0500/22 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2019
Question Answer Marks
1 This question tests Reading Objectives R1 to R3 (15 marks): 20
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions
and writing assessment objectives W1 to W4 (5 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context.
You are Willie, the trainee Inuit guide. After the Arctic cruise is over, you
write a letter to your girlfriend, Eska.
Write the letter.
In your letter, you should explain:
• where you took the tourists and what activities were organised for
them
• what you think the tourists expected and how far you think they were
satisfied
• your thoughts and feelings about Adam as a tour guide.
Base your letter on what you have read in Passage A, but be careful to
use your own words.
Address each of the three bullet points.
Begin your letter: ‘Dear Eska, We have just come back from another
tourist cruise around the Arctic «’
Write about 250 to 350 words.
Up to 15 marks are available for the content of your answer, and up to
5 marks for the quality of your writing.
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0500/22 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2019
Question Answer Marks
1 Use the Marking Criteria for Question 1 (Table A, Reading and Table B 20
Writing).
Notes on task
Candidates should select ideas from the passage (see below) and develop
them relevantly, supporting what they write with details from the passage
and judging the appropriate register for the genre which is a letter. Look for a
clear and balanced response which covers the three areas of the question, is
well sequenced, and is in the candidate’s own words.
Annotate A1 for references to where the tourists were taken and what
activities were organised.
Annotate A2 for references to what the tourists expected and how far they
were satisfied.
Annotate A3 for references to thoughts and feelings about Adam as a tour
guide.
A1: Where you took the tourists and what activities were organised for
them
• boat journey/travelled by boat (det. Russian ship) [dev. resilient vessel]
• land expeditions (det. to Diana Island, walks) [dev. intended to tire
them out; good exercise]
• meet local(s)/meet Adam’s uncle (det. on canoe, shucking mussels with
a knife) [dev. uncle playing a role (pre-agreed with Adam)/uncle lives in a
more traditional way]
• trying ‘traditional’ food/local dishes (det. Caribou, moose stew, seal
entrails, kelp) [dev. Willie/Adam prefer other food; not usually eaten raw]
• spotting different wildlife (det. walruses, murres) [dev. amazing
spectacle, intimidating]
• views of the landscape/scenery (det. mountains of Frobisher Bay,
glacier(s)) [dev. awe-inspiring, contrast with city life of tourists]
A2: What you think the tourists expected and how far they were
satisfied
• relaxing holiday (det. not exotic cruise ship) [dev. not what they had
expected when they booked]
• wanted to see polar bears (det. thrilled when large male joined them)
[dev. tourists fascinated by them; romanticised view]
• traditional sleds/husky drawn sleds (det. not motorised vehicles) [dev.
stereotypical expectations; wanted ’authentic’ experience; had to get
used to walking a long way]
• educational experience/learn something (det. asked questions) [dev.
not visited there before]
• excited (or worried) by adventure (det. ice floes, icebergs) [dev.
deliberately hit iceberg to spook tourists]
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0500/22 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2019
Question Answer Marks
1 A3: Your thoughts and feelings about Adam as a tour guide
• organised, efficient (det. daily briefings) [dev. planned/matter of fact
and cool/strict/controlling]
• (appears) knowledgeable/skilful guide (det. picked out route, cupped
his ear) [dev. putting on a show to scare tourists]
• (appears) brave/fierce (det. rifle strapped to back, polar bear monitor,
protective of tourists) [dev. part of the act]
• funny/sense of humour (det. broad wink, gives Willie the giggles) [dev.
thinks (Willie/Adam) will give the game away; Willie forgets and lets
details slip, annoyed with Willie]
• convincing/good businessman/clever (det. distracts the tourists) [dev.
sees an opportunity and profits from it, e.g. uncle]
• irritated by tourists (det. satnav joke, eat away from them) [dev. can’t
believe they don’t see through it/tired of keeping up the illusion]
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0500/22 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2019
Marking Criteria for Question 1 Table A, Reading:
Use the following table to give a mark out of 15 for Reading.
Band 6 13–15 • The response reveals a thorough reading of the passage.
• Developed ideas are sustained and well related to the passage.
• A wide range of ideas is applied.
• There is supporting detail throughout, which is well integrated into the
response, contributing to a strong sense of purpose and approach.
• All three bullets are well covered.
• A consistent and convincing voice is used.
Band 5 10–12 • The response demonstrates a competent reading of the passage.
• A good range of ideas is evident.
• Some ideas are developed, but the ability to sustain them may not be
consistent.
• There is frequent, helpful supporting detail, contributing to a clear sense of
purpose.
• All three bullets are covered.
• An appropriate voice is used.
Band 4 7–9 • The passage has been read reasonably well.
• A range of straightforward ideas is offered.
• Opportunities for development are rarely taken.
• Supporting detail is present but there may be some mechanical use of the
passage.
• There is uneven focus on the bullets.
• The voice is plain.
Band 3 4–6 • There is some evidence of general understanding of the main ideas,
although the response may be thin or in places lack focus on the passage
or the question.
• Some brief, straightforward reference to the passage is made.
• There may be some reliance on lifting from the text.
• One of the bullets may not be addressed.
• The voice might be inappropriate.
Band 2 1–3 • The response is either very general, with little reference to the passage, or
a reproduction of sections of the original.
• Content is either insubstantial or unselective.
• There is little realisation of the need to modify material from the passage.
Band 1 0 • There is very little or no relevance to the question or to the passage.
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0500/22 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2019
Table B, Writing: Structure and order, style of language:
Use the following table to give a mark out of 5 for Writing.
Band 6 5 • The language of the response sounds convincing and consistently
appropriate.
• Ideas are firmly expressed in a wide range of effective and/or interesting
language.
• Structure and sequence are sound throughout.
Band 5 4 • Language is mostly fluent and there is clarity of expression.
• There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
• The response is mainly well structured and well sequenced.
Band 4 3 • Language is clear but comparatively plain and/or factual, expressing little
opinion.
• Ideas are rarely extended, but explanations are adequate.
• Some sections are quite well sequenced but there may be flaws in
structure.
Band 3 2 • There may be some awkwardness of expression and some inconsistency
of style.
• Language is too limited to express shades of meaning.
• There is structural weakness and there may be some copying from the
passage.
Band 2 1 • Expression and structure lack clarity.
• Language is weak and undeveloped.
• There is very little attempt to explain ideas.
• There may be frequent copying from the original.
Band 1 0 • The response cannot be understood.
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