Cambridge Lower Secondary Sample Test

For use with curriculum published in

September 2020

English Paper 2
Mark Scheme
Stage 8

English_S8_02_MS/5RP
© UCLES 2020
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Section A: Reading

Question Answer Marks

Look at the first paragraph (lines 1–5).

1(a) What literary technique is used in line 2? 1
Tick () one box.

Award 1 mark for:

• simile
1(b) What are the crowd’s feelings? 1

Award 1 mark for identifying that the crowd was feeling surprise / amazement.
1(c) The narrator describes herself as ‘… scrawnier than a wire fence’ (line 3). 1
How does this help Liza and her brother?

Award 1 mark for:

• it enables them to move through the crowd

1(d) What does we spilled out in front (line 5) tell the reader about the way Liza 1
and her brother emerged from the crowd?

Award 1 mark for:

• in an uncontrolled / haphazard / disorganised way / in a rush / quickly

Page 2 of 10
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Question Answer Marks

Look at lines 6–9.

2(a) Liza has been feeling impatient to see the new object. 1
Give one word that tells the reader this.

Award 1 mark for:

• finally
2(b) The appearance of a telephone in the post office is a remarkable event. 2
How does the writer build up the excitement of this event? Give two ways.

Award 1 mark for each of the following up to a maximum of 2 marks:

• by referring to the telephone as ‘it’ / not giving the telephone a name to

begin with
• by using a short phrase to identify what it is (‘A telephone.’)
• by referring to the telephone as being ‘The first one in town’

Question Answer Marks

Look at lines 10–15.

3(a) Explain how the writer has linked the three paragraphs. 2

Award up to 2 marks for:

• The first paragraph begins with a question. / Noah / a man asks a question,
in paragraph two the postmaster answers the question and in paragraph
three the crowd shows they have understood/ the crowd responds.
• All three paragraphs begin with direct speech.
• Each paragraph begins with the next speaker.
3(b) Liza shares the crowd’s feelings about the telephone. 1
Give one phrase that tells the reader this.

Award 1 mark for:

• ‘I felt my own mouth move along.’

Page 3 of 10
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Question Answer Marks

4 Look at lines 16–18. 1

What does the reader learn about Liza’s experience of falling in love?

Award 1 mark for:

• She has no experience of it. / She doesn’t know what it is like to fall in love.

Question Answer Marks

Look at lines 19–21.

5(a) Liza was reluctant to leave the post office. 1
What word tells the reader this?

Award 1 mark for:

• towed
5(b) What question is Frank about to ask Liza? 1
Tick () one box.

Award 1 mark for:

• How are you going to get the money?

Question Answer Marks

The writer uses dashes ( – ) for two different reasons.

6(a) Why does the writer use a dash in line 29? 1

Award 1 mark for:

• to show interruption / to show that (Frank) is being interrupted (by Liza)

6(b) Why does the writer use a dash in line 31? 1

Award 1 mark for:

• to add extra information / to show the character/Liza is adding extra

information

Question Answer Marks

7 What decision have the twins made between the end of the thirteenth 1
paragraph (line 34) and the beginning of the fourteenth paragraph (line
35)?

Award 1 mark for either of the following:

• Frank has agreed to go with Liza to the mine.

• They have decided to go to the mine.

Page 4 of 10
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Question Answer Marks

8 Look at lines 38–40. 1

What does the reader learn about Liza? Tick () one box.

Award 1 mark for:

• She is very imaginative.

Question Answer Marks

9(a) Look at lines 41–43. Explain what Liza thinks is unusual about the mine 2
and why.

Award 1 mark for identifying that Liza finds the smell of horse sweat and wood
smoke strange.

Do not accept the smell of mildew and rotted beams.

Award a further 1 mark for explaining that these are recent / fresh / new smells
in a mine that has been abandoned for some time.
9(b) How does the writer convey dramatic effect? 1

Award 1 mark for:

• The writer uses a one-word sentence.

Question Answer Marks

Look at lines 47–52.

10(a) What is the writer’s use of the word ting (line 47) an example of? Tick () 1
one box.

Award 1 mark for:

• onomatopoeia
10(b) What does it (line 51) refer to? 1

Award 1 mark for:

• a light / lantern / torch

Page 5 of 10
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Question Answer Marks

11 Do you think Liza shows great determination to get what she wants? 2
Tick () one box.

Explain two ways that her actions show this in the text.

Award up to 2 marks for any two of the following:

• She forces her way to the front of the crowd in the post office.
• She grabs Frank’s hand and pulls him through the crowd.
• She says ‘I have to use that telephone’.
• She makes a plan to get money for the telephone / she plans to find some
rocks to sell to get the money.
• She persuades Frank to go along with her plan.
• She walks a long way to get to the mine.
• She misleads / fools/ lies to her mother about going to the mine.

Question Answer Marks

12 The story is set in the historical past. One piece of evidence is that people 1
are familiar with how the telegraph works. Give one other piece of
evidence from the text that shows this.

Award 1 mark for any of the following:

• The telephone is a new invention. / People don’t understand how the

telephone works.
• The post office is at the centre of the community.
• There are posters for ‘wanted’ criminals in the post office.
• Frank wears suspenders.

Page 6 of 10
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the next two pages.

• Marking should always begin from the lowest mark in each column and work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, which mark is appropriate.
• The lower mark within a box should be given if some the criteria have been met but not all.
• Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.

13 The extract ends:

‘Just then, voices sounded in the next cavern over: “Zed, hold it higher.” Two men
stepped through a gap in the far wall.’

Continue the story.

Consider the following:

• the character viewpoint

• who the two men are
• what happens next.

13 Content, purpose and audience. 8

Text structure and organization. 7

Sentence structure and punctuation. 7

Spelling 3

[Total 25]

Page 7 of 10
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Content/purpose and audience Text structure and organisation

[8 marks] [7 marks]
The material is relevant to task/purpose, with The ideas are organised into a planned and
appropriate degrees of formality used coherent story, including an effective opening
throughout. and satisfying closing.

The content and ideas are developed with Clear, well-organised paragraphs are linked to
some detail, and there is engagement with the structure the narrative and contribute to
reader. controlling the pace of the story.

The character, point of view and voice are

sustained.

Precise and imaginative use of vocabulary that

is relevant to the audience and clarifies and
extends the meaning.
[7–8]
The response is, on the whole, relevant to
task/purpose, with clear and appropriate
degrees of formality.
[6–7]
The ideas are developed into a story from an
appropriate opening but may not reach an
effective conclusion.

Content and relevant ideas are developed with Paragraphs/sections are evident and help to
a clear awareness of audience. structure the text.

Some specific vocabulary used to develop

meaning with an awareness of audience and
purpose.
[5–6] [4–5]
The response has general relevance to task/ The opening, development and conclusion of
purpose, with an attempt at using appropriate the story are logically related.
degrees of formality.
Paragraphs/sections may be used, but not
There are basic ideas with a little development, consistently, accurately or appropriately.
and the beginnings of an awareness of
audience.

A simple range of vocabulary relevant to the

purpose is used, with the beginnings of an
awareness of audience.
[3–4] [2–3]
The response has limited relevance to task/ Some basic sequencing or outline of the story
purpose, and the appropriate degree of is evident.
formality is sometimes used, but is inconsistent.

There is a limited range of material.

A simple, repetitive vocabulary is attempted

with limited awareness of audience and
purpose.

[1–2] [1]
No creditable response. No creditable response.
[0] [0]

Page 8 of 10
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Sentence structure Spelling

[7 marks] [3 marks]
Appropriate and varied sentence structures are
used to provide clarity and emphasis to the
writing.

The use of sentence features contributes to the

fluency and development of the text.

Almost entirely accurate grammar (tenses,

agreement and word order) with a range of
devices to enhance and emphasise meaning.

Punctuation is correctly used to make the

meaning clear.
[6–7]
Appropriate use of sentence structures, with
some attempt to create effect.

Some sentence features are used to clarify and

emphasise meaning.

Grammar and punctuation are mostly accurate.

[4–5]
Limited or partially effective use of complex Spelling almost completely accurate, with a
sentence structures. range of words correctly attempted.

Mostly simple compound structures based on a
variety of connectives.
Grammar and punctuation are usually correct;
there may be evidence of comma splicing.
Polysyllabic, ambitious and more complex, lower
frequency words are used successfully e.g.
appear, information, making, possible, probably,
wondering.
[3]
Spelling is generally accurate over a reasonable
range of words.

Some polysyllabic and more difficult words in

frequent use are spelled correctly.
[2–3]
[2]
Simple sentence structures are used Simple words are attempted successfully.
successfully.
There are frequent errors in commonly occurring
Some correct use of grammar and punctuation, words.
e.g. full stops and capitals.
[1] [1]
No creditable response. No creditable response.
[0] [0]

Page 9 of 10
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

BLANK PAGE

Page 10 of 10