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
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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]
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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]
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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]
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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]
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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]
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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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2021 1111/01/O/N/21
