Cambridge Lower Secondary Sample Test

For use with curriculum published in

September 2020

English Paper 1
Mark Scheme
Stage 9

English_S9_01_MS/5RP
© UCLES 2020
S9/01 English Stage 9 Paper 1 Mark Scheme From 2020

Section A: Reading

Question Answer Marks

1 What literary technique is the title an example of? 1

Tick () one box.

Award 1 mark for

• rhyme

Question Answer Marks

2 Give one word from the first paragraph (lines 1–4) that means ‘show’. 1

Award 1 mark for:

• depict

Question Answer Marks

Look at the second paragraph (lines 5–11).

3(a) In the second sentence, the words, To attract the bees... link the first and 1
second sentences. What kind of connective is this?
Tick () one box.

Award 1 mark for:

• an explanation
3(b) Why does the writer use semicolons ( ; )? 1
Tick () one box.

Award 1 mark for:

• to separate items on a list

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S9/01 English Stage 9 Paper 1 Mark Scheme From 2020

Question Answer Marks

Look at the third paragraph (lines 12–19).

4(a) Give one example of scientific language. 1

Award 1 mark for:

• minerals
• proteins
• amino acids
• temperature
• evaporate
• cell
• propolis
• ferment
4(b) Give one example of a passive verb form. 1

Award 1 mark for:

• is stored
• is reduced
4(c) Give one word that means ‘food’. 1

Award 1 mark for:

• nourishment

Question Answer Marks

5 What idea links the end of the third and the beginning of the fourth 1
paragraph?

Award 1 mark for:

• the sealed cell or propolis

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S9/01 English Stage 9 Paper 1 Mark Scheme From 2020

Question Answer Marks

6 Why do you think beekeepers want to produce organic honey? 1

Award 1 mark for:

• They can earn more money

Question Answer Marks

7 Give one word that means ‘increased’ (lines 25–29). 1

Award 1 mark for:

• skyrocketed

Question Answer Marks

8 Beekeepers sell honey. 1

What other ways can they earn money from keeping bees? Give one way.

Award 1 mark for:

• selling beeswax
• selling pollen
• selling propolis

Question Answer Marks

9 Give two structural features of an information text that can be found in 2

Text A.

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

• The text has an introductory paragraph

• The writer uses subheadings
• Has organized ideas into separate paragraphs
• It is written in the third person
• It uses topic sentences
• It is written in a formal style

Question Answer Marks

10 What is the viewpoint in Text B? 1

Award 1 mark for:

• first person

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S9/01 English Stage 9 Paper 1 Mark Scheme From 2020

Question Answer Marks

11 How do you think the writer feels about keeping bees? 1

Tick () one box.

Award 1 mark for:

• enthusiastic

Question Answer Marks

12 Do you think that making the hives perfect is important to the writer? Give 2
two reasons.

Award up to 2 marks for:

• No. What mattered was the fact that he made them by himself.
• No. He did not mind that things were not perfect.
• No. The hives still worked.
• No. He produced honey all the same.

Question Answer Marks

13 Why does the writer use an exclamation mark ( ! ) in line 9? 1

Award 1 mark for:

• to show surprise / pride / amazement

Question Answer Marks

14 Give two structural features of a persuasive text that can be found in Text 2
B.

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

• rhetorical questions
• opinions
• personal anecdotes
• personal pronouns

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S9/01 English Stage 9 Paper 1 Mark Scheme From 2020

Question Answer Marks

15(a) Your friend wants to start keeping bees. Write a list of the advantages and 3
disadvantages of making your own beekeeping equipment.

Award 3 marks for 7–8 correct points

Award 2 marks for 5–6
Award 1 mark for 3–4
Award 0 marks for 0–2

Advantages Disadvantages
Example: Satisfaction of doing it
yourself
Gives you a better understanding of You have to be organised
the parts
Helps to recycle materials It’s hard work
Cheaper (because you can use scrap It might not be perfect / the boxes
materials) were the wrong size
Continuing a tradition of people The spring for the smoker bellows
working with their hands may be too weak (to puff out the
smoke)
15(b) Summarise the advantages and disadvantages of making beekeeping 2
equipment for your friend. Use up to 40 words.

Making your own equipment is cheaper and more rewarding than buying from
stores, even though it is harder work and the hives may not be perfect.

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S9/01 English Stage 9 Paper 1 Mark Scheme From 2020

Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the next two pages.

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

16 Imagine you have recently taken up an unusual hobby. Write an article for your school
magazine to persuade others to do the same.

You should consider:

• the language you will use to persuade your reader

• the presentation of your ideas.

16 Content, purpose and audience. 8

Text structure and organization. 7

Sentence structure and punctuation. 7

Spelling 3

[Total 25]

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S9/01 English Stage 9 Paper 1 Mark Scheme
Content/purpose and audience
8 marks
The response has relevant ideas and content
developed in detail which show the relationship
between the writer and reader.
The text type is clearly established, e.g. an article,
a report, and the tone is appropriate to the ideas
and is sustained.
The vocabulary is well chosen for the purpose.
[7–8]
The response has relevant ideas and content
which are developed with some detail, and with
some awareness of reader.
The main features of the text type are evident,
and the tone is generally appropriate for the
purpose and is largely sustained.
The vocabulary is relevant for the purpose / text
type, i.e. powerful verbs, technical vocabulary.
[5–6]
The response includes basic information relevant
for the purpose, and some awareness of the
reader may be shown.
General aspects of the text type are evident, and
the writer’s tone is present but inconsistent.
A simple range of vocabulary is relevant for the
purpose.
[3–4]
The response has limited relevance to the task.
Some elements of the text type are seen, and the
writer’s tone is present but inconsistent.
The vocabulary is simple.
[1–2]
No creditable response.
[0]
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From 2020
Text structure and organisation
7 marks
Clear structure with well-organised material
within paragraphs, i.e. as a refinement of Box
4–5.
Chronological or logical links between
paragraphs help the development of ideas
[6–7]
The ideas are developed into a story from an
appropriate opening but may not reach an
effective conclusion.
Paragraphs/sections are evident and help to
structure the text, with occasional use of
connective devices.
[4–5]
The opening, development and conclusion of
the text are logically related.
Paragraphs/sections may be used, but not
consistently, accurately or appropriately.
[2–3]
Some basic sequencing of material grouped
by content.
[1]
No creditable response.
[0]
S9/01 English Stage 9 Paper 1 Mark Scheme From 2020

Sentence structure Spelling

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

The use of sentence features contributes to the

overall development of the text.

Almost entirely accurate grammar (tenses,

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

Punctuation is correctly used to make the

meaning clear.
[6–7]
Appropriate use of sentence structures, with Spelling almost completely accurate, with a
some attempt to create effect. wide range of words correctly attempted.

Some sentence features are used to clarify and Polysyllabic, ambitious and more complex,
emphasise meaning. lower frequency words are used successfully.

Grammar is mostly accurate, i.e. subject and

verb generally agree, verb tense is generally
consistent.

Punctuation is usually correct e.g. with commas

for lists or in clauses.
[4–5] [3]
Limited or partially effective use of complex Spelling is generally accurate over a
sentence structures. reasonable range of words.

Mostly simple compound structures based on a Some polysyllabic and more difficult words in
variety of connectives. frequent use are spelled correctly.

Grammar and punctuation is usually correct e.g.

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

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S9/01 English Stage 9 Paper 1 Mark Scheme From 2020

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