Cambridge IGCSE™: First Language English 0500/12 March 2020

Cambridge IGCSE™
FIRST LANGUAGE ENGLISH 0500/12

Paper 1 Reading March 2020
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 March 2020 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.
© UCLES 2020 [Turn over

0500/12 Cambridge IGCSE – Mark Scheme March 2020
PUBLISHED
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
© UCLES 2020 Page 2 of 21

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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).
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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Question Answer Marks
1(a) What is meant to be the purpose of National Doctors’ Day? 1
• to bring attention to the service of (all) doctors (living or dead)
1(b)(i) Using your own words, explain what the text means by: 2
‘their contribution to individual health’ (line 2–3).
Award 2 marks for full explanation (both strands). Award 1 mark for partial explanation.
• how they help / their input / their efforts / what they do (to help) (allow example(s))
• each of us stay well / everyone’s wellbeing / all of our welfare
Credit alternatives explaining the whole phrase, e.g. ‘what they have done to advance human wellbeing’.
1(b)(ii) Using your own words, explain what the text means by: 2
‘to reflect on the wellbeing of doctors’ (lines 3–4).
• think about / consider

• health of medics / fitness of clinicians / welfare of medical practitioners
Credit alternatives explaining the whole phrase, e.g. ‘pay attention to how fit those looking after our health are’.
1(c) Re-read paragraph 2, (‘Doctors suffer … patients too.’). 2
Give two ways in which the physical and emotional effects of burnout might affect doctors’ attitudes to their
work.
• demotivated in work
• lower sense of fulfilment
• more detached from their work
• negative attitude towards patients

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1(d)(i) Re-read paragraphs 3 and 4, (‘Doctors have … and training.’). 2
Identify two ways in which hospitals could make things better for doctors.
• reduce number of patients (in one day) / fewer patients (in one day) / not cram in so many patients
• reduce time worked / more reasonable working hours / provide breaks
1(d)(ii) Re-read paragraphs 3 and 4, (‘Doctors have … and training.’). 3
Explain why doctors can find it hard to ask for help.
Award 1 mark for each idea, up to a maximum of 3.
• image of being a doctor being strong / pressure to maintain strong demeanour

• stigma attached to asking for help / damage to reputation
• insufficient time / opportunity
1(e) Re-read paragraph 5 (‘Perhaps if … a difference?’). 3
Using your own words, explain why some people could think that National Doctors’ Day is not worthwhile.
Award 1 mark for each idea, predominantly in own words, up to a maximum of 3.
Answers which are entirely in the words of the text should not be credited.
• doctors do not get a day off work / need time off (not a NDD) / not all doctors can have the day off
• do not receive anything worth having / only get lunch as a thank you / lunch with colleagues is like being at work
• does not make any significant difference / achieves nothing / not helpful / paying lip service / only for show / not
really show of gratitude

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1(f) According to Text B, what are the attractions and challenges of being an MSF doctor? 15
You must use continuous writing (not note form) and use your own words as far as possible.
Your summary should not be more than 120 words.
Up to 10 marks are available for the content of your answer and up to 5 marks for the quality of your writing.
Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B Writing).
INDICATIVE READING CONTENT
Candidates may refer to any of the points below:
1 travel abroad
2 can be in conflict situation
3 time to do other job(s) too / only 5 months a year
4 talking about the job (positive/negative) / people’s curiosity / people’s respect / considered a dream job
5 work with incredible (local) people / work with local doctors
6 rewarding / satisfying to make a difference
7 helping without having to get involved in the politics of situations / able to remain impartial but help
8 trying local food / (local) people cooking for them
9 tackling disease
10 logistics
11 accommodation does not always have running water / is not always private / variable standard
12 security an issue

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Marking criteria for Question 1(f)

Table A, Reading
Use the following table to give a mark out of 10 for Reading
Level Marks Description
5 9–10 • A very effective response that demonstrates a thorough understanding of the requirements of the
task.
• Demonstrates understanding of a wide range of relevant ideas and is consistently well-focused.
• Points are skilfully selected to demonstrate an overview.
4 7–8 • An effective response that demonstrates a competent understanding of the requirements of the task.
• Demonstrates understanding of a good range of relevant ideas and is mostly focused.
• Points are carefully selected and there is some evidence of an overview.
3 5–6 • A partially effective response that demonstrates a reasonable understanding of the requirements of
the task.
• Demonstrates understanding of ideas with occasional loss of focus.
• Some evidence of selection of relevant ideas but may include excess material.
2 3–4 • A basic response that demonstrates some understanding of the requirements of the task.
• Demonstrates general understanding of some relevant ideas and is sometimes focused.
• There may be some indiscriminate selection of ideas.
1 1–2 • A response that demonstrates a limited understanding of the task.

• The response may be a simple list of unconnected ideas or show limited focus.
• There is limited evidence of selection.
0 0 • No creditable content.

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Table B, Writing
Use the following table to give a mark out of 5 for Writing.
3 4–5 • A relevant response that is expressed clearly, fluently and mostly with concision.
• The response is well organised.
• The response is in the candidate’s own words (where appropriate), using a range of well-chosen
vocabulary which clarifies meaning.
• Spelling, punctuation and grammar are mostly accurate.
2 3–2 • A relevant response that is generally expressed clearly, with some evidence of concision.
• There may be some lapses in organisation.
• The response is mainly expressed in the candidate’s own words (where appropriate) but there may be
reliance on the words of the text.
• Errors in spelling, punctuation and grammar which do not impede communication.
1 1 • A relevant response that lacks clarity and concision.

• There may be excessively long explanations or the response may be very brief.
• The response may include lifted sections.
• Frequent errors of spelling, punctuation and grammar, which occasionally impede communication.

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Note 1: All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks
that fairly reflect the relevant knowledge and skills demonstrated. Nonetheless, the content must be clearly related to and derived from the
texts.
Note 2: Words underlined in the answers to the questions are required for the full mark(s) to be awarded.
Question 2
This question tests reading assessment objectives R1, R2 and R4 (25 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers
Overview of items for Question 2
Item Reading assessment objectives tested Marks for reading assessment objectives
2(a)(i) R1 1
2(a)(ii) R2 1
2(a)(iii) R2 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

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2(a)(i) Identify a word or phrase from the text which suggests the same idea as the words underlined: 1
Adam did not recall making an informed, planned choice to become a doctor.
active (career) decision (line 1)
2(a)(ii) Identify a word or phrase from the text which suggests the same idea as the words underlined: 1
When he was training, the idea that he would become a doctor gave Adam the motivation to achieve
what he set out to do.
Propelled (me) towards (my) goal (line 6)
2(a)(iii) Identify a word or phrase from the text which suggests the same idea as the words underlined: 1
Once he had completed his training at medical school, Adam was looking forward to applying what he
had learned.
Turn theory into practice (lines 7–8)
2(a)(iv) Identify a word or phrase from the text which suggests the same idea as the words underlined: 1
Adam found working as a doctor during the daytime extremely boring.
Mind-numbing (line 10)
2(b)(i) Using your own words, explain what the writer means by each of the words underlined: 1
Nights shifts were an unrelenting nightmare. At night, you’re given a paging device affectionately
called a bleep and responsibility for every patient in the hospital. All of them.
unrelenting: continual / no let-up / never ending / merciless / no one cared it was nightmarish for doctors

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2(b)(ii) Using your own words, explain what the writer means by each of the words underlined: 1
affectionately: pet name / nickname / in reality hated it
2(b)(iii) Using your own words, explain what the writer means by each of the words underlined: 1
responsibility: duty / in charge of (all patients’ health) / their fault if anything went wrong / had to make life
and death decisions
2(c) Use one example from the text below to explain how the writer suggests it is difficult for Adam dealing with 3
these patients.
Use your own words in your explanation.
It’s a ‘build your own burger’ of symptoms layered on conditions layered on diseases. You’re a one-man,
mobile, essentially untrained A&E department, reviewing an endless stream of worryingly sick patients who,
twelve hours earlier, had an entire team of doctors caring for them. It’s sink or swim – you have to learn to
swim because otherwise a tonne of patients sink with you.
Award 3 marks for an appropriate example with a comprehensive explanation which shows understanding of how the
writer suggests Adam is facing an impossible task
Award 2 marks for an appropriate example and attempt at an explanation which shows some understanding of how the
writer suggests the challenges the patients present
Award 1 mark for an example with an attempt at an explanation which shows awareness of some of the difficulty
involved. The explanation may be partial.
The explanation must be predominantly in the candidate’s own words.

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2(c) Responses might use the following:
build your own burger: suggests wide range of possible combinations/ selection of various individual conditions .
layered: problems overlaid on top of one another, various problems making each other worse, not just one thing to deal
with.
one-man, mobile, essentially untrained (A& E department) : suggests ill-equipped to deal with so many patients
and so many conditions; there is only one of him, he has to keep moving round to problems and still a student.
endless stream: suggests continuous pressure, will be overwhelmed eventually, impossible to cope /stop the flow.
worryingly sick: suggests very ill, may die, feels pressure to act immediately.
sink or swim: thrown in at the deep end, a question of survival, cliché suggests not the first in this situation.
2(d) Re-read paragraphs 2 and 4. 15
• Paragraph 2 begins ‘As you might …’ and is about Adam’s progress through training.
• Paragraph 4 begins ‘You turn up …’ and describes the daytime work as a junior doctor in the
hospital.
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 (listed in the mark scheme on page
16) 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.

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2(d) 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.
Responses might use the following:

• Adam’s progress through training in paragraph 2, beginning ‘As you might imagine … ’
Overview: romanticised view of challenging adventure, fighting adversity, contrasted with reality
propelled me: (towards my goal): driven on as if by an irresistible force, rocketed, out of control
gargantuan: gigantic; enormous; colossal, giant
buzz: excitement, reminiscent of a busy insect / worker bee / machine
like a superhero: comic book characters with extraordinary powers, known by alias to protect their identity
armed with (all this exhaustive knowledge): has learned huge amounts of information, though as protection / a
weapon in dealing with the challenges of the job this turns out to be ineffective, military image of fighting losing
battle
blow: hit hard, sudden realisation, takes breath away, shatters illusions
• day to day work as a junior doctor in the hospital in paragraph 4, beginning ‘You turn up …’
Overview: ridicules futility of the exercise
troops past: move past in a group (slowly), no sense of urgency, as if on an outing or trip and taking in the
scenery, ridiculous and out of place like circus performers / ceremonial parade of soldiers
trail behind: drawn along after them, as if being towed, lack of impetus, little enthusiasm, just taken along, feeling
useless
like a hypnotised duckling: vulnerable creature, naïve, innocent, ungainly, disorientated, being controlled
head cocked to one side in a caring manner: tilted on an angle as if listening with concern, superficial, feigning
interest only
noting down every pronouncement: appearing to pay attention to all that is said by writing notes; mock
reverence, as if formal declaration, words from a higher authority
dozens, sometimes hundreds: numbers are imprecise and multiplying, exaggeration but sense of being so
over-whelmed it seems like there is an impossible number to complete
• 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.
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.

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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.
Note: All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks
that fairly reflect the relevant knowledge and skills demonstrated. Nonetheless, the content must be clearly related to and derived from the
texts.

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3 This question tests reading assessment objectives R1, R2 and R3 (15 marks): 25

R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
and writing assessment objectives W1, W2, W3, W4 and W5 (10 marks):
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

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3 Imagine you are Adam. After reading your diaries, you write a letter to your parents reflecting on your
time in medicine and your decision to quit:
In your letter you should explain:

• why you went to medical school and what medical training was like
• the challenges involved in working on the wards as a junior doctor and how you felt about the job at
the time
• why you felt you had to give up and your feelings as you look back now.
Write the words of the letter.
Base your letter on what you have read in Text C, but be careful to use your own words. Address each of
the three bullet points.
Up to 15 marks are available for the content of your answer and up to 10 marks for the quality of your
writing.
Use the Marking Criteria for Question 3 (Table A, Reading and Table B Writing)
Notes on task
Candidates should select ideas from the text (see below) and develop them relevantly, supporting what they
write with details from the text. Look for an appropriate register for the genre, and 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 why Adam went to medical school, what medical training was like and his hopes
at that time
Annotate A2 for references to the challenges working on the wards as a junior doctor involved and how Adam
felt about the job at the time
Annotate A3 for references to why Adam felt he had to give up and his feelings as he looks back now about the
diaries he wrote at the time

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3 A1: why you went to medical school and what medical training was like
• father was a doctor (det. not an active career decision) [dev. following in father’s footsteps / wanted to make him
proud]
• involved learning every aspect of human body (det. how body can go wrong) [dev. challenging but managed to
do it]
• training took a long time (det. a quarter of his life, 6 years of training) [dev. excited to finish medical school and
get out onto the ward]
• training (largely) theoretical / did not prepare them (det. put knowledge into practice) [dev. felt had wasted his
time]
• wanted to save people (det. like a superhero) [dev. romantic view, liked the image]
A2: The challenges working on the wards as a junior doctor involved and how you felt about the job at the time
• boring ward round(s) (det. every morning) [dev. patronised by senior doctors]
• administrative tasks (det. filling in forms, making phone calls) [dev. frustrating]
• nightmarish night shifts (det. pager, sole responsibility) [dev. felt unsupported]
• extremely long hours (det. all night, extra unpaid hours) [dev. physically demanding]
• complex conditions (det. very sick patients) [dev. easy to get it wrong]
• exhilarated (det. was a doctor) [dev. felt sense of achievement]
A3: Why you felt you had to give up and your feelings as you look back now
• public do not hear the truth (det. public unaware what job entails) [dev. might not have started if he knew the
reality / wants people to know]
• affected relationship(s) (det. impact on personal life) [dev. break up due to work/life conflict]
• mental toll (det. all became too much) [dev. breakdown due to stress]
• naivety / innocence / early optimism (det. new shirt, packed lunch) [dev. like first day at school, sadness now]
• camaraderie / humour (det. stories about patients, atom.kay ) [dev. lost sense of humour as time went on]
• unreasonable expectations (det. being woken from sleep, allowed insufficient sleep) [dev. unsafe, did not get
easier]

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Marking Criteria for Question 3
Table A, Reading
5 13–15 • The response reveals a thorough evaluation and analysis of the text.
• Developed ideas are sustained and well related to the text.
• 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.
4 10–12 • The response demonstrates a competent reading of the text with some evidence of
basic evaluation or analysis.
• 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.
3 7–9 • The text 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 text.
• There is uneven focus on the bullets.
• The voice is plain.

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2 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 text or the question.
• Some brief, straightforward reference to the text 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.
1 1–3 • The response is either very general, with little reference to the text, 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 text.
0 0 • There is very little or no relevance to the question or to the text.
Table B, Writing: Structure and order, style of language
5 9–10 • Effective register for audience and purpose.

• 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.
• Spelling, punctuation and grammar almost always accurate.
4 7–8 • Some awareness of an appropriate register for audience and purpose.

• 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.
• Spelling, punctuation and grammar generally accurate.
3 5–6 • Language is clear but comparatively plain and/or factual, expressing little opinion.
• Ideas are rarely extended, but explanations are adequate.

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• Some sections are quite well sequenced but there may be flaws in structure.
• Minor, but more frequent, errors of spelling, punctuation and grammar
2 4–3 • 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 text.
• Frequent errors of spelling, punctuation and grammar.
1 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.
• Persistent errors of spelling, punctuation and grammar impede communication.
0 0 • The response cannot be understood.

Cambridge IGCSE™

Paper 1 Reading March 2021
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International is publishing the mark schemes for the March 2021 series for most Cambridge

PUBLISHED
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.
• 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
• 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.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.

PUBLISHED
English & Media subject specific general marking principles

(To be read in conjunction with the Generic Marking Principles (and requiring further guidance
on how to place marks within levels))
Components using level descriptors:

• We use level descriptors as a guide to broad understanding of the qualities normally expected
of, or typical of, work in a level.
• Level descriptors are a means of general guidance, and should not be interpreted as hurdle
statements.
• Where indicative content notes are supplied for a question, these are not a prescription of
required content, and must not be treated as such. Alternative correct points and unexpected
answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we
must at all times be prepared to meet candidates on their chosen ground, provided it is relevant
ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark
scheme requirements for the question).
Components using point-based marking:

Point marking is often used to reward knowledge, understanding and application of skills. We give
credit where the candidate’s answer shows relevant knowledge, understanding and application of
skills in answering the question. We do not give credit where the answer shows confusion.
From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey
the same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons…).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check
for evidence it is understood and not used wrongly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms with
which they may be confused (e.g. Corrasion/Corrosion).

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Note: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.
Question 1

R5 select and use information for specific purposes
and Question 1(f) only tests writing assessment objectives W2, W3 and W5 (5 marks):

W5 make accurate use of spelling, punctuation and grammar.
Item Assessment objectives Marks for assessment

tested objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 and R2 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10
W2, W3 and W5 5
Total 30

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1(a) Give the example used by the instructor to teach the value of a good 1
opening to an article, according to the text.
Award 1 mark for:
• ‘Don’t worry,’ said the stallholder. ‘The snake round your daughter’s neck
is not venomous.’
‘immense value’ (line 3).
Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.
Credit both marks for alternatives explaining the whole phrase such as
‘essential’.
• great(ly) / huge(ly) / enormous(ly) / extreme(ly) / massive(ly) / very

• importance / worth / power / significance / benefit
‘diverse destinations’ (line 5).

Credit both marks for alternatives explaining the whole phrase.
• different / various / contrasting / range

• spots / places / locations / cultural contexts
1(c) Re-read paragraph 3 (‘Having quit … that conference.’). 2
Give two ways in which attending the conference changed the writer.
• improved their writing / learned about writing

• affected role as an editor / learned about editing [examples allowed] /
made them a better editor
1(d)(i) Re-read paragraphs 4 and 5 (‘Writers of … never visit.’). 2
Identify two mistakes made by writers of unsuccessful articles.
• don’t get to the point / think they need extra padding at the beginning /
include unnecessary material at the start / waffle at the start
• they don’t start with the most interesting portion of the trip / they begin
with a boring part of the trip

PUBLISHED
1(d)(ii) Re-read paragraphs 4 and 5 (‘Writers of … never visit.’). 3
Explain why people like to read good travel writing, according to the
text.
• to understand other people and places / celebrates differences in

manners and customs around the world
• to plan own trip
• to avoid costly mistakes / to avoid serious errors
• to experience places they may never get to (in real life) / to imagine what
it is like to be somewhere else / vicarious enjoyment of author’s
experiences
1(e) Re-read paragraphs 6 and 7 (‘I should point out … every August.’). 3
Using your own words, explain why people might not accept the
writer’s advice about being a travel writer.
Award 1 mark for each idea, predominantly in own words, up to a

maximum of 3. Answers which are entirely in the words of the text
should not be credited.
• query own credentials / own decisions: not a professional writer / should

only write (and edit) as a hobby / own writing not that good / gave up
trying to make a career in writing / is a software designer
• hard to earn money as a travel writer: difficult to make a living as a
travel writer
• query value of the conference: conference is not free / conference
puts people off / conference sounds like it is full of people moaning
• query value of travel: (do not have) money needed to travel / do not
have the desire to travel
• potential bias: vested interest / friend is running the conference

PUBLISHED
1(f) According to Text B, what are the disadvantages of being a travel 15

writer?
You must use continuous writing (not note form) and use your own
words as far as possible.
Up to 10 marks are available for the content of your answer and up to 5

marks for the quality of your writing.
Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B
Writing).
1 people hate travel writers / people misunderstand what the job involves /
not considered a real job
2 don’t get opportunity to look around where you want to / over full itinerary
/ packed schedule
3 can’t be relaxed / not present in the moment / always thinking about
work
4 have to balance publication requirements with expectations of host
5 PR professionals move around so can affect your career later
6 difficult to get noticed by publications / takes a long time to get noticed
by publications
7 not paid on time / late payment(s)
8 your story gets changed / editor changes your story
9 miss out on social life / do not get invited to family occasions / family life
carries on without you
10 no routine / no set hours
11 problems with property left unattended / paying rent for unused
accommodation
12 affects life decisions / restricts choices in relation to having pets or
children
13 exhaustion / multiple long-haul flights in a short space of time
14 travel delays / uncomfortable nights in airports (due to delay)

PUBLISHED

Table A, Reading
5 9–10 • A very effective response that demonstrates a thorough understanding of

the requirements of the task.
• Demonstrates understanding of a wide range of relevant ideas and is
consistently well-focused.
4 7–8 • An effective response that demonstrates a competent understanding of the

requirements of the task.
• Demonstrates understanding of a good range of relevant ideas and is
mostly focused.
3 5–6 • A partially effective response that demonstrates a reasonable

understanding of the requirements of the task.
• Some evidence of selection of relevant ideas but may include excess
material.
2 3–4 • A basic response that demonstrates some understanding of the

• Demonstrates general understanding of some relevant ideas and is
sometimes focused.

• The response may be a simple list of unconnected ideas or show limited
focus.

PUBLISHED
Table B, Writing
3 4–5 • A relevant response that is expressed clearly, fluently and mostly with
concision.
• The response is in the candidate’s own words (where appropriate), using a
range of well-chosen vocabulary which clarifies meaning.
2 3–2 • A relevant response that is generally expressed clearly, with some

evidence of concision.
• The response is mainly expressed in the candidate’s own words (where
appropriate) but there may be reliance on the words of the text.
• Errors in spelling, punctuation and grammar which do not impede
communication.

• There may be excessively long explanations or the response may be very
brief.
• Frequent errors of spelling, punctuation and grammar, which occasionally
impede communication.

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Note : All examiners are instructed that alternative correct answers and unexpected approaches in
Question 2

R4 demonstrate understanding of how writers achieve effects and influence readers.
Item Reading assessment Marks for reading

objectives tested assessment
objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R2 1
2(a)(iv) R2 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED
2(a)(i) Identify a word or phrase from the text which suggests the same idea 1
as the words underlined:
Charlie and the others in his group would be completing a walk at a

great height.
(the four-day) high-altitude trek (line 2) / trekking at altitude (line 27)
2(a)(ii) Identify a word or phrase from the text which suggests the same idea 1
Walkers had to collect a specific amount of funding for their trip before
they could be allowed to take part.
(I had to) raise the required sponsorship money (lines 2-3)
2(a)(iii) Identify a word or phrase from the text which suggests the same idea 1
Charlie also asked people he did not know well to sponsor him.
casual acquaintances (line 12)
2(a)(iv) Identify a word or phrase from the text which suggests the same idea 1
The organisers told trekkers that they needed to be very fit.
(in) seriously good shape (line 26)

PUBLISHED
2(b)(i) Using your own words, explain what the writer means by each of the 1
words underlined:
Trek-training began in earnest. My carefully planned route passed

fortuitously close to a favourite café in case of emergency. I’d
anticipated I’d need a few jabs for Peru, but the cheery list of disorders
I needed vaccinating against was reeled off by my doctor with more
than a little glee.
(in) earnest: for real, seriously, really began, started properly
2(b)(ii) Using your own words, explain what the writer means by each of the 1
words underlined:

than a little glee.
fortuitously: fortunately, luckily, (as if) by luck, conveniently, (as if) by

accident, deliberately
2(b)(iii) Using your own words, explain what the writer means by each of the 1
words underlined:

than a little glee.
anticipated: realised beforehand, expected, thought, imagined, assumed,

predicted, foresaw, knew

PUBLISHED
2(c) Use one example from the text below to explain how the writer 3
suggests his attitude to preparing for the trip.

than a little glee.
Award 3 marks for an appropriate example with a comprehensive

explanation which shows understanding of how the writer suggests his
attitude to preparing for the trip.
Award 2 marks for an appropriate example and attempt at an explanation
which shows some understanding of how the writer suggests his attitude to
preparing for the trip.
Award 1 mark for an example with an attempt at an explanation which shows
awareness of the writer’s attitude to preparing for the trip. The explanation
may be partial.
• carefully planned route passed (fortuitously) close to a favourite café:

suggests meticulous thought has gone into working out where his
training run will take him as if to maximise training benefits, though hints
that Charlie might have other priorities; he may not really be taking the
need to build up fitness as seriously as he claims since he is
concentrating on breaks / treats
• in case of emergency: prepared for any outcome or eventuality, he is

concerned he may really need to stop, suggesting little confidence he
can make it, taking the possibility of injury etc. seriously, pessimistic
about chances of success; OR no real threat or hazard likely on the
training route, he’s really considering dropping into the café as he is
passing by if he fancies a snack or treat and is planning to do so on the
weakest of excuses
• (I’d anticipated I’d need) a few jabs: assumed he might need a small
number of vaccines, so is aware of potential danger from disease, but making
light of it / has underestimated; contrast with what was needed suggests
that he had not looked into the detail, he had not done his research
• cheery list of disorders … reeled off ... with more than a little glee:
possible illnesses sound quite worrying, and seem to be building up
quickly, trying to sound unconcerned though less confident now as is
taken aback by the long list, had clearly not expected this; thinks the
doctor is enjoying his discomfort and is now worried / disconcerted

PUBLISHED
• Paragraph 18 begins ‘What? No Jed? …’ and is about Charlie’s

reaction to the news about Jed.
• Paragraph 19 begins ‘We set off …’ and is about Charlie’s
memories of the trip.
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.
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 (listed in the mark scheme on pages
16 and 17) 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.

PUBLISHED
2(d) Responses might use the following: 15
• Charlie’s reaction to the news about Jed in paragraph 18,

beginning ‘What? No Jed? …’.
Overview: exaggerated despair, mock heroic; gentle criticism of his

own reaction
• What? No Jed?: shocked, overly- dramatic reaction to the news; own

deep disappointment at the time is mocked
• devastated: crushing disappointment, distraught as if some dreadful
disaster; over-stated
• befriending the legend: setting out to make friends with someone
famous, reflected glory of associating with someone of mythical status,
dreams of greatness
• sharing an epic journey: being able to say he was part of it, cliché
betrays sense it was far from epic as carefully organised and relatively
safe trip
• new pal: as if best friends, over-romanticised view of friendship
• gaining candid insights: learning from Jed, mock journalese, not likely
• hallowed life: worthy of respect, adoration, worships him as if religious /
cultural icon
• extracting precious writerly secrets: unearthing buried treasure
• (three) cruel sentences: a few brief words have dashed his hopes /
caused him pain
• brooding with dark thoughts of betrayal: vengeful, spurned, sense of
personal injury despite never having met
• (I had only) the decade-and-a-half flight (to pull myself together):
potentially boring, but clearly not that long, over-reacting and takes him
far less time to recover
• ‘the trip of a lifetime …’: contrasts earlier despair with the actual
experience coming up, ridicules own reaction to hearing the news, pivots
from one extreme to the next suggests prone to over-dramatise for effect

PUBLISHED
2(d) • Charlie’s memories of the trip in paragraph 19, beginning ‘We set 15
off …’.
Overview: romanticised and clichéd account, attempting to evoke

sensory experience of the trip; deliberately over-written to be suggestive
/ critical of travel journalism
• white rush (of mountain rivers): fast water, foamy, power, energy
• creaking (across rope bridges): moving slowly and carefully due to harsh
squeaking sound movement creates, evocative of object under strain
• slogging up unfeasible muddy inclines: working hard and with little
chance of success to scale seemingly impossible slippery slopes
• forcing our way through dense jungle tangles: pushing through thick
vegetation, easy to get caught / stopped, determination and physical
exertion
• scenery became bleaker: lacking vegetation now, exposed to the
elements, desolate
• chirruping insects and rustling leaves: musical, light sounds of
smaller creatures and features, nonthreatening
• gasps of breath and laboured footsteps on gravel and rock
provided the soundtrack: signs of physical exertion, film background
music
• marvelled at a diamond-encrusted night sky: romanticised view,
jewelled sky studded with stars; reward for earlier exertions
• framed by towering mountains: as if piece of art or theatre; imposing
challenge of climb, puts them in perspective
• cloaked in rainforest-green velvet: lush greenery of rainforest covers
the mountains; heroic enigmatic figure; luxurious and smooth material
Only credit comments on stylistic effect where these are explicitly linked to
choices.

PUBLISHED
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.
• There is clear evidence that the candidate understands how language
works.

• 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.

• The response mostly gives meanings of words and any attempt to suggest
and explain effects is basic or very general.
• The response may correctly identify linguistic devices but not explain why
they are used.
• They may repeat the language of the original or do not refer to specific
words.



PUBLISHED
Question 3



PUBLISHED
3 You are one of the people who trekked with Charlie to Machu Picchu. 25
You have been invited by the charity to speak to a group of people
who are thinking of taking a similar trip.
In your speech you should:

• outline what the trip involves and the preparation required
beforehand
• explain the different reasons people might have for choosing to go
on a trip like this
• persuade your audience why trips like this are important to the
charity.
Write the words of the speech.
Base your speech on what you have read in Text C, but be careful to
use your own words. Address each of the three bullet points.
Up to 15 marks are available for the content of your answer and up to

10 marks for the quality of your writing.
Use the Marking Criteria for Question 3 (Table A, Reading and Table B
Writing)
Notes on task
Candidates should select ideas from the text (see below) and develop them
relevantly, supporting what they write with details from the text. Look for an
appropriate register for the genre, and 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 what the trip involves and the preparation
required beforehand.
Annotate A2 for references to the different reasons people might have for
choosing to go on a trip like this.
Annotate A3 for references to why trips like this are important to the charity.

PUBLISHED
3 A1: what the trip involves and the preparation required beforehand 25
• find sponsors / raise set amount (det. only allowed to sponsor
yourself for 25 per cent) [dev. difficult to persuade people / encourages
commitment]
• buy equipment / clothing (det. specialist trekking gear) [dev.
expensive, lots required]
• health considerations (det. vaccines, snakes, malaria tablets, online
health advice) [dev. potentially fatal diseases]
• physical exertion / training for altitude / fitness (det. training plan)
[dev. need to take it seriously / unforgiving terrain / months of preparation
required]
• travel to the departure point / flights (det. Madrid to Cusco via Lima)
[dev. need to factor in time and cost to travel to meeting point; prepare for
boredom]
A2: the different reasons people might have for choosing to go on a trip like
this
• adventure (det. read about it in a magazine) [dev. fashionable idea; may
not be what you expect before you go]
• scenery (det. dense jungle, towering mountains, white-water rivers)
[dev. awe-inspiring; extra-ordinarily beautiful, unspoilt]
• camaraderie (det. life-long friendships formed) [dev. still in touch now
with friends from the trip who might never have met otherwise; never
alone during the challenge / helping others]
• career (det. meet influential people) [dev. use the opportunity to write
about the trip / bragging rights]
• cultural / travel experience (det. ancient ruined city of Machu Picchu)
[dev. contrast with visitors’ usual surroundings and/or lives, see places
you might never have visited otherwise]
A3: why trips like this are important to the charity

• raising new money for charity (det. sponsorship needed to continue
their work) [dev. can’t just rely on donors they already have, ongoing
costs]
• raising awareness (det. attracted by the trip and find out about the
charity’s cause) [dev. more effective than simply collecting as creates a
talking point, rooted example of cause]
• likely to become involved with charity long term (det. go on to
support after trip) [dev. future-proofing]
• inspire others to do the same (det. ’event’ / ‘trip of a lifetime’) [dev.
captures the imagination; snowballing effect of seeing others involved
and apparently passionate about the charity’s cause / personal
endorsement(s)]
• celebrities can attract interest (det. Jed Davies – attraction of
‘legends’) [dev. Charlie now a travel writer – publicity]

PUBLISHED

Table A, Reading
• There is supporting detail throughout, which is well integrated into the
response, contributing to a strong sense of purpose and approach.
4 10–12 • The response demonstrates a competent reading of the text with some
evidence of basic evaluation or analysis.
• 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.

• Supporting detail is present but there may be some mechanical use of the
text.
2 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 text or
the question.
1 1–3 • The response is either very general, with little reference to the text, or a
reproduction of sections of the original.

PUBLISHED

• The language of the response sounds convincing and consistently
appropriate.
• Ideas are firmly expressed in a wide range of effective and/or interesting
language.

• There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
3 5–6 • Language is clear but comparatively plain and/or factual, expressing little
opinion.
• Some sections are quite well sequenced but there may be flaws in
structure.
2 4–3 • There may be some awkwardness of expression and some inconsistency

of style.
• There is structural weakness and there may be some copying from the
text.

• Persistent errors of spelling, punctuation and grammar impede
communication.

Cambridge IGCSE™

Paper 1 Reading February/March 2022
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
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.

0500/12 Cambridge IGCSE – Mark Scheme February/March 2022
PUBLISHED
responses seen).

PUBLISHED


• We use level descriptors as a guide to broad understanding of the qualities normally expected of, or
typical of, work in a level.
• Level descriptors are a means of general guidance and should not be interpreted as hurdle
statements.
• Where indicative content notes are supplied for a question, these are not a prescription of required
content, and must not be treated as such. Alternative correct points and unexpected answers in
candidates’ scripts must be given marks that fairly reflect the knowledge and skills demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we must at
all times be prepared to meet candidates on their chosen ground, provided it is relevant ground (e.g.
clearly related to and derived from a relevant passage/text and meeting the mark scheme
requirements for the question).

Point marking is often used to reward knowledge, understanding and application of skills. We give credit
where the candidate’s answer shows relevant knowledge, understanding and application of skills in
answering the question. We do not give credit where the answer shows confusion.

a DO credit answers which are worded differently from the mark scheme if they clearly convey the
same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are correct.
prompt/numbered/scaffolded space where extended writing is required rather than list-type answers.
For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for
evidence it is understood and not used wrongly.).
f DO NOT give further credit for what is effectively repetition of a correct point already credited unless
the language itself is being tested. This applies equally to ‘mirror statements’ (i.e. polluted/not
polluted).
g DO NOT require spellings to be correct unless this is part of the test. However, spellings of syllabus
terms must allow for clear and unambiguous separation from other syllabus terms with which they
may be confused (e.g. Corrasion/Corrosion).

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Question 1



Item Assessment objectives tested Marks for assessment objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 and R2 2
1(d)(i) R1 and R5 2
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED
1(a) Give the two aims of International Tiger Day according to the text. 1
Award 1 mark for two correct responses.
• to raise awareness (about the continued decline in the world’s tiger population)
• to encourage tiger conservation
‘brink of extinction’ (line 3)

Credit alternatives explaining the whole phrase (e.g., at a critical point for the survival of
the species’; critically endangered).
• (on the) edge / (on the) cusp / under threat of / in danger of / about to / (very) close
to / almost / extremely high risk of / nearly
• dying out / no longer existing / no more living tigers / loss of the species / wiped off
surface of the earth
‘vowed to act’ (lines 4-5)

Credit alternatives explaining the whole phrase.

• promised / undertook / pledged (to)
• help tigers / be proactive in tackling the problem / take decisive action / deal with
the issue(s) / do something (about the problem) / put things rights / intervene
1(c) Re-read paragraph 2 (‘Since the beginning …’). 2
Give two reasons why people may be concerned about the population of tigers.
• (over) 95 per cent of tigers lost since the (beginning of) 20th century / speed of loss
/ so many tigers lost in a hundred years / vast majority of tigers gone in a
(relatively) short time
• (only / now just) 3900 now remaining in the wild / small number(s) (still) living in
the wild
• tigers now only found in Asia / only found in one area of the world / only live on one
continent

PUBLISHED
1(d)(i) Re-read paragraphs 3 and 4 (‘The dwindling number … in Asia.’). 2
Identify two factors that have reduced the numbers of tigers in the wild, other
than human behaviour.
• fast spreading disease(s) / fatal disease(s) / certain diseases / epidemics

• lack of genetic diversity / declining genetic diversity
1(d)(ii) Re-read paragraphs 3 and 4 (‘The dwindling number … in Asia.’). 3
Explain how human behaviour has had a negative effect on tiger numbers in the
wild.
• neglected health management of wildlife / not using knowledge we have in

conservation efforts
• expanded agriculture and cities / competed for land / destroy(ed) natural habitat
• kept them in captivity / taken them from the wild
1(e) Re-read paragraph 5 (‘For centuries … retaliation.’). 3
Using your own words, explain why some people may consider that capturing or
killing tigers is acceptable.
• tradition (to hunt them) / continuing centuries’ old practice / has been going on for
hundreds of years
• status symbols / souvenirs / curios / (enjoy) showing off
• make money
• tigers hunt domestic livestock / worried for safety of their livestock / to protect livestock
• retaliation / revenge

PUBLISHED
1(f) According to Text B, what should we find concerning about tigers being kept in 15
captivity?
You must use continuous writing (not note form) and use your own words as far
as possible.
Up to 10 marks are available for the content of your answer and up to 5 marks for
the quality of your writing.
1 particularly threatened species / (one of the most) endangered species

2 much larger number in captivity than in the wild
3 makes us think species is safer than it is / creates the sense tigers are safe when
they are not
4 inadequate space / unsuitable accommodation / living in backyards and
apartments / not in natural habitat
5 tiger farms / forced breeding in captivity / huge scale of captive breeding
6 enforcement efforts are being complicated / cannot prove whether or not the tiger
has come from the wild / undermining of efforts to protect tigers in the wild
7 demand for tiger parts and products
8 only a small percentage kept in licensed zoos
9 owners often not trained to care properly for tigers / tigers are more vulnerable due
to poor care / poor treatment compromises welfare of tigers
10 exploitation / used as photo opportunities / playing with cubs / tigers used for
human entertainment
11 potential danger to the public / health and safety of humans
12 inbreeding / birth defects / cubs unsuitable for introduction to wild / cubs with health
issues
13 lack of focus on recovering wild populations / not looking at translocation / should
be looking to create viable breeding populations for reintroduction to wild

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Table A, Reading
5 9–10 • A very effective response that demonstrates a thorough understanding of the

• Demonstrates understanding of a wide range of relevant ideas and is consistently
well-focused.

• Demonstrates understanding of a good range of relevant ideas and is mostly
focused.
3 5–6 • A partially effective response that demonstrates a reasonable understanding of

2 3–4 • A basic response that demonstrates some understanding of the requirements of

the task.
• Demonstrates general understanding of some relevant ideas and is sometimes
focused.


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Table B, Writing
• The response is in the candidate’s own words (where appropriate), using a range of
well-chosen vocabulary which clarifies meaning.
2 3–2 • A relevant response that is generally expressed clearly, with some evidence of
concision.

• Frequent errors of spelling, punctuation and grammar, which occasionally impede
communication.

PUBLISHED
Note 1: All examiners are instructed that alternative correct answers and unexpected approaches in
Question 2


objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R2 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R1 1
2(b)(iii) R2 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED
2(a)(i) Identify a word or phrase from the text which suggests the same idea as the words 1
underlined:
The railway station was empty of people when the narrator arrived.
(the) deserted (station) (line 1)
2(a)(ii) Identify a word or phrase from the text which suggests the same idea as the words 1
underlined:
The paintings of tigers on the walls of the station attract the interest of people
travelling through.
engage (curious passers-by) (line 8)
2(a)(iii) Identify a word or phrase from the text which suggests the same idea as the words 1
underlined:
The owner of the guesthouse was slow and unwilling to welcome the narrator.
(a) reluctant (proprietor) (line 10)
2(a)(iv) Identify a word or phrase from the text which suggests the same idea as the words 1
underlined:
The guesthouse room had a stale, damp smell.
(a) musty (room) (line 11)

PUBLISHED
2(b)(i) Using your own words, explain what the writer means by each of the words 1
underlined:
Next morning, I introduced myself to Fateh, the wildlife warden for the park. He
looked over his luxuriant moustache disbelievingly at me and my camera. No one
came here, he told me, to ‘visit’.
Jolting along dirt tracks, we drove out towards the reserve. Slowly the wilderness
took over. I scanned the thickening forest for wildlife, unaware my tracking skills
would take years to develop.
luxuriant: strong and healthy, bushy, full, rich and well-maintained, long and well-
groomed; ample, extravagant, over-grown, grandiose
2(b)(ii) Using your own words, explain what the writer means by each of the words 1
underlined:
Jolting: lurching from one bump to the next, (their vehicle was) shaking, vibrating,
bouncing, jarring
2(b)(iii) Using your own words, explain what the writer means by each of the words 1
underlined:
scanned: looked over the whole thing (quickly), looked carefully, examined, searched

PUBLISHED
2(c) Use one example from the text below to explain how the writer suggests his 3
feelings as he learns to track tigers.
My first days felt like shedding one layer of skin and growing into another. As you
track a tiger, the language of the jungle envelopes you in its folds. You’re alert to
the tension in every rustling leaf, in every impression on the ground. Animal
tracks whisper stories of the night. You’re a jungle detective seeking clues of
tigers having padded past.
Award 3 marks for an appropriate example with a comprehensive explanation which

shows understanding of how the writer suggests his feelings as he learns to track tigers.
Award 2 marks for an appropriate example and attempt at an explanation which shows
some understanding of how the writer suggests his feelings as he learns to track tigers.
Award 1 mark for an example with an attempt at an explanation which shows awareness
of his feelings as he learns to track tigers. The explanation may be partial.

• felt like shedding one layer of skin and growing into another: natural process of
loss and renewal - reminiscent of a snake, suggests the need to learn a whole new
way of life, complete change of scenery and lifestyle, has to adapt and fit in with new
surroundings
• the language of the jungle envelopes you in its folds: suggests need to learn to
understand to interpret signs, details and information in surroundings; becomes
wrapped up in the experience, welcomed, comforted, enclosed protectively
• alert to the tension in every rustling leaf, in every impression on the ground:
suggests need for wariness, heightened senses noticing a myriad of tiny detail,
sensitivity to all life around him; waiting for something to happen, reminiscent of a
preying animal about to spring / prey fearing attack
• Animal tracks whisper stories of the night: creatures he has heard about in
legends and tales, suggests sense of fear, conspiracy or danger, ‘tracks’ indicates
hunts and creatures he can’t see now, but appear to have been there
• a jungle detective seeking clues: an investigator looking for evidence, as if a crime
scene, suggests childish excitement / mystery, sense of solving a case, enjoying the
game or challenge of finding a tiger
• tigers having padded past: suggests soft, heavy footsteps of the powerful
creature’s paws, moving quietly and deliberately

PUBLISHED
• Paragraph 2 begins ‘In those days …’ and is about the town of SM.
• Paragraph 10 begins ‘Visiting research-scientists …’ and is about Noon and
the writer’s feelings about this tiger.
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.

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

PUBLISHED
• Paragraph 2 begins ‘In those days …’ and is about the town of SM
Overview: stark contrast between the past and more recent times; how SM has changed
to become larger, busier and more commercial.
• boasted few motorised vehicles: did not have many cars, buses etc.; old
fashioned reference to ‘motorised vehicles’ as if still relatively unusual and
something to show off about; this town was neither fashionable nor modern
• wasn’t prosperous: not wealthy, not successful in material or monetary terms,
implied contrast with the economic success the town will enjoy in later years
• numerous taxi-jeeps and buses: so many commercial vehicles it was not possible
to count, they are now everywhere, bustling busy nature of the booming town
contrasted with previous quiet backwater
• chattering tourists: talking excitedly, evokes a dynamic and noisy picture of large
groups of visitors
• still figments of shiny future ambition: imagined developments are not yet real,
seemingly unlikely dreams and hopes, apparently unrealistic plans based on dull
reality of that time, romanticised view of what they might achieve, yet the sense that
it came true as town becomes modernised / flashy
• garish hotel chains: lurid, obtrusive brightly coloured hotels owned by big
organisations, suggests profit over sensitivity to area
• yet to sprout: not yet appeared but will appear suddenly, as if organically like
leaves or hair; seeds of success
• mushrooming: hotel buildings increasing rapidly, town is growing upwards and
outwards, uncontrolled and exponential growth
• sleepy town, sprawled untidily: quiet place with little sense of planning or design,
relaxed and unconcerned about image; possible suggestion of a stereotypical
teenager yet to mature

PUBLISHED
2(d) • Paragraph 10 begins ‘Visiting research-scientists …’ and is about Noon and 15

the writer’s feelings about this tiger.
Overview: described as if in love; reliving fond memories, tinged with a sense of loss
and longing.
• grew into a pleasant obsession: developed like a hobby or habit, becomes

besotted, not destructive but calming and enjoyable fascination
• deepening my understanding of the secret life of tigers: little known or shared
about tigers’ habits and behaviours, finds out more and more about how tigers live,
developing knowledge reveals previously undiscovered details of the mystery of the
great cats as a species
• experienced such closeness: reminiscent of a human relationship, shared
moments of emotion and experience
• alone … in solitude: not threatened, felt safe to be on his own, calm, quiet,
peaceful, reflective time
• traversing: criss-crossing between the lakes, like a tiger himself
• heart of her territory: central to the area she occupied, sense of power, ownership,
emotional attachment and pull of the place for him suggested by ‘heart’
• summon up images (of Noon): can bring to mind pictures, recreate, recall the spirit
of this tiger, reminiscent of a magician or sorcerer
• slicing (through their waters): cutting through effortlessly; clean, powerful movement
through that appears to part the water, skilful and in her element
• erupting (from a grassy bank): leaping up and out suddenly and powerfully;
volcanic; unstoppable natural force
• incredible pursuits: unbelievable chases, apparently no chance of catching them
but does, suggests admiration for athleticism and prowess as a hunter
• (images that) remain etched on my mind: cannot forget, experience is part of him,
painful and permanent memory, artistry / artistic nature of picture he recalls
Only credit comments on stylistic effect where these are explicitly linked to choices.

PUBLISHED
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.

• 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.

• The response mostly gives meanings of words and any attempt to suggest and explain
effects is basic or very general.
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.



PUBLISHED
Question 3

R3 analyse evaluate and develop facts, ideas and opinions, using appropriate support from the text


PUBLISHED
3 You are Fateh. Following the release of Val’s book about his experiences at 25
Ranthambore and the work you have both been doing there, you are interviewed
for a national television show.
The interviewer asks you the following three questions only:

• What does Ranthambore offer visitors; what might our viewers like about
Ranthambore if they visited and what sort of thing could they do there?
• Can you tell us about the various different people and animals associated with
Ranthambore and how you feel they and you have contributed to
Ranthambore’s success?
• Ranthambore is located near SM. How and why has SM changed since 1976?
Write the words of the interview. Base your interview on what you have read in
Text C, but be careful to use your own words. Address each of the three bullets.
Begin your interview with the first question.
Notes on task
Candidates should select ideas from the text (see below) and develop them relevantly,
supporting what they write with details from the text. Look for an appropriate register for
the genre, and 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 what Ranthambore offers visitors; what viewers might like
about Ranthambore if they visited and what sort of thing could they do there.
Annotate A2 for references to the various different people and animals associated with
Ranthambore and
how Fateh feels they and he have contributed to Ranthambore’s success.
Annotate A3 for references to how and why SM has changed since 1976.

PUBLISHED
3 A1: what Ranthambore offers visitors; what viewers might like about Ranthambore
if they visited and what sort of thing could they do there
• tiger reserve (det. wild tigers) [dev. rare opportunity / reassurance of doing good –
protecting tigers]
• wilderness (det. jungle / forest) [dev. may be able to go tracking with an expert /
kept safe by rules / contrast with town or city]
• range of other wildlife (det. deer, boar) [dev. can no longer see vultures / creatures
are in natural habitat]
• lakes (det. several bodies of water, Ranthambore lake) [dev. beautiful views of
sunset / might witness a hunt]
• education (det. secret life of tigers, Val’s explanations, Val’s book) [dev. lectures
(from Val) / results of scientific research]
• films (det. of tiger hunting / following vultures) [dev. amazing footage / may get first-
hand experience of things they have seen on film or TV]
A2: the various different people and animals associated with Ranthambore and
how Fateh feels they and he have contributed to Ranthambore’s success
• local artists (det. painters, created murals) [dev. show of support / drew attention to
the park and its work]
• Val (det. author, photographer, documentary film maker) [dev. commitment to
campaign over time]
• Noon (det. two litters) [dev. beautiful animal / became famous / iconic / part of
breeding programme / no longer living / descendants carry on her legacy]
• scientists (det. research) [dev. credibility for park]
• own contribution (to make Ranthambore most important wildlife destination in the
world) (det. park warden) [dev. worked with Val / teamwork / pride at achievements
over time]
• high profile visitors (det. lots of VIPs) [dev. may be doing it to further their own
career / campaign gathered strength and acceptance]
A3: how and why SM has changed since 1976

• station (det. used to be deserted, used to be the only reason the town was there)
[dev. more welcoming / become an attraction in its own right]
• transport (det. taxi jeeps and buses now, newly surfaced roads, previously horse-
drawn carriage) [dev. better equipped to deal with volume / more convenient /
modernised / increased traffic is too much]
• hotels (det. only one guesthouse nearby previously, chains of hotels now) [dev.
increased need for more accommodation / hoteliers now more welcoming and
obliging / overly commercialised]
• tourists (det. numbers of visitors increased) [dev. proximity of park and its growing
popularity attracted people to the town too / tourists were not impressed by the town
as it was, so it had to change / tourists overwhelming local culture
• economy boomed (det. not prosperous before) [dev. tourists spent money / created
a market for local businesses to grow, more jobs for locals]

PUBLISHED

Table A, Reading


1 1–3 • The response is either very general, with little reference to the text, or a reproduction of
sections of the original.

PUBLISHED




www.dynamicpapers.com
Cambridge IGCSE™

Paper 1 Reading February/March 2023
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International is publishing the mark schemes for the February/March 2023 series for most
components.

0500/12 www.dynamicpapers.com
Cambridge IGCSE – Mark Scheme February/March 2023
PUBLISHED
responses seen).

PUBLISHED


statements.
demonstrated.


correct.
answers. For example, questions that require n reasons (e.g. State two reasons …).
polluted / not polluted).
which they may be confused (e.g. Corrasion / Corrosion).

PUBLISHED
Question 1



1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 & R2 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED
1(a) What was the Ancient Greek name for hippos? 1
• hippopotamus(es) / river horse(s)
‘scarlet fluid’ (line 4):


• (pure) red / crimson / vermillion (accept any synonym)
• liquid / solution / moisture
‘rotund creatures’ (line 5):

Credit alternatives explaining the whole phrase

• round(ed) / plump / chubby / portly / fat
• animals / beasts / mammals
Do not credit references to weight.
1(c) Re-read paragraph 2, (‘The stubby-legged … meat.’). 2
Identify two hippo behaviours which have surprised scientists.
• fast speed at which they run / running speeds of (over) 30 k(m)ph

• (observed) eating meat
Award 1 mark for each idea, up to maximum of 2.
Needs a reference to run / running in first strand as also aquatic.
1(d)(i) Re-read paragraphs 3 to 5 (‘One detail … vulnerable.’). 2
Give two reasons why people think that male hippos are aggressive.
• huge (weight) / weigh 3200 kg

• brutal battles over mates / slashing and biting
• incisor teeth measure up to 40 cm long / large incisors

PUBLISHED
1(d)(ii) Re-read paragraphs 3 to 5 (‘One detail … vulnerable.’). 3
Explain why, according to some experts, hippos may have changed their
behaviour.
• (driven to scavenge meat when particular) nutrients are scarce

• humans encroaching on land
• (growing) competition for food / competition for fresh water / less food / less
water to drink
• fighting with other animals for territory means opportunity to kill (and eat)
meat / tussles over territory (may) facilitate carnivory
1(e) Re-read paragraphs 6 to 8 (‘Others believe … story.’’’). 3
Using your own words, explain why some scientists do not believe that the
behaviour of hippos has changed.
• hippos are likely to have always done it, we just did not know / eating at night
so not spotted
• other ‘herbivores’ are known to eat meat (allow example(s) of cattle and/or
antelope eating meat)
• hippos are equipped to eat meat / no biomechanical limitations / built to take
down prey

PUBLISHED
1(f) According to Text B, what problems can be caused by this kind of ‘hippo’ and 15
how should these problems be tackled?
You must use continuous writing (not note form) and use your own words
as far as possible.

Writing).

1 make other staff nervous in meetings / can dominate proceedings in meetings
/ other lower paid attendees defer to hippos
2 hippos are often wrong / bad ideas get pushed through
3 data gets ignored
4 demotivate staff
5 negatively affect culture of the company / set a bad example
6 their opinion carries too much weight / cannot be argued with or questioned
7 other people’s suggestions get ignored / alternative ideas are not considered
8 other staff do not feel able to offer feedback criticising projects led by hippos /
other staff forced to praise them
9 not responding to customers / company seems out of touch / lose touch with
the real world
10 company loses money
11 blind review process / keep leader secret / put junior managers in charge
12 (create opportunities for) leaders to learn from staff
13 meaningful dialogue between leaders and staff
14 hippos should listen more and speak less / hippos should become better
listeners

PUBLISHED

Table A, Reading

well-focused.

focused.
3 5–6 • A partially effective response that demonstrates a reasonable understanding of

2 3–4 • A basic response that demonstrates some understanding of the requirements of

the task.
focused.


PUBLISHED
Table B, Writing
• The response is in the candidate’s own words (where appropriate), using a range
of well-chosen vocabulary which clarifies meaning.
concision.

communication.

PUBLISHED
Question 2


objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R1 1
2(b)(iii) R2 1
2(c) R1, R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED
2(a)(i) Identify a word or phrase from the text which suggests the same idea as 1
the words underlined:
Susan attended a short meeting to receive information before getting into

the boat.
• (a quick) briefing (line 1)
Accept cloze responses that repeat all / some of the question stem with the
correct answer.
2(a)(ii) A wooden mokoro is skilfully made by carving out a mature tree. 1
• (expertly) crafted (line 1)
correct answer.
2(a)(iii) To pass their licensing examinations, polers would need to show that they 1
were able to meet the needs of a wider variety of visitors.
• (the / a) broader range (line 37)
correct answer.
2(a)(iv) One poler passionately and forcefully argued against the suggestion in the 1
book.
• (was) vehemently denied (by) (line 43)
correct answer.
words underlined:
Our poler explained that all fifty members of the OPT were local men. Many
owned their own boat and had learnt their poling skills as children,
catching fish and travelling between villages by water. To preserve the
delicate ecological balance of the delta, fishing was now tightly controlled,
but as poling was more lucrative, few were complaining. When more
polers could afford to convert to fibreglass canoes, fewer mature trees
would need to be cut down.
• preserve: keep (it) safe / protect (from further harm) / maintain / conserve
words underlined:
• lucrative: produces (more) money / profitable / can make money from it
Do not credit ‘rewarding’.

PUBLISHED
words underlined:
• convert: change (to use) / use (a) different (kind) / switch (to) / cross over (to
using)
Do not credit any sense of ‘change into’ or ‘transform’.
2(c) Use one example from the text below to explain how the writer suggests 3
Susan’s attitude towards hippos:
Travel was through channels made by hippos. These channels were often
clogged with vegetation, so polers had to push hard to get through.
Sometimes a male hippo decided that he didn’t want commuters using
‘his’ channel, rising unexpectedly out of the water, huge mouth gaping and
honking warnings at the traffic. Hippos always had right-of-way and polers
had to be alert. Sometimes they’d spend days opening new channels to
avoid aggressive hippos. There were some terrifying near-misses!
Award 3 marks for an appropriate example with a comprehensive explanation

which shows understanding of how the writer suggests Susan’s attitude towards
hippos.
Award 2 marks for an appropriate example and attempt at an explanation which

shows some understanding of how the writer suggests Susan’s attitude towards
hippos.

awareness of Susan’s attitude towards hippos. The explanation may be partial.

• sometimes a male hippo decided that he didn’t want commuters using
'his' channel: possessive, territorial creatures / emphasising sense of
ownership – at home on the delta unlike her / mild amusement
• rising unexpectedly out of the water, huge mouth gaping: sudden and
violently emerging, jaws wide open, sense of the shock, horrific image,
reminiscent of shark or other predator; unpredictable
• polers had to be alert: always on the watch, sense of the respect for the
creature, need to be cautious around them
• avoid aggressive hippos: stay out of the way of (male) hippos; suggestion
that not all are threatening or dangerous, but the ones that are like that are
best dodged
• (extended image) any choice from: (huge mouth gaping) honking warnings
at the traffic / hippos always had right-of-way / terrifying near misses!:
described as if vehicles; animal's noise compared to that of a horn – sense
that there are rules of the road to be obeyed, moving around as part of the
community of road / waterway users but hippos are not to be argued with;
law is on their side; chaotic and scary like driving in unfamiliar/busy place

PUBLISHED

• Paragraph 4 begins ‘I will never forget …’ and describes Susan’s
memories of the morning’s journey.
• Paragraph 5 begins ‘Late afternoon …’ and is about the hippo safari.
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.

(Table A, Reading)
Notes on the 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.
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.
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.

PUBLISHED
2(d) Responses might use the following:
Paragraph 4 begins ‘I will never forget …’ and describes Susan’s

memories of the morning’s journey.
Overview: apparently effortless, calming movement of boat (and Baruti)

• utter tranquility: complete peace, paradise
• swishing through water lilies (in the open lagoons): moving through the
surface of the water makes the leaves move and creates small rushes of air;
contrast between the expanse of still water and the movement of the boat,
suggestion of light-hearted, childlike enjoyment
• (consciously took a) ‘snapshot’ memory: capturing a mental image of the
moment, as if a souvenir photo or keepsake
• breathing in its essence: (image) soaking up the experience, inhaling
deeply as if to enjoy a perfume or scent, purest form
• antidote to my stressful life: (image) medicine to relieve effects of day
today existence, healing, contrasting atmosphere to daily pressures
• seemed to glide: appearing to move without friction, smoothly, deceptively
easily
• gently floating as though blown: (image) as if being moved along by some
natural force, airborne like a seed or feather
• perfectly clear (water): completely pure, like crystal, without taint, beautiful,
unpolluted, unspoilt
• persuasive, easy manner: relaxing and comforting in line with the
movement of the boat
• washed up on the shoreline: as if by chance, reminiscent of adventure at
sea, brought in by the tide on a desert island
choices.

PUBLISHED
Paragraph 5 begins ‘Late afternoon …’ and is about the hippo safari.
Overview: uncertainty of encountering the animals, unpredictability
• headed for hippo territory: setting off to area where the animals can be
found, reminiscent of war / campaign
• carried eerily across the still waters: could be heard in the distance, as if
ghostly, could not see the animals, spooky
• skilfully manoeuvred our fleet: (image) navigated the passage for the
group of boats expertly; military precision
• experience guided: (image) the older polers are experts at knowing how
near to get to the hippos, have done this many times before
• shadowy outlines huddled together: (image) indistinct, mysterious shapes,
grouped
• spouting, chuffing and grunting: (image) sounds of spraying water
upwards, release of vapour or air and snorting noises; mechanical monster /
disgruntled / annoyed
• imposing male: large and intimidating beast
• took exception: became annoyed and reacted angrily, suggests being picky
/ over-sensitive
• edging a little too close: moving in small increments only, small margin for
error
• brash young poler: overconfident and showing off, though inexperience
suggested
• to scuttle back hastily into the shelter: racing back in a panic as hippo
reacts, like a small creature or insect
• raucous amusement: laughter is loud and bullish; the other polers are
mocking him and enjoying his scare
choices.

PUBLISHED

them.

• The response may correctly identify linguistic devices but not explain why they
are used.



PUBLISHED
Question 3



PUBLISHED
3 You are Baruti. Weeks after Susan’s arrival, you are giving a speech to a 25
group of local business people to persuade them to support the work of
the OPT.

• explain what exactly the OPT is and what it has achieved so far
• describe what tourists particularly enjoy about trips with the OPT
• suggest how the support of local business people might help the OPT
and benefit local people, animals and the wider region.
Write the words of your speech.
Base your speech on what you have read in Text C, but be careful to use
your own words. Address each of the three bullet points.

Notes on the task
Annotate A1 for references to what exactly the OPT is and what it has achieved
so far.
Annotate A2 for references to what tourists particularly enjoy about trips with the
OPT.
Annotate A3 for references to how the support of local business people might
help the OPT and benefit local people, animals and the wider region.

PUBLISHED
3 A1: what exactly the OPT is and what it has achieved so far
• Okavango Polers Trust (det. group of 50 polers, business started by Baruti)
[dev. camaraderie and support]
• (many were) boat owners / community-owned (det. visitors book directly with
them) [dev. by-passing larger companies]
• local men (det. learned skills growing up in the area, used to fish) [dev.
offering new career opportunity / entrepreneurial spirit]
• eco-tourism business (det. plan to use solar power, propel boats by hand,
use channels made by hippos) [dev. aware of the threats to the local
environment]
• cleared wasteland (det. site near to Seronga) [dev. will be more convenient
/ will not take time setting up for each visit / making use of local untapped
resource]
• taken booking(s) for two-day safari(s) (det. large group(s)) [dev.
successful first trip(s)]
A2: what tourists particularly enjoy about trips with the OPT
• animals / hippos (det. groups; honking, grunting) [dev. thrill of getting up fairly
close / range of different sounds they make]
• authentic / affordable (det. polers grew up there, travel between villages by
water) [dev. understanding culture]
• camping at night (det. campfire) [dev. romantic, adventurous, opportunity to
reflect]
• organised schedule (det. rest after lunch; shelter from heat, live the way
animals live) [dev. comfort]
• qualities and abilities of the polers (det. genuine, friendly, skilful) [dev.
happy to socialise with guests / willing to share experience and stories /
impressive boat handling]
• natural beauty / water travel (det. water lilies on the river, still water, open
lagoon(s)) [dev. peaceful; soothing]
A3: how the support of local business people might help the OPT and benefit local
people, animals and the wider region.
• allow more polers to replace boats with fibreglass ones (det. more
expensive) [dev. last longer / sponsorship or investment would help OTP to
changeover more quickly and save trees – benefitting the local eco system]
• more tourists (det. broader range) [dev. new customers and opportunities
for the area / boost local economy]
• improve infrastructure / build a permanent camp (det. planned a shower
block) [dev. more comfortable for visitors / business or employment
opportunities for other locals]
• buy equipment (det. buy a truck) [dev. will need more equipment as they
grow – potential for other local businesses]
• positive attitude of local people to hippos (det. usually avoid them) [dev.
hippos seen as an asset to protect rather than a nuisance]
• broadening skill set of local people / transferrable skills (det. English
skills, licences) [dev. expands programme of study / career progression / not
having to rely on volunteers to teach]
• better understanding of hippos in general (det. discussion of published
material) [dev. publicity (for polers/area)]

PUBLISHED

Table A, Reading
purpose.

2 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 text or the question.

PUBLISHED

language.

precision.
opinion.
2 3–4 • There may be some awkwardness of expression and some inconsistency of

style.


Cambridge IGCSE™

Paper 1 Reading 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 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.

0500/11 Cambridge IGCSE – Mark Scheme May/June 2020
PUBLISHED
Rules must be applied consistently e.g. in situations where candidates have not followed
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

PUBLISHED
Note 1: All Examiners are instructed that alternative correct answers and unexpected
approaches in candidates’ scripts must be given marks that fairly reflect the relevant
knowledge and skills demonstrated. Nonetheless, the content must be clearly related to and
derived from the passage.
Note 2: Words underlined in the answers to the questions are required for the full mark(s) to
be awarded.
1(a) Give three examples of man-made materials humans use more than 1
plastic.
Award 1 mark for all three responses.
• steel, cement and brick(s)
‘adaptable and durable’ (line 1)

Credit alternatives explaining the whole phrase (e.g.).
• can be changed / can be used for different purposes

• hard-wearing / lasts a long time
‘an astonishing mass’ (line 4)

• incredible / amazing
• (large) amount (of plastic)
1(c) Re-read paragraph 3, (‘“We’re rapidly … emissions.”’). 2
Give two reasons why disposing of plastics is difficult.
• commonly used plastics are not biodegradable

• concerns about health and emissions when burning plastics
1(d)(i) Re-read paragraphs 4 and 5, (‘Plastic items … recycled once.’”). 2
Identify two facts about how plastic items are dealt with, which lead to
plastic waste littering the environment.
• used for very short periods of time before being discarded

• sent to landfill

PUBLISHED
1(d)(ii) Re-read paragraphs 4 and 5, (‘Plastic items ... recycled once.”’). 3
What changes are needed to improve the recycling of plastic?
• better design (of plastic products)

• need to recycle (each product)
• more than once
• educate people
• recycle the remaining 10% of plastic too
1(e) Re-read paragraphs 6 and 7, (‘In the meantime ... that long.”’). 3
Using your own words, explain the reasons why the problem of plastic
waste is not being dealt with quickly enough.

maximum of 3.
Answers which are entirely in the words of the text should not be
credited.
• not economically attractive to use alternatives due to low cost of plastic

• sheer volume of it
• lack of a coordinated approach worldwide / lack of radical thinking

PUBLISHED
1(f) According to Text B, what problems are associated with plastic waste 15
and the way documentary programme makers are presenting the issue?

Writing).
• debris polluting the oceans

• effect on aquatic creatures / sealife tangled in it / birds starving by eating
plastic waste
• sheer quantity of plastic pieces in the ocean
• microplastic(s) in food chain
• potentially toxic
• delays in dealing with it / urgent action is not happening
• making unsupported claims / not presenting evidence of effect of plastic
and toxic chemicals
• presenting misleading images / implying connections through
juxtaposition of images
• using emotive storylines / pulling on the heart strings
• diluting the argument / overshadowing the real story
• only interested in media attention / viewing figures / want to keep
audience watching
• not being truthful / lack of scientific rigour
Reading Level 5 [9–10 marks]

• A very effective response that demonstrates a thorough understanding of

• An effective response that demonstrates a competent understanding of
mostly focused.

PUBLISHED
1(f) Reading Level 3 [5–6 marks]

• A partially effective response that demonstrates a reasonable
material.

• A basic response that demonstrates some understanding of the
sometimes focused.

• A response that demonstrates a limited understanding of the task.
focus.
Reading Level 0 [0 marks]

• No creditable content.
Writing Level 3 [4–5 marks]

• A relevant response that is expressed clearly, fluently and mostly with
concision.
• The response is in the candidate’s own words (where appropriate), using
a range of well-chosen vocabulary which clarifies meaning.

• A relevant response that is generally expressed clearly, with some
communication.
Writing Level 1 [1 mark]

• A relevant response that lacks clarity and concision.
brief.
Writing Level 0 [0 marks]


PUBLISHED
Boats used for recreational purposes were moored in the harbour as

well as the boats used by local fishermen.
pleasure craft (line 1)
2(a)(ii) Identify a word or phrase from the text which suggests the same idea as 1
The colours of the boats and houses by the harbour were bright and
cheerful.
vibrant (line 3)
2(a)(iii) Identify a word or phrase from the text which suggests the same idea as 1
At the time of the incident, rules about where oil tankers could wash out
their tanks were not as strict as they are now.
less stringent (lines 22–23)
2(a)(iv) Identify a word or phrase from the text which suggests the same idea as 1
Oil tankers washing out their tanks left huge patches of sea covered
with a film of poisonous oil.
(vast, deadly) floating oil slicks (line 24)
words underlined:
I turned and walked round the promontory to the eastern side. I’d only
been strolling along the seashore for maybe fifteen minutes, when I
caught sight of the first of them: black, unmoving shapes.
walking leisurely
words underlined:
noticed

PUBLISHED
words underlined:
still / lifeless / not animated
his feelings about what he saw on the beach.
Initially, I was aware of only a few but, as I walked on, they grew in
number, until the whole beach appeared to be covered with black lumps
in a black carpet. Hundreds of oil-drenched penguins lay dead in the
sand. Dead penguins, covered in thick, cloying, suffocating oil and tar.
Each wave that broke piled another grim batch of carcasses on top of
those already there. The sight was dreadful, sickening and depressing.

which shows understanding of how the writer suggests his feelings

which shows some understanding of the birds’ condition

awareness of meaning. The explanation may be partial.
• they grew in number: more and more seeming to arrive, nightmarish,

hellish, as if surrounding him
• black lumps on a black carpet: suggests lifeless and covering whole
beach, sheer number emphasised, grotesque image of walking over / on
the dead misshapen bodies
• dead (repetition at start of next sentence): suggests shocked
realisation, contrast with picture of penguins in the port
• thick, cloying, suffocating oil: viscous substance, smothering the life
out of the creatures, reminiscent of sound of oil as try to break away from
it, nauseating, sickening
• piled another grim batch: suggests treated with insensitivity of a
production line, too many to count each, arriving in groups of dead birds
on top of the last
• dreadful, sickening and depressing: shocking, offensive sight, triplet
emphasises overwhelming emotional impact of scene

PUBLISHED
• Paragraph 2 begins ‘Swimming in unison …’ and is about the

wildlife in the harbour.
• Paragraph 9 begins ‘Amid all this ...’ and is about approaching and
capturing the bird.
from each paragraph to support your answer. Your choices should
include the use of imagery.
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 (listed in the mark scheme on page 12)
that carry connotations additional to general meaning.
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.
selections.
relevant to the correct meanings of the words in the context and that have
some validity. Alternative acceptable explanations should be credited. Credit
vocabulary.

PUBLISHED
• wildlife in the harbour in paragraph 2, beginning ‘Swimming in unison ...’
Overview: romanticised, even clichéd view of creatures in the harbor.
swimming in unison: perfectly synchronised, moving simultaneously as

if performing
shimmering shoals of sprats: groups of fish glistening as sunlight
catches them, suggests soft, attractive play of light
raced around: energetic, quick darting movements as if at play ( in
reality they are trying to escape death)
zigzagging, diving and reuniting: movementfrom side to side and
downwards and then back up again, as if playful rather than desperate
scintillating waves of mesmerising light: attractive, play of light on the
fish/water, as if under its spell
pulsed: in waves, moved as if a life force / blood
captivating: charming, hypnotising
(fly through the water) twisting and turning: ease of movement through
the water, lithe, graceful and athletic
snapping up: continuous action of opening and closing beak to swallow
fish, eating quickly and greedily with enthusiasm
scattered: dispersed, breaking up of the group, hint of desperation
• approaching and capturing the bird in paragraph 9, beginning ‘Amid all

the obscenity ...’
Overview: exaggerated danger and bravery of situation, humorous

picture of ‘hero’ covered in rubbish facing the tiny but fierce creature.
sparking with anger: dangerous as if electrified, potentially fatal to touch

eyeing me suspiciously: as if capable of strategic thought, mistrusts
intentions
gladiator-like: has a shield / spear (paper bag / stick) and net (fishing net
from beach) fighter in ancient Rome, mock heroic
quarry: prey, hunting image
malevolent: evil creature, wishing him ill
loathing and venom: look of hatred and pure poison, reminiscent of vile
creatures of myths and legends
snapped shut with a savage metallic click: single, abrupt, vicious, final
action, sound suggests not flesh and bone but alien / robotic creation
swiftness and bravery of Achilles: mock heroic, not as strong as he
sounds
dropped. pushed. pinned. grabbed: hurried sequence of events after
initial cautious build up, little / no resistance from bird, anti-climax of one
sided contest emphasises poor condition of bird

PUBLISHED
2(d) Only credit comments on stylistic effect where these are explicitly linked to
choices.

• Wide-ranging discussion of judiciously selected language with some high
both parts of the text, and demonstrate the writer’s reasons for using
them.
works.

• Explanations are given of carefully selected words and phrases.
explaining them.
works.

• 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.

• The response provides a mixture of appropriate choices and words that
they are used.
words.

• The choice of words is sparse or rarely relevant.

• The response does not relate to the question.

PUBLISHED
3 Imagine you are a local journalist. Recent events have prompted you to 25
write a magazine article about the need to better safeguard the area.
Write the magazine article.
In your article you should explain
• the attractions of the local area and why people visit

• the problems affecting the area and the likely impact if things do not
improve
• what Tom Michell did and why, and the result of his actions.
Base your interview on what you have read in Text C, but be careful to
use your own words. Address each of the three bullets.
Begin your article with a suitable headline.

Writing)
Notes on task
Annotate A1 for references to the attractions of the local area and why
people visit
Annotate A2 for references to the problems affecting the area and the likely
impact if things do not improve
Annotate A3 for references to what Tom Michell did and why, and the result
of his actions
A1: attractions of the local area and why people visit
• holiday destination (det. luxury apartments) [dev. exclusive, high-end

chic]
• small harbour (det. fashionable western side) [dev. sheltered spot,
peaceful atmosphere]
• boats (det. fishing boats, pleasure crafts) [dev. sightseeing, sailing,
fishing trips]
• views / scenery (det. painted houses, blue sky and sea) [dev.
picturesque]
• wildlife (det. penguins, shoals of fish) [dev. enjoy watching them
swimming in harbour]

PUBLISHED
3 A2: problems affecting the area and the likely impact if things do not
improve
• few visitors out of season (det. quiet resort) [dev. tourist business in the
area will struggle if visitor numbers are too low]
• pollution from tankers (det. washing out oil tank in the bay) [dev. will
spoil the views and affect ecosystem]
• no/little regulation to protect the environment (det. few/unreliable
reports) [dev. will get worse]
• rubbish on the beach (det. wood, disintegrating nets, plastic bottles)
[dev. tourists will be put off using the beach / cost implications to clear it
up]
• dead penguins (det. washed up on shore, vast numbers] [dev. health
risk, people will avoid the area]
A3: what Tom Michell did and why, and the result of his actions
• relaxed by harbour (det. western point) [dev. particularly liked the

penguins]
• walked along beach (det. stopping in friend’s apartment, enjoying quiet)
[dev. needed a break]
• picked up a penguin from beach (det. spotted only penguin alive) [dev.
aimed to clean it / wanted to save it]
• injured by bird (det. sharp beak) [dev. instinctive reaction of bird to
struggle whilst being cleaned]
• made a mess of apartment (det. elegant flat) [dev. friend angry, had to
pay for damage]

• The response reveals a thorough evaluation and analysis of the text.

• The response demonstrates a competent reading of the text with some
consistent.
• There is frequent, helpful supporting detail, contributing to a clear sense
of purpose.

PUBLISHED
3 Reading Level 3 [7–9 marks]

• The text has been read reasonably well.
• Supporting detail is present but there may be some mechanical use of
the text.

• There is some evidence of general understanding of the main ideas,
the question.

• The response is either very general, with little reference to the text, or a

• There is very little or no relevance to the question or to the text.

• Effective register for audience and purpose.
appropriate.
language.

• Some awareness of an appropriate register for audience and purpose.
• There is a sufficient range of vocabulary to express ideas with subtlety
and precision.

• Language is clear but comparatively plain and/or factual, expressing little
opinion.
structure.
• Minor, but more frequent, errors of spelling, punctuation and grammar.

PUBLISHED
3 Writing Level 2 [3–4 marks]

• There may be some awkwardness of expression and some inconsistency
of style.
text.

• Expression and structure lack clarity.

communication.

• The response cannot be understood.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
2020 series.
components.

PUBLISHED
responses seen).

PUBLISHED
be awarded.

PUBLISHED
1(a) Give two examples of enemies of real books according to the text. 1
Award 1 mark for both responses.
• e-books
• e-readers
‘real books are fighting back.’ (lines 2–3):

• paper books, print books

• gaining popularity again
Credit alternatives explaining the whole phrase e.g. sales of traditional books
are rising.
‘more like co-existence than conquest.’ (line 4):

• (live/be) alongside each other

• (rather than) beating the other / one being defeated
Credit alternatives explaining the whole phrase e.g. neither side will win so
both carry on.
1(c) Re-read paragraph 3 (‘Publishers tracking ... plateau.’). 2
Give two reasons why the rise in the number of paper books sold was
significant.
• (it was in) all types of bookstores

• (at the same time) e-book (sales) have/had hit a plateau
• [do not accept ‘went up 2.4 per cent’]
1(d)(i) Re-read paragraphs 4 and 5 (‘Apparently print books ... media.’). 2
Identify two reasons why sellers of e-books might be particularly

worried about those categories where print book sales have increased
since 2012.
• lucrative (categories)
• students have tried both types of textbook (and prefer print)

PUBLISHED
1(d)(ii) Re-read paragraphs 4 and 5, (‘Apparently print books ... media.’). 3
Explain why reading e-books may be less efficient than reading real
books, according to the text.
• humans take in less information on screen / less information sticks

• (children’s) books designed to include distracting features
• (adults find) less intuitive to navigate the book on a tablet
• device is not just used for reading so emails / social media facilities
distract too
1(e) Re-read paragraphs 6 and 7, (‘Some people ... feel.’). 3
Using your own words, explain why people are unlikely to give up real
books altogether in favour of e-books.

maximum of 3.
credited.
• real books appeal to the senses

• physical object you/others can see / ownership
• designs and illustrations
• they are different experiences / offer different experiences for the reader

PUBLISHED
1(f) According to Text B, how and why have bookshops had to change to 15
attract more customers?

Writing).
how :
• (more) spacious / airy
• improved lighting / well-lit / luminous
• cutting-edge design / contemporary feel
• easy to navigate / interactive map to locate book(s)
• cultural centre(s) / fashionable
• diversified product ranges / increased range of product(s)
• functional space (for business / meetings / conferences)
• targeting younger audience / child-friendly
why:
• (traditional bookstore(s)) considered old fashioned / lost appeal
• inefficiency of layout
• online shopping more convenient / quicker to buy online
• bookshops were not providing good service


mostly focused.

PUBLISHED

material.

sometimes focused.

focus.


concision.

communication.

brief.


PUBLISHED
A lot of the books in the store seem to be from the ancient past.
(books have) the look of antiquity (line 6)
The narrator was looking at the outside edges of the books to check
what they were called.
(my/his) eyes search the spines (line 9)
The narrator used to work in the main office of a software company.
(corporate) headquarters (line 13)
The narrator lost his job when the economy plunged dramatically
downwards.
(economy) nose-dived (line 20)
words underlined:
I was unemployed, a result of the great food-chain contraction sweeping

through the country, leaving bankrupt burger chains and shuttered
sushi empires in its wake.
contraction: (business) declined, (food industry) got smaller
words underlined:

sweeping: moved with irresistible force / clearing away everything in its path

PUBLISHED
words underlined:

shuttered: the restaurants selling sushi have been boarded up / closed

permanently
what the narrator thinks about the burger bun.
The job I’d lost was at the corporate headquarters of a very new,
company. It wrote software to design and bake the perfect burger bun:
smooth crunchy skin, soft interior. It was my first job out of art school. I
started as a designer, making marketing materials to explain and
promote this tasty treat: menus, diagrams and posters for store
windows.

which shows understanding of how the writer suggests what the narrator
thinks about the burger bun.

which shows some understanding of how the writer suggests the qualities of
the bun as emphasised by the advertising

awareness of the meaning of word(s) used to describe the bun ... The
explanation may be partial.
• perfect: aiming to produce a bun which cannot be improved upon; sense

that narrator is ridiculing the ambition
• smooth crunchy skin: flawless exterior, satisfying to bite into, designed
to appeal to sense of touch and hearing, suggestion it is too perfect /
unnatural
• soft interior: yielding, fluffy texture inside , inviting, overstated to call the
inside of a bread bun the interior, ridiculing design speak
• tasty treat: flavour is appealing, something to reward yourself with, cliché
suggests anything but, just advertising gimmick

PUBLISHED
• Paragraph 1 begins ‘Lost in the shadows …’ and is about what Clay

sees and feels as he climbs the ladder.
• Paragraph 12 begins ‘Inside: imagine ...’ and describes the inside of
the bookstore.
Notes on task
simply ignore them.
selections.
vocabulary.

PUBLISHED
• Clay’s thoughts and feelings in paragraph 1, beginning ‘Lost in the

shadows.’
Overview: dramatic sense of isolation, danger, threat.
lost in the shadows: unable to return, vulnerable, nightmarish

far below: only half way up ladder but at a great height, significant
distance down to the floor
the surface of a planet (I’ve left behind): so high as if in outer space;
otherworldly
loom high above: overhanging threat, great height
huddled together: clustered in groups as if for comfort
holding on for dear life: gripping the ladder tightly, believes there is a
danger of death (cliché)
fingers pressed white: blood has drained from fingers due to pressure
exerted, life draining away
• The inside of the bookstore in paragraph [12], beginning ‘Inside: imagine.’
Overview: exaggerated. not a ‘normal’ bookstore ... mystical and magical.
absurdly narrow: ridiculously thin, lack of space

dizzingly tall: unnerving height
fading smoothly into shadows (as if they might just go on forever):
so tall tops cannot be seen; elegance, mystery
packed (so) close together: no gaps between the shelves, forbidding
border of a forest / old Transylvanian forest:
about to go on an adventure / journey / quest
full of wolves, witches and dagger-wielding bandits: creatures of
fairy-tales, myths ; scary though predictably so, childish
just beyond moonlight’s reach: in shadows so not lit by moonlight,
cannot be seen though known to be there, witching hour; romanticised
clung to: held on to
stretching up ominously: menacing, threatening, potent of doom
gloom: darkness, loss of hope to those who enter
choices.

PUBLISHED
2(d) Reading Level 5 [13–15 marks]

them.
works.

explaining them.
works.


they are used.
words.



PUBLISHED
3 Imagine you are Mr Penumbra. Clay has been working in your store now 25
for over a year and has suggested ways to improve the bookshop and
increase trade. You reflect on your thoughts and Clay’s suggestions in
your journal.
In your journal, you should:
• remember what exactly happened the day you first met Clay and
your impressions of him
• reflect on the shop as it is now – what you like about it
• outline the suggestions Clay has made for how he could help
improve the bookstore
Write your journal entry.
Base your journal entry on what you have read in Text C, but be careful
to use your own words. Address each of the three bullet points.

Writing)
Notes on task
Annotate A1 for references to what exactly happened the day Penumbra met
Clay and his impressions of Clay
Annotate A2 for references to what Penumbra likes about the shop now and
his concerns about it
Annotate A3 for references to Clay’s suggestions for how he could help
improve the bookstore and how these might make a difference
A1: what exactly happened the day you first met Clay and your impressions of
him
• Clay answered advert (det. unemployed) [dev. keen to get job]

• Inexperienced (det. young) [dev. has not worked in a bookstore before,
a little nervous]
• asked Clay about favourite book ( det. Dragon-Song Chronicles) [dev.
enjoys reading, enthusiastic, imaginative]
• set Clay task of retrieving book (det. climbed ladder) [dev.test, tricky,
dangerous, brave]
• Employed him (det. night shifts) [dev. to do physical work P finds hard]

PUBLISHED
3 A2: the shop as it is now – what you like about it and your concerns
about it
• quantity of stock (det. packed close) [dev. any book you could think of]
• quality of stock (det. leather, gold-leaf, antiquarian) [dev. valuable,
attractive to collectors]
• atmosphere/character of shop (det. Penumbra’s) [dev. reflects his
interest and characters, personal and unique]
• low tech (det. paper books, wooden desk
• (too) quiet /peaceful (det. old) [dev. likes to be alone to read in shop in
own world / aware needs more customers and needs support]
A3: the suggestions Clay has made for how he could help improve the
bookstore and how these might make a difference
• design signs/publicity material (det. advert for job was handwritten;

talented artist) [dev. previous experience to advertise the shop more
successfully)
• computerise / modernise stock systems (det. shelf number, level
number) [dev. make locating books easier]
• create/run website (det. experienced with social media) [dev. reach new
customers, increase footflow]
• change shop front (det. wooden door) [dev. make it easier to see in(to)
the shop]
• redesign shelving (det. narrow, high) [dev. make accessing /browsing
titles easier]
• change counter area (det. massive wooden block of wood) [dev. creates
barrier between Penumbra and customers, forbidding]


consistent.
of purpose.

PUBLISHED

the text.

the question.



appropriate.
language.

and precision.

opinion.
structure.

PUBLISHED

of style.
text.


communication.


Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
2020 series.
components.

PUBLISHED
responses seen).

PUBLISHED
be awarded.

PUBLISHED
1(a) Give two examples of what advertisements say about Erfoo (Earth Food) 1
according to the text.
• future of food (for our planet)

• (delivers) everything your body needs
‘lunch fatigue’ (line 2):

e.g. worn down by hassle involved in having to stop to eat when at work
• weariness / tiredness
• eating at midday / light meal during day
‘meal-replacement powder’ (line 6):

e.g. a dry substance you add water to instead of eating breakfast
• dehydrated substance / finely ground solid

• instead of eating food / an alternative to food
1(c) Re-read paragraph 2, (‘Coming in ... ate a banana’). 2
Give two examples of reactions which showed that the writer’s friends
and family did not all think that switching to Erfoo was a good idea
• comments (ranged from) outraged

• (my) mum suggested (I) ate a banana
1(d)(i) Re-read paragraphs 3 and 4, (‘Apparently, Erfoo is favoured by ... I’ve 2

eaten.’).
Identify two advantages the writer hoped switching to Erfoo would

bring.
Award 1 mark for each idea up to a maximum of 2
• time to do extra work / save time

• save money
• lose weight
• feel like an astronaut

PUBLISHED
1(d)(ii) Explain what the writer did not like about Erfoo when they first tried it. 3
• tastes revolting
• lumpy
• (sounds / feels) like vomiting (backwards)
• feel full but not as if you’ve eaten / not satisfying
1(e) Re-read paragraphs 5, 6 and 7, (‘When lunchtime next rolls around ... 3
banana instead.’). Using your own words, explain why the writer decides
not to continue with Erfoo.

maximum of 3.
credited.
• could not face it / dreaded the idea of it

• so much preparation involved that not saving any time
• even with extra ingredient added still does not taste good
• bland, boring, no variety
• feels stupid

PUBLISHED
1(f) According to Text B, what are the worries and concerns some people 15
have about the new meal-replacement products now available?

Writing).
• manufacturers only concerned with making money from these lucrative

products
• fad / fashionable / gimmick
• taste horrible (not ‘yum’ at all)
• misleading marketing / marketed as natural
• ingredients are overly processed / ingredients transformed / complex
chemical production process
• contain intense chemical sweeteners / contain too many sweeteners /
sweeteners they contain are sweeter than sugar
• misleading sounding ingredients / ingredients not accurately labelled /
deliberately disguising ingredients
• unappealing to the senses / boring to look at / beige powder effects not
properly researched / insufficient research re (side)
• affects food linked to culture / product ignoring culture
• social experience not just nutrition
• emotional experience, linked to how you feel/ can affect how you feel


mostly focused.

PUBLISHED

material.

sometimes focused.

focus.


concision.

communication.

brief.


PUBLISHED
The company’s headquarters was a huge building.
cavernous construction (lines 1–2)
The lines of robot arms seemed extremely tall.
towering (line 2)
Andrei believed that doing the same thing over stopped people being
inventive.
stifled (human) creativity (line 7)
The prototype robot arm appeared to offer an enthusiastic welcome.
(wave a ) wide, eager greeting (line 10)
words underlined:
Programmers at GD were almost exclusively young, distant, cold-eyed

wraiths, in identical denim. They started early morning, working past
midnight, in a hurry to be done, and rich.
nearly all
words underlined:

without emotion, showing no reaction

PUBLISHED
words underlined:

(exactly) the same, without difference (do not accept similar)
Lois’ feelings while at work.
Programmers often slept at the office. Some nights I’d lie there, staring
blankly at the ceiling and the braids of fibre channel ferrying data
around the office. My parents were far away, locked in the frame of a
video-chat window. I had no friends nearby. There was a knot in my
stomach that wouldn’t loosen. I existed in a state of stupor, brain
flaccid, cells gasping. I couldn’t get my turbine spinning.

which shows understanding of how the writer suggests implications of Lois’
reactions / physical feelings.

which shows some understanding of how the writer suggests reaction/ effect
on Lois.

awareness of meaning of choice. The explanation may be partial.
• staring blankly: not thinking, losing her creativity, lacking emotion like
the other programmers
• braids of fibre channel: complex pattern of wiring around the office,
• high-speed / technologically advanced network of cables, only thing to
look at and all the same
• ferrying data: moving information around constantly, contrasts with the
lethargy she feels, pointless activity as ferrying suggests going back and
forth to same point
• locked in: cannot get to her parents, can only see their image on screen,
suggests she misses contact with her parents in real life
• knot in my stomach: uncomfortable sensation in stomach, suggests
physically unwell, affecting her health
• stupor: as if stunned , unable to act to help herself
• flaccid: hanging limply, loosely, of little use
• gasping: unable to breathe freely, every atom of her being is dying
• turbine spinning: no energy, could get going, loss of vitality is evident

PUBLISHED
• Paragraph 10 begins ‘I wouldn’t normally have been interested …’

and is about Lois’ reaction to the menu.
• Paragraph 16 begins ‘Sitting on my kitchen countertop ...’ and gives
Lois’ reactions to her first Combo.
Notes on task
simply ignore them.
selections.
vocabulary.

PUBLISHED
• Lois’ reaction to the menu in paragraph 10, beginning ‘I wouldn’t

normally have been interested ...’
Overview: power of the menu
dark confident script: hint of intrigue, though reliable and self- assured
character of writer suggested
intrigued me: fascinated, tempted, lured her in exuberant letters:
loud/colourful, enthusiastic compact: small, limited range
curling connectors: strokes / curved lines of the writing linking
information, suggests moving / natural, tendrils
charmed
my life bent off on a different track: affected her future, changed what
lay ahead
• Lois’ reactions to her first Combo in paragraph 15, beginning ‘Sitting

on my kitchen countertop ...’
Overview:
consumed: ate entirely, ate quickly and enthusiastically suggest hunger /

tasted incredible
healing powers: makes her feel better physically and emotionally;
spiritual, religious experience
like dishwater: thin, unappealing, dirty
slathered: spread thickly, smeared liberally
fluorescent red: vivid, bright, intense colour
buffered: moderated, absorbed to soften impact
thick slabs of bread artfully toasted: flat chunks, but wholesome and
cooked lightly suggesting skills of chef
unclenched: relaxed physically
rippling burp: joy of physical reaction, as if laughter finding its way out
choices.

PUBLISHED
2(d) Reading Level 5 [13–15 marks]

them.
works.

explaining them.
works.


they are used.
words.



PUBLISHED
3 Imagine you are Andrei. You have noticed the changes in Lois which 25
have made you reconsider how your business operates and decide to
make some improvements. A few weeks later, you give a speech to
other business owners.
In your speech you should explain:
• the nature of your business, what you hope to achieve and how
successful it has been so far
• the concerns you have had about your staff
• the improvements you have made at GD as a result of speaking with
Lois.
Begin your speech, ‘My company, General Dexterity …’.

Writing)
Notes on task
Annotate A1 for references to the nature of Andrei’s business, what he hopes

to achieve and how successful it has been so far
Annotate A2 for references to the concerns Andrei has about his staff
Annotate A3 for references to the improvements Andrei has made at GD as
a result of speaking with Lois

PUBLISHED
3 A1: the nature of your business, what you hope to achieve and how
successful it has been so far
• design software (det. robot arms able to wave) [dev. still improving but
voice recognition is going well]
• founded the company himself (det. General Dexterity, lightning bolt
logo) [dev. innovative, continuing to grow]
• large premises (det. formerly a carpark,) [dev. repurposed building
shows bringing economic growth to area / using resources already there
– environmentally sound]
• hi tech (det. large numbers of robots, data, fibre channel in office) [dev.
cutting edge, pushing boundaries]
• aim to replace human labour with robots (det. in factories, for
repetitive tasks) [dev. improve quality of life for workers – no more boring
jobs; reduce costs for factories]
A2: the concerns you have had about your staff
• age (det. young) [dev. often moved away from family and friends,
vulnerable to loneliness]
• are not friendly to each other (det. none greeted Lois warmly) [dev. overly
competitive rather than supportive]
• lack individuality (det. wear same denim) [dev. do not seem to have the
creativity needed for the job]
• work long hours (det. start early, finish past midnight, sleeping in the
office) [dev. stressful to work without a break, less efficient as a result]
• concerned only with money (det. in a hurry to be rich and done) [dev. not
investing emotionally in work or company]
• not eating properly (det. canteen often empty, consuming Slurry) [dev.
causing health issues, lack of energy]
A3: the improvements you have made
• restaurant: CSS&S restaurant to supply canteen (det. spicy soup,

sourdough bread) [dev. will revitalise workforce, stop them from eating
Slurry, improve socialisation as they will eat together]
• hours: limit office hours / provide break out rooms or proper places to
sleep if required to stop over (det. currently sleep at desks in office) [dev.
more relaxed, refreshed workforce]
• management: better training for line managers (det. Peter) / more hands-
on management from Andrei [dev. show care about well-being of staff]
• robots: consider whether could be used to improve conditions for own
workers [dev. improve creativity of own staff]
• premises: improve lighting / allow time outside (det. underground) [dev.
more ‘blue sky’ visible, re-design with humans not machines in mind]

PUBLISHED


consistent.
of purpose.

the text.

the question.



PUBLISHED

appropriate.
language.

and precision.

opinion.
structure.

of style.
text.


communication.


Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge

PUBLISHED
• 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.
• 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.
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).
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.

PUBLISHED


• We use level descriptors as a guide to broad understanding of the qualities normally expected of,
or typical of, work in a level.
statements.
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we must
at all times be prepared to meet candidates on their chosen ground, provided it is relevant ground
(e.g. clearly related to and derived from a relevant passage/text and meeting the mark scheme
requirements for the question).


correct.

PUBLISHED
Question 1



1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10
W2, W3 and W5 5
Total 30

PUBLISHED
1(a) Give the three reasons people go bicycle touring, according to paragraph 1
2.
Award 1 mark for all three responses.

• pleasure
• adventure
• (sense of) freedom
allow raise money for charity
‘fund-raising venture’ (line 5)
Award 2 marks for full explanation (both strands).Award 1 mark for partial
explanation. Credit alternatives explaining the whole phrase.
• project / activity / undertaking / trip / journey / tour / means / event / way /

plan
• to collect money (for a good cause) / donate money to (charity)
‘broad spectrum’ (line 7)
Award 2 marks for full explanation (both strands).Award 1 mark for partial
explanation. Credit alternatives explaining the whole phrase (e.g. many different
types, large variety).
• wide
• range / selection / variety
do not allow lots of / large numbers without sense of variety / range
1(c) Re-read paragraph 3 (‘People of all ages … air.’). 2
Give two reasons why bicycle touring might particularly appeal to people
who want to improve their physical health.
• (a way to) build fitness

• (breathe) fresh air
do not credit exciting challenge
1(d)(i) Re-read paragraphs 4 and 5 (‘The good news … before dark.’). 2
Identify two things you should do when training for your bicycle tour.
• set realistic goals

• work (your physical strength) up to riding same daily distances
• carry same gear (you plan to travel with)
• back-to-back rides

PUBLISHED
1(d)(ii) Re-read paragraphs 4 and 5 (‘The good news … before dark.’). 3
Explain why camping rather than staying in hotels during your tour can
slow down your progress.

• have to carry more gear (which is heavy and slows you down) / have to
carry (all the) gear for camping
• have to spend time looking for suitable spots / have to start looking for a
spot a couple of hours before dark
• bullet 2 needs the sense of takes time
• less comfortable (for recovery) / less easy to recover each day
1(e) Re-read paragraph 6 (‘Bicycle riders … home.’). 3
Using your own words, explain why some people might not want to go on
a bicycle tour.
Award 1 mark for each idea, predominantly in own words, upto a maximum
of 3.
Answers which are entirely in the words of the text should notbe credited.
• can be perceived as a threat / worried about how they will be perceived

• meeting strangers / treated coldly by people they meet / not receiving help
(from people they meet)
• things going wrong with the bike / (bike) problems on the journey / having
(bike) difficulties on the road
• high(er) chance of something bad happening to you / getting seriously hurt /
an accident / being badly injured

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1(f) According to Text B, what are the various attractions of cycle touring? 15
as far as possible.
Up to 10 marks are available for the content of your answer andup to 5

Use the Marking Criteria for Question 1(f) (Table A, Reading andTable B
Writing).
1 romantic way to travel / romantic image
2 independence / freedom from confines of work
3 see the world / travel the world
4 wild camping / campsites in forest(s) / cosy campsites
5 rest days (in relaxing surroundings) / opportunities to relax (on beach)
6 talking with locals / conversing with local people on range of topics / locals
are welcoming
7 proving what you are capable of / overcoming physical challenge
8 excitement of the unknown / adventure
9 animals you would not see from a car / noticing flowers you might otherwise
miss
10 quaint / small villages
11 other cyclists who help you / camaraderie
12 experiencing the food / unusual food
13 unexpected discoveries (not in the guide book) / roadside shack in the
middle of nowhere

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Table A, Reading

well-focused.

focused.
3 5–6 • A partially effective response that demonstrates a reasonable understanding of the

2 3–4 • A basic response that demonstrates some understanding of the requirements of the
task.
focused.


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Table B, Writing
concision.
• The response is mainly expressed in the candidate’s own words (where appropriate)
but there may be reliance on the words of the text.

communication.

PUBLISHED
Question 2

Item Reading assessment Marks for reading assessment

objectives tested objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R2 1
2(a)(iv) R2 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

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Question Answer
Marks
Chris mended the broken bicycle.
(I) fixed (her wheel) (line 2)
Vivian only stopped briefly when she talked.
barely paused (for breath) (line 3)
Vivian had adopted the solution of pushing her bicycle along.
resorting / resorted (to pushing) (line 13)
Vivian and Chris met up with their hosts for the evening.
(we) rendezvoused (with) (line 42)
words underlined:
After more walking / cycling we closed the day making camp by Lake
O’Hara. I’d found a great spot with inspirational views of snowy peaks.
Vivian seemed concerned about wildlife, particularly bears: ‘I’ve been
camping on petrol station forecourts.’
‘Are you serious?’
‘Yes. I decided it was safer.’
Vivian wasn’t exactly happy but began to erect her tent and unpack. I
did the same, somewhat faster, then cooked us dinner on my trusty
stove. Vivian’s stove was one of the many things she’d thrown away.
closed: finished (off), ended, concluded
words underlined:
wildlife: animals, creatures
do not credit plants / nature / flora alone

PUBLISHED
Question Answer
Marks
words underlined:
erect: put up, assemble, pitch, set up, build
suggests his thoughts and feelings that evening.
After more walking / cycling we closed the day making camp by Lake
O’Hara. I’d found a great spot with inspirational views of snowy peaks.
Vivian seemed concerned about wildlife, particularly bears: ‘I’ve been
camping on petrol station forecourts.’
‘Are you serious?’
‘Yes. I decided it was safer.’
Vivian wasn’t exactly happy but began to erect her tent and unpack. I
did the same, somewhat faster, then cooked us dinner on my trusty
stove. Vivian’s stove was one of the many things she’d thrown away.

Award 1 mark for an example with an attempt at an explanation which
shows awareness of the writer’s attitude to preparing for the trip. The
• walking / cycling: suggests unimpressed by the haphazard/half-and-

half approach Vivian has, and/or sense of superiority that he was cycling
and she was walking
• I’d found a great spot with inspirational views of snowy peaks:
enthusiastic about the scenery; pleased with himself and where they are
staying; insensitive to Vivian’s possible concerns/ not considering or
involving her in the decision; amazed by the landscape, finds it uplifting,
romanticised view

PUBLISHED
Question Answer
Marks
2(c) • seemed concerned about wildlife, particularly bears: either does not
understand her concern, or is well aware and thinks it is funny
• Are you serious?: cannot believe this, incredulous tone suggested,
amazed how she has survived
• wasn’t exactly happy: gentle amusement at her discomfort / not
bothered by her feelings
• somewhat faster: feeling superior, finds her lack of speed /experience
endearing and/or amusing
• trusty stove: emphasises self-image as a heroic figure, battling
through; the stove has been with him on his adventures [like a knight’s
horse]
• one of the many things: considers her to have made basic errors;
critical of her decisions

PUBLISHED
Question Answer
Marks
• Paragraph 18 begins ‘I woke next morning …’ and is Chris’

description of Vivian’s attitude.
• Paragraph 24 begins ‘For weeks …’ and is about the changing
landscape.
Explain how the writer uses language to convey meaning and to

create effect in these paragraphs. Choose three examples of words or

(Table A, Reading)
Notes on task
responses to provide words / phrases (listed in the mark scheme on pages
16 and 17) that carry connotations additional to general meaning.
The following notes are a guide to what good responses might say about
the selections.
vocabulary.

PUBLISHED
Question Answer
Marks

• Paragraph 18 begins ‘I woke next morning …’ and is Chris’
description of Vivian’s attitude.
Overview: considers her out of her depth and in need of rescuing

• wails: prolonged high-pitched cry,
• ‘Nooo, my i-phone!’: something has happened to the phone, over-
reliance on technology, apparently distraught, dramatic
• ‘Eww, a slug!’: over-reacting, childish, the slug is in its element and
she is definitely not in her element
• smiled: amused, entertained, affection / condescending, patronising
• city girl: not used to the countryside, stereotype, spoilt
• plucked out of her comfort zone: taken away from all she knew,
suddenly in unfamiliar territory, as if she had not been in control, no
idea of what she would face, unsure, challenged
• thrust into the alternative universe: landed / arrived somewhere alien
to her, propelled by some other force
• conquering: overcoming the challenge, coping with unfamiliar
circumstances, suggestion she will win through heroically
• boost: build up, suggestive of rockets and supercharging / action
heroes, simplistic view from Chris
• ailing confidence: losing faith in her own ability, as if a sickness that
needs a cure
• discover her direction in life: literally and figuratively, bike ride itself is
used as a metaphor for her need to find a purpose and plan her future
choices.

• Paragraph 24 begins ‘For weeks …’ and is about the changing
landscape.
Overview: contrast of the excitement of the new landscape compared with the
prairies
• unrelenting, unbending highway: dead straight line of the road
through the prairies, hard going, merciless, no break
• now empty green scenery: lack of interest or feature adds to the
monotony, blandness, reminiscent of a virtual landscape
• mind-numbingly boring: uninteresting and uninspiring, cliché
• finally (we began to) spot trees: as if having been looking out for them,
excitement of some kind of variety at last
• (at first they were) sporadic: few and irregular initially, promise of more
to come
• grouped together, calling themselves forests: gradually more trees,
as if gathering excitedly, sense of a club or gang
• significant achievement: great accomplishment, success, real
mission, sense of reward
• dotted with tempting lakes, ponds and rivers: as if decorated
attractively with water features, inviting and suggesting would like to
explore them

PUBLISHED
comments that add meaning and associations to words/phrases in both parts of the
text, and demonstrate the writer’s reasons for using them.

• Images are recognised as such and the response goes some way to explaining them.

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.



PUBLISHED
Question 3



PUBLISHED
3 You are Vivian. Several months after completing your journey you have written 25
a book about the experience. You are interviewed for a television show to
promote your book.
The interviewer asks the following three questions only:
• Can you tell us about the early part of your journey and the kind of
difficulties you faced?
• Part of your journey was travelling with Chris – what benefits and
drawbacks were there for each of you in travelling together?
• You finished your journey alone – why was that? How do you think the
journey changed you?
Write the words of the interview.
Base your interview on what you have read in Text C, but be careful to use
your own words. Address each of the three bullet points. Write about 250 to
350 words.
Up to 15 marks are available for the content of your answer and up to 10 marks
for the quality of your writing.
Notes on task
appropriate register for the genre, and 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 the early part of Vivian’s journey and the kind of
difficulties faced
Annotate A2 for references to travelling with Chris and the benefits and drawbacks
there were for each of them in travelling together
Annotate A3 for references to how and why continued solo and how whole
experience changed her

PUBLISHED
3 A1: early part of Vivian’s journey and the kind of difficulties she faced 25
• lacked essentials (det. lost all her food, ran out of water) [dev.careless / unlucky
/ embarrassed looking back / not well prepared]
• (avoided) encounters with wildlife (det. thought she saw a bear, camped on
petrol station forecourts) [dev.frightened / nightmare / paranoid / potentially
dangerous]
• bike problems / bike broke (det. wheel) [dev. had to push it to the visitor centre
/ inexperienced / no idea how to mend it ]
• carrying equipment / jettisoned some equipment (det. threw mirror and stove
away) [dev.made the wrong decisions initially / foolish / struggled to carry all the
necessary equipment]
• slow progress during early stages (det. pushing up hills) [dev.lacked fitness
levels / hard going]
A2: travelling with Chris and the benefits and drawbacks there werefor each of
them in travelling together
• offered assistance at the visitor centre (det. able to fix her bike,shared food)
[dev. kind / meant well / relieved]
• corrected by / learned from Chris (det. wrong gear, never ridden long distance
before) [dev. helpful / grateful / annoying / annoyed / should have learned more
before she set off]
• Chris’ choice of campsites (det. great spot with inspirational views of snowy
peaks) [dev. would not have tried them otherwise]
• slower than him initially (det. he waited for her) [dev. he was no better, just
physically stronger]
• company (det. got on (surprisingly) well, cooked together) [dev.reassuring /
entertaining]
• equipment (det. portable stove, iPhone, booked hosts, shower) [dev. mutually
beneficial / Chris not used to technology]
3 A3: how and why continued solo and how whole experience changed her
• hurt /annoyed (det. said he wanted to cycle separately) [dev.thought they were
friends / teammates / misunderstood Chris / impetuous]
• Chris’ attitude / lack of communication (det. no explanation, not ‘bright’) [dev.
patronising / self-opinionated / overbearing / old-fashioned]
• different views / interests (det. animal collection, Chris wanted to see
beavers/wildlife, she hates slugs,guess-the-animal game) [dev. just humouring
him / own views and interests dominate / found her direction in life]
• fitter and faster (det. she was able to shoot past him) [dev.experience had
grown daily]
• more confident / knew what she wanted to do with her life (det. only knew
about city life previously) [dev.adapted to surroundings / conquered her fears re
wildlife]
• challenge / prove she could do it / independence (det. was not at the start of the
journey when they met) [dev. proud of herself / able to survive / resourceful /
putting into practice what learned]

PUBLISHED
Table A, Reading


PUBLISHED




Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED


statements.
demonstrated.


correct.
g DO NOT require spellings to be correct unless this is part of the test. However, spellings of

PUBLISHED
Question 1



tested objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED
1(a) Give two continents that are smaller than Antarctica. 1

• Oceania
• Europe
‘dominates the region’ (line 3)
Award 2 marks for full explanation (both strands). Award 1 mark for partial
explanation.
• overwhelms / most prominent aspect of / covers (most of) / takes over

/occupies a lot of
• area / place / land / Antarctica / continent
‘integral part’ (lines 5 and 6)
explanation.
• vital / necessary / essential / crucial / main

• bit / component / aspect / feature (of)
1(c) Re-read paragraph 3, (‘Ice is ... warming.’). 2
Give two reasons why loss of ice in Antarctica is significant.
• (Antarctic) ice reflects large amounts of solar radiation away from Earth /
decreases the ability of the Earth’s surface to reflect solar radiation / more
radiation is absorbed
• (loss of ice) affects heat balance / linked to global warming
1(d)(i) Re-read paragraphs 4 and 5, (‘While Antarctica… colonies’). 2
Identify two reasons why the region is popular for scientific research
from lots of different countries.
• no borders / entire continent open

• cleanest air in world / neutral data / more reliable data

PUBLISHED
1(d)(ii) Re-read paragraphs 4 and 5, (‘While Antarctica…colonies’). 3
Explain why growing numbers of tourists want to visit Antarctica.
• adventure / more adventurous

• cruises (increasingly) affordable / travel there has become cheaper
• visit (spectacular) scenery
• threatened wildlife (colonies) / endangered animals
1(e) Re-read paragraphs 6 and 7, (‘Although nearly ... wherever possible’). 3

Using your own words, explain why the impact of scientists visiting
Antarctica may have been worse than that of tourists visiting.

maximum of 3.
credited.
• researchers stay longer in Antarctica / there for longer (than tourists)

• tourists mainly ship-based / scientists based on the ground
• (scientists) build stations / roads and runways built
• different kinds of waste generated (by scientists) / waste has not been
disposed of responsibly in the past / toxic waste

PUBLISHED
1(f) According to Text B, what challenges does Searle face to achieve her 15
goal?

Writing).
1 limited previous experience

2 tough mental challenge
3 long distance involved / great distance
4 restricted time to complete
5 cannot have help of any kind
6 has to carry all supplies with her / dragging all her supplies on a sledge
7 loneliness / being alone
8 (relatively) small physical stature
9 finding time to train / training as well as working full-time
10 dangerous route / risk of injury
11 leaving family / children behind
12 raising funds /attracting sponsors
13 prejudice / sexist attitudes / lack of support for female explorers

PUBLISHED

Table A, Reading


focused.
3 5–6 • A partially effective response that demonstrates a reasonable understanding

of the requirements of the task.
material.
2 3–4 • A basic response that demonstrates some understanding of the requirements

of the task.
sometimes focused.

focus.

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Table B, Writing
concision.
2 3–2 • A relevant response that is generally expressed clearly, with some evidence
of concision.
communication.

brief.

PUBLISHED
Question 2


objectives
2(a)(i) R2 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R2 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED
There were lots of containers of supplies stored in hangars on the base.
truckloads of (tinned food) boxes (in huge hangars) (line 7)
Some scientists regularly went underwater to study animals living

beneath the ice.
(who) routinely dived (beneath the ice) (line 27)
The scientists’ observations that the climate of the Earth is changing are
impossible to prove wrong.
irrefutable (steady upward trend) (line 35)
There were lots of practice drills to ensure safety.
endless rehearsals (drilled into us) (line 42)
words underlined:
That evening we encountered more Base people – young, fit figures

without that fume of the outside that still clung to us. They sported the
same padded boiler suits and fleece jackets, and were keen to talk. ‘I
don’t call the real world often, it’s best to just live in the bubble,’
confided marine biologist Ben. I said I planned to stay until the very last
boat out. ‘Winter here’s long,’ he added.
encountered: ran into, met, came upon, came across
words underlined:
sported: wore, were wearing, were kitted out in
words underlined:
confided: told as if a secret, revealed, divulged, confessed, shared

PUBLISHED
suggests the contrast between the narrator and the Base people living
permanently on the base.
That evening we encountered more Base people – young, fit figures

without that fume of the outside that still clung to us. They sported the
same padded boiler suits and fleece jackets, and were keen to talk. ‘I
don’t call the real world often, it’s best to just live in the bubble,’
confided marine biologist, Ben. I said I planned to stay until the very last
boat out. ‘Winter here’s long,’ he added.

explanation which shows understanding of how the writer contrasts Base
people and the narrator.

which shows some understanding of how the writer suggests differences
between Base people and the narrator.

awareness of either the narrator or Base people. The explanation may be
partial.

• base people – young, fit figures: suggests a different kind of people,

specific type, separate to others, alien life form; feels inadequate, older
and less fit, looking at their characteristics as a group rather than as
individuals
• (without that) fume of the outside still clung to us: tainted by the
scent of the outside; suggests the base is clean, pure as if newcomers
are polluting their world / will be cleansed by being on the base
• sported the same padded boiler suits and fleeces and were keen to
talk: suggests confidence and unity – as if wearing a uniform, all share
the same dress code / look the part; interested in newcomers,
enthusiastic
• real world … bubble: suggests feel separate from outside society and
usual concerns, as if existing in a dream world or parallel universe, living
in a protected environment, concerned with only prescribed edges of the
base and its concerns, though sense of fragility and ease with which it
could be destroyed

PUBLISHED
• Paragraph 1 begins ‘Base emitted …’ and is about the narrator’s

first impressions of the base station in Antarctica.
• Paragraph 13 begins ‘Around us …’ and is about the arrival of winter

in Antarctica.

(Table A, Reading)
Notes on task
responses to provide words / phrases (listed in the mark scheme on pages 14
and 15) that carry connotations additional to general meaning.
simply ignore them.
selections.
vocabulary.

PUBLISHED
Paragraph 1 begins ‘Base emitted …’ and is about the narrator’s first

impressions of the base station in Antarctica.
Overview: pure vast emptiness of the epic landscape; awe-inspiring and

intimidating
• emitted a hushed grandeur: quiet, still, gives out a signal, broadcasts a

powerful sense of silence and stillness, awe and reverence for the place,
secretive
• as if a vault door had been closed, all noise guarded fiercely behind
it: sound of the world seems to have been muffled, disorientating effect of
being both locked in and locked out, threat from the noise outside
• a gunshot-like crack echoed through the air: unexpected loud sound,
shock of the sudden noise, violence of the noise
• roar like a distant waterfall: huge noise of a flow of water, powerful,
though a long way off can be heard, unstoppable and inevitable threat of
disaster
• (another) chunk of the ice shelf collapsed into the bay: huge piece of
ice has broken off, final and brutal, part of an ongoing pattern, the place is
literally breaking up and disintegrating
• rough squawks of skuas were magnified through the telescope of
empty dry air: calls of birds seem louder as there is little else there,
notice them more, realise their importance when there is nothing to
detract
• no smells of soil, trees, nor grass: completely empty landscape,
there’s nowhere to hide, nothing growing, barren, reminiscent of the
moon or another planet
• scent of Antarctica: as if an animal, a creature being hunted
• like two stones rubbed together. Flint: the spark to start the fire, sense
of imminent destruction; effect of human actions on the planet
choices.

PUBLISHED
Paragraph 13 begins ‘Around us … ’ and is about the arrival of winter in

Antarctica
Overview: inevitable, unstoppable force of winter approaching
• (around us) the world was hardening: water freezing and solidifying,
becoming more hostile
• started as ice flowers, tiny crystal formations: delicate, fragile
patterns in frozen water, beautiful
• creeping carpet of flowers knitted together: gradually being covered
by ice; individual crystals float to the surface, accumulate and bond
together, sense of magical or living force
• soaked by seawater: contrasts with the beauty of initial images,
suggests heavy and cold, deadening effect on emotions
• grey gruel, thickening into porridge: unappetising, gloopy substance,
reminiscent of prison
• temperatures plummeted: became suddenly very cold, breathtaking
drop in temperature
• (porridge-ice) welded itself together like steel grinding: change of
state from liquid to solid is complete, ice is hard and powerful, metallic
sound, industrial
• gathering darkness: long difficult winter ahead, brooding menace
• continent was closing in on itself, locking itself in: imprisoned by
winter, natural process, shutting the rest of the world out
choices.

PUBLISHED


explaining them.

they are used.



PUBLISHED
Question 3



PUBLISHED
3 You are Simon, Base commander. You are giving a speech for a group 25
of young people to explain to them the opportunities and challenges of
living and working on the base station.
• explain the different kinds of jobs available at Base station and what
activities each job might involve
• outline what they can expect day-to-day life to be like when they first
arrive and once they have settled in
• suggest the challenges and rewards of living and working at the
Antarctic base station.

Use the Marking Criteria for Question 3 (Table A, Reading and Table B,
Writing)
Notes on task
covers the three areas of the question, is well sequenced and is in the
Annotate A1 for references to the different kinds of jobs available at Base

station and what activities each job might involve.
Annotate A2 for references to what day-to-day life would be like when they
first arrive and once they have settled in.
Annotate A3 for references to the challenges and rewards of living and

working at the Antarctic base station.

PUBLISHED
3 A1: the different kinds of jobs available at Base station and what activities
each job might involve
• scientists (det. involved in ice-coring team, Xavier, field work, laboratory
work) [dev. ground-breaking research, important lessons to be learned]
• marine biologists (det. diving with seals and orcas, Ben) [dev.
adventurous, brave]
• mechanics / engineers (det. planes, ski equipment, sewage treatment
plant, generators) [dev. keeping the place running]
• pilots / air traffic control (det. transporting scientists to and from field
camps) [dev. incredible views from air, challenge of landing planes safely]
• cooks (det. tinned food) [dev. difficult to get fresh supplies, lots of people
to feed]
A2: what day to day life will be like when they first arrive at Base and once
they have settled in
• field training (det. learning to: abseil into a crevasse, get out and rescue
someone, break our fall with an ice-axe, erect pyramid tents, cook on
camp-stoves, and load a sledge) [dev. out of comfort zone]
• learning (det. lectures) [dev. inspirational, new perspectives, expert
opinion]
• briefings (det. drills, mishaps) [dev. more dangerous in winter, could be
fatal]
• expeditions / group trips (det. collecting water samples) [dev.
contributing to research]
• keeping fit / exercise / (det. walks) [dev. freedom to go off and explore
(until Winter approaches)]
• social life (det. cards, no Wi-Fi) [dev. need to adjust, have to make own
entertainment]
A3: Challenges / rewards of Antarctica

• separation from the outside world (det. long way from civilisation,
bubble) [dev. peaceful, break from modern life (pressures)]
• cold / exposure (det. long winter) [dev danger of being stranded if last
boat does not get through]
• (dangerous) animals (det. leopard seals, orcas) [dev. being in their
world]
• depression / loneliness (det. no animals, no children) [dev. few changes
of personnel / limited social group / can build close friendships, can lead
to sense of family/group]
• landscape / ravines [dev. experience of living in Antarctica changes you
as a person, inspirational]
• awareness of the health of the planet (det. carpet of ice is fragile;
chunks fall off glaciers) [dev. understand the implications of global
warming, safety concerns]

PUBLISHED

Table A, Reading
consistent.
purpose.

text.

although the response may be thin or in places lack focus on the text or the
question.

PUBLISHED

appropriate.
language.

precision.
opinion.

style.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED


statements.
demonstrated.


correct.
g DO NOT require spellings to be correct, unless this is part of the test. However, spellings of

PUBLISHED
Question 1

R5 select and use information for specific purposes.


tested objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED
1(a) Give two examples of primates that have surprised and impressed 1
research scientists according to the text.
• monkeys / capuchin (monkeys)

• chimps / bonobos / chimpanzees
‘provide evidence’ (line 2):
explanation.
Credit alternatives explaining the whole phrase. (e.g. prove an argument /

support an idea / confirm the theory / verify the suggestion)
• offer / give / supply / come up with / produce / present / show

• proof / support
‘range of gestures’ (line 4)
explanation.
• different / variety of / mixture of / diverse

• signs / actions / body language / signals / movements to communicate
1(c) Re-read paragraph 2, (‘Humans … talk?’). 2
Give two reasons why it seems particularly surprising that only human
primates can actually talk.
• (primates) have similar vocal anatomy (to humans) / tongues and larynx
are almost the same (as humans)
• closest primate to humans can make a number of distinct calls /
vocalisations of bonobos evidence early language
1(d)(i) Re-read paragraphs 3 and 4 (‘As scientist ... the earth.’). 2
Identify the two main tasks Dr Dunn completed to carry out his research.
• ranked (different) species (based on their vocal abilities)

• examined (preserved) brains

PUBLISHED
1(d)(ii) Re-read paragraphs 3 and 4 (‘As scientist … the earth.’). 3
Explain why scientists are studying these different primate species.
• to understand how speech has evolved in humans / to understand why

only humans can speak / to understand how humans are able to speak
• closest species to humans / human ancestors are extinct / cannot study
human ancestors
• to understand how primate brain is wired / how brains and vocal ability
work in chimps / find language elements in primates that existed millions
of years back
• intrigued by gaps in knowledge
1(e) Re-read paragraph 5, (‘However, other ... to explore.’). 3
Using your own words, explain why some people might not accept the
findings of the research.
Award 1 mark for each idea, predominantly in own words, up to a maximum

of 3.
• no human data included / need to use human data

• do not understand how non-human primates use vocalisations
• ability to combine calls needs to be taken into account / have not
explored ability to combine calls

PUBLISHED
1(f) According to Text B, what was Project Nim, what exactly did it involve 15
and what criticisms might people have of the project?

Writing).
1 language experiment
2 taught chimp(s) sign language
3 trying to prove not only humans used language / disprove Chomsky / test
language theory
4 unethical / cruel / inappropriate treatment
5 affects both humans and chimp’s emotions (unfairly)
6 chimp sent to join a human family / chimp raised as a human
7 struggled to adapt / did not fit into either the human world or chimp world /
should be in the wild
8 experiment proved nothing / still an unanswered question today /
experiment unsuccessful / only able to use fragments of signs
9 returned to institute / abandoned him
10 treated like a commodity / sold on
11 never met another chimp / should be with other chimps / deprived of
social (chimp) interaction
12 humans projected their feelings onto the chimp / were not able to judge
real effect on him

PUBLISHED

Table A, Reading


focused.

material.

of the task.
sometimes focused.

focus.

PUBLISHED
Table B, Writing
concision.
of concision.
communication.

brief.

PUBLISHED
Question 2


objectives
2(a)(i) R2 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R2 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED
The writer knew that although the chimps’ day had begun quietly this
could change to a chaotic, noisy situation.
(that) pandemonium (might yet break out) (line 11)
The chimps made regular stops to eat.
(with) frequent pauses (for feeding) (line 17)
The grassy ridge provided a place from which to observe the chimps.
(was my) vantage point (line 22)
People thought that chimps were calm, even-tempered animals who did
not eat meat.
(the) placid (vegetarians) (line 29)
words underlined:
A surge of memories flooded back. Gradually in those days I’d pieced

together fragments from their daily lives, feeding habits, travel routes
and social structure. Thinking back I relived the thrill of watching
Greybeard fishing for termites with stems of grass – picking a wide
blade of grass and trimming it carefully so it could be poked into the
narrow passage of the termite mound. What a discovery – humans
weren’t the only tool-making animals!
habits: what they usually do, what they normally eat; typical behaviour(s),
routine actions, customary behaviour(s)
words underlined:
picking: selecting, choosing (from), breaking off, plucking (from others)
words underlined:
trimming: cutting small amounts off (to make it narrower), paring

PUBLISHED
Jane’s feelings that day.
A surge of memories flooded back. Gradually in those days I’d pieced

together fragments from their daily lives, feeding habits, travel routes
and social structure. Thinking back I relived the thrill of watching
Greybeard fishing for termites with stems of grass – picking a wide
blade of grass and trimming it carefully so it could be poked into the
narrow passage of the termite mound. What a discovery – humans
weren’t the only tool-making animals!



awareness of the writer’s attitude to preparing for the trip. The explanation
may be partial.
• surge of memories flooded back: suggests sudden powerful

recollection, nostalgia, current flowing through the mind; suggests
overwhelming emotion, power of water, helpless to stop
• pieced together fragments: beginning to make sense of it, rationalise
her experience, rebuilding something that had been broken
• relived the thrill: suggests it was exciting and risky, fairground ride,
daring exploit
• What a discovery – humans weren’t the only tool-making animals!
suggests the amazement of the time, novelty

PUBLISHED
• Paragraph 6 begins ‘My attention ...’ and is about the rainstorm and
Frodo’s reaction to it.
• Paragraph 7 begins ‘It must have taken ...’ and describes the scene
after the storm has passed.

(Table A, Reading)
Notes on task
responses to provide words / phrases (listed in the mark scheme on pages 16
and 17) that carry connotations additional to general meaning.
simply ignore them.
selections.
vocabulary.

PUBLISHED
Paragraph 6 begins ‘My attention ... ’ and is about the rainstorm and
Frodo’s reaction to it.
Overview: increasing and releasing tension of natural forces
• (my attention) jerked: sharp, quick, breaks her thoughts

• sudden outbreak (of chimpanzee calls): immediacy of the noise,
threatening
• grey, heavy sky: impending storm, moody, dull, oppressive
• growing darkness: threat of what is coming, building up, primeval
• stillness, punctuated only by distant drumming of thunder: sounds
heard from a long way off, anticipation of arrival, warlike, calm before
storm
• leaping about: energetic excited movement, manic
• swinging vigorously: hanging and moving between branches, urgent,
quick movements
• (becoming) wilder and more daring: sense of abandon, loss of control
• fatter, faster drops found their way through: swelling of water
droplets, intensity building
• dense canopy: thick trees overhead, no defence against the rain, offers
little protection
• heralded: announced, acclaimed, sign of something important, battle
imagery
• (a thunderclap that) shook the mountains: shuddering of earth,
immense force, power of nature
• growled on and on: continuous, low noise, noise of some huge beast,
noise of some huge beast
• bouncing from peak to peak: echoing, reverberating; exuberant, huge
movement
• released: set free, as if being held back previously
• torrential rain: rivers of water descending, enormous amounts of water.
overpowering
• sky and earth seemed joined by moving water: can no longer
distinguish between the two, union of elements, emphasises volume of
water, strength of rain
• hunched and still: bent over, quiet, spent
choices.

PUBLISHED
Paragraph 7 begins ‘It must have taken ...’ and describes the scene after
the storm has passed.
Overview: sense of renewal and restoration of calm beauty contrasting with

violence of the storm
• eased off: reduced gradually

• (heart of the storm) swept away: centre, most powerful part, moved off,
left swiftly and smoothly, dramatic exit
• soaked, dripping vegetation: sodden plants, wet foliage
• followed awkwardly (my cold wet clothes) hindering movement:
soggy and soaking, making walking difficult and uncomfortable, human
not suited to natural world
• pale watery sun: new light emerging, insipid, faint and weak as it first
appears, diluted, washed out
• the world seemed hung with diamonds: brilliance of reflected light,
precious, beautiful decoration
• spider’s web that stretched, exquisite and fragile (across the trail):
delicate natural beauty that survived storm, equipped to deal with powers
of nature
• brilliant, vivid, veined greens: intense colours, bright, full of life, pulsing
• soft sunlight: nourishing, comforting warmth of gentle sunbeams
• (wet trunks and branches) gleamed like ebony: tropical wood (may
actually be ebony) reflecting the light as if polished
• (black coats of the chimps) were shot with flashes of coppery-
brown: natural beauty, versatility and strength of nature, soft metal
choices.

PUBLISHED


explaining them.

they are used.



PUBLISHED
Question 3



PUBLISHED
3 You are a journalist writing a magazine article about Jane Goodall’s 25

work.
In your magazine article you should:

• explain what Jane’s work involves and the challenges it presents
• explain what Jane has learned about chimpanzees and their lives
• suggest why Jane’s work is important and what she hopes to
achieve.
Write the words of the magazine article.
Base your magazine article on what you have read in Text C, but be
careful to use your own words. Address each of the three bullet points.

Use the Marking Criteria for Question 3 (Table A, Reading and Table B,
Writing)
Notes on task
Annotate A1 for references to what Jane’s work involves and the

challenges it presents
Annotate A2 for references to what Jane has learned about chimpanzees

and their lives
Annotate A3 for references to why Jane’s work is important and what she
hopes to achieve

PUBLISHED
3 A1: what Jane’s work involves and the challenges it presents
• getting up very early (det. (wakes before) alarm) [dev. keen to get back
to see chimps, long day]
• scientist studying chimps / observing the chimps (det. photos,
notebook) [dev. long term passion / personal investment]
• no time for meals / surviving on limited rations (det. banana, handful
of raisins for lunch) [dev. dedicated / practicalities of carrying more food
supplies]
• tracking / patience / waiting (det. previous evening through to morning,
thirty minutes staying still waiting for them to leave) [dev. sudden
movements might upset chimps / experienced]
• needs to be fit / walks a long way (det. valley, lake, slope, climbing
legs) [dev. tricky moving through different terrains]
• working outside in extreme weather (det. torrential rain, thunder) [dev.
less well-equipped to cope than the chimps]
A2: what Jane has learned about the chimpanzees and their lives
• social structure / live in family groups (det. siblings have names given
to them by Jane) [dev. some similarities with human social structure]
• communication (det. noises to warn) [dev. in early days hard to get
close as if one spotted her the others would soon know]
• use tools (det. trimming blade of grass) [dev. problem solvers, making
life easier for themselves]
• food habits (det. eat leaves but also meat, termites, eat frequently, not
vegetarian) [dev. amazing discovery / people did not realise]
• territorial / aggressive (det. war with neighbouring chimps, grown
accustomed to Jane in their vicinity) [dev. can be brutal / dangerous if she
was in the middle of it / needs to be aware / needed to gain their trust]
• sleep habits (det. nest in trees, rustling of leaves indicates waking) [dev.
protect young]
• travel habits (det. travel in formation, particular routes, follow a leader)
[dev. ordered and organised / move quickly]
A3: why Jane’s work is important and what she hopes to achieve
• extraordinary nature of the work / remarkable job / impressive

occupation [dev. inspiring others / world renowned]
• change / campaigning for animal rights (det. lobbying, lectures) [dev.
educating / raising awareness]
• chimps are similar to humans (det. also play, also groom) [dev. better
understanding of our place in nature]
• wants to find out more about chimps (det. how much we still have to
learn) [dev. information could be important in the future]
• protecting chimps / under threat (det. from humans) [dev. their
importance in the ecosystems / environmental concerns]

PUBLISHED

Table A, Reading
consistent.
purpose.

text.

question.

PUBLISHED

appropriate.
language.

precision.
opinion.

style.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International is publishing the mark schemes for the May/June 2022 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

PUBLISHED
 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.
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
 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
responses seen).

PUBLISHED


 We use level descriptors as a guide to broad understanding of the qualities normally expected
 Level descriptors are a means of general guidance, and should not be interpreted as hurdle
statements.
 Where indicative content notes are supplied for a question, these are not a prescription of
demonstrated.
 While we may have legitimate expectations as to the ground most answers may occupy, we


correct.

PUBLISHED
Question 1



1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R2 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(e) R1 and R2 3
1(f) R1, R2 and R5 10
W2, W3 and W5 5
Total 30

PUBLISHED
1(a) Give the two examples of types of endurance events, other than ultra- 1
marathons, according to the text.

 triathlon(s) / Ironman
 adventure race(s) / Tough Mudder
‘challenge the limits’ (line 3):


 test (your) / push (yourself) to / force(d) / prove (to themselves)
 extremes (of abilities) / the most you can do / boundaries (of what you can do) /
beyond comfort zone / what is possible
‘mythical beast’ (line 4):


 imaginary / fictitious / not real / of legends / legendary
 creature / animal (allow non-human) / monster
1(c) Re-read paragraph 3 (‘Somewhere … you?’). 2

Identify two ways in which Tough Mudder always differs from other extreme
events.
 short(er)
 involves getting hurt / more dangerous / fire / electric shock
Do not credit ‘dangerous’.
1(d)(i) Re-read paragraphs 4 and 5 (‘I’ve no idea … with life.’). 2
Give two reasons why the writer decided to drop their ‘habitual laziness’ and
take up
running.
 large belly / became overweight / to lose weight

 was unfit / got out of breath easily / to get fit

PUBLISHED
1(d)(ii) Re-read paragraphs 4 and 5 (‘I’ve no idea … with life.’). 3
Explain why extreme sports are growing in popularity according to the text.
 life has become sterile / life is too safe / lack of risk

 no adrenaline rush (in workplace) / crave excitement / boring
 tired of rat-race / fed up with 9–5 routine / pressure to keep doing the same thing
 looking for a way to re-engage with life / doing something fulfilling / feeling alive
1(e) Re-read paragraph 6 (‘After completing … achievement.’). 3
Using your own words, explain why some Ironman competitors might still like
to compete in marathons.
 less flashy / quieter

 true sporting challenge / classic race / sense of nostalgia / (for) real athletes
 equal buzz / same thrill
 (inner) sense of achievement
Do not credit ‘ultimate thrill’.

PUBLISHED
1(f) According to Text B, why did Jayden Dee want to take part in this particular 15
event?
You must use continuous writing (not note form) and use your own words as
far as possible.
1 likes to be seen as hardworking / wanted to show his dedication

2 going to be on national television / likes attention / keen for fame
3 competitive nature
4 different from other endurance events / bigger challenge / most insane race
5 the (big) cash prize
6 social media
7 besotted with last year’s event / had become hooked through watching last
year’s event on TV / obsessed with idea of the race / caught bug again through
Ironman
8 timing was right / in good shape (at the time / now)
9 wants to win it / thinks he can win it
10 people he admires are competing in it
11 represent his region / represent Redmond / the man from Redmond
12 be an inspiration (to young people)

PUBLISHED
Table A, Reading
5 9–10  A very effective response that demonstrates a thorough understanding of the

 Demonstrates understanding of a wide range of relevant ideas and is consistently
well-focused.
 Points are skilfully selected to demonstrate an overview.
4 7–8  An effective response that demonstrates a competent understanding of the

 Demonstrates understanding of a good range of relevant ideas and is mostly
focused.
 Points are carefully selected and there is some evidence of an overview.
3 5–6  A partially effective response that demonstrates a reasonable understanding of

 Demonstrates understanding of ideas with occasional loss of focus.
 Some evidence of selection of relevant ideas but may include excess material.
2 3–4  A basic response that demonstrates some understanding of the requirements of

the task.
 Demonstrates general understanding of some relevant ideas and is sometimes
focused.
 There may be some indiscriminate selection of ideas.
1 1–2  A response that demonstrates a limited understanding of the task.

 The response may be a simple list of unconnected ideas or show limited focus.
 There is limited evidence of selection.
0 0  No creditable content.

PUBLISHED
Table B, Writing
3 4–5  A relevant response that is expressed clearly, fluently and mostly with
concision.
 The response is well organised.
 The response is in the candidate’s own words (where appropriate), using a
 Spelling, punctuation and grammar are mostly accurate.
2 3–2  A relevant response that is generally expressed clearly, with some evidence
of concision.
 There may be some lapses in organisation.
 The response is mainly expressed in the candidate’s own words (where
 Errors in spelling, punctuation and grammar which do not impede
communication.
1 1  A relevant response that lacks clarity and concision.

 There may be excessively long explanations or the response may be very
brief.
 The response may include lifted sections.
 Frequent errors of spelling, punctuation and grammar, which occasionally

PUBLISHED
Question 2


objectives
2(a)(i) R1 1
2(a)(ii) R2 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED
2(a)(i) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:
The writer was slightly unsure that it was a good idea to publish their blog entry.
(a) little hesitant (line 1)
2(a)(ii) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:
Her husband’s training had little effect on the daily life of the family to begin
with.
(Initially it) didn’t really impact (our lives too much) (line 8)
2(a)(iii) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:
Fitting in bike rides to the family’s weekend schedule was perfectly manageable.
totally do-able (line 12)
2(a)(iv) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:
The writer accepted grumpily that they hadn’t changed their mind about Sam
competing in the Ironman.
(I) agreed sullenly (line 15)
underlined:
June was all about Ironman. Endless weekends with Sam gone until 5pm each
day. After exercise he would need to sleep for an hour or so, thus he was
technically gone for longer. I was desperate for us to go away and have a break
from it.
Endless: interminable / (weekend) seemed to last forever / continuous / going on

weekend after weekend / infinite
underlined:
technically: strictly speaking / in reality (that meant) / in literal terms / to be exact /

taking account of detail(s) / actually / as a matter of fact / realistically / basically
Do not credit ‘practically’.
underlined:
desperate: longing (for) / badly wanted / strongly desired / unable to cope without
having / needed

PUBLISHED
2(c) Use one example from the text below to explain how the writer suggests their 3
feelings about Sam’s approach to training for the Ironman event.
There was so much laundry (‘different road conditions’) so much extra food
(‘fuel’) and so much gear (multiple pairs of goggles with different tints ‘because
you never know…’)! Smiling understandingly, Sam assured me the next one will
be cheaper. Next one?

shows understanding of how the writer suggests their feelings about Sam’s approach
to training
Award 2 marks for an appropriate example and attempt at an explanation which shows
some understanding of how the writer suggests some of their feelings about Sam’s
approach to training
awareness of their feelings. The explanation may be partial.

 so much … so much … so much …: suggests the build-up and increasing
tension (‘.’) use of parenthesis / quotation marks to suggest her frustration with his
reasons / excuses; she feels their arguments and her frustration has been building
up.
 (‘different road conditions’): appears to be accepting his defence here though
understatement may suggest she is unimpressed by the state and scope of the
laundry, resents having to do it.
 (‘fuel’): suggests she is mocking his ‘scientific’ defence here, feels he is
consuming /burning it up at an immense rate.
 (Multiple pairs of goggles with different tints ‘because you never know.’):
suggests she does not feel such extensive range is required, feels it is excessive
and wasteful / he feels that he is being careful.
 Smiling understandingly: suggests she has been getting angry or impassioned,
(slightly) annoyed by his patronising reaction / lack of sensitivity to effect or cost.
 Sam assured me the next one will be cheaper. Next one?: suggests shock and
some dismay that he might be planning to do this again.

PUBLISHED
 Paragraph 10 begins ‘Because it’s there …’ and is about the writer’s

reactions to other people’s views.
 Paragraph 12 begins ‘Having said all that …’ and is about the writer’s
feelings at the end of the race.
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
imagery.

(Table A, Reading)
Notes on task
understanding of ways in which the language is effective. Expect responses to provide
words / phrases that carry connotations additional to general meaning.
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.
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.

PUBLISHED
Paragraph 10 begins ‘Because it’s there …’ and is about the writer’s reactions to
other people’s views.
Overview: fiercely protective; over-reactions

snarl: answer back fiercely; reminiscent of a wild creature’s aggressive growl with
bared teeth, defending / threatening attack, instinctive reaction, protecting her own
dared: had the courage to ask or challenge; (assumed) outrage
any sane mortal: human thinking rationally, strongly questioning thinking; vulnerability
/ might be badly injured or die
tackle: take on, attempt, grapple with; combat and determined effort in face of a
potentially insurmountable challenge
enjoyed mercilessly shaming: taking pleasure in chiding, was unrelenting in
attempts to make him feel bad; punishment, no remorse, irony of her reaction
potentially boundless benefits: could be no limits to positive effects on business;
may have been over-stated / exaggerated claims
adventure: presented as quest, new and difficult but positive experience, exciting /
childlike enthusiasm
fledgling: immature, new, like a young bird just able to fly; needs attention
flurry: a number arriving together from different directions; excitement and dynamism /
snowflakes that will not last / huge and sudden interest
beam with immeasurable pride: wide smile, radiating pleasure, immense
satisfaction, no bounds to (apparent) joy
2(d) Paragraph 12 begins ‘Having said all that …’ and is about the writer’s feelings at 15
the end of the race.
Overview: revelling in the sense of power and achievement
emerge god-like from the water: dramatic and powerful exit from the water, suggests
strength and conquering hero; achieved more than a mere ‘mortal’, transformed, in
awe of him
power past us: forceful, full of strength and energy even at the end of the race
rocket (down the finishing chute) : incredible speed, as if fuelled / propelled
head held high: looking up towards finish, pleasure in his own achievement, boosted
self-esteem
utterly incredible: amazing, unbelievable
intoxicating: dizzying, takes over senses, addicted
rare pinnacles of perfection: few instances, particularly special and memorable
moment of achievement, reminiscent of arriving at the highest point of a mountain,
unlikely to be replicated
epic journey: the shared experience of training and the race had been really hard and
long for the whole family, heroic adventure, amazing tale coming to its successful
conclusion
And next year? Well yes, it’s my turn … : time for the focus to be on her, would do
the whole thing again, acknowledges a shift in perspective, more balanced
conclusions and a sense of more of their story to come / defiant / determined

PUBLISHED
5 13–15  Wide-ranging discussion of judiciously selected language with some high quality
 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
 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
 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
 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.

PUBLISHED
Question 3



PUBLISHED
3 You are Sam. After completing the race you are interviewed for a podcast about 25
your experience and the advice you would offer to anyone thinking of entering an
Ironman.
The interviewer asks you three questions only:
 How exactly do you need to prepare for a challenge like Ironman and why is
each aspect of that preparation important?
 How do you think preparing for Ironman affected other areas of your life and
what advice would you offer anyone considering entering an Ironman for the
first time?
 What were the rewards of completing an Ironman for you and your family?
Base your interview on what you have read in Text C, but be careful to use your
own words. Address each of the three bullets.
Notes on task
Candidates should select ideas from the text (see below) and develop them relevantly,
supporting what they write with details from the text. Look for an appropriate register for
the genre, and 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 how exactly you need to prepare for a challenge like
Ironman and why each aspect of that preparation.
Annotate A2 for references to how Sam thinks preparing for Ironman affected other
areas of his life and what advice he would offer anyone considering entering an Ironman
for the first time.
Annotate A3 for references to the rewards of completing an Ironman for Sam and his
family.

PUBLISHED
3 A1: How exactly do you need to prepare for a challenge like Ironman and why is
each aspect of that preparation important?
 dedicating time to training (det. started January, six months before event) [dev.
there is a lot to do, need time to make progress]
 get a coach (det. expert) [dev. help avoid costly mistakes of an amateur]
 plan targets (det. monthly training plans) [dev. build up strength and fitness / reason
it gets progressively harder / help to remain focused]
 bike rides (det. 1-3 hour rides initially) [dev. significant part of the race / don’t want
to fail at one or more of the disciplines]
 swims (det. visits to local pool / own pool) [dev. need to ensure you are practising
the other disciplines not just the easiest / could be difficult if no water resource easily
accessible locally]
 kit (det. special goggles) [dev. keep you safe / want to look good ]
 focus on health (det. food as fuel, sleep for an hour) [dev. recovering / for energy]
A2: How do you think preparing for Ironman affected other areas of your life and
what advice would you offer anyone considering entering an Ironman for the first
time?
 holidays / excursions (det. no camping for the kids; no family hiking) [dev. sacrifice
you have to make]
 relationship with wife (det. fed up, initially bonding experience) [dev. try to build in
training together for as long as you can / annoying having to justify / unfair on her]
 problems at work / negative reactions of others (det. less than supportive
business partner, others questioning decision) [dev. difficult to balance everything /
talk through (potential) issues]
 restricted social life / limited leisure time (det. no time at weekends, not being
able to say yes to invitations) [dev. don’t be put off]
 family / relationship with children / responsibilities as a parent (det. childcare,
tears from son after he had gone) [dev. plan for extra help in advance / wasn’t aware
of the effect on them]
 finance (det. cost of all the extras) [dev. be realistic / consider whether you really
need as much / budget in advance]
A3: What were the rewards of completing an Ironman for you and your family?
 excitement of the finish (det. crowd) [dev. lifted by the sense of occasion, special
memory to cherish]
 own sense of achievement (det. head held high) [dev. feeling mentally stronger /
more powerful mentally / belief in self / all worth it ]
 proud reaction of family (det. children cheering him on) [dev. team effort / bonding
as a family]
 inspiration for others (det. wife planning to enter next year) [dev. role model for
children]
 publicity (for the travel company / personal) (det. interview / podcast / articles)
[dev. may offer new/increased opportunities, proving doubters wrong / buoyed by the
articles]

PUBLISHED

Table A, Reading

5 13–15  The response reveals a thorough evaluation and analysis of the text.
 Developed ideas are sustained and well related to the text.
 A wide range of ideas is applied.
 There is supporting detail throughout, which is well integrated into the
 All three bullets are well covered.
 A consistent and convincing voice is used.
4 10–12  The response demonstrates a competent reading of the text with some
 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.
3 7–9  The text 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
text.
 There is uneven focus on the bullets.
 The voice is plain.
2 4–6  There is some evidence of general understanding of the main ideas,

question.
 Some brief, straightforward reference to the text 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.
1 1–3  The response is either very general, with little reference to the text, or a
 Content is either insubstantial or unselective.
 There is little realisation of the need to modify material from the text.
0 0  There is very little or no relevance to the question or to the text.

PUBLISHED
5 9–10  Effective register for audience and purpose.

 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.
 Spelling, punctuation and grammar almost always accurate.
4 7–8  Some awareness of an appropriate register for audience and purpose.

 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.
 Spelling, punctuation and grammar generally accurate.
3 5–6  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.
 Minor, but more frequent, errors of spelling, punctuation and grammar
2 3–4  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 text.
 Frequent errors of spelling, punctuation and grammar.
1 1–2  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.
 Persistent errors of spelling, punctuation and grammar impede
communication.
0 0  The response cannot be understood.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED


 Level descriptors are a means of general guidance and should not be interpreted as hurdle
statements.
demonstrated.


correct.

PUBLISHED
Question 1


1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R2 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED
1(a) What piece of equipment is used to move a kayak through the water 1
according to the text?
 (moving through the water using a double-bladed) paddle
‘buoyant vessel’ (line 2):

 floats / does not sink easily / stays on top of water

 boat / form of transport / something to carry human(s) / vehicle
‘pragmatic way’ (line 6):

 practical / can be done / realistic / sensible / effective / efficient /

appropriate / suitable /convenient
 method / approach / option / manner
1(c) Re-read paragraph 3 (‘Nowadays … waters.’). 2
Give the two examples of ‘open water’ that can be explored in a kayak
• (shallow waters at the edge of a) lake(s)

• (fast moving) river(s) (and rapids)
1(d)(i) Re-read paragraphs 4 and 5 (‘Kayaking can be … toy.’). 2
Identify two reasons why combining kayaking with other outdoor

activities might appeal to some people.
 additional challenge
 access remote areas (of beauty)

PUBLISHED
1(d)(ii) Re-read paragraphs 4 and 5 (‘Kayaking can be … toy.’). 3
Explain why sit-on-top kayaks may not be suitable for some paddlers
 not shelter you from the wind

 more likely to get wet
 more a toy than a vehicle / more suitable for a child
1(e) Re-read paragraph 6 (‘Sleek and noiseless ... another.’). 3
Using your own words, explain why some people might think that
kayaking is better for the environment than other forms of water-based
transport.
 does not pollute the water / does not pump out gases / does not burn fuel
 silent / no traffic noise
 animals have time to get out of the way / slow speed of kayak makes
animals safer
 (some) kayakers are responsible / allows user to remove water to protect
marine species

of 3.

PUBLISHED
1(f) According to Text B, what are the benefits of taking up kayaking as a 15

hobby?

Writing).
1 relaxing / very good way to de-stress

2 makes you happier / lifts your mood
3 easy to start
4 good workout / burns calories
5 builds muscle strength / builds different muscles
6 not stuck in a sweaty gym
7 good for heart health
8 less impact on joints than running
9 improves efficiency of breathing
10 range of challenge / building up challenge / setting and achieving goals
11 improves social life / make new friends
12 vitamin d intake
13 builds confidence / creates positive self-image
14 unexpected experiences / new experiences / learn new things / see new
things

PUBLISHED

Table A, Reading

 Demonstrates understanding of a wide range of relevant ideas and is

focused.
3 5–6  A partially effective response that demonstrates a reasonable understanding

 Some evidence of selection of relevant ideas but may include excess
material.
2 3–4  A basic response that demonstrates some understanding of the requirements

of the task.
 Demonstrates general understanding of some relevant ideas and is
sometimes focused.

 The response may be a simple list of unconnected ideas or show limited
focus.

PUBLISHED
Table B, Writing
concision.
2 3–2  A relevant response that is generally expressed clearly, with some evidence
of concision.
communication.

brief.

PUBLISHED
Question 2


objectives
2(a)(i) R1 1
2(a)(ii) R2 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED
The bear’s mouth and nose were huge.
(his) enormous muzzle (line 48)
The towns in southern Alaska were spread out at different points a long
way away from each other.
(towns were) dotted far apart (line 3)
Audrey would go on paddling trips when she could manage to find any
time for a holiday.
(whenever I could) squeeze in (a) vacation (lines 4–5)
She knew before setting off that her kayak was in a good enough
condition to sail on the sea.
(know it was) seaworthy (line 28)
words underlined:
My yellow colour scheme was reinforced when my order of foul-weather

gear arrived. I tried it on, laughing at my incongruous image in the
mirror. ‘Getting older aren’t you?’
reinforced: strengthened / added to / made more obvious / backed up /

confirmed
words underlined:
arrived: turned up / was delivered / came (in the post) / reached (her)
words underlined:
incongruous: out of place / absurd / unbecoming / odd / mismatched /

eccentric / weird / strange / ridiculous / ludicrous / silly

PUBLISHED
other boats might be better suited to the planned journey.
My inflatable kayak would be the smallest boat to attempt this distance,

an impertinent toy compared to the crafted cedar-log-dugout canoes
paddled for centuries along these misty shores, or sturdy modern
fibreglass canoes.

which shows understanding of how the writer suggests how the writer
suggests other boats might be better suited to the planned journey.

which shows some understanding of how the writer suggests how the writer
suggests other boats might be better suited to the planned journey.

awareness of ways in which other boats might be better suited to the planned
journey. The explanation may be partial.
 smallest boat to attempt: suggests the challenge of the distance;

‘attempt’ hints that success is unlikely and ‘smallest’ suggests it is more
vulnerable than larger boats which may have attempted it previously / too
tiny to cope with the journey
 impertinent toy: suggests brash and irresponsible to try and ‘toy’
suggests only playing at it with a boat designed for children/leisure, not a
professional responsible boater / kayaker
 crafted cedar-log-dugout canoes paddled for centuries: suggests tried
and trusted, long-lasting crafts that would afford protection; made with skill
from natural, strong material in comparison to her inflatable plastic kayak;
makes her boat seem faintly ridiculous / inferior in comparison
 sturdy modern fibreglass canoes: suggests her boat is not
sophisticated and perhaps has seen better times; comparison with
professional boats made from better/stronger / high specification
materials; hard and able to withstand impacts; less likely to be damaged

PUBLISHED
 Paragraph 4 begins ‘Looking at …’ and is about the choice of route

for the journey.
 Paragraph 8 begins ‘He sneered …’ and gives a description of the
kayak.

(Table A, Reading)
Notes on task
responses to provide words / phrases that carry connotations additional to
general meaning.
simply ignore them.
selections.
vocabulary.
[Only credit comments on stylistic effect where these are explicitly linked to
choices.]

PUBLISHED
 Paragraph 4 begins ‘Looking at …’ and is about the choice of route

for the journey.
Overview: naivety / romanticism / adventurous nature of decision to take a

longer and more challenging route.
 paddle direct along established routes (for fishing boats): suggests

sensible option; less risky and used by others
 go ‘gunkholing’, as boaters say: wants to appear to be / is a boater; is
informed; part of the club, use of jargon to suggest expertise/ inside
knowledge
 prowling (in and out): moving like a predator searching; romanticised
view of sleek and effective movement / adventurous exploration
 tiny coves: small and hidden bays, sense of discovery
 meandering: moving slowly, organically, like a body of water, may
suggest getting older
 connecting a roundabout route: creating own, original way of getting
there via places of interest; not taking the shortest route, boats would not
usually go this way
 trace excerpts of historic voyages: follow back over parts of the routes
of famous journeys, suggestion of brave sea tales / stories
 forage natural delicacies: find food from surroundings, creature-like;
suggests discoveries are rare and especially tasty / healthy and natural –
being part of the wild / survival,
 communicate with ... endearing animals: talk to wildlife encountered /
connecting with nature; concentrating on cuter, less threatening animals –
unrealistic and childish
 factoring in: planning did not take account of the full range of
possibilities, suggesting calculations should have included bears

PUBLISHED

15
 Paragraph 8 begins ‘He sneered …’ and gives a description of the
kayak.
Overview: affectionate and amused description of the boat, recognising how

others might view it.
 sneered: looked with disdain, contemptuous, mocking / judgemental and

dismissive of her hopes and ambitions
 limp, shapeless roll of plastic: not yet rigid, undefined inelegant form,
potentially ineffective / useless / lifeless and powerless
 newly-patched intrepid vessel: has recently been repaired / suggestion
that a leak might be likely as the boat sets off on its unlikely adventure /
contradiction between ‘newly-patched’ and ‘intrepid’ reflects her optimism
 the plastic kayak squirmed slowly and reluctantly out of its wrinkles:
as it inflates it begins to extend to form a more recognisable shape, like a
creature being teased out, not enthusiastic / embarrassed / awkward;
wrinkles suggest age; not smooth / sleek
 gradually assumed a wonky banana shape: slowly and with much effort
started to inflate further to form a curve, though a bit lopsided; far from the
sleek sea vessel expected / comic and silly image / like a toy or a child’s
inflatable
 like a boat-shaped doughnut: not actually a functioning boat, more like a
cake made to resemble one and though amusing not up to the job; an
indulgence; childish
 ridiculously optimistic red-and-white ‘racing stripes’: clearly not
capable of going fast enough to race any other boat, some
embarrassment suggested / poking fun at herself

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


 Explanations of meanings within the context of the text are secure and effects
 Images are recognised as such and the response goes some way to
explaining them.

 The response mostly gives meanings of words and any attempt to suggest
 The response may correctly identify linguistic devices but not explain why
they are used.



PUBLISHED
Question 3



PUBLISHED
3 You are a journalist writing for a teenage magazine some years after the 25
events described in the text. You decide to write a feature article about
Audrey Sutherland and her first attempt to paddle Alaska.
In your article you should explain:

 the opinions and reactions of other people to Audrey’s plan to
paddle Alaska for the first time and what was remarkable about the
journey
 the preparations she made for this first Alaskan journey and why
these preparations were necessary
 why she wanted to paddle Alaska and the rewards of the trip.
Write the words of the article.
Base your article on what you have read in Text C, but be careful to use
your own words. Address each of the three bullets.

Writing)
Notes on task
Annotate A1 for references to the opinions and reactions of other people to

Audrey Sutherland’s plan to paddle Alaska for the first time and what was
remarkable about the journey
Annotate A2 for references to the preparations she made for this first Alaskan
journey and why these preparations were necessary
Annotate A3 for references to why she wanted to paddle Alaska and the
various rewards of that trip

PUBLISHED
3 A1: opinions and reactions of other people to Audrey Sutherland’s plan

to paddle Alaska for the first time and what was remarkable about the
journey
 keen publisher (det. already had some success as an author) [dev.
thought she could sell more books]
 sneering man on beach (det. questioned choice of boat / inflatable
kayak) [dev. dismissive, thought she wouldn’t make it, thinks she is crazy]
 employers refused (det. request for two months leave) [dev. didn’t
recognise its importance / unsupportive of her / ironic as meant to be
looking to advise on best career moves]
 grown up family (det. made copies of her route for them) [dev. kept track
of her movements / concerned (overly) protective / supportive]
 excited friends (det. lived near the start of route) [dev. a little envious,
keen to be a part of the adventure]
 ambition of location / route (det. 800 miles, solo, female) [dev. careers
advisor so huge change / danger of the route]
A2: preparations she made for this first Alaskan journey and why these
preparations were necessary
 planning the route (det. notches on pencil, consulting map, advanced
booking of cabins) [dev. measure distances / consider risks / ensure good
exploring opportunities]
 mailing gear to friends (det. camping equipment) [dev. too much to carry
on plane but basic as can be mailed out, well-organised /resourceful]
 resupply boxes (det. dried food, incredulous postmasters) [dev. make
sure can stock up on the route, can’t rely on shops in remote towns, need
particular (high energy / easily prepared) food]
 (choice of) boat (det. patching, light enough to carry) [dev. needs to be
watertight / has seen better days / attention to detail as can’t leave
potential leak, familiar, trusts it]
 order wet weather gear (det. yellow and waterproof / water resistant)
[dev. essential protection to help keep warmer and drier (little/no
protection from the boat)]
A3: why she wanted to paddle Alaska and the various rewards of that trip
 natural scenery / landscape (det. secluded beaches, hidden inlets,
coves, islets, hot springs, watching the sunsets / sunrises) [dev. discover
beauty of the region]
 morale building / mental health (det. unsure of what to do with life) [dev.
chance to relax / reset, confidence to go further and do more]
 history (det. old cabins, famous voyages) [dev. adventure]
 animals (det. whales, otters) [dev. chance to get up close in the water]
 physical challenge (det. wanting to get fitter) [dev. satisfying to survive
harsh conditions, sense of achievement; proving others wrong, being the
first to succeed in such a small boat]
 local delicacies (det. found in the wild) [dev. can only be sourced there]
 fame / publicity (det. magazine article about her) [dev. inspiring others to
change their lives]

PUBLISHED

Table A, Reading
consistent.
purpose.

text.

question.

PUBLISHED

appropriate.
language.

precision.
opinion.

style.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED


statements.
demonstrated.


correct.

PUBLISHED
Question 1



1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R2 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(e) R1 and R2 3
R1, R2 and R5 10
1(f)
W2, W3 and W5 5
Total 30

PUBLISHED
1(a) How many species of snakes are venomous, according to the text? 1
 about 600 / around 600 / approximately 600 / 600
Excess does not negate.
‘significantly wound’ (line 3)

 seriously / gravely / noticeably / really

 injure / cause hurt to / damage / harm / bite
‘pose little threat’ (line 7)

Credit alternatives explaining the whole phrase e.g. won’t harm easily
 can cause / has the potential for / present(s) / offer(s)

 no great danger / no serious harm / limited menace
Do not credit ‘harmless’.
1(c) Re-read paragraph 3 (‘Almost all … moves.’). 2

Apart from trapping moisture, give two other functions of a snake’s
scales.
 protect(ive)
 regulate body temperature
 reduce friction (as the snake moves) / make locomotion easier
1(d)(i) Re-read paragraphs 4 and 5 (‘Snakes also … it there.’). 2
Identify two features of a snake’s anatomy that make eating their prey
easier once they have caught it.
 lower jaws can unhinge

 teeth face inwards / teeth prevent escape / teeth hold prey in place

PUBLISHED
1(d)(ii) Re-read paragraphs 4 and 5 (‘Snakes also … it there.’). 3
Explain the different ways snakes are able to locate food, according to
the text.
 flick tongue in different directions to smell it

 pit-holes sense heat (from prey)
 (lower) jaws pick up vibrations (from rodents) / bones in jaw vibrate
1(e) Re-read paragraph 6 (‘Not quite … is required.’). 3
Using your own words, explain why some people might not know or be
surprised to discover that some snakes are critically endangered.
 less cute / not as photogenic / not as appealing (to the eye)

 not publicised as much as other animals / do not hear as much about
them
 would expect them to be able to adapt / have evolved successfully up to
now / remarkable evolutionary adaptability
 not hunted as much as some other animals
 has not been enough research / needs further investigation

of 3.

PUBLISHED
1(f) According to Text B, why do people have negative attitudes to snakes 15

and why are these attitudes unfair and unjustified?

Writing).
1 humans fear what they don't understand / snakes are a mystery

2 void of direct knowledge / not enough information available / people not
educated / misinformation
3 myth and media / snakes shown as killers / snakes presented as
dangerous
4 threatened by many of the same issues affecting other wildlife
5 (negative attitudes) impeding efforts to address other threats / attitudes
are getting in the way of snake conservation
6 treated differently from other species / just as important as other
species / eagle project supported by community
7 help reduce the incidence of (Lyme) disease
8 emotions override facts about snakes
9 play integral role in maintaining balance / can be both predator and prey
10 environmentally friendly pest-control service / free pest-control service
11 exhibit behaviours we value / care for their families / have friends

PUBLISHED

Table A, Reading
5 9–10  A very effective response that demonstrates a thorough understanding

4 7–8  An effective response that demonstrates a competent understanding of

 Demonstrates understanding of a good range of relevant ideas and is
mostly focused.
 Points are carefully selected and there is some evidence of an
overview.
3 5–6  A partially effective response that demonstrates a reasonable

 Some evidence of selection of relevant ideas but may include excess
material.
2 3–4  A basic response that demonstrates some understanding of the

 Demonstrates general understanding of some relevant ideas and is
sometimes focused.

 The response may be a simple list of unconnected ideas or show
limited focus.

PUBLISHED
Table B, Writing
concision.
 The response is in the candidate’s own words (where appropriate),
using a range of well-chosen vocabulary which clarifies meaning.
2 3–2  A relevant response that is generally expressed clearly, with some

communication.

 There may be excessively long explanations or the response may be
very brief.
 Frequent errors of spelling, punctuation and grammar, which
occasionally impede communication.

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Question 2


Marks for reading
Reading assessment
Item assessment
objectives tested
objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R2 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

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As the writer arrived in the forest, there was unexpected, heavy rainfall.
(a) sudden downpour (from nowhere) (line 2)
Access to both online services and mobile signals was sporadic and
unreliable.
(Telephone and internet connectivity is) intermittent (line 4)
There were steps down to the camp site to provide an easier path down
for visitors not used to walking in the rainforest.
(to) cater for less-experienced trekkers (line 7)
The campers enjoyed eating a large, delicious meal on the morning of

their first day.
(a) sumptuous breakfast (line 12)
words underlined:
Ah! My brimming heart and soothed soul enjoyed restful sleep in the
tent that first night. Bonfires and loud music are prohibited to avoid any
disturbance to animals and hygienic common bathrooms (with hot-
water facilities) were appreciated.
prohibited: not allowed / banned / against the rules
words underlined:
disturbance: disruption / distress / upset / annoyance / intrusion
Do not credit ‘interrupt’ or ‘interference’.
words underlined:
appreciated: grateful for / enjoyed / recognised how good they were /

thankful for / valued / happy about / liked / well received

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his feelings the first time he saw a snake in the wild.
At the bottom, we were greeted by a snoozing Common Vine Snake, so

inconspicuous that it took me quite some time of bobbing my head to
spot it. I still cherish that precise moment when I saw my first snake in
the wild, perfectly poised on its luxurious bed of green. I knew I would
never behold snakes the same way again.

which shows understanding of how the writer suggests his feelings about the
first time he saw a snake in the wild.
which shows some understanding of how the writer suggests some of his
feelings about the first time he saw a snake in the wild.
awareness of his feelings. The explanation may be partial.

 greeted by a snoozing Common Vine Snake: welcomed by the snake
who is relaxed and drowsy; comfortable in its environment and presented
as affable not dangerous; suggests downplaying it on purpose / has
come to think of the snake in that way though was alarmed at the time
 inconspicuous: suggests nondescript/camouflaged, and not
immediately obvious, unremarkable; recognising he would easily have
over-looked it; making it clear he was initially ignorant of the beauty /
magnificence of such a creature
 took me quite some time of bobbing my head to spot it: suggests
excited; possibly worried, so popping head up and back down again
nervously; sounds faintly ridiculous – amusing to think back on himself as
a novice
 cherish that precise moment: looking back with fondness at that point
in time; values it; was pivotal for him, awe and wonder of seeing the
snake in the wild is a precious memory now, suggests has romanticised it
 perfectly poised on its luxurious bed of green: comfortably
positioned, lying on vegetation/moss; suggests admiration for the form,
shape and attitude of the creature, alliteration suggests the balance of
the creature, captured in the moment; regal / artistic
 would never behold snakes the same way again: suggests he had a
less than positive view of snakes before, now almost a spiritual / religious
conversion, overtones of being in the presence of a deity in ‘behold’ /
reverence

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 Paragraph 4 begins ‘Three hours later …’ and is about the writer’s

reactions to the creatures in the rainforest.
 Paragraph 6 begins ‘Next morning …’ and gives a description of the
rainforest as the writer wakes up after his first night camping there.

(Table A, Reading)
Notes on task
general meaning.
simply ignore them.

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2(d) The following notes are a guide to what good responses might say about the
selections.
vocabulary.
Paragraph 4 begins ‘Three hours later …’ and is about the writer’s

reactions to the creatures in the rainforest.
Overview: sense of awe, being taken over by the impact on the senses.
(I felt) bubbles of amazement and wonder rising: build-up of excitement

coming to the surface like gas floating to the top of a fizzy drink; innocent joy
of discovery; playful
gliding lizards fly effortlessly: not having to try / natural ease; smooth
movements through the air, elegance and artistry
intricate dragonflies of infinite varieties: delicate, complicated designs in
an astonishingly wide range of patterns and types
delicately etched, golden frogs: beautiful and subtle patterns as if a work of
art / jewellery
saturated to the brim … poured down heavily, drenching: creatures are
soaking wet thanks to the volume of water
handful of humans who happened to be there: only a few people, feels
inconsequential, out of place, less important /relevant than the creatures who
live there and are in their right environment, privilege to be there
frenzy of activities and sounds that engulfs (the woods) sense of energy
of immediate resumption of movement, seems to be action all around
rhythmic sounds, musical, coordinated and orchestrated: working
together in harmony, natural tones and melodies; as if meant to be, artistry,
part of nature’s plan / rehearsed
pleasantly deafening: oxymoron to stress how loud it is; cuts out ability to
hear anything else and yet irresistible

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2(d) Paragraph 6 begins ‘Next morning …’ and gives a description of the

rainforest as the writer wakes up after his first night camping there.
Overview: childish delight; tempted to pick up and touch everything.
revealed: shown in one movement as if for effect

(forest) blooming with fungi: like flowers; opening upwards and outwards
growing in abundance, proliferation, thriving
fairy-tale landscape: seems unreal, remarkable, dreamy, magical, childlike
wonder
frilled coral cups: curved shapes, decorative ruffles, fringing, bright pink;
reminiscent of sea creatures / being under water
delicate saucers: porcelain, pottery crafted into perfect concave shape,
fragile
robust yellow umbrellas: convex shape, sturdier and larger than the
‘saucers’; will withstand more poking – suggest might have tried
brightly coloured confectionary: sugary /sweet treats; sense of created to
tempt them
magnificent azure-coloured sphere: bright blue globe, perfectly round
(contrast with little blue ball suggests exaggerated/intense fascination with it)
otherworldly, alien
hard as shell: sense of having touched / banged on it to find out, shell is hard
but brittle and delicate, potentially fragile and easily damaged
handling, agitating, or disturbing: like children they want to pick up / see if
they can make things move; suggestion that some have tried to do this;
inquisitive
forbidden: banned, not allowed; strength of feeling and importance conveyed
of not harming this sensitive eco system
choices.

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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.
 There is clear evidence that the candidate understands how language
works.

 Explanations of meanings within the context of the text are secure and
explaining them.
 There is some evidence that the candidate understands how language
works.

 The response mostly gives meanings of words and any attempt to
 The response may correctly identify linguistic devices but not explain
why they are used.
 They may repeat the language of the original or do not refer to specific
words.



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Question 3



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3 You are a guide at Kalinga Centre for Rainforest Ecology KCRE and 25
have been invited to speak to students in a city school to persuade
them of the importance of the work KCRE does.
In your talk you should explain:
 what the area has to offer to visitors and why people might enjoy
visiting
 what facilities KCRE provides for its visitors and how you ensure
that visitors remain safe
 what the aims of KCRE and its founder are, what you hope to
achieve by welcoming visitors and why that’s important for the
future.
Write the words of the talk.
Base your talk on what you have read in Text C, but be careful to use

Writing)
Notes on task
Annotate A1 for references what the area has to offer to visitors and why
people might enjoy visiting
Annotate A2 for references to what facilities KCRE provides for its visitors
and how KCRE ensures that visitors remain safe
Annotate A3 for references to the aims of KCRE and its founder, what
KCRE hopes to achieve by welcoming visitors and why that’s important for
the future

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3 A1: what the area has to offer to visitors and why people might enjoy
visiting
 rainforest (det. Agumbe) [dev. remote / wild / adventure]

 trekking / trails (det. mountains, Western Ghats) [dev. steep descents /
challenging / photographic opportunities]
 wildlife / fauna (det. frogs, lizards, millipede(s) dragonflies) [dev. range
and variety / biodiversity]
 snakes (det. vine snakes, pit vipers, cobras) [dev. have only seen
snakes in captivity / never seen snakes in the wild before]
 vegetation / flora (det. fungi) [dev. incredible / unusual / magical]
 local host families (det. provide breakfast) [dev. generous / welcoming /
cultural experience]
A2: what facilities KCRE provides for its visitors and how you ensure
that visitors remain safe
 solar power (det. told to bring fully charged batteries for cameras and
torches) [dev. can get very dark at night / avoids accidents at night]
 steps (det. three flights, rocky) [dev. to make the descent easier for
beginners]
 provide socks (det. anti-leech) [dev. not popular but essential piece of
kit]
 guide(s) (det. meet in the dining hall, briefings and discussions) [dev.
ensures no one gets lost]
 rules (det. take care of own belongings, no handling wildlife) [dev. need
to be aware of their responsibilities / avoids bites and stings]
 hygienic facilities / standards (det. hot water, washing up facilities,
(organic) waste disposal bins) [dev. avoid attracting vermin / guard
against infections or disease / importance of recycling]
A3: what the aims of KCRE and its founder are, what you hope to
achieve by welcoming visitors and why that’s important for the future.
 conservation (det. snake rescue, conservationist founder) [dev.

respecting natural world / protecting rare, endangered species]
 education (det. workshops and presentations) [dev. change opinions
(about snakes) / combat fears]
 publicity (det. articles and photographs published) [dev. attracts more
visitors and helps to spread the message these are beautiful,
remarkable creatures]
 funding (det. visitors bring money to the centre) [dev. need to cover
running costs]
 scientific study (det. snake experts, study of / founder’s work on King
Cobra) [dev. learn more about the animals in the wild]
 social / community (det. involve locals as guides, host family) [dev.
important they value and support the work done as animals and
humans need to coexist]

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Table A, Reading
consistent.
 There is frequent, helpful supporting detail, contributing to a clear sense
of purpose.

 Supporting detail is present but there may be some mechanical use of
the text.

the question.
1 1–3  The response is either very general, with little reference to the text, or
a reproduction of sections of the original.

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appropriate.
 Ideas are firmly expressed in a wide range of effective and/or
interesting language.

 There is a sufficient range of vocabulary to express ideas with subtlety
and precision.
3 5–6  Language is clear but comparatively plain and/or factual, expressing

little opinion.
 Some sections are quite well sequenced but there may be flaws in
structure.
2 3–4  There may be some awkwardness of expression and some

inconsistency of style.
 There is structural weakness and there may be some copying from the
text.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.

Cambridge IGCSE – Mark Scheme May/June 2023
PUBLISHED
responses seen).

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statements.
demonstrated.


correct.
g DO NOT require spellings to be correct unless this is part of the test. However spellings of

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1(a) What is an alternative name for a motivational speaker, according to 1

the text?
 (an) inspirational (speaker)
‘reputation as an expert’ (line 3):


 recognised as / has a name for being / widely believed to be / judged by
others to be / well known for / seen by others to be / has an image to
uphold
 specialist knowledge / has considerable experience of the topic /
knowledgeable in their field / knows a lot about the subject
‘different perspective’ (line 4):


 alternative / alternate / (an)other / change(d) / contrasting / new
 viewpoint / (point of) view / way of looking at / stance / angle / position /
attitude / outlook / mindset
1(c) Re-read paragraph 2, (‘The ultimate … tactics.’). 2
Identify two ways that a motivational speaker might have an emotional

or mental effect on a person’s life.
 (help them to) make a significant change / (personal) change in their life
 (encourage them to) concentrate on opportunities / not focus on
problems
1(d)(i) Re-read paragraphs 3 and 4 (‘Some motivational … television.’). 2
Identify two different types of online or live audience that motivational

speakers might talk to, according to the text.
 invited (audience) / people with particular interests / conference

(audience)
 (wider) public / those who buy tickets

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1(d)(ii) Re-read paragraphs 3 and 4 (‘Some motivational … television.’). 3
Explain why the job of a motivational speaker might appeal to some

people.
 (go to) important conferences / (if successful) you can be in demand

 (can) travel (to events) all over the world
 become celebrities / write books / present videos / make podcasts /
appear on television / be famous
1(e) Re-read paragraph 5 (‘There is … successful.’’’). 3
Using your own words, explain why this expert does not consider that
the speakers they have met are motivational.

of 3.
 speakers are in it to make money / charge too much / charge a lot

 (many / all) are not good
 use predictable storylines
 patronising / show off / fake / insincere

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1(f) According to Text B, what were the writer’s reasons for giving up 15
motivational speaking?

Writing).

1. it’s not really her / not allowing her to be the person she wanted to be /
wants to be honest about what she thinks / feels not being sincere / not
being true to herself
2. some bad experiences / have been many downs
3. did not choose it / wants to inspire people to make their own choices /
can protect legacy by making the choice to leave now
4. assumption that because she is disabled, she is automatically qualified
to be inspirational / not considered a potential doctor or engineer like
her peers
5. felt pushed into it too early / didn’t understand at the time what she was
getting into / found herself doing it before she’d decided on a career
path
6. expected to tell a tragic story / expected to present a false version of
her life / expected to mislead audiences / does not have a ‘tragic story’
7. audience can’t see past her disability when she’s on stage
8. not really a glamorous job / supposed glamour of the job detracts from
other achievements / once people know she’s a motivational speaker
her other achievements and ambitions are ignored
9. seldom asked about her struggles as an entrepreneur / interviewers do
not ask about her main work / interviewers focus questions on their
perception of life as a wheelchair user
10. an unreliable source of income / need another job as well / pay is not
good enough
11. popularity can alter without warning / someone comes along with a
‘better’ story / competitive
12. does not want to have to entertain / wants to be taken seriously / wants
to focus on writing / wants to focus on running her company

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Table A, Reading
5 9–10  A very effective response that demonstrates a thorough

 Demonstrates understanding of a wide range of relevant ideas
and is consistently well-focused.
 Points are skilfully selected to demonstrate an overview.
4 7–8  An effective response that demonstrates a competent

 Demonstrates understanding of a good range of relevant ideas
and is mostly focused.
 Points are carefully selected and there is some evidence of an
overview.
3 5–6  A partially effective response that demonstrates a reasonable

 Demonstrates understanding of ideas with occasional loss of
focus.
 Some evidence of selection of relevant ideas but may include
excess material.
2 3–4  A basic response that demonstrates some understanding of the

 Demonstrates general understanding of some relevant ideas and
is sometimes focused.
 There may be some indiscriminate selection of ideas.
1 1–2  A response that demonstrates a limited understanding of the task.

 The response may be a simple list of unconnected ideas or show
limited focus.
 There is limited evidence of selection.
0 0  No creditable content.

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Table B, Writing
3 4–5  A relevant response that is expressed clearly, fluently and mostly

with concision.
 The response is well organised.
 The response is in the candidate’s own words (where
appropriate), using a range of well-chosen vocabulary which
clarifies meaning.
 Spelling, punctuation and grammar are mostly accurate.
2 3–2  A relevant response that is generally expressed clearly, with some

 There may be some lapses in organisation.
 The response is mainly expressed in the candidate’s own words
(where appropriate) but there may be reliance on the words of the
text.
 Errors in spelling, punctuation and grammar which do not impede
communication.
1 1  A relevant response that lacks clarity and concision.

 There may be excessively long explanations or the response may
be very brief.
 The response may include lifted sections.
 Frequent errors of spelling, punctuation and grammar, which
0 0  No creditable content.

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Question 2


2(a)(i) R1 1
2(a)(ii) R2 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R1, R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

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Anna’s journey through New Zealand took her from one end of the
country to the other.
 (the) entire length (of New Zealand) (line 3)
correct answer.
2(a)(ii) Anna was going to run the whole way with absolutely no help or 1
assistance.
 (doing it) totally unsupported (line 20)
correct answer.
2(a)(iii) Anna did think about buying a GPS to help her find her way. 1
 (I did) consider purchasing (line 36)
correct answer.
2(a)(iv) Kevin felt that lots of the people attempting it were not at all ready to 1
deal with the challenges of the trail.
 entirely unprepared (line 42)
correct answer.
words underlined:
‘It just comes down to a choice about how you live your life,’ I
shrugged. ‘I’m a ‘‘work-it-out -when-I-get-there’’ kind of person.’
This was perhaps the reason why I’d failed to read even 10 per cent of
the trail notes before setting out. And possibly why a perceptive work
colleague had introduced me to Kevin who would meet me at the
airport.
Local expert Kevin had quizzed me about sections of the trail. Mostly
my responses were: ‘Umm, I’m not too sure on that particular bit.’
 perceptive: able to see Anna needed help / insightful / recognising

Anna wasn't well prepared / knew her well / observant

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words underlined:
 quizzed: tested / interrogated / asked specific questions / drilling down

into her knowledge
words underlined:
 trail: a (marked) path / a (set) route / a planned way through
suggests her attitude during the interview.
I was sitting, star-struck, in the Southland FM’s Invercargill studio,

marvelling at radio host Rach’s seemingly exotic accent. I already
loved the way that people here pronounced my name as ‘Inna!’ I
grinned widely from behind a microphone bigger than my head.
Rach continued: ‘So, are you brave or stupid?’
‘Perhaps both,’ I laughed enigmatically. ‘And excited.’
 Award 3 marks for an appropriate example with a comprehensive

explanation which shows understanding of how the writer suggests
Anna’s attitude.
 Award 2 marks for an appropriate example and attempt at an
explanation which shows some understanding of how the writer
suggests Anna’s attitude.
 Award 1 mark for an example with an attempt at an explanation which
shows awareness of Anna’s attitude. The explanation may be partial.

 sitting, star-struck: admired Rach, liked being on the radio, over-awed
by the occasion, dazzled, unable to communicate effectively
 marvelling at ... seemingly exotic accent: way Rach spoke was
unusual/foreign to Anna, she is amazed by the difference; suggests she
is over-reacting, perhaps romanticising
 grinned widely from behind a microphone bigger than my head:
smiled broadly, open and positive, thoroughly enjoying the experience,
cannot contain her joy; sense of inane, foolish or showing off
 laughed enigmatically: trying to appear mysterious and interesting,
may suggest bravado, playing the role of a celebrity, has not thought
through the implications or dangers properly

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 Paragraph 7 begins ‘We discussed the attractions ...’ and is about

Anna’s feelings ahead of the run.
 Paragraph 12 begins ‘No, I’d no idea ...’ and is about the natural
landscape Anna encountered on the trail.

(Table A, Reading)
Notes on the task

general meaning.
selections.
vocabulary.

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Paragraph 7 begins ‘We discussed the attractions ...’ and is about

Anna’s feelings ahead of the run.
Overview: contrasting feelings of nervous tension and excitement

 exquisite, wild showcase of natural diversity: beautiful, widely varied
landscape, as if on display, preserved in a museum; a performance for
her benefit
 framed by forests: surrounded by trees on all sides, as if a picture,
artwork or theatrical presentation
 my spirits lift and soar: cheered up after initial doubts, reminiscent of
a bird taking flight
 nagging self-doubt: unsure if able to do it and not able to let that
uncertainly go; as if someone is trying to undermine her confidence,
persistent, irritating
 gnawing concern: worry keeps working away at her faith in her ability
to complete, insistent and destructive anxieties
 eased with every word I uttered into that gigantic microphone: it
got better as she spoke, talking herself into it - larger than life
microphone suggests getting carried away by the occasion, may not be
realistic
choices.

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Paragraph 12 begins ‘No, I’d no idea ...’ and is about the natural
landscape Anna encountered on the trail.
Overview: challenging landscape and latent danger

 wildly over- estimated (and certainly hadn’t accounted for): completely
miscalculated, not even close, reckless, impulsive
 massive mountains sprawled across the landscape: foothills of the
huge mountains stretch out across the vista, imposing
 like giant sleeping tarantulas: reminiscent of large spiders; scary and
potentially deadly, could be awoken
 hairy tussock-covered legs forming sharp ridges and deep basins:
coarse vegetation makes progress difficult and unpleasant, sense of
climbing high over narrow summits and travelling down low into dips in
between
 punctuated by icy streams: dotted with waterways, freezing water,
forbidding, halting pace
 seas of chest-high grass: endless, grass so tall it feels like you may
drown in it, undulating movement in the wind; disorientating
 peter away: gradually disappear, like trickle of water, into nothing
 confusing connection of gaps: absence of any sense of trail, way is
unclear, negativity stressed as looking without success for a pattern in
the spaces
 complex maze of slippery roots: easy to get lost, treacherous, difficult
to get through, risk of falling
choices.

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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
 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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Question 3


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3 You are Anna. After completing your run successfully you return to the 25
UK and are asked to give a motivational speech to young people.

 explain the details of the challenge you undertook and the reasons
you wanted to do it
 evaluate your preparation for the challenge and what you wished
you had done or realised beforehand
 discuss the highlights of the whole experience, what you gained
and why you would recommend your audience to take on
challenges.
Write the words of your speech.
Base your speech on what you have read in Text C, but be careful to

Writing)
Notes on the task
Annotate A1 for references to details of the challenge Anna undertook and

the reasons Anna wanted to do it.
Annotate A2 for references to Anna’s preparation for the challenge and
what she wished she had done or realised.
Annotate A3 for references to the highlights of the whole experience, what
Anna gained and why she would recommend her audience to take on
challenges.

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3 A1: details of the challenge undertaken, and reasons Anna wanted to do it

 running length of New Zealand (det. 3000-kilometre-long, Te Araroa
Trail) [dev. allure of visiting a country for the first time]
 unsupported / travelling alone (det. carrying all gear in backpack)
[dev. potentially dangerous]
 sporting parents (det. Olympians) [dev. make them proud / live up to
expectations / genetically predisposed / destiny]
 health benefits of exercise (det. access to outdoors and sport as a
child) [dev. experience of recovering from illness]
 raising awareness / publicity (det. stopping in schools on route,
organisations supporting individuals to take on challenges) [dev.
educating young people]
A2: preparation for the challenge and what Anna wished she had done or
realised
 reading trail notes (det. only read 10% of notes) [dev. should have been
better prepared / wished paid more attention / worked out ok / need to
know where to go when markers peter out]
 differences between trails in NZ and Europe (det. forests, mountains)
[dev. not used to this terrain / no idea beforehand]
 maps / compass (det. old fashioned navigation techniques/ no GPS)
[dev. may have been foolhardy / romanticised idea]
 safety arrangements (det. spot tracker) [dev. useful / necessary /
sensible precaution]
 practised more with backpack (det. over-estimated speed she could
travel carrying all her gear) [dev. backpack slowed her down / should
have made other arrangements for picking up supplies]
 started the other end of the trail (det began at Stirling point) [dev. less
time to acclimatize / more challenging route from the outset]
A3: highlights of the whole experience, what Anna gained and why she
would recommend her audience to take on challenges.
 radio interview (det. Southland FM’s Invercargill studio, meeting radio
host Rach) [dev. enjoyed fame and attention / new cultural experience]
 discovery / adventure (det. wild, beauty of landscape) [dev. taking
some risks can be worth it / pushing yourself is important]
 confidence / sense of achievement (det. own ‘Olympic’ achievement)
[dev. able to work through problems faced / overcome problems in own
life / positive mindset brings success]
 support from others (det. support from friends, family, work
colleagues) [dev. gained their respect / inspiring others]
 learned from Kevin (det. local expert, new friend) [dev. pleased she
met him / grateful for his advice]

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Table A, Reading
5 13–15  The response reveals a thorough evaluation and analysis of the

text.
 Developed ideas are sustained and well related to the text.
 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.
4 10–12  The response demonstrates a competent reading of the text with

some evidence of basic evaluation or analysis.
 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.
3 7–9  The text 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 text.
 There is uneven focus on the bullets.
 The voice is plain.
2 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 text or the question.
 Some brief, straightforward reference to the text 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.
1 1–3  The response is either very general, with little reference to the
text, 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
text.
0 0  There is very little or no relevance to the question or to the text.

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appropriate.
4 7–8  Some awareness of an appropriate register for audience and

purpose.
 There is a sufficient range of vocabulary to express ideas with
subtlety and precision.
3 5–6  Language is clear but comparatively plain and/or factual,

expressing little opinion.
structure.
 Minor, but more frequent, errors of spelling, punctuation and
grammar

 There is structural weakness and there may be some copying
from the text.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.

PUBLISHED
responses seen).

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statements.
demonstrated.


correct.

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Question 1



1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 & R2 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
10
1(f) R1, R2 and R5 W2, W3 and W5
5
Total 30

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1(a) Give two qualities that are required to work a winter season at a ski resort, 1

 enthusiasm
 sense of adventure
(credit precise selection only)
1(b)(i) Using your own words, explain what the text means by: ‘staff quit’ (line 5): 2

 employees / people who work there / members of the workforce / workers
 leave / hand in their notice / resign / stop working there
1(b)(ii) Using your own words, explain what the text means by: ‘variety of positions’ (line 2
7):

 range / diversity / (different) types of / lots of options / choice of
 roles / jobs / posts / vacancies
1(c) Re-read paragraph 3 (‘If you have … dates.’). 2
Give two reasons why it might be difficult to ensure that you put in your
application in time.
 different schedules for northern and southern hemisphere

 specific dates for individual resorts
Award 1 mark for each idea, up to maximum of 2.
1(d)(i) Re-read paragraphs 4 and 5 (‘How long … snowflakes.’). 2
Identify the two main decisions you will need to make before applying for a job in
a ski resort.
 which part of the world you want to work in

 how long you want to stay

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1(d)(ii) Re-read paragraphs 4 and 5 (‘How long … snowflakes.’). 3
Explain the specific features of powder snow that make it the best snow to ride.
 dry / light / does not bind

 often packed in thick layers / soft landing / like a pillow
 no unexpected bumps / smooth
1(e) Re-read paragraph 6 (‘Online guides … flights.’). 3
Using your own words, explain why some people might decide not to apply
through a recruitment organisation.
 use online guides instead / can do it yourself

 charge large fee(s)
 not all are effective
 job not guaranteed / you still have to pass the interview
1(f) According to Text B, what are the advantages and disadvantages of taking a 15
seasonal job?
as possible. Your summary should not be more than 120 words.
1 flexible timing options – full or part time / short term commitment

2 range of different types of job
3 different seasons / different timings throughout the year
4 can fill gaps in careers / get relevant career experience / can learn on the job
5 resume may not be judged positively by future employers
6 entry requirements low / little previous knowledge required / any level of talent
7 tend to be low paid
8 extra cash / at least paid work
9 may detract from other commitments / impact on family time
10 may add to your exhaustion
11 tough schedule / anti-social schedule / working evenings and weekends
12 minimal training provided
13 short time frame to apply

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Marking criteria for Question 1(f) Table A, Reading


focused.


the task.
focused.


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Table B, Writing
3 4–5  A relevant response that is expressed clearly, fluently and mostly with concision.
2 3–2  A relevant response that is generally expressed clearly, with some evidence of
concision.
communication.

 There may be excessively long explanations or the response may be very brief.

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Question 2


objectives tested assessment objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R2 1
2(c) R1, R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

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words underlined:
The writer felt that the training presentation had been designed to
emphasise that the least attractive job on the resort was being a liftie.
 (to) underline (the fact) (line 2)
correct answer.
2(a)(ii) As well as guests staying in hotel accommodation, there were great 1

numbers of hikers passing through the resort who needed somewhere to
stay.
 (with) hordes of backpackers (travelling through) (line 4)
correct answer.
2(a)(iii) The writer struggled to walk, almost falling, as he arrived back at his 1
accommodation.
 (I/he) staggered (into) (line 49)
correct answer.
2(a)(iv) Boss expressed himself in a tone of gloating satisfaction. 1
 (he) crowed (Boss) (line 50)
correct answer.

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underlined:
Here are the answers:
 No ‘quick-laps’ in week one. Apparently, they’re a trick used by

experienced lifties who take turns to run the lift they’re working on –
each person doing two people’s jobs, while their partner takes the lift
to the top and skis or snowboards back down again. It’s a great way
to get a sneaky bit of extra riding in, and generally overlooked by
bosses – providing each person crewing the lift is capable of running
it on their own. I wasn’t.
 ‘Back-country’ was everything outside the marked boundaries of the

ski-area (avoided for fear of avalanches).
overlooked: fail(ed) to notice / (cho(o)se to) ignore / do not punish / tacitly allow /
do not acknowledge
underlined:
crewing: working / operating / controlling / in charge of / manning / staffing
underlined:
 avoided: kept away from / did not go near / stay off / steered clear of
Do not reward any idea that it is a restricted area.

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


 Explanations of meanings within the context of the text are secure and effects
 Images are recognised as such and the response goes some way to explaining
them.

 The response mostly gives meanings of words and any attempt to suggest and
 The response may correctly identify linguistic devices but not explain why they
are used.



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Question 3



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3 You are a journalist writing an article about the job of a ski-lift attendant 25
(liftie) as part of a series on interesting seasonal jobs for young people.
In your article you should:

 explain what attracts visitors to Wanaka and why
 describe what being a liftie involves and what might appeal to young
people about this job
 suggest what someone might find challenging about working as a liftie
and useful advice for any young person considering applying for any
job at this resort.
Write the words of the article.
Base your article on what you have read in Text C, but be careful to use

Notes on the task
Annotate A1 for references to what attracts visitors to and why.

Annotate A2 for references to what being a liftie involves and what might appeal
to young people about this job
Annotate A3 for references to what someone might find challenging about
working as a liftie and useful advice would offer any young person considering
applying for any job at this resort

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3 A1: what attracts visitors to Wanaka and why
 backpacking (det. reasonably priced accommodation, stopping through on a

hike) [dev. socialising with other hikers]
 fashionable (det. including wealthier guests, personal chefs, hotels) [dev. all
types of guests attracted including basic and luxury]
 skiing / snowboarding (det. Giant ski slope, winter sport fanatics, marked
boundaries) [dev. challenging / thrilling / yet safe from avalanches]
 lessons (det. private instructors, differing abilities) [dev. staff there to help
you]
 snow (det. depth of 2 – 4 metres, artificial snow made each night) [dev. not
dependent on natural snow]
 magnificent landscape (det. mountain) [dev. dramatic, amazing views]
A2: what being a liftie involves and what might appeal to young people about this
job
 crewing the ski lift (det. allocated a lift station, tiny booth, testing the
equipment, helping guests on and off, early mornings, lifts work all day) [dev.
responsible for safe operation of that station]
• knowing how a lift works (det. need to fix the lift if something goes wrong)
[dev. skills develop with experience rather than training]
• working with a partner (det. cover for each other, colder being the person at
the top) [dev. need to be able to manage the job alone, work together to
enable fun]
• chance to snowboard at work (det. quick-laps tolerated by boss) [dev. extra
bonus, not really part of the job description]
• dealing with emergencies (det. radio, assisting guests) [dev. adventure /
variety]
• amazing sights (det. beautiful ice ‘sculptures’ of chair lifts) [dev. unexpected,
appreciating the power of nature / life-changing experience]

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3 A3: what someone might find challenging about working as a liftie and advice for
any young person considering applying for any job at this resort
 weather (det. clearing ice from chairs in morning is hard work, very cold,
storms, strong winds, get freezing despite wearing layers) [dev. can be
extreme at times / not unusual to be stranded / can be miserable / need to be
physically strong]
• training (det. brief, few details explained beforehand, no hands-on or
practical training) [dev. expected to learn on the job and get on with it / can
feel completely out of depth]
• understanding the jargon: (det. ‘quick-laps’, ‘Back country’, ‘The base’)
[dev. feeling excluded / cool when you get it though / do some research
before]
• supervisor(s) (det. Boss) [dev. expect you to do as you are told, does not
encourage you to ask questions / Boss not phased or empathetic about
dangerous situations]
• consider whether inside or outside (det. might prefer life as an indoor
employee, cleaner inside) [dev. not just about the job but about where you do
it, indoor jobs have an easier life]
• accommodation (det. inside jobs get free onsite lodging, lifties competing
with backpackers for cheaper accommodation) [dev. can be difficult to find
reasonable priced accommodation locally / start looking early]

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Marking Criteria for Question 3 Table A, Reading
 There is supporting detail throughout, which is well integrated into the response,
4 10–12  The response demonstrates a competent reading of the text with some evidence
of basic evaluation or analysis.
 Some ideas are developed but the ability to sustain them may not be consistent.
purpose.

 Supporting detail is present but there may be some mechanical use of the text.
2 4–6  There is some evidence of general understanding of the main ideas, although

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 The language of the response sounds convincing and consistently appropriate.
language.

precision.
opinion.

style.

 Persistent errors of spelling, punctuation and grammar impede communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED


statements.
demonstrated.


b DO credit alternative answers / examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one prompt /
numbered / scaffolded space where extended writing is required rather than list-type answers.
For example, questions that require n reasons (e.g. State two reason.
polluted / not polluted).

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Note: All examiners are instructed that alternative correct answers and unexpected
derived from the texts.
Question 1


Item Assessment objectives tested Marks for assessment

objectives
1(a) R5 1
1(b)(i) R1 and R2 2
1(b)(ii) R1 2
1(c) R1 and R2 2
1(d)(i) R1 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 W2, W3 and W5 10

5
Total 30

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1(a) Give two uses of ships and boats apart from sports, leisure or fishing, 1
 transporting cargo
 defence / defense
‘earliest modes’ (line 2):
explanation.
Credit alternatives explaining whole phrase.
 oldest / ancient / some of the first / primitive

 type(s) / method(s) / way(s) / mean(s) / form(s) / manner(s)
‘various aspects’ (line 3)
explanation.
Credit alternatives explaining whole phrase.
 different / assortment / variety / lots / numerous / many / a range (of)

 feature(s) / factor(s) / detail(s) / characteristic(s) / part(s)
1(c) Re-read paragraph 2 (‘A boat … happens to be.’). 2
Give two of the main differences between ‘boats’ and ‘ships’.
 cargo – carrying capability / boat(s) can carry less cargo

 ship(s) designed for a specific purpose / boat(s) more general (watercraft)
 size / boat is a small to mid-sized vessel
1(d)(i) Re-read paragraphs 3 and 4 (‘Meanwhile called yachts.’). 2
Identify the two facilities on yachts that make them suitable for longer trips.
 kitchen / galley
 sleeping quarters

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1(d)(ii) Re-read paragraphs 3 and 4 (‘Meanwhile called yachts.’). 3
Explain why it might be difficult to decide whether a yacht is a type of boat or a

type of ship.
 no standard definition of a yacht / no standard design of a yacht

 size of yachts varies so much / yachts can be from 10 m to over 60 m
 most yachts are boats but not all boats are yachts
 large yachts can be classified as ships / some large yachts are ships (that are
called yachts)
1(e) Re-read paragraphs 5 and 6 (‘Anyone with sold higher.’). 3
Using your own words, explain why some people might consider the cost of
boats to be justifiable.

 boats (have to be built to) withstand (constantly) wet environment

 manufacturers are not selling volume so can’t lower costs
 manufacturing process of boats is not automated / boats built mostly by hand
 considered (by some) as a luxury

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1(f) According to Text B, what are the problems with air travel and what can 15
reasonably be done to help solve them?
as possible.
 has become a habit to fly

 costs a lot of money to fly
 highest CO2 pollution of all transport methods / damages the environment
 choose a greener way to travel / choose solar-powered yachts
 take direct flights / choose route carefully / don’t just choose the cheapest or most
convenient
 use (modern airlines with) more efficient planes
 take one longer trip rather than more frequent shorter trips
 choose airlines that tend to fill their planes
 take less luggage
 effective regulation
 innovative solutions / airlines working together
 globally connected network to allocate seats
 exploration of new technologies needs to go faster / more use of biofuel / use AI to
analyse data

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Marking criteria for Question 1(f) Table A, Reading


 Points are skillfully selected to demonstrate an overview.

focused.


the task.
focused.


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Table B, Writing
concision.
2 2–3  A relevant response that is generally expressed clearly, with some

communication.

brief.
Note 1: All examiners are instructed that alternative correct answers and unexpected
be awarded.

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Question 2


2(a)(i) R1 1
2(a)(ii) R2 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

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words underlined:
After a vacation in Ilhabela, Andy and Abi were going to make last minute
alterations to the yacht.
 (make / making) final changes (to the boat) (line 4)
words underlined:
Andy and Abi felt nauseous almost all the time they were on board the boat
crossing the Atlantic.
 (we were more likely to be) perpetually seasick (line 8)
words underlined:
Josephine was not a new yacht and had already been owned and used by
someone else when Andy bought her.
 (an old) second – hand (boat) (lines 20–21)
words underlined:
After the storm, they saw the wreckage of a yacht like theirs on the sand.
 (lay the) remains (of another eight – metre sailboat)

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underlined:
Sailing across the Atlantic wasn’t like a road trip though (Dael’s observation).
There’s nowhere to pull over when you’re tired. Getting to Rio entailed
crossing one of the planet’s loneliest stretches of ocean. Josephine still had
no autopilot and no radio to communicate with anyone on land. Someone
would have to be on deck at the wheel every minute, night and day. We could
expect to be sun-roasted, swamped by rogue waves and smacked by wayward
flying-fish.
Days before leaving, I sat up late at night talking with Torries, a friend from
work. I confessed to being terrified.
 entailed: involved / meant / required / included
underlined:
 swamped: overwhelmed / flooded / inundated / drowned / drenched
underlined:
 confessed: admitted / confided / shared feelings / revealed / telling the truth

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2(c) Use one example from the text below to explain how the writer suggests his
attitude to the coast near Ilhabela.
The coast just north of Ilhabela is punctuated by pretty, tranquil coves. Abi and
I were looking forward to a week of snorkelling and generally lounging about.
But first, Dael pointed out, a storm was coming. The channel between Ilhabela
and the mainland is long and thin. Hills on both sides provide the perfect
funnel for the strong winds that develop over the South Atlantic. The water is
also very shallow, conducive to close, steep waves.

shows understanding of how the writer suggests his attitude to the coast near
Ilhabela.

shows some understanding of how the writer suggests his attitude to the coast near
Ilhabela.

awareness of his attitude to the coast near Ilhabela. The explanation may be partial.
 punctuated by pretty, tranquil coves: dotted with appealing features; sees

it as picturesque, quaint, calm; ideal for taking a break
 looking forward to a week of snorke(l)ling and generally lounging about:
sees it as a place to relax, suited to his needs, expecting to feel at home
there and unthreatened, viewing it as a tourist on holiday
 hills on both sides provide the perfect funnel for the strong winds:
acknowledging the shape of the hillsides create a channel for the wind,
sounds more factual here; suggests he should have known / knows now and
feels looking back that he might have been too casual at the time
 very shallow, conducive to close, steep waves: talking more like a
skipper; the threat is clear: not the depth of water for safe sailing and waves
are likely to be threatening; not the obvious choice if about to set off on your
first adventure in your boat; voice of the more experienced author coming
through with the benefit of hindsight

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 Paragraph 7 begins ‘We left Cape Town ...’ and is about the first part of
the journey, crossing the Atlantic.
 Paragraph 9 begins ‘We went to bed early ...’ and describes events
during the storm in IIhabela.
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
imagery.
Use the Marking Criteria for Question 2(d) (Table A, Reading) Notes on task.
understanding of ways in which the language is effective. Expect responses to
provide words / phrases (listed in the mark scheme on pages 15 and 16) that carry
connotations additional to general meaning.
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.
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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 Paragraph 7 begins ‘We left Cape Town …’ and is about the first part of the
journey, crossing the Atlantic.
Overview: powerful and magical experience of the boat sailing with ease and
spectacular, natural beauty of the sea
 stiff breeze that whipped: strong wind with some force, urging them on
 glittering swells: sparkling waves, suggestion of fullness and power, beauty,
jewels
 dazzling fragments of crystal: so bright they are difficult to look at; smashed
into pieces by the force of the driving wind, destruction enhances the beauty
though suggestion of danger, potentially sharp
 leaping and dancing on our bow wave in celebration: swimming with jumps
and turns as if performing spontaneously or choreographed for their benefit;
reflecting writer’s sense of freedom
 guiding the yacht: navigating, at the helm; suggestion of wisdom, in control
 thundered over the ocean: moving at speed over the sea, immense power to
be dominating the ocean, conquering hero
 etched itself forever into my memory: as if engraved, will never forget it; vivid,
permanent, changed irrevocably by the experience
 flying over the crests of the waves: boat is moving so fast it seems to have
left the water and be travelling in the air higher than the peaks of the waves;
freedom
 soaring down the valleys like an eagle: extending the flying metaphor as the
boat goes down the other side of the wave as if a bird of prey swooping;
majestic, in control, wild
 exultant sense of liberation was absolute: triumphantly happy and completely
free; unshakable optimism of the moment

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Paragraph 9 begins ‘We went to bed early …’ and describes events during the
storm in IIhabela.
Overview: brave fight of the boat against the ferocity and brutality of the storm
 snapped (her mooring line): broke in one movement, as if done on purpose,

wilfully
 mayhem: chaos, havoc caused is immediate, unmanageable
 flogging violently: whipping ferociously; action of punishment, dangerous
 the air seethed with driven rain and spray: water is being forced through the
air; as if boiling / angry
 screaming winds: extremely loud, painful to listen to; enraged, out of control
 listed alarmingly: leaned over to the side dangerously; suggestion of imminent
capsize
 any chance of saving her sinking with every wave slamming her side:
possibilities of stopping the boat from going down are diminishing, contrast of
saving and sinking to emphasise the boat is in imminent danger from the
violence of the water hitting it
 my heart leapt with relief: feeling of ecstatic happiness; hope that they will
survive
 engine roared into life: powerful noise, as if a mythical beast
 gunned the throttle (with the wheel hard over): is giving the maximum power
and maximum turn; sounds like these could be technical terms which makes it
seem as though the author is now experienced / knowledgable, appreciating
Dael's skill, some suggestion of military fight / war
 battling, Josephine heaved her bow across: the boat is fighting back, moving
against the waves; suggests bravery and huge effort
 taking the waves head-on and shattering them into pellets of spray: as if in
direct combat with the forces of nature; and winning - the water is bouncing back
off the boat in a mist due to impact; pellets is reminiscent of guns and shattering
suggests destruction beyond repair
 dragged herself (from the sand): slow, tired, final effort to pull free; fatigued,
using the last of her energy

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

 There is clear evidence that the candidate understands how language
works.

 Explanations of meanings within the context of the text are secure and
explaining them.
 There is some evidence that the candidate understands how language
works.

 The response mostly gives meanings of words and any attempt to suggest
 The response may correctly identify linguistic devices but not explain why
they are used.
 They may repeat the language of the original or do not refer to specific
words.


Note: All examiners are instructed that alternative correct answers and unexpected

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Question 3

R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from
the text


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3 You are Dael. Having decided to stay on with Abi and Andy longer than 25
planned to help them as they begin to sail around South America, you write a
letter to a friend at home.
In your letter you should:

 explain where you have been for the past couple of months and what
have been the positive highlights of the journey for you so far
 discuss how suited and prepared Andy, Abi and Josephine were to
undertake such a journey
 comment on what Andy and Abi were hoping to achieve and what you
think they will have learned by the end of their South American trip.
Write the letter.
Base your letter on what you have read in Text C, but be careful to use your
own words.
Address each of the three bullet points.

Notes on task
appropriate register for the genre, and 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 Dael has been for the past couple of months
and what have been the positive highlights of the journey for him so far
Annotate A2 for references to how suited and prepared Andy, Abi and Josephine
were to undertake such a journey
Annotate A3 for references to what Andy and Abi were hoping to achieve and what
he thinks they will have learned by the end of their South American trip.

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3 Responses might use the following ideas: 25
A1: where you have been for the past couple of months and what have been
the positive highlights of the journey for you so far
 crossing the Atlantic (det. Cape Town to Rio) [dev. made it across
successfully without major mishap]
 coast near Ilhabela (det. where Abi’s mother lived, picturesque, pretty coves)
[dev. social visit]
 dolphins (det. pod swimming alongside boat, trying to touch them) [dev.
fascinating creatures]
 travelling at night (det. moonlight) [dev. beautiful seascape]
 holiday (det. snorkelling and lounging about) [dev. Dael was not looking
forward to it initially]
A2: how suited and prepared Andy, Abi and Josephine were to undertake
such a journey
 unprofessional / trip was poorly planned (det. say a month, maybe three
days, eventually bump into northern Brazil) [dev. basic sense of route at best /
over-simplifying it / sensible (or not) to stop off at Ilhabela / were not up to the
challenge / rookies]
 attitude (det. seeing it as a road trip) [dev. not understanding the differences
between the modes of transport / underestimating the challenge and risk]
 given up former life (det. no income, no home) [dev. former work colleagues
supportive / lack of finance could be a problem]
 nerves (det. Andy admitted to Torries he was terrified) [dev. perhaps putting on
a brave face / trying to play down his fears in front of Dael and/or Abi]
 second-hand boat (det. 23-year-old engine, Josephine) [dev. needed some
work / relatively old, unsafe boat]
 equipment (det. no autopilot, no radio, supplies run out) [dev. would need to
update this for the longer journey around South America / too much work for
someone to be on board all the time]
A3: what Andy and Abi were hoping to achieve and what you think they will
have learned by the end of their South American trip.
 freedom (det. from work/job) [dev. work colleagues envious / friends

supportive / see more of the world]
 adventure (det. swamped by rogue waves) [dev. heroic impression / quest]
 fame / fortune (det. filming whole thing, writer) [dev. hope to make money out
of it / finance travels by marketing it / sponsorship]
 experience nature (det. open seas, up close to wildlife) [dev. not to
underestimate power of nature / the sea can be powerful and dangerous]
 risk comes with freedom (det. saw remains of other ship) [dev. need to plan
ahead / need contingency plans / need to be aware of what could go wrong /
need discipline]
 emergency procedures (det. getting off a sandbank by gunning the throttle)
[dev. further skills and expertise as sailors through experience of sailing in
different conditions / not have to rely on his skills]

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Marking Criteria for Question 3 Table A, Reading

consistent.
purpose.

text.

question.

PUBLISHED

appropriate.

 There is a sufficient range of vocabulary to express ideas with subtlety
and precision.
3 5–6  Language is clear but comparatively plain and/or factual, expressing

little opinion.
structure.
 Minor, but more frequent, errors of spelling, punctuation and grammar.

 There is structural weakness and there may be some copying from the
text.

communication.

Cambridge IGCSE™

Paper 1 Reading October/November 2020
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International is publishing the mark schemes for the October/November 2020 series for most

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2020
responses seen).

PUBLISHED 2020
Question 1


Marks for assessment

Item Assessment objectives tested
objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 and R2 2
1(d)(i) R1, R2 and R5 2
1(e) R1 and R2 3
1(f) R1,R2 and R5 10

W2, W3 and W5 5
Total 30

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1(a) Re-read paragraph 1 (‘Ecuadorian legends tell … in the area.’). Give 1

two reasons why locals believe an ancient race of giants once
existed, according to the text.

• (Ecuadorian) legend(s)
• (tribes from all over the Amazon basin) recollect (their existence) /
memories of them
Do not credit answers that copy the whole of paragraph 1.
‘thriving cities’ (line 3)

• prosperous / flourishing / developing / successful / doing well / growing
• large settlements / large population / lots of people / large town
Credit alternatives explaining the whole phrase e.g. successful community /

civilization doing really well.
Allow synonyms for city.
Do not credit ‘big buildings’.
‘ancient structures’ (line 5)
• from distant past / very old

• buildings / constructions / forms
Credit alternatives explaining the whole phrase e.g. monument(s).
Do not credit ‘old’ on its own.

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1(c) Re-read paragraph 3 (‘The largest structure is … to wield them.’). 2
Give two reasons why it might be assumed that the giants worked
hard.
• pyramids: size / height / steep incline

• tools: existence of (many) tools / (heavy) tools
• boulders (as building materials): stones really heavy / (lots of) huge
stones
1(d)(i) Re-read paragraph 4 (‘This evidence has … artificial origin.’). 2
Identify two pieces of evidence that the Ecuadorian authorities did

not want to believe the findings.
• ignored the researchers’ evidence

• own inspection was brief / inspection lacked thoroughness
• flawed conclusion / ignored evidence they found themselves /
ignored the regular size of the blocks they had found as evidence /
concluded natural formation despite regular size of blocks
1(d)(ii) Re-read paragraph 4 (‘This evidence has … artificial origin.’). 3
Explain why researchers believe that these are man-made pyramids.
• regular blocks / shape of blocks does not look natural

• precisely cut
• assembled / put together / positioned

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1(e) Re-read paragraph 5 (‘Furthermore, several other … leader is 3

buried.’).
Using your own words, explain why it is possible that the

researchers are wrong in their theories.

of 3.
Researchers could be wrong because:
• over enthusiastic / misleading themselves

• nothing there / (mound) shape could be no more than mud and
foliage
• real shape hidden / true shape (of ground) is distorted (by mud and
foliage)
• no precedent in that country / not found in that country yet / only in
other countries so far
• further evidence yet to consider / the sites have not been
excavated yet

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1(f) According to Text B, why are the existing theories about how the 15
Crooked Forest was formed unlikely to be correct?

Writing).

Candidates may refer to any of the following points [A2]:
1 area affected too small for tank damage / would expect a broader area
to be impacted by big tanks
2 other trees nearby unaffected by tanks / area is surrounded by straight
trees on all sides making tanks unlikely
3 uniform curvature rather than haphazard damage from tanks
4 tanks would have flattened the trees completely / trees wouldn’t have
survived tanks
5 (genetic mutation) would have impacted on whole tree / only the base
affected
6 locals enjoy fooling visitors with their ‘anecdotes’ about supernatural /
alien activity
7 speculation boosts tourism / hotel business
8 gravity pulls downwards not sideways
9 solid trunks suggest healthy / strong and sturdy (wouldn’t be weighed
down by snow / affected by genetic mutation / not affected by gravity)
10 (vast number(s) of) vertical pines around the area / trees around
unaffected by snowfall
11 perfect circle suggests that a natural cause is unlikely / grove is
protected from harsh weather (by circle of trees)
12 sculpted trees / marker trees usually found in isolation, not in a grove
13 sculpted trees / marker trees not usually found in Europe

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Table A, Reading
5 9–10 • A very effective response that demonstrates a thorough understanding

4 7–8 • An effective response that demonstrates a competent understanding of

mostly focused.
• Points are carefully selected and there is some evidence of an
overview.

material.

sometimes focused.

• The response may be a simple list of unconnected ideas or show
limited focus.

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Table B, Writing
concision.
• The response is in the candidate’s own words (where appropriate),

communication.

• There may be excessively long explanations or the response may be
very brief.
• Frequent errors of spelling, punctuation and grammar, which

PUBLISHED 2020
Note 1: All examiners are instructed that alternative correct answers and unexpected approaches
in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
Note 2: Words underlined in the answers to the questions are required for the full mark(s) to be
awarded.
Question 2

Marks for reading

Reading assessment
Item assessment
objectives tested
objectives
2(a)(i) R1 1
2(a)(ii) R2 1
2(a)(iii) R2 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

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The adventurers were fed up of constantly roaming around.
‘tired’ (of this seemingly endless wandering) (line 1)
Do not accept disheartened.
Jose unwillingly trailed Manoel.
‘reluctantly’ (followed Manoel) (line 24)
Manoel had not expected the deer to have such speed and
sprightliness.
(surprised at its) ‘agility’ (and how quickly it vanished) (line 31)
Raposo tried to encourage and sweet-talk the men.
(Raposo) cajoled (the weary adventurers) (line 34)
allow alternative whole phrase: ‘worked hard to keep their spirits up’ (line
3)

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words underlined:
Camp was pitched and the party was resting, when confused
shouting and crashing in the bush brought them to their feet. Manoel
burst into view. ‘We’ve found it!’ Manoel cried. ‘We’ve found the way
up!’
resting: relaxing / reposing / unwinding / napping / taking a light sleep /

getting energy back
Do not allow sleeping / taking a break on its own.
words underlined:
up!’
confused: chaotic / hard to make out / hard to decipher / muddled /

jumbled
Do not credit ‘did not understand’ on its own.
words underlined:
up!’
burst: rushed (out) / moved suddenly and violently / erupted (from) /

suddenly appeared
Do not credit ‘appeared’ on its own.

PUBLISHED 2020
suggests the feelings of the leader, Raposo, when the adventurers
enter the cleft.
Clusters of rock crystals and frothy masses of quartz gave the wide-
eyed leader the feeling of having entered a fairyland, and, in the dim
light filtering down through the tangled mass of creepers overhead,
his anticipation of a wondrous citadel on the other side was palpable.

Raposo’s feelings.
Award 2 marks for an appropriate example and attempt at an

explanation which shows some understanding of how the writer
suggests Raposo’s feelings.

shows awareness of Raposo’s feelings. The explanation may be partial.
• clusters of rock crystals and frothy masses (of quartz): shines,

glistens, wealth, bubbling foamy liquid, beauty; huge volume;
pleasure, excitement
• wide-eyed (leader): the feeling of having entered fairyland: amazed,
incredulous, disbelief, hypnotised, enchanted, magical, happy ending,
innocence, childlike, naivety
• anticipation of a wondrous citadel on the other side was palpable:
hope, expectation, extraordinary, astonishing, amazing, stronghold,
fortress, castle, adventure, quest, so strong that the other adventurers
can feel them

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• Paragraph 2 begins ‘These were no ordinary mountains …’ and

is about the sight of the mountains to the weary adventurers.
• Paragraph 4 begins ‘Next morning …’ and is about how the
adventurers try to ascend the mountain by daylight.

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.
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 (listed in the
mark scheme on page 16) 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.

PUBLISHED 2020
• the sight of the mountains to the weary adventurers in paragraph

2, beginning ‘These were no ordinary mountains …’
Overview: suggests the huge promise of riches that are within the
adventurers’ grasp and their excitement.
o no ordinary mountains: excessively large, unusual, strange,

mysterious, special, obstacle to overcome, challenge, significance is
apparent from the outset
o lit up in flame: red and orange hues, brightly-coloured, like a beacon
or an incredible sign to the adventurers, beauty, awe
o (wet rocks), rich (in colour and light): copious amounts, but also
suggesting the wealth that the adventurers anticipate
o studded with gems: decorated with expensive stones, crafted like
jewellery
o (streams) leaped from rock to rock: stream is personified to sound
light, nimble, playful, joyful
o a rainbow beckoned: enticing, summoning, leading, promise of
fortune, wealth
• how the adventurers pitch camp and then try to ascend the
mountain in daylight in paragraph 4, beginning ‘Night had
fallen …’
Overview: The mountains appear impossible to climb because of their

size and physical features. They are hostile to the adventurers.
o (crags appeared) black and menacing: very dark and threatening,

evil presence, malevolence, danger, contrast with sunset
o vast: huge suggesting the enormous scale of the task ahead of them
o sheer unscalable precipices: very steep, practically vertical and
impossible to climb, imminent danger of falling
o (all day they) struggled over: tried very hard to climb across,
continuous effort, feelings of defeat, disheartened
o (seeking a way up those) glossy sides: shiny, gleaming, suggests
they may be slippery to climb. superficially attractive, deceitful
Only credit comments on stylistic effect where these are explicitly linked
to choices.

PUBLISHED 2020
5 13–15 • Wide-ranging discussion of judiciously selected language with some

works.

explaining them.
works.

• The response may correctly identify linguistic devices but not explain
why they are used.
words.



PUBLISHED 2020
Note: All examiners are instructed that alternative correct answers and unexpected approaches
in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
Question 3



PUBLISHED 2020
3 You are Jose. A day later you write an entry in your journal, in which 25
you:
• describe where you have been and what you have seen in the
final stages of your adventure
• explain how you have felt during the recent days about the
expedition and your leader, Raposo
• describe what has happened since you saw the broken remains
of the human settlement.
Write the words of your journal.
Base your journal entry on what you have read in Text C, but be
careful to use your own words. Address each of the three bullets.

Writing)
Notes on task
Candidates should select ideas from the text (see below) and develop
them relevantly, supporting what they write with details from the text. Look
for an appropriate register for the genre, and 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 Jose has been and what he has
seen.
Annotate A2 for references to his feelings in recent days and his feelings
about Raposo.
Annotate A3 for references to what happened on the last day.

PUBLISHED 2020
3 A1: where Jose has been and what he has seen 25
• terrain underfoot (det. swamps, bush country) [dev. hard to make

progress, uncomfortable, variable, not knowing what to expect next]
• landscape / view (det. thin belt(s) of forest(s) and mountain range)
[dev. impressive, foreboding, daunting]
• sunset on mountain side (det. reflection of light, wet from the rain,
sparkling, streams) [dev. beauty, (foolish) promise of wealth]
• rainbow (det. formed over the crest of the ridge) [dev. (childish to
consider) sign of hope]
• morning view of the mountain (det. now dark and threatening, vast
height, unscalable) [dev. contrast with the promise of the night before,
disappointment, wanting to give up / hopelessness]
• route over mountains (det. deep cleft in the face of the precipice
lead to summit) [dev. just prolonging the agony, expected they would
not be allowed to sleep now]
A2: feelings during recent days / feelings about Raposo
• utterly exhausted (det. endless wandering before arriving at

mountains; stumbling, struggled over boulders and crevices looking
for a way up mountain) [dev. Raposo expecting too much / good at
motivating them to go on when tired]
• disheartened / disappointed not to find anything initially (det.
unable to locate lost mines / no evidence of ancient civilization) [dev.
waste of time]
• annoyed to be sent on errand (det. told to go for firewood, glanced
at Manoel in disbelief, followed Manoel reluctantly) [dev. typical of
Raposo (to choose them), unfair when others allowed to rest]
• unimpressed by Manoel’s excitement (det. face like stone when he
returned noisily to camp) [dev. Manoel siding with Raposo]
• unimpressed by Raposo as a leader (det. mutinous expression)
[dev. feels taken advantage of, thinks others feel the same]
• (learns to) value Raposo’s leadership skills (det. cajoles, works
hard to keep spirits up) [dev. does hold the group together]
A3: the last day
• evidence of human activity (det. man-made paving, tool marks)

[dev. building (Raposo’s) expectations of finding the city]
• huge mineral resource / mine (det. quartz and crystal, gold, silver)
[dev. prospect of future wealth, explored to find other mines in
surrounding mountains]
• elated / shocked to find the settlement (det. broken remains) [dev.
all this trouble for nothing / Raposo was right)
• Raposo’s disbelief as the day ended (det. picked up the axe in a
daze, spun round and stared at them) [dev. wanted to go on and
explore / disappointed / broken dreams]
• angry / happy reactions of adventurers [dev. (mutinous ones)
refused to carry on / adrenalin rush as they make exciting discoveries
/ forget exhaustion of previous days]
• collecting evidence to prove findings (det. axe) [dev. fame]

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Table A, Reading
consistent.
of purpose.

the text.

the question.
1 1–3 • The response is either very general, with little reference to the text, or

PUBLISHED 2020

appropriate.
• Ideas are firmly expressed in a wide range of effective and/or

and precision.
3 5–6 • Language is clear but comparatively plain and/or factual, expressing

little opinion.
structure.
2 4–3 • There may be some awkwardness of expression and some

text.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some

PUBLISHED 2020
responses seen).

PUBLISHED 2020
Question 1


Assessment objectives Marks for assessment

Item
tested objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 and R2 2
1(d)(i) R1, R2 and R5 2
1(e) R1 and R2 3
R1,R2 and R5 10
1(f)
W2, W3 and W5 5
Total 30

PUBLISHED 2020
1(a) Give two examples of animals that have been culled, according to the 1
text.
• deer
• grey squirrel
‘appropriate method’ (line 1):
• suitable / fitting / sensible / right / correct / efficient / effective / can be

argued as reasonable
• procedure / process / way (of doing) / approach / solution
Credit alternatives explaining the whole phrase, e.g. what they need to do in
the circumstances.
‘Large numbers’ (line 4):
• vast / enormous / big / huge

• amount / population / group(s)
Credit alternatives explaining the whole phrase, e.g. lots of deer / lots of
them / (too) many / numerous / multitude(s) / quantities.
1(c) Re-read paragraph 3, (‘This type of conservation … and the 2

environment.’).
Give two reasons why people might be against cutting down trees.
• misguided judgement / misguided attempt to save what is seen as the

most important, pretty or useful of the species / only saving the trees
that are judged important, pretty or useful / subjective decision
• (little regard for) natural progression (of wildlife and the environment) /
interfering with natural progression

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1(d)(i) Re-read paragraphs 4 and 5, (‘However, we must … in their 2

movements.’).
Identify two reasons why cutting down trees is important.
• restores balance within the environment / keeps a well-rounded spread

of species / allows more than just the fittest and fastest-to-adapt
species to survive
• we rely on other species for survival
• allows free movement of mammals / free roaming mammals not there to
do it (for us) / replaces the effect of free roaming mammals
1(d)(ii) Re-read paragraphs 4 and 5, (‘However, we must … in their 3

movements.’).
Explain how mammals once helped to maintain the natural balance in

the woodlands.
• brought down trees

• eat different trees and vegetation / eat (specific) varieties of trees and
vegetation
• animals roamed around / (keeping/kept) the area varied and dynamic /
ensured diversity in forest / moving around freely
1(e) Re-read paragraph 7, (‘It can seem … insects and berries.’). 3
Using your own words, explain why birds like blue tits and
nightingales are not usually found in dense woodland areas.

of 3.
These birds are not usually found in dense woodland areas because:
• very little light / dark(er)

• less vegetation / less varied vegetation
• less food for the birds to eat / fewer insects / fewer berries / they choose
to occupy thickets with easier access to their food source

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1(f) According to Text B, what makes the cherry blossom season in Japan 15
so popular?

Writing).
Candidates may refer to any of the following points:
1 joyous occasion for the nation / time of national happiness / all the
Japanese people come together
2 opportunity to party / celebrations
3 abundance of flowers / explosion of blossom
4 attractive blossom / soft pink flowers
5 break from work / get out of the office
6 festival food / eating outdoors / picnics
7 decorations / lanterns / lights
8 pink things to buy / sell cherry-blossom-themed things
9 long tradition / have celebrated it for over 1000 years
10 arts inspired by blossom – songs, music, art, poetry, film(s)
11 marker of time passing / reflect (on family, friends) / reminisce
12 antidote to industrial growth / brightens dull cities / distracts from
environmental concerns
13 brief / only last 2 weeks / once a year

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Table A, Reading
5 9–10 • A very effective response that demonstrates a thorough understanding


mostly focused.

material.

sometimes focused.

focus.

PUBLISHED 2020
Table B, Writing
concision.
• The response is in the candidate’s own words (where appropriate),

communication.

• There may be excessively long explanations or the response may be
very brief.
• Frequent errors of spelling, punctuation and grammar, which

PUBLISHED 2020
awarded.
Question 2


2(a)(i) R1 1
2(a)(ii) R2 1
2(a)(iii) R2 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2020
The very loud noise of the waterfall.
(we hear the) ‘roar’ (before we reach it) (line 6) / (the) ‘crash’ (of falls)
(line 14)
Maria keeps turning around very quickly to point out crocodiles.
(Maria) ‘constantly spins’ (round, showing us crocodiles) (line 17)
Some of the group bravely and willingly cross the river without
footwear.
(some of our party are) ‘gamely’ (walking barefoot) (line 24)
Maria walks at a quick pace.
(at Maria’s) brisk (pace) (line 28)

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words underlined:
Howler monkeys groan from treetops on either side of the river. We

also pass a temple with dark tunnels where fruit bats huddle and
squeak above us, and eventually reach a wide shaded area where 30-
metre-tall trees share space with temples well over a thousand years
old.
groan: emit low creaking sound(s), make deep slow sounds, moaning,
sound(s) suggesting pain or discomfort
words underlined:

old.
huddle: cluster / crowd together / group together / gather
words underlined:

old.
shaded: protected from the sun (light) / trees block light / covered (with
vegetation)

PUBLISHED 2020
suggests what the jungle coffee was like.
To demonstrate, she chops off an arm-size branch of a native tree,

letting us sip the sweet, running sap. She whittles the bark and boils
fragrant shavings of the branch, soon producing a bubbling gold
broth. ‘Jungle coffee,’ she says. I have two cups’ worth. It’s delicious.

explanation which shows understanding of how the writer suggests what the
jungle coffee was like.

which shows some understanding of how the writer suggests what the
jungle coffee was like.

shows awareness of what the jungle coffee was like. The explanation may
be partial.
• arm-size branch of a native tree: huge section of tree required to

produce coffee, natural, local produce
• sip the sweet running sap: small mouthfuls, savouring its sugary,
pleasing taste; like bees tasting nectar; natural and freely available
liquid
• (boils) fragrant shavings: suggests the pleasant, sweet scent;
aromatic, delicate and thinly sliced; care taken in its preparation,
comparison to preparing coffee
• bubbling gold (broth): rare, expensive, exotic, beautiful, exciting,
potent magical mixture, elixir, potion; frothy, hot / comforting, nutritious
soup
• ‘Jungle coffee,’ she says. I have two cups’ worth: not really ‘coffee’
but use of the term suggests it is a common drink there / what locals do;
indulges
• (It’s) delicious: very tasty, unexpectedly; simple statement of
amazement and delight

PUBLISHED 2020
• Paragraph 5 begins ‘“You have to jump” …’ and is about how the

party decide to reach the pool and their experience in it.
• Paragraph 10 begins ‘The darkness is all-encompassing …’ and is
about the final moments in darkness at the camp.
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 (listed in the
mark scheme on page 16) 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.

PUBLISHED 2020
• The party’s decision to reach the pool and their experience in it in

paragraph 5, beginning ‘“You have to jump,” …’
Overview: Maria’s ability to entertain the group and the sheer pleasure of
the pool after the challenge of getting to it.
o ‘You have to jump’: presented as no choice, stark, confrontational

and dramatic ultimatum
o arms in a circle the size of a manhole cover (image): small size,
emphasizes going downwards into the unknown
o (laughs) impishly (image): playfully, mischievously, like an elfin
character; suggests Maria’s personality as fun-loving, her enjoyment
of teasing her clients
o an eight-metre steep bank: precise / exaggerated measurement,
emphasises potentially just as difficult / not much of an alternative,
treacherous
o brittle shrubs: crisp, dry small plants / vegetation; sharp / painful /
easy to break / dry
o loose dirt: detached grains of soil, slippery ground, dryness of the
bank, potential to fall away beneath them
o crash of falls: loud smashing noise of the waterfall, powerful impact,
violent
o cradled: held closely and safely (like a baby); feelings of comfort,
safety and warmth
o frothy azure luxury: foaming, bubbling, blue/blue-green, spa;
indulgence, beauty, sheer pleasure
• The final moments of darkness at the camp in paragraph 10,

beginning ‘The darkness is all-encompassing …’
Overview: the mystery and/or magic of the night time jungle.
o (the darkness is) all-encompassing: covering and dominating

everything, pervasive, inescapable, potentially terrifying,
overwhelming
o (stars) flicker gently (through the shadowy outline of tree tops):
intermittent light, twinkle weakly, uncertain, blurry shapes of trees;
calm and peaceful, dreamlike
o (what sort of) lurking life: hiding creatures, identity unknown,
sinister, eerie, waiting, deliberate concealment, sneaking, secretive,
strange, dangerous.
o sudden visitor: unforeseen arrival, unexpected guest, (un)welcome
appearance
o (beetle with fluorescent yellow-green lights that glow from its
eyes) like a penlight. (Its head sharply clicks between three
positions): lighting the way like a torch / tiny, weak light
emphasising darkness; practicality of using natural resources; alien,
mechanical, other worldly
choices.

PUBLISHED 2020
5 13–15 • Wide-ranging discussion of judiciously selected language with some

works.

explaining them.
works.

• The response may correctly identify linguistic devices but not explain
why they are used.
words.



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Question 3



PUBLISHED 2020
3 You are Maria. You are interviewed for a television programme about 25
people with interesting jobs. The interviewer asks you the following
three questions only:
• What do your clients particularly enjoy about the jungle trip?

• What skills and qualities make you a good guide?
• How do you advise your clients to prepare for the challenges of
the jungle?

Writing)
Notes on task
Annotate A1 for references to what the clients particularly enjoy about the
jungle trip.
Annotate A2 for references to the skills/qualities needed to be a good
jungle guide.
Annotate A3 for references to how clients should prepare themselves for a
jungle trip.

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3 A1: what the clients particularly enjoy about the jungle trip 25
• walking the trail (det. twisting, quiet and remote, amongst very tall
trees, mud and rock formations ) [dev. contrast with city / not used to
walking barefoot]
• interesting architecture (det. temple, wood-plank homes) [dev.
contrast to simplicity of homes, faded grandeur of temple, escape
modern world]
• different animals (det. anteater, howler monkeys, crocodiles, beetle)
[dev. educational, thrill of (potential) close encounter(s)]
• variety of water features (det. waterfall, boat trip, fording river,
lagoon, blue green pool) [dev. relaxing / impressive / beautiful]
• adventure (det. camping in wild / spending time in the jungle) [dev. risk
is real, contrast to their usual lives/location; challenge, exotic]
• food and drink (det. vegetable tacos, jungle coffee) [dev. different from
their usual food, (more) natural]
A2: the skills and qualities that make for a good guide
• communication (det. leading the group) [dev. responsibility for clients’

safety / adaptable]
• sense of humour (det. anecdotes, circle to jump through) [dev.
entertain / loves the job]
• knowledge of the area (det. avoids crocodile beach ) [dev. chooses a
safe area to camp]
• knowledge of fauna and flora (det. ‘coffee’ tree, where bats can be
found, how to catch a beetle) [dev. deliberately planned route to
showcase / fascinated by jungle creatures]
• survival skills / experience living in jungle (det. learned bow and
arrow, can make jungle coffee, building own new home ) [dev. respects
/ loves jungle, resourceful, grew up there]
• physical fitness / staying power (det. long days, long distances) [dev.
role model]
A3: how clients should prepare for a jungle trip
• appropriate clothing for that context (det. swimming costume, not a

waterproof jacket) [dev. light enough to swim in / dry off quickly]
• pack only essentials / travel light (det. just water bottle needed as
food is provided) [dev. excess, cumbersome to carry]
• medical supplies (det. infection possible (from ivy), electrolyte) [dev.
supplies not needed / sensible if any special requirements]
• build stamina / train (det. 8 m slopes, need to walk briskly) [dev. in
readiness for mixed terrain and swimming]
• open mind mental approach / willingness to try new things /
willingness to learn (det. walking barefoot, realisation: ‘was never
going to’) [dev. will change you]

PUBLISHED 2020

Table A, Reading
consistent.
of purpose.

the text.

the question.
1 1–3 • The response is either very general, with little reference to the text, or

PUBLISHED 2020

appropriate.
• Ideas are firmly expressed in a wide range of effective and/or

and precision.
3 5–6 • Language is clear but comparatively plain and/or factual, expressing

little opinion.
structure.
2 4–3 • There may be some awkwardness of expression and some

text.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some

PUBLISHED 2020
responses seen).

PUBLISHED 2020
Question 1


Item Assessment objectives tested Marks for assessment

objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 and R5 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED 2020
1(a) Give two examples of the ways in which the Sun and Moon have been 1
viewed, according to paragraph 2.

• gods
• places some dream of visiting
‘reflect humorously’ (lines 8–9)

• consider / cast light (on) / mirror / think carefully about / looking back
(on) / compare / comment on
• amusingly / jokingly / in a funny way / mocking
Credit alternatives explaining the whole phrase, e.g. satirise.
‘improbable narratives’ (line 9)

• unlikely / not likely to happen

• stories / tales
1(c) Re-read paragraph 4, (‘Despite fictional excitement … a flight of 2

fancy.’).
Give two reasons why space travel became more likely in the twentieth
century.
• people wanted to know the truth

• advancing technology / technology was improving / technology was
catching up with literary imagination
1(d)(i) Re-read paragraphs 5 and 6, (‘However, since … government cash.’). 2
Identify two reasons why probes have been an advantage to space

exploration.
• can go past the planets of the solar system / can travel into deep(est)
space
• no need for (risk to) human(s) / robotic
• exploring where humans might go next
• cheaper (alternative to sending humans)

PUBLISHED 2020
1(d)(ii) Re-read paragraphs 5 and 6, (‘However, since ... government cash.’). 3
Explain why humans have not so far been to Mars.
• offputtingly costly / governments do not want to pay for it / too

expensive / would cost billions of dollars / very expensive
• humans would have to spend a long time in space (8 months and
maybe more)
• safety concerns / safety issues / too dangerous / risk to life
1(e) Re-read paragraph 7 (‘Whether by public … twenty-first century.’). 3
Using your own words, explain why there is a good chance that
humans will land on Mars in the twenty-first century.

maximum of 3.
• people want first-hand experience (of life on Mars) / the will is there to
visit Mars
• private and / or public funding (available)
• overcame the moon challenge / went to Moon in twentieth Century /
already been to the Moon
• seen as the challenge of the twenty-first century / sense of history being
created

PUBLISHED 2020
1(f) According to Text B, what were the challenges that Sacha Dench 15
experienced during her journey?

Writing).

Challenges
1 length of the journey (7000 km)
2 trying to think like a swan
3 really cold / no heating on the paramotor
4 unstable vehicle / flimsy paramotor
5 challenging attitudes towards swans / children taught to shoot birds at a
young age / ignorance about swans
6 had to avoid disturbing other migratory birds / potential collision (with
birds)
7 time in hospital / injury during take-off
8 losing tagged swan / swan died
9 foul weather / bad weather
10 becoming too attached to the swans
11 flying low (over Taiga forest) / (no) safe landing spots (in Taiga)
12 crossing English Channel / missing home

PUBLISHED 2020

Table A, Reading


mostly focused.

material.

sometimes focused.

focus.

PUBLISHED 2020
Table B, Writing
concision.

communication.

brief.

PUBLISHED 2020
awarded.
Question 2

2(a)(i) R1 1
2(a)(ii) R2 1
2(a)(iii) R2 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2020
Max and Helmuth had great hopes for their journey.
(full of) high expectation(s) (lines 1/2)
The sun was very hot and strong.
(The May sun) blazed fiercely (line 19)
The radiator over-heated and made a high-pitched noise.
(The radiator) boiled and whistled (line 26)
Max and Helmuth were buried in deep and unhappy thoughts.
(We sat there for a long time) brooding (line 29) / (We were both) depressed
(line 30)
words underlined:
Our weight was at the root of our whole problem. ‘We’ll have to
downsize,’ I said. ‘We’ll have to jettison some of our luggage.’
root: at bottom of / source (of) / centre (of) / cause (of) / reason / start
words underlined:
whole: entire / total / complete
words underlined:
jettison: discard / offload / leave behind / ditch / give up / lose / throw away /
get rid of

PUBLISHED 2020
the feelings of the men about camping out in the open on this particular
night.
At eleven o’clock we gratefully pitched camp. Sleeping on camp beds in

the open with the gentle warm breezes caressing our faces was
wonderful.

explanation which shows understanding of how the writer suggests the
feelings of the men.

which shows some understanding of how the writer suggests the feelings of
the men.

awareness of the feelings of the men. The explanation may be partial.
• At eleven o’clock we gratefully pitched camp: thankful, relief that the

long hot day is over; appreciation of the rest to come, precise time to
emphasise how late it is
• sleeping on camp beds in the open: freedom, alongside nature but
separate from it
• gentle warm breezes caressing: soft, light air; soothing, loving
movements
• wonderful: marvellous; rapture and happiness, special experience

PUBLISHED 2020
2(d) Re-read paragraphs 2 and 14.
• Paragraph 2 begins ‘In front of us lay …’ and is about Max’s

expectations and experience in the Dead Sea.
• Paragraph 14 begins ‘Easier in our minds …’ and is about what Max

and Helmuth see while driving in the evening.
Notes on task
simply ignore them.
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.

PUBLISHED 2020

• Max’s expectations and experience in paragraph 2, beginning ‘In
front of us lay …’
Overview: the humorous reality of attempting to swim in the Dead Sea.

o leaden expanse (of the Dead Sea): dull, grey colour; extending over
large area, heavy, oppressive, formidable presence
o Was it true that it was impossible to sink in it?: question in Max’s
mind, will he try or not, childish curiosity of wanting to find out for
himself, unwilling to accept on face value
o motionless, like a cork: lying still, inert, bobbing or floating on the
surface without effort, buoyancy, strange contrast of moving without
making any movements
o (swimming in the) conventional sense (is not possible): not usual
method, not possible to control movements
o (hands and feet) flail around (in the air): swing around, wave
energetically, uncontrolled, desperate, amusing exaggeration
o like useless paddles: cannot use hands or feet to propel them, serve
no purpose, ridiculous attempts to control movement
o one could ‘read a newspaper undisturbed or hold up a
sunshade’: opportunity to relax; stereotypical picture of tourist
activities; false image, advertising gimmick
o lurked: hiding, watching, feeling observed, waiting for an opportunity,
annoying presence
• What the men see while driving in the evening in paragraph 14,
beginning ‘Easier in our minds …’
Overview: the romanticised night time scene.

• (we waited for) darkness to fall: decided to travel at night, drama,
adventure
• arched: huge curve; grand, magnificent construction
• sparkling with a plethora of stars: twinkling light, huge abundance,
excessive amounts, enchanting
• huddled flocks of storks: birds tightly packed, clustered together;
comforting
• shining like patches of snow: reflected white light, natural covering
forming in sheltered areas; captivating contrast
• light danced (on their plumage): movement of the reflected light,
graceful and artistic, feathers arranged ornamentally
• northern kingdom: migrating back to home area, regal, fantasy
• (birds were) not alarmed: lack of concern, unafraid, aware but not
worried
• (raised their heads) sleepily (from their feathers): in a tired manner;
mild interest in their surroundings, reluctance to be disturbed
• (followed us with) the long, serious gaze of philosophers: regarding
the men’s actions more closely, observing and considering them; wisdom
• ‘Funny these humans going south just now’: commenting on direction
of travel; as if men are migrating, curiosity at the behaviour of this
particular species
choices.

PUBLISHED 2020


works.
explaining them.
works.
they are used.
words.

PUBLISHED 2020
Question 3



PUBLISHED 2020
3 Imagine you are Helmuth from Text C. Straight after the evening that 25
you and Max pitch camp, you write a letter to your mother.
In your letter you should comment on:

• the most enjoyable parts of your journey so far and why they were
enjoyable
• the challenges you and Max faced and how you overcame these
challenges
• the problems you foresee for the rest of the trip and how you
might have been better prepared for them.
Write the words of your letter.
Base your letter on what you have read in Text C, but be careful to use

Writing)
Notes on task
Annotate A1 for references to the most enjoyable parts of Helmuth’s

journey so far and why they were enjoyable.
Annotate A2 for references to the challenges Helmuth and Max faced and
how they overcame these challenges.
Annotate A3 for references to the problems Helmuth foresees for the rest of
the trip and how he/they might have been better prepared for them.

PUBLISHED 2020
3 A1: the most enjoyable parts of the journey so far for Helmuth and why
they were enjoyable
• driving down past sea level (det. car gliding through gorges of Judaea
/ setting off through desert) [dev. no idea of problems ahead, novel
experience of being below sea level]
• adventure / exotic travel (det. different languages) [dev. contrast with
home]
• first view of Dead Sea (det. leaden expanse) [dev. heard so much
about it / lived up to its name, imposing]
• floating in the Dead Sea (det. like a cork) [dev. Max tried reading a
newspaper]
• Max’s discomfort (det. Helmuth laughs at him asking to go faster)
[dev. thinks serves Max right for showing off, drove more slowly on
purpose]
• (camping) out at night (det. breezes, stars) [dev. refreshing,
exhilarating]
• birds (det. storks) [dev. beautiful / magical, hoped all would go well]
A2: the challenges Helmuth and Max faced and how they overcame
these challenges
• terrain after crossing bridge (det. stony and steep track, 1200m in
mountains, bumpy roads) [dev. contrast with earlier part]
• weather / heat during the day (det. hot asphalt, fierce sun, waited for
evening to drive) [dev. uncomfortable, aware of need to avoid illness]
• car problems (det. engine laboured, radiator overheating, springs
groaning) [dev. not suitable]
• slow progress / long day (det. over 23 000 km to go, did not camp
until 11 o’clock) [dev. kept driving until late]
• not being able to speak their minds (det. brooding, nodding silently)
[dev. would spoil the atmosphere]
• too much luggage (det. packed lovingly by Helmuth’s mother) [dev.
reluctantly agree, Helmuth’s reactions]
A3: the problems Helmuth foresees for the rest of the trip and how
he/they might have been better prepared for them
• do not make it to Baghdad / car breaks down (det. big map of Asia)
[dev. easy to get lost, remote area(s), inevitable]
• storage of luggage / leaving the luggage is problematic (det. boxes
of it) [dev. expensive, difficult]
• argument(s) between them (det. recriminations) [dev. abandoning the
whole trip, anticipate emotional strain]
• camera (det. Max’s camera) [dev. using it too much / needed a better
one]
• communication / people you meet (det. local photographer, road
sign) [dev. translation problems, unknown intentions, bring a dictionary]
• novelty wearing off (det. camping outside, driving, brochure
description) [dev. sharing the driving more equally, hotel instead,
chauffeur, other form of travel, false optimism]

PUBLISHED 2020

Table A, Reading
consistent.
of purpose.

the text.

the question.

PUBLISHED 2020

appropriate.
language.

and precision.
opinion.
structure.

of style.
text.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2021
responses seen).

PUBLISHED 2021
Question 1



tested objectives
1(a) R5 1
1(b)(i) R1 and R2 2
1(b)(ii) R1 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

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1(a) Give two things that the writer is doing before the rain begins, according 1
to the text.

• walking down the street
• observing the (wilting) trees
• feeling the (dead) earth crumble against their boots
‘signals the arrival’ (line 3):
explanation.
Credit alternatives explaining the whole phrase (e.g. suggests it is going to

rain).
• warns of / announces / shows / points to / indicates / tells
• the coming / the beginning / start of
Do not credit ‘sign’.
‘flees in panic’ (lines 4 and 5):
explanation.

• run(s) / run away / escapes / leaves in a hurry
• (in) fear / scared / frantic
1(c) Re-read paragraph 2 (‘As the rain … begin again.’). 2
Give two reasons why conversation might be ‘limited if not impossible’.
• the sound of the rain is very loud / rain is too noisy / difficult to hear
because of rain / rain slamming into the roof
• (the people are) strangers
• (the people are) worried about the effects of the rain / focused on the rain /
hoping rain will end soon

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1(d)(i) Re-read paragraph 3 (‘The region … the country.’). 2
Identify two problems with the road during the rainy season.
Award 1 mark for each idea up to a maximum of 2.

• there are only a few miles of paved road
• (the dirt tracks that connect to the road / road) waterlogged / not passable /
inaccessible / get blocked
1(d)(ii) Re-read paragraph 3 (‘The region … the country.’). 3
Explain why life is difficult for the people of the region during the rainy
season.

• the rain goes on for a long time / rain lasts for 4 or 5 months
• villages and towns are cut off / can’t leave the village / roads are
impassable
• people get hungry / food can’t be delivered / food in short supply / have to
manage with what food they have
construction equipment doesn’t work / no construction work can be done / no
building work
1(e) Re-read paragraph 4 (‘The country’s second … released prisoners.’). 3
Using your own words, explain why the hot period is a happier time for the
people of the region.
Award 1 mark for each idea, predominantly in own words, up to a maximum of

3.
• there is more food / food can be shared with visitors
• people can travel (to visit) / relatives can visit
• (adults) share stories / able to socialize
• they are no longer kept in their houses / safe to go out again / children can
play outside

PUBLISHED 2021
1(f) According to Text B, what did the residents of this community feel and do 15
during the most recent severe winter?
as far as possible. Your summary should not be more than 120 words.

Writing).
1 Stock up on food / concerned about food running out

2 Prepare for power cuts / buy candles and batteries as emergency power /
worried about power cuts
3 Buy extra tools just in case / replace broken ones / concerned essential
tools might break
4 Get up early / check snow levels each morning / anxiety to see how much
snow has fallen overnight / check if can open door first thing
5 Wear extra clothing / keep pyjamas on under clothes / wear warm clothes /
wear layers of clothing
6 Rushing about / doing things quickly / can’t stay still
7 Clear the snow / clear the (snow from) front step(s)
8 Tension with neighbours / limited communication with neighbours /
mistrust neighbours / throw snow on neighbour’s property
9 Exhausted by relentlessness of storms / tired out by it all / overwhelmed
by it all / constantly worried (e.g. about next storm) / ongoing stress of the
situation / fed up with everything
10 Worried about potential consequences / waiting for the next disaster (e.g.
leaky roof or ice dam) / fearful about what would happen next (e.g. job,
family or home problem)
11 Frustrated there was no one to blame / knew there was no one to blame /
took anger out on others
12 Coped as best they could / got on with it
13 Stayed inside as much as possible / practically hibernated

PUBLISHED 2021

Table A, Reading


focused.

material.

of the task.
sometimes focused.

focus.

PUBLISHED 2021
Table B, Writing
concision.
of concision.
communication.

brief.

PUBLISHED 2021
Question 2


objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R2 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R1 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2021
The farm workers were standing still and didn’t speak.
unmoving and silent (labourers)
The farm workers watched the speaker closely.
stared (at me)
The speaker hoped that his movements were a method of creating a little
breeze.
(seemed to be the only) way to agitate the air (around me)
Surrounding the speaker were huge unoccupied areas of land.
(the) vast empty spaces (on either side of me) / (the) plain(s)
words underlined:
By mid-day, I was parched. Fantasies of water rose up and wrapped me in

cool wet leaves or pressed the thought of cucumber peel across my
stinging eyes and filled my mouth with dripping moss. I imagined drinking
whole monsoons and winter mists and reclining on the sponge of a deep,
cooling sea.
parched: very thirsty / dehydrated
words underlined:
fantasies: dreams / illusions / imaginings
words underlined:
reclining: lying (down) / floating / leaning back
Do not credit relaxing.

PUBLISHED 2021
the eating-place owner’s feelings on hearing that the speaker wants a cold
drink.
‘No! You mustn’t drink much. You may pass out.’ The café owner threw up
her hands at the sight of me, then turned, alarmed, to shout at a couple of
well-dressed gentlemen eating at a table in the corner.

which shows understanding of how the writer suggests the eating-place owner’s
feelings.

which shows some understanding of how the writer suggests the eating-place
owner’s feelings.

awareness of the eating-place owner’s feelings. The explanation may be partial.
• ‘No! You mustn’t drink too much. You may pass out’: dramatic
intervention, exclamation mark suggests urgency and short declarative
sentences indicate her certainty that she is right / her fear for him
• ‘threw up her hands (at the sight of me)’: quickly raises her arms above
her head as a sign of dismay / disbelief, exaggerated stylised action (threw
her hands up in horror) as she has seen it all before / exasperated /
annoyed
• turned, alarmed, to shout: conveys her extreme worry / fear / the state of
the narrator, as if a warning bell has gone off, the sense of an emergency
situation; she wants to alert the gentlemen quickly / convey the seriousness
of the situation

PUBLISHED 2021
• Paragraph 2 begins ‘By mid-morning …’ and is about the effect of the

heat on the landscape and the speaker.
• Paragraph 11 begins ‘The first mouthful …’ and is about how the
eating-place owner and her husband look after the speaker and drive
him to the city.

(Table A, Reading)
Notes on task
general meaning.
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
simply ignore them.
selections.
vocabulary.

PUBLISHED 2021
• Paragraph 2 begins ‘By mid-morning …’ and is about the effect of the

heat on the landscape and the speaker.
Overview: the overpowering annihilating effect of the heat on the whole

landscape.
• violence of the heat: aggressively high temperatures, likely to cause

injury, threatening, hostile, malevolent force, unbearable
• seemed to bruise the whole earth: visible injury to the environment,
unlimited reach of the heat, impact on the earth, pain, damaged
• turn its crust into one huge scar: heat is so strong that the earth is
reddened or completely burnt by its intensity, desiccated surface,
permanent mark and damage
• the sun struck upwards, sideways and down: the sun’s effect was felt in
all directions, onslaught of punches, powerful force, no escaping its effect,
unnatural
• buckling: damaged by the heat, bent, warped, flattened by the constant
assault of the sun, giving way, submitting
• like a solid sheet of copper: darkened expanse of orange / brown metallic
colour; made hard, brittle and flattened; shimmering as in a heat haze,
mimics sheen of metal
• no shade to hide in: empty landscape, no trees, barren, unforgiving
• the red-hot dust grinding like pepper (between my toes): grating
particles, harsh spicy heat that damages, uncomfortable, causing pain
2(d) • Paragraph 11 begins ‘The first mouthful …’ and is about how the
eating-place owner and her husband look after the speaker and drive
him to the city.
Overview: contrast with paragraph 2 in sense of relief, rejuvenation, passivity
• burst in my throat: sudden influx/explosion of fluid, powerful sensation,

quenching the dryness, relief
• cascaded: waterfall, exaggerated rush, speed of downward flow, excess of
liquid, natural force
• like frosted stars: sensation of falling cold droplets, painful and refreshing
in equal measure, magical, celestial, heavenly
• a deep languor spread (through my limbs): extreme weariness,
sensation coursing through body, relaxation, healing
• benefactors: strangers who help, charitable, saviours, gratitude
• the drowsy glories (of eating and drinking to my full): mixture of
tiredness and bliss, all his needs (drink and nourishment) have been
fulfilled, pleasure, satisfaction
• I was lifted … led … stretched out … I was driven: gives up control,
passive, unable to make decision, can’t do anything himself, safety and
security, taken care of, like a child or invalid.

PUBLISHED 2021


explaining them.

they are used.



PUBLISHED 2021
Question 3



PUBLISHED 2021
3 You are the eating-place owner. You are interviewed for an article about 25
tourist safety in the region. The interviewer asks you the following three
questions only:
• What do tourists need to know about your region?

• What effects can extreme thirst have on people and how should this
be managed?
• What could be done locally to make the region safer?
Base your interview on what you have read in Text C, but be careful to use

Notes on task
Annotate A1 for references to what tourists need to know about the region.
Annotate A2 for references to effects of extreme thirst and how these can be
managed.
Annotate A3 for references to what can be done locally to make the region
safer.

PUBLISHED 2021
3 A1 What tourists need to know about your region

• region’s weather (det. extremely hot, very little air) [dev. dangerous / life
threatening / foolish to walk in it]
• temperature changes (det. cold first thing in the morning, but heats up by
mid-morning) [dev. suddenness of temperature change / deceptive,
misleading / different from other countries]
• landscape (det. plains and mountains, the sun hits from all angles -
upwards, sideways and down; vast empty spaces; no shade / red dusty
road [dev. painful]
• remoteness of area (det. a few farms; city long distance away) [dev. no-
one around to help]
• water quality / carry own water (det. warm and green, taken from a well)
[dev. could be dangerous / cause disease]
A2 What effects can extreme thirst have on people and how should this be
managed
• physical effects (det. trouble breathing; thirst; unmoving and silent
labourers, lose voice) [dev. no energy even to speak / potentially fatal]
• mental effects (det. fantasies of water) [dev. could lose sense of direction /
place / unaware or only partially aware of activity around]
• desire to drink too much (det. can pass out, too hot for sudden drinking)
[dev. need to prevent anyone drinking too much]
• need for rest (det. indoors) [dev. temperature is cooler]
• gradual reduction of temperature / rehydration needs to be slow (det.
sip ice cube) [dev. slower hydration safest ]
A3 What could be done locally to make the region safer

• improve information for tourists (det. no obvious information at present )
[dev. tourists seem to have little knowledge of the area or risks / making
poor decisions based on limited understanding and knowledge / need to be
better prepared for the trip / need to be educated on risks / need to wear
suitable clothing]
• signs on road(s) indicating distances to village / city (det. walk for
hours; looking for signs of a city; village still a car drive away) [dev. it’s far
too far to walk / tourists will always want to walk despite distance]
3 • improved water provision / advise tourists to carry own water (det.

scarce natural water sources) [dev. replace wells with piped drinking water /
healthier for the farm workers too]
• improved transport / publicise car-hire more effectively (det. cheap and
straightforward to hire a car) [dev. taxi / bus service]
• provide shade (det. eucalyptus trees) [dev. would encourage tourists to
split their journey up and not keep on walking]
• more support for the locals (det. help tourists regularly; three tourists to
deal with in a month; have to take to city in car) [dev. authority involvement
/ medical provision / transport provided / learn from the experience of café
owners]

PUBLISHED 2021

Table A, Reading
consistent.
purpose.

text.

question.

PUBLISHED 2021

appropriate.
language.

precision.
opinion.

style.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2021
responses seen).

PUBLISHED 2021
Question 1



tested objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED 2021
1(a) Give two examples of early types of bicycle, according to the text. 1
• stridewalker / laufmaschine
• boneshaker / velocipede
• penny-farthing
• safety bicycle
‘curious transformations’ (lines 1 and 2)

Credit alternatives explaining the whole phrase (e.g. ‘different versions of

bicycles we might want to find out more about’).
• strange / odd / unusual / weird / interesting / intriguing

• changes (to the form or appearance) / (re)designs / developments /
versions / adaptations / evolutions / modifications / improvements /
advances
‘carefully straddled’ (line 5)

• cautiously / gingerly / warily / mindfully / delicately / taking precautions /

gently
• seated with legs on either side / put one leg on each
side / sat astride
Do not credit ‘with care’.
1(c) Re-read paragraph 3 (‘Pedals were introduced nickname, 2

“Boneshaker’’.’).
Give two reasons why people may not have wanted to ride on the
Velocipede.
• railway tracks / dangerous / unsafe

• wooden wheels / wooden rim(s) / cobbled streets / uncomfortable /
called a ‘Boneshaker’ / shaky
• new pedals

PUBLISHED 2021
1(d)(i) Re-read paragraphs 4 and 5, (‘Fast forward … a design classic.’). 2
Identify two main features of the Penny-farthing that made it look

different from previous bicycles.
• big wheel at front / little wheel at back / wheels were different sizes
• wheels now made of steel / wheels were not made of wood / used steel
Do not credit ‘the availability of steel’.
1(d)(ii) Re-read paragraphs 4 and 5, (‘Fast forward … a design classic.’). 3
Explain why the Safety Bicycle was very popular in the 1890s.
• safe(r) / marketed as ‘safety bicycle’

• easier to mount / easier to ride / huge improvement on the Penny-
farthing
• chain drive / sit in middle
• low(er) height / could reach ground
• wheels both the same size / didn’t look ridiculous
Do not credit ‘cheap’.
1(e) Re-read paragraphs 6 and 7, (‘So who needs … two-wheeled 3

favourite.’).
Using your own words, explain why you think the bicycle was voted
the most significant innovation in technology.

maximum of 3.
credited.
• appeal to different generations / votes for other options divided along

young and old lines
• healthy / good for health / voters were health-conscious
• cheaper than a car / more affordable than a car / less expensive than a
car / cheaper than other forms of transport
• environmental concerns / greener / generates own power / does not
need fuel / lower tech

PUBLISHED 2021
1(f) According to Text B, what particular challenges has Denise faced as 15

an elite-level cyclist?

Writing).
Challenges for Denise / elite-level cyclist:
1 physical setbacks / effects of childhood accident

2 doubting it was possible
3 going against what others thought / challenging expectations
4 limiting social norms / low expectations of her due to stereotype(s)
5 (other people’s) worries that she might hurt herself / concerns for her
physical health
6 feeling unattractive / daunted by society’s perception of the perfect
body
7 having to break new ground / being the first female paracyclist to
complete the mountain tour
8 extreme demands of tour(s) / 865 kilometres long ride(s) / near-vertical
climbing in tours / extreme changes in weather in competition / hours of
climbing in races
9 slow process to improve / many sessions of patient and individualised
coaching / specialist training
10 learning to use the prosthetic leg on the bike / learning not to depend
on the permanent leg to do the work
11 falling off the bike
12 concerned might not be able to afford bike / fear of being a financial
burden to parents / adapted bikes are worryingly expensive
13 problems with finding funding / funding sources hard to find / having to
wait for funding

PUBLISHED 2021

Table A, Reading


focused.

material.

of the task.
sometimes focused.

focus.

PUBLISHED 2021
Table B, Writing
concision.
of concision.
communication.

brief.

PUBLISHED 2021
Question 2


objectives
2(a)(i) R2 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R2 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2021
2(a)(i) Identify a word or phrase from the text which suggests the same 1
idea as the words underlined:
Sonny’s phone is sparkling in the sunshine.
(Sonny’s phone screen) winking (at me from the window)
2(a)(ii) Identify a word or phrase from the text which suggests the same 1
The narrator expected his bike ride to be a new, exciting experience.
(This) novel adventure
2(a)(iii) Identify a word or phrase from the text which suggests the same 1
The narrator considers his fiftieth birthday to be a significant stage

in his life.
(More a) milestone (than a birthday) / (the) big 5-0
2(a)(iv) Identify a word or phrase from the text which suggests the same 1
Sonny plans to record the entire bicycle ride on his mobile phone.
capture the whole event / make an official birthday video
Do not accept ‘Sonny capturing every second’.
words underlined:
Though I am keeping to the outside of the bend, I feel the tension in

my thighs increasing in a matter of metres. Ahead lies the notorious
forest where many a dismayed cyclist is forced to dismount after
kilometres of hard labour.
increasing: become greater / rising / becoming worse / intensifying /

building up / growing
words underlined:
notorious: widely known / generally (and unfavourably) known /

(in)famous / reputed for / well known
Do not credit ‘reputable’ on its own.

PUBLISHED 2021
words underlined:
dismayed: confidence shaken / demoralised / discouraged / dispirited /

disheartened / disconcerted / despairing / alarmed / shocked / appalled
Don’t accept ‘upset’ or ‘disappointed’.
suggests the father’s experiences and feelings as he starts the sharp
incline on the hill.
I can see my own contorted expression, looking out, gargoyle-like,

over the bike handlebars, forming part of that ‘family entertainment’.
‘Dad, this is the forest, right?’
I nod and pant.
‘It’ll soon be ten per cent gradient, Dad.’
I change my gear, and my legs heave a sigh of relief.

father’s experiences and feelings that night.

which shows some understanding of how the writer suggests the father’s
experiences and feelings that night.

shows awareness of the father’s experiences and feelings that night. The

PUBLISHED 2021
2(c) Responses might use the following:
• contorted expression: grimacing / features appear distorted /

suggests his face is twisted in pain / concentration / out of comfort
zone
• (looking out), gargoyle-like, (over the bike handlebars): suggests
(like the architectural gargoyles / water spouts that look out over the
sides of buildings) he is open-mouthed (panting) / pulling grotesque
faces / pushing his upper body over the handle bars / stony faced
determination / feeling ancient
• ‘family entertainment’: the inverted commas (quoting Sonny)
suggest his ironic tone / unamused or engaging in self-deprecating
humour, knows he won’t be allowed to forget this
• I nod and pant: short sentence suggests he can’t speak and needs
oxygen in order to perform any additional movement / focused on
effort of cycling
• ‘It’ll soon be ten per cent gradient, Dad.’: (unwelcome) reminder
that the ride is going to get tougher; feeling (un)supported/ mocked;
specific detail (‘ten per cent’) / anticipated point in the ride
• (my legs) heave a sigh of relief: suggests his legs are feeling the
benefit of the changed gear, his overall feeling of exhaustion is
emphasised by his legs having a reaction of their own (personifying
them) / brief moment of physical comfort

PUBLISHED 2021
• Paragraph 2 begins ‘Time for another …’ and is about the father

trying to drink some water.
• Paragraph 12 begins ‘The steep road …’ and is about the father’s
feelings about the road ahead.

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.

(Table A, Reading)
Notes on task
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

PUBLISHED 2021
• Paragraph 2 begins ‘Time for another …’ and is about the father

trying to drink some water.
Overview: Humorous / (over) dramatic picture of the father trying to

manage his drink at the same time as riding his bicycle.
• (another) gulp: a (further) large mouthful; swallowing a quantity (too)

quickly; thirsty; greedily / urgently as if in dire need
• crackles as I squeeze it: sharp fast noises caused by his firm
grip/pressure on plastic bottle emptying; clumsy action; inexperienced
/ desperate / stressed rider
• thick stream shoots: large volume of water moves very quickly; too
fast, overwhelming / loss of control
• Too much: has overdone it; concern, worry, immediate realisation,
precious resource being wasted
• (excess liquid) splatters fatly: (extra water) splashes heavily; a
great waste of (much-needed) water
• (on the) greedy asphalt: the tarmac of the road quickly absorbs the
water, suggests surface (and therefore weather) is very hot; resentful
/ water is irretrievably lost / road working against him / snatching it
away
• crucial drop: (very) important small portion of liquid, not as
insignificant an amount as it seems; may fail this climb because of
losing it; regrets spilling it / dismay
• crying out (for): begging / howling (for); (knows he will be)
desperately in need of / intense pain
choices.

PUBLISHED 2021
• Paragraph 12 begins ‘The steep road …’ and is about the father’s

feelings about the road ahead.
Overview: The incline up the hill is becoming more and more off-putting
and difficult for the father, everything is colluding against him.
• (steep road ahead) meanders lazily (through the trees): winds and
wanders; as if in no hurry to help cyclists reach the summit, difficulty of
hill climb lengthened by bends; lack of purpose is ironic contrast to his
stress and straining
• not a kindly flat section in sight: no stretch of unsloping, smooth
road to allow him to rest his legs; relentless, cruel incline, no hope of
improvement / working against him
• mocking gravelly promise (of worse to come): the tarmac / stony
road ahead looks harsher and more difficult; laughing at him;
tormenting him; trying to persuade him to give up
• unforgiving gradient (for as far as the eye can see): difficult, very
challenging incline; no end to it / no mercy; daunting nature of
challenge, demoralising
• wisps of warm exhaust fumes tickling (my nostrils): small puffs of
fumes from the car irritating his nose; make his ride even more difficult
/ (people in the car) teasing him
choices.

PUBLISHED 2021


explaining them.

they are used.



PUBLISHED 2021
Question 3



PUBLISHED 2021
3 You are Sonny. Your father and the rest of the family have watched 25
the video you made to record his fiftieth birthday bicycle ride. After
the family have watched the video, you write your journal entry in
which you:
• describe your father’s plans and preparations for his birthday and
how you felt about them
• explain the hardships and challenges your father faced on the
journey up the hill and your thoughts as you watched him cycling
• describe your father’s reactions as he watched the finished
birthday video of the whole ride.
Write the words of the journal entry.
Base your journal entry on what you have read in Text C, but be
careful to use your own words. Address each of the three bullet
points.

Writing)
Notes on task
Annotate A1 for references to father’s plans and preparations and Sonny’s

thoughts and feelings.
Annotate A2 for references to hardships and challenges and Sonny’s

thoughts.
Annotate A3 for references to reactions to the video.

PUBLISHED 2021
3 A1: plans and preparations for his birthday and how Sonny felt about
them
• (planned an) adventure (det. 21 kilometres bike ride, Dad’s gift to
himself, 50th) [dev. felt he was getting old and needed to prove he
could still ride / offended by comment about his age]
• digging out the bicycle (det. dusty old machine, boneshaker) [dev.
been in the shed for a long time / looked dangerous]
• repairs to bike (det. oil and grease, new chain) [dev. should have got it
checked out professionally]
• practised outside house (det. sailing along on flat road) [dev. showing
off / inadequate training for cycling up a
hill / false sense of capabilities]
• support arranged (det. asked Rob to accompany him) [dev. Rob not fit
enough (or keen) to cycle himself / car (might be) useful (in emergency)
/ not much help to drive alongside]
• (at first) felt Dad’s plan was hilarious / entertaining (det. making
‘official birthday video’) [dev. wants to keep evidence / didn’t think Dad
would do it / plans to make the soundtrack amusing]
A2: hardships and challenges Dad faced on the journey and Sonny’s
thoughts as he watched Dad cycling
• fitness / physical strength required: (det. tension in thighs,
perspiration) [dev. needed to work more on personal fitness
beforehand / might have taken on too much / could see effort in his
face ]
• drinking water: (det. drinking from a water bottle) [dev. extreme thirst /
have to ration water / run(s) low on water / unsuitable bottle]
• difficult terrain: (det. 10% gradient, notorious forest climb, gravelly)
[dev. even the car is struggling to get up the hill / concerned Dad is
struggling with the climb]
• controlling breathing: (det. panting, exhaust fumes irritate nostrils)
[dev. needed mental strength to succeed / worried Dad might need
(medical) help]
• brave to wear that clothing / embarrassment (det. lycra) [dev. too
old to wear lycra / Dad wanted to look the part]
• pride / admiration (det. ‘Come on, Dad. You can do it.’) [dev. wanted
him to succeed / impressed with how focused he was / new lease of life
after 50 / trying to make him feel better]
A3: Dad’s reactions to finished video of the whole ride

• sense of achievement (det. 6 km before he struggled) [dev. completed
all (or large part of) the climb]
• inspired to buy a new bike / decides to get it repaired properly
(det. bike was jolting a bit) [dev. might have been easier with a better
bike / realises bike has seen better days / getting better equipment]
• more challenging / different bike ride (det. not 21 kilometres) [dev.
encouraged by Sonny’s changed reaction / wants to improve his
cycling]

PUBLISHED 2021
3 • relives the experience / remembers the pain (det. tension in thighs,

jelly legs, unforgiving gradient) [dev. never again / offers his (own)
commentary to video]
• amused / annoyed (det. gargoyle-like) [dev. unflattering close ups /
teasing him / Dad’s embarrassment]
• disappointment (det. acknowledged defeat / needed to rest) [dev. did
not want to watch / thought he would find it easier / thought he would
look better / consoled by thought that many other cyclists give up /
wished he had made it to the top / falls off]

PUBLISHED 2021

Table A, Reading
consistent.
purpose.

text.

question.

PUBLISHED 2021

appropriate.
language.

precision.
opinion.

style.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2021
responses seen).

PUBLISHED 2021
Question 1

R5 select and use information for specific purposes.


tested objectives
1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED 2021
1(a) Give three reasons why the narrator decides to sit down on the way up the 1
mountain, according to the text.
Award 1 mark for three correct responses.
• night falling / getting late / getting dark

• calf muscles burning / physical strain on legs
• shoulders aching / heavy backpack pulling on shoulders
Allow selection of the whole sentence.
‘crimson glow’ (line 2):

• reddish-pink / reddish-purple / red

• light / shining / shine / fluorescence
‘massive body’ (line 3):

• huge / enormous / very big / vast / extra-large / immense

• amount of / volume / expanse / area / mass / quantity (of water)
Do not credit ‘big’ or ‘large’ alone.
1(c) Re-read paragraph 2 (‘The aurora occurs … rewarding than the other.’). 2
Give two circumstances in which you would be unlikely to see the aurora
very clearly.
• daylight / daytime / wrong time of day / when the sun is shining / when the sun
is out
• cloudy / sky not clear / presence of clouds
Do not credit ‘time of day’ alone.

PUBLISHED 2021
1(d)(i) Re-read paragraphs 3, 4 and 5 (‘The aurora forecast … gyrating.’). 2
Identify two things the narrator needed to do in order to see the aurora.
• give up sleep / to find a good place for spectating / camp on a high ridge
• hike for a few hours
• stay out of his tent / lie down outside
1(d)(ii) Re-read paragraphs 3, 4 and 5 (‘The aurora forecast … gyrating.’). 3
Explain why it was better for the narrator to put his camera away.
• aching arms
• live in the moment / enjoy the experience in real time
• camera wasn’t adequate for capturing the (incredible) experience
1(e) Re-read paragraph 6 (‘Words and images … place in humanity.’). 3
Using your own words, explain the effects of seeing the aurora on the
narrator.
• lost for words / can’t describe it / can’t find the words to describe
• altered perspective on life / realises own insignificance / humans in the system
/ enormity of the world
• bond with people on the ridge that night / enjoyed the shared experience (of
watching the aurora)
• wider comfort of being part of human race / feels bond to other humans in
general

PUBLISHED 2021
1(f) According to Text B, what particular factors were important to the writer in 15
becoming a successful ‘decorative’ artist and what does she find rewarding
about this work?
You must use continuous writing (not note form) and use your own words as
far as possible.

1 preparedness to teach yourself / being self-taught

2 variety of the work / not limited to galleries
3 her personal confidence / not allowing others to destroy her confidence /
motivation from husband
4 painting and drawing as children / rekindling childhood passions for art
5 other people’s requests / wants of others / others liking your work /
opportunities
6 being entrepreneurial / taking financial aid / taking business advice / loan
7 making mistakes / being prepared to learn from mistakes / resilience to try
again / being able to revise and redo
8 being prepared to experiment / try out new ideas / be creative / take chances
9 some talent
10 determination (to be a good artist) / a lot of practice
11 expressing yourself
12 teaching others / encouraging others satisfaction when someone else’s project
goes well / sharing joy of success

PUBLISHED 2021

Table A, Reading


mostly focused.

material.

sometimes focused.

focus.

PUBLISHED 2021
Table B, Writing
concision.
of concision.
communication.

brief.

PUBLISHED 2021
Question 2


objectives
2(a)(i) R2 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R2 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2021
words underlined:
The narrator decided on a very straightforward decision.
(I settled on an) extremely easy plan (line 10)
words underlined:
The narrator was taking greater interest in the surrounding area because it
was night-time.
paying more attention (to) (line 15) / observing the world (around me/him) more
carefully (line 28)
Do not credit ‘observing the world’ alone.
words underlined:
The moon ascended slowly and quietly.
(the) rising (moon) (line 16) / (as it) crept up (into the sky) (line 18)
words underlined:
The narrator felt heat coming from a car.
(I felt the) warmth radiating (from the engine of) (line 19)

PUBLISHED 2021
underlined:
I turned into a quiet and deserted residential street, from which I could hear
the low hum of the distant main road. A train rushed past. I stopped to listen
to its receding sound, and then followed along in its wake, feeling energised.
deserted: empty / no people are present / lonely
Do not credit ‘abandoned’ on its own.
underlined:
receding: fading / going back / diminishing / decreasing
underlined:
energised: revitalised / feeling (more) lively (again) / alive / refreshed
Do not credit ‘regained energy’ on its own.

PUBLISHED 2021
2(c) Use one example from the text below to explain how the writer suggests the 3
feelings of the other photographer.
A fellow enthusiast hurried past. He nodded quickly and smiled: ‘Just over
there. Amazing colours behind the trees. I think you’ll catch them.’ He
scurried ahead. I could see he too was following the train-line. He seemed
preoccupied. I hoped I would catch up with him later.

which shows understanding of how the writer suggests the other photographer’s
feelings that night.

shows some understanding of how the writer suggests the other photographer’s
feelings that night.

awareness of the other photographer’s feelings that night. The explanation may be
partial.

• a fellow enthusiast hurried past: overtaking him, shared passion, suggests
he is moving at speed, keen to catch his next picture
• nodded quickly and smiled: acknowledges writer, suggests he is pleased to
meet him, but doesn’t want to stop and make long conversation (in case he
misses something)
• amazing colours behind the trees: awe and wonder, brilliant display;
incomplete, short sentence suggests his desire to communicate quickly,
eagerness
• scurried ahead: suggests he runs rapidly with light steps in quick succession,
moving faster than the writer; wants to get there first, sense of urgency,
moving instinctively like an animal, sense of anticipation
• seemed preoccupied: completely focused, too busy to engage, he appears
fixated, divorced from reality

PUBLISHED 2021
• Paragraph 1 begins ‘My plan …’ and is about the appearance and

movements of the harvest moon.
• Paragraph 7 begins ‘The darkness at …’ and is about the countryside at
night.
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
imagery.

(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.
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.
selections.
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.

PUBLISHED 2021
Paragraph 1 begins ‘My plan …’ and is about the appearance and

movements of the harvest moon.
Overview: special connection between humanity and the harvest moon
• all full moons make their appearance: once sun has set moonlight arrives;
performance, entrance
• majestic ascension: moving upwards as if some royal being; slow, steady,
worthy of great respect and admiration
• gigantic, orange globe: huge, brightly coloured sphere; planetary, another
world
• sits contentedly on the horizon: apparently unmoving, satisfied, occupying
the place where the sky meets land; suggests regal appearance (the horizon
as a throne), benevolent
• like a celestial pumpkin: heavenly large circular shape; something that has
grown, organic, part of the harvest, spiritual versus ordinary vegetable is a
slightly humorous image
• earned its name: famous, well known, has been around for long enough to
build a reputation, working alongside the farmers
• glowing cast: radiance allows famers to carry on working, suggests solid
round shape, divine benevolence, protection
Paragraph 7 begins ‘The darkness at …’ and is about the countryside at

night.
Overview: suggests the contrast in the light between the town and countryside,
and the mystery/eeriness of what is ahead
• darkness at the edge of the town was distinct: noticeable lack of light
outside the town, creates an outline or border, suggests on the brink of
something
• (came to a) sharp halt: suddenly ceased, as if marking the very pronounced
difference between the town and the countryside, the two do not blend or
merge, different territory, militaristic overtones
• abrupt blackness: sudden, unexpected and complete absence of light;
possibility of what there is to explore ahead once eyes are accustomed to the
change
• empty field: completely deserted expanse of land; solitary, calm, blank
canvas
• (clouds) drifted swiftly: floating past, surprisingly quickly; light and effortless
movements, peacefulness, elegance
• fat round moon: large size; very visible and prominent in the sky, cartoon-
like representation; jolly, benevolent presence
• hand’s breadth (above the horizon): has only moved a small distance into
the sky; perspective of human on the earth – distance appears less than it is,
as if you could touch it
choices.

PUBLISHED 2021

quality comments that add meaning and associations to words / phrases in
works.

explaining them.
works.

they are used.
words.



PUBLISHED 2021
Question 3



PUBLISHED 2021
3 You are Alastair, the photographer. You give a speech to a group of local 25
photography students encouraging them to take up night-time photography.
• explain why the photographs you take at night-time can be better than
the ones you take in the day
• describe how to prepare for going out to do night-time photography
• suggest why going out to take night-time photographs can be such a
special experience.
Base your speech on what you have read in Text C, but be careful to use your
own words. Address each of the three bullets.

Use the Marking Criteria for Question 3 (Table A, Reading and Table B, Writing)
Notes on task
covers the three areas of the question, is well sequenced, and is in the candidate’s
own words.
Annotate A1 for references to why the photographs you take at night-time can be
better than the ones you take in the day
Annotate A2 for references to how to prepare for going out to do night-time

photography
Annotate A3 for references to why going out to take night-time photographs can
be such a special experience

PUBLISHED 2021
3 A1: Why night-time photographs can be better than those taken in the day 25
• Light of the moon (det. harvest moon, glowing cast, celestial pumpkin,
amazing colours) [dev. varies according to the season / beautiful]
• Effects of artificial light / light in town (det. streetlights) [dev. starker
contrast with the countryside around / more dramatic / gritty images / spooky
pictures]
• Fewer distractions (det. streets are empty, very few people are around) [dev.
better able to concentrate on the work]
• See things you couldn’t see during the day (det. silhouettes of trees,
rooftops, chimneys) [dev. more unusual pictures / surprising / can show things
fewer people will have seen]
• Takes a long time to take a photograph at night (det. observe world more
carefully) [dev. more considered work / better quality]
A2: How you should prepare for going out to do night-time photography
• Keep ideas simple (det. easy plan) [dev. fewer complications mean fewer
things can go wrong]
• Route (det. start in town, follow railway line into countryside) [dev. follow a
fixed landmark of some sort / ensure have checked timetables for trains / allow
sufficient time (to be able to stop off and take pictures)]
• Extra equipment / essential equipment (det. tripod, torch) [dev. own safety /
own comfort]
• Special camera (det. long exposure camera, manually focus) [dev. practice
using it / needs skill and experience to get it right / ensure clarity]
• Warm clothing (det. cool air) [dev. might spend significant amounts of time
standing still]
A3: Why going out to take night-time photographs can be such a special
experience
• Exciting (det. adventure / different world) [dev. you don’t know what you might
chance upon]
• Meet others with similar interests / develop interest (det. fellow
enthusiasts) [dev. competition to get the best picture / camaraderie / sense of
satisfaction]
• Enjoy the moment (det. savour and record the night, standing still and
observing the world around you) [dev. unspoilt / authentic / calming]
• Senses adapt (det. other senses take over after dark, eyes adjust) [dev.
primal / instinctive]
• Natural beauty of the night (det. constellations, sky) [dev. contemplating
insignificance of humans / realising your place in the scheme of things]

PUBLISHED 2021

Table A, Reading
consistent.
purpose.

text.

question.

PUBLISHED 2021

appropriate.
• Ideas are firmly expressed in a wide range of effective and / or interesting
language.

precision.
opinion.

style.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2022
• 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
Rules must be applied consistently, e.g. in situations where candidates have not followed instructions
or in the application of generic level descriptors.
responses seen).

PUBLISHED 2022


statements.
demonstrated.


correct.

PUBLISHED 2022
Question 1



1(a) R5 1
1(b)(i) R1 & R2 2
1(b)(ii) R1 & R2 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED 2022
1(a) Who taught the narrator the recipe for making rice, according to the 1
text?
• father / dad
‘sure and quick’ (line 3):


• confident(ly) / deft(ly) / precise(ly) / decisive(ly) / certain / without doubts
• speedy / fast / rapidly
‘tiny imperfections’ (line 3):


• (very) small / (very) little / barely visible / microscopic
• undesired particles / flaws / blemishes / bits that should not be there /
impurities
1(c) Re-read paragraph 2 (‘He swirled ... more than once.’). 2
Give two reasons why the father’s work in preparing the rice could
have been time consuming.
• repeatedly rinsed and drained the rice / (needed to) repeat some actions
/ did (rinse) action(s) (over and over) again
• he had to do everything by hand / used feeling / no measuring cup(s) / no
instructions
1(d)(i) Re-read paragraphs 3, 4 and 5 (‘I still dream … say to the table.’). 2
Identify two main ways in which the father’s appearance made him look
out of place in his professional kitchen.
• his bare feet / no shoes

• his old clothing / his old (buttoned) shirt / faded trousers (drawn at the
waist)

PUBLISHED 2022
1(d)(ii) Re-read paragraphs 3, 4 and 5 (‘I still dream ... say to the table.’). 3
Explain why the speaker was embarrassed by her own attempts at

making rice.
• could not get the motions right / was not gentle enough in movements /
spilt water / made a mess
• the rice was (a) mushy (gruel)
• there were (small hard) lumps in it
1(e) Re-read paragraph 6 (‘In answer … and my mother.’). 3
Using your own words, explain how the father’s actions while at the
table could be seen as kind towards his daughter.
• does not criticise her cooking / pretends it is well cooked

• eats all of it / eats quickly
• expresses his satisfaction at the end / his nod (to her mother)

of 3.
1(f) According to Text B, why would a person choose a career in the 15

hospitality industry?

Writing).

1 more interesting than office work / prefer it to a ‘desk job’
2 being a ‘people’ person / making a difference to someone’s day
3 job satisfaction / passion for the work
4 receive tips
5 can work all over the world / opportunities to travel / relocation possible
6 meet (new) people who have come from other countries
7 learn about new cultures
8 flexible about working hours / no set routine
9 variety of roles / opportunities to switch jobs
10 job security / will always be in demand as a worker in the industry
11 beautiful workplace / incredible locations
12 companies are loyal to their staff

PUBLISHED 2022
Table A, Reading

well-focused.

focused.

task.
focused.


PUBLISHED 2022
Table B, Writing
concision.

communication.

PUBLISHED 2022
Question 2


objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R2 1
2(a)(iv) R2 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2022
Hua would be cooking the rice and the pak choi as late as possible.
(but that was a) last-minute (job) (line 3)
Hua knew that she was unable to give customers much choice in meal
options.
(offer a) wide range (of meals for guests) (line 6)
Hua hoped that people attending the local theatre would be regular
customers.
(her) reliable patrons (line 15)
Mr and Mrs Kato were glued firmly to their seats.
(were apparently) stuck rigidly (to their chairs) (line 37)
words underlined:
Yes, this room was definitely on the list for modernisation. While the
weather was warm, outdoor dining was preferable.
definitely: without doubt, certainly, unquestionably, (for) sure(ly)
2(b)(ii) modernisation: bringing up to date, replacing old with new, refurbish(ment), 1

renovating, upgrading, redevelopment
2(b)(iii) preferable: better, more desirable, best choice 1

PUBLISHED 2022
suggests the characters and feelings of either or both Mr and Mrs
Kato.
Mr and Mrs Kato, new arrivals, looked into the dining room. Both wore
gentle smiles. Mrs Kato waved a delicate hand in the direction of the
garden and a waft of expensive perfume floated towards Hua. Mr Kato
lowered his eyes before informing Hua ‘The colour of those bushes is
divine. We saw them as we were parking. May we dine out there?’

characters or feelings of either or both Mr and Mrs Kato.

which shows some understanding of how the writer suggests the characters or
feelings of either or both Mr and Mrs Kato.

awareness of the characters or feelings of either or both Mr and Mrs Kato.
The explanation may be partial.

• (both) wore gentle smiles: happy to be there; mild / kindly; behaviour
assumed (‘wore’) to appear polite; unassuming, quiet people,
supportive of Hua; synchronised as a couple, similar approach
• waved a delicate hand (in the direction of the glass doors overlooking
the lawn): a small hand-movement to show what she wishes; elegant,
assured, cosseted / possibly (deferring to / instructing) her husband to
speak; does not want to draw too much attention to herself / expects
others to accommodate her wishes
• a waft of expensive perfume floated: pleasant, airy, light fragrance,
suggests her easy, fluid movements, obviously rich but not flaunting it;
suggests she likes finer things, fills the place with her presence
• lowered his eyes before informing Hua: looks down before speaking;
discrete, deferential, firm but polite, well-mannered; he hopes the
request is not unreasonable
• The colour of those bushes is divine: expressed as a simple statement
of fact; enjoys beauty; heavenliness, perfection; wants to compliment
hostess / pretentious
• May we dine out there?: well-mannered, courteous; posed as a request;
slightly elevated language - ‘May’ and ‘dine’ - implications about his
background / education

PUBLISHED 2022
• Paragraph 3 begins ‘The garden, enhanced … ’ and is about the

pleasure Hua takes in the inn’s Japanese garden.
• Paragraph 5 begins ‘Just before 7.30 … ’ and is about the dining
room at the inn.

(Table A, Reading)
Notes on task
general meaning.
selections.
vocabulary.

PUBLISHED 2022
Paragraph 3 begins ‘The garden, enhanced … ’ and is about the

pleasure Hua takes in the inn’s Japanese garden.
Overview: idyllic, tranquil; carefully planned / laid out to be welcoming to

those in it.
(enhanced by) gentle sunlight playing (in and around the bushes and
shrubs): (improved by) small rays of sunlight moving around quickly; like
children enjoying games / music, innocent happy sight, perfect temperature
suggested, idyllic
resplendent: very attractive, dazzling, impressive, rich colours, glowing
jaunty (maple trees): cheerful, bright, brown-orange-red; full of life; growing
strongly; healthy trees, fun, cheeky
fat squatting (rhododendron bushes): solid, round / chubby appearance, low
level, contrasting shapes
comfortable contours of crimson (for the eye to follow): colours and
outlines are easy on the eyes; rich red, the outlines of the trees and shrubs
move / blend smoothly into each other, blended to look more attractive; look
like an art form
tempting maze of charming stone paths: attractive, alluring network,
puzzle, can’t see where they lead, want to follow them; fantasy – like a fairy
story
delicately limbed (arched bridge): the pillars and posts of the bridge are
thin, slender structure, fragile; carefully crafted
curled like a half-moon: takes the shape of a semi-circle, perfect, ethereal
qualities, mystical
Paragraph 5 begins ‘Just before 7.30 … ’ and is about the dining-room 15

at the inn.
Overview: direct contrast to the garden; oppressive and old fashioned, very
unwelcoming
problematic: something she knows she needs to solve / correct; troubling
and challenging.
imposing (dark-oak tables and matching chairs): grand but overbearing,
heavy, dominate the room, hint of malevolence
narrow tunnels: aisles are tight and not easy to negotiate, closed-in,
claustrophobic, unpleasant to work in, making life difficult
heavily embossed, ancient (red wallpaper): very old and thick/patterned,
been there a long time, oppressive
sneered cruelly: mocked / laughed maliciously, makes the dining room
seem hostile and unwelcoming as if it does not want visitors in there,
working against her
(ticked in) ponderous reminder of its most venerable status: slow / heavy
ticking, important / established feature of the room / dominant, as if it’s
demanding something of her
choices.

PUBLISHED 2022

them.

used.



PUBLISHED 2022
Question 3



PUBLISHED 2022
3 You are Hua, the owner of the inn. The next day you write a letter to 25
your father back home telling him about your new business venture. In
your letter you should:
• describe the inn and what you think will appeal to guests
• describe the guests that you met on the first day and what you felt
about them
• explain what plans you have for developing the business in the
future and how you hope to accomplish these plans?

Writing)
Notes on task
Annotate A1 for references to key features of the inn and its surroundings
Annotate A2 for references to the new customers on the first day
Annotate A3 for references to Hua’s future plans for developing the
business

PUBLISHED 2022
3 A1: Information about the inn and what will appeal to guests
• position/setting (det. near to newly built theatre, river) [dev. close

enough to walk to theatre / opportunities to watch a performance /
peaceful break by the river / picturesque, desirable location]
• food (det. traditional cooking, homemade, miso fish bake, recipes father
taught her) [dev. (part of) Japanese theme / gratitude to father]
• guest accommodation (det.4 rooms, takes bookings for overnight
stays or longer, upstairs bedroom(s)) [dev. compact and simple / easy
for guests to find their way round / room(s) have a view of the garden /
packages including meals available]
• garden(s) (det. maple trees, rhododendrons, paths, arched bridge) [dev.
beautiful colours / deliberate design / near to convenient car park(ing) /
interesting to explore / relaxing to sit in]
• dining arrangements (det. outside, in the garden, waitress service –
Tania) [dev. flexible eating arrangements / don’t have to sit in one place
to wait for food / enjoying good weather]
A2: Information about first customers
• (other) guests in garden (det. strolling, sitting) [dev. pleased to see

they are enjoying the premises]
• Mr Kato (det. gentle smiles, lowered eyes) [dev. impression of a
wealthy couple (who might have spent a lot of money in the inn) / polite
/ respectful / unassuming / genteel]
• Mrs Kato (det. gentle smiles, delicate hand gestures, perfume) [dev.
defers to her husband / does not say much / shy / beautiful /
sophisticated]
• Mr Dreyfuss (det. boomed, flourished an arm, expected an audience)
[dev. larger than life character / should have realised he was practising
lines / perfectly fine to use his room to rehearse / a bit overbearing /
opposite of the Katos]
• Mrs Dreyfuss (det. spoke ‘sweetly’) [dev. more polite than her husband
/ seemed friendly / supportive of her husband’s job / not as innocent as
she seemed]
• misunderstanding guests / double bluff (det. overhearing discussion
of stealing a car, Mr & Mrs Kato apparently stuck rigidly to seat) [dev.
thought guests were in danger / (briefly) thought Dreyfuss couple could
be criminals, stressful for Hua]
• guests’ unscheduled departure / car leaves (det. expensive car
leaving quickly) [dev. sorry to see the Katos go as they were perfect
guests / Katos over-reacted / saw the funny side of it / annoyance at Mr
& Mrs Dreyfuss / concern about reputation of the inn / horrified to have
been taken in]

PUBLISHED 2022
3 A3: Plans for future development and how they will be accomplished
• modernise the dining-room (det. dark, service aisles, cramped, red

walls) [dev. needed in case of bad weather / unpleasant / develop in line with
the Japanese theme / light(er) colours / decrease size or quantity of
tables declutter / remove clock / needs more money]
• refine the menu (det. (can’t) offer a wide range of meals) [dev. develop
menus based on traditional cooking]
• hire more staff (det. Hua has too much to do, only Tania) [dev. take on
a gardener / chef / receptionist / father’s help]
• security (det. easy to drive off quickly, had to call police from reception)
[dev: need to consider potential for real disruption / agree what to do in
a real emergency / should carry a mobile phone / police will track the
car down]
• research / publicity to attract more guests (det. hadn’t known Mr
Dreyfuss was an actor) [dev. try to learn a bit about guests before they
arrive / encourage actors to stay by giving them a place or time to
rehearse / contact theatre]

PUBLISHED 2022

Table A, Reading

4 10–12 • The response demonstrates a competent reading of the text with some evidence
purpose.


PUBLISHED 2022

language.

precision.


Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2022
responses seen).

PUBLISHED 2022


statements.
demonstrated.


correct.

PUBLISHED 2022
Question 1



1(a) R5 1
1(b)(i) R1 & R2 2
1(b)(ii) R1 & R2 2
1(c) R1 2
1(d)(i) R1 and R5 2
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED 2022
1(a) Give two pieces of evidence that humans possess an urge to dance, 1
• (ancestors painted) cave walls with pictures of dancers

• babies (instinctively) jig (in time) to music
‘uncomplicated happiness’ (line 6):


• simple / straightforward / pure
• joy / pleasure / enjoyment
‘pent-up emotions’ (line 7):


• unable to be expressed / held in / kept inside / built up
• feelings
1(c) Re-read paragraph 4 (‘Experiments have proved ... went up.’). 2

Give two reasons why dancing is better for you than sitting quietly or
cycling on an exercise bike.
• cognitive benefits / improved problem-solving skills

• improved mood levels
1(d)(i) Re-read paragraphs 5 and 6 (‘Another big draw those who don’t.’). 2
Identify two reasons why people are drawn to dancing.
• social element / bonding socially

• breaks down inhibitions / turn up to a dance class not knowing anyone
• anyone can do it / can do it at whatever level / not for those of a certain
age or ability
• range of different occasions (places/events) where you can do it / family
occasion(s)
• to get fit / exercise / want to learn salsa
• fun
• improves mental well-being

PUBLISHED 2022
1(d)(ii) Re-read paragraphs 5 and 6 (‘Another big draw … those who don’t.’). 3
Explain why even an untrained dancer might be persuaded to dance.
• social element / bonding socially

• breaks down inhibitions / turn up to a dance class not knowing anyone
• anyone can do it / can do it at whatever level / not for those of a certain
age or ability
• range of different occasions (places / events) where you can do it /
family occasion(s)
• to get fit / exercise / want to learn salsa
• fun
• improves mental well-being
1(e) Re-read paragraph 7 (‘These factors compensate … unnecessarily 3

early.’).
Using your own words, explain why some people might not want to
take up dancing as a career.
• low wages
• long hours / spend a long-time practising
• (high) risk of hurting themselves / must do extra exercises before and
after workout to reduce risk of injury
• may have to give up working unexpectedly / retire from work very early

of 3.
1(f) According to Text B, what prevents students from wanting to attend 15

dance classes?

Writing).

PUBLISHED 2022
1(f) INDICATIVE READING CONTENT

1. timetable of classes/order of classes
2. beginners are anxious / beginners are nervous / do not feel safe in
class / class environment unfriendly
3. you get tired, hot and sweaty
4. watched by more advanced students / feels like a performance / self-
conscious
5. big classes
6. teacher is too busy to help / overlooked by the teacher / not getting
enough attention from teacher / not cared for by the teacher
7. always dancing on the back row / never being asked to dance on the
front row / feel they aren’t as good as those modelling
8. being compared unfavourably to younger child(ren) / not being in the
same class as children the same age
9. parental competitiveness / being watched by (other) parents / over-
involved parents
10. poor marketing / cluttered website
11. preconceived ideas / stereotypes / unprofessional photography / poor
image(s) they don’t know who their teacher will be / worried will not like
their teacher / ‘we’ gives the (false) impression of more than one teacher

PUBLISHED 2022

Table A, Reading

well-focused.

focused.

task.
focused.


PUBLISHED 2022
Table B, Writing
concision.
communication.


PUBLISHED 2022
Question 2


objectives
2(a)(i) R1 1
2(a)(ii) R2 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2022
Grandma thinks that she shouldn’t cause trouble between her son and
daughter-in-law.
(to) interfere (with) (line 4)
Veda’s mother starts to talk seriously.
(Ma) launches into a lecture (line 10)
Veda’s plans for a future career are not ones that her mother would
consider worthy.
respectable (line 9) / (something) useful (line 10)
At school Veda used to try very hard but found it difficult.
(I’d) struggle (to be better at school) (line 14)
words underlined:
All my life Ma’s dreamt I’ll do well at science and mathematics so that I
could end up being what she wanted to be: an engineer. All my life I’ve
been waiting for her to appreciate my compulsion to do the one thing I
excel at: dance.
dreamt: fantasised about, imagined, hoped, wished, envisioned
2(b)(ii) compulsion: urge, fixation, need, longing, drive, obsession, passion, 1

yearning, strong pull
2(b)(iii) excel: perform expertly, do exceptionally well, surpass expectations, be 1

outstanding, (extremely) successful (at), extraordinary, very good at

PUBLISHED 2022
suggests the dance teacher’s happiness at Veda’s performance.
My dance teacher’s stick clatters heavily to the floor. He claps

spontaneously. ‘Perform like that and you’re sure to win.’ I can see
tears brimming like dew-drops in his eyes.

dance teacher’s happiness at Veda’s performance.

which shows some understanding of how the writer suggests the dance
teacher’s happiness at Veda’s performance.

awareness of the dance teacher’s happiness at Veda’s performance. The

• (stick) clatters heavily: the stick falls with a loud crash, suggesting that
the dance teacher is so enraptured he forgot he was holding it
• claps spontaneously: shows his appreciation; his applause is impulsive
and sudden, suggesting it is a reaction from the heart, not orchestrated or
false
• ‘Perform like that and you’re sure to win’: ‘sure to’ expressing total
certainty; ‘Perform like that’ suggests she has just given a spectacular
display of her talent and skill, pride in his pupil’s achievement
• tears brimming like dew-drops (in his eyes): crying with joy,
overwhelming emotion, pouring out; ‘dew-drops’ suggests there is beauty
in the natural joy he is feeling; (dew is) reminiscent of morning and a
new beginning; like a parent to her

PUBLISHED 2022
• 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.

(Table A, Reading)
Notes on task
general meaning.
selections.
vocabulary.

PUBLISHED 2022
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

PUBLISHED 2022
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
choices.

PUBLISHED 2022


explaining them.

they are used.



PUBLISHED 2022
Question 3



PUBLISHED 2022
3 You are Veda. It is a few months later and you have started studying at 25
your new dance school. You write a letter home to your parents,
reflecting on your past experiences.
In your letter explain:

• why dancing has always been so important in your life
• how the adults in your life felt about your dancing and how this
made you feel
• your thoughts now about the conversation you had with your
parents after you won the competition.

Writing)
Notes on task
Annotate A1 for references to reasons why dancing was so important to

Veda
Annotate A2 for references to how the adults reacted to her dancing and how
this made her feel
Annotate A3 for references to the conversation she had with her parents
after she had won

PUBLISHED 2022
3 A1: Reasons why dancing was always so important in Veda’s life
• school (det. struggled in academic subjects, speech came late) [dev.

felt a failure]
• wanted to dance as a career (det. not an engineer, not a doctor) [dev.
she felt it was less boring than other ‘respectable’ jobs / been a lifelong
dream / possible to earn a good living]
• talent (det. steps came to her early; heaving herself up on cot bars) [dev.
she knew she was good]
• way to express herself (det. communicating with her hands) [dev. an
escape]
• sense of fulfilment (det. elation felt while dancing, responding to
music, excelled at it) [dev. enjoyed the challenge of chasing down the
music]
• competition (det. win a place at dance school) [dev. ambitious /
determined / knew this was the only way she would be able to go to
dance school]
A2: How the adults reacted to her dancing and how this made her feel
• mother (det. lectures Veda, a respectable career, wants her to do

something useful) [dev. upsetting for Veda / wanted her mother to be
proud of her / frustrating and demoralising for Veda / did not
understand]
• father (det. father’s eyes rove between Veda and her mother) [dev.
didn’t want to cause trouble in the house / caught in the middle / Veda
wished he would speak up]
• grandmother (det. didn’t like to interfere, understood Veda) [dev.
motivated her / made Veda feel good about herself / strong bond]
• dance teacher (det. words about her chances in the competition, eyes
full of tears) [dev. proud of his student / encouraged her / believed in
her / gave her confidence / really enjoyed watching Veda dance]
• judges (det. ‘loved’ her) [dev. vindicated / the work was all worthwhile /
extreme happiness / worried about how parent(s) will react]
A3: Her thoughts about the conversation she had with her parents after
she had told them she had won
• grateful that Grandmother paved Veda’s way to speak to her parents

(det. spoke with Pa) [dev. hoped they would support her / feeling more
optimistic / nervous beforehand]
• father intervened (det. did not previously) [dev. less rigid in his views /
understands more]
• answer(ed) questions sensibly (det. advised by Grandma) [dev.
devastated if not persuaded / relieved if persuaded]
• mother relents and is excited as can see Veda is determined / mother
refuses (det. she wanted to be an engineer) [dev. understands she
can’t live her own life through Veda / can’t give up Veda fulfilling her
own dream]
• Grandmother’s excitement (det. hugs her) [dev. shows she is proud of
Veda]

PUBLISHED 2022

Table A, Reading

purpose.


PUBLISHED 2022


precision.


Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2022
responses seen).

PUBLISHED 2022


statements.
demonstrated.


correct.

PUBLISHED 2022
Question 1


1(a) R5 1
1(b)(i) R1 & R2 2
1(b)(ii) R1 & R2 2
1(c) R2 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10
W2, W3 and W5 5
Total 30

PUBLISHED 2022
1(a) How large do scientists think a giant squid can be, according to the 1
text?
• (as long as) 18 metres
‘elusive monsters’ (line 3)


• difficult to find / hidden / rarely seen / mysterious
• (large) beast(s) / (huge) creature(s) / (enormous) animal(s)
Allow ‘rare’.
‘apparently clamped’ (line 5)


• seemed to be / as far as he could see / supposedly / it looked (to be) /
appeared (as if)
• stuck / attached (firmly) / (had) seized (onto) / (had) grabbed (onto) /
holding tightly
1(c) Re-read paragraphs 4 and 5 (‘“I saw a tentacle’’ ... steering 2

impossible.’).
Give two reasons why the giant squid’s actions in pulling the boat and
blocking the rudder might have caused alarm.
• (tentacles) looked powerful / (tentacles) looked strong

• might have toppled the boat over / might have pulled the boat off course
• might have broken the rudder / boat could not be steered
• stopped the boat moving / may have broken the boat
Do not credit ‘tentacle was thick’ on its own.
1(d)(i) Re-read paragraphs 6, 7, 8 and 9 (‘Giant squid often feature ... he 2

says.’).
Identify two main ways in which Mr Kersauson’s giant squid was

different from the giant squid in Jules Verne’s novel.
• not (as) aggressive / not (as) angry

• did not keep a grip on the ship / released its grip
• it was real / not fictional

PUBLISHED 2022
1(d)(ii) Re-read paragraphs 6, 7, 8 and 9 (‘Giant squid often feature ... he 3

says.’).
Explain why Mr Kersauson was ill-prepared to deal with the giant

squid.
• had never encountered a giant squid before / never expected to come

across such a creature / caught by surprise
• (froze with) terror (at the sight of it) / so scared couldn’t move
• it was very large / it was powerful / it was seven or eight metres long /
much bigger than him / it was too big to be scared of him
• no adequate means of defending himself / nothing suitable to remove the
giant squid from the boat / no (suitable) weapon(s) / nothing to scare it
off
Allow ‘only had penknives’.
1(e) Re-read paragraph 10 (‘Giant squid live deep ... a year ago.’). 3
Using your own words, explain why humans do not know much about
giant squid.
• live at the bottom of the sea / live where humans can’t (easily) go
• have been very few sightings / few opportunities to observe them / rare
for one to be seen / only (about) 250 sightings
• (most) squid are found dead / can’t study their behaviour
• corpses were often damaged / can’t study their anatomy
Award 1 mark for each idea up to a maximum of 3.

PUBLISHED 2022
1(f) According to Text B, what are the arguments against swimming with 15
dolphins and what are responsible tour operators doing to improve the
situation?

Writing).
Arguments against swimming with dolphins:

1. traumatic / highly stressful / prevents them from resting, feeding and
nurturing their young
2. on endangered list / could go extinct
3. they may get displaced / go to live in unsafe places
4. local economy may suffer if dolphins leave
5. the pursuit of dolphins is excessive / up to 30 boats enter one pod / fast
moving vessels pursue them / tours run throughout the day
6. diseases can be passed between humans and dolphins
7. kept captive (to be readily available)
8. psychological effects of not swimming wild / separating them from their
pods / negative social effects
What responsible tour operators are doing:

9. limit the numbers (of boats and passengers)
10. allow the dolphins to take the initiative / let the dolphins decide if they
want to be sociable / read their behaviour / wait for the dolphins to come
to you
11. (instruct clients) not to touch the dolphins / only touch them if they come
to you
12. watch the dolphins from land
13. show respect to dolphins

PUBLISHED 2022

Table A, Reading

well-focused.

focused.

task.
focused.


PUBLISHED 2022
Table B, Writing
concision.

communication.

PUBLISHED 2022
Question 2


objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R2 1
2(a)(iv) R2 1
2(b)(i) R1 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2022
In the beginning, Ocean Hotel had been a base for studying marine life.
originally (line 6)
For parts 2i to 2iv, accept cloze responses that repeat all / some of the
question stem with the correct answer.
Eloise and Jenny often went scuba-diving in earlier years.
frequently (line 13)
2(a)(iii) Eloise pulled a disrespectful expression at Ocean King’s appearance. 1
rolled her eyes (dismissively) (line 23)
2(a)(iv) Ocean King, costume removed, was now dressed in a dark blue scuba 1
suit
(now) divested of his fishtail (and silver hair) (line 34)
words underlined:
In its vicinity were coral reefs. My heart raced at this thought: I knew
this would be our next trip away. As I pointed out to Eloise on the
phone, she had chosen our last getaway – a sojourn in a sedate hotel
where we’d reclined in comfortable chairs in the gardens, and she’d
taken photographs of distant rolling hills.
In its vicinity: nearby / next to it / in the area
2(b)(ii) sedate: calm / quiet / tranquil / peaceful 1
2(b)(iii) reclined: sat back / leaned back / relaxed / rested 1

PUBLISHED 2022
suggests the narrator Jenny’s feelings during the day and evening.
I passed the rest of my day diving happily, while Eloise sat on a sea wall,
staring out across the ocean. In the evening, I took an energising freshwater
shower, streamed marine conservation documentaries, played animated
board games with a taciturn Eloise and feasted on both our pizzas,
delivered with a regal bow by Ocean King.

explanation which shows understanding of how the writer suggests Jenny’s
feelings during the day.

which shows some understanding of how the writer suggests Jenny’s
feelings during the day.

shows awareness of Jenny’s feelings during the day. The explanation may
be partial.

‘passed the rest of my day happily diving’: contented; gives all the time
she has to her diving; totally absorbed in the activity
‘energising (freshwater shower)’: invigorating, refreshing; pure and clean
water; rejuvenation; wants to engage with all aspects of the experience;
motivated
‘streamed (marine conservation documentaries)’: watching, fascinated
by the subject, inspired to find out more
‘animated (board games)’: throws all her energies into the games; lively;
noisy; competitive; confident; contrast with Eloise
‘feasted (on both our pizzas)’: ate Eloise’s pizza as well; banqueted; she
is very hungry and enjoying the pizza, humour
‘delivered with a regal bow by Ocean King’: treated like royalty; wanting
to present it as if excellent service, amused by the theatre of it

PUBLISHED 2022
• Paragraph 8 begins ‘Our induction to hotel rules ...’ and is about

Ocean King’s appearance as he explains the rules of Ocean Hotel.
•
• Paragraph 10 begins ‘Almost immediately ...’ and is about Jenny’s
scuba diving experience in the lagoon next to Ocean Hotel.

(Table A, Reading)
Notes on task
general meaning.
selections.
vocabulary.

PUBLISHED 2022
• Ocean King’s appearance as he explains the rules of Ocean Hotel in

paragraph 8, beginning ‘Our induction to hotel rules …’
Overview: eccentric and unconvincing appearance of Ocean King, comical

and funny.
novel: unusual, remarkable, engrained in mind, never seen anything like it

bedraggled (grey beard): dishevelled; trying to look like he has just
emerged from the sea; put the beard on hastily
hoary sea-worn tresses: greyish white/ silvery hair; gone to some effort to
look the part of a (powerful) mythical sea being or pirate
(pair of) youthful (brown eyes): animated, lively; can’t quite conceal the fact
that he is really a younger man
twinkled: sparkled; Ocean King is enjoying the joke; fun
(more distracting again was the) fluorescent-green fishtail: captures the
attention; takes away from the intended impression; bright shiny, lurid;
childish, artificial
waddled unconvincingly: walked clumsily; like a sea animal on land;
inelegant, not fooling anyone
heavily-grizzled eyebrows: very grey; too grey to be real; suggestion of
being large and thick, overdone
glued in a permanent frown: screwed up in a constant scowl; trying to look
serious but no natural movement; stuck on, fake

PUBLISHED 2022
2(d) • Jenny’s scuba diving experience in the lagoon next to Ocean hotel 15
in paragraph 10, beginning ‘Almost immediately …’
Overview: romanticised, magical underwater world.
shell-encrusted: completely covered; decorated as if with gems, part of the

natural world, blending in with surroundings
thrilled (by the sights): excitement, fascination
(striped clownfish) darted (among): moved rapidly from one place to another;
zigzagging; agile; light; free to move as they please; playful; reflective of
Jenny’s excitement
swirling fingers (of sea anemone): twisting, long and thin shapes;
performing dancing movements
silvery fish reeled: shiny grey-white fish circled
huge glittering whorls: very big sparkling spirals, as if precious metal
fan out in shockingly pink (fractal branches): reaching out in many
different directions; deep/dazzlingly pink amazingly bright, natural shapes,
magical forest
(grow in) coruscated hummocks: flashing, sparkling mounds, piles, ridges
delicate (enough to be damaged by): need to be looked after, precious,
valuable
their dainty structures flashed like firecrackers: fragile, small, colourful,
shapes dazzled like explosives at celebration
choices.

PUBLISHED 2022

them.

used.



PUBLISHED 2022
Question 3



PUBLISHED 2022
3 You are Eloise. After you arrive home from your stay at Ocean Hotel, you write 25
an entry in your journal about your experience.
In your journal entry you should:

• explain how you felt when you first learnt about Jenny’s plan to stay at
Ocean Hotel and why you felt like this
• describe Ocean hotel and your reactions to what happened there
• describe your feelings now and your thoughts on how to approach
Jenny about the next trip away.
Write the words of the journal entry.
Base your journal entry on what you have read in Text C, but be careful to use
Up to 15 marks are available for the content of your answer, and up to 10

Notes on task
appropriate register for the genre, and a clear and balanced response which covers the
three areas of the question, is well sequenced, and is in the candidate’s own words.

PUBLISHED 2022
3 A1 Eloise’s feelings about Jenny’s plans to stay at Ocean Hotel and why she
felt like this
• Eloise’s holiday preferences (det. quiet hotel, garden, views, photography)
[dev. enjoys quiet life / horrified at the thought of change / (dislikes) too much
adventure]
• Jenny’s preferences for holiday (det. bored last time, found this place online)
[dev. very different interests / fascinated by sea life / energetic]
• underwater hotel (det. former marine research station) [dev. terrified of deep
water / potentially claustrophobic / absurd idea]
• scuba diving (det. out of practice, Jenny has spare equipment) [dev. worried /
gave up scuba diving for a reason / no choice of activities for the daytime]
• Jenny’s turn (det. usually take it in turns to choose where to go) [dev. felt
obliged to go along with Jenny’s wishes]
• induction (det. rules regarding cameras and face cream) [dev. likes to take
photographs / no face cream is the last straw / frustrated]
A2 Description of Ocean Hotel and Eloise’s reactions to what happened there

• hotel outside appearance (det. 10m dive below sea-level, just-about visible
shimmering yellow entrance, submerged metal box, shell-encrusted doorstep)
[dev. looked worse than she had expected]
• facilities of hotel inside (det. freshwater shower, board games, watch
documentaries) [dev. at least that passed the time / took her mind off where she
was]
• hotel manager (det. Ocean King, grey hair, beard, green fish tail, young man
dressed up) [dev. juvenile / silly behaviour / not a good look / unprofessional /
gimmicky / no other staff / adept diver]
• food (det. pizza, hot bread rolls) [dev. no choice. / unhealthy / no appetite]
• different marine life (det. clownfish, silvery fish, corals) [dev. pretty / had enough
after a while / annoyed couldn’t take photos]
• noisy overnight (det. thin walls, earmuffs) [dev. difficult to sleep]
A3 Eloise’s feelings now and her thoughts on how to approach Jenny about
their next trip away
• feelings now she is home / leaving (det. hadn’t enjoyed any of the trip,
already buckled her fins) [dev. exhausted through lack of sleep / relieved to be
home / hungry / sorry she didn’t make more effort - it was only one night / keen
to leave]
• feelings about Jenny looking back (det. laughed about face cream, woke
her up) [dev. inconsiderate / uncompromising / insensitive / selfish / realising
unfair to Jenny last time]
• compromise / go on separate holidays (det. have been taking turns) [dev.
somewhere with a mixture of relaxing scenery and exhilarating activity]
• she will plan any future trip(s) herself (det. Eloise’s turn to choose) [dev.
better food menu / more open air]

PUBLISHED 2022

Table A, Reading

purpose.


PUBLISHED 2022


precision.


Cambridge IGCSE™
FIRST LANGUAGE ENGLISH (ORAL ENDORSEMENT) 0500/11

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

PUBLISHED 2023
responses seen).

PUBLISHED 2023


statements.
demonstrated.


correct.

PUBLISHED 2023
ANNOTATION
SYMBOL MEANING Q1a – 1e Q1f Q2a – c Q2d Q3
partially Y Y Y Y Y
^
effective
credited point, Y (point Y (point Y Y (supporting

detail or choice awarded) awarded) (relevant detail from
from text choice) the text)
DEV development Y
relevant idea Y Y (related to

A1
first bullet)
relevant idea Y (related to

A2 second
bullet)
relevant idea Y (related to

A3
third bullet)
explanation/m Y
EXP
eaning
effect Y (good own Y Y

words) (effective use
+
of own
words)
overview or Y Y
organisation (effective (overview)
O
organisation/
overview)
LM lifted material Y Y
copied from Y (where Y Y (where Y Y

text own words own words
Highlighter
were were
required) required)
REP repetition Y Y Y
summative Y Y Y
comment Reading Reading Reading
-
Writing Writing
-
-
viewed – Y Y Y
-
including blank
SEEN
-
and additional
pages

PUBLISHED 2023
Question 1



PUBLISHED 2023

1(a) R5 1
1(b)(i) R1 & R2 2
1(b)(ii) R1 & R2 2
1(c) R1 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED 2023
1(a) How have humans always felt about being able to fly, according to 1
paragraph 1?
• fascinated (by)
‘ancient cultures’ (line 2).

• (very) old / bygone / past / early / from a long time ago / historical
• civilisations / peoples / communities / ways of living / populations /
traditions / heritage / customs
‘range freely’ (line 2).


• move / travel / fly
• wherever they want / without restraint / unrestricted / no limit to
1(c) Reread paragraph 2 (‘In Greek mythology ... minor injuries.’). 2
Give two reasons why some humans created wings for themselves.
• to escape (imprisonment)
• to find out how birds fly
1(d)(i) Reread paragraphs 3 and 4 (‘Artist and inventor … trying this out.’). 2
Identify the two ways in which da Vinci’s flying machines were designed
to work.
• flapping wings (to lift off the ground and move forwards)
• operated by a (prone) person using their arms and legs / using muscle
power

PUBLISHED 2023
1(d)(ii) Re-read paragraphs 3 and 4 (‘Artist and inventor … trying this out,’). 3
Explain why da Vinci’s designs were unlikely to be a success in practice.
• humans do not have the muscle power (compared to birds) / humans

could not keep up this kind of physical activity for very long / limited by
human physiology
• no engine / difficult to launch the machine
• risky / dangerous / (most) people may not want to fly the machines for
fear of an injury
1(e) Re-read paragraph 5 (‘In the twenty-first century … speed and 3

convenience.’).
Why might humans not want to fly on an aeroplane in the twenty-first

century?

3.
• may not wish to sit for long periods / do not want to be seated for many
hours / find it uncomfortable on long-haul flights
• not interesting way to travel / may wish to watch the route
• environmental concerns
• (high) cost / (too) expensive

PUBLISHED 2023
1(f) According to Text B, how should passengers on an aeroplane act to 15

ensure the safety and comfort of everyone on the plane?

Writing).

1 show respect / behave politely (to flight attendants) / do not take
advantage (of attendants)
2 stow their own overhead luggage
3 have heavy luggage put into the cargo storage
4 use the call bell responsibly / do not use call bell for drinks or blankets
5 take opportunities to stretch legs / exercise / do not sit for too long
6 use earphones (to listen to music) / make sure others cannot hear your
music
7 heed the seatbelt sign / fasten your seatbelt / do not pretend seatbelt is
fastened when it is not
8 leave the plane promptly / make sure they are ready to leave as soon as
the plane lands
9 book seats in advance / request seat changes at check-in
10 do not put pressure on other passengers / do not throw tantrums
11 keep seating area clean / do not throw food on the floor
12 do not bring strong smelling food on the plane

PUBLISHED 2023

Table A, Reading


focused.

material.

of the task.
sometimes focused.

focus.

PUBLISHED 2023
Table B, Writing
concision.
of concision.
communication.

• There may be excessively long explanations, or the response may be very
brief.

PUBLISHED 2023
Question 2


objectives
2(a)(i) R1 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R1, R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2023
Edgar took big, confident steps while escorting Jeswin to the place they
would be working together that day.
• (Edgar / He) strode (line 1)
correct answer.
2(a)(ii) Jeswin realised at once that the members of the family approaching could 1
be in need of help.
• (Jeswin / He) immediately understood (that) (line 19)
correct answer.
2(a)(iii) 1
Jeswin felt happy that his job was mostly going well.
• (Jeswin / He) was pleased (with himself) (lines 32 - 33)
correct answer.
2(a)(iv) Jeswin believed that the older man was not guilty of trying to steal from 1
the other man.
• (he was) innocent (line 43)
correct answer.
words underlined:
Jeswin wriggled to detach himself from Edgar’s large hand. He had been
attached (in a more figurative sense) today to Edgar to learn his job:
making sure that the passengers had the documents they needed to fly,
showing them where to take their luggage and giving helpful and
friendly advice.
• detach: separate / get (himself) away / remove himself from / free /

loosen himself from / escape from
words underlined:
• documents: (official) paperwork / papers / passports / tickets / visas

PUBLISHED 2023
words underlined:
• helpful: useful / valuable / beneficial / practical / assisting / supportive /

constructive / relevant
Edgar’s thoughts and feelings at that time.
‘I’ve got a report to write for the boss tonight!’ huffed Edgar. ‘Apparently
she doesn’t know what our job involves. Hah!’
He marched towards the group. ‘Good morning. Your documents,

please, so I can make sure they are in order before you drop your
luggage off.’ Edgar flipped through identity documents with the
dexterity of a master player shuffling a deck of cards, before surveying
the three suitcases. ‘Take it you packed those suitcases yourselves and
they haven’t been out of sight since you got here? Go to the roped area
over there. Shouldn’t be too long to wait.’
• Award 3 marks for an appropriate example with a comprehensive

Edgar's thoughts and feelings at that time.
• Award 2 marks for an appropriate example and attempt at an explanation
which shows some understanding of how the writer suggests Edgar's
thoughts and feelings at that time.
• Award 1 mark for an example with an attempt at an explanation which
shows awareness of Edgar's thoughts and feelings at that time. The
• The explanation must be predominantly in the candidate’s own words.

• ('I've got a report to write for the boss tonight!') huffed Edgar: his tone is
annoyed; feels that the report is an unreasonable imposition; use of
exclamation mark emphasises exasperation
• ‘Apparently she doesn’t know what our job involves. Hah!': sarcastic
tone at the expense of his Boss / an expression of exasperation about his
working conditions / self-pity / contempt / use of exclamation mark
emphasises tone
• marched towards the group: suggests his confidence and/or annoyance /
officious / purposeful action / could be showing off to Jeswin.
• flipped through identity documents with the dexterity of a master
player shuffling a deck of cards: quickly checks the documents /
proficient / done it lots before / knows what he's doing /desire to get the
job over and done with / efficient / showing his skills
• surveying the three suitcases: scanning with efficiency of a machine /
expert / in control

PUBLISHED 2023
• Paragraph 2 begins ‘You're going to be ...’ and is about Jeswin’s and

Edgar’s experiences at the beginning of this day.
• Paragraph 4 begins ‘Edgar’s expression began ...’ and is about the

arrival of the first passengers of the day.
(Table A, Reading)
Notes on the task

general meaning.
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
simply ignore them.
The following notes are a guide to what responses might say about the
selections.
vocabulary.

PUBLISHED 2023
Paragraph 2 begins ‘You're going to be...’ and is about Jeswin’s and

Edgar’s experiences at the beginning of this day.
Overview: contrast between Edgar's familiarity with and resentment about his
job and their workplace and Jeswin's feelings of being quite overwhelmed by
the newness and unexpectedness of it.
• announced: spoke dramatically for effect or emphasis; patronising, smug

satisfaction
• ironic grimace contorting his round face: unpleasant expression;
forced smile; sarcastic/mocking attitude; feels superior to Jeswin in the
situation he is in; suggests that he knows it is going to get manic very
shortly
• twisted Jeswin’s little shoulder through a dizzying one hundred and
eighty degrees: spins Jeswin by the shoulders in the shape of a semi-
circle; huge concourse; controlling; Jeswin feels like a puppet;
disorientating; flamboyant movement – showing off
• eerily silent: very quiet in a way that is unsettling; strangely quiet; usually
bustling / will get busy; the calm before the storm; building anticipation
• comprised many empty roped-off labyrinths: many queue areas for
the passengers to work their way round; like a maze; puzzling; easy to
get confused; long waits expected
• passengers would negotiate: have to find their way; hard work, difficult
skill
• surrendered into the safe hands: given up to the secure control of the
staff; trust / relief at getting rid of it; responsibility given over; military
language to suggest the airport is unfamiliar and a slightly hostile
environment
• deposited: put / set down; the cargo hold is a place of safekeeping like a
vault or a bank; luggage is valuable to the customers
choices.

PUBLISHED 2023
Paragraph 4 begins ‘Edgar's expression began ...’ and is about the

arrival of the first passengers of the day.
Overview: passengers viewed entirely from Edgar’s perspective as an

inconvenience and annoyance
• (began to) radiate mild exasperation: send out waves of annoyance;

impatient; intolerant; little empathy; unable to hide feelings; building
tension
• small knot: little group; unimportant; keeping close together for security;
develops the idea that Edgar views them as unsophisticated idiots
• wandering uncertainly: walking in a way that suggests they do not know
where to go/what to do; insecure; nervous; suggests that Edgar views
them as clueless and needing direction at all times
• (Their luggage trolley was) performing a shaky dance: trolley wobbling
around, has mind of its own; impending disaster, trouble coming; reflects
the customers’ inadequacies from Edgar’s perspective
• (a small child) hung: held on; uncertain grip on trolley; shambolic, risky
• trying to deter three disobedient suitcases from unscheduled
disembarkation: attempting to prevent unruly suitcases from falling off the
trolley; unpredictable; hopeless; inexperience/uncertainty in an airport;
even their luggage is defying systems; mischievous; rebellious
choices.

PUBLISHED 2023
5 13–15 • Wide-ranging discussion of judiciously selected language with some high-

both parts of the text and demonstrate the writer’s reasons for using
them.
works.

explaining them.
works.

they are used.
words.


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

PUBLISHED 2023
Question 3

R3 analyse evaluate and develop facts, ideas and opinions, using appropriate support from the
text


PUBLISHED 2023
3 You are Edgar. That night you write the report that your boss has asked 25
for about the work the ‘Meet and Greet’ team do. In your report you
should:
• explain what the role of meeting and greeting passengers involves

at present
• evaluate potential problems for both ‘Meet and Greet’ staff and
passengers
• suggest how the experiences of both passengers and ‘Meet and
Greet’ staff could be improved.
Write the words of the report.

Writing)
Notes on the task
Annotate A1 for references to what the role of meeting and greeting

passengers involves at present
Annotate A2 for references to potential problems for passengers and staff
Annotate A3 for references to how the experiences of both passengers and

‘Meet and Greet’ staff could be improved.

PUBLISHED 2023
3 A1: what the role of meeting and greeting passengers involves at present
• waiting in departure concourse (det. arrive when empty, near check-in
desks) [dev. arrive before passengers / customer care starts from the first
moment the passengers arrive / key role often overlooked]
• welcoming passengers (det. courteous, friendly) [dev. ensuring
passengers enjoy their flight experience / representing the company /
upholding company’s positive reputation]
• documents (det. make sure correct, identity documents) [dev. can be
done quite quickly if you are experienced / helps to avoid errors later]
• luggage (det. check it was packed by passengers / not been out of sight /
show passengers where to take it, report unattended luggage) [dev.
potentially serious if others have tampered with it / potential safety
concern]
• giving information (det, helpful / constructive) [dev. answering people’s
questions / putting people's minds at rest]
A2: potential problems for both ‘Meet and Greet’ staff and passengers
• security (det. dealing with incidents; suspected ‘thief’) [dev. some
situations can get tricky / need to intervene where there are disputes /
misunderstanding]
• passenger queues (det. many roped off lines before the check-in desk,
wait in the concourse) [dev. long wait / tiresome]
• confusing environment / procedures for passengers (det. wander
uncertainly around) [dev. have to ask for help / dissatisfied customers]
• trolleys (det. unsteady, luggage keeps falling off) [dev. adds to passenger
discomfort / potentially dangerous to children]
• staff working conditions (det. too much to focus on, fifteen minutes for
lunch, has to write report after work) [dev. might try to hurry the job / not
doing the job thoroughly leads to low morale / difficult to maintain
standards / overwhelming]
• supervision of new staff (det. Jeswin is not as fast) [dev. difficult to offer
help/monitor/ support in challenging situations; not all new staff adapt to
dealing with difficult situations as well as Jeswin did]

PUBLISHED 2023
3 A3: how the experiences of both passengers and ‘Meet and Greet’ staff could
be improved
• passengers with particular needs (det. elderly man, unsteady on feet,
passengers for whom standing is uncomfortable) [dev. make seating
available / open up a fast-track check-in for elderly disabled passengers
/staff to identify passengers who might need help on arrival]
• passengers with families (det. small children) [dev. dedicated area /
allocate staff to support them]
• better equipment (det. trolleys do not wheel well) [dev. buy new trolleys /
repair trolleys / security cameras / scanners for documents]
• appoint more staff / allocate specific roles (det. on check in desk, just
two on duty in Meet and Greet team) [dev. improve customer experience /
relieve stress for staff / allow longer breaks]
• staff training / development (det. new / long serving employees) [dev.
more focused training before requiring them to work / improve employee
performance / not everyone will cope as well as Jeswin]
• simplify routes through the airport (det. currently a labyrinth) [dev.
clearer signage / remove some of the ropes]
• provide (a range of) information beforehand (det. different
destinations) [dev. help prepare passengers in advance / other ways to
give information such as videos, apps and leaflets]

PUBLISHED 2023

Table A, Reading
consistent.
of purpose.

the text.

the question.

PUBLISHED 2023

appropriate.
language.

precision.
opinion.

style.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2023
Marks awarded are always whole marks (not half marks or other fractions).
responses seen).

PUBLISHED 2023


statements.
demonstrated.


correct.

PUBLISHED 2023
ANNOTATION
SYMBOL MEANING Q1a – 1e Q1f Q2a – c Q2d Q3
^ partially effective Y Y Y Y Y
credited point, Y (point Y (point Y (relevant Y (supporting

detail or choice awarded) awarded) choice) detail from the
from text text)
DEV development Y
A1 relevant idea Y Y (related to

first bullet)
A2 relevant idea Y (related to

second bullet)

third bullet)
EXP explanation/ Y
meaning
+ effect Y (good own Y Y

of own words)
O overview or Y Y
organisation /
overview)
Highlighte copied from text Y (where Y Y (where own Y Y

r own words were
words required)
were
required)
summative Y Y Y
- comment Reading Reading Reading
- Writing Writing
-
SEEN
- viewed – Y Y Y
- including blank
and additional
pages

PUBLISHED 2023
Question 1


1(a) R5 1
1(b)(i) R1 and R2 2
1(b)(ii) R1 and R2 2
1(c) R1 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED 2023
1(a) Re-read paragraph 1 (‘Vietnam is home … 200 metres.’). Give two 1

examples of spectacular landscapes (apart from the Mountain River
Cave) in Vietnam.
• (cascading) rice terraces

• (mazes of) rivers / (rice) paddies
‘located in the heart’ (line 3):

• situated (at the) / positioned (in the) / (can be) found (in) / placed
• centre / middle / core
‘formed between’ (line 4):

• shaped / moulded / came into existence / developed / created / made /

produced
• about / approximately / around / in the time separating / in the middle of / in
the range of / within / during
1(c) Re-read paragraph 2 (‘Mountain River Cave … he’d found the cave 2
entrance.’). Give two reasons why Ho Khanh might have felt wary about
investigating Mountain River Cave further.
• dark
• sounds of water / strange noises / strange gurgle of a river
• clouds

PUBLISHED 2023
1(d)(i) Re-read paragraphs 3 and 4 (‘The cave was ... millions of years.’). 2
Identify two reasons why a member of the public might be unable to visit
the cave.
• arrived in the rainy season / heavy rains / inaccessible in August

• not (physically) fit (enough to explore it)
• did not book 2 years in advance / two-year waiting list
1(d)(ii) Re-read paragraphs 3 and 4 (‘The cave was … millions of years.’). Give 3
the evidence that Mountain River Cave has existed for a very long time.
• own ecosystem / own weather system / jungles and rivers have formed /
microorganisms have formed
• huge size of the stalagmite(s) / (80 m) tall stalagmite(s)
• fossils
1(e) Re-read paragraph 5 (‘To reach Mountain River Cave ... Mountain River Cave 3
entrance.'). Using your own words, explain why the journey to Mountain
River Cave might be seen as difficult.

3.
• remote location / takes (more than) two days to get there

• dense jungle / intense jungle trekking / thick forest
• journey only possible on foot / no opportunity to use any other form of
transport
• restocking with provisions in the village not always possible

PUBLISHED 2023
1(f) According to Text B, what could make visiting a cave dangerous? 15

Writing).

1 (entering on) impulse / being tempted (by something magical) /
hypnotising effect / not putting safety first
2 not knowing what to expect / no two caves are the same / inexperience
3 not going on a guided tour (first time) / going in alone (first time) / no
guides available
4 accepting unreliable reassurances / not questioning unrealistic claims /
receiving poor advice / following advice from unqualified people
5 visiting at night
6 entering a cave too quickly / not giving your eyes time to adjust to the
darkness
7 uneven underfoot / slippery floors
8 wearing inappropriate footwear
9 forgetting a torch / not using torch
10 scaring (potentially dangerous) creatures in the cave
11 being distracted / forgetting where you are
12 disobeying the group leader / not sticking with the group

PUBLISHED 2023

Table A, Reading


mostly focused.

material.

sometimes focused.

focus.

PUBLISHED 2023
Table B, Writing
concision.

communication.

• There may be excessively long explanations, or the response may be
very brief.

PUBLISHED 2023
Question 2


2(a)(i) R2 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R1, R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2023
The ivy completely covered the rock face.
• (the ivy plant / it was) smothering / smothered (line 1)

• (the ivy / it was cascading down) curtain-like / (the ivy / it cascaded down)
curtain-like (line 3)
correct answer.
2(a)(ii) Shaima thought about a time in the future when she might be able to 1
attend a live excavation.
• (Shaima / she) mused (about) (line 10)
correct answer.
2(a)(iii) Shaima did not know what was happening in the garden. 1
• (Shaima / she was) unaware (of) (line 17)
correct answer.
2(a)(iv) Rohaan looked closely into the cave mouth. 1
• (Rohaan / he) peered (inside) (line 27)
correct answer.
words underlined:
Rohaan lifted himself to his elbows. He hadn’t broken, twisted or pulled

anything important, and he freed himself from the remaining foliage
• lifted: raised / hoisted / pushed / pulled / got / brought / picked (himself)

up
words underlined:
• freed: released / removed / liberated / relieved / untangled / got away /

untied / detached / escaped

PUBLISHED 2023
words underlined:
• remaining: still present / still there / last pieces of / left over / residual / left
behind
Rohaan’s feelings when he first sees the cave entrance.
He looked at what was left of the rock face. A gaping hole stared
defiantly back at him, as if inviting a stand-off. Rohaan dropped his eyes
to break the gaze and received an immense surprise. Half a metre from
the base was the floor of a cave entrance. It was surely inviting him to
look inside.

which shows understanding of how the writer suggests Rohaan’s feelings
shows some understanding of how the writer suggests Rohaan’s feelings
awareness of Rohaan’s feelings. The explanation may be partial.

• (what was left of the rock face.) A gaping hole stared defiantly back at
him: huge space; looking back at him; opposing him; hostile encounter;
expression of astonishment at what he has done; wide open mouth
• (as if) inviting a stand-off: trying to lure him into a fight; waiting for
someone to make the first move; challenging; combative; taunting
• dropped his eyes to break the gaze: looked down/away; disengaging
from the challenge; feels intimidated; cave is superior
• received an immense surprise: got a shock; hugely unexpected; could
hardly contain his disbelief
• surely inviting him to look inside: seems to be asking him in; obvious
entrance to something; wants him to explore; tempted; conflicted – excited
but nervous

PUBLISHED 2023
Paragraph 5 begins ‘In the garden ...’ and is about how Rohaan becomes
momentarily covered by ivy when it suddenly comes loose from the
rock.
Overview: a relatively mild accident compared to exaggerated battle with the

ivy.

• (things had taken) a more violent turn: (events had become) wilder; more
physically rough; getting more serious; loss of control; Rohaan is fighting
the ivy
• surrendering to one last mighty heave: ivy giving into a final pull; great
force; determination; the ivy had been resisting Rohaan's efforts but has
now succumbed to his superior power; battle has been won
• suddenly collapsed away with the completeness of a breaking
chrysalis shell: in a moment, ivy came away all in one go; shock;
something different is going to come out of this experience; life has
changed
• toppled heavily backwards: fell over; lost his balance; can’t stop himself;
forceful landing, potentially serious / humorous / silly / cartoon-like
• eager green ivy tendrils sprang: younger, stronger curly bits of ivy
bounce back; coming towards him; pounced, leapt; ambushing,
predatory; desire to take revenge; had been pretending to surrender
• (writhed around under) many stringy choking fingers: (struggled to
escape from the imprisonment by / twisted about under) a lot of ivy twisting
around his neck; exaggerated danger; dramatic / horrific
• ripping his mischievous assailants away: removing the plants that are
hanging on to him; tearing away the ivy; plants are hanging on to him;
(removing them in a) rushed, violent action, aggressive movement; panic;
‘mischievous’ suggests cheeky / naughty rather than intending serious
harm; ‘attackers’ are no real threat
choices.

PUBLISHED 2023
2(d) Re-read paragraphs 5 and 10.
Paragraph 10 begins ‘Armed now with a torch …’ and is about

Rohaan's first experiences as he enters the cave.
Overview: Rohaan views the entry into the cave as a challenge.

• armed (now with a torch): equipped with a flashlight; prepared as if going
to war; trepidation
• advanced: moved forward purposefully; like an army
• (dry and) vaguely warm: uncertain temperature, but not cold; reflects
Rohaan’s own uncertainty about what he has discovered
• contorting: twisting; unnatural movements; feeling uncomfortable or in
pain
• navigate an increasingly confined space: trying to find his way through
an area that is getting smaller; steering his way; requires skill; uncertainty;
claustrophobic
• (walked down) a gentle slope with caution: a slight incline; moving
slowly and carefully; misleadingly suggesting safety; concern about what is
ahead
• (trying to avoid) treacherously loose stones (underfoot): dangerous;
pebbles and small rocks underfoot; unstable; potentially unsafe ground;
working against him
• (The walls) swallowed the light: walls of the cave do not let light
in/through; light has completely disappeared; darkness engulfing him;
eaten by something fearsome
choices.

PUBLISHED 2023

both parts of the text and demonstrate the writer’s reasons for using
them.
works.

explaining them.
works.

they are used.
words.



PUBLISHED 2023
Question 3



PUBLISHED 2023
3 You are Shaima. A year after Rohaan discovered the cave in your 25
garden, you have written a book about the experience and what has
happened since then. You are interviewed for a television show to
promote your book.
The interviewer asks the following three questions only:

• Can you outline what Rohaan was doing at first in the garden and
how he discovered the cave?
• What made him realise that his discovery was significant?
• How did the discovery affect your plans for the garden and have
your lives changed since then?
use your own words.
Write about 250 to 350 words

Writing)
Notes on the task
Annotate A1 for references to what Rohaan was doing at first in the garden
and how he discovered the cave.
Annotate A2 for references to what made him realise that his discovery was
significant.
Annotate A3 for references to how the discovery affected your plans for the
garden and how your lives have changed since then.

PUBLISHED 2023
3 A1: what Rohaan was doing at first in the garden and how he discovered the cave
• business project (det. starting a building company, RS Building Works,
garden office to work in and meet clients) [dev. (little) experience as a
builder / named after the two of them]
• garden clearance / creating space (det. removing ivy) [dev. Shaima
agreed with the sacrifice of the garden for business purposes / hoped the
sacrifice would be worth it]
• overhanging rock (det. natural wall, 3 metres) [dev. needs to be
moved / wanted to use it]
• accident (det. ivy came away quickly, roots suddenly collapsed, toppled
over backwards) [dev. (relieved) not seriously injured / glad she hadn't
witnessed it]
• discovery (det. gaping hole, cave entrance) [dev. anticipation / unexpected
/ excitement]
A2: what made him realise that his discovery was significant
• ancient (det. age-old musty scent, air had dry ash-like taste) [dev. been
undiscovered for a very long time / historically significant]
• darkness (det. suffocating blackness) [dev. had to get a torch / needed a
torch because he wanted to explore]
• path leading underground (det. gentle slope, loose stones, ended
suddenly) [dev. constructed by humans / evidence of movement of living
creature(s)]
• cavern (det. 10 m drop/height) [dev. incredible to think this is underneath the
garden]
• animal bones (det. some unrecognisable species, possibly extinct, deer
antlers) [dev. realised they could be of scientific interest]
A3: how the discovery affected your plans for the garden and how your lives
have changed since then
• archaeology (det. student on a college course, assignment) [dev.
opportunity for a real dig / make use of her studies / fulfil her dream of a
dig]
• garden (det. ivy used to attract bees and butterflies) [dev. wanted to keep
wildlife / garden she once enjoyed is now taken over by people with an
interest in the cave / security measures]
• Rohaan's business (det. new project) [dev. abandoned RS Building
works / found a different office location]
• financial position (det. no money previously) [dev. new money-making
schemes related to cave discovery]
• sharing experience (det. book, surprising experience) [dev. public
interest]

PUBLISHED 2023

Table A, Reading
consistent.
of purpose.

text.

the question.

PUBLISHED 2023

appropriate.
• Ideas are firmly expressed in a wide range of effective and / or interesting
language.

and precision.
3 5–6 • Language is clear but comparatively plain and / or factual, expressing

little opinion.
structure.

of style.
text.

communication.

Cambridge IGCSE™

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2023
responses seen).

PUBLISHED 2023


statements.
demonstrated.


correct.

PUBLISHED 2023
ANNOTATION
SYMBO MEANING Q1a–1e Q1f Q2a–c Q2d Q3

L
^ partially effective Y Y Y Y Y
credited point, detail Y (point Y (point Y (relevant Y (supporting

or choice from text awarded) awarded) choice) detail from
the text)
DEV development Y
A1 relevant idea Y Y (related to

first bullet)

second
bullet)

third bullet)
EXP explanation/meanin Y
g
+ effect Y (good own Y Y

of own
words)
O overview or Y Y
organisation /
overview)
Highlight copied from text Y (where own Y Y (where own Y Y

er words were words were
required) required)
summative Y Y Y
- comment Reading Reading Reading
- Writing Writing
-
-
SEEN viewed – including Y Y Y
- blank and additional
pages

PUBLISHED 2023
Question 1


1(a) R5 1
1(b)(i) R1 and R2 2
1(b)(ii) R1 and R2 2
1(c) R1 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
1(f) R1, R2 and R5 10

W2, W3 and W5 5
Total 30

PUBLISHED 2023
1(a) Give the name of the object used by a person to play the violin, 1
according to paragraph 1 (‘The violin ... f-shaped soundholes.’).
Award 1 mark.
• bow
‘ingenious feat’ (line 3):

• (very) clever / amazing / skilful / remarkable /smart

• achievement / deed / accomplishment
‘immensely beautiful’ (line 3):

• extremely / very / really / hugely / greatly / incredibly

• attractive / aesthetically appealing / pretty / gorgeous
1(c) Re-read paragraph 2 (‘An ingenious feat … for customers.’). 2
Give two reasons why violin makers might want to pay close attention
when designing the scroll of the violin.
• to showcase their skill / take pride in their work

• personalise it for a customer
• beautiful / decorative / intricate

PUBLISHED 2023
1(d)(i) Re-read paragraphs 3 and 4 (‘Just about anyone ... something they 2
love.’).
Identify two main things that professional violinists must have

knowledge of in order to be successful in an orchestra.
• superior playing technique / wide variety of playing skills / able to bow,

finger and pluck in different ways
• great works
• music over time
• variety of genres / different types of music
1(d)(ii) Re-read paragraphs 3 and 4 (‘Just about anyone … something they 3

love.’).
Outline the ways in which a trained violinist can make money.
• playing in an orchestra
• giving music lessons
• playing at special event(s) / wedding(s)
• opening a music shop / music related business
1(e) Re-read paragraph 5 (‘Violinists usually need … for its own sake.’). 3
Using your own words, explain what the writer believes makes some
violinists better than others.
Award 1 mark for each idea, predominantly in own words,

up to a maximum of 3.
• understand their violin in a deeper sense / emotional connection to the

instrument
• not motivated by a need to make a living / make music for its own sake
• (great) talent / innate skill
• effect on their audience

PUBLISHED 2023
1(f) According to Text B, what attracts a person to playing a musical 15

instrument?

Writing).

1 wanting to be like others / peer influence

2 enjoyable / fun
3 making (lifelong) friends
4 being (more) successful at school / getting better grades
5 becomes better version of self / boosting confidence
6 getting pleasure from the sound of the instrument
7 joining a school orchestra
8 as a career / satisfying job
9 naturally good at performing / talented performer
10 rebellious streak / wanting to break away from expectations
11 positive feedback from audiences / immediate feedback from audience
12 creative expression / the sheer magic

PUBLISHED 2023
Table A, Reading


focused.

material.

sometimes focused.

focus.

PUBLISHED 2023
Table B, Writing
concision.
of concision.
communication.

• There may be excessively long explanations, or the response may be very
brief.

PUBLISHED 2023
Question 2


objectives tested assessment objectives
2(a)(i) R2 1
2(a)(ii) R1 1
2(a)(iii) R1 1
2(a)(iv) R1 1
2(b)(i) R2 1
2(b)(ii) R2 1
2(b)(iii) R1 1
2(c) R1, R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED 2023
Seth was wandering around the town.
• (Seth / he was) roaming (the streets) (line 1)
correct answer.
2(a)(ii) Seth was very close to a shop that sold music. 1
• (Seth / He was) in the presence (of a) (line 5)
correct answer.
2(a)(iii) The man who'd found the violin had tried to locate its owner but his 1
efforts had been in vain.
• (but) without success (line 23)
correct answer.
2(a)(iv) A woman in the audience appeared to be trying very hard to look at the 1
violin Seth was playing.
• (as if) straining (to see) (line 34)
correct answer.
words underlined:
‘I dare you …’ the violin’s eyes teased.
‘How quirky yet attractive,’ thought Seth. ‘I wonder if it plays well.’
teased: flirted / playfully challenged / taunted / tempted / laughed at Seth /

mocked / invited / beckoned
words underlined:
quirky: unusual / odd / strange / unconventional / curious / funny / peculiar /

weird / different

PUBLISHED 2023
words underlined:
attractive: pretty / pleasing to the eye / aesthetically pleasing / beautiful /

alluring / appealing / mesmerising / captivating / charming
Seth's experiences and feelings when he plays the violin.
Violin in hand, Seth stopped four strings with his fingers, and drew the
bow over them with one rapid sweep. He’d produced a rich chord. He
was surprised by how strong the sound was. He raised his bow again
and the violin replied enchantingly.
Seth felt excitement shooting through him.
• (one) rapid sweep: quick; large movement; skilled musician / confidence

as a musician
• produced a rich chord: made a musical sound; full-bodied / deep /
beautiful / mellow; pleasure at the sound the violin produced; high quality
/ luxurious
• surprised by how strong (the sound was): unexpectedly loud; powerful /
forceful / potent; impressed
• replied enchantingly: as if talking back to him / conversation;
responding to being played; melodious, harmonious; magical
qualities/entranced; delighted
• felt excitement shooting through him: great surge of enthusiasm;
eagerness; rush of pleasure; powerful feeling

which shows understanding of how the writer suggests Seth’s feelings.

shows some understanding of how the writer suggests Seth’s feelings.

awareness of Seth’s feelings. The explanation may be partial.

PUBLISHED 2023

• Paragraph 3 begins ‘Partially concealed ...’ and is about the violin
that Seth sees in the back of the shop.
• Paragraph 11 begins ‘The arrival of the audience ...’ and is about the
activity in the concert hall before the concert begins.

(Table A, Reading)
Notes on the task
general meaning.
simply ignore them.
The following notes are a guide to what responses might say about the
selections.
vocabulary.

PUBLISHED 2023
Paragraph 3 begins ‘Partially concealed ...’ and is about the violin that
Seth sees in the back of the shop.
Overview: The violin is at once a humorous and a powerful figure that seems
to have a strong influence over Seth.
• partially concealed: almost hidden; hidden treasure, mysterious;

discovery
• (sat an) absurdly squat violin: short and fat; odd looking; dumpy; small
and round; perching; amusing appearance
• like a plump monarch holding court (amidst other carefully arranged
instruments): pleasantly rounded shape; at the centre of attention;
surrounded by admirers; like a king/queen surrounded by courtiers; regal;
has a high opinion of itself / a superior instrument
• (drawn by its) commanding presence: (the violin has) a manner which
demands attention; powerful; Seth feels pulled towards it
• magnetically charming face: attractive; alluring; charismatic; compelled
as if under a spell / forcefield
• generous lips (pulled sideways and flattened into an expression of
permanent merriment): broad lips are stretched out in a constant smile;
always happy; affable; personable; friendly
• cheerful eyes, now apparently winking and dancing: laughing happy
eyes; enticing; conspiratorial
• captivated: fascinated; fallen in love with; under the violin's power
choices.

PUBLISHED 2023
Paragraph 11 begins ‘The arrival of the audience ...’ and is about the
activity in the concert hall before the concert begins.
Overview: The orchestra members are warming up their instruments resulting

in a lot of different and sometimes untuneful sounds.
• a multitude of subdued murmurs: a large number of people; talking

quietly; deferential in the presence of the orchestra; respectful;
anticipation/excitement
• accompanied: went along with; took place at the same time as; as if
providing complementary sounds to the musicians warming up their
instruments
• discordant scraping of strings: harsh / jarring / inharmonious; a
scratching noise; hard on the ears
• sharply persistent blowing of reeds: high-pitched, unending, constant
sound; annoying
• a loud trombone would assert itself: dominant sound; very audible
above the other instruments; taking control; bullying
• an oboe's plaintive notes would rise, demanding immediate
attention to its great misery: very sad sound, sorrowful yet beautiful;
has an effect in the audience / stirring performance; calling on others to
instantly sympathise with its unhappy plight
choices.

PUBLISHED 2023

both parts of the text and demonstrate the writer’s reasons for using them.
works.

explaining them.
works.

they are used.
words.



PUBLISHED 2023
Question 3



PUBLISHED 2023
3 You are Seth. Sylvia has told you that her parents are happy for you to 25
contact them. When you get home that night, you write a letter to
Sylvia’s parents. In the letter you:
• explain the circumstances under which you came across the violin
• describe your thoughts and feelings about the violin at the time of
discovering it and since the time of discovering it
• consider ideas about what should happen to the violin now.
Base your letter on what you have read in Text C but be careful to use
your own words.

Writing)
Notes on task
Annotate A1 for references to the circumstances under which Seth came

across the violin
Annotate A2 for references to Seth’s thoughts and feelings about the violin at
the time of discovering it and since the time of discovering it
Annotate A3 for references to ideas about what should happen to the violin
now.

PUBLISHED 2023
3 Responses might use the following ideas:
A1: circumstances under which Seth came across the violin
• travelling orchestra (det. arrived in the town) [dev. visits different places]
• occupying time (det. few hours to spare, helps him to focus later on)
[dev. relaxing, better performance later]
• looking around the locality (det. roaming the streets, learning about the
people who might attend) [dev. feels he can personalise his
performances / communicate better through his music]
• music shop (det. looking in shop window(s), stopped outside small
music store) [dev. naturally drawn to such places]
• found the violin (det. centre of a display at the back of the shop, been
there for a month) [dev. wouldn’t have known the violin was there if had
not gone into shop / lucky / treasure]
A2: thoughts and feelings about the violin when he discovered it and
since then
• appearance (det. attractive, quirky, small and round) [dev. never seen
anything like it before / powerful presence / aura]
• tries it out (det. rich chord / enchanting / teased him) [dev. satisfied /
knew he had to buy it]
• story (det. local had found it, tried to find out who it belonged to, forgot
about it) [dev. mystery]
• plays it in the concert hall (det. playing solo, magnificent instrument,
irrational decision) [dev. lived up to expectations / better than his old
violin]
• Sylvia in audience (det. straining to see) [dev. stands out / surprise at
Sylvia’s reaction]
A3: thoughts on what should happen to the violin now
• returned to the family (det. mother 'devastated' when lost it, father’s
face) [dev. huge sentimental value / rightful owners / buy it from him / will
have one made for himself by the same maker]
• Seth should keep it / borrow it (det. bought it for a fair price) [dev. too
good an instrument to not be played anymore / does not want to part with
it / pay the family for it]
• donated (to the local orchestra) [det. parents attend concerts to support
local orchestra) [dev. family could come to see it played]
• solve the mystery of its disappearance (det. disappeared about five
years ago) [dev. local man might be able to tell parents how he came
across it / need shopkeeper’s help to track down the person who found it /
refunded]
• find a compromise / consider what the violin might want (det.
commanding presence) [dev. violin will choose / meeting to discuss what
should happen / family should give their view]

PUBLISHED 2023

Table A, Reading
consistent.
purpose.

text.

question.

PUBLISHED 2023

appropriate.
language.

precision.
opinion.

style.

communication.

Cambridge IGCSE™: First Language English 0500/12 March 2020

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Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/12

This document consists of 21 printed pages.

© UCLES 2020 [Turn over

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

© UCLES 2020 Page 2 of 21

GENERIC MARKING PRINCIPLE 6:

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1(a) What is meant to be the purpose of National Doctors’ Day? 1

• to bring attention to the service of (all) doctors (living or dead)

• think about / consider

1(c) Re-read paragraph 2, (‘Doctors suffer … patients too.’). 2

© UCLES 2020 Page 4 of 21

1(d)(i) Re-read paragraphs 3 and 4, (‘Doctors have … and training.’). 2

1(d)(ii) Re-read paragraphs 3 and 4, (‘Doctors have … and training.’). 3

Explain why doctors can find it hard to ask for help.

Award 1 mark for each idea, up to a maximum of 3.

• image of being a doctor being strong / pressure to maintain strong demeanour

1(e) Re-read paragraph 5 (‘Perhaps if … a difference?’). 3

© UCLES 2020 Page 5 of 21

© UCLES 2020 Page 6 of 21

Marking criteria for Question 1(f)

Use the following table to give a mark out of 10 for Reading

Level Marks Description

1 1–2 • A response that demonstrates a limited understanding of the task.

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Use the following table to give a mark out of 5 for Writing.

Level Marks Description

1 1 • A relevant response that lacks clarity and concision.

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Overview of items for Question 2

2(d) R1, R2 and R4 15

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active (career) decision (line 1)

Propelled (me) towards (my) goal (line 6)

Turn theory into practice (lines 7–8)

Adam found working as a doctor during the daytime extremely boring.

Mind-numbing (line 10)

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affectionately: pet name / nickname / in reality hated it

Use your own words in your explanation.

The explanation must be predominantly in the candidate’s own words.

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2(c) Responses might use the following:

2(d) Re-read paragraphs 2 and 4. 15

Write about 200 to 300 words.

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Responses might use the following:

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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

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

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

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

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