EXAMINER TIPS FOR IGCSE ENGLISH AS A SECOND LANGUAGE (0510)

How to use these tips

These tips highlight some common mistakes made by students. They are collected
under various subheadings to help you when you revise. Many of the tips relate to June
2004 papers.

Reading and Writing (Papers 1 and 2)

Parts 1 and 2
1 • You should keep your answers short in Parts 1 and 2 of the Paper. Many students
write much more than they need to here – Examiners only want to see that the
question has been understood, and answered briefly but accurately. Don’t give more
detail/information than you need to – be precise.
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3 • It might be helpful if you decide quickly on what type of question is being asked. Is
it a ‘when’ question? Or ‘where’, or ‘how’? Getting this right from the start, should
make it easier for you to find the information/answer.

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5 • Copying the correct phrase from an article is allowed – but it also acceptable to use
some of your own words to communicate the answer. It’s best to check, though, that
what you have written can be understood by someone else clearly, and that it doesn’t
lead to a confusing answer.
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7 • If you don’t know the answer to a question, you can attempt a guess by choosing
what you think is a relevant section from the article, but you should write down only
one point (or more if the question asks for more). Listing a number of possible
answers is not a good idea; it will just waste your time.

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9 • Be careful not to offer an inference when the answer is actually stated in the text.
You’re looking (by scanning and skimming) for information that is there – you are not
expected to work out or estimate what an answer might be, or should be.
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11 • Try to make sure that your answer includes all of the required information. Adding
two or three words can often make sure of this. Is the answer you have given
complete?
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13 • Be clear on how many answers (or points) are required. The questions will state
this clearly, so make sure you have provided the number of points asked for.
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15 • Don’t look for the answer in the question! Some students think that if they turn the
words around in the question, they might find the answer. This is never the case –
the answers are always found in the passage that you will have read.
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17 • Where a map, or a chart, or a diagram is included in the article, it is likely that the
answer to one of the questions will be found there. Make sure you read through all
the resources you are given carefully.
Part 3 Extended writing

1 • Part 3 requires longer and more detailed responses than Parts 1 and 2.
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3 • The word length is given for Part 3, and you should check (perhaps as you finish
each paragraph) that you are keeping within the range allowed. Short responses
could lead to marks being reduced; Examiners will not mark any writing which comes
after the stated word limit.
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5 • Some students have divided their Papers into columns to answer Part 3, where
longer, essay-type responses are needed. This is not a good idea as it might cause
you to write too few words.

1 • Don’t just regard extended writing as a chance to show how many linking words
and phrases you know. It is important to write fluently, and link your ideas using
phrases, sentences, and then paragraphs. But it’s also important that your whole
piece of writing makes sense, reads nicely and answers the question, addressing
each of the prompts.
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3 • Decide straight away on the appropriate tone to use – you can work this out by
considering the content and the audience. Is a formal tone needed? Or should the
tone be more informal?
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5 • Stick to the task! It’s quite easy to wander away from the original prompts. It might
help if you look back and read the question/prompts again after you finish each
paragraph.
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7 • Don’t forget to write in paragraphs.
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9 • Don’t miss out one of the prompts (bullet points). You will lose marks if you don’t
respond to each of the points (there are usually three). Also, make sure that you
have the appropriate structure in your longer pieces of writing – a beginning, a
middle section (where you perhaps develop your piece by adding examples) and an
ending.
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11 • A little bit of general advice: try to grab the reader’s attention right from the start,
and write in a lively manner.

Listening (Papers 3 and 4)

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2 • Make sure you read the introduction to each question, as this often provides clues
as to what will happen in the exercise. Remember, part of the skill of listening is to be
able to predict what might be said next (some teachers might call this ‘pre-listening’).
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4 • If a question is concerned with the cost of an item, the answer is expected to be
given in the original currency. A numerical amount alone is not enough.
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6 • You should spend some time practising listening to numbers, particularly numbers
which sound alike – e.g. fourteen and forty.
7 • It’s probably more important on the Listening Papers to make sure you supply the
exact number of answers required. Each question will state clearly how many points
are needed – e.g. Give three items which … - you should check to make sure that
you have given the right number. Examiners often say that many students fail to get
this right.
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9 • Bear in mind that for many questions on the Paper, you will need to produce more
than one point/answer to get a single mark. If you give only one point where two are
required (for one mark), the Examiner will not be able to give you the mark.
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11 • Watch out for plurals. Millions, is not the same as million.
12 • Remember, you will hear everything twice. There is a chance, therefore, to try and
work some answers out. You are allowed to make some notes, and you can use the
blank areas on the exam paper to do this.
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14 • By all means, have a guess as a last resort, but be aware that Examiners are
looking to see that you really do know the words you are writing down. This means
that you can make spelling mistakes, but you will only usually get the mark if your
word is close to the correct word, and if it does not form another recognised English
word. For example, if you answer ‘chance’ when the correct answer is ‘chants’, you
will not get the mark. However, if you really do know the word ‘chant’, but you spell it
incorrectly as ‘chante’, you will get the mark.
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16 • For answers which require longer (sentence-length) responses, try to make sure
that you have communicated the point/idea clearly. You can use some of your own
words to do this, but remember, the Listening Exam is a test mainly of your

1 ability to write down what you have heard. In other words, all the details (evidence)
you need will have been given by the speakers on the tape. An example of using
your own words to convey an answer would be, “Peter said that he liked to go
swimming …”, in response to a question which asked what Peter did after school
almost every day.
"For and Against" essays - guide

One type of argumentative essay is that which gives advantages and disadvantages (for
and against). It is a formal piece of writing in which a topic is considered from opposing
points of view. A good essay of this type should consist of:

 an introductory paragraph in which you state the topic. This means that you talk
generally about the topic without giving your opinion;
 a main body in which the points for and the points against, along with your
justification, appear in two separate paragraphs; and
 a closing paragraph in which you give either your opinion or a balanced
consideration of the topic.

Note: In this type of essay writing, you must not include opinion words (I believe, I think,
etc.) in the introduction or the main body. Opinion words can only be used in the final
paragraph, where you may state your opinion on the topic.

Points to consider

 Make a list of the points for and against a topic before you start writing.
 Write well-developed paragraphs in which the points you present are supported
with justification, (i.e. reasons or examples). Make sure each paragraph has
more than one sentence, e.g. One advantage of using a word processor is that it
saves time. It is much quicker to make corrections on one than it is to do them by
hand.
 Do not use informal style (e.g. short forms, colloquial language, etc.) or strong
language (e.g. I firmly believe, etc.)
 Try to include a quotation relevant to the topic you are writing about. For
example, if you are writing an essay on space exploration, a quotation you may
include is: "One small step for a man, one giant leap for mankind." (Neil
Armstrong)
 Begin each paragraph with a topic sentence which summarises what the
paragraph is about.

Linking words/phrases
  To introduce points: one major advantage (or disadvantage) of, a further
advantage, one point of view in favour of/against
 To list points: in the first place, first of all, to start with, secondly, thirdly, finally,
last but not least
 To add more points to the same topic: what is more, furthermore, also, in
addition to this/that, besides, apart from this/that, not to mention the fact that
 To make contrasting points: on the other hand, however, in spite of, while,
nevertheless, despite, even though, although, it can be argued that
 To introduce examples: for example, for instance, like, especially, such as, in
particular
 To conclude: to sum up, all in all, all things considered, in conclusion, on the
whole, taking everything into account, as was previously stated

Techniques for beginnings and endings

The first paragraph may:

 make reference to a strange scene or situation, e.g. Some scientists believe

that in tne future everyone will be genetically perfect
 address the reader directly, e.g. Are you aware of any characteristics which you
may have inherited from your parents? or ask a rhetorical question (question to
which no answer is expected), e.g. isn't it amazing how some children look so
much like their parents?
 start with a quotation, e.g. "Genetics holds the key to the future"

The last paragraph may:

 state a personal opinion, e.g. In my opinion, I believe, in my view, It seems to

me. The way I see it, I think, etc.
 give the reader something to consider, e.g. Perhaps the world would be a
safer and more efficient piace if everyone was geneticali}' perfect
 end with a quotation, e.g. "Genetics holds the key to tne future'', or a rhetorical
question

Describing people - guide

A description of a person should consist of:

 an introduction where you give some brief information about the person (his/ her
name, time or place you met/saw him/her, how you heard about him/her);
 a main body where you describe physical appearance, personality characteristics
and hobbies, interests, everyday activities in separate paragraphs; and
 a conclusion which includes your comments and/or feelings about the person.

Such descriptions can be found in articles, letters, witness statements, novels, etc.

Points to consider

Each paragraph starts with a topic sentence which introduces the subject of the
paragraph. A variety of linking words should be used to connect ideas.

To describe physical appearance, details should be given as follows: height or build,

age, facial features, hair, clothes, moving from the most general aspects to the more
specific details, e.g. John is a tall, slim man in his mid forties. He has a thin face,
blue eyes and a large nose. His short hair is greying at the temples. He is usually
casually dressed.

To describe character and behaviour you can support your description with examples,
e.g. Sally is very sociable. She loves going to parties and dances. If you want to
mention any negative qualities, use mild language (tends to, seems to, is rather, can
occasionally be, etc.). e.g. Instead of saying Sally is arrogant, it is better to say Sally
tends to be rather arrogant.

Variety in the use of adjectives will make your description more interesting, e.g. good-
natured, well-behaved, gorgeous, etc.

Present tenses can be used to describe someone connected to the present, e.g.
someone you see every day. Past tenses can be used to describe someone related to
the past, e.g. someone who is no longer alive, someone whom you won't meet again...
etc.
Narartive techniques

Narrative techniques (use of direct speech, weather description, use of dramatic

language to create mystery, suspense, reference to feelings, moods etc) can be used
when describing people. This will make your composition more interesting to the reader.
See how an ordinary beginning can be made more exciting:
Instead of saying: I first met Steven, the secretary of the manager of Sunnington
Ltd, last Monday, you could say:

A cold wind was blowing down the street last Monday morning as I pushed open the
heavy glass door of Sunnington Ltd. Chilled and nervous I walked up to Mr Tibbs'
secretary. A pair of friendly dark eyes met mine. So this was Steven! (weather
description, your feelings, suspense)

"Mr Tibbs is at a meeting. Would you like to wait? He'll be about ten minutes." He had a
sharp clear voice, and a narrow intelligent face. I could see why Mr Tibbs, the manager
of Sunnington Ltd, spoke so highfy of Steven. (direct speech, mystery)

Describing places

Narrative techniques

Narrative techniques can be used when you describe a place or building. You can start
or end your description by:

 using your senses to describe the weather, surroundings, etc.

 asking a rhetorical question (a question which expects no answer)
 using direct speech
 describing people's feelings or reactions about the place or building
 using a quotation (e.g. As Dr Samuel Johnson once said, "When a man is tired of
London, he is tired of life.")
 creating mystery, anticipation or suspense
 addressing the reader
When you describe places, you may use prepositional phrases or verbs.
Prepositional phrases such as all around, to the left of, at the top of, as far as the
eye can see, etc are used to describe static features.
Verbs such as flow, run, stretch, wind, curve, rise, etc are used to describe features
which suggest movement.