Cambridge IGCSE™

ENGLISH AS A SECOND LANGUAGE (COUNT-IN SPEAKING) 0511/21

Paper 2 Reading and Writing (Extended) May/June 2020
MARK SCHEME
Maximum Mark: 80

Published

Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.

This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.

Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

This document consists of 9 printed pages.

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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.

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This component forms part of the Extended tier assessment of Cambridge IGCSE English as a
Second Language and tests the following Assessment Objectives:

AO1: Reading
R1 identify and select relevant information
R2 understand ideas, opinions and attitudes
R3 show understanding of the connections between ideas, opinions and attitudes
R4 understand what is implied but not directly stated, e.g. gist, writer’s purpose, intentions and
feelings

AO2: Writing
W1 communicate information/ideas/opinions clearly, accurately and effectively
W2 organise ideas into coherent paragraphs using a range of appropriate linking devices
W3 use a range of grammatical structures accurately and effectively
W4 show control of punctuation and spelling
W5 use appropriate register and style/format for the given purpose and audience

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Exercise 1

Question Answer Marks

1 Yemen 1

2 37(%) / thirty seven (%) / 37 per cent 1

3 10 metres / ten metres 1

4 frequent low cloud / moisture / rain 1

5 medicine 1

6 Award 1 mark for each detail up to a maximum 2 marks: 2

(shape) allows the (tiny drops of) water to run down to the roots (of the tree)

provides shade for young trees

7 orange 1

8 (eating too many can cause) sickness 1

9 Award 1 mark for each detail up to a maximum of 4 marks: 4

increased tourism/more building work

climate change/amount of rain is decreasing
increased demand for ropes
young trees could be eaten

Exercise 2

Question Answer Marks

10(a) B 1

10(b) D 1

10(c) A 1

10(d) C 1

10(e) A 1

10(f) B 1

10(g) C 1

10(h) A 1

10(i) D 1

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Exercise 3

Question Answer Marks

11 Award 1 mark for each acceptable response, up to a maximum of 6 marks. 6

Acceptable responses are:

Advantages of vertical farming:

1 an alternative to traditional farming methods

2 food is grown in the area where it will be eaten
3 no insects (to attack the plants)
4 no need for chemicals / no need to spray substances on plants / plants
are organic
5 crops protected from extreme weather / plants not affected by global
warming
6 plants can grow all year round
7 larger number of plants can be grown during the year

12 Award 1 mark for each acceptable response, up to a maximum of 3 marks. 3

Acceptable responses are:

Disadvantages of vertical farming:

1 land for (building these) farms is more expensive

2 pollution (that these) processing factories create
3 pollination done by hand / pollination takes time / pollination takes labour
4 extra cost of lighting (is passed on to consumers) / (special) lights are
expensive

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Exercise 4

Question Answer Marks

13 Award up to a total of 16 marks. 16

Up to 8 marks to be awarded for Content (Reading)

Relevant Content points to include are:

Advice for people wanting to do a long cycle race:

1 set (yourself) targets

2 build up your distance slowly and gradually
3 teach your body to keep going for longer
4 vary the lengths of the rides
5 pay attention to your diet
6 on race days, eat breakfast
7 experiment with a variety of food while you’re training
8 don’t experiment with food on race day
9 have small amounts of food at regular intervals
10 (an after-ride) recovery drink or meal is essential

Up to 8 marks to be awarded for Language (Writing).

See generic marking criteria for Exercise 4.

Generic marking criteria for Exercise 4

Marks Language (Writing)

7–8 • Points are very well organised and coherent. Cohesive devices are used effectively.
• Very good use of own words.
• High level of accuracy of vocabulary and grammatical structures.

5–6 • Points are well organised and coherent. Cohesive devices are used appropriately.
• Good use of own words.
• Good level of accuracy of vocabulary and simple grammatical structures.

3–4 • Points are partly organised and reasonably coherent. Cohesive devices are used
generally appropriately.
• Some attempt to use own words, with some reliance on language from the text.
• Reasonable level of accuracy of vocabulary and simple grammatical structures.

1–2 • Little or no attempt to organise points. Cohesive devices are either not used or are not
used appropriately.
• Heavy reliance on language from the text.
• Limited control of lexis and grammatical structures.

0 • No response worthy of credit.

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Generic marking criteria for Exercises 5 and 6

The following general instructions, and table of marking criteria, apply to both Exercises 5 and 6.

• You should decide on a mark for Content and Language separately.

• Content covers the 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).

• Language covers range (i.e. complexity of vocabulary and sentence structure) and accuracy (of
grammar, spelling, punctuation and text organisation).

• When deciding on a mark for Content or Language, first of all decide which band is most
appropriate. There will not necessarily be an exact fit. Then decide between the lower or the
higher mark. Use the lower mark if it fulfils some of the requirements of the band and the higher
mark if it fulfils all the requirements of the band.

• 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 required
length. If the task is generally fulfilled it will be awarded at least 3–4 marks.

• When deciding on a mark for Language, look at both the range and the accuracy of the
language. A useful starting point would be first to gain an impression of the level, then to focus on
the level descriptors in order to decide on the best fit.

• If the writing is considerably shorter than the stated word length, i.e. below 105 words, it should
be given a maximum of 3 marks for Content.

• If the writing is only partly relevant and therefore can be awarded only 1–2 Content marks, the
full range of marks for Language is still available.

• If the writing is totally irrelevant and has nothing to do with the question asked, it should be
given 0 marks for Content and Language.

Question Answer Marks

14 Award up to a total of 16 marks. 16

Up to 8 marks to be awarded for Content.
Plus up to 8 marks to be awarded for Language. See generic marking criteria
for Exercises 5 and 6.

Question Answer Marks

15 Award up to a total of 16 marks. 16

Up to 8 marks to be awarded for Content.
Plus up to 8 marks to be awarded for Language. See generic marking criteria
for Exercises 5 and 6.

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Marks Content (maximum 6 marks) Marks Language (maximum 6 marks)

7–8 Relevance 7–8 Range and accuracy

• Task is fulfilled. • Uses a wide range of common
• Consistently appropriate style and less common vocabulary
and register for the text type. effectively.
• Excellent sense of purpose and • Uses a wide range of structures,
audience. both simple and complex,
effectively.
Development of ideas • High level of accuracy of
• Content is very well developed, at language throughout. Occasional
appropriate length. errors may be present but these
• Content is communicated skilfully do not impede communication.
and effectively. • Errors are related to less
common vocabulary or more
complex structures.

Organisation
• Effectively organised and
sequenced.
• Uses a wide range of linking words
and other cohesive devices,
effectively.

5–6 Relevance 5–6 Range and accuracy

• Task is fulfilled. • Uses a good range of common
• Generally appropriate style and vocabulary appropriately, and
register for the text type. attempts to use some less
• Generally good sense of purpose common vocabulary.
and audience. • Uses a good range of simple
structures appropriately, and
Development of ideas attempts to use some more
• Content is developed, at complex structures.
appropriate length. • Good level of accuracy of
• Content is generally language throughout. Errors do
communicated clearly. not generally impede
communication.
• Errors are generally related to
less common vocabulary or more
complex structures.

Organisation
• Well organised and sequenced.
• Uses a good range of linking
words and other cohesive
devices, appropriately.

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Marks Content (maximum 6 marks) Marks Language (maximum 6 marks)

3–4 Relevance 3–4 Range and accuracy

• Task is generally fulfilled. • Uses mainly common
• Reasonably appropriate style vocabulary, reasonably
and register for the text type, appropriately.
although this may not be • Uses mainly simple structures,
consistent. reasonably successfully.
• Some sense of purpose and • Reasonable level of accuracy of
audience. language. Errors may impede
communication in places.
Development of ideas • Errors may occur when using
• Some development of content, common vocabulary or simple
although in places it may be structures.
incomplete or repetitive.
• Content is communicated, but Organisation
may lack clarity in places. • Reasonably well organised and
sequenced.
• Uses some linking words and
other cohesive devices,
reasonably appropriately.

1–2 Relevance 1–2 Range and accuracy

• Task may only be partially • Limited use of vocabulary.
fulfilled. • Limited use of structures.
• Style and register for the text • Lack of control of language.
type may be inappropriate. • Meaning is often unclear.
• Insufficient sense of purpose and • Errors occur when using common
audience. vocabulary and simple structures.

Development of ideas Organisation

• Limited attempt to develop • Organisation lacks sequencing.
content, although there may be • Limited attempt to use linking
gaps, irrelevance and/or words and other cohesive
repetition. devices.
• Limited attempt to communicate
content, but it lacks clarity in
places.

0 • No response worthy of credit. 0 • No response worthy of credit.

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