Notes Extended Teacher

Assessment criteria …….. 1-13
Assessment objectives …….. 13-14
Components at a glance …….. 15-16
Exercise 1 – Reading passage …….. 16 - 20
Exercise 2 – Multiple matching …….. 21-25
Exercise 3 – Note making …….. 26-29
Exercise 4 – Summary writing …….. 30-33
Exercise 5 – Email writing …….. 34-55
Exercise 6 Extended writing – assessment objectives …….. 56
…….. 57-
Review writing …….. 60 – 62
Film review …….. 62 – 65
Book review …….. 66 – 67
Concert review …….. 68 – 69
Film review – Activity …….. 70 - 84
Report writing …….. 85 – 100
Article writing …….. 101-110
Listening …….. 102-103
Exercise 1 – Questions 1-4 …….. 103-104
Exercise 2 – Question 5 …….. 105-106
Exercise 3 – Question 6 …….. 107-108
Exercise 4 – Question 7 …….. 109-110
Exercise 5 – Question 8 …….. 11-115
Essential grammar …….. 116
Vocabulary …….. 117-128
Specimen answers …….. 117-119
Exercise 3 - Note making …….. 120-121
Exercise 4 – Summary …….. 122-126
Exercise 5 - Email …….. 127-128
Exercise 6 – Extended writing

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Assessment
Syllabus code 0510 (Speaking endorsement)

Key to IGCSE English as a Second Language Prepared by: Jose Dept. of English, Huvadhoo School

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Subject content

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Details of the assessment

See the assessment objectives

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Overview of exercises in Paper 1: Reading and writing (Core)

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Description of exercises in Paper 3: Listening

Core

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Extended

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Overview of exercises in Paper 2: Reading and writing (Extended)

Description of exercises in Paper 2: Reading and writing (Extended)

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Description of exercises in Paper 4: Listening (Extended)

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Assessment objectives

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Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

Assessment objectives as a percentage of each component

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Components at a glance

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1 Reading

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Exercise 1 – READING PASSAGE

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Assessment objectives Prepared by: Jose Dept. of English, Huvadhoo School

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Task:

Text type:
Total marks

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EXAMINER TIP 6 Prepared by: Jose Dept. of English, Huvadhoo School

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EXAMINER TIP 7
EXAMINER TIP 8
EXAMINER TIP 9
EXAMINER TIP 10

……1…9…8…2…………………………………………………………………………………………………………………………………………………………….

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Exercise 2 – MULTIPLE MATCHING

Assessment objective

Task:

Text type:
Total marks

In Exercise 2, the multiple matching exercise, it is recommended that candidates practise skimming and
scanning reading techniques and carefully consider each question, taking into account any distracting
information in the texts. When writing their answer, candidates should be encouraged to clearly indicate
the letter they select.

which is your final selection. If your answer is unclear, it cannot be marked.

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EXAMINER TIP 1

EXAMINER TIP 2
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EXAMINER TIP 3
EXAMINER TIP 4

EXAMINER TIP 5

EXAMINER TIP 6

EXAMINER TIP 7

A Abhay Sadana

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B Bibi Kazemi
C Conor O’Sullivan
D Dana Kaiser

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A
C
B
D
C
A
B
B
D
A

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Exercise 3 – NOTE MAKING

Assessment objectives

• Underline important words in the heading or headings – nouns and verbs may provide information that you might

need to find in the text.
• Try to match any heading with the correct place in the text.
• When you locate the place, read the text more carefully to check whether the meaning matches the idea in the

question. The idea will be written in a different way in the text and in any heading. If you still can’t locate the right

answer, read up or down from the sentence you found, or make a guess.
• Don’t write full sentences in your answer. Keep your answers short – a short phrase should be enough to get a

mark. The dotted line on the question paper gives you a guide about how much to write. Too much writing can

waste your time, and, if you give too much information, you might include wrong details which could mean you

lose a mark.
• Be detailed in your answer. For example ‘dig wells’ may not be enough for the mark. You may also have to give

the idea of ‘working with villagers’ as well to get the mark.
• Be careful that you don’t repeat the same idea even if you have written it in a different way. You can only be given

a maximum of a mark for each idea.
• Write each answer under the correct heading and each separate point next to a bullet point. If you give an answer

which is worth a mark but it is in the wrong place, you can’t be given the mark.
• It is recommended that you copy the words from the text – you don’t need to use your own words. If you write in

your own words, you won’t lose a mark as long as you include all the correct information.
• Make sure that you spell words correctly, as misspelling may change the meaning of the word.

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 Write down the points under each heading.

You don’t have to write in full sentences
You can copy the text as it is from the passage
No marks will be deducted for spelling/punctuation/grammar errors
You should only write one point per line given. Thus, all points that you could write do not
have to be written.

For the extended paper 2, spend 12 minutes on this question.

EXAMINER TIP 1

EXAMINER TIP 2
EXAMINER TIP 3

EXAMINER TIP 4

EXAMINER TIP 5

EXAMINER TIP 6

EXAMINER TIP 7

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Exercise 4 – SUMMARY WRITING

Assessment objectives

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The best way to get better at it, is to keep practicing past paper questions, nothing
more. Polishing up your vocabulary skills might be helpful in using your own words.

Time Management

Spend about 15 minutes on this exercise, in the extended paper 2. Reading the passage
should take about 5 minutes and the rest 10 minutes should be used to write your summary.

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Generic marking criteria for Exercise 4

Language (Writing)

Points are very well organised and coherent. Cohesive devices are used effectively.
Very good use of own words.
High level of accuracy of vocabulary and grammatical structures.
Points are well organised and coherent. Cohesive devices are used appropriately.
Good use of own words.
Good level of accuracy of vocabulary and simple grammatical structures.
3–4 Points are partly organised and reasonably coherent. Cohesive devices are used
generally appropriately.
Some attempt to use own words, with some reliance on language from the text.
Reasonable level of accuracy of vocabulary and simple grammatical structures.
1–2 Little or no attempt to organise points. Cohesive devices are either not used or are
not used appropriately.
Heavy reliance on language from the text.
Limited control of lexis and grammatical structures.
0 No response worthy of credit.

Key to IGCSE English as a Second Language Prepared by: Jose Dept. of English, Huvadhoo School

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EXAMINER TIP 1
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EXAMINER TIP 2

EXAMINER TIP 3

EXAMINER TIP 4 Prepared by: Jose Dept. of English, Huvadhoo School
EXAMINER TIP 5
EXAMINER TIP 6
EXAMINER TIP 7
EXAMINER TIP 8

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Exercise 5 – EMAIL (Letter) WRITING
Assessment objectives

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Dear Lee,
How have you been upto? Hope you’re alive and kicking. It was lovely

to get your email yesterday.

I thought I’d drop you line about this year’s carnival in my
hometown.

Every year hundreds of local people and tourists come to the place
and this year there were athousands and the place was full to the capacity!
They were all in festive mood and were laughing uproariously as they rode
the merry-go round. Some people brought balloons for their children, and
one child’s flew away from him. The other children thought it was a game
and they all released their balloon into the sky!

There wasn’t a cloud in the sky, which was quite surprising as it was
overcast at the day before. The streamers and buntings were all around the
stalls and tents. Dangerously tempting smells were drifing out from the
food corner. A marching band infornt of the floats in the procession which
was made up of volunteer students from all the school bands.

I hope this gives you an idea about the Spring Carnival.
Is there any special carnival in your town? Please do mail back and
let me know.
Love,
Laura

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Generic marking criteria for Exercises 5 and 6

The following general instructions, and table of marking criteria, apply to both Exercises 5 and 6.
You should decide on a mark for Content and Language separately.
Content covers the relevance (i.e. whether the piece fulfils the task and the awareness of

purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided).
Language covers range (i.e. complexity of vocabulary and sentence structure) and accuracy (of

grammar, spelling, punctuation and text organisation).
When deciding on a mark for Content or Language, first of all decide which band is most

appropriate. There will not necessarily be an exact fit. Then decide between the lower or the
higher mark. Use the lower mark if it fulfils some of the requirements of the band and the higher
mark if it fulfils all the requirements of the band.
When deciding on a mark for Content, look at both relevance and development of ideas. First
ask yourself whether the writing fulfils the task, in terms of points to be covered and the required
length. If the task is generally fulfilled it will be awarded at least 3–4 marks.

When deciding on a mark for Language, look at both the range and the accuracy of the
language. A useful starting point would be first to gain an impression of the level, then to focus on
the level descriptors in order to decide on the best fit.

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If the writing is considerably shorter than the stated word length, i.e. below 105 words, it should
be given a maximum of 3 marks for Content.

If the writing is only partly relevant and therefore can be awarded only 1–2 Content marks, the
full range of marks for Language is still available.

If the writing is totally irrelevant and has nothing to do with the question asked, it should be
given 0 marks for Content and Language.

See generic marking criteria for Exercises 5 and 6.

Marks Content (maximum 8 marks) Marks Language (maximum 8 marks)
7–8 Relevance 7–8 Range and accuracy
Task is fulfilled. Uses a wide range of common
Consistently appropriate style and
and less common vocabulary
register for the text type. effectively.
Excellent sense of purpose and Uses a wide range of structures,
both simple and complex,
audience. effectively.
Development of ideas High level of accuracy of
Content is very well developed, at language throughout. Occasional
errors may be present but these
appropriate length. do not impede communication.
Content is communicated skilfully Errors are related to less common
vocabulary or more complex
and effectively. structures.
Organisation
Effectively organised and
sequenced.
Uses a wide range of linking words
and other cohesive devices, effectively.

5–6 Relevance 5–6 Range and accuracy

Task is fulfilled. Uses a good range of common

Generally appropriate style and vocabulary appropriately, and attempts

register for the text type. to use some less common vocabulary.

Generally good sense of purpose Uses a good range of simple structures

and audience. appropriately, and attempts to use some

more complex structures.

Development of ideas Good level of accuracy of language

Content is developed, at throughout. Errors do not generally

appropriate length. impede communication.

Content is generally Errors are generally related to less

communicated clearly. common vocabulary or more complex

structures.

Organisation

Well organised and sequenced.

Uses a good range of linking words and

other cohesive devices, appropriately.

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3–4 Relevance 3–4 Range and accuracy

Task is generally fulfilled. Uses mainly common vocabulary,

Reasonably appropriate style and reasonably appropriately.

register for the text type, although Uses mainly simple structures,

this may not be consistent. reasonably successfully.

Some sense of purpose and Reasonable level of accuracy of

audience. language. Errors may impede

communication in places.

Development of ideas Errors may occur when using

Some development of content, common vocabulary or simple

although in places it may be structures.

incomplete or repetitive. Organisation

Content is communicated, but Reasonably well organised and

may lack clarity in places. sequenced.

Uses some linking words and

other cohesive devices,

reasonably appropriately.

1–2 Relevance 1–2 Range and accuracy

Task may only be partially fulfilled. Limited use of vocabulary.

Style and register for the text type Limited use of structures.

may be inappropriate. Lack of control of language.

Insufficient sense of purpose and Meaning is often unclear.

audience. Errors occur when using common

Development of ideas vocabulary and simple structures.

Limited attempt to develop

content, although there may be Organisation

gaps, irrelevance and/or Organisation lacks sequencing.

repetition. Limited attempt to use linking
Limited attempt to communicate words and other cohesive devices.

content, but it lacks clarity in

places.

0 No response worthy of credit. 0 No response worthy of credit.

EXAMINER TIP 1

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EXAMINER TIP 2

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EXAMINER TIP 3
EXAMINER TIP 4

EXAMINER TIP 5
EXAMINER TIP 6

EXAMINER TIP 7
EXAMINER TIP 8

EXAMINER TIP 9
EXAMINER TIP 10

Top tip
When you write use your imagination as much as possible, but remember that your answer must always
be relevant to the question. Think about how to improve your writing using more adjectives and adverbs.
Make sure that you follow all the instructions very carefully and write the required number of words.

Top tip
Remember that when answering questions, you need to think about content and language. ‘Content’
refers to the relevance and development of ideas. ‘Language’ refers to style and accuracy.

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HOW TO WRITE AN INFORMAL EMAIL

 Be chatty – informal letters/emails are chatty
 Use the opening and closing paragraph
 Choose the less formal vocabulary
 Think about grammar
 Structure the letter/email in paragraphs

Understanding the dangers of informal letters /email

It is easy to get an informal letter / email wrong by forgetting the rules of good writing. Here are
some dangers.

If you :
 didn’t understand the question
 forget the clear structure of you letter/email
 forget about range of vocabulary
 forget the range of grammar
 didn’t use a good range of language

Plan your email

Planning an email means organising your writing. This means that you should think carefully
about:

 how many paragraphs you are going to use
 what the main points to include are
 what details you need to add
 what vocabulary you need

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Every email should be planned before writing. You will need a different plan for each type of
writing task. You should aim to write a basic plan an then write into it any vocabulary and
language structures you may want to include in your answer.

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Write your plan in the blank page in pencil

Do not rub it our for the examiner wants to see your effort.

Plan

Paragraph 1

Introduction – chatting with the friend
It’s great to hear from you and I’m really glad …
Paragraph 2
Thank him for the invitation.
Many thanks for your kind information …..
Explain why I can’t come:
The problem is that I’m just too busy studying for ….
Paragraph 3
Give other news –
My other news is that …
Paragraph 4
Chatty close
Anyway, I must get down to work again ….

In the IGCSE exam you may be asked to write an email to a friend, a pen friend or a relative.
We will call all such emails friends emails, because you need to use informal or friendly
register when write them. So what is friendly register?

Infect, friendly register is a level of language which comes between informal spoken language
and formal written language.

Social interaction

Could be expressed in friendly register by a phrase such as:
Mixing and getting on with people

And the phrase:
Benefits of sport
Could be replaced by a phrase such as:
One of the good things about sport

So the whole phrase could be rewritten in friendly register as:
One of the good things about sport is that you get to be with people and learn how to
get on with them.

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Here is a list of phrases which help you to join your ideas together and also to personalize. Using
these phrases will show you are more personal and friendly with the audience. They can be
applied to all types of friendly letters.

The conclusion for a descriptive letter should be quite short; probably two or three lines, and, if
possible, should return to the point which began the letter. For example, if you are writing to a
friend who is coming to visit you for the first time, your introduction might have started like this:

It was lovely to get your letter yesterday and to hear that you’re coming ot stay!
I thought I’d drop a line to give you some idea about life over here.

Your conclusion should reflect the points made in the introduction and also bring the reader back
into the letter.

Anyway, I hope this gives you some idea about us here, and that you’re getting excited about
coming.

Don’t forget to let me know what time your flight arrives.
Don’t forget to pack a swimsuit!

Write soon and let me know whether / when / where

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I’m looking forward to seeing you soon / on Friday / next week
Looking forward to hearing from you!

With love,
Love from
With best wishes,
Yours,
+ Your first name

Question 1
Write an email of advice to a friend who has been told to go on a fitness programme.
Answer 1

Dear Lucas,

It was nice to hear from you yesterday. Sorry for not writing sooner.

Anyway, when you mentioned how you needed to get fit, in your last letter, I looked

through some sports guides to get an idea of what might help you.
I thought it’d be a good idea for you to start off by jogging every day for about an hour or so, but

if you prefer working in groups, you ought to consider joining an aerobics class or swimming
sessions. If I were you, I’d prefer swimming. It helps you to get fit and relax you too. At the same
time it’s quite fun in the water.

If you’re interested, there are swimming session at the Marina Club next to your house,

twice every week at $30 per month. While you’re at it watch what you eat because I know what

kind of an appetite you have!

Drop me a line soon and let me know what you decide to do. (161 words)

Yours
Marc

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Answer 2

Dear Sami,

How are you and how is life? It was lovely to get your letter last week. But I was sorry to
hear that you’re worried about being overweight. But don’t worry and cheer up. I was in the same
boat last year.

I thought I’d drop you a line because you might like to know something about how the
classes I joined got me fit.

The best thing you can do is to go to a gym. Be careful at first and there is no need to
overdo things. Whatever happens, don’t ever forget the important warming up exercises before
you start the class. Try to give up eating fast foods and sweets to lose weight very fast. You
know, cutting down on junk food worked for me, so I’m sure it’ll work for you too!

I hope that you’ll be a fit as a fiddle after your classes. Don’t forget to mail your photos in the
gym.

(165 words)
Best wishes,
Frederic

Answer 3

Dear Yumi,

Hey, what’s up? It was lovely to get your email yesterday. I was really shocked to hear you have
put on ten kilograms. But don’t worry. I know how you feel because I was in the same boat last
year.

I thought I’d drop you a line to tell you how to lose a bit of weight. The best way you can do is to
walk. Walking is very simple exercise but it gives good results. You can do it too! As a start you
can walk for at least two hours every day. You can try to jog a little while walking, too. Then you’ll
sweat like hell.

Anyway, this gives you an idea about how you can get back into shape and lose weight. Looking
forward to hearing from you soon. Drop me a line to let me know how you get on.

(145 words)
Best wishes
Thamomi

Key to IGCSE English as a Second Language Prepared by: Jose Dept. of English, Huvadhoo School

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Friendly email: narrative

Narrative emails need to be written in friendly register. These are emails written to a friend to
describe a series of events in the recent past.

The three types of situation that involve naraative writing in the exam.

Type 1 situations

Write an email to a friend about something that could happen to you in everyday life, which may
be exciting but which has no serious consequences.
For example:

You got stuck in a life.
You invite your friends out for coffee, but when the bill comes you find you have left your
money at home.
You meet a famous person in a restaurant/ shopping mall
You forgot you lines during the performance of the school play.
A fire breaks out at your school.

As like all friendly emails in the exam, the story you write abot does not need ot be true, and
you should use your imagination to make the narrativ einteresting. However, there are tow
points to beware of :

Do not be over dramatic when you write, or the story will not sound convincing. If you are
describing road accident, for instance, do not describe bloood and bodies all over the
road.
Do not make yourself into a hero. Do not refer to your photograph being in the newspaper,
or you appearing on the television, receiving money, meeting or shaking hands with the
mayor, for example, as a result of a heroic action.

Type 2 situations

Write an email to a friend about something you have done that is daring, unusual or not what
your friend would expect you to do. As with the type 1 situation examples, however, there are
still no serious consequences.

You went sky-diving / parachute-jumping. For a hot air balloon ride.
(your friend knows you are scared of heights)
You went scuba diving. ( your friend knows about your fear of water)
You took part in school play or concert. (This was difficult for you, because you are
embarrassed about standing in front of an audience / are not very confident about playing
the piano/violin, etc.)

Type 3 situations

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Write an email to a friend about your happiest or proudest moment. The most effective kind of
email will be one about a simple, personal achievement. For instance,

You won a scholarship to a well-known school / college. (This was a surprise, because
you never dreamt you would win it!)
You met a member of your family for the first time. (Perhaps they had been living abroad)
A teacher who is always tough on you said something complimentary about a piece of
your work / gave you a good mark for a piece of work.
You lost enough weight to fit into your favourite clothes.
You won a competition. (perhaps a trip abroad)

What do you include in a narrative email – A basic plan

Narrative writing contains certain features and you should remember to do the following:

Write chronologically, including:
- a definite beginning
- a climax (the most dramatic or interesting moment in the story)
- a definite conclusion

Set the scene, using wh questions.
Include connectors
Include feelings and how they change during the narrative.

Create interest
Personalize
Support
Avoid listing

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The most important thing about the introduction is to keep it short. Firstly, it is not easy
to write a properly constructed narrative in 150 – 200 words. A short introduction allows you
more words to tell the story. Secondly, you are keen to tell your friend all about the incident
because you think he will find it interesting or exciting, so you will not want to waste time on a
long introduction. Obviously, you will contact your friend as soon as you can after the incident
happened – so make sure you are not writing about something that happened three weeks or
two years ago.

The main purpose of the introduction is to create interest in the story you are going to
relate.

Suitable introduction phrases for the narrative email include:

I can’t wait to tell you about / what/ what happened
I’m dying to tell you who/how
Wait until you hear
what happened (to me)…
You won’t believe who/how
You’ll never believe
You’ll never guess

… this morning
… this afternoon
… just now
… a few moments/minutes ago

Body of the email

Begin this part of the email by describing what was happening before and leading up to
the main event. A good way to do this is by answering some of the following wh questions.

Who were you with/
What were you doing?
Where were you?
When were you there?
Why were you there?

I was walking home from school with Sara on Tuesday …
My mum mother and I had been in the city centre looking for a birthday present for Dad …

Key to IGCSE English as a Second Language Prepared by: Jose Dept. of English, Huvadhoo School

49

We were chatting about
We were listening to the radio …
I was waiting for the bus …
I was looking out of my window …

The scene you describe should be romantic and ordinary. This will provide a contrast with the
main event and make the story more interesting.

I’d/He’d/We’d just + past tense, when
We’d just sat down at our desks, when the fire alarm went off.

The moment/ minute I/he/we + past tense ...
The minute I walked into the room, I noticed something strange.

I/He/We was/were just about to ..., when + past tense
We were just about to catch the bus, when there was a deafening noise.

Before + active verb (not the ing form of the verb, which is formal)
Before I shut the door, I checked I had the keys.

After what seemed like ages ...
After what seemed like ages, the lift door opened.

In the morning/afternoon/evening All afternoon/night
By this time In the end
For the first time in my life It took a moment
About ... hours later Within no time

Avoid using common phrases like firstly, then, after that, next – these sound like a mechanical
sequence rather than a real life experience!

Include connectors

The use of connectors such as and, but, until, and although links short sentences together and
helps the story to flow.

Include feelings

Another feature of narrative writing is to describe your feelings at each stage of the event. There
could be as many as three different stages, each marked by different feelings:

Relaxed, not expecting anything to happen
Excited, frightened, amazed (depending on what your story is about)
Relieved (when the incident is all over)

Key to IGCSE English as a Second Language Prepared by: Jose Dept. of English, Huvadhoo School

50
This is a very simple and effective way to describe feelings:

I was disappointed Learn that ...
We were horrified Realize
surprised to See
delighted Find
amazed discover

Include your friend in an incident that happened when he was not there. You need express your
friend’s knowledge of your character, what you would do, how you would react in certain
situations.

Here are some examples:

Another way to personalize is to involve your friend in the event by referring to his characteristics,
abilities, likes and dislikes. This will be highly effective if they are in contrast to yours, as it will
create interest.
Look at these examples:

I wish you’d been there
If only you’d been there

You would have known what to do.
Kept a cool head

Concluding a narrative email

As with the introduction, the conclusion will need to be very brief; first because of the number of
words, and secondly because you are in a hurry to tell everyone else about what happened.

Well, I must dash now – I’ve got to tell Sam all about it!
Well I must go now – I want to call Sarah and tell her the news!

I think it was probably one of the happiest moments I can ever remember!

Key to IGCSE English as a Second Language Prepared by: Jose Dept. of English, Huvadhoo School