select relevant details when reading for a specific purpose

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

Purpose of this Handbook

This hand‑out gives teachers a systematic, exam‑focused approach to the four components of the 0510 syllabus – Reading, Writing, Listening and Speaking. Each section is explicitly linked to the relevant Assessment Objectives (AO1‑AO4) and provides:

• Clear learning objectives
• Step‑by‑step strategies
• Common pitfalls and how to avoid them
• Practice tasks with teacher‑only answer keys
• Quick‑revision checklists

---

1. READING – Selecting Relevant Details (AO1)

1.1 Objectives (Reading AO1)

• Identify factual information (names, dates, numbers, locations).
• Interpret implied meaning and infer attitudes.
• Make connections between ideas within and across paragraphs.
• Choose details that directly answer the task command.

1.2 8‑Step Reading Process (Universal Model)

1. Read the task prompt first. Highlight the command word (list, explain, compare, evaluate, etc.).
2. Predict the type of detail required. Fact, opinion, example, cause‑effect, attitude?
3. Skim the passage. Note headings, paragraph topics, and signal words (however, for example, therefore).
4. Scan for keywords. Use the exact words from the prompt and synonyms.
5. Read the surrounding sentences. Ensure the detail fully answers the question.
6. Check relevance. Discard interesting but unrelated information.
7. Paraphrase where allowed. Use your own words while keeping the original meaning.
8. Review. Compare your answer with the task to confirm completeness.

1.3 Strategies Linked to Specific Reading Purposes

Reading Purpose	Key Details to Look For	Effective Strategy
Answering factual questions	Names, dates, numbers, locations	Scan for exact keywords; underline figures.
Summarising	Main ideas, topic sentences, concluding statements	Skim each paragraph; write a one‑sentence summary in the margin.
Extracting opinions	Adjectives, modal verbs, phrases such as “in my view”, “according to”	Highlight subjective language; contrast with factual statements.
Comparing viewpoints	Contrast markers (however, although), parallel structures	Two‑column table: one column per viewpoint, list supporting details.
Evaluating writer’s purpose/attitude (AO1‑AO2)	Tone, audience cues, persuasive techniques, emotive language	Identify rhetorical devices; note the effect on the reader.
Inferring implied meaning (AO1‑AO2)	Pronoun references, cause‑effect links, “suggests that…”, tone shifts	Ask “What is the writer implying?”; locate evidence in surrounding sentences.
Making connections between ideas	Linking words (because, therefore, likewise), repeated key terms	Map ideas with a simple concept‑web; trace how one paragraph builds on another.

1.4 Expanded Guidance for Inferring Implied Meaning

• Pronoun reference chains. Follow pronouns back to their antecedents to see what is being subtly referenced.
• Cause‑effect & concession patterns. Phrases such as “although”, “despite”, “as a result of” often hide the writer’s attitude.
• Lexical fields. Look for groups of related words (e.g., “crisis, emergency, disaster”) that build a tone without stating it outright.
• Contrast & escalation. A series of increasingly strong adjectives can imply a judgment (e.g., “good, excellent, outstanding”).

1.5 Common Pitfalls & How to Avoid Them

• Choosing irrelevant information. Always re‑read the command word before writing.
• Copying whole sentences. Paraphrase unless the question explicitly asks for a direct quotation.
• Missing signal words. Keep a master list of common markers (however, for example, consequently) and underline them in the text.
• Stopping after the first keyword match. If the first instance does not answer the question, continue scanning the paragraph.
• Confusing fact with opinion. Check for modal verbs and evaluative adjectives to separate the two.

1.6 Practice Activity

Read the excerpt below and complete the four tasks.

“The city’s new recycling programme, launched in March 2023, aims to reduce household waste by 30 % within five years. Residents are encouraged to separate organic material from plastics and metals. Local schools have incorporated recycling lessons into their curricula, and a mobile app now alerts users when collection trucks are nearby. Early surveys indicate a 15 % drop in landfill use during the first six months.”

1. List two specific actions residents are asked to take.
2. State the target reduction percentage for household waste.
3. Identify one way the programme involves schools.
4. Explain how the mobile app supports the programme’s goal.

Answer Key (Teacher Use Only)

Task	Relevant Detail	Location in Text
1	Separate organic material from plastics and metals	Sentence 2
2	30 % reduction	Sentence 1
3	Schools have incorporated recycling lessons into curricula	Sentence 3
4	The app alerts users when collection trucks are nearby, encouraging timely recycling	Sentence 3

1.7 Quick Revision Checklist (Reading)

• Did I read the question first and underline the command word?
• Have I predicted the type of detail required?
• Did I skim for overall structure and signal words?
• Did I scan for keywords and synonyms?
• Is the detail I selected directly relevant and complete?
• Have I paraphrased where the exam permits?
• Did I double‑check my answer against the task?

---

2. WRITING – Planning & Producing a 120‑160‑Word Task (AO2)

2.1 Objectives (Writing AO2)

• Produce a piece that fully addresses the task (content).
• Organise ideas logically with clear paragraphing and linking devices.
• Use appropriate register (formal, semi‑formal, informal) and style for the given audience.
• Demonstrate accurate grammar, vocabulary, spelling, punctuation and sentence structure.

2.2 8‑Step Writing Process (mirrors the reading model)

1. Read the task prompt carefully. Highlight purpose (inform, persuade, describe) and audience.
2. Identify required content. List every point the examiner expects (e.g., “two reasons”, “suggest a solution”).
3. Plan the structure. Decide on paragraph count (usually 2‑3) and the function of each paragraph.
4. Choose linking devices. Note useful connectors for contrast, cause‑effect, addition, etc.
5. Write a draft. Follow the plan, keep within the word limit, and maintain the appropriate register.
6. Check grammar & vocabulary. Verify verb tenses, subject‑verb agreement, and precise word choice.
7. Proofread. Look for spelling, punctuation and that each paragraph has a clear topic sentence.
8. Self‑evaluate. Compare the final piece with the checklist below.

2.3 Register & Style Guidance

Register	Typical Features	When to Use
Formal	Complex sentences, passive voice, formal lexis (e.g., “consequently”, “therefore”), no contractions	Reports, formal letters, articles for a newspaper
Semi‑formal	Mix of simple and complex structures, limited contractions, polite tone	Emails to a teacher, blog posts, informational leaflets
Informal	Short sentences, contractions, colloquial expressions, friendly tone	Personal letters, messages to friends, social‑media posts

2.4 Linking Devices Cheat‑Sheet

Purpose	Useful Connectors
Addition	also, furthermore, in addition, moreover
Contrast	however, although, on the other hand, nevertheless
Cause / Effect	because, therefore, as a result, consequently
Example	for example, such as, namely, in particular
Conclusion	in summary, to conclude, overall, finally

2.5 Common Writing Pitfalls

• Omitting required points. Use a checklist derived from the task before you start writing.
• Inconsistent register. Keep the tone (formal, semi‑formal, informal) consistent throughout.
• Run‑on sentences. Break long ideas into separate sentences; use linking devices to show relationships.
• Spelling & punctuation errors. Allocate the last minute for a quick proofread.
• Word‑count issues. Aim for 130‑150 words for a 120‑160 word task; count words during planning.

2.6 Practice Task (Informal Email – 120‑160 words)

Prompt: You have just visited a new museum in your city and you are writing an informal email to a friend who lives abroad. Tell your friend about the museum, mention two exhibits that impressed you, and suggest a day when you could both visit together next summer.

Suggested Structure (3 paragraphs)

1. Opening – greet, state purpose of the email.
2. Body – describe the museum and the two exhibits (use adjectives and feelings).
3. Closing – propose a date, invite a reply, sign off.

Teacher Marking Rubric (AO2)

Criterion	What to Look For
Content	All three required points are covered; ideas are relevant.
Organisation	Clear paragraphing; logical order; effective linking devices.
Grammar & Vocabulary	Accurate tenses, varied sentence structures, appropriate register.
Spelling & Punctuation	Few or no errors; correct use of commas, full stops, apostrophes.

2.7 Quick Revision Checklist (Writing)

• Have I identified the purpose and audience?
• Did I list all required points?
• Is my paragraph plan logical?
• Did I use a range of linking devices?
• Is the register consistent throughout?
• Did I check verb tenses and subject‑verb agreement?
• Have I proofread for spelling and punctuation?
• Is the word count between 120‑160 words?

---

3. LISTENING – Extracting Information & Inferring Meaning (AO3)

3.1 Objectives (Listening AO3)

• Identify factual details (dates, numbers, names).
• Recognise ideas, attitudes and opinions.
• Make connections between statements.
• Infer implied meaning from tone, stress and intonation.

3.2 8‑Step Listening Process (Universal Model)

1. Pre‑listen. Read the question(s) and underline key words.
2. Predict. Guess the type of information you will hear (statistic, reason, opinion, etc.).
3. Listen for keywords. Focus on the highlighted words; note synonyms.
4. Take brief notes. Use symbols (↑ for increase, ? for uncertain) and abbreviations.
5. Check the first answer. If unsure, mark and move on – you may confirm later.
6. Listen for linking language. Words such as “however”, “therefore”, “in contrast” help you follow the speaker’s line of thought.
7. Review your notes. After the recording, compare notes with the questions.
8. Confirm answers. Use the second listening (if provided) to verify uncertain items.

3.3 Common Listening Question Types

Question Type	What to Listen For
Multiple‑choice (facts)	Exact numbers, dates, names.
True/False/Not Given (ideas)	Overall meaning; does the statement match the speaker’s view?
Matching (connections)	Link speakers’ opinions to statements; note contrast markers.
Short‑answer (specific detail)	Key nouns or phrases; often signalled by “the reason is…”.
Note‑completion (implied meaning)	Paraphrased information; listen for synonyms.

3.4 Sample Listening Script (Audio link)

▶️ Listen to “A Community Garden Project” (2 min)

Task: Answer the four questions that follow the audio. (Provide printed worksheet for classroom use.)

Sample Questions

1. What is the main aim of the community garden? (One word)
2. Which two groups of people are mentioned as volunteers? (Two answers)
3. According to the speaker, what is the biggest challenge faced so far? (Short answer, ≤ 4 words)
4. Do you think the project will be sustainable? (True / False / Not Given)

Answer Key (Teacher Use Only)

Q.	Answer	Evidence in Audio
1	Education	Speaker says “Our main aim is to educate the community…”
2	Students; Retirees	Mentions “local school students” and “retired volunteers”.
3	Lack of funding	“The biggest challenge is the lack of funding.”
4	True	Speaker concludes “I’m confident it will continue for years.”

3.5 Quick Revision Checklist (Listening)

• Did I underline key words in the question?
• Did I predict the type of information I will hear?
• Did I focus on keywords and synonyms during listening?
• Are my notes clear and use consistent symbols?
• Have I checked linking language to follow the speaker’s argument?
• Did I verify uncertain answers on the second listening?
• Is my final answer directly supported by the audio?

---

4. SPEAKING – Demonstrating Language Use (AO4)

4.1 Objectives (Speaking AO4 – S1‑S4)

• S1 – Grammar & Vocabulary. Use a range of structures and appropriate lexis for the task.
• S2 – Discourse Management. Organise ideas logically, use linking devices, and develop answers fully.
• S3 – Pronunciation, Intonation & Stress. Produce intelligible speech with appropriate rhythm, stress patterns and intonation.
• S4 – Interaction. Respond appropriately, ask and answer questions, and maintain a natural flow.

4.2 Exam Structure (Three‑Part Test – 12 minutes total)

Part	Duration	Task Description	AO4 Sub‑objectives Targeted
Interview	2 min	Candidate answers 4‑5 short questions about personal experience or preferences.	S1, S2, S3, S4
Short Talk	3 min	Candidate speaks for 1‑2 minutes on a given visual stimulus (photo, diagram, or map) and then answers a follow‑up question.	S1, S2, S3
Discussion	7 min	Candidate engages in a two‑way discussion with the examiner on a broader topic related to the short talk.	S2, S3, S4

4.3 Strategies for Each AO4 Sub‑objective

S1 – Grammar & Vocabulary

• Prepare a bank of useful phrases for common topics (e.g., “I’m keen on…”, “One advantage is…”, “From my point of view…”).
• Practice using a range of tenses (present simple, present perfect, past simple, future will/going to) within the same answer.
• Include at least two higher‑level lexical items (e.g., “significant”, “consequently”, “incredible”).

S2 – Discourse Management

• Use a clear structure: intro → point → example → link → conclusion.
• Employ linking devices from the cheat‑sheet (however, therefore, for example).
• Practice “expansion” – after giving a short answer, add a reason or personal anecdote to develop the response.

S3 – Pronunciation, Intonation & Stress

• Word stress. Mark stressed syllables in a practice script (e.g., recycling).
• Sentence stress. Highlight content words (nouns, main verbs, adjectives) that carry the main meaning.
• Intonation patterns. Use rising intonation for yes/no questions, falling for statements, and a “pitch rise–fall” for contrast (“I like tea, but I don’t drink it every day”).
• Record yourself and compare with a model recording; note any unclear sounds.

S4 – Interaction

• Practice active listening: nod, use short back‑channel phrases (“I see”, “Right”, “Exactly”).
• When asked a follow‑up, paraphrase the examiner’s question before answering (“You’d like to know…?”).
• Ask a relevant question back when appropriate to keep the conversation flowing.

4.4 Pronunciation Practice Activities

1. Minimal‑pair drill. Work on pairs such as /b/ vs /p/ (bat – pat) to improve clarity.
2. Stress‑sentence race. Write 5 short sentences on cards; students race to mark the stressed word and then read with correct stress.
3. Intonation contour mapping. Provide a visual line (↗↘) for a sentence like “I really enjoyed the concert” and have students mimic the pitch.

4.5 Sample Speaking Task (Full 12‑minute Test)

Interview (2 min)

• What do you usually do on weekends?
• Do you prefer indoor or outdoor activities? Why?
• Describe a recent holiday you enjoyed.
• How do you think leisure activities affect mental health?

Short Talk (3 min)

• Visual stimulus: a photograph of a bustling city market.
• Task: “Describe what you see, explain why markets are important to a community, and suggest one way they could become more environmentally friendly.”

Discussion (7 min)

• Topic: “The impact of online shopping on traditional high‑street stores.”
• Possible follow‑up questions: advantages of online shopping, disadvantages for local economies, how towns could adapt.

Marking Rubric (AO4)

Criterion (S1‑S4)	Band Descriptors (1‑5)
S1 – Grammar & Vocabulary	1 = Very limited range, many errors; 5 = Wide range, errors rare.
S2 – Discourse Management	1 = Ideas fragmented; 5 = Coherent, well‑structured, fully developed.
S3 – Pronunciation, Intonation & Stress	1 = Hard to understand; 5 = Clear, natural rhythm and intonation.
S4 – Interaction	1 = Very limited turn‑taking; 5 = Responsive, initiates and sustains conversation.

4.6 Quick Revision Checklist (Speaking)

• Did I use a range of grammatical structures and vocabulary (S1)?
• Is my answer organised with a clear beginning, middle and end (S2)?
• Did I check word and sentence stress, and vary my intonation (S3)?
• Am I listening actively and responding appropriately (S4)?
• Did I incorporate linking devices and expand my points?
• Did I keep within the time limits for each part?

---

5. GLOSSARY OF REQUIRED TEXT TYPES (Reading & Writing)

The 0510 syllabus expects candidates to be familiar with the following text types. Use the brief exemplar to see typical language features.

Text Type	Typical Purpose	Key Features	Short Exemplar (1 sentence)
Article	Inform / persuade a general audience	Headline, sub‑headings, formal register, balanced arguments	“Scientists warn that plastic pollution could threaten marine life within a decade.”
Blog post	Share personal experience or opinion	Informal tone, first‑person, emojis optional, direct address	“I tried the new vegan café downtown and was blown away by the mushroom burger!”
Notice	Give information quickly	Bullet points, imperative verbs, date/time, concise	“Room 12 will be closed for cleaning from 10 am–12 pm today.”
Leaflet	Promote a product, service or event	Eye‑catching headings, persuasive adjectives, call‑to‑action	“Join our summer art workshop – spaces limited, register now!”
Report	Present findings objectively	Headings, tables/graphs, passive voice, formal register	“The survey indicates a 22 % increase in student satisfaction with the new library.”
Review	Evaluate a book, film, product	Opinion language, rating, examples, recommendation	“The novel’s vivid characters make it a compelling read, though the pacing drags in the middle.”
Speech	Address an audience directly	Rhetorical questions, repetition, persuasive devices	“Ladies and gentlemen, together we can build a greener future for our children.”
Letter (formal/informal)	Communicate personal or official information	Opening/closing formulas, appropriate register, clear purpose	Formal: “I am writing to enquire about the availability of rooms for July.”
Advertisement	Encourage purchase or participation	Catchy slogan, superlatives, call‑to‑action, visual layout	“Experience ultimate comfort – book the new Deluxe Suite today!”

---

6. QUICK REFERENCE – ALL Skills at a Glance

Skill	AO(s)	Key Process Steps	Typical Pitfalls
Reading	AO1	Task → Predict → Skim → Scan → Check relevance → Paraphrase → Review	Choosing irrelevant detail; copying whole sentences
Writing	AO2	Task → Identify content → Plan → Draft → Check grammar/vocab → Proofread → Self‑evaluate	Omitting points; inconsistent register; word‑count errors
Listening	AO3	Pre‑listen → Predict → Listen for keywords → Note‑take → Review → Confirm	Missing synonyms; ignoring linking language; poor note‑taking
Speaking	AO4 (S1‑S4)	Interview → Short talk → Discussion → Use S1‑S4 strategies	Limited grammar range; flat intonation; lack of interaction