Cambridge IGCSE™

ENGLISH AS A SECOND LANGUAGE 0510/12

Paper 1 Reading and Writing (Core) February/March 2022
MARK SCHEME
Maximum Mark: 60

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 February/March 2022 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 9 printed pages.

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0510/12 Cambridge IGCSE – Mark Scheme February/March 2022
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This component forms part of the Core 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 business contacts 1

2 2000 1

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

the Artistic Committee
five independent judges

4 five continents 1

5 (venues in the) open air 1

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

develop the economy (of the host city)
show the city’s own cultural life (to the world)

7 (an) online form 1

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Exercise 2

Question Answer Marks

8(a) D 1

8(b) B 1

8(c) C 1

8(d) A 1

8(e) C 1

8(f) A 1

8(g) B 1

8(h) D 1

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Exercise 3

Question Answer Marks

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

Acceptable responses are:

The aims of The National Centre for Children’s Books:

1 protect the country’s literary treasure
2 build up its (book) collection / books
3 give (local) children free access (to books).
4 deliver reading workshops (in schools)
5 encourage children to develop a love of books

A suitable verb is required for each response

10 Award 1 mark for each acceptable response, up to a maximum of 4 marks. 4

Acceptable responses are:

How people can support The National Centre for Children’s Books:
1 (regular) donations / donate
2 give (the centre) their childhood books
3 volunteer
4 raise money (for us) through school book sales
5 become a ‘Friend of the Centre’ / pay a small annual fee
6 sponsor exhibitions

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Exercise 4

Question Answer Marks

11 Award up to a total of 12 marks.

Up to 6 marks to be awarded for Content (Reading) 6

Relevant Content points to include are:

1 see in the snow

2 hide their expression
3 cure (people’s) sight problems
4 shade their eyes (from the bright lights)
5 disguise themselves
6 follow fashion / movie stars advertised them
7 make driving safer
8 give better (all-round) vision

Up to 6 marks to be awarded for Language (Writing). 6

See generic marking criteria for Exercise 4.

Generic marking criteria for Exercise 4

Marks Language (Writing)

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 vocabulary 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 fulfills 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 70 words, it should
be given a maximum of 2 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

12 Award up to a total of 12 marks. 12

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

Question Answer Marks

13 Award up to a total of 12 marks. 12

Up to 6 marks to be awarded for Content
Plus up to 6 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)

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 not
communicated clearly. 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.

3–4 Relevance 3–4 Range and accuracy

• Task is generally fulfilled. • Uses mainly common vocabulary,
• Reasonably appropriate style and reasonably appropriately.
register for the text type, although • Uses mainly simple structures,
this may not be 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 may Organisation
lack clarity in places. • Reasonably well organised and
sequenced.
• Uses some linking words and
other cohesive devices,
reasonably appropriately.

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

1–2 Relevance 1–2 Range and accuracy

• Task may only be partially fulfilled. • Limited use of vocabulary.
• Style and register for the text type • Limited use of structures.
may be inappropriate. • Lack of control of language.
• Insufficient sense of purpose and Meaning is often unclear.
audience. • Errors occur when using common
vocabulary and simple structures.
Development of ideas
• Limited attempt to develop Organisation
content, although there may be • Organisation lacks sequencing.
gaps, irrelevance and/or repetition. • Limited attempt to use linking
• Limited attempt to communicate words and other cohesive devices.
content, but it lacks clarity in
places.

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

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