Analyse, evaluate and develop facts, ideas and opinions, with appropriate support from the text.

Cambridge IGCSE English Language (0500) – Complete Syllabus‑Aligned Notes

1. Aims of the Course

• Develop the ability to read, analyse and evaluate a range of texts.
• Produce clear, coherent written responses in a variety of genres.
• Communicate effectively in spoken English, using appropriate register and interaction skills.
• Apply critical thinking to facts, ideas and opinions, supporting arguments with textual evidence.

2. How the Notes Map to the Cambridge Syllabus

Syllabus Heading	Corresponding Note Section
Overall structure & aims	Section 1 (Aims) & Section 2 (Syllabus‑to‑Notes map)
Components & assessment details	Section 3 (Components & weighting) & Section 8 (Examiner’s checklist)
Assessment objectives (AO1‑AO3)	Section 4 (AO overview)
Directed writing & composition (Paper 2)	Section 5 (Directed writing process) & Section 6 (Text‑type repertoire)
Reading (Paper 1)	Section 7 (Reading skills & strategies)
Speaking & Listening (Component 4)	Section 8 (Speaking & Listening)
Coursework portfolio (Component 3 – optional)	Section 9 (Portfolio requirements)
Examination procedures (time, dictionaries, moderation)	Section 3 (Component details) & Section 10 (Examiner’s checklist)

3. Components, Weightings & Examination Logistics

Component	Weighting	Time allocation	Format & Word limits	Dictionary policy	Moderation
Paper 1 – Reading	40 %	1 hour 45 minutes	Four question types (MCQ, matching headings, summary, open‑ended). No word‑limit for answers.	Bilingual dictionary allowed (any language). Monolingual dictionary allowed but not required.	External moderation of scripts; internal moderation by school.
Paper 2 – Writing (Directed writing & composition)	60 %	2 hours	Two tasks: • Directed writing (150‑250 words) • Composition (150‑250 words, narrative or descriptive)	Bilingual dictionary allowed; monolingual dictionary may be used for spelling/word‑choice.	External moderation of scripts; internal moderation by school.
Component 3 – Coursework portfolio (optional)	20 % each (total 60 % if chosen instead of Paper 2)	Submitted during the course; no exam time.	Three written pieces (article, report, speech/interview) 150‑250 words each + 50‑word reflection per piece.	Same dictionary policy as Paper 2.	External moderation of portfolio; internal moderation by teacher.
Component 4 – Speaking & Listening (optional)	Not included in the 100 % mark unless school opts‑in (usually 10 % of total English grade).	10‑12 minutes total per candidate.	Individual talk (≈ 4 min), group discussion (≈ 6 min), role‑play (optional).	No dictionary required.	External moderation of audio recordings; internal moderation by teacher.

4. Assessment Objectives (AOs)

• AO1 – Reading: Locate, interpret and evaluate information; identify facts, ideas and opinions; analyse language, structure and bias.
• AO2 – Writing: Plan, organise and develop a response; use appropriate register and genre‑specific language; support points with evidence; maintain accurate grammar, punctuation and spelling.
• AO3 – Speaking & Listening: Interact fluently; use a range of discourse markers; respond appropriately to prompts; demonstrate listening skills.

5. Directed Writing & Composition (Paper 2)

5.1 Understanding the Brief

1. Identify the purpose (inform, persuade, evaluate, discuss, justify, suggest).
2. Determine the audience (peers, teachers, officials, general public).
3. Note the required text‑type (letter, report, article, speech, interview, summary, descriptive, narrative).
4. Check the word limit (usually 150‑250 words).
5. Spot any command words (analyse, evaluate, discuss, justify, suggest, compare, contrast, explain).

5.2 Command‑Word Glossary

Command word	Examiner expectation	Useful verbs/phrases
Analyse	Break the source down; examine how facts, ideas and opinions are presented.	explain, examine, consider, dissect
Evaluate	Judge strengths and weaknesses; give a balanced view.	assess, weigh up, consider the merits, judge
Discuss	Present different sides of an issue with reasons for each.	explore, consider, compare, contrast
Justify	Provide reasons and evidence to support a stance.	support, defend, back up, substantiate
Suggest	Offer practical recommendations or solutions.	propose, recommend, advise, put forward
Explain	Make clear the reasons or mechanisms behind a point.	clarify, illustrate, demonstrate, show why

5.3 Planning Your Response (CEE Model)

1. Extract key information from the source
   • Facts – dates, statistics, concrete data.
   • Ideas – themes, arguments, suggestions.
   • Opinions – explicit statements of belief or attitude.
2. Choose a structure that matches the text‑type (see Section 6).
3. Paragraph plan using Claim‑Evidence‑Explanation (CEE)
   • Claim: concise statement of the point.
   • Evidence: quotation, paraphrase, or factual example (from the source or independent research).
   • Explanation: link the evidence to the claim, showing its relevance.

5.4 Analysing the Source Text

• Author’s stance: look for modal verbs, adverbs of certainty, emotive language, and rhetorical devices.
• Underlying assumptions: cultural, historical or ideological premises taken for granted.
• Evidence quality: check dates, relevance, credibility of experts, representativeness of anecdotes.
• Bias & reliability: identify one‑sided arguments, loaded language or omission of counter‑evidence.

5.5 Developing Your Own Ideas

• State a clear position – agree, disagree or partially agree.
• Use connective phrases (e.g., “While I agree that …, I also believe …”).
• Support with personal experience, other texts, up‑to‑date statistics or scholarly research.
• Sequence logically – cause‑effect, problem‑solution, most‑to‑least important, or chronological order.

5.6 Language & Style by Text‑type

• Formal register – reports, official letters, speeches to a public audience.
• Informal / semi‑formal register – magazine articles, personal letters, interviews.
• Persuasive devices – rhetorical questions, repetition, emotive adjectives, parallelism, anecdotes.
• Linking words – however, moreover, consequently, therefore, on the other hand, firstly, finally.
• Grammar checklist – subject‑verb agreement, consistent tense, avoid run‑ons, varied sentence structures, correct article use.

6. Text‑type Repertoire (Six Mandatory Types + Descriptive/Narrative)

Text‑type	Purpose	Typical paragraph structure	Key language features	Word‑limit guidance
Letter (formal)	Make a request, give information, complain, or persuade	1. Salutation 2. Introduction (state purpose) 3. Body (arguments/evidence) 4. Closing (action & sign‑off)	Dear Sir/Madam, I am writing to…, I would be grateful if…, Yours faithfully	150‑200 words (usually 4‑5 paragraphs)
Report	Present findings and give recommendations	1. Title 2. Introduction (scope & method) 3. Findings (sub‑headings) 4. Conclusion 5. Recommendations	According to the data…, It is recommended that…, The evidence suggests…	200‑250 words (5‑6 paragraphs)
Article (magazine)	Inform and engage a general readership	1. Hook 2. Overview 3. Main points with examples 4. Closing thought	Did you know…?, In contrast…, This means that…, In summary…	150‑200 words (4‑5 paragraphs)
Speech	Address an audience directly, often persuasive	1. Opening (attention‑getter) 2. Purpose statement 3. Main points with rhetorical devices 4. Call‑to‑action	Ladies and gentlemen, I stand before you…, Imagine…, Let us…	150‑200 words (4‑5 paragraphs)
Interview (Q & A)	Extract personal views or expert knowledge	1. Introduction of interviewee 2. Question–answer pairs 3. Closing summary	Could you explain…?, In my experience…, That’s a great point because…	150‑200 words (5‑6 Q&A pairs)
Summary	Condense a longer text while preserving meaning	1. Brief intro 2. Main ideas in logical order 3. Concluding sentence	In brief, the author argues…, The key points are…, Overall, the passage suggests…	150‑180 words (usually 3‑4 paragraphs)
Descriptive / Narrative (Composition task)	Create vivid pictures (descriptive) or tell a story (narrative)	Descriptive: 1. Setting 2. Sensory details 3. Mood/atmosphere 4. Closing impression Narrative: 1. Setting 2. Characters 3. Plot (rising action, climax, resolution)	It was a cold, foggy night…, Suddenly…, As a result…, I felt…	150‑250 words (4‑5 paragraphs)

7. Reading – Paper 1 (40 %)

7.1 Time Allocation per Question Type

• Q1 – Multiple‑choice / short answer: 5 minutes
• Q2 – Matching headings: 10 minutes
• Q3 – Summary / short‑answer: 15 minutes
• Q4 – Open‑ended (analysis, evaluation, personal response): 45 minutes

7.2 Typical Question Formats

• Locate explicit information (facts, dates, definitions).
• Identify main ideas, tone, purpose and organisational features.
• Summarise a paragraph or whole passage in 30‑40 words.
• Analyse language (e.g., “Explain how the writer uses metaphor to persuade”).
• Evaluate arguments (e.g., “Assess the strengths and weaknesses of the author’s viewpoint”).
• Give a personal response (e.g., “To what extent do you agree with the author?”).

7.3 Reading Strategies Aligned to AO1

1. Scan for keywords to answer factual questions quickly.
2. Annotate – underline facts, circle opinions, note tone, bias, and any rhetorical devices.
3. Mark line numbers for evidence that will be needed in open‑ended answers.
4. Paraphrase complex sentences in the margin to confirm understanding.
5. Reflect on purpose & audience after each paragraph before moving on.

8. Speaking & Listening – Component 4 (optional)

• Time limit: 10‑12 minutes total per candidate.
• AO3 focus: fluency, appropriate register, effective interaction, listening skills.
• Typical tasks
  • Individual talk – cue‑card with a topic; 1 minute preparation, 2‑minute speaking.
  • Group discussion – exchange ideas on a given issue, reach a consensus (≈ 6 minutes).
  • Role‑play – respond to a realistic situation such as making a complaint.
• Tips for success
  • Plan a 2‑point structure: brief intro + 2‑3 supporting ideas.
  • Use discourse markers: “Firstly…”, “On the other hand…”, “In conclusion…”.
  • Show active listening: paraphrase, ask follow‑up questions, use appropriate fillers.

9. Coursework Portfolio – Component 3 (optional but counts for 60 % if chosen)

Students may replace Paper 2 with a portfolio of three written pieces, each assessed against AO1 + AO2.

1. Article for a school newsletter – 150‑200 words.
2. Report on a school‑based investigation – 200‑250 words.
3. Speech or interview – 150‑200 words.

Each piece must be accompanied by a 50‑word reflective paragraph linking the work to the relevant assessment objectives (e.g., “I used CEE to ensure each claim was supported by evidence from the survey data”).

10. Examiner’s Checklist (What Markers Look For)

• Purpose and audience correctly identified.
• Relevant facts, ideas and opinions from the source are referenced and paraphrased.
• Balanced evaluation – strengths and weaknesses are weighed.
• Logical organisation and clear paragraphing.
• Appropriate register and genre‑specific language.
• Consistent use of the CEE model throughout.
• Accurate grammar, punctuation, spelling; within the prescribed word limit.
• For speaking: clear pronunciation, appropriate pace, effective interaction.

11. Common Pitfalls & How to Avoid Them

1. Copying large sections of the source – always paraphrase and add personal commentary.
2. Failing to state a clear personal stance (agree/disagree/partially agree).
3. Using informal language when a formal register is required (e.g., in reports or formal letters).
4. Neglecting linking devices, resulting in a choppy flow.
5. Exceeding the word limit or writing far below it.
6. For speaking: not practising timing, ignoring the cue‑card structure, or failing to engage the interlocutor.

12. Sample Task – Directed Writing (Article)

12.1 Prompt

Read the excerpt below about the impact of social media on teenagers. Write a 200‑word article for the school magazine that evaluates the positive and negative effects and suggests two ways students can use social media responsibly.

12.2 Source excerpt (summarised)

“Recent surveys show that 85 % of teenagers use social media daily. While platforms provide opportunities for learning and staying in touch, they are also linked to increased anxiety, cyber‑bullying and reduced face‑to‑face interaction.”

12.3 Model answer (key features highlighted)

Title: Social Media – A Double‑Edged Sword

Social media has become a staple of teenage life, with 85 % logging in each day. On the positive side, it offers instant communication with friends and a wealth of educational resources, as shown by the rise of online study groups. However, research links heavy use to anxiety and cyber‑bullying, and many students report feeling isolated despite being “always connected”.

To reap the benefits while minimising harm, students should limit screen time to 2 hours per day and use privacy settings to control who can contact them. By balancing online interaction with real‑world activities, young people can enjoy the advantages of social media without compromising their wellbeing.

13. Practice Activities

1. Read a short editorial and write a 150‑word response that agrees with one point and disagrees with another, using the CEE model.
2. Given a data table on climate change, compose a 200‑word report for the school newsletter, including two recommendations.
3. Record a 2‑minute individual talk on “The role of technology in education”. Use a cue‑card, then self‑assess against the AO3 checklist.
4. Peer‑review a classmate’s draft using the examiner’s checklist (Section 10) and provide constructive feedback.
5. Complete a mini‑portfolio: write an article, a report and a speech; add a 50‑word reflection for each linking back to AO1 and AO2.

14. Quick Reference – AO‑Specific Tips

AO	Key Skills	Checklist
AO1 – Reading	Locate, interpret, evaluate; distinguish facts/ideas/opinions; analyse language and bias.	✓ Identify purpose & audience ✓ Highlight facts, ideas, opinions ✓ Note language devices & tone ✓ Evaluate reliability
AO2 – Writing	Plan, organise, develop; use appropriate register; support with evidence; accurate mechanics.	✓ Clear purpose & audience ✓ Structured paragraphs (intro‑body‑conclusion) ✓ CEE throughout ✓ Formal/informal register as required ✓ Grammar & spelling check
AO3 – Speaking & Listening	Fluent interaction; appropriate discourse markers; effective listening.	✓ Use intro‑body‑conclusion in talk ✓ Employ discourse markers ✓ Paraphrase partner’s ideas ✓ Maintain eye contact & appropriate pace