© Cambridge International Examinations 2015

Sally Burbeary

16th March 2015

The UK - London

Introduction to IGCSEEnglish as a Second Language 0510/0511

Housekeeping

• Health and safety• Fire alarms• Fire safety• Start-finish, breaks• Washrooms• Refreshments• Plan of the day.

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*Age ranges are for guidance only

• A global curriculum• 21st century skills• International perspective

Who am I?• I am Sally Burbeary.• secondary school teacher (4 years)• EFL tutor in Italy (1 ½ years)• Cambridge English teacher (14 years)• team leader / examiner for syllabus

0510/0511• write Cambridge English exams.

The course aims are to…

• review the 0510 / 0511 syllabuses

• look at the core and extended papers

• explore the 4 skill areas

• look at past papers, mark schemes and

candidate answers.

Course programme:

Session 1: Introduction• 0510 / 0511 differences• core and extended papers

Session 2: reading and writing paper• assessment objectives• compare core and extended papers• look at example questions.

Course programme:

Session 3: listening paper• assessment objectives• specimen listening activity• mark a candidate’s responses• general tips.

Course programmeSession 4: speaking paper• assessment objectives• component 5• component 6.

Session 1Introduction

Cambridge IGCSE English as a Second Language• for learners who already have a working knowledge of

English• consolidate understanding in order to progress in academic

or professional career

• reflects the widespread use of English in education and commerce, and also in entertainment

• level of practical communication ideal for everyday use and can form the basis for further, more in-depth language study.

0510 / 0511 – the main differences

• 0510 and 0511 syllabuses are the same with the exception of the oral component.

• In Syllabus 0511, the marks for the oral component contribute to the overall grade.

core extended weightingReading and Writing Component 1

1 ½ hours70 marks

Component 22 hours90 marks

70%

Listening Component 330-40 minutes30 marks

Component 445 minutes40 marks

0510 - 30%0511 – 15%

Speaking Component 510-15 minutes30 marks

Component 6n/a – coursework30 marks

0510 – 0%0511 - 15%

0510/0511 Core and extended papers

CoreGrade C-G

ExtendedGrade A*-E

Session 2• Reading and writing paper

Assessment objectives 1 - reading

• Identify and retrieve facts and details.

• Understand and select relevant information.

• Recognise and understand ideas, opinions and attitudes.

• Understand what is implied but not actually written.

Assessment objectives 1 - reading Core paper Extended paper

Understand simple texts Understand and select from a range of texts

Identify and retrieve some facts from simple texts

Identify and retrieve facts, details and themes from a range of texts

Select and organise some relevant information from a range of texts

Select and organise relevant information from a range of texts

Recognise some ideas, opinions and attitudes in a range of texts

Recognise and understand ideas, opinions and attitudes within extended texts and explore the connections between them

Begin to understand what is implied but not actually written

Understand what is implied but not actually written

Understand simple texts Understand and select from a range of texts

Assessment objectives 2 - writing

• Communicate clearly, accurately and appropriately.

• Convey information and express opinions effectively.

• Employ and control a variety of grammatical structures.

• Demonstrate knowledge and understanding of a range of

appropriate vocabulary.

• Observe conventions of paragraphing, punctuation and spelling.

• Employ appropriate register / style.

Assessment objectives 2 - writing Core paper Extended paper

Carry out simple writing tasks in an appropriate and accurate form

Carry out a range of writing tasks on a range of topics in an appropriate, accurate and clear form

Describe, report and give personal information

Describe, report and give a wide range of information

Identify, organise and present material in a particular format for a particular audience or purpose

Identify, organise, structure and present material in an appropriate format and register for a particular audience or purpose

Reading and writing – exercise 1Look at the core set of questions

Look at the extended set of questions

Is the text the same?

Are the questions the same?

Reading and writing – exercise 1Core questions Extended questions

The text is the sameCore – 7 marksExtended – 9 marks (Qc and h)

Reading and writing core and extended• Look at exercises 2 to 7 on the core and extended

papers.

• Discuss the differences you can find in small groups.

• Report back your findings.

Reading and writing core and extendedCore paper Extended paper

Exercise 1 6 questions 8 questions

Exercise 2 10 questions 11 questions (extra is worth 4 marks)

Exercise 3 Shorter different text / different form fill

Longer different text / different form fill

Exercise 4 Exercise 4 and 5 are connected Shorter activity

Exercise 5 N/a Read and summarise a text

Exercise 6 Write a 100 – 150 word letter Write a 150 – 200 word letter

Exercise 7 Write a 100 – 150 word article Write a 150 – 200 word article

Reading and writing - summaryWhat do I need to practise with my learners?• read texts and answer questions• fill in forms• read texts and make notes• write letters• write articles.

Reading and Writing overview• 1hour 30 minutes• Candidates must not use dictionaries.• reading and writing is equal• 7 exercises• externally set and marked by Cambridge.

Session 3• Listening paper

Assessment objectives 3 - listening

• Identify and retrieve facts and details.

• Understand and select relevant information.

• Recognise and understand ideas, opinions and attitudes.

• Understand what is implied but not actually stated.

Listening assessment objectives 3Core paper Extended paper

Understand simple information Understand and select from a range of information

Identify and retrieve some facts from material

Identify and retrieve facts, details and important points and themes from a range of material

recognise some ideas, opinions and attitudes

Recognise and understand ideas, opinions and attitudes and explore the connections between themIdentify the important points or themes including attitude and relationships between speakers

Begin to understand what is implied but not actually spoken

Understand what is implied but not actually spoken

Listening 2015 syllabus

Core Extended

Questions 1-7 are identical on the core and extended papers

On the extended paper question 8 is extra and worth 10 marks

Listening 2015 core specimen paper

• Each listening track contains the answer and a distractor. A distractor is information that could be confused with the answer.

• Listen to the tracks for questions 1-4.

• Listen for the answer and the distractor. http://www.cie.org.uk/Images/164838-specimen-paper-3-audio-file.mp3

Listening 2015 specimen core paper• Q1a – market (distraction - supermarket)• Q1b – carrots / tomatoes (distraction – peas / potatoes)• Q2a – science lab (drama studio)• Q2b – up stairs, turn right (turn left for art room)• Q3a – vitamin C (flavour / fun)• Q3b – blueberry (lemon and orange)• Q4a – visit castle (sunbathing, take photos)• Q4b – 3pm (2.30pm)

Listening 2013 extended paper

Task:

• Look at questions 1-6, use the tapescript and the mark scheme to mark the candidates answers.

Listening 2013 candidate’s marks Mark scheme Marks

available

Candidate mark

Q1 Judo (practise) 1 1

Q2 Go to bed early (tonight) / (go to) sleep early / get enough sleep

1 1

Q3 (chocolate) cake 1 1

Q4 7 (pm) / 7 o’ clock / seven / 19.00 1 0

Q5 Interview AND sing (both required) 1 0

Q6 What: chicken saladWhy: healthy (diet) / health (both required)

11

01

Listening 2013 extended paper

Task:

• Look at question 7, use the tapescript and the mark scheme to mark the candidates answers.

Listening 2013 candidate’s marks Mark scheme Marks

available

Candidate mark

7a 810 million litres / 810,000,000 1 1

7b Spoon AND (real) gold (both required) 1 1

7c Flavour / standard 1 0

7d SpicySoap (both required)

1 1

7e Food science (course) 1 0

Listening – general tipsIt’s a listening exam; does spelling matter?

• Yes, spellings have to be accurate phonetic attempts, have the same number of syllables and not make another word.

For example: choclate reel (real is the answer)

Listening – general tips• On the gap fill activities, answers must be

grammatically correct.

• For example:

(a special) spoon spoons

Listening – general tips• It matters where learners write their answers.

If 2 correct answers are written on line 1 and an incorrect answer is on line 2, only 1 mark will be awarded.

If the correct answer is written on a line plus an incorrect answer, no mark is given.

Listening overview• 30-40 minutes (core) / 45 minutes (extended)• Candidates must not use dictionaries.• write answers in the space provided• attempt all questions• externally set and marked by Cambridge.

Session 4• Speaking paper

Assessment objectives 4 - speaking

• Communicate clearly, accurately and appropriately.

• Convey information and express opinions effectively.

• Employ and control a variety of grammatical structures.

• Demonstrate knowledge of a range of appropriate

vocabulary.

• Engage in and influence the direction of conversation.

• Employ suitable pronunciation and stress patterns.

Speaking assessment objectives 3

Core paper Extended paperCarry out a range of speaking activities

Demonstrate competence in a range of speaking activities

Respond confidently to new, topical ideas

Conduct a sustained conversation with some confidence

Conduct a sustained conversation with a sense of audience and purpose

Speaking

Component 5: oral assessment (0510)

Part A Give the candidate’s name and number

Part B Warm up conversation (2-3 minutes / not assessed)

Part C Give the candidate an oral assessment card (2-3 minutes preparation)

Part D Conversation based on the oral assessment card (6-9 minutes)

Centres receive a range of oral assessment cards with teacher’s notes. The teacher selects 1 card for each candidate.

Component 6: Speaking courseworkThis component is an alternative to Component 5Centres devise their own speaking tasksExamples of suitable tasks include:

• role-play situations• interviews• telephone conversations• paired or group discussions• debates

Component 6: Speaking coursework• Candidates can complete these tasks at any time

during the year before the main examination series, to suit the Centre.

• Candidates must complete three speaking tasks.

• A teacher/examiner at the Centre assesses candidates. (externally moderated)

• Candidates may not use dictionaries.

• Centres submit a recorded sample. (100% if 10 or less)

Speaking assessment criteria grid

Speaking assessment criteria grid

Speaking assessment criteria grid

Speaking

• Candidates must not bring in or make notes

• Examiner and candidate sit opposite each

other with a table in between

• Sample recordings are preferred on mp3.

Reflection on the day

• What do I know now about Cambridge

IGCSE English as a Second Language

0510 / 0511 syllabuses?

Question papers

Core documents

PDF copies of these can be found on:• Teacher Support• www.cie.org.uk • Syllabus Support CD-ROM

Also available in hard copy via publications list.

Examiner reports

PDF copies of these can be found on:• Teacher Support• www.cie.org.uk • Syllabus Support CD-ROM

Also available in hard copy via publications list.

Core documents

Mark schemes

PDF copies of these can be found on:• Teacher Support• www.cie.org.uk • Syllabus Support CD-ROM

Also available in hard copy via publications list.

Core documents

Examination tips

This is a very useful document full of tips

http://www.cie.org.uk/Images/151726-cambridge-learner-guide-for-igcse-english-as-a-second-language.pdf

Reminders – How to keep in touch

Social Networks

• www.facebook.com/cie.org.uk

• Twitter - @CIE_Education - #cambridgetraining

http://linkd.in/cambridgeteacher

• info@cie.org.uk

• For more information about future courses please go to the training events calendar at www.cie.org.uk/events

Reminders – How to keep in touch

© Cambridge International Examinations 2015

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