Cambridge International Examinations

Cambridge Secondary 1 Checkpoint



ENGLISH 1111/01
Paper 1 Non-fiction October 2018
1 hour plus 10 minutes’ reading time
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

You should pay attention to punctuation, spelling and handwriting.

At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.

The total number of marks for this paper is 50.

This document consists of 8 printed pages and 1 Insert.

IB18 10_1111_01/3RP
© UCLES 2018 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A, in the Insert, and answer questions 1–11.

1 What is the main reason for the first paragraph of the text?
Tick () one box.

to state the best places to see the northern lights

to say how long the northern lights have existed

to give a general description of the northern lights

to explain the reason why the northern lights can be seen [1]

2 In the first paragraph, what two things does the writer compare the northern lights to?

 [2]

3 Give a word from the first paragraph that means glowing.

[1]

4 Explain in your own words the meaning of hint (line 5), as it is used in the text.

[1]

5 Read the paragraphs headed ‘The science behind the northern lights’ (lines 6–14).
Give two extreme adjectives used for effect by the writer in these paragraphs.

 [1]

6 Read lines 6–14 again.

Explain in your own words how the writer makes the northern lights seem theatrical.
Support your explanation using words and phrases from the text.

[1]

© UCLES 2018 1111/01/O/N/18

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7 Read the paragraphs headed ‘Living legend’ lines (15–22).

Give one word that means native.

[1]

8 The phrase ‘has given rise to as many legends as there have been people 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.

[3]

9 What does the author suggest by using the phrase ‘… you are at the complete mercy of
nature’ (lines 23–24)?

[1]

10 Look at this phrase: ‘The lights love to play hide and seek.’ (Line 24)
What is the phrase above an example of?
Tick () one box.

simile

personification

irony

alliteration [1]

11 Text A is an information text, which means it gives factual information about a topic.
Give two more features of an information text that are used in Text A.

 [1]

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Read Text B, in the Insert, and then answer questions 12–16.

12 What is the main purpose of Text B?

Tick () one box.

to inspire more people to take up stargazing

to explain the equipment needed for stargazing

to inform people of the best places to go stargazing

to help people recognise galaxies when stargazing [1]

13 The writer suggests that it can be difficult to see a meteor shower.

Give one phrase from the text that tells the reader this.

[1]

14 Text A and Text B are about a similar topic.

Give two themes that are common to both texts, and describe how the two texts refer to each
theme.

Theme 1

Text A reference

Text B reference

Theme 2

Text A reference

Text B reference [4]

© UCLES 2018 1111/01/O/N/18

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15 Make a list of the suggestions from Text B for making stargazing enjoyable.

 [3]

16 Write a summary of up to 50 words about how to make stargazing enjoyable.

Include five points from your list.
Use your own words as much as possible.

[2]

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Section B: Writing

Spend 30 minutes on this section.

17 Imagine that you have been to an exhibition at a science museum recently. Write a review of the
exhibition for your school magazine.

You could include some of the following in your review:

 what you learned

 what you enjoyed / didn’t enjoy
 whether you would recommend the exhibition.

Space for your plan:

Write your article on the next page. [25 marks]

© UCLES 2018 1111/01/O/N/18

 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction October 2018
INSERT
1 hour plus 10 minutes’ reading time


This document consists of 3 printed pages and 1 blank page.

IB18 10_1111_01/RP
© UCLES 2018 [Turn over
 2

Text A

The northern lights

The northern lights, a stunning display of light that can sometimes be seen in the night sky of the
northern hemisphere, have been fascinating people for generations. Each appearance of the
northern lights is unique. Often, several bands of light are seen like flickering curtains across the
night sky. Or the lights appear as rolling smoke. The colour is usually a luminous green, often
with a hint of pink along the edge, and occasionally with a deep violet centre. 5

The science behind the northern lights

The sun is responsible for the occurrence of the northern lights. During large solar explosions
and flares, huge quantities of particles are thrown out of the sun and into space. When these
particles meet the Earth’s magnetic shield, they are drawn towards a circle around the magnetic
North Pole, where they interact with the upper layers of the atmosphere. The energy released
becomes the northern lights. This incredible display happens approximately 100 kilometres 10
above our heads.

If the solar activity is particularly intense, the northern lights suddenly explode and appear in the
form of a bright circle around the moon for a minute or two, then just as dramatically disappear.
All of this makes people wonder if what they have seen was real or just an Arctic mirage.

Living legend
Unsurprisingly, the spectacle of the northern lights has given rise to as many legends as there 15
have been people watching them. During the Viking Age, the northern lights were said to be the
armour of the Valkyrie (female warriors from Norse mythology) shedding a strange, flickering
light.

The Sami, indigenous people of much of the Arctic Circle, traditionally associated the northern
lights with sound. Symbols representing the northern lights are found on the drums of the Sami 20
people. The northern lights have several different names in the Sami language. They are, for
instance, known as guovssahas, meaning the light which can be heard.

Viewing the northern lights

If you are dreaming about seeing the northern lights, you must remember that you are at the
complete mercy of nature. The lights love to play hide and seek. Observing them is often a
struggle between the viewer’s patience and the lights themselves. By staying in the right area for 25
at least a week, preferably two, you can be rewarded – unless the weather suddenly decides to
obstruct your view with clouds.

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Text B

Stargazing

In some parts of the world, on a clear night, you can see about 4 000 stars sparkling in our
universe.

Stargazing is best done before the moon is full, so it might be worth looking at the next new
moon dates before you give it a go. The best time for stargazing is in winter – all the best
starscapes can be seen then. If you get the timing right, a meteor shower can be an incredible 5
spectacle. This does require a little patience though, so might not be ideal for the very
youngest children.

Light pollution is a growing issue for amateur astronomers, but with many sites far away from
towns and streetlights, you can still get a wonderfully clear view of the night sky. Make sure you
take warm clothes – even on a balmy summer evening, with clear skies above, stargazing can 10
get chilly. A hot drink never goes amiss either.

Some great stargazing spots can now be found on the Dark Sky Discovery network, an online
map of all the fantastic places with a good view of the night sky. You should try to avoid sites
with hills or lots of trees as these can block your view.

Try to see if you can spot the glow of the Andromeda Galaxy. Two million light years away, this 15
is the most distant object the human eye can see. If you use binoculars, you should be able to
see Andromeda’s unusual egg shape. It wasn’t until people saw the moon through binoculars
that they realised it wasn’t a perfect sphere either. On a clear night, it’s easy to see the moon’s
craters and bumpy edges. Kids will love this sight!

© UCLES 2018 1111/01/INSERT/O/N/18

 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint


ENGLISH 1111/02
Paper 2 Fiction October 2018
1 hour plus 10 minutes’ reading time
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

You should pay attention to punctuation, spelling and handwriting.

At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.

The total number of marks for this paper is 50.

This document consists of 8 printed pages and 1 Insert.

IB18 10_1111_02/2RP
© UCLES 2018 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read the text in the Insert and then answer questions 1–14.

1 What is the main theme of this extract?

[1]

2 Which one word in the first paragraph suggests that the boat passengers may feel seasick?

[1]

3 ‘The mailboat chugged its dogged way …’ (line 4).

What does this phrase suggest about how the mailboat moves?

[1]

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

Give two other examples from the text that show that Howard is young.

 [2]

5 What does the text tell you about Faith and the snake?
Tick () two boxes.

Faith feels uneasy about sitting above it.

Faith is aware that the weather will affect it.

Faith can feel how much it is moving around.

Faith worries that the ship’s movement will distress it.

Faith is concerned about hiding it from other passengers.

[2]

© UCLES 2018 1111/02/O/N/18

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6 The writer mentions a type of bird (gulls) on line 17.

What other bird is mentioned in the text?

[1]

7 ‘Behind her, raised voices competed with the keening of the gulls and the 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.

personification

metaphor

onomatopoeia

rhyme
[1]

8 Read lines 17–21.

Which one word indicates disagreement on the mailboat?

[1]

9 Explain in your own words why Myrtle is concerned about her husband’s ‘papers and projects’
(line 29).

[1]

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 4

10 What does the writer suggest about Uncle Miles by comparing him to ‘a puppy on a rug’?
(lines 31–32).
Tick () one box.

He is young.

He is carefree.

He is noisy.

He is affectionate.
[1]

11 Look at the table below about Faith’s father, Reverend Sunderly.

Complete the gaps.

Quote from the text Explanation

He doesn’t talk much.

‘… his unyielding stare …’ (Lines 34–35)

He chooses not to get involved with what’s

happening.

‘He was out of his element …’ (Line 38)

[4]

12 ‘… wooden features and a mud-brown plait.’ (Line 42)

Explain in your own words what this tells us about Faith’s opinion of her appearance.

[1]

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13 Faith and her mother Myrtle are very different in character.

Explain in your own words four ways in which their characters differ.

[4]

14 Choose two examples from the text where the writer uses the islands to create atmosphere.
For each example, describe the effect this has on the reader.

[4]

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Section B: Writing

Spend 30 minutes on this section.

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.

Space for your plan:

Write your letter on the next page. [25 marks]

© UCLES 2018 1111/02/O/N/18

 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH 1111/02
Paper 2 Fiction October 2018
INSERT
1 hour plus 10 minutes’ reading time


This document consists of 3 printed pages and 1 blank page.

IB18 10_1111_02/3RP
© UCLES 2018 [Turn over
 2

Text for Section A, an extract from ‘The Lie Tree’ by Frances Hardinge

The boat moved with a nauseous, relentless rhythm, like someone chewing on a rotten
tooth. The islands just visible through the mist also looked like teeth, Faith decided. Not fine,
clean Dover teeth, but jaded, broken teeth, jutting crookedly amid the wash of the choppy
grey sea. The mailboat chugged its dogged way through the waves, greasing the sky with
smoke. 5

‘Osprey,’ said Faith through chattering teeth, and pointed.

Her six-year-old brother Howard twisted round, too slow to see the great bird, as its pale
body and dark-fringed wings vanished into the mist. Faith winced as he shifted his weight on
her lap. At least he had stopped demanding the nursemaid.

‘Is that where we are going?’ Howard squinted at the ghostly islands ahead. 10

‘Yes.’ Rain thudded against the thin wooden roof above their heads. The cold wind blew in
from the deck, stinging Faith’s face.

In spite of the noise around her, Faith was sure that she could hear faint sounds coming
from the crate on which she sat. Rasps of movement, breathy slithers of scale on scale. It
pained Faith to think of her father’s little Chinese snake inside, weak with the cold, coiling 15
and uncoiling itself in panic with every tilt of the deck.

Behind her, raised voices competed with the keening of the gulls and the phud-phud-phud of
the boat’s great paddles. Now that the rain was setting in, everybody on board was
squabbling over the small sheltered area towards the stern. There was room for the
passengers, but not for all of the trunks. Faith’s mother Myrtle was doing her best to claim a 20
large share for her family’s luggage, with considerable success.

Sneaking a quick glance over her shoulder, Faith saw Myrtle waving her arms like a
conductor while two deckhands moved the Sunderly trunks and crates into place. Today
Myrtle was waxen with tiredness and shrouded to the chin with shawls, but as usual she
talked through and over everybody else, warm, bland and unabashed, with a pretty woman’s 25
faith in others’ helpless chivalry.

‘Thank you, there, right there – well, I am heartily sorry to hear that, but it cannot be helped
– on its side, if you do not mind – well, your case looks very durable to me – I am afraid my
husband’s papers and projects will not endure the weather so – the Reverend Erasmus
Sunderly, the renowned naturalist – how very kind! I am so glad that you do not mind …’ 30

Beyond her, round-faced Uncle Miles was napping in his seat, blithely and easily as a puppy
on a rug. Faith’s gaze slipped past him, to the tall, silent figure beyond. Faith’s father, in his
black priestly coat, his broad-brimmed hat overshadowing his high brow and hooked nose.

He always filled Faith with awe. Even now he stared out towards the grey horizons with his
unyielding stare, distancing himself from the chilly downpour, the reek of bilge and coal- 35
smoke and the ignominious arguing and jostling. Most weeks she saw more of him in the
pulpit than she did in the house, so it was peculiar to look across and see him sitting there.
Today she felt a prickle of pained sympathy. He was out of his element, a lion in a rain-
lashed sideshow.

On Myrtle’s orders, Faith was sitting on the family’s largest crate, to stop anybody dragging 40
it out again. Usually she managed to fade into the background, since nobody had attention
to spare for a fourteen-year-old girl with wooden features and a mud-brown plait. Now she

© UCLES 2018 1111/02/INSERT/O/N/18

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winced under resentful glares, seared by all the embarrassment that Myrtle never felt.

Myrtle’s petite figure was positioned to impede anybody else trying to insert their own
luggage under cover. A tall, broad man with a knuckly nose seemed about to push past her 45
with his trunk, but she cut him short by turning to smile.

Myrtle blinked twice, and her big, blue eyes widened, taking on an earnest shine as if she
had only just noticed the person before her with clarity. Despite her pink-nipped nose and
weary pallor, her smile still managed to be sweet and confiding.

‘Thank you for being so understanding,’ she said. There was the tiniest, tired break in her 50
voice.

It was one of Myrtle’s tricks for handling men, a little coquetry she summoned as easily and
reflexively as opening her fan. Every time it worked, Faith’s stomach twisted. It worked now.
The gentleman flushed, gave a curt bow and withdrew, but Faith could see he was still
carrying his resentment with him. In fact, Faith suspected that her family had antagonised 55
nearly everybody on the boat.

DO NOT WRITE IN THIS SPACE

© UCLES 2018 1111/02/INSERT/O/N/18

 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint


ENGLISH 1111/01
Paper 1 Non-fiction October 2019
1 hour plus 10 minutes’ reading time
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Write your centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

You should pay attention to punctuation, spelling and handwriting.

At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.

The total number of marks for this paper is 50.

This document consists of 8 printed pages and 1 insert.

IB19 10_1111_01/4RP
© UCLES 2019 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A, a website article about a famous tightrope walker, in the Insert, and then answer
questions 1–11.

1 Which phrase in line 1 means alias?

[1]

2 Give one word from the first paragraph (lines 1–4) that is an example of irony.

[1]

3 Give one word from the first paragraph that is an example of a pun.

Explain in your own words how this pun is effective.

[2]

4 Give two words or phrases from the third paragraph (lines 9–14) that are examples of emotive
language.



[2]

5 What does the phrase ‘… which may have been an understandable reaction, …’
(lines 15–16) suggest about Gravelet’s father? Tick () one box.

He tried to discourage his son.

He reacted in a predictable way.

He felt the danger was acceptable.

He was more ambitious than his son.

[1]

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 3

6 Gravelet was given various names during his career.

Which was the first name he was given? Tick () one box.

The Great Blondin

The Daredevil Wire Walker

The Prince of Manila

The Little Wonder

[1]

7 Give the one-word metaphor in the last paragraph (lines 27–32).

[1]

8 Explain in your own words two reasons why local people objected to Blondin’s request to
walk across Niagara Falls.



[2]

9 Look at this phrase ‘… a crowd of 100 000 people witnessed Blondin’s historic triumph.’
(Lines 31–32)
What two things does the phrase above suggest about what people felt about Blondin’s stunt?



[2]

10 Look at the last paragraph (lines 27–32).

How does the final sentence differ in tone from the rest of the paragraph?

[1]

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11 What type of text is this extract an example of? Tick () one box.

biography

fiction

instruction

report
[1]

Read Text B, a tourist board promotion about Niagara Falls and the surrounding region, in the
Insert, and then answer questions 12–16.

12 What are the two main purposes of Text B?




[2]

13 What is the best title for Text B?

Tick () one box.

When it’s best to visit Niagara

Why you shouldn’t miss Niagara

What it’s like living near Niagara

Where to stay in Niagara

[1]

14 What does the word thundering (line 4) suggest about Niagara Falls?

[1]

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15 What effect does the writer achieve by using the sentence ‘The secret’s out!’? (Line 9)
Tick () one box.

a sense of luxury

a sense of mystery

a sense of discovery

a sense of danger
[1]

16 (a) List the outdoor activities that you can do if you visit Niagara Falls and the region.

[3]

(b) Write a summary of up to 50 words about the outdoor activities that you 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.

[2]

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Section B: Writing

Spend 30 minutes on this section.

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.

You could include some of the following:

 examples of risky activities

 what can go wrong
 how people benefit from them.

Space for your plan:

Write your essay on the next page. [25 marks]

© UCLES 2019 1111/01/O/N/19

 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction October 2019
INSERT 1 hour plus 10 minutes’ reading time


This document consists of 3 printed pages and 1 blank page.

IB19 10_1111_01/2RP
© UCLES 2019 [Turn over
 2

Text A

Using the stage name Charles Blondin, Jean-Francois Gravelet rightly earned the reputation as
the greatest ‘funambulist’ of his time. Upon first glance this term would seem to imply fun, but in
fact it indicates activities involving great personal risk. Funambulist means tightrope walker, and
Gravelet took that popular art form to previously unachieved heights.

The future tightrope walker and acrobat was born in France in 1824. At various times throughout 5
his storied career, Gravelet was billed as ‘The Great Blondin’, ‘The Daredevil Wire Walker’ and
‘The Prince of Manila’, names that are as evocative of a highly specialised skill as they are of an
era.

Gravelet became interested in high-wire acrobatics at a very early age. In 1829, a circus troupe
performed near his home, and Gravelet became enthralled by the tightrope walker. It was the 10
first time he had ever seen anyone attempting such stunts. As a result, he felt compelled to try
to achieve the same kind of deeds. Almost immediately after he returned home from the circus,
Gravelet erected a makeshift tightrope in his back yard, using two chairs as supporting
structures, and tried to learn the skill of rope-walking.

Instead of discouraging this rather risky pursuit, which may have been an understandable 15
reaction, Gravelet’s father supported his son’s ambitions. That same year, he enrolled his son in
a school focused on physical education. Gravelet proved to be quite adept, and after only six
months of training he made his amateur performance debut. Billed as ‘The Little Wonder’,
Gravelet became a popular attraction, as his performances demonstrated surprising skill and
originality. 20

Gravelet then toured America with an acrobat troupe that performed in New York City as part of
‘The Greatest Show on Earth’. During this period, Gravelet changed his name to Charles
Blondin, which he selected, in part, because of his blond hair.

In 1858, his itinerary took him to Niagara Falls, located near the border between the United
States and Canada. Seeing this enormous natural wonder for the first time, he became 25
obsessed with the idea of crossing the Falls on a tightrope.

When Blondin requested permission to cross the Falls, official roadblocks thwarted his ambition.
The surrounding community felt that the stunt would somehow reduce the Falls’ magnificent
splendour to lowbrow entertainment. In addition, local officials feared the attempt would result in
a horrifying accident. However, Blondin was eventually granted permission to string his rope 30
across the Falls, and on 30 June 1859, a crowd of 100 000 people witnessed Blondin’s historic
triumph.

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Text B

Niagara has so much to see and do, you may be wondering where to begin!

Get up close and personal and be wowed by Niagara Falls. However you choose to view the
Falls, it is a Canadian landmark that you must see, hear and feel.

In addition to the thundering wonder, Niagara offers nature lovers plenty of other awe-inspiring
options. Hike along Canada’s oldest and longest footpath, or spend a day of quiet discovery at 5
one of our many beaches. Trade in your four wheels for two and experience Niagara in a whole
new way. The region boasts miles of dedicated cycling trails and fantastic options for mountain
biking.

The secret’s out! Niagara has become a culinary hotspot. Celebrity chefs have opened
restaurants near the Falls and the area is Canada’s number-one food destination. With many 10
chefs featuring Niagara’s rich bounty of local ingredients on their menus, you’re guaranteed an
unforgettable meal. If you’re looking to unwind after a hearty meal, Niagara is home to some
top-rated, open-air spas. Where else can you partake in unique treatments using the region’s
renowned grapes?

Niagara is the place for family fun. Little travellers and teens alike will be impressed by our 15
water parks, which are a popular attraction adjacent to the Falls. Adults will enjoy world-class
museums and outdoor heritage sites that celebrate some of the most significant historical
events that have shaped Canada.

With a dedicated golf trail and 48 courses, Niagara has the greatest single concentration of golf
facilities anywhere in Canada. That’s over 850 different golf holes waiting for you! 20

DO NOT WRITE IN THIS SPACE

© UCLES 2019 1111/01/INSERT/O/N/19

 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint


ENGLISH 1111/02
Paper 2 Fiction October 2019
1 hour plus 10 minutes’ reading time
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Write your centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

You should pay attention to punctuation, spelling and handwriting.

At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.

The total number of marks for this paper is 50.

This document consists of 8 printed pages and 1 Insert.

IB19 10_1111_02/4RP
© UCLES 2019 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read the Text in the Insert and then answer questions 1–16.

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

[1]

2 Give two reasons why everyone notices Nanima’s arrival in the village.

• [2]

3 Content removed due to copyright restrictions

What does this description of how Nanima gets out of the car tell us about her?

[1]

4 Look at the second paragraph (lines 7–11).

Give a quotation that tells the reader that mama feels very emotional.

[1]

5 Look at the third paragraph (lines 12–17).

Why is Nanima confused about Pinky and Baby?

[1]

6 Content removed due to copyright restrictions

What does this tell the reader about how Sunil is feeling?

[1]

7 Content removed due to copyright restrictions

Give two ways that the writer uses language and structure to show mama’s excitement.

• [2]

© UCLES 2019 1111/02/O/N/19

 3

8 Content removed due to copyright restrictions

(a) Give two ways that the writer uses language in the sentence above to show the strength
of Meena’s feelings. Support each answer with a quote from the text.

Answer

Quote

Answer

Quote

[4]

(b) How does the writer make the structure of the sentence above show the strength of
Meena’s feelings?

[1]

9 Look at lines 34–36.

Meena is not offended when Nanima calls her a junglee. Why?

[1]

10 Content removed due to copyright restrictions

(a) What language feature is demonstrated in the above phrase?

[1]

(b) What does it tell you about the way Sunil can talk?

[1]

© UCLES 2019 1111/02/O/N/19 [Turn over

 4

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

[1]

12 Content removed due to copyright restrictions

[1]

13 What impressions does the reader get of Nanima’s personality?

Complete the table below. The first quote has been done for you.

Adjective Quote

affectionate Content removed due to copyright restrictions

playful

exotic

[2]

14 Look at the eighth and ninth paragraphs (lines 37–50). The narrative changes in these
paragraphs.
Tick () one box to show how the narrative changes.

It builds up the tension.

The focus moves away from Nanima.

It focuses on more specific events.

The point of view character changes.

[1]

© UCLES 2019 1111/02/O/N/19

 5

15 Complete the table below with typical narrative features that are used in the text.

Narrative feature Example from the text

first person Content removed due to copyright restrictions

time connective phrase

direct speech

[2]

16 Tick () one box below to show the best title for this text.

The junglee girl

A family reunion

Sunil learns to talk

Nanima’s big surprise

[1]

© UCLES 2019 1111/02/O/N/19 [Turn over

 6

Section B: Writing

Spend 30 minutes on this section.

17 Write about a time when you met someone new who made a strong impression on you.
You could consider:

• Where were you?

• Who did you meet?

• Were you alone or with other people?

• Why did the person make a strong impression on you?

Space for your plan:

Write your description on the next page. [25 marks]

© UCLES 2019 1111/02/O/N/19

 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint

ENGLISH 1111/02
Paper 2 Fiction October 2019
INSERT 1 hour plus 10 minutes’ reading time


This document consists of 3 printed pages and 1 blank page.

IB19 10_1111_02/3RP
© UCLES 2019 [Turn over
 2

Text for Section A, an extract from ‘Anita and Me’ by Meera Syal

10

15

Content removed due to copyright restrictions 20

25

30

35

40

© UCLES 2019 1111/02/INSERT/O/N/19

 3

45

50

DO NOT WRITE IN THIS SPACE

© UCLES 2019 1111/02/INSERT/O/N/19

 Cambridge Lower Secondary Checkpoint


ENGLISH 1111/01
Paper 1 Non-fiction October 2020
1 hour 10 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
• Answer all questions.
• Use a black or dark blue pen.
• Write your name, centre number and candidate number in the boxes at the top of the page.
• Write your answer to each question in the space provided.
• Do not use an erasable pen or correction fluid.
• Do not write on any bar codes.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• The insert contains the reading passages.

This document has 8 pages. Blank pages are indicated.

IB20 10_1111_01/RP
© UCLES 2020 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A, an article from a website, in the insert, and then answer questions 1–10.

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

[2]

2 Look at the second paragraph.

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

[1]

3 In your own words, explain why marine animals eat plastic.

[1]

4 Look at the sentence ‘Whales in Scotland have been photographed entangled in plastic
strapping; whales have washed up in Canada wrapped in plastic fishing line; and, in 2012, a
young whale was found dead, floating off the Greek coast.’ (lines 7–10)

Explain in your own words two ways in which the writer makes this sentence powerful.

[2]

5 What does the phrase ‘inadvertently find their way’ (line 14) suggest about the balloons?

[1]

© UCLES 2020 1111/01/O/N/20

 3

6 Why does the writer include the phrase ‘… might have taken part in yourself’ (lines 15–16)?

Tick () one box.

to blame readers for their actions

to suggest that readers take part in similar events

to inform readers of the popularity of particular events

to make readers realise the consequences of their actions

[1]

7 Look at the fourth paragraph.

(a) Explain in your own words how the writer suggests that eating plastic causes animals to
die of hunger.

[1]

(b) Give one noun phrase which suggests that plastic causes animals to become weak and
vulnerable to predators.

[1]

8 Look at the fifth paragraph.

Explain in your own words what is ironic about the information in this paragraph.

[1]

9 How does the final paragraph differ in purpose from the rest of the text?

Tick () two boxes.

It gives practical advice.

It summarises the article.

It provides a dramatic example.

It explains how a problem occurs.

It encourages readers to be responsible.

[2]

© UCLES 2020 1111/01/O/N/20 [Turn over

 4

10 What is the best title for Text A?

Tick () one box.

Endangered animals

The many uses of plastic

Litter in the seas and oceans

The problems fishermen face

[1]

Read Text B, a newspaper article about an endangered green sea turtle, in the insert, and then
answer questions 11–17.

11 Give a phrase from the first paragraph that tells you that the turtle did not intend to be on the
beach.

[1]

12 What does the word ‘stunned’ (line 3) tell you about the effect of the cold on the turtle?

[1]

13 Why is the phrase ‘the patient’ (line 5) in inverted commas?

[1]

14 ‘They can’t swim. They can’t forage. They get weaker and weaker.’ (line 14).

What effect does the writer create by using these three short sentences?

[1]

© UCLES 2020 1111/01/O/N/20

 5

15 What are the main purposes of Text B?

Tick () two boxes.

to suggest why a turtle became stranded

to explain how stranded turtles are treated

to inform people about a turtle rescue centre

to persuade more people to help stranded turtles

to describe why green sea turtles are endangered

[2]

16 Make a list of what was done to help the turtle after it was found by the tourist on the beach.

• [3]

17 Write a summary of up to 40 words about what was done to help the turtle. Include five points
from your list. Use your own words as much as possible.

[2]

© UCLES 2020 1111/01/O/N/20 [Turn over

 6

Section B: Writing

Spend 30 minutes on this section.

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.

You may wish to add some of your own ideas, including experiences that you have had.

Space for your plan:

Write your letter on the next page. [25 marks]

© UCLES 2020 1111/01/O/N/20

 Cambridge Lower Secondary Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction October 2020
INSERT 1 hour 10 minutes

INFORMATION


• This insert contains the reading passages.

• You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.

This document has 4 pages. Blank pages are indicated.

IB20 10_1111_01/RP
© UCLES 2020 [Turn over
 2

Text A

How many things have you used or played with in the last two days that are made of plastic?
What did you do with the drinks bottles or burst balloons from your last birthday party? Last time
you spent a day at the beach, did you leave litter on the sand, thinking, ‘Well, the tide will soon
wash that away’?

Around the world, an estimated one million birds and 100 000 marine mammals and sea turtles 5
die each year when they become trapped in plastic or eat it, perhaps mistaking it for a tasty
treat. It is one of the biggest threats to whales and dolphins in all the world’s oceans. Whales in
Scotland have been photographed entangled in plastic strapping; whales have washed up in
Canada wrapped in plastic fishing line; and, in 2012, a young whale was found dead, floating off
the Greek coast. This young whale’s stomach contained 100 plastic bags. 10

Plastic causes death and injury to hundreds of thousands of sea creatures every year through
swallowing and entanglement. The Wildlife Trust estimates that 177 species of reptiles,
mammals and fish are at risk. Plastic bags and fishing nets are a particular problem. Another
worry is the thousands of balloons which inadvertently find their way into the sea every year
from mass balloon releases, such as the ones you see on TV or might have taken part in 15
yourself.

Animals swallow plastic, which can suffocate them or give them an artificial sense of being full,
leading eventually to starvation. Fish and birds get caught up in plastic at sea or when they use
it to build their nests, and they can drown, starve or become easy pickings for bigger creatures.

Perhaps the most worrying fact is that over time, these plastics can break down into tiny 20
particles, be eaten by smaller species and passed up the food chain. So if a shellfish eats some
plastic fragments, then a tuna fish eats the shellfish, we could end up eating the waste plastic
we thought we had dumped!

There are lots of things you can do to help. Make sure that your family recycles all your plastic
waste. Make sure that you set others an example by putting rubbish in a designated bin rather 25
than leaving it on a beach. Don’t release balloons into the sky – remember that 70% of the
Earth’s surface is covered in water so they are likely to land in the sea. Lastly, stop using plastic
bags when shopping – take a bag that you can reuse time after time.

DO NOT WRITE IN THIS SPACE

© UCLES 2020 1111/01/INSERT/O/N/20

 3

Text B

Endangered green sea turtle with hypothermia rescued!

Green sea turtles are not built for life in the chilly North Pacific, but that’s where one found itself
on Saturday – washed up and hardly moving on a beach in Pacific Rim National Park, Canada.

The endangered turtle – stunned by the cold – was spotted and reported by a tourist near the
high-tide mark on a beach.

Park staff gently lifted ‘the patient’ on a stretcher made of tarpaulins and blankets, to transport it 5
for treatment at the Vancouver Aquarium.

‘The turtle arrived in critical condition but is improving,’ said Dr Martin Haulena, the aquarium’s
head veterinarian. ‘Its temperature is being carefully monitored during warming. It has also
received antibiotics and fluids.’

Treating a cold turtle

The treatment? Warming up, slowly and carefully. 10

Reptiles are cold-blooded, and they depend on their external environment to control their body
temperature. So, for an animal that normally lives in warmer water, the cooler water in the
Pacific leads to hypothermia, also known in reptiles as ‘cold-stunning’. Everything slows down:
heart, respiration rates. They can’t swim. They can’t forage. They get weaker and weaker.

The turtle was admitted for treatment with a body temperature of 11.2 degrees Celsius, and is 15
being warmed gradually, until it reaches normal at 20 degrees.

El Niño visitors?

So why did the turtle travel so far north? Strandings like these are more common in an El Niño
year, which is when a temporary shift in weather patterns brings warmer water to the Pacific.
Sea turtles have been stranded in the Pacific Rim National Park before, including two green sea
turtles in 2011 that did not survive. 20

Dr Haulena encourages any visitor that sees a stranded animal to report it but stay away.

‘Everybody wants to go and see it, but it’s important to keep your distance, because these are
stressed animals,’ he said.

DO NOT WRITE IN THIS SPACE

© UCLES 2020 1111/01/INSERT/O/N/20

 Cambridge Lower Secondary Checkpoint


ENGLISH 1111/02
Paper 2 Fiction October 2020
1 hour 10 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
• Answer all questions.
• Use a black or dark blue pen.
• Write your name, centre number and candidate number in the boxes at the top of the page.
• Write your answer to each question in the space provided.
• Do not use an erasable pen or correction fluid.
• Do not write on any bar codes.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• The insert contains the reading passages.

This document has 8 pages. Blank pages are indicated.

IB20 10_1111_02/2RP
© UCLES 2020 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read the Text in the insert and answer questions 1–17.

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

[1]

2 Look at lines 2–7.

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

[1]

3 The way that Priya greets Mira is different from the way that Anjali greets Mira.
Complete the table below to describe the different ways.

One word to describe Priya’s greeting Evidence from the text

excited ‘leaping up and down’

One word to describe Anjali’s greeting Evidence from the text

[2]

4 ‘Ha! You didn’t even recognise me!’ (Line 15)

Why is it difficult for Mira to recognise Priya?

[1]

5 ‘Anyone would think I am the London chick and you are the Hindu princess!’ (Lines 16–17)

(a) What do these words tell the reader about the clothes the two girls are wearing?

[1]

(b) Why has Priya chosen the clothes she is wearing?

[1]

© UCLES 2020 1111/02/O/N/20

 3

6 ‘“Is that all you brought?” Priya gasps …’ (Line 24)

What is Priya’s expectation?

[1]

7 ‘“My case is missing.”’ (Line 30)

(a) Why does the writer use a short sentence?

[1]

(b) How does Mira feel?

[1]

8 ‘“Typical!”’ (Line 31)

What does this tell the reader about Anjali’s opinion of the situation?

[1]

9 Look at lines 35–40. Identify two examples of irony.

Tick () two boxes.

‘Don’t worry Mira.’

‘… we have everything you need here.’

‘It’ll be a great hardship for her …’

‘That’ll be such a chore!’

‘All the shops you’ve got in London and more!’

[2]

10 Give a quotation from the text that shows that Mira almost begins to cry again.

[1]

11 Give an example of alliteration from lines 42–48.

[1]

© UCLES 2020 1111/02/O/N/20 [Turn over

 4

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

[1]

13 ‘… shaving the air …’ (Line 52)

What is the phrase above an example of?
Tick () one box.

an oxymoron

rhyme

a metaphor

onomatopoeia

[1]

14 What two things does the reader learn about Priya’s future intentions?

• [2]

15 ‘She quickly turns away …’ (Line 61)

Why does she quickly turn away?

[1]

16 Whose viewpoint is the story told from?

[1]

© UCLES 2020 1111/02/O/N/20

 5

17 Anjali understands her daughter well. Give two examples of how the reader knows this.
Support each part of your answer with quotations from the whole text.

[4]

© UCLES 2020 1111/02/O/N/20 [Turn over

 6

Section B: Writing

Spend 30 minutes on this section.

18 Write a story about arriving in a new place and meeting someone for the first time.

You should consider:

• the place where you both meet

• the person – their appearance and their character
• what happens after you meet.

Space for your plan:

Write your story on the next page. [25 marks]

© UCLES 2020 1111/02/O/N/20

 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint

ENGLISH 1111/02
Paper 2 Fiction October 2019
INSERT 1 hour plus 10 minutes’ reading time


This document consists of 3 printed pages and 1 blank page.

IB19 10_1111_02/3RP
© UCLES 2019 [Turn over
 2

Text for Section A, an extract from ‘Anita and Me’ by Meera Syal

10

15

Content removed due to copyright restrictions 20

25

30

35

40

© UCLES 2019 1111/02/INSERT/O/N/19

 3

45

50

DO NOT WRITE IN THIS SPACE

© UCLES 2019 1111/02/INSERT/O/N/19

 Cambridge Lower Secondary Checkpoint


ENGLISH 1111/01
Paper 1 Non-fiction October 2021
1 hour 10 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
• Answer all questions.
• Use a black or dark blue pen.
• Write your name, centre number and candidate number in the boxes at the top of the page.
• Write your answer to each question in the space provided.
• Do not use an erasable pen or correction fluid.
• Do not write on any bar codes.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• The insert contains the reading passages.

This document has 8 pages.

IB21 10_1111_01/2RP
© UCLES 2021 [Turn over
 2

Section A: Reading

Spend 40 minutes on this section.

Read Text A, in the Insert, and then answer questions 1–11.

1 Look at the first paragraph (lines 1–6).

Give one adjective that describes dull colours.

[1]

2 Content removed due to copyright restrictions

Why does the writer use the short question and answer above?

[1]

3 Lines 3–6 tell the reader about the first and second stages of Caro’s research.
What does the reader learn about the second stage compared to the first?

[1]

4 Content removed due to copyright restrictions

What does the phrase above tell the reader about the writer’s opinion of safari guides?

[1]

5 Give one quotation from the second paragraph (lines 7–11) that tells the reader zebras have
stripes in order to send a message to other animal species.

[1]

6 The writer uses a long sentence in lines 9–11.

Why?

[1]

7 Content removed due to copyright restrictions

How did Caro put himself in danger?

Give two examples.

•

•
[2]

© UCLES 2021 1111/01/O/N/21

 3

8 Look at the fourth paragraph (line 19).

Why has the writer used a short paragraph here in the text?

[1]

9 Why does the writer use a colon in line 24?

[1]

10 Content removed due to copyright restrictions

What do the quotations above tell the reader about Caro’s character?
Tick () two boxes.

Caro is

fearless.

stubborn.

inventive.

systematic.

carefree.

[2]

11 Give two features of a newspaper article used in Text A.

•

•
[2]

© UCLES 2021 1111/01/O/N/21 [Turn over

 4

Read Text B, in the Insert, and then answer questions 12–18.

12 What is the main purpose of Text B?

Tick () one box.

to encourage people to visit parks where wild tigers can be seen

to warn people about the dangers of watching tigers in the wild

to show people the best way of protecting wild tigers

to advise people how to see a tiger in the wild

[1]

13 What does the word blasting (line 5) tell the reader about the way that tigers move through
the jungle when there are no trails?

[1]

14 What is the main purpose of the third paragraph (lines 7–9)?

[1]

15 Look at lines 8–9: ‘… a leopard’s not more than 6 centimetres, and the male’s is wider than
the female’s.’
What is this an example of? Tick () one box.

contraction

a synonym

ellipsis

an abbreviation

[1]

16 Why is the word woo (line 11) in inverted commas ( ‘ ’ )?

[1]

© UCLES 2021 1111/01/O/N/21

 5

17 The writer uses the phrase the tiger’s ultimate dish (line 12).
What does the phrase above tell the reader?

[1]

18 (a) Complete the table below about tigers, using information from the text.

• jungle trails
Where are the best places to see tigers in
•
the reserves?
•

•
Which are the best times of day to see
tigers?
•

What is the best time of year to see tigers? •

What are the signs to look for? •

•
What are the signs to listen for?
•

[3]

(b) Summarise what you should do in order to see a tiger in a reserve. Use up to 40 words.

[2]

© UCLES 2021 1111/01/O/N/21 [Turn over

 6

Section B: Writing

Spend 30 minutes on this section.

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.

You could include some of the following:

• whether you think it’s better to see animals in the wild or in zoos
• your own experience of seeing animals in different environments
• your own ideas about animals.

Space for your plan:

Write your argument on the next page. [25 marks]

© UCLES 2021 1111/01/O/N/21

 Cambridge Lower Secondary Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction October 2021
INSERT 1 hour 10 minutes

INFORMATION


• This insert contains the reading passages.

• You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.

This document has 4 pages. Any blank pages are indicated.

IB21 10_1111_01/2RP
© UCLES 2021 [Turn over
 2

Text A

10

Content removed due to copyright restrictions

15

20

25

© UCLES 2021 1111/01/INSERT/O/N/21

 3

Text B

Tiger spotting

If you want to try to see tigers in the wild, it is worth learning some basic tracking and
observation techniques.

Always look for fresh tracks, which are clean with no dust or debris, and follow them if you can.
Tigers have sensitive paws, so they prefer using jungle trails rather than the alternative that they
sometimes have to do of blasting their way through thick, thorny undergrowth. If the paw prints 5
are on top of a wheel mark, then they are obviously recent.

The territories of tigers and leopards often overlap, and their tracks can easily be confused. An
adult tiger’s print is at least 7.5 centimetres wide, a leopard’s not more than 6 centimetres, and
the male’s is wider than the female’s.

Tigers are betrayed by the alarm calls they provoke in other animals. Spotted deer give a short, 10
high pitched ‘woo’ when alarmed, while the bellow of a sambar, which is the largest of the deer
family and the tiger’s ultimate dish, really does mean tiger and nothing else.

Tigers are mostly nocturnal, but in reserves where they are confident of protection, they move
and even hunt by day. Nevertheless, early mornings and evenings are ideal times to see them.

Each season has its advantages. From October to December, the parks are beautiful and lush 15
after the rains. In February and March, the vegetation has often been burned or deliberately cut
back, which improves visibility, but animals are easily disturbed. April to June is hotting up
towards the monsoon, and water becomes scarce. So, waterholes are the best place to look.

Travel by elephant if you get the chance. You can cover rough terrain and get off the beaten
track, and most elephant drivers are good at following tigers. Elephants often rumble when a 20
tiger’s around and sometimes trumpet when close to one.

© UCLES 2021 1111/01/INSERT/O/N/21

 Cambridge Lower Secondary Checkpoint


ENGLISH 1111/02
Paper 2 Fiction October 2021
1 hour 10 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
• Answer all questions.
• Use a black or dark blue pen.
• Write your name, centre number and candidate number in the boxes at the top of the page.
• Write your answer to each question in the space provided.
• Do not use an erasable pen or correction fluid.
• Do not write on any bar codes.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• The insert contains the reading passage.

This document has 8 pages. Any blank pages are indicated.

IB21 10_1111_02/2RP
© UCLES 2021 [Turn over
 2

Section A: Reading

Spend 40 minutes on this section.

Read the Text in the Insert, and then answer questions 1–11.

1 (a) Why is ‘Petra’ an unsuitable name for Aunt Petra?

Tick () one box.

‘Petra’ means rock, but Aunt Petra is …

pale

flexible

plump

delicate

[1]

(b) What does the term ‘Aunt Petra’ tell the reader about Petra’s relationship with Nora and
her mother?

[1]

2 Look at the first paragraph (lines 1–9).

Give one phrase that shows that Petra’s guests did not mix together socially.

[1]

3 Look at this sentence: ‘When the sun does come out, it does so 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

an oxymoron

alliteration

a euphemism

personification

[2]

© UCLES 2021 1111/02/O/N/21

 3

4 Look at this sentence: ‘The climate suits me.’ (Lines 12–13)

What does the sentence above tell the reader about how Nora is feeling?

[1]

5 Nora calls Petra’s classes her ‘Organised Wellness’. (Line 17)

What does the phrase above tell the reader about Nora’s attitude towards Petra’s classes
and workshops?

[1]

6 What makes the location of Aunt Petra’s guesthouse especially suitable for people on silent
retreats?

[1]

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

•
[4]

8 What evidence is there in the text that Nora is staying at Aunt Petra’s 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.

Explanation in your own words Quotation from the text

Petra is concerned about her and wants her Aunt Petra is keen for me to take part in
to join the classes. classes and workshops.

[4]

© UCLES 2021 1111/02/O/N/21 [Turn over

 4

9 Look at lines 37–43.

(a) Give one word that means ‘walking slowly’.

[1]

(b) What contrast is Nora making in lines 39–40?

[1]

10 Look at this sentence: ‘Because this is no fairy tale.’ (Line 44)

(a) What techniques does the writer use to emphasise the sentence above? Give two ways.
•

•
[2]

(b) How does Nora view her life so far?

[1]

11 Nora feels bad about something that has happened in her life.
Explain how the reader knows this. Give two explanations in your own words, and support
each explanation with a quotation from the text.

Explanation in your own words Quotation from the text

[4]

© UCLES 2021 1111/02/O/N/21

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Section B: Writing

Spend 30 minutes on this section.

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.

Space for your plan:

Write your story on the next page. [25 marks]

© UCLES 2021 1111/02/O/N/21 [Turn over

 Cambridge Lower Secondary Checkpoint

ENGLISH 1111/02
Paper 2 Fiction October 2021
INSERT 1 hour 10 minutes

INFORMATION


• This insert contains the reading passage.

• You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.

This document has 4 pages. Any blank pages are indicated.

IB21 10_1111_02/RP
© UCLES 2021 [Turn over
 2

Text for Section A, an extract from ‘Little Liar’ by Julia Gray

Nora is a young, teenage girl who has been sent to stay with a family friend who runs a special
guesthouse in a remote part of Scotland.

***

At present, I am staying with my Aunt Petra, who is not my aunt at all, but a lifelong friend of
mother’s. The name ‘Petra’, means rock, but there is nothing rocklike about my non-aunt, who is
as curved and soft as candyfloss. She runs a guesthouse here, in the Scottish Highlands, with
her husband Bill. People come to relax, and meditate and heal. They walk beside the lochs* that
lie on either side of the peninsula; they learn about Thai food and how to build walls. I’ve been 5
here a fortnight or so. There are six other guests, and mostly we keep ourselves to ourselves.
Two people are doing a silent retreat, which makes for minimal interaction. Another guest, with
whom I’m now on quite friendly terms, is recuperating after an accident. The rest are yoga
devotees.

It’s July, not that you can tell; every day dawns uniformly grey, and the rain cycles from a 10
spatter to a thundery relentlessness. When the sun does come out, it does so apologetically,
like a ballerina who is unsure of her entrance on stage. I do not mind the weather. The climate
suits me.

Aunt Petra is keen for me to take part in classes and workshops: T’ai Chi, for example, or
Spiritual Healing (this one, she feels, might be especially appropriate). Each morning, over 15
porridge resembling wet sand in colour and texture, she tries to sign me up. Each morning, I
decline. I came to Scotland for peace and silence, not to participate in her Organised Wellness.
However, I do quite often agree to take her dog, Oscar, for a walk. As long as it isn’t raining too
hard, Oscar and I wander through fields thick with stubby nettles, beating pathways down to the
loch; or else we follow one of the narrow tracks that crisscross through woodland to the top of 20
the peninsula, passing isolated farms and small rivers, until we reach one of the nearby villages.
And then it begins to rain harder, and we wait for a bus to take us back.

This morning, I made an announcement. I don’t know who was more surprised, Aunt Petra or
me.

‘I’m going to write,’ I said. 25

Aunt Petra paused at the breadboard. ‘To . . . to what, love? To light?’

‘Write,’ I said.

‘Poems? Fairy tales?’

‘Something like that.’

She couldn’t have been more pleased. Before I knew it, Bill was bringing in an old sewing table 30
with a missing foot, like a lame calf, and setting up a computer with a yellowed keyboard and
arthritic mouse.

‘What about your wounded arm?’ Petra said, looking down at the bandage that hid the savage
purple scar on which all her lotions and potions had had little effect. I said I’d go slowly, which
was very much my intention, and see how it felt. 35

So here I am, with time, as well as potions, on my hands.

© UCLES 2021 1111/02/INSERT/O/N/21

 3

I have never tried to write anything before. I’m more of a reader; I don’t like to commit myself to
the page. I’d rather judge others for what they have chosen to commit. There’s a daunting
finality to writing. Even though I am working on a computer, and hardly carving quill-ink letters
onto leathery parchment, even though I can delete and redo to my heart’s content, the words 40
still glower darkly from the screen. We are finished articles, they say. We are evidence. We can
be used against you. In their straight-line sentences, they form a solemn procession, like ants
plodding towards a cliff edge.

Because this is no fairy tale.

It is almost, for want of a better word, a confession. I’d say ‘memoir’, only that conjures 45
something more grown-up than this, something less messy. I quite like the word chronicle. What
I mean to set out is a series of events at which I was present.

I want to explain what I did, and with whom. And where, and when and why. What happened,
and what happened next. The Chronicles of Nora, if you like.

And it will be a true story. 50

What will become quickly apparent is that I have not always told the truth before. To put it
another way: I have told a number of lies. Some of them have been small, and some of them
have been significant.

I am growing familiar with these ancient keys, and it is appropriate that they are keys, I keep
thinking, because something is being unlocked. And although sometimes I think this will drive 55
me mad – the endless, oppressive silence, the rain, the view of the loch through my window – a
small part of me knows that what will really drive me mad is if I let this go unwritten.

DO NOT WRITE IN THIS SPACE

© UCLES 2021 1111/02/INSERT/O/N/21

 Cambridge Lower Secondary Checkpoint


ENGLISH 1111/01
Paper 1 Non-fiction October 2022
1 hour 10 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
• Answer all questions.
• Use a black or dark blue pen.
• Write your name, centre number and candidate number in the boxes at the top of the page.
• Write your answer to each question in the space provided.
• Do not use an erasable pen or correction fluid.
• Do not write on any bar codes.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• The insert contains the reading passages.

This document has 8 pages.

IB22 10_1111_01/4RP
© UCLES 2022 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A, a magazine article, in the insert, and answer Questions 1–7.

1 Look at the heading and the first paragraph (up to line 5).

(a) What does the phrase junk food (in the heading) mean?

[1]

(b) Why does Professor Martin think that banning junk food would not work?

[1]

2 Look at the second paragraph (lines 6–11).

(a) What does the writer’s use of the word temptations tell the reader?

[1]

(b) What does the phrase make up for lost time tell the reader?

[1]

(c) What is backfire (line 11) an example of?

Tick () one box.

a simile

a metaphor

rhyme

personification

[1]

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 3

3 Look at the third paragraph (lines 12–18).

(a) Professor Martin suggests how parents can help their children eat healthily.
For each of the verbs below, give a suggestion that Professor Martin makes.

Persuades
Martin encourages her kids to eat nutritious berries.

Advises

Allows

[2]

(b) Why does the writer use informal language at the end of the third paragraph?

[1]

4 Look at the fourth paragraph (lines 19–22).

What does the word swamped tell the reader?

[1]

5 Look at the fifth paragraph (lines 23–26).

Which verb tells us that Professor Martin does control what her children eat?

[1]

6 Look at the sixth paragraph (lines 27–28).

What does the last sentence tell us about the writer’s opinion?

[1]

7 What is the main purpose of Text A? Tick () one box.

to explain why healthy food is appealing

to persuade parents not to ban junk food

to advise parents which foods are healthy

to inform about the dangers of junk food

[1]

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 4

Read Text B, an article from a fitness website about teenage health, in the insert, and answer
Questions 8–14.

8 Look at the first paragraph (lines 1–4).

(a) What does the phrase expensive fashionable diets and fitness trends tell the reader?

[1]

(b) Give two ways the writer reassures teenagers about having a healthy lifestyle in the first
paragraph.

•
[2]

9 Look at the second paragraph (lines 5–10).

(a) What is the key message? Tick () one box.

Control the sugar in your diet.

Fish is better for you than meat.

It is important to eat a balanced diet.

Include more low-fat foods in your diet.

[1]

(b) Why has the writer used inverted commas ( ‘ ’ ) around low-fat?

[1]

10 What language feature is soothing and sound slumber (line 20) an example of in Text B?

[1]

11 What is the main purpose of Text B?

[1]

12 Why does the writer use a colon ( : ) in the heading in Text B?

[1]

© UCLES 2022 1111/01/O/N/22

 5

13 Make a list of how the writer suggests that teenagers can improve their health through their diet
and sleeping habits.

[3]

14 Write a summary of how teenagers can improve their health through their 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.

[2]

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 6

Section B: Writing

Spend 30 minutes on this section.

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.

You could include some of the following:

• whether you think the point about fashion and image is fair or unfair, and why
• why some teenagers are interested in image and fashion
• what else teenagers may be interested in.

You may wish to add some of your own ideas, including experiences that you have had.

Space for your plan:

Write your article on the next page. [25 marks]

© UCLES 2022 1111/01/O/N/22

 8

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2022 1111/01/O/N/22

 Cambridge Lower Secondary Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction October 2022
INSERT 1 hour 10 minutes

INFORMATION


• This insert contains the reading passages.

• You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.

This document has 4 pages. Any blank pages are indicated.

IB22 10_1111_01/2RP
© UCLES 2022 [Turn over
 2

Text A

Why you should let your kids eat (some) junk food!

Claire Martin, a professor specialising in health, believes it is better for parents to let children
occasionally eat calorie-laden salty and sweet snacks rather than trying to eliminate them from
their diets altogether. ‘I’m certainly not saying that we should fill our children up with junk food,’
says Martin, ‘but we don’t want to make it so off limits that it starts to have a mystique or
appeal.’ 5

As a researcher into healthy diets, Martin has seen what happens when families ban junk food
at home. As part of an experiment, she asked parents which snacks were prohibited, then left
their children in a room filled with those temptations. Martin then watched what happened. Time
and again, the children whose parents were very restrictive with snacks ate as if they were
trying to ‘make up for lost time’ as soon as they had access to the ‘forbidden foods’. Martin’s 10
lesson for parents is that tight restrictions seem to backfire.

When it comes to her own two children, Martin keeps some sweets in the house, which she
offers instead of desserts. She lets her children feel like they have some control over their diet.
She tells parents to give children reasons for why it is not healthy to eat junk food which is
packed with fat, salt and sugar to make it taste good. She also believes in negotiation and 15
trade-offs. Martin encourages her kids to eat nutritious berries by putting ice cream on the fruit.
Parents can offer baked instead of fried chips, she suggests, or say, ‘All right then, you can
have fried chips, but hey, come on, let’s also have some carrots.’

Controlling how much junk food your children consume can be tricky, especially these days,
when we’re swamped with advertising in all its shapes and forms. Childhood obesity, in some 20
countries, has more than doubled in the past 30 years, and junk food, which is skilfully
marketed, holds powerful appeal.

‘To help children make good choices, expose them to healthy foods from an early age and
teach them to make sensible choices,’ says Martin. She also allows her own children to keep
some of their favourite snacks at home – on a high shelf and out of sight – to prevent them from 25
feeling deprived.

Surely no child should be made to feel guilt or shame for having a treat, especially when it’s part
of a healthy and balanced diet. Life is just too short!

© UCLES 2022 1111/01/INSERT/O/N/22

 3

Text B

The best ways to keep fit for teens:

With so many expensive fashionable diets and fitness trends on the market, it can be difficult for
teenagers to work out the best ways to stay healthy. The good news? Being healthy doesn’t
have to be complicated. There are several ways you can include healthy habits in your daily
routine.

How do you eat? 5

It can be tempting to think that ‘low-fat’ foods are healthy; however, they tend to be highly
processed and low in nutrients. Try eating foods like fruits, vegetables, nuts, fish and whole
grains instead of sugary drinks, processed meats and potato chips. Having a balanced diet also
means enjoying a healthy relationship with food. And, rather than eating meals while texting
your friends, try to sit down at the table and simply appreciate your food. 10

Don’t just sit there!

Teenagers should engage in an hour of moderate to energetic physical activity daily. Seem like
a lot? If you choose activities you love, staying fit will be easier. Research also shows that small
bursts of exercise scattered throughout your day are as effective for your health as longer
periods. Try taking the stairs instead of the elevator, or surprise your parents by offering to help 15
with household chores!

Fix your routine

Although it can be tempting to stay up late, getting enough sleep is crucial for your health.
According to research, teenagers should have nine hours of sleep per night. To make sure you
get a soothing and sound slumber, adopt good sleeping habits. Go to bed at the same time 20
every night, don’t watch television or browse on your phone in bed and make sure your
bedroom is dark and quiet when you go to sleep.

Change your outlook!

The more you believe in your ability to make healthy choices, the more motivated you will be to
create positive habits in your life! 25

© UCLES 2022 1111/01/INSERT/O/N/22

 Cambridge Lower Secondary Checkpoint


ENGLISH 1111/02
Paper 2 Fiction October 2022
1 hour 10 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
• Answer all questions.
• Use a black or dark blue pen.
• Write your name, centre number and candidate number in the boxes at the top of the page.
• Write your answer to each question in the space provided.
• Do not use an erasable pen or correction fluid.
• Do not write on any bar codes.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• The insert contains the reading passages.

This document has 8 pages. Any blank pages are indicated.

IB22 10_1111_02/4RP
© UCLES 2022 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read the Text in the insert and then answer Questions 1–13.

1 Look at lines 1–6.

Why is the light weak?

[1]

2 Give a quotation from lines 1–6 that shows that the man had planned his visit.

[1]

3 The man feels uneasy.

Explain how the writer’s use of punctuation in the first paragraph demonstrates this.

[2]

4 Look at lines 7–10.

(a) Which word below means the same as labour as it is used here? Tick () one box.

work

time

effort

route

[1]

(b) What effect does the writer create by using the single-sentence paragraph in line 10?

[1]

(c) Explain what the sentence tells the reader about the man.

[2]

© UCLES 2022 1111/02/O/N/22

 3

5 The man thinks the woman’s appearance is unattractive.

Give two words or phrases from the text that tell the reader this.
•

[2]

6 Explain in your own words why the man is unconcerned by the people staring at him.

[1]

7 Give one reason the man waits for ten minutes to go into the shop after it had opened.
Tick () one box.

He knew the shopkeeper was busy.

He was waiting for the woman.

He wanted to appear normal.

He was resting.

[1]

8 The people of Haneyville are distrustful of newcomers.

Give two ways the shopkeeper’s manner reflects this. Support your answer with examples from
the text.

[4]

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 4

9 Look at this phrase: … like a ridiculous group of nonsense syllables. (Line 28)

(a) What figurative technique is used in the phrase above?

[1]

(b) Explain in your own words what the phrase above means.

[2]

10 Explain why the man feels so relieved in line 40.

[1]

11 The shopkeeper and the man selling the ring deceive each other.
Explain how.

[2]

12 Explain why the man feels more confident at the end of the story.

[1]

13 The story is told from the point of view of the man who came to Haneyville.
Explain how this helps the reader to sympathise with the character.

[2]

© UCLES 2022 1111/02/O/N/22

 5

Section B: Writing

Spend 30 minutes on this section.

14 A young person from another planet comes to your school. Write a story from their point of view.

You should consider:

• the reactions of the young person from another planet to the new surroundings
• their reactions to the new people
• the reactions of your teachers and the other learners to them.

Space for your plan:

Write your story on the next page. [25 marks]

© UCLES 2022 1111/02/O/N/22 [Turn over

 Cambridge Lower Secondary Checkpoint

ENGLISH 1111/02
Paper 2 Fiction October 2022
INSERT 1 hour 10 minutes

INFORMATION


• This insert contains the reading passage.

• You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.

This document has 4 pages. Any blank pages are indicated.

IB22 10_1111_02/2RP
© UCLES 2022 [Turn over
 2

Text for Section A, an extract from The Man Who Fell to Earth by Walter Tevis

After two miles of walking he came to a town. At the town’s edge was a sign that read
HANEYVILLE: pop. 1400. That was good, a good size. It was still early in the morning – he had
chosen the morning for the two-mile walk, because it was cooler then – and there was no one
yet in the streets. He walked for several blocks in the weak light, confused at the strangeness –
tense and somewhat frightened. He tried not to think of what he was going to do. He had 5
thought about it enough already.

In the small business district, he found what he wanted, a tiny store called The Jewel Box. On
the street corner nearby was a green wooden bench. And he went to it and seated himself, his
body aching from the labour of the walk.

It was a few minutes later that he saw a human being. 10

It was a woman, a tired-looking woman in a shapeless blue dress, shuffling towards him up the
street. He quickly averted his eyes, dumbfounded. She did not look right. He had expected them
to be about his size, but this one was more than a head shorter than he. Her complexion was
ruddier than he had expected, and darker. And the look, the feel, was strange – even though he
had known that seeing them would not be the same as watching them on television. 15

Eventually there were more people on the street, and they were all, roughly, like the first one.

Several people stared at him, a few of them suspiciously; but this did not worry him. He was
confident after observing them that his clothes would bear up under inspection.

When the jewellery store opened he waited for ten minutes and then walked in. There was one
man behind the counter, a small, chubby man in a white shirt and tie, dusting the shelves. The 20
man stopped dusting, looked at him for a moment, a trifle strangely, and said, ‘Yes sir?’

He felt over tall, awkward. And suddenly very frightened. He opened his mouth to speak.
Nothing came out. He tried to smile, and his face seemed to freeze. He felt, deep in him,
something begin to panic, and for a moment he thought he might faint.

The man was still staring at him, his look seemed not to have changed. ‘Yes sir?’ he said again. 25

By great effort of will he was able to speak. ‘I … I wonder if you might be interested in this ...
ring?’ How many times had he planned that innocuous question, said it over and over to
himself? And yet now it rang strangely in his ears, like a ridiculous group of nonsense syllables.

The other man was still staring at him. ‘What ring?’ he said.

‘Oh.’ Somehow he managed a smile. He slipped the gold ring from the finger of his left hand 30
and set it on the counter, afraid to touch the man’s hand. ‘I … was driving through and my car
broke down. A few miles down the road. I don’t have any money; I thought perhaps I could sell
my ring. It’s quite valuable.’

The man was turning the ring over in his hand, looking at it suspiciously. Finally he said,
‘Where’d you get this?’ 35

The way the man said it made his breath choke in his throat. Could there be something wrong?
The colour of the gold? Something about the diamond? He tried to smile again. ‘My wife gave it
to me. Several years ago.’

The man’s face still clouded. ‘How do I know it isn’t stolen?’

© UCLES 2022 1111/02/INSERT/O/N/22

 3

‘Oh.’ The relief was exquisite. ‘My name is in the ring.’ He pulled his billfold from his pocket. 40
‘And I have identification.’ He took the passport out and set it on the counter.

The man looked at the ring and read aloud, ‘T.J. from Marie Newton.’ He set the ring down,
picked up the passport, leafed through it. ‘England?’

‘Yes, I am an interpreter at the United Nations. This is my first trip here.

‘Mmm,’ the man said, looking at the passport again. ‘I figured you talked with an accent.’ When 45
he found the picture he read the name, ‘Thomas Jerome Newton,’ and then looking up again,
‘No question about that. This is you, all right.’

He smiled again, this time the smile was more relaxed, more genuine, although he still felt
lightheaded, strange – always there was the tremendous weight of his own body, the weight
produced by the leaden gravity of this place. But he managed to say pleasantly, ‘Well then, 50
would you be interested in the ring …?’

He got sixty dollars for it, and knew he had been cheated. But what he had now was worth more
to him than the ring, more than the hundreds of rings just like it that he had with him. Now he
had the first beginnings of confidence, and he had money.

DO NOT WRITE IN THIS SPACE

© UCLES 2022 1111/02/INSERT/O/N/22