English Past Papers Answers Y8

ENGLISH
Cambridge Lower
Secondary Checkpoint
8
Year 8
Mark Scheme
Paper 1,2
2015-2023
www.sky-bookshop.com
Cambridge International Examinations
Cambridge Secondary 1 Checkpoint
ENGLISH 1111/01
Paper 1 October 2015
MARK SCHEME
Maximum Mark: 50
This document consists of 7 printed pages and 1 blank page.
IB15 10_1111_01/3RP
© UCLES 2015 [Turn over
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Section A: Reading
Question number 1
(a) What task do the dolphins do to help at the research centre?
(b) Why does Kelly hide scraps of paper at the bottom of the tank?
(c) What did Kelly teach her calf?
Part Mark Answer Further Information
(a) 1 They help keep the tanks clean. / Accept any answer that
They pass litter to the trainers. indicates cleaning.
(b) 1 So that she can get lots of / more fish Accept any suitable wording.
(for one piece of paper / litter).
To cheat the system.
(c) 1 To save / use one of the fish fed to Allow how to cheat the system.
them as gull-bait / in order to be given
more food.
Teaches how (technique) to get more

food.
Total 3
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Question number 2
Give the meaning of each of the following words as it is used in the passage. In each case give
one word or short phrase.
(a) spots
(b) lure
(c) tale
(d) supports
(a) 1 notices / sees / observes / glimpses
(b) 1 attract / tempt / invite / entice / coax / Not trick.

pull in / bring in
(c) 1 story / account / narrative
(d) 1 Corroborates/ gives credibility to / Not helps on own.

provides evidence for / helps prove /
upholds / fortifies / underpins / on the
side of / sides with / agrees with /
confirms
Please note: when multiple

answers are given, any
incorrect response negates
other correct ones.
Total 4
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Question number 3
Add the missing punctuation to these sentences.

Award 2 marks if 11–14 of the
2
missing punctuation marks are
‘Do you think dolphins in the correct place.
are clever enough to Award 1 mark if 6–10 of the

in the correct place.
know what we are
thinking?’ asked the in the correct place.
Accept single or double speech

spectator. The marks, but they must not be at
line level.
researcher smiled. ‘I Question marks, commas and

full stops must be inside the
speech marks.
don’t know,’ she said.
Accept the final full stop either
inside / outside the speech
‘They are certainly marks. If speech marks are in
line with other punctuation,
credit only the speech marks.
intelligent, friendly and
If two punctuation marks are
offered where there should be
playful.’ one (e.g. a comma and a
question mark), it is wrong.
Ignore any extra punctuation in

the wrong place.
Accept underlining to show

where capital letters are placed
but nothing else.
Total 2
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Question number 4
Re-write this sentence adding a relative clause with further information from the passage.
Kelly is a clever dolphin.
1 Accept ‘which’ as well as ‘who’.

Eg Kelly, who has taught her calf how
Insist on correct use of commas.
to gull-bait, is a clever dolphin.
Accept any use of ‘that’ as an
alternative to ‘which’ (if the
commas are in place).
Total 1
Question number 5
Combine these three sentences into one complex sentence. Do not use and or but.
Dolphins live naturally in both rivers and oceans.
They are very intelligent and playful.
Many dolphins are trained in captivity.
1 Accept any appropriate

Eg Although dolphins live naturally in
alternatives.
rivers and oceans, many are trained in The sentence must make sense
in the context of the passage.
captivity because they are very
Accept small changes or slips
intelligent and playful. that do not affect the structure.
Total 1
5
6
Question number 6
Complete this sentence, using two different forms of the same verb.
1 The trainer threw the first fish, which Accept any other appropriate
verbs
the dolphin caught in its mouth, but it
eg took / take,
did not catch the second one.
got / get.
Both needed for the mark.
Total 1
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Question number 7
Read this extract from a conservation website, and then answer the questions.
(a) Make a list of all the dangers to ocean and river dolphins, and the result of these dangers.
(b) Using your list, write a summary of 80–100 words to explain some of the danger to dolphins,
and the results of these dangers. Use your own words as much as possible.
DANGERS RESULTS Consider each danger and each

result as a separate point, i.e.
7a 4 1a Getting caught 1b The result is there are up to 12 points that
in fishing nets drowning candidates can list here.
2a Unsustainable 2b Reduction A result is credited if it is on its

commercial fishing of the dolphins’ own but do not credit a result if
prey it is linked to the wrong danger.
3a Noise from Credit only the danger.
naval operations 3b To become
and seismic stranded on 4 marks for 6+ points
surveys shore / affects
their 3 marks for 4 or 5 points
echolocation
2 marks for 3 points
4a Being struck by
ships and other sea 1 mark for 2 points
vessels 4b Serious or
fatal injury 0 marks for only 1 or no relevant
5a Chemical points
pollution 5b Threatened
Accept multiple points against 1
6a Risk from man- bullet.
made structures
such as dams and 6b Restrict
barrages movement
7
8
7b 4 4 marks – well-organised, accurate For 3 and 4 marks ‘accurate’

sentences. should be interpreted in terms of
content and form. At least one
3 marks – mostly well-organised, relevant point from the mark
accurate sentences. scheme should be used in 7b.
2 marks – some inaccuracies in Noticeably under length scripts do

organisation / a range of not allow scope to demonstrate
grammatical errors in sentences. ‘mostly well-organised’ sentences
and therefore are restricted to 2
1 mark – many inaccuracies / marks maximum.
mostly lifted from text / noticeably
over length. If over length, deduct one mark.
0 marks – summary includes no

relevant points from list and / or
incoherent sentences / totally lifted
from passage.
Total 8
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8 Section B Writing
Write an article for a magazine called ‘Living Earth’, about the harm that pollution is causing the
planet.
Purpose and Text Structure Sentence Structure Punctuation Spelling

Audience
The tone is Material presented Fluent, beginning to Uses a range of Uses virtual
appropriate to the coherently with use a range of punctuation correctness over a
ideas and is introduction and structural features correctly and with range of vocabulary,
sustained. Ideas conclusion and in an for effect. Control of confidence. Secure including more
and content are effective order that complex sentences use of commas to complex and difficult
developed in detail establishes the text and the position of mark clauses. words.
to create a clear and type. Well-crafted the clauses to focus
consistent paragraphs attention although
relationship between contribute to the may not always be
the writer and control of the text. consistent.
reader.
6/7 6/7 6/7 5 4
The tone is The material is Uses a range of Uses full stops A few spelling
appropriate for generally coherent sentence structures correctly. Some errors, mostly of
purpose and is and in sensible with some range of punctuation more difficult words.
largely sustained. order, with an confidence. as needed, used
Relevant ideas and attempt at an correctly, but
content are chosen introduction and a generally limited.
and developed with conclusion.
some detail. Paragraphs are
used to structure the
text and are
generally helpful.
4/5 4/5 4/5 4 3
Writer's tone is The material is clear Limited or partially A number of errors A number of errors
established but but not developed effective use of including occasional OR spells a simple
lacks detail. Some coherently and may complex structures. full stop (evidence of vocabulary correctly.
awareness of be presented in a Mostly simple comma splicing).
audience may be random order. There compound
shown, though not may be an attempt structures based on
consistently. at an introduction a variety of
and / or a connectives
conclusion. including and, but,
Paragraphs may not so.
2/3 be shown. 2
2/3 2/3 2/3
Little understanding Little understanding Sentence structure Sentences rarely Many errors
of the purpose or of how to present a often grammatically correctly marked. A including a range of
audience of the text. text. incorrect. generally very simple words.
erratic use of
punctuation marks.
1 1 1 1 1
Award 0 where performance fails to meet the lowest criteria.

Award 0 marks for 20 words or fewer. Between 21 and 60 words, award a maximum of 10 marks and
no more than 2 marks per strand.
If the response is completely off topic, award 0 for purpose and audience; the other strands to be
marked as normal.
Additional guidance: for top marks in purpose and audience and sentence structure, the candidate
must show an ability to manipulate language for the intended purpose. Sound, accurate language,
though rather flat, is placed in the second band.
BLANK PAGE
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ENGLISH 1111/01
Paper 1 April 2016
MARK SCHEME
Maximum Mark: 50
10
2
Section A: Reading
Question number 1
(a) What are the best conditions for growing the cacao tree?
(b) Why was Cortez surprised when he searched Montezuma’s palace?
(c) How did the chocolate drink of the Maya and Aztecs differ from the chocolate drink brought
back to Europe?
(a) 1 high rainfall / high (year round / 2 out of 3 points are needed.
constant) temperatures / humidity
(b) 1 The Aztec treasury was full of cacao Responses must refer to lack of
(beans). not gold or silver gold / silver or only cacao
(beans).
(c) 1 The Maya mixed the cacao beans Accept Maya and Aztec mixture
with maize and chilli peppers to create was spicier and more bitter
a spicy bitter sweet drink.
Or European was less so
Total 3
Question number 2
Give the meaning of each of the following words as it is used in the passage. In each case, give
one word or short phrase.
(a) civilisation
(b) pounding
(c) reserved
(d) prized
(a) 1 (group of) people, society, nation,
culture, tribe, community
(b) 1 thumping, beating, hammering, hitting, Needs suggestion of repeated
bashing, pulverising, pommelling, heavy blows, not the result of
battering such.
(c) 1 kept, set aside, put by, held back,
saved, withheld, restricted, retained,
stored
(e) 1 valued, rated, coveted, treasured,
worshipped, regarded
Total 4
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3
Question number 3
Would you like a chocolate asked Sumita Joseph shook his head Ive eaten far too
much pasta he groaned I dont think I can eat another thing
2
Award 2 marks if 11 – 14 of the
‘Would you like a chocolate?’ Award 1 mark if 6 –10 of the

asked Sumita. Joseph shook
Award 0 marks if 0 – 5 of the
his head. ‘ I’ve eaten far too
Accept single or double speech
marks, but they must be at line
much pasta,’ he groaned. ‘ I level.
Question marks, full stops and

commas must be inside the
don’t think I can eat another speech marks, if directly
underneath credit the speech
marks only.
thing.’
If two punctuation marks are
offered where there should be
one (e.g. a comma and a
question mark), it is wrong.
Ignore any random extra

punctuation in the wrong place.
Accept exclamation mark

instead of full stop after ‘thing’.
The final full stop may be inside

or outside the speech marks.
(international usage)
Total 2
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Question number 4
Rewrite this sentence, adding a relative clause with further information from the passage.
The Maya lived in Central America.
1 E.g. Any suitable sentence based on

information from the text is
The Maya, who made a drink from acceptable.
cacao beans, lived in Central
America. The relative clause requires
further information from the
passage.
Total 1
Question number 5
Combine these three sentences into one complex sentence.
Do not use and or but.
The Aztecs had ceremonies.

They drank xocolatl.
Xocolatl was made from cocoa beans.
1 E.g. Accept any appropriate

alternatives.
The Aztecs had ceremonies where
they drank xocolatl, which was made The sentence must make sense
from cocoa beans. in the context of the passage.
Accept small changes or slips

that do not affect the structure.
Total 1
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5
Question number 6
Complete this sentence, using two different forms of the same verb.
1 find Both needed for mark.

Accept any other appropriate
found
verbs.
discover / discovered
Total 1
14
6
Question number 7
Read this extract from ‘River Cottage Veg Everyday’, in which the chef Hugh Fearnley-
Whittingstall is talking about the pasta and rice recipes in his book.
(a) List all of the suggestions the author makes for helping to enjoy pasta and rice.
(b) Using your list write a summary of 80–100 words to make suggestions explaining how to
enjoy pasta and rice. Use your own words as much as possible.
(a) 4 Rice can act as neutral ballast / 4 marks for 6+ points.

flavour carrier.
The form (shape) of pasta (is

important). 3 marks for 4 or 5 points.
Serve pasta with the right sauce (that

fits its shape and coats it curves).
2 marks for 3 points.
Be generous with salt when cooking /
in water.
Cooking time is crucial. Pasta should 1 mark for 2 points.

be cooked ‘al dente’ – just a little
resistance.
Start testing a minute or two before 0 marks for only 1 or no

suggested time (on package) / relevant points.
cooking time.
If the pasta is not too soft, it will hold

the sauce or dressing well.
Remove starch. Rinse rice (before

cooking).
Simmer rice. Don’t boil.
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(b) 4 4 marks well-organised, accurate For 3 and 4 marks ‘accurate’

sentences using mainly own should be interpreted in terms
words of content and form. At least
one relevant point from the
mark scheme should be used in
3 marks mostly well-organised, 7b.
accurate sentences /
generally using own words
Noticeably under length scripts
2 marks some inaccuracies in do not allow scope to
organisation and a range of demonstrate ‘mostly well
grammatical errors in organised’ sentences and
sentences / some lifting therefore are restricted to 2
marks maximum.
1 mark many inaccuracies / mostly

lifted from text If over length, deduct one mark.
0 marks summary includes no

relevant points from list and
/ or incoherent sentences /
totally lifted from passage
Total 8
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8
8 Section B Writing
As part of a school project on food, your teacher has asked you to explain how important food
is in your life.
You could include some of the following in your explanation:
• your own personal likes and dislikes
• how important a healthy diet is to you
• what your involvement is in the growing, preparation and cooking of food
• how important food is for special family events and festivals.
Audience
Wa Wt Un Up Us
ideas and is introduction and structural features correctly and with range of vocabulary
sustained. conclusion and in an for effect. confidence. including more
effective order that complex and difficult
Ideas and content establishes the text Control of complex Secure use of words.
are developed in type. sentences and the commas to mark
detail to create a position of the clauses.
clear and consistent Well-crafted clauses to focus
relationship between paragraphs attention although
the writer and contribute to the may not always be
reader. control of the text. consistent.
6/7 6/7 6/7 5 4
appropriate for generally coherent sentences correctly.
purpose and is and in sensible structures with some errors, mostly of
largely sustained. order, with an confidence. Some range of
attempt at an punctuation as more difficult words.
Relevant ideas and introduction and a needed, used
content are chosen conclusion. correctly, but
and developed with generally limited.
text and are
generally helpful.
4/5 4/5 4/5 4 3
Writer's tone is The material is clear Limited or partially A number of errors A number of errors
established but but not developed effective use of including occasional
lacks detail. Some coherently and may complex structures. full stop (evidence of OR
awareness of be presented in a Mostly simple comma splicing).
audience may be random order. There compound spells a simple
shown, though not may be an attempt structures based on
consistently. at an introduction a variety of vocabulary correctly.
and / or a connectives
conclusion. including – and, but,
Paragraphs may not so.
be shown.
2/3 2/3 2/3 2/3 2
of the purpose or of how to present a often grammatically correctly marked. A including a range of
audience of the text. text. incorrect. generally very simple words.
erratic use of
punctuation marks.
1 1 1 1 1
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9
Award 0 for 20 words or fewer.
Between 21 and 60 words award a maximum of 10 marks and no more than 2 marks per strand. 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.
If the response is completely off topic, award 0 for Purpose and Audience; other strands to be
marked as normal.
Additional guidance: for top marks in Purpose and Audience and Sentence Structure the candidate
must show an ability to manipulate language to the intended purpose. Sound, accurate language,
though rather flat, is placed in the second band.
© UCLES 2016 1111/01/A/M/16
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ENGLISH 1111/01
MARK SCHEME
Maximum Mark: 50
19
Section A: Reading
Question number 1
(a) What position did the television company first offer the writer’s band?
(b) Why did the writer decide to create some Spanish-style music for the film?
(c) How did the writer get over the problem of not having seen the film that he was writing the
music for?
(a) 1 ‘resident band’ (in a two-night multi- No other answers, both words
media event) needed.
(b) 1 To tie the new story to the original Accept any suitable wording.
story (set in medieval Spain) / already
had a Spanish style chord progression
(he had been toying with).
(c) 1 He wrote a piece of music with (six) Credit attempts which convey
different parts / different moods / the idea that the writer wrote
could easily be lengthened or (six) different sections which he
shortened / be able to fit together in would be able to adapt to the
any order. film.
Total 3
20
Question number 2
Give the meaning of each of the following as used in the passage. In each case, give one word or
short phrase.
(a) blown away
(b) arose
(c) services
(d) score
(a) 1 amazed / excited / thrilled / impressed NOT mesmerised, fascinated or

/ astounded / astonished / surprised
gobsmacked
(b) 1 came (up) / happened / occurred /

came about / presented itself / arrived
/ appeared
(c) 1 help / aid / assistance / work /

contribution
(d) 1 music / musical instructions / Accept music script but NOT

soundtrack script on its own
Accept songs but NOT song
Total 4
21
Question number 3
Award 2 marks if 11-14 of the

2
Ian wrote a list of his four in the correct place.
favourite films for Joe. The list Award 1 mark if 6-10 of the
included: ‘Alien’, ‘Predator’,
‘Terminator’ and ‘Rocky’. missing punctuation marks are
Joe read the list. ‘ These are
mostly sci-fi, ‘he said. ‘I like
musical films. ’
Total 2
22
Question number 4
Rewrite this sentence, adding a relative clause with further information from the passage.
1 Accept which or that to introduce

the clause.
For defining relative clauses:

No commas should be present.
Example 1 For non-defining relative clauses:

Commas must be present around
Ian Hand, who was a musician and a the non-defining relative clause.
film fan, wrote the music for a short (Example 1)
film.
Example 2 For clauses that could be

interpreted as either defining or
Ian Hand wrote the musical for a non-defining, commas can be
short film, which was entitled present or omitted. (Example 2).
“Windmills”.
OR
Ian Hand wrote the musical for a
short film which was entitled
“Windmills”.
Any suitable sentence based on
information from the text is
acceptable.
Total 1
Question number 5
Combine these three sentences into one complex sentence. Do not use and or but.
1 E.G. Although I had no idea how to Accept any suitable connective.
write a film score, I accepted the The sentence must make sense
in the context of the passage.
project which was to write one.
Total 1
23
Question number 6
Complete this sentence using two different forms of the same verb.
1 All the members of the band improved Both needed for one mark.
at rehearsal yesterday.
achieve / achieving
Today, they will make better progress
and with more practice they will be show / showing
making great progress.
demonstrate / demonstrating
Total 1
24
Question number 7
(a) Make a list of all the main things to do when turning an idea for a story into a film script.
(b) Write a summary of 80 – 100 words using your list to describe the main things to do when
turning an idea for a story into a film script. Use your own words as much as possible.
(a) 4 Jot down a description of the story you

want to write.
Visit sites created to help writers.
Turn the description into an outline for

a script.
Develop a structured story.
Show your work / get feedback.
Rework the idea and think about what

makes it cinematic.
Turn it into a script format.
Get to grips with industry conventions

early on.
Read / find online your favourite film

scripts.
(b) 4 4 marks – well-organised, accurate

sentences using mainly own words.
3 marks – mostly well-organised,

accurate sentences generally using
own words.
2 marks – some inaccuracies in

organisation and a range of
grammatical errors in sentences /
some lifting.
1 mark – many inaccuracies / mostly

lifted from text
0 marks – summary includes no

relevant points from list and / or
incoherent sentences / totally lifted
from passage.
Total 8
25
Section B Writing
8 Write an article for a film magazine, giving your opinion on what makes a great film.
You should consider:
• the genre of the film, e.g. comedy, musical, sci-fi, documentary, etc.
• the elements which help to make it great, e.g. the screenplay, the setting, the special
effects, the actors’ performances, etc.
• some examples of great films that you know.
Audience
Wa Wt Un Up Us
ideas and is introduction and structural features correctly and with range of vocabulary
sustained. conclusion and in an for effect. confidence. including more
effective order that complex and difficult
Ideas and content establishes the text Control of complex Secure use of words.
are developed in type. sentences and the commas to mark
detail to create a position of the clauses.
clear and consistent Well-crafted clauses to focus
relationship between paragraphs attention although
the writer and contribute to the may not always be
reader. control of the text. consistent.
6/7 6/7 6/7 5 4
appropriate for generally coherent sentences correctly. errors, mostly of
purpose and is and in sensible structures with some more difficult words.
largely sustained. order, with an confidence. Some range of
attempt at an punctuation as
Relevant ideas and introduction and a needed, used
content are chosen conclusion. correctly, but
and developed with generally limited.
text and are
generally helpful.
4/5 4/5 4/5 4 3
Writer's tone is The material is clear Limited or partially A number of errors A number of errors.
established but but not developed effective use of including occasional
lacks detail. coherently and may complex structures. full stop (evidence of OR
be presented in a comma splicing).
Some awareness of random order. Mostly simple Spells a simple
audience may be compound vocabulary correctly.
shown, though not There may be an structures based on
consistently. attempt at an a variety of
introduction and / or connectives
a conclusion. including – and, but,
so.
Paragraphs may not
be shown.
2/3 2/3 2/3 2/3 2
of the purpose or of how to present a often grammatically correctly marked. including a range of
audience of the text. text. incorrect. simple words.
A generally very
erratic use of
punctuation marks.
1 1 1 1 1
26
Guidance for Markers
Award 0 marks for 20 words or fewer.
Between 21 and 60 words, award a maximum of 10 marks and no more than 2 marks per strand.
You need not count the words unless you think there will be fewer than 60. In normal sized
handwriting 60 words is approximately 8 lines.
If the response is completely off topic, award 0 for Purpose and Audience; the other strands to be
marked as normal.
Additional guidance: for top marks in Purpose and Audience and Sentence Structure, the candidate
must show an ability to manipulate language for the intended purpose.
Sound, accurate language, though rather flat, is placed in the second band.
27
ENGLISH 1111/01
Paper 1 Non-fiction For Examination from 2018
SPECIMEN MARK SCHEME
1 hour plus 10 minutes’ reading time
MAXIMUM MARK: 50
This document consists of 10 printed pages and 2 blank pages.
28
1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination
SPECIMEN from 2018
The Cambridge Primary Checkpoint reporting strand and sub-strand is shown for each question.
The Reading reporting strand has four sub-strands:

• Rx Explicit meaning
• Ri Implicit meaning
• Rw Language and structure of a text
• Rv Purpose and viewpoint
The Writing reporting strand has four sub-strands:

• Wa Content/ purpose and audience
• Wt Text structure
• Wp Sentence structure
• Ws Spelling
The curriculum framework code of the learning objective related to each question is also shown, e.g.
9Ri2.
Section A
Question Answer Marks

1 Why was the pottery so important? Give two reasons. 2
Award 1 mark for each of the following, up to a maximum of 2 marks:
• it was very old / ancient / 12th century

• it was valuable / worth a lot
• it was rare.
Ri [7Ri1]

2 Give one word from the first paragraph which tells you that Mr Kim 1
found the pottery by accident.
Award 1 mark for the following:
• chance.
Rx [8Rx2, 9Rx1]

Look at the phrase ‘another day at the office’ (lines 6–7).
3a What does this phrase suggest about Mr Kim? 1
Award 1 mark for correctly identifying:
• Mr Kim expected to have a normal working day.
Do not accept answers where more than one option has been ticked.
[7Ri1]
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SPECIMEN from 2018

3b Why has the writer put this phrase in inverted commas? 1
Award 1 mark for any correct/reasonable explanation, e.g.:
• (because the writer is quoting/using) an idiom / well-known saying /

common phrase
• it doesn’t mean what it says literally
• it’s not the writer’s own words / it is someone else’s words.
Do not accept:
• to draw attention to the phrase.
Rw [8Rw5]

4 What does the phrase ‘hauled up’ suggest about Mr Kim’s catch 1
(line 10)?
Award 1 mark for an answer that recognises that catch was heavy or difficult
to pull up, e.g.:
• (the catch was) big / weighed a lot

• (it was) hard work / an effort / a struggle to pull up.
Ri [7Ri2]

Explain in your own words the meaning of each of the following, as it is used in the text.
5a ‘Oblivious’ (line 13) 1
Award 1 mark for an answer that recognises that ‘oblivious’, as it is used in

the text, means unaware, e.g.:
• unconscious / unmindful / ignorant of

• not knowing / not realising.
Rx [8Rx2, 9Rx1]
5b ‘examine’ (line 18) 1
Award 1 mark for an answer that recognises that ‘examine’, as it is used in

the text, means inspect, e.g.:
• investigate
• look closely / carefully at.
Do not accept ‘test’, or ‘look at’ on its own.
Rx [8Rx2, 9Rx1]
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SPECIMEN from 2018

6 Explain two ways in which the opening sentence (‘This story combines 4
... ’) tries to gain the reader’s attention. Support each explanation with a
different word or phrase from the opening sentence.
For each way explained, award 1 mark for an appropriate explanation and
1 further mark for a suitable linked quotation in support, up to a maximum of
4 marks, e.g.:
• it refers to the word ‘story’ / tells you it’s a ‘story’ (1), but doesn’t tell you
what it is about / makes you feel it can’t be true / real (1)
• it uses dramatic / vivid / descriptive language (1), e.g. ‘great mysteries’,
etc.(1)
• it suggests an element of magic / other worldliness (1), ‘conjuring up’,
‘visions’ etc.(1)
• it creates a sense of history / the past / exploration (1), e.g. ‘ancient
sailors’, ‘discoveries of the sea’, ‘sailing ships’ etc.(1)
• it refers to wealth / discovering treasure (1), e.g. ‘laden with riches’ (1).
Do not accept quotations without an explanation, or the same quotation more

than once.
Rw [9Rw1, 9Rw4, 9Rw5]

7 What is the main purpose of Text A? 1
• to inform you about an unusual discovery.
Rv [7Rv1]

8 Identify two features of a newspaper article, as shown in Text A. 2
Award 1 mark each for any two of the following, up to a maximum of

2 marks:
• the story is summarised in the first paragraph

• there is a headline
• experts are consulted / includes quotes / comments / statements (from
experts).
Do not accept there is ‘heading’ as a substitute for headline.
Rv [8Rv4, 9Rv3]
31
SPECIMEN from 2018

9 What is the main purpose of Text B? 1
Award 1 mark for an answer that the main purpose of the text is to make the
reader want to visit Aruba, e.g.:
• to persuade you / make reader want to go to Aruba

• to tell the reader how beautiful and exciting Aruba is.
Rv [9Rv1]

10 Explain in your own words what ‘a melting pot of cultures’ means 1
(line 5).
Award 1 mark for an answer that recognises ‘a melting pot of cultures’ means
people from different backgrounds blending into one community, e.g.:
• people from lots of different countries / who speak different languages /

have different beliefs all live together / work together / come together as
one / make one community / society.
Ri [9Ri2]

Look at the sentence ‘Visit the old stone California Lighthouse ... which is like a sentry ... ’
(lines 9–10).
11a What technique is the underlined phrase an example of? 1
• (a) simile / personification.
Rw [7Rw4]
11b What does the underlined phrase suggest about the lighthouse? 1
Award 1 mark for an answer that suggests the lighthouse is guarding the
island, e.g.:
• protecting the shoreline / keeping unwanted people away.
Rw [7Rw4, 8Rw4, 9Rw2]
32
SPECIMEN from 2018

12 How does the final paragraph differ in purpose from the rest of the text? 1
Award 1 mark for an answer that recognises it gives you information about
how to get to Aruba, e.g.:
• it tells you how to get to Aruba

• it’s all about travel arrangements
• the rest of the text tells you what you can do when you get there, this is
for before you go
• it is more informative and less persuasive.
Rv [9Rv4]

A friend is trying to decide where to go on holiday, and has asked you for information about
Aruba.
13(a) Complete the fact file below about Aruba, using the information in the 3
text.
Award 3 marks for 7–8 correct facts

Award 1 mark for 3–4 correct facts
All facts should be correct and complete to get the mark.
Location: southern Caribbean (sea)
Length of the island: 32 km / kilometres
Temperature: 28–32 °C
Rainfall: less than 50 cm / centimetres per year
Area of National Park: 32 square km / kilometres
Principal city: Oranjestad
Location of highest point: (the) northwest
Length of coast: 68.5 km / kilometres
Rx [7Rx1]
33
SPECIMEN from 2018

13(b) Summarise why Aruba is a good place to visit. Use up to 30 words. 2
The summary will include the following main points:
1. good climate / sunny and warm

2. lots of activities / activities for all the family / range of activities / from
beach to museum activities / land and sea activities / places to visit
3. now easy to reach / easy access by plane.
Award 2 marks for a summary that combines the main points into a coherent
summary. The third point may be omitted where the range of activities and
places to visit has been more extensively described, e.g.:
• Aruba is a paradise with a dry climate. There are activities covering a

wide range of interests for all the family. Getting to Aruba is easy by
plane. [28 words]
• Aruba is an exotic paradise. There are activities for families and single
people ranging from volleyball on one of the plentiful beaches to visiting
attractions in the capital city. [29 words]
Award 1 mark for a summary that includes some but not all of the main
points.
Award 0 marks for a summary made up of facts which are not synthesised.
Do not award more than 1 mark where the summary exceeds 30 words.
Accept words lifted from the text where they contribute to a cohesive
summary.
Rx [8Rx1]
34
SPECIMEN from 2018
Section B: Writing

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 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.
14 Write an article for your school magazine about the importance of school trips and
visits.
You could include some of the following in your article:
• the benefits for students of being taken out of the classroom

• the trips and visits you think would be interesting and enjoyable, and why
• how visiting other places can help you and your friends develop your
understanding of the world.
14 Content, purpose and audience. (Wa) 8

Text structure and organisation. (Wt) 7
Sentence structure and punctuation. (Wp) 7
Spelling (Ws) 3
[Total 25]
35
SPECIMEN from 2018
Section B: Writing grid
Content, purpose and audience (Wa) Spelling (Ws)

8 marks 3 marks
The response has relevant ideas and content
developed in detail to create a clear and
consistent relationship between the writer and
reader.
The text type is clearly established, e.g. an

article, report, etc., and the tone is appropriate
to the ideas and is sustained.
The vocabulary is well chosen for the purpose.

7–8
The response has relevant ideas and content Spelling almost completely accurate, with a wide
which are developed with some detail, and with range of words correctly attempted.
some awareness of reader.
Polysyllabic, ambitious and more complex, lower
The main features of the text type are evident frequency words are used successfully.
and the tone is appropriate for the purpose and
is largely sustained.
The vocabulary is relevant for the purpose.

5–6 3
The response includes basic information Spelling is generally accurate over a reasonable
relevant for the purpose, and some awareness range of words.
of the reader may be shown.
Some polysyllabic and more difficult words in
General aspects of the text type are evident and frequent use are spelled correctly.
the writer’s tone is established.
A simple range of vocabulary is relevant to the

purpose. 2
3–4
The response has limited relevance to the task. Simple words are used successfully.
Some elements of the text type are seen and There are frequent errors in commonly occurring
the writer’s tone is present but inconsistent. words.
The vocabulary is simple.

1–2 1
No creditable response. No creditable response.
0 0
36
SPECIMEN from 2018
Text structure and organisation (Wt) Sentence structure and punctuation (Wp)
7 marks 7 marks
The response is presented coherently and A range of appropriate and varied sentence
logically to help the development of ideas, structures are used to create effect.
usually with an introduction and conclusion.
The use of sentence features contributes to the
Well-crafted paragraphs contribute to the overall development of the text.
structure of the text.
Almost entirely accurate grammar (tenses,
agreement, and word order) with some choices
to enhance and emphasise meaning.
Punctuation is correctly used to enhance the

writing.
6–7 6–7
The response is generally coherent and in a Appropriate use of sentence structures, with
logical order with ideas evident, with an attempt some attempt to create effect.
at an introduction and conclusion.
Some sentence features are used to clarify and
Paragraphs/sections are evident and help to emphasise meaning.
structure the text.
Grammar and punctuation are mostly accurate.
4–5 4–5
The response is clear but not sequenced Limited or partially effective use of complex
logically to help the development of ideas. sentence structures.
There may be an attempt at an introduction and/ Mostly simple compound structures based on a
or a conclusion. variety of connectives.
Paragraphs/sections may be used but not Grammar and punctuation is usually correct;
consistently. there may be evidence of comma splicing.
2–3 2–3
Some basic sequencing of material grouped by Simple sentence structures are used
content is evident. successfully.
Some correct use of grammar and punctuation,

e.g. full stops and capitals.
1 1
0 0
37
ENGLISH 1111/01
Paper 1 Non-fiction April 2018
MARK SCHEME
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which markers were instructed to award marks. It does not indicate the
details of the discussions that took place at a markers’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
teachers.
Cambridge will not enter into discussions about these mark schemes.
Maximum Mark 50
38
Section A: Reading
How do the heading and subheading help to attract the reader’s interest?
Comment on the presentation and content for each.
1a heading 1
Use of bold letters and mysterious / dramatic wording

1b subheading 1
Use of italics / different fonts and an overview of the content of the article
2 Find a word in the first paragraph that means falling. 1
Content removed due to copyright restrictions.
3 How many climbers are there on the mountainside? 1
3 (climbers)
4 Look at the second paragraph. 1

Why does the narrator put a stake into the snow?
Tick () one box.
It gives him some reassurance.
39
5 Look at the first three paragraphs. 3

Give three quotes about the wind. For each quote, explain how the wind
affects the actions of the climbers.
6 Who takes over from the narrator to lead the climbers? 1
40
7a Look at the third paragraph. 1
Which word does the writer use to suggest a place that is high up and
lacks space?

7b Which verb does the writer use to suggest caution? 1
8 Look at the fifth paragraph. 1

It’s as if they don’t care anymore

OR
The cold is their focus.
9 Look at the fifth paragraph. 1

Choose the correct option to complete the sentence below.
Tick () one box.
10a Give a simile from Text A. 1
‘…...like invisible hyenas’

10b Explain the simile in your own words. Give two details. 2
Accept reference to:
loud / mocking sound

pain
aggression / danger
can’t be seen
41
11 What is the main theme of Text A? 1
Tick () one box.
Box 1 OR 2:
‘the challenges of mountaineering’
‘the role of teamwork when climbing’
12 Identify three features of Text B that make it persuasive. Give a quote from 3
the text for each feature.
(rhetorical) questions (directed at the reader)

‘Which one’s for you?’
use of second person / you

‘If you’ve never climbed on ice...’
use of imperatives
‘Come on one of our adventure holidays’
use of attractive / positive / tempting / descriptive language

‘sun-drenched’
reassurance ‘enjoyed by all’
special aspects ‘unique structures’
inclusivity ‘open to all abilities’
repetition of sentence structures
Award 1 mark for each correct point with appropriate quote.

Accept any three points with appropriate quotes.
42
13 Make a list of the differences between an ice climbing holiday and a rock 3
climbing holiday.
different locations / venues
different temperatures / climate / weather
‘for ice climbing the terrain is never the same twice’
Award 3 marks for 3 differences
Award 2 marks for 2 differences
Award 1 mark for 1 difference
14 Write a summary of up to 50 words about the difference between an ice 2

climbing holiday and a rock climbing holiday. Include all the points from
your list. Use your own words as much as possible.
Award 2 marks for a summary that combines all three points from the list into a
coherent summary.
Award 1 mark for a summary that includes fewer than three of the main points.
Award 0 marks for a summary made up of points that are not synthesised or
contains no relevant points at all.
If 3 points are found, ensure that no more than 50 words have been used.
43
Section B: Writing

Notes to markers

• Note on extent:
15 Some people believe that dangerous sports like rock climbing should be banned. Do
you agree? Write an essay giving your opinion.
Things to consider:
• examples of dangerous sports

• reasons why some people take part in dangerous sports
• reasons why some people feel dangerous sports should be banned.

Spelling (Ws) 3
[Total 25]
44
Content, purpose and audience (Wa) Text structure and organisation (Wt)
8 marks 7 marks
The response has relevant ideas and content The response is presented coherently and
developed in detail to create a clear and logically to help the development of ideas,
consistent relationship between the writer and usually with an introduction and conclusion.
reader. Well-crafted paragraphs contribute to the
The text type is clearly established, e.g. an structure of the text.
7–8
6–7
The response has relevant ideas and content The response is generally coherent and in a
which are developed with some detail, and with logical order with ideas evident, with an attempt
some awareness of reader. at an introduction and conclusion.
The main features of the text type are evident Paragraphs/sections are evident and help to
and the tone is appropriate for the purpose and structure the text.
is largely sustained. 4–5
5–6
The response includes basic information The response is clear but not sequenced
relevant for the purpose, and some awareness logically to help the development of ideas.
of the reader may be shown. There may be an attempt at an introduction and/
General aspects of the text type are evident and or a conclusion.
the writer’s tone is established. Paragraphs/sections may be used but not
A simple range of vocabulary is relevant to the consistently.
purpose. 2–3
3–4
The response has limited relevance to the task. Some basic sequencing of material grouped by
Some elements of the text type are seen and content is evident.
the writer’s tone is present but inconsistent.
1–2 1
0 0
45
Sentence structure and punctuation (Wp) Spelling (Ws)
7 marks 3 marks
A range of appropriate and varied sentence
structures are used to create effect.
overall development of the text.
writing.
6–7
Appropriate use of sentence structures, with Spelling almost completely accurate, with a wide
some attempt to create effect. range of words correctly attempted.
Some sentence features are used to clarify and Polysyllabic, ambitious and more complex,
emphasise meaning. lower
Grammar and punctuation are mostly accurate. frequency words are used successfully.
4–5
3
Limited or partially effective use of complex Spelling is generally accurate over a reasonable
sentence structures. range of words.
Mostly simple compound structures based on a Some polysyllabic and more difficult words in
variety of connectives. frequent use are spelled correctly.
Grammar and punctuation is usually correct;
there may be evidence of comma splicing.
2–3
2
Simple sentence structures are used Simple words are used successfully.
successfully. There are frequent errors in commonly occurring
Some correct use of grammar and punctuation, words.
1 1
0 0
46
ENGLISH 1111/01
Paper 1 Non-fiction October 2018
MARK SCHEME
Maximum Mark: 50
teachers.
47
Section A: Reading
1 What is the main reason for the first paragraph of the text? 1
Tick one box.
to give a general description of the northern lights
2 In the first paragraph, what two things does the writer compare the 2
northern lights to?
• (Flickering) curtains (1 mark)
• (Rolling) smoke (1 mark)
3 Give a word from the first paragraph that means glowing. 1
luminous
4 Explain in your own words the meaning of ‘hint’ (line 5), as it is used in the 1
text.
a small amount / a little / a bit of / smidgen / an indication / a suggestion / a

touch of / a spot
48
5 Read the paragraphs headed ‘The science behind the northern lights’ 1
(lines 6–14).
Give two extreme adjectives used for effect by the writer in these
paragraphs.
huge / incredible
6 Read lines 6–14 again. 1

Explain in your own words how the writer makes the northern lights seem
theatrical.
Support your evidence using words and phrases from the text.
The writer uses dramatic language / words.
There is specific reference to the use of the word ‘dramatically’.
The speed of them appearing and / or disappearing.
Being like a mirage / Sense of illusion / magical
7 Read the paragraphs headed ‘Living legend’ (lines 15–22). 1

Give one word that means native.
indigenous
49
8 The phrase ‘has given rise to as many legends as there have been people 3
watching them’ (lines 15–16) suggests that there are different stories
about the northern lights.
Give three reasons why you think there are so many different stories.
1 because the lights change all the time
2 because the lights are fascinating / remarkable / mysterious
3 because the lights are difficult to explain / There was no explanation for them
for a long time.
4 because different cultures / people gave different explanations
5 because stories change over time / with repetition
9 What does the author suggest by using the phrase ‘… you are at the 1
complete mercy of nature’ (lines 23–24)?
People can only see the northern lights if nature allows it. / People have no
control over the sight.
10 Look at this phrase: ‘The lights love to play hide and seek.’ (line 24). 1
What is the phrase above an example of?
Tick one box.
Personification
50
11 Text A is an information text, which means it gives factual information 1

about a topic.
Give two more features of an information text that are used in Text A.
• It is written in the third person.

• It is written in neutral / formal language.
• Subheadings are used.
• It does not offer opinions.
Accept any two features for 1 mark.
9Rv3

Tick one box.
to inspire more people to take up stargazing
13 The writer suggests that it can be difficult to see a meteor shower. 1

Give one phrase from the text that tells the reader this.
(If you) get the timing right,
(This does require) a little patience (though)
51
14 Text A and Text B are about a similar topic. 4

Give two themes that are common to both texts, and describe how the two
texts refer to each theme.
Theme 1: looking at the night sky / space (1 mark)

Text A reference: observing the northern lights
Text B reference: stargazing (1 mark for both references)
Theme 2: patience (1 mark)

Text A reference: you have to be patient with the weather / waiting for the lights
to appear
Text B reference: getting the timing right to see a meteor shower (1 mark for
both references)
15 Make a list of the suggestions from Text B for making stargazing 3

enjoyable.
• Go on a clear night.
• Go before the moon is full. / Check the new moon dates.
• Go in winter.
• Get the timing right.
• Be patient. / Do not take young children.
• Avoid areas with light pollution / towns / street lights.
• Wear warm clothes.
• Take a hot drink.
• Check the Dark Sky Discovery online map.
• Avoid sites with hills or trees.
• Look for the Andromeda Galaxy.
• Use binoculars.
3 marks for 9–12 points
1 mark for 3–5 points
52
16 Write a summary of up to 50 words about how to make stargazing 2

enjoyable.
Include five points from your list.
Use your own words as much as possible.
The summary should include five points from the list above and be coherent.
Award 2 marks for a summary that combines five points from the list into a
coherent summary.
Award 1 mark for a summary that includes less than five of the main points.
Award 0 marks for a summary made up of points that are not synthesised /
includes no points listed.
Accept words lifted from the text where they contribute to a cohesive summary.
53
8 marks 7 marks
reader. Well-crafted paragraphs contribute to the
7–8
6–7
and the tone is appropriate for the purpose and structure the text.
5–6 4–5
relevant for the purpose, and some awareness logically to help the development of ideas.
of the reader may be shown. There may be an attempt at an introduction and/
General aspects of the text type are evident and or a conclusion.
the writer’s tone is established. Paragraphs/sections may be used but not
purpose. 2–3
3–4
Some elements of the text type are seen and content is evident.
1–2 1
0 0
54
7 marks 3 marks
writing.
6–7
Some sentence features are used to clarify and Polysyllabic, ambitious and more complex, lower
emphasise meaning. frequency words are used successfully.
4–5 3
2–3
2
1 1
0 0
55
`
Cambridge Assessment International Education
ENGLISH 1111/01
MARK SCHEME
Maximum Mark: 50
teachers.
This document consists of 10 printed pages.
IB19 05_1111_01/4RP
56
1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme April 2019
Section A: Reading
1 Give one word from the first paragraph (lines 1–3) that means lasting. 1
 enduring.
2 What does the word vision in the third paragraph (lines 7–11) suggest 1
about Leo’s idea?
Award 1 mark for any one of the following:
 It was fully thought through.

 It was very clear to him / had a plan / goal / aim.
 He could imagine / visualise / see the idea.
 He is ambitious / he had ambition / inventive / forward-looking / innovative.
 Had a dream NOT ‘he was dreaming’.
3 What were the main aims that Leo Fender had when he was designing his 2
new guitar?
Tick () two boxes.
Award 1 mark for each of the following:
 use electricity
 be easy to make in large numbers
4 Give one word from the sixth paragraph (lines 18–22) that means rapid 1
growth.
 boom
57
5 Look at the fifth and sixth paragraphs (lines 15–22). 3
The writer uses language to show that Fender guitars became famous.
Give three words or phrases from the text that the writer uses to show this.
Do not accept complete sentences without showing any understanding of

what the key words are.
Correct words / phrases, in complete sentences, must be clearly identified
by being underlined, placed in inverted commas, or any other appropriate
method.
Award 1 mark for each of the following up to three marks:
 dynamic duo
 legendary
 (achieved) cult status
 Influenced thousands
6 What does the writer suggest might have happened after the sale of the 1
company?
Tick () one box.
 The quality of the guitars got worse.
7 Fender started producing Squier guitars in the 1980s. 2

Give two reasons why the Squier guitar was an attractive purchase at that
time.
 affordable / cheaper
 quality / reputation
58
8 Give two ways in which the final paragraph (lines 29–30) differs in style 2
from the rest of the text.
Award 1 mark for any of the following up to two marks:
 It addresses the reader / uses ‘you’ / second person

 It offers an opinion.
 simpler vocabulary / language
 It uses the future tense.
9 The main aim of this text is to provide information. 1

What is another of the writer’s aims?
Tick () one box.
Award 1 mark for either of the following:
 to show enthusiasm for a brand of guitar
 to persuade people to follow their dreams
10 Which is the best title for Text A? 1

Tick () one box.
 The history of Fender guitars
59
11 What layout feature does the writer use to help understanding? 1

Award 1 mark for one of the following:
 subheading(s) / heading(s) / title(s) / subtitle(s)

 paragraphs /sections
 bold
12 What is the main idea of the third and fourth paragraphs (lines 8–14)? 1
Tick () one box.

 Fisk’s poor reputation is undeserved.
13 Identify a metaphor used in the third paragraph (lines 8–11). 2
Award 1 mark for identifying the metaphor:
 ‘…(ruin the) spell (he was trying to create)…’

What is the effect of this metaphor?
Award 1 further mark for an answer correctly describing the effect, e.g.:
 It compares his music / playing / concert to magic. / It says his music /

concert is magical.
 It 'shows how mesmerised / captivated / spellbound the audience was'.
14 Explain using your own words what is suggested by the phrase ‘Eliot Fisk 1
plays like Eliot Fisk’ (line 15).
Accept a quote if not from the given question.
 No one else plays like him.
 He has a distinctive / unmistakable / unique style.
60
15 (a) The aim of a music reviewer is to express an opinion about a musician or 3

a concert.
List the points from Text B which show that the reviewer considers that
Eliot Fisk is an excellent guitarist and a great performer.
Award 3 marks for 6 - 7 points.
Award 2 marks for 4 – 5 points.
Award 1 mark for 2 – 3 points.
Award 0 marks for 0 – 1 point.
The explanation may include the following points as phrases (not necessarily
complete sentences):
 Huge stage presence / ‘and owned the hall last night.’

 Master of his instrument
 Able to ‘coax an incredibly dynamic and / or tonal range out of his guitar’
 Not afraid to use it.’ (His dynamic range)
 Pours everything into each piece / doesn’t show restraint
 Own distinctive style
 A recommendation for people to see him in concert
 Mistakes do not distract from performance / audience’s enjoyment
15 (b) Write a summary of up to 50 words about why it would be worth going to 2

watch Eliot Fisk play guitar.
Use your own words as far as possible.
Award 2 marks for a response with at least three points and clear understanding,
e.g.:
 Eliot Fisk is a terrific guitar player, who plays in his own way. Fisk can make
the guitar produce amazing sounds and he is always willing to give it a go.
He is a fantastic showman who creates a spell. (40 words)
Award 1 mark for a response with one or two points and little clarity.
Award 0 marks for a summary made up of points that are not synthesised /
includes no points listed.
61
Section B: Writing
16 Write a letter to your Head Teacher giving your opinion on learning music at school.
You could include some of the following in your letter:
 The advantages of music lessons

 The disadvantages of music lessons – for example, cost of instruments
 Whether the school should invest in music education.
Spelling (Ws) 3
[Total 25]
62
8 marks 7 marks
developed in detail to create a clear and logically to help the development of ideas, usually
consistent relationship between the writer and with an introduction and conclusion.
reader.
Well-crafted paragraphs contribute to the
article, report, etc., and the tone is appropriate to
the ideas and is sustained.

7–8 6–7
and the tone is appropriate for the purpose and is structure the text.
largely sustained.

5–6 4–5
The response includes basic information relevant The response is clear but not sequenced logically
for the purpose, and some awareness of the to help the development of ideas.
reader may be shown.
There may be an attempt at an introduction
General aspects of the text type are evident and and/or a conclusion.
Paragraphs/sections may be used but not
purpose.
3–4 2–3
content is evident.
Some elements of the text type are seen and the
writer’s tone is present but inconsistent.

1–2 1
0 0
63

7 marks 3 marks


agreement, and word order) with some choices to
enhance and emphasise meaning.

writing.
6–7

4–5 3

2–3 2
successfully.
There are frequent errors in commonly occurring
1 1
0 0
64
ENGLISH 1111/01
MARK SCHEME
Maximum Mark: 50
Published
examination. It shows the basis on which Markers were instructed to award marks. It does not indicate the
details of the discussions that took place at an Markers’ meeting before marking began, which would have
Mark schemes should be read in conjunction with the question paper and the End of Series Report.
65
Section A: Reading
1 Which phrase in line 1 means alias? 1
• (using the) stage name (Charles Blondin)’
2 Give one word from the first paragraph (lines 1–4) that is an example of 1
irony.
• ‘funambulist’.
3 Give one word from the first paragraph that is an example of a pun. 2
• ‘heights’.
Explain in your own words how this pun is effective.
• Heights refers to both the level of achievement / success and the distance
above the ground.
4 Give two words or phrases from the third paragraph (lines 9–14) that are 2
examples of emotive language.
• (and Gravelet became ) ‘enthralled’ (by the tightrope walker).

• (he felt) ‘compelled’ (to try to achieve)
66
5 What does the phrase ‘… which may have been an understandable 1

reaction, …’ (lines 15–16) suggest about Gravelet’s father? Tick () one
box.
• He felt the danger was acceptable.
6 Gravelet was given various names during his career. Which was the first 1
name he was given?
Tick () one box.
• The Little Wonder.
7 Give the one-word metaphor in the last paragraph (lines 27–32). 1
• ‘roadblocks’.

8 Explain in your own words two reasons why local people objected to 2
Blondin’s request to walk across Niagara Falls.
• It would make the Falls seem less beautiful and more like cheap
entertainment.
• They worry he could die / there might be a terrible accident / injury //it was
extremely dangerous.
67
9 Look at this phrase ‘… a crowd of 100 000 people witnessed Blondin’s 2

historic triumph.’ (Lines 31–32)
What two things does the phrase above suggest about what people felt
about Blondin’s stunt?
Award 1 mark for responses which meet any of the following, up to a maximum
of 2 marks:
• It was very risky / he could have died.
• It would have been very exciting / amazing / worth watching / entertaining //
people wanted to be there / were curious.
• He had done something no-one had done before / it made history / broke
new ground.
10 Look at the last paragraph (lines 27–32). 1

How does the final sentence differ in tone from the rest of the paragraph?
• It’s positive.
• It ends happily.
11 What type of text is this extract an example of? Tick () one box. 1
• biography.
12 What are the two main purposes of Text B? 2
• to persuade tourists to visit the Niagara region

• to describe the Niagara Falls area / list all the activities you can do. / to
inform people about the Niagara Falls area.
13 What is the best title for Text B? 1
• Why you shouldn’t miss Niagara
68
14 What does the word thundering (line 4) suggest about Niagara Falls? 1
Award 1 mark for any of the following:
• They are noisy / loud.

• They are frightening.
15 What effect does the writer achieve by using the sentence ‘The secret’s 1
out!’? (Line 9)
Tick () one box.
• a sense of discovery.
16 (a) List the outdoor activities that you can do if you visit Niagara Falls and the 3
region.
Award 3 marks for 7 – 9 points

Award 2 marks for 4 – 6 points
Award 1 mark for 2 – 3 points
Award 0 marks for 0 –1 point
• seeing nature
• hiking / walking
• go to a beach
• cycling trails
• mountain biking
• spas / treatments
• water parks
• heritage sites / museums
• golf
16 (b) Write a summary of up to 50 words about the outdoor activities that you 2
can do when visiting the region of Niagara Falls. Include at least five
points from your list. Use your own words as much as possible.
Award 2 marks for 5 or more points

Award 1 mark for 2–4 points
Award 0 marks for 0–1 point
69
Section B: Writing

Notes to markers

• The lower mark within a box should be given if some of the criteria have been met but not all.
• Note on extent:
17 Some people think that it is irresponsible to do dangerous or risky activities. Other

people think that these activities are exciting and great experiences to have. What do
you think?
Write an essay giving your opinion.
Spelling (Ws) 3
[Total 25]
70
8 marks 7 marks
consistent relationship between the writer usually with an introduction and conclusion.
and reader.
article, report, etc., and the tone is
appropriate to the ideas and is sustained.
The vocabulary is well chosen for the

purpose.
7–8
6–7
which are developed with some detail, and logical order with ideas evident, with an
with some awareness of reader. attempt at an introduction and conclusion.
The main features of the text type are Paragraphs/sections are evident and help to
evident and the tone is appropriate for the structure the text.
purpose and is largely sustained.
The vocabulary is relevant for the purpose. 4–5

5–6
relevant for the purpose, and some logically to help the development of ideas.
awareness of the reader may be shown.
General aspects of the text type are evident and/or a conclusion.
and the writer’s tone is established.
A simple range of vocabulary is relevant to consistently.
the purpose. 2–3
3–4
The response has limited relevance to the Some basic sequencing of material grouped
task. by content is evident.
Some elements of the text type are seen and

1
1–2
0 0
71
7 marks 3 marks
The use of sentence features contributes to

the overall development of the text.

agreement, and word order) with some
choices to enhance and emphasise
meaning.

writing.
6–7
Appropriate use of sentence structures, with Spelling almost completely accurate, with a
some attempt to create effect. wide range of words correctly attempted.
Some sentence features are used to clarify Polysyllabic, ambitious and more complex,
and emphasise meaning. lower frequency words are used
successfully.
Grammar and punctuation are mostly
accurate.
4–5
3
Limited or partially effective use of complex Spelling is generally accurate over a
sentence structures. reasonable range of words.
Mostly simple compound structures based Some polysyllabic and more difficult words in
on a variety of connectives. frequent use are spelled correctly.

2–3
2
successfully.
There are frequent errors in commonly
Some correct use of grammar and occurring words.
punctuation, e.g. full stops and capitals.
1
1
0 0
72
Cambridge Lower Secondary Checkpoint
ENGLISH 1111/01
MARK SCHEME
Maximum Mark: 50
Published
This mark scheme is published as an aid to teachers and learners, to indicate the requirements of the
examination. However, we have not been able to adjust it to reflect the full range of answers that would
have been seen as a part of the normal moderation and marking process, and it does not necessarily contain
all the possible alternatives that might have arisen.
Cambridge will not enter into discussions about the mark scheme.
This document has 10 pages. Blank pages are indicated.

IB20 05_1111_01/3RP
73
1111/01 Checkpoint Secondary 1 – Mark Scheme April 2020
PUBLISHED
Section A: Reading

1 Look at the heading: ‘The sky’s the limit.’ 1
What is the heading an example of? Tick () one box.
• an idiom.

2 Give one word from the first paragraph (lines 1–7) that tells the reader that 1
the treehouses of Finca Bellavista have little effect on their surroundings.
• nestled.

3 Look at the second paragraph (lines 8–13). 1
Which two-word phrase shows that Matt and Erica were not initially looking
for rainforest land to buy?
• stumbled on.
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PUBLISHED

4 Find examples in the text to support the following ideas. 3
Award 1 mark for each of the following examples, up to a maximum of 3 marks:
The writer thinks Matt and Erica’s area of land is beautiful.

• (this little slice of) paradise
The writer feels that the rainforest was under threat.

• (on the brink of being carved up) (into a timber harvest site)
Matt and Erica felt it was their duty to rescue the area.
• compelled to save this chunk of rainforest

5 Give two ways residents can visit each other. 1
Award 1 mark for two of the following:
• zip wire
• bridges
• on foot.

6 Give one phrase from the first paragraph and one phrase from the last 2
paragraph (lines 27-30), that tell the reader that Finca Bellavista has an
independent source of electricity.
• (where) (everything is) solar-powered

• (enjoy living) off the grid.
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7 Look at the last sentence (lines 28-30). Matt Hogan tells the reader that the 1
rainforest is noisy.
What does he suggest about the noise?
• The noise is peaceful / pleasant / calming / relaxing / continuous / inescapable

/ positive / good / tranquil / soothing.

8 Give two examples that show the writer feels that Finca Bellavista is a 2
challenging place to live.
Award 1 mark for any of the following up to a maximum of 2 marks:
• (though modest!)
• understandably
• just a few hardy residents live permanently in their tree houses
• ‘luxury’ of indoor plumbing.

9 Give two reasons why ‘The sky’s the limit’ is a suitable heading for this 2
article.
• Literal meaning / The houses are built high up in the trees, up in the sky / are
not on the ground.
• It means that everything is possible.
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10 What evidence in the text suggests the article is aimed at young people? 2
Give two examples.
Award 1 mark for any of the following up to a maximum of 2 marks:
• The fact that the writer assumes the reader finds wi-fi access very
important (‘even, believe it or not, a wi-fi zone!’).
• ‘really cool’, vocabulary used by young.

11 Explain how the layout and presentation of the text makes the information 2
easy to read. Give two ways.
Award 1 mark for any of the following ideas, up to a maximum of 2 marks:
• heading and / or subheading (used to structure the text so you know what
you’re about to read) / questions are used as subheadings with the following
paragraph answering the question / questions that organize / divided in
topics and questions / separate the content in questions
• It is structured into short paragraphs.
• Each paragraph has a topic sentence.
• Important / relevant / topic vocabulary is in bold / highlighted / key words are
marked / writing key words differently / emphasizing some words.
• spacing between paragraphs.
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12 Which of the features below show that Text B is more formal than Text A? 2
• complex vocabulary
• passive verb forms.

13 Make a list of all the things the writer suggests people could do to live more 3
sustainably.
Award 3 marks for 9–12+ points

Award 2 marks for 6–8 points
Award 0 marks for 0–2 points
• Share transport.
• Walk (on short journeys / going to school).
• Buy fewer things / toys / gadgets / clothes.
• Consume less.
• Buy fewer items / things.
• Buy / choose things with less packaging.
• Use phones / computers / gadgets for longer / don’t get rid of gadgets to get
the latest model / use possessions for longer.
• Recycle things.
• Mend broken things if possible.
• Use reusable bags / renewable bottles.
• Buy local produce.
• Switch off lights and electrical devices when not in use / save energy.
• Act more responsibility.
• Avoid plastic.
• Use bamboo / sustainable materials.
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14 Summarise how people can make their lifestyles more sustainable. Use up 2
to 50 words.
Award 2 marks for a summary that combines 4 points from the previous
question into a coherent and well-crafted summary, e.g.:
• Teenagers should opt to walk short distances or share transport. They

should look after their electronic devices carefully, keeping them for as long
as possible, not exchanging them for more fashionable models unless
necessary but recycling them. When shopping, they should take their own
bags and buy local produce. [49 words]
Award 1 mark for a summary that combines 2–3 points from the previous
question into a coherent summary.
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Section B: Writing
Notes to markers

• Note on extent:
15 Write an article for your school magazine about the advantages and disadvantages of
spending time in a remote area, such as a rainforest, mountains or an island, either alone or
with other people.
Spelling (Ws) 3
[Total: 25]
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8 marks 7 marks
reader.

purpose.
7–8 6–7
The main features of the text type are evident Paragraphs / sections are evident and help
and the tone is appropriate for the purpose to structure the text.
and is largely sustained.

5–6 4–5
General aspects of the text type are evident, and / or a conclusion.
Paragraphs / sections may be used but not
the purpose.
3–4 2–3
Some elements of the text type are seen, and


1–2 1
0 0
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7 marks 3 marks


choices to enhance and emphasise meaning.

writing.
6–7
successfully.
accurate. 3
4–5
Grammar and punctuation are usually

correct; there may be evidence of comma
splicing.
2–3 2
successfully.
1 1
0 0
82
ENGLISH 1111/01
MARK SCHEME
Maximum Mark: 50
IMPORTANT NOTICE
details of the discussions that took place at a Markers’ meeting before marking began, which would have
This document has 10 pages. Any blank pages are indicated.
IB20 10_1111_01/2RP
83
1111/01 Checkpoint Lower Secondary – Mark Scheme October 2020
PUBLISHED
Section A: Reading

1 Explain two ways in which the writer tries to get the reader’s attention in 2
the first paragraph.
• challenging the reader

• use of (rhetorical) questions
• use of direct speech / direct address of the reader
• pronoun ‘you’ / second person
• repetition

2 Give one word which shows that nobody knows the exact number of 1
animals dying because of plastic each year.
• estimated.

3 In your own words, explain why marine animals eat plastic. 1
• They think it is food / something they will like

• Unable to distinguish inedible from edible

4 Explain in your own words two ways the writer makes this sentence 2
powerful.
• The writer gives (real) examples / offers detail (of dates and/or places)
• It shows that it happens all over the world / referring to different countries
• It ends by referring to a ‘young’ / ‘dead whale’.
• It gives three examples of whales harmed by plastic in one sentence / rule
of three.
• The repetition (of the word ‘whales’)
• Uses emotive language
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5 What does the phrase ‘inadvertently find their way’ (line 15) suggest about 1
the balloons?
• People don’t intend to put them in the sea

• They end up there accidentally / somehow / not planned

6 Why does the writer include the phrase ‘…might have taken part in 1
yourself’ (lines 16–17)?
Tick () one box.
• To make readers realise the consequences of their actions.

7(a) Explain in your own words how the writer suggests that eating plastic 1
causes animals to die of hunger.
• It makes them feel full / not hungry.
7(b) Give one noun phrase which suggests that plastic causes animals to 1
become weak and vulnerable to predators.
• ‘(become) easy pickings (for bigger creatures/predators)’.

8 Explain in your own words what is ironic about the information in this 1
paragraph.
• We end up eating the plastic that we threw away.
• It reappears / we think we have disposed of something but we haven’t
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9 How does the final paragraph differ in purpose from the rest of the text? 2
• It gives practical advice

• It encourages readers to be responsible.

10 What is the best title for Text A? 1
Tick () one box.
• Litter in the seas and oceans.

11 Give a phrase from the first paragraph that tells you that the turtle did not 1
intend to be on the beach.
• ‘(but that’s where one) found itself (on Saturday)’.

• washed up

12 What does the word ‘stunned’ (line 4) tell you about the effect of cold on 1
the turtle?
• (It’s so cold that) it can’t move / it can hardly move / immobile / inactive
• It is damaging / harmful

13 Why is the phrase ‘the patient’ (line 6) in inverted commas? 1
• It’s not literally a patient

• It is treating the turtle as a human.
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14 What effect does the writer create by using these three short sentences? 1
• It emphasises their decline

• It is dramatic
• a desolate tone / sad

15 What are the main purposes of Text B? 2
• to suggest why a turtle became stranded

• to explain how stranded turtles are treated.

16 Make a list of what was done to help the turtle after it was found by the 3
tourist on the beach.
• reported / call for help

• lifted it / used a stretcher
• got it to a treatment centre
• warmed it
• monitored it
• gave antibiotics / gave fluids
• got it (s temperature) up to 20 degrees.
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17 Write a summary of up to 40 words about what was done to help the turtle. 2
Include five points from your list. Use your own words as much as
possible.
The summary will be in the candidate’s own words and will include at least five
points from the list in question 16.
Award 2 marks for 5 or more points

Award 0 marks for 0–1 point
Place a vertical line after the 40th word.
Do not award more than 1 mark when the summary exceeds 40 words.
After the turtle was found on the beach, a tourist contacted park staff who
came and took it to a treatment centre. It was treated with antibiotics and
fluids then warmed up gently until its body temperature was 20 degrees. (40
words)
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Section B: Writing
Notes to markers

• Note on extent:
18 Write a letter to your local newspaper about the problem of litter in your local area.
You could include some of the following in your letter:
• where people drop litter and why they do it

• what can be done about it by individuals or groups of people
• why people should take more care of their environment.
Spelling (Ws) 3
[Total 25]
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8 marks 7 marks
reader.
The vocabulary is well chosen for the 6–7

purpose.
7–8
and the tone is appropriate for the purpose structure the text.
The vocabulary is relevant for the purpose. 4–5

5–6
the purpose. 2–3
3–4

1
1–2
0 0
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7 marks 3 marks


agreement, and word order) with some choices to
enhance and emphasise meaning.

writing.
6–7

4–5
3

2–3
2
successfully.
1
1
0 0
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ENGLISH 1111/01
MARK SCHEME
Maximum Mark: 50
IMPORTANT NOTICE
This document has 10 pages.
IB21 05_1111_01/3RP
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Section A: Reading
1(a) Look at lines 1–3. 1
Why does the writer describe his last hours at Lechuguilla as black?
• It’s dark (inside the cave). / There’s no light (inside the cave).
• It creates a dramatic or stylistic effect / tension
1(b) What effect does the writer create by using a single-word sentence? 1
Award 1 mark for an answer that recognises the emphasis created, e.g.:
• It highlights (that the writer is on his own) / emphasises (that the writer is on
his own)
• Dramatic effect
• It provides contrast (to the long sentences before)
2 Give a simile from lines 4–11. 1
• (so it looked) as if it were snowing (in Lechuguilla cave.)
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What is the phrase gentle caress an example of? Tick () one box.
• personification.
3(b) What does the phrase gentle caress tell the reader about the writer’s 1
attitude to being in the cave?
Award 1 mark for the idea of:
• felt safe / felt secure / felt cared for / felt protected / felt reassured
• calm / relaxed / peaceful / soothed
• comforted / feels comfortable / not comfortable alone
3(c) The writer is exhausted at the end of each day (line 16). 2
Give two pieces of evidence from the text that tell the reader why the
writer is so tired.
• the smallest effort causes a caver to burst into a sweat

• strenuous (exploration)
• the sweating process continued / he’s sweating so much / the humidity
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What literary techniques does the writer use to show his sense of wonder?
• comparison
• repetition
4(b) Why does the writer use a colon ( : )? 1
• to introduce a list / something / a list follows it

• to add information/examples.
4(c) The reader learns many things about the cave in lines 17–22. 2
What are the first and last things the reader learns about the cave?
• It’s huge / so big / very big

Do not accept big without elaboration.
• There is still a lot more to be discovered/mapped.
5 Look at lines 23–27. 2

What is staggering about the idea? Give two things.
Award 1 mark for any of the following, up to a maximum of 2 marks:
• The idea that the cave is huge

• The idea that the cave is on Earth / close to us / don’t know everything
about our own planet
• The idea that the cave has been undiscovered / recently discovered
• Like finding the Grand Canyon
• Strange formations
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6 What are the main purposes of Text A? Tick () two boxes. 2
• to describe the writer’s personal experience of the cave

• to explain what is extraordinary about the cave.
7 Why is it not possible to build on most of the land in Hong Kong? 1
• It’s hilly/mountainous.
• Because most of the land is unsuitable
8 Text B is a newspaper article. 3
Give three features of a newspaper article used in Text B.
• a headline/title/heading
• a catchy headline / catchy title / catchy heading / assonance in the headline
/ rhyme in the headline
• a subheading / subtitle / a strapline
• the story is summarised in the first paragraph
• quotations / direct speech / interviews / sources
• short paragraphs. Do Not Accept paragraphs alone
• facts, statistics, information
• balance
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9(a) You need to decide whether it is a good idea to build a city with some 3
facilities underground.
Complete the list below, giving the advantages and disadvantages of

underground development, using information from Text B.
Advantages
• frees up space on the surface
• lower maintenance costs
• never need to be torn down
• (residents are) less likely to object / less likely to see unsightly projects
• reduces energy consumption / cooler / less need for air conditioning
Disadvantages
• not suitable for residential development
• (technically) difficult
• time consuming
• only a few hectares will be released
• costly / high construction costs / expensive.
Award 3 marks for 6–8 correct facts.

Award 1 mark for 2–3 correct facts.
9(b) Summarise the advantages of constructing a city with some facilities 2

underground. Use up to 40 words.
The summary should include the following 5 main points:

• (low) maintenance (costs)
• never need to be demolished
• (reduced) energy consumption / (reduced) costs / cooler / less need for air
conditioning
• space freed
• residents less likely to object / less likely to see unsightly projects
Award 2 marks for a summary that combines the 5 main points into a coherent
summary, e.g.:
Underground cities are cheaper to maintain, will not need to be demolished, and
can result in reduced energy consumption. Local residents are less likely to
complain, and the space released on the surface can be used for housing. (38
words)
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Section B: Writing
Notes to markers

• Note on extent:
10 Imagine you have visited a school with some of its facilities underground. Write a
recount of your visit.
Text structure and organization. (Wt) 7
Spelling (Ws) 3
[Total 25]
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8 marks 7 marks
developed in detail to create a clear and logically to help the development of ideas, usually
consistent relationship between the writer and with an introduction and conclusion.
reader.
article, report, etc., and the tone is appropriate to
the ideas and is sustained.

7–8 6–7
and the tone is appropriate for the purpose and is structure the text.
largely sustained.

5–6 4–5
The response includes basic information relevant The response is clear but not sequenced logically
for the purpose, and some awareness of the to help the development of ideas.
General aspects of the text type are evident and and/or a conclusion.
purpose. 2–3
3–4
content is evident.
Some elements of the text type are seen and the

1–2 1

0 0
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7 marks 3 marks


meaning.

writing.
6–7
successfully.
accurate.
4–5 3

2–3 2
successfully.
1 1
0 0
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ENGLISH 1111/01
MARK SCHEME
Maximum Mark: 50
IMPORTANT NOTICE
IB21 10_1111_01/2RP
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PUBLISHED
Section A: Reading
1 Look at the first paragraph (lines 1–6). 1

Give one adjective that describes dull colours.
• drab.
2 Content removed due to copyright restrictions 1

Why does the writer use the short question and answer above?
Award 1 mark for an answer that recognises the contrast between the previous
sentence and [Content removed due to copyright restrictions], e.g.:
• to highlight/emphasise the difference between zebras and other mammals

• to engage the reader’s attention / to talk directly to the reader.
3 Lines 3–6 tell the reader about the first and second stages of Caro’s 1
research.
What does the reader learn about the second stage compared to the first?
Award 1 mark for an answer that recognises the different conditions under which
the second stage of the research took place, e.g.:
• He was confined indoors / stayed in one place / to the library.

• He was not moving around outside.
• Researching not observing

What does the phrase above tell the reader about the writer’s opinion of
safari guides?
• Safari guides should know better / not generalise / know all facts
• The writer is surprised that they are giving this explanation.
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5 Give one quotation from the second paragraph (lines 7–11) that tells the 1
reader zebras have stripes in order to send a message to other animal
species.
Content removed due to copyright restrictions
6 The writer uses a long sentence in lines 9–11. 1

Why?
• The writer wants to give a lot of information and provide details of the
reasons why zebras have stripes.
• To give ideas and create a list of important details.
• A variety of sentence structure
How did Caro put himself in danger?
Give two examples.
Award 2 marks for an answer that recognises the danger Caro has placed himself
in, e.g.:
• He thought he might be attacked by lions / mistaken for a real zebra.

• He had no shelter/protection
• No way of escaping / away from car
• He was walking / on foot.
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8 Look at the fourth paragraph (line 19). 1

Why has the writer used a short paragraph here in the text?
Award 1 mark for an answer that recognises this as a pivotal moment in the
text, e.g.:
• to signal the end of one stage of Caro’s research and/or the beginning of
another / to indicate a change of location/activity
OR
• to show/emphasise that the first stage of the experiment was inconclusive /
did not give an answer.
9 Why does the writer use a colon in line 24? 1
Award 1 mark for an answer that recognises the way the colon draws the
reader’s attention to the conclusion in the second part of the sentence, e.g.:
• to join the two clauses which are very closely related

• to emphasise the conclusion of the previous sentence.

What do the quotations above tell the reader about Caro’s character?
Award 2 marks for the following:
• inventive
• systematic.
11 Give two features of a newspaper article used in Text A. 2
• headline / title / heading

• names of real people/places
• direct quotations / interview
• (short) paragraphs
• factual information/data
• direct speech
• expert (others) opinions
• rhetorical questions.
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Tick () one box.
• to advise people how to see a tiger in the wild.
13 What does the word blasting (line 5) tell the reader about the way that tigers 1
move through the jungle when there are no trails?
• (tigers move) noisily/destructively.

• move with force
• create own path
14 What is the main purpose of the third paragraph (lines 7–9)? 1
Award 1 mark for an answer that identifies the comparison being made between
tigers and leopards, e.g.:
• to explain/describe the differences between tigers and leopards.
15 Look at lines 8–9: ‘… a leopard’s not more than 6 centimetres, and the 1
male’s is wider than the female’s.’
What is this an example of? Tick () one box.
• ellipsis.
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16 Why is the word woo (line 11) in inverted commas ( ‘ ’ )? 1
Award 1 mark for an answer that recognises that this is a way of expressing a
sound, e.g.:
• because this is the actual sound that the deer makes

• (an example of) onomatopoeia
17 The writer uses the phrase the tiger’s ultimate dish (line 12). 1
What does the phrase above tell the reader?
Award 1 mark for an answer that recognises that the phrase refers to the tiger’s
preferred choice of food, e.g.:
• this is the tiger’s favourite food

• preferred / most desired prey
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18(a) Complete the table below about tigers, using information from the text. 3
Award 1 mark for 3–4 correct facts.
• jungle trails
Where are the best places to see
• waterholes
tigers in the reserves?
• off the beaten track
Which are the best times of day to • early morning
see tigers? • evening
What is the best time of year to see
• April – June
tigers?
• fresh tracks / fresh/recent paw
What are the signs to look for?
prints (on top of a wheel mark)
• alarm calls (of deer)
• ‘woo’ (of deer)
• bellow (of sambar)
What are the signs to listen for?
• sounds/noise of elephants
• rumble (of elephants)
• trumpeting (of elephants)
18(b) Summarise what you should do in order to see a tiger in a reserve. Use up 2
to 40 words.
The summary should include the following 4 main points:
1. When and where to see tigers only 1 mark for each

2. What signs to look and listen for only 1 mark for each
Award 2 marks for a summary that combines the 4 main points into a coherent
summary, e.g.:
• To see a tiger, go in the early morning or evening from April to June. Jungle
trails or waterholes are the best places. Look for fresh tracks and listen for
the alarm calls of deer or an elephant trumpeting. (39 words)
Do Not Award more than 1 mark where the summary exceeds 40 words or
where less than 4 correct points are made.
Place a vertical line after the 40th word.
Award 0 marks for a summary made up of facts that are notes or in a repeated
list or where no correct points are made.
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Section B: Writing
Notes to markers

• Note on extent:
19 Some people believe that it’s wrong to keep animals in captivity in zoos. Others think
zoos do valuable conservation work while allowing the public to see unusual or
endangered animals.
What do you think, and why? Write a balanced argument, giving your opinions.
Spelling (Ws) 3
[Total 25]
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consistent relationship between the writer usually with an introduction and conclusion.
and reader.

purpose.
7–8 6–7
The main features of the text type are Paragraphs/sections are evident and help to
evident and the tone is appropriate for the structure the text.
purpose and is largely sustained.

5–6 4–5
the purpose.
3–4 2–3


1–2 1
0 0
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meaning.

writing.
6–7
and emphasise meaning. lower frequency words are used successfully.

accurate.
4–5 3

2–3 2
successfully.
1 1
0 0
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Published
IB22 05_1111_01/RP
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Section A: Reading
1 Which literary technique is used in the headline? Tick () one box. 1
Award 1 mark for:
• alliteration
Look at the first two paragraphs (lines 1–10).
2(a) Where do the spring classics take place? 1
Award 1 mark for:
• Europe
2(b) Which magazine published this article? 1
Award 1 mark for:
• Cycling World
2(c) Why do competitors give maximum effort in each of the spring classics? 1
Award 1 mark for:
• (They’re made up of) one-day races

• high profile
• (most) prestigious
• the riders come from the area
• these races are the focus/highlight of their season
3 Explain what the writer’s opinion of the Tour de France is. Give a 2
quotation from the text to support your answer.
Award 1 mark for an explanation that expresses the following idea:
• the writer thinks that the Tour de France is the highlight of the season
Award 1 mark for the following quotation:
• ‘(the Tour de France –) the climax (of the bike-racing season)’
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4 Look at this phrase: ‘associated with cobbles and chaos’ (lines 3–4). What 2
does this tell the reader about the races?
• The races go across challenging terrain.

• The races have unpredictable outcomes.
5 The writer does not necessarily agree with all the information in the first 2
paragraph.
Which two words or phrases tell the reader this?
Award 1 mark for each of the following up to 2 marks:
• often considered (both words needed)

• so-called (classics specialists)
• (the) ‘true’ / (the) true (cycling fan’s favourite races)
6 How does the writer feel about Strade Bianche’s status as a genuine 1
classic?
Award 1 mark for any of the following points:
• The writer is surprised

• Recognition that it is a young race
• Reference to the unique character
7 What does sealed the deal (line 27) refer to? 1
Award 1 mark for:
• winning (the Milan-Sanremo race)
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8 Explain why a spectator might find Milan-San Remo both dull and exciting. 2
Give two ideas.
Award 1 mark for each of the following ideas, up to a maximum of 2 marks.
• (It is dull) as it is a relatively flat race.

• (It is exciting) because there is overtaking in the closing stages.
9 There are two different types of riders named in the article. What names 1
are given to them?
Award 1 mark for both of the following:
• sprinters
• climbers OR non-sprinters
Why are these not the sort of questions you should be asking yourself on
the trail?
Award 1 mark for:
• if you’re already on a trail which is too challenging you could have an

accident
• should be prepared / level of preparation
• it is too late by then
11 What literary techniques does the writer use in Text B to get the message 2
across? Tick () two boxes.
Award 1 mark each for:
• repetition
• hypothetical questions
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12 Compare Text B with Text A. How could the writer of Text B use layout and 2
presentation as it is used in Text A, to make the information in Text B
clearer? Give two ideas.
• more subheadings
• bullet points
• capitalisation (of the subheadings)
• glossary
• more bolding
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13(a) Some friends have decided to spend the day at Wild Wheels Trail Park and 3
have chosen the long-distance, moderate trail.
Complete their checklist below. Accept the first answer given.

Award 0 marks for 0 correct facts.
compulsory kit: helmet and gloves

recommended kit: protective garments
essential equipment: (route) map
spares / inner tube
essential provisions: high energy food and water

trail colour: blue
Before setting off:
check: trail / grading information

weather forecast (for today) / what is the weather further up the
hill?
trail conditions / has it snowed or rained recently?
13(b) Summarise the information they need to know before starting on a cycle 2
trail. Use up to 40 words.
Answers should include three of the following points:

• grading information of chosen trail / awareness of necessary skills or fitness
demanded by the trail
• weather forecast / what is the weather further up the hill?
• trail conditions (has it snowed or rained recently?)
• how to change an inner tyre / how to repair a bike
Award 2 marks for a summary that combines three main points into a coherent
answer.
Award 1 mark for a summary that includes 1–2 main points.
‘They need to know what level they are and the trail grade information for that
level. Also, they should check the weather forecast for that day and how this has
affected the trail conditions.’
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Section B: Writing
Notes to markers

14 Write an article for a magazine describing a sporting event or entertainment event that is
about to happen in your country.
• You need to decide what it is, for example cycling, running, swimming, skiing,
music, art or your own idea.
• You need to tell the reader when and where the event will take place.
• You need to describe the details, for example where it will be, who is involved and
why it is important.
Remember to use presentation and layout to organise the information clearly.
Text structure and organization. (Wt) 7
Spelling (Ws) 3
[Total 25]
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Content, purpose and audience (Wa) Text structure and organization (Wt)
8 marks 7 marks
reader.

purpose.
7–8 6–7

5–6 4–5
the purpose.
3–4 2–3


1–2 1
0 0
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writing.
6–7
Some sentence features are used to clarify

Polysyllabic, ambitious and more complex,
and emphasise meaning.
lower frequency words are used
Grammar and punctuation are mostly successfully.
accurate.
4–5 3
Mostly simple compound structures based on

Some polysyllabic and more difficult words
a variety of connectives.
in frequent use are spelled correctly.
2–3 2
successfully.
Some correct use of grammar and
occurring words.
1 1

0 0
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Maximum Mark: 50
Published
IB22 10_1111_01/4RP
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1111/01 Checkpoint Secondary 1 – Mark Scheme October 2022
PUBLISHED
Section A: Reading

Look at the heading and the first paragraph (up to line 5). TEXT A
1(a) What does the phrase junk food (in the heading) mean? 1
• Junk means rubbish / trash / bad for you / no value / unhealthy

• Junk food has high fat / sugar / salt content / high calorific content
Accept ‘calorie-laden salty and sweet snacks’.
1(b) Why does Professor Martin think that banning junk food would not work? 1
• It will make the food more attractive / glamorous / desirable / tempting

Accept ‘mystique or appeal’
• It will make them want it more / curiosity / addicted to
• It will make children devious / will eat it when their parents are not around /
will eat it when they can / will try it out if given a chance

Look at the second paragraph (lines 6–11).
2(a) What does the writer’s use of the word temptations tells the reader? 1
• It is difficult to resist / appealing / feel like eating it / want to eat it / want it /

desperate for / create desire for
• Children are drawn / attracted to it / curiosity
2(b) What does the phrase make up for lost time tell the reader? 1
• The children ate a large quantity / a lot

• The children ate faster / speedily / greedily / urgently / vigorously / gobbled
down
• They missed it so take advantage / been denied, now can have
2(c) What is backfire (line 11) an example of? 1

Tick () one box.
• a metaphor.
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Look at the third paragraph (lines 12–18).
3(a) Professor Martin suggests how parents can help their children eat 2
healthily.
For each of the verbs below, give a suggestion that Professor Martin
makes.
Award 1 mark for each correct suggestion, up to a maximum of 2 marks:
Persuades Martin encourages her kids to eat nutritious berries.

• Give children reasons
Advises • Offer baked (instead of fried) chips
• Allow chips but with carrots
• Allow children to feel like they have some control
• Negotiation and / or trade-offs
Allows
• Have fried chips but with carrots
• Sweets instead of desserts
3(b) Why does the writer use informal language at the end of the third 1
paragraph?
• this is how Professor Martin speaks to her children at home

• to show how a parent speaks to a child / their children / at home.
• to make it more personal

4 Look at the fourth paragraph (lines 19–22). 1
What does the word swamped tell the reader?
• It is everywhere / anywhere / surrounded by

• People can’t avoid / escape it
• There is too much of it / it is overwhelming

5 Look at the fifth paragraph (lines 23–26). 1
Which phrase tells us that Professor Martin does control what her children
eat?
• Allows
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6 Look at the sixth paragraph (lines 27–28). 1
What does the last sentence tell us about the writer’s opinion?
• It shows that the whole issue isn’t worth all the fuss
• This isn’t such a big issue
• Life is to be enjoyed / not taken too seriously

7 What is the main purpose of Text A? 1
Tick () one box.
• to persuade parents not to ban junk food.

Look at the first paragraph (lines1–4). TEXT B
8(a) What does the phrase expensive fashionable diets and fitness trends tell 1
the reader?
• They are gimmicky / short-term / only for now / temporary
8(b) Give two ways the writer reassures teenagers about having a healthy 2
lifestyle in the first paragraph.
• The tone / It is positive

• The text says ‘It doesn’t have to be complicated’
• The text says ‘It can be incorporated into your daily routine’.
• There are several ways (to be healthy)
• The text says ‘good news’.
• The text says it is difficult as a way of showing they understand.
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9(a) What is the key message? Tick () one box. 1
• It is important to eat a balanced diet.
9(b) Why has the writer used inverted commas ( ‘ ’ ) around low-fat? 1
• The aim is to show that these foods are not low-fat / not what they claim to
be
• That the writer doesn’t believe they are low in fat

10 What language feature is soothing and sound slumber (line 20) an 1
example of in Text B?
• alliteration.
Accept sibilance.

• to advise (teenagers about healthy living / fitness)

• to persuade (teenagers to be healthy/fit)

12 Why does the writer use a colon ( : ) in the heading in Text B? 1
• To introduce (a list of) ways teenagers can keep fit / be healthy

• To list (ways teenagers can keep fit / be healthy)
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13 Make a list of how the writer suggests that teenagers can improve their 3
health through their diet and sleeping habits.
• Have a balanced diet

• Have a healthy relationship with food
• Avoid sugary drinks / processed foods / processed meat / chips
• Eat healthy food / high in nutrients / eat nuts / wholegrains / fruits /
vegetables / fish
• Appreciate your food / sit down at the table. / don’t use your phone while
eating
• Get nine hours / enough sleep per night
• Have a routine bedtime / the same bedtime every night
• Go to bed early. / At the same time every night / Don’t go to bed late.
• Don’t go to bed late
• Don’t watch TV / browse your phone in bed
• Make sure your bedroom is dark/quiet.
Award 3 marks for 7–10 points.
Award 1 mark for 2–3 points.
Award 0 marks for 0–1 point.

14 Write a summary of how teenagers can improve their health through their 2
diet and sleeping habits. Include some of the points from your list. Use
your own words as much as possible.
Write a maximum of 50 words.
Award 2 marks for a summary that mentions 4 points from the previous question
into a coherent summary, e.g.:
Teenagers need a balanced diet of healthy, unprocessed foods. They should

avoid sugary drinks and sit at a table to eat their meals. Teenagers need nine
hours’ sleep a night, and they should go to bed at the same time every night in a
room that is dark and quiet. [50 words]
Award 1 mark for a summary that combines 2–3 points from the previous
question into a coherent summary.
Count if 4 points are made: place a vertical line after the 50th word. Do not
credit any point after the line.
list or where only one or no correct points are made.
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Section B: Writing
Notes to markers:

• Note on extent:
15 A website for teenagers has posted an article arguing that teenagers today are too
interested in fashion and image.
Write a response to the article, arguing your point of view.
Spelling (Ws) 3
[Total 25]
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Content, purpose and audience (Wa) Text structure and organization (Wt)
8 marks 7 marks
reader.

purpose.
7–8 6–7

5–6 4–5
the purpose.
3–4 2–3


1–2 1
0 0
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7 marks 3 marks



writing.
6–7
successfully.
accurate.
4–5 3
Mostly simple compound structures based on Some polysyllabic and more difficult words
a variety of connectives. in frequent use are spelled correctly.

2–3 2
successfully.
1 1
0 0
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Maximum Mark: 50
Published
05_0861_01/5RP
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PUBLISHED
Section A: Reading
1(a) Award 1 mark for: 1
• The park is named after the man who commissioned it. / Count Güell
1(b) Award 1 mark for each of the following ideas: 2
The original plan What Gaudí created

a housing estate a garden park (modelled on gardens
he had seen in England) / a
(whimsical) park
destroyed natural worked with natural elements
elements/destroyed land
• Today’s park
Allow ‘Today’s’ or ‘Today’

2(b) Award 1 mark for: 1
• The writer shows that Gaudí has created a park that is highly decorated /
has been made more beautiful.
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3(a) Award 1 mark for one of the following explanations: 2
• (The writer compares the pathways to) the flow of a river.

• (The writer compares the pathways to) the movement of a waterfall.
• (The writer compares the pathways to) the rush of water through a gorge.
• Comparisons/metaphor
Award 1 mark for a related quotation:
• weave along
• (down) cascading (tiled staircase)
• through jagged stone columns
Only accept the quotation if it matches a correct explanation.

3(b) Award 1 mark for an idea that expresses the following: 1
• The text has become less formal / is appealing directly to the reader.
• The text makes the reader feel as if they are at the park / more involved.
3(c) Award 1 mark for: 1
• explains previous information.

3(d) Award 1 mark for: 1
• It is a translation, so the information is not that important. / The information

is not part of the writer’s intended message.
4(a) Award 1 mark for each of the following: 2
Explanation:
• any logical suggestion of something you’d bring to tackle steep inclines and
unpaved pathways, e.g., comfortable or walking shoes / water / suitable
clothes.
Also accept suggestions of preparing level of fitness, physical or mental.
• any logical suggestion to prepare for the park being very busy, e.g., taking
food / looking after possessions / mental preparation.
Quotation:
• ‘Being built on hill / trails feature steep inclines / unpaved pathways.
Accept any or all.
• ‘There will always be crowds’.

• to advise
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5 Award 1 mark for each correctly matching topic up to a maximum of 3 marks: 3
First paragraph Specific entrance details
Second paragraph Description of main attractions
Third paragraph Practical guidance for visitors
Fourth paragraph Overview of the park
Fifth paragraph History of the park
6 Award 1 mark for an idea that expresses one of the following: 2
Yes:
• the structures are creative / imaginative / anything but dull
‘(look like) buildings you’d see in Dr Seuss’s children’s books’ / ‘long wavy
stone bench’
• it’s different from other parks.
‘(visitors will be greeted with) one long, wavy stone bench adorned with
vibrant mosaics (and equipped with views of the ocean)’
• it’s mainly about looking attractive.
‘(Today it serves as nothing more than to) dazzle visitors with its stately
stone columns and beautiful mosaic works’
• it’s very colourful
‘adorned with vibrant mosaics’
No:
• it educates visitors
‘learning materials (on Gaudí and the park)’
• it is one of Gaudí’s most important/successful artworks which thousands of
tourists visit each year
‘(this is) one of Barcelona’s most popular attractions’
• it brings in a lot of money for Barcelona/Spain as many tourists visit each
year.
‘(this is) one of Barcelona’s most popular attractions’
Award one mark for an idea and one mark for a supporting quotation.
7 Award 1 mark for: 1
• tucked into
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• fall into disrepair
9(a) 3
Notes about Pocket Parks
Which areas are • waste ground
used for the parks? • forgotten spaces
Who creates the • community groups
parks? • private entities
What are the • (small / community) event space
possible purposes of • play areas (for children)
the parks? • meeting (friends) / place to hang out
What are the • conflicts (can sometimes arise between different
possible problems? groups).
• easier to create than to maintain / they may fall
into disrepair.
What are the • (help) regulate microclimates
advantages to the • increasing the number of permeable surfaces.
environment? • reducing traffic and pollution / improves ecology

Award 0 marks for 0–1 point.
9(b) Answers should include three of the following points: 2
somewhere to eat lunch / small event space / play areas for children / meeting
friends / helps to regulate microclimates / increases the number of permeable
surfaces / reduces traffic and pollution / improving ecology / rejuvenating waste
ground
Award 2 marks for a summary that combines three main points into a coherent
answer.
Award 1 mark for a summary that includes 1–2 main points.
Example: Pocket parks can be a quiet place to eat your lunch or meet friends.
There can be a play area for young children or even space for small community
events. They can also help regulate microclimates.
list.
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Section B: Writing
Notes to markers
• Use the marking grids on the following pages.

• 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.
• Note on extent:
Task
What could improve the environment of your area?
Write an article for your school’s magazine explaining how this could be done.
Marks
Creation of texts (Wc) 5
Vocabulary and language (Wv) 3
Grammar and punctuation (Wg) 7
Structure of texts (Ws) 7
Word structure [spelling] (Ww) 3
[Total 25]
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Creation of texts (Wc) Vocabulary and language Grammar and punctuation Structure of texts (Ws) Word structure (Ww)
(Wv) (Wg) (spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
The writer’s attitude to the Grammar is used accurately The response is well-
subject is well established throughout the text. organised using a wide
and conveyed in a consistent For example, there is: range of organisational
style throughout which features accurately and
effectively sustains the • a wide range of sentence effectively.
reader’s interest. types manipulated and/or
adapted for effect. Ideas are developed with
chronological or logical links
Features and conventions of • grammatical features are throughout the text from an
the relevant text type, when used effectively to contribute effective introduction to a
appropriate, are successfully to the overall development successful conclusion.
manipulated for effect of the text.
throughout. Paragraphs are used
• Consistent use of formal successfully to structure the
and/or informal register to content. There is effective
Structural, linguistic and
enhance and emphasise cohesion within and between
literary features are used in
meaning according to paragraphs.
combination to create context, purpose and
specific effects. audience. An effective range of
carefully chosen sentence
A logical viewpoint is Punctuation is accurate: openings and connectives
established and sustained • Use of a wide range of are used appropriately to
throughout. If relevant, punctuation for effect. support content.
multiple viewpoints are
expressed clearly. • Conventions of layout are
always applied effectively
and consistently e.g., bullet
points.
[4–5] [6–7] [6–7]
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136
The writer’s attitude to the Material is wholly relevant Grammar is mostly accurate The overall response is Spelling is usually correct
subject is conveyed in a using a specialised throughout the text. e.g., presented clearly and is well- throughout. (There may
generally appropriate and vocabulary mostly accurately • Use a range of sentence organised using a range of occasionally be phonetically
consistent style, which for the purpose / text type. types, manipulated and/or organisational features plausible attempts at
mostly sustains the reader’s adapted for effect. successfully. complex words.)
interest. • Use grammatical features
Conscious language choices to contribute to the overall Ideas are developed with Correct spelling of most, not
are made, which shape the development of the text. chronological or logical links all, polysyllabic words, e.g.,
Main features and intended purpose and effect • Formal and/or informal throughout the text with a appear, information,
conventions of the text type on the reader. register is generally used successful opening and probably, separate
are occasionally manipulated appropriately according to closing. wondering/wandering,
for effect. context, purpose and business, essentially,
audience. Paragraphs are used to help accommodation.
Some combinations of structure the text where the
structural, linguistic and Punctuation is mostly main idea is usually
literary features to create a accurate: supported by following
specific effect. • Use a range of punctuation sentences.
for effect.
• Conventions of layout are A range of sentence
A viewpoint is expressed applied consistently e.g., openings and connectives
clearly and sustained bullet points. are used appropriately to
throughout. support content.
[3] [3] [4–5] [4–5] [3]
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Content is suitable for the Material is mostly relevant Grammatical structures are The response is generally Spelling of common and
intended audience. using a specialised generally accurate well-organised and attempts some less-common words,
vocabulary accurately for the throughout the text, e.g., the use of some including polysyllabic and
purpose / text type. organisational features. compound words, is
Viewpoints are well- • Use of some range of generally accurate, e.g.,
presented and consistent sentence types to support Some attempt to sequence friend, another, around,
throughout. Mostly conscious language
the text type. relevant ideas logically. because, anything,
choices are made, which
something.
shape the intended purpose
• Some complex sentences Paragraphs / sections are
Uses relevant features and effect on the reader.
may be attempted to create evident, though not always Spelling of plurals and some
consistently for a chosen
effect, such as using consistently or appropriately, past and present words is
purpose to clarify meaning.
expanded verb phrases. with related points grouped generally accurate, e.g.,
together or linked by time boxes, clothes, told,
Content may use different • Some awareness of formal sequencers. stopped, wanted.
characters and voices within and/or informal register
the text when relevant. according to context, Movement between
purpose and audience. paragraphs or sections, may
be disjointed with a limited
May begin to add structural Some range of punctuation: range of sentence openings
and literary features in parts •commas, semi-colons, and connectives.
of the text. dashes and hyphens are
used accurately to clarify
meaning.
There may be evidence of

comma splicing.
Note: if punctuation is totally

lacking and other descriptors
met then give the lower
mark here.
[2] [2] [2–3] [2–3] [2]
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138
Creation of texts (Wc) Vocabulary and language Grammar and punctuation (Wg) Structure of texts (Ws) Word structure (Ww)
(Wv) (spelling)
Some material included Some language choices are Basic grammatical structures are Some attempt to organise Spelling of high frequency
that is relevant to the made, which shape the generally correct, e.g., the overall text. words is generally correct,
task. intended purpose and effect • subject and verb generally agree. e.g., their/there, when,
on the reader. Past and present tense of verbs Some basic sequencing were, what, some, etc.
The writer’s attitude to the generally consistent. of ideas in relation to the
subject inconsistently • A mix of simple and some stimulus.
conveyed, with some Creates some effect by using compound sentences used
attempt to engage the a range of linguistic and accurately. Some complex Paragraphs / sections are
reader. literary techniques. sentences may be attempted to evident with related points
expand detail but not always grouped together or linked
Some elements of the text successfully. by time sequence.
type can be seen; a • Formal and/or informal register
maximum of 1 mark can may be attempted but not Movement between
be awarded if not the consistently according to context, paragraphs or sections, is
correct text type. purpose and audience. disjointed with a very
limited range of sentence
Punctuation: openings and
• Demarcation of straightforward connectives.
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.
Note: learners should gain marks

for good English with punctuation
errors rather than lose marks for
essentially good English.
[1] [1] [1] [1] [1]
(Wv) (spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]
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ENGLISH 1111/02
MARK SCHEME
Maximum Mark: 50
IB15 10_1111_02/4RP
1
2
Section A: Reading
Question number 1
(a) What type of story is this?

(b) Give a reason from the passage to support your answer.
(a) 1 autobiography / writing about herself /

memoir / own real life /
(b) 1 In 1st person / uses ‘I’ / we know her No mark for (b) if (a) is incorrect.
thoughts No quotations.
Total 2
© UCLES 2015 1111/02/O/N/15
2
3
Question number 2
Look at lines 5 to 15. How is Mr Chong described?

(a) Write one phrase in your own words to describe him.
(b) Give a brief quotation from these lines to support your answer.
2 Phrase Quotation Accept deaf as another

synonym is hard to find.
hard of hearing /
deaf No mark for (b) if (a) is incorrect.
eccentric / The mark for the phrase can be

strange / unusual awarded even if the quotation is
/ weird / curious / missing or incorrect.
erratic /
idiosyncratic / odd The mark for quotation cannot
/ peculiar be awarded if it does not justify
Content the response given.
removed due to
copyright Do not accept elderly / ancient /
understands restrictions old or weak.
music
poor eyesight /
weak vision
enthusiastic /
encouraging /
passionate
Total 2
3
4
Question number 3
(a) Look at lines 10 to 22. In your own words, describe Amy.

(b) Give a brief quotation from these lines to support your answer.
2 uncaring / unworried / casual / lacks

pride / doesn’t want to learn / carefree
lazy / idle / slothful / loafer Content removed due to

copyright restrictions
dishonest / deceitful / fraud

(Do not accept bad / horrible)
imaginative / fantasist / airhead
Total 2
Question number 4
Before the day of the talent show, how did Amy’s parents feel about her performing?
(a) Write one brief phrase in your own words.
(b) Give a brief quotation from the passage to support your answer.
2 proud / pleased / delighted / excited
confident / optimistic / very happy / Content removed due to

enthusiastic / high expectations copyright restrictions
Total 2
© UCLES 2015 1111/02/O/N/15
4
5
Question number 5
In your own words, give two descriptions of the atmosphere in the audience during the
performances before Amy played.
1 supportive / encouraging / admiring / Do not accept excited or they

empathetic / eager to see performers were clapping, or sympathetic.
1 doing well / noisy / thrilled / happy /
enthusiastic / amazed / interested /
appreciative
Total 2
Question number 6
(a) Give two brief quotations which describe how Amy feels immediately before she starts
playing and after she finishes.
(b) Why does the writer create this contrast in Amy’s feelings?
(a) (i) 1 Must be quotations.

Content removed due to copyright If candidates put 2 answers for
restrictions’
each point, only mark the first
answer given in (i) and (ii).
(a) (ii) 1 If candidates put 2 answers for

Content removed due to copyright
each point, only mark the first
restrictions
answer given in (i) and (ii).
(b) 1 To show Amy realised she should Must be specific to the question.
have worked properly to succeed /
she should have tried to learn / she NOT generalisations such as ‘to
shouldn’t have wasted the opportunity show the difference’ or ‘to make
/ to show she had been out of touch it interesting’.
with reality / had thought she was
better than she was / to show her
disappointment
Total 3
5
6
Question number 7
Give three words or brief phrases from the passage which the writer uses to show how the
audience responded to Amy’s performance.
Accept only the first answer on

Content removed due to copyright each line.
restrictions
3
Total 3
Question Number 8
Explain what effect the writer is trying to create by using the words highlighted in bold in these
sentences:
(a) Content removed due to copyright restrictions
(b) Content removed due to copyright restrictions
Part Mark Answer Further information
(a) 2 Content removed due to copyright Dictionary explanations gain 1

restrictions mark, e.g. (a) screeched or (b)
charmed.
(b) 2 Content removed due to copyright For a complete answer award
restrictions 2.
Total 4
© UCLES 2015 1111/02/O/N/15
6
7
Section B: Writing
Recovering from a disappointment is important at the end of this passage. Write a story in
which getting over a disappointment is important in changing a character’s life. Try to show
how the emotions and feelings of your character change.
Content and Text Structure Sentence Structure Punctuation Vocabulary Spelling
Audience
Character Ideas are Fluent, wide range Uses a range of Vocabulary is Virtual correctness
development is organised into a of sentence punctuation adventurous, over a range of
more complex and planned and structures, some correctly and with precise and used vocabulary used
believable. coherent story, used for effect. confidence. Secure effectively to create including more
including an use of commas to a strong image. complex and
The reader's effective opening Some control of mark clauses. difficult words.
response to and satisfying complex sentences
different parts of conclusion. Well- and the position of
the story is well- crafted paragraphs clauses to focus
controlled. contribute to attention.
controlling the pace
of the story.
6/7 5 5 5 4 4
The changes in Ideas are Uses a wide range Uses full stops Some evidence of A few spelling
setting and developed from a of sentence correctly. Some an emerging errors, mostly of
atmosphere are sensible opening structures with range of vocabulary and more difficult
not always but may not reach some confidence. punctuation as efficiency in the words.
convincing but do an effective needed used choice of words to
evoke a response conclusion. Within correctly. General convey detail.
from the reader. paragraphs, range limited.
sequences of
Development of events are
the characters are developed around
shown through a main sentence or
actions and theme.
reactions.
4/5 4 4 4 3 3
A plain story which The opening, Limited or partially A number of errors Vocabulary A number of errors
focuses on either development and effective use of including generally used OR spells a simple
character or action conclusion of the complex structures. occasional full stop accurately; vocabulary
but has little sense story are logically Mostly simple or (evidence of consists of correctly.
of atmosphere. related and mostly compound comma splicing). straightforward
well-paced. structures based words with
Some awareness on a variety of occasional
of the audience. Paragraphs are connectives evidence of careful
used but are not including and, but, choice.
consistently so, because
helpful.
2/3 2/3 2/3 2/3 2 2
The story has an Ideas are grouped Sentence structure Sentences rarely Uses a simple Many errors
attempt at a simple together, although is often correctly marked. vocabulary including a range
plot. paragraphs may grammatically Generally, a very accurately but may of simple words.
not be shown. incorrect. erratic use of make errors over
There is an punctuation marks. more complex
occasional words.
awareness of the
audience.
1 1 1 1 1 1
Award 0 where performance fails to meet the lowest criteria. Award 0 for 20 words or fewer.
Between 21 and 60 words, award a maximum of 10 marks and no more than 2 marks per strand. You
need not count the words unless you think there are fewer than 60. In normal handwriting 60 words
will be approximately 8 lines.
In text structure, look at the overall quality of the piece to allocate the band. If one aspect of the
criteria is weaker than the others, make a reduction of no more than one mark.
© UCLES 2015 1111/02/O/N/15
7
ENGLISH 1111/02
Paper 2 April 2016
MARK SCHEME
Maximum Mark: 50
This document consists of 8 printed pages.
8
2
Section A: Reading
Question number 1
(a) From whose point of view does the writer tell the story?
(b) Give a reason to support your answer.
(a) 1 Rob
(b) 1 We know what he is thinking and Accept any reference to Rob

feeling. and the plot.
OR No mark for (b) if (a) is

incorrect.
His thoughts and actions drive the
plot. Do not accept quotations.
Total 2
Question number 2
What aspects of Rob’s character are shown in the opening three paragraphs?
Give a quotation from the passage to support your answer.
He is imaginative / artistic. The mark for phrase can be

2
Content removed due to copyright awarded even if the quotation is
restrictions. missing or incorrect.
He is observant / focused.
The quotation must support the
aspect chosen.
restrictions.
No mark for (b) if (a) is
He is sensitive. incorrect.
restrictions.
He enjoys drawing / becomes

involved.
restrictions.
Total 2
© UCLES 2016 1111/02/A/M/16
9
3
Question number 3
What is Rob’s attitude to Dan’s belief in his ability to drive? Write one phrase in your own words.
He doesn’t believe he has any chance

2 No mark for (b) if (a) is
of driving.
incorrect.
restrictions.
He thinks he is over confident / too

hopeful.
restrictions.
He was sarcastic.
restrictions.
Total 2
10
4
Question number 4
What do you understand about Dan’s character from his response and actions to the cycling
route that Rob suggests? Write one phrase in your own words.
Phrase Quotation
2
The mark for phrase can be
likes to do things Content removed awarded even if the quotation is
quickly / due to copyright missing or incorrect.
impatient and go restrictions.
the shortest
The mark for quotation cannot
route / rushes /
be awarded if it does not match
doesn’t stop to
the phrase given.
think / rather
wild / impulsive
No mark for (b) if (a) is
incorrect.
The quotation must support the

point made.
thoughtless of
Rob’s feelings DO NOT accept lazy / careless
or reckless on their own.
He is bossy.
Total 2
© UCLES 2016 1111/02/A/M/16
11
5
Question number 5
Give two descriptions in your own words of Rob’s feelings about riding down the track under the
barrows.
2 Rob seems to be avoiding the track /

is cautious or hesitant.
Mark first two responses
Rob is very upset because Dan has offered.
taken the route which was the setting
of an accident. Check for own words.
He decides this is the chance to get

over his feelings about the place.
fearful / nervous / scared /

apprehensive / traumatised
He doesn’t like thinking about it.
prepared to face his fears
Total 2
Question number 6
(a) Give two quotations that describe the sensations that Rob feels as he cycles along the
Ridgeway.
(b) In your own words describe the difference in character which the cycle ride shows
between Rob and Dan.

(a) 2
restrictions.
Rob took more care and was more Slow / fast comparisons OK
(b) 1
aware of his surroundings as he
cycled. Dan cycled mindlessly and Rob was more careful = 1 mark
dangerously. or vice versa.
Total 3
12
6
Question number 7
Give three words or phrases from the passage which show the effect of the approaching storm
on the landscape. (Lines 45-48)

3 Clauses / sentences are OK if
restrictions.
the correct verbs appear.
Total 3
Question Number 8
What effect is the writer trying to create by using the words highlighted in bold in these
sentences?
(a) Content removed due to copyright restrictions.
(b) Content removed due to copyright restrictions.
ominous: e.g. threatening / menacing

(a) 2 Allow one mark for the
(1 mark)
meaning of the word (dictionary
definition that fits) and two
darkening / dark light is threatening
marks for giving the effect.
him / makes him feel frightened (2
marks) NOT eerie
The light of the storm was threatening
and made things like the windshield
standout in an equally threatening
way. ( 2 marks)
cower: e.g. cringe / crouch down (1

(b) 2 Allow one mark for the
mark)
meaning of the word (dictionary
definition that fits) and two
The downland seemed frightened by
marks for giving the effect.
the increasing force / power of the
wind. ( 2 marks) The focus can be on either the
‘downland’ or the ‘wind’.
To make the wind appear stronger and
more threatening (2 marks).
Total 4
© UCLES 2016 1111/02/A/M/16
13
7
Section B: Writing
9 Write a story about a character who is trying to improve a talent or develop an interest, for
example in art, music, sport or science.
Content Text Structure Sentence Punctuation Vocabulary Spelling

Structure
Wc Wt Un Up Uv Us
The atmosphere Ideas are Fluent, wide Uses a range of Vocabulary is Virtual
and setting are organised into a range of sentence punctuation adventurous, correctness over
clearly changed . planned and structures, some correctly and with precise and used a range of
coherent story, used for effect. confidence. effectively to vocabulary used
Character including an create a strong including more
development is effective opening Some control of Secure use of image. complex and
more complex and satisfying complex commas to mark difficult words.
and believable. conclusion. sentences and the clauses.
position of
The reader's Well-crafted clauses to focus
response to paragraphs attention.
different parts of contribute to
the story is well controlling the
controlled. pace of the story.
6/7 5 5 5 4 4
The changes in Ideas are Uses a wide Uses full stops Some evidence of A few spelling
setting and developed from a range of sentence correctly. an emerging errors, mostly of
atmosphere are sensible opening structures with vocabulary and more difficult
not always but may not reach some confidence. Some range of efficiency in the words.
convincing but do an effective punctuation as choice of words to
evoke a response conclusion. needed, used convey detail.
from the reader. correctly.
Within
Development of paragraphs, General range
the character(s) is sequences of limited.
shown through events are
actions and developed around
reactions. a main sentence
or theme.
4/5 4 4 4 3 3
A plain story The opening, Limited or partially A number of Vocabulary A number of
which focuses on development and effective use of errors including generally used errors.
either character or conclusion of the complex occasional full accurately;
action but has story are logically structures. stop (evidence of consists of OR
little sense of related and mostly comma splicing). straightforward
atmosphere. well-paced. Mostly simple or words with spells a simple
compound occasional vocabulary
Some awareness Paragraphs are structures based evidence of correctly.
of the audience. used but are not on a variety of careful choice.
consistently connectives
helpful. including – and,
but, so, because.
2/3 2/3 2/3 2/3 2 2
The story has an Ideas are grouped Sentence Sentences rarely Uses a simple Many errors
attempt at a together, although structure is often correctly marked. vocabulary including a range
simple plot. paragraphs may grammatically accurately but of simple words.
not be shown. incorrect. Generally a very may make errors
erratic use of over more
punctuation complex words.
marks.
There is an
occasional
awareness of the
audience.
1 1 1 1 1 1
14
8
Award 0 for 20 words or fewer.
Between 21 and 60 words, award a maximum of 10 marks and no more than 2 marks per
strand.
You need not count the words unless you think there are fewer than 60. In normal handwriting
60 words will be approximately 8 lines.
In text structure, look at the overall quality of the piece to allocate the band.
If a story is not written the Content mark given should be 0.
© UCLES 2016 1111/02/A/M/16
15
ENGLISH 1111/02
FINAL MARK SCHEME
Maximum Mark: 50
IMPORTANT NOTICE
Mark Schemes have been issued on the basis of one copy per Assistant Examiner and two copies per Team
Leader.
16
Section A: Reading
Question number 1
(a) Do you think this story is set in the modern day or in the past?
(b) Give a reason to support your answer from the first paragraph.
(a) 1 the past
(b) 1 because of the clothes / ‘bonnet and

cloak’
Total 2
Question number 2
In your own words, describe how Jane, the narrator, felt about going outside for a walk. Give a
brief quotation from the first paragraph to support your answer.
2 She was eager / happy / excited /

pleased to go / had been bored inside
/ enjoyed the outdoors.
‘was tired of sitting still’ / ‘volunteered’

/ ‘a pleasant (winter) walk’.
Total 2
Question number 3
What time of day was it when Jane was on her walk? Write one phrase in your own words. Give a
brief quotation from the passage to support your answer.
2 afternoon / late afternoon/ almost Allow ‘end of day’.

sunset
Do not allow ‘evening’ ‘morning’
‘…tired of sitting…a whole long ‘night’.
morning’
No marks for (b) if (a) is
‘(I lingered until) the sun went down incorrect.
(and sank crimson) (amongst the
trees).’
Total 2
17
Question number 4
Why do you think Jane offered to help the man? Write one phrase in your own words. Give a
brief quotation from the passage to support your answer.
2 Phrase Quotation The quotation must support the

reason given.
The dog led her ‘he ran up to me’ /
to him. it was all he could No marks for (b) if (a) is
do’ / I obeyed incorrect.
OR him’
She was the only ‘there was no

other person other help to
there. / He was summon’
alone.
‘Are you injured
OR sir?’ / ‘Can I do
anything?’
She thought he
might be hurt / ‘If you are
pitied him / felt hurt…..I can fetch
sorry for him. someone.’
OR
She was helpful /

caring / kind.
OR
injured foot
‘his face
OR expressed pain’
She wanted to
lend a hand /
thought it was the
right thing to do.
Total 2
18
Question number 5
In your own words, give two descriptions of the atmosphere and environment where Jane was
walking.
2 isolated / quiet / no wind / no one Two different points are

around / reference to vegetation / required; there must be some
wintery / cold / frozen / getting dark / own words used.
very natural / rural
Total 2
Question number 6
(a) Give two brief quotations from the passage that tell you something about the character of the
rider just after he fell.
(b) What impression does the author want to give about the character of this man?
(a) 2 ‘struggling to free himself’ / ‘you must Any two points are acceptable.
stand to one side’ / ‘Thank you’ / ‘I
have no broken bones/only a sprain’ /
‘involuntary groan’ / ‘you may help me
yourself’ / ‘if you will be so kind’ / ‘you
are not afraid?’ /’ he laughed’/ ‘his
efforts were so vigorous’
(b) 1 He was independent / self-sufficient / The impression must reflect the

could diagnose his own problems / quotations given in 6 (a).
proud / arrogant / tough / bossy / Do not accept ‘brave’ nice’
didn’t like to show pain / controlled / ‘weird’ ‘friendly’ if given as the
polite / showed concern for Jane / had only reason.
a sense of humour / showed concern
for his horse / stubborn
Total 3
19
Question number 7
Give three words or brief phrases from the passage that highlight the sounds that Jane heard
when the horse and rider were approaching.
3 ‘thin murmurs of life’ / ‘fine

whisperings’ / ‘a rude noise’ / ‘(a
positive) tramp, (tramp)’ / ‘(a metallic)
clatter’ / ‘the din’ / ‘(I heard a) rush’
Total 3
Question Number 8
What impression is the writer trying to create by the words highlighted in bold in these
sentences:
(a) ‘Hay, half lost in the trees, sent up a blue smoke from its few chimneys; it was yet a mile
distant, but in the absolute hush I could plainly hear its thin murmurs of life.’
(b) ‘I made effort on effort, though in vain.’
(a) 2 weak / sparse / subdued sounds / few

inhabitants
(1 mark)
It emphasises the distance or how little

life there is in the village.
(2 marks)
(b) 2 Tried / attempted/ strong effort/ put in

all her energy
(1 mark)
It emphasises how much, (kept on

trying / did not give up / lots of
attempts / tried & tried / tried her best.)
(2 marks)
Total 4
20
Section B: Writing
9 Write a story in which an animal plays an important part.
Your animal may be a pet, a wild animal or even an imaginary animal, but the story
needs to have an effective plot and a clear ending. Try to show the emotions of the
animal and how they change as the story develops.
Content Text Structure Sentence Structure Punctuation Vocabulary Spelling

Wc Wt Un Up Uv Us
Character Ideas are Fluent, wide range of Uses a range Vocabulary is Virtual
development is organised into a sentence structures, of punctuation adventurous, correctness over
more complex planned and some used for effect. correctly and precise and used a range of
and believable. coherent story, with effectively to vocabulary used
including an Some control of confidence. create a strong including more
The reader's effective opening complex sentences image. complex and
response to and satisfying and the position of Secure use of difficult words.
different parts of conclusion. clauses to focus commas to
the story is well attention. mark clauses.
controlled. Well-crafted
paragraphs
contribute to
controlling the
pace of the story.
6/7 5 5 5 4 4
The changes in Ideas are Uses a wide range of Uses full stops Some evidence of A few spelling
setting and developed from a sentence structures correctly. an emerging errors, mostly of
atmosphere are sensible opening with some vocabulary and more difficult
not always but may not reach confidence. Some range of efficiency in the words.
convincing but do an effective punctuation as choice of words to
evoke a response conclusion. needed, used convey detail.
from the reader. correctly.
Within
Development of paragraphs, General range
the character(s) is sequences of limited.
shown through events are
actions and developed around
reactions. a main sentence
or theme.
4/5 4 4 4 3 3
A plain story The opening, the Limited or partially A number of Vocabulary A number of
which focuses on development and effective use of errors generally used errors.
either character or conclusion of the complex structures. including accurately;
action but has story are logically occasional full consists of OR
little sense of related and mostly Mostly simple or stop (evidence straightforward
atmosphere. well paced. compound structures of comma words with Spells a simple
based on a variety of splicing). occasional vocabulary
Some awareness Paragraphs are connectives including evidence of correctly.
of the audience. used but are not – and, but, so, careful choice.
consistently because.
helpful.
2/3 2/3 2/3 2/3 2 2
The story has an Ideas are grouped Sentence structure is Sentences Uses a simple Many errors
attempt at a together, although often grammatically rarely correctly vocabulary including a range
simple plot. paragraphs may incorrect. marked. accurately but of simple words.
not be shown. may make errors
There is an Generally a over more
occasional very erratic complex words.
awareness of the use of
audience. punctuation
marks.
1 1 1 1 1 1
21
Award 0 where performance fails to meet the lowest criteria. Award 0 to 20 words or fewer.
Between 21 and 60 words award a maximum of 10 marks and no more than 2 marks per strand.
You need not count the words unless you think there are fewer than 60. In normal handwriting 60
words will be approximately 8 lines.
In text structure, look at the overall quality of the piece to allocate the band. If one aspect of the
criteria is weaker than the others, make a reduction of not more than one mark.
If it is not a story, award 0 for content.
22
ENGLISH 1111/02
Paper 2 Fiction For Examination from 2018
SPECIMEN MARK SCHEME
1 hour plus 10 minutes’ reading time
MAXIMUM MARK: 50
This document consists of 12 printed pages and 2 blank pages.
23
SPECIMEN from 2018
The Cambridge Primary Checkpoint reporting strand and sub-strand is shown for each question.


• Wa Content/ purpose and audience
• Wt Text structure
• Ws Spelling
The curriculum framework code of the learning objective related to each question is also shown, e.g.
9Rx2.
Section A

1 What helps Meggie get to sleep after a bad dream? 1
Award 1 mark for one of the following points:
• Mo’s calm breathing / being with Mo / her father

• the sound of the pages turning / hearing Mo reading a book / her dad
turning the pages as he reads.
Accept quotations, paraphrases or explanations.
Rx [8Rx2, 9Rx1]

2 ‘But the figure outside the house was no dream.’ (line 6) 1
What effect does the writer create by using this single-sentence

paragraph?
Award 1 mark for an answer which recognises that the single-sentence

paragraph creates a feeling of tension, e.g.:
• it makes the story exciting

• you know it’s a dramatic moment
• it creates a feeling of fear / suspense in the reader.
Do not accept generic answers such as ‘it emphasises the paragraph’ or ‘it
makes you want to read on’.
Rw [7Rw6, 9Rw2]
24
SPECIMEN from 2018

3 Explain in your own words how Meggie’s father looks when his reading 1
is interrupted.
Award 1 mark for an answer that explains he looks as if his mind is

elsewhere, e.g.:
• Meggie’s father’s face appears blank

• he looks as if he has been lost in the book
• he seems a long way away.
Do not accept a quotation from the text without an explanation.
Rx [8Rx2, 9Rx1]

4(a) ‘Books on the TV set and in the wardrobe, small piles of books, tall piles 1
of books, books thick and thin, books old and new.’ (lines 22–24)
Give one way these lines emphasise how many books Mo and Meggie
have.
Award 1 mark for one of the following ways:
• repetition (of the word ‘books’)

• use of list / lists all the different kinds of books
• use of noun phrases to describe all the different books
• use of contrasts / adjectives, e.g. ‘old’ and ‘new’
• describes the books without a verb.
Rw [7Rw1, 8Rw1, 9Rw1]

4(b)(i) Write one quotation from the text that shows a problem caused by the 1
books.
Award 1 mark for one of the following quotations:
• (‘sometimes you) fell over them’

• (‘he) stubbed his toe (on a pile of books’.)
Rx [9Rx1]
4(b)(ii) Write one quotation from the text that shows a benefit of the books. 1
Award 1 mark for one of the following quotations:
• (‘they) kept boredom at bay (when the weather was bad’)

• (‘They) welcomed Meggie (down to breakfast with invitingly open pages’)
Rx [9Rx1]
25
SPECIMEN from 2018

5 ‘Has he got a hairy face? If so, he could be a werewolf.’ (line 27) 1
What does this quotation show about Mo’s character?
Award 1 mark for an answer that recognises that the quotation shows Mo has
a sense of humour, e.g.:
• he is funny
• he likes to tease people
• he is jokey
Ri [7Ri1, 8Ri1, 9Ri2]

6 How does the mood change when Mo sees the figure standing in the 1
rain (line 31)?
Award 1 mark for an answer that recognises the mood becomes serious, e.g.:
• it becomes grim
• it feels anxious / worrying
• it’s no longer light-hearted.
Rw [9Rw3, 9Rw4]

7 ‘. . . except for the rain falling, murmuring as if the night had found its 1
voice.’ (lines 45–46)
What is the underlined phrase an example of?
Rw [8Rw4]
26
SPECIMEN from 2018

8 Explain in your own words how the writer uses the night and the rain to 3
create atmosphere (lines 40–50).
Support your answer with examples from the text.
Learners’ explanations may include the following points:
1. the night is described as coming into the house like an unwanted visitor /
an intruder
2. alliteration / ‘dark and ‘damp’ emphasises how unpleasant the night is /
creates a gloomy mood
3. when Dustfinger appears from the ‘darkness of the yard’, it shows just
how black and mysterious the night is
4. the use of the word ‘threatening’ makes the rain sounds like an enemy /
someone coming to attack them
5. words used to describe the rain / the sound of the rain (‘rushing’, ‘falling’,
‘murmuring’, ‘loud’) makes it sound heavy / continuous / overwhelming
6. the description of Dustfinger’s drenched coat makes the rain seem
relentless / inescapable
Award 3 marks for three points or two points with some development, e.g.:
• It is really dark outside so they can’t see Dustfinger (point 3). There are
lots of words to describe the rain falling to show how wet and miserable
it is (point 5). His coat is so wet he’s drowned in the terrible weather
(point 6).
• The night and the rain are both described as though they are going
to come and get Meggie and Mo which creates a tense atmosphere
because they seem like victims (points 1 and 4 + development).
Award 2 marks for two points or one point with some development, e.g.:
• The night seems like a bad person coming to get them (point 1) and the
rain is really hard and horrible (point 5).
• ‘Dark and damp’ repeats the sound of the letter d, making the night
seem really sinister and creating a dangerous atmosphere (point 2 +
development).
Award 1 mark for one undeveloped point, e.g.:
• The writer makes the night sound dark and scary (point 1).
• When it says the rain is threatening, it is spooky (point 4).
Do not accept quotations on their own.
Rw [7Rw4, 8Rw4, 9Rw1, 9Rw4]
27
SPECIMEN from 2018

9 Which two features from this text suggest that it is from a mystery 2
story?
Award 2 marks for correctly identifying:
• a night-time setting
• the withholding of information.
Do not accept answers where more than two options have been ticked.
Rv [8Rv2]
28
SPECIMEN from 2018

10 Explain in your own words Meggie’s reactions to Dustfinger (lines 4
34–62).
Support your answer with examples from the text.
Award 1 mark for each appropriate explanation of a reaction up to a

maximum of 2 marks.
Award 1 mark for each example linked to a chosen reaction, up to a

maximum of 2 marks.
E.g. 4 marks
The movement in Dustfinger’s rucksack (1) made Meggie curious (1). Also
she felt embarrassed (1) at the way he looked at her and she ‘didn’t know
where to look’ (1).
E.g. 3 marks
Meggie was a bit worried (1) because her heart was thumping (1) and she
was also worried about what sort of visitor would turn up in the middle of the
night (1).
Meggie’s reaction Examples from the text

surprised/anxious why would he visit in the middle of the
night?
‘Meggie’s heart thudded faster than ever’
‘She followed him anxiously’
curious ‘What kind of a name was that?’
she’s curious about his appearance / what
was in the rucksack / she just stared back
confused/felt she knew him the name was strange but it gave her an
odd feeling that maybe she had heard it
before.
uncomfortable/embarrassed by the way he looked at her.
‘didn’t know where to look’
Accept other relevant examples from the text, which may be quotations or
paraphrases.
Do not accept:
• the same example more than once.

• examples without explanations.
Ri [8Ri1, 9Ri1]
29
SPECIMEN from 2018

11 What two things do we learn about the past relationship between Mo 2
and Dustfinger?
Award 1 mark for each of the following, up to a maximum of two marks:
• they knew each other a long/very long time ago

• they were involved in something that meant they had special names /
something mysterious / something Meggie doesn’t know about.
Ri [8Ri1, 9Ri1]

12 Write one quotation from the text which could explain why Mo double 1
locked the door.
Award 1 mark for the following quotation:
• ‘(looking past his visitor) as if he expected to see another figure (emerge

from the night.’)
Ri [9Ri1]
30
SPECIMEN from 2018

13 Explain in your own words how you can tell that Meggie and Mo have a 4
close relationship.
Support your answer with examples from the whole text.
Award 1 mark for each relevant point about Meggie and Mo’s relationship up
to a maximum of 2 marks.
Award 1 mark for each example linked to a relevant point Meggie and Mo’s
relationship, up to a maximum of 2 marks.
E.g. 4 marks
Mo makes time for Meggie (1) because even when Mo didn’t believe
someone was outside he went to look (1). Mo is able to make Meggie less
scared by telling jokes (1) and teases her about it being a werewolf outside
(1).
E.g. 3 marks
Mo is very protective of Meggie (1), he tells her to go back to bed (1) and had
previously promised that burglers wouldn’t break into the house because
there was nothing to steal (1).
Meggie and Mo’s close relationship Examples from text

They have the same interest in Always reading / house full of
books books.
Meggie trusts / relies on her father Meggie knows Mo will deal with the
‘stranger.’
He is always reassuring Mo says no burglars would break in,
nothing to steal
He always responds to her needs Mo goes to investigate stranger
even though he does not believe
there is a problem
She knows when he is worried When Mo sees the stranger
He shows concern and is protective Mo does not want her to meet the
stranger / tells her to go to bed.
She can be equally caring and Meggie follows Mo to the door.
protective of her father
Accept other relevant examples from the text, which may be quotations or
paraphrases.
Do not accept:
• the same example more than once.

• examples without explanations.
Rv [7Rv1, 8Rv1]
31
SPECIMEN from 2018
Section B: Writing

Notes to markers
• Use the marking grids on the following two pages.

• Note on extent:
14 Write a story which begins with two people waiting for someone.
• the people who are waiting – are they friends, members of a family or do they
work together?
• the setting − where are they waiting?
• what happens when the person they are waiting for arrives or does not arrive?

Spelling (Ws) 3
[Total 25]
32
SPECIMEN from 2018

8 marks 3 marks
The response is relevant to task/purpose, with
an appropriate tone sustained.
The response has content and relevant ideas

developed in detail, and there is clear consistent
engagement with reader.
The character, point of view and voice is

sustained.
Ambitious and occasional sophisticated

vocabulary is used accurately.
7–8
The response is mainly relevant to task/purpose, Spelling almost completely accurate, with a wide
with clear and appropriate tone. range of words correctly attempted.
Content and relevant ideas are developed with a Polysyllabic and ambitious and more complex,
clear awareness of audience. lower frequency words are used successfully.
There is some specific, effective vocabulary,

relevant to purpose.
5–6 3
The response has general relevance to task/ Spelling is generally accurate over a reasonable
purpose, with an attempt at chosen tone. range of words.
There are basic ideas with a little development, Some polysyllabic and more difficult words in
and the beginnings of awareness of audience. frequent use are spelled correctly.

purpose. 2
3–4
The response has limited relevance to task/ Simple words are attempted successfully.
purpose, and tone is present but inconsistent.
There is a limited range of material. words.
A simple, repetitive vocabulary is attempted.

1–2 1
0 0
33
SPECIMEN from 2018
7 marks 7 marks
The ideas are organised into a planned and A range of appropriate and varied sentence
coherent story, including an effective opening structures are used to create effect.
and satisfying closing.
Clear well-organised paragraphs are linked overall development of the text.
to structure the narrative and contribute to
controlling the pace of the story. Almost entirely accurate grammar (tenses,
agreement and word order) with a range of
devices to enhance and emphasise meaning.

writing.
6–7 6–7
The ideas are developed into a story from an Appropriate use of sentence structures, with
appropriate opening but may not reach an some attempt to create effect.
effective conclusion.
structure the text.
4–5 4–5
The opening, development and conclusion of Limited or partially effective use of complex
the story are logically related. sentence structures.
Paragraphs/sections may be used, but not Mostly simple compound structures based on a
consistently, accurately or appropriately. variety of connectives.

2–3 2–3
Some basic sequencing or outline of story is Simple sentence structures are used
evident. successfully.

1 1
0 0
34
ENGLISH 1111/02
Paper 2 April 2018
MARK SCHEME
teachers.
Maximum Mark 50
35
Section A: Reading

1 How does Stephen refer to his sister and Cordelia? 1
(the) teenager(s)

2 What two things did Stephen do to help him study? 2
He wore his (ravelling) (maroon) sweater. (1 mark)
He stood on his head (so the blood went to his brain). (1 mark)

3 How does Cordelia react to Stephen’s opinion of time? 1
Tick one box.
She is dismissive of it. (Box 2)

4 Give one quotation from the text which shows that being inside the 1
streetcar was an unpleasant experience.
‘muggy with twice-breathed air’/ ‘muggy’ / ‘twice-breathed air’

OR
‘the smell of wool’
36
5 What do the words glinting as metal (line 11) suggest about Cordelia’s 1
character?
She is a hard / tough character / strong-(willed) / cold(hearted)

She has very little sympathy for people.

6 ‘We’re impervious, we scintillate, we are thirteen.’ (line 12) 1
What does this quotation suggest about the attitude of the girls?
They feel invincible / (very) confident / over-confident/ arrogant
They think they are very cool / sassy.
They feel very grown up / act as though they are older / feel superior

7 What action suggests that the girls rebel against their parents? 1
They take off the kerchiefs. / They put the kerchiefs in their pockets.
37
8 Write three quotations from the seventh paragraph which suggests that 3
the girls have a negative attitude towards some of the women on the
streetcar.
‘we think of them as old’

‘others are poorer (and have dark shawls around their shoulders’)
‘others are bulgy/ dumpy/(with) clamped self-righteous mouths’
‘associate with sales, /with bargain basements’
‘cheap cloth’
(‘Gaberdine,’ she says,) ‘Ticky–tack.’
Accept any three quotations for 3 marks.

9 ‘Then there are the ones who still try for an effect of glamour.’ (Line 23) 2
Why do these women stand out?
Tick two boxes
Boxes 3 and 5:
Their make-up seems exaggerated.
Their appearance is unconventional.
Award 1 mark for each correctly ticked box.

10 The narrator wonders what kind of modern art she is drawing on herself 1
lines 36–37.
What does this thought remind her of?
(It reminds her) of the old ladies / of ladies in the streetcar / of the ladies’ make-
up / of those ladies that she liked.
38
11 ‘The truth, or whatever would make me look good?’ (lines 39–40). 2
One of the themes of this extract is friendship. What two things does this
quote suggest about the friendship between the narrator and Cordelia?
• She feels the need to impress Cordelia / feels in competition with

Cordelia / feels inferior to Cordelia / they judge each other
• They were not always honest / open with each other / didn’t always
confide in each other.
• Their friendship was superficial / they were not true friends.
Award 1 mark for each separate idea.

12 What keeps happening to the narrator while she is walking around the 1
town where she grew up?
She keeps imagining she is seeing Cordelia.
She keeps seeing women who look like Cordelia.
She keeps expecting to see Cordelia.
She constantly thinks of / remembers / is reminded of / has flashbacks of Cordelia.

13 Explain in your own words how the atmosphere of the neighbourhood has 4
changed. Support your answer with examples from the text.
Explanations Examples
It has become very wealthy looking. It is no longer dowdy, shabby-genteel.
It looks much brighter/ more There are neon lights.

vibrant.
The buildings are more modern. Old buildings have been restored.
The buildings are more developed. There are towers of glass.
It feels less friendly. The buildings are like gravestones of

cold light.
Transport has gone/ lack of life Streetcars no longer run.
and activity
Award 1 mark each for any supported point, up to a maximum of 4 marks.
39
14 Explain in your own words how the theme of time is shown throughout the 4
text. Support your answer with examples from the text.
Explanations Examples
The text contains remarks about time; Stephen says time is not a line.
these may be past, present or future. Time is not a line but a dimension
The text refers to what happened in the Are riding on the streetcar
past
Flashbacks are used in the text. Any correct reference to the past.
The extract moves from past to The teenagers – I look like a

present/deals with getting older. worn-out thirty-five year old.
The narrator talks about the present. I’m having that problem now.
The narrator looks forward to the future I’m going to have a pet iguana.
from the past.
The narrator compares the past to the Any reference to changes in

present. buildings, street cars or the
ladies.
The narrator looks to the future from the She wonders what she would say
present. to Cordelia now.
Award ONE mark for any supported point made, to a maximum of 4 marks.
40
Section B: Writing
Notes to markers

• Scroll to the end of page 8 to ensure you have seen all of the writing; you may need to use full-
response view if the candidate has written outside of the given lines/pages.
• Ignore the planning – it is not to be marked. If there is nothing on pages 7 & 8, award NR for all
strands.
• AOs must be annotated before the scripts can be submitted.
• Note on extent:
15 Write a story about a person meeting someone who they have not seen for a long time.
You could consider:

• where they meet
• what memories they have
• how they have both changed
• what has happened since they last met.
Note : candidates do not need to cover all of these bullet points – they are only suggestions.
Spelling (Ws) 3
[Total 25]
41
8 marks 7 marks
The response is relevant to task/purpose, with The ideas are organised into a planned and
an appropriate tone sustained. coherent story, including an effective opening
The response has content and relevant ideas and satisfying closing.
developed in detail, and there is clear consistent Clear well-organised paragraphs are linked
engagement with reader. to structure the narrative and contribute to
The character, point of view and voice is controlling the pace of the story.
sustained.
7–8 6–7
The response is mainly relevant to task/purpose, The ideas are developed into a story from an
with clear and appropriate tone. appropriate opening but may not reach an
Content and relevant ideas are developed with a effective conclusion.
clear awareness of audience. Paragraphs/sections are evident and help to
There is some specific, effective vocabulary, structure the text.
relevant to purpose. 4–5
5–6
The response has general relevance to task/ The opening, development and conclusion of
purpose, with an attempt at chosen tone. the story are logically related.
There are basic ideas with a little development, Paragraphs/sections may be used, but not
and the beginnings of awareness of audience. consistently, accurately or appropriately.
purpose.
3–4 2–3
The response has limited relevance to task/ Some basic sequencing or outline of story is
purpose, and tone is present but inconsistent. evident.
There is a limited range of material.
1–2 1
0 0
42
7 marks 3 marks
writing.
6–7
Some sentence features are used to clarify and Polysyllabic and ambitious and more complex,
emphasise meaning. lower frequency words are used successfully.
4–5
3
2–3 2
Simple sentence structures are used Simple words are attempted successfully.
1 1
0 0
43
44
ENGLISH 1111/02
FINAL MARK SCHEME
Maximum Mark: 50
teachers.
IB18 10_1111_02/2RP
45
1111/02 Cambridge Secondary 1 Checkpoint – Mark Scheme October 2018
Section A: Reading
1 What is the main theme of this extract? 1
 moving home
 travelling/ voyage/ migration
 a boat trip
 going on a journey
2 Which one word in the first paragraph suggests that the boat passengers 1
may feel seasick?
 nauseous
Ri [9Ri1]
3 ‘The mailboat chugged its dogged way …’ (line 4). 1

What does this phrase suggest about how the mailboat moves?
 The boat moves slowly / steadily / stubbornly / determinedly / persistently /

tirelessly.
46
4 ‘Her six-year-old brother …’ (line 7). 2

Give two examples that show that Howard is young.
 He is sitting on her lap.

 He recently needed / only just stopped asking for a nursemaid.
5 What does the text tell you about Faith and the snake? 2
 Faith is aware that the weather will affect it.

 Faith worries that the ship’s movement will distress it.
6 The writer mentions a type of bird (gulls) on line 17. 1

What other bird is mentioned in the text?
 osprey
47
7 ‘Behind her, raised voices competed with the keening of the gulls and the 1
phud-phud-phud of the boat’s great paddles.’ (lines 17–18).
What language feature is the phrase ‘phud-phud-phud’ an example of?
Tick () one box.
 onomatopoeia
8 Read lines 17–21. 1

Which one word indicates disagreement on the mailboat?
 squabbling
9 Explain in your own words why Myrtle is concerned about her husband’s 1
‘papers and projects’ (line 29).
Award 1 mark for an answer that conveys the following idea:
 (She’s worried) they’re going to get damaged / wet / because of the (bad)
weather.
 She thinks they’re important / the work of an important man.
48
10 What does the writer suggest about Uncle Miles by comparing him to ‘a 1
puppy on a rug’? (lines 31–32).
Tick () one box.
 He is carefree.
11 Look at the table below about Faith’s father, Reverend Sunderly. 4

Complete the gaps.
Award 1 mark for each quotation / explanation:
Quote from the text Explanation
‘(tall)silent (figure beyond)’ He doesn’t talk much.
He looks directly at things. /

He’s fully focused. / He won’t be
‘… his unyielding stare …’ (Lines
distracted / doesn’t blink / would
34–35)
look at something for a long time
/ He’s inflexible.
‘…distancing himself (from the He chooses not to get involved

chilly downpour)…’ with what’s happening.
He’s not comfortable in this

‘He was out of his element …’ situation. / He’s out of his
(Line 38) comfort zone / not used to the
sea.
49
12 ‘… wooden features and a mud-brown plait.’ (Line 42) 1

Explain in your own words what this tells us about Faith’s opinion of her
appearance.
 She thinks she’s plain / ordinary.

 She doesn’t like her appearance / doesn’t think she looks good / doesn’t
think she’s attractive.
50
13 Faith and her mother Myrtle are very different in character. 4

Explain in your own words four ways in which their characters differ.
Award 1 mark for any of the following points, up to a maximum of 4 marks:
Myrtle’s character Faith’s character
likes to be noticed /attention seeking thinks she’s invisible / self-conscious

isn’t embarrassed embarrasses easily
doesn’t notice resentment aware of / sensitive to others
unaware of other’s feelings notices resentment
confident / extrovert introvert / shy / timid
uses her looks / aware she’s pretty doesn’t think she’s attractive
flirts / manipulates is naive
more selfish thinks of others / is caring / kind
tells people to do things / bossy / does as she’s told / compliant / obedient
pushy / controlling / determined
takes advantage of other people sensitive to people’s feelings
resourceful
loud quiet
51
14 Choose two examples from the text where the writer uses the islands to 4
create atmosphere. For each example, describe the effect this has on the
reader.
Award 1 mark for each example, up to a maximum of 2 marks:
 mist
 look like (broken) teeth
 ghostly
Award 1 further mark for each effect, up to a maximum of 2 marks:
 It creates an atmosphere of mystery / melancholy.

 It makes the islands seem unpleasant / hostile / inhospitable / depressing /
grim / cold / forbidding / dangerous.
 It makes them seem unreal / scary / haunted / has some secrets.
52
Section B: Writing
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
 The lower mark within a box should be given if some of the criteria have been met but not all.
 Note on extent:
If the response is not in the form of a letter, this should be reflected in the Text structure
section but do not automatically give 0 – reward other criteria appropriately
Do not penalise those who do not include an address
15 Write a letter to a friend, describing a difficult journey you had to make.
You could consider:
 where you were going, and why

 whether you were alone or with people
 what happened during the journey
 why it was difficult.
Spelling (Ws) 3
[Total 25]
53
PRE-STANDARDISATION
8 marks 7 marks
The response is relevant to task/purpose, The ideas are organised into a planned and
with an appropriate tone sustained. coherent letter, including an effective
opening and satisfying closing.
developed in detail, and there is clear Clear well-organised paragraphs are linked
consistent engagement with reader. to structure the letter.

sustained.

7–8
6–7
The response is mainly relevant to The ideas are developed into a letter from an
task/purpose, with clear and appropriate appropriate opening but may not reach an
tone. effective conclusion.
Content and relevant ideas are developed Paragraphs/sections are evident and help to
with a clear awareness of audience. structure the text.

5–6
purpose, with an attempt at chosen tone. the letter are logically related.
There are basic ideas with a little Paragraphs/sections may be used, but not
development, and the beginnings of consistently, accurately or appropriately.
awareness of audience.
A simple range of vocabulary is relevant to

the purpose. 2–3
3–4
The response has limited relevance to task/ Some basic sequencing or outline of a letter
purpose, and tone is present but is evident.
inconsistent.

1
1–2
0 0
54

7 marks 3 marks


devices to enhance and emphasise
meaning.

writing.
6–7
Some sentence features are used to clarify Polysyllabic and ambitious and more
and emphasise meaning. complex, lower frequency words are used
successfully.
accurate.
4–5
3

2–3
2
successfully.
1
1
0 0
55
ENGLISH 1111/02
Paper 2 Fiction April 2019
FINAL MARK SCHEME
Maximum Mark: 50
teachers.
IB19 05_1111_02/3RP
56
Section A: Reading
1 Give one word from the first paragraph which shows that Charlie walks 1
unsteadily.
 ‘toddled’
2 What does the word void (line 6) suggest about Charlie’s situation? 1
Tick () one box.
 There is nothing to catch him if he falls.
3 Explain in your own words two ways in which the black bird behaves like a 2
person.
 It speaks / talks / communicates / suggests something.

 It met his eye. / It looked at him (intelligently) / watched him.
57

Give two short quotations which show how Charlie’s way of looking at
things indicates his feelings.
 ‘(teetering precariously) his gaze fixed solemnly/ his gaze fixed solemnly
(on the church tower a quarter-mile away)’
 ‘(and the boy’s) eyes widened with delight.’

What effect is created by the writer in this paragraph?
Tick () one box.
 mystery

What two things does the writer’s use of language in this paragraph tell us
about the way David acts?
Award 1 mark for any two of the following:
 panicking
 speed / urgency / no time to think
 power / strength / in a rough way / aggressively / forcefully
 with care / concern / protectively
58

What does the limited use of commas and full stops in this paragraph tell
us about Charlie?
 He is thinking very quickly.

 He is excited.
8 Look at the two sentences in lines 26–27. 2

Explain in your own words the contrast that the writer is trying to show in
these two sentences.
Award 1 mark each for the following:
 The little boy (Charlie) is thinking in a coherent / mature / detailed way / like
an adult / He knows what he is trying to say.
 but he can only speak like a one-year-old / can’t say what he wants to /
something else comes out / can’t make himself understood
9 The writer uses irony by saying David thinks ‘it was useless trying to 1
communicate with a one-year-old …’ (line 28).
Explain in your own words why this is ironic.
 David doesn’t realise that Charlie is trying to communicate with him.

 David thinks Charlie can’t understand anything but in fact he is very
advanced / clever / intelligent.
59
Answer Marks

Explain in your own words how David feels at this point in the extract.
 He’s shocked / overwhelmed by what has happened / scared / afraid /

panicked / traumatized.
 He feels like he’s drowning.
 He’s anxious / horrified at what might have happened / disturbed / appalled /
worried.
11 The writer uses the technique of flashback to describe events that have 1
previously happened in the extract.
Give one short quotation that shows this.
 ‘A year earlier (David’s father had woken him with a shout.)’
60
Look at lines 34–39.
12 (a) Which of David’s actions suggest that he does not want to see his new 2
brother?
Give two examples from the text.

 (Not really, David thought,) burying his head (in his pillow.)’
 (David sat up with a) groan…’
12 (b) Give one short quotation from the text which suggests that David is 1
embarrassed by his parents.
 ‘… (grinning and) making inane noises…’
13 Look at this sentence: ‘This disturbed Charlie.’ (Line 49) 1

What does this refer to?
Tick () one box.
 David’s lack of response
61
14 Explain in your own words how the David that Charlie can see in the family 1
pictures seems different from the David that Charlie knows.
 He was happy / happier / calmer / more confident / jovial / smiling / relaxed /

having fun / more trusting / less stressed (than he is now).
 Accept the converse: ‘The David he knows is more nervous.’
Complete the table below to show how Charlie seems much older than a
one-year-old child.
Award 1 mark for each correct answer, up to a maximum of 4 marks:
How the quotation shows Charlie

Quotation
is like an adult
He wants to understand what’s
happening around him/ he asks
questions/ wants to know about his
‘… he tried approaching his parents brother/ is curious
for answers …’ Do not accept a response with the
word ‘answer’ unless qualified by one
of the above
‘… worrying about his older brother.’ He shows concern for other people.
‘… his recent attempt to fly had been
He can recognise the consequences
a mistake.’ / ‘…nudged his brother
of his actions.
past some invisible tipping point…’
He feels guilt/sorrow/ shame/ he felt it
was his fault/ he had a bad
conscience/ regrets his actions
‘… filled him with remorse.’ Do not accept ‘feels bad’ ‘feels sad’
alone
62
Section B: Writing
16 Imagine you managed to stop something that could have been dangerous to people
from happening. Write a diary entry about it.
Spelling (Ws) 3
[Total 25]
63
PRE-STANDARDISATION
8 marks 7 marks
with an appropriate tone sustained. coherent response, including an effective
consistent engagement with reader. to structure the narrative and contribute to
controlling the pace of the story.
sustained.

7–8
6–7
The response is mainly relevant to The ideas are developed into a response
task/purpose, with clear and appropriate from an appropriate opening but may not
tone. reach an effective conclusion.

5–6
purpose, with an attempt at chosen tone. the response are logically related.

the purpose. 2–3
3–4
The response has limited relevance to task/ Some basic sequencing or outline of
purpose, and tone is present but response is evident.
inconsistent.

1
1–2
0 0
64

7 marks 3 marks


meaning.

writing.
6–7
successfully.
accurate.
4–5
3

2–3
2
successfully.
1
1
0 0
65
ENGLISH 1111/02
FINAL MARK SCHEME
Maximum Mark: 50
Published
details of the discussions that took place at an Markers’ meeting before marking began, which would have
66
Section A: Reading

1 Give a two-word phrase from the first paragraph (lines 1–6) that shows 1
that Nanima is treasured by her family.

2 Give two reasons why everyone notices Nanima’s arrival in the village. 2
• Papa drives up tooting his horn.

• A noisy welcoming (committee) / everyone rushed into the garden / shouting
/ waving.

What does this description of how Nanima gets out of the car tell us about
her?
• She is large / fat / plus size / overweight / heavy / only just fitted into the car.
• She is old / weak.
• She is stiff (after travelling for so long) / has difficulty moving.

4 Look at the second paragraph (lines 7–11). 1
Give a quotation that tells the reader that mama feels very emotional.

5 Look at the third paragraph (lines 12–17). 1
Why is Nanima confused about Pinky and Baby?
• because they aren’t related to her / her grandchildren

• because they’re in front of her grandchildren
• because (they are at the front and) she doesn’t recognize them/ know who
they are.
67
What does this tell the reader about how Sunil is feeling?
• He is upset / about to cry / sad / uncomfortable / overwhelmed / nervous /

scared / shy / emotional.
• He doesn’t like being held by Nanima.

Give two ways that the writer uses language and structure to show
mama’s excitement.
• repetition (of (your) Nanima)

• short sentences
• speaking quickly / no pauses
• use of exclamation marks/ exclamatory marks

8 (a) Give two ways that the writer uses language in the sentence above to 4
show the strength of Meena’s feelings. Support each answer with a quote
from the text.
Award 1 mark for any supported suggestion and 1 mark for each supporting
quotation, up to a maximum of 4 marks, i.e.:
• Answer: the use of vocabulary/ alliteration/ metaphor (associated with warm

or pleasant things)
• Answer: emotive language (shows how overcome she was)
• Answer: her detailed description of her grandmother/ use of adjectives
• Answer: compares her to her mother / remind her of her mother
• Answer: the Punjabi language isn’t a barrier to understanding
• Answer: uses the senses to show the feelings
Accept any relevant quote from this sentence that supports a correct answer.
8 (b) How does the writer make the structure of the sentence above show the 1
strength of Meena’s feelings?
• by using one long sentence (which shows how many feelings were flooding
through her)
68
Meena is not offended when Nanima calls her a junglee. Why?
• because she knows Nanima thinks it is a good thing / Nanima is

complimenting her
• She likes the word jungle / thinks it’s funny / a joke.
• She likes the idea of being a junglee / likes being wild.
• Meena wanted to please Nanima / make her laugh / she loves Nanima / to
show good will.

10 (a) What language feature is demonstrated in the above phrase? 1
• a simile
10 (b) What does it tell you about the way Sunil can talk? 1
• that he just copies / repeats people / words / tries out new words
• that he isn’t very good at talking yet / could not talk fluently
• He doesn’t understand what he’s saying.

11 Give one word from the eighth paragraph (lines 37–46) that tells the reader 1
that the weather was unusual for the time of year.

• There are so many / a lot of guests.

• The guests cannot be contained by the house / are uncontrolled.
• All the guests come out of the house in an uncontrolled manner / filling up
the garden / spreading into the garden.
69
13 What impressions does the reader get of Nanima’s personality? 2
Complete the table below. The first quote has been done for you.
Award 1 mark for each correct quote, up to a maximum of 2 marks:
Make sure quotations relate to Nanima and not the writer nor the environment
Adjective Quote
affectionate Content removed due to copyright restrictions
playful Content removed due to copyright restrictions
exotic Content removed due to copyright restrictions

14 Look at the eighth and ninth paragraphs (lines 37–50). The narrative 1
changes in these paragraphs.
Tick () one box to show how the narrative changes.
• The focus moves away from Nanima.

15 Complete the table below with typical narrative features that are used in the 2
text.
Award 1 mark for each correct quote, up to a maximum of 2 marks:
Narrative feature Example from the text
first person Content removed due to copyright restrictions
time connective phrase Content removed due to copyright restrictions
direct speech Content removed due to copyright restrictions

16 Tick () one box below to show the best title for this text. 1
• A family reunion.
70
Section B: Writing
Notes to markers
• Note on extent:
17 Write about a time when you met someone new who made a strong impression on you.
Spelling (Ws) 3
[Total 25]
71
8 marks 7 marks
The response is relevant to task/purpose, with an The ideas are organised into planned and
appropriate tone sustained. coherent writing, including an effective opening
developed in detail, and there is clear consistent Clear well-organised paragraphs are linked to
engagement with reader. structure the narrative and contribute to
controlling the pace of the writing.
sustained.

7–8 6–7
The response is mainly relevant to task/purpose, The ideas are developed into writing from an
Content and relevant ideas are developed with a
structure the text.
5–6 4–5
The response has general relevance to task/ The opening, development and conclusion of the
purpose, with an attempt at chosen tone. writing are logically related.

purpose.
3–4 2–3
The response has limited relevance to task/ Some basic sequencing or outline of writing is

1–2 1
0 0
72
7 marks 3 marks



writing.
6–7

4–5 3
Grammar and punctuation is usually correct; there

may be evidence of comma splicing.
2–3 2
successfully.
1 1
0 0
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ENGLISH 1111/02
MARK SCHEME
Maximum Mark: 50
Published
This mark scheme is published as an aid to teachers and learners, to indicate the requirements of the
examination. However, we have not been able to adjust it to reflect the full range of answers that would
have been seen as a part of the normal moderation and marking process, and it does not necessarily contain
all the possible alternatives that might have arisen.
Cambridge will not enter into discussions about the mark scheme.
This document has 10 pages. Blank pages are indicated.

IB20 05_1111_02/3RP
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Section A: Reading

1 What does thing (line 1) refer to? 1
• (a / the) hand.

2 Look at the first paragraph of the prologue (lines 1–3). 3
Give three literary features the writer uses to create an atmosphere.
• simile
• short sentences
• metaphors
• visual imagery
• repetition
• alliteration
• personification
• use of pronouns
• use of contractions.

3 The word surface in line 6 refers to the surface of two different things. 2
What are the two things?
• the paper / page the boy is drawing on

• (dark) water
• his imagination / his mind.
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4 The prologue warns the reader that something bad will happen. 2
Give two pieces of evidence from the prologue that suggest this.
• The prologue describes something dead / dead flesh. / The hand is dead. /
‘The hand isn’t attached to anything.’ / ‘dead on the page’ / ‘as if it were still
alive’
• The boy is being pulled down into dark water. / ‘unravelling the story that
pulls him, down into dark water’
• The hand seems to be warning him. / ‘beckoning him or warning him’
• The tide waits, ready to turn. / ‘as the tide waits patiently, ready to turn’.

5 Look at lines 9–13 (‘The barber doesn’t…a good place to start.’) 1
Why is the boy glad that the barber is whistling?
• The boy doesn’t want to be engaged in awkward conversation. / The boy

doesn’t want to talk to / chat with the barber. / The barber isn’t talking.

6 Look at this sentence: ‘I wonder why she’s buying them…it is so hot.’ 2
(Line 17)
Give two ways that the writer uses structure and punctuation to emphasise
how hot it is.
• dash (accept hyphen)

• short phrase (accept short sentence)
• italics
• lack of a contraction of ‘it is’
• use of ‘so’ (as an adverb)
• the information comes at the end of the paragraph.
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7 Look at this phrase: ‘… I’ve ticked the last two items off my list …’ (line 19) 2
Which two items does the boy mean?
• having a new hair style

• getting a school uniform.

8 What does the one-word sentence Anything. tell the reader about the 1
boy’s attitude to Sible Hedingham?
Award 1 mark for an answer that gives one of the following ideas:
• he thinks that there is nothing there to do

• he thinks that it is a boring / dull place
• he thinks that it is (too / very) quiet
• he thinks that nothing happens
• he thinks that there is nothing special / new here.

9 Give two short phrases from lines 27–31 that express the same idea as 2
something ‘hidden for now’.
• (smell of something that) wants to be uncovered (from the river)

• (something) lurking (there)
• under the cover (of shady ash trees).
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10 Give two quotations from lines 32–45 that tell the reader that the mother is 2
trying to appear happy.
• (she carries on in a) bright / singsong voice

• (she) tries to smile / I wish it were a real smile.

11 Look at this sentence: ‘Her bangles clang and clank in the silence.’ (Lines 2
37–38)
Which two language features are used here?
• onomatopoeia
• alliteration.

12 What promise does the mother want the boy to make? 1
• that he won’t do anything that makes him have to change schools again /
makes them have to move to another area
• that he will try this time.
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13 Give two quotations from the text that tell us that the mother shows the 2
boy affection. Explain each quote in your own words.
Give a quotation to support your explanation.
Award 1 mark for an explanation and 1 further mark for a correct supporting
quotation, e.g.:
Quotation Explanation
‘mum keeps touching the back of my She wants to give him courage /
now naked neck’ encourage him / give him confidence
‘reaches across to squeeze my arm’ / show him affection.
She loves him so she has a name
‘sweetheart’
for him.
‘I’ve explained about dad’s work and
said that’s why we’ve moved again’
She’s protecting him.
‘There’s no need to go into details
about why you left your last school’.

14 The prologue and chapter 1 are written from different viewpoints. 2
Give the viewpoint in each.
• Viewpoint in prologue: third person / a narrator / someone from the outside

looking at the boy
• Viewpoint in chapter 1: first person / the boy.
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Section B: Writing
Notes to markers

• Note on extent:
15 Carlos is walking home along a tree-lined road. Darkness is already falling. Soon, the
only light will come from street lamps. Apart from Carlos, the road is empty … or so he
thinks. Suddenly, he hears a strange, shrill voice coming from the darkness behind the
trees.
Continue the story.
Spelling (Ws) 3
[Total: 25]
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8 marks 7 marks
The response is relevant to task / purpose, The ideas are organised into a planned and
with an appropriate tone sustained. coherent story, including an effective
sustained.

7–8 6–7
The response is mainly relevant to task / The ideas are developed into a story from
purpose, with clear and appropriate tone. an appropriate opening but may not reach
an effective conclusion.
Content and relevant ideas are developed
with a clear awareness of audience. Paragraphs / sections are evident and help
to structure the text.
5–6 4–5
The response has general relevance to task / The opening, development and conclusion
purpose, with an attempt at chosen tone. of the story are logically related.
There are basic ideas with a little Paragraphs / sections may be used, but not

the purpose.
3–4 2–3
The response has limited relevance to task / Some basic sequencing or outline of story is

1–2 1

0 0
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7 marks 3 marks


meaning.

writing.
6–7
successfully.
accurate.
4–5 3

2–3 2
successfully.
1 1
0 0
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ENGLISH 1111/02
Paper 2 Fiction October 2020
MARK SCHEME
Maximum Mark: 50
IMPORTANT NOTICE
IB20 10_1111_02/2RP
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Section A: Reading

1 Give one word that tells the reader that Priya makes a lot of noise when 1
she first sees Mira.
• Hollering

Give a two-word phrase that tells the reader that Mira loses control and
starts crying freely.
• suddenly cascade.

3 The way that Priya greets Mira is different from the way that Anjali greets 2
Mira.
Complete the table below to describe the different ways.
Award 1 mark for an appropriate word and 1 further mark for appropriate
evidence that matches the word.
For example:
One word to describe Anjali’s greeting Evidence from the text

Calm/kind/caring/ motherly/warm/
affectionate/friendly/comforting/ ‘steps forward’ / ‘enfolds Mira’
welcoming/loving/happy
‘takes [Mira’s] head in her hands
Formal/gentle/accepting/interested
and studies [her] face’
‘tears are rolling down her cheeks’/
Emotional/happy/loving/welcoming/
‘She smiles at me and kisses my
heartwarming
cheek.’
Accept other descriptions or relevant evidence from the text, which may be
quotations or paraphrases. Ensure that the description and the evidence match
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4 ‘Ha! You didn’t even recognise me!’ (Line 15) 1
Why is it is difficult for Mira to recognise Priya?
• She had had her hair cut / She has a new hair style
• She has changed (her appearance) / doesn’t look like she did before/ looks
nothing like she did on Skype

‘Anyone would think I am the London chick and you are the Hindu princess!’ (Lines 16–17)
5(a) What do these words tell the reader about the clothes the two girls are 1
wearing?
Award 1 mark for an answer that recognises that there is a contrast between
the ways the two characters are dressed, e.g.:
• Priya is dressed in a fashionable/London/non-traditional style, while Mira is

wearing traditional Indian clothes
• There is a difference/contrast in styles / between the way the two are
dressed.
• The different styles represent two different cultures.
5(b) Why has Priya chosen the clothes she is wearing? 1
Award 1 mark for an answer that recognises Priya’s desire to impress Mira with
her modernity, e.g.:
• Priya is demonstrating that she is free to make her own choices

• Priya is showing that she keeps up with current fashions
• Priya wants to impress Mira / to look her best / to fit in with her
• Priya wants to honour Mira

6 ‘“Is that all you brought?” Priya gasps…’ (Line 24) 1
What is Priya’s expectation?
• Priya expected that Mira would bring more luggage/bags/‘stuff’/clothes/a

(suit)case
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‘My case is missing.’ (Line 30)
7(a) Why does the writer use a short sentence? 1
• to emphasise the information/point / for impact/effect/suspense/

shock/surprise / to get attention / it is important / make the situation more
dramatic
7(b) How does Mira feel? 1
Award 1 mark for an answer that recognises how the sentence conveys Mira’s
feelings at losing her luggage, e.g.
• (Mira feels) sad/worried/hopeless/helpless/stressed/upset/fed up/confused

8 ‘Typical!’ (Line 31) 1
What does this tell the reader about Anjali’s opinion of the situation?
• She isn’t surprised. / She expects it / she’s annoyed

• It’s very common / normal / happens all the time / the airport always loses
luggage

9 Look at lines 35–40. Identify two examples of irony. 2
• ‘It’ll be a great hardship for her …’

• ‘That’ll be such a chore!’
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10 Give a quotation from the text that shows that Mira almost begins to cry 1
again.
• ‘(I can hear a) wobble in my voice

• ‘(and) I swallow hard’.

11 Give an example of alliteration from lines 42–48. 1
• (have the) same silent / repertoire of reprimands.

12 Give one word from lines 49–56 that means ‘diving through the air’. 1
• Swooping

13 ‘…shaving the air…’ (Line 52) 1
What is the phrase above an example of?
Tick () one box.
• a metaphor.

14 What two things does the reader learn about Priya’s future intentions? 2
• She intends to travel. / She wants to be as free as a bird / be independent /

be like Mira
• She doesn’t intend to have children.
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15 ‘She quickly turns away…’ (Line 61) 1
Why does she quickly turn away?
• She doesn’t want Mira and/or Priya to see her face/sadness/emotion.

• She is about to cry (and doesn’t want them to see her).
• To hide her feelings/reaction

16 Whose viewpoint is the story told from? 1
• Mira / Mira’s viewpoint.
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17 Anjali understands her daughter well. Give two examples of how the reader 4
knows this.
Support each part of your answer with quotations from the whole text.
Award 1 mark for each relevant point about Anjali and Priya’s relationship, up to
a maximum of 2 marks.
Award 1 mark for each quotation linked to a relevant point about Anjali and
Priya’s relationship, up to a maximum of 2 marks. There are no marks for
quotations without a correct point in the first column.
E.g. 4 marks:
• Anjali is aware that Priya wants to impress Mira [1] as she says to Mira, ‘all
of this is done in your honour’ [1]. She knows what Priya wants to do in the
future [1] as she ‘smiles knowingly at Priya’s chatter’ [1].
Anjali Supporting quotations from text

She understands that Priya wants to (You should know, Mira, that) all of
impress Mira. this… is done in your honour.
It’ll be a great hardship for her. / I
They share a joke.
hate shopping.
She only needs to look at her
daughter to communicate. / She can …and shoots her an ‘I’ll deal with you
communicate non-verbally with her later!’ look.
daughter.
She knows about her daughter’s Anjali smiles knowingly at Priya’s
aspirations (but doesn’t take them chatter. / ‘Never is a very long time’,
seriously). she says.
She doesn’t always believe Priya. ‘Anjali smiles knowingly.’
‘I am sure Priya won’t mind taking

She knows Priya loves shopping.
you shopping.’
She knows Priya can go too far / get ‘Priya!’ Give Mira a chance to
carried away. breathe.’
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Section B: Writing
Notes to markers

• Note on extent:
• Ignore anything written in the plan space.
18 Write a story about arriving in a new place and meeting someone for the first time.

• the place where you both meet
• the person – their appearance and their character
• what happens after you meet
Spelling (Ws) 3
[Total 25]
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8 marks 7 marks
The response is relevant to task / purpose, The ideas are organised into a planned and
sustained.

7–8 6–7
The response is mainly relevant to task / The ideas are developed into a story from an
purpose, with clear and appropriate tone. appropriate opening but may not reach an
Content and relevant ideas are developed
with a clear awareness of audience. Paragraphs / sections are evident and help
to structure the text.
5–6 4–5
The response has general relevance to task / The opening, development and conclusion of
There are basic ideas with a little Paragraphs / sections may be used, but not

the purpose.
3–4 2–3
The response has limited relevance to task / Some basic sequencing or outline of story is
purpose, and tone is present but evident.
inconsistent.

1–2 1
0 0
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7 marks 3 marks


meaning.

writing.
6–7

Polysyllabic and ambitious and more
and emphasise meaning.
complex, lower frequency words are used
Grammar and punctuation are mostly successfully.
accurate.
4–5 3
Mostly simple compound structures based

on a variety of connectives.
frequent use are spelled correctly.
2–3 2
successfully.
occurring words.
1 1

0 0
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MARK SCHEME
Maximum Mark: 50
IMPORTANT NOTICE
IB21 05_1111_02/2RP
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Section A: Reading

1 Who is the narrator in the story? Tick () one box. 1
• Esperanza.

2 The family’s hopes of a better house seem unlikely to come true. 1
Give one quotation from lines 1–8 that tells the reader this.
• (This was the house) Papa talked about when he held a lottery ticket.
• (This was the house) Mama dreamed up (in the stories she told us before
we went to bed).
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Look at the first and second paragraphs (lines 1–15).
3(a) What are the differences between the houses described in each paragraph? 3
Complete the table below with information from the text.
Award 1 mark for each correct point, up to a maximum of 3 marks:
First paragraph Second paragraph

Everyone has to share a
Rooms three washrooms bedroom. / There is only one
washroom/bathroom
running water / pipes that
worked
Condition The bricks are crumbling.
Do not accept reference to
trees
There are tight steps in front. /
There is no front yard. / There
Outside a great big yard are only four little elms. / There
is a small garage. / There is a
small yard.
3(b) Why has the writer put these paragraphs next to each other? Use your own 1
words.
• The writer is pointing out the contrast/comparison/difference (between the

dream house that the family would like and the real house they live in) / the
perfect placed next to the not perfect / they are opposites

4 Look at this phrase: ‘… windows so small you’d think they were holding 1
their breath.’ (Line 10)
What technique is this an example of?
• Personification.
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5 Give one quotation from lines 16–20 that tells the reader that Loomis is a 1
dangerous area.
• (‘The laundromat downstairs had been boarded up because it had been)

robbed (two days before) …’

6(a) There is repeated four times in italics. 1

What does this tell the reader about the attitude of the nun? Tick () one
box.
• contempt.
6(b) The narrator is embarrassed about the house. Give one quotation that tells 1
the reader this.
• ‘(The way she said) it made me feel like nothing.’

7 Look at this sentence: ‘But I know how those things go.’ (Lines 26–27) 1
What does the narrator mean in the sentence above?
• Esperanza does not believe / have faith in her parents. / she doesn’t believe
that they will move to a real house. / she doesn’t believe they will move out
of the house on Mango Street / she knows this will not happen / she knows
it’s not temporary
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8(a) Give one example of each of the following: 3
• a metaphor – (my mother’s hair is) the warm smell of bread / (my mother’s
hair is) the smell when she makes room for you on her side of the bed
• repetition – my mother’s hair / like little (rosettes), like little (candy circles) /
the rain / snoring / the smell / warm / holding (you)
• alliteration – like little / candy (circles) all curly / pinned it in pincurls / bread
before you bake it (accept any two of the ‘b’ words)/ like little rosettes
8(b) What does the reader learn about the mother’s character? 1
• Her mother is comforting / protective / caring / loving / warm / homely / kind

/ calm / gentle / sweet / attentive / patient / serene / tranquil / devoted /
affectionate

9 Look at the section of the text under the heading My Name (lines 39–53). 2
Why does Esperanza want to change her name? Give two reasons, using
your own words.
• Her name is too long. (Do not allow lift ‘Too many letters’)
• Her name is negative / has a negative meaning/connotation. (Not just
doesn’t like the meaning) Do not allow ‘It means sadness’, ‘it means
waiting’ as they are quotes.
• It reminds her of sad songs.
• It was the same name as her (great)grandmother, (who had an unhappy
life). / She does not want to be like her (great)grandmother. / She wants to
have a different life (to that of her (great)grandmother). Do not accept the lift
‘It was my great grandmother’s’.
• She wants to be herself / She wants a name that suits her/ represents her
personality. (Do not accept ‘More like the real me’ lift)
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What does this paragraph tell the reader about women’s lives in the past?
Complete the table below.
Award 1 mark for each correct point:
Quotation What it tells the reader

Women were expected to be
‘… a wild horse of a woman, so wild
obedient / to be forced to marry / they
she wouldn’t marry.’
weren’t allowed independence
Women were treated as if they were
objects / things that could be just
‘… my great-grandfather threw a sack
taken / had no rights / could be
over her head and carried her off.’
abducted / forced into (arranged)
marriage / men had power
Women didn’t have the chance to
fulfil their dreams / ambitions / do the
things they wanted to do / take an
‘She looked out the window her active role / they wanted freedom or
whole life,’ emancipation / were passive /
restricted / lost their freedom /
watched the world go by / brooded on
their sadness

11 What genre of story is this text? 1
Tick () one box.
• realistic fiction.
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12 Look at the whole text. 4
Explain four ways that Esperanza wants her life to be different in the future.
• She wants to live in a better / newer (not ‘new’ or ‘real’ alone) / good house.
She is very critical of the house on Mango Street, which she describes
negatively.
• She wants her family to own a house / She does not want to keep moving
all the time.
• She wants to live in a better/safer area / does not want to feel embarrassed
or ashamed of where she lives.
• She wants to be independent / choose her own destiny / wants a different
life to that of her great-grandmother / wants to be free to make her own
choices / to be free / treated as an individual / wants a better future
• She does not want false hopes / to feel disappointed when promises of a
better life don’t happen/ to be regretful
• She wants to change her name / take on a different identity / choose a
different name
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Section B: Writing
Notes to markers

• Note on extent:
13 Something unexpected happens to Esperanza and her family. Continue the story.
You could include:

• What happened to Esperanza and her family
• How it changes their lives
• How they feel
Do not penalise anyone who uses headings in their story, as they appear in the text
Spelling (Ws) 3
[Total 25]
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8 marks 7 marks
sustained.

7–8 6–7
The response is mainly relevant to The ideas are developed into a story from an

5–6 4–5

the purpose.
3–4 2–3
inconsistent.

1–2 1
0 0
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7 marks 3 marks


meaning.

writing.
6–7
successfully.
accurate.
4–5 3

2–3 2
successfully.
1 1
0 0
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BLANK PAGE
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ENGLISH 1111/02
MARK SCHEME
Maximum Mark: 50
IMPORTANT NOTICE
IB21 10_1111_02/2RP
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Section A: Reading

1(a) Why is ‘Petra’ an unsuitable name for Aunt Petra? 1
Tick () one box.
‘Petra’ means rock, but Aunt Petra is…
• plump.
1(b) What does the term ‘Aunt Petra’ tell the reader about Petra’s relationship 1
with Nora and her mother?
• They are (very) close / firm / good / long-term friends / lifelong / familiar with
each other / like family / more like a sister to her mother and more like an
aunt to Nora / family friend
• Petra visited/saw Nora and her mother quite a lot (when Nora was young).
• Petra is older than Nora.

2 Look at the first paragraph (lines 1–9). 1
Give one phrase that shows that Petra’s guests did not mix together
socially.
• (and mostly we) keep ourselves to ourselves.

3 Look at this sentence: ‘When the sun does come out, it does so 2
apologetically, like a ballerina who is unsure of her entrance on stage.’
(Lines 11–12)
What literary techniques does the writer use in the sentence above? Tick
() two boxes.
• a simile
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4 Look at this sentence: ‘The climate suits me.’ (Lines 12–13) 1
What does the sentence above tell the reader about how Nora is feeling?
• Her mood is grey / dull / dark / gloomy

• She is unhappy / sad / down / miserable / serious / sombre / depressed /
restless.

5 Nora calls Petra’s classes her ‘Organised Wellness’. (Line 17) 1
What does the phrase above tell the reader about Nora’s attitude towards
Petra’s classes and workshops?
• She doesn’t like/enjoy them / isn’t interested

• She thinks they’re too organised / too controlled/forced / orders are given
• She doesn’t think they’ll work / doesn’t think the classes will help her
(become well).
• She doesn’t respect what her aunt is doing / she is disdainful / she thinks
they are pretentious

6 What makes the location of Aunt Petra’s guesthouse especially suitable for 1
people on silent retreats?
• It’s very isolated / remote / unpopulated / no one around to talk to / very

quiet / not noisy / peaceful / calm / uncrowded / no busy streets / you can be
by yourself / places to walk and reflect
Accept any answer that recognises that the house is in a rural area / in the
middle of the countryside.

7 Look at lines 30–35. The writer uses two-word phrases to show that the 4
equipment Bill gives Nora to write on is old and worn out.
Give four of the phrases.
• (a) missing foot

• (a) lame calf
• (a) yellowed keyboard
• (an) arthritic mouse.
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8 What evidence is there in the text that Nora is staying at Aunt Petra’s 4
guesthouse as a patient rather than a visitor? Complete the table below.
Give two explanations in your own words and support each explanation
with a quotation from the text. An example has been given.
Award 1 mark for any explanation and 1 further mark for an appropriate
quotation, up to a maximum of 4 marks:
Explanation in your own words Quotation from the text

Petra is concerned about her and Aunt Petra is keen for me to take part
wants her to join the classes. in classes and workshops.
Some of the guests are there to be
People come to (relax, and meditate
healed / get better / have a quiet time
and) heal.
/ recuperate
Petra seems to think Nora needs to Spiritual Healing
recover mentally / improve her mental OR
health / there’s something wrong Spiritual Healing (this one, she feels,
inside Nora / Nora’s spirit might be especially appropriate).
Nora’s arm is damaged / Petra has savage purple scar (on which all her
been treating Nora’s damaged arm lotions and potions had little effect).
Petra is concerned about her
health/wellbeing / Nora has had an your wounded arm
injury.

9(a) Give one word that means ‘walking slowly’. 1
Award 1 mark for:
• plodding
9(b) What contrast is Nora making in lines 39–40? 1
• old and new

• using a computer and a quill / a screen and parchment / between typing and
writing on parchment
• modern/contemporary and historical/past times.
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Look at this sentence: ‘Because this is no fairy tale.’ (Line 44)
10(a) What techniques does the writer use to emphasise the sentence above? 2
Give two ways.
• The writer uses a short/snappy sentence

• The writer uses a one-sentence paragraph / a separate paragraph for one
sentence / it is placed by itself / one line paragraph
• The sentence begins with ‘because’ / with a conjunction/connective
• The use of ‘no’ (instead of ‘isn’t a’).
10(b) How does Nora view her life so far? 1
• It’s not been all happy endings / not a fantasy

• It’s not been pretty / sugary / sweet / it has been sad / melancholy / gloomy
• It’s not been innocent / she’s done something she’s not proud of / has
hidden secrets / is living a lie
• Her life has been tough / she’s been through a lot / had difficulties / she has
had negative experiences / it’s been messy
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11 Nora feels bad about something that has happened in her life. 4
Explain how the reader knows this. Give two explanations in your own
words, and support each explanation with a quotation from the text.
Award 1 mark for any explanation and 1 further mark for an appropriate
quotation, up to a maximum of 4 marks:
Explanation in your own words Quotation from the text

She’s afraid that what she writes can
We are evidence / we can be used
be used as proof (that she’s done
against you
something wrong)
She creates a feeling of doom about (they form a solemn procession,) like
her writing ants plodding towards a cliff edge.
She is going to admit something in
a confession
her writing / tell the truth / come clean
She knows she has done bad / she
I have told a number of lies … some
has lied / done wrong things / she
of them have been significant.
has regrets / secrets / feels guilty
She needs to get something off her
chest / to confess / she can’t bottle it
Drive me mad … if I let this go
up / is hiding the truth / wants to
unwritten
explain / there are things people
should know
She’s going to release / reveal /
… because something is being
expose / a secret / hidden memory /
unlocked
emotion
She had been injured in the past and
… the savage purple scar…
wasn’t healing
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Section B: Writing
Notes to markers

• Note on extent:
If response is totally off task award 0 for Wa and as appropriate for the other strands
Award 0000 if the response is virtually lifted from the text, but reward any original content
If there is nothing written on the lined pages 6 and 7, award NR NR NR NR, even if there is
something on the plan page (5)
12 Look at this quotation from the text: ‘I want to explain what I did, and with whom. And
where, and when and why. What happened, and what happened next.’
Write your own story about someone who is hiding a big secret.
You could continue Nora’s story, or write about yourself or about someone else.
Spelling (Ws) 3
[Total 25]
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8 marks 7 marks
The response has content and relevant
ideas developed in detail, and there is clear Clear well-organised paragraphs are linked
sustained.

7–8 6–7
The response is mainly relevant to The ideas are developed into a story from an

5–6 4–5

the purpose.
3–4 2–3
inconsistent.

1–2 1
0 0
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7 marks 3 marks



writing.
6–7

4–5 3

2–3 2
successfully.
1 1
0 0
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Section A: Reading
1 There are four main characters in the text. 2

Match the name of the character to their role in the story. An example has
been done for you.
Award 1 mark for one correct answer.
Award 2 marks for two or three correct answers.
Arilou inspector
Arilou’s younger sister a girl with special powers
Raglan Skein the inspector’s assistant
Prox Arilou’s attendant
2 Read the beginning of the text. Arilou is physically in the room, but her 2
mind is elsewhere.
Give two phrases from the first two paragraphs (lines 1–8) that tell the
reader this.
Award 1 mark for any of the following points up to a maximum of 2 marks:
• (her cheeks puckered and bulged) without purpose

• (one grey) unfocussed eye.
• Carefully guided her to sit
3 The Lace people are related to pirates. 1

What is their attitude to this?
• proud / pleased / glad / happy

• a reason to boast / a reason to show off.
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4 Read the third paragraph (lines 9–12). 2

How does the reader know that Arilou is more important than her attendant?
Explain in your own words.
• Arilou has lazuli studs in her teeth / Arilou has studs in nearly all of her teeth.
• Her attendant has quartz / her attendant only has a few.
5 ‘When asked to leave she stared at them unmoving, her smile baffled but 2
intact …’ (Lines 16–17)
What does the phrase above tell the reader about the attendant’s reaction
to being asked to leave?
• She was confused / didn’t understand / she thought it was a strange

request.
• She knows (her role) is to help her sister / talk for her sister.
• She was determined to stay / non-compliance / didn’t want to go.
• She was surprised.
6 Raglan Skein asks ‘Where are you?’ (Line 21) This tells the reader that 1
Raglan knows something about Arilou.
What does Raglan know?
• He knows what her special power is

• He knows Arilou is travelling outside of her body.
• He knows her mind is elsewhere.
7 Look at these sentences: ‘But these were not words! Prox listened 1
dumbstruck to the sounds falling from Arilou’s drooping mouth.’ (Lines
26–27)
Give one word that tells the reader that Prox is surprised.
• dumbstruck.
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Look at this sentence: ‘It was as if some words had been washed out to sea and rounded
smooth and meaningless by the waves.’ (Lines 27–28)
8(a) What literary technique is used here? 1

Tick () one box.
• a simile.
8(b) Explain in your own words what the sentence above means. 1
Award 1 mark for an answer that recognises any of the following:
• The form / sound of the words make no sense / are not clear.
• Unintelligible / couldn’t be understood.
9 Look at this sentence: ‘Skein had responded to the confidence in Arilou’s 1

voice, and now his tone was that of addressing an adult rather than a
child.’ (Lines 40–41)
What does this tell the reader about Skein’s attitude to Arilou now?
• He respects Arilou.
• He treats her more as an equal.
• He takes her more seriously now.
• He doesn’t look down on her now / is not condescending.
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10 Look at lines 46–50. The writer makes Pericold Heights seem unpleasant 4
or unfriendly.
Explain two ways the writer does this. Support your answers with examples
from the text.
Award 1 mark for each correct explanation, up to a maximum of 2 marks.
Award a further 1 mark for each correct and appropriate quotation, up to a

maximum of 2 marks. Quotation alone = 0 marks
Explanation Quotation from the text

The volcano (Mother Tooth) is
‘belligerent’/‘ill-temper’
hostile/angry/warlike
The island is desolate / no people live
‘nobody but the birds lived in …’
there
The jungles are smelly ‘reeking’
The jungles / ground are unsafe ‘juddering’
The island is ugly ‘like a trodden pie’
Stormy clouds around Mother Tooth /
‘Storm clouds seemed to form around
the volcano make her sound dark and
and above her’
angry
11 Explain why the Inspector and Prox might have to stay longer in the village. 2
Give two reasons.
• A storm is on its way (this would make the rocks slippery and too dangerous
to cross).
• They will have to wait for Arilou to return. / It could take some time before
Arilou returns.
• They hadn’t been able to complete testing Arilou / test her properly.
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12(a) Whose point of view is the story told from? 1

Tick () one box.
• Prox.
12(b) Explain how the reader knows. Give a quotation from the text to support 2
your answer.
Award 1 mark for the following explanation:
• We know his thoughts / feelings.
Award 1 further mark for any one of the following quotations:
• ‘Prox never understood why …’

• ‘Prox listened dumbstruck …’
• ‘he was just as startled …’
• ‘So much for testing the girl quickly and getting out of here’.
• Thought Prox despondently
• ‘before Prox realised’
• ‘Prox wondered (for a moment)’
13 The genre of this extract is fantasy. 2

Give two features of the fantasy genre that are used in this text.
• Magical / mystical / unrealistic / supernatural setting.

• Imaginary / unusual names.
• Character with special skills / gifts / abilities / a character who can do
something impossible / superpowers.
• Imaginary groups of people i.e. the Lace tribe.
• Unusual physical characteristics of the people i.e. their teeth.
• Things / elements that do not exist.
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Section B: Writing
Notes to markers

14 Write the beginning of a story with a character who has a special gift or a special power.
Spelling (Ws) 3
[Total 25]
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8 marks 3 marks
The response is relevant to task/purpose, with an
appropriate tone sustained.

developed in detail, and there is clear consistent
engagement with reader.

sustained.

7–8
The response is mainly relevant to task/purpose, Spelling almost completely accurate, with a wide
with clear and appropriate tone. range of words correctly attempted.
Content and relevant ideas are developed with a Polysyllabic and ambitious and more complex,
clear awareness of audience. lower frequency words are used successfully.

5–6 3
The response has general relevance to task/ Spelling is generally accurate over a reasonable
purpose, with an attempt at chosen tone. range of words.
There are basic ideas with a little development, Some polysyllabic and more difficult words in
and the beginnings of awareness of audience. frequent use are spelled correctly.

purpose.
3–4 2
The response has limited relevance to task/ Simple words are attempted successfully.
purpose, and tone is present but inconsistent.
There is a limited range of material. words.

1–2 1

0 0
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7 marks 7 marks
coherent story, including an effective structures are used to create effect.
Clear well-organised paragraphs are linked the overall development of the text.
meaning.

writing.
6–7 6–7
Paragraphs/sections are evident and help to and emphasise meaning.
structure the text.
accurate.
4–5 4–5
Paragraphs/sections may be used, but not Mostly simple compound structures based
consistently, accurately or appropriately. on a variety of connectives.

2–3 2–3
Some basic sequencing or outline of story is Simple sentence structures are used

1 1
0 0
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Section A: Reading

Why is the light weak?
• (It was still) early (in the) morning.
2 Give a quotation from lines 1–6 that shows that the man had planned his 1
visit.
• ‘He tried not to think of what he was going to do.’ / ‘He had thought about it
enough already.’ / ‘he had chosen the morning for the two mile walk.’
3 The man feels uneasy. 2

Explain how the writer’s use of punctuation in the first paragraph
demonstrates this.
• (use of) dashes
Do not accept hyphen or other punctuation mark.
Award 1 further mark for the following:
• Makes the text disjointed / disconnected / broken / uneven
Do not accept ‘confusion’ or any reference to the man’s emotions and feelings.
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4(a) Look at this sentence: ‘… his body aching from the labour of the walk.’ 1
(Lines 8–9)
Which word below means the same as labour as it is used here? Tick ()
one box.
• effort.
4(b) What effect does the writer create by using the single-sentence paragraph 1
in line 10?
• It emphasises / makes the information stand out / creates a dramatic effect.

• It makes the reader realise it is a dramatic/important moment.
• It creates a feeling of surprise / shock / suspense / mystery.
4(c) Explain what the sentence tells the reader about the man. 2
• He may not be / isn’t a real man / person / human being / he is an alien.

• People do not refer to each other as human beings.
• It is unusual to call a person a human being.
• Human being is a formal/scientific definition.
• He has never seen a human being before.
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5 The man thinks the woman’s appearance is unattractive. 2

Give two words or phrases from the text that tell the reader this.
• tired looking
• shapeless (blue dress)
• shuffling (movement)
• strange / does not look right
6 Explain in your own words why the man is unconcerned by the people 1
staring at him.
• He believed/knew that the clothes he was wearing were close to what other
people were wearing.
• The way he looked did not make him look different / stand out from other
people.
• He was dressed appropriately.
• He thinks he looks normal.
• He thought there was nothing wrong with his clothes.
7 Give one reason the man waits for ten minutes to go into the shop after it 1
had opened.
Tick () one box.
• He wanted to appear normal.
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8 The people of Haneyville are distrustful of newcomers. 4

Give two ways the shopkeeper’s manner reflects this. Support your
answer with examples from the text.
Award 1 mark for each of the following ideas, up to a maximum of 2 marks:
• He is rude / stares at him.

• He is unfriendly / cold / quiet / doesn’t make conversation / small talk.
• He is cautious / wary / cagey / doubtful / suspicious / questioning.
Award 1 further mark for each of the following appropriate explanations or

quotations from the text, up to a maximum of 2 marks:
• (‘he looked at him for a moment,) a trifle strangely, and said, ‘Yes sir?’’
• ‘still staring at him, his look not changed, ‘Yes sir,’ he said again’
• ‘still staring at him, ‘What ring?’ he said’
• ‘looking at it suspiciously … ‘Where’d you get this?’’
• ‘The way the man said it made his breath choke in his throat’
• ‘The man’s face still clouded. ‘How do I know it isn’t stolen?’’
• He needed evidence of who he said he was / needed to see the passport
before he believed he was who he said he was.
Look at this phrase: … like a ridiculous group of nonsense syllables. (Line 28)
9(a) What figurative technique is used in the phrase above? 1
• simile
9(b) Explain in your own words what the phrase above means. 2
Award 1 mark for both of the following:
• What he said made no sense / was not understandable (to him).

• The words/language sounded absurd/weird (to him).
• gibberish
• meaningless sounds
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10 Explain why the man feels so relieved in line 40. 1
Award 1 mark for any of the following ideas:
• He can prove the ring is not stolen. / He has evidence to support himself.
• He can prove the ring is his.
• He realises that the shopkeeper is not worried about the ring itself but that it
has been stolen.
• His preparations had been effective. / He had the answers to the questions.
11 The shopkeeper and the man selling the ring deceive each other. 2
Explain how.
Award 1 mark for each of the following ideas:
• The shopkeeper told the man his ring was worth $60 / only gave him $60
for the ring when it was worth (a lot) more. / the shopkeeper buys the ring
for less than its value.
• The man told the shopkeeper that his wife had given him the ring but ‘he
had hundreds of rings just like it.’ / He has lots of rings like this – it’s not
really a gift from his wife. / he lies that his car has broken down.
12 Explain why the man feels more confident at the end of the story. 1
Award 1 mark for one of the following ideas:
• He knows that he can pass as a human being.

• He has successfully sold one ring. / He has money.
• He was able to successfully carry out the transaction without the
shopkeeper being suspicious of him. / He can successfully tell a lie.
• He was worried about communicating with the shopkeeper but there wasn’t
a problem.
• He had been planning this for a long time and finally he was successful.
• The shopkeeper believes his story.
• He got what he wanted.
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13 The story is told from the point of view of the man who came to Haneyville. 2
Explain how this helps the reader to sympathise with the character.
• The reader knows his thoughts/feelings.

• The reader can put themselves in the man’s shoes.
• The reader recognises how frightened / worried / anxious / afraid / confused
the man is.
• The reader feels sorry / worried for him.
• The reader sees how vulnerable he is.
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Section B: Writing
Notes to markers

• Note on extent:
14 A young person from another planet comes to your school. Write a story from their
point of view.
Spelling (Ws) 3
[Total 25]
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8 marks 7 marks
The response is relevant to task/purpose, with an The ideas are organised into a planned and
appropriate tone sustained. coherent story, including an effective opening and
satisfying closing.
developed in detail, and there is clear consistent Clear well-organised paragraphs are linked to
engagement with reader. structure the narrative and contribute to
sustained.

7–8 6–7
The response is mainly relevant to task/purpose, The ideas are developed into a story from an
structure the text.
5–6
4–5
The response has general relevance to task/ The opening, development and conclusion of the
purpose, with an attempt at chosen tone. story are logically related.

purpose.
3–4
2–3

1–2
1
0 0
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meaning.

writing.
6–7
successfully.
accurate.
4–5 3

2–3 2
successfully.
1 1
0 0
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Section A: Reading
• metaphor
1(b) Award 1 mark for one of the following: 1
• (It shows that he is) very wrinkled / to show how wrinkled he is.
• (It shows that he is) very skinny/thin / to show how skinny/thin he is.
• (It shows that he is) old.
2(a) Award 1 mark for each of the following, up to a maximum of 2 marks 2

Quote must come from lines 11–16
• the sun appeared on the horizon

• (the sun) pushing itself up rising slow slow
• First thing in the morning
• omnipotent
3 Award 1 mark for the first way: 4

• the writer uses long / multi-clause sentences
Award 1 mark for explanation:

• to create a slow/calm/relaxed mood
Award 1 mark for the second way:

• The writer uses (a succession of) short sentences
Award 1 mark for explanation:

• To show (Baptiste’s) surprise/alarm/shock
• To show a sense of suspense/urgency/dramatic/intense
Award 1 mark for each way and a further mark for the explanation only if the
way mark is awarded
4 Award 1 mark for one of the following: 1
• ‘…all sea mossy’

• ‘…jook up with anemone / (and) conch shell.’
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5 Award 1 mark for each of the following ideas: 2
• The writer uses a short/two-word sentence(s)

• The writer uses a short/one or two sentence paragraph(s)
6(a) Award 1 mark for each of the following ideas, up to a maximum of 2 marks, 1 2
from each bullet point
• idea of something happening very quickly / suddenly / overnight / forcefully

• idea of bright (colours)/(bright) yellow (and pink) appearing everywhere/
colourful/colour filled/exploding with colour
• From that moment
These words only

6(c) Award 1 mark for each of the following up to a maximum of 2 marks: 2
• oxymoron
• personification
7 Award 1 mark for the Explanation and a further mark for the Evidence. 2
• he’s worried she’ll tell everyone / she can’t keep secrets / she’s boastful /
talkative person
• bigmouthed (aunt)
“Bigmouthed” as part 1 Explanation answer is wrong because it is a quotation,

not an Explanation. It is therefore negated if used again in part 2 as the
Evidence.
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8 Award 1 mark for each of the following ideas, up to a maximum of 2 marks: 2
• she calls to him / immediately catches his attention / interacts with him
• he is calm/moves slowly
• she doesn’t disappear immediately / she stays longer / she wants to watch
him (again) / he wants to watch her
• he realises she is looking at his guitar / wants him to play his guitar
• he picks up his guitar slowly
• he’s beginning to understand her a bit better
• neither of them is frightened/scared (of the other)
The writing of two correct points on the same line = 2 marks

Do not accept curious, water splash and birds squeak
9 Award 1 mark for a correct answer and another mark for a correct example: 2
• Explanation – the writer uses adjectives instead of adverbs / used slang /

dialect
Example –‘watched her good’ / ‘slow slow’ / ‘didn’t frighten so bad’
• Explanation – the writer uses an unusual / odd / strange example of the

past tense
Example – he didn’t frighten
• Explanation – repetition of words / no comma between ‘slow slow’

Example – ‘slow slow’
10 Award 1 mark for each of the following up to a maximum of 2 marks: 2
• Yes, she had risen from the waves, chosen him, a humble fisherman.
• Yes, she watched him for some time / like she’d been studying him
• Yes, she came back deliberately to find him
• Yes, because she is interested in his guitar/music
• Yes, taking a long suspicious look at him
• No, taking a long suspicious look at him
• No, she was only interested in the guitar / the music
• No, when she first saw him she immediately swam away
First or second encounter may both be referred to.
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Section B: Writing
Notes to markers

• Note on extent:
Marks
[Total 25]
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138
(Wv) (spelling)
Content is wholly relevant Grammar is used accurately The response is well-
and conveyed in a throughout the text. organised and uses a wide
consistent style throughout For example, there is: range of organisational
which effectively sustains • a wide range of sentence types features to achieve an
the reader’s interest.. manipulated and/or adapted for effective narrative.
effect.
Features and conventions • grammatical features are used Events are logically
of the relevant genre, if effectively to contribute to the sequenced throughout the
appropriate, are overall development of the text. text from an effective
successfully manipulated • consistent use of formal and/or opening to a satisfying
for effect throughout. informal register to enhance conclusion.
and emphasise meaning
Narrative viewpoint is well- according to context, purpose Clear, well-organised
established with a and audience. paragraphs are used
consistent style and effectively to structure the
effectively engages the Punctuation is accurate: narrative and control the
reader’s interest Use of a wide range of pace of the story.
throughout. punctuation for effect
An effective range of
Characters are developed carefully chosen sentence
and effectively portrayed openings and connectives
with the use of a distinctive is used to clarify or
voice sustained throughout. emphasise narrative detail.
[4–5] [6–7] [6–7]
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(Wv) (spelling)
Content is relevant with Material is wholly relevant Grammar is mostly accurate The overall response is Spelling is nearly always
imaginative detail and in a using a specialised throughout the text. e.g., well-organised and uses a correct throughout.
generally appropriate and vocabulary mostly accurately • Use a range of sentence types, good range of (There may occasionally be
consistent style, which for the genre. manipulated and/or adapted for organisational features phonetically
mostly sustains the effect. successfully. plausible attempts at
reader’s interest. Conscious language choices • Use grammatical features to complex words.)
are made, which shape the contribute to the overall Events are logically
Main features and intended purpose and effect development of the text. sequenced throughout the Correct spelling of complex
conventions of the on the reader. • Formal and/or informal register text with a successful polysyllabic words, e.g.,
relevant genre, if is generally used appropriately opening and closing. intelligent, initiative,
appropriate, are according to context, purpose fundamentally, inferiority,
Makes conscious use of and audience. Clear, well-organised paediatrician,
occasionally manipulated
linguistic and literary paragraphs are used accommodation
for effect.
techniques to shape meaning Punctuation is mostly accurate: successfully to structure
and effect. Use a range of punctuation for the narrative and help the
Narrative viewpoint is
generally well-established effect. pace of the story.
with a consistent style
and engages the reader’s A range of sentence
interest throughout. openings and connectives
are used appropriately to
Characters are developed clarify or emphasise
and well-portrayed with narrative detail.
the use of a distinctive
voice.
[3] [3] [4–5] [4–5] [3]
139
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140
(Wv) (spelling)
Content is mostly relevant Material is mostly relevant Grammatical structures are The text is generally well- Spelling of common and
using literary techniques using a specialised generally accurate throughout the organised and attempts to less common words,
appropriate to the genre. vocabulary accurately for the text, e.g., use a range of including polysyllabic and
purpose / genre. • Use of some range of sentence organisational features to compound words, is correct,
Main features of the types to support the text type. build up the narrative. e.g., accurate, present,
genre, if appropriate, are Mostly conscious language • Some complex sentences may evidence, making, possible,
evident. choices are made, which be attempted to create effect, Events are logically search
shape the intended purpose such as using expanded verb sequenced though there
Narrative viewpoint is and effect on the reader. phrases. may be some
clear with evidence of a • Some awareness of formal inconsistencies
personal style which and/or informal register
helps engage the reader’s Makes some use of linguistic Paragraphs are used to
according to context, purpose
interest. and literary techniques to structure the narrative
and audience.
shape meaning and effect though not always
Some characters are Some range of punctuation: consistently or
developed and portrayed • commas, semi-colons, dashes appropriately.
with the use of a and hyphens are used
distinctive voice. accurately to clarify meaning. A range of connectives are
• There may be evidence of used appropriately to link
comma splicing. narrative detail.

lacking and other descriptors met
then give the lower mark here.
[2] [2] [2–3] [2–3] [2]
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(Wv) (spelling)
General features of the Some language choices are Basic grammatical structures are Some attempt to organise Spelling of common words
genre, if appropriate, may made, which shape the generally correct, e.g., the overall text is correct, e.g., their/there,
be present. intended purpose and effect • subject and verb generally Some attempt to sequence friend, another, around,
on the reader. agree. Past and present tense relevant ideas because, anything,
Narrative viewpoint is not of verbs generally consistent. logically in relation to the something.
always consistent. Some • A mix of simple and some stimulus.
attempt is made to Creates some effect by using compound sentences used
engage the reader. a range of linguistic and accurately. Some complex Paragraphs / sections are
literary techniques. sentences may be attempted to evident with related points
Some elements of the expand detail but not always grouped together or linked
genre can be seen; a successfully. by time sequence.
maximum of 1 mark can • Formal and/or informal register
be awarded if not the may be attempted but not Movement between
correct genre. consistently according to paragraphs or sections,
context, purpose and audience. may be disjointed with a
Punctuation: openings and connective.
• Demarcation of straightforward

[1] [1] [1] [1] [1]
Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
[0] [0] [0] [0] [0]
141
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Cambridge Lower Secondary Sample Test
For use with curriculum published in
September 2020
English Mark Scheme Stage 9
English_S9_01_MS/5RP
© UCLES 2020
1
S9/01 English Stage 9 Paper 1 Mark Scheme From 2020
Section A: Reading
1 What literary technique is the title an example of? 1

Tick () one box.
Award 1 mark for
• rhyme
2 Give one word from the first paragraph (lines 1–4) that means ‘show’. 1
Award 1 mark for:
• depict

3(a) In the second sentence, the words, To attract the bees... link the first and 1
second sentences. What kind of connective is this?
Tick () one box.
Award 1 mark for:
• an explanation
3(b) Why does the writer use semicolons ( ; )? 1
Tick () one box.
Award 1 mark for:
• to separate items on a list
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2

4(a) Give one example of scientific language. 1
Award 1 mark for:
• minerals
• proteins
• amino acids
• temperature
• evaporate
• cell
• propolis
• ferment
4(b) Give one example of a passive verb form. 1
Award 1 mark for:
• is stored
• is reduced
4(c) Give one word that means ‘food’. 1
Award 1 mark for:
• nourishment
5 What idea links the end of the third and the beginning of the fourth 1
paragraph?
Award 1 mark for:
• the sealed cell or propolis
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6 Why do you think beekeepers want to produce organic honey? 1
Award 1 mark for:
• They can earn more money
7 Give one word that means ‘increased’ (lines 25–29). 1
Award 1 mark for:
• skyrocketed
8 Beekeepers sell honey. 1

What other ways can they earn money from keeping bees? Give one way.
Award 1 mark for:
• selling beeswax
• selling pollen
• selling propolis
9 Give two structural features of an information text that can be found in 2

Text A.
Award 1 mark for each of the following up to a maximum of 2 marks:
• The text has an introductory paragraph

• The writer uses subheadings
• Has organized ideas into separate paragraphs
• It is written in the third person
• It uses topic sentences
• It is written in a formal style
10 What is the viewpoint in Text B? 1
Award 1 mark for:
• first person
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11 How do you think the writer feels about keeping bees? 1

Tick () one box.
Award 1 mark for:
• enthusiastic
12 Do you think that making the hives perfect is important to the writer? Give 2
two reasons.
Award up to 2 marks for:
• No. What mattered was the fact that he made them by himself.
• No. He did not mind that things were not perfect.
• No. The hives still worked.
• No. He produced honey all the same.
13 Why does the writer use an exclamation mark ( ! ) in line 9? 1
Award 1 mark for:
• to show surprise / pride / amazement
14 Give two structural features of a persuasive text that can be found in Text 2
B.
• rhetorical questions
• opinions
• personal anecdotes
• personal pronouns
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5
15(a) Your friend wants to start keeping bees. Write a list of the advantages and 3
disadvantages of making your own beekeeping equipment.
Award 3 marks for 7–8 correct points

Award 2 marks for 5–6
Award 1 mark for 3–4
Advantages Disadvantages
Example: Satisfaction of doing it
yourself
Gives you a better understanding of You have to be organised
the parts
Helps to recycle materials It’s hard work
Cheaper (because you can use scrap It might not be perfect / the boxes
materials) were the wrong size
Continuing a tradition of people The spring for the smoker bellows
working with their hands may be too weak (to puff out the
smoke)
15(b) Summarise the advantages and disadvantages of making beekeeping 2
equipment for your friend. Use up to 40 words.
Making your own equipment is cheaper and more rewarding than buying from
stores, even though it is harder work and the hives may not be perfect.
Page 6 of 10
6
Section B: Writing
Notes to markers

• Note on extent:
16 Imagine you have recently taken up an unusual hobby. Write an article for your school
magazine to persuade others to do the same.
• the language you will use to persuade your reader

• the presentation of your ideas.
16 Content, purpose and audience. 8
Text structure and organization. 7
Sentence structure and punctuation. 7
Spelling 3
[Total 25]
Page 7 of 10
7
Content/purpose and audience Text structure and organisation

8 marks 7 marks
The response has relevant ideas and content Clear structure with well-organised material
developed in detail which show the relationship within paragraphs, i.e. as a refinement of Box
between the writer and reader. 4–5.
The text type is clearly established, e.g. an article, Chronological or logical links between
a report, and the tone is appropriate to the ideas paragraphs help the development of ideas
and is sustained.

[7–8] [6–7]
The response has relevant ideas and content The ideas are developed into a story from an
which are developed with some detail, and with appropriate opening but may not reach an
some awareness of reader. effective conclusion.
The main features of the text type are evident, Paragraphs/sections are evident and help to
and the tone is generally appropriate for the structure the text, with occasional use of
purpose and is largely sustained. connective devices.
The vocabulary is relevant for the purpose / text

type, i.e. powerful verbs, technical vocabulary.
[5–6] [4–5]
The response includes basic information relevant The opening, development and conclusion of
for the purpose, and some awareness of the the text are logically related.
Paragraphs/sections may be used, but not
General aspects of the text type are evident, and consistently, accurately or appropriately.
A simple range of vocabulary is relevant for the

purpose.
[3–4] [2–3]
The response has limited relevance to the task. Some basic sequencing of material grouped
by content.
Some elements of the text type are seen, and the

[1–2] [1]
[0] [0]
Page 8 of 10
8
Sentence structure Spelling

7 marks 3 marks
structures are used to create effect e.g. some
noun, adverbial, adjectival, and verb phrases;
use of connectives (e.g. if, so, because, then).


Punctuation is correctly used to make the

meaning clear.
[6–7]
Grammar is mostly accurate, i.e. subject and

verb generally agree, verb tense is generally
consistent.
Punctuation is usually correct e.g. with commas

for lists or in clauses.
[4–5] [3]
Grammar and punctuation is usually correct e.g.

with commas for lists or in clauses.
[2–3] [2]
successfully.
Some correct use of grammar and punctuation, occurring words.
[1] [1]
[0] [0]
Page 9 of 10
9
Section A: Reading
1 What phrase tells the reader that Jamie thinks the book he selects could 1
be interesting?
Award 1 mark for:
• promising title
2 Why does the writer use a dash ( – ) in line 5? 1
Award 1 mark for:
• It gives contrasting / alternative examples (of interesting books).

• It contrasts the dull / boring books on the shelves/ in the library with ones
Jamie finds interesting.
• To add information
3 What does the word snapped (line 7) tell the reader? 1
Award 1 mark for:
• It shows that the librarian is annoyed / irritated / impatient / in a hurry to

leave work / close the library.
4 Look at lines 1–10. The writer describes the library as unpleasant. 2

Explain in your own words two ways that show this.
• the unfriendly librarian

• no new books / dull books / no adventure/exciting books
• dim light (where the junior fiction was)
• dirty windows
Page 2 of 10
10
5 The red-haired man enters the library dramatically. 2

Give two words that show this.
• (the door) flew (open)

• splashed
• marched

Explain in your own words how the writer contrasts the actions of the
librarian with those of the red-haired man.
Give two quotations from the text to support your answer.
Award 1 mark for one idea and relevant quotation up to a maximum of 2 marks:
• The librarian is very still / calm / unemotional and doesn’t react: ‘She didn’t
even look up’.
• (whereas) the red-haired man is dynamic / angry / active / emotional:
‘snapped (the biro) into two pieces / ‘he flung the pieces (into the metal bin)’

Why does the writer separate the direct speech into two parts?
Award 1 mark for:
• It gives the second part, (‘which rings a bell in the police station.’) a strong
impact. / It makes the second part about the police station stand out / It
delays telling the reader that the button is an alarm / to alert the police.
• It adds emphasis to the second part.

The red-haired man leans over and growls at the librarian. What is he
trying to do?
Award 1 mark for:
• The red-haired man tries to frighten / scare / intimidate the librarian (to gain
access to the room and book).
Page 3 of 10
11

What two literary techniques are used? Tick () two boxes.
• simile
• alliteration
10 What is the effect on the reader of the sentence in line 28? 1
Award 1 mark for:
• It creates a scary atmosphere.

• It makes the atmosphere sound / feel cold.
• It’s as if something ghostly has entered the library.

Why does the writer use the verb flick in this sentence: Jamie flicked the
pages of a manual on hang-gliding (line 31)?
Award 1 mark for:
• To emphasise Jamie’s boredom

Why does the writer use questions?
Award 1 mark for:
• To build up suspense / tense / mystery.

• To show that Jamie is puzzled / confused / doesn't understand / is trying to
work out what is going on.
13 Look at line 48. 1

What does the writer’s use of an exclamation mark ( ! ) tell the reader
about Jamie?
Award 1 mark for:
• Jamie has made a decision.

• Jamie is determined to discover where the man has gone.
Page 4 of 10
12
14 Look at lines 48–54. The writer uses short sentences. 1

What impact does this have on the reader?
Award 1 mark for:
• To create suspense.
15 Jamie is daring. Give two ways that the reader knows this. 2
• He has the courage to approach the librarian.

• He is going to go through the green door even though he is afraid.
• The librarian says he will need good luck (which suggests there is danger
ahead).
16 What do you think ‘the Name in the Book’ is? Tick () one box. 1
Award 1 mark for:
• a password
Page 5 of 10
13
17 How does the writer build a sense of menace in this extract? Complete the 4
table to give two explanations and two quotations.
Award up to 4 marks for two appropriate explanations and two relevant

quotations:
Explanation Quotation
Use of time The writer mentions time ‘We’re closing,’… looking up at
throughout. This gives the the clock, ‘in exactly three
sense of time running out and minutes.’
urgency. the clock ticked on towards
half-past four
‘You’re late.’
Use of The writer contrasts the The door swished shut, silently
sound quietness of the library with ruffling the pages
the loudness of (violent / The librarian hummed
aggressive) actions. snapped it into two pieces
two loud explosions
OR disappeared with a slam
The writer describes the

library as very quiet and uses
words with soft sounds /
alliteration / onomatopoeia.
This contrasts with the loud
noises the men make.
Use of The writer personifies the rain tapped and rattled on the
weather weather to make it sound window
menacing. water gurgled down the
drainpipes outside
Jamie’s The writer shows Jamie’s Jamie held his breath
feelings anxiety by how he reacts. Then he froze
Jamie had a sudden shiver of
anticipation
Something cold nudged
against his heart.
His heart was thumping.
Page 6 of 10
14
Section B: Writing
Notes to markers

• Note on extent:
18 His heart was thumping. Jamie followed the trail of wet footprints across the floor. When
he reached the door he looked back. The librarian was looking after him with a
particularly unpleasant smile.
‘Good luck,’ she said. ‘You’ll need it.’
Continue the story.
• how you will create suspense

• who Jamie will meet
• what will happen to Jamie next.
Spelling 3
[Total 25]
Page 7 of 10
15

[8 marks] [7 marks]
The response is wholly relevant to task/purpose,
with an appropriate tone sustained.

developed in detail, and there is clear and
consistent engagement with reader.
The character, point of view and voice are

sustained. The ideas are organised into a planned and
coherent story, including an effective opening
Ambitious and occasionally sophisticated and satisfying closing.
Clear, well-organised paragraphs are linked
[7–8] to structure the narrative and contribute to
The response is mainly relevant to task/purpose, controlling the pace of the story.
with clear and appropriate tone.
Content and relevant ideas are developed with a [6–7]

clear awareness of audience. The ideas are developed into a story from an
appropriate opening but may not reach an
There is some specific, effective vocabulary, effective conclusion.
[5–6] Paragraphs/sections are evident and help to
The response is generally relevant to task/ structure the text.
purpose, with an attempt at chosen tone.
There are ideas with some development, and the [4–5]

awareness of audience. The opening, development and conclusion of
the story are logically related.
A simple range of vocabulary relevant to the
purpose. Paragraphs/sections may be used, but not
consistently, accurately or appropriately.
[3–4]
The response has limited relevance to task/
purpose, and tone is present but inconsistent. [2–3]
There is a limited range of material. Some basic sequencing or outline of the story is
evident.
[1–2] [1]
[0] [0]
Page 8 of 10
16

[7 marks] [3 marks]




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

emphasise meaning.

[4–5]
Limited or partially effective use of complex Spelling almost completely accurate, with a
sentence structures. wide range of words correctly attempted.
Mostly simple compound structures based on a Polysyllabic, ambitious and more complex,
variety of connectives. lower frequency words are used successfully.
[3]
Grammar and punctuation are usually correct;
Spelling is generally accurate over a
reasonable range of words.

[2–3] [2]
successfully.
[1]
[1]
[0] [0]
Page 9 of 10
17
English
Stage 9
2022
Cambridge Lower Secondary Progression Test
Mark Scheme
18
Section A: Reading
1 What type of text is this? Tick () one box. 1
Award 1 mark for:
• discussion text.
Look at the first paragraph (lines 1–6).

2(a) Give one reason the Cincinnati underground network was never 1
completed.
• The money had run / ran out.

• The government refused to help.
2(b) Give one word that tells the reader the underground remains unused. 1
Award 1 mark for:
• abandoned.
3 Look at the first sentence in the second paragraph (lines 7–12). The word 1
Though links two ideas.
What is the link?
Award 1 mark for:
• Cincinnati is an example of a wider pattern/trend around the world.
Page 2 of 14
19
4 Look at the third paragraph (lines 13–16). The writer uses two dashes ( – ). 1
Give one reason why the writer does this.
• to contrast (between use of stations and sewers and other tunnels)

• to provide additional/extra information.
Do not accept: rhetorical punctuation. This answer is not specific to the use of
dashes in this text.

Explain why the writer uses the phrase blood flow.
Award 2 marks for both parts of any of the following ideas:
• The writer likens working public transport systems to the workings of a

human body.
• Just as blood flows through the body (to keep it alive), people flow through
the underground systems.
• Without blood flow the body will die; without commuters, the city will die.
Award 1 mark for responses that only include one part of these ideas. E.g.
‘because blood is in the body’.
Page 3 of 14
20
Look at the fifth and sixth paragraphs (lines 21–23 and 24–26).
6(a) Give one example of how abandoned stations are used as pop-up meeting 1
places.
• a location for parties (during the film festival)

• a short-term exhibition space (for Brooklyn street artists).
6(b) Look at lines 24–25. The writer uses the phrase not just as. 1
What does this tell the reader about the writer’s opinion?
Award 1 mark for:
The writer:
• thinks pop-up hangouts are a bad idea / not a good use of the space
• prefers one use of abandoned stations over another
• shows his opinion of temporary uses of abandoned stations
• thinks that permanent uses would be better than temporary uses.
7 In the seventh paragraph (lines 27–29), Tom Moran says abandoned 1

stations are like time capsules.
Give one piece of evidence from a different part of the text that shows this
idea.
Award 1 mark for:
• these stations are a link to their cities’ past

• powerful reminders of forgotten history
• they contain all the features of a public space / they contain ornate signage
and advertising on the walls.
Do not accept: ‘And the best way to ruin a time capsule is to open it’.
Page 4 of 14
21
8 Why is the last sentence in a separate paragraph? 1
Award 1 mark for:
• It is to separate Tom Moran’s quote from the author’s point of view.

• To emphasise it / the sentence or to draw a contrast with what has gone
before
9 How do you think abandoned stations are like ghosts? 4

Give two reasons and support each reason with a quotation from the text.
Award 1 mark for a relevant reason. Award 1 mark for an appropriate quotation
that supports the reason. Award up to 4 marks.
Accept part of a quotation as long as the original meaning is conveyed.
Reason Quotation
Stations are invisible/hidden like ghosts. ‘unaware that lurking on the other
OR, side of the walls’
‘Lurking’ suggests the hidden presence
of ghosts.
Ghosts haunt deserted places. ‘the remains of deserted stations’
OR,
‘Remains’ suggests something left over
from the past and ghosts persist.
Ghosts are silent / they are reminders of ‘Known as ‘ghost stations’, they
the past / come back from the past. are silent but powerful reminders
of forgotten history.’
‘Eerie’ suggests something ‘It’s that missing human element
scary/spooky like ghosts. that makes them more eerie.’
Ghosts do not have a human element,
they are supernatural.
Ghosts haunt places. / If the commuters ‘the stations will eventually haunt
stop using the stations the stations will the city’
die and ‘haunt the city.’
Ghosts are temporary like temporary ‘Many ghost stations are being
ghost stations. used for temporary purposes.’
Page 5 of 14
22
10 Where is Text B taken from? Tick () one box. 1
Award 1 mark for:
• travel magazine
11 Look at the first sentence (line 1). The writer has omitted the words ‘Have 1
you’ from the beginning of the sentence.
Give one reason for this.
Award 1 mark for:
• (The writer has used ellipsis) to create an informal tone.

• (The writer uses an informal tone) to sound more friendly.
12 Look at the second paragraph (lines 4–10). The writer uses a subordinate 1
clause to begin the sentence.
Award 1 mark for:
(The writer puts the subordinate clause first to:)

• withhold the name of the website / to withhold the website owner’s / Mark
Smith’s name / to withhold the identity of the man in seat sixty-one.
• build up a picture of the website owner before his name is revealed.
• introduce the idea (that he is mysterious) in order to dismiss it (in the
second clause / part of the sentence).
Page 6 of 14
23
13 Look at the last sentence. 2

Explain why the writer ends the text with this phrase.
Award 1 mark each, up to a maximum of 2 marks:
‘All aboard’ has several meanings:
• to get on the train

• to hurry up which is said before departure as a warning before the train
leaves
• implies the reader should quickly go to the website / buy the book
• to accept the idea of using trains rather than flying.
Page 7 of 14
24
14(a) Your friend wants to travel. Complete the list of advantages of travelling 3
by train, using ideas and information from Text B. List up to six other
points.
Award 3 marks for 5–6 correct points.

Award 1 mark for 2 correct points.
Travelling by train:
• means you can see more scenery

• reduces carbon footprint
• is comfortable
• is less stressful than flying
• is less frustrating than flying
• is more responsible than flying
• is more exciting
• means you can see more of the world
• becomes more of a journey / is a more rewarding way of travelling / is more
adventurous.
14(b) Summarise the advantages of train travel. Include 4–5 of your points from 2
the list. Write up to 50 words. Use your own words as much as possible.
Award up to 2 marks for a coherent summary that includes 4–5 points. For
example:
• Travelling by train is affordable, comfortable and efficient. You can get to

see more of the world, and it will be more of a journey. As well as being
more relaxing than flying, it is more responsible because it reduces your
carbon footprint.
Award 1 mark for a summary that includes some but not all of the main points.
Award 0 marks for a summary made up of facts which are not synthesized.
Page 8 of 14
25
Section B: Writing
Notes to markers

• Note on extent:
15 There is an old, empty building in your town which is about to be demolished.

Write an article for your local newspaper to convince readers that the building should be
kept.
• What is the building?

• Why should it be kept?
• How should the building be used?
• Who will use the building?
Marks
Grammar and punctuation (Wp) 7
[Total 25]
Page 9 of 14
26
Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
The writer’s attitude to the The response is well- Grammar is used accurately
subject is well established organised using a wide throughout the text.
and conveyed in a consistent range of organisational For example, there is:
style throughout which features accurately and • a wide range of sentence
effectively sustains the effectively. types manipulated and/or
reader’s interest. adapted for effect.
Ideas are developed with • grammatical features are
chronological or logical links used effectively to
Features and conventions of
throughout the text from an contribute to the overall
the relevant text type, when
effective introduction to a development of the text.
appropriate, are successfully
successful conclusion. • Consistent use of formal
manipulated for effect
throughout. and/or informal register to
Paragraphs are used enhance and emphasise
successfully to structure the meaning according to
Structural, linguistic and content. There is effective context, purpose and
literary features are used in cohesion within and audience.
combination to create between paragraphs.
specific effects. Punctuation is accurate:
An effective range of • Use of a wide range of
A logical viewpoint is carefully chosen sentence punctuation for effect.
established and sustained openings and connectives • Conventions of layout are
throughout. If relevant, are used are used always applied effectively
multiple viewpoints are appropriately to support and consistently e.g.,
expressed clearly. content. bullet points.
[4–5] [6–7] [6–7]
27
Page 10 of 14
28
The writer’s attitude to the Material is wholly relevant The overall response is Grammar is mostly accurate Spelling is usually correct
subject is conveyed in a using a specialised presented clearly and is throughout the text. e.g., throughout. (There may
generally appropriate and vocabulary mostly accurately well-organised using a range • Use a range of sentence occasional be phonetically
consistent style, which for the purpose / text type. of organisational features types, manipulated and/or plausible attempts at
mostly sustains the reader’s successfully. adapted for effect. complex words.)
interest. Conscious language choices • Use grammatical features
Ideas are developed with to contribute to the overall Correct spelling of most, not
are made, which shape the
chronological or logical links development of the text. all, polysyllabic words, e.g.,
Main features and intended purpose and effect
throughout the text with a • Formal and/or informal appear, information,
conventions of the text type on the reader.
successful opening and register is generally used probably, separate
are occasionally manipulated closing. wondering/wandering,
appropriately according to
Paragraphs are used to help audience. accommodation.
structural, linguistic and main idea is usually Punctuation is mostly
literary features to create a supported by following accurate:
specific effect. sentences. • Use a range of
punctuation for effect.
A range of sentence • Conventions of layout are
A viewpoint is expressed
openings and connectives applied consistently e.g.,
clearly and sustained
are used appropriately to bullet points.
throughout.
support content.
[3] [3] [4–5] [4–5] [3]
Page 11 of 14
Content is suitable for the Material is mostly relevant The response is generally Grammatical structures are Spelling of common and
intended audience. using a specialised well-organised and attempts generally accurate some less-common words,
vocabulary accurately for the the use of some throughout the text, e.g., including polysyllabic and
purpose / text type. organisational features. • Use of some range of compound words, is
Viewpoints are well-
sentence types to support generally accurate, e.g.,
presented and consistent Some attempt to sequence friend, another, around,
Mostly conscious language the text type.
throughout. relevant ideas logically. because, anything,
choices are made, which • Some complex sentences
shape the intended purpose may be attempted to something.
Uses relevant features and effect on the reader. Paragraphs / sections are create effect, such as
consistently for a chosen evident, though not always using expanded verb Spelling of plurals and some
purpose to clarify meaning. consistently or appropriately, phrases. past and present words is
with related points grouped • Some awareness of generally accurate, e.g.,
together or linked by time formal and/or informal boxes, clothes, told,
Content may use different
sequencers. register according to stopped, wanted.
characters and voices within
the text when relevant. context, purpose and
Movement between audience.
paragraphs or sections, may
May begin to add structural be disjointed with a limited Some range of punctuation:
and literary features in parts range of sentence openings • commas, semi-colons,
of the text. and connectives. dashes and hyphens are
meaning.
• There may be evidence of
comma splicing.

met then give the lower mark
here.
[2] [2] [2–3] [2–3] [2]
29
Page 12 of 14
30
(Wv) (spelling)
Some material included Some language choices are Some attempt to organise Basic grammatical structures are Spelling of high frequency
that is relevant to the made, which shape the the overall text. generally correct, e.g., words is generally correct,
task. intended purpose and effect • subject and verb generally e.g., their/there, when,
on the reader. Some basic sequencing of agree. Past and present tense were, what, some, etc.
The writer’s attitude to the ideas in relation to the of verbs generally consistent.
subject inconsistently stimulus. • A mix of simple and some
Creates some effect by using
conveyed, with some compound sentences used
a range of linguistic and
attempt to engage the Paragraphs / sections are accurately. Some complex
literary techniques.
reader. evident with related points sentences may be attempted to
grouped together or linked expand detail but not always
Some elements of the text by time sequence. successfully.
maximum of 1 mark can Movement between may be attempted but not
be awarded if not the paragraphs or sections, consistently according to
correct text type. is disjointed with a very context, purpose and audience.
openings and connectives. Punctuation:

[1] [1] [1] [1] [1]
(Wv) (spelling)
[0] [0] [0] [0] [0]
Page 13 of 14
Section A: Reading
1 What is the mood of the writer? Tick () one box. 1
Award 1 mark for:
• nostalgic.

What is unusual about the short sentences in this paragraph?
• There are no verbs.

• They are incomplete sentences.
• Each sentence after the first sentence starts with an ‘A’ / an (indefinite)
article.
• They are all / They all contain noun phrases.

What two literary techniques does the writer use? Tick () two boxes.
• alliteration

4(a) Find one word that means ‘greedy’. 1
Award 1 mark for:
• rapacious.
4(b) What is unusual about the way the lion eats the bun? 1
• It nibbled like a mouse (whereas you’d expect a lion to eat in a savage way
not the boy).
31

How has the writer structured the text here?
• The writer begins the paragraph each time with ‘I remember’/ repeats the
phrase ‘I remember’.
• The writer uses a new/different paragraph to describe three different
events/memories.

What is the difference between the attitudes of the children and the
parents?
Award 1 mark for each of the following. Award up to a maximum of 2 marks for
answers which convey similar attitudes of both the children and mothers/fathers:
• The children are care-free / excited / lively / having fun.

• whereas the mothers are watchful/anxious. OR, The fathers are
indifferent/relaxed.
Do not accept, ‘capered or squealed’; ‘loudly warned’ or ‘spread newspapers

over their faces’.

Give one phrase that tells us that the narrator stayed up until the end of
the event.
• from the rising of the sun […] to (the husky) hushing of the (roundabout)
music’
• (from bubble-and-squeak) to the last of (the sandy sandwiches).

What is the effect of this long sentence?
Award 1 mark for:
• to emphasise the boys’ hurried actions / how excited the boys are / the
number of things they are doing to get ready quickly
• it speeds up the (pace of the) text.
32

9(a) The writer uses But to contrast two ideas. 1
What are they?
Award 1 mark for an answer that recognises that boys’ actions are in vain as
the girls were ready first:
• Even though the boys rushed to get ready, their sisters were quicker / were
ready first. / The boys got up late whereas the girls got up early. / The boys
were rushed whereas the girls were calm.
9(b) What literary technique does the writer use with the words scramble and 1
clamour?
Award 1 mark for:
• assonance.

The neighbour’s mother is doing something which the mother doesn’t
agree with.
Which one word tells the reader this?
Award 1 mark for:
• insisted

How does the reader know that the weather is hot? Give one quotation.
Award 1 mark for:
• when the sun declared war on the butter, (and the butter ran).
33

12(a) Why has the writer used ellipsis (…)? 1
Award 1 mark for:
• The conversations are interrupted / not finished.

• It shows parts of conversations (by different people).
12(b) Look at line 56. 1
Why has the writer used italics ( italics ) and repeated the phrase?
Award 1 mark for:
• to emphasise the urgency of the command / to show the speaker was

impatient to leave.
13 Give two features of autobiographical writing as shown in this extract. 2
• written in the first person

• written in the past tense
• refers to named people
• refers to the writer’s memories
• describes an event / a specific time/place in the writer’s life.
14 What kind of community do you think the writer is describing? 2

Give one idea. Explain your answer using evidence from the text.
Award up to 2 marks for one of the following ideas with supporting evidence:
• Friendly: ‘I remember sharing the last of my moist buns with a boy’

• Close / Small / Everyone knows each other: ‘And if you could have listened
at’ / ‘And the woman who lived next door’
• Safe: ‘the open doors’
• Happy: ‘Children all day capered or squealed’.
Accept any suitable response based on information from the text.
Award 1 mark for a reason or evidence alone.
34
15 The writer shows that the August Bank Holiday is a noisy occasion. 2
How does the writer show this? Give two phrases.
• a tune on an ice-cream cornet

• a slap of sea
• a fanfare of sunshades opening
• whinny of bathers (dancing into deceptive water)
• a lark of boys
• a man crying (‘Ride ’em, cowboy!’) (time and again)
• children squealed
• the steam-organ wheezed (its waltzes)
• mothers loudly warned
• in those rowdy summers
• boys to be shouted down
• to run the water loud and long
• for all their (scramble and scamper,) clamour
• dogs bicker
• (dogs) snapped at flies
• trams hissed like ganders
• a cross man (on an orange-box) shouted.
Do not accept, ‘silent hullabaloo of balloons’ or ‘husky hushing of roundabout

music in the seaside fair’.
35
16 Explain how you think the day was less than perfect. Give one piece of 2
evidence to support your answer.
Award 1 mark for one of the following ideas. Award 1 mark for an appropriate
quotation that supports the reason. Award up to 2 marks.
Explanation Evidence
There were problems with • sandfleas hopped on the picnic lettuce
eating on the beach. • (to the last of the) sandy sandwiches.
• someone had forgotten the salt.
• ‘sand in the spongecake, sandflies in the
watercress’
The weather was too hot. • A sunburn of girls
• ‘the sun declared war on the butter / the
butter ran’
The family members are • the girls beat the boys at getting ready:
not getting on with each ‘their sisters were always there before
other. them
• the smallest sister put out her tongue at
the boys
• ‘the woman who lived next door … said
that her mother was having one of her
days’ / ‘had insisted… in carrying, all the
way to the tram stop’ all the different
things
Things go wrong when • ‘father, mending one hole in the thermos-
you’re trying to all get flask, made three’
ready at the same time. • Accept any direct speech quotes which
suggest negativity, for example, ‘“Uncle
Owen says he can't find the bottle-
opener…-” ; “Willy's cut his finger …”;
The lion was leading a sad • the depressed and verminous lion (… in
life. the sad dusk of his cage)
The dogs were being • ‘dogs… bicker in, chased their tails,
annoying. worried sandshoes, snapped at flies,
writhed between legs, scratched among
towels’
One man disagreed with • ‘a cross man on an orange-box shouted
holidays. that holidays were wrong’
36
Section B: Writing
Notes to markers

• Note on extent:
17 Write a story about a day out. Your story must begin with one of the following quotes
from the text extract.
• “Got your spade?”

• “Never again, never again …”
• “Oh come on, come on …”
• the viewpoint – 1st person, 3rd person

• the place – the sounds, sights and smells
• what your character(s) did, felt, said, wore
• any funny, interesting or memorable moments.
Marks
[Total 25]
37
38
Content is wholly relevant The response is well- Grammar is used accurately
and conveyed in a organised and uses a wide throughout the text.
consistent style throughout range of organisational For example, there is:
which effectively sustains features to achieve an • a wide range of sentence
the reader’s interest.. effective narrative. types manipulated and/or
adapted for effect.
Features and conventions Events are logically • grammatical features are used
of the relevant genre, if sequenced throughout the effectively to contribute to the
appropriate, are text from an effective overall development of the
successfully manipulated opening to a satisfying text.
for effect throughout. conclusion. • consistent use of formal
and/or informal register to
Narrative viewpoint is well- Clear, well-organised enhance and emphasise
established with a paragraphs are used meaning according to context,
consistent style and effectively to structure the purpose and audience.
effectively engages the narrative and control the
reader’s interest pace of the story. Punctuation is accurate:
throughout. Use of a wide range of
An effective range of punctuation for effect
with the use of a distinctive are used to clarify or
[4–5] [6–7] [6–7]

Content is relevant with Material is wholly relevant The overall response is Grammar is mostly accurate Spelling is nearly always
imaginative detail and in a using a specialised well-organised and uses a throughout the text. e.g., correct throughout.
generally appropriate and vocabulary mostly accurately good range of • Use a range of sentence (There may occasional be
consistent style, which for the genre. organisational features types, manipulated and/or phonetically
mostly sustains the successfully. adapted for effect. plausible attempts at
are made, which shape the Events are logically contribute to the overall
Main features and intended purpose and effect sequenced throughout the development of the text. Correct spelling of complex
conventions of the on the reader. text with a successful • Formal and/or informal polysyllabic words, e.g.,
relevant genre, if opening and closing. register is generally used intelligent, initiative,
appropriate, are appropriately according to fundamentally, inferiority,
Makes conscious use of
occasionally manipulated Clear, well-organised context, purpose and paediatrician,
linguistic and literary
for effect. paragraphs are used audience. accommodation
techniques to shape meaning
successfully to structure the
and effect.
Narrative viewpoint is narrative and help the pace Punctuation is mostly accurate:
generally well-established of the story. • Use a range of punctuation for
with a consistent style effect.
and engages the reader’s A range of sentence .
voice.
[3] [3] [4–5] [4–5] [3]
39
40
Content is mostly relevant Material is mostly relevant The text is generally well- Grammatical structures are Spelling of common and
using literary techniques using a specialised organised and attempts to generally accurate throughout less common words,
appropriate to the genre. vocabulary accurately for the use a range of the text, e.g., including polysyllabic and
purpose / genre. organisational features to • Use of some range of compound words, is correct,
Main features of the build up the narrative. sentence types to support the e.g., accurate, present,
genre, if appropriate, are Mostly conscious language text type. evidence, making, possible,
evident. choices are made, which Events are logically • Some complex sentences search
shape the intended purpose sequenced though there may be attempted to create
Narrative viewpoint is and effect on the reader. may be some effect, such as using
clear with evidence of a inconsistencies expanded verb phrases.
personal style which • Some awareness of formal
Makes some use of linguistic
helps engage the reader’s Paragraphs are used to and/or informal register
and literary techniques to
interest. structure the narrative according to context, purpose
shape meaning and effect
though not always and audience.
Some characters are consistently or
developed and portrayed appropriately. Some range of punctuation:
with the use of a • commas, semi-colons, dashes
distinctive voice. A range of connectives are and hyphens are used
used appropriately to link accurately to clarify meaning.
narrative detail. • There may be evidence of
comma splicing.

[2] [2] [2–3] [2–3] [2]

(Wv) (spelling)
General features of the Some language choices are Some attempt to organise Basic grammatical structures are Spelling of common words
genre, if appropriate, may made, which shape the the overall text generally correct, e.g., is correct, e.g., their/there,
be present. intended purpose and effect Some attempt to sequence • subject and verb generally friend, another, around,
on the reader. relevant ideas agree. Past and present tense because, anything,
Narrative viewpoint is not logically in relation to the of verbs generally consistent. something.
always consistent. Some stimulus. • A mix of simple and some
attempt is made to compound sentences used
engage the reader. Paragraphs / sections are accurately. Some complex
evident with related points sentences may be attempted to
Some elements of the grouped together or linked expand detail but not always
genre can be seen; a by time sequence. successfully.
be awarded if not the Movement between may be attempted but not
correct genre. paragraphs or sections, consistently according to
may be disjointed with a context, purpose and audience.
openings and connective. Punctuation:

[1] [1] [1] [1] [1]
(Wv) (spelling)
[0] [0] [0] [0] [0]
41
English
Stage 9
2023
Mark Scheme
42
Section A: Reading
1 Award 1 mark for one of the following ideas: 1
• by asking the reader a question / by using a rhetorical question.

• by talking directly to the reader.
• by addressing the reader using the pronoun you.
• the rule of three / repetition (of three powerful verbs / of it / of a pronoun)

• simple sentence structure / short sentence
3 Award 1 mark for each idea, up to a maximum of 2 marks: 2
• Paragraph two:
Happiness is something that you have to work for to achieve and make an
effort to keep.
• Paragraph three:
Happiness is something that you should not look for / try to catch.
4(a) Award 1 mark for one of the following ideas: 1
• It emphasises/shows the large volume of books on the subject.

• It shows how popular/commercialised the world of self-help books has
become.
• It highlights the large number of people who are interested in the subject.
• essence of existence
• nebulous
Page 2 of 10
43
• Airbrushing alters your image and makes you look better.

• By using social media we have the tendency to distort our lives and make
them better / more glamorous than they actually are.
Accept any answer which conveys a similar idea.
• (happiness is best seen as a kind of) timid bird

7(b) Award 1 mark for one of the following ideas: 1
• It repeats similar words from a previous paragraph but not the same idea.
• to link the whole text together
• to summarise the key findings
• really emphasises that the writer’s idea is different from Elizabeth Gilbert’s
idea in paragraph two / it’s the writer’s conclusion / personal opinion – not
the academics’ conclusion.
• The writer’s conclusion is that perhaps you shouldn’t chase happiness: it’s
like a shy animal – if you leave it alone it will come to you. Whereas
Elizabeth Gilbert’s idea was that because happiness is a shy animal, you do
have to chase it and try to maintain a level of happiness.
• a discursive article
• did
• Today
• Gardner is a multi-millionaire (with a best-selling book)
Page 3 of 10
44
• rags-to-riches
• use of ellipsis
• (rhetorical) question.
• To make the reader think (further) about the pursuit of happiness / To leave
the reader with a parting / food for thought.
• the natural charm that the actor brings to the role
Page 4 of 10
45
14(a) 3
The Pursuit of Happiness
Genre drama
Director Gabriele Muccino
Characters in the • Gardner
film • Gardner’s son
Main events in the • slept in a railway station
film • line up at homeless shelter / scrabbles
for a bed for the night
• working for an internship
• pushes himself to breaking point
• protects his son from the situation

14(b) Award 2 marks for: 2
• The film, The Pursuit of Happiness, directed by Muccino, is based on the

real life of the now multi-millionaire, Gardner. He was in search of a better
life for himself and his family. The main characters are Gardner and his son.
Page 5 of 10
46
Section B: Writing
Notes to markers

• Note on extent:
Marks
[Total 25]
Page 6 of 10
47
48
throughout. If relevant, are used appropriately to always applied effectively
multiple viewpoints are support content. and consistently e.g.,
expressed clearly. bullet points.
[4–5] [6–7] [6–7]
Page 7 of 10
generally appropriate and vocabulary mostly accurately well-organised using a range • Use a range of sentence occasionally be phonetically
throughout.
support content.
[3] [3] [4–5] [4–5] [3]
49
Page 8 of 10
50
meaning.
comma splicing.

here.
[2] [2] [2–3] [2–3] [2]
Page 9 of 10
(Wv) (spelling)

[1] [1] [1] [1] [1]
(Wv) (spelling)
[0] [0] [0] [0] [0]
51
Page 10 of 10
Section A: Reading
• She is polite. / She has good manners.

• She is grateful. / She shows gratitude.
• She acts humbly. / She shows humility.
Accept any answer that conveys a similar meaning.
She thinks…
• it is worthless / a rejected gift.
• it is embarrassing/insulting. / It is an insult.
• deaf ears.
• well used.
• elaborate
• unable to let go of the outcome

• relented
• He was tempted by the sweets.
4 Award 1 mark for each of the following ideas up to a maximum of 2 marks: 2
• He asks an obvious/rhetorical question to show her question is stupid.

(‘Why is the sky blue?’)
• He tells her she asks stupid questions.
• He jabs at the page.
• He repeats the word pawn. / He spells out the word pawn. / He shouts out
the letters from the word pawn.
Page 2 of 10
52
• She can’t read English but pretends she can.

• She knows the rules of the game but only in Chinese and is hoping to find a
clue / recognise something that she understands. / She is looking for
instructions / an explanation in Chinese.
• She wants to stop the brother and sister arguing.
Do not accept, She is looking for an excuse to complain about having to follow
foreign rules, as this does not appear until the following paragraph.
• discover things independently
7(a) Award 1 mark for each of the following ideas: 2
• repetition of first person pronoun / ‘I’

• repetition of past simple verb forms
• There is a lot of information to learn (about chess).

• It shows how complex the game of chess is / how chess is hard to learn.
7(c) Award 1 mark for each of the following ideas up to a maximum of 2 marks: 2
• The first sentence is a simple sentence.

• The second sentence is a compound-complex sentence.
• because the girl is quoting what the mother has previously said / it was an
earlier quote
• That
Do not accept a whole sentence as the rubric says word.
• (taking part in) a battle
Page 3 of 10
53
Boys
• The boys are enthusiastic (at first), because they start playing immediately
• The boys are lazy, they only follow the basic rule book
• The boys lose interest quickly when their sister beats them.
Girl
• The girl is determined, she plays until she is unbeatable.
• The girl is curious/inquisitive, by asking lots of questions and makes a lot of
effort to learn strategies. / She learns the rules of the game. / She goes to
the library to borrow books on chess.
• The girl is creative, because she made her own chess board.
11 Accept any suitable response based on information from the text. 1
For example:
• Yes, because I enjoy maths and the text says chess needs a mathematical
understanding.
• No, it sounds too difficult to learn the rules and strategy.
Page 4 of 10
54
Section B: Writing
Notes to markers

• Note on extent:
Marks
[Total 25]
Page 5 of 10
55
56
adapted for effect.
[4–5] [6–7] [6–7]
Page 6 of 10
generally appropriate and vocabulary mostly accurately good range of • Use a range of sentence (There may occasionally be
and effect.
voice.
[3] [3] [4–5] [4–5] [3]
57
Page 7 of 10
58
comma splicing.

[2] [2] [2–3] [2–3] [2]
Page 8 of 10
(Wv) (spelling)

[1] [1] [1] [1] [1]
59
Page 9 of 10
English mark scheme
Stage 9
© UCLES 2017
60
Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
The Cambridge Lower Secondary reporting strand and sub-strand is shown for each question.


• Wa Content/purpose and audience
• Wt Text structure and organisation
• Ws Spelling
The curriculum framework code of the learning objective related to each question is also shown,
e.g. 9Rx2.
Stage 9 Paper 1 Mark Scheme
Section A: Reading (Non-fiction)

1 What does ‘the view was colossal’ (line 1) suggest about Eric and 1
Hugh’s position?
• They were high up (because they could see a lot).
Ri [9Ri1]

2(a) Look at the words ‘mountains surged away’ (line 2). 1
What is this an example of?
Tick (9) one box.
Award 1 mark for:
• metaphor.
Rw [9Rw1]
61
PROGRESSION TEST

2(b) What effect does the writer create by using the word ‘surged’ (line 2)? 1
Award 1 mark for answers that identify any of the following:
• It suggests the power of the mountains.

• It suggests that the mountains look like waves.
Do not accept answers suggesting speed or movement, i.e. a literal

interpretation.
Rw [9Rw4]

What does Eric imply is dangerous about the ridge they are on?
Award 1 mark for answers that identify any synonym for either of the
following:
• It is very narrow.
• It is very high.
Ri [9Ri2]

What atmosphere is the writer intending to create?
Award 1 mark for answers that identify the atmosphere as any of the
following:
• gloomy
• depressed/depressing
• foreboding
• tense.
Do not accept answers which suggest the men are afraid.
Rw [9Rw4]
4(b) Give one quotation from the text that helps create this atmosphere. 1
Award 1 mark for answers that identify one of the following:
• ‘said Hugh gloomily.’

• ‘Above us large black birds circled uttering melancholy croaking noises.’
• ‘our lives are going to depend on it.’
Rw [9Rw7]
62
PROGRESSION TEST

5 Give a phrase which shows the challenge the mountain will present on 1
the downward journey.
Award 1 mark for:
• ‘(Then there’s the) ice slope’.
Do not accept references to ‘the dark’ as this is not a challenge presented by

the mountain.
Rx [9Rx1]

Why does Eric think they would not survive the night without sleeping
bags?
• because it is too cold

• because they may freeze to death.
Ri [9Ri2]

7 Give one quotation from the text that explains why Eric and Hugh want 1
to continue to the summit.
Award 1 mark for:
• ‘we were only 200 metres below the summit’.
Rx [9Rx1]

What is the key turning point in the text?
Award 1 mark for answers that identify the turning point as:
• when they decide to give up / ‘Then we decided to give up’.
Rv [9Rv1]
63
PROGRESSION TEST

8(b) Give one quotation from the text that shows how the men feel about the 1
turning point.
• ‘Both of us were nearly in tears.’

• ‘Sadly we ate our nougat’.
Rv [9Rv1]
9 Look at the whole text. 4
Write a summary in your own words of the actions of both Eric and
Hugh.
Use up to 30 words.
Award 1 mark for each of the following points, up to a maximum of 4 marks:
• They dug a hole in the snow.

• They looked at the view.
• They discussed their options.
• They had been climbing for nine hours.
• They decided to turn back.
• They ate their nougat and drank their coffee.
• They came down.
All points must focus on actions, not thoughts or decisions.
Award marks only for points that are largely expressed in learners’ own
words.
Do not accept references to Hugh ‘dropping the compass’ as the question

asks for their joint actions.
If learners write more than 30 words, award marks only for the content of
their first 30 words.
Rx [9Rx1]

Tick (9) one box.
Award 1 mark for:
• to persuade.
Rv [9Rv1]
64
PROGRESSION TEST

Find an example of alliteration and explain its effect.
Award 1 mark for answers that identify the alliteration:
• ‘silent, snow-caked (forests)’.
Award 1 mark for answers that provide a relevant explanation of the effect of
the quotation, for example:
• It creates a peaceful, whispering sound.

• It emphasises the quietness of the forest.
Do not accept that the reader can hear the sound in their head.
Accept answers that provide a relevant explanation referring to the effect of

this particular example of alliteration.
Rw [8Rw2]

12 Why does the writer suggest that snowmobiles will not suit some 1
people?
Award 1 mark for answers that identify any of the following:
• They may find them difficult.

• They are (potentially) dangerous.
• People may not like them.
Ri [9Ri2]

13 What two measures does the writer say people should take to avoid 2
getting hurt when snowmobiling?
Award 1 mark for any answers that identify any of the following, up to a
maximum of 2 marks:
• (be responsible for) safe driving / driving safely / driving carefully

• follow (the guide’s) instructions.
Rx [9Rx1]
65
PROGRESSION TEST

14 Why does the writer suggest that the temperatures at Oulanka might 1
scare people?
Award 1 mark for:
• because it is (very) cold / because they are (very) cold

• to give the writer the opportunity to reassure the reader.
Ri [9Ri1]

15 Look at Text A and Text B. 3
Give three differences in structure between the two texts.
Complete the following table with your answers. See the example below.
Award 1 mark for each of the following comparative points, up to a maximum

of 3 marks. Both texts must be mentioned for each point.
Text A Text B
• Chronological • Non-chronological
• Continuous paragraphs • Subheadings
• Dialogue • No dialogue
Do not accept references to language (e.g. direct speech) or presentation

(e.g. using bold font).
Rv [9Rv4]
66
PROGRESSION TEST
Section B: Writing (Non-fiction)

Notes to markers

• Marking should always begin from the lowest mark in each column and work upwards.
then, within that box, whether the higher or lower mark is appropriate.
16 Write the text for a web page advertising a holiday in a town or place you know well.
You do not need to include pictures or web page layout.
You will need to think about:
• why people like to visit your chosen town or place

• interesting sights and activities
• places to stay
• weather information.
16 Content/purpose and audience (Wa) 8

Spelling (Ws) 3
Text structure and organisation (Wt) 7
Sentence structure (Wp) 7
[Total 25]
67
PROGRESSION TEST
Content/purpose and audience (Wa) Spelling (Ws)

8 marks 3 marks
developed in detail which show the relationship
between the writer and reader.
The text type is clearly established, e.g. an

article, a report, and the tone is generally

7–8
which are developed with some detail, and with
some awareness of reader.
The main features of the text type are evident

and the tone is appropriate for the purpose and

5–6
The response includes basic information
relevant for the purpose, and some awareness
of the reader may be shown.
General aspects of the text type are evident and

the writer’s tone is present but inconsistent. Spelling almost completely accurate, with a wide
range of words correctly attempted.
purpose. Polysyllabic, ambitious and more complex, lower
frequency words are used successfully.
3–4 3
The response has limited relevance to the task. Spelling is generally accurate over a reasonable
range of words.
the writer’s tone is present but inconsistent. Some polysyllabic and more difficult words in
The vocabulary is simple. 2
Simple words are used successfully.

words.
1–2 1
0 0
68
PROGRESSION TEST
Text structure and organisation (Wt) Sentence structure (Wp)

7 marks 7 marks
The response is presented coherently and A range of appropriate and varied sentence
logically to help the development of ideas, structures are used to create effect.
usually with an introduction and conclusion.
Well-crafted paragraphs contribute to the overall development of the text.
structure of the text.

writing.
6–7 6–7
The response is generally coherent and in a Appropriate use of sentence structures, with
logical order with ideas evident, with an attempt some attempt to create effect.
at an introduction and conclusion.
structure the text.
4–5 4–5
The response is clear but not sequenced Limited or partially effective use of complex
logically to help the development of ideas. sentence structures.
There may be an attempt at an introduction and/ Mostly simple compound structures based on a
or conclusion. variety of connectives.
Paragraphs/sections may be used but not Grammar and punctuation are usually correct;
consistently. there may be evidence of comma splicing.
2–3 2–3
Some basic sequencing of material grouped by Simple sentence structures are used
content is evident. successfully.

1 1
0 0
69
PROGRESSION TEST
Stage 9 Paper 2 Mark Scheme
Section A: Reading (Fiction)

1 Give two details about the weather from lines 1–4. 2
Award 1 mark for each of the following, up to 2 marks:
• It is (slightly) cloudy.
• Light / slight wind / not very windy.
Rx [9Rx1]

2 ‘Christina’s stomach had contracted again.’ (line 2) 1
What does this suggest about her feelings towards the flight?
Award 1 mark for answers that identify:
• She is feeling nervous/afraid/frightened.

• (She is feeling sick with) fear.
Do not accept she is feeling ill/unwell.
Ri [9Ri2]

3 Look at the first paragraph. 1
Which words suggest that Christina does not understand much French?
Award 1 mark for identifying any of the following:
• ‘(she thought)’
• ‘to which she had to smile back’.
Ri [9Ri1]
70
PROGRESSION TEST

Identify one change in the weather conditions as they get to England.
Award 1 mark for identifying any of the following:
• It gets worse quickly. / ‘the weather deteriorated rapidly’

• The clouds turn grey/darker. / ‘miserable-looking’
• The wind gets stronger. / ‘an increasing wind’
• The sun disappears (behind cloud). / ‘disappearing into darkness’
Accept answers both in quotations and own words.
Rx [9Rx1]

Complete the table below.
Simile Effect
‘the shadows running like It shows how fast they were flying.
galloping horses.’ It emphasises how windy it was –
the shadows moved quickly as the
cloud covered and uncovered the
sun.
‘buffeted by the wind like a ship by Shows how rough and bumpy the
green seas.’ flight was. This creates a sense of
danger.
Rw [9Rw1, 9Rw2]
71
PROGRESSION TEST

Give three things you learn about the rain from the writer’s description.
Support your answers with quotations from the text.
Award 3 marks for an answer that offers three quotations with supporting
explanation.
Award 2 marks for two quotations with supporting explanation.
Award 1 mark for one quotation with supporting explanation.
Learners’ explanations may include the following points:
• The rain is painful: ‘stung’.

• The rain is violent/aggressive: ‘hammering on the wings’.
• The rain is noisy: ‘with a noise like a drum’.
• The rain is affecting Will’s vision through his goggles: ‘pushed his
goggles up’.
• The rain is heavy and unrelenting: ‘as if they were under a waterfall’.
• The rain causes discomfort: ‘going through her scarves and trickling
down her neck’.
Do not accept answers where only quotations are given with no explanation.
Rw [9Rw3, 9Rw4]

Give a phrase that shows Christina feels they are stranded and isolated.
• ‘marooned (in the sky)’

• ‘like outcasts’.
Rx [9Rx1]
72
PROGRESSION TEST

8 ‘the evening was all damp and still, sorry for its outburst’ (lines 34–35) 1
What is this phrase an example of?
Tick (9) one box.
Rw [9Rw1]

What emotion does Christina feel as the plane is coming down?
Support your answer with a quotation from the text.
Award 1 mark for identifying Christina’s emotion:
• fear/terror.
Award 1 mark for answers that identify any of the following as a supporting
quotation:
• ‘she could not bear it’

• ‘All her insides corkscrewed in sympathy’
• ‘she shut her eyes tight’
• ‘ground her teeth’
• ‘hid her face in her hands.’
Accept answers which give any combination of the above quotations.
Ri [9Ri1]
73
PROGRESSION TEST

9(b) What emotion does Christina feel as the plane lands? 2
Support your answer with a quotation from the text.
Award 1 mark for identifying Christina’s emotion as either:
• relief
• calmness
Do not accept answers that say Christina feels nothing.
Award 1 mark for answers that identify any of the following as a supporting
quotation:
• ‘Amazingly’
• ‘gently’
• The landing is gentle – ‘the soft bounce of the impact’
• The plane stops quickly – ‘a smooth short run to a standstill’
• There is peace and quiet when it lands – ‘The engine sighed, and then
there was silence’
• ‘She opened her eyes.’
Ri [9Ri1]

Explain the effect of the short sentence at the beginning and end of this
paragraph.
Award 1 mark for answers that refer to a contrast/change between the

beginning and end of this paragraph, for example:
• It suggests the plane stopping.

• It breaks the tension / offers relief.
Do not award answers that make general comments about the mood
changing or the reader’s interest.
Rv [9Rv4]
74
PROGRESSION TEST

How does the writer use language to create a sense of disappointment?
Give one quotation from the text.
• The writer uses the adjectives ‘damp’, ‘empty’, ‘sodden’ to suggest the
place is depressing, barren and uninhabited.
• The writer uses ‘no’ and ‘not’ to build up negativity.
• The writer uses opposites, ‘laugh or cry’, to show that she feels confused,
which suggests that the outcome was not what she expected.
Accept answers which show clearly how the technique has been used.
Rw [9Rw4]

12 What three impressions do you get of Will’s character in this text? 3
Support your answer with examples from the whole text.
Award 1 mark for any of the following up to 3 marks:
• He is a risk taker – he doesn’t seem aware of Christina’s fear / he doesn’t

share her fear.
• He is insensitive/selfish – he continues to fly without thinking of
Christina’s feelings/comfort.
• He is courageous – he is not afraid when the storm hits / he lands the
plane safely.
• He is conscientious – he didn’t take his hands off the instruments.
Ri [9Ri1]
75
PROGRESSION TEST

13 Although the text is written in the third person, we view the events from 4
Christina’s perspective.
Give four ways that the text would change if the events were viewed
from Will’s perspective.
• Will is probably not afraid of flying so there would be more excitement

and exhilaration in the text and less fear.
• We would know about his physical feelings.
• We would know Will’s thoughts – whether they were ever in danger / why
he landed in such a desolate place.
• We wouldn’t realise how scared Christina is as Will doesn’t seem to
notice.
• We would know his opinion of flying in the new machine.
• We would know more about the plane / details about flying.
Accept any other plausible answers that are supported by the text and do not
overlap with the above.
Rv [9Rv4]
76
PROGRESSION TEST
Section B: Writing (Fiction)

Notes to markers

• Marking should always begin from the lowest mark in each column and work upwards.
then, within that box, whether the higher or lower mark is appropriate.
14 Write a story about a long or difficult journey.
You will need to consider:
Character Friends?
Family?
A group of strangers?
Setting On a school trip?

On holiday?
Going to visit friends or family?
Plot How are your characters travelling?

Why is the journey long or difficult?
What happens on the journey?
15 Content/purpose and audience (Wa) 8

Spelling (Ws) 3
Text structure and organisation (Wt) 7
Sentence structure (Wp) 7
[Total 25]
77
PROGRESSION TEST
Section B: Writing (Fiction)
Content/purpose and audience (Wa) Spelling (Ws)

8 marks 3 marks
The response is relevant to task/purpose, with an
appropriate tone sustained.


sustained.
Ambitious and occasionally sophisticated

7–8
The response is mainly relevant to task/purpose,

clear awareness of audience.

5–6
The response is generally relevant to task/
There are basic ideas with a little development,

and the beginnings of an awareness of audience.
Spelling almost completely accurate, with a wide
A simple range of vocabulary relevant to the range of words correctly attempted.
purpose.
Polysyllabic, ambitious and more complex, lower
frequency words are used successfully.
3–4 3
The response has limited relevance to task/ Spelling is generally accurate over a reasonable
purpose, and tone is present but inconsistent. range of words.
There is a limited range of material. Some polysyllabic and more difficult words in
A simple, repetitive vocabulary is attempted. 2
Simple words are attempted successfully.

words.
1–2 1
0 0
78
PROGRESSION TEST
Text structure and organisation (Wt) Sentence structure (Wp)

7 marks 7 marks
coherent story, including an effective opening structures are used to create effect.
Clear, well-organised paragraphs are linked overall development of the text.

meaning clear.
6–7 6–7
structure the text.
4–5 4–5
Paragraphs/sections may be used, but not Mostly simple compound structures based on a
consistently, accurately or appropriately. variety of connectives.

2–3 2–3
Some basic sequencing or outline of the story is Simple sentence structures are used

1 1
0 0
79
Cambridge Lower Secondary Sample Test
For use with curriculum published in
September 2020
English Mark Scheme Stage 9
English_S9_01_MS/5RP
© UCLES 2020
80
Section A: Reading
1 What literary technique is the title an example of? 1

Tick () one box.
Award 1 mark for
• rhyme
2 Give one word from the first paragraph (lines 1–4) that means ‘show’. 1
Award 1 mark for:
• depict

3(a) In the second sentence, the words, To attract the bees... link the first and 1
second sentences. What kind of connective is this?
Tick () one box.
Award 1 mark for:
• an explanation
3(b) Why does the writer use semicolons ( ; )? 1
Tick () one box.
Award 1 mark for:
• to separate items on a list
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81

4(a) Give one example of scientific language. 1
Award 1 mark for:
• minerals
• proteins
• amino acids
• temperature
• evaporate
• cell
• propolis
• ferment
4(b) Give one example of a passive verb form. 1
Award 1 mark for:
• is stored
• is reduced
4(c) Give one word that means ‘food’. 1
Award 1 mark for:
• nourishment
5 What idea links the end of the third and the beginning of the fourth 1
paragraph?
Award 1 mark for:
• the sealed cell or propolis
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82
6 Why do you think beekeepers want to produce organic honey? 1
Award 1 mark for:
• They can earn more money
7 Give one word that means ‘increased’ (lines 25–29). 1
Award 1 mark for:
• skyrocketed
8 Beekeepers sell honey. 1

What other ways can they earn money from keeping bees? Give one way.
Award 1 mark for:
• selling beeswax
• selling pollen
• selling propolis
9 Give two structural features of an information text that can be found in 2

Text A.
• The text has an introductory paragraph

• The writer uses subheadings
• Has organized ideas into separate paragraphs
• It is written in the third person
• It uses topic sentences
• It is written in a formal style
10 What is the viewpoint in Text B? 1
Award 1 mark for:
• first person
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83
11 How do you think the writer feels about keeping bees? 1

Tick () one box.
Award 1 mark for:
• enthusiastic
12 Do you think that making the hives perfect is important to the writer? Give 2
two reasons.
• No. What mattered was the fact that he made them by himself.
• No. He did not mind that things were not perfect.
• No. The hives still worked.
• No. He produced honey all the same.
13 Why does the writer use an exclamation mark ( ! ) in line 9? 1
Award 1 mark for:
• to show surprise / pride / amazement
14 Give two structural features of a persuasive text that can be found in Text 2
B.
• rhetorical questions
• opinions
• personal anecdotes
• personal pronouns
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84
15(a) Your friend wants to start keeping bees. Write a list of the advantages and 3
disadvantages of making your own beekeeping equipment.
Award 3 marks for 7–8 correct points

Award 1 mark for 3–4
Advantages Disadvantages
Example: Satisfaction of doing it
yourself
Gives you a better understanding of You have to be organised
the parts
Helps to recycle materials It’s hard work
Cheaper (because you can use scrap It might not be perfect / the boxes
materials) were the wrong size
Continuing a tradition of people The spring for the smoker bellows
working with their hands may be too weak (to puff out the
smoke)
15(b) Summarise the advantages and disadvantages of making beekeeping 2
equipment for your friend. Use up to 40 words.
Making your own equipment is cheaper and more rewarding than buying from
stores, even though it is harder work and the hives may not be perfect.
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85
Section B: Writing
Notes to markers

• Note on extent:
16 Imagine you have recently taken up an unusual hobby. Write an article for your school
magazine to persuade others to do the same.
• the language you will use to persuade your reader

• the presentation of your ideas.
Spelling 3
[Total 25]
Page 7 of 10
86

8 marks 7 marks
The response has relevant ideas and content Clear structure with well-organised material
developed in detail which show the relationship within paragraphs, i.e. as a refinement of Box
between the writer and reader. 4–5.
The text type is clearly established, e.g. an article, Chronological or logical links between
a report, and the tone is appropriate to the ideas paragraphs help the development of ideas
and is sustained.

[7–8] [6–7]
The response has relevant ideas and content The ideas are developed into a story from an
which are developed with some detail, and with appropriate opening but may not reach an
some awareness of reader. effective conclusion.
The main features of the text type are evident, Paragraphs/sections are evident and help to
and the tone is generally appropriate for the structure the text, with occasional use of
purpose and is largely sustained. connective devices.
The vocabulary is relevant for the purpose / text

type, i.e. powerful verbs, technical vocabulary.
[5–6] [4–5]
The response includes basic information relevant The opening, development and conclusion of
for the purpose, and some awareness of the the text are logically related.
Paragraphs/sections may be used, but not
General aspects of the text type are evident, and consistently, accurately or appropriately.

purpose.
[3–4] [2–3]
The response has limited relevance to the task. Some basic sequencing of material grouped
by content.
Some elements of the text type are seen, and the

[1–2] [1]
[0] [0]
Page 8 of 10
87

7 marks 3 marks
structures are used to create effect e.g. some
noun, adverbial, adjectival, and verb phrases;
use of connectives (e.g. if, so, because, then).



meaning clear.
[6–7]
Grammar is mostly accurate, i.e. subject and

verb generally agree, verb tense is generally
consistent.
Punctuation is usually correct e.g. with commas

for lists or in clauses.
[4–5] [3]
Grammar and punctuation is usually correct e.g.

with commas for lists or in clauses.
[2–3] [2]
successfully.
[1] [1]
[0] [0]
Page 9 of 10
88
Section A: Reading
1 What phrase tells the reader that Jamie thinks the book he selects could 1
be interesting?
Award 1 mark for:
• promising title
2 Why does the writer use a dash ( – ) in line 5? 1
Award 1 mark for:
• It gives contrasting / alternative examples (of interesting books).

• It contrasts the dull / boring books on the shelves/ in the library with ones
Jamie finds interesting.
• To add information
3 What does the word snapped (line 7) tell the reader? 1
Award 1 mark for:
• It shows that the librarian is annoyed / irritated / impatient / in a hurry to

leave work / close the library.
4 Look at lines 1–10. The writer describes the library as unpleasant. 2

Explain in your own words two ways that show this.
• the unfriendly librarian

• no new books / dull books / no adventure/exciting books
• dim light (where the junior fiction was)
• dirty windows
Page 2 of 10
89
5 The red-haired man enters the library dramatically. 2

Give two words that show this.
• (the door) flew (open)

• splashed
• marched

Explain in your own words how the writer contrasts the actions of the
librarian with those of the red-haired man.
Give two quotations from the text to support your answer.
Award 1 mark for one idea and relevant quotation up to a maximum of 2 marks:
• The librarian is very still / calm / unemotional and doesn’t react: ‘She didn’t
even look up’.
• (whereas) the red-haired man is dynamic / angry / active / emotional:
‘snapped (the biro) into two pieces / ‘he flung the pieces (into the metal bin)’

Why does the writer separate the direct speech into two parts?
Award 1 mark for:
• It gives the second part, (‘which rings a bell in the police station.’) a strong
impact. / It makes the second part about the police station stand out / It
delays telling the reader that the button is an alarm / to alert the police.
• It adds emphasis to the second part.

The red-haired man leans over and growls at the librarian. What is he
trying to do?
Award 1 mark for:
• The red-haired man tries to frighten / scare / intimidate the librarian (to gain
access to the room and book).
Page 3 of 10
90

What two literary techniques are used? Tick () two boxes.
• simile
• alliteration
10 What is the effect on the reader of the sentence in line 28? 1
Award 1 mark for:
• It creates a scary atmosphere.

• It makes the atmosphere sound / feel cold.
• It’s as if something ghostly has entered the library.

Why does the writer use the verb flick in this sentence: Jamie flicked the
pages of a manual on hang-gliding (line 31)?
Award 1 mark for:
• To emphasise Jamie’s boredom

Why does the writer use questions?
Award 1 mark for:
• To build up suspense / tense / mystery.

• To show that Jamie is puzzled / confused / doesn't understand / is trying to
work out what is going on.
13 Look at line 48. 1

What does the writer’s use of an exclamation mark ( ! ) tell the reader
about Jamie?
Award 1 mark for:
• Jamie has made a decision.

• Jamie is determined to discover where the man has gone.
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14 Look at lines 48–54. The writer uses short sentences. 1

What impact does this have on the reader?
Award 1 mark for:
• To create suspense.
15 Jamie is daring. Give two ways that the reader knows this. 2
• He has the courage to approach the librarian.

• He is going to go through the green door even though he is afraid.
• The librarian says he will need good luck (which suggests there is danger
ahead).
16 What do you think ‘the Name in the Book’ is? Tick () one box. 1
Award 1 mark for:
• a password
Page 5 of 10
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17 How does the writer build a sense of menace in this extract? Complete the 4
table to give two explanations and two quotations.
Award up to 4 marks for two appropriate explanations and two relevant

quotations:
Explanation Quotation
Use of time The writer mentions time ‘We’re closing,’… looking up at
throughout. This gives the the clock, ‘in exactly three
sense of time running out and minutes.’
urgency. the clock ticked on towards
half-past four
‘You’re late.’
Use of The writer contrasts the The door swished shut, silently
sound quietness of the library with ruffling the pages
the loudness of (violent / The librarian hummed
aggressive) actions. snapped it into two pieces
two loud explosions
OR disappeared with a slam
The writer describes the

library as very quiet and uses
words with soft sounds /
alliteration / onomatopoeia.
This contrasts with the loud
noises the men make.
Use of The writer personifies the rain tapped and rattled on the
weather weather to make it sound window
menacing. water gurgled down the
drainpipes outside
Jamie’s The writer shows Jamie’s Jamie held his breath
feelings anxiety by how he reacts. Then he froze
Jamie had a sudden shiver of
anticipation
Something cold nudged
against his heart.
His heart was thumping.
Page 6 of 10
93
Section B: Writing
Notes to markers

• Note on extent:
18 His heart was thumping. Jamie followed the trail of wet footprints across the floor. When
he reached the door he looked back. The librarian was looking after him with a
particularly unpleasant smile.
‘Good luck,’ she said. ‘You’ll need it.’
Continue the story.
• how you will create suspense

• who Jamie will meet
• what will happen to Jamie next.
Spelling 3
[Total 25]
Page 7 of 10
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[8 marks] [7 marks]
The response is wholly relevant to task/purpose,
with an appropriate tone sustained.


sustained. The ideas are organised into a planned and
coherent story, including an effective opening
Ambitious and occasionally sophisticated and satisfying closing.
Clear, well-organised paragraphs are linked
[7–8] to structure the narrative and contribute to
The response is mainly relevant to task/purpose, controlling the pace of the story.
Content and relevant ideas are developed with a [6–7]

clear awareness of audience. The ideas are developed into a story from an
appropriate opening but may not reach an
There is some specific, effective vocabulary, effective conclusion.
[5–6] Paragraphs/sections are evident and help to
The response is generally relevant to task/ structure the text.
There are ideas with some development, and the [4–5]

awareness of audience. The opening, development and conclusion of
the story are logically related.
A simple range of vocabulary relevant to the
purpose. Paragraphs/sections may be used, but not
consistently, accurately or appropriately.
[3–4]
The response has limited relevance to task/
purpose, and tone is present but inconsistent. [2–3]
There is a limited range of material. Some basic sequencing or outline of the story is
evident.
[1–2] [1]
[0] [0]
Page 8 of 10
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[7 marks] [3 marks]




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

emphasise meaning.

[4–5]
Limited or partially effective use of complex Spelling almost completely accurate, with a
sentence structures. wide range of words correctly attempted.
Mostly simple compound structures based on a Polysyllabic, ambitious and more complex,
variety of connectives. lower frequency words are used successfully.
[3]
Spelling is generally accurate over a
reasonable range of words.

[2–3] [2]
successfully.
[1]
[1]
[0] [0]
Page 9 of 10
96
English
Stage 9
2022
Mark Scheme
97
Section A: Reading
1 What type of text is this? Tick () one box. 1
Award 1 mark for:
• discussion text.
Look at the first paragraph (lines 1–6).

2(a) Give one reason the Cincinnati underground network was never 1
completed.
• The money had run / ran out.

• The government refused to help.
2(b) Give one word that tells the reader the underground remains unused. 1
Award 1 mark for:
• abandoned.
3 Look at the first sentence in the second paragraph (lines 7–12). The word 1
Though links two ideas.
What is the link?
Award 1 mark for:
• Cincinnati is an example of a wider pattern/trend around the world.
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98
4 Look at the third paragraph (lines 13–16). The writer uses two dashes ( – ). 1
Give one reason why the writer does this.
• to contrast (between use of stations and sewers and other tunnels)

• to provide additional/extra information.
Do not accept: rhetorical punctuation. This answer is not specific to the use of
dashes in this text.

Explain why the writer uses the phrase blood flow.
Award 2 marks for both parts of any of the following ideas:
• The writer likens working public transport systems to the workings of a

human body.
• Just as blood flows through the body (to keep it alive), people flow through
the underground systems.
• Without blood flow the body will die; without commuters, the city will die.
Award 1 mark for responses that only include one part of these ideas. E.g.
‘because blood is in the body’.
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99
Look at the fifth and sixth paragraphs (lines 21–23 and 24–26).
6(a) Give one example of how abandoned stations are used as pop-up meeting 1
places.
• a location for parties (during the film festival)

• a short-term exhibition space (for Brooklyn street artists).
6(b) Look at lines 24–25. The writer uses the phrase not just as. 1
What does this tell the reader about the writer’s opinion?
Award 1 mark for:
The writer:
• thinks pop-up hangouts are a bad idea / not a good use of the space
• prefers one use of abandoned stations over another
• shows his opinion of temporary uses of abandoned stations
• thinks that permanent uses would be better than temporary uses.
7 In the seventh paragraph (lines 27–29), Tom Moran says abandoned 1

stations are like time capsules.
Give one piece of evidence from a different part of the text that shows this
idea.
Award 1 mark for:
• these stations are a link to their cities’ past

• powerful reminders of forgotten history
• they contain all the features of a public space / they contain ornate signage
and advertising on the walls.
Do not accept: ‘And the best way to ruin a time capsule is to open it’.
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100
8 Why is the last sentence in a separate paragraph? 1
Award 1 mark for:
• It is to separate Tom Moran’s quote from the author’s point of view.

• To emphasise it / the sentence or to draw a contrast with what has gone
before
9 How do you think abandoned stations are like ghosts? 4

Give two reasons and support each reason with a quotation from the text.
Award 1 mark for a relevant reason. Award 1 mark for an appropriate quotation
that supports the reason. Award up to 4 marks.
Accept part of a quotation as long as the original meaning is conveyed.
Reason Quotation
Stations are invisible/hidden like ghosts. ‘unaware that lurking on the other
OR, side of the walls’
‘Lurking’ suggests the hidden presence
of ghosts.
Ghosts haunt deserted places. ‘the remains of deserted stations’
OR,
‘Remains’ suggests something left over
from the past and ghosts persist.
Ghosts are silent / they are reminders of ‘Known as ‘ghost stations’, they
the past / come back from the past. are silent but powerful reminders
of forgotten history.’
‘Eerie’ suggests something ‘It’s that missing human element
scary/spooky like ghosts. that makes them more eerie.’
Ghosts do not have a human element,
they are supernatural.
Ghosts haunt places. / If the commuters ‘the stations will eventually haunt
stop using the stations the stations will the city’
die and ‘haunt the city.’
Ghosts are temporary like temporary ‘Many ghost stations are being
ghost stations. used for temporary purposes.’
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101
10 Where is Text B taken from? Tick () one box. 1
Award 1 mark for:
• travel magazine
11 Look at the first sentence (line 1). The writer has omitted the words ‘Have 1
you’ from the beginning of the sentence.
Award 1 mark for:
• (The writer has used ellipsis) to create an informal tone.

• (The writer uses an informal tone) to sound more friendly.
12 Look at the second paragraph (lines 4–10). The writer uses a subordinate 1
clause to begin the sentence.
Award 1 mark for:
(The writer puts the subordinate clause first to:)

• withhold the name of the website / to withhold the website owner’s / Mark
Smith’s name / to withhold the identity of the man in seat sixty-one.
• build up a picture of the website owner before his name is revealed.
• introduce the idea (that he is mysterious) in order to dismiss it (in the
second clause / part of the sentence).
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102
13 Look at the last sentence. 2

Explain why the writer ends the text with this phrase.
Award 1 mark each, up to a maximum of 2 marks:
‘All aboard’ has several meanings:
• to get on the train

• to hurry up which is said before departure as a warning before the train
leaves
• implies the reader should quickly go to the website / buy the book
• to accept the idea of using trains rather than flying.
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103
14(a) Your friend wants to travel. Complete the list of advantages of travelling 3
by train, using ideas and information from Text B. List up to six other
points.

Award 1 mark for 2 correct points.
Travelling by train:
• means you can see more scenery

• reduces carbon footprint
• is comfortable
• is less stressful than flying
• is less frustrating than flying
• is more responsible than flying
• is more exciting
• means you can see more of the world
• becomes more of a journey / is a more rewarding way of travelling / is more
adventurous.
14(b) Summarise the advantages of train travel. Include 4–5 of your points from 2
the list. Write up to 50 words. Use your own words as much as possible.
Award up to 2 marks for a coherent summary that includes 4–5 points. For
example:
• Travelling by train is affordable, comfortable and efficient. You can get to

see more of the world, and it will be more of a journey. As well as being
more relaxing than flying, it is more responsible because it reduces your
carbon footprint.
Award 1 mark for a summary that includes some but not all of the main points.
Award 0 marks for a summary made up of facts which are not synthesized.
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104
Section B: Writing
Notes to markers

• Note on extent:
15 There is an old, empty building in your town which is about to be demolished.

Write an article for your local newspaper to convince readers that the building should be
kept.
• What is the building?

• Why should it be kept?
• How should the building be used?
• Who will use the building?
Marks
[Total 25]
Page 9 of 14
105
106
throughout. If relevant, are used are used always applied effectively
multiple viewpoints are appropriately to support and consistently e.g.,
expressed clearly. content. bullet points.
[4–5] [6–7] [6–7]
Page 10 of 14
generally appropriate and vocabulary mostly accurately well-organised using a range • Use a range of sentence occasional be phonetically
throughout.
support content.
[3] [3] [4–5] [4–5] [3]
107
Page 11 of 14
108
meaning.
comma splicing.

here.
[2] [2] [2–3] [2–3] [2]
Page 12 of 14
(Wv) (spelling)

[1] [1] [1] [1] [1]
(Wv) (spelling)
[0] [0] [0] [0] [0]
109
Page 13 of 14
Section A: Reading
1 What is the mood of the writer? Tick () one box. 1
Award 1 mark for:
• nostalgic.

What is unusual about the short sentences in this paragraph?
• There are no verbs.

• They are incomplete sentences.
• Each sentence after the first sentence starts with an ‘A’ / an (indefinite)
article.
• They are all / They all contain noun phrases.

What two literary techniques does the writer use? Tick () two boxes.
• alliteration

4(a) Find one word that means ‘greedy’. 1
Award 1 mark for:
• rapacious.
4(b) What is unusual about the way the lion eats the bun? 1
• It nibbled like a mouse (whereas you’d expect a lion to eat in a savage way
not the boy).
110

How has the writer structured the text here?
• The writer begins the paragraph each time with ‘I remember’/ repeats the
phrase ‘I remember’.
• The writer uses a new/different paragraph to describe three different
events/memories.

What is the difference between the attitudes of the children and the
parents?
Award 1 mark for each of the following. Award up to a maximum of 2 marks for
answers which convey similar attitudes of both the children and mothers/fathers:
• The children are care-free / excited / lively / having fun.

• whereas the mothers are watchful/anxious. OR, The fathers are
indifferent/relaxed.
Do not accept, ‘capered or squealed’; ‘loudly warned’ or ‘spread newspapers

over their faces’.

Give one phrase that tells us that the narrator stayed up until the end of
the event.
• from the rising of the sun […] to (the husky) hushing of the (roundabout)
music’
• (from bubble-and-squeak) to the last of (the sandy sandwiches).

What is the effect of this long sentence?
Award 1 mark for:
• to emphasise the boys’ hurried actions / how excited the boys are / the
number of things they are doing to get ready quickly
• it speeds up the (pace of the) text.
111

9(a) The writer uses But to contrast two ideas. 1
What are they?
Award 1 mark for an answer that recognises that boys’ actions are in vain as
the girls were ready first:
• Even though the boys rushed to get ready, their sisters were quicker / were
ready first. / The boys got up late whereas the girls got up early. / The boys
were rushed whereas the girls were calm.
9(b) What literary technique does the writer use with the words scramble and 1
clamour?
Award 1 mark for:
• assonance.

The neighbour’s mother is doing something which the mother doesn’t
agree with.
Which one word tells the reader this?
Award 1 mark for:
• insisted

How does the reader know that the weather is hot? Give one quotation.
Award 1 mark for:
• when the sun declared war on the butter, (and the butter ran).
112

12(a) Why has the writer used ellipsis (…)? 1
Award 1 mark for:
• The conversations are interrupted / not finished.

• It shows parts of conversations (by different people).
12(b) Look at line 56. 1
Why has the writer used italics ( italics ) and repeated the phrase?
Award 1 mark for:
• to emphasise the urgency of the command / to show the speaker was

impatient to leave.
13 Give two features of autobiographical writing as shown in this extract. 2
• written in the first person

• written in the past tense
• refers to named people
• refers to the writer’s memories
• describes an event / a specific time/place in the writer’s life.
14 What kind of community do you think the writer is describing? 2

Give one idea. Explain your answer using evidence from the text.
Award up to 2 marks for one of the following ideas with supporting evidence:
• Friendly: ‘I remember sharing the last of my moist buns with a boy’

• Close / Small / Everyone knows each other: ‘And if you could have listened
at’ / ‘And the woman who lived next door’
• Safe: ‘the open doors’
• Happy: ‘Children all day capered or squealed’.
Award 1 mark for a reason or evidence alone.
113
15 The writer shows that the August Bank Holiday is a noisy occasion. 2
How does the writer show this? Give two phrases.
• a tune on an ice-cream cornet

• a slap of sea
• a fanfare of sunshades opening
• whinny of bathers (dancing into deceptive water)
• a lark of boys
• a man crying (‘Ride ’em, cowboy!’) (time and again)
• children squealed
• the steam-organ wheezed (its waltzes)
• mothers loudly warned
• in those rowdy summers
• boys to be shouted down
• to run the water loud and long
• for all their (scramble and scamper,) clamour
• dogs bicker
• (dogs) snapped at flies
• trams hissed like ganders
• a cross man (on an orange-box) shouted.
Do not accept, ‘silent hullabaloo of balloons’ or ‘husky hushing of roundabout

music in the seaside fair’.
114
16 Explain how you think the day was less than perfect. Give one piece of 2
evidence to support your answer.
Award 1 mark for one of the following ideas. Award 1 mark for an appropriate
quotation that supports the reason. Award up to 2 marks.
Explanation Evidence
There were problems with • sandfleas hopped on the picnic lettuce
eating on the beach. • (to the last of the) sandy sandwiches.
• someone had forgotten the salt.
• ‘sand in the spongecake, sandflies in the
watercress’
The weather was too hot. • A sunburn of girls
• ‘the sun declared war on the butter / the
butter ran’
The family members are • the girls beat the boys at getting ready:
not getting on with each ‘their sisters were always there before
other. them
• the smallest sister put out her tongue at
the boys
• ‘the woman who lived next door … said
that her mother was having one of her
days’ / ‘had insisted… in carrying, all the
way to the tram stop’ all the different
things
Things go wrong when • ‘father, mending one hole in the thermos-
you’re trying to all get flask, made three’
ready at the same time. • Accept any direct speech quotes which
suggest negativity, for example, ‘“Uncle
Owen says he can't find the bottle-
opener…-” ; “Willy's cut his finger …”;
The lion was leading a sad • the depressed and verminous lion (… in
life. the sad dusk of his cage)
The dogs were being • ‘dogs… bicker in, chased their tails,
annoying. worried sandshoes, snapped at flies,
writhed between legs, scratched among
towels’
One man disagreed with • ‘a cross man on an orange-box shouted
holidays. that holidays were wrong’
115
Section B: Writing
Notes to markers

• Note on extent:
17 Write a story about a day out. Your story must begin with one of the following quotes
from the text extract.
• “Got your spade?”

• “Never again, never again …”
• “Oh come on, come on …”
• the viewpoint – 1st person, 3rd person

• the place – the sounds, sights and smells
• what your character(s) did, felt, said, wore
• any funny, interesting or memorable moments.
Marks
[Total 25]
116
adapted for effect.
[4–5] [6–7] [6–7]
117
118
generally appropriate and vocabulary mostly accurately good range of • Use a range of sentence (There may occasional be
and effect.
voice.
[3] [3] [4–5] [4–5] [3]

comma splicing.

[2] [2] [2–3] [2–3] [2]
119
120
(Wv) (spelling)

[1] [1] [1] [1] [1]
(Wv) (spelling)
[0] [0] [0] [0] [0]
English
Stage 9
2023
Mark Scheme
121
Section A: Reading
• by asking the reader a question / by using a rhetorical question.

• by talking directly to the reader.
• by addressing the reader using the pronoun you.
• the rule of three / repetition (of three powerful verbs / of it / of a pronoun)

• simple sentence structure / short sentence
• Paragraph two:
Happiness is something that you have to work for to achieve and make an
effort to keep.
• Paragraph three:
Happiness is something that you should not look for / try to catch.
• It emphasises/shows the large volume of books on the subject.

• It shows how popular/commercialised the world of self-help books has
become.
• It highlights the large number of people who are interested in the subject.
• essence of existence
• nebulous
Page 2 of 10
122
• Airbrushing alters your image and makes you look better.

• By using social media we have the tendency to distort our lives and make
them better / more glamorous than they actually are.
• (happiness is best seen as a kind of) timid bird

• It repeats similar words from a previous paragraph but not the same idea.
• to link the whole text together
• to summarise the key findings
• really emphasises that the writer’s idea is different from Elizabeth Gilbert’s
idea in paragraph two / it’s the writer’s conclusion / personal opinion – not
the academics’ conclusion.
• The writer’s conclusion is that perhaps you shouldn’t chase happiness: it’s
like a shy animal – if you leave it alone it will come to you. Whereas
Elizabeth Gilbert’s idea was that because happiness is a shy animal, you do
have to chase it and try to maintain a level of happiness.
• a discursive article
• did
• Today
• Gardner is a multi-millionaire (with a best-selling book)
Page 3 of 10
123
• rags-to-riches
• use of ellipsis
• (rhetorical) question.
• To make the reader think (further) about the pursuit of happiness / To leave
the reader with a parting / food for thought.
• the natural charm that the actor brings to the role
Page 4 of 10
124
14(a) 3
The Pursuit of Happiness
Genre drama
Director Gabriele Muccino
Characters in the • Gardner
film • Gardner’s son
Main events in the • slept in a railway station
film • line up at homeless shelter / scrabbles
for a bed for the night
• working for an internship
• pushes himself to breaking point
• protects his son from the situation

14(b) Award 2 marks for: 2
• The film, The Pursuit of Happiness, directed by Muccino, is based on the

real life of the now multi-millionaire, Gardner. He was in search of a better
life for himself and his family. The main characters are Gardner and his son.
Page 5 of 10
125
Section B: Writing
Notes to markers

• Note on extent:
Marks
[Total 25]
Page 6 of 10
126
throughout. If relevant, are used appropriately to always applied effectively
multiple viewpoints are support content. and consistently e.g.,
expressed clearly. bullet points.
[4–5] [6–7] [6–7]
127
Page 7 of 10
128
generally appropriate and vocabulary mostly accurately well-organised using a range • Use a range of sentence occasionally be phonetically
throughout.
support content.
[3] [3] [4–5] [4–5] [3]
Page 8 of 10
meaning.
comma splicing.

here.
[2] [2] [2–3] [2–3] [2]
129
Page 9 of 10
130
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[1] [1] [1] [1] [1]
(Wv) (spelling)
[0] [0] [0] [0] [0]
Page 10 of 10
Section A: Reading
• She is polite. / She has good manners.

• She is grateful. / She shows gratitude.
• She acts humbly. / She shows humility.
Accept any answer that conveys a similar meaning.
She thinks…
• it is worthless / a rejected gift.
• it is embarrassing/insulting. / It is an insult.
• deaf ears.
• well used.
• elaborate
• unable to let go of the outcome

• relented
• He was tempted by the sweets.
• He asks an obvious/rhetorical question to show her question is stupid.

(‘Why is the sky blue?’)
• He tells her she asks stupid questions.
• He jabs at the page.
• He repeats the word pawn. / He spells out the word pawn. / He shouts out
the letters from the word pawn.
Page 2 of 10
131
• She can’t read English but pretends she can.

• She knows the rules of the game but only in Chinese and is hoping to find a
clue / recognise something that she understands. / She is looking for
instructions / an explanation in Chinese.
• She wants to stop the brother and sister arguing.
Do not accept, She is looking for an excuse to complain about having to follow
foreign rules, as this does not appear until the following paragraph.
• discover things independently
7(a) Award 1 mark for each of the following ideas: 2
• repetition of first person pronoun / ‘I’

• repetition of past simple verb forms
• There is a lot of information to learn (about chess).

• It shows how complex the game of chess is / how chess is hard to learn.
7(c) Award 1 mark for each of the following ideas up to a maximum of 2 marks: 2
• The first sentence is a simple sentence.

• The second sentence is a compound-complex sentence.
• because the girl is quoting what the mother has previously said / it was an
earlier quote
• That
Do not accept a whole sentence as the rubric says word.
• (taking part in) a battle
Page 3 of 10
132
Boys
• The boys are enthusiastic (at first), because they start playing immediately
• The boys are lazy, they only follow the basic rule book
• The boys lose interest quickly when their sister beats them.
Girl
• The girl is determined, she plays until she is unbeatable.
• The girl is curious/inquisitive, by asking lots of questions and makes a lot of
effort to learn strategies. / She learns the rules of the game. / She goes to
the library to borrow books on chess.
• The girl is creative, because she made her own chess board.
11 Accept any suitable response based on information from the text. 1
For example:
• Yes, because I enjoy maths and the text says chess needs a mathematical
understanding.
• No, it sounds too difficult to learn the rules and strategy.
Page 4 of 10
133
Section B: Writing
Notes to markers

• Note on extent:
Marks
[Total 25]
Page 5 of 10
134
adapted for effect.
[4–5] [6–7] [6–7]
135
Page 6 of 10
136
generally appropriate and vocabulary mostly accurately good range of • Use a range of sentence (There may occasionally be
and effect.
voice.
[3] [3] [4–5] [4–5] [3]
Page 7 of 10
comma splicing.

[2] [2] [2–3] [2–3] [2]
137
Page 8 of 10
138
(Wv) (spelling)

[1] [1] [1] [1] [1]
Page 9 of 10

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ENGLISH

This document consists of 7 printed pages and 1 blank page.

(a) What task do the dolphins do to help at the research centre?

(c) What did Kelly teach her calf?

Part Mark Answer Further Information

To cheat the system.

Teaches how (technique) to get more

© UCLES 2015 1111/01/O/N/15

Part Mark Answer Further Information

(a) 1 notices / sees / observes / glimpses

(b) 1 attract / tempt / invite / entice / coax / Not trick.

(c) 1 story / account / narrative

(d) 1 Corroborates/ gives credibility to / Not helps on own.

Please note: when multiple

© UCLES 2015 1111/01/O/N/15 [Turn over

Add the missing punctuation to these sentences.

Part Mark Answer Further Information

are clever enough to Award 1 mark if 6–10 of the

Accept single or double speech

researcher smiled. ‘I Question marks, commas and

Ignore any extra punctuation in

Accept underlining to show

© UCLES 2015 1111/01/O/N/15

Kelly is a clever dolphin.

Part Mark Answer Further Information

1 Accept ‘which’ as well as ‘who’.

Dolphins live naturally in both rivers and oceans.

They are very intelligent and playful.

Many dolphins are trained in captivity.

Part Mark Answer Further Information

1 Accept any appropriate

© UCLES 2015 1111/01/O/N/15 [Turn over

Part Mark Answer Further Information

Both needed for the mark.

© UCLES 2015 1111/01/O/N/15

Part Mark Answer Further Information

DANGERS RESULTS Consider each danger and each

2a Unsustainable 2b Reduction A result is credited if it is on its

© UCLES 2015 1111/01/O/N/15 [Turn over

7b 4 4 marks – well-organised, accurate For 3 and 4 marks ‘accurate’

2 marks – some inaccuracies in Noticeably under length scripts do

0 marks – summary includes no

© UCLES 2015 1111/01/O/N/15

Purpose and Text Structure Sentence Structure Punctuation Spelling

Award 0 where performance fails to meet the lowest criteria.

This document consists of 9 printed pages and 1 blank page.

© UCLES 2008 [Turn over

Part Mark Answer Further Information

© UCLES 2016 1111/01/A/M/16

‘Would you like a chocolate?’ Award 1 mark if 6 –10 of the

Question marks, full stops and

Ignore any random extra

Accept exclamation mark

The final full stop may be inside

© UCLES 2016 1111/01/A/M/16 [Turn over

The Maya lived in Central America.

Part Mark Answer Further Information

1 E.g. Any suitable sentence based on

The Aztecs had ceremonies.

1 E.g. Accept any appropriate

Accept small changes or slips

© UCLES 2016 1111/01/A/M/16

Part Mark Answer Further Information

1 find Both needed for mark.