spelt correctly. Finally, the candidate does well to complete both spaces for Item

5 with the required words and thereby gains one mark.


110/166





In this response, the candidate has been somewhat cautious in making only a partial attempt at Item 1

and then leaving Item 3 blank; as any reasonable phonetic attempt may gain credit, it is always worthwhile

attempting each and every question. Item 2 omits one of the required answers owls and offers the two

answers which are considered alternatives in the mark scheme. Closer attention to the interview should

have allowed the correct answer to be selected. Items 4 and 6, requiring more complex vocabulary, are both

answered correctly, with the correct spelling, and gain the marks available.


111/166





112/166




In this response the candidate has shown little understanding of what was heard in the interview but, to

his/her credit, has attempted every part of the question. In Item 1, the candidate pre-read the question

correctly, and realised names of trees were required, successfully identifying fruits trees. The irrelevant

word piece can be ignored as a note, possibly a practice for the next item, but clearly bananas is wrong.

As both elements are required for the mark, this item scores 0. Item 2 again does not get a mark, as both

words being offered make no sense in their context, and indicate that the candidate has not understood thatpart of the interview. In Item 3 the word mashroms was identified, and it is acceptable as a reasonable

phonetic attempt at mushrooms; however the second required element, snakes is missing. By omitting

the noun, the answer does not make sense; had the candidate checked closely that the notes were

meaningful, then this noun might have been added on the second listening. In Item 4 the candidate makes

a good attempt at preservation a word which appeared slightly earlier in the interview. Closer listening

would have shown that this word does not fit into the context here, and so it does not gain credit. Finally, in

Item 5 the candidate attempts both elements by inserting words from the correct section of the interview.

Again, the words do not create meaningful notes and do not reflect the sense of the interview. This

candidate would have been well advised to make more use of pre-reading the questions, and then to check

the final answers made proper sense prior to the second listening of the interview.


113/166



Question 8


114/166



Tapescript


115/166




116/166



Mark scheme


117/166





This response was well presented by the candidate, with alterations made very clearly and unambiguously.

There is evidence that the candidate made good use of the second opportunity to listen to the interview,

so that in Item 6 the correct answer was given after a couple of incorrect attempts, and the spelling of

museum was given close attention, with four attempts made. Items 1, 2 and 3 are correct, appearing just

as given in the mark scheme. In Item 4, the mark cannot be awarded as the second element opposite

is missing, and 200 is definitely wrong. For Item 5, dessert cannot be credited, as this misspelling

creates another word which is a reasonably common word and clearly makes no sense in this context.

In the final item, meseums is acceptable as a reasonable phonetic attempt at museum, especially as it

contains the final two syllables for the ...eum sound, and so it is given the mark of one.


118/166





The candidate completed all the notes carefully and clearly, offering single words as required, with most

making sense in their contexts. However, there was a need for more focused listening. Items 1, 2 and 3

all gain a mark, the answers being exactly as on the mark scheme. Item 4 does not get a mark, since the

first answer is incorrect, and both parts of the question have to be correct for the mark to be awarded. In

this instance, the candidate needed to check that the notes made proper sense, in order to realise that a

number could not have been the right answer to fill this space. More focused listening would have revealed

that 204 was in fact the speed, in kilometres, of the previous record holder. Item 5 offers the misspellingdessert forming a new word which makes no sense in this context. Item 6 again suggests a need for

more focused listening, as 219 is the speed in kilometres of the first run, not the average speed. The

candidate did well on the last item in this section to identify both words as required, and to spell them both

correctly, thereby gaining one mark.


119/166





This candidate has completed the notes carefully with single words as required. All corrections were made

clearly and unambiguously, suggesting that good use was made of the second listening of the interview

to check and refine answers. However, this candidate would have been well-advised always to check

afterwards that the completed note or sentence makes proper sense. Item 1 is awarded the mark for the

correct answer, exactly as on the mark scheme. The following question is less straightforward, as the

candidate correctly identifies the consonant sounds in the word tons, but by writing tunes has createdanother word which should be within the candidates working vocabulary; tunes makes no sense in the

context and therefore is not awarded a mark. Item 3 again indicates that the candidate tried hard to identify

the sounds in the word carbon, including the initial c sound. Again, a new word, cover, was offered


120/166



which does not make sense in the notes. Pre-reading the question should have indicated that the gap

needed the name of another substance or metal. The candidates first attempt suggests that he/she might

have been aware of this but was under pressure after first of all mistakenly repeating the word aluminium.

In Item 4 the candidate appears to latch onto the word speed in the question, and offers actual speeds. No

mark is awarded to Item 5: again the answer does not make proper sense in the context. The last two items

in this question are given full credit and the candidates efforts to listen closely and adjust the answers are

rewarded. For Item 7 musiaum is acceptable as a reasonable phonetic attempt at museum, since the final

..eum sound is replicated.

Question 9


121/166



Tapescript


122/166



Mark scheme


123/166





The candidate made clear and unambiguous alterations to the answers to Questions 9(c)and 9(e) in one

case correcting an answer, but in the second instance, changing it to the wrong answer. Despite this, the

candidate did well to check the answers and make these amendments, presumably on the second hearing

of the interview, and it is a procedure to be encouraged.


124/166





The candidate made clear decisions about whether a statement was true or false, so that there was no

ambiguity about the answers. There are six correct answers, giving a mark of three. The candidate shows

active listening has taken place during this question by the use of the underlining and circling of key words

and phrases a technique to be encouraged, although in this case a few of the listening questions proved

too difficult for the candidate.


125/166





The candidate used lines rather than ticks to indicate which answer was being selected but nevertheless

this was perfectly clear and unambiguous. There are three correct answers. The candidate would be well-

advised to guess an answer, even if there is uncertainty, rather than leave both the True and False boxes

blank.


126/166



Question 10


127/166



Tapescript


128/166



Mark scheme


129/166





The candidates answers are clear in spite of the marks made on the questions. Indeed, this script shows

evidence of active listening, with its use of circling, underlining and annotation. Question 10(i) exemplifies

this the phrase the candidate decided to focus on was drop to below 89 degrees, with the 89 circled.

The small tick at the end of the line was probably added when the phrase was heard exactly like that in the

talk. This technique helped the candidate focus on the text, and then enabled the final answers / ticks to be

put in clearly without crossings out. This technique, of course, gets no extra credit from the examiner, but

may well have helped this candidate get a high mark for this question. There are 10 correct answers, giving

a mark of five.


130/166





The candidate offered a very clear response, which makes it very straightforward to mark. The candidate

has eight correct answers, giving a total mark of four.


131/166





This candidate scores three marks, having been given six ticks for six correct responses, and this total being

divided by two. The candidate left Questions 10(d), 10(g)and 10(l)blank. The candidate would have been

well-advised to have had a guess an extra mark could have been picked up in this way. Question 10(i)

does not get credit, since the candidate gave two ticks in the True / False boxes. Candidates need to be

aware that, if they give an ambiguous answer like this, they cannot be given credit for it.


132/166

Paper 4 Listening (Extended)



Questions 1 6


133/166



Tapescript


134/166




135/166



Mark scheme


136/166





Each of the responses here characterises a confident and focused grade A candidate. Only the response toQuestion 2lacks precision band practice was required as the particular type of practice undertaken. As

a test of aural skill, bandwas a key word in the dialogue. The language of the responses is generally secure

throughout. However, in Question 6, the candidate slips a little, spelling write as wirte but as this is

not a key word which is being tested, the examiner is able to allow the mark for the understanding that the

homework can be prepared by handwriting. Also in Question 6, the suggestion that the friend couldcome

and help with the computer repair is regarded as acceptable. All of the other responses are pertinent, brief

(in note form) and secure.


137/166





This candidate offers secure responses to the more straightforward questions but begins to strugglewhen clearer and more precise explanations are required. The responses are rather short, for example, to

Questions 3and 6, where marks were lost. In Question 3, the two responses are vague and require more

specificity, and in Question 6 write in hand fails to mention homework. This is a fairly typical response

therefore at grade C level brief and generally secure responses, but lacking in precision, particularly in

response to the more challenging questions.


138/166





This candidate offers answers which are short, to the point but sometimes lack detail and expansion. InQuestion 1 we see roots for routes, and as this conveys a different meaning it cannot be accepted. In

Question 3express delivery is given but this is followed by an explanation which is too broad and does

not cover any of the specific reasons stated. Question 4misses the key idea that the speaker will have to

stay late at school and not just be there. Question 6also shows some carelessness only one of the two

items is offered, even though the line is provided for the second response. Performance could therefore

have been improved had this candidate offered more detail.


139/166



Question 7


140/166



Tapescript


141/166




142/166



Mark scheme


143/166





This is a secure grade A response for this gap-filling exercise. All of the seven required items are correct and

single-word responses are given. It is noticeable that the candidate has returned to two responses and has

crossed the original response out and corrected this with alternative spellings this characterises grade A

work, a keenness to convey accuracy in both content and language. Note that assistance was allowed as it

close enough to assistant and it is appropriate in the context.


144/166





This candidate provides a slightly weaker grade C response here. It is noticeable that in two cases, gaps

are left blank but in both cases the other item required was given and was correct. It may well have been

that the two missing words nut and mushrooms were not know by this candidate, and this does

indeed characterise grade C responses; that is, a narrower range of vocabulary. In Item 5, ecology was a

challenging word, and the candidates response acology is a close guess. However, the opening vowel

sound does not convey that the word is known and understood. Sound understanding of some of the other

items, however, confirms a C grade level.


145/166





The candidate has clearly found this exercise challenging. There is only one response, however, for which

nothing is offered (Item 2). Candidates should always be encouraged to provide guesses where they feel

they might be successful e.g. Item 6, which contains the correct word but as an expression, makes little

sense. In Item 4, college was sometimes seen for ecology by other grade E candidates. Words that were

not heard or not known by this candidate were local, snakes, assistant and owls all perhaps beyond

this candidates lexis. Vocabulary development could have helped this candidate.


146/166



Question 8


147/166



Tapescript


148/166




149/166



Mark scheme


150/166





This candidate received full marks for this exercise. It was a generally well-answered exercise by stronger

candida

Documents

0510 English as a Second Language Example Candidate Responses B