Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/11

Paper 1 Reading Passages (Core) October/November 2019
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 October/November 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 12 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.

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.

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.

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Question Answer Marks

1 This question tests Reading Objectives R1–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

Item Reading assessment Marks for reading

overview objectives tested assessment objectives

1(a) R1 2

1(b) R1 2

1(c) R2 1

1(d) R1 & R2 3

1(e) R1 1

1(f)i (f)ii R1 & R2 1+1

1(g)i, iii, v R1 & R2 3

1(g)ii, iv, vi R3 & R4 6

TOTAL 20

1(a) Using your own words, explain what pressures the writer was under 2
when he visited New York City (paragraph 1, ‘Of my wanderings «’).

• problem of doing jobs in the rain/many jobs

• he had to do them all in that day/he was leaving New York that
night/pressure of time

1(b) Using your own words, explain the effects that the rain had on the writer 2
(paragraph 1, ‘Of my wanderings «’).

• he (frequently) had to find shelter/go inside

• it rained so hard that his raincoat was becoming: wet on the inside/he got
very wet/drenched/soaked.
NB: don’t accept ‘clothes’ or ‘shoes’ getting wet
• he left a puddle on the floor/dripped all over the floor of every building/all
the places he entered

1(c) Using your own words, explain what the writer means by ‘dismissing my 1
attempts at evasion’ (lines 10–11).

• ignoring/discounting my efforts to avoid the question/not allowing him to

avoid the question
• he (the writer) tried/attempted to avoid answering the question

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Question Answer Marks

1(d) Using your own words, explain how the manager of the bookshop at first 3
behaved towards the writer and how the writer reacted to this behaviour
(paragraph 3, ‘Similarly, in a «’).

• the Manager treated the writer with suspicion/thought he was dishonest

• he refused to give the writer any assistance/help him look up books/was
rude/unkind
• the writer lost his temper/told him he was a stranger and didn’t expect this
kind of treatment/said it wouldn’t happen in England

1(e) Give one example of the way that the manager’s behaviour changed 1
towards the writer (paragraph 3, ‘Similarly, in a «’).

• examples accepted: he gave addresses (of those who could help)/came

out in the rain/directed him to a restaurant
• he went out of his way to help/became very helpful

Accept a relevant selective quote but not a lifted chunk.

1(f)(i) Using your own words, explain: 1

What the writer did with his wet clothes when he returned to the hotel
(paragraph 4, ‘I was so wet «’)?

• he left his (wet) clothes (shoes, socks, trousers) behind/he did not pack
them/threw them on kitchen floor

NB: do not credit ‘he took his clothes off’.

1(f)(ii) Why he decided on this course of action (paragraph 4, ‘I was so wet «’). 1

• there wasn’t time to dry them out/they were too wet to pack/they would
have made all the rest of his possessions wet if he had packed them

1(g)(i) Give the meaning of the underlined words in the following three phrases 1
as the writer uses them. Then explain how the phrases help to suggest
the narrator’s thoughts about his experiences with the weather
conditions and the people he met in New York.

‘It rained with a patient fury.’ (lines 2–3)

• composed/unemotional/implacable/calm/continual/sustained

1(g)(ii) Award a mark each up to a maximum of two for any reference to: 2

• ‘patient fury’ is an oxymoron/

• rain is relentless and non–stop/heavy/strong
• has (controlled) anger

Note: accept any reference to anger.

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Question Answer Marks

1(g)(iii) ‘The money–changer cross–questioned me like a prosecution counsel’ 1

(line 9)

• lawyer/barrister/solicitor (seeking to prove a defendant guilty).

Note: accept a reference to being in a law court here.

1(g)(iv) Award a mark each up to a maximum of two for any reference to: 2

• the money–changer’s attitude is that the writer is dishonest or guilty/a

criminal
• he is questioning him forensically/in detail/he is trying to catch him out
(accept ‘interrogating’ on its own)
• he feels it is unnecessarily intrusive

1(g)(v) ‘I said farewell to them as they lay in a sodden heap in the middle of the 1
floor’ (lines 29-30)

• soaked/soggy/water–logged/saturated

Note: ‘wet’ must have an intensifier.

1(g)(vi) Award a mark each up to a maximum of two for any reference to: 2

• the writer knows he will never see them again/they are past their useful
life/
• they are so full of water/they are unlikely ever to dry out/they are
unrecognisable
• he feels sad or regretful to leave them

1(g) Guidance Notes: Award 1 mark for a partial explanation of each phrase. 2

There will be a secure understanding of the phrase and of the writer’s purpose
for choosing the language used in it. There will be an appreciation of how the
suggestions and associations of the vocabulary/imagery used contribute to the
writer’s purpose and a convincing attempt to explain how this effect is
achieved. Note: 2 marks can be awarded to a response that contains an
interpretation different from that anticipated if there is a convincing explanation
given.

Responses gaining 1 mark will show understanding of the phrase as a whole 1

and show some awareness of the writer’s purpose for choosing the language
used in it. However, this is likely to be only partially explained and an
awareness of how this is achieved is likely to be implied rather than specifically
explained.

Responses gaining 0 marks will either show complete misunderstanding or 0

offer no relevant comment.

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Question Answer Marks

1(g) Paraphrase of chosen phrase = 0 for explanation. Explanation must also be

predominantly in candidate’s own words.

Examiners should observe the following principles when assessing candidates'

responses to this question:

Parts (ii)/(iv)/(vi) require a comment on the effectiveness of the writer's use of

language for a particular purpose in the whole phrase quoted and not just the
italicised word(s).

Credit should be given to responses that attempt to explain how the writer's
choice of words/images etc. produces the intended response in the reader's
mind.

When marking these responses, we are looking for evidence that candidates
have some appreciation of the appropriate associations and suggestions in the
writer's choice of words. There are, therefore, no specific right or wrong
answers to this task.

We should award marks on the quality of linguistic analysis shown by the

candidate in order to support her/his interpretation of the writer's purpose.

It is not necessary for candidates to show knowledge of the names of 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 marks 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.

Note: A response to 1(g)(ii)/(iv)/(vi) which does no more than repeat the

definition in 1(g)(i)/(iii)/(v), respectively, = 0

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Question Answer Marks

2 This question tests reading assessment objectives R1–R3 (10 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions

AND writing assessment objectives W1–W4 (5 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

2 Imagine that you are the narrator in Passage A. Soon after this 15
experience you write your journal about your time in New York City. Write
your journal.

In your journal you should:

• describe your first impressions of New York City

• explain your thoughts and feelings about the people that you met
there
• say what advice you would give to other people from your country
who are considering visiting New York City.

Begin your journal: ‘New York City has been busy to say the least «’.

NB: The most successful responses are likely to develop on the writer’s
feelings about the rain and his thoughts about the ambivalence of the attitude
of the people with whom he came into contact. There will be an attempt to
develop these opinions to provide helpful and perceptive advice as to how to
deal with these matters for prospective visitors. Band 6 and 5 responses will
usually cover all 3 bullets in detail. Look for and credit an attempt to write in an
appropriate register.

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Question Answer Marks

2 Table A, READING: Using and understanding the material 10

Use the following table to give a mark out of 10 for Reading.

Uses and develops several ideas, both factual and

inferential, from the passage. Consistently provides a
Band 6 9–10 developed, appropriate account of the writer’s views of the
city and its inhabitants. Provides helpful, perceptive advice
to future visitors based on this experience.

Refers to several details from the passage and makes

some convincing comments about the writer’s views of the
Band 5 7–8
city and its inhabitants. Shows some sensible attempt to
provide helpful advice for future visitors.

Repeats some details from the passage about the city and
its inhabitants. Makes limited but straightforward attempts
Band 4 5–6 to provide advice for future visitors. Focuses on the
question and on the passage, but uses material simply
and partially.

There is some relevance to the question with a tendency

to retell the original rather than to focus on the bullet
Band 3 3–4 points. Makes simple references to the writer’s feelings
about the city and its inhabitants. There is likely to be
much irrelevant or inappropriate content.

There is an attempt to use the passage. May retell the

Band 2 1–2 passage or give occasional relevant facts. There may be
examples of misunderstanding or lack of clarity.

There is little or no relevance to the question or to the

Band1 0 passage or the response copies unselectively or directly
from the passage.

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Question Answer Marks

2 Table B, WRITING: Structure and order, style of language: 5

Use the following table to give a mark out of 5 for Writing.

Sentences are fluent and there is a fairly wide range of

vocabulary. Overall structure is good and sentences
Band 6 5
generally follow in sequence. An appropriate register is
established.

Sentences are correct, though relatively simple.

Band 5 4 Vocabulary is adequate and 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 order is reasonable. There
Band 4 3
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 meaning. The structure
Band 3 2
can usually be followed. The response may be over-
dependent on lifted material.

The response is difficult to understand. The response may

Band 2 1
be almost entirely lifted from the original.

Band 1 0 The response cannot be understood.

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3 The questions tests reading assessment objectives R1, R2 and R5 (10 marks)

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R5 select for specific purposes

AND writing assessment objectives W2–W5 (5 marks)

W2 organise facts, ideas and opinions

W3 use a range of appropriate vocabulary
W5 accurate use of spelling, punctuation and grammar

3(a) Read carefully Passage B, The Millau Viaduct, in the Reading Booklet 15
Insert and then answer Question 3(a) and (b).

Answer the questions in the order set.

What are the main features and history of the Millau Viaduct, according to
Passage B?

Use short notes. Write one point per line

You do not need to use your own words

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3(a) Notes on Task 3(a) 10

Give 1 mark per point listed, up to a maximum of 10.

In 3(a), if a candidate lists more than one point per line, they cannot receive
marks for both points if both are correct.

If a candidate lists more than one point per line and one of these points is
incorrect, they can receive the mark for the other/correct point.

Whole sentences lifted from the passage which contain a number of points
should not be credited, as they are not showing selection of points, and are not
conveying the essence of the point.

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. 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.

Features:

1. consecutive cable stayed spans/7 cable-stayed ‘sails’

2. viaduct is tallest bridge (structure) in Europe
3. lofty/high/335 metre mast
4. a roadway 277 metres above the Tarn River
5. the roadway curves (slightly)
6. has tall, slender support columns/columns gradually split into two before
closing up again
7. bridge is beautiful/breath taking/spectacular/awe-inspiring (not view)
8. roadway has a tall wind barrier/which provides stylish aerodynamic shape

History

9. was the highest cable-stayed bridge in the world

10. construction began in October of 2001
11. completed in a little over 3 years/opened in 2004
12. located near the small town of Millau/in the southern end of France
13. last major connection on the A75 motorway
14. 13th among all high bridges of the world

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Question Answer Marks

3(b) Now use your notes to write a summary of what Passage B tells you 5
about the main features and history of the Millau Viaduct.

You must use continuous writing (not note form) and use your own
words as far as possible.

Your summary should not be more than 150 words.

Up to 5 marks are available for the quality of your writing.

Table A, Writing (concision, focus, use of own words)

Use the table below to give a mark out of 5.

Band 3 • A relevant response that is mostly expressed clearly and

4–5 concisely.
• 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 passage.
• There may be errors in spelling, punctuation and grammar
but they do not impede communication.

Band 2 • A relevant response that may lack some clarity and

2–3 concision.
• There may be frequent lapses in organisation.
• The response is occasionally expressed in the
candidate’s own words (where appropriate), but may be
over dependent on the words of the passage.
• There may be errors in spelling, punctuation and
grammar, which occasionally impede communication.

Band 1 • A relevant response that lacks clarity and concision.

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

Band 0 • No creditable content.

0

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