produce written texts that show control of language

IGCSE English as a Second Language (0510) – Integrated Skills Revision

1. Exam Overview & Weightings

Component	Paper(s)	Duration	Weighting (of total 100 %)	Key Assessment Objectives (AOs)
Component 1 – Reading & Writing	Paper 1 (Reading) & Paper 2 (Writing)	1 hour each	70 % (35 % Reading, 35 % Writing)	R1‑R4, W1‑W4
Component 2 – Listening	Paper 3	≈30 min (incl. transfer)	30 %	L1‑L4
Component 3 – Speaking	Paper 4 (face‑to‑face)	≈15 min	Not included in the 100 % written total (graded 1‑5)	S1‑S4

2. Assessment Objectives (AOs) – Quick Reference

Skill	AO Code	What is Assessed	Weighting within the Component
Reading	R1	Identify facts, ideas, attitudes and implied meaning.	35 % of Component 1
	R2	Interpret and evaluate language, tone and purpose.	35 % of Component 1
	R3	Use reading strategies (skimming, scanning, inference, linking devices).	15 % of Component 1
	R4	Analyse structure and organisation of texts.	15 % of Component 1
Writing	W1	Task fulfilment – purpose, audience, register, format, word‑count.	35 % of Component 1
	W2	Control of language – grammar, vocabulary, punctuation, spelling, register.	35 % of Component 1
	W3	Organisation – paragraphing, linking, logical progression.	15 % of Component 1
	W4	Coherence – overall clarity and readability.	15 % of Component 1
Listening	L1	Identify specific information, opinions and implied meaning.	35 % of Component 2
	L2	Interpret tone, attitude and purpose of speakers.	35 % of Component 2
	L3	Use effective note‑taking and transfer skills.	15 % of Component 2
	L4	Apply listening strategies (predicting, inferencing, recognising discourse markers).	15 % of Component 2
Speaking	S1	Fluency and interaction – turn‑taking, extending ideas.	30 % of Speaking grade
	S2	Pronunciation, intonation and stress.	30 % of Speaking grade
	S3	Grammar and vocabulary – range and accuracy.	20 % of Speaking grade
	S4	Organisation – logical sequencing, use of linking devices.	20 % of Speaking grade

3. Why Language Control Matters (AO W2)

• Ensures the reader receives the intended meaning without ambiguity.
• Demonstrates the candidate’s ability to use a wide range of grammatical structures, precise vocabulary and correct punctuation – all weighted heavily in the mark‑scheme.
• Directly influences marks for both content (W1) and organisation (W3‑W4) because language errors can obscure ideas.

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4. Reading – Strategies, Purposes & Mini‑Task (R1‑R4)

Typical Text Types in the Exam

• Instructions, notices, advertisements
• Articles, blog posts, reviews, reports
• Letters, emails, formal reports
• Short narratives or extracts (fiction & non‑fiction)

Purposes You Must Identify (R2)

• Descriptive – explains characteristics or processes.
• Informative – presents facts or data.
• Persuasive – tries to convince the reader.
• Discursive / argumentative – presents two sides before a conclusion.
• Narrative – tells a story or recounts events.

Reading Strategies Checklist (R3‑R4)

Skill	Action
Skimming	Read headings, first & last sentences, and any highlighted words to grasp the overall gist.
Scanning	Look for keywords, numbers, dates, names to locate specific information quickly.
Inference	Use context clues to deduce meaning of unfamiliar words or implied attitudes.
Linking Devices	Spot discourse markers (however, therefore, in addition, as a result) to follow logical relationships.
Purpose Identification	Ask: “Is the writer informing, persuading, describing, narrating or arguing?”

Mini‑Reading Task (10 minutes)

Passage (≈80 words)

“The city council has announced a new recycling scheme that will start next month. Residents will receive a blue bin for paper and cardboard, while a green bin will be used for glass and plastics. The programme aims to reduce landfill waste by 30 % within two years. Households that fail to separate waste correctly will be issued a warning notice, followed by a modest fine if the problem persists.”

Questions (1 mark each)

1. What colour bin is used for paper? (Scanning)
2. What is the main purpose of the scheme? (Identify purpose – informative)
3. What will happen if a household repeatedly mixes waste? (Inference)
4. Identify one linking device that shows cause‑effect. (Linking Devices)

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5. Listening – Strategies & Practice (L1‑L4)

Typical Audio Sources

• Monologue – news report, announcement.
• Interview or conversation.
• Public instruction – safety notice, timetable.
• Short documentary extract.

Listening Tips (L4)

• Before listening: Read the questions, underline key words, predict possible vocabulary and the likely purpose of the talk.
• During listening: Jot brief notes – symbols such as “!” for surprise, “?” for uncertainty, “#” for numbers.
• After listening: Transfer answers carefully, check spelling of proper nouns, and verify that the word‑count matches the question requirements.

Practice Excerpt (≈45 seconds) & Multiple‑Choice Questions

Script

“Good morning, everyone. This is a reminder that the campus library will be closed for refurbishment from 1 July to 15 July. During this period, all study spaces will be moved to the new Learning Hub on the third floor. The Hub offers 24‑hour computer access, individual study pods and a quiet lounge. Please return any borrowed items before 30 June to avoid late fees.”

Questions

1. When will the library reopen?
   A) 1 July  B) 15 July  C) 30 June  D) It will not reopen this year
2. What new facility will be available during the closure?
   A) A café  B) A quiet lounge  C) Outdoor seating  D) A gym

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6. Speaking – Structure & Checklist (S1‑S4)

Component 3 – Speaking (Grade 1‑5)

1. Interview (2 min) – personal questions, everyday topics.
2. Long Turn (1 min) – speak on a visual prompt.
3. Collaborative Discussion (2 min) – discuss a problem or opinion with a partner.

Sample Assessment Card

Part	Prompt	What the Examiner Looks For (AOs)
Interview	“Describe a memorable holiday you have had.”	S1 – fluency & interaction; S3 – grammar & vocab; S2 – pronunciation.
Long Turn	Picture of a busy market – “You have 1 minute to talk about the advantages and disadvantages of shopping in a market.”	S4 – organisation & linking; S3 – range of language; S2 – intonation.
Discussion	“Do you think online shopping will replace traditional stores? Discuss with your partner.”	S1 – turn‑taking & extending ideas; S4 – logical sequencing; S3 – appropriate vocab.

Speaking Checklist (S1‑S4)

Criterion	What to Check
Fluency & Interaction (S1)	Smooth flow, natural turn‑taking, ability to develop and elaborate ideas.
Pronunciation & Intonation (S2)	Clear articulation, correct stress patterns, appropriate pauses.
Grammar & Vocabulary (S3)	Range of structures, accurate tense use, idiomatic expressions, avoidance of repetition.
Organisation (S4)	Logical sequencing, effective linking devices (“Firstly…”, “On the other hand…”) and a clear conclusion.

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7. Writing – Producing Texts with Language Control (W1‑W4)

Mapping Checklist Items to AOs

Aspect	What to Check	AO Reference
Task fulfilment (purpose, audience, register, format, word‑count)	All requirements of the prompt are met.	W1
Grammar	Subject‑verb agreement, tense consistency, clause variety, correct use of passive voice where appropriate.	W2
Vocabulary	Range, precision, synonyms, avoidance of repetition, appropriate register.	W2
Punctuation	Commas, full stops, question marks, exclamation marks, apostrophes, quotation marks, colons/semicolons.	W2
Spelling	Correct spelling of high‑frequency words, irregular verbs, homophones.	W2
Register & Tone	Consistent level of formality for the intended audience.	W2
Coherence & Cohesion (organisation)	Logical paragraphing, effective linking words, clear progression of ideas.	W3‑W4

5‑Step Writing Model

1. Analyse the task (W1) – identify purpose, audience, register, format and word‑count.
2. Plan – mind‑map ideas, decide paragraph order, create a language bank of useful phrases, collocations and linking devices.
3. Draft – write a first version focusing on ideas and logical order; ignore minor errors.
4. Revise – use the Language Control Checklist (W2‑W4) to edit grammar, vocabulary, punctuation, spelling and register.
5. Edit & Polish – final check of word‑count, neatness, and transfer to answer booklet.

Understanding the Task (W1)

Every writing prompt will specify:

• Purpose: inform, persuade, describe, narrate, explain, or discuss.
• Audience: friend, teacher, manager, general public, etc.
• Register: formal, semi‑formal, informal.
• Format: letter, email, article, report, story, opinion piece, etc.

Planning Techniques (W2)

• Mind‑map: visualise main ideas and supporting points.
• Bullet outline: list paragraphs with a brief note of the key language for each.
• Language bank: record useful phrases, collocations, linking words and register‑specific formulas.

Common Text Types & Key Language Features

Formal Letter / Email

• Opening: “Dear Sir/Madam,” or “Dear Mr Smith,”
• Closing: “Yours faithfully,” or “Yours sincerely,”
• Features: passive voice where appropriate, formal vocabulary, polite formulas (“I would be grateful if…”, “I regret to inform you that…”).

Informal Letter / Email

• Opening: “Hi John,” or “Dear Jane,”
• Closing: “Best wishes,” “Take care,”
• Features: conversational tone, contractions, colloquial expressions (no emojis in the exam).

Article / Report

• Headings/sub‑headings (hand‑written in bold).
• Objective language, facts, statistics, balanced viewpoints.
• Linking devices: “Firstly…”, “In addition…”, “Consequently…”, “However…”.

Narrative (Story)

• Past‑tense narrative, vivid adjectives, sensory language.
• Dialogue punctuation, varied sentence lengths for effect.
• Clear sequence – chronological or flash‑back.

Discursive / Opinion Piece

• Present both sides of an argument before stating a personal view.
• Modal verbs for suggestion (“could”, “might”) and strong adjectives for emphasis.
• Concluding paragraph summarises key points and restates the opinion.

Sample Task & Model Answer (Writing – W1‑W4)

Task (150‑180 words): Write an email to the manager of a hotel complaining about a recent stay. Include details of the problems you experienced, how they affected you, and suggest a suitable solution.

Model Answer (Excerpt)

Subject: Complaint Regarding Recent Stay – Room 312
Dear Mr Brown,

I am writing to express my disappointment with the accommodation I booked at your hotel from 12 to 15 June. Upon arrival I discovered that the air‑conditioning in Room 312 was not functioning, making the room uncomfortably hot. In addition, the bathroom tap leaked continuously, causing water damage to the carpet.

These issues disrupted my work meetings and left me feeling exhausted. I attempted to contact reception on two occasions, but the response was delayed and no immediate remedy was offered.

I would appreciate a full refund for the three nights, or alternatively, a complimentary stay in a comparable room with all facilities working correctly. I trust you will address this matter promptly.

Yours sincerely,
Emily Watson

Why This Answer Scores Well

• W1: Meets all task requirements – purpose (complaint), audience (hotel manager), register (formal), format (email), word‑count.
• W2: Accurate grammar (past tense, passive “was not functioning”), varied vocabulary (“disappointed”, “uncomfortably hot”, “water damage”), correct punctuation and spelling.
• W3‑W4: Clear paragraphing (opening, problem description, impact, solution, closing), effective linking (“In addition”, “These issues”, “I would appreciate”).

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8. Integrated Practice Activities

1. Reading: Complete the mini‑reading task, then underline all linking words and state the purpose of the passage (R2).
2. Listening: Listen to the practice excerpt, answer the MCQs, then write a 30‑word summary using at least two discourse markers (L1‑L4).
3. Speaking: With a partner, practise the discussion prompt. Record yourself and check the Speaking Checklist for each AO.
4. Writing: Using the sample task, follow the 5‑step model. After drafting, swap papers with a peer and use the Language Control Checklist to edit each other’s work.

Quick Revision Checklist (All Skills)

• Read the task carefully – underline key requirements (AO R1/W1).
• Identify the purpose and audience (AO R2/W1).
• Choose appropriate register and format (AO R2/W1).
• Plan language – note useful phrases, linking devices and vocabulary (AO W2).
• Apply reading/listening strategies (skimming, scanning, inference) during the exam (AO R3‑R4, L3‑L4).
• Check grammar, punctuation, spelling and word‑count before transferring answers (AO W2‑W4).
• For speaking, use a clear structure: introduction → main points → conclusion, and link ideas with discourse markers (AO S4).