IGCSE CHINESE AS SECOND LANGUAGE2014(1)

igcse esl评分标准-回复IGCSE ESL评分标准IGCSE (International General Certificate of Secondary Education) ESL (English as a Second Language)考试是一门为非英语母语的学生设计的考试，旨在测试学生的英语听、说、读、写四项技能。

以下是一份IGCSE ESL评分标准，将一步一步回答中括号内的主题。

评分标准的四个层次：1. 阅读目标理解（Reading: Meaning）阅读目标理解的评分标准主要针对学生对文本内容的理解能力。

这一层次的考察重点在于学生能否从文本中获取信息。

- 首先，学生需要能够理解文本的基本意思，包括文章的主题和关键细节。

- 其次，学生应能够理解文本中的隐含信息和推理出结论。

- 最后，学生还需能够理解文本中的词汇和短语，以及其在不同语境中的含义。

2. 阅读技巧（Reading: Skills）阅读技巧的评分标准主要考察学生对不同类型文本的理解和应用能力。

- 学生应能够理解并使用各种阅读策略，例如扫读、略读和详读。

- 学生需要能够识别并理解文本中的各种文体和文体特征。

- 学生还需能够理解文本中的复杂句子和句子结构，以及不同的连接词和标点符号的用法。

3. 写作技巧（Writing: Skills）写作技巧的评分标准主要考察学生在写作过程中的语言表达能力和结构组织能力。

- 学生应能够运用多样化的词汇和语法结构，以表达清晰且连贯的意思。

- 学生还需要能够组织并连接不同的观点和信息，以形成一篇有条理的文章。

- 此外，学生还需考虑到文体的选择和使用，以适应不同写作任务的要求。

4. 交流能力（Speaking: Interaction and Production）交流能力的评分标准主要考察学生在口语交流中的表达和理解能力。

- 学生应能够进行简短对话并做出回应，以回答问题或表达意见。

- 学生还需能够参与到长对话或小组讨论中，并能够与其他学生进行合作与互动。

IGCSE English as a Second LanguageAs with all IGCSE courses, the English as a Second Language syllabus is designed to be taken over two years for examination at age 16‐plus. The University of Cambridge International Examinations (CIE) syllabus assesses students’ ability to use English as a medium of practical communication, and is aimed at students for whom English is not a first language/mother tongue but for whom it is a lingua franca or language of study.The aims of the course are to:•develop the ability to use English effectively for the purpose of practical communication•form a sound base for the skills required for further study or employment using English as the•medium•develop an awareness of the nature of language and language‐learning skills, along with skills of a more general application•promote students’ personal development.The rationale for the English as a Second Language course is based on the widespread use of English as the medium of instruction and as the language of commerce or entertainment. The subject matter of the examination will reflect this international perspective. It is presumed that most candidates taking this course will have a primarily instrumental motivation – that is they will be studying the language in order to promote their educational or employment prospects. The topics will relate to the interests and needs of the candidates in using English as a second language and, in particular, to the world of work, to current affairs, to health and welfare, to travel and to school affairs.Subject ContentReadingCandidates will be assessed on their ability to understand and respond to information presented in a variety of forms. They will need to select and organise material relevant to specific purposes; to recognise, understand and distinguish between facts, ideas and opinions; and to infer information from texts.WritingCandidates will be assessed on their ability to communicate clearly, accurately and appropriately and to convey information and express opinions effectively. They will need to 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; and employ appropriate register/style.ListeningCandidates will be assessed on their ability to understand and respond to information presented in a variety of forms. They will need to recognise, understand and distinguish between facts, ideas and opinions; select and organise material relevant to specific purposes; and infer information from texts.SpeakingCandidates will be assessed on their ability to communicate clearly, accurately and appropriately and to convey information and express opinions effectively. They will need to employ and control a variety of grammatical structures; demonstrate knowledge of a range of appropriate vocabulary; engage in and influence the direction of conversation; and employ suitable pronunciation and stress patterns.Resources and TextsStudents will consider a variety of materials and will be encouraged to explore language in a range of form and style. IGCSE English as a Second Language (2004) by Peter Lucantoni [Cambridge University Press] will be utilised as the main textbook in order to develop this awareness of language, its potential and usage.AssessmentThe final assessment will take the form of two externally assessed exams at the end of Year 11:PAPER 2Reading and Writing (Extended)Duration of Examination: 2 hoursWeighting: 70%PAPER 4Listening (Extended)Duration of Examination: Approx. 45 minsWeighting: 30%Candidates will normally, in addition, offer an oral component, marks for which do not contribute towards the overall grade candidates receive for the written components. Instead, where candidates perform to an appropriate standard, certificates record separately the achievement of grades 1 (high) to 5 (low) for Speaking. Oral tests are conducted internally during a period before the main examination session, and then sent to the examining board for external moderation.。

IGCSE简介及A-level和IGCSE的区别⼀、IGCSE简介IGCSE 是International General Certificate of Secondary Education，是⽬前国外14岁⾄16岁全世界考试最多⼈数的体系之⼀，是CIE（Cambrige International examination）, 剑桥全球测试的⼀部分。

其证书，只要是说英⽂的国家地区均会得到承认，该考试相当于我们理解的“SSAT”，唯⼀不同的是：若同学想申请英国名校剑桥，⽜津⼤学等相近英系⼤学，此考试成绩是申请的重要参考之⼀。

因中英教育体系的不同，⾼中的GPA成绩换算，英国⽆标准，不能准确了解学员的智⼒和学术能⼒，所以该考试成绩很有必要。

剑桥IGCSE资格证书在全世界100多个国家颁发, 被⾼等教育机构和⽤⼈单位视为学习能⼒的证明。

剑桥IGCSE等同于英国本⼟的GCSE。

在⼀些国家中，学校使⽤剑桥IGCSE来代替当地官⽅考试。

每名学⽣的表现均采⽤8个国际认可的评分等级(A*-G)进⾏评分。

在⼀些国家，IGCSE资格证书可以满⾜⼤学的⼊学要求。

在其他⼀些国家，它们则被⼴泛⽤作A Level、AS、IB(国际⽂凭)和美国AP(先修课程)的预科课程。

IGCSE英语(第⼀语⾔和第⼆语⾔)科⽬的C级可以满⾜英国和其他以英语为母语的国家的许多⼤学对英语⽔平的要求。

剑桥IGCSE证书可作为你申请英国⼤学的英语语⾔能⼒证明，申请不同⼤学不同学历的成绩要求也各不相同。

具体成绩要求如下：1、英语为第⼀语⾔的本科⽣研究⽣：平均分C以上阅读不低于E 写作不低于E ⼝语不低于D 听⼒不低于D。

2、英语作为第⼆语⾔的本科⽣：平均分C以上阅读不低于D 写作不低于D ⼝语不低于C 听⼒不低于A。

3、英语作为第⼆语⾔的研究⽣：平均分B以上阅读不低于D 写作不低于D ⼝语不低于C 听⼒不低于A。

IGCSE对想申请英国名校的学⽣是必须的，英国各⾼校以此成绩来衡量全世界学⽣的⽔平。

This document consists of 8 printed pages.© UCLES 2012[Turn overCambridge International ExaminationsCambridge International General Certificate of Secondary EducationENGLISH AS A SECOND LANGUAGE0510/01Paper 1 Reading and Writing (Core) For Examination from 2015SPECIMEN MARK SCHEME1 hour 30 minutesMAXIMUM MARK: 70w w w .X t r e m e P a pe r s .c o mExercise 1 WaterAidswim(a)cycle / bikerun(all three required for 1 mark) [1] hold (own) Taste for Life event [1](b)free / nothing / no cost [1](c)(a range of) resources / (specially written) music and words [1](d)(have to) spend hours / (a) long time searching / looking for water [1](e)(f) the pay you receive for one hour (of work) [1]find out about (WaterAid) lottery / promote (WaterAid) lottery / play (WaterAid) lottery /(g)Support WaterAid’s vital work [1][Total: 7]© UCLES 2012 0510/01/SM/15Exercise 2 Six Legs Goodtransport (their) pollen [1] (a)appear in sugar bowls / crawl over (our) shoes / ruin (our) picnics / sting(b)(any two for 1 mark)[1](weight of) human population (is) less (than weight of ant population)(c)OR (weight of) ant population (is) more (than weight of human population) [1]millions of years ago / before / before humans started to walk (on two legs) [1] (d)no leader [1](e)(f) (they) capture / feed on (other) small insects(they) remove dead (small) birds / mice / rats [2] (they) collect it / clear it(g)ants have not colonised it / never been there [1](they have) evolved into thousands of shapes and sizes / (they have) evolved into different (h)shapes and sizes [1](i) deadly sting [1](j) Army (ants of South America) AND Leaf-cutter (ants of North America) [1][Total: 11]© UCLES 2012 0510/01/SM/15 [Turn overExercise 3 Student Application FormNote: correct spelling is essential for the form-filling exercise.Upper case letters required at the start of proper nouns.The conventions of form-filling (i.e. instructions to tick, circle and delete) must be observed with total accuracy.Section A: Personal DetailsMarimin RosalesEtna 70, Colonia Montes, Mexico City05613 92789617Umberto and Bertha Rosales0218 767432Section B: Expedition DetailsTICK SouthCIRCLE HostelCIRCLE Parent(I would like to make a future career as an) ArchaeologistMax. total for Sections A and B: 10 marksSection CMax. total for Section C: 4 marksSentence 1: it is expected the candidate will write a sentence stating that her main interest is the study of History, or of the ancient civilisations of Mexico. This should be in the first (not third) person.Sentence 2: it is expected the candidate will write a sentence explaining that she wants to study the ancient culture of the Mayan people. This should be in the first (not third) person.For each sentence, award up to 2 marks as follows:2 marks:proper sentence construction; correct spelling and punctuation; gives the informationasked for.1 mark:proper sentence construction; 1–3 errors of punctuation and/or spelling (withoutobscuring the meaning); gives the information asked for.0 marks:more than 3 errors of punctuation and / or spelling; and / or does not give the informationasked for; and / or not a proper sentence; and / or meaning obscure.[Total: 14] © UCLES 2012 0510/01/SM/15Exercise 4 Spreading Literacy in LaosNote: correct responses only apply if they are placed under the correct heading (as detailed below). Add the correct answers to give a total out of 7.Remember that this exercise is marked for content (reading), not language.Reasons for illiteracy in rural Laos (max 2 marks for this heading)•few authors (in Lao language)•books expensive / hard to obtain•difficulty to get books into people’s hands / villages (isolated) / villages only reached by boat•no libraries (in villages) / children rarely have a chance to own a book / children rarely have a chance to hold a bookAnna Dahl's fundraising efforts (max 2 marks for this heading)•charity “River Books”•(sponsored 500 km) bike ride across Laos•sail along Thames in small boat•London Marathon (next year)Disadvantages of illiteracy (max 3 marks for this heading)•cannot read (school) textbooks•unable to read signs / notices / instructions•unable to write own name / fill in forms•unable to send emails / text messages[Total: 7] Exercise 5 Literacy in Laos summaryLanguage (up to 5 marks)5 marks: good, concise summary style / very good attempt to use own words and to organise andsequence points cohesively4 marks: good attempt to use own words and to organise and sequence points cohesively /generally good control of language3 marks: some reliance on language from the text, but with an attempt to organise and sequencepoints cohesively / language satisfactory, but with some inaccuracies2 marks: heavy reliance on language from the text with no attempt to organise and sequencepoints cohesively / limited language expression making meaning at times unclear1 mark:copying without discrimination from text / multiple language inaccuracies0 marks: no understanding of the task / no relevant content / meaning completely obscure due toserious language inaccuracies[Total: 5]© UCLES 2012 0510/01/SM/15 [Turn overExercise 6 End-of-term performanceExercise 7 Local foodThe following general instructions, and table of marking criteria, apply to both exercises. •Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose / audience / register) and the development of ideas (i.e. the detail / explanation provided and how enjoyable it is to read).•Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs).•When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but doesn’t quite make it into the band above.•When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in at least the 4–5 mark band.•When deciding on a mark for language, look at both the style and the accuracy of the language.A useful starting point would be first to determine whether errors intrude. If they do not, it will bein at least the 4–5 mark band.• The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band.•If the essay is considerably shorter than the stated word length, it is unlikely to gain a high mark for content.•If the essay is totally irrelevant and has nothing to do with the question asked, it should be given0 marks for Content and Language, even if it is enjoyable to read and fluent.•If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for language is available.[Total Exercise 6: 13][Total Exercise 7: 13]© UCLES 2012 0510/01/SM/15GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (CORE)Mark band CONTENT: relevance anddevelopment of ideas(AO: W1, W2, W6)MarkbandLANGUAGE: style and accuracy(AO: W1, W3, W4, W5)6–7 Effective:Relevance:Fulfils the task, with appropriate registerand a good sense of purpose andaudience. Award 7 marks.Fulfils the task, with appropriate registerand some sense of purpose andaudience. Award 6 marks.Development of ideas:Ideas are developed at appropriatelength. Engages reader’s interest. 6 Competent:Style:Sentences show some style andambitious language. However, there maybe some awkwardness making readingless enjoyable. Award 6 marks.Accuracy:Generally accurate with frustrating errors.Appropriate use of paragraphing. Award6 marks.4–5Largely relevant:Relevance:Fulfils the task. A satisfactory attempthas been made to address the topic,but there may be digressions. Award5 marks.Does not quite fulfil the task althoughthere are some positive qualities. Theremay be digressions. Award 4 marks.Development of ideas:M aterial is satisfactorily developed atappropriate length. 4–5Satisfactory:Style:M ainly simple structures and vocabularybut sometimes attempting a wider rangeof language. Award 5 marks.Mainly simple structures and vocabulary.Award 4 marks.Accuracy:Meaning is clear and of a safe standard.Grammatical errors occur whenattempting more ambitious language.Paragraphs are used, showing somecoherence. Award 5 marks.eaning is generally clear. Simplestructures are usually sound. Errors donot interfere with communication.Paragraphs are used but withoutcoherence or unity. Award 4 marks.© UCLES 2012 0510/01/SM/15 [Turn over© UCLES 2012 0510/01/SM/152–3 P artly relevant :Relevance :Partly relevant and some engagementwith the task. Inappropriate register,showing insufficient awareness ofpurpose and / or audience. Award3 marks .Partly relevant and limited engagementwith the task. Inappropriate register,showing insufficient awareness ofpurpose and / or audience. Award2 marks .Development of ideas:Supplies some detail but the effect is incomplete and repetitive. 2–3 Errors intrude : Style: Simple structures and vocabulary. Accuracy: Meaning is sometimes in doubt. Frequent errors do not seriously impair communication. Award 3 marks . M eaning is often in doubt. Frequent, distracting errors which slow down reading. Award 2 marks . 0–1 Little relevance :Very limited engagement with task, but this is mostly hidden by density of error. Award 1 mark .No engagement with the task, or any engagement with task is completely hidden by density of error. Award 0 marks .If essay is completely irrelevant, no mark can be given for language. 0–1 Hard to understand :M ultiple types of error in grammar / spelling / word usage / punctuation throughout, which mostly make it difficult to understand. Occasionally, sense can be deciphered. Award 1 mark.Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English writing. Award 0 marks.。

（英语）高中英语阅读理解(社会文化)解题技巧讲解及练习题(含答案)及解析一、高中英语阅读理解社会文化类1．阅读理解Vietnam aims to solve the relations between economic development and cultural preservation. Vietnamese cultural departments and activists have tried to preserve the historical and cultural relics in the country.Vietnam now has more than 40000 historical relics. These relics of various forms and history are treasures for future generations.However, hundreds of relics are severely damaged due to the negative influence of time, war and human activities. Head of Hanoi Relics Management Board, Nguyen Doan Tuan, says rescue work must preserve the relics' soul: "We cannot replace ruined construction with new materials. We must preserve its shape, size and style. We need to pay attention to every brick replaced so that it looks exactly like the original."Most relics have to rely on tourist fees for repair and rescue work. Director of Van Mieu Cultural and Science Center Dang Kim Ngoc, says that the relics must be promoted widely to attract more visitors and bring in more income for repair and preservation: "We provide constant guide services for visitors so that they understand more about our relics. At the same time, a natural surrounding of the relic has been ensured, including the grass field and garden to improveits scenic value."The local government agreed that the relics must be turned to the community for shared efforts in the preservation work. Director of Vietnam Revolution Museum Dang Quoc Quan, said that the community must be guided in the preservation and protection, "The UNESCO aims to let local community take part in the preservation of relics. We have seen limitations in the preservation of relics, especially festival-related groups of buildings. This requires management and guidance by the government."Nguyen Thi Minh Ly from the Department of Heritage says the community should be guided in proper behaviors towards relics: "This will ensure the protection of cultural relics in later generations. Creative restoration (修复) must be based on previous (先前的) values."Experts have called for a systematic (系统的) guidance by the state in local level preservation while promoting creative thinking in restoration for each relic.（1）Where is the passage most probably taken from?A.A government survey.B.A research paper.C.A newspaper report.D.A travel guide.（2）Which of the following is not the reasons for the damaged relics in Vietnam?A.Human activities.B.Poor building materials.C.War influence.D.The passing of time.（3）It can be inferred from paragraphs 4-6 that to preserve relics, the government should .A.turn to the UNESCO for financial helpB.improve the scenic value by raising tourist feesC.encourage the community to join in the rescue workD.make full use of the money raised by the local people（4）What might be the best title for the passage?A.Guide the Community in Proper BehaviorsB.Replace the Ruined Construction with a New StyleC.Hundreds of Relics in Vietnam Are In RuinsD.Experts Call for a Systematic Way to Preserve Relics【答案】（1）C（2）B（3）C（4）D【解析】【分析】本文是一篇说明文，介绍了越南文化部门和活动人士一直在努力保护本国的历史和文化遗产，文章说明了文物遭受破坏的原因和文物保护的现状。

剑桥igcse英语作为第二语言教材听力
剑桥IGCSE英语作为第二语言教材的听力部分有多个教材，
以下是其中一些常用的教材：
1. "Cambridge IGCSE Second Language English Listening"（剑
桥IGCSE第二语言英语听力）：这本教材是IGCSE英语作为
第二语言考试的官方听力教材。

它提供了包含多种主题的听力材料，包括对话、讲座、采访等。

教材还提供了相关的听力练习和解析。

2. "IGCSE English as a Second Language Listening"（IGCSE英
语作为第二语言听力）：这本教材是根据IGCSE英语作为第
二语言考试要求编写的。

它包含了多个主题的听力材料，如旅游、科学、艺术等。

教材还提供了各种听力练习和答案，帮助学生提高他们的听力技能。

3. "Cambridge IGCSE English as a Second Language Exam Preparation Guide"（剑桥IGCSE英语作为第二语言考试准备
指南）：这本教材是为准备参加IGCSE英语作为第二语言考
试的学生编写的。

它包含了多个听力练习，涵盖了考试中可能出现的各种题型。

教材还提供了相关的听力技巧和答题技巧，帮助学生在考试中取得良好成绩。

这些教材都可在剑桥大学出版社或其他教育书店购买到。

此外，在网上也可以找到一些免费的IGCSE英语作为第二语言听力
资源，如在线听力练习和模拟考试。

READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES.T he essay titles, 1-8, on this question paper are printed twice, once in traditional and once in simplified characters. If you wish to read the essay titles in traditional characters, turn to page 2; if you wish to read the essay titles in simplified characters, turn to page 3.Write a composition of between 400 and 600 characters on one of the eight essay titles provided.Y ou may write your answer in either traditional or simplified characters.Y ou should pay attention to punctuation, accuracy and handwriting.At the end of the examination, fasten all your work securely together. All questions in this paper carry equal marks.FIRST LANGUAGE CHINESE0509/23Paper 2 WritingMay/June 20141 hour 15 minutes Additional Materials: Answer Booklet/Paper *4488579*This document consists of 3 printed pages and 1 blank page.NL 82706/1© UCLES 2014 [Turn overCambridge International ExaminationsCambridge International General Certificate of Secondary EducationESSAY QUESTIONS IN TRADITIONAL CHARACTERSESSAY QUESTIONS IN SIMPLIFIED CHARACTERSBLANK PAGEPermission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.。

w w w e tr .X m ap ePUNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Educations er om .c*8778922641*ENGLISH AS A SECOND LANGUAGE Paper 1 Reading and Writing (Core)0511/11May/June 2011 1 hour 30 minutesCandidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Dictionaries are not allowed. The number of marks is given in brackets [ ] at the end of each question or part question.This document consists of 13 printed pages and 3 blank pages.IB11 06_0511_11/FP © UCLES 2011[Turn over2 Exercise 1 Read the following article about the carnival in Rio de Janeiro, and then answer the questions on the opposite page.– the biggest show in the world?What is it? The Rio de Janeiro carnival, held annually in the month of February, is a spectacular celebration of life that attracts millions of people onto the streets of the Brazilian city. The whole country stops to watch, either in the city itself or on the television. It is estimated that each year 700,000 visitors come to watch from all over the world. “Samba” schools The music played throughout the carnival procession is called the “samba”. Many participants belong to “samba” schools where they learn to dance and play the music which is so popular throughout Brazil. There are about 30 “samba” schools with thousands of members. They perform for four entire nights in a huge arena called the “Sambadrome”. The schools take part in an official competition and the best of them is awarded a prize. Each school is assessed on its costumes, the theme of its performance and the quality of the music. Some “samba” schools hold street parties and perform in their local areas because many people cannot afford to buy a ticket for the official competition. From year to year... Because it is such a huge event, planning for the carnival begins many months in advance. In fact, it is true to say that as soon as one carnival finishes, rehearsals and preparations for the next one begin. Much of this work is done in “Samba City”, which consists of enormous buildings where most of the equipment and costumes are prepared. The stars of the show Each school is led by a queen followed by hundreds of drummers and brightly decorated carnival vehicles. The Carnival Queens are the biggest stars and they are chosen from amongst the most beautiful women in each community. As well as beauty, the queen has to be very fit to lead her group of drummers on the slow procession through the streets of Rio. “Blocos” parades “Blocos” parades have become an important feature of Rio’s carnival in addition to the “samba” schools. These parades are less formal and include groups of musicians from the same neighbourhood who just want to sing, dance and have a good time. Today, they number more than 100 and the groups increase each year. They all dress in costumes or T-shirts with special themes or logos. Before the show they gather in a square, then parade through sections of the city, before performing near to the beach. Some of them have a particular place such as a café where they play and dance to attract spectators.© UCLES 20110511/11/M/J/113 (a) How often is the Rio carnival held? [1](b) Apart from Brazil, where do the spectators come from? [1](c) What is the “Sambadrome”? [1](d) What is a “samba” school judged on when it enters the competition? Give two details.[1](e) What are the essential qualities for a Carnival Queen? Give two details.[1] (f) Where are you likely to see the “blocos” perform? Give two details.[1] [Total: 6]© UCLES 20110511/11/M/J/11[Turn over4 Exercise 2 Read the following article about an unusual library service in Ethiopia, and then answer the questions on the opposite page.The donkey mobile libraryIt is a hot and bright morning in the Ethiopian countryside. Yohannes Gebregeorgis walks beside a pair of donkeys that are pulling a two-wheeled cart. They arrive at the agricultural town of Awassa where Yohannes unties the animals and opens the sides of the cart to display, not the usual vegetables or tools, but children’s books. This is the Donkey Mobile Library, the first of its kind in Ethiopia and one of only a few in the world. For his first job in America, Yohannes suddenly found himself working in the children’s section of the main library. He was surrounded by books he had never seen before, and, for the first time in his life, he realised how joyful and imaginative children’s literature is. He says, “I always thought of Ethiopia. But how could I bring children’s books, with their fascinating characters, to my home country when it had almost no libraries to keep the books in?” He contacted Jane Kurtz, a writer who was born in America but who had grown up in Ethiopia, and together they founded the organisation, “Ethiopia Reads”. With gifts of books and money, they created two children’s libraries and reading centres and, soon after, the Donkey Mobile Library. Since then, more school libraries have opened, some of them offering training for future librarians. Inside the Awassa Reading Centre, groups of children, dressed in a variety of different clothes, study the bookshelves for their favourite story. Some of them read at tables or on old sofas. Most of the children say that the library has given them ideas about what they might do in the future. A child called Dareje wants to be a scientist and find a cure for life-threatening diseases. An eleven year-old girl, Fikerte, wants to do research about the moon and discover new facts about outer space. Tamrat, aged 10, lives with his parents and six brothers and sisters in a small house. He doesn’t know what he will do with his life, but he loves the library and comes seven days a week. “What brings you back here day after day?” the librarian asks him. “The stories,” Tamrat replies instantly. “It’s the stories that bring me back.”Yohannes was born in Ethiopia, North Africa, but trained to be a children’s librarian in the USA. He returned to his home country some years ago after more than two decades in America. The yellow cart is full of picture books donated by American libraries, teachers and school children. Yohannes arranges small painted benches in the shade of the trees, and suddenly Ethiopian children, many of them barefoot, come shouting and racing down every road and path. It’s mobile library day! The children circle the bookshelves with great excitement. Until the Donkey Mobile Library began its regular two-monthly visits, many of these children had never seen a book. Now they wait for the library eagerly. Despite the heat, they all sit quietly and listen to Yohannes as he reads aloud to them. “Without books, education is very dull, like food without salt. You can survive but you can’t really come alive,” says Yohannes. “The ability to read is the basis for greater productivity, better health and longer life. It is equally important in reading instructions on how to apply the correct amount of fertiliser to the crops in the fields and in how to vote in an election. Even though the children lack material goods, if they have the advantage of books they can imagine a world of possibilities.”donations from charity groups: 10,000 DollarsEthiopiavarious individual donations: 3,000 Dollarsdonations from other libraries: 15,000 booksbook sales and sponsored activities: 2,000 Dollars© UCLES 20110511/11/M/J/115 (a) How does the mobile library move from place to place? [1](b) How many mobile donkey libraries are there in the world? [1](c) How long did Yohannes spend in America? [1](d) How do the children behave while Yohannes is storytelling? [1](e) Apart from health factors, what advantages are there for these children in being able to read? Give two details.[2](f) According to the diagram, which organisations donated the most money to the mobile library? [1](g) What was the main problem about bringing books back to Ethiopia? [1](h) Apart from books, what may be available at school libraries? [1](i) Why does Tamrat visit the library every day? [1] [Total: 10]© UCLES 20110511/11/M/J/11[Turn over6 Exercise 3 A new arts centre will soon open in Paris, the capital city of France. Jacques Pascaud, a 16-year-old student at the International College of Montmartre, is very keen to become a member of the centre. He lives in Apartment 12C, Rue Lazare in Paris, which is about 10 kilometres away from the arts centre. Public transport is very easy and convenient from his home to the centre, even in the evening. He has therefore decided to apply for membership, but not including the weekends because he has too much studying to do. Jacques saw the advertisement for the new centre on the college noticeboard. The centre has produced an application form specifically for student members. The form includes the opportunity to offer suggestions as to what members would like to see on the artistic programme in the future. Jacques thinks that it is an excellent idea to try and influence the choice of the artistic directors. Firstly, he would like to see regular exhibitions of modern art in one of the three galleries. Secondly, he loves rock music and would welcome the chance to see concerts by world-famous performers at least twice a year. There is also an opera hall, a small theatre and a cinema, but he is not so keen on these artistic forms. Jacques has some experience of both oil and watercolour painting. He has been a member of the college Art Society for the past five years and has had his paintings displayed on college open days. He has also worked part-time in the local art gallery near to his home. The new arts centre is very interested in inviting student members to become volunteer helpers. Jacques would very much like to help out with the organisation of the art exhibitions at the new centre. His art teacher, Claude Dubois, has agreed to be a referee for him and support his application. Claude can be contacted on the college telephone 75763209. The arts centre is eager to send out a weekly newsletter to all its members by email. Jacques is very happy to receive as much information as possible about the centre on jacko123@mtmt.fr or on his mobile/cell phone 274083617. Imagine you are Jacques. Fill in the form on the opposite page, using the information above.© UCLES 20110511/11/M/J/117Arts centre – Student Membership formSection A Personal Details Full name: ................................................................................................................................................................... Address: ....................................................................................................................................................................... Age group: 7 to 11 12 to 16 17 to 21 21+ (please circle as appropriate)Email address: .................................................. Mobile / cell phone number: .............................................. Name of college: ...................................................................................................................................................... Membership of college club(s): .......................................................................................................................... Type of membership required at the arts centre: (please tick one box) Full-time membership (7 days a week) Part-time membership (excluding weekends)Section BComments and SuggestionsYour particular artistic interests (please underline as many as required): art cinema concerts opera theatrePlease give ONE suggestion for a future event: ............................................................................................Section CReferee DetailsFull name: ....................................................................... Position: ........................................................................ Contact telephone number: ................................................................................................................................ Finally, where did you find out about the new arts centre? .....................................................................Section D In the space below, write one sentence about how you would like to help at the arts centre and one sentence about any work experience you have in the arts.[Total: 10]© UCLES 20110511/11/M/J/11[Turn over8Exercise 4 Read the following article about the development of a flying car, and then complete the notes on the opposite page.Passengers... your car is ready for take-offThe flying car has been talked about for many years, but now it appears that the idea is about to become a reality. An international company has built a two-seater plane that, at the touch of a button, converts into a car which is perfectly suitable for driving on public roads. It has been designed so that the wings fold up automatically, and it takes just 15 seconds to switch between flying and driving. With its wings fully open and the propeller spinning, the flying car can take off from any airfield. The hope is that it will eventually take off from roads, but at the moment that is still illegal. New technology means that the inside of the plane’s cockpit is quite similar to the inside of a car. Reaching your destination can be made easier by satellite navigation systems, and weather patterns can be displayed on a simple colour screen. The lightweight engine means that it can fly up to 500 miles without the need to refuel. It would seem that cars which can fly make complete sense. They are quicker than conventional cars for travelling from city to city, and they can run on ordinary unleaded fuel. They have another big advantage. Flying cars are cool, like something you would see in an action film. At the moment, however, the flying car’s wheels have not left the ground. That is not because of technical reasons or problems with the design. It is because the various road and aircraft authorities simply cannot agree on whether it is a car or a plane. “The Government and the authorities have never thought seriously about a flying car,” says Alan Price, the president of the company that has developed it. “I wanted a car that could fly and drive, but it is difficult to find an organisation prepared to insure the vehicle against accidents.” Nevertheless, the company hopes to produce and deliver its first flying car soon. The company already has orders for 40 of them. The majority of the potential customers are older and some are retired. They have worked hard all their lives and now they can have a flying car... a form of technology that they have been promised in films and on television since they were children. There have even been orders from some people who have no pilot’s licence, but are willing to learn to fly because of the excitement of owning such a vehicle. The flying car will cost around $200,000. “For an airplane, that’s a very reasonable price, but for a car, it’s quite expensive,” explains Alan Price. “But it just is not possible to make a $10,000 flying car yet.” This latest means of transport will not become a mass-market item at any time in the near future. But in the long term it has the potential to change the way you travel. It will become no more expensive than driving your car on the motorway. Journey times could be reduced by more than half. So the next time you are told to fasten your seat belt, it may be to prepare for take-off.© UCLES 20110511/11/M/J/119 You are going to give a presentation to your school’s Technology Club about the flying car. Prepare some notes to use as the basis for your talk. Make your notes under each heading.Design features of the flying car• • • • •at the touch of a button plane converts into a car ............................................................................................................. ............................................................................................................. ............................................................................................................. .............................................................................................................Problems faced by the potential buyer• •............................................................................................................. ..........................................................................................................[Total: 6] Exercise 5 Imagine that you have made your presentation to your school’s Technology Club in Exercise 4. Now your teacher wants you to follow this up with a summary for the school magazine. Look at your notes in Exercise 4 above. Using the ideas in your notes, write a summary about the flying car. Your summary should be no more than 70 words. You should use your own words as far as possible.[Total: 4]© UCLES 2011 0511/11/M/J/11[Turn over10 Exercise 6You like to watch television every day. At the beginning of the school holidays your television suddenly broke down. It took two weeks to repair. Write a letter to a friend, explaining: • how you first reacted to the breakdown of the television; • how you spent your time instead of watching television; • what you learnt from the experience. Any one of the pictures above may give you ideas, but you are free to use any ideas of your own. Your letter should be between 100 and 150 words long. Do not write an address. You will receive up to 5 marks for the content of your letter, and up to 5 marks for the style and accuracy of your language.© UCLES 20110511/11/M/J/1111[Total: 10]© UCLES 20110511/11/M/J/11[Turn over12 Exercise 7 Some people say that there is too much pressure on young people to lead a healthy life nowadays. Here are some comments from your friends about the subject:"I think we all have a responsibility to look after our own health."“I don’t want to be told what I should and shouldn’t eat for every meal.”"If we are fit and healthy, we feel good and have more energy for work and play.""There is too much publicity about the need for exercise – I prefer just to laze around."Write an article for your school magazine giving your views about the issue. Your article should be between 100 and 150 words long. The comments above may give you some ideas but you are free to use any ideas of your own. You will receive up to 5 marks for the content of your article, and up to 5 marks for the style and accuracy of your language.© UCLES 20110511/11/M/J/1113[Total: 10]© UCLES 20110510/11/M/J/1114 BLANK PAGE© UCLES 20110511/11/M/J/1115 BLANK PAGE© UCLES 20110510/11/M/J/1116 BLANK PAGEPermission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.© UCLES 20110511/11/M/J/11。

igcse英语第二语言试卷2023IGCSE 英语作为第二语言（English as a Second Language，简称ESL）的试卷通常分为听力、阅读、写作和口语等多个部分。

听力部分：第一部分：对话理解听录音，回答问题。

听力材料：You will hear two friends, Sarah and Jack, discussing their plans for the weekend.Sarah: Hey Jack, any plans for the weekend?Jack: Not really. What about you?Sarah: I was thinking of going to the beach. The weather is supposed to be nice.Jack: That sounds great! I love the beach. Can I join you?Sarah: Of course! The more, the merrier. We can have a picnic and play some beach games.Jack: Perfect! Let's meet at the beach around noon on Saturday.Now answer the questions.1. What are Sarah and Jack discussing?A. Plans for the weekendB. Work scheduleC. Travel destinations2. Where are they planning to meet?A. At a restaurantB. At the parkC. At the beach3. What activity do they plan to do at the beach?A. Have a picnic and play beach gamesB. Go shoppingC. Watch a movie第二部分：文章理解听录音，回答问题。