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Cambridge IGCSE

FIRST LANGUAGE ENGLISH 0500/12

Paper 1 Reading October/November 2022
INSERT 2 hours

INFORMATION
• This insert contains the reading texts.
*7047985992-I*

• You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 8 pages. Any blank pages are indicated.

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Read Text B, and then answer Question 1(f) on the question paper.

Text B: Advice to dance teachers

So, you’re a dance teacher putting together your timetable for a new term. You teach students
in beginners, intermediate and advanced classes. Your timetable looks logical:

6pm – Beginners

7pm – Intermediate

8pm – Advanced. 5

Sadly, this is one of those hidden reasons for student dissatisfaction. Why? Because this
timetable turns your classes into performances. Here’s what happens 

Your beginners are nervous. It’s your job to make them feel safe in a friendly and caring
class. About twenty minutes before the end of their class, when they are tired, hot in the
face, sweaty and self-conscious, the intermediate students start to arrive. After getting 10
changed, they hang around outside your studio, peering in at the beginners.

Don’t underestimate how humiliating this is for beginners. They are nowhere near
performance-ready, but the class suddenly has an audience of people that the beginners
know are more experienced than them.

The same then happens to the intermediate students when the advanced ones arrive  15

The remedy? Change the rank order of your classes.

Class sizes are important too. Large beginners’ classes mean students feel over-looked.
They should never feel that the teacher is too busy to help. It’s important to use the more
capable students to model a dance move they have mastered, but not at the expense of
other students’ self-confidence. Move rows of dancers forward one row at a time, so they 20
all get the chance to be the dancers on the front line. Don’t humiliate older children by drawing
attention to a younger child’s superior talent. It’s better to try to keep children in similar age
groups as much as possible. Oh, and do keep parents out of the studio – parental
competitiveness does not help children to thrive while learning to dance.

What about marketing? Cluttered websites are confusing. It is worth paying for professional 25
photography so that you don’t give a poor impression or reinforce stereotypes. One mistake
I see a lot of dance teachers make on their websites is using the old trick of saying ‘we’ about
your company when there is only one of you. A prospective student will be thinking “Hmm
I like her, but what’s this ‘we’ business? Does that mean if I turn up at her class, there might
be another teacher taking the class instead? And what if I don’t like them?” For a dance 30
school trying to attract nervous students, ‘I’, ‘me’, ‘my’ work much, much better.

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™
Cambridge IGCSE

FIRST LANGUAGE ENGLISH 0500/12

*7047985992*

Paper 1 Reading October/November 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
• Answer all questions.
• Use a black or dark blue pen.
• Write your name, centre number and candidate number in the boxes at the top of the page.
• Write your answer to each question in the space provided.
• Do not use an erasable pen or correction fluid.
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• If additional space is needed, you should use the lined pages at the end of this booklet; the question
number or numbers must be clearly shown.
• Dictionaries are not allowed.

INFORMATION
• The total mark for this paper is 80.
• The number of marks for each question or part question is shown in brackets [ ].
• The insert contains the reading texts.

This document has 16 pages. Any blank pages are indicated.

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(d) Re-read paragraphs 9 and 12.

• Paragraph 9 begins ‘I think back ... ’ and is about Veda’s memories of what her grandmother
said about the early evidence of her dancing ability.
• Paragraph 12 begins ‘I leap and land ... ’ and is about Veda practising for her dance
competition while her teacher taps the beat.

Explain how the writer uses language to convey meaning and to create effect in these
paragraphs. Choose three examples of words or phrases from each paragraph to support
your answer. Your choices should include the use of imagery.

Write about 200 to 300 words.

Up to 15 marks are available for the content of your answer.

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[Total: 25]

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Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/12

Paper 1 Reading October/November 2022
MARK SCHEME
Maximum Mark: 80

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

This document consists of 21 printed pages.

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0500/12 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2022

Question Answer Marks

2(d) Re-read paragraphs 9 and 12. 15

• Paragraph 9 begins ‘I think back … ’ and is about Veda’s memories

of what her grandmother said about the early evidence of her dancing
ability.
• Paragraph 12 begins ‘I leap and land … ’ and is about Veda practising
for her dance competition while her teacher taps the beat.

Explain how the writer uses language to convey meaning and to create
effect in these paragraphs. Choose three examples of words or
phrases from each paragraph to support your answer. Your choices
should include the use of imagery.

Write about 200 to 300 words.

Up to 15 marks are available for the content of your answer.

Use the Marking Criteria for Question 2(d)

(Table A, Reading)
Notes on task
This question is marked for the ability to select powerful or unusual words
and for an understanding of ways in which the language is effective. Expect
responses to provide words / phrases that carry connotations additional to
general meaning.

Mark holistically for the overall quality of the response, not for the number of
words chosen, bearing in mind that for the higher bands there should be a
range of choices to demonstrate an understanding of how language works,
and that this should include the ability to explain images. It is the quality of
the analysis that attracts marks. Do not deduct marks for inaccurate
statements; simply ignore them.
The following notes are a guide to what good responses might say about the
selections.
Candidates can make any sensible comment, but only credit those that are
relevant to the correct meanings of the words in the context and that have
some validity. Alternative acceptable explanations should be credited. Credit
comments on effects created by non-vocabulary choices such as grammar /
syntax and punctuation devices. These must be additional to comments on
vocabulary.

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Question Answer Marks

2(d) Responses might use the following: 15

Paragraph 9 begins ‘I think back … ’ and is about Veda’s memories of

what her grandmother said about the early evidence of her dancing
ability.

Overview: even as a baby, Veda instinctively expresses herself through her

body rather than through language.

Steps came to you early. Speech came late: noticeable comparison and
contrast for grandmother; suggests area of talent in movement; sounds like
Grandma is using a saying, words of wisdom, destined to be a dancer
heave myself: haul herself up, determination and motivation, strength
restricting (bars): depriving her of her freedom; frustration at being held
captive
(my) prison-like cot: baby’s bed should be a place of protection and
innocence, but hers makes her feel enclosed and unable to break out; desire
for freedom
(my limbs) urgently craving (release): intensely desiring, needing; has been
locked up, desperate
shape thoughts with my fingers: construct, form; crafting, something
beautiful
shape themselves effortlessly (into the hand symbols): ease of
expression through movement, without having to think about it; repetition of
shape to reinforce talent for dance; externalising of internal thought process
(words) stumbled (in my throat): tripped; could not form themselves
properly; clumsy
losing their way (before reaching my lips): speech still undeveloped;
unable to find the right way forward.
(my hands spoke my first sentences) like lotus buds blossoming: early
expression through hands; bloomed like beautiful flowers; natural vehicle for her
to communicate

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Question Answer Marks

2(d) Paragraph 12 begins ‘I leap and land … ’ and is about Veda practising 15
for her dance competition while her teacher taps the beat.

Overview: Veda is at her most happy and confident. Her whole body is
engaged with the dance as she pursues and conquers the music; contrast
with the mood of paragraph 9.

I leap and land on my sure feet: impressive jumps, controlled, prowess,

confident of skill; graceful
excitement mounting: tension increasing, enjoying and anticipating
increase in speed, rising with the music, emotions synchronised with the
beat
challenging me (to repeat my routine faster): testing her, stretching her,
pulling her on; enjoying the competition
heels strike the ground: beat, hit, pound sharply; confidence and certainty in
her movements, power, force
fast as fire-sparks: extremely quick, explosive movements, energy and
power; seeming to go off in different directions. uncontrollable and potential
for danger, ignite where they land
streams of sweat trickle: perspiring heavily; energetic, natural process,
fluid movement of water released
(braided hair) flies free: travels through the air; feels liberated
whips sharply (around my waist): slaps against her; vigorous action
chasing down soaring music: the uplifting music carries her away; trying
to own the music, take hold of it; primal, animal instinct of pursuing prey,
bird(s) of prey
fills me with elation: as if a vessel, extreme happiness
catching and pinning rhythms (to the ground with my feet): dancing in
perfect harmony with the music; precise; playing with it (cat-like); conquering
the challenge of the dance
proud as a hunter (rejoicing in his skill) (image): idea of rhythms and
music as prey that has been captured; supremely confident and victorious;
she knows she has danced extremely well

Only credit comments on stylistic effect where these are explicitly linked to
choices.

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Marking Criteria for Question 2(d)

Table A, Reading: Analysing how writers achieve effects

Use the following table to give a mark out of 15 for Reading.

Level Marks Description

5 13–15 • Wide-ranging discussion of judiciously selected language with some high

quality comments that add meaning and associations to words/phrases in
both parts of the text, and demonstrate the writer’s reasons for using them.
• Tackles imagery with some precision and imagination.
• There is clear evidence that the candidate understands how language works.

4 10–12 • Explanations are given of carefully selected words and phrases.

• Explanations of meanings within the context of the text are secure and effects
are identified in both parts of the text.
• Images are recognised as such and the response goes some way to
explaining them.
• There is some evidence that the candidate understands how language works.

3 7–9 • A satisfactory attempt is made to select appropriate words and phrases.

• The response mostly gives meanings of words and any attempt to suggest
and explain effects is basic or very general.
• One half of the text may be better addressed than the other.

2 4–6 • The response provides a mixture of appropriate choices and words that
communicate less well.
• The response may correctly identify linguistic devices but not explain why
they are used.
• Explanations may be few, general, slight or only partially effective.
• They may repeat the language of the original or do not refer to specific words.

1 1–3 • The choice of words is sparse or rarely relevant.

• Any comments are inappropriate and the response is very thin.

0 0 • The response does not relate to the question.

• Inappropriate words and phrases are chosen or none are selected.

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