Paper 1

1. They know /understand their day / daily time table / routine best.
2. Adamant
3. - more time (to do homework / study in the evenings)
- can choose / adjust a bedtime to fit / manage (the amount of) homework / workload
- can go to bed later if they have a lot of school work.
4. - (more) time to talk (with families) / time with families
- better relationship with parents / more trust (between parents and children)
- fewer arguments.
5. (so they can) concentrate appropriately (at school)
6. - (Scientific research shows that) children younger than 10 need more than 11 hours
sleep (a night to stay healthy and grow)
- (even) teenagers need 10 hours sleep (a night)
7. - bad mood / bad-tempered / grumpy
- daily tasks (become) hard / managing each day becomes difficult
- (get) ill more easily / illnesses / get ill.
8. If
9. second to fifth paragraphs: for and against (arguments) / pros and cons / the arguments
for both sides
last paragraph: summary / conclusion / recommendation / compromise / solution
10. Present tense :
-Have / make / suggest / think / is / proves / argue / point out / shows /Emphasise
judge/ say
Discussion connectives : in addition / so / moreover / on the other hand / consequently
/ in fact
Those in favour :
- impersonal (voice),
- formal tone / formal language,
- third person
11. Everybody
12. Survival
13. - to get the body ready for daily life’
- to allow the brain to refuel’
14. of course
15. Subheading :
• What happens during sleep?
• How much sleep do people need?
• Did you know?
Technical language :
• the brain
• scientists
• (replaces its) chemicals
• store information
• hallucinate
• the body
After missing two nights of sleep, a person will have problems thinking and
doing things.
• (descriptive) factual language
• detailed facts
• facts and description
• fact(s)
• (extra) information

16. • it’s a list (of facts)

• to make it easier to read the (different) facts
• to make it clearer to see the information/facts
• to organise the information/facts
• the information/facts are separate from each other
17. • personification
18. • (to) add(s) (extra) information / add extra detail (to a sentence)
• (to) separate the main point from extra information / detail(s)
• (to) emphasise/amplify the mail point
19. Writing :
- Content, purpose and audience
- Text structure and organisation
- Sentence structure and punctuation
- Spelling
Paper 2
1. • show / tell (the Colonel) where Bertha / the dog is (hidden)
• say where Bertha / the dog is (hidden).
• tell mother and the Colonel where Bertha / the dog is – NB. ‘mother’ is neutral.
2. Inevitable.
3. • (the ‘storm’ is) the Colonel finding out Bertha / his dog is missing / has been taken (by
Charlie)
• (the ‘storm’ is) the Colonel’s anger / fury (with Charlie)
• (the ‘storm’ is) expected when the Colonel comes to accuse Charlie
• (the ‘storm’ is) the row / shouting / anger / bad situation that would happen
when the Colonel finds out Bertha / his dog is missing / has been taken (by
Charlie).
• The Colonel is going to scold them
• The big fight / argument (with the Colonel) that is to come and cannot be stopped

any answer that clearly indicates a link between the angry Colonel with what has
happened, e.g. when the Colonel comes and shouts about his missing dog
4. She is observant of her children’s behaviour.
5. (to) probe.
6. • Molly / she would not have turned up at their house at that time / it was too early (for
Molly)
• Molly / she would have knocked the door in a different way OR Molly didn’t knock so
loudly (comparison needed for this – not just ‘loudly’) OR it wasn’t how she knocks. OR
the person was knocking too loudly for it to be Molly OR Molly doesn’t knock like the
Colonel (comparison here)
7. • The word ‘unwelcome’ is used (NB: build up of suspense is in question)
• The person knocking is not specified so it builds up suspense / mystery
• The word ‘feared’ shows that the children were frightened (of the Colonel) /
the word ‘feared’ adds drama to the scene
• The narrator says ‘As ...’ which shows that the feeling had been building up for some
time
• A short sentence is used (NB: build up of suspense is in question).
8. • He felt intimidated by the Colonel.
• He was afraid of / worried by the Colonel.
 • The Colonel was shouting.
• He was afraid/scared
• He felt something bad was going to happen
9. • (a/the/his) salmon / fish.
10. • (so the) young devil
• (is a ) despicable thief.
11. • She touches him on the head.
• She smooths/strokes/pats his hair.
• She tries to comfort/reassure him
• She speaks to him calmly and softly.
12. • He’s a bully.
• He’s impatient.
13. A. • ‘(He was) thin lipped’
• ‘pale with fury’
• ‘(He was) thin lipped and pale (with fury)’
• ‘(he stood there) glaring at us’.
• (he stood there) glaring at us, thin-lipped and pale (with fury)
13. B. • roared
• ranted (on)
14. • taking / hiding / stealing / saving the dog/Bertha/her
15. A. • He did what he believed was right.
B. • She knows what his reaction will be (before he spoke)
• She knows he will refuse (to tell the Colonel where the dog was) / say no
for a good reason
• She knows how stubborn/principled her son is / he wouldn’t let Bertha die
• She already knew what he would say.
16. • directly
• right
• straight
• completely
17. (she said) ‘take her off your hands’.
18. • She is a calm person / she did not get excited, nervous or agitated easily / patient
• She doesn’t get angry with / shout at the Colonel (when he is rude/angry to her).
• She is able to find a satisfactory solution to the situation/ problem.
 • She has a kind/gentle manner / cares about others / speaks softly
• She wants to make peace with the Colonel.
19. Writing :
- Content, purpose and audience.
- Text structure and organisation.
- Sentence structure and punctuation.
- Spelling