cie igcse introduction to second langauge
DESCRIPTION
An Introduction to IGSCE English As A Second Language!TRANSCRIPT
© Cambridge International Examinations 2015
Sally Burbeary
16th March 2015
The UK - London
Introduction to IGCSEEnglish as a Second Language 0510/0511
Housekeeping
• Health and safety• Fire alarms• Fire safety• Start-finish, breaks• Washrooms• Refreshments• Plan of the day.
About usCambridge International Examinations prepare school students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of Cambridge Assessment, a department of the University of Cambridge.
Our international qualifications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career. As a not-for-profit organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners’ potential.
What is the Cambridge programme?
Cambridge Secondary 1
Cambridge Checkpoint
Cambridge ICT Starters
Cambridge IGCSE®
Cambridge O Level
Cambridge International AS & A Level
Cambridge Pre-U
Cambridge Secondary 111 to 14 years*
Cambridge Secondary 214 to 16 years*
Cambridge Advanced16 to 19 years*
Cambridge Primary
Cambridge Primary Checkpoint
Cambridge ICT Starters
Cambridge Primary5 to 11 years*
*Age ranges are for guidance only
• A global curriculum• 21st century skills• International perspective
Who am I?• I am Sally Burbeary.• secondary school teacher (4 years)• EFL tutor in Italy (1 ½ years)• Cambridge English teacher (14 years)• team leader / examiner for syllabus
0510/0511• write Cambridge English exams.
The course aims are to…
• review the 0510 / 0511 syllabuses
• look at the core and extended papers
• explore the 4 skill areas
• look at past papers, mark schemes and
candidate answers.
Course programme:
Session 1: Introduction• 0510 / 0511 differences• core and extended papers
Session 2: reading and writing paper• assessment objectives• compare core and extended papers• look at example questions.
Course programme:
Session 3: listening paper• assessment objectives• specimen listening activity• mark a candidate’s responses• general tips.
Course programmeSession 4: speaking paper• assessment objectives• component 5• component 6.
Session 1Introduction
Cambridge IGCSE English as a Second Language• for learners who already have a working knowledge of
English• consolidate understanding in order to progress in academic
or professional career
• reflects the widespread use of English in education and commerce, and also in entertainment
• level of practical communication ideal for everyday use and can form the basis for further, more in-depth language study.
0510 / 0511 – the main differences
• 0510 and 0511 syllabuses are the same with the exception of the oral component.
• In Syllabus 0511, the marks for the oral component contribute to the overall grade.
core extended weightingReading and Writing Component 1
1 ½ hours70 marks
Component 22 hours90 marks
70%
Listening Component 330-40 minutes30 marks
Component 445 minutes40 marks
0510 - 30%0511 – 15%
Speaking Component 510-15 minutes30 marks
Component 6n/a – coursework30 marks
0510 – 0%0511 - 15%
0510/0511 Core and extended papers
CoreGrade C-G
ExtendedGrade A*-E
Session 2• Reading and writing paper
Assessment objectives 1 - reading
• Identify and retrieve facts and details.
• Understand and select relevant information.
• Recognise and understand ideas, opinions and attitudes.
• Understand what is implied but not actually written.
Assessment objectives 1 - reading Core paper Extended paper
Understand simple texts Understand and select from a range of texts
Identify and retrieve some facts from simple texts
Identify and retrieve facts, details and themes from a range of texts
Select and organise some relevant information from a range of texts
Select and organise relevant information from a range of texts
Recognise some ideas, opinions and attitudes in a range of texts
Recognise and understand ideas, opinions and attitudes within extended texts and explore the connections between them
Begin to understand what is implied but not actually written
Understand what is implied but not actually written
Understand simple texts Understand and select from a range of texts
Assessment objectives 2 - writing
• Communicate clearly, accurately and appropriately.
• Convey information and express opinions effectively.
• Employ and control a variety of grammatical structures.
• Demonstrate knowledge and understanding of a range of
appropriate vocabulary.
• Observe conventions of paragraphing, punctuation and spelling.
• Employ appropriate register / style.
Assessment objectives 2 - writing Core paper Extended paper
Carry out simple writing tasks in an appropriate and accurate form
Carry out a range of writing tasks on a range of topics in an appropriate, accurate and clear form
Describe, report and give personal information
Describe, report and give a wide range of information
Identify, organise and present material in a particular format for a particular audience or purpose
Identify, organise, structure and present material in an appropriate format and register for a particular audience or purpose
Reading and writing – exercise 1Look at the core set of questions
Look at the extended set of questions
Is the text the same?
Are the questions the same?
Reading and writing – exercise 1Core questions Extended questions
The text is the sameCore – 7 marksExtended – 9 marks (Qc and h)
Reading and writing core and extended• Look at exercises 2 to 7 on the core and extended
papers.
• Discuss the differences you can find in small groups.
• Report back your findings.
Reading and writing core and extendedCore paper Extended paper
Exercise 1 6 questions 8 questions
Exercise 2 10 questions 11 questions (extra is worth 4 marks)
Exercise 3 Shorter different text / different form fill
Longer different text / different form fill
Exercise 4 Exercise 4 and 5 are connected Shorter activity
Exercise 5 N/a Read and summarise a text
Exercise 6 Write a 100 – 150 word letter Write a 150 – 200 word letter
Exercise 7 Write a 100 – 150 word article Write a 150 – 200 word article
Reading and writing - summaryWhat do I need to practise with my learners?• read texts and answer questions• fill in forms• read texts and make notes• write letters• write articles.
Reading and Writing overview• 1hour 30 minutes• Candidates must not use dictionaries.• reading and writing is equal• 7 exercises• externally set and marked by Cambridge.
Session 3• Listening paper
Assessment objectives 3 - listening
• Identify and retrieve facts and details.
• Understand and select relevant information.
• Recognise and understand ideas, opinions and attitudes.
• Understand what is implied but not actually stated.
Listening assessment objectives 3Core paper Extended paper
Understand simple information Understand and select from a range of information
Identify and retrieve some facts from material
Identify and retrieve facts, details and important points and themes from a range of material
recognise some ideas, opinions and attitudes
Recognise and understand ideas, opinions and attitudes and explore the connections between themIdentify the important points or themes including attitude and relationships between speakers
Begin to understand what is implied but not actually spoken
Understand what is implied but not actually spoken
Listening 2015 syllabus
Core Extended
Questions 1-7 are identical on the core and extended papers
On the extended paper question 8 is extra and worth 10 marks
Listening 2015 core specimen paper
• Each listening track contains the answer and a distractor. A distractor is information that could be confused with the answer.
• Listen to the tracks for questions 1-4.
• Listen for the answer and the distractor. http://www.cie.org.uk/Images/164838-specimen-paper-3-audio-file.mp3
Listening 2015 specimen core paper• Q1a – market (distraction - supermarket)• Q1b – carrots / tomatoes (distraction – peas / potatoes)• Q2a – science lab (drama studio)• Q2b – up stairs, turn right (turn left for art room)• Q3a – vitamin C (flavour / fun)• Q3b – blueberry (lemon and orange)• Q4a – visit castle (sunbathing, take photos)• Q4b – 3pm (2.30pm)
Listening 2013 extended paper
Task:
• Look at questions 1-6, use the tapescript and the mark scheme to mark the candidates answers.
Listening 2013 candidate’s marks Mark scheme Marks
available
Candidate mark
Q1 Judo (practise) 1 1
Q2 Go to bed early (tonight) / (go to) sleep early / get enough sleep
1 1
Q3 (chocolate) cake 1 1
Q4 7 (pm) / 7 o’ clock / seven / 19.00 1 0
Q5 Interview AND sing (both required) 1 0
Q6 What: chicken saladWhy: healthy (diet) / health (both required)
11
01
Listening 2013 extended paper
Task:
• Look at question 7, use the tapescript and the mark scheme to mark the candidates answers.
Listening 2013 candidate’s marks Mark scheme Marks
available
Candidate mark
7a 810 million litres / 810,000,000 1 1
7b Spoon AND (real) gold (both required) 1 1
7c Flavour / standard 1 0
7d SpicySoap (both required)
1 1
7e Food science (course) 1 0
Listening – general tipsIt’s a listening exam; does spelling matter?
• Yes, spellings have to be accurate phonetic attempts, have the same number of syllables and not make another word.
For example: choclate reel (real is the answer)
Listening – general tips• On the gap fill activities, answers must be
grammatically correct.
• For example:
(a special) spoon spoons
Listening – general tips• It matters where learners write their answers.
If 2 correct answers are written on line 1 and an incorrect answer is on line 2, only 1 mark will be awarded.
If the correct answer is written on a line plus an incorrect answer, no mark is given.
Listening overview• 30-40 minutes (core) / 45 minutes (extended)• Candidates must not use dictionaries.• write answers in the space provided• attempt all questions• externally set and marked by Cambridge.
Session 4• Speaking paper
Assessment objectives 4 - speaking
• Communicate clearly, accurately and appropriately.
• Convey information and express opinions effectively.
• Employ and control a variety of grammatical structures.
• Demonstrate knowledge of a range of appropriate
vocabulary.
• Engage in and influence the direction of conversation.
• Employ suitable pronunciation and stress patterns.
Speaking assessment objectives 3
Core paper Extended paperCarry out a range of speaking activities
Demonstrate competence in a range of speaking activities
Respond confidently to new, topical ideas
Conduct a sustained conversation with some confidence
Conduct a sustained conversation with a sense of audience and purpose
Speaking
Component 5: oral assessment (0510)
Part A Give the candidate’s name and number
Part B Warm up conversation (2-3 minutes / not assessed)
Part C Give the candidate an oral assessment card (2-3 minutes preparation)
Part D Conversation based on the oral assessment card (6-9 minutes)
Centres receive a range of oral assessment cards with teacher’s notes. The teacher selects 1 card for each candidate.
Component 6: Speaking courseworkThis component is an alternative to Component 5Centres devise their own speaking tasksExamples of suitable tasks include:
• role-play situations• interviews• telephone conversations• paired or group discussions• debates
Component 6: Speaking coursework• Candidates can complete these tasks at any time
during the year before the main examination series, to suit the Centre.
• Candidates must complete three speaking tasks.
• A teacher/examiner at the Centre assesses candidates. (externally moderated)
• Candidates may not use dictionaries.
• Centres submit a recorded sample. (100% if 10 or less)
Speaking assessment criteria grid
Speaking assessment criteria grid
Speaking assessment criteria grid
Speaking
• Candidates must not bring in or make notes
• Examiner and candidate sit opposite each
other with a table in between
• Sample recordings are preferred on mp3.
Reflection on the day
• What do I know now about Cambridge
IGCSE English as a Second Language
0510 / 0511 syllabuses?
Question papers
Core documents
PDF copies of these can be found on:• Teacher Support• www.cie.org.uk • Syllabus Support CD-ROM
Also available in hard copy via publications list.
Examiner reports
PDF copies of these can be found on:• Teacher Support• www.cie.org.uk • Syllabus Support CD-ROM
Also available in hard copy via publications list.
Core documents
Mark schemes
PDF copies of these can be found on:• Teacher Support• www.cie.org.uk • Syllabus Support CD-ROM
Also available in hard copy via publications list.
Core documents
Examination tips
This is a very useful document full of tips
http://www.cie.org.uk/Images/151726-cambridge-learner-guide-for-igcse-english-as-a-second-language.pdf
Reminders – How to keep in touch
Social Networks
• www.facebook.com/cie.org.uk
• Twitter - @CIE_Education - #cambridgetraining
http://linkd.in/cambridgeteacher
• For more information about future courses please go to the training events calendar at www.cie.org.uk/events
Reminders – How to keep in touch
© Cambridge International Examinations 2015
Thank you