Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/11

Paper 1 Reading Passages (Core) May/June 2018
MARK SCHEME
Maximum Mark: 50

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 May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

IGCSE™ is a registered trademark.

This document consists of 16 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

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

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

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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.

Question 1

This question tests reading assessment objectives R1 to R4 (20 marks)

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions
R4 demonstrate understanding of how writers achieve effects

Overview of items for Question 1

Marks for reading

Reading assessment
Item assessment
objectives tested
objectives
1(a) 2
1(b) 2
1(c) 1
1(d) 1
1(e)(i) 1
1(e)(ii) 2
1(f)(i)(ii) 2
1(g)(i) 3
1(g)(ii) 6
Total 20

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Question Answer Marks Notes

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) Using your own words, explain why Grandpa 2

calls the event described in paragraph 1, ‘A
genuine curiosity ... ’ (line 5), and how people
reacted to this event.

(i) The snow is falling from a sunny/clear sky

(ii) It made them happy / they smiled / were

amazed / were enjoying it

1(b) Using your own words, explain the effects of 2 1 mark in total for selective lifts that show understanding.
the falling snow on the surrounding
environment (paragraph 2, ‘Soon, though, the Blanket lift of 'pinned it to the ground’ or ’ ... ‘white lumps' = 0
sky ... ’).

Litter that was blowing down the street was

stopped and became static (1 mark)

This litter and all other (inanimate) objects became

unrecognisable unmoving masses (1 mark)
Everything was covered in snow

1(c) Give one detail from paragraph 3, ‘It snowed 1 Allow a selective lift but a lift of more than one sentence denies the mark
all ... ’, that tells you the narrator was excited
by the falling snow.

He/she kept waking / looking out of the window /

he was hoping the snow was continuing / pressed
his face against the glass / smiled widely at the
sight of the snow

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Question Answer Marks Notes

1(d) Give one detail mentioned by the narrator in 1 Allow a selective lift but a lift of more than one sentence denies the mark.
paragraph 4, ‘In the morning ... ’, that tells you
that the snow was very deep. Award 1 mark for either of the above points.

the snow buried the fence (and the alley)

it buried Aunt and Uncle Erby's fence (and yard)

1(e)(i) Which one word in paragraph 5, ‘The wind 1 0 if more than one word is offered unless the correct word is clearly
blew hard ... ’, tells you that Grandpa was indicated.
concerned about the possible effects of the
snowfall?

Grimacing.

1(e)(ii) Using your own words, explain why Grandpa 2 Allow any 2 points from different bullets up to 2 marks.
had cause for concern (paragraph 5, ‘The
wind blew hard ... ’)?

• poles moving / poles swaying / wind blowing

the poles
• wires making odd noises
• it looked/sounded/seemed dangerous / poles
may fall down / danger from electricity /
people may get hurt

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Question Answer Marks Notes

1(f)(i)(ii) From the final paragraph, ‘When the wind 2

howled ... ’, explain:

(i) How have the weather conditions changed

from the first paragraph?

(ii) What do the final three sentences of the

passage tell you about the effect of the
snow on the family’s situation?

(i) There is now a strong wind / the wind howled

/ it is no longer sunny and clear / the snow
got much worse / there was a storm (1 mark)

(ii) They were snowed in / unable to leave the

house / cut-off / isolated / they had to wait for
help (1 mark)

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Question Answer Marks Notes

1(g)(i) Re-read paragraph 3, ‘It snowed all ... ’, and 3 Examiners should observe the following principles when assessing
the final paragraph, ‘When the wind ... ’. Using candidates' responses to this question:
your own words, explain what the writer
means by the words underlined in each of the Part (i) requires an explanation of the meaning of the italicised word or
following quotations: short phrase only.

• ‘Flakes of white day fell through the night 1 mark for each explanation in own words, up to a maximum of 3. Note
and brushed against the glass.’ (lines 14– that the definitions contain the essence of an answer. Be careful not to
15) credit a word actually used in the quoted phrase. However, accept that
• ‘... the snow rose alive, spinning and candidates may respond in different ways, e.g. at greater length.
swirling, and the world went white.’ (lines
32–33)
• ‘Dead black vines were hanging in tatters
from the back fence.’ (lines 37–38).

(1) stroked / hit gently against / touched gently /

rubbed

(2) in a vortex / falling in circular motion / whirling

(3) ragged strips / damaged / shredded

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Question Answer Marks Notes

1(g)(ii) Explain how the language in each of the three 6 Examiners should observe the following principles when assessing
underlined words in Question 1(g)(i) helps to candidates' responses to this question:
convey the effects of the snow on the
surroundings. Part (ii) requires a comment on the effectiveness of the writer's use of
language for a particular purpose in the whole phrase quoted and not just
You should refer to the whole quotation in the italicised word(s).
your answer and not just the words
underlined. Credit should be given to responses that attempt to explain how the
writer's choice of words/images etc. produces the intended response in
(1) The snow fell for a long time and made the reader's mind.
everything seem like daylight as it gently
caressed the window. When marking these responses, we are looking for evidence that
candidates have some appreciation of the appropriate associations and
(2) The snow was wild and falling in circular suggestions in the writer's choice of words. There are, therefore, no
motions covering everything in sight. It makes specific right or wrong answers to this task.
the snow sound exciting and vibrant.
We should award marks on the quality of linguistic analysis shown by the
(3) Everything dark against the whiteness of the candidate in order to support her/his interpretation of the writer's purpose.
snow looks dead and damaged. This
emphasises the perfection and purity of the It is not necessary for candidates to show knowledge of the names of
snow / destruction. different figures of speech (simile, metaphor etc.) to produce a successful
answer - what we are looking for is an understanding of how the writer
uses these literary devices. (See 0 mark descriptor below).

Remember that 2 is the maximum mark for any one explanation and that
candidates are likely to comment on each phrase in one or two lines only.
This fact should be borne in mind when applying the descriptors in the
table above.

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Question Answer Marks Notes

2 This question tests reading assessment 15 General Notes

objectives R1 to R3 (10 marks)
The most successful response will be written in a convincingly informal
R1 demonstrate understanding of explicit style with a clear focus on the need to engage and describe. There will be
meanings evidence of a clear understanding of the effects of the snow and how
R2 demonstrate understanding of implicit people reacted to it. The most successful responses will use the clues in
meanings and attitudes the passage to show some developed and thoughtful appreciation of how
R3 analyse, evaluate and develop facts, ideas they may have coped with the snow and the problems it caused for them.
and opinions
READING (Using and understanding the material) Use the following table
and writing assessment objectives W1 to W4 (5 to give a mark out of 10.
marks)

W1 articulate experience and express what is

thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and
context

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Question Answer Marks Notes

2 Imagine that you are Grandma, from Passage 15 Uses and develops several ideas, both
A. It is two weeks later and the snow has factual and inferential, from the passage.
finally gone. Demonstrates and develops on the
Band 1 9–10
problems caused by the snow and gives
Write a letter to your sister who lives in credible references to how they coped.
another part of the country, telling her about Attempts to develop all three bullet points.
all that has happened.
Refers to several details from the passage
In your letter you should cover the following and shows some awareness of the
points: problems caused by the snow and some
Band 2 7–8
• what happened during the first few days references to how they coped. Attempts to
of the snowstorm address all bullet points but development
• how the people in your household and the may be limited.
neighbours reacted to the snow Uses some details from the passage to
• the problems caused by the snow and suggest an understanding of how people
how you and your family coped with them. reacted to the snow. Focuses on the
question and on the passage, but uses
Base your letter on what you have read in Band 3 5–6
material simply and partially with possibly an
Passage A, but do not copy from it. Be careful attempt to comment on the problems and
to use your own words. Address each of the their resolution. Addresses at least two
three bullet points. bullet points.

Begin your letter, ‘My dearest ... ’ There is some relevance to the question
with a tendency to retell the original rather
Write about 200 to 300 words. Band 4 3–4 than to focus on the bullet points. Makes
simple references to the events of the snow
Up to 10 marks are available for the content of and / or people’s reactions.
your answer, and up to 5 marks for the quality There is an attempt to use the passage.
of your writing. May retell the passage or give occasional
Band 5 1–2
relevant facts. There may be examples of
misunderstanding or lack of clarity.
Very little/no relevance. General
Band 6 0
misunderstanding of task and passage.

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Question Answer Marks Notes

2 General Notes Writing: Structure and order, style of language: Use the following table to
give a mark out of 5 for Writing.
The most successful responses will be written
in a convincingly informal style with a clear Sentences are fluent and there is a range of
focus on the need to engage and describe. vocabulary. Overall structure is good and
Band 1 5
sentences generally follow in sequence. An
There will be evidence of a clear appropriate register is established.
understanding of how the snowstorm
developed and sensible comments as to how Sentences are correct, though relatively
people reacted to the snow. simple. Vocabulary is adequate and
Band 2 4
correctly used. Structure is generally sound.
Some of the register is appropriate.
Sentence structures and vocabulary are
simple, but meaning is never in doubt. The
Band 3 3 order is reasonable. There may be an
attempt at an appropriate register but it is
inconsistent.
The response is very simply written and
there are occasional examples of blurred
Band 4 2 meaning. The structure can usually be
followed. The response may be over
dependent on lifted material.
The response is difficult to understand. The
Band 5 1 response may be almost entirely lifted from
the original.
Band 6 0 The response cannot be understood.

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Question Answer Marks Notes

3(a) This question tests reading assessment 10 Note: Although lifting of words and phrases from the passage is
objectives R1, R2 and R5 (10 marks) acceptable it is important that in such cases candidates show evidence of
understanding by clearly focusing on the key details; over-lengthy lifting
R1 demonstrate understanding of explicit which does not identify specific points should not be rewarded. Credit
meanings responses which attempt to use own words and convey the essence of
R2 demonstrate understanding of implicit the point.
meanings and attitudes
R5 select for specific purposes Notes on the Task

and writing assessment objectives W1 to W3 In 3(a), if a candidate lists more than one point per line, they cannot
(5 marks) receive marks for both points if both are correct.

W1 articulate experience and express what is In 3(a), if a candidate lists more than one point per line and one of these
thought, felt and imagined points is incorrect, they can receive the mark for the other/correct point.
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary In 3(a), whole sentences lifted from the passage which contain a number
of points will not be credited, as they are not showing selection of points,
and are not conveying the essence of the point.

In 3(a), additional points added on to the bottom of the list (in addition to
the 10) should not be credited unless earlier points have been
removed/crossed out.

In 3(a), if a point has been crossed out and not replaced with another
(and it can still be read and is correct) it should be credited.

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Question Answer Marks Notes

3(a) What do you learn from Passage B about the 10 The Vikings' discovery of North America and what they found there:
Vikings’ discovery of North America and what
they found there? 1 It was 500 years before the birth of Christopher Columbus / around
C.E. 1000
Write your answers using short notes. 2 They sailed over the Atlantic / may have been the first Europeans to
reach America
You do not need to use your own words. 3 They sailed in high prow Viking ships
4 Their leader was Leif Eriksson
Up to 10 marks are available for the content of 5 (One theory says that) they sailed off course/discovered America
your answer. unintentionally
6 (Another tells that) he had heard of America's existence from an
Information about the Vikings’ discovery of earlier sailor / Bjorn Herjolfsson / it was intentional
North America and what they found there. 7 Eriksson's crew comprised 35 men / Eriksson bought trader’s
(Herjolfsson’s) ship
8 They found a rocky land (and named it Helluland / Stone Slab Land/
now Baffin Island)
9 They voyaged south and found forested land / timber (named
Markland / present-day Labrador)
10 They finally set up a base camp on Newfoundland.
11 They stayed there for a whole winter
12 They found a climate warmer than their homeland
13 They found lush / green meadows
14 They found lots of salmon in the river
15 They found grapes (for wine) growing there (Vinland)

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Question Answer Marks Notes

3(b) Now use your notes to write a summary of 5 In the Writing Mark Scheme descriptors for 3(b), the length of the
what Passage B tells you about the Vikings’ candidate’s response is no longer specifically referred to, however, it can
discovery of North America and what they still be borne in mind when considering the use of concision, or lack of, in
found there. the candidate’s response. The purpose of the assessment is the
candidate’s focus on the topic and the question, and this is partly
You must use continuous writing (not note related to length, although it’s not necessarily the case that an unfocused
form) and use your own words as far as response will be over-long. There is no requirement to count words.
possible.
Candidates are assessed for Reading in 3(a) and for Writing in 3(b).
Your summary should include all 10 of your They cannot be given marks for Writing for their response to 3(a), nor can
points in Question 3(a) and must be 100 to 150 they be given marks for Reading for their response to 3(b).
words. Writing (concision, focus, use of own words):

Up to 5 marks are available for the quality of Use the following table to give a mark out of 5 for Writing.
your writing.

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Question Answer Marks Notes

3(b) The response is well focused on the

passage and the question. All points are
Band 1 5 expressed clearly, concisely and fluently,
and in the candidate’s own words (where
appropriate) throughout.
Most points are made clearly and concisely.
Own words (where appropriate) are used
Band 2 4 consistently. The summary is mostly
focused but may have a redundant
introduction or conclusion.
There are some areas of conciseness.
There may be occasional loss of focus or
Band 3 3 clarity. Own words (where appropriate) are
used for most of the summary. Responses
may be list-like or not well sequenced.
The summary is sometimes focused, but it
may include comment, repetition,
Band 4 2
unnecessarily long explanation or lifted
phrases.
The summary is unfocused or wordy. It may
be answered in the wrong form (e.g.
Band 5 1 narrative, commentary or as notes). There
may be frequent lifting of phrases and
sentences.
Excessive lifting; no focus. The response
Band 0 0 cannot be understood or consists entirely of
the words of the passage.

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