English Progressive Test Stage 7-8-9 PDF

1
For
Teacher's
Use
1 hour 10 minutes
English Paper 1 For Teacher's Use
Page Mark
Stage 7 1
Name ………………………………………………….………………………. 3
4
Additional materials: None
5
READ THESE INSTRUCTIONS FIRST
6
Answer all questions in the spaces provided on the question paper.
You should pay attention to punctuation, spelling and handwriting. 7
The number of marks is given in brackets at the end of each question 8

or part question. The total number of marks for this paper is 50.
9
Suggestions for how long to spend on each section are given in the booklet.
10
Total
V1
© UCLES 2011 E8P110/01/M/J/11 [Turn over

2
Section A: Reading For

Teacher's
Use
Read the extract from an information text on the Komodo Dragon and then answer the
questions.
Komodo Dragon
Komodo dragons are the world's heaviest living lizards. They can grow to a length of over
3 metres, with an average length of 2.5 metres and weight of 91 kilograms. Females are
usually under 2.5 metres and weigh about 68 kilograms.
The Komodo dragons’ keen sense of smell, if aided by favourable wind, enables them to seek
out carrion* up to 8.5 kilometres away. Despite their size, Komodos are fast moving and agile. 5
They can climb trees and are good swimmers.
Their teeth are laterally compressed with serrated edges, resembling those of flesh-eating
sharks. They have about 60 teeth that are replaced frequently and that are positioned to cut
out chunks of their prey. Komodos have a highly flexible skull which allows them to swallow
large pieces of their food. A Komodo’s mouth is full of virulent bacteria, so even if their prey 10
survives the original attack, it will die of infection later. In addition, recent research has found
that Komodos have a venom gland which is important in disabling their prey.
Young dragons, up to 0.75 metres in length, live in trees and eat insects, birds, eggs, small
mammals and other reptiles. However, they descend from the trees for carrion.
Glossary
*carrion – dead and decaying flesh
© UCLES 2011 E7P110/01/M/J/11

3
1 Which two facts about Komodo dragons are correct? For

Tick () two boxes. Teacher's
Use
They can move quickly and easily.
They never go in water.
They always live on the ground.
They can detect scent very effectively.

[2]
2 Write a suitable heading for the third paragraph.
[1]
3 Write three ways in which Komodos can kill their prey.
3 [2]
4 Combine these sentences into one sentence, using ‘so’ and ‘which’. Use correct
punctuation.
A Komodo dragon is a large lizard. It can grow to a length of 3 metres. It is one of the
world’s heaviest living lizards.
[2]

4
5 Read the sentence beginning ‘Despite their size, …’. (Line 5) What does this tell us? For
Tick () one box. Teacher's
Use
The Komodo’s size helps it to move so fast.
The Komodo is so big because it can move so fast.
You wouldn’t expect such a large animal to be able to move so fast.

[1]
6 Which of these words from the third paragraph has a prefix?

Tick () one box.
resembling
infection
disabling
[1]
7 There are three sentences in the second paragraph. One of the sentences can be rewritten
using brackets. Rewrite the sentence using brackets.
[1]
8 (a) Find an adverb in the first paragraph which shows that not all female Komodo dragons
are the same size.
[1]
(b) Find a word in the first paragraph which shows that only some Komodo dragons grow
to a length of over 3 metres.
[1]
© UCLES 2011 E7P110/01/M/J/11

5
BLANK PAGE
Now turn the page to answer the next questions.

6
Read this text based on an extract from a website about dragons.

For
Teacher's
Use
Dragons Across Cultures
Wherever you live, you have probably heard of dragons, and may even assume that all
cultures see dragons in the same way. However, such an assumption is not correct! In some
cultures, the dragon is viewed as a monster, but in others – such as China and Vietnam – the
dragon is perceived quite differently. There, they are valued for their magic and beauty – and
respected. Their anatomy, their behaviour, their symbolism and what they mean to society are 5
viewed with quite different eyes.
In these cultures, dragons are used in ceremonies and parades. Although they may look like
monsters, they actually symbolise heroism – not danger and threat. Indeed, they are
considered more a protector than a villain and are very much a symbol of power. The Chinese
even have a year of the dragon, and it is said that everyone born in this year will be healthy, 10
wealthy and wise – all of the qualities which the dragon is said to represent. The year of the
dragon is said to be a very prosperous year for the people of China!
9 Tick () to show which of these statements, according to the text, are true about how
dragons are seen in Chinese and Vietnamese cultures.
People look up to the dragons.
The dragons are symbols of destruction.
People believe dragons will look after them.
The dragons represent knowledge and money.

[2]
10 Write one word from the first paragraph which shows the writer is contrasting ideas
between two sentences.
[1]
© UCLES 2011 E7P110/01/M/J/11

7
11 Write a summary of 70−90 words to describe the way dragons are viewed across cultures.
Use your own words as far as possible. For
Teacher's
Use
[5]

8
Section B: Writing
12 Write an article for young children which gives information about an animal.
You will need to:
• choose an animal that you know about
• use headings to help make the information clear, e.g. Physical characteristics; What they eat;
Where they live; etc.
Do not include illustrations.
Write your plan in this box.
Purpose and Audience [7] Punctuation [5]
Text Structure [7] Spelling [4]
Sentence Structure [7]
© UCLES 2011 E7P110/01/M/J/11

9
Write your article here.

For
Teacher's
Use

10
For
Teacher's
Use
© UCLES 2011 E7P110/01/M/J/11

11
BLANK PAGE
© UCLES 2011 E7P110/01/M/J/11

12
BLANK PAGE
Copyright Acknowledgements:
Section A © Komodo Dragons, Dragons Across Cultures Honolulu 2008 http://www.draconika.com/dulture.php
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.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2011 E7P110/01/M/J/11

1
For
Teacher's
Use
1 hour 10 minutes
Page Mark
Stage 7 1
Name ………………………………………………….………………………. 3
4
Additional materials: Insert
5
6

Total
V1
© UCLES 2011 E7110/02/M/J/11 [Turn over

2

Teacher's
Use
Read the passage in the INSERT and then answer these questions.
1 From whose point of view does the writer tell the story?
[1]
Give a reason to support your answer.
[1]
2 Where is Joanna at the beginning of the passage?

Underline the correct answer.
walking along the high street at a football stadium
in front of the town hall outside school

[1]
3 Here are some events from the story.

Number the events from 1 to 5 to show the order in which they happen.
Joanna sees the dragon.
Aaron arrives.
Joanna looks at the clock.
They walk up the road together.
A woman takes the dragon away.

[1]
4 How does Joanna feel when she first sees the dragon?
[1]
© UCLES 2011 E7110/02/M/J/11

3
5 ‘The dragon looked at her intently with its bright eyes…’ (Line 19) For
What does the word intently tell us about the dragon? Teacher's
Use
[1]
6 Give a quotation from the passage which shows Joanna was not frightened by the dragon
during the meeting.
[1]
7 Read these two sentences from the passage.
Suddenly, thoughts like small silver sparks were flickering across her mind. ‘Dragon Flyer’
they cried, and were gone, only to return brighter and faster. (Lines 23-24)
Which two things are compared in these sentences?
[1]
8 Which verb in the fifth paragraph shows that the woman took the dragon quickly?
[1]
9 When Aaron arrives to meet Joanna, she is leaving. Why?

Tick () one box.
She doesn’t feel very well.
She has decided to go home without him.
She wants to give the blanket to the woman.
She wants to follow the dragon.

[1]
10 There is a word in paragraph six and another word in paragraph seven which can mean the
same. Write the two words.
2 [1]

4
11 What sort of boy is Aaron? For

Teacher's
Use
Write one phrase in your own words.
Give a quotation from the passage to support your answer.
[2]
12 Give one reason why Joanna does not want to tell Aaron about the dragon.
[1]
13 What do the words ‘still wrapped up’ suggest about Aaron? (Line 40)
[1]
14 The writer uses italics on words throughout the passage, e.g. ‘Aaron was always later than
they had agreed’. (Line 4) Why does the writer use italics?
[1]
15 Find two examples of imagery in the passage.
2 [2]
16 Joanna’s feelings change from the beginning to the end of the passage.
(a) How does she feel at the beginning of the passage? Write a word or a short phrase.
[1]
(b) Using your own words, write a sentence to describe how her feelings have changed at
the end of the passage.
[1]
© UCLES 2011 E7110/02/M/J/11

5
BLANK PAGE
Now turn the page to answer the next question.

6
Section B: Writing
17 In the passage you have read, Joanna met a dragon. Write a fantasy story of your own
where a girl or a boy meets a dragon.
You will need to consider:
Character Are there any other characters?
Where do the dragon and the girl/boy meet?

Setting
Will the story end in the same place?
How does the girl/boy meet the dragon?

Plot
What happens?
Write your plan in the box.
Content and Audience [7] Punctuation [5]
Text Structure [5] Vocabulary [4]
Sentence Structure [5] Spelling [4]
© UCLES 2011 E7110/02/M/J/11

7
Write your story here.

For
Teacher's
Use

8
For
Teacher's
Use
© UCLES 2011 E7110/02/M/J/11

1
English Paper 2
Stage 7
V1
© UCLES 2011 E7110/02/INS/M/J/11

2
Section A: Reading
Read this passage from Dragon Racer by Margaret Bateson-Hill and then answer the questions in the
question paper.
‘Come on, Aaron!’ Joanna Morris complained impatiently to herself as she looked up the busy
high street for her older brother. ‘Five o’clock on the steps of the town hall, you said, so where
are you?’ She threw her school bag onto the bottom step and leaned against the wall. Aaron
was always later than they had agreed. It was alright for him; he enjoyed his after-school
football club, AND he was always chosen to play in the team. Joanna wished she could find 5
something she really liked too. She’d recently started going to basketball but the only times
she ever got chosen for the team were when they were short of players. ‘And I’m as good as
half the girls there!’ she’d told her mum.
‘Don’t worry, next September, when you start secondary school, there’ll be loads of new clubs
for you to try,’ had been her mother’s rather unhelpful reply. 10
Joanna looked up at the clock on the town hall to check the time. Ten past five. If Aaron didn’t
come in five minutes she’d go home without him. She stood staring up at the clock as if by
staring she could make the giant hands move. Suddenly, a movement caught her eye;
something on one of the statues near the clock.
‘There’s a large pigeon,’ thought Joanna. She looked again, more carefully this time. It was 15
far too big for a pigeon – what was it? And then all she could do was stare up at the clock-
tower in utter amazement. Crawling down the wall straight towards her was a small silver
dragon!
The dragon stopped and looked at her intently with its bright eyes shining like two small
bonfires. Joanna stared back. She could see herself reflected in the dark pupils, only instead 20
of her school uniform, she seemed to be wearing a fitted leather jacket, the sort motorbike
riders wear. The dragon’s face was now so close she could feel its hot breath on her cheeks.
She reached up to touch it. Suddenly, thoughts like small silver sparks were flickering across
her mind. ‘Dragon Flyer’ they cried, and were gone, only to return brighter and faster. Now her
head was spinning and she had to lean against the wall of the town hall to stop herself falling. 25
She looked up just in time to see a woman scoop the dragon up into the thick folds of a
blanket. It happened so quickly that it took Joanna a couple of seconds to realise that the
woman with the blanket was already disappearing through a side door. Joanna ran after her,
but at the same moment she heard her brother calling her.
‘Jo! Wait,’ and Aaron came running up. ‘Mr Wentworth wanted to sort out the details for the 30
match tomorrow. Guess who’s captain? And then Matt and I needed to discuss tactics... Hey,
Joanna, you’re not listening. Are you alright, you look a bit funny?’
‘I don’t know, I feel a bit strange,’ replied Joanna, adding silently, ‘you might too if you’d just
discovered a dragon waiting for you!’ Because she was sure it had been waiting for her...
© UCLES 2011 E7110/02/INS/M/J/11

3
As they walked home all Joanna could think about was the dragon’s face and its round fiery 35
eyes. But, however amazing, there was no way she was going to tell Aaron what she had
seen. If she said she’d seen a dragon crawling down the wall of the town hall he would either
laugh at her, or worse, want to hang around and see for himself! And she certainly didn’t want
that. This was her secret and one she needed to think about before she told anyone. Luckily,
Aaron was still wrapped up in all the details of his football match so he wasn’t paying much 40
attention. They walked slowly up the road together...
© UCLES 2011 E7110/02/INS/M/J/11

4
BLANK PAGE
Section A © Dragon Racer Margaret Bateson Hill 2008 Catnip books ISBN 9781 846470462
© UCLES 2011 E7110/02/INS/M/J/11

1
English
Stage 7
V1
© UCLES 2011
2
Stage 7 Paper 1 Mark Scheme

Section A: Reading
Question 1
Part Mark Answer Further Information

1 They can move quickly and easily.
1 They can detect scent very

effectively.
Total 2
Question 2

Feeding / How Komodos feed / Accept any suitable word or phrase
Catching their prey / The Komodos’ which focuses on how Komodos eat
mouth or feed, or their mouth.
1
Do not accept: Teeth.
Total 1
Question 3

(they use their) teeth / (they have 3 correct = 2 marks
virulent) bacteria (in their mouth) / 1/2 correct = 1 mark
2 (they have a) venom gland (for
disabling their prey)
Total 2
© UCLES 2011
3
Question 4

A Komodo dragon is a large lizard, 2 marks for using ‘which’ and ‘so’ and
which can grow to a length of the comma after ‘metres’
3 metres, so it is one of the world’s
heaviest living lizards. 1 mark for using ‘which’ and ‘so’
without commas
or
2
A Komodo dragon is a large lizard
which can grow to a length of
3 metres, so it is one of the world’s
heaviest living lizards.
Total 2
Question 5

You wouldn’t expect such a large
1 animal to be able to move so fast.
Total 1
Question 6

disabling
1
Total 1
Question 7

The Komodo dragons’ keen sense of Accept omission of *.
smell (if aided by favourable wind)
1 enables them to seek out carrion* up
to 8.5 kilometres away.
Total 1
© UCLES 2011
4
Question 8

usually
(a) 1
‘can’ ; average (length)
(b) 1
Total 2
Question 9

People look up to the dragons. 3 correct = 2 marks
1/2 correct = 1 mark
People believe dragons will look after
them.
2
The dragons represent knowledge
and money.
Total 2
Question 10

However
1
Total 1
© UCLES 2011
5
Question 11

1 • identification of four main points Main points:
1 • use of own words and not copying • Many/most cultures have dragons.
text too much
• Different cultures perceive
1 • organisation of ideas dragons differently.
1 • accuracy of language • In China and Vietnam dragons are

(punctuation, spelling, grammar) valued and respected / seen as
powerful / protectors.
1 • word length of 70-90 words
• People born in the Chinese year of
the dragon are expected to be
healthy, wealthy and wise.
Total 5
© UCLES 2011
6
Section B: Writing (Non-fiction)

12
PURPOSE AND SENTENCE

TEXT STRUCTURE PUNCTUATION SPELLING
AUDIENCE STRUCTURE
Conventions of text type Paragraphs are Beginning to vary Generally accurate use of Spelling is virtually
are evident and sequenced, contributing sentence structure for a range of punctuation to correct over a range of
appropriate for purpose to the overall shape of effect, e.g. short make meaning clear, vocabulary used,
and audience. the text. Links between sentences for emphasis; including commas to including more complex
paragraphs are effective. expanding verb phrases; mark off clauses and and difficult words.
Viewpoint is sustained, order of clauses/phrases. phrases.
with relevant content A variety of cohesive
developed in detail. devices are used to link
sentences.
6/7 6/7 6/7 5 4
Some conventions of text Paragraphs are used to A range of sentence A range of punctuation is A few spelling errors,
type are evident and organise the text. Links structures are used, used; errors do not mostly of more difficult
generally appropriate for between paragraphs are including complex. Some impede meaning. words.
purpose and audience. clear. variety of sentence Evidence of commas
subjects. A variety of used correctly to mark
Viewpoint is generally Some cohesive devices connectives are used to clause divisions.
sustained, with content are used to link clarify ideas.
developed in some detail. sentences.
4/5 4/5 4/5 4 3
Some awareness of text Writing is not consistently Sentence structures are Some punctuation A number of errors OR
type and audience may organised into paragraphs. limited or repetitive, with evident, but a number of simple vocabulary spelt
be shown, though not Links between paragraphs little/partial use of errors/omissions, correctly.
always sustained. are not always helpful or complex structures. including misuse of
clear. Frequent use of ‘and, commas.
There is evidence of a then, so’.
viewpoint but content Pronouns and/or repeated
lacks detail. words largely used to link
sentences.
2/3
2/3 2/3 2/3 2
Little understanding of Little understanding of Sentence structures are Generally erratic use of Many errors, including a
conventions of text type, how to structure a text or largely additive, and often punctuation marks. range of simple words.
purpose or audience. link sentences/ideas. grammatically incorrect.
1 1 1 1 1
Award 0 where performance fails to meet the lowest criteria.
© UCLES 2011
7

Section A: Reading
Question 1

1 • Joanna
1 • Any suitable reason, such as:

We know what she is thinking and
feeling. / It is her thoughts and
actions which drive the plot.
Total 2
Question 2

in front of the town hall Accept any clear indication of correct
1 answer.
Total 1
Question 3

1 mark for all events in the correct
Joanna sees the dragon. 2 order
Aaron arrives. 4
Joanna looks at the clock. 1

1
They walk up the road together. 5
A woman takes the dragon away. 3
Total 1
© UCLES 2011
8
Question 4

utter amazement / amazed / very
1 surprised
Total 1
Question 5

(It was) looking carefully / looking with Accept any answer which shows the
interest (at Joanna) / The dragon was dragon was very interested in
1
trying to tell her something. Joanna or trying to connect with her.
Total 1
Question 6

‘She reached up to touch it.’ / ‘Joanna
1 stared back.’
Total 1
Question 7

thoughts and (silver) sparks
1
Total 1
Question 8

scoop
1
Total 1
© UCLES 2011
9
Question 9

She wants to follow the dragon.
1
Total 1
Question 10

• funny
1 • strange
Total 1
Question 11

1 Character For both marks, the quotation must
not very reliable support the comment about Aaron’s
Quotation character.
Aaron was always later than they had
agreed.
1 Character
gets very involved and enthusiastic
about things he enjoys
Quotation
Aaron was still so wrapped up in all
the details of his football match that
he wasn’t paying her much attention. /
Matt and I needed to discuss tactics
Character
sporty / good at sport
Quotation
he was always chosen to play in the
team
Total 2
© UCLES 2011
10
Question 12

He would laugh at her. / He would any suitable answer
want to hang around and see for
1
himself.
Total 1
Question 13

to show that Aaron was not paying any suitable answer
much attention to his sister / He is still
1
thinking about himself / football.
Total 1
Question 14

to give/show emphasis / to show the
word should be read with a stronger
1
feeling / to make the word important.
Total 1
Question 15

1 ‘(bright eyes) shining like two small
bonfires’
1 ‘thoughts like small silver sparks

(were flickering across her mind)’
Total 2
© UCLES 2011
11
Question 16

impatient / dissatisfied / She wished Accept any suitable answer.
she could find something she really
(a) 1
liked too. / jealous / annoyed
She feels she now has something of Accept any suitable answer.
(b) 1 her own that is important to her.
Total 2
© UCLES 2011
12
Section B: Writing (Fiction)
17
CONTENT AND SENTENCE

TEXT STRUCTURE PUNCTUATION VOCABULARY SPELLING
AUDIENCE STRUCTURE
Narrative features Paragraphs are Beginning to vary Generally accurate Vocabulary used Spelling is virtually
(character, plot and sequenced, sentence structure use of a range of precisely and correct over a range
setting) developed contributing to the for effect, e.g. short punctuation to make imaginatively to of vocabulary used,
convincingly to be of overall shape of the sentences for meaning clear, clarify and extend including more
interest to the reader. text. Links between emphasis; expanding including commas to meaning. complex and difficult
Viewpoint is sustained. paragraphs are verb phrases; order mark off clauses and words.
effective. of clauses/phrases. phrases.
Literary or linguistic
devices are generally A variety of cohesive
effective. devices are used to
link sentences.
6/7 5 5 5 4 4
Narrative features Paragraphs are used A range of sentence A range of Vocabulary chosen A few spelling errors,
(character, plot and to organise the text. structures are used, punctuation is used; carefully and for mostly of more
setting) are in Links between including complex. errors do not impede effect. difficult words.
evidence and of paragraphs are clear. Some variety of meaning. Evidence
some interest to the sentence subjects. A of commas used
reader. Viewpoint is Some cohesive variety of connectives correctly to mark
generally sustained. devices are used to are used to clarify clause divisions.
link sentences. ideas.
devices are
sometimes used
effectively.
4/5 4 4 4 3 3
Sufficient information Writing is not Sentence structures Some punctuation Some evidence of A number of errors OR
is given for a reader to consistently are limited or evident, but a number vocabulary chosen simple vocabulary
understand the organised into repetitive, with of errors/omissions, for effect. spelt correctly.
characters, plot and paragraphs. Links little/partial use of including misuse of
setting described. between paragraphs complex structures. commas.
Viewpoint is are not always Frequent use of ‘and,
established, but lacks helpful or clear. then, so’.
appropriate detail
and/or credibility. Pronouns and/or
repeated words are
Literary or linguistic largely used to link
devices are used, but sentences.
not always
successfully.
2/3 2/3 2/3 2/3 2 2
Some basic attempt Little understanding Sentence structures Generally erratic use Simple, generally Many errors,
to engage, but little of how to structure a are largely additive, of punctuation marks. appropriate vocabulary including a range of
understanding of text or link and often used – limited in range simple words.
narrative devices or sentences/ideas. grammatically but relevant.
viewpoint. incorrect.
1 1 1 1 1 1
Award 0 where performance fails to meet the lowest description.
© UCLES 2011
1
For
Teacher's
Use
1 hour 10 minutes
Page Mark
Stage 8 1
Name ………………………………………………….………………………. 3
4
5
6

9
10
Total
V1
2

Teacher's
Use
Read this extract from the article The Spirit of Freedom Balloon and then answer the questions.
THE SPIRIT OF FREEDOM BALLOON
Steve Fossett is known for being one of the greatest adventurers of our time, with numerous
achievements and records to his name, all in the field of aviation. He became the first
balloonist to travel round the world by himself in a hot air balloon.
The balloon, The Spirit of Freedom, which used a combination of hot air and helium, is known
in the industry as a 'Roziere' balloon. The balloon envelope* was 140 feet tall and 60 feet 5
wide. The balloon used a special onboard autopilot system called 'Comstock Autopilot'. This
can maintain the balloon at a constant altitude by using a computer to control the burners.
The balloon was launched from Northam, Western Australia, in 2002. The projected flight was
to cross the Pacific first and then to travel across Chile, down round Argentina and over the
Southern Atlantic Ocean. From here, it would then fly towards South Africa, over the Indian 10
Ocean and finally end up back in Australia at a longitudinal position equal to, or farther east
than, where the journey had begun.
The conditions onboard the basket (or gondola, as it is referred to in this case) were far from
luxurious! The gondola itself was no larger than a normal-sized closet**. Fossett would, on
average, manage about four hours of sleep each day, in segments of 45-minute naps. It 15
would have been extremely cramped living in such a confined space. On top of all this, the
temperature outside the balloon would have been well below zero, and Fossett would have
had to regularly climb out of the gondola to change fuel or to check on the burners.
Glossary
*balloon envelope – a lightweight bag to contain hot gas

**closet – a type of cupboard for keeping clothes in
1 What information can be found in the article? Tick () one box.
how long the journey took
why Steve made the journey
where the journey began
what the weather was like during the journey

[1]
© UCLES 2011 E8P110/01/M/J/11

3
2 Find one opinion expressed by the writer in the article. For

Teacher's
Use
[1]
3 Here are some suggested headings to fit the information in each paragraph in the article.
Write the number of the paragraph (1, 2, 3 and 4) beside each heading.
The route
Background
Challenges
Technical details
[1]
4 If headings were used in this article, how would they help the reader?
[1]
5 Give the meaning of each of these words as they are used in the article.
In each case give one word or a short phrase.
numerous [1]
constant [1]
6 Find a prepositional phrase and a complex noun in this sentence.
Steve Fossett was the first person to fly a hot air balloon round the world in the 20th
century.
(a) a prepositional phrase [1]
(b) a complex noun [1]

4
7 Rewrite this sentence using the same words, so that it has a fronted adverbial. For
Use correct punctuation. Teacher's
Use
At the end of the trip, Steve Fossett reluctantly walked away from the balloon.
[1]
8 Why does the writer use brackets in the fourth paragraph?
[1]
9 Punctuate this text, using two commas, one colon and one semi-colon.
Steve Fossett who was the first person to travel round the world in
a hot air balloon gave a talk today. The things he talked about
included preparation for the trip getting sponsorship and how he felt
afterwards.
[2]
© UCLES 2011 E8P110/01/M/J/11

5
Read this extract from the biography, Amy Johnson, Enigma in the Sky and then answer the For
questions. Teacher's
Use
Amy Johnson, Enigma in the Sky – by David Luff
When the wheels of Amy Johnson’s travel-stained Gipsy Moth* bumped down on the
tussocky paddock of what passed for an airfield at Darwin, Australia, in 1930, a legend was
born. That a woman could enter into what was essentially a male-dominated profession and
complete a solo flight in an open-cockpit** biplane*** over a distance of 11 000 miles in
nineteen days, amazed the world. The fact that she was not a natural-born pilot and quite 5
inexperienced at that, only added to the admiration that people felt for the bravery she had
shown in traversing deserts, jungles and shark-infested seas without the help of radio or
sophisticated navigational aids - equipment that would be considered essential today.
Amy Johnson’s life could not have been more strange, if scripted. This unknown slip of a girl,
a solicitor’s secretary from Kingston-upon-Hull, England, was to become an international star 10
overnight, an icon and then a folk-heroine. She epitomised courage and determination. Songs
were written about her and people from all walks of life hummed, whistled or sang ‘Amy,
Wonderful Amy’, the catch tune of the day. Infant girls were named after her, and then
schools, roads – and even a rose!
Glossary
* Gipsy Moth – a type of plane

** open cockpit – the part of the plane where the pilot sits
*** biplane – a plane with two sets of wings
10 Make a list of five reasons why Amy Johnson was seen as a legend and folk-heroine.
5 [3]

6
11 The writer adds effect by his choice of vocabulary. Find words in the text which mean: For
Teacher's
Use
(a) showing the effects of a journey
(b) landed
(c) crossing
(d) was a perfect example of [2]
12 Steve Fossett and Amy Johnson made very different solo journeys. In what ways were
these journeys different?
Steve Fossett Amy Johnson
[3]
© UCLES 2011 E8P110/01/M/J/11

7
BLANK PAGE

8
Section B: Writing
13 Your local newspaper is going to give an award to a person who has done something that
required courage and determination. Think of a person who you could nominate for this award.
Write a letter to the editor making your nomination.
You will need to think about:
• who the person is
• what he or she has done
• reasons why you think they should win the award.
PLANNING
© UCLES 2011 E8P110/01/M/J/11

9
Write your letter here.

For
Teacher's
Use

10
For
Teacher's
Use
© UCLES 2011 E8P110/01/M/J/11

11
BLANK PAGE
© UCLES 2011 E8P110/01/M/J/11

12
BLANK PAGE
Section A © Budlight Spirit of Freedom Balloon

© Amy Johnson Enigma In the Sky David Luff 2002 www.eballoon.org/first-around-the-world.solo
© UCLES 2011 E8P110/01/M/J/11

1
For
Teacher's
Use
1 hour 10 minutes
Page Mark
Stage 8 1
Name ………………………………………………….………………………. 3
4
5
6

Total
V1
2

Teacher's
Use
1 Where is Jenna?
Underline the correct answer.
in her house in her grandad’s house
in her grandad’s office in a hotel

[1]
2 How does Jenna feel about where she is at the beginning of the passage?
[2]
3 The writer opens the text with a contraction – ‘Lo’ instead of Hello (Line 1). Why does the
writer go on to use so many contractions in the dialogue?
[1]
4 The writer uses language to show Grandad was busy in the kitchen.
Give a quotation from the passage to support this.
How are the words effective?
[2]
© UCLES 2011 E8110/02/M/J/11

3
5 In what way is the house different without Grandma? Write one example. For
Teacher's
Use
[1]
6 Why does the writer use short sentences in the early part of the dialogue between Jenna
and Grandad?
[1]
7 Grandad’s mood changes halfway through the passage.
(a) What topic do they talk about that changes his mood?
[1]
(b) What is the first thing he does that shows his change of mood?
[1]
(c) His questions on page 3 of the passage show his change of mood. In what way are
they different to the questions he asks on page 2?
[1]
8 Jenna’s family do not take her ambition to become a pilot seriously. Which of these
attitudes are suggested in the passage?
Tick () two boxes.
She doesn’t have perfect eyesight.
She doesn’t know who Amy Johnson is.
She isn’t clever enough to fly a plane.
She will eventually grow out of the idea.
She would be more interested in her appearance than the job.

[2]
9 What is the effect the writer intends by using the three full stops in ‘and as for Ned...’?
(Line 42)
[1]

4
10 How does the writer show that Grandad is annoyed by Ned’s comments? For
Teacher's
Use
[1]
11 Why does the writer use the words ‘pressed on’ (Line 49) in the passage?
Tick () one box.
Jenna doesn’t want to seem ignorant.
Jenna is in a hurry to leave.
Jenna realises that Grandad is keen to talk.
Jenna wants more tea.

[1]
12 Grandad tells Jenna about biplanes. Find words in the passage which mean:
(a) supports [1]
(b) not strong. [1]
13 Jenna thinks she understands how her Grandad feels at the end of the passage, but she is
not sure. Write a phrase which shows that she is not sure.
[1]
14 The conversation develops between Grandad and Jenna. Number the stages 1 to 4 in the
order they are spoken about. The first one has been done for you.
Girls are not expected to be airline pilots.
Nerja 1
Cicada
Grandad remembers Amy Johnson.
[1]
© UCLES 2011 E8110/02/M/J/11

5
BLANK PAGE

6
Section B: Writing
15 Jenna’s ambition is to become a pilot.
Write a story in which the main character tells his or her family about their ambition.
You will need to consider:
• what their ambition is
• where and when they tell their family about their ambition
• how the family reacts
• how the story ends.
PLANNING
© UCLES 2011 E8110/02/M/J/11

7

For
Teacher's
Use

8
For
Teacher's
Use
© UCLES 2011 E8110/02/M/J/11

1
English Paper 2
Stage 8
V1
© UCLES 2011 E8110/02/INS/M/J/11 [Turn over

2
Section A: Reading
Read this passage from A Wish for Wings by Robert Swindells and then answer the questions in the
question paper.
‘Lo Grandad.’
‘Oh it’s you, Jenna. Come on in then.’ The old man turned and shuffled along the dim hallway.
Jenna shut the door in the sun’s face and followed, wondering how soon she could leave
without seeming rude. The house had a smell she’d never noticed when Grandma was alive.
‘Now then.’ His smile was watery as he nodded towards a rumpled armchair. ‘Sit down while I 5
put the kettle on. You’ll have a cup of tea, won’t you?’
Jenna nodded. ‘Yes, thanks, Grandad.’ She didn’t want tea, she wanted to be out of this sad
house, but a cup and saucer would give her hands something to do while she told him about
Nerja.
While Grandad rattled and clinked in the kitchen, she gazed around the room. It had all the 10
same things in it that it had had before Grandma died but it was different in a number of ways.
The cushions weren’t plumped for one thing. There were bits all over the rug and dust lay
thickly in a splash of sunlight on the sideboard*, which had a beaker on it with streaks where
coffee had dribbled down. Grandma would’ve had a fit if she’d found a beaker on her teak
sideboard. 15
‘Here we are then.’ He stooped stiffly to put the tray on the low coffee table. ‘Milk and sugar
isn’t it?’
‘Milk,’ said Jenna, ‘no sugar, thanks.’
‘Right.’ He poured tea, gave her hers, and sat down with his. ‘Nice holiday?’ His tone
suggested an effort to be polite, rather than genuine interest. 20
Jenna nodded. ‘Terrific, thanks. Nine days of sunshine, not a cloud in the sky.’
‘Very nice. What was the name of the place again?’
‘Nerja.’
‘Oh, yes. Costa del Sol, isn’t it?’
‘Yes.’ 25
He nodded, sipped his tea and lapsed into the silence she’d dreaded, staring at the rug.
‘We went on an excursion, Grandad. To Granada.’
‘Huh?’ He looked up, frowning. ‘Oh, Granada, you say. Famous, that. Old song about it.’ For a
ghastly moment she thought he was going to sing, but he resumed his rug gazing.
© UCLES 2011 E8110/02/INS/M/J/11

3
‘One night this giant creepy-crawly flew through our window. A cicada, size of a sparrow.’ 30
‘Hmmm.’ Without looking up, the old man nodded. ‘We’d things like that in Palestine, Jenna.
Lads used to put them on bits of string, fly them like kites.’
‘Talking of flying, Grandad, I want to fly.’
‘Eh?’ His head came up. ‘How d’you mean, fly?’
‘I mean, be a pilot. Airline captain.’ 35
‘Ah.’ He lifted his cup and drank, studying her over the rim. ‘What brought this on, Jenna?’
She shrugged. ‘I’ve always wanted to fly, Grandad, but it was listening to the captain on the
flight home that put airliners into my head.’
‘I see. Told your mum, have you?’
‘Yes.’ 40
‘And?’
Jenna pulled a face. ‘A passing fancy, she calls it. Dad thinks so too, and as for Ned...’
Grandad arched his brow. ‘What about Ned?’
‘Oh, you know what Ned’s like, Grandad. Says nobody’d fly with a captain admiring herself in
the mirror instead of keeping a lookout − stuff like that.’ 45
‘Ha!’ The old man set down his cup hard enough to slop tea in his saucer. ‘I bet he’s never
heard of Amy Johnson then.’
Jenna looked at him. For the first time in months there was a light in her grandfather’s eyes.
For the first time in months he seemed to be interested in what she was saying. She pressed
on. ‘I’ve never heard of her either, Grandad. Who is she?’ 50
‘Was,’ the old man corrected. ‘Who was she? More tea, lovey?’
‘No thanks. Amy Johnson?’
‘Yes. Amy Johnson was a pilot, Jenna, back in the thirties when flying was still a bit of a
novelty. I was younger than you are now, and Amy was my hero. Heroine, I suppose I should
say. D’you know what a biplane is?’ 55
‘No.’
‘No, well you don’t see ‘em much now. A biplane’s got two sets of wings, one above the other,
with struts between.’
© UCLES 2011 E8110/02/INS/M/J/11 [Turn over

4
‘Oh, yes.’ Jenna nodded. ‘I know what you mean. I’ve seen ’em in movies, they had them in
World War One, right?’ 60
‘That’s right, Jenna. They were flimsy, all wood and canvas, and in 1930 Amy Johnson flew
one all the way to Australia. She was the first woman to make that flight solo and the papers
were full of her for weeks. I went to the pictures and saw her on a newsreel, landing at
Darwin.’
Jenna heard the break in her Grandfather’s voice and saw tears in his eyes, but it wasn’t like 65
last time. She’d read about people crying with happiness and it seemed daft to her, but
something like that was happening to Grandad as he talked about his heroine.
Glossary
*sideboard – a piece of dining room furniture with drawers and shelves
Section A © A Wish for Wings Robert Swindells 2002 Corgi Yearling ISBN 0440 863961
© UCLES 2011 E8110/02/INS/M/J/11

1
English
Stage 8
V1
© UCLES 2011
2

Section A: Reading
Question 1

where the journey began
1
Total 1
Question 2

He is one of the greatest adventurers
of our time. / The basket / gondola
was far from luxurious. / It would have
1
been extremely cramped (living in
such a confined space).
Total 1
Question 3

The route 3 all correct = 1 mark
Background 1
1 Challenges 4
Technical details 2
Total 1
Question 4

The text is clearer. / It’s easier to find Accept other suitable answers.
information. / You can scan the text. /
1 They tell you what the topic of each
paragraph is about.
Total 1
© UCLES 2011
3
Question 5

1 many / lots of / a quantity of / a Word or phrase must fit meaning of
number of passage.
1 steady / sustained / regular / fixed /

stable / without changing
Total 2
Question 6

round the world / in the 20th century
(a) 1
hot air balloon
(b) 1
Total 2
Question 7

Reluctantly, at the end of the trip, Comma must be present.
Steve Fossett walked away from the
balloon. / Reluctantly, Steve Fossett
1
walked away from the balloon at the
end of the trip.
Total 1
Question 8

to explain what a/the basket is / to Accept other suitable answers.
give additional information / instead
1
of using commas
Total 1
© UCLES 2011
4
Question 9

Steve Fossett, who was the first 2 marks = all four of the missing
person to travel round the world in a punctuation marks are in the correct
hot air balloon, gave a talk today. place.
The things he talked about included:
preparation for the trip; getting 1 mark = two or three of the missing
sponsorship and how he felt punctuation marks are in the correct
2
afterwards. place.
0 marks = only 1 of the missing

punctuation marks is in the correct
place.
Total 2
Question 10

• entered an essentially male- 3 marks for 5 reasons
dominated profession / She was a 2 marks for 3/4 reasons
woman. 1 mark for 2 reasons
• completed a solo flight (in an 0 marks for 1 reason
open-cockpit biplane)
• travelled over a distance of
11 000 miles in nineteen days
• not a natural-born pilot
3
• quite inexperienced
• traversing deserts, jungles and
shark-infested seas without the
help of radio or sophisticated
navigational aids
• courage
• determination
Total 3
Question 11

(a) travel-stained 2 marks for all 4 correct
(b) bumped down 1 mark for 2/3 correct
2 (c) traversing 0 marks for 1 correct
(d) epitomised
Total 2
© UCLES 2011
5
Question 12

Steve Fossett 3 marks = any 3 differences (1
• hot air balloon flight mark for each difference given)
• well-known through many
achievements in the field of Do not accept any differences that are
aviation not stated in the text or do not relate
• used an onboard auto specifically to the journey.
pilot/computer
• took place in 2002
3
Amy Johnson
• flight in an open-cockpit biplane
• not a natural-born pilot and quite
inexperienced
• had no sophisticated navigational
aids
• took place in 1930
Total 3
© UCLES 2011
6
13

AUDIENCE STRUCTURE
Conventions of text type Paragraphs are Sentence structures are Accurate use of a range of Spelling is virtually
are secure and consistent sequenced effectively, generally shaped and punctuation. Punctuation correct over a range of
and appropriate for contributing to the overall positioned for particular beginning to be used for vocabulary used,
purpose and audience. shape of the text. Links effect. effect. including more complex
between paragraphs are and difficult words.
Viewpoint is controlled, clear and purposeful.
with content purposefully
developed. A variety of cohesive
devices are used to make
links between sentences
for the reader.
6/7 6/7 6/7 5 4
Conventions of text type Paragraphs are used to Beginning to use a Generally accurate use A few spelling errors,
are evident and organise the text, with variety of sentence of a range of punctuation mostly of more difficult
appropriate for purpose some shaping evident. structures, lengths and to make meaning clear. words.
and audience. Links between paragraphs types for effect.
are clear.
Viewpoint is sustained,
with relevant content A range of cohesive
sentences, generally
effectively.
4/5 4/5 4/5 4 3
Some conventions of Paragraphs are used to Different sentence A range of punctuation A number of errors OR
text type are evident and organise the text. Links structures are used, used; errors do not simple vocabulary spelt
generally appropriate for between paragraphs are including complex. Some impede meaning. correctly.
purpose and audience. usually clear. variety of sentence
subjects. A variety of
Viewpoint is generally Some cohesive devices connectives are used to
sustained, with content are used to link sentences. clarify ideas.
developed in some
detail.
2/3 2/3 2/3 2/3 2
Some awareness of text Writing is not consistently Sentence structures are Some punctuation Many errors, including a
type and audience may organised into paragraphs. limited or repetitive, with evident, but a number of range of simple words.
be shown, though not Links between paragraphs little/partial use of errors/omissions.
always sustained. are not always helpful or complex structures.
clear. Frequent use of simple
There is evidence of a connectives.
viewpoint but content Pronouns and/or
lacks detail. repeated words are
largely used to link
sentences.
1 1 1 1 1
© UCLES 2011
7

Section A: Reading
Question 1

in her grandad’s house
1
Total 1
Question 2

1 • She does not want to be there. / Accept other suitable
She wants to be in the sunshine. / answers.
She feels the house is dirty.
1 • ‘wondering how soon she could Accept other relevant

leave without seeming rude’ / ‘she quotations.
wanted to be out of this sad
house’ / There were bits all over
the rug and dust lay thickly…’
Total 2
Question 3

to make the conversation sound more Accept other suitable
− natural/real/authentic / People answers.
1
shorten words / when they speak.
Total 1
Question 4

1 • ‘(While Grandad) rattled and Accept other suitable
clinked (in the kitchen)’ answers.
1 • You can imagine the sounds.
Total 2
© UCLES 2011
8
Question 5

cushions weren’t plumped / bits all Accept other suitable
over the rug / coffee beaker on her answers.
1 sideboard / dust on the sideboard /
house had a smell
Total 1
Question 6

to show the tension/awkwardness /
Grandad isn’t very interested / Neither
1
of them really want to talk.
Total 1
Question 7

flying / Jenna wanting to become a
(a) 1 pilot.
‘His head came up.’ Accept: ‘He lifted his cup

and drank, studying her over
(b) 1 the rim’. / paraphrase: His
head came up.
On page 2 he is just being polite; on Accept other suitable

page 3 he is much more interested answers.
(c) 1
and the questions are more specific.
Total 3
© UCLES 2011
9
Question 8

1 She will eventually grow out of the
idea.
1 She would be more interested in her

appearance than the job.
Total 2
Question 9

to suggest it’s obvious what Ned
would think / to show she’s upset by
1
Ned’s attitude
Total 1
Question 10

The old man set down his cup hard Accept learner’s own words
1 (enough to slop tea in his saucer). or a quote from the text.
Total 1
Question 11

Jenna realises that Grandad is keen
1 to talk.
Total 1
© UCLES 2011
10
Question 12

struts
(a) 1
flimsy
(b) 1
Total 2
Question 13

(but) it wasn’t like last time / It seemed
1 daft to her.
Total 1
Question 14
Girls are not expected to be airline pilots 3
Nerja 1
1
Cicada 2
Grandad remembers Amy Johnson. 4
Total 1
© UCLES 2011
11
15

AUDIENCE STRUCTURE
Narrative features Paragraphs are Sentence structures Accurate use of a Vocabulary used Spelling is virtually
(character, plot and sequenced effectively, are generally shaped range of punctuation. precisely and correct over a range
setting) managed contributing to the and positioned for Punctuation is imaginatively to of vocabulary used,
effectively to engage overall shape of the particular effect. beginning to be used clarify and extend including more
the reader. Viewpoint text. Links between for effect. meaning. complex and difficult
is controlled. paragraphs are clear words.
and purposeful.
devices are used A variety of cohesive
purposefully. devices are used to
make links between
sentences clear for
the reader.
6/7 5 5 5 4 4
Narrative features Paragraphs are used Beginning to use a Generally accurate Vocabulary chosen A few spelling errors,
(character, plot and to organise the text, variety of sentence use of a range of carefully and for mostly of more
setting) developed with some shaping structures, lengths punctuation to make effect. difficult words.
convincingly to be of evident. Links and types for effect. meaning clear.
interest to the reader. between paragraphs
Viewpoint is sustained. are clear.
Literary or linguistic A range of cohesive

devices are generally devices are used to
effective. link sentences,
generally effectively.
4/5 4 4 4 3 3
Narrative features Paragraphs are used Different sentence A range of punctuation Some evidence of A number of errors OR
(character, plot and to organise the text. structures used, is used; errors do not vocabulary chosen simple vocabulary
setting) are in Links between including complex. impede meaning. for effect. spelt correctly.
evidence and of paragraphs are Some variety of
some interest to the usually clear. sentence subjects. A
reader. Viewpoint is variety of connectives
generally sustained. Some cohesive are used to clarify
devices are used to ideas.
Literary or linguistic link sentences.
devices are
sometimes used
effectively.
2/3 2/3 2/3 2/3 2 2
Sufficient information Writing is not Sentence structures Some punctuation Simple, generally Many errors,
is given for a reader to consistently organised are limited or evident, but a number appropriate vocabulary including a range of
understand the into paragraphs. Links repetitive, with of errors/omissions. used – limited in range simple words.
characters, plot and between paragraphs little/partial use of but relevant.
setting described. are not always helpful complex structures.
Viewpoint is or clear. Frequent use of
established, but lacks simple connectives.
appropriate detail
and/or credibility.
devices are used, but
not always
successfully.
1 1 1 1 1 1
© UCLES 2011
1
For
Teacher's
Use
1 hour 10 minutes
Page Mark
Stage 9 1
Name ………………………………………………….………………………. 3
4
5
6

9
10
Total
V1
2

Teacher's
Use
Read this extract from an article in First News which explains RSI.
What is RSI?
Repetitive Strain Injury is more commonly known as RSI. Teenagers interact with different
types of media eight hours a day. Whether it’s mobile phones, television or the internet,
overusing technology can lead to injuries like Repetitive Strain Injury. First News takes a look
at how RSI can affect young people – and how it can be prevented.
What is RSI? 5
RSI describes injuries that affect muscles, nerves and tendons. Aches, pain, tingling, swelling
and loss of joint movement are all symptoms of RSI. 375 000 people in the UK, including
young children, suffer from some kind of muscular disorder, due to poor working conditions. It
is, therefore, important to understand the dangers of RSI and how to prevent it.
Why do people get RSI? 10
For pupils at school, lots of factors play a role in the development of RSI: awkward or fixed
positions or stance, the pace of work and repeating tasks can all trigger strain injury.
At home, overusing keyboards, computers, and texting can all cause pain. Sixty per cent of
children who use laptops experience discomfort. RSI can also be brought about by bad
posture, with pain occurring particularly in the neck, back, shoulders and head region. An 15
11-year-old boy at Royal Aberdeen children’s hospital was diagnosed with ‘Nintendonitis’ after
spending too long sitting awkwardly at his gaming machine.
More than 42 million texts are sent every day, and consequently mobile phone users are also
at risk of injuring their hands. Using predictive text can stop fingers aching because it gives
muscles time to rest and recover. 20
What can schools do?
At the moment, keyboard skills are not part of the curriculum and only a small number of
schools choose to teach the subject in class. Teaching children the correct way to type and
use a computer may help to lessen the number of those who develop RSI. Schools can invest
in ‘work station flexibility accessories’, such as keyboards and mouse trays, wrist rests, 25
booster seats and pillow backs. It doesn’t have to cost a lot to be comfortable; placing a book
under the feet or a pillow behind your back at home are good ways of improving health and
reducing the risk of RSI.
© UCLES 2011 E9P110/01/M/J/11

3
Now answer these questions. Write your answers in the spaces provided. For
Teacher's
Use
1 According to the article, which parts of the body does RSI cause injury to?
[1]
2 Why are all the headings in this newspaper article written as questions?
[1]
3 This newspaper is clearly aimed at young people. Find three words or phrases that mean
the same as ‘young people’.
3 [1]
4 Give the meaning of each of these words as it is used in the passage. In each case give
one word or short phrase.
(a) symptons [1]
(b) occurring [1]
(c) reducing [1]
5 Punctuate this text as one sentence.
When you use a computer please ensure that you make your seat
comfortable sit upright angle the screen to suit your height place a
pillow behind your back place a book under your feet

[2]

4
6 Combine these three sentences into one complex sentence. Start this sentence with a For
connective. Teacher's
Use
Mobile phones are popular.

They can be used to text.
They can injure hands.
[2]
7 The writer uses the word ‘can’ many times in the newspaper article. For example, ‘can’
appears three times in the opening paragraph. Explain why the writer does this.
[1]
© UCLES 2011 E9P110/01/M/J/11

5
BLANK PAGE
Now turn the page to answer the next questions.

6
Read this extract from Roald Dahl’s autobiography Boy and then answer the questions. For
Teacher's
Use
Letter writing was a serious business at St. Peter’s. It was as much a lesson in spelling and
punctuation as anything else because the Headmaster would patrol the classrooms all
through the sessions, peering over our shoulders to read what we were writing and to point
out mistakes. But that, I am sure, was not the main reason for his interest. He was there to
make sure we said nothing horrid about his school. There was no way, therefore, that we 5
could ever complain to our parents about anything during term-time. If we thought the food
was lousy or if we hated a certain master or if we were punished for something we did not do,
we never dared to say so in our letters. In fact, we often went the other way. In order to
please that dangerous Headmaster who was leaning over our shoulders and reading what we
had written, we would say splendid things about the school and go on about how lovely the 10
masters were.
Mind you, the Headmaster was a clever fellow. He did not want our parents to think that those
letters of ours were censored in this way and therefore he never allowed us to correct a
spelling mistake in the letter itself.
8 Make notes in the table to list what Roald Dahl dared and did not dare to write.
Dared to write Did not dare to write
……………………………………………………. …………………………………………………
……………………………………………………. …………………………………………………
……………………………………………………. …………………………………………………
……………………………………………………. …………………………………………………
……………………………………………………. …………………………………………………
……………………………………………………. …………………………………………………
……………………………………………………. …………………………………………………
……………………………………………………. …………………………………………………
[4]
© UCLES 2011 E9P110/01/M/J/11

7
9 Both extracts, the newspaper article What is RSI? and Roald Dahl’s autobiography Boy, For
describe young people using different forms of communication. Teacher's
Use
(a) Name one form of communication from each of the passages.
From What is RSI?
From Boy [2]
(b) The extract What is RSI? describes how RSI can cause communication difficulties.
In the extract from Boy, there is a different communication difficulty. Use your own
words to describe what this is.
Give a quotation from the extract to support your answer.
[2]
10 Which of the two passages is written in a more informal style? Tick () one box.
‘What is RSI’?
‘Boy’
Write one example from the passage to support your answer.
[1]

8
Section B: Writing
11 What is RSI? is an article from ‘First News’, a newspaper for young people. Write another article
for ‘First News’ explaining why it is important to look after yourself.
You could include some of the following in your article:
• healthy eating
• keeping clean
• exercise
• getting enough sleep.
Ensure that your readers understand why these factors are important.
PLANNING
© UCLES 2011 E9P110/01/M/J/11

9
Write your article here.

For
Teacher's
Use

10
For
Teacher's
Use
© UCLES 2011 E9P110/21/M/J/11

11
BLANK PAGE
© UCLES 2011 E9P110/21/M/J/11

12
BLANK PAGE
Section A © What is RSI? First News 17-22 Sep. Issue 225

© Roald Dahl ISBN 978 0141 322766 Puffin Books
© UCLES 2011 E9P110/21/M/J/11

1
F
Tea
U
1 hour 10 minutes
Page Mark
Stage 9 1
3
Name ………………………………………………….……………………….
4
5
6
7
You should pay attention to punctuation, spelling and handwriting.

Total
V1

2

Teacher's
Use
1 From whose point of view does the writer tell the story?
Give a reason to support your answer.
[2]
2 Write three phrases the writer uses to show how bad Joe’s report is.
3 [2]
3 What sort of a character is Joe?
[2]
4 When Mum came home, Joe tried to put her in a good mood.
Write one way he did this.
[1]
© UCLES 2011 E9P110/02/M/J/11

3
5 Joe’s mother has ‘been very flustered about her work’. (Line 29) How does this help him? For
Teacher's
Use
[1]
6 Give two reasons why Joe talked to his Dad about his report just after the phone rang.
[2]
7 What sort of man is Joe’s Dad?
[2]
8 How has the relationship changed between Joe’s parents? (Lines 37−41)
[2]
9 Joe has a plan to get his dad to sign the report.

Give two quotations from the passage which show that his dad does not react in the way
Joe expects.
Quotation 1
Quotation 2 [2]

4
10 Look again at the beginning of the passage. (Lines 9−20) For

Teacher's
Use
Find an example of a simile.
Why do you think that the writer uses this simile?
[2]
11 In the text, two phrases are written between dashes.
• Line 15 ‘− yes, that’s me −’
• Line 45 ‘− it really is his pride and joy −’
Why has the writer used this technique?
[1]
12 This passage is an extract from a much longer story, Rescuing Dad. From what you have
read, do you think that you might enjoy the whole story?
YES
NO
Explain why.
[1]
© UCLES 2011 E9P110/02/M/J/11

5
BLANK PAGE

6
Section B: Writing
13 The Special Day
Joe’s report is bad news for the family. Write a story which involves a family receiving some good
news.
• What is the news?
• How does the news arrive?
• What effect does the news have on the family?
• How does it make the day special?
PLANNING
Write your plan in the box.
© UCLES 2011 E9P110/02/M/J/11

7

For
Teacher's
Use

8
For
Teacher's
Use
© UCLES 2011 E9P110/02/M/J/11

1
English Paper 2
Stage 9
V1
© UCLES 2011 E9P110/02/INS/M/J/11 [Turn over

2
Section A: Reading
Read this passage from Rescuing Dad by Pete Johnson and then answer the questions in the
question paper.
It was far worse than I'd expected. I mean, I knew it was going to be bad. But my school report
was nothing short of tragic.
I'll spare you the gory details. It'll only upset you. Let me just say that I’d never seen so many
Ds and Es on one page in my entire life.
Actually, I think I'm pretty intelligent but not when it comes to school subjects. I'm clever in 5
other ways, though. Like I'm very observant. I notice things. I'm sure I'd make an excellent
detective or private eye. I started imagining myself solving all these mysteries. I really cheered
myself up.
Then I glanced down at that dire report and it was back to reality. My Mum was going to take
one look at this and start charging about like a rhino with a sore head. To make matters worse, 10
Claire, my younger sister, is adored by all her teachers…
If only I could lose this report or say it had been snatched away by a passing Alsatian dog.
One boy in my class really did get his report chewed up by a gerbil. The trouble is, I don't
know any gerbils. And it's too late to improve my social life now. Anyway, schools have copies
of everything, don't they? They've probably got the report of Joe Miles − yes, that's me − up on 15
the noticeboard so staff can throw darts at it.
So what can I do? I could try and alter it. The trouble is, I'd have to change just about every
line. Or I could just forget to show it to my Mum. That was very tempting. Only there's this silly
slip your parents have to sign to prove they've read it. And anyway, my Mum always knows
when reports are due. It's as if she's got special antennae. 20
Mum arrived a few minutes later with Claire, who'd just had a music lesson. I smiled merrily at
them.
'Did you have a funky day, Mum?'
'A very tiring one,' she sighed. 'Will you set the table, Joe?'
'Sure, no problem.' 25
I set the table for tea quite superbly. And all the time I was waiting for a question that never
came.
It was incredible. Mum had forgotten all about my report. This was a moment for the record
books. I think she must have been very flustered about her work. She shares a job at a bank
with this other woman. Only the other woman has been away ill so all her work has come to 30
Mum. This was pretty horrible for Mum, but it got me off the hook, temporarily at least.
The evening rolled on. I was sweating now, just dreading the moment when Mum's memory
came rushing back.
© UCLES 2011 E9P110/02/INS/M/J/11

3
About half past seven Dad came home. He put his case in the hall, went upstairs, got
changed, read Claire a bit of a story and then came downstairs again and sank down into his 35
chair in the sitting room.
Mum brought him in his meal on a tray. She used to talk with him while he was eating. And
Dad was always full of funny stories about the people he'd met. He'd even mimic their voices.
But now he hardly says anything to her. And she usually goes back into the kitchen and
listens to a discussion about the state of the economy or something equally depressing on the 40
radio, while Dad chomps away watching television.
He chats with me though. He'll tell me about his day − he's a salesman for an office supplies
firm. But much more interestingly, Dad also partly owns a shop called Fantasy Adventure. It's
pretty small but absolutely crammed with old comics, books, videos, model kits and posters.
And sometimes Dad will drop into the shop after work − it really is his pride and joy − and 45
bring back something for me.
He did that night. He gave me one of the American comics which I collect. I started reading it
but all the time I was waiting for my moment.
You see, I had a plan: to get Dad to read my report and sign that annoying slip thing when
Mum wasn't looking. Now, of course, Dad wouldn't be thrilled by my report either. He'd sigh 50
and suck his teeth a bit, but then he'd forget all about it, as he's nowhere near as bothered
about school as my Mum.
The phone rang. I was sure that it was my nan. She often rings about this time. And she'd be
chatting to my Mum for ages. So here was my chance. 'Dad,' I said, 'could you get rid of some
people for me, please?' 55
He put down his mug of tea. 'Like who?'
'Like all my teachers for a start.'
Dad grinned. 'What have they done now?'
'They've all got together and cooked up this nasty report.' Then I added casually, 'Want to
take a quick look?' 60
'I think I'd better.'
I leaned forward confidingly. 'I'll warn you now, it's not a pretty sight.'
'I think I can take it.'
But Dad put the report down, a shaken man. 'This is just awful,' he pronounced.
'I know, but don't let it spoil your evening. The sun's trying to shine and there's a great football 65
match on − well, any minute actually. So if you would just autograph the little slip here we can
move on to happier topics, like who's going to win the…'
'Just hold on a moment. Has your Mum seen this?'
© UCLES 2011 E9P110/02/INS/M/J/11

4
BLANK PAGE
Section A © Rescuing Dad Pete Johnson 2001 Random House ISBN 9780440 864578
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included,
the publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of
University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2011 E9P110/02/INS/M/J/11

1
English
Stage 9
V1
© UCLES 2011
2

Section A: Reading
Question 1

muscles, nerves and tendons Also accept:
1 neck, back, shoulders and head

region / hands
Total 1
Question 2

to engage the reader / to
interact with the reader / to
1 inform the reader what the
paragraph is going to be about
Total 1
Question 3

teenagers / (young) children / any 3 for 1 mark
pupils / (an 11-year-old) boy
1 Do not accept: class / school /
mobile-phone users.
Total 1
© UCLES 2011
3
Question 4

signs / indications / features
(a) 1
appearing / happening / taking
place / developing / being felt /
(b) 1
present
lowering / lessening / decreasing

(c) 1 / diminishing
Total 3
Question 5

When you use a computer, please Award 2 marks if 4-6 of the
ensure that you make your seat missing punctuation marks are in
comfortable: sit upright, angle the the correct place.
screen to suit your height; place a
pillow behind your back; place a Award 1 mark if 2-3 of the
book under your feet. missing punctuation marks are in
2
the correct place.
Award 0 marks if 0-1 of the

missing punctuation marks are in
the correct place.
Total 2
© UCLES 2011
4
Question 6

Although / while / despite the fact 1 mark for suitable connective at
that / mobile phones are popular, the beginning.
they can injure the hands when
used to text. 1 mark for complex sentence that
holds its meaning.
Despite mobile phones being
popular, they can injure hands Accept other suitable examples.
2
when used to text.
Although they can injure hands,

mobile phones are popular
because they can be used to
text.
Total 2
Question 7

Over-using technology might Accept other answers that
lead to RSI but it might not. suggest the outcome is a
1
possibility.
Total 1
© UCLES 2011
5
Question 8

Dared to write Accept any four for 1 mark each.
• splendid things (about the
school)
• (How) lovely (the) masters
(were)
• spelling mistakes
Did not dare to write

4
• anything horrid (about his
school)
• complaints (to our parents)
• food was lousy
• hated a (certain) master
• (We were) punished
• spelling correction
Total 4
Question 9

1 From What is RSI?
texting/texts / mobile phones /
television / internet
(a)
1 From Boy
letter writing
He can’t write what he wants to 1 mark for a relevant quotation.

write. Accept other valid alternatives.
‘There was no way, therefore,

(b) 2 that we could ever complain. . .’ /
‘that dangerous Headmaster
who was leaning over our
shoulders . . .’
Total 4
© UCLES 2011
6
Question 10

• ‘Boy’ Accept other suitable examples.
• ‘Mind you …’ / ‘There was

1
no way …’ / ‘lousy’ / ‘
clever fellow’
Total 1
© UCLES 2011
7
11

AUDIENCE STRUCTURE
Conventions of text type Overall text is shaped Sentence structures are A range of punctuation is Spelling virtually correct
are used to create and structured with shaped and crafted so used accurately and for over a range of
impact and engage the purpose and audience in as to contribute to the effect. vocabulary used,
reader. mind. overall impact of the text. including more complex
and difficult words.
Viewpoint is clear and
logical.
6/7 6/7 6/7 5 4
Conventions of text type Paragraphs are Sentence structures are Accurate use of a range A few spelling errors,
are secure and consistent sequenced effectively, generally shaped and of punctuation. mostly of more difficult
and appropriate for contributing to the overall positioned for particular Punctuation is beginning words.
purpose and audience. shape of the text. Links effect. to be used for effect.
between paragraphs are
Viewpoint is controlled, clear and purposeful.
with content purposefully
developed. A variety of cohesive
devices are used to make
links between sentences
clear for the reader.
4/5 4/5 4/5 4 3
Conventions of text type Paragraphs are used to Beginning to use a Generally accurate use A number of errors OR
are evident and organise the text, with variety of sentence of a range of punctuation simple vocabulary is
appropriate for purpose some shaping evident. structures, lengths and to make meaning clear. spelt correctly.
and audience. Links between paragraphs types for effect.
are clear.
Viewpoint is sustained,
with relevant content A range of cohesive
sentences, generally
effectively.
2/3 2/3 2/3 2/3 2
Some conventions of Paragraphs are used to Different sentence A range of punctuation Many errors, including
text type are evident, but organise the text with structures are used, used; errors do not a range of simple words.
not secure. some links between including complex. Some impede meaning.
paragraphs. variety of sentence
Viewpoint is evident but subjects. A variety of
not controlled. Some cohesive devices connectives are used to
are used to link sentences. clarify ideas.
1 1 1 1 1
© UCLES 2011
8

Section A: Reading
Question 1

1 Joe Miles Accept any suitable quotation such
as “because the text says ‘Joe
1 We know what he is thinking and Miles – yes, that’s me’”.
feeling. / It is his thoughts and
actions which drive the plot.
Total 2
Question 2

‘far worse’ / (‘nothing short of) 3 correct for 2 marks
tragic.’ / (‘the) gory (details.’) / ‘it's 1/2 correct for 1 mark
not a pretty sight.' / ('This is just)
2 awful’ / ‘never seen so many D’s
and E’s on one page in my entire
life’ / dire report’ / ‘nasty report’
Total 2
© UCLES 2011
9
Question 3

Phrase 1 mark for one phrase in own
not very good at school subjects words.
Quotation
‘I think I'm pretty intelligent but not 1 mark for one quotation to support
when it comes to school subjects.’ given phrase
Phrase Accept other appropriate

observant / notices things quotations if they support given
Quotation phrase.
‘Like I'm very observant. I notice
things’
Phrase
worries about what his Mum thinks
Quotation
‘I could just forget to show it to my
2 Mum.’ / ‘just dreading the moment
when Mum's memory came rushing
back.’
Phrase
gets on well with his Dad
Quotation
‘He chats with me though. He'll tell
me about his day’
Phrase
confident – even though he has a
bad report he is self-confident
Quotation
‘Actually, I think I’m pretty
intelligent. . .’
Total 2
Question 4

He smiled merrily. / He asked Mum
if she had had a ‘funky’ day. / He
1 did what he was told very readily. /
He set the table quite superbly.
Total 1
© UCLES 2011
10
Question 5

She forgets to ask for his report.
1
Total 1
Question 6

time to persuade Dad / keep the 2 marks for 2 points.
matter secret from his Mum / 1 mark for 1 point.
2 wanted Dad rather Mum to sign the
slip
Total 2
© UCLES 2011
11
Question 7

Phrase 1 mark for one phrase
cares about his children.
Quotation 1 mark for one quotation to support
‘read Claire a bit of a story’ / ‘He given phrase
gave me one of the American
comics which I collect.’
Phrase
has a good sense of humour.
Quotation
‘full of funny stories about the
people he'd met. (He'd even mimic
their voices.)
2
Phrase
works hard
Quotation
‘About half past seven Dad came
home.’
Phrase
enjoys his work
Quotation
‘partly owns a shop called Fantasy
/ Adventure − it really is his pride
and joy’
Total 2
Question 8

She ‘used to talk to him while he 2 marks for responses describing
ate’ and he would ‘tell funny the atmosphere with evidence from
stories’. Now she ‘goes into the the passage.
kitchen to listen to the radio’ and he
2
just ‘watches television while he 1 mark for reasonable response
eats.’ describing the atmosphere without
evidence from the passage.
Total 2
© UCLES 2011
12
Question 9

‘(put the report down) a shaken any two
man.’ / ‘This is just awful (he
2 pronounced.)’ / ‘(Just hold on a
minute). Has your mum seen this?’
Total 2
Question 10

1 ‘charging about like a rhino with a
sore head.’ / ‘It's as if she's got
special antennae.’
1 Explanation
It shows how angry Joe’s Mum
would be when she reads his
report. / It shows that Joe’s Mum
can sense when reports are due.
Total 2
Question 11

to create the effect that he is
directly speaking to the reader / in
1 conversation with Mum / to
emphasise the point
Total 1
© UCLES 2011
13
Question 12

Yes Accept any reasonable explanation
want to find out what happens next appropriately related to a Yes / No
/ want to find out how his mum will response.
react / want to find out if his mum
and dad join forces in their dealing
with Joe or become closer or join
forces in what kind of punishment
he will receive / like the character of
Joe / funny/witty, etc. / story seems
1
realistic / can relate to own life
No
think Joe should not be going
behind his Mother’s back / Joe
should work hard at school / It’s not
funny that he doesn’t work hard at
school.
Total 1
© UCLES 2011
14

13

AUDIENCE STRUCTURE
Narrative features Overall text is shaped Sentence structures A range of punctuation Vocabulary is used Spelling is virtually
(character, plot and and structured with are shaped and is used accurately and precisely and correct over a range
setting) crafted to purpose and audience crafted so as to for effect. imaginatively to of vocabulary used,
create impact and in mind. contribute to the clarify and extend including more
engage the reader. overall impact of the meaning. complex and difficult
Viewpoint clearly text. words.
established and
controlled.
devices deployed for
effect.
6/7 5 5 5 4 4
Narrative features Paragraphs are Sentence structures Accurate use of a Vocabulary is chosen A few spelling errors,
(character, plot and sequenced effectively, are generally shaped range of punctuation. carefully and for mostly of more
setting) managed contributing to the and positioned for Punctuation is effect. difficult words.
effectively to engage overall shape of the particular effect. beginning to be used
the reader. Viewpoint text. Links between for effect.
controlled. paragraphs are clear
and purposeful.
devices used A variety of cohesive
purposefully. devices are used to
make links between
sentences clear for
the reader.
4/5 4 4 4 3 3
Narrative features Paragraphs are used Beginning to use a Generally accurate Some evidence of A number of errors OR
(character, plot and to organise the text, variety of sentence use of a range of vocabulary chosen simple vocabulary is
setting) developed with some shaping structures, lengths punctuation to make for effect. spelt correctly.
convincingly to be of evident. Links and types for effect. meaning clear.
interest to the reader. between paragraphs
Viewpoint sustained. are clear.
Literary or linguistic A range of cohesive

devices are generally devices are used to
effective. link sentences,
generally effectively.
2/3 2/3 2/3 2/3 2 2
Narrative features Paragraphs are used Different sentence A range of punctuation Simple, generally Many errors,
(character, plot and to organise the text structures are used, is used; errors do not appropriate vocabulary including a range of
setting) are in with some links including complex. impede meaning. is used – limited in simple words.
evidence and of between paragraphs. Some variety of range but relevant.
some interest to the sentence subjects. A
reader. Viewpoint is Some cohesive variety of connectives
generally sustained. devices are used to are used to clarify
link sentences. ideas.
devices are sometimes
used effectively.
1 1 1 1 1 1
© UCLES 2011

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1

English Paper 1 For Teacher's Use

You should pay attention to punctuation, spelling and handwriting. 7

The number of marks is given in brackets at the end of each question 8

© UCLES 2011 E8P110/01/M/J/11 [Turn over

Section A: Reading For

*carrion – dead and decaying flesh

© UCLES 2011 E7P110/01/M/J/11

1 Which two facts about Komodo dragons are correct? For

They can move quickly and easily.

They never go in water.

They always live on the ground.

They can detect scent very effectively.

2 Write a suitable heading for the third paragraph.

3 Write three ways in which Komodos can kill their prey.

© UCLES 2011 E7P110/01/M/J/11 [Turn over

The Komodo’s size helps it to move so fast.

The Komodo is so big because it can move so fast.

You wouldn’t expect such a large animal to be able to move so fast.

6 Which of these words from the third paragraph has a prefix?

© UCLES 2011 E7P110/01/M/J/11

Now turn the page to answer the next questions.

© UCLES 2011 E7P110/01/M/J/11 [Turn over

Read this text based on an extract from a website about dragons.

People look up to the dragons.

The dragons are symbols of destruction.

People believe dragons will look after them.

The dragons represent knowledge and money.

© UCLES 2011 E7P110/01/M/J/11

© UCLES 2011 E7P110/01/M/J/11 [Turn over

You will need to:

• choose an animal that you know about

Do not include illustrations.

Write your plan in this box.

Purpose and Audience [7] Punctuation [5]

Text Structure [7] Spelling [4]

Sentence Structure [7]

© UCLES 2011 E7P110/01/M/J/11

Write your article here.

© UCLES 2011 E7P110/01/M/J/11 [Turn over

© UCLES 2011 E7P110/01/M/J/11

© UCLES 2011 E7P110/01/M/J/11

Section A © Komodo Dragons, Dragons Across Cultures Honolulu 2008 http://www.draconika.com/dulture.php

© UCLES 2011 E7P110/01/M/J/11

English Paper 2 For Teacher's Use

You should pay attention to punctuation, spelling and handwriting. 7

The number of marks is given in brackets at the end of each question 8

© UCLES 2011 E7110/02/M/J/11 [Turn over

Section A: Reading For

Give a reason to support your answer.

2 Where is Joanna at the beginning of the passage?

walking along the high street at a football stadium

in front of the town hall outside school

3 Here are some events from the story.

Joanna sees the dragon.

Joanna looks at the clock.

They walk up the road together.

A woman takes the dragon away.

© UCLES 2011 E7110/02/M/J/11

7 Read these two sentences from the passage.

Which two things are compared in these sentences?

9 When Aaron arrives to meet Joanna, she is leaving. Why?

She doesn’t feel very well.