0500 Learner Guide (For Examination From 2020)
0500 Learner Guide (For Examination From 2020)
0500 Learner Guide (For Examination From 2020)
Learner Guide
Cambridge IGCSETM
First Language English 0500
For examination from 2020
© Cambridge University Press & Assessment 2018 v4 (updated 2023)
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Contents
Section 1: About this guide 4
Section 6: Revision 19
The syllabus has been updated. The latest version of this syllabus is version 1, published September 2021.
You must read the whole syllabus before planning your teaching programme.
Paper 1 Reading
The assessment of W5: Make accurate use of spelling, punctuation and grammar has been removed from Paper 1
Reading.
The W5 assessment objective has been removed from the following questions and marking criteria:
Question 1f
Question 3
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Section 1: About this guide
This learner guide explains what you need to know about your Cambridge IGCSE First Language English course.
It will help you to understand:
99 the skills you should develop by taking this Cambridge IGCSE course
99 how you can revise effectively, using our revision tips and interactive revision checklist (Section 6).
You can use this guide to help you during your Cambridge IGCSE First Language English course, but remember that it is
important to read widely – both for your own enjoyment and to increase your awareness of the different ways in which
English can be used. Try to read different types of text, such as short stories, novels, newspaper reports, magazine articles,
travel writing, autobiographies and biographies.
Reading a wide range of texts will help to inform and inspire your writing, and help to increase your understanding of how to
write for different purposes and audiences.
Alongside your skills in reading and writing, you also need to develop your speaking and listening skills, e.g. by engaging in
conversations.
Cambridge IGCSE qualifications are accepted and valued by leading universities and employers around the world as evidence
of academic achievement. Following the Cambridge IGCSE First Language English course will help you to understand the
subject and develop the skills you need for your next step in education or employment. This guide provides ideas and
information to help you make the most of the opportunities your Cambridge IGCSE course offers to become an appreciative
and critical reader, writer, speaker and listener of English.
Cambridge
learner
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Section 2: Syllabus content – skills and
understanding
During your Cambridge IGCSE First Language English course you will need to:
• develop your ability to communicate clearly, accurately and effectively when speaking and writing
• learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation
• develop your personal style of writing and speaking, as well as your awareness of the audience you are addressing.
You can think of your Cambridge IGCSE First Language English course as having three main areas of skills and understanding:
• Reading
• Writing
• Speaking and listening.
Here is an outline of the skills you should aim to have developed by the end of your course.
Reading
You need to be able to:
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support
from the text
R4 demonstrate understanding of how writers achieve effects and influence readers
R5 select and use information for specific purposes.
Writing
You need to be able to:
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.
These skills are sometimes called assessment objectives as they are the skills you will want to show you have when they are
tested at the end of your course.
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Section 3: How you will be assessed
There are four components available in the Cambridge IGCSE First Language English course. You will take either two or three
components in total. Find out from your teacher which components you will be taking, and when you will be taking them.
At the end of your course, your reading and writing skills will be assessed for your final grade for Cambridge IGCSE First
Language English. There are two different options for how this can happen.
Option one
You will take two examinations.
Paper 2
Paper 1 AND Directed Writing and
Reading
Composition
OR
Option two
You will take one examination and submit a coursework portfolio of written assignments completed during your course.
Paper 1 AND
Component 3
Reading Coursework Portfolio
The same reading and writing skills will be tested in both options, and you will be able to access the full range of grades for
the Cambridge IGCSE qualification.
There is also an extra option for assessing your speaking and listening skills:
Component 4
Speaking and Listening
Test
Marks for speaking and listening do not contribute to the overall grade you receive for the reading and writing components.
Instead, where you perform to an appropriate standard, your Cambridge IGCSE certificate will also record an additional
speaking and listening grade.
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Components at a glance
The table below gives you further information about each of the components.
Additional test
10–12 minutes total You will talk for about 3–4 minutes
Component 4
Speaking (30 marks) on a single topic or theme. This
Speaking and 40 marks Separately
individual talk leads into a
Listening Test Listening (10 marks) endorsed
Completed before conversation about your chosen
(optional)
your written topic or theme.
examination(s)
Remember:
• you must take Paper 1
• you take either Paper 2 or Component 3
• Component 4 does not contribute to your overall result, and is marked as a separate examination, for which you will be
given a separate result.
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About each component
Below are further details about each component.
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Paper 2 Marks Questions
Directed Writing and 40 Section A Directed Writing is based on one or two texts totalling 650–750
Composition words.
2 hour examination You should write 250–350 words in response to the task in Question 1, using,
evaluating and developing the information in the text(s). You will be asked to
You will answer two
create a discursive/argumentative/persuasive response using your own words
questions: Question 1 and
in one of the following text types: a speech, letter or article.
Question 2, 3, 4, or 5.
25 marks are available for writing and 15 marks for reading
Question 1 is compulsory
and text-based. The text(s) 40 Section B Composition offers a choice of four questions: two descriptive
will be printed on the (Questions 2 and 3) and two narratives (Questions 4 and 5).
question paper insert.
You choose one question title (Question 2, 3, 4 or 5) and use the title to
develop and write a composition. You should write 350–450 words.
40 marks are available for writing
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Section 4: What skills will be assessed
In section 2 of this learner guide, you saw that the areas of knowledge, understanding and skills that you will be assessed on
are called assessment objectives (AO) and that there are three sets of assessment objectives for English:
• Reading
• Writing
• Speaking and listening
Assessment What does the AO
What do you need to be able to do?
objectives(AO) mean?
AO1 Reading This is the part of the • Show that you understand the explicit (more obvious) meanings
(50% of your final course where your ability communicated in a particular text
mark) to read and respond in • Show that you can recognise hints and suggestions in a text to
different ways to different understand the implicit (more subtle) meanings and attitudes
types of text is assessed. .
• Evaluate and analyse the facts, ideas and opinions you read by
using, explaining and developing them (and referring to supporting
evidence from the text where it is appropriate)
• Show that you understand how a writer has influenced their reader
through their use of language
• Select and use relevant information from a text to answer different
questions
AO2 Writing This is the part of the • Write convincingly to convey real and imagined experience,
(50% of your final course where your ability thoughts and feelings
mark) to write accurately and • Sequence and connect the ideas and opinions effectively within your
effectively, using Standard written response to interest and influence your reader
English appropriately is
• Use a range of appropriate vocabulary and sentence structures
assessed.
within each written response
• Vary your writing to suit the purpose, audience and form of the task
• Write accurately, avoiding errors of spelling, punctuation and
grammar
AO3 Speaking During your course, • Speak about appropriate thoughts and feelings that relate to the
and listening you will be developing topic of your talk
(This is optional your use of spoken • When you present your talk, ensure the order of your ideas are
and reported English in a range of logical to make it easy to understand
separately. It is not situations. If you choose
• Use a range of appropriate key features to communicate ideas in a
part of your final Component 4 Speaking
way that satisfies the purpose and audience of your task
mark.) and Listening Test, this
is the part of the course • Communicate an appropriate and effective voice that matches the
where your presentation purpose and audience of the different types of talks you present
skills, your ability to • Listen to what others say during a conversation and respond with
participate in engaging appropriate, relevant and thoughtful ideas of your own
conversations and to
respond spontaneously
to questions and prompts
will be assessed.
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Section 5: Example candidate response
This section takes you through an example question and response from a Cambridge IGCSE First Language English specimen
paper. It will help you to understand what is required in a particular response.
Remember, the information and advice in this section is specific to the example question and response being demonstrated.
It will help you to understand how your responses might be viewed by an examiner, but it is not a list of what to do in all
questions.
In your own examination, you will need to pay careful attention to what each question is asking you to do and consider the
evidence of skills and understanding you need to demonstrate for that particular task.
5.1 Question
The question has been annotated and explained. This
should help you to understand clearly what is required
by the question.
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5.1 Question
This is an example of a Paper 1 Question 3 task – an extended response to the text.
The number of words suggested is for You will need to use ideas from Text
guidance: write about 250–350 words. C to show evidence of close reading,
Paying attention to the guidance for but be careful not to copy phrases or
word limits will help you to plan your longer sections from the text as doing
time in the examination and target the so suggests that you have not fully
requirements of each question more understood what you have read.
effectively.
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Text C: The Gift is taken from a longer narrative, The Tigers Wife by Téa Obreht. Your teacher will be able to find a full copy of
the 2020 Specimen Paper 1 Insert on our School Support Hub www.cambridgeinternational.org/support
Here is an extract of Text C:
“We were nearing the end of our side street and I assumed the silence of our walk would be shattered by the bustle along the
tramway. …’The newspapers ran a picture of him, standing stark-ribbed in his new pen at the zoo, an advert of better times to
come, hope for the future and the end of the war.”
At this point in the story, it is the night of Natalia’s sixteenth birthday. Her grandfather, a doctor, has arrived back late at night
from visiting patients. He has woken Natalia and asked her to follow him quietly through the streets of their city.
READING READING
Level 5 description Explanation
The response reveals a thorough You have considered, adapted and used ideas from the text carefully and shown
evaluation and analysis of the text. your understanding by presenting them from a different perspective to that of the
original.
Developed ideas are sustained and You have paid attention to details, hints and suggestions in the text to extend
well related to the text. ideas in your response, e.g. to suggest what different characters might be thinking
based on the evidence you have.
A wide range of ideas is applied You have selected and used relevant ideas from the whole text and shown that
you understand both explicit (obvious) ideas and implicit (more subtle) ideas and
attitudes.
There is supporting detail You have identified a good number of important details in the text which your
throughout, which is well audience would need to know and/or which help to back up your purpose for
integrated into the response, writing. You include these details by dropping them in where relevant as you write
contributing to a strong sense of your response.
purpose and approach.
All three bullets are well covered. You have paid equal attention to all three bullet points in the question and
included a number of relevant ideas for each bullet.
A consistent and convincing voice You have shown that you understand attitudes and perspectives in the text by
is used. using your own words to create a suitable voice for your response.
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The marking criteria below lists the evidence of writing skills including structure and order and style of language, that the
examiner will be looking for in your answer. Level 5 includes a possible mark of 9–10 out of 10 marks available for writing in
this question.
WRITING WRITING
Level 5 description Explanation
Effective register for audience and Just as we speak differently to different people, we write English differently in
purpose. different circumstances. For example, we might alter the tone we use and/or be
more formal in how we write depending on who is going to read what we write
(the audience) and why we are writing (the purpose).
You will need to use a level and style of writing to suit the audience and purpose
for the task as set.
The language of the response You will need to maintain a suitable style, voice and tone for the whole of your
sounds convincing and consistently response in order to show your expertise in using language in that particular
appropriate. context. You can think of this as like playing a role – your whole response should
be convincing and sound like the real thing.
Ideas are firmly expressed in a Avoid repeating vocabulary from the text, or over-using certain words and
wide range of effective and/ or expressions. You should try to use a wide range of vocabulary, selecting the
interesting language. appropriate words to express your meaning precisely and help communicate your
ideas exactly to your reader.
Structure and sequence are sound Make sure that your reader can follow your writing. Plan, organise and link ideas
throughout. clearly and helpfully. Avoid repeating the same points, listing ideas or simply
replaying information in the order of the passage.
Spelling, punctuation and grammar Try to minimise your errors by spending some time checking and correcting your
almost always accurate. answers. It is especially important to avoid errors which may make your meaning
unclear.
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Learner Guide
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Learner Guide
12 “My reason for taking her out were simple, number one, to give 12 The reason that it was Natalia’s birthday is mentioned earlier in the
answer. The candidate might suggest that this trip was also a present for
her an appreciation of animals and their lives and also, number her birthday. This idea is hinted at in the title of the text 'The Gift'.
two, to give her hope and the courage to live on till the end of the
war. I wish she will have gained the courage and ability to never The candidate offers two more relevant ideas – that the trip to see the
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elephant was to give Natalia hope, and that grandfather hoped that
give up and that is a very important message. I want to share.” 13
seeing the elephant would help her to appreciate the wonders of nature/
the natural world. The candidate explains that this was important as this
“Amazing. Thank you for that and I appreciate your finding the was all happening during wartime, showing that the candidate has read
the text carefully.
time in coming here today.”
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5.4 How the answer could have been improved
The candidate includes a good range of ideas, but could have used more ideas from the text in response to the second bullet
especially.
Some ideas are developed but opportunities are not always taken to suggest grandfather’s feelings and his reactions looking
back.
Planning ideas for each bullet before writing their response would have allowed the candidate to organise the route through
their answer and make sure they made the best use of the ideas they had spotted rather than rely on the order of the text. For
example, it could have been better to mention that it was Natalia’s birthday in answer to the third bullet and suggest more
clearly that this was a present for her, rather than including that information at the start of the answer.
The writing is mostly accurate, though there are some errors which could have been avoided with more careful checking.
At times, the candidate repeats vocabulary, e.g. ‘slowly’ – rather than offering a wider range by finding alternatives.
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5.6 General advice
• Read the text and question carefully more than once.
• As you read the question, identify the perspective (the point of view or role) you are being asked to take in your answer.
• Underline the text type the question is asking you to use for your response, e.g. letter, interview, speech and keep this in
mind for the whole response.
• Thinking from the perspective you have been asked to take, consider why you are writing (or speaking) and who you are
imagining will be reading (or listening to) what you write or say.
• Use the bullet points in the question to plan the ideas you will include in your response. Make sure you include ideas for all
three bullet points.
• Use your own words most of the time – try not to copy phrases or longer sections from the text.
• Remember to include all the important details your reader would need to know.
• Use and develop ideas from the text – if you find you are simply repeating ideas, re-read the question to check what you
have missed.
• Control and correct your writing, e.g. keep tenses in agreement and use connecting words/phrases to link your ideas.
• Make sure that the voice and register you develop in your response fits your persona/role, audience and purpose.
• Re-read your answer to spot and correct errors in spelling, grammar and punctuation.
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Section 6: Revision
This advice will help you revise and prepare for the examinations. It is divided into general advice for all papers and more
specific advice for Paper 1, and Paper 2.
Use the tick boxes to keep a record of what you have done, what you plan to do or what you understand.
General advice
Before the examination
Find out when the examinations are and plan your revision timetable. Divide the time you plan to use into sections to
cover each part of the course.
this guide to find out how long each examination is, how many questions you have to answer, and how many marks
Use
there are for each question, to help you plan how long you have for each question.
Find out the choices you have in each examination paper. Make sure you know how many sections there are and which
sections you should answer from.
When there is a choice of question types in a section, or a range of response types possible, make sure you revise all
response and question types equally well.
Make sure you understand the meaning of the words used in questions. Look at past examination papers, highlight the
words and consider carefully what they are asking you to do.
Make revision notes of errors to avoid and/or rules you need to remember, e.g. spellings you often get wrong, or how to
punctuate direct speech correctly. Try different styles of notes, e.g. mind maps, cue cards, extended notes, colour coding,
voice recordings, etc.
Work for short periods then have a break. Revise small sections of the syllabus at a time.
Test yourself by listing the main writing styles and their key features without looking at your notes.
Make a list of the different question types in your examination paper(s) and the things you need to do, or avoid doing, for
each type.
Look at past paper questions so that you are clear about what to expect in an examination.
Look at mark schemes to help you understand how the marks are awarded for each question.
Read and listen to other writers and speakers of English. When revising, you do not have to read or listen to whole texts
and could listen to excerpts or read short sections of longer texts. Write your own examination-type questions based on
what you have read or try to write a paragraph in the same style as the writer.
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In the examination
Read the instructions on the examination paper carefully and make sure that you answer the correct number of questions
from each section.
Plan your time according to the marks for each question. For example, a question worth three marks requires less time
and a shorter answer than one worth ten marks. If a question has several parts, then the parts with more marks will need
more time and more developed answers.
Do not leave out questions or parts of questions. Remember, no answer means no mark.
Read each question carefully so that you are clear what you need to do.
• Identify the key words – you could underline or highlight them.
• Identify the other key words and guidance, e.g. if it is important to use your own words, or write no more than a
certain number of words in your answer, the question will tell you.
Read through all parts of a question before starting your answer. This will help to make sure you do not repeat material
and waste time.
Read any text(s) you are given in the examination more than once – circle or underline key information and ideas to use in
your answer. You might find it useful to use a question mark or wiggly line next to anything in the text you are unsure of
and need to look back at.
Answer the question. Stay focused on what you are being asked to do and only write what is needed to answer the
question.
Plan your answer before you write them. Rambling, muddled or repetitious answers are unlikely to score well – if you
know what you are planning to write before you start it is easier to communicate clearly and make efficient use of the
time in the examination.
Make sure that your answer is presented helpfully, e.g. your hand-writing is clear and any corrections you make to your
work can be read easily. If you continue an answer on another sheet make sure that the continuation is clearly labelled to
show the question number you are answering. Paper 1 advice
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Paper 1 advice
Question 1: Comprehension
Read Text A carefully before you answer any of the questions. As you deal with each question, look back at the section of
the text it is asking about to work out your answer.
Make sure you use your own words where the question tells you to do so.
Pay attention to the specific evidence the question is asking for, e.g. if the question asks for two examples make sure you
give two.
Where a question asks you to explain how or why, make sure you explain ideas fully. You can use ‘because’, ‘as’ and ‘since’
to help you to do this.
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To help you analyse and explain the effect of your examples, think of the associations of the each of the words and
phrases the writer has used, e.g. consider where else you might expect to hear this word used, what picture(s) it creates,
what sensation(s) it suggests.
Use ‘because’, ‘as’ and ‘since’ to help you extend your explanations.
Where you recognise connections or contrasts in how the writer has used language, explain them in a concluding general
comment or overview.
Make sure that your explanations are precise and specific – avoid empty general comments such as ‘the writer uses a lot
of description’ and do not use the same explanation for more than one example.
Remember Question 2 is not assessed for writing – this means it is better to try to find the right word to explain a
meaning or effect precisely and show your understanding more fully, even if you are not quite sure of the spelling.
Writing
Ensure the voice, style and register you use fits the persona/role, audience and purpose for the task.
Plan the route through your answer before you start writing to make sure your ideas are ordered logically and linked
helpfully for your reader.
Keep in mind the text type that you are meant to be writing for the whole answer.
Take time to read back and correct your answer to avoid errors which affect meaning.
Paper 2 advice
Section A Directed Writing
Writing
Identify
the purpose and form (text type) for the task as you read the question and keep these in mind as you plan and
write your answer.
Organise your ideas before writing and plan the structure of your response carefully so that is it helpful and clear for
your reader. For example, if you are arguing a particular point of view make sure you build your argument logically and
persuasively, rather than just list ideas or track through points in the same order as the text(s).
Use
vocabulary carefully and deliberately – try to use a range of precise and appropriate words, rather than repeating the
same words, using very simple words or copying vocabulary from the text(s).
Control
sentence structures, keep tenses in agreement and use connecting words/ phrases to link your ideas.
Be
aware of the audience for your response and adapt your written style to suit the kind of style your reader/ listener
would expect.
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Check and correct your writing to avoid errors in spelling, punctuation and grammar.
Reading
Read the text(s) carefully, underlining ideas that will help you address the task. Plan to use ideas from the whole text, or
both texts, in your answer.
Do not just repeat ideas from the text(s) – be prepared to criticise or question the ideas in the text(s).
As you read the text(s), look for clues to the attitudes of writers or speakers which may affect their viewpoint or suggest
that something they say may be biased.
Include a range of ideas from the text(s) – including implicit (more subtle) ideas as well as explicit (more obvious) ones
and evaluating at least some ideas in depth.
Make sure the ideas you use are derived from the text(s) – paying attention to the bullet points when you are planning
your content will help you to do this.
Section B Composition
Consider all four choices of task before selecting the one you feel will best allow you to demonstrate your skills as a
writer.
Remember the key features of the type of writing you choose – descriptive or narrative – and keep these in mind as you
plan and write your composition.
Plan your route through your composition – including how it will end – before you start writing.
Try to be convincing and original in your use of detail.
Choose your vocabulary and sentence structures carefully to create specific effects.
Check your writing carefully and correct errors especially those which will badly affect your mark, such as basic spelling,
tense and punctuation mistakes.
Component 3 advice
Coursework portfolio
Do not leave writing your coursework assignments until the last minute.
Adapt your writing to demonstrate a different writing intention and style in each assignment.
Plan your assignment beforehand and be prepared to revise, edit and draft your response to make sure it best suits your
audience and purpose.
Re-read each draft carefully and correct any errors in grammar, spelling, paragraphing, sentence structure or punctuation.
Choose your vocabulary and sentence structures carefully to create specific effects.
Always think carefully about which tense you should be using, and check that your tenses are always in agreement.
It is generally better that you complete more than three assignments during your course from which a suitable choice can
be made for your final portfolio.
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As you read the text(s), you look for clues to the attitudes of writers or speakers which may affect their viewpoint or
suggest that something they say may be biased.
You evaluate a range of ideas - including implicit (more subtle) ideas as well as explicit (more obvious) ones.
Writing
Keep the purpose and form (text-type) for the task in mind as you plan and write your assignment.
Organise your ideas before writing and plan the structure of your response carefully so that is it helpful and clear for
your reader. For example, if you are arguing a particular point of view make sure you build your argument logically and
persuasively, rather than just list ideas or track through in the same order as the text(s).
Use vocabulary carefully and deliberately – try to use a range of precise and appropriate words, rather than repeating the
same words, using very simple words or copying vocabulary from the text(s).
Control sentence structures, keep tenses in agreement and use connecting words/ phrases to link your ideas.
Be aware of the audience for your response and adapt your written style to suit the kind of style your reader/listener
would expect.
Check and correct your writing to avoid errors in spelling, punctuation and grammar.
Component 4 advice
Speaking and listening
Speak clearly and audibly.
Offer full explanations.
Take account of your listener and consider their reaction(s) to what you say.
Use a range of vocabulary to express your ideas.
Adapt the way you speak to suit your purpose, e.g. by varying your use of tone or emphasis for effect.
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Part 1 Individual Talk
Choose a theme or topic of particular interest which will allow you to create a lively presentation.
Think about the kind of questions you might be asked about your planned topic – if you cannot think of any questions, it
may be that the topic is not interesting enough and you might want to change it.
Prepare and organise the ideas for your talk beforehand – you can bring one small cue card into the examination room to
remind you of the points you want to make, but you are not allowed a script or extended notes.
Think about how you will gain and maintain the interest of your audience, e.g. by making use of creative presentational
styles such as taking up a ‘voice’.
Practise your talk before you undertake the recorded assessment but do not try to memorise everything you will say –
you need to be able to talk naturally and take account of your audience as you speak.
Part 2 Conversation
Try to respond fully to any question the teacher/examiner asks, offering reasons and/or examples to support your ideas,
thoughts and opinions.
Try to develop the conversation by asking the teacher/examiner questions, or moving the conversation on by introducing
another relevant discussion aspect, point or idea.
Listen to any suggestions and comments from the examiner but do more than simply agree or disagree. Be confident to
extend what they are saying with further explanation or examples to illustrate the point, and/or suggest an alternative
viewpoint.
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Learner Guide
Revision checklists
This section of your guide provides some revision checklists you can use to help focus your revision. These checklists do not cover everything you need to know in detail, but will provide
you with an overview of the skills and knowledge from the syllabus that you should revise. For more details you should talk to your teacher about what the syllabus requires.
The table headings are explained below:
Remember to check which of the four course components you are taking – Paper 1 Reading, Paper 2 Directed Writing and Composition, Component 3 Coursework Portfolio and/or
Component 4 Speaking and Listening Test – then use the relevant revision checklists on the next pages to help plan and guide your revision.
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Learner Guide
Paper 1 Reading
Question type You should be able to R A G Comments
1(a–e) Find evidence in the text of explicit (more obvious) ideas
1(a–e) Use your own words to explain explicit (more obvious) ideas from the text
1(f) Select relevant ideas from the text to answer the summary question
1(f) Organise and structure your summary response helpfully for your reader and
to avoid repetition
1(f) Use your own words, concisely, to show you have understood a wide range of
relevant ideas from the text
1(f) Write accurately – avoiding errors of spelling, grammar and punctuation which
affect meaning
2(a–b) Use your own words to explain the precise meaning of a word or phrase used
by a writer
2(c) Use examples from a short section of text to explain how a writer makes the
reader feel about a character, event or setting
2(d) Explain the precise meanings of each of the words and phrases you have
chosen
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Learner Guide
3 Take account of the persona/role, purpose and audience for the task
3 Consider ideas in the text from a different perspective to that of the Original,
e.g. from a different character’s point of view or a different point in time
3 Adapt your writing to suit different text types, e.g. letter, report, article,
journal, speech and interview
3 Identify a wide range of relevant ideas from the text to fully address each
bullet point of the task
3 Use your own words to respond to the task fluently, accurately and clearly
3 Develop and extend ideas based on the hints and more subtle details of the
text
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Learner Guide
Paper 2 Writing
Question type You should be able to R A G Comments
Question 1 Use an appropriate register (discuss/argue/persuade)
Section A
Identify relevant ideas from the text to address the task bullet points
Evaluate the information (facts and ideas) in the text(s) for use in your answer
Adapt your writing to suit different text types, e.g. speech, letter, article
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Learner Guide
Develop the plot clearly in narratives, e.g. use description, characterisation and
convincing details
Use precise, well-chosen vocabulary and varied sentence structures, chosen for
effect
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Learner Guide
Component 3 Coursework
Question type You should be able to R A G Comments
All assignments Use an appropriate register for each response
Plan, redraft and revise your writing to make it more engaging and effective for
your reader
Organise and structure your ideas and opinions for deliberate effect
Assignment 3 Develop the plot clearly, e.g. use description, characterisation and convincing
details
Assignment 1 Adapt your writing to suit different text types – e.g. speech, letter or article –
and different purposes (discuss, argue and/or persuade)
Assignment 1 Identify relevant ideas from the text to address the bullet points of the task
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Learner Guide
Task 2: Listen carefully to what the teacher/examiner says during your conversation
Conversation and respond fully to their questions and ideas
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Section 7: Useful websites
The websites listed below are useful resources to help you study for your Cambridge IGCSE First Language English course.
www.cambridgeinternational.org/cambridge-for/parents-and-students/in-class/study-resources/
This is the Cambridge International Assessment Education public website where you can find the syllabus and the most recent
past papers to download in the Resource centre.
Please note: The website links below provide direct access to internet resources. Cambridge Assessment International
Education is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to
an external website should not be understood to be an endorsement of that website or the site's owners (or their products/
services).
The website pages were selected when the guide was produced. Other aspects of the sites were not checked.
https://www.thepaperboy.com/uk/index.cfm
This provides front page articles from a variety of newspapers in real time.
www.ted.com/talks
Find some interesting and engaging talks to study and analyse.
http://www.bbc.co.uk/learningenglish
Some interesting activities, games and videos to help secure your skills of writing, reading and, speaking and listening. This
website also has the feature of learning English with the support of other languages, e.g. Mandarin, Gujarat and Hindi.
learnenglish.britishcouncil.org/en/
This site contains resources and activities to help improve your English.
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Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom t:
+44 1223 553554
e: [email protected] www.cambridgeinternational.org