100% found this document useful (3 votes)

2K views240 pages

Continuous Writing Tips & Examples

Uploaded by

DESMOND LENS

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

100% found this document useful (3 votes)

2K views240 pages

Continuous Writing Tips & Examples

Uploaded by

DESMOND LENS

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 240

HINTS FOR CONTINUOUS WRITING

 Before writing anything make a short plan of your entire composition, using
help given by the question.
 Use only words, constructions and figurative language you are familiar with
 Avoid flowery and pompous language. The best writers of English express
themselves in simple and clear language
 Do not use abbreviations. They do not have a place in continuous writing
 Make your writing interesting by using illustrations. Make the ready feel like
he or she was present when the events of your story unfolded
 Do not begin to write a sentence until you know how it will begin and end
 Begin a paragraph for each new topic
 Pay close attention to mechanical skills-grammar, spelling and punctuation.
 Do not switch the tenses until the sense requires you to
 Check your work thoroughly at least twice. This will necessitate allowing a
few minutes at the end of time allotted
 If you have choices for the composition you are to write, choose the
composition that you are most familiar with so that you can freely express
yourself
 Take note of the number of words you are required to use. Normally
between 450- 600 and do not write less/more than that.
 Your points should follow each other logically and avoid mixing up points.
Stick to a point, explain it and summarize it before you move on to the next
one.
 Develop your points in a strategic manner. Don’t just write straight forward
points. It’s not interesting
 Illustrate a story in your mind and bring it into action by your
writing(narrative composition)
 Your introduction should be short, precise and interesting.2-3 lines
 The body should consist of two to three paragraphs each depicting a
different idea

Continuous writing comes in various forms such as factual, narrative or
argumentative writing.
Factual writing
 The writing is solely based on facts that can be supported with evident
examples
 It does not entail any fiction or any fairytales

Narrative writing
 This kind of writing is called fiction. Fiction is a literary work based on
imagination and not on facts. For example, you may be asked to write about
your journey by flight to overseas though you never went overseas. You
should be in position to narrate it like you have boarded a flight before. You
have to be familiar with what a journey by flight seems like. Be familiar with
terms like cockpit, runway and flight attendants. Be informed about classes in
the aircraft such as business class and economy class. You should be able to
convince the reader that you have boarded a flight before. You should be
familiar with the kind of fuel that aircraft use. Do not talk about the aircraft
using diesel or petrol because that would totally cost you marks. If you do not
know anything at all do not mention it because it would save you marks and
embarrassment. You should write based on things that you are sure about.
You should know the procedure followed before the flight sets off and before
the flight lands.
 Narrative compositions should compose of figurative language such as
idioms, proverbs, similes and metaphors
Argumentative composition
 In this kind of writing you have to choose to agree or disagree with one
point. It requires you to argue on a point whilst supporting your points with
relevant information. For example a topic may be “It is better to school
children in a city than at a rural area”. So in this kind of writing you have
to either agree that indeed it is advisable to school kids at a city than at a
rural area or argue that it is advisable to school kids at a rural area than at a
city. Whatever point you pick you have to support it with relevant, strong
points that would prove you are informed with relevant information.
 You cannot support/rebut both sides
Write a composition about the topic “a snake in the grass”. Use 600 words

A SNAKE IN THE GRASS

“Hey! Come on! We need to hurry or else we will miss the train. Are you going to
sulk over a girl for that long? Let us go brother all will be well” Paul said as he
hurriedly took hold of Michael’s hand who was just standing perplexed.
Michael had been employed as a senior accountant at Masego Attorneys and
Conveyances for five years. His longtime girlfriend Maipelo, who hailed from
Motlhabaneng in Bobirwa sub district worked for the government as a permanent
secretary to the Minister of Energy and Water resources. The love affair of the two
dated back to 1997 when they were studying at Kgalemang Motsete Junior School.
Parents tried to stop their relationship time and again but they stood strong
together. At times ‘friends’ would ask Maipelo why she decided to date someone
from a poor background and she would boldly dismiss their views with an
explanation that matters is her love for her man.
All had been going well and the two lovebirds were already planning on chanting
their vows before the ordained man of God. Everything was secured and in place,
it was just a matter of time before the wedding bells rang. One fateful Saturday,
our Adonis Michael rocking his royal blue suit, with a white shirt and a red tie, his
gorgeous wife dressed in a wedding gown, white as snow stood before the pastor at
St. Patrick Anglican Church.
“May anyone who is against this reunion that I am about to pronounce come forth
and object or forever hold your peace” the pastor proclaimed. One lady, slim and
dark, stood up holding a baby who looked like he is 18 months or so and strolled
the front. All heads turned in unison as her pencil heel brawled with the floor tile.
Upon witnessing this the bride collapsed right where she was, sending shockwaves
across the whole congregation. Michael was however standing there agape,
wondering if he was dreaming or it was really happening. “Pastor! Would you
please ask this striking gentleman to walk into his matrimonial journey with this
precious cargo of his.” she said as she handed the baby to the pastor who warmly
received him though puzzled. The paramedics were already ferrying madam bride
to the ambulance, her mother was sitting their lost for words as to why Michael
would break her daughter’s heart in a ferocious manner. The whole congregation
pinned their eyes on Michael who stood frozen, with a wish that the earth could
open up and swallow him up. Apparently he had been seen the poor woman in
secrecy and even promised to walk her down the aisle when he knew well that it
was all a lie. After eight hours of half absence from this world, Maipelo woke up to
find her parents siblings and friends around her sobbing bitterly. She was puzzled
as to where she was and why she ended up there. Her mother sat next to her, held
her hand and told her that it shall be well. That is when she remembered what
happened at the church, within a few minutes Michael went into the hospital ward
with a bunch of flowers.
“Why did Mary, my all-time friend, show up with a baby at our wedding?” she
asked politely. “I can explain baby, get this flowers…” Before he concluded his
sentence Maipelo furiously threw the flowers into his face “Explain what you
moron? See you in hell Michael. Get out of here” she broke down into tears and
Michael’s friends dragged him out of the ward.

Introduction- should be eye catching and interesting, leave your reader yearning
for more of your story. Do not introduce your composition with ordinary
statements. You can use an anecdote (short account of incident) to introduce your
composition. An example has been shown in the composition above titled ‘a snake
in the grass’.
The body -The composition simply needs you to write about an enemy that struck
undercover, someone who betrayed the other and in our composition Mary and
Michael betrayed Maipelo by having a baby together whereas Mary is Maipelo’s
friend. Mary is the enemy that poses as a friend here and as such she is the snake in
the grass. It is vital to understand a proverb or any form of figurative language
which is presented as a topic.
Conclusion- should summarize everything and not introduce any new subject not
discussed before

Important points to consider when writing a composition

 Use appropriate grammar and tenses or else you will lose a lot of marks. In
linguistics grammar is a set of structural rules governing the composition of
clauses, phrases and words in any given natural language. So it is important
to use the right grammar and tenses. It is best to know which tense to adopt
in your sentences. For example if you are to write a composition about “If I
were a president of Botswana” you should know that you don’t have to
write it like you are the president currently. You just have to write what you
were going to do if you were a president. Do not write like you have been a
president before. If you are to write a composition about your journey to the
game reserve you have to use past tense because it is something that is in
the past. Do not write about the things you want to see in the future when
you go there again. Focus on narrating your story based on your experiences
not your future prospects, it blows the story out of proportion.
 Use the right punctuation marks where appropriate. Do not use too much
commas, exclamation marks or full stops. Learn to develop short and long
sentences. Learn to use quotation marks for quoting.
 Use the right conjunctions in your compositions to ensure coherence in your
work. (Conjunctions include and, but, although, even though, whereas,)
 Communication- make sure that you send a message to your reader. Let
your reader understand the message you are trying to convey. Do not mix up
concepts. Do not talk about issues that do not have anything to do with the
topic. For example, do not talk about sports being an important factor in
economic development when the topic is “The importance of sex education”.

ECONOMIC DEVELOPMENT IN BOTSWANA

Economic development is the process by which a nation improves the economic,
political, and social well-being of its people. The term has been used frequently by
economists, politicians, and others in the 20th and 21st centuries. The concept,
however, has been in existence in the West for centuries.
Since independence, Botswana has had the highest average economic growth rate
in the world, averaging about 9% per year from 1966 to 1999.Growth in private
sector employment has averaged about 10% per annum over the first 30 years of
independence. At the start of the 21st century, however, the economy of Botswana
stagnated until the early 2010s, when it registered for the first time since the
economic boom, a GDP growth above the 6-7% target. Botswana is also
commended for the location of Africa's longest, and among the world's longest
economic booms (which almost surpassed that in Asia's largest economies). The
relatively high quality of the country's statistics means that these figures are likely
to be quite accurate. The government has consistently maintained budget surpluses
and has extensive foreign exchange reserves.
Botswana's impressive economic record has been built on a foundation of diamond
mining, prudent fiscal policies, international financial and technical assistance, and
a cautious foreign policy. It is rated the least corrupt country in Africa, according
to international corruption watchdog, Transparency International. By one estimate,
it has the fourth highest gross national income at purchasing power parity in
Africa, giving it a standard of living around that of Mexico and Turkey.
Nevertheless, although Botswana is in many ways an exemplar for countries in the
region, its dependence on mining and high rate of HIV/AIDS infection (one in
every three adults is seropositive), could threaten its success in the future.
Botswana is part of the Southern African Customs Union (SACU) with South
Africa, Lesotho, Swaziland, and Namibia. The World Bank reports that in 2001
(the most recent year for which World Bank data are available), the SACU had a
weighted average common external tariff rate of 3.6 percent. According to the U.S.
Department of Commerce, "There are very few tariff or non-tariff barriers to trade
with Botswana, apart from restrictions on licensing for some business operations,
which are reserved for Botswana companies." Based on the revised trade factor
methodology, Botswana's trade policy score is unchanged. The main export of
Botswana is diamonds. Jwaneng, in Botswana, is the world's largest and richest
diamond mine thus the demand of diamonds from Botswana is fairly high. If the
great demand of diamonds were to go into rapid decline, then the economy of
Botswana would suffer greatly as they are highly dependent on this export. The
diamond mine in Jwaneng provides many jobs for the unemployed in Botswana as
people are needed to physically extract the diamonds, and to build the roads
needed for their transport, for example. A source of foreign exchange is also
introduced to the economy and it offers a potential basis for industrial
development, and thus stimulates improvements within Botswana's infrastructure.
Tourism is an increasingly important industry in Botswana, accounting for almost
12% of GDP. One of the world's unique ecosystems, the Okavango Delta, is
located in Botswana. The country offers excellent game viewing and birding both
in the Delta and in the Chobe Game Reserve — home to one of the largest herds of
free-ranging elephants in the world. Botswana's Central Kalahari Game Reserve
also offers good game viewing and some of the most remote and unspoiled
wilderness in southern Africa.
As the economy of Botswana is based much on diamonds it is important that we as
a nation diversify our economy and find more ways to grow our economy because
diamonds are non- renewable and may get finished up in a blink of an eye.

The above composition titled “Economic development in Botswana” is a factual

composition and states nothing but facts that are supported with clear evidence
such as the rate of Gross Domestic Product. It indicates clearly how tourism and
diamonds contribute to the economy of Botswana.

THE IMPORTANCE OF MINING TO BOTSWANA’S ECONOMY

Mining is the extraction of valuable minerals or other geological materials from the
earth usually from an orebody, lode, vein, seam, reef and placer deposits. These
deposits form a mineralized package that is of economic interest to the miner.
Botswana is blessed with several minerals such as coal, diamonds, copper-nickel
and salt. These minerals contribute immensely to our economy because our
economy is based on the sale of diamonds. Jwaneng diamond mine is considered
the largest producer of diamonds in the whole world and as such Botswana is the
largest exporter of these precious minerals which are of great value. Diamonds are
sold to earn revenue for our country which is used to build hospitals, schools, roads
and boost the agricultural sector by funding farmers who produce food to sell to
citizens. In this regard it is safe to say that are lives are dependent on mining. Our
country also mines coal at Morupule Coal mine and Mmamabula coal mine. This
coal is exported to other countries such as Namibia, South Africa and Zimbabwe to
earn revenue for our country. Coal is also used to generate electricity at Morupule
Power Station. This electricity is a very critical need in our lives because we need
it to run machines, light up our homes and cook.
Mines employ a large number of citizens which helps improve the economy of the
country. There are about ten mines in our country and examples include Jwaneng
diamond mine, Orapa diamond mine, Mmamabula coal mine, Sowa salt mine and
so on. These mines employ a larger number of citizens and if it can happen that a
mine be closed as it happened with Bamangwato Concessions Limited a large
number of people are left in the lurch. 6000 people lost jobs when the BCL mine
closed and this is a clear sign that mining plays a critical role in our lives. Loss of
jobs leads to serious social and economic challenges such as wreckage of homes,
suicides and possession of property by banks that are being owed.
At Sowa Pan in North West of Botswana salt is mined and exported to different
countries in Southern Africa. It is also processed and sold here in Botswana.
Selling all these minerals to the outside world earns foreign currency for our
country. We need foreign currency to purchase machinery and foodstuffs outside
our country to sustain and improve our lives. A drop in the sale of diamonds or any
other minerals would adversely affect our country because there would be
economic meltdown. An economic meltdown means that there would be
retrenchments in companies as well as parastatals.
Generally the economy of Botswana is driven by the minerals found in our land
and as such we are bound to protect this minerals in all means such as preventing
illegal mining because it could dent our image as a country.
2

Passage 1

Water

1 Even in earliest times, people understood the importance of water, and these nomadic people
set up temporary shelters near streams, recognising the link between drinking water and life.
When they began to live in settled communities, they chose to do so near running water for
the same reason. Great civilisations, such as those of Mesopotamia and Egypt, flourished
around waterways. Mesopotamia, the so-called cradle of civilisation, was situated between 5
the great Tigris and Euphrates rivers, and used them to irrigate its crops, thus becoming rich
through agriculture. Egypt used the Nile to transport huge varieties of goods for trade with
other countries, and used to its advantage the fact that the river flooded its banks every year,
ensuring fertile agricultural land without the expense of irrigation. In modern times, people
created great trading ports – for example Shanghai, Hong Kong and Tokyo – by building them 10
on rivers.

2 Water featured in the philosophy of the Ancient Greeks, who considered it as one of the four
elements used to create every living thing, along with fire, air and earth. Water is seen as
a purifier in many religions, with ritual washing being incorporated into Hinduism, Judaism,
Christianity and Islam; moreover, stories of floods feature in several religions, where a god 15
or gods used water as a punishment for human misbehaviour or immorality. Water is also
integral to various recreational activities, such as swimming, surfing and boating, and many
people find that even the sound and appearance of flowing water is relaxing.

3 Electricity can be generated by water: hydro-electricity, as it is called, has the advantage

of being a low-cost, non-polluting energy source, an example of which is the Three Gorges 20
Dam, completed in 2008, which spans the Yangtse river and is the world’s largest power
station. And of course water is vital for everyday washing and cleaning purposes: how often
are morning showers and washing machines taken for granted – yet these consume millions
of gallons of water globally each day.

4 But not everyone is so lucky, and the availability and distribution of water throughout the 25
world is a major social and economic concern. In some parts of the world people do not
have access to safe water; drinking contaminated water, or preparing food in it, may lead
to illness or even death. Even where safe water exists, it often has to be transported long
distances from wells, usually by women or by children. Some countries are particularly
susceptible to flooding, which causes homelessness and disease, whereas other countries 30
suffer the opposite problem, a lack of water, or drought, which brings about starvation, misery
and displacement of entire communities. Very often the world looks on helplessly as these
tragedies unfold, powerless to stop them. As the global population continues to increase from
its current seven billion to a forecast nine billion in 2050, the demand for food, and thus for the
water needed to produce it, is set to rise proportionally. 35

5 Steps are being taken to solve these worrying problems. In 2003, the leaders of the world’s
affluent countries, the G8, made it their policy to halve, by 2015, the number of people
worldwide with no access to safe water. The World Health Organisation is working to reduce
waterborne diseases in affected countries, and predicts that this policy could prevent the
deaths of more than a million children annually. More safe drinking water can be produced by 40
removing salt from sea water; this process, called desalination, is under way in, for example,
the United Arab Emirates and Australia. It is expensive because of the huge amounts of
energy and specialised machinery required, but it is nevertheless viewed with optimism by
many scientists who have made it their goal to provide safe water for every person on the
planet. Other countries which are not self-sufficient in water buy it from their more water-rich 45
neighbours, examples of this being Singapore, which buys water from Malaysia, and South
Africa, which buys water from Lesotho, provided through the ambitious Lesotho Highlands
Water Project.
© UCLES 2014 1123/22/INSERT/O/N/14
3

Passage 2

A Devoted Son

1 When the examination results appeared in the morning papers, Rakesh scanned them, before
taking the good news to his father, Varma, and bowing down to touch his feet. ‘I’m at the top of
the list, Papa,’ Rakesh murmured, after this mark of respect. ‘First in the country.’

2 Bedlam broke loose then. All day, visitors streamed into the small yellow house to congratulate
the parents of this wonderful son, to slap Rakesh on the back and fill the house and garden 5
with the sounds and colours of a festival. There were gifts – clothes, garlands, enough fountain
pens to last years, even a few watches – all in a multicoloured whirl of pride and of shining
vistas newly opened. So much had been sacrificed to send Rakesh to school, and at last
the fruits of the sacrifices had arrived. When the neighbours heard that Rakesh had bowed
down to touch his father’s feet when he got the results, they shook their heads in wonder 10
and approval at such exemplary filial behaviour. But some said, ‘Do you think Varma is giving
himself airs? He himself has never even seen the inside of a school.’

3 That was only the beginning of Rakesh’s success. He won a scholarship, went to university,
became a doctor in the most prestigious of hospitals, and even returned occasionally to the
small yellow house, where the first thing he did was to bow and touch his father’s feet. Rakesh 15
eventually established his own clinic, which he took his parents to see in his new limousine.
His mother gloated over the strange fact that he did not marry a foreign girl, but one from his
own village, a girl so placid that she settled into the household like a charm, apparently too
good-natured to want Rakesh to set up home independent of his parents, as any other girl
might have done. 20

4 However, none of this was accomplished in the wink of an eye: it was the achievement of
a lifetime. His mother died contented: was it not her own son who looked after her in her
last illness? Rakesh’s father retired from work and grew old; he developed such mysterious
diseases that even Rakesh could not decide when it was something of significance and
when it was merely a figment of his father’s imagination. Varma had an exasperating habit of 25
stretching out very suddenly and lying absolutely still, allowing the whole family to fly around
him in a flap, weeping and wailing, and then suddenly sitting up, stiff and gaunt, as if to mock
their mistaken belief.

5 After a while, no-one paid much notice, all except, of course, Rakesh. It was Rakesh who
brought Varma his tea in the morning, and who persuaded him to take the evening air out in 30
the garden. All of this was very gratifying for the old man, but then dramatic events ensued.
When his son started to supervise Varma’s diet – ‘Nothing rich, like oil, butter or cream, Papa,’
– he stared at Rakesh with a disbelief that darkened quickly to reproach. A son who actually
refused his father the food he craved? He complained in a martyred tone to his old neighbour:
‘That is what it has come to.’ If Varma asked for another helping, in a voice which cracked 35
theatrically, Rakesh himself would come to the door, gaze at him sadly and shake his head.
Although the daughter-in-law kept tactfully out of the way, the old man could just see the
cruel smiles she was trying to hide. Varma soon became a genuinely sick man. Powders and
pills were not only brought in when dealing with a crisis like an upset stomach, but became
a regular part of his diet – became his diet, complained Varma with melancholy triumph. 40
Sometimes the hypocritical daughter-in-law would pile up the pillows under his head in a way
that made his back ache.

6 One evening the limousine drove smartly into the yard and the great doctor stepped out. Ever
the devoted son, he went first to the garden where his father sat, stricken, gazing at some
undefined spot in the dusty yellow air. He did not turn his head to look at his son. ‘Papa,’ his 45
son said tenderly, reaching out to touch his feet. Old Varma tucked his feet under him, and
continued to gaze stubbornly into the evening air.
© UCLES 2014 1123/22/INSERT/O/N/14
2

Section 1: Reading for Ideas

Read Passage 1 in the insert and answer all the questions below.

1 (a) Notes [15 marks]

Identify and write down the points in the passage which describe the uses of water down
through the ages, and the problems and solutions associated with ensuring an adequate
supply of water to everyone in the world.
USE MATERIAL FROM THE WHOLE PASSAGE.
At this stage, you need NOT use your own words. To help you get started, the first point in
each section of notes is done for you. You will be awarded up to 15 marks for content points.

MAIN POINTS
The uses of water down through the ages
• Nomadic people set up shelters near streams for drinking water

Problems and solutions associated with ensuring an adequate supply of water

• Some people do not have access to safe water

© UCLES 2014 1123/22/O/N/14

(b) Summary [5 marks]

Now use your notes to write a summary in which you describe the uses of water down
through the ages, and the problems and solutions associated with ensuring an adequate
supply of water to everyone in the world.

This time, you will be awarded up to 5 marks for using your own words wherever possible
and for accurate use of language.

Your summary, which must be in continuous writing (not note form), must be no longer than
160 words, including the 10 words given below. Begin your summary as follows:

Nomadic people showed they understood the importance of water when ................................

...................................................................................................................................................

No. of words

© UCLES 2014 1123/22/O/N/14 [Turn over

2 From your reading of paragraph 1, decide whether each of the following statements is true or
false, and tick the appropriate box in each case.

True False

People were unaware of the importance of water when they lived in settled
communities.

Civilisation began in Egypt.

The river Nile provided free irrigation for the Egyptians’ crops.

[3]

3 ‘The availability and distribution of water throughout the world is a major social and economic
concern’ (paragraph 4). From your own knowledge or experience, give an example of a
social or economic concern, and the steps that are being taken to deal with that concern.
Do not use an example related to water.

The concern is .................................................................................................................................

..........................................................................................................................................................

Steps that are being taken to deal with that concern are .................................................................

..................................................................................................................................................... [2]

Total for Section 1 [25]

© UCLES 2014 1123/22/O/N/14

Section 2: Reading for Meaning

Read Passage 2 in the insert and answer all the questions below.

From paragraph 1

4 (a) What ‘good news’ did Rakesh receive that morning?

.............................................................................................................................................. [1]

(b) What was the ‘mark of respect’ shown by Rakesh to his father?

.............................................................................................................................................. [1]

From paragraph 2

5 (a) What were the most surprising gifts given to Rakesh?

.............................................................................................................................................. [1]

(b) Pick out and write down four consecutive words which show that Rakesh’s future was likely
to be a happy and successful one.

.............................................................................................................................................. [1]

...................................................................................................................................................

.............................................................................................................................................. [2]

(d) Why do you think the writer tells us that Varma had ‘never even seen the inside of a school’?

...................................................................................................................................................

.............................................................................................................................................. [1]

From paragraph 3

6 Rakesh’s mother thought his choice of wife was ‘strange’. Explain fully what kind of woman his
mother thought he would marry.

..........................................................................................................................................................

..................................................................................................................................................... [2]

© UCLES 2014 1123/22/O/N/14 [Turn over

From paragraph 4

7 (a) Why did Rakesh’s mother die ‘contented’?

.............................................................................................................................................. [1]

(b) Describe the two ways in which Rakesh viewed his father’s ‘mysterious diseases’. Answer in
your own words.

(i) ...........................................................................................................................................

(ii) ...................................................................................................................................... [2]

.............................................................................................................................................. [1]

From paragraph 5

8 (a) ‘After a while, no-one paid much notice, all except, of course, Rakesh.’ What effect is created
by the inclusion of the expression ‘of course’ in this sentence?

...................................................................................................................................................

.............................................................................................................................................. [1]

(b) ‘dramatic events ensued’. Pick out and write down the single word used later in the paragraph
which continues the idea of ‘dramatic’.

.............................................................................................................................................. [1]

(i) ...........................................................................................................................................

(ii) ...................................................................................................................................... [2]

(d) According to Varma, what did his diet eventually become?

.............................................................................................................................................. [1]

(e) Varma thought the daughter-in-law was ‘hypocritical’ when she piled up pillows under his
head. Explain fully the other way Varma thought she showed her hypocrisy.

...................................................................................................................................................

.............................................................................................................................................. [1]

© UCLES 2014 1123/22/O/N/14

From paragraph 6

9 Varma ‘tucked his feet under him’. Why do you think he did that?

..........................................................................................................................................................

..................................................................................................................................................... [1]

From the whole passage

10 Choose five of the following words or phrases. For each of them give one word or short phrase
(of not more than seven words) which has the same meaning that the word or phrase has in the
passage.

1. bedlam (line 4) 5. apparently (line 18)

2. streamed (line 4) 6. in the wink of an eye (line 21)
3. fruits (line 9) 7. gratifying (line 31)
4. prestigious (line 14) 8. reproach (line 33)

Five words chosen

Answer
(from list above)

( ) ..................................... .............................................................................................. [1]

[5]

Total for Section 2 [25]

© UCLES 2014 1123/22/O/N/14

Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

1 (a) The uses of water down through the ages

Mark Expected Answer Allow Don’t Allow

T
h
1 mark 1. Nomadic people set up shelters near streams
e
for for drinking water
each
p
correct 2. Communities / people settled near running They (sic)
r
point water (for same reason/ for drinking water) settled near
o
up to a running water
b
max.
l ‘Mesopotamia
of 15 3. Mesopotamia used river(s) waterway(s) /
e used it/them to
Tigris / Euphrates to irrigate crops / for
m irrigate crops’
irrigation
s

a
4. the Nile used (by Egyptians) to transport
n
goods for trade // the Egyptians used the Nile
d
to transport goods for trade
s ‘ensuring
5. Egypt’s river/ Nile flooded which provided Allow ‘river’
o fertile
free /natural irrigation without
l agricultural
reference to
u land’ alone = 0
Egypt / Nile
t
provided Egypt /
i Lift of lines 8–9
Nile context is
o ‘The river
clearly
n flooded…irriga
established
s tion’ without a
clear link to the
a Nile / Egypt
s
s On the sea
6. Creation of ports / trading centres near rivers
o
/ water (in modern times)
c
i
7. In (Ancient) Greek philosophy seen as / Accept
a
(Ancient) Greeks saw it as one of the examples of
t
elements used to create every living thing religions, but
e
must be all four
d
8. Purifier / ritual washing in (many) religions
w
9. Floods / water used as punishment by god(s)
i
(in many religions)
t
h
10. (Used in ) recreation / swimming / surfing /
boating // people find (sight / sound of)
e
water relaxing
n
s
11. (Used to ) create electricity / hydro–
u
electricity / energy
r
accept showers
i
12. (Everyday) washing / cleaning / domestic and washing
n
purposes machines
g

© Cambridge International Examinations 2014

Page 3 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

The problems and solutions associated with ensuring an adequate supply to everyone
in the world

Mark Expected Answer Allow Don’t Allow

1 mark 13. Some people do not have access to safe N.B.

for water Accept safe /
each drinking / pure /
correct 14. (it) has to be transported long distances clean / fresh
point (from wells by women / children) // long (water) as
up to a distances have to be covered to get water / interchangeabl
max. of it e throughout
15
15. Floods cause homelessness / disease

16. Lack of water / droughts cause(s) ‘The opposite

starvation / misery / displacement of problem’ alone
(entire) communities =0

As population
17. As (global) population rises, so will demand rises….demand
/ need for water to produce food for food and
water rises

18. (Leaders of) affluent countries / G8 Reduce by

pledged (goal of) halving (by 2015) number 50% / Reduce (alone)
of people with no access to safe etc. water drastically
reduce etc.
19. World Health Organisation working to
reduce (death caused by) waterborne WHO
diseases

20. Desalination / removing salt from sea water Desalination is

produces (more) drinking etc. water expensive

21. Countries (can) buy water from other Water can be

countries / (more water-rich) neighbours bought from
other countries

© Cambridge International Examinations 2014

Page 4 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

Additional information

If content point is made in the wrong box, do not award the mark.

Accept own words or lifting.

Accept sentences or note form.

If point is truncated by slash or dots, it must still be clearly made, e.g. floods / homelessness = 0,
but WHO/ reduce waterborne diseases = 1

Points 1 and 13 are already given.

If script is entirely verbatim lift give 0. This is extremely rare.

If more than one content point appears under a single bullet point, award each content point
separately if clearly made.

© Cambridge International Examinations 2014

Page 5 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

(b) Now use your notes to write a summary in which you describe the uses of water down
through the ages, and the problems and solutions associated with ensuring an
adequate supply of water to everyone in the world.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE
OF ENGLISH. The table which follows on page 9 provides descriptors of the mark levels
assigned to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but
limited, wholesale copying and complete transcript. The difference between
wholesale copying and complete transcript is that, whereas in wholesale copying there
is nothing / little that is original, the copying has been selective and directed at the
question, but with a complete transcript the candidate has started copying and
continued writing with little sense of a link to the question. Complete transcripts are
rare.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the
ability to use original complex sentence structures.

Write marks for OWN WORDS and USE OF ENGLISH separately in a text box, found in
the marking palette, beneath the question. Add the marks for OWN WORDS and USE
OF ENGLISH together and divide by two. Raise any half marks to the nearest whole
number e.g. OW 3, UE 2, giving a mark of 3.

HOW TO ANNOTATE Q1(b)

Use margin (either left or right) to indicate OWN WORDS assessment, and the body of
the script to indicate USE OF ENGLISH assessment. Under OWN WORDS, use either
T (text), O (own words), MR (manipulated or re-worked text) and / or IR
(irrelevant).Where the candidate has more or less written a wholesale copy, but has
substituted an odd word here and there (single word substitution) indicate these single
words with O above them. Otherwise use the margin only for assessment of OW.

Under USE OF ENGLISH, use the body of the script for annotations. For accuracy
assessment, use a cross for errors (over the errors).Indicate only serious errors. If the
same error is made more than once, e.g. omission of definite article, indicate it each
time it is made.

Below follows a list of serious errors:

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.
Misspellings of simple, basic words, e.g. were / where // to / too / their / there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.

© Cambridge International Examinations 2014

Page 6 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

For sentence structure merit, use ticks where appropriate, in the body of the script. Tick only
instances where the sentence structure is both complex and original, i.e. belonging to the two
top boxes in the Use of English column on the MS. Ticks, therefore, tend to be over relative
pronouns, present participles and conjunctions. Mentally note compound structures but do
not tick them Do not tick vocabulary: this will be taken into consideration under assessment
of OW.

Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance. This may be a
gloss or an example or elements of the text which do not address the question. Such scripts
may be described as recognisable OW but limited by irrelevance (see OW 3 box).
If script is entirely irrelevant, mark for style as normal (i.e. arrive at mark under OW and UE,
then add together and halve) and give 2 max for style. Note that such scripts are extremely
rare.

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of
wrong or invented material.

THE PRACTICE SCRIPTS WILL PROVIDE EXAMPLES OF HOW SCRIPTS SHOULD BE

ANNOTATED.

Short answers
While examiners are not asked to count words, candidates have been asked to write 150
words. There is no penalty for long answers but, if a script is OBVIOUSLY short, please
count the words, mark as normal (i.e. arrive at mark under OW and UE, then add together
and halve) and award marks to the following maxima:

51 – 65 = 3 marks max for style

36 – 50 = 2 marks max for style
21 – 35 = 1 mark max for style
0 – 20 = 0 marks for style. No assessment of OW and UE is necessary.

Additional Objects: If there is an Additional Object on a script, indicate that you have seen
each page of it with a cross. Do not use ticks as sometimes these can be included in the
Scoris total at the top of the scripts and the wrong mark keyed in by the examiner.

© Cambridge International Examinations 2014

Page 7 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips or
• Allow phrases from the text minor errors. There is a marked ability
which are difficult to substitute. to use original complex syntax
outside text structures.
• Punctuation is accurate and helpful to
the reader.

4 • There is a noticeable attempt 4 • The language is almost always

to re-phrase the text. accurate. Serious errors will be
• The summary is free from isolated.
stretches of concentrated • Sentences show some variation,
lifting. including original complex syntax.
• Punctuation is accurate and generally
helpful.

3 • There are recognisable but 3 • The language is largely accurate.

limited attempts to re-phrase • Simple structures tend to dominate and
the text detail. Attempt may be serious errors are not frequent,
limited by irrelevance or by although they are noticeable.
oblique or mangled • Where sentences show some variety
relevance. and complexity, they will generally be
• Groups of text expression are lifted from the text.
interlaced with own words. • Serious errors may occur when more
• The expression may not sophisticated structures are attempted.
always be secure, but the • Punctuation is generally accurate.
attempt to substitute the text
will gain credit.

2 • Wholesale copying of large 2 • Meaning is not in doubt but serious

1 • Pretty well a complete 1 • Heavy frequency of serious errors,

transcript of the text sometimes impeding reading.
expression. • Fractured syntax is much more
• There will also be random pronounced at this level.
transcription of irrelevant
sections of the text.

© Cambridge International Examinations 2014

Page 8 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

0 • Complete transcript 0 • Heavy frequency of serious errors

throughout.
• Fractured syntax

2 From your reading of paragraph 1, decide whether each of the following statements is true
or false, and tick the boxes you have chosen.

Mark Expected Answer Allow Don’t Allow

1 mark Statement 1 is false Any clear indication of If both true and false are
choice even if it not a indicated against any
1 mark Statement 2 is false tick, e.g. cross, star, statement
asterisk
1 mark Statement 3 is true

Additional information

Tick correct answers. There is no need to cross incorrect answers, unless all are incorrect, in
which case put a single cross in the bottom right hand corner of the answer.

3 ‘The availability and distribution of water throughout the world is a major social and
economic concern’ (paragraph 4). From your own knowledge or experience, give an
example of a social or economic concern, and the steps that are being taken to deal with
that concern. Do not use an example related to water.

Mark Expected Answer Allow Don’t Allow

1 mark Possible answers will Aspirational steps, Natural disasters (alone) but
include global e.g. the government allow consequences of natural
warming, various should / might / disasters, e.g. ‘tsunami’ = 0,
types of pollution, must…
population control, But ‘homelessness caused
poverty, disease, by tsunami’ = 1
famine
+ Extinction of animals(alone) as
a social /economic concern
1 mark

Additional information

Be generous with candidates’ interpretation, but concern has to be broadly social or economic.

For the second mark, allow aspirational steps, e.g. government should / might /will …..

Mark 1 can be scored without Mark 2 and vice versa,

e.g. problem is lack of food = 1, solution is increased wages = 0
problem is sun energy = 0, solar panels = 1

© Cambridge International Examinations 2014

Page 9 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

Passage 2

4 (a) What ‘good news’ did Rakesh receive that morning?

Mark Expected Answer Allow Don’t Allow

1 mark He was top of the list He had passed his exams / got his
in his examination(s) exam result / passed with flying
// he was first (in the colours = 0(N)
country) in his
examination(s) I’m / he was at the top of the list =
0(N)

He was first in the country = 0(N)

Additional information

Lifting will not work

0 answers are 0(N). i.e. they do not negate an otherwise correct answer

(b) What was the ‘mark of respect’ shown by Rakesh to his father?

Mark Expected Answer Allow Don’t Allow

1 mark He bowed (down) to He bowed down (alone) = 0(N) He

touch his father’s / touched his father’s feet (alone)
his feet =0(N)

Any reference to being first in the

country / exams = 0(W)

Additional information

0(N) answers do not negate an otherwise correct answer

0(W) answers negate a correct answer

5 (a) What were the most surprising gifts given to Rakesh?

Mark Expected Answer Allow Don’t Allow

1 mark watch(es) / a few Any reference to clothes / garlands

watches / pens, or any other additions =
0(W)

Watches in a multi- coloured whirl

= 0(W)

Additional information

0(W) answer negates a correct answer

© Cambridge International Examinations 2014

Page 10 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

(b) Pick out and write down four consecutive words which show that Rakesh’s future was
likely to be a happy and successful one.

Mark Expected Answer Allow Don’t Allow

1 mark shining vistas newly The use of the More than these four words
opened correct word in a
phrase or sentence Fruits of the sacrifices
provided that it is
underlined or
otherwise
highlighted.

Mark Expected Answer Allow Don’t Allow

1 mark WONDER: Pride / shock / surprise / taken

amazement / aback
astonishment / awe /
marvel / admiration /
couldn’t believe it

1 mark APPROVAL: Permission / happiness / pleasure

respect / / satisfaction / appreciation /
approbation / acceptance / / they were
commendation / impressed // they thought he was
assent / agreement / a good son / he was a good
acquiescence / example / role model
blessing / merely repeats question
confirmation //
thought he was ‘respect’ in context of Rakesh’s
doing the right /good respect for his father
/ appropriate thing //
thought positively They thought Varma was giving
about him himself airs =0(N) in either limb

Additional information

This is an OWN WORDS question. Key words are WONDER and APPROVAL.
For ‘approval’ the focus is on the neighbours’ respect for Rakesh.
Indicate use of key words by cross, or ‘rep’ for repetition, or highlight.
Do not insist on correct grammatical form.
Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one, e.g.
‘boredom and amazement’ for ‘wonder’.

© Cambridge International Examinations 2014

Page 11 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

(d) Why do you think the writer tells us that Varma had ‘never even seen the inside of a
school’?

Mark Expected Answer Allow Don’t Allow

1 mark to show the contrast He had never He was giving himself airs = 0(N)
with been to school,
Rakesh // to show unlike Rakesh // he was uneducated / had never
that Rakesh’s Rakesh was the been to school =0(N)
achievement was first in his family
great / unexpected to have an
(because his father education
was uneducated)

Additional information

Correct answer needs a link to Rakesh.

0(N) answer does not negate correct answer. 0(W) answer negates a correct answer

6 Rakesh’s mother thought his choice of wife was ‘strange’. Explain fully what kind of
woman his mother thought he would marry.

Mark Expected Answer Allow Don’t Allow

1 mark (i) a foreigner //

someone from From another city / Lift of ‘he did not marry a foreign
another country / town / place girl’ / he married someone from
village his own village = 0(N)

1 mark (ii) someone who

wanted to / wanted Someone who
Rakesh to set up would separate Lift of ‘too good-natured to want
home Rakesh from his Rakesh to set up home
independently (of parents / family independent of his parents = 0(N)
his parents)
Reference to placid / good-
natured = 0(N)

Modern (alone) = 0(N)

Additional information

Answer must be distilled and cannot be scored by lifting

© Cambridge International Examinations 2014

Page 12 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

7 (a) Why did Rakesh’s mother die ‘contented’?

Mark Expected Answer Allow Don’t Allow

1 mark her son had looked Lift of ‘was it not....last illness?’ =

after / cared for her in 0(N)
her last illness/ as she
was dying / on her Looked after her when she was ill /
death bed before she died // her son was a
doctor (alone) // her son had a
caring attitude when she was dying
= 0(N)

Additional information

O(N) answer does not negate correct answer.

(b) Describe the two ways in which Rakesh viewed his father’s ‘mysterious diseases’.
Answer in your own words.

Mark Expected Answer Allow Don’t Allow

1 mark SIGNIFICANCE: Concerning / Understandable / he couldn’t

importance worrying understand the disease // it was a
/seriousness / critical / real / actual illness
import / major // (he was) really
(something that) / very ill
mattered / was of
consequence/ worth
considering/needed
attention

Undecided / insignificant / joke /

1 mark FIGMENT OF Part of his tease / unreal / non-existent /
IMAGINATION: father’s untrue
dreamed up / pretend thoughts
/ in his head / make-
believe / fancy /
fanciful / illusion /
invention / creation /
creativity /
psychosomatic /
hypochondria /
hallucination

© Cambridge International Examinations 2014

Page 13 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

Additional information

This is an OWN WORDS question. Key words are SIGNIFICANCE and FIGMENT OF
IMAGINATION
Indicate use of key words by cross, or ‘rep’ for repetition, or highlight.
Do not insist on correct grammatical form.
Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one, e.g. ‘real
but make-believe’ for ‘figment of imagination’.
Both answers may appear in (i) or in (ii).
DO not insist on synonyms for ‘something of’ or ‘merely’

Mark Expected Answer Allow Don’t Allow

1 mark that Varma / he was Euphemisms He was ill (alone) = (N)

dead / had died for death
He was dying // on his death bed
= 0(N)

He wouldn’t recover = 0(N)

Additional information

O(N) answer does not negate correct answer.

8 (a) ‘After a while, no-one paid much notice, all except, of course, Rakesh.’ What effect is
created by the inclusion of the expression ‘of course’ in this sentence?

Mark Expected Answer Allow Don’t Allow

1 mark Rakesh had He was always Mere definition of ‘of course’ =

always/still looked there for his 0(N), e.g. it was unsurprising /
after / been father natural
concerned about /
loved his father / him Rakesh / he was a doctor = 0(N)
// Rakesh was a
devoted / good son // Only Rakesh looked after his
cared for his father / father // Rakesh was expected to
him a lot // he really look after his father = 0(N)
cared (for his father) //
he cared more than
anyone else (about
his father) // it was
obvious he would take
care of his father / him
// he took extra care
(of his father)

© Cambridge International Examinations 2014

Page 14 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

Additional information
Look for something continuing / additional / unsurprising about Rakesh’s concern.
0 answers are 0(N). i.e. they do not negate an otherwise correct answer

(b) ‘dramatic events ensued’. Pick out and write down the single word used later in the
paragraph which continues the idea of ‘dramatic’.

Mark Expected Answer Allow Don’t Allow

1 mark theatrically The use of the More than one word

correct word in
a phrase or
sentence
provided that it
is underlined
or otherwise
highlighted.

Mark Expected Answer Allow Don’t Allow

1 mark (i) he wouldn’t let him Lift of ‘nothing

have the food he rich......... Lift of ‘A son who
liked / craved / (Papa)’ actually....craved?’ = 0
favoured //
wouldn’t give him He told him not Varma had food with no oil etc.
rich food / oil / to eat rich food
butter / cream // fat etc. Reference to pills / powders/
// fatty/ oily/ He wouldn’t medicine = 0(N) in either limb
unhealthy food give him
anything rich
Reduced his fat etc.
Nothing rich //
no oil /butter /
cream

1 mark (ii) he wouldn’t allow He didn’t give

him another / him too much
second / extra fat etc.
helpings

Lift of lines 35–

36 ‘If
Varma....shake
his head’. But
excess denies

© Cambridge International Examinations 2014

Page 15 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

Additional information

Look for idea of control of types of food and quantity of food

If two correct answers appear under (i) and there is nothing given in (ii), award the two
marks.
However, the question asks for two ways, so if two correct answers appear under (i) and a
wrong answer is given (ii), give one max. for (i).
If both (i) and (ii) are attempted and there are two answers in either or both of these limbs,
mark the first response in each limb.

(d) According to Varma, what did his diet eventually become?

Mark Expected Answer Allow Don’t Allow

1 mark powders and pills // Lift of lines 38– Powders and pills became a
medicine 40 ‘powders regular part of his diet = 0(N)
and
pills......became Mainly / mostly medicine
his diet’
.Excess
denies.

(e) Varma thought the daughter-in-law was ‘hypocritical’ when she piled up pillows under
Varma’s head. Explain fully the other way Varma thought she showed her hypocrisy.

Mark Expected Answer Allow Don’t Allow

1 mark she smiled /smirked Mere definition of hypocritical =

when Varma was 0(N), e.g. she pretended to care
refused food / second etc.
helpings // had his
food (intake) She smiled (alone) = 0(N)
controlled //
General references,
She tried to hide / she e.g. his plight / suffering (alone)
hid her cruel smiles

© Cambridge International Examinations 2014

Page 16 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

9 Varma ‘tucked his feet under him’. Why do you think he did that?

Mark Expected Answer Allow Don’t Allow

1 mark (to show) he thought his He was angry / So that he would not be able to
son / Rakesh didn’t upset with touch his feet // he did not want
respect him // so that Rakesh // he him to touch his feet // he didn’t
Rakesh couldn’t show didn’t like the want to talk to / greet his son //
his respect // to reject way Rakesh Rakesh didn’t give him the food
Rakesh // (to show) he was treating he wanted=0(N)
didn’t want to bless his him
son // to prevent his son He was stubborn = 0(N)
from seeking his blessing

Additional information

Answer must focus on either Varma’s anger with Rakesh OR the relationship between them, not
simply on the diet issue.
Any suggestion that Rakesh did in fact touch his father’s feet =0(W)
O(N) answer does not negate correct answer.

© Cambridge International Examinations 2014

Page 17 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

10 Choose five of the following words or phrases. For each of them give one word or short
phrase (of not more than seven words) which has the same meaning that the word or
phrase has in the passage.

Mark Words Expected Answer Don’t Allow

1 mark 1.bedlam (L4) chaos / anarchy / clamour / noise/ turbulence/ anger

For each commotion / pandemonium
correct / confusion / hubbub /
meaning tumult /uproar / turmoil /
(max 5) mayhem / madness / havoc/
disorder

2. streamed (L4) processed/ went in rushed/ raced / flooded / trailed

continuously / poured / / gathered / filled // came /
flowed / spilled / filed (in) / went / made their way (alone) /
came one after the other surged

3. fruits (L9) rewards/ results / harvest / benefits / bonus/ profits

product / produce/ return / /success/ fruition / income/
outcome(s) / fulfilment / merits / work
consequences

4. renowned / esteemed / important / good / best /

prestigious(L14) celebrated / distinguished / great(est) / respectful /
eminent/ reputable / notable respectable / reputed / popular
/ respected / good / honourable / famous high
reputation / revered / class
prominent / highly regarded
/ acclaimed / illustrious /
high status / high standing /
highly rated

5. apparently seemingly / as if / at first allegedly / supposedly /

(L18) sight / on the surface / on obviously/ probably/ possibly /
the face of it / looking (like) / surely / perhaps / pretending /
ostensibly visibly / appearing

6. in the wink of suddenly / all at once/ Unexpectedly / in a short

an eye (L21) abruptly / immediately / period (of time) // in a short
overnight / quickly / time / in a minute
speedily/ fast / instantly /
instantaneously // in a (few)
second(s) // in a (few)
moment(s) / in a jiffy / in no
time / in a flash / rapidly /
hastily / like lightning

© Cambridge International Examinations 2014

Page 18 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 22

7. gratifying (L31) pleasing / rewarding / Encouraging / acceptable /

agreeable / satisfying / comforting / thankful /
satisfactory / welcome/ appealing attractive
pleasant / pleasurable /
heart-warming

8 reproach (L33) criticism / condemnation / Complaint / dissatisfaction /

censure / blame / denunciation / curse / hurt /
disapproval / rebuke / slight scorn / derision / scold
/ admonition / reproof /
reprimand / upbraiding

Additional information

Mark only the first FIVE words attempted.

For each word attempted, mark the first answer only when more than one answer is offered. A
comma or the word 'or' indicates a second attempt.

For two answers joined by 'and', allow one correct answer if the other answer is not wholly wrong
but neutral, e.g. ‘suddenly and unexpectedly’ for 'in the wink of an eye'.

For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct element
within this limit.

Ignore misspelling if the word is phonetically recognisable.

Ignore errors of tense and grammatical form but only if the meaning is correct.

Tick only correct answers. There is no need to cross wrong answers but if all answers are
incorrect put one cross only in the bottom corner.

© Cambridge International Examinations 2014

Passage 1 – Coffee
1 The most popular account of the origin of coffee concerns a ninth century Ethiopian goatherd,
Kaldi, who, having noticed that his goats became very frisky when they nibbled the berries
of a certain bush, decided to copy them and found the berries had an energising effect on
him too. Another story is that a monk in Ethiopia noticed some particularly lively birds and,
on sampling the berries they had been eating, experienced increased vitality. Other accounts 5
attribute the discovery to an Ethiopian holy man called Oman, who not only ate the berries
but also roasted and boiled them in water, which produced the fragrant brown liquid now
known as coffee. However, no direct evidence has ever been found to indicate where exactly
in Africa coffee first grew, or even that it existed before the fifteenth century.

2 Coffee beans were exported from Africa to Yemen, and references to coffee drinking and 10
knowledge of the coffee plant appear in monasteries there. Monks used it to keep themselves
alert during long periods of night prayer. Soon Yemeni traders began to cultivate the
beans themselves. There were periods when coffee was banned by religious leaders who
disapproved of its stimulant effect; places where coffee was drunk and warehouses where it
was stored were attacked and ransacked. But through time the bans were lifted and coffee 15
became an acceptable drink which spread to many influential cities, such as Medina, Baghdad
and Istanbul. Coffee-houses were popular social centres, where chess was played and
dancing and music were enjoyed in comfortable surroundings, and where lively conversation
and debate took place.

3 By the seventeenth century, vibrant trade between Africa and Venice, Europe’s leading port, 20
had made huge varieties of African goods available, including coffee. Venetian merchants
introduced coffee drinking to the wealthy; the first Venetian coffee-house, Cafe Florian,
survives to this day and is a magnet for tourists. Coffee-houses grew in popularity and coffee
drinking spread to other European cities and countries; for example, it is estimated that by
1675 there were more than 3,000 coffee-houses in England alone. A major influence in the 25
popularity and availability of coffee in Europe was that Dutch merchants obtained some of
the closely guarded coffee bushes from Yemen, enabling the Dutch to cultivate coffee in the
country now called Sri Lanka.

4 Despite social upheaval and economic swings, the twentieth century saw a continued rise
in the importance of coffee production, a rise which has continued to the present day. In 30
particular, the development of railways allowed more coffee to be transported more easily.
Coffee-growing in South and Central America benefited from the opening of the Panama
Canal in 1914, which meant that coffee could be exported further afield.

5 Coffee production in the past sometimes, unfortunately, led to the exploitation of local
communities. As a result, socially aware consumers nowadays are attracted by the fact that 35
they can buy coffee which is certified as Fairtrade. This means that it is approved through an
international system which ensures that coffee farmers get a fair deal. Globally, the cultivation,
processing, trading, transportation and marketing of coffee provide employment for millions of
people. Coffee is crucial to the economies of several developing countries, accounting for, in
some cases, half of their foreign trade. 40

6 All over the world, people drink coffee because its caffeine drives away fatigue and lethargy,
bringing to the body energy and vigour, while the advent of decaffeinated coffee offers a
popular alternative for those who object to artificial stimulants but wish to enjoy coffee’s taste
and aroma. The development of instant and freeze-dried coffee has made the drink convenient
and easy to make, a must for the pace of life in the twenty-first century. Moreover, coffee 45
comes in seemingly endless varieties, from espresso to latte, from percolated to filter, from
sugared to sugar-free. Choosing from the menu in a modern coffee-house is a nightmare!

7 Today it is possible to drink good coffee in every major city in the world, cities as diverse and
as far apart as Johannesburg, London and Kuala Lumpur. Is it any wonder that 400 billion
cups of coffee are consumed in the world every year? 50
© UCLES 2014 1123/21/INSERT/O/N/14
2

Section 1: Reading for Ideas

Read Passage 1 in the insert and answer all the questions below.

1 (a) Notes [15 marks]

Identify and write down the points in the passage which describe the origins and spread of
coffee before the twentieth century, and the reasons for its economic success and popularity
from the twentieth century to the present day.

USE ONLY THE MATERIAL FROM PARAGRAPH 1 TO PARAGRAPH 6 INCLUSIVE.

At this stage, you need NOT use your own words. To help you get started, the first point in
each section of notes is done for you. You will be awarded up to 15 marks for content points.

MAIN POINTS
The origins and spread of coffee before the twentieth century
• Kaldi realised berries (of a certain bush) were energising

Reasons for its economic success and popularity from the twentieth
century to the present day
• Railways allowed coffee to be transported more easily

© UCLES 2014 1123/21/O/N/14

1 (b) Summary [5 marks]

Now use your notes to write a summary, in which you describe the origins and spread of
coffee before the twentieth century, and the reasons for its economic success and popularity
from the twentieth century until the present day, as outlined in the passage.

This time, you will be awarded up to 5 marks for using your own words wherever possible
and for accurate use of language.

Your summary, which must be in continuous writing (not note form), must be no longer than
160 words, including the 10 words given below. Begin your summary as follows:

One story describes Kaldi being energised by coffee berries and ............................................

...................................................................................................................................................

No. of words

© UCLES 2014 1123/21/O/N/14 [Turn over

2 From your reading of paragraph 1, decide which one of the following statements is true and tick
the box you have chosen.

The writer is sure that the information about the origins of coffee is correct.

The writer is sure that the information about the origins of coffee is incorrect.

The writer thinks that the information about the origins of coffee cannot be proved.

[1]

3 Cafe Florian is a ‘magnet for tourists’ (paragraph 3).

From your own knowledge or experience give two examples of places which are a ‘magnet for
tourists’. Do not refer to specific examples from the passage in your answer.

One example is .................................................................................................................................

..........................................................................................................................................................

Another example is ...........................................................................................................................

..................................................................................................................................................... [2]

4 From your reading of paragraph 6, select and write down two opinions.

One opinion is ........ ...........................................................................................................................

..........................................................................................................................................................

Another opinion is .............................................................................................................................

..................................................................................................................................................... [2]

Total for Section 1 [25]

© UCLES 2014 1123/21/O/N/14

Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

Passage 1

1 (a) The origins and spread of coffee before the twentieth century

Mark Expected Answer Allow Don’t Allow

1 mark 1 Kaldi realised berries (of certain bush)

for were energising
each
correct 2 Monk in Ethiopia / Africa sampled He realised /
point berries and experienced increased noticed berries
up to a vitality increased
max. of vitality (in birds)
15
3 Oman / Ethiopian / African holy man
roasted and boiled berries (in water)

4 (Coffee / It) was exported from Africa to Reference to

Yemen coffee drinking /
knowledge of
coffee plants
appears in
monasteries in
Yemen

5 Monks (in Yemen) used it to keep alert …during prayer

during long periods of prayer / during alone = 0 (N)
night prayer

6 Yemeni (traders) / Yemen began to

cultivate it / coffee / coffee beans

7 Bans (against it) were lifted After the bans

alone as
preamble to p8
=0

8 Became acceptable in / spread to

(many) influential cities (such as (accept any two
Medina, Baghdad, Istanbul) of the given
recreational
examples)
9 Coffee-houses were (popular / lively)
social / recreation centres / places

10 (Coffee) traded with / came to Venice / Vibrant trade Reference to

Europe / Europe’s leading port (from between Africa trading ‘variety
Africa) and Venice of African
goods’
alone = 0

Lift of lines
20–21
‘Venice…coffee’

© Cambridge International Examinations 2014

Page 3 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

11 Venetian merchants introduced coffee /

coffee drinking to the wealthy

12 (Coffee drinking / coffee / coffee Spread across

houses) spread to other European Europe
cities / countries // large number of
European coffee houses Lift of line 24–25
‘by 1675 …in
England)
13 (the) Dutch (merchants) obtained coffee The Dutch
bushes (from Yemen) and began spread coffee
cultivation (in Sri Lanka) by cultivating it
alone = 0

© Cambridge International Examinations 2014

Page 4 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

Reasons for its economic success and popularity from the twentieth century until the
present day

Mark Expected Answer Allow Don’t Allow

1 mark 14 Railways allowed coffee to be

for transported more easily
each
correct 15 (opening of) Panama Canal allowed
point coffee / it to be exported further afield
up to a
max. of 16 socially aware consumers / people buy An international
15 Fairtrade coffee // consumers / people system ensures
are attracted to Fairtrade coffee farmers get a
fair deal

17 (Production) provides employment for Accept examples

millions (of people) but must be at
least three of five

18 Crucial / very important to economies of Accounts for half A lot / much

(some / several) developing countries / 50% of foreign foreign trade = 0
trade in (some /
several)
developing
countries

19 Caffeine (content) drives away fatigue /

lethargy // brings energy / vigour

20 Decaffeinated (coffee) available to

those who object to artificial stimulants /
caffeine

21 Instant / freeze-dried (coffee) makes it /

is convenient // Instant / freeze-dried
(coffee) is easy / quick to make / use
Comes in
22 (Seemingly) endless / great / a lot of different
varieties / ways of making it varieties – 0

Additional Information

Indicate by a tick the point rewarded at the place where it is clearly made.
There is no need to put a cross at wrong answers, unless the point is contentious or in the
wrong box.
If content point is made in the wrong box, do not award the mark.
Accept own words or lifting. Accept sentences or note form.
Points 1 and 14 are already given.
If script is entirely verbatim lift give 0.
If more than one content point appears under a single bullet point, award each content point
separately if clearly made. If content point being made depends on information contained in
another bullet point, withhold the mark unless a clear link is made between the two points.

© Cambridge International Examinations 2014

Page 5 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

(b) Now use your notes to write a summary in which you describe the origins and spread
of coffee before the twentieth century, and the reasons for its economic success and
popularity from the twentieth century until the present day, as outlined in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the
ability to use original complex sentence structures.

HOW TO ANNOTATE Q1(b)

© Cambridge International Examinations 2014

Page 6 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

Below follows a list of serious errors:

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.
Mis-spellings of simple, basic words, e.g. were / where // to / too / their / there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.

For sentence structure merit, use ticks where appropriate, in the body of the script. Tick only
instances where the sentence structure is both complex and original, i.e. belonging to the two
top boxes in the Use of English column on the MS. Ticks, therefore, tend to be over relative
pronouns, present participles and conjunctions. Mentally note compound structures but do
not tick them. Do not tick vocabulary: this will be taken into consideration under assessment
of OW.

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of
wrong or invented material.

THE PRACTICE SCRIPTS WILL PROVIDE EXAMPLES OF HOW SCRIPTS SHOULD BE

ANNOTATED.

51 – 65 = 3 marks max for style

36 – 50 = 2 marks max for style
21 – 35 = 1 mark max for style
0 – 20 = 0 marks for style. No assessment of OW and UE is necessary.

Additional Objects: If there is an Additional Object on a script, indicate that you have seen
each page of it with a cross..

© Cambridge International Examinations 2014

Page 7 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips
or minor errors. There is a marked
• Allow phrases from the text ability to use original complex
which are difficult to substitute syntax outside text structures.
• Punctuation is accurate and helpful
to the reader.

4 • There is a noticeable attempt to 4 • The language is almost always

re-phrase the text. accurate. Serious errors will be
• The summary is free from isolated.
stretches of concentrated lifting. • Sentences show some variation,
including original complex syntax
• Punctuation is accurate and
generally helpful.

3 • There are recognisable but 3 • The language is largely accurate.

limited attempts to re-phrase • Simple structures tend to dominate
the text detail. Attempt may be and serious errors are not
limited by irrelevance or by frequent, although they are
oblique or mangled relevance. noticeable.
• Groups of text expression are • Where sentences show some variety
interlaced with own words. and complexity, they will generally be
• The expression may not always lifted from the text.
be secure, but the attempt to • Serious errors may occur when more
substitute the text will gain sophisticated structures are
credit. attempted.
• Punctuation is generally accurate.

2 • Wholesale copying of large 2 • Meaning is not in doubt but serious

areas of the text, but not a errors are becoming more
complete transcript. frequent.
• Attempts to substitute own [8+ errors as a guide, but balance
language will be limited to single against sentence structure is also
word expression. necessary]
• Irrelevant sections of the text will • Some simple structures will be
be more frequent at this level accurate, although this accuracy is
and below. not sustained for long.
• Simple punctuation will usually be
correct.

© Cambridge International Examinations 2014

Page 8 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

1 • Pretty well a complete 1 • Heavy frequency of serious errors,

transcript of the text expression. sometimes impeding reading.
• There will also be random • Fractured syntax is much more
transcription of irrelevant pronounced at this level
sections of the text.

0 • Complete transcript 0 • Heavy frequency of serious errors

throughout.
• Fractured syntax

2 From your reading of paragraph 1, decide which one of the following statements is true
and tick the box you have chosen.

Mark Expected Answer Allow Don’t Allow

1 mark Box 3: The writer thinks that Any clear indication of

the information about the choice even if it not a tick,
origins of coffee cannot be e.g. cross, star, asterisk
proved

3 Cafe Florian is a ‘magnet for tourists’. (Paragraph 3)

From your own knowledge or experience give two examples of places which are a ‘magnet
for tourists’. Do not refer to specific examples from the passage in your answer.

Mark Expected Answer Allow Don’t Allow

1 mark Accept any sensible Unspecified, unnamed

+ examples. generalisations, e.g.
1 mark Answers might include restaurants / museums /
named buildings / game reserves // whole
attractions / events // countries / states etc. e.g.
named geographical / India / Florida
archaeological / historic
sites

Additional information

Be generous with examples which are unknown to you but sound plausible.
For duplicate ideas, award 1 mark max. e.g. London Zoo, Cape Town Zoo

© Cambridge International Examinations 2014

Page 9 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

4 From paragraph 6, select and write down two opinions.

Mark Expected Answer Allow Don’t Allow

1 mark (i) (instant / freeze-dried) Lift of lines 44–45 ‘ the Lift of ‘a must for’ (alone)
coffee is a must for the development twenty-first Agent (coffee) must be
pace of life in the century’ supplied.
twenty-first century.
It / coffee is a must(alone)

1 mark (ii) Choosing from the Coffee (variety) is a

menu in a modern nightmare
coffeehouse is a
nightmare.

Additional information

Accept own words equivalents in each opinion. ‘choosing’ is the focus for (ii)

Passage 2

5 (a) Richard was always ‘gloomy, a pessimist’. Give one example of Richard’s pessimistic
behaviour.

Mark Expected Answer Allow Don’t Allow

1 mark he thought the engine Accept lift of ‘The car (only) He thought a / the dark
had broken down when had broken down.’ Excess cloud was locusts (wrong
it had (only) run out of denies. paragraph)
petrol

OR If he saw a dark Accept lift of ‘Whenever a

cloud (on the horizon) dark cloud....to me’. Excess
he thought it was denies.
locusts.

(b) Richard says that he didn’t ‘shirk the truth’. What, according to Richard, is the truth?

Mark Expected Answer Allow Don’t Allow

1 mark bad / terrible / awful Life is (always) full of Don’t allow conditionals
things (will) happen (all negativity such as ‘might, could’
the time / occasionally / which introduce the idea
always / unexpectedly) Lift in whole or in part of of tentativeness
lines 4–5
‘occasionally...happen’.
Excess denies

Additional information

Accept addition of ‘to him / others’ in the above correct answers

© Cambridge International Examinations 2014

Page 10 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

6 (a) At first, what did people think the small cloud meant?

Mark Expected Answer Allow Don’t Allow

1 mark rain / it was going to Any reference to possibility it

rain might mean locusts = 0(W)

Additional information

0 (W) answer negates a correct answer

(b) Why did they laugh when Richard said: ‘Looks like locusts to me’?

Mark Expected Answer Allow Don’t Allow

1 mark they thought he was He said (things like) this They didn’t believe him /
being pessimistic / a lot thought he was wrong
negative / gloomy as
usual // he was He always thought that a He’d said it before
behaving as he always dark cloud was locusts
did // he was behaving They thought / knew it was
as they knew he would Lift of lines 2–3 ‘ rain / it wasn’t locusts
/ expected him to // his whenever… to me’
behaviour / reaction They thought he was joking /
was predictable Allow ‘dramatic’ for funny
‘pessimistic’
The cloud had wispy tails = 0
(W)

Additional information

Needs the idea of Richard’s repetitive behaviour / words

Mark Expected Answer Allow Don’t Allow

1 mark (they realised that) Lift of lines 9–10 ‘These

Richard / he was right were the locusts.swarm.’
// it / the cloud (really)
was locusts Lift of lines 9–11 ‘these
were the locusts…feed’
Excess denies.

© Cambridge International Examinations 2014

Page 11 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

7 (a) Explain exactly why the sky was dark.

Mark Expected Answer Allow Don’t Allow

1 mark the sun / light was Addition of ‘birds’ Lift of ‘the sun was blotted
blotted out / covered by locust wings’ = 0. This is
locusts // locusts were sound, not absence of
covering the sun / acted light.
as a screen
Locusts covered / filled /
covered the sky / air =
0(N)

Additional information

0(N) answer does not negate correct answer.

(b) Why do you think the birds were ‘excited’?

Mark Expected Answer Allow Don’t Allow

1 mark they were going to Locusts are the prey of They were predatory = 0(N)
feed on / eat the birds
locusts // the locusts Their prey had arrived
would provide food /
they ate locusts They had food

Additional information

0(N) answer does not negate correct answer.

© Cambridge International Examinations 2014

Page 12 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

(c) Previously the farm had ‘managed somehow’ to survive. What does this tell us about
how the family had been affected by locust swarms in the past?

Mark Expected Answer Allow Don’t Allow

1 mark They came close to Inferences such as ‘the Anything positive, e.g.
being destroyed / not farm nearly had to close’ / they didn’t lose everything
surviving // they had to ‘they were almost driven
work hard to survive // into poverty’ / ‘they had Their crops had been
they had survived with suffered great loss destroyed (alone)= 0
difficulty // they had
barely survived // it had They had been (badly)
not been easy to survive affected

Additional information

Look for something very negative.

Negative event needs qualification, e.g. They had a time of hardship = 0 They had a time of
great hardship = 1

(d) The children were ‘sent out to make a racket’. Explain fully in your own words the
purpose of this racket.

Mark Expected Answer Allow Don’t Allow

1 mark UNSETTLE: disturb / Make uncomfortable =

disorganise / fluster / 0(N)
confuse / interrupt / upset /
disrupt / frighten / scare / scare away
startle / make restless /
distract

1 mark DETER: stop / prevent / put Make them not land forbid / prohibit = 0 (N)
off / discourage / disallow
not settle (down)

scare / drive away / divert

Additional information

This is an OWN WORDS question. Key words are UNSETTLE and DETER.
Indicate use of key words by cross, or ‘rep’ for repetition, or highlight.
Do not insist on correct grammatical form.
Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one,
e.g. ‘disturb and make comfortable’ for ‘deter’.
DO not insist on synonyms for ‘creatures’ or ‘landing’

© Cambridge International Examinations 2014

Page 13 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

8 (a) What does the word ‘muffled’ tells us about the effect of the locusts on the
countryside?

Mark Expected Answer Allow Don’t Allow

1 mark the countryside / it became The countryside / it was The countryside was
/ the locusts made the covered in locusts covered in snow =
countryside / it quiet /silent 0(W)
// sound was deadened /
hushed

Additional information

O(N) answer does not negate correct answer. 0(W) answer negates a correct answer.

(b) The birds ‘had gorged themselves so much that they were unable to take off’. Without
copying from the passage, explain exactly the problem the birds have here.

Mark Expected Answer Allow Don’t Allow

1 mark (i) (they) had eaten so They had over eaten / been Many / a lot (of locusts)
much / too much / greedy
so many locusts

1 mark (ii) (they) couldn’t fly They couldn’t escape /

run / move

Additional information

This is not a typical own words question but key words are GORGED and TAKE OFF. If key
words are used, mark as wrong or as repetition but otherwise ignore.
‘gorged’ needs the idea of excess.
Do not insist on correct grammatical form.

© Cambridge International Examinations 2014

Page 14 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

Mark Expected Answer Allow Don’t Allow

1 mark (i) (they) smothered / Accept lift of ‘(the locusts) Damaged / broke the
covered / choked smothered the radiator radiator (grille)
the radiator grille // grille and made the engine
(they) made the overheat’. Excess denies,
engine / car / i.e. run on into ‘We
radiator overheat stopped’

Lift of ‘the tyre treads Lift, in whole or in part, of

1 mark (ii) (they) choked the were(immediately) choked ‘we had to put
tyres (treads) with (crushed) locusts’. chains.......crushed
Excess denies locusts’ = 0. Answer must
be distilled.
Accept ‘wheels’ for ‘tyres’

Made the tyres / wheels / They / locusts were

car slip (on the road) caught in the tyre treads /
squashed under the
wheels (alone)

(d) Explain fully what caused the cracking noise.

Mark Expected Answer Allow Don’t Allow

1 mark (i) the trees were ‘Branches’ for ‘trees’, The branches were
breaking / broke although not entirely cracking = 0(N). Sound
accurate must be explained.

Lift in whole or in part of

lines 28–30 ‘then we
saw…loud explosion’
Answer must be distilled

The locusts ate through

the trees / them

…caused by trees falling

= 0(N)
1 mark (ii) they were covered
in locusts / many / a
swarm of locusts
had settled (on them
/ the trees) // the
combined weight of
(so) many locusts

Additional information

Answer for (ii) must give idea of number or weight of locusts.

© Cambridge International Examinations 2014

Page 15 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

9 The family ‘waited for the swarm to wing its way to further destruction’. Pick out and write
down a single word used later in the paragraph which continues the idea of ‘destruction’.

Mark Expected Answer Allow Don’t Allow

1 mark devastating The use of the correct word More than one word
in a phrase or sentence
provided that it is underlined
or otherwise highlighted.

10 In what two ways is the large number of hoppers an additional threat to farmers?

Mark Expected Answer Allow Don’t Allow

1 mark (i) Each one / they Accept lift of ‘grow(s) at an Any reference to laying
grow(s) at an astonishing rate’. Run-on eggs / hatching eggs
astonishing / surprising into ‘together with millions of =0(W) in either limb in
rate others = 0 which it occurs.

One grows at an
astonishing rate (with
others)

Grow (very) fast

Inclusion of ‘together with

millions of others’ = 0(W)

1 mark (ii) They eat as they move They form one unit / a More crops are eaten as
/ go monstrous carpet which they move (focus is lost)
eats as it moves / goes

Additional information

O(N) answer does not negate correct answer.

Do not allow a clearly singular agent in either limb.

© Cambridge International Examinations 2014

Page 16 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

11 Choose five of the following words or phrases. For each of them give one word or short
phrase (of not more than seven words) which has the same meaning that the word or
phrase has in the passage. [5]

Mark Words Expected Answer Don’t Allow

1 mark 1 plopped (L14) landed // came down Fell / toppled / fluttered /

for each suddenly / heavily / floundered / settled / dived
correct noisily// plumped /
meaning plummeted / dropped
(max 5)
2 stone (L18) completely / absolutely / Hard / extremely /
totally / thoroughly / seriously / very
entirely

3 bewildered (L21) puzzled / confused / Dumbfounded / shocked /

bemused / perplexed / surprised / sad / amazed
taken aback /
disconcerted / befuddled
/ flummoxed / baffled /
nonplussed / stumped /
floored / bamboozled

4 occasionally(L26) from time to time / on Constantly / not often /

and off / intermittently / seldom / infrequently
sporadically / (every)
now and then /
sometimes / once in a
while / at intervals / once
in a blue moon

5 succulent (L34) juicy / fleshy / luscious / Tasty / delicious/ fresh /

lush / rich / appetising / delectable /
scrumptious / mouth-
watering

6 swathe (L35) strip / sweep / portion / Clothing / covering

section / band / area

7 opted for (L37) chose / selected / Loved

adopted / favoured /
settled on / plumped for /
picked / fixed on /
preferred

8 miniature (L45) tiny / (very) small / teeny

/ diminutive / petite /
smaller / midget /
undersized / little /
minute / miniscule

© Cambridge International Examinations 2014

Page 17 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2014 1123 21

Additional information

Mark only the first FIVE words attempted.

For each word attempted, mark the first answer only when more than one answer is offered. A
comma or the word 'or' indicates a second attempt.

For two answers joined by 'and', allow one correct answer if the other answer is not wholly
wrong but neutral, e.g. ‘suddenly and unexpectedly’ for 'in the wink of an eye'.

For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct
element within this limit.

Ignore mis-spelling if the word is phonetically recognisable.

Ignore errors of tense and grammatical form but only if the meaning is correct.

Tick only correct answers. There is no need to cross wrong answers but if all answers are
incorrect put one cross only in the bottom corner.

© Cambridge International Examinations 2014

Passage 1

Reading and Viewing

1 Reading has been around for a long time; by comparison, the cinema is a relatively recent
invention. Sometimes, books – both fiction and non-fiction – are made into films. If the books
are particularly famous ones, these films are released in a blaze of publicity. Perhaps less
frequently, a film is so popular that a book of the film is written from the screenplay.

2 Films of novels help us to imagine characters; for example, anyone who has seen one of 5
the ‘Harry Potter’ films has a fixed idea now of what the hero and his friends and teachers
look like. Settings of books also come to life in films, whether it is castles, or cities, or lush
countryside. Cinematic special effects in adventure or science fiction films – where we seem
actually to be seeing car chases, sea battles or spacecraft landing – can be more realistic
than even the wildest of imaginations. Films of non-fiction texts can be as informative as 10
the books but they are often more interesting than the books, perhaps bringing to life the
achievements of famous doctors or statesmen in a way their biographies fail to do.

3 In schools, seeing a film version of a literary text, for example a Shakespeare play or a
Charles Dickens novel, can help students appreciate the text they are studying. An interest
in a particular genre, such as science fiction or adventure, might be stimulated, further 15
increasing reading and, consequently, language skills. Teachers can help less motivated
students by showing the film first, so that knowing the story before being given the book will
make the task of reading it easier than it would otherwise have been.

4 If the language of a book is difficult, the film version can make the language more accessible,
and if an international best seller is made into a film, subtitles may be added to the film so 20
that it can be understood by people who speak a different first language. The experience of
viewing the film of a novel in a full cinema is a communal experience, very different from the
solitary activity of reading the novel. Many people follow up the film experience by buying the
book, and thus it can be seen that films increase overall reading. Reading can be seen as
being ‘cool’ by young people who read the book, see the film and buy the merchandise that 25
accompanies it.

5 On the other hand, it could be argued that, far from stimulating the imagination, watching
films of books actually curbs the imagination. Furthermore, watching films of books often
makes people too lazy to read them. How will language skills be improved in schools,
complain some teachers, if students take the short cut to the film and bypass the book? The 30
benefits of reading – enhanced vocabulary, better spelling, finding ideas for writing texts of
their own – are all lost. This may be a very extreme view but one that is heard in staffrooms
in many parts of the world.

6 Opportunities for watching films of books are restricted to when they are available in
cinemas, and the season for each film might be no more than a couple of weeks. Compare 35
this to curling up with a good book any time you like! There are also place restrictions when
it comes to watching films, as this can happen only in a cinema or, in the case of DVDs, in
certain rooms in your own home. On the other hand, books can be enjoyed anywhere – on
the bus, in a park, in a café. Films can be purchased in DVD form but that is often more
expensive than buying the novel. A book can be re-visited again and again and become 40
almost like an old friend; although a DVD can be watched more than once, its owner is less
likely to become attached to it in the same way as one can become attached to a favourite
book. Some novels have layers of meaning or perhaps an element of ambiguity; for example,
the ending might be implied rather than stated, and the charm of the novel lies in the reader’s
personal interpretation. It is almost impossible to capture such ambiguity in a film; the viewer 45
is presented with the director’s point of view as being the final judgement.

© UCLES 2013 1123/21/INSERT/O/N/13

Section 1: Reading for Ideas For

Examiner’s
Read Passage 1 in the insert and answer all the questions below in the order set. Use

1 (a) Notes [15 marks]

Identify and write down the points in the passage which tell us the advantages and
disadvantages of film versions of books.

USE ONLY THE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 6 INCLUSIVE.

At this stage, you need NOT use your own words. To help you get started, the first point
in each section of notes is done for you. You will be awarded up to 15 marks for content
points.

MAIN POINTS
Advantages of film versions of books
• We can imagine characters

Disadvantages of film versions of books

• Curbs the imagination

© UCLES 2013 1123/21/O/N/13

(b) Summary [5 marks] For

Examiner’s
Now use your notes to write a summary in which you state the advantages and Use

disadvantages of film versions of books, as outlined in the passage.

This time, you will be awarded up to 5 marks for using your own words wherever
possible and for accurate use of language.

Your summary, which must be in continuous writing (not note form), must be no longer
than 160 words, including the 10 words given below. Begin your summary as follows:

With film versions of books it is easy for viewers .............................................................

..........................................................................................................................................

No. of words

© UCLES 2013 1123/21/O/N/13 [Turn over

2 Going to the cinema ‘is a communal experience’ (paragraph 4). From your own knowledge or For
experience, give one example of a ‘communal experience’ in which you have taken part. Do Examiner’s
not use the example of the cinema. Use

An example is ..........................................................................................................................

............................................................................................................................................ [1]

3 From your reading of paragraph 5, decide which one of the following statements is true and
tick the box you have chosen.

The writer thinks that teachers are unfair in their criticism of film versions of books.

The writer thinks that teachers are correct in their criticism of film versions of books.

The writer is undecided about teachers’ criticism of film versions of books.

[1]

4 From your reading of paragraph 6, decide whether each of the following statements is True
or False, and tick the box you have chosen.

T F

You can watch films only in a cinema.

All novels are ambiguous.

When a book is made into a film, the director decides how the story is
interpreted.
[3]

Total for Section 1 [25]

© UCLES 2013 1123/21/O/N/13

Passage 1

Air Travel

1 The ancient Greeks had myths about it, Leonardo Da Vinci sketched how it might be possible,
but not even our most recent ancestors could have imagined the prevalence and downright
ordinariness of air travel in our own time.

2 Air travel has many advantages. It gives people the chance to experience at first hand new
cultures, climates and cuisine. These experiences surely contribute to a greater spirit of 5
tolerance among the peoples of the world. Because air travel is cheaper than ever before,
it is within the b udget of ordinary people and not limited to the very wealthy. Family holidays
overseas become easier, and bring family members together to enjoy each other’s company
and cement relationships. Moreover, in the past, if sons or daughters emigrated from, say,
England to Australia, their parents might never see them again; but air travel has shrunk 10
distances and that longed-for contact with loved ones living abroad becomes possible.

3 The growth in air travel brings jobs with it: airports spring up, and emplo yment is created
there for baggage handlers , restaurant workers and cleaners . This sometimes means that
local communities in economically depressed areas near these new airports have a chance
to develop. Small businesses benefit from air travel because they can send staff to other 15
parts of the country to work; thus a small firm of, say, architects can take on building work
1000 kilometres from their home base. It is an amazing phenomenon of modern society that
people sometimes commute by plane from one city to another, or indeed from one country
to another – from Malaysia to Singapore , for example – to work, returning home f or the
weekend, a concept which would have been alien to their parents’ generation. In addition, air 20
travel reduces congestion on other forms of transport, such as rail and road; trains are less
crowded and road traffic flows more freely. Of course the sheer speed of air travel makes
the speed of these other forms of transport seem like snail’s pace.

4 However, air travel also has its critics. People who live near airports are plagued by the noise
made by aircraft taking off and landing. New runways are built on lush countryside, where 25
the residents object to the destr uction of the picturesque rural views from their homes. New
airport terminals are built, further encroaching onto the countryside. Air travel has become an
environmental issue, as critics argue that it damages the ozone layer, permanently scarring
our planet with what is descr ibed as our ‘carbon footprint’. The increased availability and low
price of plane tickets encourage many people to purchase holiday homes abroad, thus further 30
contributing to this carbon footprint. Air travel facilitates smuggling, particularly of drugs, and
there have been many high profile cases of people r uthlessly engaging in this life-destroying
activity. Although statistics tell us that we are more likely to be killed driving on our busy
roads, when a plane goes down there are rarely, if ever, any survivors.

5 Although a flight may be shor t, it may take an hour or more to drive to the nearest air port, 35
thus increasing travel time. In addition, secur ity checks are time-consuming, as hundreds of
passengers, particularly in busy holiday seasons, snake their way in a seemingly interminable
queue to be searched by overworked and sometimes impatient staff. Such security checks are
stressful and an invasion of privacy, as belts, jewellery and even shoes have to be removed
and x-rayed. You don’t need to ha ve your personal belongings, and sometimes your person, 40
inspected before boarding a train! Occasionally, flights are delayed by several hours; when
this happens, what could be worse than the feeling of being virtually imprisoned in the airport,
with nothing to do, nowhere to go, and perhaps with young children demanding attention?

6 A further development in air travel today is the appearance of budget airlines. E-tickets are
issued, which saves on administrative costs. Passengers book their flights on-line , using the 45
Internet, and so do not need to use a travel agent, who would charge them a fee. No meals or
refreshments are offered on budget airlines; rather, the airlines augment their narrow profits
© UCLES 2012 1123/22/INSERT/O/N/12
3

by selling food and dr ink on board to a captive audience. Passengers are encouraged not
to put luggage in the hold of the plane, but to carry only cabin baggage, which reduces the
number of airport staff required.

Passage 2

Christopher’s father earns his living through illegal imports, and his mother disapproves.

It was raining hard that afternoon, making it gloomy throughout the house .

Content removed due to copyright restrictions.

But in the end I never broached the subject.

© UCLES 2012 1123/22/INSERT/O/N/12 [Turn over

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 b y the publisher (UCLES) to tr ace 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 Cambr idge 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 2012 1123/22/INSERT/O/N/12

w
w
w
.X
tr
e
m
eP
ap
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
s
General Certificate of Education Ordinary Level

.c
om
* 3 5 7 1 0 5 4 7 2 1 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2012
Candidates answer on the Question Paper. 1 hour 45 minutes
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, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions in both Section 1 and Section 2.

The insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the beginning or end of each question or part question.

For Examiner’s Use

This document consists of 7 printed pages, 1 blank page and 1 Insert.

DC (AC) 48197/4
© UCLES 2012 [Turn over
2

Section 1: Reading for Ideas For

Examiner’s
Read Passage 1 in the insert and answer all the questions below in the order set. Use

1 (a) Notes [15 Marks]

Identify and write down the information from the passage which describes the
advantages and disadvantages of air travel.
USE ONLY THE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 5 INCLUSIVE.
At this stage, you need NOT use your own words. To help you get started, the first point
in each section of notes is done for you. You will be awarded up to 15 marks for content
points.

MAIN POINTS
Advantages of air travel
• It gives people new experiences of cultures / climates / cuisine

Disadvantages of air travel

• Noise of take-off and landing disturbs local residents

© UCLES 2012 1123/22/O/N/12

(b) Summary [5 marks] For

Examiner’s
Now use your notes to write a summary of the advantages and disadvantages of air Use

travel, as described in the passage.

This time, you will be awarded up to 5 marks for using your own words wherever
possible and for accurate use of language.
Your summary, which must be in continuous writing (not note form), must be no longer
than 160 words, including the 10 words given below. Begin your summary as follows:

Nowadays, the availability of air travel brings many advantages because .......................

..........................................................................................................................................

No. of words

© UCLES 2012 1123/22/O/N/12 [Turn over

2 From paragraph 5, select and write down two opinions. For

Examiner’s
One opinion is ......................................................................................................................... Use

............................................................................................................................................ [1]

Another opinion is ...................................................................................................................

............................................................................................................................................ [1]

3 From your reading of paragraph 6, decide whether each of the following statements is true or
false and tick the appropriate box.

T F

It is cheaper to book on-line yourself than to go to a travel agent.

It is compulsory to buy a meal on a budget airline flight.

Airport staff are needed to help with cabin baggage.

[3]

© UCLES 2012 1123/22/O/N/12

Section 2: Reading for Meaning For

Examiner’s
Read Passage 2 in the insert and answer all the questions below in the order set. Use

From paragraph 1

4 (a) What was lacking in the house that afternoon because it was ‘raining hard’?

..................................................................................................................................... [1]

(b) Why was it ‘pretentious’ to call the room where Christopher did his homework ‘the
library’?

..........................................................................................................................................

..................................................................................................................................... [1]

(i) .....................................................................................................................................

.....................................................................................................................................

(ii) .....................................................................................................................................

................................................................................................................................ [2]

From paragraph 2

5 (a) Explain in your own words why it was surprising that Christopher’s father came into
the library that afternoon.

..........................................................................................................................................

..................................................................................................................................... [2]

(b) Apart from the fact that Christopher’s father came into the library, what other aspect of
his behaviour seems surprising?

..........................................................................................................................................

..................................................................................................................................... [1]

(c) Explain fully why Mei Li reprimanded Christopher.

..........................................................................................................................................

..................................................................................................................................... [2]

© UCLES 2012 1123/22/O/N/12 [Turn over

From paragraph 3 For

Examiner’s
6 (a) Christopher was ‘fearful’ when he was left alone in the library. Pick out and write down Use

the single word used later in the paragraph which continues this idea of ‘fearful’.

..................................................................................................................................... [1]

(b) Why do you think Christopher returned ‘to the table every few seconds’?

..........................................................................................................................................

..................................................................................................................................... [1]

(c) In what way was Christopher’s deception ‘feeble’?

..........................................................................................................................................

..................................................................................................................................... [1]

(d) Each of Christopher’s parents was angry. In what ways did their anger differ? Answer in
your own words.

. .........................................................................................................................................

..........................................................................................................................................

..................................................................................................................................... [2]

From paragraph 4

7 Give two reasons why Christopher was not upset by his parents’ disagreements.

(i) ............................................................................................................................................

(ii) ....................................................................................................................................... [2]

From paragraph 5

8 (a) What effect is achieved by the word ‘theatrical’ to describe Akira’s laughter that would
not be achieved by the word ‘hearty’?

..........................................................................................................................................

..................................................................................................................................... [1]

(b) Akira compares slatted sun-blinds to families. According to his comparison, what
happens if children do not play their part in family life?

..........................................................................................................................................

..................................................................................................................................... [1]

© UCLES 2012 1123/22/O/N/12

(c) Explain fully how ‘what Akira had said’ contradicted Christopher’s memory of his parents’ For
argument. Examiner’s
Use

..........................................................................................................................................

..................................................................................................................................... [2]

From the whole passage

9 Choose five of the following words. For each of them give one word or short phrase (of not
more than seven words) which has the same meaning that the word or phrase has in the
passage.

1. paramount (line 7) 5. sanctuary (line 28)

2. frustratingly (line 17) 6. heralded (line 30)
3. inevitable (line 18) 7. earnestness (line 38)
4. muffled (line 21) 8. broached (line 47)

Five words chosen

Answer
(from list above)

( ) ...................................... .............................................................................................. [1]

[5]

© UCLES 2012 1123/22/O/N/12

Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

MARK TO A MAXIMUM OF 15 FOR CONTENT POINTS. AWARD A MAXIMUM OF 5 MARKS FOR

STYLE (See page 7 for the Style marking method).

Passage 1

1 (a) Notes [15]

Accept own words or lifting. Accept sentences or note form. Points 1 and 12 are already
given.

Mark Expected Answer Allow Don’t Allow

1 mark for [1 Gives people new experiences (of

each cultures / climates / cuisine)]
correct
point up 2 (Air travel / it / experiences / they / tolerance (alone)
to a max. these encourage(s)) tolerance of other
of 15 people / races

3 Is within the budget of ordinary people / cheap / cheaper

everybody (alone)

4 Makes family holidays overseas easy /

easier // brings families together on
overseas holidays

5 (Makes it possible / easy to) visit friends communication

/ family overseas / abroad // contact
with family / loved ones overseas /
abroad (is possible / easy)

6 (Brings) jobs in airports (brings) jobs for

baggage handlers
7 (Communities in) depressed / poor + one other
areas near airports are built up / example
developed

8 Small businesses can send employees given example of

to other parts of the country / other architects
countries / places (to work)

9 People / individuals can commute / go given example of

to work in other cities / countries / architects
places

10 Reduces congestion / less pressure on Of course the

other transport / rail / roads sheer speed …
snail’s pace
11 Speed It makes the speed
of … snail’s pace
[12 Noise (of take-off and landing) disturbs
local residents]

© Cambridge International Examinations 2012

Page 3 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

13 Runways are built on / spoil / encroach

on countryside

14 Airport buildings / terminals are built on spoiling rural

/ spoil / encroach on the countryside views (alone)

15 Damages the ozone layer / planet // becomes an

causes / increases carbon footprints environmental
issue
16 (Encourages) people to purchase
holiday homes abroad causing /
contributing to / increasing carbon
footprint / damages ozone layer

17 Facilitates (drug) smuggling

18 No / few survivors in an accident // the possibility of

possibility of disasters crashes /
accidents (alone)
19 Journeys to airports take a long time / any reasonable it increases travel
increase travel time example, including time
one hour it takes time
20 Security checks are time-consuming / (alone)
take time

21 Security checks are stressful / invasion what could be

of privacy worse …
demanding
22 Delays are stressful // delays imprison attention?
(you) in the airport flights are delayed
(alone)

© Cambridge International Examinations 2012

Page 4 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

(b) Summary writing and style

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE
OF ENGLISH. The table which follows provides descriptors of the mark levels assigned
to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the
ability to use original complex sentence structures.

Add the marks for OWN WORDS and USE OF ENGLISH together and divide by two to
achieve the summary mark. Raise any half marks to the nearest whole number.

SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.
Mis-spellings of a simple, basic words, e.g. were/ where // to/ too/ their/ there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.

Irrelevance

If script is entirely irrelevant, mark for style as normal (i.e. arrive at mark under OW and UE,
then add together and halve) and give 2 max for style. Note that such scripts are extremely
rare.

Wrong or invented material

Put a cross in the margin to indicate a stretch / section of wrong or invented material.

© Cambridge International Examinations 2012

Page 5 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

Short answers

While examiners are not asked to count words, candidates have been asked to write 150
words. There is no penalty for long answers but, if a script is OBVIOUSLY short, please
count the words, mark as normal (i.e. arrive at mark under OW and UE, then add together
and halve) and award marks to the following maxima:

20–35 = 1 mark max for style

36–50 = 2 marks max for style
51–65 = 3 marks max for style
0–20 = 0 marks for style. No assessment of OW and UE is necessary.

© Cambridge International Examinations 2012

Page 6 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

SUMMARY STYLE DESCRIPTORS

Mark OWN WORDS Mark USE OF ENGLISH

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips or
• Allow phrases from the text which minor errors. There is a marked ability
are difficult to substitute. to use original complex syntax
outside text structures.
• Punctuation is accurate and helpful to
the reader.
4 • There is a noticeable attempt to 4 • The language is almost always
re-phrase the text. accurate. Serious errors will be
• The summary is free from isolated.
stretches of concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and generally
helpful.
3 • There are recognisable but 3 • The language is largely accurate.
limited attempts to re-phrase the • Simple structures tend to dominate and
text detail. Attempt may be limited serious errors are not frequent,
by irrelevance or by oblique or although they are noticeable.
mangled relevance. • Where sentences show some variety
• Groups of text expression are and complexity, they will generally be
interlaced with own words. lifted from the text.
• The expression may not always • Serious errors may occur when more
be secure, but the attempt to sophisticated structures are attempted.
substitute the text will gain credit. • Punctuation is generally accurate.

2 • Wholesale copying of large 2 • Meaning is not in doubt but serious

areas of the text, but not a errors are becoming more frequent.
complete transcript. [8+ errors as a guide, but balance
• Attempts to substitute own against sentence structure is also
language will be limited to single necessary]
word expression. • Some simple structures will be
• Irrelevant sections of the text will accurate, although this accuracy is not
be more frequent at this level and sustained for long.
below. • Simple punctuation will usually be
correct.
1 • Pretty well a complete transcript 1 • Heavy frequency of serious errors,
of the text expression. sometimes impeding reading.
• There will also be random • Fractured syntax is much more
transcription of irrelevant sections pronounced at this level.
of the text.
0 • Complete transcript. 0 • Heavy frequency of serious errors
throughout.
• Fractured syntax.

© Cambridge International Examinations 2012

Page 7 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

2 From paragraph 5, select and write down two opinions.

Mark Allow Don’t Allow

1 mark Opinion 1: (Such) security run on into ‘as belts,

checks are stressful / an jewellery … x-rayed’
invasion of privacy

1 mark Opinion 2: What could be run on into ‘with nothing … inclusion of ‘occasionally
worse than the feeling of attention’ … happens’
being imprisoned in the airport
/ being delayed at the airport /
having a delayed flight

Additional information

Accept in any order.

Accept own words versions.

3 From your reading of paragraph 6, decide whether each of the following statements is true
or false and tick the appropriate box.

Mark Expected Answer Allow Don’t Allow

1 mark Statement 1 is true Any clear indication of If both true and false are
choice even if it not a tick, indicated against any
1 mark Statement 2 is false e.g. cross, star, asterisk statement

1 mark Statement 3 is false

© Cambridge International Examinations 2012

Page 8 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

Passage 2

4 From paragraph 1

(a) What was lacking in the house that afternoon because it was ‘raining hard’?

Mark Expected Answer Allow Don’t Allow

1 mark light / brightness / sunshine / visibility / sun / warmth /

sunlight a light / lights / gloom /
gloomy / it was gloomy /
making it gloomy

Additional information

Lifting will not work

0 answers are 0(N). i.e. they do not negate an otherwise correct answer

(b) Why was it ‘pretentious’ to call the room where Christopher did his homework ‘the
library’?

Mark Expected Answer Allow Don’t Allow

1 mark it was (really) an anteroom Lift of ‘(This took place

(lined with books) / small room in) an anteroom lined
// it was too small (to be a with books’
library) / small
Answer must be distilled.

It wasn’t a library / he did

his homework here

Additional information

All 0 answers are 0(N). i.e. they do not negate an otherwise correct answer

© Cambridge International Examinations 2012

Page 9 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

(c) Give two pieces of evidence which show that Mei Li must have regarded Christopher’s
education as ‘a matter of the utmost importance’.

Mark Expected Answer Allow Don’t Allow

1 mark (i) she stood (sternly) over / Lift of ‘why

next to him as he worked (for else.......worked?
up to two hours) // she She watched him …
supervised his education worked
Answer must be distilled.
1 mark (ii) she didn’t sit down // never
sat down // it never occurred
to her to sit down (opposite Lift of ‘why did
him) it....opposite mine?’
Answer must be distilled.

Additional information

If candidate gives two correct answers in one limb, award 1 mark max. However, if candidate has
given two correct answers in one limb and has no response in the other limb, award 2 marks. Such
answers will be rare.

In (i) answer must be distilled and pronouns changed

All 0 answers are 0(N). i.e. they do not negate an otherwise correct answer

5 From paragraph 2

(a) Explain in your own words why it was surprising that Christopher’s father came into
the library that afternoon.

Mark Expected Answer Allow Don’t Allow

1 mark INTERRUPT: stop / get in the bother / trouble / enter

way of / interfere with / disturb
/ distract / disrupt

1 mark VITAL: crucial / very important

/ life-threatening / matter of life
and death // necessary /
imperative / urgent / essential
/ emergency / an extreme
case

© Cambridge International Examinations 2012

Page 10 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

Additional information

This is an OWN WORDS question. Key words are INTERRUPT and VITAL.

Do not insist on correct grammatical form.

Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one, e.g. ‘stop and
start’ for ‘interrupt’.

Do not insist on synonyms for ‘study’ but look for sensible context.

Accept interruption directed at Christopher or Mei Li or both.

(b) Apart from the fact that Christopher’s father came into the library, what other aspect of
his behaviour seems surprising?

Mark Expected Answer Allow Don’t Allow

1 mark (he was apparently) oblivious he ignored him / them / He didn’t see them / he
of their / his presence // didn’t didn’t speak to / look at / closed the door firmly
seem to see / notice them / acknowledge him / them
him / realise they were / he
was there

Additional information

All 0 answers are 0(N). i.e. they do not negate an otherwise correct answer

(c) Explain fully why Mei Li reprimanded Christopher.

Mark Expected Answer Allow Don’t Allow

1 mark (i) he was trying to overhear / so that he would stop trying He / overheard / heard /
hear his parents (arguing) // to overhear etc. caught the argument
he was listening (in) to /
concentrating on / Lift of ‘whenever I tried to
eavesdropping on what his hear a little more’ = 0.
parents were saying Answer must be distilled.

1 mark (ii) he was distracted from / so that he would do his work

wasn’t doing / concentrating etc. / she wanted him to do Lift of ‘my pencil hovered
on his work / homework / his work over my sums’ = 0.
arithmetic / sums / studies // Answer must be distilled.
he was taking too long /a long his pencil hovered too long
time over his work/ homework over his sums
/ sums / studies

© Cambridge International Examinations 2012

Page 11 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

6 From paragraph 3

(a) Christopher was ‘fearful’ when he was left alone in the library. Pick out and write down
the single word used later in the paragraph which continues this idea of ‘fearful’.

Mark Expected Answer Allow Don’t Allow

1 mark apprehensively The use of the correct word More than one word
in a phrase or sentence
provided that it is underlined
or otherwise highlighted.

(b) Why do you think Christopher ‘returned to the table every few seconds’?

Mark Expected Answer Allow Don’t Allow

1 mark in case Mei Li came back / He would be reprimanded

caught him // he was afraid = 0(N)
Mei Li would come back /
would find him out of his seat / He was afraid (of Mei
listening to his parents’ Li)(alone)
argument / not working / not
doing his arithmetic in case Mei Li knew what
he was doing

Mei Li had come back

He wanted to hear his

parents’ argument = 0(W)

Additional information

O(N) answer does not negate correct answer. 0(W) answer negates a correct answer.

© Cambridge International Examinations 2012

Page 12 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

(c) In what way was Christopher’s deception ‘feeble’?

Mark Expected Answer Allow Don’t Allow

1 mark (it was obvious / clear / could It was weak /

be seen that he wasn’t unconvincing (alone) / it
measuring the room / was wouldn’t fool anyone
listening to his parents’ (alone)
argument // it wouldn’t deceive
/ fool Mei Li // you wouldn’t he was pretending to
measure a room with a ruler // measure the room
measuring the room wasn’t his
homework / what he was
supposed to be doing // it was
unreasonable / unrealistic /
unbelievable that he was
measuring the room

Additional information

0 answers are 0(N). i.e. they do not negate an otherwise correct answer

(d) Each of Christopher’s parents was angry. In what ways did their anger differ? Answer
in your own words.

Mark Expected Answer Allow Don’t Allow

1 mark RIGHTEOUS: moral / justified / angry / scolding / rightful

virtuous // (his mother) knew / / reasonable / truthful
thought / felt / was convinced
she was correct / right (sic)

DESPONDENT: sad / forlorn /

1 mark hopeless / wretched /
miserable / downcast /
despairing / disheartened / Fearful / afraid / stressed
gloomy / depressed / glum / / anxious / defensive /
downhearted / down in the distraught / confused /
dumps / stressed / upset /
ashamed / guilty / sorry /
downtrodden / hounded

© Cambridge International Examinations 2012

Page 13 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

Additional information

This is an OWN WORDS question. Key words are RIGHTEOUS and DESPONDENT

Do not insist on correct grammatical form.

Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one, e.g. ‘sad and
happy’ for ‘despondent’.

Do not insist on correct parents matched to each adjective, but if parents are given incorrectly
deduct only one mark if synonyms are correct. For example:
His mother’s anger was sad but his father’s anger showed he felt he was correct = 1 max.
One parent’s anger was sad and the other showed they felt they (sic) were correct = 2
One parent’s anger was sad but the other showed he felt he was correct = 1 (wrong match)

7 From paragraph 4

Give two reasons why Christopher was not upset by his parents’ disagreements.

Mark Expected Answer Allow Don’t Allow

1 mark (i) they did not affect him/ his Lift of ‘if their
life disagreements...might
have been upset’, even if
pronouns are changed.

1 mark (ii) he was (well) used to such / It had happened often /

these periods // periods of many times before Lift of ‘Wasn’t I used to
silence / their silence // he was such periods?’
used to their disagreements /
these situations // he was used It had happened before.
to it (alone)

Additional information

Under both (i) and (ii) lifting will not work. Answer must be distilled.

© Cambridge International Examinations 2012

Page 14 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

8 From paragraph 5

(a) What effect is achieved by the word ‘theatrical’ to describe Akira’s laughter that would
not be achieved by the word’ hearty’?

Mark Expected Answer Allow Don’t Allow

1 mark it wasn’t a real laugh / he Reference to kicking his

wasn’t (really) laughing/ feet in the air
amused // he was pretending to
laugh / be amused // he was It was loud / extreme /
kidding / fooling around // he not serious
was acting (the part of being
amused) // he was showing off / It was funny / a joke /
trying to impress Christopher / comic
laughing for effect // it was
exaggerated / insincere / false /
phoney / fake / forced /
dramatic

Additional information

0 answers are 0(N). i.e. they do not negate an otherwise correct answer

(b) Akira compares slatted sun-blinds to families. According to his comparison, what
happens if children do not play their part in family life?

Mark Expected Answer Allow Don’t Allow

1 mark the family falls apart / will fall children and parents Fall (alone) / break
apart / breaks down / collapses separate (alone)
/ scatters
family life is spoiled

family bonds become

weaker

they fall apart

parents separate /
divorce

© Cambridge International Examinations 2012

Page 15 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

Mark Expected Answer Allow Don’t Allow

1 mark (i) he said that children’s (bad)

behaviour caused parents’
arguments // that if parents
argued it was the children’s
fault

1 mark (ii) (but he / Christopher knew)

his parents’ argument had not
been about him / had not been
caused by him // had been
about business / his father’s
job

Additional information

Look for both a general point about what Akira said, and a particular point about what Christopher
had heard.

© Cambridge International Examinations 2012

Page 16 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

9 From the whole passage

Choose five of the following words. For each of them give one word or short phrase (of
not more than seven words) which has the same meaning that the word has in the
passage.

Mark Words Expected Answer Don’t Allow

1 mark 1 paramount (line 7) utmost / most / greatest / Great / extreme / huge /

for each supreme(st) / uppermost / very / major / immense /
correct NB: needs idea of topmost / chief / foremost / very big / vital / crucial
meaning superlative highest / first / main /
principal / leading / cardinal
/ second to none / nonpareil

2 frustratingly (line 17) annoyingly / maddeningly / stressfully / disturbingly /

irritatingly / infuriatingly / angrily
disappointingly /
exasperatingly

3 inevitable (line 18) unavoidable / bound to Likely / possible /

happen / guaranteed / sure / probable / obvious /
sure to happen / inexorable impending / eventual /
/ must happen / ineluctable / must
unstoppable /
unpreventable / certain

4 muffled (line 21) hard to hear / quietened / Hushed / murmured / dim

barely audible / deadened / / softer / diminished /
stifled / unclear / not clear / lower / inaudible /
faint / softened / muted / reducing in volume /
indistinct fading low-pitched / quiet

5 sanctuary (line 28) safety / safe place / haven / peace / peacefulness /

refuge / shelter / protection / quietness / tranquillity /
security / harbour / asylum escape / isolation

6 heralded (line 30) preceded / foreshadowed / caused / continued /

prefaced / ushered in / stopped /resulted in /
presaged / announced / brought / created / led to /
introduced / was the began
forerunner / signalled

7 earnestness (line 38) sincerity / seriousness / desire / curiosity /

solemnity / gravity / gravitas concern

8 broached (line 47) introduced / raised / opened touched / asked / brought

/ brought up / started / (about/forward) /
mentioned discussed / proposed /
suggested / approached /
addressed

© Cambridge International Examinations 2012

Page 17 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

Additional information

Mark only the first FIVE words attempted.

For each word attempted, mark the first answer only when more than one answer is offered. A
comma or the word ‘or’ indicates a second attempt.

For two answers joined by ‘and’, allow one correct answer if the other answer is not wholly wrong
but neutral, e.g. ‘utmost and great’ for ‘paramount’.

For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct element
within this limit.

Ignore mis-spelling if the word is phonetically recognisable.

Ignore errors of tense and grammatical form but only if the meaning is correct.

If answers are numbered and the question-word has been given as well, credit a correct answer
even if the numbering does not agree.

© Cambridge International Examinations 2012

Page 18 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 22

Appendix

Air travel has many advantages. It gives people the chance to experience at first hand new
cultures, climates and cuisine. These experiences surely contribute to a greater spirit of
tolerance among the peoples of the world. Because air travel is cheaper than ever before, it is within
the budget of ordinary people and not limited to the wealthy. Family holidays overseas
become easier, and bring family members together to enjoy each other’s company and cement
relationships. Moreover, in the past, if sons or daughters emigrated from, say, England to Australia,
their parents might never see them again; but air travel has shrunk distances and that longed-for
contact with loved ones living abroad becomes possible.

The growth in air travel brings jobs with it: airports spring up, and employment is created there for
baggage handlers, restaurant workers and cleaners. This sometimes means that local
communities in economically depressed areas near these new airports have a chance to
develop. Small businesses benefit from air travel because they can send staff to other parts of
the country to work; thus a small firm of, say, architects can take on building work 1000 kilometres
from their home base. It is an amazing phenomenon of modern society that people sometimes
commute by plane from one city to another, or indeed from one country to another – from
Malaysia to Singapore, for example – to work, returning home for the weekend, a concept which
would have been alien to their parents’ generation. In addition, air travel reduces congestion on
other forms of transport, such as rail and road; trains are less congested and road traffic flows
more freely. Of course the sheer speed of air travel makes the speed of these other forms of
transport seem like snail’s pace.

However, air travel also has its critics. People who live near airports are plagued by the noise made
by aircraft taking off and landing. New runways are built on lush countryside, where the
residents object to the destruction of the picturesque rural views from their homes. New airport
terminals are built, further encroaching onto the countryside. Air travel has become an
environmental issue, as critics argue that it damages the ozone layer, permanently scarring our
planet with what is described as our ‘carbon footprint’. The increased availability and low price of
plane tickets encourage many people to purchase holiday homes abroad, thus further
contributing to this carbon footprint. Air travel facilitates smuggling, particularly of drugs, and
there have been many high profile cases of people ruthlessly engaging in this life-destroying activity.
Although statistics tell us that we are more likely to be killed driving on our busy roads, when a plane
goes down there are rarely, if ever, any survivors.

Although a flight may be short, it may take an hour or more to drive to the nearest airport, thus
increasing travel time. In addition, security checks are time-consuming, as hundreds of
passengers, particularly in busy holiday seasons, snake their way in a seemingly interminable queue
to be searched by overworked and sometimes impatient staff. Such security checks are stressful
and an invasion of privacy, as belts, jewellery and even shoes have to be removed and x-rayed. You
don’t need to have your personal belongings, and sometimes your person, inspected before boarding
a train! Occasionally, flights are delayed by several hours; when this happens, what could be
worse than the feeling of being virtually imprisoned in the airport, with nothing to do, nowhere
to go, and perhaps with young children demanding attention?

© Cambridge International Examinations 2012

Passage 1

Animals in Captivity

1 Throughout history, human beings have always had a close relationship with animals and
other creatures with which we share the planet. One aspect of this relationship which
provokes discussion is the issue of keeping animals in captivity.

2 There are certainly advantages to be gained by animals which are kept in captivity. Many
zoos and safari parks employ veterinary surgeons to ensure that necessary medical attention 5
is always available for the animals. In addition, nutrition experts are employed, so the animals
have a ready supply of food appropriate to their needs. All of this means that life expectancy,
for some creatures at least, is longer in captivity than in the wild; for example, wild squirrels
live for an average of three years, whereas their captive counterparts live to be twelve years
old. Nowadays, wildlife habitats are being encroached upon or destroyed at incredible rates; 10
zoos and safari parks offer safe environments for animals which might otherwise have
nowhere to live. Some rare species exist only in zoos because they have become extinct in
the wild. Animals in captivity enable us to see common links between ourselves and some
other species. Recently in one safari park, for example, the chimpanzee keepers discovered,
through hidden cameras, striking similarities between chimps’ responses to the death of a 15
loved one and those of humans. When chimp Pansy was dying, her daughter Rosie and her
companions stayed by her, apparently comforting her. Such astonishing research could only
have been done with captive animals, and could influence future approaches to working with
apes.

3 People benefit from animals being kept in captivity; they learn about the world of nature. It is 20
delightful to see the wonder on a young child’s face as he gazes at an elephant or tiger for
the first time. Only the rich can afford to travel to see animals in their natural habitat, whereas
in zoos, for example, the majority of people can aff ord to see them in close proximity. Thus,
zoos encourage people to care for our planet and to see that they have a shared responsibility
for its wellbeing. A day out to a zoo or safari park is a form of relaxation and entertainment, 25
particularly when these places incorporate restaurants and children’ s play parks. Such a
trip is an excellent family day out, and helps to br ing family members closer by providing an
opportunity for them to enjoy each other’s company.

4 But zoos and saf ari parks have their critics too, and most people sit on the fence in this
debate. Although more enlightened zoos attempt to emulate natural environments rather 30
than using cages, the animals are still kept in relatively small spaces. They are deprived of
their natural habitat, whether it is jungle, open land or seas. In addition, their natural instincts
are curbed; it is all very well that a lion is given a few kilos of meat, but that is at odds with our
image of it stalking its prey on the African plains. Often animals in captivity experience what
is to them an unnatural climate; it is downright stupid to have polar bears and tigers living at 35
identical temperatures. Although some animals are born in captivity, zoos and safari parks
sometimes obtain animals from the wild population, which reduces the number of breeding
animals in the wild and endangers their species . Animals in captivity often fail to breed. An
example of this is the panda; attempts to get them to breed in captivity have proved to be
notoriously difficult. Baby pandas are undeniably cute, and when occasionally one is born in 40
captivity, it is a cause for global celebration.

5 Not all animals live longer in z oos than they would in the wild: it is unusual for an elephant
in captivity to live beyond the age of twenty, whereas its counter part in the wild has a life
expectancy of around forty years. There is evidence to suggest that elephants and other
large creatures become stressed when kept in captivity. Although zoos and safari parks 45
enable ordinary people to investigate wild animals for themselves, there are other ways in
which this can happen, such as through books, films or the internet. Critics of zoos and safari
parks argue that keeping animals in captivity is no more than cruelty and exploitation.
© UCLES 2012 1123/21/INSERT/O/N/12
2

Section 1: Reading for Ideas For

Examiner’s
Read Passage 1 in the insert and answer all the questions below in the order set. Use

1 (a) Notes [15 Marks]

Identify and write down the information from the passage which describes the
advantages and disadvantages of keeping animals in captivity.
USE ONLY THE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 5 INCLUSIVE.
At this stage, you need NOT use your own words. To help you get started, the first point
in each section of notes is done for you. You will be awarded up to 15 marks for content
points.

MAIN POINTS
Advantages of keeping animals in captivity
• Veterinary surgeons give medical attention / medicines

Disadvantages of keeping animals in captivity

• Animals are kept in small spaces

© UCLES 2012 1123/21/O/N/12

(b) Summary [5 marks] For

Examiner’s
Now use your notes to write a summary of the advantages and disadvantages of Use

keeping animals in captivity, as outlined in the passage.

Animals kept either in zoos or safari parks benefit because .............................................

..........................................................................................................................................

No. of words

© UCLES 2012 1123/21/O/N/12 [Turn over

2 From paragraph 4, select and write down two opinions. For

Examiner’s
One opinion is ......................................................................................................................... Use

............................................................................................................................................. [1]

Another opinion is ...................................................................................................................

............................................................................................................................................. [1]

3 From your own knowledge or experience, give two advantages of keeping animals in
captivity, OR two disadvantages, OR one advantage and one disadvantage. Do not refer to
specific examples from the passage in your answer.

One advantage / disadvantage is .............................................................................................

............................................................................................................................................ [1]

One advantage / disadvantage is .............................................................................................

............................................................................................................................................ [1]

4 Based on your reading of the whole passage, which of the following statements is correct?
Tick the box you have chosen.

Society in general is against keeping animals in captivity.

Society in general is undecided about keeping animals in captivity.

Society in general is in favour of keeping animals in captivity.

[1]

© UCLES 2012 1123/21/O/N/12

Section 2: Reading for Meaning For

Examiner’s
Read Passage 2 in the insert and answer all the questions below in the order set. Use

From paragraph 1

5 (a) What was the relationship between Akira and Ling?

..................................................................................................................................... [1]

(b) What one aspect of the behaviour of ‘other servants in the neighbourhood’ might have
made them popular with children?

..................................................................................................................................... [1]

..........................................................................................................................................

..................................................................................................................................... [2]

From paragraph 2

6 (a) Before he ‘grew older’, how did Akira behave in the presence of Ling?

..................................................................................................................................... [1]

(b) Explain in your own words what Akira ‘recited in a curious monotone’ about Ling to the
writer.

..........................................................................................................................................

..................................................................................................................................... [2]

From paragraph 3

7 (a) Explain in no more than twelve words what, according to Akira, his family’s ‘darkest
secret’ was.

..........................................................................................................................................

..................................................................................................................................... [2]

(b) Akira referred to his family’s darkest ‘secret’. Pick out and write down the single word
used elsewhere in the paragraph which is linked to this idea of secrecy.

..................................................................................................................................... [1]

© UCLES 2012 1123/21/O/N/12 [Turn over

From paragraph 4 For

Examiner’s
8 (a) In what two ways did Akira show his nervousness when he went near Ling’s room? Use

(i) .....................................................................................................................................

.....................................................................................................................................

(ii) .....................................................................................................................................

................................................................................................................................ [2]

(b) What exactly was the result of Akira’s ‘goading and bullying’?

..........................................................................................................................................

..................................................................................................................................... [1]

From paragraph 5

9 Explain fully the reason for Akira’s ‘triumphant flourish’ of his hand.

.................................................................................................................................................

............................................................................................................................................ [2]

From paragraph 6

10 (a) For what two reasons did the writer not ridicule Akira’s ‘attempt to preserve a fantasy’?

(i) .....................................................................................................................................

.....................................................................................................................................

(ii) .....................................................................................................................................

................................................................................................................................ [2]

(b) What effect does the word ‘hissed’ have which would not be achieved by the word ‘said’?

..........................................................................................................................................

..................................................................................................................................... [1]

© UCLES 2012 1123/21/O/N/12

From paragraph 7 For

Examiner’s
11 (a) If Akira’s ‘difficulty’ had not arisen, how would he have behaved? Use

..........................................................................................................................................

..................................................................................................................................... [1]

(b) What were the ‘wider repercussions’ of the boys’ theft?

..........................................................................................................................................

..................................................................................................................................... [1]

12 Choose five of the following words. For each of them give one word or short phrase (of not
more than seven words) which has the same meaning that the word has in the passage.

1. listlessly (line 2) 5. obsession (line 21)

2. embarrassed (line 8) 6. resolve (line 28)
3. curious (line 12) 7. exaggerated (line 39)
4. glanced (line 14) 8. evaporated (line 41)

Five words chosen

Answer
(from list above)

( ) ...................................... .............................................................................................. [1]

[5]

© UCLES 2012 1123/21/O/N/12

Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

MARK TO A MAXIMUM OF 15 FOR CONTENT POINTS. AWARD A MAXIMUM OF 5 MARKS FOR

STYLE (See page 5 for the Style marking method).

Passage 1

1 (a) Notes [15]

Accept own words or lifting. Accept sentences or note form. Points 1 and 13 are already
given
1.
1. Veterinary surgeons give medical attention / medicines
2. Nutrition experts ensure / give (ready supply of) food
3. Life expectancy is longer (than in the wild)
4. Offers safe environments / safety / protection
5. Prevents extinction of (some) rare species / some (rare) species exist only in zoos
[Rare or extinct species exist only in zoos = 0]
6. (Enable us / people to) see / learn about the links between humans and animals /
ourselves and other species
7. (Could) influence future work with apes / animals // allows research into apes / animals
8. (People / children) learn about (the world of) nature
9. Ordinary / majority of people / not just rich people (can afford to) see animals // cheaper
to see animals in zoos than in their natural habitat / in the wild
10. Encourages people to care / raises awareness about caring / see they have
responsibility for the planet [Caring for animals (alone) = 0]
11. (Provide) relaxation / entertainment
12. Brings families closer / together // family day out [day out = 0]
13. Animals are kept in small spaces
14. Deprived of their natural habitat
15. Natural instincts are curbed
16. (Live in an) unnatural climate / weather/ temperature // deprived of natural climate, etc.
17. Reduces (number of) breeding (animals) in the wild
[being taken from the wild endangers the species = 0]
18. (Animals often) fail to breed (in captivity) // attempts to get them … (notoriously) difficult
19. Don’t (all) live as long // elephants / large animals don’t live as long
20. Elephants / large animals (become) stressed
21. Cruelty / exploitation (of keeping animals in captivity)

© Cambridge International Examinations 2012

Page 3 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

(b) Summary Writing and Style

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE
OF ENGLISH. The table which follows provides descriptors of the mark levels assigned
to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the
ability to use original complex sentence structures.

Add the OWN WORDS and USE OF ENGLISH together and divide by two to achieve
the summary mark. Raise any half marks to the nearest whole number.

SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.
Mis-spellings of a simple, basic words, e.g. were/ where // to/ too/ their/ there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.

Irrelevance

If script is entirely irrelevant, mark for style as normal (i.e. arrive at mark under OW and UE,
then add together and halve) and give 2 max for style. Note that such scripts are extremely
rare.

Wrong or invented material

Put a cross in the margin to indicate a stretch / section of wrong or invented material.

Short answers

© Cambridge International Examinations 2012

Page 4 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

20–35 = 1 mark max for style

36–50 = 2 marks max for style
51–65 = 3 marks max for style
0–20 = 0 marks for style.
No assessment of OW and UE is necessary.

© Cambridge International Examinations 2012

Page 5 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

SUMMARY STYLE DESCRIPTORS

Mark OWN WORDS Mark USE OF ENGLISH

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

3 • There are recognisable but 3 • The language is largely accurate.

limited attempts to re-phrase the • Simple structures tend to dominate
text detail. Attempt may be limited and serious errors are not
by irrelevance or by oblique or frequent, although they are
mangled relevance. noticeable.
• Groups of text expression are • Where sentences show some variety
interlaced with own words. and complexity, they will generally
• The expression may not always be lifted from the text.
be secure, but the attempt to • Serious errors may occur when more
substitute the text will gain credit. sophisticated structures are
attempted.
• Punctuation is generally accurate.
2 • Wholesale copying of large 2 • Meaning is not in doubt but serious
areas of the text, but not a errors are becoming more
complete transcript. frequent. [8+ errors as a guide]
• Attempts to substitute own • Some simple structures will be
language will be limited to single accurate, although this accuracy is
word expression. not sustained for long.
• Irrelevant sections of the text will • Simple punctuation will usually be
be more frequent at this level and correct.
below.
1 • Pretty well a complete transcript 1 • Heavy frequency of serious
of the text expression. errors, sometimes impeding
• There will also be random reading.
transcription of irrelevant sections • Fractured syntax is much more
of the text. pronounced at this level.
0 • Complete transcript. 0 • Heavy frequency of serious errors
throughout.
• Fractured syntax.

© Cambridge International Examinations 2012

Page 6 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

Question 2 from paragraph 4

2 Opinion 1
It is (downright) stupid to have polar bears and tigers living at identical temperatures [1]

Opinion 2
Baby pandas (are undeniably) cute [1]

EXCESS denies, i.e. run on into reference to panda being born in captivity
Accept in any order. Accept own words versions.

Question 3 from knowledge or experience

3 Advantages
Accept any reasonable examples, even if you do not judge it to be an advantage, such as
protecting animals from predators, enabling school trips to zoos [1]

Disadvantages
Accept any reasonable examples, even if you do not judge it to be a disadvantage, such as
animals being lonely, expense etc. [1]

Question 4 from the whole passage

4 Society in general is undecided about keeping animals in captivity. [1]

Passage 2

Question 5 from paragraph 1

5 (a) (Ling / he was) Akira’s family’s servant // Ling was his servant // Ling worked for Akira’s
family [1]

A servant (alone) = 0. Some distilling is required.

Lift of ‘Ling had been with Akira’s family for a long time’ = 0(N)
Any reference to blood relationship, e.g. uncle = 0(W)

(b) (they) smiled / smiling (at children) // smile [1]

They / he rarely smiled at children = 0

Any reference to being old / scowling / shouting = 0(W)

© Cambridge International Examinations 2012

Page 7 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

(c) This is an OWN WORDS question.

Key words are CONSTERNATION and VICINITY.
CONSTERNATION: fear / agitation / upset / dismay / disquiet / dread / uneasiness /
discomfort / anxiety / paranoia [1]

anger / concern / worry = 0

VICINITY: near (him) / close to (him) / approached / passed by / came (up) to him // was
around / in his presence [1]

Area / territory = 0
When he appeared / saw him = 0
Came / came in / came to his room = 0
Accept pronouns but if correct synonyms are attached to the wrong names, award 1 mark
max.

Question 6 from paragraph 2

6 (a) he froze / was petrified / stood still / rigid // he was rooted to the spot / didn’t move [1]

was afraid = 0(N)

was cold / chilled = 0(W)
Any reference to need to justify his fear = 0(W)

(b) This is an OWN WORDS question. Key words are APPALLING and REVELATIONS
APPALLING: horrifying / horrific / horrible / dreadful / shocking / disturbing / disgusting /
creepy / terrible // terrifying // very frightening // very scary [1]

bad / worrying / amazing / surprising / intolerable = 0

REVELATIONS: disclosures / secrets // things he found out / discovered

Surprising / hidden / unknown facts / news / things / information [1]

sights / showing / things he knew = 0

Question 7 from paragraph 3

7 (a) (i) Ling / The(ir) servant [1]

The family / they / he = 0

(ii) and turned severed / amputated / cut off hands into spiders [1]

NB Count words, and mark first 12 words only (do not count the repetition of stem of
question).

(b) conspiratorially [1]

Give 0 if more than one word is offered. Accept use of the correct word in a phrase or
sentence provided that it is underlined or otherwise highlighted.

© Cambridge International Examinations 2012

Page 8 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

Question 8 from paragraph 4

8 (a) (i) he pushed / forced / made himself [1]

Lift of ‘he pushed himself… towards that awful room’ = 1.

Excess denies, including ‘I would stand and watch as’

(ii) he perspired / sweated // his face / he was shining / shone with perspiration [1]

Lift of ‘I can still see him....perspiration’ = 0. Candidates must distil the answer.
Simply changing the pronouns will not work.
Reference to grinning / glancing back = 0 (N) if offered as extension to correct answer.
However, if offered as a discrete answer = 0 (W).

NB If a candidate gives two correct answers in one limb, award 1 mark max. However, if
candidate has given two correct answers in one limb and has no response in the other
limb, award 2 marks. Such answers will be rare.

(b) The writer also went towards Ling’s / the room / along the corridor
The writer followed / accompanied Akira / him (sic) to / towards Ling’s / the room / along the
corridor [1]

Insist on correct agent, i.e. the writer as subject, but accept ‘him’ as object, as it is implied in
the question

Lift of ‘Would I ever .....bullying?’ = 0. Answer must be distilled.

Writer walked up to the door = 0 (N)
Writer followed him into Ling’s room = 0(W)

Question 9 from paragraph 5

9 Look for the ideas of (a) being proved correct / relief at not looking ridiculous and (b) he found the
potion

(a) (he was pleased / relieved that) he wouldn’t look silly / ridiculous (because the room had no
sinister / bad / evil features) // he had been proved correct [1]

(b) he had found / seen / was pointing at the (magic) potion / a sinister / suspicious feature /
something bad / evil about the room [1]

Lift of ‘he indicated a small bottle on a table beside Ling’s bed’ = 0

But lift of ‘he indicated........spiders!’ = 1

© Cambridge International Examinations 2012

Page 9 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

Question 10 from paragraph 6

10 (a) (i) a residue / trace / bit of fear // left-over fear // he still felt fear / afraid // he hadn’t forgotten
his fear [1]

Lift of ‘A residue of fear ..........anything’ = 0.

But if it is re-shaped with correct pronouns, award the mark, i.e. A residue of fear
prevented him from saying anything.

(ii) he was worried / thought that they / he would be discovered / found / seen (in the room
by an adult) [1]

Lift, in whole or in part, of ‘I was anxious about..........an adult’ = 0, unless pronouns are
re-shaped.
Lift of ‘I was anxious about a much more likely eventuality’ = 0

(b) Look for idea of fear, secrecy or necessity, e.g. It shows that Akira was scared / terrified /
anxious / frantic / tense // It shows fear / agitation / nervousness OR Akira didn’t want anyone
to hear him // he / they had to be quiet OR They needed / had to get out // it was urgent /
necessary / essential (to go) [1]

Low tone / voice // whispering = 0 The hiss was quiet / like a snake = 0
Idea of speed (alone) = 0
Do not insist on agent but if used must be used correctly.

Question 11 from paragraph 7

11 (a) he would have talked / boasted / chatted about their achievement / going into Ling’s room /
removing the potion / bottle / something from Ling’s room // he wouldn’t have been reluctant
/ unwilling to talk about their achievement etc [1]

Lift of ‘why else ......achievement?’ = 0(N)

(b) (they / Akira / someone would have to) put the potion / bottle back (in Ling’s room) // they
would have to go into Ling’s room again / a second time / back into Ling’s room // put the
room / everything / things back as they had found it / them [1]

Any reference to bravado = 0(N) Reference to Ling discovering the theft = 0(N)

© Cambridge International Examinations 2012

Page 10 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

Question 12 from the whole passage

12 Choose five of the following words. For each of them give one word or short phrase (of not more
than seven words) which has the same meaning that the word has in the passage.

Mark Words Expected Answer Don’t Allow

1 mark 1 listlessly (line 2) lethargically / without energy / languidly / aimlessly

for each unenthusiastically
correct
meaning 2 embarrassed ashamed / awkward / mortified / self- disgraced
(line 8) conscious / discomfited / humiliated /

3 curious (line 12) odd / strange / unusual / queer / weird / inquisitive /wanting to
bizarre know

4 glanced (line 14) looked quickly / in passing / fleetingly/ peeped / looked

cursorily // glimpsed / cast an eye / through (quickly) /
peeked / a slight look / a quick view looked (in) for a short
time

5 obsession (line constant / persistent thought / desire / wanting to do

21) interest // always thinking about / fixation something a lot / habit
/ hang-up / bee in his bonnet / infatuation / uncontrollable desire
/ passion / addiction / (deep) fascination /
craving / can’t get enough of something

6 resolve (line 28) determination / courage / bravery / motivation / confidence

tenacity / willpower / guts / firmness / / strength
nerve / steadfastness / doggedness /
fortitude

7 exaggerated (line elaborate / overdone / extravagant / hyped up / extreme /

39) excessive / inflated / overblown / over- extra / great / too much
stated / over the top / over-reacted / / more than normal /
theatrical / dramatic / more than required emphasised

8 evaporated (line disappeared / vanished / dissolved // reduced / dispersed /

41) trickled /faded / melted away / dwindled left / went / ended /
away / to nothing // was gone / lost // finished
dried up

© Cambridge International Examinations 2012

Page 11 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

Additional information

Mark only the first FIVE words attempted.

For each word attempted, mark the first answer only when more than one answer is offered. A
comma or the word ‘or’ indicates a second attempt.

For two answers joined by ‘and’, allow one correct answer if the other answer is not wholly wrong
but neutral, e.g. ‘lethargically and aimlessly’ for ‘listlessly’.

For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct element
within this limit.

Ignore mis-spelling if the word is phonetically recognisable.

Ignore errors of tense and grammatical form but only if the meaning is correct.

If answers are numbered and the question-word has been given as well, credit a correct answer
even if the numbering does not agree.

© Cambridge International Examinations 2012

Page 12 Mark Scheme Syllabus Paper
GCE O LEVEL – October/November 2012 1123 21

Appendix

There are certainly advantages to be gained by animals which are kept in captivity. Many zoos and
safari parks employ veterinary surgeons to ensure that necessary medical attention is always
available for the animals. In addition, nutrition experts are employed, so the animals have a ready
supply of food appropriate to their needs. All of this means that life expectancy, for some
creatures at least, is longer in captivity than in the wild; for example, wild squirrels live for an
average of three years, whereas their captive counterparts live to be twelve years old. Nowadays,
wildlife habitats are being encroached upon or destroyed at incredible rates; zoos and safari parks
offer safe environments for animals which might otherwise have nowhere to live. Some rare
species exist only in zoos because they have become extinct in the wild. Animals in captivity
enable us to common links between ourselves and some other species. Recently in one safari
park, for example, the chimpanzee keepers discovered, through hidden cameras, striking similarities
between chimps’ responses to the death of a loved one and that of humans. When chimp Pansy was
dying, her daughter Rosie and her companions stayed by her, apparently comforting her. Such
astonishing research could only have been done with captive animals, and could influence future
approaches to working with apes.

People benefit from animals being kept in captivity; they learn about the world of nature. It is
delightful to see the wonder on a young child’s face as he gazes at an elephant or tiger for the first
time. Only the rich can afford to travel to see animals in their natural habitat, whereas in zoos, for
example, ordinary people can afford to see them in close proximity. Thus, zoos encourage people
to care for our planet and to see that they have a shared responsibility for its wellbeing. A day out to
a zoo or safari park is a form of relaxation and entertainment, particularly when these places
incorporate restaurants and children’s play parks. Such a trip is an excellent family day out, and helps
to bring family members closer by providing an opportunity for them to enjoy each other’s company.

But zoos and safari parks have their critics too, and most people sit on the fence in this debate.
Although more enlightened zoos attempt to emulate natural environments rather than using cages,
the animals are still kept in relatively small spaces. They are deprived of their natural habitat,
whether it is jungle, open land or seas. In addition, their natural instincts are curbed; it is all very
well that a lion is given a few kilos of meat, but that is at odds with our image of it stalking its prey on
the African plains. Often animals in captivity experience what is to them an unnatural climate; it is
downright stupid to have polar bears and tigers living at identical temperatures. Although some
animals are born in captivity, zoos and safari parks sometimes obtain animals from the wild
population, which reduces the number of breeding animals in the wild and endangers their
species. Animals in captivity often fail to breed. An example of this is the panda; attempts to get them
to breed in captivity have proved to be notoriously difficult. Baby pandas are undeniably cute, and
when occasionally one is born in captivity, it is a cause for global celebration.

Not all animals live longer in zoos than they would in the wild: it is unusual for an elephant in
captivity to live beyond the age of twenty, whereas its counterpart in the wild has a life expectancy of
around forty years. There is evidence to suggest that elephants and other large creatures become
stressed when kept in captivity. Although zoos and safari parks enable ordinary people to investigate
wild animals for themselves, there are other ways in which this can happen, like books, films or the
internet. Critics of zoos and safari parks argue that keeping animals in captivity is no more than
cruelty and exploitation.

© Cambridge International Examinations 2012

Passage 1 – Orangutans

1 Many people know that orangutans are the biggest tree-dwelling animals in the world, and
uncannily like our own human species – hence their name, which means ‘forest people’. But
what is perhaps less well known is the alarming fact that the global population of orangutans
has halved in the past two decades. How has this come about?

2 There are laws governing the cutting down of trees, but sometimes trees are axed by people 5
who are part of an illegal market in wood, and this illegal logging destroys the natural habitat of
orangutans. Additional damage is caused to their habitat by people who burn down extensive
areas of forest in a bid to create more land for agriculture. The displaced orangutans are left
hungry by the destruction of their food source and, ironically, they are often branded as pests
by farmers whose crops then become their only food option. Mindful of potential loss of profits, 10
farmers carry out vicious extermination programmes of orangutans. The knock-on effect of
this is that frequently money is offered for killing orangutans; it is possible to understand such
misguided behaviour, as the reward will certainly be more than a week’s salary. Sometimes
the mothers are killed for food, and their killing is rarely humane: they can be beaten to death
or doused in petrol and set on fire. On other occasions the babies are captured as pets. 15

3 But the biggest threat to orangutans today comes from the clearing of their habitat for palm
oil plantations, which unfortunately flourish best in the lowland forest areas favoured by
orangutans. It is estimated that, in some parts of the world, a staggering one in ten products
on sale in supermarkets contains palm oil, items ranging from soap and lipstick to margarine
and detergent. Because food made with palm oil is low in the fatty acids associated with heart 20
disease, more and more areas inhabited by orangutans are cleared. Healthy food may be
provided, but orangutans suffer. Furthermore, in a laudable desire to combat carbon emissions,
palm oil is produced on a grand scale to satisfy the demand for biofuels manufactured from it,
again at the expense of orangutans.

4 The world has become aware of the plight of orangutans, albeit dangerously late. Many 25
governments are becoming pro-active in their attempt to halt the extinction of these beautiful
creatures by raising public awareness. Individual palm oil companies are being asked to
consider more than mere profit, and to ensure that their products come from sources which are
not detrimental to orangutans. Some national parks which are already homes to orangutans
are being increased in size to extend them even greater hospitality, and better training and 30
equipment are being offered to park rangers there to help in the conservation programme.
Organisations dedicated to looking after orangutans – e.g. the World Wildlife Fund and the
Orangutan Foundation International – are increasing in number, and many such organisations
are involved in planting new trees in the already ravaged rainforests formerly favoured by
orangutans. 35

5 Ordinary people are invited to participate in conservation schemes by working voluntarily

in an orangutan habitat – even as short a period as three weeks can make a difference. In
some areas, orangutan rescue centres have been established in desperate and often last-
ditch attempts to save lives. Unsurprisingly, the cost of caring for even one infant orangutan
is very high; the fact that a single care centre rescues dozens of babies a year means that 40
the bill is often staggering. To make some inroads into these costs, funding organisations
encourage people to adopt an orangutan, in return for which they might receive such items
as a photograph of the adoptee or a certificate of adoption. School students are invited to be
responsible for a particular day in a park’s calendar: they instigate a fund-raising programme
to protect the park for that day by paying for police officers to guard against hunters or to 45
patrol rivers in boats.

6 Such news is encouraging, but we must ensure that it is not a case of too little, too late.
Perhaps the extent of humanity’s concern for the plight of the orangutan is a measure of the
extent of humanity’s concern for the beautiful planet we inhabit.

© UCLES 2011 1123/22/INSERT/O/N/11

Passage 2 – The Chinese Money-Lender

1 Peter stood on the balcony of his son’s apartment and sighed contentedly. Peter and his wife
had been concerned when their son, Christopher, had announced his intention to emigrate but,
Peter reflected, it had been the right decision after all, despite his parents’ original misgivings.
This country offered unsurpassed employment opportunities. Christopher’s apartment was
situated in a lively and increasingly popular location where accommodation was relatively 5
inexpensive, there was an excellent public transport service and new restaurants and cafes
were springing up all around.

2 Soon Peter and his wife, Marian, were on the bus for yet another trip to the market
recommended by the guide books as a priority for tourists. Stalls selling fabrics in a plethora
of sizes and colours were interspersed with food stalls, their tantalising aromas wafting in 10
all directions. Peter bought an impressive warrior carved out of dark wood from a stallholder
who assured him that the purchase was an opportunity not to be missed. At another stall, he
purchased a tiny green tortoise which, the stallholder claimed, was made of genuine jade.
Marian hid her impatience; she did not share her husband’s love of shopping and, besides,
she was less inclined to be swept away by smooth sales talk. 15

3 As they strolled on, Peter’s attention was suddenly drawn by an antiques shop, crowded in
amongst hardware stalls and food outlets. A glint of metal caught his eye and he quickly entered
the shop, discovering that the source of his curiosity was a somewhat mysterious-looking
ornament, the figure of a man, no more than three inches high, seated at a solid-looking desk.
Peter peered intently at it. ‘It’s a Chinese money-lender,’ said the young shop assistant who, it 20
seemed, had eagerly appeared out of nowhere. Closer inspection showed the money-lender’s
desk to be stamped on the front and the base with indecipherable inscriptions. There was an
over-laden moneybag at one end, its contents spilling over the desk, and an abacus balanced
on the money-lender’s knee. The gilded figure, hunched over the desk, with palms upturned
as if beseeching yet more money, glittered in the shop lights. One look at his face – spectacles 25
shining on his nose, mouth agape, trembling beard – revealed the satisfaction of a deal well
concluded, and the desire for more money. He cried out to become another purchase.

4 The shop assistant turned his full attention towards the bewitched Peter. Simultaneously he
positioned himself so that Peter could not see Marian’s furrowed brow, her silent rebuke to
Peter that enough money had already been spent that day. ‘I will charge you a fair price for this 30
money-lender,’ promised the shop assistant. ‘Peter, it’s time we were heading back for lunch,’
warned Marian. ‘Whoever buys him will never have ill-fortune,’ promised the shop assistant.
The money-lender had cast his spell, and within minutes Peter left the shop carrying his
purchase, as the smiling shop assistant waved a cheerful farewell.

5 On the way back, Marian eventually saw the humour in the situation. Her awkward silence 35
was short-lived and she soon linked her arm affectionately through her husband’s, her free
hand holding the jade tortoise and the wooden warrior, while Peter clutched the Chinese
money-lender. ‘You were really talked into that!’ she laughed. ‘Ah, but it’s a unique work of art,’
replied Peter, ‘and who knows what it will bring?’

6 A few days later, their holiday over, it was their own house they were entering, dropping their 40
bulging suitcases gratefully to the floor. Peter quickly unpacked the tortoise, the wooden warrior
and, of course, the Chinese money-lender, while Marian took up the more mundane task of
opening the pile of mail which had accumulated since their departure. In the living room, Peter,
with the utmost care, was tenderly positioning the Chinese money-lender on a shelf. Now what
was the best angle at which to display him for maximum aesthetic effect? He heard the rustling 45
of paper and the ripping open of envelopes. Reluctantly he dragged his attention away from his
new friend as he heard Marian’s voice from the hallway: ‘Peter, I can hardly believe this. I’ve won
the top cash prize in that competition I entered before we went away … I can hardly believe it!’
Smiling, Peter adjusted the position of the Chinese money-lender yet again by a fraction of an
inch. ‘Oh, but I can believe it,’ he said. 50
© UCLES 2011 1123/22/INSERT/O/N/11
2

Section 1: Reading for Ideas For

Examiner’s
Read Passage 1 in the insert and answer all the questions below in the order set. Use

1 (a) Notes (15 marks)

Identify and write down the reasons why orangutans are an endangered species, and
the steps that are being taken to protect them.
USE ONLY THE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 5 INCLUSIVE.
At this stage, you need NOT use your own words. To help you get started, the first point
in each section of notes is done for you. You will be awarded up to 15 marks for content
points.

MAIN POINTS
Reasons why orangutans are an endangered species
• Illegal logging destroys their habitat

Steps that are being taken to protect orangutans

• Governments raise public awareness

© UCLES 2011 1123/22/O/N/11

(b) Summary (5 marks) For

Examiner’s
Now use your notes to write a summary, in which you explain the reasons why Use

orangutans are an endangered species, and the steps that are being taken to protect
them.

This time, you will be awarded up to 5 marks for using your own words wherever
possible and for accurate use of language.

Your summary, which must be in continuous writing (not note form), must be no longer
than 160 words, including the 10 words given below. Begin your summary as follows:

Orangutans are an endangered species because of illegal logging which .......................

..........................................................................................................................................

No. of words
© UCLES 2011 1123/22/O/N/11 [Turn over
4

For
2 The writer refers to ‘humanity’s concern for the beautiful planet we inhabit’. (line 49) From Examiner’s
your own knowledge or experience, give one example of such a concern. Then give an Use

example of how that concern is being dealt with. Do not refer to orangutans in your answer.

One concern is .........................................................................................................................

............................................................................................................................................ [1]

One way of dealing with this concern is ...................................................................................

............................................................................................................................................ [1]

3 From your reading of the whole passage, decide whether each of the following statements is
true or false and tick the appropriate box.

T F
The writer approves of farmers who kill orangutans.
The writer is in favour of reducing carbon emissions.
The writer thinks that it is too late to save orangutans from extinction.
[3]

Total for Section 1 [25]

© UCLES 2011 1123/22/O/N/11

Section 2: Reading for Meaning For

Examiner’s
Read Passage 2 in the insert and answer all the questions below in the order set. Use

From paragraph 1

4 (a) How did Christopher’s parents react to his announcement that he intended to emigrate?

..................................................................................................................................... [1]

(b) What, according to the passage, is the advantage of the country to which Christopher
had emigrated? Answer in your own words.

..........................................................................................................................................

..................................................................................................................................... [2]

..........................................................................................................................................

..................................................................................................................................... [1]

From paragraph 2

5 (a) Peter and Marian went on ‘yet another’ trip to the market. What effect does the writer
achieve by the use of the word ‘yet’?

..........................................................................................................................................

..................................................................................................................................... [1]

(b) The stallholder ‘claimed’ that the tortoise was made of genuine jade. What effect does
the word ‘claimed’ have that would not be achieved by ‘said’?

..........................................................................................................................................

..................................................................................................................................... [1]

(c) What two aspects of Peter’s character caused Marian’s ‘impatience’?

(i) ..................................................................................................................................

(ii) ..................................................................................................................................
[2]

© UCLES 2011 1123/22/O/N/11 [Turn over

From paragraph 3 For

Examiner’s
6 (a) The Chinese money-lender was ‘somewhat mysterious’. What single feature of the Use

ornament was most mysterious?

..................................................................................................................................... [1]

(b) What do you think the shopkeeper was eager to do?

..................................................................................................................................... [1]

From paragraph 4

7 (a) Peter was ‘bewitched’. Pick out and write down the single word which continues the
idea of ‘bewitched’?

..................................................................................................................................... [1]

(b) In what two ways did Marian try to indicate to Peter that he had already spent enough
money that day?

(i) ..................................................................................................................................

..................................................................................................................................

(ii) ..................................................................................................................................
[2]

(c) Explain in your own words the two reasons why Peter was persuaded by the shop
assistant to buy the Chinese money-lender.

..........................................................................................................................................

..........................................................................................................................................
[2]

© UCLES 2011 1123/22/O/N/11

From paragraph 5 For

Examiner’s
8 On the way back, how did Marian show that she was still annoyed with Peter? Use

............................................................................................................................................ [1]

From paragraph 6

9 (a) Peter quickly unpacked the Chinese money-lender. Explain fully the other ways in which
his behaviour indicated the importance to him of the Chinese money-lender.

..........................................................................................................................................

..................................................................................................................................... [2]

(b) ‘But I can believe it.’ What exactly did Peter believe?

..........................................................................................................................................

..................................................................................................................................... [1]

From the whole passage:

10 Choose five of the following words. For each of them give one word or short phrase (of not
more than seven words) which has the same meaning that the word has in the passage.

(a) priority (line 9) (e) intently (line 20)

(b) plethora (line 9) (f) simultaneously (line 28)

(d) wafting (line 10) (h) mundane (line 42)

Word chosen Answer

( ) ...................................... .............................................................................................. [1]

[5]
Total for Section 2 [25]
© UCLES 2011 1123/22/O/N/11
Page 2 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

MARK TO A MAXIMUM OF 15 FOR CONTENT POINTS. AWARD A MAXIMUM OF 5 MARKS FOR

STYLE (See pages 3–4 for the Style marking method.)

Question 1

(a) Notes [15]

Points to be rewarded and their marks are indicated below. Indicate by ticking the point
rewarded. Accept own words or lifting. Accept sentences or note form. Points 1 and 11 are
already given.

1. Illegal logging destroys their habitat

2. Fires to clear land / forest for agriculture (destroys / damages their habitat)
3. (They are hungry because) Their food (source) is destroyed // they have no / less food
4. They are hunted because they eat / destroy crops
5. And rewards / money / week’s salary are / is offered for killing them
6. Mothers / females are killed for food
7. Babies are captured / kept as pets
8. Their habitat is cleared for palm oil plantations / palm oil trees
9. (Food manufacturers want more and more) palm oil to make healthy food
10. (World wide desire for) Biofuels made from palm oil
11. Governments raise public awareness
12. (Individual) Companies (asked to / should) ensure palm oil comes from orangutan-
friendly sources / places where there are no orangutans
13. Increased size of national /natural parks (parks = 0)
14. Better training / equipment for rangers in (national) parks
15. More organisations for / dedicated to saving orangutans
16. (New) Trees planted in damaged habitats / ravaged rainforests formerly favoured by
orangutans
17. (People invited to do) Voluntary / unpaid work with orangutans
18. Rescue centres (set up)
19. (People are encouraged to / can) adopt an orangutan
20. Young people / schools (encouraged) to fund a day / fundraise

(i) If script is entirely verbatim lift give 0 for content.

(ii) If point is made in the wrong box, do not award the mark.
(iii) If more than one content point appears under a single bullet point, award each content
point if clearly made.
(iv) If content point being made depends on information contained in another bullet point,
withhold mark unless clear contextual link word (e.g. ‘and’, ‘therefore’, ‘because’) is
made between two adjacent points.

© University of Cambridge International Examinations 2011

Page 3 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

(b) Summary Writing and Style [5]

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE
OF ENGLISH. The table which follows on the next page provides descriptors of the mark
levels assigned to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH. Before
deciding the mark for this level, take the accuracy of the writing into account, in
particular the absence or frequency of serious and minor errors, and the ability to use
original complex sentence structures. Underline all serious errors.

Add the marks for OWN WORDS and USE OF ENGLISH together and divide by
two. Raise any half marks to the nearest whole number. Add this mark to the
Content mark and show as a total in the right-hand margin.

SERIOUS ERRORS
Wrong verb forms.
Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Ingrained weakness of punctuation, i.e. the habitual comma replacing the necessary full stop.
Mis-spellings of a minor nature. Count as a serious error when the form of the word is
severely mangled.
Obvious slips of repetition or omission.
Breakdown of sense.

MINOR ERRORS
Minor errors of punctuation, i.e. the failure to complete pairs of commas in parenthetical
phrases/clauses, omissions of stops after introductory words like 'however'.

© University of Cambridge International Examinations 2011

Page 4 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

SUMMARY STYLE DESCRIPTORS

Mark OWN WORDS Mark USE OF ENGLISH
5 • Candidates make a sustained 5 • Apart from very occasional slips,
attempt to re-phrase the text the language is accurate.
language. • Any occasional errors are either
slips or minor errors. There is a
• Allow phrases from the text which marked ability to use original
are difficult to substitute. complex syntax outside text
structures.
• Punctuation is accurate and
helpful to the reader.
4 • There is a noticeable attempt to 4 • The language is almost always
re-phrase the text. accurate. Serious errors will be
• The summary is free from isolated.
stretches of concentrated lifting. • Sentences show some variation,
including original complex
syntax.
• Punctuation is accurate and
generally helpful.
3 • There are recognisable but 3 • The language is largely accurate.
limited attempts to re-phrase the • Simple structures tend to dominate
text detail. Attempt may be limited and serious errors are not
by irrelevance or by oblique or frequent, although they are
mangled relevance. noticeable.
• Groups of text expression are • Where sentences show some
interlaced with own words. variety and complexity, they will
• The expression may not always be generally be lifted from the text.
secure, but the attempt to • Serious errors may occur when
substitute the text will gain credit. more sophisticated structures are
attempted.
• Punctuation is generally accurate.
2 • Wholesale copying of large areas 2 • Meaning is not in doubt but serious
of the text, but not a complete errors are becoming more
transcript, frequent.
• Attempts to substitute own • Some simple structures will be
language will be limited to single accurate, although this accuracy is
word expression. not sustained for long.
• Irrelevant sections of the text will • Simple punctuation will usually be
be more frequent at this level and correct.
below.
1 • Pretty well a complete transcript 1 • Heavy frequency of serious
of the text expression. errors, impeding the reading.
• There will also be random • Fractured syntax is much more
transcription of irrelevant sections pronounced at this level.
of the text. • Errors of sentence separation are
liable to be frequent.

© University of Cambridge International Examinations 2011

Page 5 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

Question 2 from knowledge or experience [2]

(one concern, one way of dealing with that concern)

Reward only real concerns, do not reward generic concerns, for example, ‘environmental problems /
we need to protect the planet from destruction’

In the first limb award only concerns, not solutions

In the second limb reward only solutions not results.
Candidates can score the second point without the first. For example, concern is environmental
problems = 0. We need to stop cutting down trees = 1.
Do not reward generic solutions. For example, we need to care for the planet = 0.
Must be related to the planet, therefore ‘poverty / famine / etc.’ = 0
Be generous with the candidate’s knowledge and experience.

Question 3 from the whole passage [1]

(true or false)

Accept any correct indication, do not insist on ticks.

Box 1: False
Box 2: True
Box 3: False

© University of Cambridge International Examinations 2011

Page 6 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

Passage 2

Question 4 from paragraph 1

(a) 'parents react’

(they had been) worried / concerned / upset /anxious /skeptical / had misgivings / unhappy /
sad / they were against it / disapproved / thought he was wrong [1]

shocked / surprised / uncertain = 0

Lift, in whole or in part, of lines 1–2 (Peter and his wife … his intention to emigrate) = 1.
Excess denies.
Any reference to being contented / sighed contentedly / right decision = 0 W

(b) ‘advantage of’ country

Note that this is an OWN WORDS question. Key words are UNSURPASSED and
EMPLOYMENT. Do not insist on synonym for ‘offered’ or ‘opportunities’ but a sensible
context is required. Ignore references to public transport/ cafes / restaurants.

UNSURPASSED unbeaten / unrivalled // couldn’t be bettered/ beaten / improved // better

than anywhere else / best / perfect / excellent / unequalled / unparalleled / unmatched [1]

good / amazing / better / many / extra / unique / unlimited = 0

EMPLOYMENT work / a job / earning a living [1]

(c) ‘lively location’

(there were) new cafes / restaurants /eating places // restaurants / cafes were springing up [1]

Lift of lines 6–7 (new cafes and restaurants were springing up (all around) = 1. Excess
denies.
Any reference to accommodation / public transport = 0 (W)
Many cafes/restaurants = 0 (N)
Many cafes springing up = 1
Reference to increasingly popular = 0 (N)

Question 5 from paragraph 2

(a) ‘yet another’

They had already done a lot of shopping there // they had visited the market / it often / many
times before // they had gone on a lot of / several trips [1]

They had been to the market before // it was not the first time // they were going again // they
usually went to the market = 0

© University of Cambridge International Examinations 2011

Page 7 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

(b) ‘genuine jade tortoise’

Answer can focus on either the tortoise or the stallholder.

the tortoise wasn’t made of jade // was a fake / phoney / a trick / con

the stallholder was lying / exaggerating / saying anything that would get a sale/ a conman /
trickster [1]

ACCEPT conditionals, for example, the tortoise may not have been made of jade / perhaps
wasn’t made of jade
assured / guaranteed / convinced = 0

(c) ‘Peter’s character’ [2]

‘Peter’s character’ NOTE: focus is Peter, not Marian

(i) he loved shopping / buying things / spending money // his / her husband’s love of
shopping [1]

Lift of line 14 (her husband’s love of shopping) = 1. Excess denies

She did not share her husband’s love of shopping = 0
He stopped at every / many stalls = 0 (N)
He liked markets (alone) = 0

(ii) He was gullible // easily taken in / convinced / influenced // could be conned / didn’t spot
tricksters / believe everything he heard [1]

Lift of line 15 ‘inclined to be swept away by smooth / sales talk’ = 1. Excess denies.
She was less inclined to be swept away by smooth / sales talk = 0

Question 6 from paragraph 3

(a) ‘mysterious money-lender’

the inscriptions on it / the front / the base / him were indecipherable / couldn’t be read /
worked out / fathomed [1]

blurred / unclear / difficult / strange = 0

Lift, in whole or in part, of lines 21–22 (Closer inspection … inscriptions) = 1. Excess denies.
Any reference to glint of metal / three inches high/ being seated / moneybag / abacus = 0 (W)
and destroys otherwise correct answer.

(b) ‘eager shopkeeper’

make a sale //sell (something / anything / the money lender / it) // Persuade Peter to buy
(something / anything / the money lender) [1]

Lift of line 21 (eagerly appeared out of nowhere) = 0

He wanted Peter to buy it / something etc. = 0 (shopkeeper’s action is required)
Lifting will not work.

© University of Cambridge International Examinations 2011

Page 8 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

(c) ‘money-lender glittered’

it / he was made of gold / was gilt / gilded / golden [1]

Made of metal // spectacles were shining = 0

Mere synonyms for ‘glitter’ = 0 (N) e.g. shiny / sparkling / twinkling
It was made of shiny metal = 0
Lift of ‘the gilded figure’ = 0 but ‘the figure was gilded’ = 1
If more than one answer is given, mark first only.

Question 7 from paragraph 4

(a) ‘bewitched’
spell [1]

Give 0 if more than one word is offered. Accept the use of the correct word in a phrase or a
sentence provided that it is underlined or otherwise highlighted.

(b) ‘Marian indicated’

(i) she furrowed her brow / frowned [1]

Lift of line 29 (her furrowed brow) = 1. Lift of ‘her furrowed brow, her silent rebuke … that
day’ = 1
Lift of line 29 (silent rebuke) = 0 (N)
Grimaced / pulled a face = 0 (W)

(ii) She told / warned / reminded him it was time (to go) for lunch // made excuses it was
time (to go) for lunch [1]

Lift of lines 31–32(‘Peter, it’s time …’ warned / said Marian) = 1. Excess denies.
But ‘Peter, it’s time … lunch’ = 0

NB If more than one answer is offered in any one limb, mark the first answer only.

(c) ‘Peter was persuaded’

Note that this is an OWN WORDS question. Key words are FAIR and ILL-FORTUNE. Do not
insist on synonyms for ‘price’ or ‘never’, but a sensible context is required.

FAIR reasonable / just / not excessive / good (sic) / without exploitation / a right
price / acceptable // he wouldn’t overcharge [1]

Cheap / cheaper / bargain / reduced / discounted /affordable = 0 (N)

ILL-FORTUNE bad luck / be unlucky // would have (good) luck / be lucky [1]

Rich / poor = 0 (W) Unhappy / bad things happening = 0 (N)

© University of Cambridge International Examinations 2011

Page 9 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

Question 8 from paragraph 5

‘Marian still annoyed’

she was silent / didn’t speak (to Peter) [1]

Lift of line 35 (her awkward silence) = 1 Excess denies.

Any reference to seeing the humour / linking arms = 0 (W) and destroys an otherwise correct answer.

Question 9 from paragraph 6

(a) ‘importance of a money-lender’

Award 1 mark each for any 2 of A, B or C below.

A. He tenderly / carefully positioned him / it on a shelf [1]

Lift of lines 43–44 (In the living room, Peter, with the utmost care … on a shelf) = 1.
Excess denies.

B. He was reluctant to drag his attention away (from it)

He dragged his attention away from it reluctantly = 1

Lift of line 46 ‘reluctantly he dragged his attention away from it’ = 0. Answer must be
distilled.

C. He adjusted the position / him / it many / several times / kept adjusting the position / him /
it [1]

Lift of lines 49-50 (Peter adjusted … by a fraction of an inch) = 0. Answer must be distilled.

(b) ‘what Peter believed’

the (Chinese) money-lender had brought / was able to bring Marian / them / him good luck //
had caused Marian / her to win the competition / cash / prize // was a bringer of luck [1]

She had won the prize // It brought luck = 0 Mention must be made of the Chinese money-
lender
It will / would bring luck etc. (future tense) = 0

© University of Cambridge International Examinations 2011

Page 10 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

Question 10 from the whole passage [5]

1. Mark only the first FIVE words attempted.

2. If more than FIVE are offered, cross out the excess and write RUBRIC.
3. For each word attempted, mark the first answer only when more than one answer is offered. A
comma or the word 'or' indicates a second attempt.
4. For two answers joined by 'and', allow one correct answer if the other answer is not wholly wrong
but neutral, e.g. 'must and routine’ for 'priority'.
5. For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct element
within this limit.
6. Ignore mis-spelling if the word is phonetically recognisable.
7. Ignore errors of tense and grammatical form but only if the meaning is correct.
8. If answers are numbered and the question-word has been given as well, credit a correct answer
even if the numbering does not agree.

(See words and equivalents below.)

1 mark 0 mark

1. priority must / first/ very important / urgent / routine / law /rule / preference /
(line 9) focus / main / most important / top compulsory / important
need / necessity / essential / vital /
prime concern

2. plethora wide / great variety // wide/ great surfeit / too much / more / excess /
(line (9) range // abundance / many / a lot / pile / various / increasing number
multitude / great number / array / a
load

3. tantalising tempting / attractive / enticing / mouth- annoying / delicious / tasty / wonderful

(line 10) watering / teasing / alluring / seducing
/ seductive / appealing / promising

4. wafting drifting / floating / being carried / borne moving / flying / going / flowing /
(line 10) / blowing / spreading / carrying / swinging / coming out
diffusing

5. intently closely / avidly / with concentration / knowingly / accidentally /

(line 20) fixedly / purposefully / attentively / enthusiastically / interestedly / willingly
assiduously / lots of interest / with / seriously/purposely / curiously /
attention / carefully / focused deliberately

6. simultaneously at the same time / concurrently / later / as a result / at once / instantly /

(line 28) coincidentally quickly / continuously / together

7. unique one of(f) / nothing like it / original / unusual / different / strange / special /
(line 38) singular / unmatched eccentric / quirky / new / rare /
excellent / uncommon /

8. mundane ordinary / day-to-day / plain / usual / normal / exciting / specious / mediocre

(line 42) uninteresting / run of the mill /
everyday / commonplace / habitual /
dull / boring / tedious / monotonous /
unexciting / lacklustre

© University of Cambridge International Examinations 2011

Page 11 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 22

Appendix

There are laws governing the cutting down of trees, but sometimes trees are axed by people who are
part of an illegal market in wood, and this illegal logging destroys the natural habitat of
orangutans. Additional damage is caused to their habitat by people who burn down extensive
areas of forest in a bid to create more land for agriculture. The displaced orangutans are left
hungry by the destruction of their food source and, ironically, they are often branded as pests by
farmers whose crops then become their only food option. Mindful of potential loss of profits, farmers
carry out vicious extermination programmes of orangutans. The knock-on effect of this is that
frequently money is offered for killing orangutans; it is possible to understand such misguided
behaviour, as the reward will certainly be more than a week’s salary. Sometimes the mothers are
killed for food, and their killing is rarely humane: they can be beaten to death or doused in petrol and
set on fire. On other occasions the babies are captured as pets.

But the biggest threat to orangutans today comes from the clearing of their habitat for palm oil
plantations, which unfortunately flourish best in the lowland forest areas favoured by orangutans. It is
estimated that, in some parts of the world, a staggering one in ten products on sale in supermarkets
contains palm oil, items ranging from soap and lipstick to margarine and detergent. Because food
made with palm oil is low in the fatty acids associated with heart disease, more and more
areas inhabited by orangutans are cleared. Healthy food may be provided, but orangutans suffer.
Furthermore, in a laudable desire to combat carbon emissions, palm oil is produced on a grand
scale to satisfy the demand for biofuels manufactured from it, again at the expense of
orangutans.

The world has become aware of the plight of orangutans, albeit dangerously late. Many governments
are becoming pro-active in their attempt to halt the extinction of these beautiful creatures by raising
public awareness. Individual palm oil companies are being asked to consider more than mere
profit, and to ensure that their products come from sources which are not detrimental to
orangutans. Some national parks which are already homes to orangutans are being increased
in size to extend them even greater hospitality, and better training and equipment are being
offered to park rangers there to help in the conservation programme. Organisations dedicated to
looking after orangutans – e.g. the World Wildlife Fund and the Orangutan Foundation
International – are increasing in number, and many such organisations are involved in planting
new trees in the already ravaged rainforests formerly favoured by orangutans.

Ordinary people are invited to participate in conservation schemes by working voluntarily in an

orangutan habitat – even as short a period as three weeks can make a difference. In some areas,
orangutan rescue centres have been established in desperate and often last-ditch attempts to
save lives. Unsurprisingly, the cost of caring for even one infant orangutan is very high; the fact that a
single care centre rescues dozens of babies a year means that the bill is often staggering. To make
some inroads into these costs, funding organisations encourage people to adopt an orangutan, in
return for which they might receive such items as a photograph of the adoptee or a certificate of
adoption. School students are invited to be responsible for a particular day in a park’s calendar:
they instigate a fund-raising programme to protect the park for that day by paying for police
officers to guard against hunters or to patrol rivers in boats.

© University of Cambridge International Examinations 2011

Passage 1 – Mobile Phones

1 One of the most obvious results of our exciting technological age has been the invention of
the mobile phone. Many people – even children as young as seven or eight – have one. But
are mobile phones necessarily beneficial to society?

2 Mobiles can be seen as a way for young people to keep in touch with their parents if they are
out with friends and, as newspapers make increasing reports of violence, particularly in inner 5
city areas, this must be an advantage. If students are on a school outing and have to be met
by parents on their return to school, they can phone at short notice from, say, the bus to give
details of exact timings. Mobiles encourage friendships and some students speak to their
friends several times a day. Parents may be happy that their children are not using the house
telephone and incurring charges which they, as parents, have to meet – an issue which, in the 10
past, was often a source of family conflict. Most young people have ‘pay as you go’ mobiles,
and this encourages budgeting, surely a useful skill to have in later life.

3 Because a mobile is the personal property of its owner, direct contact can be made, and there
is less risk of disturbing an entire household engaged in some family activity, such as having
dinner. Another obvious advantage is that people can be contacted wherever they are, clearly 15
a benefit if a friend or spouse wishes to communicate that he is stuck in traffic, or that the
train is running late. In situations where it is impossible for either the caller or the recipient
to speak, mobiles can be used to send short text messages, which are both convenient and
relatively cheap. Many mobiles are also able to take photographs; this multi-tasking means
that there is no need to purchase a camera, and thus a saving is made. Sophisticated mobiles 20
even allow their owners to send and receive e-mails, thus providing an alternative means of
communication. Small businesses flourish because of mobile phones. A plumber, for example,
can receive bookings for future work while he is working on another job; there is no need to sit
at home waiting for phone calls or to employ a secretary in an office.

4 However, there are downsides to mobile phones. People are discouraged from planning 25
ahead. It is a rather pathetic sight to see a wife phoning from the supermarket to ask her
husband what he would like for dinner. People might also stop making simple decisions for
themselves with, say, a teenager phoning his mother to ask if he may take a drink out of the
fridge. Then there is the general disturbance which can be caused: there is nothing worse than
people on public transport conducting loud and animated conversations on their mobiles with 30
scant regard for their fellow passengers. Some countries, for example France, have tackled
this problem by insisting that mobiles are switched off on trains; all countries should follow this
example. Unfortunately, owning a mobile phone prevents some people from concentrating on
the present moment. Picture the scene: a young couple are dining in a fine restaurant but,
instead of being absorbed in each other’s company, each of them is speaking to someone 35
else via a mobile phone.

5 In schools, there can be regrettable competition among students to have the most up-to-
date mobile. Some students are distracted into texting friends in class, which clearly hinders
their education. In cases where mobiles are confiscated because of such misuse, there are
security issues for teachers – who is responsible for this expensive equipment once it has 40
been confiscated? And, of course, teachers complain vociferously about text message spelling
and grammar which, they say, encourage sloppy use of language: ‘CU’ is enough to raise the
blood pressure of an English teacher to dangerous levels. Furthermore, they complain that
mobile phones, along with e-mails, have destroyed the art of letter writing. Parents complain
that their children contact their friends – with whom they have been all day in school – several 45
times during the evening via text or call instead of doing their homework. ‘What do they have
to talk about?’ is the perceived mystery.

6 Is the mobile phone a blessing or a curse? Perhaps there is no clear cut answer to this and,
as with many issues, moderation is essential.
© UCLES 2011 1123/21/INSERT/O/N/11
3

Passage 2 – An Otter in the Air

(The writer describes his experience of taking an animal with him on a plane in the days when this
was permitted.)

1 The plane was waiting to take off; as I rushed through the airport, carrying the box which was
Mij’s temporary home, my mind boggled at the thought of the next few hours. I was trying to
hold down the lid of the box with one hand and, with the other, to force back the screw into the
splintered wood.

2 The other passengers stared at me inquisitively as I struggled onto the plane with my 5
horrifyingly vocal box. I was anxious to see who would be my immediate neighbour and was
dismayed to find an elegantly dressed middle-aged woman. Such a person, I thought, would
have little tolerance and certainly no sympathy for the scruffy otter cub that would so soon
be her travelling companion. For the moment the lid held, and there was a brief silence from
within the box. 10

3 Worried about how I would keep Mij under control throughout the flight, I had brought a bottle
of water and a parcel of fish, and with these scant resources I prepared to withstand a siege.
Aware of the fact that I could not keep Mij’s presence a secret for long, and of the need to keep
the fish in a cool place, I spoke to the stewardess; I daresay I was not too coherent but she took
it all in her graceful stride and received the mundane parcel of fish as though I were travelling 15
royalty depositing a jewel case into her safe keeping. When the stewardess suggested I remove
my pet from its box and have it on my knee, my neighbour, surprisingly, had no objection.

4 For the first hour or so Mij slept in my lap. However, otters are extremely bad at doing nothing.
There is, I am convinced, something positively provoking to an otter about order in any form
and, the greater the state of confusion they can create, the more contented they feel. A room 20
is not properly habitable until they have turned everything in it upside down. One of these
moods descended on Mij. It began comparatively innocuously when he jumped down from
my lap – inertia was not for him. Then he turned his attention to the box, which was on the
floor, filled with wood shavings for him to sleep on. He put his head into the box and began
to throw the wood shavings out backwards at enormous speed; then he got in bodily and lay 25
on his back, using all four feet in a pedalling motion to hoist out the remainder. With his teeth,
he yanked back the zip on my neighbour’s bag and was in head first, throwing out all the
personal paraphernalia of air travel. But there was worse to come.

5 With a rebellious and eel-like wriggle, Mij disappeared at high speed. I could follow his progress
by the wave of disturbance down the passageway. There were squawks and shrieks; then a 30
woman halfway down the plane stood up on her seat screaming, ‘A rat! A rat!’ The stewardess
reached her and, within a matter of seconds, the woman was seated again, smiling benignly.
That goddess, I believe, could have controlled a panic-stricken crowd single-handedly.

6 By now I was in the passageway myself and, catching sight of Mij’s tail disappearing beneath the
legs of a portly gentleman, I tried a flying tackle, landing flat on my face. I missed Mij’s tail, but 35
found myself grasping the foot of the gentleman’s female companion. The gentleman gave me
a long silent stare. I staggered up, babbling my apology; the man was so utterly expressionless
that even in my hypersensitive mood I could deduce no meaning from him whatsoever.

7 The stewardess came to my assistance once again. ‘Perhaps,’ she said with her charming
smile, ‘you should return to your seat and I will bring the animal to you.’ I heard the ripple 40
of flight and pursuit passing up and down the body of the plane, but I could see little. I was
craning my neck trying to follow the hunt when suddenly I heard from my feet a distressed
chitter of recognition and welcome. In all the strange world of the aircraft I was the only familiar
thing to be found, and in that spontaneous return was sown the seed of the absolute trust that
Mij accorded me for the rest of his life. 45
© UCLES 2011 1123/21/INSERT/O/N/11
2

Section 1: Reading for Ideas For

Examiner’s
Read Passage 1 in the insert and answer all the questions below in the order set. Use

1 (a) Notes [15 marks]

Identify and write down the advantages and disadvantages of mobile phones, as
described in the passage.
USE ONLY THE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 5 INCLUSIVE.
At this stage, you need NOT use your own words. To help you get started, the first point in
each section of notes is done for you. You will be awarded up to 15 marks for content points.

MAIN POINTS
Advantages
• Young people can keep in touch with their parents

Disadvantages
• People don’t plan ahead

© UCLES 2011 1123/21/O/N/11

(b) Summary [5 marks] For

Examiner’s
Now use your notes to write a summary of the advantages and disadvantages of Use

mobile phones, as described in the passage.

It is clear that mobile phones are useful devices because ...............................................

..........................................................................................................................................

No. of words
© UCLES 2011 1123/21/O/N/11 [Turn over
4

For
2 From paragraph 4, select and write down two opinions. Examiner’s
Use

One opinion is ..........................................................................................................................

............................................................................................................................................ [1]

Another opinion is ....................................................................................................................

............................................................................................................................................ [1]

3 From the whole passage, which of the following statements is correct? Tick the box you have
chosen.

The writer is totally against mobile phones.

The writer thinks mobile phones can be useful.
The writer is in favour of mobile phones.
[1]

4 From your own knowledge or experience, suggest two advantages of mobile phones OR two
disadvantages, OR one advantage and one disadvantage. Do not refer to specific examples
from the passage in your answer.

One advantage/disadvantage is ...............................................................................................

............................................................................................................................................ [1]

One advantage/disadvantage is ...............................................................................................

............................................................................................................................................ [1]

Total for Section 1 [25]

© UCLES 2011 1123/21/O/N/11

Section 2: Reading for Meaning For

Examiner’s
Read Passage 2 in the insert and answer all the questions below in the order set. Use

From paragraph 1

5 (a) Why did the writer rush through the airport?

..................................................................................................................................... [1]

(b) Why do you think the writer was trying ‘to hold down the lid of the box’?

..................................................................................................................................... [1]

From paragraph 2

6 (a) Give two reasons why, according to the writer, Mij would not be considered an attractive
travelling companion.

(i) ..................................................................................................................................

(ii) ..................................................................................................................................
[2]

(b) What, according to the writer, would be the woman’s attitude to Mij? Answer in your
own words.

..........................................................................................................................................

..................................................................................................................................... [2]

From paragraph 3

7 (a) The writer ‘spoke to the stewardess’. Explain what he told her and what he asked her to
do.

..........................................................................................................................................

..................................................................................................................................... [2]

(b) Without using the words of the passage, explain fully what was unusual about the
way the stewardess reacted to the writer’s request.

..........................................................................................................................................

..................................................................................................................................... [2]

© UCLES 2011 1123/21/O/N/11 [Turn over

From paragraph 4 For

Examiner’s
8 (a) ‘Otters are extremely bad at doing nothing’. Pick out and write down the single word Use

used later in the paragraph which continues the idea of ‘doing nothing’.

..................................................................................................................................... [1]

(b) ‘One of these moods descended on Mij’. What kind of ‘mood’ was this?

..................................................................................................................................... [1]

(c) Why did Mij climb into the box?

..................................................................................................................................... [1]

From paragraph 5

9 (a) There was a ‘wave of disturbance’ down the passageway. Explain fully what was
happening here.

..........................................................................................................................................

..................................................................................................................................... [2]

(b) Why does the writer describe the stewardess as a ‘goddess’?

..........................................................................................................................................

..................................................................................................................................... [1]

© UCLES 2011 1123/21/O/N/11

From paragraph 6 For

Examiner’s
10 Give two reasons why the writer ‘could deduce no meaning’ from the gentleman who stared Use

at him.

(i) ..................................................................................................................................

(ii) ..................................................................................................................................
[2]

From paragraph 7

11 (a) How was the writer eventually re-united with Mij?

..................................................................................................................................... [1]

(b) How did his re-union with Mij affect the writer’s relationship with him in the future?

..........................................................................................................................................

..................................................................................................................................... [1]

From the whole passage

12 Choose five of the following words. For each of them give one word or short phrase (of not
more than seven words) which has the same meaning that the word has in the passage.

(a) inquisitively (line 5) (e) order (line 19)

(b) scant (line 12) (f) hoist (line 26)
(c) coherent (line 14) (g) paraphernalia (line 28)
(d) provoking (line 19) (h) craning (line 42)

Word chosen Answer

( ) ...................................... .............................................................................................. [1]

[5]
Total for Section 2 [25]

© UCLES 2011 1123/21/O/N/11

Page 2 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

MARK TO A MAXIMUM OF 15 FOR CONTENT POINTS. AWARD A MAXIMUM OF 5 MARKS FOR

STYLE (See pages 3–4 for the Style marking method.)

Question 1

(a) Notes [15]

Points to be rewarded and their marks are indicated below. Indicate by numbered tick the
point rewarded. Accept own words or lifting. Accept sentences or note form. Points 1 and 12
are already given.

1. Young people can keep in touch with their parents

2. Young people (They) can give a precise time to be picked up
3. Friendships are encouraged
4. House phone not being used saves money/ means there are no surprise bills for parents
5. Encourages young people to budget
6. Direct contact means other people / family / others aren’t disturbed
7. Contact can be made wherever you are
8. Text messages are convenient / cheap / can be sent
9. Photographs can be taken // there is no need to buy a camera
10. E-mails can be sent / are convenient / cheap
11. Help to small businesses // small businesses don’t need an office / secretary
12. People don’t plan ahead
13. People can’t make decisions for themselves / can’t make simple decisions
14. Antisocial / Cause general disturbance on public transport
15. Prevent people living in / concentrating on the present moment
16. Competition among students to have the most modern phone
17. Students texting in class hinders education / students are distracted into texting in class
18. Security issues for teachers when phones are confiscated
19. Text / email language spelling / grammar is sloppy
20. (Art of) letter writing has been destroyed (by texting / mobiles)
21. Children text / call friends instead of doing homework.

(i) If script is entirely verbatim lift give 0 for content.

(ii) If point is made in the wrong box, do not award the mark.
(iii) If more than one content point appears under a single bullet point award each content
point if correctly made.
(iv) If content point being made depends on information contained in another bullet point,
withhold the mark unless clear contextual link is made between two adjacent points, for
example, because / so / etc.

© University of Cambridge International Examinations 2011

Page 3 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

(b) Summary Writing and Style [5]

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

MINOR ERRORS
Minor errors of punctuation, i.e. the failure to complete pairs of commas in parenthetical
phrases/clauses, omissions of stops after introductory words like 'however'.

© University of Cambridge International Examinations 2011

Page 4 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

SUMMARY STYLE DESCRIPTORS

© University of Cambridge International Examinations 2011

Page 5 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

Question 2 from paragraph 4 [2]

(two opinions)

Reward any two of three below:

It is a rather pathetic sight to see a wife phoning from a supermarket to ask her husband what he
would like or dinner (lines 26–27).
Accept this lift or own words attempt, but in case of lifting excess denies.

There is nothing worse than people on public transport conducting loud and animated conversations
on their mobiles (with scant regard for their fellow passengers) (lines 29–31).
Accept this lift or own words attempt, but in case of lifting excess denies.

All countries should ban the use of mobiles on public transport.

Lift of lines 31–33 (Some countries… example) = 0 Candidates must distil the answer.
Lifting will not work here.

Question 3 from the whole passage [1]

(one correct statement)

The writer thinks mobile phones can be useful.

Any more than one box ticked = 0

Question 4 from the whole passage [2]

(two advantages OR two disadvantages OR one of each)

Do not accept examples from the passage, but be generous with candidate’s interpretation. What one
candidate perceives as an advantage might reasonably be perceived as a disadvantage by another.

Look for ideas such as:

Advantages: you can google information for your homework / you can phone the emergency
services.

Disadvantages: you can waste money you could spend on better things /photographs can be
taken against your wishes, e.g. in school.

NB: insist on advantage / disadvantage of mobile phones and not the telephone in general e.g.
Mobiles give fast communication = 0.

© University of Cambridge International Examinations 2011

Page 6 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

Passage 2

Question 5 from paragraph 1

(a) ‘rush through the airport’

the plane was about to take off / leave /depart // he was late for the plane [1]

Lift of line 1 (the plane was waiting to take off) = 1. Excess denies.
He was late (alone) = 0
He had missed the plane = 0 (W)
Any reference to carrying the box = 0 (N)

(b) 'hold lid’

so that Mij / the otter / his pet would not escape / get out // Mij / the otter/ was trying to
escape // the contents (of the box) would not fall out [1]

the lid was loose / the screw had come out (alone) / so that the otter would not fall out / so
that it would not open = 0
Lifting will not work.

Question 6 from paragraph 2

(a) ‘travelling companion’

(i) he was noisy / vocal / squealing [1]

Lift of line 6 (horrifying vocal) = 1. Excess denies, including ‘horrifyingly vocal box’.
Speaking / singing = 0

(ii) he was scruffy / unkempt / untidy (looking) [1]

Lift of line 8 (scruffy otter cub) = 1. Excess denies.

Ugly / horrible / frightening / dirty = 0

(b) ‘woman’s attitude’ [2]

Note that this is an OWN WORDS question. Key words are TOLERANCE and SYMPATHY.
Do not insist on synonyms for ‘little’ and ‘no’ but a sensible context is required.

TOLERANCE acceptance / putting up with / endurance / leniency / patience / indulgence /

impatience / forbearance / time (for) / accommodation [1]

SYMPATHY understanding / compassion / pity / being on his side / care / feeling [1]

All the following = 0 (N) in either limb: liking / disliking / hatred / empathy / anger / irritation /
hostility / cruelty / approval / disapproval

© University of Cambridge International Examinations 2011

Page 7 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

Question 7 from paragraph 3

(a) ‘spoke to stewardess’

A. (he told her that) he had an otter / animal / pet with him / he told her about Mij / he had
Mij with him [1]

Lifting will not work.

He had fish with him / fish for his pet = 0 (N)

B. (he asked her to) to put the fish / food in a cool / cold place / fridge [1]

Lift of lines 13-14 (the need to keep the fish in a cool place) = 0. Answer must be
distilled.
Any reference to water = 0 (N)

(b) ‘unusual reaction’

This is not a conventional own words question, but look for general recasting of ‘graceful
stride’ and ‘royalty depositing a jewel case into her safe keeping’.

A. she reacted calmly // was calm / collected / compose / unruffled / didn’t make a fuss [1]

willing to do it / did not refuse to do it = 0 (N)

Lift of line 15 (she took it all in her graceful stride) = 0
Graceful / elegant / friendly / understanding / helpful / enthusiastic = 0 (N)

B. she took / treated the fish / parcel as if it were valuable / precious / special / worth a lot [1]

She treated him as if he were a VIP / prince / king / nobleman [1]

References to stride / royalty / jewel case = 0 (N) [penal words]

Question 8 from paragraph 4

(a) ‘doing nothing’

Inertia [1]

Give 0 if more than one word is offered. Accept the use of the correct word in a phrase or a
sentence provided that it is underlined or otherwise highlighted.

(b) ‘one of those moods’

to make a mess / make things untidy / turn thing upside down / throw things around [1]

active / destructive = 0 (N) Any reference to confusion = 0 (N)

Lifting will not work.

© University of Cambridge International Examinations 2011

Page 8 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

(c) ‘climb into the box’

to throw / get out the wood shavings (in the box) / to empty the contents [1]

Lift of lines 25 (‘to throw … at enormous speed’). Excess denies.

To make a mess (alone) = 0

Question 9 from paragraph 5

(a) ‘wave of disturbance’

Look for idea of ‘disturbance’ as either movement or causing fear, and idea of ‘wave’ as the
serial effect this disturbance was having.

A. Mij / the otter was moving / wriggling /escaping down / through the plane / passageway //
frightening / scaring passengers // passengers were being frightened by / afraid of Mij [1]

Reference to squawking and shrieking = 0

B. one by one / in turn / as he went / in sequence / group by group / seat by seat [1]

(b) ‘goddess’
she was good-natured / kind / perfect // comforted / calmed the woman / passengers / people
// saved him from disaster // could perform miracles / she helped people [1]

she was beautiful / nice / generous // he worshipped her = 0 (N)

She helped him find Mij = 0 (W)
Any reference to controlling a panic-stricken crowd = 0 (N)

Question 10 from paragraph 6

‘deduce no meaning’

Look for ideas of speechless and expressionless

(i) he didn’t speak [1]

Lift of lines 36–37 (The gentleman….silent stare) = 0. Answer must be distilled.

Lift of ‘long silent stare’ (alone) = 0.
But some re-shaping e.g. He gave him a long silent stare’ = 1

(ii) he had a blank expression / was expressionless / showed no reaction in his face [1]

He stared at him = 0 (N)

Lift of line 37 (The man was so utterly expressionless) = 1. Excess denies.

© University of Cambridge International Examinations 2011

Page 9 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

Question 11 from paragraph 7

(a) ‘eventually reunited’

Mij came back (of his own accord) [1]

He heard Mij / Mij came back to his feet = 0 (N)

He heard a chitter of recognition at his feet = 0 (N)
Any suggestion that the stewardess brought him back = 0 (W)
Lift of lines 43–44 (I was the only familiar thing to be found) = 0 (N)

(b) ‘relationship in the future’

Mij trusted him always / for the rest of his life // trusted him absolutely / completely / implicitly [1]

Lift of line 44 (‘absolute trust’) = 1. Excess denies.

He trusted Mij / they trusted each other = 0 (N)

Question 12 from the whole passage [5]

1. Mark only the first FIVE words attempted.

2. If more than FIVE are offered, cross out the excess and write RUBRIC.
3. For each word attempted, mark the first answer only when more than one answer is offered. A
comma or the word 'or' indicates a second attempt.
4. For two answers joined by 'and', allow one correct answer if the other answer is not wholly wrong
but neutral, e.g. 'in wonder and curiously’ for 'inquisitively'.
5. For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct element
within this limit.
6. Ignore mis-spelling if the word is phonetically recognisable.
7. Ignore errors of tense and grammatical form but only if the meaning is correct.
8. If answers are numbered and the question-word has been given as well, credit a correct answer
even if the numbering does not agree.

(See words and equivalents overleaf.)

© University of Cambridge International Examinations 2011

Page 10 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

1 mark 0 mark

1. inquisitively curiously / interestedly / wonderingly / in wonder

(line 5) questioningly / nosily / searchingly/
wanting to know

2. scant few / almost none / meagre / little / none / less/ reduced/ small /
(line 12) slight / limited / sparse / measly / inadequate/ not enough
scarce / minimum

3. coherent clear / making sense / intelligible / intelligent / smart / logical / rational

(line 14) comprehensible / lucid / articulate

4. provoking annoying / irritating / frustrating / bothering / taunting / teasing

(line 19) disturbing / maddening / agitating

5. order tidiness / neatness / organization / rules / laws / command / sequence /

(line 19) system / perfection classification / calm / control / silence /
peace / class / booking / request

6. hoist lift / lever / heave / move up / pull up / throw / pull / move / pick up / remove /
(line 26) raise / elevate manoeuvre / winch

7. paraphernalia belongings / property / accessories / rubbish / junk / equipment / things

(line 28) requirements / odds and ends / gear

8. craning stretching / twisting /lifting / elongating pulling / turning / bending

(line 42) / straining

© University of Cambridge International Examinations 2011

Page 11 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2011 1123 21

Appendix

Mobiles can be seen as a way for young people to keep in touch with their parents if they are out
with friends and, as newspapers make increasing reports of violence, particularly in inner city areas,
this must be an advantage. If students are on a school outing and have to be met by parents on their
return to school, they can phone at short notice from, say, the bus to give details of exact
timings. Mobiles encourage friendships and some students speak to their friends several times a
day. Parents may be happy that their children are not using the house telephone and incurring
charges which they, as parents, have to meet – an issue which, in the past, was often a source of
family conflict. Most young people have ‘pay as you go’ mobiles, and this encourages budgeting,
surely a useful skill to have in later life.

Because a mobile is the personal property of its owner, direct contact can be made, and there is
less risk of disturbing an entire household engaged in some family activity, such as having dinner.
Another obvious advantage is that people can be contacted wherever they are, clearly a benefit if a
friend or spouse wishes to communicate that he is stuck in traffic, or that the train is running late. In
situations where it is impossible for either the caller or the recipient to speak, mobiles can be used to
send short text messages, which are both convenient and relatively cheap. Many mobiles are also
able to take photographs; this multi-tasking means that there is no need to purchase a camera, and
thus a saving is made. Sophisticated mobiles even allow their owners to send and receive e-mails,
thus providing an alternative means of communication. Small businesses flourish because of
mobile phones. A plumber, for example, can receive bookings for future work while he is working on
another job; there is no need to sit at home waiting for phone calls or employing a secretary in an
office.

However, there are downsides to mobile phones. People are discouraged from planning ahead. It
is a rather pathetic sight to see a wife phoning from the supermarket to ask her husband what he
would like for dinner. People might also stop making simple decisions for themselves with, say,
a teenager phoning his mother to ask if he may take a drink out of the fridge. Then there is the
general disturbance which can be caused: there is nothing worse than people on public transport
conducting loud and animated conversations on their mobiles with scant regard for their
fellow passengers. Some countries, for example France, have tackled this problem by insisting that
mobiles are switched off on trains; all countries should follow this example. Unfortunately, owning a
mobile phone prevents some people from concentrating on the present moment. Picture the
scene: a young couple are dining in a fine restaurant but, instead of being absorbed in each other’s
company, each of them is speaking to someone else via a mobile phone.

In schools, there can be regrettable competition among students to have the most up-to-date
mobile. Some students are distracted into texting friends in class, which clearly hinders their
education. In cases where mobiles are confiscated because of such misuse, there are security
issues for teachers – who is responsible for this expensive equipment once it has been confiscated?
And, of course, teachers complain vociferously about text message spelling and grammar which, they
say, encourage sloppy use of language: ‘CU’ is enough to raise the blood pressure of an English
teacher to dangerous levels. Furthermore, they complain that mobile phones, along with e-mails, have
destroyed the art of letter writing. Parents complain that their children contact their friends – with
whom they have been all day in school – several times during the evening via text or call
instead of doing their homework. ‘What do they have to talk about?’ is the perceived mystery.

© University of Cambridge International Examinations 2011

The First Day

1 Emma climbed into the car beside her mother with an unusual reluctance. She was on the
brink of a frightening experience: she was that day, aged only 15, starting at a new school.

2 During the long school holiday her father had been moved 200 km to a larger branch of the
bank for which he worked and, obviously, that meant that the whole family – her father, her
mother, Emma and her baby sister, Maria – had to re-locate. From the beginning Emma’s 5
feelings had been mixed: she was delighted that her father had been promoted, but she was
far from sure that she could re-capture the blissful existence she had known for the past
15 years.

3 What a rush had ensued! There had been a hasty weekend trip to find a new house, and
then a succession of crises as they prepared for the move, with nostalgic trips to treasured 10
places and, finally, tearful farewells, the latter accompanied by promises to write and to visit,
undertakings sincerely made but already seeming possibilities rather than probabilities.

4 Very soon, they were casting a last look back at their former home and, in the family car,
following the vast furniture lorry which held most of their possessions. Mother maintained a
fixed smile; Emma allowed the tears to run down her cheeks; Maria simply howled to indicate 15
that she was hungry; father indulged in the tuneless whistling he reserved for those unhappy
occasions when he needed to show that he was a tough male unaffected by emotion.

5 The journey seemed endless; at times Emma felt they were all actors in some science-fiction
film, suspended in their time capsule forever, on a journey to some distant planet. Eventually,
however, they arrived at the town which was to be their new home; it was set on the floor of a 20
steep-sided valley, with a small river gently meandering towards the distant sea.

6 The first few weeks of novelty were pleasant enough. The local schools were still on holiday;
there was a certain excitement in discovering new places and strange faces. The hills on both
sides of the valley were at times extremely beautiful, especially at the end of the day when
trees and fields assumed a reddish-golden hue. 25

7 An important advantage over their previous location was the multiplicity of shops, most of them
quite small and specialised. The whole family – oddly enough, even Maria – was enthralled
by one such shop, a store-house of wonder and delight run by an elderly man who seemed to
love his books far too much to contemplate selling them. He would chatter happily about his
stock – he appeared to have read all the books – and there was a children’s section where 30
young people could browse as long as they wished, without being expected to buy.

8 Several times Emma and her family walked past a big, featureless building in the town centre –
and outside there was a large, simple sign: The Valley Secondary School. Mother had written
to the Headteacher and been told just to bring Emma to the General Office on the first day of
the new term. An eerie stillness and silence enveloped the buildings, though the flower-beds 35
were well tended and the green, carefully mown playing-fields leading down to the river looked
very inviting. The gates, however, remained forbiddingly closed, understandably perhaps, but
Emma felt neither welcome nor comfortable. She was full of questions, but neither she nor
her mother had any answers; they must wait for the first day of term, a somewhat daunting
prospect. 40

9 Now that day had arrived. All too soon they were in the car and then in the School Office;
a grey-haired middle-aged secretary dismissed Emma’s mother – who gave her daughter
a guilty hug as she left – and then led the new pupil, without giving her a backward glance,
through a maze of corridors before introducing her to her new class teacher and then departing
briskly. 45

© UCLES 2010 1123/22/INSERT/O/N/10

10 The teacher, Miss Nassam, greeted the new pupil with a warm, friendly smile. Emma guessed
that she was quite inexperienced, but she did not know then that her teacher was also new
to the school that day. She introduced Emma to the class and asked everyone to make her
welcome.

11 Inevitably, the first part of the morning was devoted to administration, marking attendance 50
registers, issuing timetables and reminding everyone about school procedures – all very dull
and routine – but Emma was grateful for the careful, individual explanation to her of details
obviously already familiar to the rest of the class. The teacher’s little joke about there being
two new girls in the class that morning made her feel less isolated.

12 Morning break came and her momentary feeling of insecurity and uncertainty was dispelled 55
by a dark-haired girl called Tanya, who offered quite casually to show her to the outdoor
recreation area. This was a very pleasant stretch of grass and paved sections, with seats and
flower-beds interspersed. Her companion sat with her and asked her about her family and her
previous school; she seemed genuinely interested.

13 After the break, normal lessons began, and she faced the ordeal of meeting the various 60
specialist teachers, beginning with the science teacher. However, Emma felt his enthusiasm
for the subject dispel her tension; he was a tall stooping man who peered short-sightedly
through rimless spectacles, as if endlessly scanning some test tube full of chemicals in
fascinating interaction. Furthermore, his lesson was on global warming, a subject close to her
heart, so that, for the time being at least, Emma forgot her anxiety about being a new student 65
at the school.

14 After science came a potential social minefield – lunch – always a difficult time for the lonely
and unattached, but she found herself swept along by her classmates and she was soon
sitting among them with her chosen food and drink. The talk focused on holiday activities;
someone asked her about her holidays, whether in real or simulated interest she knew not, 70
but at least she was not ignored.

15 The next lesson was drama, in a hall rather like a small, informal theatre; she felt nervous
because this was a subject not taught in her previous school, but the teacher gently introduced
her to the class activity. This turned out to be role-playing and Emma was surprised at how
much she enjoyed imagining herself in various situations and reacting appropriately. Moreover, 75
this challenging activity had the added advantage of distracting Emma from her own perceived
problems as a newcomer.

16 For the last lesson of the day, the class returned to Miss Nassam, for English. They read some
poetry about tigers – beautiful, graceful but, of course, dangerous creatures – and Emma was
particularly intrigued by one short poem focused on the imminent extinction of tigers in many 80
parts of the world. She mentioned that near her former home the species had once been
abundant, but was no longer, owing to ever-encroaching human activities. This provoked a
lively discussion which inevitably focused on Emma, since she had largely instigated it. She
told herself that she was beginning to belong.

17 On her way out to the car park to meet her mother, Emma once again met the grey-haired 85
secretary from the school office. “Well, how did you get on then?” she beamed. Reeling from
the shock, Emma collapsed into the car beside her mother, who asked hesitantly, “How was
your first day then?” Emma smiled quietly and replied, “Quite good, I think…”

© UCLES 2010 1123/22/INSERT/O/N/10

Read the passage in the insert and then answer all the questions which follow below.

You are recommended to answer the questions in the order set.

Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.

From paragraph 1:

1 What rather frightening prospect made Emma unwilling to get into her mother’s car? [1]

From paragraph 2:

2 What two events had made Emma’s feelings ‘mixed’? Number your answers (i) and (ii). [2]

From paragraph 3:

3 (a) Why do you think the trips to ‘treasured places’ are described as ‘nostalgic’? [1]

(b) Explain in your own words what misgivings the family and their friends already had about
their ‘promises to write and visit’. [2]

From paragraph 4:

4 (a) Why do you think Emma’s mother was maintaining ‘a fixed smile’? [1]

(b) Explain fully in your own words what Emma’s father was seeking to make clear by his
‘tuneless whistling’. [2]

From paragraph 5:

5 What two features of the journey in the car made Emma imagine she was in a ‘time capsule’ in
some ‘science fiction film’? Number your answers (i) and (ii). [2]

From paragraph 6:

6 Why do you think the hills took on ‘a reddish-golden hue’ at the end of the day? [1]

From paragraph 7:

7 (a) What does the writer mean by a ‘specialised’ shop? [1]

(b) Give, from your own experience, one example of a ‘specialised’ shop. [1]

(c) At first sight, the shop owner appeared to be not a very good businessman. Give two pieces
of evidence from the text to support this view. Number your answers (i) and (ii). [2]

© UCLES 2010 1123/22/O/N/10

From paragraph 8:

8 (a) Pick out and write down the single word used by the writer to suggest that the school building
was rather anonymous. [1]

(b) Why does the writer add ‘understandably perhaps’? [1]

From paragraph 9:

9 What does the word ‘dismissed’ suggest about the secretary’s attitude towards Emma’s mother?
[1]

From paragraph 17:

10 Why does Emma’s mother ask her question ‘hesitantly’? [1]

From the whole passage:

11 Choose five of the following words. For each of them give one word or short phrase (of not more
than seven words) which has the same meaning that the word has in the passage.

1. meandering (line 21) 5. procedures (line 51)

2. multiplicity (line 26) 6. casually (line 56)
3. enthralled (line 27) 7. focused (line 69)
4. devoted (line 50) 8. imminent (line 80) [5]

12 Emma is very worried about starting her new school, and at first her fears seem justified. Using
your own words as far as possible, write a summary of the actions and events which by the end
of the day made her feel much happier.

USE ONLY THE MATERIAL FROM LINE 46 TO LINE 88.

Your summary, which must be in continuous writing (not note form) must not be longer than 160
words, including the 10 words below.

Begin your summary as follows:

After the school secretary introduced Emma to her class teacher ... [25]

© UCLES 2010 1123/22/O/N/10

Page 2 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2010 1123 22

Question 1 from paragraph 1

‘frightening prospect’

She was starting a new school (that day)

‘She was on the brink of a frightening experience’ = 0

Lift of lines 1–2 (She was on the brink…..starting a new school’) = 1

Question 2 from paragraph 2

‘two events’

Look for two events

(i) her father had been promoted / got a better job

Lift of line 6 (‘her father had been promoted’) = 1

Excess denies, i.e. run-on into ‘but she was far from sure…’
Lift of lines 6–7 (‘she was delighted that her father had been promoted’) = 0 [1]

(ii) She / the family had to re-locate / move house / move away / move to another place / town.

She had to give up her old / happy way of life // her old / happy way of life was coming to an end /
stopping [1]

Lifting will not work under (ii)

Question 3 from paragraph 3

(a) ‘nostalgic’

(She / they / the family were) sad to leave (the places / them) // might never see the places /
them again // be there again // wished to remember the places / them // they reminded them
of happy / past times // held memories. [1]

(b) ‘promises to write and visit’

Note that this is an OWN WORDS question.

Do not insist on synonyms for idea of keeping / breaking promises, but there must be some
link to writing/ visiting/promising, however vague. Any reference to ‘undertakings sincerely
made’ = 0(N) Label answers A and B.

A. POSSIBILITIES They might / could / intended / meant / had potential // there was a
chance (they would write / visit / keep promises). [1]

They wondered /weren’t sure / were uncertain/ doubted (they would

write / visit / keep promises) = 0

B. PROBABILITIES It was unlikely / implausible / not likely // there was no evidence to

suggest / no guarantee // they almost certainly would not (write/ visit
/ keep their promises) [1]

it was impossible // there was no chance // they certainly would not

(write / visit / keep promises) = 0

Question 4 from paragraph 4

(a) ‘fixed smile’

To avoid crying / bursting into tears /// to keep control (of herself / her tears) /’/ hide her
feelings / unhappiness.

(she was) trying to appear / seem to be happy (in front of family / husband / children) / to
encourage family. [1]

(b) ‘tuneless whistling’

Note that this is an OWN WORDS question.

A. TOUGH MALE (he was) a strong / brave / real / hard // not a

weak man / (very) masculine / macho [1]

B. UNAFFECTED BY EMOTION (he could) cope with depressing events / control /

hide / not show / didn’t have feelings [1]

Accept specific emotions appropriate to the context, e.g. he didn’t get / feel sadness /
nostalgia

He didn’t feel worry / anxiety / fear / happiness etc. = 0 // he was pretending not to be sad = 0

Question 5 from paragraph 5

‘time capsule and ‘science fiction film’

Look for ideas of time and distance.

(i) The journey / it took a long time [1]

Lift of line 18 (‘The journey seemed endless’ ) = 1. Excess denies

The journey was endless = 0

(ii) It / their destination was // they travelled a long way / distance [1]

Lift of line 18–19 (‘they were...on a journey to some distant planet’) = 0

It was as if they were…on a journey to a distant planet = 1

Accept as 0(N) any metaphorical reference to ‘time capsule’ or ‘science fiction film’ but any literal
reference (e.g. ‘they were in a time capsule’) = 0(W) and denies the mark in an otherwise correct
answer.

Question 6 from paragraph 6

‘reddish-golden’

(It was) sunset [1]

Lift of line 24 (‘the end of the day’) =) 0(N) // sun had set = 0(W)

Question 7 from paragraph 7

(a) ‘specialised’

(It / the shop) sells (only) one item / one sort of goods / narrow range of goods / a certain
type of good. [1]

(It / the shop) doesn’t sell much // sells similar / special goods = 0

(b) ‘own experience’

Accept any valid example – e.g. a grocer’s shop / book shop (sic) [1]

Be generous with local / unknown examples, unless answer to 7(a) is incorrect

(c) ‘not a good businessman’.

(i) he didn’t (seem to) want to sell (his books) [1]

Lift of lines 28–29 (‘an elderly man who…selling them’) = 1. Excess denies.

(ii) he allowed (young) people / customers to browse / look / read the books without
expecting them to buy / trying to make a sale [1]

Lift of lines 30–31 (‘and there was a children’s section…expected to buy’) = 1. Excess
denies.

Any reference to storehouse of delight / he loved his books (alone) / he appeared to

have read all the books = 0(W) and denies the mark in an otherwise correct limb.

Question 8 from paragraph 8

(a) ‘anonymous’

Featureless [1]

Give 0 if more than one word is offered. Accept the use of the correct word in a sentence or
expression provided that it is underlined or otherwise highlighted.

(b) ‘understandably’

The school was closed / on holiday / it was the holidays.

Accept inferences linked to closing the gates, e.g. they were afraid of / to prevent trespassers /
burglars [1]

Any answer which merely picks up idea of ‘forbiddingly’, e.g. to stop people getting in / to
keep people out = 0(N)

Question 9 from paragraph 9

‘dismissed’

(She treats Emma’s mother with) a lack of respect / treats her like a child // she was rude /
unwelcoming / cold / unfriendly // doesn’t care about her // thinks she is in the way // wants rid of her [1]

angry / cruel / strict / harsh / bossy / firm = 0

Any answer which focuses on the ‘guilty hug’ = 0(W) (sequence), e.g. she thought Emma’s mother
was overprotective.

Question 10

‘hesitantly’

She is dreading / afraid of the answer she may get. [1]

Accept specific example like: she is afraid / worried Anna will burst into tears / be upset / has had a
bad day / worried about how her first day went = 1

Insist on negative idea. She is uncertain / wants to know how her day went = 0

Question 11

1. Mark only the first FIVE words attempted.

2. If more than FIVE are offered, cross out the excess and write RUBRIC.

3. or each word attempted, mark the first answer only when more than one answer is offered. A
comma or the word 'or' indicates a second attempt.

4. For two answers joined by 'and', allow one correct answer if the other answer is not wholly wrong
but neutral, e.g. 'twisting and moving’ for 'meandering'.

5. For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct element
within this limit.

6. Ignore mis-spelling if the word is phonetically recognisable.

7. Ignore errors of tense and grammatical form, but only if the meaning is clearly understood.

8. If answers are numbered and the question-word has been given as well, credit a correct answer
even if the numbering does not agree.

(See words and equivalents on next page.)

1 mark [Regard as 0[N] unless indicated as 0[W]

1. meandering twisting / turning / winding / weaving / moving / proceeding / going / flowing /

(line 21) wandering / zigzagging / bending / running / not straight / rambling / indirect
(going in a) haphazard (way) / right and
left / here and there / this way and that /
in all directions / threading / wending /
looping / snaking / curving / in an S
shape / serpentine / sinuous

2. multiplicity multitude / large numbers / many / a lot / variety / combination / majority

(line 26) plenty / abundance / plethora /profusion / too many
loads of / myriad / numerous /
proliferation

3. enthralled fascinated / enchanted / bewitched / pleased / interested / surprised /

(line 27) captivated / spellbound / entranced / engrossed / attracted / excited / delighted /
charmed / mesmerised / hypnotized / dazzled / amazed / influenced / thrilled /
enraptured / beguiled astonished / besotted / fixated / intrigued /
impressed / riveted / gripped

4. devoted given (to) / dedicated (to) / allocated (to) / loving (W) / loyalty (W) / attached / spent
(line 50) concentrated (on) / focused (on) / on / taken up by / specialised / sacrificed
assigned to / reserved for / set aside for / (W)
kept for

5. procedures methods / ways / conventions / modes / plans / styles / organizations / policies /

(line 51) approaches / routines / processes / tactics / plans / laws / habits / directions /
steps / rules / regulations / customs / timetables / programmes / work /
formalities / systems / practices conditions

6. casually without a fuss / informally / off-hand accidentally / unexpectedly / simply /

(line 56) (way) / unceremoniously / relaxed / surprisingly / willingly / politely / carelessly /
naturally / nonchalantly / easy-going / gently
ordinary / normally / laid back

7. focused concentrated / centred / fix / zero in / see / notice / gave attention / aimed / was
(line 69) was all / mostly about / devoted to / was about /emphasized / stressed
based on targeted / gave full / more
attention / homed in

8. imminent impending / about to happen / around threatening / probable / possible /

(line 80) the corner / soon / shortly / approaching / inevitable / unavoidable / expected /
looming / about to be / coming up / advancing / early / bound to happen /
forthcoming / near / oncoming / close / in immediate
prospect / at hand / on the horizon

Question 12

MARK TO A MAXIMUM OF 15 OUT OF 18 FOR POINTS. AWARD A MAXIMUM OF 10 MARKS

FOR STYLE (See subsequent pages for the Style marking method.)

NOTES:

1 Points to be rewarded and their marks are indicated on the next page.

2 Introductory Words

No penalty for omission; no penalty for any errors made in them or for incompleteness, but take
into account any punctuation or grammatical error immediately following them when assessing
Style.

3 Length

Draw a double line where the introductory words end, or should end.

Count to 150 the number of words used by the candidate after the double line and write down this
number at the bottom left of the candidate's answer.

DO NOT use the candidate's word-total without checking it.

STOP at 150 and cross out excess words.

(N.B. This maximum takes into account the ten introductory words to tally with Rubric of question,
i.e. 160 words.)

4 Marking Technique

(i) Indicate by numbered tick the point rewarded, e.g. 3

(ii) Assign the mark-scheme number to points rewarded on all scripts.
(iii) Assess qualities of Style separately. Add the Style Mark to the Content Mark and show as a
ringed total in the right-hand margin.

5 For answers shorter than the 150 words, award the Style mark in the normal way, but apply the
following maxima:

0–25 (0); 26–50 (2); 51–75 (4); 76–100 (6); 101–125 (8) [e.g. for sustained own words with
error-free original complex structures, award 9 or 10 for Style for answer of 126 words, but only 8
for answer of 125 words. (There is no need to do proportional calculation).

If the candidate uses note-form throughout the answer, give 0 for the Style mark but allow the
points where they are clearly made.

6 Sequence errors

In general, only withhold the mark for a point if it is wildly out of sequence or totally unsupported.
Do not penalise the point that then follows.

EACH POINT SCORES 1 MARK

1 The teacher / she smiled (warmly) at her // she received a (warm) smile (from the teacher).

2 The teacher / she introduced her to class(mates) / everyone // asked class to make her welcome
// she was introduced to class.

3 The teacher explained to Emma individually the routine // explained the routine in detail / carefully
to Emma. (Accept passive).

4 The teacher’s joke about there being two new girls (made Emma feel less alone) // the teacher
was (also) new.

5 A student / a girl / Tanya (volunteered to) show her the recreation / outdoor area.

6 Tanya seemed (genuinely) interested in Emma (and her family) // asked / talked about Emma /
her family / previous school.

7 The science teacher’s enthusiasm (made her less nervous).

8 Emma interested in / enjoyed lesson on global warming // global warming was / the science
lesson was on favourite / known topic.

8A Emma forgot her anxiety (about being new) Need context of science class

9 At lunch-time her classmates included her // she sat / was with her classmates.
They talked / chatted / asked her questions (about her holidays) // seemed / were interested in
her holidays.

10 The drama teacher introduced her to the (class) activity / subject / role-play (gently).

11 She enjoyed / was good at imagining herself in various situations / reacting appropriately/ role-
play (drama / acting = 0).

12 She enjoyed / was good at imagining herself in various situations / reacting appropriately/ role-
play (drama / acting = 0).

13 She was distracted from her problems / forgot she was a newcomer) Need context of drama class

14 She enjoyed / was interested in / was intrigued by the poetry (about tigers in English).

15 She was able to contribute to / start the discussion (about the poetry / tigers) // she talked about
tigers.

16 She became the centre of the discussion / of attention.

17 (She told herself she was starting to belong) Need context of discussion

18 The (school) secretary was friendly / beamed at her / asked about her day.

SUMMARY QUESTION STYLE ASSESSMENT

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE OF
ENGLISH. The table which follows on the next page provides descriptors of the mark levels assigned
to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the category
of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH. Before deciding the mark for
this level, take the accuracy of the writing into account, in particular the absence or frequency of
serious and minor errors. Underline only serious errors.

Add the marks for OWN WORDS and USE OF ENGLISH together and divide by two. Raise any
half marks to the nearest whole number. Add this mark to the Content mark and show as a
total in the right-hand margin.

THE NOTES BELOW SET OUT TYPES OF SERIOUS AND MINOR ERRORS

SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Ingrained weakness of punctuation, i.e. the habitual comma replacing the necessary full stop.
Breakdown of sense.

MINOR ERRORS

Mis-spellings of a minor nature. Count as a serious error when the form of the word is severely
mangled.
Obvious slips of repetition or omission.
Minor errors of punctuation, i.e. the failure to complete pairs of commas in parenthetical
phrases/clauses, omissions of stops after introductory words like 'however'.

Indicate how you arrived at your mark for OW and UE, either by a short comment at the end of the
script or by use of left hand margin.

SUMMARY STYLE DESCRIPTORS

Mark OWN WORDS Mark USE OF ENGLISH

10–9 • Candidates make a sustained 10–9 • Apart from very occasional slips, the
attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips
• Allow phrases from the text which or minor errors. Sentence structure is
are difficult to substitute. varied and there is a marked ability
to use original complex syntax
outside text structures.
• Punctuation is accurate and helpful to
the reader.
• Spelling is secure across the full
range of vocabulary used.
8–7 • There is a noticeable attempt to re- 8–7 • The language is almost always
phrase the text. accurate. Serious errors will be so
• The summary is free from stretches isolated as to be almost unnoticeable.
of concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and generally
helpful.
• Spelling is nearly always secure.
6–5 • There are recognisable but limited 6–5 • The language is largely accurate.
attempts to re-phrase the text detail. • Simple structures tend to dominate
Attempt may be limited by and serious errors are not frequent,
irrelevance or by oblique or although they are noticeable.
mangled relevance. • Where sentences show some variety
• Groups of text expression are and complexity, they will generally be
interlaced with own words. lifted from the text.
• The expression may not always be • Serious errors may occur when more
secure, but the attempt to substitute sophisticated structures are
the text will gain credit. attempted.
• Punctuation is generally accurate.
• Spelling is mostly accurate.
4–3 • Wholesale copying of large areas of 4–3 • Meaning is not in doubt but serious
the text, but not a complete errors are becoming more frequent.
transcript. • Some simple structures will be
• Attempts to substitute own language accurate, although this accuracy is not
will be limited to single word sustained for long.
expression. • Simple punctuation will usually be
• Irrelevant sections of the text will be correct, with occasional errors of
more frequent at this level and sentence separation.
below. • Spelling is largely accurate.
2–0 • Pretty well a complete transcript of 2–0 • Heavy frequency of serious errors,
the text expression. impeding the reading in many places.
• Originality is barely noticeable. • Fractured syntax is much more
• There will also be random pronounced at this level.
transcription of irrelevant sections of • Errors of sentence separation are
the text. liable to be frequent.

G.A.R / H.T.

Note 1: Scripts placed in last two boxes for OW cannot receive a UE mark from the top two boxes, as
originality does not apply. But accurate copying must score middle box for UE as this is the
‘best fit’ box.

Note 2: Relevance and irrelevance.

(i) Wholesale or sustained irrelevance: ignore OW assessment and mark out of 4 max
for Style. Use incidence of errors to assess mark out of 4. Such scripts are rare.

(ii) Recognisable OW limited by some irrelevance: 5/6 for OW. Mark UE as normal.

(iii) Oblique or generalised relevance: 5/6 box for OW. Mark UE as normal.

(iv) Mangled or nonsensical relevance: 3/4 or 1/2 box for OW. Mark UE as normal.

Advertising

1 The advertising industry is universal, spending vast sums of money, employing many very
talented people and operating throughout the world; unfortunately, when we experience its
activities we tend to accept them without question, instead of examining them closely.

2 A naïve view of advertisements might be to regard them just as ways of relaying necessary
information: a sign simply reading ‘Golden Lion Café – open 9 a.m. to midnight’ is no more 5
sinister than a ‘Road Closed’ notice to alert us to impending road-works. However, the owner
of the café might be tempted to add ‘Full three-course lunch only five dollars’. ‘Full’ and ‘three-
course’ suggest we will get a lot to eat, and the phrase ‘only five dollars’ seems to assure us
of good value. We have entered the persuasive world of advertising – a dangerous world for
us because many advertisers are both potent and ruthless. 10

3 A dictionary will tell us that ‘to advertise’ means to turn someone towards something; the
intention is to encourage us to do something, usually to buy a product or a service. Advertising
methods employed range from the obvious to the very subtle, but they are surprisingly similar
in all parts of the world, although names and details may vary from place to place.

4 At times we seem to receive a direct instruction. Travelling ice-cream sellers for many years 15
cycled along with their loads and paraded a peremptory notice – ‘Stop me and buy one!’
Similarly, we are often urged – ‘Don’t miss this bargain’; the almost bullying tone may well
be continued by huge notices at the side of the road, often in vivid colours and with striking
images, all demanding that we buy, buy, buy… Advertisements on many television channels
are broadcast at a higher volume than the entertainment programmes themselves, again 20
seeking to exert pressure on the prospective customer.

5 The actual name of the product being advertised may have a quite subtle effect upon us. A
new perfume marketed under the name ‘Irresistible’ or ‘Flirtation’ conveys an image, indeed
almost a promise, not necessarily closely related to the actual contents of the bottle or spray.

6 In various ways the product may be made memorable: a catchy saying or tune may stick in 25
the mind and continually bring back a recollection of the article advertised; vivid, unusual
packaging may make an item instantly recognisable and difficult to forget; an exciting or
romantic location associated with the product may enhance its appeal. An important weapon
in the advertiser’s armoury is humour. If it is true that we tend to be drawn towards, and to like,
humorous people, is it not very likely that we shall react in a similar way to products presented 30
to us in an amusing fashion?

7 To convince the public that what is offered is credible and effective, a mock-scientific approach
will often be used. We are assured that the yoghurt containing a specific ingredient will ensure
that we are protected against all common stomach complaints; of course the vital additive
has a long, scientific name and the claim is supported by an array of seemingly irrefutable 35
evidence. The inclusion of an effective but invariably ‘natural’ component in a shampoo will
guarantee soft, silky hair. An impressive-sounding chemical resulting from months of research
will, when added to our engine oil, allow years of trouble-free motoring. Thus we sometimes
allow ourselves to be blinded by supposed statistics, and a cunning advertiser will offer a
persuasive comparison between the article offered and similar products from competitors; not 40
surprisingly the competing items are presented as poorer in quality and higher in price. How
gullible we are!

8 All advertising seeks to leave us with a favourable image of the product on offer, and one of
the most effective ways of achieving this is by the use of famous people or celebrities. There
are advantages and disadvantages in this strategy. 45

© UCLES 2010 1123/21/INSERT/O/N/10

9 Successful advertisers will often manage to establish a link, however weak, between the
product and an appropriate celebrity. A famous athlete may well be a convincing ally in selling
sportswear; a beautiful female film star may prove to be an effective advocate for various
cosmetic products. The advertiser will also benefit from establishing a celebrity as an expert.
It is reasonable to assume that a famous racing-car driver will be able to distinguish a good 50
car from inferior models, and buyers are likely to be convinced by an apparently well-informed
judgement. Moreover, advertisers take advantage of the fact that ordinary people are likely
to admire celebrities and wish to emulate them, if only by wearing or using the same items.
Sometimes it is young people who are particularly impressed by celebrities, and advertisers
often target them in order to boost sales. By some illogical mental process, the young footballer 55
may, for example, be convinced that wearing the same boots as his celebrity hero will make
him a star on the pitch. Fashion is rarely an accident, much more a carefully orchestrated
sequence controlled by clever men and women, and advertisers also realise that the link
with the celebrity may encourage the notion that a garment or an action is ‘cool’ – a powerful
recommendation among young people. Thus we can see at work our ‘celebrity culture’, the 60
insatiable appetite we seem to have for connection with famous people, through a vast range
of media outlets.

10 Using a celebrity in an advertisement is merely the beginning of a process which gathers its
own momentum. Once the link is established between a celebrity and a product, advertisers
use every appearance or comment by the famous person to trigger an image of the product, 65
perhaps long after the release of the original advertisement. This development can be
enhanced by simple devices like emblazoning the manufacturer’s name on items worn or
used by the celebrity, such as T-shirts, cricket bats and tennis-racquets. Often advertisers set
up appearances of famous people at, say, theatres or football matches, in order to remind
the public of the clothes they wear or the bags they carry. Sometimes celebrities’ children 70
are drawn into this strategy too; they can be seen wearing smaller versions of their parents’
clothes, thus increasing sales. There are drawbacks, however.

11 What happens if the celebrity falls from favour, for example by losing his or her place in the
team or producing a number of unsuccessful music albums? The product is then linked with
failure – and the effect on sales is entirely predictable. Even worse, the celebrity may be 75
involved in some social or moral disaster – gross rudeness to a vulnerable bystander or a
scandalous broken relationship. The celebrity’s sponsorship then might work against, rather
than in favour of, the product advertised.

12 Celebrities often have an inflated sense of their own value or importance and so they may
demand vast fees for being linked with particular products; after all they are often accustomed 80
to large financial rewards. Also they are frequently by nature volatile and unreliable. A knock-
on effect of this characteristic is that celebrities are often difficult to work with and not always
capable of amicable business relationships. Is there not the additional danger that many
celebrities will prove more interested in enhancing their own images than in promoting the
items for sale? 85

13 Advertising is clearly a difficult, complex and often subtle process; it can also become quite
threatening. A fairly recent development – often called subliminal advertising – involves
repeatedly flashing a message onto, say, a television screen, apparently too fast to be
perceived by the human eye. However, there is research evidence to show that the message
does reach the human brain, and so the viewer is being unconsciously persuaded to buy or 90
act – a frightening thought. The process is, understandably, illegal in many countries.

© UCLES 2010 1123/21/INSERT/O/N/10

Read the passage in the insert and then answer all the questions which follow below.

You are recommended to answer the questions in the order set.

Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.

From paragraph 1:

1 The writer calls the advertising industry ‘universal’. What phrase is used later in the paragraph to
echo this idea? [1]

From paragraph 2:

2 (a) How do we realise early in the paragraph that the writer does not regard advertisements as
simply ways of ‘relaying necessary information’? [1]

(b) The café owner ‘might be tempted’ to add to his advertisement. What does he hope to achieve
by doing this? [1]

(c) Explain in your own words why the writer feels that the world of advertising is such a
dangerous place for ordinary people. [2]

From paragraph 3:

3 Why do you think that the writer finds it surprising that advertising methods are similar throughout
the world? [1]

From paragraph 4:

4 Explain in your own words why, according to the writer, television advertisements are broadcast
at a higher volume than the actual programmes. [2]

From paragraph 5:

5 Explain fully what ‘promise’ is implicit in the naming of the perfume ‘Irresistible’. [2]

From paragraph 6:

6 (a) The writer calls humour an ‘important weapon in the advertiser’s armoury’.
What does this choice of words suggest about the advertiser’s attitude to the public? [1]

(b) Explain fully how, according to the writer, humorous advertisements increase sales. [2]

© UCLES 2010 1123/21/O/N/10

From paragraph 7:

7 (a) What is the writer asserting by calling the advertisers’ approaches ‘mock-scientific’? [2]

(b) What does the writer mean by ‘seemingly irrefutable’ evidence? [2]

From paragraph 13:

8 (a) Explain in your own words what the author finds frightening about subliminal advertising. [2]

(b) What does the word ‘understandably’ tell us about the writer’s attitude to subliminal advertising?
[1]

From the whole passage:

9 Choose five of the following words. For each of them give one word or short phrase (of not more
than seven words) which has the same meaning that the word has in the passage.

1. impending (line 6) 5. continually (line 26)

2. assure (line 8) 6. complaints (line 34)
3. paraded (line 16) 7. cunning (line 39)
4. necessarily (line 24) 8. appetite (line 61) [5]

10 Using your own words as far as possible, write a summary of the ways in which advertisers use
celebrities to sell products, and the disadvantages of these strategies.

USE ONLY THE MATERIAL FROM LINE 46 TO LINE 85.

Your summary, which must be in continuous writing (not note form), must not be longer than 160
words, including the 10 words given below.

Begin your summary as follows:

In order to increase the sales of products, successful advertisers... [25]

© UCLES 2010 1123/21/O/N/10

Page 2 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2010 1123 21

Question 1 from paragraph 1

‘universal’

Operating throughout the world

OR throughout the world [1]

Give 0 if excess is offered. Accept the use of the correct answer in a longer phrase or a sentence
provided that it is underlined or otherwise highlighted.

Question 2 from paragraph 2

(a) ‘necessary information’

He refers to this idea as naïve / innocent // people are innocent / naïve/ gullible.
Lift of lines 4–5 (A naïve view….information’) = 0. Candidates must distil the answer.
‘simple’ = 0, as it is contained in the question. [1]

(b) ‘Café owner’

To persuade us / people / customers to buy // to bring about / make a sale/ money // tell /
persuade people they will get a lot to eat / get good value // to get / increase customers.

Lift of line 8 (‘suggest we will get a lot to eat’) = 1. Excess denies, i.e. run-on into ‘and the
phrase’.
Lift of lines 8–9 (‘assure us of good value’) = 1. Excess denies, i e. inclusion of ‘and the
phrase’. [1]

(c) ‘dangerous place’

This is an OWN WORDS question. Accept any two of three. Do not insist on synonym for
‘advertisers’ but some ‘place’ sensible link must be made. Double underline use of key words
or their derivatives, but otherwise ignore. Do not insist on correct grammatical form. Label
answers A, B or C as appropriate to maximum of 2 marks.

A. POTENT powerful / influential / mighty / forceful [1]

strong / capable / commanding / persuasive / convincing = 0

B. RUTHLESS cruel / uncaring / unscrupulous / pitiless / unsparing / heartless /

merciless / callous / hard-hearted / stop at nothing [1]

bad / wicked / hard / harsh / cunning / malicious / brutal / fierce = 0

Question 3 from paragraph 3

‘surprising that advertising methods’

Reward ideas of either size or diversity.

The world is large / huge / extensive // there are many / different cultures / types of people (in the
world). [1]

Any reference to ‘methods range from obvious to subtle’ or to ‘names and details vary from place to
place’ = 0 (W)

Question 4 from paragraph 4

‘higher volume’

This is an OWN WORDS question. Double underline use of key words or their derivatives, but
otherwise ignore. Do not insist on correct grammatical form. Do not insist on synonym for ‘exert’.
Under B, insist on conditional idea of ‘potential’ as well as ‘purchasing’ idea of customer. Do not
award half marks. Label answers A and B.

A. PRESSURE force / make/ compel / push (into) / persuade / influence [1]

urge / ask / request / command / dictate / inspire = 0

B. PROSPECTIVE CUSTOMER someone who might / is likely to / would / could / possibly /

potentially buy / purchase // inclined to buy / would be-buyers
[1]

probable / intending / expecting to buy = 0

Question 5 from paragraph 5

‘Irresistible’

If someone uses the perfume [1]

he / she is // they are sure / guaranteed to attract members of the opposite sex / men / women //
men / women / people / members of the opposite sex will be attracted to him / her / them. [1]

Question 6 from paragraph 6

(a) ‘advertiser’s armoury’

(he is) ruthless / aggressive / relentless (in his pursuit of a sale).

Accept other metaphorical answers in response to the image, e.g. he fights / wins battles (for
sales) / conquers / overcomes customers. [1]

(b) ‘humorous advertisements’

A. because we are drawn to / are attracted by / like humorous / funny / amusing people [1]

B. we will be drawn towards / attracted by / like / want to buy products presented /

advertised in a humorous / funny / amusing way [1]

Lift of lines 29–31 (‘If it is true that...in an amusing fashion?’) = 0. Some distilling is required.

Question 7 from paragraph 7

(a) ‘mock scientific’

The candidate must demonstrate understanding of both aspects i.e. ‘mock’ and ‘scientific’

A. (Advertisers say their approach is) logical / demonstrable / can be proved / has been
tested / trialed // the product has been made / tested in a laboratory // researched [1]

B. They are only pretending / this is not actually true // their research is fake / a joke /
made-up / didn’t happen [1]

riddle / incomprehensible /stupid / easy / superficial = 0

(b) ‘seemingly irrefutable’

The candidate must demonstrate understanding of both aspects i.e. ‘seemingly’ and
‘irrefutable’’

A. apparently / superficially // looks like / as if // appears to be // at first glance / on the

surface [1]

B. incapable of being / cannot be disproved / contradicted / contested / wrong // must be

right / correct // proof / absolutely / completely true [1]

great / much / important / convincing / plausible //difficult to reject = 0

Question 8 from paragraph 13

(a) ‘subliminal advertising’

This is an OWN WORDS question. Double underline use of key words or their derivatives,
but otherwise ignore. Do not insist on correct grammatical form.

A. UNCONSCIOUSLY without knowing / realising / being aware / sensible / thinking (it

is happening) [1]

unfeeling / unseen = 0

B. PERSUADED encouraged / coaxed / pushed / advised / pressurised / driven /

spurred (on) / egged (on) / cajoled / pressed [1]

forced / asked / begged / tempted / warned = 0

(b) ‘understandably’

he / she believes / thinks it is dangerous / a bad thing /undesirable / damaging // he /she

agrees with it being illegal / against the law / banned // that it is a bad thing // he is against it /
doesn’t like it [1]

Focus is writer and not advertising. Weaker answers such as ‘subliminal advertising / it (sic)
is dangerous’ / bad thing = 0 (N) // he knows / is sure / recognises it is a bad thing = 0 (N).

Question 9

1. Mark only the first FIVE words attempted.

2. If more than FIVE are offered, cross out the excess and write RUBRIC.

3. For each word attempted, mark the first answer only when more than one answer is offered. A
comma or the word 'or' indicates a second attempt.

4. For two answers joined by 'and', allow one correct answer if the other answer is not wholly wrong
but neutral, e.g. 'approaching and possible’ for 'imminent'.

5. For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct element
within this limit.

6. Ignore mis-spelling if the word is phonetically recognisable.

7. Ignore errors of tense and grammatical form, but only if the meaning is clearly understood.

8. If answers are numbered and the question-word has been given as well, credit a correct answer
even if the numbering does not agree.

(See words and equivalents overleaf.)

1 mark [Regard as 0[N] unless indicated as 0[W]

1. impending coming up / approaching / looming // threatening / probable / possible / near /

(line 6 ) about to happen / appear / be / soon / current / ahead / future
imminent / prospective / forthcoming /
upcoming / in the pipeline / on the
horizon

2. assure guarantee /convince/ make (us) certain recommend / persuade / ask / insure /
(line 8) / validate / promise/ affirm / attest / ensure / comfort / swear / vow
certify / confirm / pledge

3. paraded displayed / showed (off / flaunted / advertised / marched / walked with / held /
(line 16) demonstrated / presented /exhibited / saw / processed / swaggered / strutted
brandished

4. necessarily certainly / positively / definitely / needed / especially / fully / really

(line 24) inevitably / unavoidably / assuredly
(sic) // without doubt / as a requirement
// a must / as a matter of course /
perforce / needed / essentially

5. continually repeatedly / time after time / time and continuously / without stopping /always /
(line 26) again persistently / insistently/ again incessantly / constantly / infinitely / all the
and again / over and over time / endlessly / eternally / for ever

6. complaints illnesses / ailments / sicknesses / moans / injuries / dissatisfactions /

(line 34) diseases / bugs/ germs / bacteria / problems / disagreements / arguments /
pains / upsets / maladies / afflictions / discomforts/ worries/ faults
disorders

7. cunning crafty / wily / foxy /sly / artful / sneaky / cheating / intelligent / mischievous / bad /
(line 39) subtle / resourceful / tricky / astute / clever / perceptive/ ingenious / skilful
shrewd / smart / shifty/ guileful/ canny

8. appetite desire / wish / craving / want / passion / taste / greed / need / demand / liking //
(line 61) yearning / longing / eagerness / hunger tendency / urge / interest
/ relish/ lust/ strong interest

Question 10

MARK TO A MAXIMUM OF 15 OUT OF 18 FOR POINTS. AWARD A MAXIMUM OF 10 MARKS

FOR STYLE (See subsequent pages for the Style marking method.)

NOTES:

1 Points to be rewarded and their marks are indicated on the next page.

2 Introductory Words

No penalty for omission; no penalty for any errors made in them or for incompleteness, but take
into account any punctuation or grammatical error immediately following them when assessing
Style.

3 Length

Draw a double line where the introductory words end, or should end.

Count to 150 the number of words used by the candidate after the double line and write down this
number at the bottom left of the candidate's answer.

DO NOT use the candidate's word-total without checking it.

STOP at 150 and cross out excess words.

(N.B. This maximum takes into account the ten introductory words to tally with Rubric of question,
i.e. 160 words.)

4 Marking Technique

(i) Indicate by numbered tick the point rewarded, e.g. 3

5 For answers shorter than the 150 words, award the Style mark in the normal way, but apply the
following maxima:

If the candidate uses note-form throughout the answer, give 0 for the Style mark but allow the
points where they are clearly made.

6 Sequence errors

In general, only withhold the mark for a point if it is wildly out of sequence or totally unsupported.
Do not penalise the point that then follows.

EACH POINTS SCORES 1 MARK

1 Establish a link between product and celebrity/ with a celebrity//accept example of actress
promoting beauty products or athlete promoting sportswear.

2 Establish the celebrity as an expert (example of motor racing driver (alone) = 0).

3 Take advantage of fact that people admire / wish to emulate celebrities// that celebrities are role
models.

4 Target young people.

5 Link clothes / fashion to celebrity.

5A Encourage idea that garment is ‘cool’ by linking it to celebrity / product becomes fashionable.

6 Use appearances / comments by celebrities (to trigger an image of the product).

7 Put manufacturer’s name on items worn used by celebrity (accept t-shirt / cricket bat / racquet for
“items”).

8 Set up appearances of celebrity (to remind people about their clothes / bags / products used).

9 Use celebrity’s children through clothes worn (to advertise).

10 Celebrity might fall from favour / lose fame / lose place in team / produce unsuccessful music
album(s).

11 Product is linked / associated with failure.

12 Sales go down (effect on sales predictable = 0).

13 Celebrity involved in social / moral disaster / rudeness to bystander / broken relationship/scandal.

14 Celebrity’s sponsorship might work against / might not work for product.

15 Celebrity often demands high fees (for being linked to product).

16 Celebrities are (often) volatile / unpredictable / unreliable.

17 Celebrities are (often) difficult to work with / incapable of amicable business relationships.

18 Celebrities are (often / sometimes) more interested in their own image (than in promoting the
product) (is there not …for sale? = 0).

(Accept singular or plural at any point for celebrity / celebrities).

[25 marks (15 + 10)]

SUMMARY QUESTION: STYLE ASSESSMENT

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE OF
ENGLISH. The table which follows on the next page provides descriptors of the mark levels assigned
to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the category
of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH. Before deciding the mark for
this level, take the accuracy of the writing into account, in particular the absence or frequency of
serious and minor errors. Underline only serious errors.

Add the marks for OWN WORDS and USE OF ENGLISH together and divide by two. Raise any
half marks to the nearest whole number. Add this mark to the Content mark and show as a
total in the right-hand margin.

THE NOTES BELOW SET OUT TYPES OF SERIOUS AND MINOR ERRORS

SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Ingrained weakness of punctuation, i.e. the habitual comma replacing the necessary full stop.
Breakdown of sense.

MINOR ERRORS

Misspellings of a minor nature. Count as a serious error when the form of the word is severely
mangled.
Obvious slips of repetition or omission.
Minor errors of punctuation, i.e. the failure to complete pairs of commas in parenthetical phrases /
clauses, omissions of stops after introductory words like 'however'.

Indicate how you arrived at your mark for OW and UE, either by a short comment at the end of
the script or by use of left hand margin.

SUMMARY STYLE DESCRIPTORS

Mark OWN WORDS Mark USE OF ENGLISH
10–9 • Candidates make a sustained 10–9 • Apart from very occasional slips, the
attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips
• Allow phrases from the text which are or minor errors. Sentence structure is
difficult to substitute. varied and there is a marked ability
to use original complex syntax
outside text structures.
• Punctuation is accurate and helpful
to the reader.
• Spelling is secure across the full
range of vocabulary used.
8–7 • There is a noticeable attempt to re- 8–7 • The language is almost always
phrase the text. accurate. Serious errors will be so
• The summary is free from stretches isolated as to be almost unnoticeable.
of concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and generally
helpful.
• Spelling is nearly always secure.
6–5 • There are recognisable but limited 6–5 • The language is largely accurate.
attempts to re-phrase the text detail. • Simple structures tend to dominate
Attempt may be limited by and serious errors are not frequent,
irrelevance or by oblique or mangled although they are noticeable.
relevance. • Where sentences show some variety
• Groups of text expression are and complexity, they will generally be
interlaced with own words. lifted from the text.
• The expression may not always be • Serious errors may occur when more
secure, but the attempt to substitute sophisticated structures are
the text will gain credit. attempted.
• Punctuation is generally accurate.
• Spelling is mostly accurate.
4–3 • Wholesale copying of large areas of 4–3 • Meaning is not in doubt but serious
the text, but not a complete transcript. errors are becoming more frequent.
• Attempts to substitute own language • Some simple structures will be
will be limited to single word accurate, although this accuracy is not
expression. sustained for long.
• Irrelevant sections of the text will be • Simple punctuation will usually be
more frequent at this level and below. correct, with occasional errors of
sentence separation.
• Spelling is largely accurate.
2–0 • Pretty well a complete transcript of 2–0 • Heavy frequency of serious errors,
the text expression. impeding the reading in many places.
• Originality is barely noticeable. • Fractured syntax is much more
• There will also be random pronounced at this level.
transcription of irrelevant sections of • Errors of sentence separation are
the text. liable to be frequent.

G.A.R / H.T.

Note 2: Relevance and irrelevance.

(i) wholesale or sustained irrelevance: ignore OW assessment and mark out of 4 max for
Style. Use incidence of errors to assess mark out of 4. Such scripts are rare.

(ii) recognisable OW limited by some irrelevance: 5/6 for OW. Mark UE as normal.

(iii) oblique or generalised relevance: 5/6 box for OW. Mark UE as normal.

(iv) mangled or nonsensical relevance: 3/4 or 1/2 box for OW. Mark UE as normal.

The Olympic Games

1 There can be few people who have not heard of the Olympic Games. Originating almost
three thousand years ago in Ancient Greece, the Games are a test of physical excellence,
and, amazingly, they are as famous today as they were all that time ago. They took place on
Olympia, the holy mountain on which was situated a temple built in honour of the Greek gods.
Sports such as running and wrestling played a key part in the education of Greek boys in a 5
society which believed that developing the body was as important as exercising the mind. In
addition, the Greeks honoured their gods through athletic competition. For the inhabitants of
the Greek islands, Olympia, situated as it was near the coast, became the venue for the most
important of these athletic competitions.

2 The original Olympic Games took place every four years; men and boys participated, and 10
running was the only event. A promise not to engage in fighting, called a ‘truce’, was made
among the Greeks for one month before the Games to allow competitors to reach Olympia
safely. The tension mounted as the venue filled up with participants all eager to win. The
judges had the authority to fine cities or ban their athletes from the competition if the truce
was broken. There were no cash prizes, but a winner was treated as a celebrity when he went 15
home, having so greatly enhanced the reputation of his city.

3 Before the Games began, oaths were sworn by competitors that they would not cheat and that
they had been in training at home for ten months. Some young men arrived and, intimidated
by their opponents, left even before the Games started; fines were introduced to prevent this
from happening. Fines were also imposed for not attending the further obligatory training 20
period at Olympia. Most spectators slept under the stars, although the wealthy among them
erected elaborate tents and pavilions. Merchants, craftsmen and food vendors arrived to sell
their wares. The busy schedule included poetry recitals, parades and victory celebrations.

4 For various reasons, the Olympic Games eventually died out, and the ancient site fell into
an inevitable state of disrepair. However, there was a flurry of excitement when its ruins 25
were uncovered by archaeologists in the nineteenth century. Many wondered whether this
would be a good time to revive the ancient Games, but no action would have been taken
without the enthusiasm of Frenchman Pierre de Coubertin. He believed that giving young
people the opportunity to compete against one another in sport would instil in them a spirit of
solidarity which would ultimately contribute to the development of a more peaceful world. He 30
campaigned tirelessly for the revival of the Games, and his dream was realised with the 1896
Olympics. These took place, appropriately, in Greece, and have been followed by Games
every four years since, with fierce competition to be the country to host them.

5 Despite their fascinating history, the Olympic Games have their critics today, who claim that
the Games are more of a curse than a blessing for the host country. Huge sums of money 35
are needed to build the new facilities – swimming pools, sports arenas, athletics tracks
– required for the various competitions. There will almost certainly not be enough of these
facilities across the country, although the capital city might be more fortunate. Often there is a
huge discrepancy between the estimated and the actual costs of these new massive building
projects. Many people argue that the government money involved would have been better 40
spent on other things, such as education and housing. Such expenditure, they say, could
have been spread more evenly over the country; one criticism of hosting the Olympic Games
is that, although benefits are derived, this happens only in the cities where the sporting events
take place, notably the capital. In some countries, not only government money but also money
from national charities has been spent on the Olympic Games; critics argue that it is wrong to 45
divert money from needy charities to something which may be considered a luxury.

6 Apart from the provision of facilities, there are other less obvious expenses involved in hosting
the Games. Regrettably, tensions exist in the world today, and there are huge financial
implications in keeping competitors and spectators safe. Airport security is only the tip of the
iceberg; inner-city safety – as well as security on all transport – becomes a major problem. 50
Preparing to host the Olympic Games can place severe pressure on government officials to
meet targets, particularly when their costs spiral upwards. Modern technology means that the
Games can be televised and watched by millions of people all over the world. However, being
in the world spotlight can become a source of expensive anxiety as well as national pride,
because competition sometimes arises between host countries to stage increasingly lavish 55
opening and closing ceremonies.

7 But enthusiasts of the Olympic Games would argue that the benefits of hosting the Games far
outweigh any perceived disadvantages. The huge influx of people to the host country during
the Games means that existing transport systems within the country – for example, railways –
may be improved. In the cities where the main sporting events are to take place, new transport 60
facilities may be created, such as monorail or underground systems. It is clearly important that
the disruption caused by the Games to the lives of local residents is kept to a minimum, and
one way to do that is through new public transport. Attention must also be given to airports –
is the country able to cope with the arrival from all over the world of competitors, spectators
and journalists? New or enlarged airports may be the result; indeed, one of the first Olympic 65
targets set by China when it was appointed as host country for 2008 was the building of a
brand new, modern airport in Beijing. For any host country, the benefits of better airports will
be felt by its tourist industry long after the Games are over.

8 Accommodation is required for visitors to the Games; consequently, hotels are built, which
creates employment for architects and builders, as well as for the local people who will 70
secure permanent jobs. Furthermore, the building of these hotels will be of great benefit
to the tourist industry in the years ahead. Similar employment advantages will be created
by the construction of accommodation for competitors, and these Olympic villages, as they
are called, can be converted after the Games into new homes for local residents. Thus the
Olympic Games bring with them opportunities for urban regeneration. 75

9 The new sports facilities built for the Olympic Games act as more than monuments to the
Games – the new sports arenas, swimming pools and athletics tracks provide a means of
keeping fit for thousands of local people when the Games have come to an end. Media attention
on the Games makes ordinary people more aware of the importance of physical exercise. This
is of particular significance in industrialised countries where being overweight has become a 80
major issue and, in some cases, a national obsession. The Olympic competitors, especially
the winners, provide role models for teenagers; young people can be inspired by their heroes’
determination and so reach their own potential, not only in sport.

10 For most people, the Olympic Games are a pageant of athletic skill and competitive spirit,
bringing together people of diverse cultures and fostering a spirit of global cooperation. In 85
the 2008 Olympics in Beijing, around 200 countries competed in around 300 events. Over
16,000 journalists were there, and almost 4 billion people were television spectators. In the
face of such astounding statistics, can we deny the importance of the Olympic Games and
their capacity to influence the entire planet?

Read the passage in the insert and then answer all the questions which follow below.

You are recommended to answer the questions in the order set.

Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.

From paragraph 1:

1 (a) What is it about the Olympic Games that the writer finds amazing? [1]

(b) Why did sports play ‘a key part in the education of Greek boys’? [1]

(c) The Greeks ‘honoured their gods through athletic competition’. What was the other connection
between the Greek gods and the Olympic Games? [1]

(d) Why do you think it was convenient that Olympia was situated ‘near the coast’? [1]

From paragraph 2:

2 (a) The Greeks made a truce ‘to allow competitors to reach Olympia safely’. How can we tell that
the Greeks thought that the truce was important? [1]

(b) Explain in your own words why an Olympic winner was ‘treated as a celebrity’ when he went
home. [2]

From paragraph 3:

3 Explain fully how the organisers ensured that competitors were fit enough to take part in the
Games. [2]

From paragraph 4:

4 (a) The ancient Olympic Games ‘eventually died out’. For what two reasons did interest in reviving
the Games grow? Number your answers (i) and (ii). [2]

(b) Pierre de Coubertin believed that the ‘spirit of solidarity’ fostered in young people by the
Olympic Games would contribute to a ‘peaceful world’. Without copying from the passage,
explain what this means. [2]

From paragraph 5:

5 Why do the sporting events of the Olympic Games take place mainly in capital cities? [1]

From paragraph 6:

6 Airport security is described as ‘the tip of the iceberg’. What does this tell us about security
arrangements at the Olympic Games? [1]

From paragraph 7:

7 Pick out and write down two consecutive words which tell us that the Olympic Games attract a
lot of visitors. [1]

From paragraph 9:

8 What is it about Olympic competitors which inspires young people, and what is the result?
Answer in your own words. [2]

From paragraph 10:

9 What is the writer’s purpose in giving us ‘such astounding statistics’? [1]

From the whole passage:

10 Choose five of the following words. For each of them give one word or short phrase (of not more
than seven words) which has the same meaning that the word has in the passage.

1. key (line 5) 5. regrettably (line 48)

2. mounted (line 13) 6. stage (line 55)
3. elaborate (line 22) 7. regeneration (line 75)
4. schedule (line 23) 8. obsession (line 81) [5]

11 According to the passage, a country which hosts the Olympic Games encounters both
disadvantages and advantages.

Using your own words as far as possible, write a summary of the disadvantages and advantages
of hosting the Olympic Games.

USE ONLY THE MATERIAL FROM LINE 35 TO LINE 83

Your summary, which must be in continuous writing (not note form), must not be longer than 160
words, including the 10 words given below.

A serious disadvantage of being the host country is that … [25]

Page 2 Mark Scheme: Teachers’ version Syllabus Paper
GCE O LEVEL – October/November 2009 1123 02

Question 1: from paragraph 1

(a) 'the writer finds amazing’

they are as famous now as they were three thousand years ago / a long time ago / in Ancient
Greece / times OR they have been famous for a long time / for (almost) three thousand years [1]

Lift of line 3 (they are as famous today as they were all that time ago) = 0. Candidates must
distil the answer
They have existed for three thousand years = 0(N)
They are famous (alone) = 0(N)
They are as famous as they were in the past / then / when they started = 0(N)
Any reference to test of physical excellence = 0(N)

(b) ‘key part in education’

their society / parents / families / the Greeks / they (sic) believed that (developing) the body /
physical activity was as important as (developing) the mind / brain / mental capacity [1]

Lift of lines 5-6 (Sports such as…the mind) = 1. Excess denies

Any reference to honouring gods = 0(W)
Any suggestion that sport develops the mind = 0(W)

(c) ‘connection between gods and Games’

the Games / they (sic) took place near a temple (built in honour of the gods)
OR the Games / they (sic) took place on a holy mountain (called Olympia) [1]

Lift of lines 3-4 (They took place…Greek gods) = 1. Excess denies

Reference to ‘near the coast’ = 0(N)

(d) ‘situated near the coast’

it was easy to get to / accessible / people / competitors / spectators could get there by boat /
by sea / from islands [1]

The Greeks lived on islands (alone) / they wouldn’t have to travel inland / it was convenient
for travel = 0(N)
Olympia became the venue for the Games = 0(N)

[4 marks (4 × 1)]

Question 2: from paragraph 2

(a) ‘truce was important’

the judges could fine cities / ban athletes who broke the truce / it
Accept passive form, e.g. cities could be fined / athletes could be banned, but insist on
correct punishment linked to appropriate recipient if agents are given [1]

Lift of lines 13-15 (The judges…if the truce was broken) = 1. Excess denies.
Fines / bans (alone) = 0 Must have reference to athletes / cities and to breaking the truce.

(b) ‘treated as a celebrity’

Note: that this is an own words question. Key words are ENHANCED and
REPUTATION. Be generous with grammatical form. Double underline use of key words or
their derivatives but otherwise ignore.

A. ENHANCED: improved / made better / increased / developed / lifted / ameliorated /

progressed / made attractive / augmented / built up / raised / lifted /
heightened / boosted / more / better / greater [1]

changed / transformed / transfigured / maintained = 0(N)

B. REPUTATION: name / opinion / impression / esteem / estimation / prestige / respectability /

status / image / position / popularity [1]

fame / honour / glory / splendour / beauty / importance / admiration /

pride= 0(N)

Label answers A and B.

[3 marks (1 + 2)]

Question 3: from paragraph 3

‘competitiors were fit’

(i) the competitors / they had to swear / take an oath that they had been training at home /
beforehand for ten months [1]

Lift of lines 17-18 (Before the Games began…for ten months) = 0. Candidates must distil the
answer.

(ii) the competitors / they had to attend training / train at Olympia / the venue // there was
obligatory training for the competitors / them at Olympia / the venue

Lift of lines 20-21 (Fines were also imposed…training periods at Olympia) = 1. Excess
denies. [1]

Any reference to competitors leaving / fines for competitors leaving = minus 1. Ignore
references to cheating / spectators / merchants etc. Do not invoke minus 1 penalty if answer
is scoring no mark anyway.

[2 marks]

Question 4: from paragraph 4

(a) ‘interest in reviving the Games’

(i) ruins of Olympia were / Olympia was / site of the Games was uncovered / discovered (by
archaeologists) [1]

Lift of lines 25-26 (However, there was a flurry of excitement…nineteenth century) = 0.

Candidates must distil the answer.
But lift with insertion of ruins / the site of the Games = 1. Lift of lines 24-26 (‘the ancient
site…century’) = 1

(ii) Pierre de Courbertin / a Frenchman worked / campaigned / fought to revive / bring back
the Games [1]

Lift of lines 26-28 (Many wondered…Pierre de Coubertin) = 0. Candidates must distil the
answer.
Lift of lines 28-30 (He believed that…more peaceful world) = 0. Action rather than belief is
required.

(b) ‘spirit of solidarity’

This is not a conventional own words question, with two words to be re-cast exactly, but the
words SOLIDARITY and PEACEFUL are the key to marking answers. Accept answers such
as:

SOLIDARITY: If people feel at one with each other / unity / do same things / like brothers and
sisters / as if they have same desire / friendship / brotherhood / sharing / fellowship [1]

compete / come together / play sport together = 0

PEACEFUL: then they will be less likely to fight with one another / start wars / more likely to
live in harmony / without violence /disagreement / tension [1]

the world will be a better / happier place = 0

Double underline ‘peaceful’ and ‘solidarity’, or their derivatives, if they appear in the answer,
but otherwise ignore.

(c) ‘Games took place in Greece’

the first Games took place in Greece / there / the Games / they were returning to their roots
origins / where they started / the Greeks invented the Games [1]

[5 marks (2 + 2 + 1)]

Question 5: from paragraph 5

‘events take place in capital cities’
the capitals / capital cities / they may / will have (more / better / appropriate) facilities / swimming
pools / sports arenas / athletic tracks OR there is / will be less / no need to build (new) facilities /
swimming pools / sports arenas / athletic tracks ( there / in capital cities) [1]
Any answer which merely defines ‘capital’, e.g. the capital city is the main city = 0(N)

Lift of lines 37-38 (There will almost certainly…might be more fortunate) = 0. Candidates must
distil the answer.
[1 mark]
Question 6: from paragraph 6
‘tip of the iceberg’
Acceptable answers must show appreciation of the figurative language of the expression and the
relative proportions of airport and other security, e.g there is more for the security forces to work
on / worry about / do / concentrate on (than airport security) / airport security / it is only a section
/ part / fraction of (necessary) security. [1]

[1 mark]

Question 7: from paragraph 7

‘two consecutive words’
huge influx [1]
Give 0 if only one word or more than two words are offered. Accept the use of the correct words
in a sentence or expression, provided that they are underlined or otherwise highlighted.

[1 mark]
Question 8: from paragraph 9
‘competitors inspire young people’

Note: that this is an own words question. Key words are DETERMINATION and POTENTIAL. Be
generous with grammatical form. Double underline use of key words or their derivatives but
otherwise ignore. Ignore attempts to gloss ‘role models’, as this is implied in the question
wording.
A: DETERMINATION: persistence / single-mindedness / perseverance / decisiveness / resolve /
purposefulness / resolution / steadfastness / strong-mindedness / tenacity /
focus / doggedness / will / willpower/ dedication / drive / focus [1]

obstinacy / desperation / tirelessness / obsession / enthusiasm / addiction /

hard work / zeal = 0(N)
B: POTENTIAL: full development / all / everything they can be / possibility / the best of
their ability / their true / real / ability / do their best [1]

power / might / ability (alone) / goals / aims / success / being the best = 0(N)
Label answers A and B

[2 marks]

Question 9: from paragraph 10

‘astounding statistics’

An acceptable answer must make a general point out of particular information. Accept any
sensible reference to the scale of the Games, e.g. to show / stress / point out what a huge /
massive / event the Games are / to show / stress / point out how important / influential the Games
are / to show / stress point out that the Games have the capacity / ability to influence the planet /
world. [1]

Lift of lines 87-89 (In the face of the entire planet?) = 0. Candidates must distil the answer.

Any answer which merely reshapes one or all of the statistics = 0(N), e.g. to show there were
a lot of journalists / that a lot of people watched the Games.

[1 mark]

Question 10 [5 marks total]

1 Mark only the first FIVE words attempted.

2 If more than FIVE are offered, cross out the excess and write RUBRIC.
3 For each word attempted, mark the first answer only when more than one answer is
offered. A comma or the word 'or' indicates a second attempt.
4 For two answers joined by 'and', allow one correct answer if the other answer is not wholly
wrong but neutral, e.g. 'central and favourable’ for 'key'.
5 For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct
element within this limit.
6 Ignore mis-spelling if the word is phonetically recognisable.
7 Ignore errors of tense and grammatical form but only if the meaning is correct.
8 If answers are numbered and the question-word has been given as well, credit a correct
answer even if the numbering does not agree.
(See words and equivalents)

1 mark [Regard as 0[N] unless indicated

as 0[W]
1. key central / vital / main / crucial / basic favourable / good / extreme
(line 5) important / leading / principal / chief big
essential / influential / critical / necessary
significant / major / pivotal / primary / very
big
decisive / fundamental
2. mounted increased / rose / grew / went up / built up climbed advanced / progressed /
(line 13) / developed / heightened / spiraled / ascended / gathered / arose
swelled / intensified / accumulated /
multiplied / piled up
3. elaborate fancy / decorated / ornamental / graceful / stylish / big / give
(line 22) embellished / beautified / adorned / details enlarged / delicate /
lavish / rich / extravagant / ornate / intricate / expensive /
ostentatious / showy / luxurious / complicated / beautiful
detailed / decorative
4. schedule timetable / programme / plan / scheme / proposal / suggestion / list / time /
(line 23) running order / order of events / things to do / session / task / job
agenda / list of events / calendar arrangements / timings / events /
routine / procedure / business
5. regrettably unfortunately / sadly / lamentably / it is sorrowfully / worryingly / anxiously
(line 48) a pity / shame / unhappily / / regretfully / remorsefully /
disappointingly / alas unluckily / ruefully / painfully /
unacceptably / pitifully / shamefully
6. stage provide / put on / mount / provide / show / reveal / invent / portray / host
(line 55) produce / lay on / hold /perform / display / level / arrange /
present / set up / deliver / showcase accommodate / organize / handle
7. regeneration renewal / re-growth / rebirth / restoration / change / amendment /
(line 75) renaissance / renovation / reproduction / modernisation /
development / rejuvenation / revival / restart / revamp / makeover /
reinvigoration / rebuild / remake / rehabilitation / improvement /
reconstruction upgrade / growth
8. obsession thinking / worrying / talking a lot / all the phobia / desperation / addiction /
(line 81) time / constantly / thinking / worrying / craze / desire / passion / stress /
talking of little / nothing else / concentration
preoccupation / hang up / fixation / really
into / thinking so much / consumed (by)
[5 marks (5 × 1)]

Question 11 [Total 20 marks]

Mark to a maximum of 15 out of 20 for points. Award a maximum of 10 marks for style (See
pages 10–11 for the Style marking method.)

Notes:

1 Points to be rewarded and their marks are indicated on the next page.

2 Introductory Words

No penalty for omission; no penalty for any errors made in them or for incompleteness, but
take into account any punctuation or grammatical error immediately following them when
assessing Style.

3 Length

Draw a double line where the introductory words end, or should end.

Count to 150 the number of words used by the candidate after the double line and write down
this number at the bottom left of the candidate's answer.

DO NOT use the candidate's word-total without checking it.

STOP at 150 and cross out excess words.

(N.B. This maximum takes into account the ten introductory words to tally with Rubric of
question, i.e. 160 words.)

4 Marking Technique

(i) Indicate by numbered tick the point rewarded, e.g. 3

(ii) Assign the mark-scheme number to points rewarded on all scripts.

(iii) Assess qualities of Style separately. Add the Style Mark to the Content Mark and show
as a ringed total in the right-hand margin.

5 For answers shorter than the 150 words, assess Style in the normal way, but apply the
following maxima:

0-25 (0); 26-50 (2); 51-75 (4); 76-100 (6); 101-125 (8). So in 121 words with OW10 and
UE10, Style mark = 8.

If the candidate uses note-form throughout the answer, give 0 for the Style mark but allow
the points where they are clearly made.

6 Sequence errors

In general, only withhold the mark for a point if it is wildly out of sequence or totally
unsupported. Do not penalize the point that then follows. Avoid the double penalty.

Each point scores 1 mark

A serious disadvantage of being the host country is that…

1 It is expensive to build new facilities / swimming pools / sports arenas / running tracks 35-36

2 There will not be enough facilities (across the country) / facilities will be unevenly spread 37-38

3 There is discrepancy between the estimated and the actual cost (of building new facilities) 38-39

4 Other projects / education / housing suffer / money could be spent on better / other things /
education / housing 40-41

5 Only a few / capital cities benefit / benefits are not evenly spread over the country 42-44

6 Money is taken from charities (to pay for the Games) 44-46

7 Security / keeping people safe is expensive / costs money / financial implications in

keeping people safe 48-49

8 Governments (officials) are under pressure to meet targets / it is difficult for governments
to meet targets 51-52

9 Competition between host countries over / pressure to have (opening/closing) ceremonies 55-56

10 (Existing) transport / railways may be / is improved 59-60

11 New transport facilities / monorail / undergrounds might be / are built 60-61

12 New / enlarged / better / modern airports may be / are built / airports may be / are enlarged /
improved 65

13 New / enlarged / better / modern airports lead to more (money from) tourism 67-68

14 Building hotels will create employment (for architects / builders / local people) 69-71

15 Hotels improve tourism after the Games / in the years ahead 71-72

16 (Building) accommodation for competitors / Olympic villages will create employment 72-73

16A Building creates employment (if neither P14 nor P16 is made)

17 Olympic villages can be converted into houses (for local people) 73-74

18 New / Olympic facilities provide means of keeping fit (for local people) 77-78

19 Importance of physical exercise is highlighted

20 Competitors create role models for (young) people / help (young) people reach their potential 81-83

[25 marks (15 + 10)]

SUMMARY QUESTION: STYLE ASSESSMENT

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE OF
ENGLISH. The table which follows on the next page provides descriptors of the mark levels
assigned to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH. Before
deciding the mark for this level, take the accuracy of the writing into account, in particular the
absence or frequency of serious errors. Underline only serious errors.

Add the marks for OWN WORDS and USE OF ENGLISH together and divide by two.
Raise any half marks to the nearest whole number. Add this mark to the Content mark
and show as a total in the right-hand margin.

SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Ingrained weakness of punctuation, i.e. the habitual comma replacing the necessary full stop.
Breakdown of sense.

MINOR ERRORS

Mis-spellings of a minor nature count as a serious error when the form of the word is
severely mangled.

Obvious slips of repetition or omission.

Minor errors of punctuation, i.e. the failure to complete pairs of commas in parenthetical
phrases/clauses, omissions of stops after introductory words like 'however'.

Indicate how you arrived at your mark for OW and UE, either by a short comment at the end
of the script or by use of left margin.

SUMMARY STYLE DESCRIPTORS

Mark OWN WORDS Mark USE OF ENGLISH
10–9 • Candidates make a sustained attempt 10–9 • Apart from very occasional slips, the
to re-phrase the text language. language is accurate.
• Allow phrases from the text which are • Any occasional errors are either slips
difficult to substitute. or minor errors. Sentence structure is
varied and there is a marked ability to
use original complex syntax outside
text structures.
• Punctuation is accurate and helpful
to the reader.
• Spelling is secure across the full
range of vocabulary used.
8–7 • There is a noticeable attempt to re- 8–7 • The language is almost always
phrase the text. accurate. Serious errors will be so
• The summary is free from stretches of isolated as to be almost unnoticeable.
concentrated lifting. • Sentences show variation, including
original complex syntax.
• Punctuation is accurate and generally
helpful.
• Spelling is nearly always secure.
6–5 • There are recognisable but limited 6–5 • The language is largely accurate.
attempts to re-phrase the text detail. • Simple structures tend to dominate
Attempt may be limited by patches of and serious errors are not frequent,
irrelevance or by oblique or although they are noticeable.
generalised relevance. • Where sentences show some variety
• Groups of text expression are interlaced and complexity, they will generally be
with own words. lifted from the text.
• The expression may not always be • Serious errors may occur when more
secure, but the attempt to substitute the sophisticated structures are attempted.
text will gain credit. • Punctuation is generally accurate.
Spelling is mostly secure.
4–3 • Wholesale copying of large areas of the 4–3 • Meaning is not in doubt but serious
text, but not a complete transcript. errors are becoming more frequent.
• Attempts to substitute own language will • Some simple structures will be
be limited to single word expression. accurate, although this accuracy is not
• Mangled or nonsensical relevance, sustained for long.
often a patchwork of the text. • Simple punctuation will usually be
correct, with occasional errors of
sentence separation. Spelling is
largely accurate.
2–0 • Pretty well a complete transcript of the 2–0 • Heavy frequency of serious errors,
text expression. impeding the reading in many places.
• Originality is barely noticeable. • Fractured syntax is much more
• There will also be random transcription of pronounced at this level.
irrelevant sections of the text. • Errors of sentence separation are
liable to be frequent.

Note 1: Scripts placed in last two boxes for OW cannot receive a UE mark from the top two
boxes, as originality does not apply. But accurate copying must score middle box for UE as
this is the ‘best fit’ box.

Note 2: Relevance and irrelevance:

(i) wholesale or sustained irrelevance: ignore OW assessment and mark out of 4 max
for Style. Use incidence of errors to assess mark out of 4. Such scripts are rare.

(ii) recognisable OW limited by some irrelevance: 5/6 for OW. Mark UE as normal.

(iii) Oblique or generalised relevance: 5/6 box for OW. Mark UE as normal.

(iv) Mangled or nonsensical relevance: 3/4 or 1/2 box for OW. Mark UE as normal.

Passage 1 – Social Networking Sites

1 Social networking sites are a recent and, sometimes, controversial innovation. They enable
people, by means of the internet, to get in touch with friends easily, without having to worry
about interrupting them in the way that telephone calls might. People can keep in regular, even
daily, contact with details of their friends’ lives, such as the clothes they wear and the music
they listen to, even sharing photos by way of illustration. The fact that messages can be posted 5
on the site at any time of the day or night makes for almost instantaneous updates; every
detail of a day’s events – meals eaten, lessons attended – is there to be shared almost as it
happens. Using such social networking sites is obviously much cheaper than long distance
travel, and maintaining relationships with friends or family in faraway places becomes much
easier, making the world seem a small place when, say, a friend goes to a foreign university 10
to study or a daughter emigrates to take up a better job.

2 The internet can be accessed outside the home on smartphones, and on laptop or tablet
computers, making social networking sites a useful way to utilise down time, which is time
which might otherwise be wasted in, for example, the dentist’s waiting room or on the bus.
Because very many people can contact each other on the same site, social networking sites 15
provide the opportunity to be introduced to new friends through existing contacts. In this way,
these sites offer what is to some the attractive possibility of greatly increasing their circle of
friends; why have one or two close friends when you can have hundreds?

3 Social networking sites have a role to play in the world of work too. In certain businesses
and professions, employees rely on them to keep themselves up to date with the latest 20
developments in their field. People with no jobs, or wanting new or better ones, do not have
to wait for advertisements to appear in newspapers; they can be pro-active and advertise
themselves on such sites. A converse situation exists for employers, who are able to recruit
the best potential employees by examining information about their background, experience
and qualifications posted, and so make an informed choice which does not rely on interview 25
skills alone.

4 However, more importantly, social networking sites have many critics who say that
relationships formed through them, unlike face-to-face friendships, are too impersonal to be
described as real friendships. They argue that it is all very well to have a hundred cyber
friends, but such a number of contacts devalues true friendship, which implies a certain 30
exclusivity. Certainly, to describe a hundred people as your ‘best’ friends is absolute nonsense.
Real meetings with friends for coffee or lunch might be trivialised; if your friend has read on
screen every detail of your life that week, and she yours, what are you going to talk about?
Information overload is another drawback of these sites, where readers are bombarded with
intimate facts which might be best left unsaid because they are inappropriate. In fact, most 35
information posted is utterly boring.

5 The constant desire to know what their contacts are doing leads networking site users to
become almost addicted to checking for updates. And what could be more insulting than
to be out with a friend who makes it clear that the friend he is contacting online is far more
interesting than you are? People often cannot relax in the company of others because there 40
is a persistent niggle about what their social networking contacts might be doing; there is a
blurring in the distinction between the real and the virtual worlds. Instead of enjoying a social
occasion, people might be thinking about whether or not it would be worth posting later on a
social networking site.

6 In the business and professional sphere, there is often pressure for instant responses from 45
social networking sites, so that taking even a short holiday becomes unthinkable. The fact that
trivial information about people is posted on such sites might have repercussions in the world
of work; seeing you having fun at a party might be amusing to your contacts, but your boss
might not find it as charming as you do. Stricter regulation of social networking sites is long
overdue. 50
© UCLES 2015 1123/22/INSERT/M/J/15
3

Passage 2 – Monica

1 I could not decide whether or not Monica’s odd behaviour was caused by old age. Obvious as
that might have been, I could not avoid a suspicion: might it be caused by no more than her
plan to get her own way – an old lady’s prerogative? Without doubt she was highly intelligent
and well-informed, but it was often hard to cope with the strands of her conversation because
of the way in which memory and forgetfulness crossed and re-crossed each other. Who was 5
the real Monica? I could not tell.

2 No doubt she had always been eccentric. For example, she would cross roads without so
much as glancing to left or right. Drivers would slam on their brakes, tyres would scream,
lorries would come to a shuddering halt, while this elderly lady meandered across the busiest
roads in town. Although her idiosyncrasies must always have been there, perhaps they had 10
become more accentuated as she became older. I remember well the occasion when my
friend Cynthia and I took her to a concert. Cynthia and I had a night off work and thought how
nice it would be to take Monica. Never again!

3 To begin with, she insisted on taking her knitting. Neither Cynthia nor I remonstrated with
her as we should have done, but that was only with the wisdom of hindsight. Knitting during 15
a concert is not common; in fact I had never seen anyone do it. We entered the village hall,
which was almost full, and Monica wanted to sit in the front row. Like a duchess she sailed
down the central aisle, and sat down directly opposite the chair placed in readiness for the
pianist, while we sat on either side of her. Everyone knew Monica, and from the outset I felt
conspicuous and mortified. 20

4 Monica grumbled as she tried to adjust her bony bottom to the wooden chair. Attendants
ran hither and thither poking into cupboards, but with no luck: the paraphernalia of the hall
included everything but cushions. Soon the musicians arrived and the concert was about to
begin. ‘I think the pianist made her dress out of old curtains,’ said Monica. The pianist glared
at her, offended and embarrassed. Monica fidgeted beside me, trying to get comfortable. Her 25
stage whisper, which at best could penetrate a railway station at rush hour, had reached
every corner of the hall. I was squirming, trying in vain to keep calm. The concert started and
Monica, comfortable at last, took out her knitting.

5 Now, knitting is not generally considered to be a noisy occupation. I had often seen Monica
knitting elsewhere but, when she dropped her knitting needles, as she often did, it had never 30
caused a problem. But on this occasion the atmosphere in the room was different. Each
time the knitting needles fell they clattered on to the wooden floor: it was absolute mayhem.
Cynthia or I had to retrieve them, depending on which side they dropped. The ball of wool fell
and rolled under several chairs. Someone about four chairs back kicked it back towards her,
but the trailing end of the wool caught round a chair leg and pulled tight, thus yanking the 35
needles out of Monica’s hands. ‘Be careful,’ she hissed, just as the pianist, her eyes closed
in rapture, was approaching a particularly difficult section of music. She opened her eyes
sharply, simultaneously hitting a wrong note.

6 The ball of wool rolled backwards again and this time got tangled round the feet of someone
sitting behind who, attempting to return it to Monica, inadvertently caused another knitting 40
needle to drop to the floor. An attendant came forward and asked Monica to be quiet. ‘What
did you say?’ she asked loudly, as though she were deaf – which she wasn’t. I was grinding
my teeth in fury and plotting murder in my heart. But worse was to come. As soon as the first
piece of music finished, Monica decided to leave. With knitting needles dropping all around her,
and in full view of the audience, she swept up the central aisle towards the door. Tumultuous 45
applause broke out from the audience, stamping, cheering, whistling – no musicians could
have asked for a greater ovation. But we knew that the applause was not for the musicians or
their music. They bowed stiffly, their faces set in grim smiles. At that point, I made up my mind
that her apparent senility was no more than a ruse designed for her own delight.
© UCLES 2015 1123/22/INSERT/M/J/15
2

Section 1: Reading for Ideas

Read Passage 1 in the insert and answer all the questions below.

1 (a) Notes [15 Marks]

Identify and write down the advantages and disadvantages of social networking sites, as
outlined in the passage.
USE THE MATERIAL FROM THE WHOLE PASSAGE.
At this stage, you need NOT use your own words. To help you get started, the first point in
each section of notes is done for you. You will be awarded up to 15 marks for content points.

MAIN POINTS
Advantages of social networking sites
• People can get in touch with friends easily

Disadvantages of social networking sites

• Relationships formed are too impersonal to be described as real friendships

1 (b) Summary [5 Marks]

Now use your notes to write a summary of the advantages and disadvantages of social
networking sites, as outlined in the passage.

This time, you will be awarded up to 5 marks for using your own words wherever possible
and for accurate use of language.

Your summary, which must be in continuous writing (not note form), must be no longer than
160 words, including the 10 words given below. Begin your summary as follows:

Many people are in favour of social networking sites because .................................................

...................................................................................................................................................

No. of words

2 Paragraph 2 gives two examples of ‘down time’. From your own knowledge or experience give
two examples of ‘down time’ as defined in lines 13–14. Do not use the examples given in the
passage.

One example is ................................................................................................................................

..........................................................................................................................................................

Another example is ..........................................................................................................................

......................................................................................................................................................[2]

3 From paragraph 4, select and write down two of the writer’s opinions. You may use the words of
the text or your own words.

One opinion is ..................................................................................................................................

..........................................................................................................................................................

Another opinion is ............................................................................................................................

......................................................................................................................................................[2]

4 From your reading of the whole passage, decide which one of the following statements is true and
tick the box you have chosen.

The writer thinks that the advantages of social networking sites outweigh the
disadvantages.

The writer thinks that the disadvantages of social networking sites outweigh
the advantages.

The writer is unsure whether or not the advantages of social networking sites
outweigh the disadvantages.
[1]

Total for Section 1 [25]

Section 2: Reading for Meaning

Read Passage 2 in the insert and answer all the questions below.

From paragraph 1

5 (a) What was the ‘obvious’ explanation for Monica’s ‘odd behaviour’?

...............................................................................................................................................[1]

(b) What did the writer suspect was the real reason for Monica’s ‘odd behaviour’?

...............................................................................................................................................[1]

...................................................................................................................................................

...............................................................................................................................................[2]

From paragraph 2

6 (a) In what two ways was Monica’s way of crossing the road ‘eccentric’?

(i) .............................................................................................................................................

(ii) .........................................................................................................................................[2]

(b) Pick out and write down the single word used later in the paragraph which continues the idea
of ‘eccentric’.

...............................................................................................................................................[1]

From paragraph 3

7 (a) Explain fully what Cynthia and the writer learned ‘with the wisdom of hindsight’.

...................................................................................................................................................

...............................................................................................................................................[1]

(b) Explain in your own words how the writer felt sitting in the front row beside Monica.

...................................................................................................................................................

...............................................................................................................................................[2]

From paragraph 4

8 Explain fully why the pianist was ‘offended and embarrassed’ by Monica’s comment.

..........................................................................................................................................................

......................................................................................................................................................[2]

From paragraph 5

9 (a) Which one feature of ‘the atmosphere in the room’ made the occasion different from other
occasions when Monica did her knitting?

...............................................................................................................................................[1]

(b) What effect does the word ‘hissed’ have which would not be achieved by, for example, the
word ‘said’?

...................................................................................................................................................

...............................................................................................................................................[1]

(c) Why do you think the pianist hit ‘a wrong note’?

...................................................................................................................................................

...............................................................................................................................................[1]

From paragraph 6

10 (a) Why do you think the writer tells us that Monica wasn’t deaf?

...................................................................................................................................................

...............................................................................................................................................[1]

(b) Why did the audience applaud so loudly?

...................................................................................................................................................

...............................................................................................................................................[1]

...................................................................................................................................................

...............................................................................................................................................[2]

From the whole passage

11 Choose five of the following words. For each of them give one word or short phrase (of not more
than seven words) which has the same meaning that the word has in the passage.

1. prerogative (line 3) 5. glared (line 24)

2. accentuated (line 11) 6. mayhem (line 32)
3. sailed (line 17) 7. inadvertently (line 40)
4. paraphernalia (line 22) 8. tumultuous (line 45)

Five words chosen

Answer
(from list above)

( ) ..................................... .............................................................................................. [1]

[5]

Total for Section 2 [25]

Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

1 (a) Identify and write down the advantages and disadvantages of social networking sites,
as outlined in the passage.

Mark Expected Answer Allow Don’t Allow

1 mark Advantages
for each 1 People can get in touch with friends easily
correct [given]
point up
to a max. 2 (People can keep in) regular / daily contact
of 15 (with details of their friends’ lives)

3 Messages able to be posted at any time 3. Messages can

leads to (almost) instantaneous updates be posted at any
(about people’s lives) time (alone) /
Instantaneous
updates (alone)

4 Maintaining relationships with friends/ family / 4. They are

people in faraway places becomes easy cheap / cheaper
/easier // cheaper than long (distance) travel (alone)

5 Useful way / used to utilise down time / time 5. Extra time /

which (otherwise) might be wasted leisure time / a
way to pass the
6 (Provides opportunities to) make new friends time

7 (Provides opportunities to) make / have many 7. Possibility of 7. Lift of ‘why

/ hundreds of friends greatly increasing have…can have
their / your circle hundreds?,
of friends

8 Business / professional people / employees 8…up to date in 8. People (alone)

rely on them to keep up to date with (latest) their field for
developments ‘latest
developments’
9 People wanting (new / better) jobs /
unemployed people can advertise
themselves (on social networking sites)

10 Employers can recruit best employees by 10. Employers

examining / using information about them / can recruit best
their background / their experience/ their employees
qualifications (alone)

Disadvantages
11 Relationships formed are too impersonal to
be described as real friendships [given]

12 Having many / a large number of / a hundred 12. Addition of 12. (Such) a

(cyber) friends devalues true friendship they / people number of
argue that

Page 3 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

Mark Expected Answer Allow Don’t Allow

13 Real / physical / face-to-face meetings with 13. ‘If your

friends are trivialised // you have nothing to friend…talk
talk about when you meet friends about?’

14 Information overload (is a drawback) // 14. Most

readers are given too much / inappropriate/ information
boring information // intimate facts posted is boring

15 Checking for updates can become / is 15. What contacts

obsessive / addictive // users / people / friends are doing
become (almost) addicted to checking for as a synonym for
updates updates

16 (It is insulting that) people are more 16. ‘What could

interested in contacts / people they’re not be more
with / are online with than you / people they insulting…you
are with are?’

17 People can’t relax /enjoy themselves (in the 17. Others / other
company of others) because they’re people / friends
wondering what their (social networking site) (alone) for
contacts / online friends are doing ‘contacts’

18 People can’t enjoy a (social) occasion 18. Wondering

because they’re wondering whether it might what should be
/should be posted / thinking about posting (it) posted, e.g. what
I’m wearing
19 In business / professional world / world of
work / for employees, there is pressure for
instant response

20 Trivial / inappropriate information (about you / 20. ‘Seeing you 20. Specific
people) might not impress your / their boss // having examples of
Trivial / inappropriate information (about you / fun…charming as inappropriate /
people) might have repercussions / effects in you do’ trivial information
the world of / at work / behaviour
(alone) for
example, fun at a
party

Page 4 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

Additional information

Points 1 and 11 are already given.

If any content point is made in the wrong box, do not award the mark.
Accept own words or lifting.

Accept sentences or note form.

If script is entirely verbatim lift give 0.

If more than one content point appears under a single bullet point, award each content point
separately if clearly made.

If content point being made depends on information contained in another bullet point, withhold the
mark unless a clear link is made between the two points.

Page 5 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

(b) Use your notes to write a summary of the advantages and disadvantages of social
networking sites, as outlined in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE
OF ENGLISH. The table which follows on later page provides descriptors of the mark
levels assigned to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the
ability to use original complex sentence structures.

Write marks for OWN WORDS and USE OF ENGLISH separately in a text box (found in
the marking palette) beneath the question. Add the marks for OWN WORDS and USE
OF ENGLISH together and divide by two. Raise any half marks to the nearest whole
number e.g. OW 3, UE 2, giving 3 to be entered in scoris marks column.

HOW TO ANNOTATE Q1(b)

Under USE OF ENGLISH, use the body of the script for annotations. For accuracy
assessment, use a cross for errors (over the errors) and for serious omissions. Please
do not use carets for omissions, as scoris records the number of crosses and this helps
to arrive at the correct mark. Indicate only serious errors. If the same error is made
more than once, e.g. omission of definite article, indicate it each time it is made. Below
follows a list of serious errors:

SERIOUS ERRORS

Wrong verb forms.

Page 6 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

Mis-spellings of simple, basic words, e.g. were / where // to / too /two // their/ there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.
Please indicate only serious errors. Putting crosses over minor errors can give a false
impression of the script.

For sentence structure merit, use ticks where appropriate, in the body of the script. Tick only
instances where the sentence structure is both complex and original, i.e. belonging to the two
top boxes in the Use of English column on the MS. Ticks, therefore, tend to be over relative
pronouns, present participles and conjunctions. Do not tick vocabulary: this will be taken into
consideration under assessment of OW.

Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance.

If script is entirely irrelevant, mark for style as normal (i.e. arrive at mark under OW and UE,
then add together and halve) and give 2 max for style. Note that such scripts are extremely
rare.

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of
wrong or invented material.

THE PRACTICE SCRIPTS WILL PROVIDE EXAMPLES OF HOW SCRIPTS SHOULD BE

ANNOTATED.

Short answers

51–65 = 3 marks max for style

36–50 = 2 marks max for style
21–35 = 1 mark max for style
0 – 20 = 0 marks for style. No assessment of OW and UE is necessary.
Such scripts will be rare.

Page 7 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips
• Allow phrases from the text which or minor errors. There is a marked
are difficult to substitute. ability to use original complex
syntax outside text structures.
• Punctuation is accurate and helpful
to the reader.
4 • There is a noticeable attempt to 4 • The language is almost always
re-phrase the text. accurate. Serious errors will be
• The summary is free from isolated.
stretches of concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and
generally helpful.
3 • There are recognisable but 3 • The language is largely accurate.
limited attempts to re-phrase the • Simple structures tend to dominate
text detail. Attempt may be limited and serious errors are not
by irrelevance or by oblique or frequent, although they are
mangled relevance. noticeable.
• Groups of text expression are • Where sentences show some variety
interlaced with own words. and complexity, they will generally
• The expression may not always be lifted from the text.
be secure, but the attempt to • Serious errors may occur when more
substitute the text will gain credit. sophisticated structures are
attempted.
• Punctuation is generally accurate.
2 • Wholesale copying of large 2 • Meaning is not in doubt but serious
areas of the text, but not a errors are becoming more
complete transcript. frequent. [8+ errors as a guide, but
• Attempts to substitute own balance against sentence structure
language will be limited to single is also necessary]
word expression. • Some simple structures will be
• Irrelevant sections of the text will accurate, although this accuracy is
be more frequent at this level and not sustained for long.
below. • Simple punctuation will usually be
correct.
1 • Pretty well a complete transcript 1 • Heavy frequency of serious
of the text expression. errors, sometimes impeding
• There will also be random reading.
transcription of irrelevant sections • Fractured syntax is much more
of the text. pronounced at this level.
0 • Complete transcript 0 • Heavy frequency of serious errors
throughout.
• Fractured syntax

Page 8 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

2 Paragraph 2 gives two examples of ‘down time’. From your own knowledge or experience
give two examples of ‘down time.’ Do not use the examples given in the passage.

Mark Expected Answer Allow Don’t Allow

What you might do in down

Be generous with time e.g. read a book
candidate’s responses,
which might include: e.g. when people are bored
(alone) / weekends (alone)
1 Being on the train / in the / leisure time (alone) / free
mark car // waiting for siblings / time (alone), for example
+1 friends to show up / lunch breaks
mark standing in a queue
e.g. when there’s nothing
on TV / when you’re home
alone

waiting (alone)

Additional information

Needs to be time which otherwise would be wasted (see text).

Page 9 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

3 From paragraph 4, select and write down two of the writer’s opinions. You may use the
words of the text or your own words.

Mark Expected answer Allow Don’t Allow

1 mark (i)(Certainly) to describe a The views of critics of Lift of lines 27–29 ‘More
hundred people as your social networking sites are importantly…friendships’
‘best’ friends is (absolute) more important than the
nonsense. Excess denies views of supporters (of
social networking sites)
1 mark (ii)(In fact) most information
(posted) is (utterly) boring.
Excess denies

Additional information

4 From your reading of the whole passage, decide which one of the following statements is
true and tick the box you have chosen. [1 mark]

Allow Don’t Allow

Box two: The writer thinks Any clear indication of More than one box ticked
that the disadvantages of choice even if it is not
social networking sites a tick, e.g. cross, star,
outweigh the advantages. asterisk

Page 10 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

5 (a) What was the ‘obvious’ explanation for Monica’s ‘odd behaviour’?

Mark Expected Answer Allow Don’t Allow

1 mark old age / being (quite) old senility Lift of ‘I could not
decide.....old age or
not’ =0(N)
She was old enough /
had mental illness.
Her plan to get her
own way = 0(N)
She was becoming
old

Additional information

0(N) answers do not negate an otherwise correct answer.

(b) What did the writer suspect was the real reason for Monica’s ‘odd behaviour’?

Mark Expected Answer Allow Don’t Allow

1 mark (It might be caused by a She liked to get her own Lift of ‘might it be
plan) to get her own way way // she liked to get caused.....own way?’
(an old lady’s prerogative) things done / do things her =0(N) Answer must
own way be distilled.
She was stubborn / wilful / an old lady’s
obstinate prerogative = 0(N)

Additional information

0(N) answers do not negate an otherwise correct answer.

Page 11 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

Mark Expected Answer Allow Don’t Allow

1 mark MEMORY AND Intelligence or

FORGETFULNESS: knowledge

remembering / retaining / Silliness / stupidity

recalling / calling to mind /
holding on to (facts)

AND

not remembering/ losing Her memory failed /

(your memory) / (facts) worked slowly / was
slipping the mind defective /
disintegrated
1 mark CROSSED AND
RECROSSED:

flashed / moved round / Coincided / clashed /

came and went / alternated converged / linked /
/ fluctuated / changed came together
places / (got) mixed (up) / She was confused
(got) confused / tangled /
entangled / intertwined /
overlapped / intersected
(with) / passed each other /
interchanged // jumped /
skipped about / around

Additional information.

This is an OWN WORDS question. Key words are MEMORY AND FORGETFULNESS and
CROSSED AND RECROSSED

Do not insist on correct grammatical form.

Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one.

Do not insist on synonym for ‘strands of conversation’ but a sensible context must be
established.

Page 12 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

6 (a) In what two ways was Monica’s way of crossing the road ‘eccentric’?

Mark Expected Answer Allow Don’t Allow

1 mark (i) she didn’t look / check Lift of ‘she would cross Entire lift of lines
where she was going / to roads without so much as 7–10 (‘She would
left or right // she didn’t glancing to left or right’ cross…roads in
(even) glance to left or right Excess denies, verbatim or town’, i.e. inclusion of
otherwise reference to ‘drivers
would slam on their
brakes…shuddering
halt’ = 0 for the entire
question

She didn’t glance

much

1 mark (ii) she meandered / Lift of ‘(she) meandered She crossed / walked
zigzagged / wandered from across the busiest roads (in across / went across
side to side // didn’t cross in town)’. Excess denies. the busiest roads (in
a straight line/ by the most town)
direct route
She walked slowly

A general response
e.g. ‘she was
careless’

Additional information

(b) Pick out and write down the single word used later in the paragraph which continues
the idea of ‘eccentric’.

Mark Expected Answer Allow Don’t Allow

1 mark idiosyncrasies The use of the correct word More than one word
in a phrase or sentence
provided that it is
underlined or otherwise
highlighted

Additional information

Ignore mis-spelling if attempted word is clearly recognisable.

Page 13 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

Mark Expected Answer Allow Don’t Allow

1 mark Take Monica to a concert // Think it would be nice to Go to a concert / take

go to a concert with Monica take Monica to a concert her to a concert / take
Monica out / take
Monica to a social
event =0 (N)

Additional information

0(N) answers do not negate an otherwise correct answer

7 (a) Explain fully what Cynthia and the writer learned with ‘the wisdom of hindsight’.

Mark Expected Answer Allow Don’t Allow

1 mark they should have told / They should have Lift of ‘neither Cynthia
warned / remonstrated with remonstrated with Monica nor I remonstrated
Monica not to take her when she said she’d take with her / Monica’ =
knitting // they should have her knitting (to a concert) 0(N)
told /warned / remonstrated Lift of ‘she insisted on
with Monica that you don’t They should have stopped taking her knitting’ =
take knitting to a concert Monica from taking her 0(N)
knitting They didn’t stop
Monica taking her
knitting to a concert
They shouldn’t have
taken Monica to a
concert

Additional information

0(N) answers do not negate an otherwise correct answer.

Page 14 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

(b) Explain in your own words how the writer felt sitting in the front row beside Monica.

Mark Expected Answer Allow Don’t Allow

1 mark CONSPICUOUS: Visible / seen /

noticeable / prominent / nervous / frightened
eye-catching / obvious /
highlighted / marked out / People were looking
exposed / standing out // at her
seen easily / clearly //
everyone was looking at She didn’t want
her / them // in full view / for anyone to see her
all to see

1 mark MORTIFIED: embarrassed Horrified / conscious /

/ ashamed / humiliated / awkward /
disgraced / self-conscious uncomfortable /
sickened / pained /
vexed / unhappy /
frightened / terrible

Additional information

This is an OWN WORDS question. Key words are CONSPICUOUS and MORTIFIED

Do not insist on correct grammatical form.

Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one.

Do not insist on synonym for ‘from the outset’ but a sensible context must be established.

Page 15 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

8 Explain fully why the pianist was ‘offended and embarrassed’ by Monica’s comment.

Mark Expected Answer Allow Don’t Allow

1 mark (i)she said she made her She compared her dress Lift of ‘I think ...curtains’ =
dress out of (old) curtains // with (old) curtains // said 0(N) but addition of ‘said
Monica had made a rude / her dress looked like (old) Monica’ = 1
unkind / derogatory / nasty curtains
/ bad / negative comment / Monica’s comment / it She made a rude remark
remark about her dress / meant her dress was ugly / about the pianist (alone) =
clothes hideous etc. 0 (N)

She made an offensive

remark about her dress =
0

Her dress was ugly /

hideous = 0(N)

1 mark (ii) (she spoke loudly so Lift of ‘her stage The comment was made
that) everyone / all / the whisper....corner of the hall’ in front of everyone / in
audience could hear Excess denies. public
Lift of ‘her stage whisper
had reached every corner Including ‘fidgeted / trying
of the hall’ to get comfortable’ = 0(W)
Her comment ‘it echoed / in either limb in which it
resounded / reverberated occurs
throughout / in the hall’

Additional information

0(W) answers negate an otherwise correct answer.

0(N) answers do not negate an otherwise correct answer.

Page 16 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

9 (a) Which one feature of ‘the atmosphere in the room’ made the occasion different from
other occasions when Monica did her knitting?

Mark Expected Answer Allow Don’t Allow

1 mark Silence / silent / no noise Quite for quiet She dropped her
/quietness needles = 0(N)
There was a wooden
floor =0(N)
Lift of ‘each time
....floor’ = 0(N)

Additional information

0(N) answers do not negate an otherwise correct answer

Question asks for one feature. If more than one feature is clearly given, award 0 even if one
of them is correct.

(b) What effect does the word ‘hissed’ have which would not be achieved by, for example,
the word ‘said’?

Mark Expected Answer Allow Don’t Allow

1 mark (Monica was) angry / Disapproval / it was spoken (Trying to be) quiet /
impatient / annoyed/ harshly / sharply silent / discreet / low
perturbed / exasperated / voice / quickly /
irritated / fed up whispering / contempt
= 0(N)

Any suggestion that

the pianist hissed = 0
(W)

Additional information

0(N) answers do not negate an otherwise correct answer.

0(W) answers negate an otherwise correct answer

Page 17 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

(c) Why do you think the pianist hit ‘a wrong note’?

Mark Expected Answer Allow Don’t Allow

1 mark she was distracted / put off She had a shock / surprise Monica was talking
/ disturbed / deterred by when Monica spoke / (alone) = 0(N)
Monica (talking / hissing) hissed
She lost concentration Monica distracted her / Monica hissed / she
because of Monica (talking) diverted her attention heard Monica = 0(N)
Monica confused her
She opened her eyes
= 0(N) // her eyes
were closed = 0(N)

She was distracted by

the commotion /
mayhem etc. = 0(W)

She was distracted by

Monica’s actions / the
noise of the knitting
needles = 0(W)

The part she was

playing was difficult =
0(W)

Additional information

0(N) answers do not negate an otherwise correct answer.

0(W) answers negate an otherwise correct answer.

Page 18 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

10 (a) Why do you think the writer tells us that Monica wasn’t deaf?

Mark Expected Answer Allow Don’t Allow

1 mark (To tell us / to suggest / She was acting / it was an (to tell us) she could
imply) she was pretending act hear (alone) =0(N)
(to be deaf) // wanted to
cause disruption // her She spoke intentionally She seemed to be
behaviour was a loudly deaf / she heard the
performance // she was attendant
showing off // she was She used an unnecessarily
attention-seeking loud voice She wanted to get her
own way

If she were deaf, she

wouldn’t be at a
concert

She behaved as if
she was deaf

Additional information

0(N) answers do not negate an otherwise correct answer.

Do not reward acting if it simply means ‘behaving’ e.g. ‘the way she was acting’ = 0, but ‘she
was acting’ = 1.

(b) Why did the audience applaud so loudly?

Mark Expected Answer Allow Don’t Allow

1 mark Monica had entertained / The musicians had

amused them // they were amused them = 0(W)
applauding Monica’s nerve
/ confidence / cheek They were
applauding Monica =
0(N)

Monica was leaving =

0(N)

To give Monica an
ovation

Additional information

0(N) answers do not negate an otherwise correct answer. 0(W) answers negate an
otherwise correct answer.

Need idea of admiration of Monica

Page 19 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

Mark Expected Answer Allow Don’t Allow

1 mark RUSE: Deliberate / planned action Attitude / drama /

trick / pretence / strategy / / behaviour excuse / disguise /
plan / pretext / deceit / show / display /
deception / act / ploy / plot / technique / front /
tactic / con / device cover / doing what
suited her / action /
behaviour /
camouflage / tool /
method

1 mark DELIGHT: comfort / to get her

own way
enjoyment / fun / happiness
/ merriment / pleasure /
happiness / satisfaction /
joy / entertainment /
amusement

Additional information

This is an OWN WORDS question. Key words are RUSE and DELIGHT.

Do not insist on correct grammatical form.

Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one.

Answers linked specifically to leaving the concert e.g. ‘a plan to get pleasure from
leaving concert’ = 2

Do not reward acting if it simply means behaving. e.g. ‘the way she was acting’ = 0

Page 20 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

11 Choose five of the following words. For each of them give one word or short phrase (of
not more than seven words) which has the same meaning that the word has in the
passage.

Mark Words Expected Answer Don’t Allow

1 mark 1. prerogative(L3) privilege / entitlement / right / due Ability /

responsibility /
For each power
correct
meaning 2. accentuated (L11) pronounced / exaggerated / marked / Increased /
prominent / emphasised / noticeable / developed /
(max 5) highlighted / defined / obvious / sharpened / acute /
pointed / distinctive / standing out / enhanced / frequent
heightened / stressed / underlined / visible / strong /
intensified /
magnified / frequent

3. sailed (L17) glided // moved / walked easily / Went / walked fast /

gracefully / smoothly / stately / with a swiftly / slowly etc./
superior air / majestically like a queen glamorously
// swept / floated / wafted

4. paraphernalia equipment / stuff / trappings / Furniture /

(L22) apparatus / bits and pieces/ belongings /
furnishings / things / contents / surroundings
accessories / items / clutter /
accoutrements

5. glared (L24) Looked / stared unhappily / hard / icily Looked (alone) /

/ intensely / intently / hostilely / angrily shone / glanced /
/ coldly / harshly / negatively // stared (alone) /
glowered / looked daggers // looked frowned / looked
like thunder // scowled // gave a black spitefully / saw (with
look anger etc.) / gazed

6. mayhem (L32) chaos / bedlam / disorder / anarchy / Untidiness / mess /

discord / unruliness / confusion / disturbance (alone) /
shambles/ pandemonium / havoc / a lot of noise /
commotion / ruckus / noisy disaster / trouble
disturbance / uproar

7.inadvertently (L40) unintentionally /without meaning to / Unknowingly /

accidentally / involuntarily / unconsciously /
unthinkingly / without planning (to) / without realising /
mistakenly / by mistake / not on unwillingly /
purpose indirectly /
negligently

8 tumultuous (L45) noisy / enthusiastic / uproarious / Loud (alone) / great

riotous / rapturous / thunderous / wild / / extravagant / over
boisterous / raucous / frenzied / very the top / rampant /
loud / deafening / a storm of / sudden
tempestuous

Page 21 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 22

Additional information

Mark only the first FIVE words attempted.

For each word attempted, mark the first answer only when more than one answer is offered.
A comma or the word 'or' indicates a second attempt.

For two answers joined by ‘and’, allow one correct answer if the other answer is not wholly
wrong but neutral, e.g. ‘chaos and untidiness’ for ‘mayhem’.

For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct
element within this limit.

Ignore mis-spelling if the word is phonetically recognisable.

Ignore errors of tense and grammatical form but only if the meaning is correct.

Passage 1 – Gold

1 Throughout the history of our planet, gold has been valued; almost every established culture
has used gold to symbolise power, beauty and happiness. Over 6000 years ago, pieces of
gold were exchanged as a system of payment which replaced bartering. Much later, the first
gold coins were minted: they were an innovative way to conduct transactions because they
were both portable and easy to count. The Venetians introduced the gold ducat in 1284 and it 5
became the most popular coin in the world for more than 500 years.

2 Gold was considered by ancient peoples to have medicinal properties: the Ancient Chinese
treated diseases such as smallpox and measles with medicines containing gold, and in
traditional Indian medicine drinks sprinkled with gold were thought to have healing effects.
As early as 700 BC, Etruscan ‘dentists’ worked with gold, simply for aesthetic purposes 10
rather than for repair work, by using it to fasten replacement teeth into patients’ mouths. In
fourteenth-century Europe molten gold mixed with crushed emeralds was seen as a cure for
bubonic plague, although this remedy was obviously limited to the wealthy.

3 In former times, gold was associated with religion. Because of the Egyptians’ belief that gold
was the skin of their sun god, Ra, it was unavailable in Egypt to all except the pharaoh. The 15
Incas of Peru saw gold as representing the glory of their own sun god and called it ‘tears of
the sun’. However, although there are more than 400 references to gold in the books of the
Jewish Old Testament, one of the worst betrayals recorded was the decision by some people
to worship a golden calf instead of their own god. In all of these contexts, gold was not seen
as having a monetary value, so its attraction was purely aesthetic. 20

4 Gold is a beautiful bright yellow colour and, because it does not tarnish in air or water, it has
been used since ancient times to make jewellery in the form of rings, bracelets, earrings
and necklaces for both men and women, depending on local custom. Everybody loves gold
jewellery. So important was gold to people that, around 300 BC, the Greeks began the practice
of alchemy, an attempt to turn cheap metals into gold. Although it was never successful, 25
alchemy continued for almost 2000 years and is seen as the foundation of modern chemistry.

5 In more recent times, gold has continued to have its attractions. Because it is malleable and
therefore easy to work with, as well as having aesthetic properties, it is still used in dentistry.
Replacing teeth with iron would be possible, but who wants a rusty smile? As a drug which
can alleviate swelling caused by arthritis, gold is used in modern medicine, and particles of 30
gold implanted in human tissue can serve as radiation therapy in the treatment of certain
cancers. Many surgical instruments are made of gold because, again, it does not corrode and
it can be easily sterilised, thereby reducing the risk of infection during and after surgery.

6 Because it conducts electricity and is easy to work with, gold is invaluable in modern
electronics. In fact, a small amount is used in all sophisticated electronic gadgets such as 35
cell phones and computers. The importance of high quality and reliable performance justifies
the relatively high cost. Space travel requires vehicles that travel without the possibility of
maintenance or repair, which is why gold, as a highly dependable material, has been used in
many ways in the manufacture of every spacecraft ever launched.

7 Gold leaf – gold hammered into thin sheets – is used for decorating, or gilding, objects such as 40
picture frames and furniture. It is used in luxury cooking in, for example, desserts and confectionery,
such as Mithai, unique confectionery made in Eastern Asia for auspicious occasions. Highly
skilled craftsmen use gold to adorn buildings: the splendid Sultan Omar Ali Saifuddin Mosque
in Brunei and the Golden Temple of Amritsar in India are decorated with gold, ranking them
among the most magnificent buildings in the world. Beautiful glass can be manufactured with 45
gold: suspending a small amount in glass produces a rich, ruby colour, as in the famous glass
from Murano, near Venice. A more practical application for adding gold to glass is in the use of
gold as a coating on windows to reflect the sun’s rays, thus keeping buildings cool in summer.
© UCLES 2015 1123/21/INSERT/M/J/15
3

Passage 2 – Griet

1 My mother did not tell me they were coming. Afterwards she said she did not want me to
appear nervous. She need not have worried. Only she would notice the tightness along my
jaw, the widening of my eyes. I was chopping vegetables in the kitchen when I heard voices
outside, the kind of voices heard rarely in our house. I could hear luxurious carpets in them,
books and pearls and plenty of fine food. I was glad that earlier I had scrubbed the front step 5
so hard. My mother’s voice approached from the front room; they were coming to the kitchen.
I pushed the leeks I had been chopping into place, then set the knife on the table and wiped
my hands on my apron. My mother appeared in the doorway, her eyes flashing a warning.
Behind her, the woman had to duck her head because she was so tall, as tall as the man
following her. All our family, including my father and brother, were small. 10

2 The woman wore a hat from which tiny curls escaped and hung about her forehead like a
swarm of bees. She made an elaborate show of watching me hard, but could not fix her
attention on me. ‘This is the girl, then,’ she said abruptly. ‘This is my daughter, Griet,’ my mother
replied, icily. Realising she had been corrected, the woman turned to look at her husband. A
fold of her coat caught the handle of the knife I had been using, knocking it off the table so 15
that it spun across the floor. The woman cried out, swatting impatiently at her curls several
times.

3 ‘Catharina,’ the man said calmly. He spoke her name as though he held honey in his mouth. I
stepped over and picked up the knife, placing it back on the table and setting a piece of carrot
back in its place. They both looked at me, his eyes grey like the sea and his expression steady, 20
in contrast to his wife’s, which flickered like a candle. He looked at the chopped vegetables,
each type in its own section; as I always did, I had laid them out in a circle, like a pie. ‘Do
you spend much time setting out the vegetables in a pattern before you make the soup?’ he
asked. Thrown, I said that I did not. I did not want him to think I was idle. From the corner of
my eye I saw my sister, who was peering round the doorpost and had shaken her head at my 25
response. I did not often lie. I looked down.

4 After the guests left, my mother returned to where I was sitting by the vegetable wheel. She
was hunching her shoulders as if against a winter chill, though it was summer and the kitchen
was hot. ‘You are to start tomorrow as their maid,’ she said. ‘You will live with them. Don’t look
at me like that. You know we have to do this now that your father has lost his trade.’ I climbed 30
the stairs to see my father. He was sitting near the window, where the light touched his face.
It was the closest he came now to seeing. He had been a tile painter, painting blue soldiers,
ships and children onto white tiles. One day the kiln had exploded, taking his eyes and his
trade. He had heard everything; his hearing had taken the strength from his missing eyes. I
could not think of anything to say that would not sound reproachful. 35

5 When I was ready to leave the next morning, my father shuffled out to the front step. I hugged
my mother and my sister before walking away from our house, carrying my few possessions
tied up in an apron. Neighbours nodded to me and watched as I passed; they knew what
happened to families when a man lost his trade. I knew they were compassionate people –
and here was young Griet working as a maid because her father had made the family destitute. 40
They would not gloat, however. They could easily find themselves in a similar position.

Section 1: Reading for Ideas

Read Passage 1 in the insert and answer all the questions below.

1 (a) Notes [15 marks]

Identify and write down the points in the passage which describe the ways in which gold
was important down through the ages, and explain the uses and attractions of gold in modern
times.

USE THE MATERIAL FROM THE WHOLE PASSAGE.

At this stage, you need NOT use your own words. To help you get started, the first point in
each section of notes is done for you. You will be awarded up to 15 marks for content points.

MAIN POINTS
Ways in which gold was important down through the ages
• Pieces of gold exchanged as a system of payment which replaced bartering

The uses and attractions of gold in modern times

• Is used in (modern) dentistry because it is malleable / has aesthetic properties

(b) Summary [5 marks]

Now use your notes to write a summary in which you describe the ways in which gold was
important down through the ages, and explain the uses and attractions of gold in modern
times, as outlined in the passage.

This time, you will be awarded up to 5 marks for using your own words wherever possible
and for accurate use of language.

Your summary, which must be in continuous writing (not note form), must be no longer than
160 words, including the 10 words given below. Begin your summary as follows:

Gold was always an important commodity in former times because ........................................

...................................................................................................................................................

No. of words

2 ‘almost every established culture has used gold to symbolise power, beauty and happiness’
(paragraph 1). From your own knowledge or experience, give two ways in which gold has been
used to symbolise power, beauty or happiness. Do not use examples from the passage.

One way is ........................................................................................................................................

..........................................................................................................................................................

Another way is ..................................................................................................................................

..................................................................................................................................................... [2]

3 From your reading of paragraph 2, decide which one of the following statements is true and tick
the box you have chosen.

The writer thinks that Etruscan dentists were as skilled as modern dentists.

The writer thinks that Etruscan dentists were more skilled than modern dentists.

The writer thinks that Etruscan dentists were less skilled than modern dentists.
[1]

4 From paragraph 4, select and write down two of the writer’s opinions. You may use the words of
the text or your own words.

One opinion is ...................................................................................................................................

..........................................................................................................................................................

Another opinion is .............................................................................................................................

..................................................................................................................................................... [2]

Total for Section 1 [25]

Section 2: Reading for Meaning

Read Passage 2 in the insert and answer all the questions below.

From paragraph 1

5 (a) What was Griet’s mother worried about?

.............................................................................................................................................. [1]

(b) What contrast between Griet’s family and the couple is implied by the phrase ‘the kind of
voices heard rarely in our house’?

...................................................................................................................................................

.............................................................................................................................................. [2]

(c) Griet’s mother’s eyes were ‘flashing a warning’ as she brought the couple into the kitchen.
What do you think this warning was?

...................................................................................................................................................

.............................................................................................................................................. [1]

(d) The woman ‘had to duck her head’. What does this show about the design of Griet’s family
home?

.............................................................................................................................................. [1]

From paragraph 2

6 (a) The woman’s curls were ‘like a swarm of bees’. What impression of her curls is given by this
comparison?

.............................................................................................................................................. [1]

(b) The woman’s curls were ‘like a swarm of bees’. Pick out and write down the single word
used later in the paragraph which continues this comparison.

.............................................................................................................................................. [1]

...................................................................................................................................................

.............................................................................................................................................. [2]

From paragraph 3

7 (a) The man spoke his wife’s name ‘as though he held honey in his mouth’. What does the writer
wish to convey about the man’s feelings?

...................................................................................................................................................

.............................................................................................................................................. [1]

(b) The husband and his wife each looked at Griet in different ways. Explain in your own words
what these two ways were.

...................................................................................................................................................

.............................................................................................................................................. [2]

(i) ..............................................................................................................................................

(ii) ......................................................................................................................................... [1]

(d) Why did Griet’s sister shake her head?

...................................................................................................................................................

.............................................................................................................................................. [1]

(e) How do you think Griet was feeling when she ‘looked down’?

.............................................................................................................................................. [1]

From paragraph 4

8 (a) Griet’s mother was ‘hunching her shoulders as if against a winter chill’. Explain fully why she
was doing that.

...................................................................................................................................................

.............................................................................................................................................. [2]

(b) Which disability meant that Griet’s father could no longer work?

.............................................................................................................................................. [1]

From paragraph 5

9 Without using the words of the passage, explain the two reasons why the neighbours ‘would not
gloat’.

...................................................................................................................................................

.............................................................................................................................................. [2]

From the whole passage

10 Choose five of the following words. For each of them give one word or short phrase (of not more
than seven words) which has the same meaning that the word has in the passage.

1. rarely (line 4) 5. icily (line 14)

2. duck (line 9) 6. thrown (line 24)
3. elaborate (line 12) 7. reproachful (line 35)
4. abruptly (line 13) 8. shuffled (line 36)

Five words chosen

Answer
(from list above)

( ) ..................................... .............................................................................................. [1]

[5]

Total for Section 2 [25]

Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

1 (a) Identify and write down the points in the passage which describe the ways in which
gold was important down through the ages, and explain the uses and attractions of
gold in modern times.

Mark Expected Answer Allow Don’t Allow

1 mark The importance of gold down through the Lift of line 2 ‘used to
for each ages symbolise…happiness’
correct
point up 1 Pieces of gold exchanged as a system of
to a payment which replaced bartering [given]
max. of
15 2 Gold coins were (innovative) way to 2. Example of
conduct transactions because portable / Venetian ducats
easy to count (alone)

3 (Considered to have) medicinal properties 3. Ancient Chinese 3. Had medicinal

in Ancient China / traditional Indian treated diseases properties (alone)
medicine / in ancient times/ civilisations with medicine
containing gold //
lift of line 9
‘traditional
Indian…effects’

4 Use in early / Etruscan dentistry (for 4. Etruscans / early 4. ‘Fastened

aesthetic purposes rather than repair people used gold / replacement teeth’
work) it to fasten (alone)
replacement teeth
5 In (14th century) Europe, molten gold with 5. In Europe gold and
crushed emeralds / gold mixed with emeralds
emeralds (considered) a cure for plague used…plague

6 Egyptians believed it was skin of sun god / 6–7. in former 6. Egyptians believed
Ra (and it was restricted to pharaohs) times gold / it was it represented (the skin
associated with of) the sun god / Ra
7 Incas saw it as representing (the glory of) religion if neither 7. Incas saw it as their
their sun god (and called it tears of the point 6 nor point 7 sun god’s tears
sun) is attempted

8 (There are) 400 / many references to gold

in Jewish Old Testament
9. Making jewellery
9 Used to make jewellery because of its (alone)
beautiful colour // Used to make jewellery
because it does not tarnish in air/ water

10 (Greeks / people practised) alchemy / 10. Gold / it was used

trying to turn cheap / base metals into gold in alchemy // people
(for almost 2000 years) // alchemy / trying turned cheap / base
to turn cheap metals into gold is the metal into gold // gold
foundation of modern chemistry is (seen as) the
foundation of modern
chemistry

Page 3 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

Mark Expected Answer Allow Don’t Allow

The uses and attraction of gold in modern

times.

11 Used in (modern) dentistry because it is

malleable / has aesthetic properties
[given]
12 (Used in modern) medicine / (used as) a
drug to alleviate swelling in arthritis //
(implanted in human tissue in) radiation
therapy to treat (certain) cancers

13 (Many) surgical instruments made of gold 13. Reduces the risk

because it does not corrode / can be of infection in / after
sterilised (easily) surgery (alone)

14 (Used / Invaluable in) electronics because

it conducts electricity / is easy to work with

15 (Used in) manufacture of spacecrafts

because it is (highly) dependable
(material) / doesn’t need maintenance /
repair

16 Gold leaf / gold hammered into thin sheets 16. Decorating or

used for decorating / gilding objects / gilding (alone)
picture frames / furniture

17 Gold leaf / gold hammered into thin sheets

used in luxury cooking / luxury desserts /
luxury confectionery / Mithai for auspicious
occasions

18 (Used to) adorn / decorate buildings 18. The examples

alone e.g. the mosque
and the temple

19 (Gold used) in glass produces beautiful / 19. Used in

ruby / red glass manufacture of glass
(alone)

20 (Gold) coating on windows / glass 20. Used to withstand

produces climate controlled buildings / the sun’s rays
buildings which are cool (in summer)

Page 4 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

Additional information

Points 1 and 11 are already given.

Indicate by a tick the point rewarded at the place where it is clearly made.

If content point is made in the wrong box, do not award the mark.
Accept own words or lifting.

Accept sentences or note form.

If script is entirely verbatim lift give 0.

If more than one content point appears under a single bullet point, award each content point
separately if clearly made.

If content point being made depends on information contained in another bullet point,
withhold the mark unless a clear link is made between the two points.

Page 5 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

(b) Now use your notes to write a summary, in which you describe the ways in which gold
was important down through the ages, and explain the uses and attractions of gold in
modern times, as outlined in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE
OF ENGLISH. The table which follows on a later page provides descriptors of the mark
levels assigned to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but limited,
wholesale copying and complete transcript. The difference between wholesale copying
and complete transcript is that, whereas in wholesale copying there is nothing / little that is
original, the copying has been selective and directed at the question, but with a complete
transcript the candidate has started copying and continued writing with little sense of a link to
the question. Complete transcripts are rare.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the ability
to use original complex sentence structures.

Write marks for OWN WORDS and USE OF ENGLISH separately in a text box (found in the
marking palette) beneath the question. Add the marks for OWN WORDS and USE OF
ENGLISH together and divide by two. Raise any half marks to the nearest whole number e.g.
OW 3, UE 2, giving 3 to be entered in scoris marks column.

HOW TO ANNOTATE Q1(b)

Use margin (either left or right) to indicate OWN WORDS assessment, and the body of the
script to indicate USE OF ENGLISH assessment. Under OWN WORDS, use either T (text),
O (own words), MR (manipulated or re-worked text) and / or IR (irrelevant).Where the
candidate has more or less written a wholesale copy, but has substituted an odd word here
and there (single word substitution) indicate these single words with O above them.
Otherwise use the margin only for assessment of OW.

Under USE OF ENGLISH, use the body of the script for annotations. For accuracy
assessment, use a cross for errors (over the errors) and for serious omissions. Please do not
use carets for omissions, as scoris records the number of crosses and this helps to arrive at
the correct mark. Indicate only serious errors. If the same error is made more than once, e.g.
omission of definite article, indicate it each time it is made. Below follows a list of serious
errors:

SERIOUS ERRORS

Wrong verb forms

Serious tense errors
Serious errors of sentence structure, especially in setting up subordination
Omission or obvious misuse of prepositions
Wholesale misunderstanding over the meanings of words used
Serious errors of agreement
Using a comma to replace the necessary full stop

Page 6 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

Mis-spellings of simple, basic words, e.g. were/ where // to/ too/ their/ there
Breakdown of sense
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.
Please indicate only serious errors. Putting crosses over minor errors can give a false
impression of the script.
For sentence structure merit, use ticks where appropriate, in the body of the script. Tick only
instances where the sentence structure is both complex and original, i.e. belonging to the two
top boxes in the Use of English column on the MS. Ticks, therefore, tend to be over relative
pronouns, present participles and conjunctions. Do not tick vocabulary: this will be taken into
consideration under assessment of OW.

Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance.

If script is entirely irrelevant, mark for style as normal (i.e. arrive at mark under OW and UE,
then add together and halve) and give 2 max for style. Note that such scripts are extremely
rare.

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of
wrong or invented material.

THE PRACTICE SCRIPTS WILL PROVIDE EXAMPLES OF HOW SCRIPTS SHOULD BE

ANNOTATED.

51–65 = 3 marks max for style

36–50 = 2 marks max for style
21–35 = 1 mark max for style
0–20 = 0 marks for style. No assessment of OW and UE is necessary.
Such scripts will be rare.

Page 7 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips or
minor errors. There is a marked ability to
• Allow phrases from the text which use original complex syntax outside text
are difficult to substitute. structures.
• Punctuation is accurate and helpful to
the reader.

4 • There is a noticeable attempt to re- 4 • The language is almost always accurate.

phrase the text. Serious errors will be isolated.
• The summary is free from stretches • Sentences show some variation,
of concentrated lifting. including original complex syntax.
• Punctuation is accurate and generally
helpful.

3 • There are recognisable but limited 3 • The language is largely accurate.

attempts to re-phrase the text detail. • Simple structures tend to dominate and
Attempt may be limited by serious errors are not frequent,
irrelevance or by oblique or although they are noticeable.
mangled relevance. • Where sentences show some variety and
• Groups of text expression are complexity, they will generally be lifted
interlaced with own words. from the text.
• The expression may not always be • Serious errors may occur when more
secure, but the attempt to substitute sophisticated structures are attempted.
the text will gain credit. • Punctuation is generally accurate.

2 • Wholesale copying of large areas 2 • Meaning is not in doubt but serious

of the text, but not a complete errors are becoming more frequent. [8+
transcript, errors as a guide, but balance against
• Attempts to substitute own language sentence structure is also necessary]
will be limited to single word expre- • Some simple structures will be accurate,
ssion. although this accuracy is not sustained for
• Irrelevant sections of the text will be long.
more frequent at this level and • Simple punctuation will usually be correct.
below.

1 • Pretty well a complete transcript of 1 • Heavy frequency of serious errors,

the text expression. sometimes impeding reading.
• There will also be random • Fractured syntax is much more
transcription of irrelevant sections of pronounced at this level.
the text.

0 • Complete transcript 0 • Heavy frequency of serious errors

throughout.
• Fractured syntax

Page 8 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

2 ‘almost every established culture has used gold to symbolise power, beauty and
happiness’ (paragraph 1). From your own knowledge or experience, give two ways in
which gold has been used to symbolise power, beauty or happiness. Do not use examples
from the passage.

Mark Expected Answer Allow Don’t Allow

Answers might be:

1 mark Reference to gold standard Gold has value (alone)
gold medal in sport / / reserves of a country The results of having gold
+ crowns / fabrics / gold Exchange for cash e.g. you’re rich /
Oscars for films / golden Coating phone / iPad (to respected / envied
1 mark age / golden wedding / beautify) Any ref to jewellery unless
happy ‘golden’ endings in Reference to home uses in terms of exchange for
stories not specified in passage cash
e.g. gold cutlery

Additional information

No need to specify the link to power, beauty or wealth.

3 From your reading of paragraph 2, decide which one of the following statements is true
and tick the box you have chosen.

Mark Expected Answer Allow Don’t Allow

1 mark Box 3: The writer thinks Any clear indication of More than one box ticked
that Etruscan dentists were choice even if it is not a
less skilled than modern tick, e.g. cross, star,
dentists asterisk

Additional information

Page 9 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

4 From paragraph 4, select and write down two of the writer’s opinions. You may use the
words of the text or your own words.

Mark Expected Answer Allow Don’t Allow

1 mark Opinion 1: Gold is a Allow lifts or own words Excess, whether verbatim
beautiful (bright) yellow / explanations or otherwise, i.e. run on
colour into ‘and because it does
1 mark Everyone likes gold not tarnish….’ and ‘so
Opinion 2: Everybody loves jewellery important was gold…’
gold jewellery Everyone loves gold
(alone)

Additional information

5 (a) What was Griet’s mother worried about?

Mark Expected Answer Allow Don’t Allow

1 mark That Griet would appear That Griet would be That she would
nervous / apprehensive / nervous etc. appear nervous
fearful / worried (Subject must be
Griet’s nervousness specified)
Griet would not
impress the visitors =
0(N)
About how Griet
would behave = 0(N)

Additional information

O(N) answers do not negate otherwise correct answers.

Page 10 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

1123/21 June 2015

(b) What contrast between Griet’s family and the couple is implied by the phrase ‘the kind
of voices rarely heard in our house’?

Mark Expected Answer Allow Don’t Allow

1 mark Griet’s family were poor They were of different Do not accept specific
+ (but) / and (social) classes / a different examples, e. g .the
1 mark the couple were rich (social) class = 1 couple had carpets,
The couple was a higher books etc. =0(N) and
(social) class = 1 Griet’s family had not
Griet’s family was a lower
(social) class = 1 The couple were
richer than Griet’s
family. Griet’s family
were poorer than the
couple.

Answers about voices

only e.g. ‘there was
no-one in Griet’s
family who spoke like
the couple / that’

Lift of ‘I could hear

luxurious….fine food’
=0 (N), even if
change is made to
third person. Answer
must be distilled.

Additional information

0(N) answers do not negate correct answers.

Do not insist on both agents but one must be specified to establish the contrast.
e.g. Griet’s family were poor but / and they were rich = 2 marks.
e.g. They were poor but they were rich = 0 marks.

Page 11 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

(c) Griet’s mother’s eyes were ‘flashing a warning’ as she brought the couple into the
kitchen. What do you think this warning was?

Mark Expected Answer Allow Don’t Allow

1 mark to be polite/ respectful / Her eyes = 0(N)

well-behaved // to behave
well / correctly / formally That the couple had
arrived / were on their
way to the kitchen =
0(N)

Not to be afraid =
0(N)

To look / be
presentable / correct /
normal

To be quiet

Additional information.

0(N) answer does not negate a correct answer.

Page 12 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

(d) The woman ‘had to duck her head’. What does this show about the design of Griet’s
family home?

Mark Expected Answer Allow Don’t Allow

1 mark (Griet’s house /it) had low The corridors had low It was low / small / not
ceilings // the doorway was ceilings high enough (for tall
low people)
The doors were short / too
short for tall people / not It was small in height
high enough for tall people / length

The woman was tall /

Griet’s family were
small

It was short (alone)

Additional information

6 (a) The woman’s curls were ‘like a swarm of bees’. What impression of her curls is given
by this comparison?

Mark Expected Answer Allow Don’t Allow

1 mark they were moving / flying Untamed / dense / (so) They were tiny
around // there were many / much
a lot of / plenty (of them) were thick /
voluminous /
scattered / messy / all
over the place /
unruly / uncontrolled

She had a lot of hair

Additional information
Look for either movement or number and allow other answers which decode the image of a
swarm of bees.

Page 13 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

(b) The woman’s curls were ‘like a swarm of bees’. Pick out and write down the single
word used later in the paragraph which continues this comparison.

Mark Expected Answer Allow Don’t Allow

1 mark swatting The use of the correct word More than one word
in a phrase or sentence
provided that it is
underlined or otherwise
highlighted.

Additional information

Page 14 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

Mark Expected Answer Allow Don’t Allow

1 mark The woman / she had The woman looked down She said Griet was
treated /spoken about Griet on Griet / her daughter the /a girl / referred to
/ her daughter rudely / spoke about Griet with Griet as the girl
disrespectifully / contempt / superiority (alone) = 0(N)
dismissively / as if Griet /
her daughter were She didn’t care that Griet She spoke about
unimportant / not worth was her daughter Griet abruptly
being polite to / a nobody /
a servant // the woman She was rude about / to Any suggestion that
didn’t ask / refer to Griet’s/ Griet/ her daughter the woman spoke to
her daughter’s name Griet = 0(N)

She was being

impolite / rude etc.
(alone)

She ignored Griet

1 mark (The mother / she felt / The mother / she was She said Griet was
thought / knew that the offended by the labelling of her daughter (alone)
woman that) Griet / her her daughter as ‘the girl’ = 0 (N)
daughter was a person / She insisted Griet be
had a name / wasn’t just a The mother / she wanted called by name
servant / wasn’t just an the woman / her to treat her She was offended by
object / should be called by daughter with respect/ The the woman / she
her name / was her mother / she wanted her spoke (about her
daughter / the daughter of daughter to be treated with daughter)
the house respect

Additional information

0(N) answers do not negate correct answers.

Allow the first mark for rudeness etc. of the woman about Griet.
Allow the second mark for the mother’s perception of Griet’s status.

Page 15 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

7 (a) The man spoke his wife’s name ‘as though he held honey in his mouth’. What does the
writer wish to convey about the man’s feelings?

Mark Expected Answer Allow Don’t Allow

1 mark He loves / dotes on her/ his has affection for his wife / He said his wife’s /
wife/ Catharina her her name sweetly
Fond / caring of his wife He spoke in a loving /
Very close to his wife romantic way
He was caring / was
romantic (alone)

Additional information

There must be a link to his wife.

Page 16 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

(b) The husband and his wife each looked at Griet in different ways. Explain in your own
words what these two ways were.

Mark Expected Answer Allow Don’t Allow

1 mark STEADY: Stable / with full attention / Careful / staring

calm / still Unchanging facial
without blinking / without expression = 0(N)
flinching / with a fixed look / Looked Griet / her straight Looked straight at
fixedly / unchangingly / in the eye Griet
directly / he didn’t take his
eyes off her / held her gaze Without shifting his
attention

Studying / concentrating /
searching

unchanging (expression)

1mark FLICKERED: darted / Fluctuated / distracted / not Flashed

moved (about) concentrating Angry / irritiable /
unsettled

She looked indirectly /

away

Her eyes alternated

Additional information.

To allow the contrast ‘steady expression’ refers to the man’s eyes not face.

This is an OWN WORDS question. Key words are STEADY and FLICKERED.

Do not insist on correct grammatical form.

Do not insist on de-coding of images ‘grey like the sea’ or ‘like a candle’ but a sensible
context must be established.

Page 17 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

Mark Expected Answer Allow Don’t Allow

1 mark (i) each (type of vegetable) Vegetables that were the Lift of ‘each type in its
had its own section same were in the same own section; as I
place always did, I had laid
them out in a circle’
Some distilling is
required

They were in the

same place

Each vegetable was

together

She laid them in

sections

(ii) they were in a circle / in They were like a pie

the shape of a pie

Additional information

Both elements are needed for 1 mark.

Page 18 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

(d) Why did Griet’s sister shake her head?

Mark Expected Answer Allow Don’t Allow

1 mark Griet had lied / told a lie Griet had not told / was not She is contradicting
telling the truth Griet / she is saying
that Griet did not lay
She was ashamed / out the vegetables in
disappointed / disgusted a pattern =0(W)
that Griet had lied
She was angry that
Griet didn’t usually lie Griet had lied / was
warning Griet not to
lie

She didn’t want Griet

to lie

She knew what was

happening / going on
/ why Griet had lied

Because of what
Griet had said

Additional information

0(W) answers negate correct answers.

(e) How do you think Griet was feeling when she ‘looked down’?

Mark Expected Answer Allow Don’t Allow

1 mark Embarrassed / ashamed/ Disappointed in / with / at She had lied / did not
shameful /awkward /guilty herself often lie / she had
been caught lying
Sorry / regretful / sheepish / Bad / sad / unhappy /
uncomfortable shy

Disappointed (alone)

Additional information

Question asks for a feeling not a statement.

Page 19 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

8 (a) Griet’s mother was ‘hunching her shoulders as if against a winter chill.’ Explain fully
why she was doing that.

Mark Expected Answer Allow Don’t Allow

1 mark she was upset / sorry / Beaten / despondent / she was cold =0(W)
guilty / unhappy / sad / depressed / powerless in either limb in which
it occurs

Preparing/ steeling
herself / taking
courage (to give the
news)

She was afraid /

stressed /
uncomfortable

1 mark because Griet is going to / Because she knows Griet She had to tell Griet /
has to work as a servant / will be unhappy with the/ her that her father
maid // because she has to her news has lost his trade =
tell Griet that she has to be She doesn’t want her 0(W)
/ work as a servant / maid // daughter to be a servant /
because she has to / leave / to be lost (to her) Incidental reference
doesn’t want to give / tell Because her daughter / to father losing his
(Griet) bad news // what Griet is leaving trade = 0(N) provided
she has to say is not easy it is not given a the
reason for hunching
of shoulders

Additional information

0(W) answers negate correct answers. Look for a feeling / emotion for the first mark. Look
for the reason for that feeling / emotion for the second mark.

Page 20 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

(b) Which disability meant that Griet’s father could no longer work?

Mark Expected Answer Allow Don’t Allow

1 mark blindness / he is blind / he The lift of line 33 ‘one day He had an accident
has no eyes / he could not the kiln had exploded, (at work) = 0 (N)
see / he has lost his sight / taking his eyes’ Excess
vision denies The loss of an eye

He lost an eye so he
is blind

He has lost / has no

trade = 0(W)

Additional information

0(N) answers do not negate correct answers.

0(W) answers negate correct answers.

Page 21 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

9 Without using the words of the passage, explain the two reasons why the neighbours
would not gloat?

Mark Expected Answer Allow Don’t Allow

1 mark COMPASSIONATE: They understood / knew Kind / loving /

(full of) pity / concern // felt the sadness etc. of what understanding / caring /
sorry (for Griet/ the family) / had happened friendly / nice / good
sympathetic // empathised
(with Griet/ the family) They knew / understood
what had happened / that
he had lost his job / that
Griet was going to work
as a servant
1 mark SIMILAR POSITION:

The same thing / this could

happen to them / the father
/breadwinner could lose his
job / trade // the father /
breadwinner could have an
accident // their daughter /
child might become a
servant // they might lose
their income // they might
have to do the same thing /
this

Additional information.

This is not a conventional OWN WORDS question. Key words are COMPASSIONATE and
SIMILAR POSITION

Don’t insist on the use of the conditional in testing ‘similar position’. e.g. The same thing had
happened to them = 1.

Do not insist on correct grammatical form.

Do not insist on synonym for ‘gloat’ but a sensible context must be established.

Page 22 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

10 Choose five of the following words. For each of them give one word or short phrase (of
not more than seven words) which has the same meaning that the word has in the
passage.

Mark Words Expected Answer Don’t Allow

1 mark 1.rarely (L4) seldom/ once in a while / scarcely / Infrequently / not (very)
For each hardly ever / very occasionally / often / uncommonly /
correct almost never / (very) few times unusually / a few times
meaning
(max 5) 2. duck(L9) lower / move down / drop / dip / Go / pull / crouch / get / put
bend / bob / bow // lean / tilt down something down
Make yourself smaller
Stoop / hunch

3.elaborate (L12) exaggerated / affected / pretentious Showy / complicated /

/ great / grand / obvious / overdone decorated / ornate / fancy
/ emphasised / pronounced / Explain = 0(W) / make clear
extravagant / extreme / excessive / = 0(W)
ostentatious / disproportionate /
over the top

4. abruptly (L13) curtly / shortly/ briskly / brusquely / Harshly / instantly /

snappily / sharply / rudely / bluntly suddenly / fast / quickly /
disrespectfully / tactfully

5. icily (L14) in an unfriendly way / coldly / coolly distantly / emotionlessly /

/ chillily / bitingly / frigidly / frostily / unfeelingly / arrogantly /
cold heartedly / harshly / in a unhappily
hostile way

6.thrown (L24) in a state of confusion / confused / Distracted / shocked /

put off /surprised / caught off guard unprepared / bewildered
/ taken aback / unnerved /
disconcerted / flustered / uncertain
/ unsure / didn’t know what to say /
nonplussed

7.reproachful critical / admonishing / resentful / indignant / hurt / angry /

(L35) blaming / accusatory / bitter / sorrowful / disappointed
rebuking / condemning

8. shuffled (L36) moved a little at a time / moved in Moved / come with difficulty
small steps / walked without lifting / cautiously / gingerly //
his feet / shambled/ slid / pushed struggled / tripped / limped
along / inched / hobbled / edged //
dragged his feet / legs

Page 23 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2015 1123 21

Additional information

Mark only the first FIVE words attempted.

For each word attempted, mark the first answer only when more than one answer is offered.
A comma or the word 'or' indicates a second attempt.

All 0 answers are neutral unless otherwise stated.

For two answers joined by 'and', allow one correct answer if the other answer is not wholly
wrong but neutral, e.g. ‘coldly and distantly’ for 'icily'.

For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct
element within this limit.

Ignore mis-spelling if the word is phonetically recognisable.

Ignore errors of tense and grammatical form but only if the meaning is correct.

Bgcse English With Answers - New Version
No ratings yet
Bgcse English With Answers - New Version
117 pages
Bgcse English With Answers
100% (1)
Bgcse English With Answers
126 pages
Bgcse English Language Paper 1 Revision Guided Comp Part 6 (Memos) - 1-1
100% (3)
Bgcse English Language Paper 1 Revision Guided Comp Part 6 (Memos) - 1-1
8 pages
Bgcse Maths Textbook
100% (1)
Bgcse Maths Textbook
102 pages
BGCSE English Letter Writing Guide
100% (2)
BGCSE English Letter Writing Guide
8 pages
English Paper 1 Bgcse-1
100% (7)
English Paper 1 Bgcse-1
2 pages
Bgcse Geography Revision Book 1-Final
100% (2)
Bgcse Geography Revision Book 1-Final
109 pages
BIOLOGY REVISION BGCSE Comp
33% (3)
BIOLOGY REVISION BGCSE Comp
55 pages
Bgcse English Language Revision
100% (2)
Bgcse English Language Revision
9 pages
Bgcse Physics Paper 3 2016
No ratings yet
Bgcse Physics Paper 3 2016
14 pages
Bgcse Exams 2012-2021
No ratings yet
Bgcse Exams 2012-2021
16 pages
Bgcse Biology Pp1 Questions
100% (1)
Bgcse Biology Pp1 Questions
7 pages
BGCSE English Language pp2 2009
100% (3)
BGCSE English Language pp2 2009
9 pages
Bgcse Geography
100% (3)
Bgcse Geography
79 pages
Bgcse Maths PP3 2021
No ratings yet
Bgcse Maths PP3 2021
12 pages
Bgcse Maths Pp3 2022
100% (4)
Bgcse Maths Pp3 2022
12 pages
Mock Pp1 & Marking Key
No ratings yet
Mock Pp1 & Marking Key
11 pages
BGCSE Mathematics Paper 1, 2011
No ratings yet
BGCSE Mathematics Paper 1, 2011
12 pages
BGCSE Biology Study Guide
100% (4)
BGCSE Biology Study Guide
52 pages
Commerce Paper 2 2023
100% (5)
Commerce Paper 2 2023
16 pages
Bgcse Sda Answers Only
100% (1)
Bgcse Sda Answers Only
104 pages
Bgcse Mathematics Kit
100% (2)
Bgcse Mathematics Kit
75 pages
Memo, Speech, Savingram
No ratings yet
Memo, Speech, Savingram
8 pages
Bgcse Geography PP1 2006
100% (2)
Bgcse Geography PP1 2006
5 pages
Star Academy Tutors Gaborone
100% (4)
Star Academy Tutors Gaborone
8 pages
2022 Bgcse Commerce Paper 3 Marking Scheme
100% (2)
2022 Bgcse Commerce Paper 3 Marking Scheme
7 pages
Bgcse Biology Paper 3 2012
100% (1)
Bgcse Biology Paper 3 2012
9 pages
Bgcse Mathematics Pp2
100% (2)
Bgcse Mathematics Pp2
12 pages
Bgcse Maths 2013 Paper 3 Solutions
100% (1)
Bgcse Maths 2013 Paper 3 Solutions
18 pages
Botswana Science Exam Paper
50% (2)
Botswana Science Exam Paper
15 pages
Bgcse Maths Pp2 Kit 2010-2020
100% (4)
Bgcse Maths Pp2 Kit 2010-2020
163 pages
Botswana Biology Course Overview
No ratings yet
Botswana Biology Course Overview
218 pages
Bgcse Physics Paper 3 2002
No ratings yet
Bgcse Physics Paper 3 2002
14 pages
Bgcse Physics Paper 3 2011
100% (4)
Bgcse Physics Paper 3 2011
15 pages
Sda Notes Physics
100% (1)
Sda Notes Physics
151 pages
Physics Exam: Multiple Choice
No ratings yet
Physics Exam: Multiple Choice
14 pages
Bgcse Geography Pp2 2009 (Page 2 Missing)
No ratings yet
Bgcse Geography Pp2 2009 (Page 2 Missing)
14 pages
Bgcse Social Studies Revision
50% (2)
Bgcse Social Studies Revision
75 pages
Physics Double (Bgcse) February Test
No ratings yet
Physics Double (Bgcse) February Test
9 pages
Maths Rev Kit pp2
No ratings yet
Maths Rev Kit pp2
100 pages
Agric Pro
0% (1)
Agric Pro
27 pages
Bgcse Physics Paper 3 2015
100% (4)
Bgcse Physics Paper 3 2015
13 pages
Paper 2 Revision 2020 ENGLISH
100% (1)
Paper 2 Revision 2020 ENGLISH
18 pages
Bgcse Mathematics - Core - Latest Edition
88% (8)
Bgcse Mathematics - Core - Latest Edition
232 pages
Mock Exam 2017 Bgcse Paper 3
80% (5)
Mock Exam 2017 Bgcse Paper 3
10 pages
Geography Paper 1 2012 November (Bgcse)
100% (1)
Geography Paper 1 2012 November (Bgcse)
6 pages
Bgcse Sda Paper 2 2001
No ratings yet
Bgcse Sda Paper 2 2001
20 pages
Bgcse Social Studies Book 1
100% (1)
Bgcse Social Studies Book 1
54 pages
2024 Bgcse Timetable - 01 March 2024pdf
100% (1)
2024 Bgcse Timetable - 01 March 2024pdf
13 pages
2016 BGCSE Social Studies Paper 2 Marking Scheme
100% (4)
2016 BGCSE Social Studies Paper 2 Marking Scheme
11 pages
Sda pp4 2015
No ratings yet
Sda pp4 2015
14 pages
Bgcse English Paper 2 Mock 2023
100% (12)
Bgcse English Paper 2 Mock 2023
13 pages
Bgcse Physics
100% (3)
Bgcse Physics
129 pages
Bgcse English Language Paper 1 Revision-1-1
100% (6)
Bgcse English Language Paper 1 Revision-1-1
9 pages
Bgcse Geography Revision Book 2-Final
No ratings yet
Bgcse Geography Revision Book 2-Final
57 pages
Social Studies Revision Booklet
100% (2)
Social Studies Revision Booklet
110 pages
IGCSE English WRITING
100% (1)
IGCSE English WRITING
20 pages
Continuous Writing Assessment Guide
100% (1)
Continuous Writing Assessment Guide
97 pages
Top Compositions
No ratings yet
Top Compositions
89 pages
6114 - Writing Skills Creative Writing 1
No ratings yet
6114 - Writing Skills Creative Writing 1
3 pages
Secondary: All Be The Be On The The
No ratings yet
Secondary: All Be The Be On The The
12 pages
Null 105
No ratings yet
Null 105
47 pages
Setswana 2 M.key
No ratings yet
Setswana 2 M.key
3 pages
Geography Paper 2 2002 (BGCSE)
No ratings yet
Geography Paper 2 2002 (BGCSE)
16 pages
Geography Paper 2 2004 (Bgcse)
100% (1)
Geography Paper 2 2004 (Bgcse)
14 pages
Full Pig Farming Business Plan Ceda
No ratings yet
Full Pig Farming Business Plan Ceda
26 pages
SPEC ASS PRIN YEAR 3 - For Merge
No ratings yet
SPEC ASS PRIN YEAR 3 - For Merge
3 pages
Geography Paper 2 2008 November (Bgcse)
No ratings yet
Geography Paper 2 2008 November (Bgcse)
16 pages
JC Commerce & Office Procedures
No ratings yet
JC Commerce & Office Procedures
23 pages
Desmond Financial Accounting 1 Assignment
No ratings yet
Desmond Financial Accounting 1 Assignment
11 pages
Business Communication Assignment 1
No ratings yet
Business Communication Assignment 1
18 pages
Tasp Conference 2014 Presentation Final Version
No ratings yet
Tasp Conference 2014 Presentation Final Version
21 pages
BTC - Autopilot - Method - MAKE - 700$-800$ - PER - WEEK2
No ratings yet
BTC - Autopilot - Method - MAKE - 700$-800$ - PER - WEEK2
4 pages
STD 5 Mathematics
100% (3)
STD 5 Mathematics
51 pages
Poetry Definitions
No ratings yet
Poetry Definitions
15 pages
English Mock Exam 2018
No ratings yet
English Mock Exam 2018
14 pages
Cop Craft - Dragnet Mirage Reloaded Volume 1
No ratings yet
Cop Craft - Dragnet Mirage Reloaded Volume 1
195 pages
Unit 2: Chinese New Year
No ratings yet
Unit 2: Chinese New Year
9 pages
FREE JUNIPER TRAINING RESOURCES 20110727x PDF
No ratings yet
FREE JUNIPER TRAINING RESOURCES 20110727x PDF
2 pages
Teacher's Book: Grammar & Vocabulary
No ratings yet
Teacher's Book: Grammar & Vocabulary
115 pages
Embedded C Ppts
No ratings yet
Embedded C Ppts
48 pages
Pronunciation 10d1
No ratings yet
Pronunciation 10d1
4 pages
Understanding Men's Beliefs
No ratings yet
Understanding Men's Beliefs
10 pages
Learner's Record 2023-2024 Template
No ratings yet
Learner's Record 2023-2024 Template
2 pages
Edda
No ratings yet
Edda
14 pages
Negative Questions Worksheet
No ratings yet
Negative Questions Worksheet
2 pages
3rd Form Lesson Plan My Town
No ratings yet
3rd Form Lesson Plan My Town
2 pages
SSC CGL 2022 Tier 2 Reasoning (All 4 Shifts)
No ratings yet
SSC CGL 2022 Tier 2 Reasoning (All 4 Shifts)
54 pages
The Elephant, The Tiger, and The Cell Phone
No ratings yet
The Elephant, The Tiger, and The Cell Phone
9 pages
Show My Homework Forest Academy
100% (1)
Show My Homework Forest Academy
5 pages
Planap - Communiceting Emotions PDF
No ratings yet
Planap - Communiceting Emotions PDF
27 pages
Prejudice in Discourse
No ratings yet
Prejudice in Discourse
18 pages
Vincent Leone Game Designer Resume
No ratings yet
Vincent Leone Game Designer Resume
2 pages
Report of PBD BI Y2 Final Year 2024
No ratings yet
Report of PBD BI Y2 Final Year 2024
7 pages
Planificación Microcurricular de Unidad Didáctica 4
No ratings yet
Planificación Microcurricular de Unidad Didáctica 4
5 pages
English 7 DLP Week 5
No ratings yet
English 7 DLP Week 5
14 pages
Logic Practice and Homework Answers
No ratings yet
Logic Practice and Homework Answers
6 pages
Co-Curriculum Project Execution Guide
No ratings yet
Co-Curriculum Project Execution Guide
14 pages
German-Russian Handbook
100% (1)
German-Russian Handbook
796 pages
English Language Teachers Guide For Upper Primary
No ratings yet
English Language Teachers Guide For Upper Primary
391 pages
Etymology of Pinoy Cuss Words
No ratings yet
Etymology of Pinoy Cuss Words
6 pages
Spotlight Cae TB
89% (9)
Spotlight Cae TB
188 pages
7.english Literature
No ratings yet
7.english Literature
18 pages
5 Correct Form of Verbs Exercises For HSC
No ratings yet
5 Correct Form of Verbs Exercises For HSC
19 pages