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2

The passage describes how the writer, Mark, achieves his ambition of buying
an elephant and setting out on a journey with her, along with his companions,
Aditya and Salim.
1

Am I right in assuming that you want to buy an elephant? A voice from India
shouted down the telephone to me in Hong Kong. It was my friend Aditya. Even
through the hiss and crackle of the telephone, I could detect the disbelief in his voice
about my strange wish.
Yes, thats right, I replied.
You must be mad, he said. But Ill see what I can do.
Within a few days I was in India at Adityas house. There, waiting for me, was an
acquaintance of his, Salim, who had a deep knowledge of wildlife and, more
importantly, was an expert on elephants. Orissa, the old kingdom of Kalinga, Salim
said, studying the map, is where you should go to buy an elephant, and to begin
your journey. For centuries the rulers there reckoned part of their wealth in
elephants.
So next morning we set off. By coincidence the director of the zoo in Orissa was on
our flight. But he gave us depressing news. He knew of no elephants for sale in
Orissa. When we touched down, my gloomy mood deepened. It was monsoon time
and an oppressive heat hung in the air. We checked into our hotel and followed the
porter to our rooms. Before we could get inside, the porter suddenly asked us if we
wanted to buy an elephant. I didnt ask him how on earth he knew that. Aditya
whispered to me Dont forget the zoo director is staying here too. News travels fast
in hotels. Sure enough, the porter informed us there was a village nearby where
elephants for sale could be found. We made our way there as quickly as possible.
There, in the fading light, were three elephants. One caught my eye immediately, a
female, looking so good-natured that I was sure she was the one for me. The other
two elephants were males and, Salim warned, looked dangerous. Take the female,
he advised me, it would be impossible to find better. After some bargaining, I
proudly possessed my very own elephant, to me the queen of elephants. And that
would be her name: Queen. My dream of travelling in India on an elephant was
about to come true. We then planned our route our destination was a town some
sixty days journey away and assembled the equipment we would need, not
forgetting the bombs. These are objects the size of golf-balls which, when thrown
on the ground, explode like some powerful firework and are used to scare off
threatening animals. With the equipment slung over Queens back, we began our
travels.
As we were reaching the outskirts of the village, I saw a bus approaching us. Queen
swerved abruptly, causing the collapse of a tea-stall. We came to a halt amongst a
cascading river of cups and teapots. Glaring at us, his face a mottled purple, was
the enraged owner.
Er Im frightfully sorry, sir, I gasped. You see my
You! you! the man shouted furiously. Everything gone, Im ruined, Ill take you to
court.
Now, sir, Aditya said. Theres no need for that. I am sure we can come to some
financial agreement. After the man had cooled down, we assessed the damage and
compensation was paid. We couldnt get out of that village quickly enough; the drain
on my nerves and on my pocket had been considerable. Besides, Queen
unashamedly kept on helping herself to the cakes which were laid out on some
market stalls. Understandably her greed annoyed the owners and Salim would
smack her trunk, whereupon she would squeeze her small brown eyes shut like a
naughty little girl.
Eventually, we emerged into open countryside, and to our relief followed a track free
of the din of traffic and the possibility of Queens thieving. After a while we noticed
that Queen was limping, a bad sign for our future progress, let alone Queens

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comfort. Salim discovered the cause a metal leg chain with small spikes had
obviously been used on her by her previous owners. One of the spikes had caused
an ulcer, but, Salim told me, hot-water and salt dressings applied nightly would cure
it. Although his knowledge of elephant ailments reassured me, it took some time to 55
make and apply these dressings.
Days passed and our journey continued. Queen plodded along, her trunk plucking
at branches from overhead trees, munching with contentment. Nevertheless, it was
evident that her leg was still troubling her. Soon we came to another little town. The
animal doctor there explained that Queen had a serious infection, and that she 60
would need injections of antibiotics. Moreover, this difficult task was to be mine
and I was distinctly uneasy about it. After mentally marking a spot in Queens
enormous side, I shut my eyes and nervously plunged in the needle. I realised my
attempt had failed when, with a squeal of rage, Queen trundled away with a broken
needle wobbling precariously out of her side.
65
That was incorrect, the vet remarked needlessly. Place the needle in straight.
Now, we will try again.
When Queen was brought back, she gave me a look of pure venom. I repeated the
process, this time successfully. So off we went again, adding to our equipment a
heavy box of needles and antibiotics. After some time we entered a forest which 70
promised a welcome change of scenery. Queen suddenly stopped, extending her
trunk upwards, scanning and smelling the air.
Wild elephants, Salim whispered, and very close.
Aditya reached for his camera bag. With a sharp downward gesture of his hand
Salim indicated to him to keep still. He knew that wild elephants can be very 75
dangerous. Then from the corner of my eye I caught a slight movement. A soft
sound, almost inaudible, was the only indication that the foliage was being gently
brushed aside. Like ghosts, three female elephants appeared and stood motionless
on the road in front of us. They let out a deep rumble and extended their trunks
towards Queen. If they sensed our fear, would they attack us? Then, as quickly and 80
quietly as they had appeared, they disappeared.
I was about to let out a sigh of relief when Salim gave another of his urgent hand
signals. We heard a movement, as if the grass were being crushed by some huge,
unidentified force. Suddenly a large male elephant with tusks a metre long
confronted us. Queen was trembling violently and Salim was having trouble holding 85
her steady. We were so close I could see the flies clustering around the elephants
eyes. Without warning he rapped his trunk on the ground, emitting a terrifying
bellow.
Quick, Salim hissed. Hes angry. Throw the bombs. Aditya hurled one to the
ground. Nothing happened. It failed to explode. The elephant stepped forward, 90
throwing his trunk contemptuously into the air, emitting a terrible shrill trumpeting
sound, as if warning us to keep our distance. It was so loud and enveloping that my
senses reeled.
Throw another, now! I whispered, desperate that this one would work. But Salim
moved first. He wrenched it from Adityas hand, placed it on the ground and hit it 95
hard with the end of his stick. There was a blinding flash, a puff of smoke, and when
the smoke had cleared the track was empty. We could hear the elephants crashing
through the trees. In that moment of silence, the primitive energy of that enormous
male elephant vibrated in the emptiness around us. The silence of the forest was no
longer tranquil. It had become threatening. We moved slowly forward until we could 100
find a way out into safer open country beyond. I had learnt an important lesson
elephants are wild animals and deserve an appropriate respect.
(From Travels On My Elephant by Mark Shand)

UCLES 2004

1120/02/M/J/04

2
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

How did Aditya feel about the writers strange wish?

[1]

From paragraph 2:
2

Why would Salim be an ideal companion on the journey?

[1]

From paragraph 3:
3

Give two reasons for the writers gloomy mood.

[2]

From paragraph 4:
4

Give two reasons why Queen was the elephant which the writer bought.

[2]

From paragraph 5:
5

(a) The owner of the tea stall shows by what he says that he is enraged. Explain two other ways
in which it is clear that he is angry.
[2]
(b) The writer says the drain on my nerves and on my pocket had been considerable. Using
your own words, explain what he means by this.
[2]

From paragraph 6:
6

(a) Using your own words, give two reasons for the relief the group felt when they reached the
open countryside.
[2]
(b) Give two reasons why the group were alarmed when they noticed that Queen was limping. [2]

From paragraph 9:
7

(a) Explain how the writer makes it clear that Aditya did not know that wild elephants can be
dangerous.
[1]
(b) Suggest a reason why the writer describes the wild female elephants as being like ghosts. [1]

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From paragraph 12:
8

(a) The writer contrasts the silence of the forest before the arrival of the wild elephants with its
silence after their departure. In your own words, explain what this contrast is.
[2]
(b) Suggest two reasons why the group moved slowly after the departure of the wild elephants.
[2]

From the whole passage:


9

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.
2.
3.
4.

assuming (line 1)
destination (line 28)
assembled (line 29)
abruptly (line 35)

5.
6.
7.
8.

cooled down (line 42)


assessed (line 42)
sharp (line 74)
clustering (line 86)

[5]

10 Using your own words as far as possible, summarise the difficulties and dangers the writer and
his companions encountered on their journey with Queen, and how they overcame them.
USE ONLY THE MATERIAL FROM LINE 34 TO LINE 98.
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:
When Queen saw the bus approaching her, she swerved and

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Page 1

Mark Scheme
ENGLISH LANGUAGE JUNE 2004

Syllabus
1123

Paper
2

At a number of places in Qu.1-8 lifts are allowed which include the use of the 1st person pronouns and
possessives. Though the use may be out of tune with the question wording, to penalise the lifts would
be over-strict.

QUESTION 1 : 1 mark
Question 1
'strange wish

[From paragraph 1]

1 mark
Accept disbelief (line 3), alone, or alternatively:
he didnt believe him / that it was true / that it was possible
he was sceptical / full of doubt / doubtful
OR he thought he was mad (from line 6)

(1)

Allow the lift of lines 3 - 4 (I could detect.).


Give 0 to: he thought he wanted to buy an elephant / he thought his wish was
unusual / he was shocked / are you joking / amazed
QUESTION 2 : 1 mark
Question 2
ideal companion

(0)

[From paragraph 2]

1 mark
He was an expert on elephants
Accept the lift of line 8: had a deep knowledgeelephants.
(allow both alternatives)

(1)

But deep knowledge of wildlife (alone) = 0


The inclusion of the opening half of line 7 (There, waiting for me was an
acquaintance of his) denies the mark.
QUESTION 3 : 2 marks

[From paragraph 3]

Question 3
2 marks
gloomy mood A. the zoo director told them there were no elephants for sale (in Orissa).

(1)

AND
B. it was the monsoon (time / season)
(1)
OR
there was an oppressive / overpowering / overwhelming / stifling heat (in the air) //
it was very hot
Under A accept the lift of lines 13 -15 (By coincidence.in Orissa).
Under B accept the lift of lines 15 -16 (When we touched downin the air)
it was hot / warm // because of the heat (alone) = 0
If more than two reasons are offered, mark the first two only. Two correct reasons
appearing in one limb will score 1 max but accept the candidates division.

University of Cambridge International Examinations 2004

Page 2

Mark Scheme
ENGLISH LANGUAGE JUNE 2004

Syllabus
1123

Paper
2

QUESTION 4 : 2 marks
Question 4.
Queen was
..bought

[From paragraph 4]

2 marks
A. (she looked / was) good-natured / docile / good tempered / calm
not dangerous = (0)

(1)
(0)

The lift of lines 22 - 23 (One caught .for me.) = 0. Candidates must distil the
answer from the text.
Give 0 for: good / pleasant / nice
AND
B. The other elephants were // looked dangerous

(1)

Accept the lift of lines 23 - 24 (The other elephantslooked dangerous),


C. Salim // the expert told him he could not do better

(1)

If more than two reasons are offered, mark the first two only. Two correct answers
in one limb will score 1 max. but accept the candidates division.
QUESTION 5 : 4 marks (2 + 2 )

[From paragraph 5]

Question 5 (a)
2 marks
owner
A. (he was) glaring / looking angry / looking enraged // showed anger / it by (facial)
enraged
expression / by the look on his face
(1)
NOTE that the answer for A must reflect the anger seen in his expression, as above.
Ideas of anger alone are not sufficient.
ACCEPT
ANY TWO

His face was red / purple (with anger)


mottled = (0)

(1)
(0)

He was shouting (furiously).


Accept the lift of lines 39 - 40 (the man shouted.to court)

(1)

Give 2 marks for the lift of lines 36 - 37 (Glaring at us enraged owner);


It contains the A and B elements.
BUT he was furious, alone = 0

(0)

Accept any two from the above three. If more than two reasons are offered, mark
the first two only. Two correct answers appearing in one limb will score 1 max. but
accept the candidates division

University of Cambridge International Examinations 2004

Page 3

Question 5(b)
drain on nerves
and pocket
A

DRAIN ON
NERVES

DRAIN ON
POCKET

Mark Scheme
ENGLISH LANGUAGE JUNE 2004

Syllabus
1123

Paper
2

2 marks Note that this is an OWN WORDS Question.


[From paragraph 5]
Candidates must re-cast idea of drain on my nerves for 1 mark and drain on my
pocket for 1 mark.
.
(the experience) made me // him anxious / worried / frustrated / uptight // upset /
troubled me / tense / distressed / it // the experience had been worrying / a
trouble etc.
(1
But nervous / a bit upset / annoyed (alone) = 0
(0)
I / he / had spent a lot of money / had no / hardly any money left // it had been
expensive / costly
But he had spent money (alone) / not paying for the elephant = 0

(1)
(0)

Do not insist on a synonym for considerable but its meaning should be reflected in
the candidates answer. Do not insist on an agent, but if an obviously incorrect agent
is offered in both limbs, e.g. stall holders, give 1 max for a fully correct answer, and
0 if only partially correct.
QUESTION 6 : 4 marks (2 + 2)
Question 6(a)
relief
countryside
A DIN

[From paragraph 6]

2 marks Note that this is an OWN WORDS Question.


The key words to be re-cast are DIN and THIEVING.
they were free of / there was no / less noise (from traffic / cars / vehicles) / sound /
commotion / disturbance / racket / it was quiet(er)
(1)
Do not insist on a synonym for traffic or free from and be generous with
candidates attempts.

THIEVING

they were free of Queens stealing / robbing / pilfering / taking (cakes / what was not
hers)
(1)
Do not insist on synonym for possibility or free from and be generous with
candidates attempts.

University of Cambridge International Examinations 2004

Page 4

Question 6(b)
Queen limping
A.

Mark Scheme
ENGLISH LANGUAGE JUNE 2004

Syllabus
1123

Paper
2

2 marks
For reason A below, accept either the use of text wording at line 51, i.e. it was a bad
sign.future progress or a suitable inference drawn from the lines, as follows:
It was a bad sign for our (sic) / their future (progress)
OR inferences such as:
It could hinder progress / make the journey take longer / make us / them lose
time

(1)

BUT inferential answers which suggest distance rather than time, e.g. their journey
would be longer / further = 0.
(0)
AND
B

Queen was uncomfortable / in pain / suffering

(1)

The bald lift of lines 51-52 (let alone. comfort ) = 0. Similarly, the reference
to the ulcer (lines 53-54) = 0, unless it is allied to discomfort, pain, etc..
If more than two reasons are offered, mark the first two only. Two correct answers
Appearing in one limb will score 1 max. but accept the candidates division.
QUESTION 7 : 2 marks (1+ 1)
Question 7(a)
elephants
dangerous

Question 7(b)
like ghosts
(1 mark only)

[From paragraph 9]

1 mark
Aditya reached for his camera (bag) / he wanted to / was going to take a
photograph
Accept the lift of lines 74 -75 (Aditya reached forto keep still).
Excess denies, i.e. the run-on into He knew thatdangerous, as it distorts the
focus of the answer.
The content of lines 74 -75, With a sharp.still by itself = 0.
1 mark
Candidates must interpret lines 76 -79. Accept any of the following:
(i) they made hardly any noise / moved softly as they arrived
(ii) they suddenly / just appeared
(iii) they were motionless / made no movement
NOTE that the mere lift of lines 76 -79 will not answer the question. The apposite
details must be extracted and re-set.

University of Cambridge International Examinations 2004

(1)

(0)

(1)

Page 5

Mark Scheme
ENGLISH LANGUAGE JUNE 2004

Syllabus
1123

QUESTION 8 : 4 marks (2 + 2)
Question 8(a)
contrasts the
silence of the
forest
TRANQUIL

Paper
2

[From paragraph 12]

2 marks Note that this is an OWN WORDS Question.


Contrast comes in lines 99 100 The silence.threatening. The key words setting
up the contrast are TRANQUIL and THREATENING.
A (before the arrival of the elephants it / the forest was) peaceful / calm / still /
serene

(1)

But give 0 to equivalents that suggest a mere absence of noise, e.g. silent / quiet /
no noise.
The question wording, silence of the forest, precludes repetition;
answers must concentrate on the nature of that silence.
Also the simple opposite of threatening, e.g. non-threatening, = 0.

(0)

THREATENING B (after the departure of the elephants it / the forest was) frightening / scary / alarming /
dangerous / intimidating / menacing / disturbing
(1)
But worrying / bad / evil = 0.
(0)
Question 8(b)

2 marks
[From paragraph 12]
One of the reasons can be gleaned from lines 100 -101 We movedsafer open
country.
The other reason(s) have to be inferred from the groups confrontation with the wild
elephants and why they moved slowly. Accept any two of the reasons below:
A

they were trying to find a way into safe / open countryside / trying to get into a safer
area / they did not want to draw attention to themselves
(1)

they were worried that the elephants were still around / might come back / other
animals / other elephants might appear
(1)

they were shocked / recovering from shock / the experience // getting over their
experience
BUT scared = (0)

ACCEPT
ANY
TWO

(1)

Accept any two from three. Reward sensible inferences that are in tune with B and C
above.
If more than two reasons are offered, mark the first two only. Two correct reasons
appearing in one limb scores 1 max. but accept the candidates division.
Under A, accept the lift of lines 100 -101 (We moved .open country beyond).

University of Cambridge International Examinations 2004

Page 6

Mark Scheme
ENGLISH LANGUAGE JUNE 2004

QUESTION 9 : 5 marks (5 x1)

Syllabus
1123

Paper
2

(See words and equivalents overleaf.)

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. saw and worked out for assessed.

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.

University of Cambridge International Examinations 2004

Page 7

Mark Scheme
ENGLISH LANGUAGE JUNE 2004

Syllabus
1123

Paper
2

Question 9 (contd.) - 1st Revision

1. assuming
(line 1)

1 mark

0 mark
[Regard as 0(N) unless
indicated as 0(W)]

thinking / taking for granted / presuming /


supposing / imagining /surmising / concluding / judging
gathering / inferring / understanding

pretending / claiming /
stating / saying /guessing /
accepting / believing /
suspecting

2. destination place headed for / final stopping point / where we


(line 28)
/ they were going / one is bound for / journeys end /
terminal / final place / goal

intention / aim / fate / target


stopping point / stop

3. assembled collected / gathered / got / put together / accumulated /


(line 29)
packed / amassed / brought together

meet / chose / selected


arranged / prepared /
organised / readied

4. abruptly
(line 35)

rudely / shortly / violently /


immediately / brusquely

suddenly / quickly / unexpectedly / hastily /


without warning / precipitously / sharply / precipitately

5. cooled down settled (down) / calmed (down) / become calm /


(line 42)
composed / less angry / not angry / relaxed / gathered
himself / pulled himself together / collected himself /
checked or curbed his temper / lightened up

become cold / unemotional /


angry

6. assessed
(line 42)

calculated / worked out / estimated / judged /


evaluated / figured out / added up / computed /
gauged / totalled / valued / counted up / weighed up
reckoned / determined

saw / noticed / perceived /


rated

7. sharp
(line 74)

quick / sudden / abrupt / definite / brisk / marked / fast /


pronounced / rapid / distinct / defined / clear / prompt
incisive

cutting / piercing / acute


jagged / dramatic

8. clustering
(line 86)

gathering / bunched / assembling / collecting /


getting together / crowding / massing / swarming /
flocking / accumulating / grouping

flying / meeting / arriving

University of Cambridge International Examinations 2004

Page 12

Mark Scheme
ENGLISH LANGUAGE JUNE 2004

Syllabus
1123

Paper
2

QUESTION 10: TEXT FOR SUMMARY PASSAGE


Relevant areas for points are indicated by bold print.
5

10

11

12

As we were reaching the outskirts of the village, I saw a bus approaching us. Queen swerved abruptly,
causing the collapse of a tea-stall. We came to a halt amongst a cascading river of cups and teapots.
Glaring at us, his face a mottled purple, was the enraged owner.
Er ... Im frightfully sorry, sir, I gasped. You see my . .
You! you! the man shouted furiously. Everything gone, Im ruined, Ill take you to court.
Now, sir, Aditya said. Theres no need for that. I am sure we can come to some financial agreement.
After the man had cooled down, we assessed the damage and compensation was paid. We couldnt get
out of that village quickly enough; the drain on my nerves and on my pocket had been considerable.
Besides, Queen unashamedly kept on helping herself to the cakes which were laid out on some
market stalls. Understandably her greed annoyed the owners and Salim would smack her trunk,
whereupon she would squeeze her small brown eyes shut like a naughty little girl.
Eventually, we emerged into open countryside, and to our relief followed a track free of the din of traffic
and the possibility of Queens thieving. After a while we noticed that Queen was limping, a bad sign for
our future progress, let alone Queens comfort. Salim discovered the cause a metal leg chain with small
spikes had obviously been used on her by her previous owners. One of the spikes had caused an
ulcer, but, Salim told me, hot-water and salt dressings applied nightly would cure it. Although his
knowledge of elephant ailments reassured me, it took some time to make and apply these dressings.
Days passed and our journey continued. Queen plodded along, her trunk plucking at branches from
overhead trees, munching with contentment. Nevertheless, it was evident that her leg was still troubling
her. Soon we came to another little town. The animal doctor there explained that Queen had a
serious infection, and that she would need injections of antibiotics. Moreover, this difficult task was
to be mine and I was distinctly uneasy about it. After mentally marking a spot in Queens enormous side, I
shut my eyes and nervously plunged in the needle. I realised my attempt had failed when, with a squeal
of rage, Queen trundled away with a broken needle wobbling precariously out of her side.
That was incorrect, the vet remarked needlessly. Place the needle in straight. Now, we will try again.
When Queen was brought back, she gave me a look of pure venom. I repeated the process, this time
successfully. So off we went again, adding to our equipment a heavy box of needles and
antibiotics. After some time we entered a forest which promised a welcome change of scenery. Queen
suddenly stopped, extending her trunk upwards, scanning and smelling the air.
Wild elephants, Salim whispered, and very close.
Aditya reached for his camera bag. With a sharp downward gesture of his hand Salim indicated to him to
keep still. He knew that wild elephants could be very dangerous. Then from the corner of my eye I caught
a slight movement. A soft sound, almost inaudible, was the only indication that the foliage was being
gently brushed aside. Like ghosts, three female elephants appeared and stood motionless on the road
in front of us. They let out a deep rumble and extended their trunks towards Queen. If they sensed our
fear, would they attack us? Then as quickly and quietly as they had appeared, they disappeared.
I was about to let out a sigh of relief when Salim gave another of his urgent hand signals. We heard a
movement, as if the grass were being crushed by some huge, unidentified force. Suddenly a large male
elephant with tusks a metre long confronted us. Queen was trembling violently and Salim was
having trouble holding her steady. We were so close I could see the flies clustering around the
elephants eyes. Without warning he rapped his trunk on the ground, emitting a terrifying bellow.
Quick, Salim hissed. Hes angry. Throw the bombs. Aditya hurled one to the ground. Nothing
happened. It failed to explode. The elephant stepped forward, throwing his trunk contemptuously into
the air, emitting a terrible shrill trumpeting sound, as if warning us to keep our distance. It was so loud
and enveloping that my senses reeled.
Throw another, now! I whispered, desperate that this one would work. But Salim moved first. He
wrenched it from Adityas hand, placed it on the ground and hit it hard with the end of his stick. There
was a blinding flash, a puff of smoke, and when the smoke had cleared the track was empty. We
could hear the elephants crashing through the trees.

University of Cambridge International Examinations 2004

2
1

A thriving coral reef is one of the most glorious sights on our planet. Anyone
swimming underwater near a coral reef for the first time is likely to find it a beautiful
place teeming with life of every description set among a rich and random pattern of
colours. Coral reefs are second only to rain forests in the huge number of plants and
animals they support. Coral animals, the remarkable little creatures that build reefs,
are responsible for creating the largest structures made by life on earth, big enough,
in some cases, to dwarf even the most ambitious buildings constructed by
humankind.
There have been people living near coral reefs since prehistoric times, making use
of the rich source of food they provide as well as depending on them for other basic
needs, such as tools made from coral shells and building materials made from the
rock of coral reefs. Coral shells have long been used in decoration, whether as
jewellery or simply to adorn the walls of houses. Even today, coral reefs are still
essential to the way of life of coastal people in the tropics.
Just as forest plants have been used for hundreds of years for medicinal purposes
by people living in the rain forests, so some reef plants and animals have been used
by people in coastal communities to help cure diseases like malaria, tuberculosis
and bronchitis. Therefore we should not be surprised at the use of these substances
in human medicine. Plants and animals living in crowded conditions, such as those
on reefs and in rain forests, often produce poisonous substances to defend
themselves against predators. Some of these substances can have medicinal
qualities and in recent years drug companies have shown a growing interest in
creatures living around coral reefs.
However, this interest shown by the drug companies is not bringing many
advantages to the people living near coral reefs. The major drug companies are
starting to harvest the creatures and plants of the coral reefs on a massive scale,
depriving the local people of their traditional resource. Unfortunately, this could lead
to a rich natural treasure being stolen away from the people who have acted for
centuries as its custodian and whose traditional knowledge has led to these
so-called discoveries in science. Moreover, the financial benefit of drugs developed
from coral animals will go, not to locals, but to the huge drug companies.
Coral reefs and people living near them are also under threat from tourism. Hotel
developers compete for land, thus pushing up its price, and this in turn forces local
people out of their homes. In some places, hotels have been built on ancient burial
sites on the coast, offending religious feelings. It is easy to understand why the
swaying palms, sandy beaches and small islands of tropical coral coastlines are
great attractions for modern travellers. But the way of life of a country is frequently
exploited for tourist entertainment. For example, traditional dances are often
demanded on an inappropriate day or in the wrong season just to provide an afterdinner show for tourists.
The construction of golf courses for tourists robs local people of shorelines where
they traditionally came to cast their nets, depriving them of coastal areas that are so
fundamental to their way of life. These golf courses need vast amounts of water,
fertilisers and pesticides. Apart from any destruction caused to the living conditions
of wild life, there is an even greater threat to the coral reefs themselves. The water
used by golf courses drains out on to the coral reefs, carrying its deadly load of
waste materials and chemicals. With tourism, too, comes the inevitable building of
airports along the coast. Sometimes these are built on coral reefs if there is
nowhere else to put them. Apart from the sacrifice of beautiful coastal sites on which
airport runways are built, their construction also produces large quantities of waste
materials that are likely to kill coral nearby.

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15

20

25

30

35

40

45

50

3
7

In addition, the rock from coral reefs has traditionally been used on a small scale for
building houses on inhabited islands, but it is now being taken in huge, often
uncontrolled quantities, to build tourist hotels, thus depriving local people of building
materials for their own homes. Coral islands, sandy beaches and beautiful lagoons the areas of water surrounding coral reefs - are beloved by tourists in the tropics
and are important attractions in their own right. And yet the lagoons around coral
reefs are deepened to make way for pleasure boats, destroying the areas where
fish breed, depriving the local people of food. Some fish have become so popular
with tourists that they have become very expensive and local people can no longer
afford them.
For developing countries, in particular small island communities and those with
striking natural attractions such as coral reefs, tourism represents one of the ways
in which people living there can hope to achieve an improvement in their standard of
living. But this improvement is rarely achieved. Villages are destroyed by the
pollution, noise, roads and the concrete monstrosities of tourism. Huge jetties and
docks are built over coral reefs, often affecting currents and the circulation of water
around the reefs themselves. This can both disturb the shape of the coast itself and
destroy life on the reef. Hotels often lack proper sewage treatment facilities, a
problem that is made worse by the yachts and cruise ships which in many cases
also dump sewage directly on to the reefs.
The boom in coastal tourism has been accompanied by a similar growth in marine
activities such as underwater exploration and sailing, which can damage coral
reefs. In addition, cruise ships inflict severe damage on coral reefs, with their heavy
anchor chains crushing coral. Every day of the year thousands of vessels of all
kinds, from yachts to glass-bottomed boats, send their anchors crashing down on
reefs. Anchors also stir up clouds of sediment which settle on the reef and destroy
reef life. Boats carrying people wanting to dive down to the reefs anchor directly on
to coral rock and the fact that these boats anchor repeatedly on to the same reefs
increases their destruction. Some experienced divers are demanding the chance to
dive down to unexplored reefs, and so boat owners take them further and further
into remote seas, and end up destroying yet more coral reefs.

10 There is now no doubt that the world needs to take positive action to secure a
healthy future for coral reefs. In the past, governments have sometimes taken strong
action to preserve an environment which has been threatened. Unfortunately, these
governments have often disregarded the views of the people living there. It has now
become abundantly clear that, if schemes for the protection of the environment are
not initiated and controlled by local people, they stand little chance of success. It is
vitally important to ensure that the wealth of expertise that still remains in living
memory is not lost.
(Adapted from The Greenpeace Book Of Coral Reefs)

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55

60

65

70

75

80

85

2
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) Why does the writer describe coral reefs as one of the most glorious sights on our planet?
[1]
(b) In what way are coral reefs almost as important as rain forests?

[1]

(c) Explain fully why the writer describes coral animals as remarkable.

[2]

From paragraph 2:
2

Apart from food, what are the two most important uses of coral reefs for people living near them?
[2]

From paragraph 3:
3

(a) What common benefit do people living in rain forests and people living near coral reefs get
from local plants?
[1]
(b) Despite what the author says, why might we be surprised that the plants found in rain forests
and near coral reefs are of benefit to people? Answer in your own words.
[2]

From paragraph 4:
4

(a) What does the expression stolen away suggest about the attitude of the drug companies to
the people living near coral reefs?
[1]
(b) Why does the writer describe the discoveries made by scientists about coral reefs as socalled?
[1]

(c) What particular benefit will be denied to local people by the drug companies?

[1]

What does the word custodian suggest about the local people?

[1]

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From paragraph 8:
6

(a) Explain why tourism tends to raise a false hope among people in developing countries.

[1]

(b) Give one piece of evidence from the paragraph which shows that this hope indeed often
proves to be false.
[1]
(c) Why does the writer describe tourist hotels as monstrosities?

[1]

From paragraph 10:


7

(a) Using your own words, explain what mistake was made, according to the writer, by
governments in the past which tried to preserve an environment which has been threatened.
[2]
(b) What will be the two results, according to the writer, if schemes for the protection of the
environment are not initiated and controlled by local people?
[2]

From the whole passage:


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 as the word or phrase has in the
passage.
1.
2.
3.
4.

adorn (line 13 )
in turn (line 33)
depriving (line 42)
fundamental (line 43)

5.
6.
7.
8.

inevitable (line 47)


disturb (line 68)
boom (line 72)
abundantly (line 87)

[5]

Using your own words as far as possible, summarise the ways in which tourism threatens coral
reefs and the people living near them.
USE ONLY THE MATERIAL FROM LINE 32 TO LINE 82.
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:
When hotel developers near coral reefs compete for land, they

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[25]

Page 1

Question 1
(a)
one of the most
glorious sights

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

Paper
2

[From paragraph 1]

4 marks

(they are) beautiful//full of/teeming with life//colourful


Accept the lift, in whole or in part, of lines 1 - 4 (A thrivingpattern
of colours). Excess denies
Accept single word answers, e.g. beauty/colourful, etc.

(b)
important as
rain forests

(1)

Each supports/they support a huge number of plants and/or


animals.
Accept lift of lines 4 - 5 (Coral reefs..they support). Excess denies.
Insist on huge (number) or a synonym.

(c)
coral animals
remarkable

(1)

Look for two elements as follows:


A they create the largest structures made by life on earth//they
make reefs bigger than anything made by humans/they make
big reefs
(1)
Accept the lift, in whole or in part, of lines 5 - 8 (Coral animals.
by humankind).
Do not insist on a comparison with humans. Accept a mere
reference to large size of reefs, e.g. they build big reefs. Limb B
below insists on the relative sizes of animals and reefs.
B (and yet) they are little/small etc.
The contrast between the relative sizes of coral animals and
coral reefs must be made in order to score. The lifting of lines
5 - 8 will score for limb A but not for limb B; candidates must
distil the answer.
(1)

Question 2
most important
uses of coral

[From paragraph 2]

2 marks

A tools

(1)

B building materials

(1)

Accept the lift of line 11 - 12 (tools..reefs)


If more than two uses are offered, mark the first two only. Two
correct uses appearing in one limb of the answer will score 1
maximum but accept candidates division.
Any reference to decoration or jewellery or adorning walls of
houses will deny the mark for the limb in which it occurs, e.g.
they were used as tools (1) and as building materials to adorn
houses (0W)

University of Cambridge International Examinations 2005

Page 2

Question 3
(a)
common
benefit

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

[From paragraph 3]

Paper
2

3 marks

medicine(s)/cures/remedies (for illnesses/disease)

(1)

Accept the lift of lines 15 18 (Just as forest plants..bronchitis)


Excess denies.
(b)
surprised
benefit

Note that this is an OWN WORDS Question. Candidates must link


surprise to paradox that benefits can also be poisons. Key words
are POISONOUS and SUBSTANCES.
POISONOUS

harmful/malignant/inflicting injury/toxic/venomous
(deadly = 0)

SUBSTANCES materials/chemicals/products (sic)/liquids/fluids/


emissions/matter
(2)
Question 4
(a)
stolen away

[From paragraph 4]

3 marks

(attitude of) contempt/disregard//they are prepared to/happy to


/willing to steal from//they exploit (local people/them)/dont care
(local people)/are inconsiderate

(1)

But: they steal from/swindle (local people/them) = 0


Selfish/greedy = 0
The question calls for the attitude, not merely the action of, drug
companies.
(b)
so-called

They are not (really) discoveries//(local) people (already) had the


knowledge//the knowledge has been around for a long time//the
knowledge isnt new/is traditional
OR
Scientists only think they have found something new/made
discoveries//scientists havent (really) discovered something
(1)

(c)
benefit denied
to local people

financial/monetary/money (benefit)/profit
Accept the lift of lines 30 - 31 (Moreover.drug companies

University of Cambridge International Examinations 2005

(1)

Page 3

Question 5
custodians

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

[From paragraph 4]

Paper
2

1 mark

They felt/knew that their knowledge was/valuable/precious/


important//they wanted to keep it for themselves/to guard/protect
it//they did not want to share it (with others)
coral was important/precious/valuable to them = 0. They were
owners/controlled it = 0

Question 6
(a)
false hope

[From paragraph 8]

(1)

3 marks

Note that two limbs are required for a correct answer, viz. (a) focus
of hope and (b) its falseness.
(people in developing countries/they) hope for/want an improvement
in their standard of living but dont achieve it/rarely achieve it
(1)
Accept the lift of lines 62 - 65 (For developing countries...achieved)
But the mere lift of lines 64 - 65 (hope to achieve...standard of
living) = 0 (focus of hope only)
The lift of line 65 (But this improvement is rarely achieved) = 0 (fact
of falseness only)

(b)
evidence of
false hope

The answer comes either from lines 65 - 66 or from lines 69 - 71.


Villages are destroyed (by pollution/noise/roads/hotels)
Accept the lift of lines 65 - 66 (Villages are destroyed.tourism).
But the run on into lines 66 - 68 (Huge jetties....reefs themselves)
denies the mark
OR
Sewage (from hotels/yachts/cruise ships) is dumped on to reefs (1)
Accept the lift of lines 69 - 71 (Hotelsonto the reefs)
BUT
Hotels often lack proper sewage treatment (alone) = 0.
Any reference to docks, jetties, shape of the coast denies the mark.

University of Cambridge International Examinations 2005

Page 4

(c)
monstrosities

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

Paper
2

they are ugly/unsightly/out of place with local buildings or culture/


incongruous/hideous//they destroy natural attractions/beauty/view
OR
he/the writer disapproves of them/doesnt like them

(1)

Note that the focus of the answer can be either the hotels
themselves or the writers attitude to them.
BUT
big or equivalent (alone) = 0
Monstrous (alone) = 0. An
understanding of the implication of this key word in the text must be
shown.
Question 7
(a)
mistakes by
governments'

4 marks
Note that this is OWN WORDS Question.
DISREGARDED and VIEWS

Key words are

DISREGARDED
ignored/overlooked/failed to take into consideration/paid no
attention to/neglected/showed no consideration for/showed no
respect for/did not care about/involve/listen to/heed
(1)
(Be generous with grammatical form)
Give 0 for: did not know about/did not see/were not impressed
by/did not like/were uninterested//rejected/misunderstood/
contradicted
VIEWS
opinions/ideas/intentions/plans/aims/designs/expectations/
aspirations/feelings thoughts suggestions/desires/perceptions/
wishes
(1)
(Be generous with grammatical form)
Give 0 for: sights/appearances/pictures/knowledge/advice/
protestations

University of Cambridge International Examinations 2005

Page 5

(b)
schemes not
initiated local
people

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

Paper
2

Two results are required, as follows;


A they will not be successful/will not succeed/will fail/will come to
nothing/will be a disaster/will collapse
(1)
Accept the list of line 88 - 89 they stand little chance of success.
B the local peoples/their expertise/knowledge will be lost/will
disappear/will fade away/cease to exist/will be forgotten.

(1)

Under B, do not insist on the possessor of expertise


knowledge as it is implicit in the question wording, but withhold
the mark for an obviously incorrect possessor, e.g. hotel
developers.
Note that the bald lift of lines 89 - 90 (It is vitally important is
not lost) will not work. These lines do not state a result but
merely what is important.
Question 8

(see words and equivalents overleaf)

5 marks

Mark only the first FIVE words attempted.

If more than FIVE are offered, cross out the excess and write RUBRIC.

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. improve and decorate for adorn.

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.

University of Cambridge International Examinations 2005

Page 6

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

Paper
2

Question 8 (continued)
1 mark

0 mark
[Regard as 0(N) unless
indicated as 0(W)]

1 adorn
(line 13)

decorate/embellish/make attractive/beautiful
ornament/beautify/festoon/grace/enhance
deck/dress up/brighten

improve/elaborate/enrich
garnish/garland/drape/
furnish

2 in turn
(line 33)

as a result/as a consequence/consequently/
therefore/thus/as an outcome/effectively/
hence/accordingly/became the reason that

later/afterwards/one by
one then/in the end/
eventually

3 depriving
(line 42)

taking away/stealing (from)/robbing/causing


shortage/causing scarcity/cause loss/
stripping/plundering/denuding/divesting/
denying/dispossessing/swindling/cheating/
withdrawing

losing/causing hardship/
lacking/forsaking/leaving/
preventing/stopping/
snatching/removing/
not allowing

4 fundamental
(line 43)

essential/basic/crucial/(at the) core/(at the)


root/necessary (to)/rudimentary/foundation
(of)/vital/integral/intrinsic/central/critical/very
important/key/main/primary/needed/required

deep/in-depth/bottom/
discovered/important/
compulsory

5 inevitable
(line 47)

unavoidable/unstoppable/inexorable/
cannot be prevented/stopped/avoided/
escaped//certain/sure/inescapable/
bound to happen

obvious/bad/destructive/
undesirable/fated

6 disturb
(line 68)

alter/change/affect/have an effect on/


rearrange/re-organise/upset/disrupt/interfere
with/reconfigure/vary/disarrange

agitate/interrupt/worry/
confuse/spoil/distort/
trouble/annoy/bother/
deform

7 boom
(line 72)

increase/upsurge/expansion/rise/growth/
upturn/explosion/boost/progress/spurt

success/popularity/
interest/prosperity

8 abundantly
(line 87)

very/extremely/obviously/manifestly/fully/
completely/totally/absolutely/truly/definitely/
perfectly/to a great extent/surely

plentifully/amply/clearly/
excessively/quite/mostly/
sufficiently/increasingly

University of Cambridge International Examinations 2005

Page 7

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

Question 9

Paper
2

25 marks

MARK TO A MAXIMUM OF 15 OUT OF 23 FOR POINTS. AWARD A MAXIMUM OF 10


MARKS FOR STYLE (See pages 9 -10 for the Style marking method.)
NOTES:
1

Points to be rewarded and their marks are indicated on the next page.

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.

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, i.e. 160 words.)

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.

For answers shorter than the 150 words apply the following maxima for the Style
mark:
0 - 25 (0); 26 - 50 (2); 51 - 75 (4); 76 - 100 (6); 101 - 125 (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.

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.

University of Cambridge International Examinations 2005

Page 8

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

Question 9 (continued) EACH POINT SCORES 1 MARK

Paper
2

Line No

push up/increase its price/price of land

forcing people out of their homes//causing homelessness

hotels built on (ancient) burial sites offend/upset religious feelings/traditions/


beliefs/people
34 - 35

way of life/culture exploited//dances demanded on inappropriate days for (tourist)


entertainment
37 - 38

(construction of) golf courses prevents (local people) fishing

41 - 42

water used by golf courses is drained/led out on to reefs

45 - 46

carrying (deadly/harmful) waste materials/chemicals//waste materials/chemicals


drained on to reefs
46 - 47

airports built on reefs

construction of runways produces waste materials which damage reefs/coral


50 - 51

10

rock from reefs/coral rock taken to build hotels

52 - 54

11

depriving (local) people of (building materials for) homes/houses

54 - 55

12

deepening of lagoons (for pleasure boats) destroys areas where fish breed 57 - 59

13

and deprives (local) people of food

14

(some) fish has become too expensive for local people because of tourist demand
59 - 61

15

villages are destroyed (by pollution/noise/roads/hotels)

16

jetties/docks (built over coral) destroys reef (life)/affects currents/circulation of


water
66 - 68

17

hotels/yachts/(cruise) ships dump sewage on to reefs

69 - 71

18

marine activity/underwater exploration/sailing damages reefs

72 - 74

19

anchors/anchor chains of (cruise) ships/yachts/glass-bottomed boats damage/


crush coral
75 - 77

University of Cambridge International Examinations 2005

33
33 -34

48

59

65

Page 9

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

Paper
2

20

sediment stirred up/caused by anchors settles on/destroys reefs

77 - 78

21

dive boats/boats carrying divers anchor (directly) on to reefs

78 - 79

22

and visit/anchor on to same reef often/repeatedly (thus destroying them)

23

divers visit remote/distant/new/unspoilt reefs and spoil them/spoil otherwise


unspoilt reefs
80 - 82

79

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. Indicate these errors by underlining. As well as accuracy,
consider sentence structure, in particular complexity and originality.
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
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

University of Cambridge International Examinations 2005

Page 12

Mark Scheme
O LEVEL NOVEMBER 2004

Syllabus
1123

Paper
2

Coral reefs and people living near them are also under threat from tourism. Hotel
developers compete for land, thus pushing up its price, and this in turn forces local
people out of their homes. In some places, hotels have been built on ancient
burial sites on the coast, offending religious feelings. It is easy to understand why
the swaying palms, sandy beaches and small islands of tropical coral coastlines are
great attractions for modern travellers. But the way of life of a country is frequently
exploited for tourist entertainment. For example, traditional dances are often
demanded on an inappropriate day or in the wrong season just to provide an afterdinner show for tourists.

The construction of golf courses for tourists robs local people of shorelines
where they traditionally came to cast their nets, depriving them of coastal areas
that are so fundamental to their way of life. These golf courses need vast amounts of
water, fertilisers and pesticides. Apart from any destruction caused to the living
conditions of wild life, there is an even greater threat to the coral reefs themselves.
The water used by golf courses drains out on to the coral reefs, carrying its
deadly load of waste materials and chemicals. With tourism, too, comes the
inevitable building of airports along the coast. Sometimes these are built on coral
reefs if there is nowhere else to put them. Apart from the sacrifice of beautiful coastal
sites on which airport runways are built, their construction also produces large
quantities of waste materials that are likely to kill coral nearby.

In addition, the rock from coral reefs has traditionally been used on a small scale for
building houses on inhabited islands, but it is now being taken in huge, often
uncontrolled quantities, to build tourist hotels, thus depriving local people of
building materials for their own homes. Coral islands, sandy beaches and beautiful
lagoons - the areas of water surrounding coral reefs - are beloved by tourists in the
tropics and are important attractions in their own right. And yet the lagoons around
coral reefs are deepened to make way for pleasure boats, destroying the areas
where fish breed, depriving the local people of food. Some fish have become so
popular with tourists that they have become very expensive and local people
can no longer afford them.

For developing countries, in particular small island communities and those with striking
natural attractions such as coral reefs, tourism represents one of the ways in which
people living there can hope to achieve an improvement in their standard of living. But
this improvement is rarely achieved. Villages are destroyed by the pollution, noise,
roads and the concrete monstrosities of tourism. Huge jetties and docks are
built over coral reefs, often affecting currents and the circulation of water
around the reefs themselves. This can both disturb the shape of the coast itself and
destroy life on the reef. Hotels often lack proper sewage treatment facilities, a
problem that is made worse by the yachts and cruise ships which in many cases also
dump sewage directly onto the reefs.

The boom in coastal tourism has been accompanied by a similar growth in marine
activities such as underwater exploration and sailing, which can damage coral
reefs. In addition, cruise ships inflict severe damage on coral reefs, with their heavy
anchor chains crushing coral. Every day of the year thousands of vessels of all
kinds, from yachts to glass-bottomed boats, send their anchors crashing down on
reefs. Anchors also stir up clouds of sediment which settle on the reef and
destroy reef life. Boats carrying people wanting to dive down to the reefs anchor
directly on to coral rock and the fact that these boats anchor repeatedly on to the
same reefs increases their destruction. Some experienced divers are demanding
the chance to dive down to unexplored reefs, and so boat owners take them further
and further into remote seas, and end up destroying yet more coral reefs.

University of Cambridge International Examinations 2005

2
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) At what stage of a sea journey must a sea captain be particularly alert?

[1]

(b) Pick out and write down two single words from the paragraph which tell you that the islands
are like hunters.
[2]

From paragraph 2
2

(a) Give two reasons why lighthouses were better than fires in warning ships of dangerous rocks.
[2]
(b) Initially, lighthouses were difficult to build. What was the disadvantage in the long term of
having lighthouses rather than fires?
[1]

From paragraph 3
3

(a) Why did it take four years to build this lighthouse? Answer in your own words.

[2]

(b) Explain fully why the lighthouse keepers needed the crane used in the construction of the
lighthouse to be left in place.
[2]

From paragraph 4
4

Why would the captain of the ship be surprised that even the firing of the rocket produced no
response from the lighthouse keepers?
[2]

From paragraph 6
5

Give two reasons why the sailors leader was breathless when he returned to the small boat. [2]

From paragraph 7
6

(a) The writer tells us that the men combed the outbuildings and the lighthouse itself. What does
combed tell us about the way they searched?
[1]
(b) The searchers informed the captain of what they had been unable to find. What had they
expected to find?
[1]

UCLES 2005

1120/02 M/J/05

2
The Mystery of The Lonely Lighthouse
1

The appearance of land at the end of a long sea journey must be a welcome sight for any
ships captain. Yet he has to be particularly alert at this stage of the voyage, for in many
parts of the world there are often rocky islands close to the shore he is approaching.
These islands seem to lie in wait like hunters watching for their prey. Their jagged rocks
trap and wreck many ships whose journeys take them too close to their perilous shores.
In the past, fires would sometimes be lit at night to mark dangerous sections of coast, but
frequently their light was too feeble to penetrate the gloom. Eventually, the idea of a
lighthouse was born. This was a tall tower, often located on an island out at sea and
carrying a bright light at its top, warning ships of treacherous rocks ahead. Two or three
men, called lighthouse keepers, had to live in the lighthouse so that the light could be
maintained permanently. But constructing a lighthouse could be extremely difficult. The
tale of one such lighthouse shows how difficult it was to build; it is all the more fascinating
because of a mystery that later surrounded it.
The construction of this lighthouse began in 1895 and, because of the islands isolated
location and hostile weather, it took four years to complete. The islands light shone out
for the first time in December 1899. All went well over the first winter and summer. The
crane used to lift all the building materials in the lighthouses construction was left in
place. One look at the list of supplies regularly taken by boat to the lighthouse shows
why the crane was required. The metal containers of oil for the lamp, and the boxes of
food and wooden barrels of fresh water needed by the keepers for survival, were
extremely heavy.
Every fortnight a shipload of supplies was brought from the mainland to the lighthouse.
On 26 December 1900, the delivery ship drew near the island, and its crew noticed
immediately that something was wrong. There was no welcoming flag flying from the
lighthouse pole, although the delivery ship would have been expected. However, it was
possible the keepers were busy working out of sight on the other side of the island, and,
therefore, had not noticed the ship approaching. The captain ordered the ships whistle
to be sounded, but the shrill blast brought only thousands of sea-birds from the cliff face,
noisy and angry at being disturbed. There was no movement in or around the lighthouse.
With mounting astonishment, the captain ordered a rocket to be fired over the island,
and, although it burst its colourful contents with a loud explosion, still nothing was seen
of the keepers.
A small group of sailors was instructed to go ashore and find out what was wrong.
Perhaps, they thought, the keepers were ill and could not venture out of the lighthouse.
They climbed aboard a small boat and rowed ashore. The sailors leader went to the top
of the cliffs on which the lighthouse perched, and began running along the pathway,
calling out the names of the keepers. But the only answer that came was the howling of
the gales. The keepers normally opened the entrance gate of the yard when a delivery
was expected, but on this particular day the gate was closed; it creaked open at his
touch and he moved towards the lighthouse itself. He was surprised to find the front door
was wide open and cautiously he entered. He continued to call out the names of the
three men, but still no-one answered his shouts.
In the kitchen, two chairs stood next to the table, but the third chair had been knocked
over and was lying on its side. Although it was freezing winter weather, the ashes in the
fireplace were cold, showing that it was some time since a fire had been lit. All the pots
and pans were clean and stacked neatly in their usual places. The clock on the shelf
above the fireplace had stopped. The leader then went into the bedrooms and found that
the beds were unmade, just as they would be if their occupants had just risen from them
and left hurriedly. By now, he was finding it difficult to control his feelings. The hairs were

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3
standing up on the back of his neck, and he ran all the way back to the landing point. He
breathlessly explained to the crew of the small boat what he had found, and two of the
men volunteered to go back up with him to the lighthouse.
7

This group of three combed the outbuildings and the lighthouse itself. On reaching the
top of the tower, they found that the warning lamp of the lighthouse was in working order,
but there was a thin film of dust over it, suggesting that it had not been lit for some time.
In addition, the last entry in the lighthouses record book was for the morning of 15
December, although normal practice was to complete the record daily. There was still no
trace of the three keepers. It was becoming increasingly clear after this second search
that no-one was there. The men returned to their ship where they informed the captain of
what they had found and what they had been unable to find. Because it was now dark,
they had to wait until the following morning to begin to search even more extensively.
They began by examining the living area of the lighthouse again. They found that the
waterproof clothing of two of the keepers was missing from the cupboard. Even more
mysteriously, the third set of waterproof clothing still hung there. Then they went outside
and began to investigate the platform where the crane stood. They were surprised to find
that the grass had been torn away along the top edge of the cliff. The railings around the
platform where the crane stood were broken. Furthermore, a huge boulder, probably
weighing over a ton, which had been part of the cliff, had been moved a great distance
down the stairway, and was partially blocking it. But of the three lighthouse keepers there
was no trace, either then or later. They had disappeared completely. But how?
Once the newspapers got hold of the story, there was much speculation, most of it
unconvincing. The mystery has never been conclusively solved, but for over a century
many explanations as to what happened have been suggested. One theory is that
violence broke out and one of the keepers murdered his colleagues and threw them over
the cliff; he then jumped over the cliff himself through shame at what he had done. A
second theory suggested that the island must have been cursed, because several years
later a keeper threw himself from the lighthouse in a fit of depression. A third, and less
fanciful, theory is that two of the men got up early and put on their waterproof clothing to
go to the landing to repair the devastation of a night of particularly stormy weather. Could
it be that the third man, watching from the lighthouse, saw a huge black hurricane cloud
sweeping towards his two colleagues and rushed out to warn them, knocking over a
chair as he did so? Could it be that all three men were then swept away by the wind?

10 Since that fateful day, the islands light has shone without further mishap. In 1971 the last
keepers departed; the lighthouse is now operated by a computer. The only visitors these
days are many species of sea-bird and an annual maintenance crew, complete with
mobile phones.

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From paragraph 9
7

(a) According to the writer, what happened once the newspapers got hold of the story? Answer
in your own words.
[2]
(b) How can we tell that the writer regards the third explanation of the mystery as the most likely?
[1]

From paragraph 10
8

What contrast between past and present is suggested by the writers reference to mobile phones?
[1]

From the whole passage


Choose five of the following words. For each of them give one word or short phrase (of no more
than seven words) which has the same meaning as the word has in the passage.
1.
2.
3.
4.

mounting (line 30)


volunteered (line 52)
film (line 55)
practice (line 57)

5.
6.
7.
8.

extensively (line 61)


solved (line 72)
devastation (line 79)
fateful (line 83)

[5]

10 The crew of the delivery ship noticed immediately that something was wrong (lines 2324).
Using your own words as far as possible, summarise the evidence the searchers had, before
and after they landed, which made it clear that something was wrong at the lighthouse.
USE ONLY THE MATERIAL FROM LINE 24 TO LINE 70.
Your summary, which must be in continuous writing (not note form) must not be longer than 160
words, including the 10 words given below.
The ships crew noticed immediately that something was wrong because

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Page 1

Mark Scheme
GCE O LEVEL JUNE 2005

Syllabus
1123

Paper
2

[From paragraph 1]
3 marks
(a)

'stage of journey

the end (of a long sea journey)//when he/the ship is


approaching land/the shore//rocky islands near the
shore//when land appears/when they are near//close
to//comes near the shore/beings to reach land (1)
(near) rocky islands = 0(N)

[1]

Accept lift of lines 12 The appearance voyage


(b)

two single words

prey

(1)

trap (1)

lie in wait

(0)

[2]

Mark first two only. Accept the use of the correct words in
phrases or sentences provided that they are underlined or
otherwise highlighted.
2

[From paragraph 2]
3 marks
(a)

lighthouses better
than fires

Although focus of question is lighthouses, marks can be


scored by reference either to lighthouses or to fires. Do not
insist on both sides of the comparison, but insist on correct
agent where agent is given.

(i)

lighthouses/lights from lighthouses/they (sic) were brighter


//bright (than fires)//fires/light from fires was dim/feeble/
dimmer than lighthouses

[1]

Accept lift, in whole or in part, of lines 68 In the


pastidea of a lighthouse was born.
(ii)

lighthouses/lights from lighthouses/they (sic) were


permanent/fixed//fires/lights from fires were temporary/
people had to keep lighting them

[1)]

Accept lift of lines 1011 and so the light could be


maintained permanently.
(b)

disadvantage of
lighthouses

they/lighthouses had to be manned//people/men had to live


there/in the lighthouse
Accept lift of lines 910 Two or three men had to live in the
lighthouse.

University of Cambridge International Examinations 2005

[1]

Page 2

Mark Scheme
GCE O LEVEL JUNE 2005

Syllabus
1123

Paper
2

[From paragraph 3]
4marks (2 + 2)
(a)

(b)

'four years to build

Note that this is an own words question. Answer lies in


lines 1415 isolated location and hostile weather. Key
words are isolated and hostile.
Do not insist on
substitution for location and weather. Be sympathetic
with candidates attempts to render them in their own
words.

ISOLATED A

lonely/far
away/remote/secluded/separated/detached/cut
off/set apart
(1)

HOSTILE B

unkind/stormy/wild/bad/nasty/inhospitable/antagonistic/
inimical/malevolent/malicious/unpromising/unfavourable/
inclement/harsh/foul
(1)

[2]

crane left in place


(i)

to lift up their supplies/oil/water/food//to take/get their


supplies/bring (oil/water/food)

[1]

(ii)

because the supplies/they were heavy/too heavy to carry

[1]

Under (i) copying lines 1618 will not work: it merely


repeats the question.
Under (ii) accept lift of lines
containersextremely heavy.
4

1921

The

metal

[From paragraph 4]
2 marks
captain surprised

Answers can focus on either the men or the rocket. Key


ideas are seeing and hearing.

(i)

the (lighthouse) keepers/men/they should have heard


the rocket/it
OR the rocket/it made/a loud explosion/ noise

[1]

(ii)

the (lighthouse) keepers/ men/they should have seen


the rocket/the light//rocket was bright/it was fired over
the island

[1]

Accept lift of line 31 it burst its colourful content with a loud


explosion. Candidates must distil answer.

University of Cambridge International Examinations 2005

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Mark Scheme
GCE O LEVEL JUNE 2005

Syllabus
1123

Paper
2

[From paragraph 6]
2 marks
sailors leader was
breathless

One mark is to be awarded for answer focused on physical


cause of his breathlessness and one mark for answer
focused on his state of mind.

(i)

he had been running (from the lighthouse to the landing


point/boat) - PHYSICAL

[1]

(ii)

he was terrified/in a panic/afraid/had had a shock OR he


was alarmed/excited/eager to tell his news/desperate to
speak - PSYCHOLOGICAL

[1]

worried (0) anxious (0) emotional (0)


Under (i) accept lift of line 50 he ran all the way back to the
landing point.
Under (ii) lifting will not work. Do not accept mere
reference to difficult to control his feelings or hair standing
up on the back of his neck. Candidates must distil the
answer.
6

[From paragraph 7]
2 marks (1 + 1)
(a)

combed

(their search/it) was detailed/thorough/extensively/they went


through them/careful/exhaustive//they searched everywhere

[1]

Accept single word answers e.g. thorough/detailed


Do not accept answers which focus on duration e.g.
long/slow. Regard such answers as 0(N). Focus of question
is manner, not duration. Quick (0)
(b)

expected
to find

the (lighthouse) keepers/the (one//two//three) men (who lived


in the lighthouse)
OR an explanation of the keepers failure to respond (to their
calls/to the rocket)//an explanation of their absence

University of Cambridge International Examinations 2005

[1]

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Mark Scheme
GCE O LEVEL JUNE 2005

Syllabus
1123

Paper
2

[From paragraph 9]
3 marks (2 + 1)
newspapers got
hold of the story

Note that this is an own words question. The answer lies


in lines 7172 there was much speculation, most of it
unconvincing.
Key words are speculation and
unconvincing. Do not insist on substitution for much and
most. Be sympathetic with candidates attempts to render
them in their own words.

A SPECULATION:

suggestions/ideas/theories/guesses/hypotheses/create
possible senarios/possibilities

[1]

thoughts (0)/assumptions (0) made up (0)/conclusions (0)/


explanations (0)
B UNCONVINCING:

difficult/impossible to believe//unbelievable/incredible/hard
to think they were true//few believed them/took them
seriously/ not feasible/unrealistic

[1]

unreal (0)
(b)

third explanation
most likely

he describes it as the least fanciful/less fanciful

[1]

Do not accept lift of lines 7779 A third..stormy


weather. Candidates must distil the answer.
8

[From paragraph 10]


1 mark
mobile phones

The question requires candidates to make a contrast,


centred around improved communication nowadays,
OR advances in technology, or less isolation, or improved
safety. Do not insist on reference to both past and present,
but insist on idea of contrast either stated or implied, e.g.
it was more difficult to communicate in earlier times
=1
communication is better in the twenty first century
=1
in the nineteenth century people were isolated now they
are not
=1
modern technology means we are no longer isolated
=1
people used to be isolated now they are not
=1
people are not isolated
lighthouses were not safe places
reference to computers alone

= 0 (no contrast)
= 0 (no contrast)
=0

Do not accept bald reference to mobile phones alone, e.g.


Nowadays we have mobile phones or in former times
there were no mobile phones. Candidates must make an
appropriate deduction.

University of Cambridge International Examinations 2005

[1]

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Mark Scheme
GCE O LEVEL JUNE 2005

Syllabus
1123

9
1
2
3
4
5
6
7
8

Paper
2

5 marks ( 5 x 1)
Mark only the first FIVE words attempted.
If more than FIVE are offered, cross out the excess and write RUBRIC.
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. increasing and ascending for mounting.
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.

University of Cambridge International Examinations 2005

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Mark Scheme
GCE O LEVEL JUNE 2005

1 mark

Syllabus
1123

Paper
2

0 mark
[Regard as 0(N)
indicated as 0(W)]

unless

mounting
(line 30)

increasing/growing/becoming greater/rising/
intensifying/gathering

ascending/climbing/going up/
soaring/swelling

volunteered
(line 52)

offered/chose/(were) willing (to)/said they


would (sic)

rushed/advanced/presented/
proffered/proposed/
suggested/ wanted to

film
(line 55)

covering/layer/skin/coating/coat/membrane

picture/photograph/
transparency/movie/gauze/
mist/scum/ tissue

practice
(line 57)

procedure/process/action/custom/habit/method
/routine/system/will not schedule/duty/thing(s)
to do/activity

work/experience/rehearsal/
performance/tradition/usage/
approach/way

extensively
(line 61)

thoroughly/widely/over a large (er) area


/greater/widespread/broadly/comprehensively/
further/far reaching

more/growing/increasing/
lengthy/long/great/huge/
protracted/vast/sweeping/
universal/big/large/carefully/
deeply/detailed

solved
(line 72)

explained/worked out/settled/cleared up/


sussed out/cracked/deciphered/unravelled/
figured out

resolved/finished/completed/
answered/sorted out/clarified
/found out/discovered

devastation
(line 79)

destruction/ravages/turmoil/ruin(ation
/wreckage/upset/waste/havoc/enormous mess
great//extensive//heavy damage

annoyance/disappointment/
demolition/desolation/mess/
damage/much damage/
disaster depredation/wrecks

fateful
(line 83)

unfortunate/disastrous/significant/unhappy/
ominous/calamitous/tragic/catastrophic/
dreadful/awful/unhappy/unlucky/inauspicious

serious/exciting/frightening/
crucial/decisive/important/
critical/sad/miserable/pitiful/
bad/terrible/horrible/
auspicious

University of Cambridge International Examinations 2005

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Mark Scheme
GCE O LEVEL JUNE 2005

Syllabus
1123

Question 10

Paper
2

25 marks

MARK TO A MAXIMUM OF 15 OUT OF 21 FOR POINTS. AWARD A MAXIMUM OF 10 MARKS


FOR STYLE (See pages 9 -10 for the Style marking method.)
NOTES:
1

Points to be rewarded and their marks are indicated on the next page.

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.

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, i.e.
160 words.)

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.

For answers shorter than the 150 words apply the following maxima for the Style mark:
0 - 25 (0); 26 - 50 (2); 51 - 75 (4); 76 - 100 (6); 101 - 125 (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.

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.

University of Cambridge International Examinations 2005

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Mark Scheme
GCE O LEVEL JUNE 2005

Syllabus
1123

Paper
2

Question 10 (continued) EACH POINT SCORES 1 MARK


The ships crew noticed immediately that something was wrong because.
1
2
3
4
5
6
7
8
9.
10
11
12.
13
14
15
16
17.
18
19
20
21

there was no (welcoming) flag (flying from the lighthouse pole)


there was no response to the (ships) whistle
there was no movement in/around the lighthouse
and no response to the rocket//either sound or sight
and no response to the shouts (of the sailor/leader)
the entrance gate (to the yard) was closed/latched
the (front) door was wide open
(still) no reply to the shouts (of the sailor/leader)
(in the kitchen) a chair was lying on its side/had been knocked over
the ashes (in the fireplace) were cold//there had been no fire lit for some time
the clock had stopped/had not been (re)wound
the beds were unmade//people had got up and left in a hurry
there was a film of dust over the lamp/had not been used for some time
the last entry in the record book was 15 Dec and it was now 26 Dec//the
practice of daily entries had lapsed//record-keeping had lapsed
there was still no trace of the (three) keepers//it was evident no-one was there
two (sets) of waterproof clothing were missing
but one set (of waterproof clothing) remained
The grass was torn away from the edge of the cliff
the railings around the platform (crane )were broken
railing alone (0)
a huge boulder had been moved down/was blocking the stairway
there was still no trace of the (lighthouse) keepers//them - if clear
anticedent in point 15 is made/the (lighthouse) keepers had disappeared

Line No.
24
27-29
30
30-32
36-38
38-39
40-41
41-42
43-44
44-45
46-47
48-49
54-55
56-57
57-58
62-63
64
66
66-67
67-69
69-70

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 pages 10 and 11 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. Indicate these errors by underlining/ringing.
Add the marks for OWN WORDS and USE OF ENGLISH.
Add this mark to the Content mark and show as a ringed total in the right-hand margin.
THE NOTES BELOW SET OUT TYPES OF SERIOUS AND MINOR ERRORS

University of Cambridge International Examinations 2005

2
Pavlo
1

It is a curious thing, but when you keep animals as pets you imagine they will behave
exactly as you would like them to. However, some animals have such strong
personalities that you cannot force them to behave as you would wish. Of all the animals
I have kept as pets, the creature who was best able to resist all my attempts to turn him
into something he was not was a marmoset monkey called Pavlo.
Pavlos story really started one evening when I was on a trip to South America. I was
sitting near a clearing in the forest just as the sun was setting. The sky was a glorious
pink, and outlined against it were massive trees, their branches so entwined with
creepers that each tree looked as though it had been caught in a giant spiders web. I felt
totally relaxed and at ease. Suddenly the silence was shattered by a shrill squeak of
such intensity that it felt as though someone had driven a needle into my ear. Puzzled, I
peered into the trees above, trying to see where the sound had come from. It seemed
the wrong sort of note for an insect, and far too sharp to come from a bird. There, on a
branch above me, I saw the source of the noise. A tiny marmoset was trotting along a
wide branch as though it were an open highway, picking his way through the orchids that
grew in profusion there. He put his small hands among the leaves and, it seemed, more
by good fortune than by skill, emerged with a precious cockroach clutched firmly
between his fingers. I was entranced.
Some time later, my attention was again drawn to marmosets. When passing a pet shop
in my home town, I saw it contained a cage full of marmosets, which had to fight for a
place to sit. As I watched this pathetic little group I was moved by pity for all animals in
captivity, and couldnt help but remember the little marmoset in South America. The
contrast was too much for me. I felt I had to rescue at least one of these little animals,
and my heart went out to the smallest one, who was always getting knocked out of the
way. So I handed over some money, and my new pet was dragged out and bundled into
a cardboard box.
I called him Pavlo and introduced him to the rest of the family, who viewed him doubtfully.
How can a monkey live in a house? they asked. However, Pavlo soon won everyones
approval and quickly became accepted as a diminutive member of the family. He had a
terrific personality and soon had us all under his tiny thumb.
Friends who saw him, and who had any knowledge of animals, assured me that I would
not keep him for long. Marmosets, they said, coming from tropical forests, never live
more than a year in a cold climate. It seemed that their depressing prophecies were
about to come true when, after six months, Pavlo became ill. We did all we could,
therefore, to keep Pavlo warm. We turned up the central heating in the house to its
highest temperature, trying to imitate the jungles of South America. We massaged his
small body with warm olive oil and were pleased that he did not seem to be in pain. He
had more olive oil in his special diet, which included such delicacies as grapes and
pears. He lay pathetically on a cushion, wrapped in cotton wool for warmth, while the
family took it in turns to look after him. Sunshine was what he needed plenty of, but our
climate provided very little. So the neighbours could see us carrying our invalid round the
garden every time the sun shone, carefully placing his cushion in every patch of sunlight
that appeared. At the end of a month, Pavlo could move his feet slightly and twitch his
tail. Soon he was his old self again, and we were delighted.
Pavlo was not more delicate after his illness; indeed it seemed to make him almost
indestructible. However, after his recovery we continued to be anxious about his wellbeing, and gave him a bottle filled with hot water in his bed at night during the cold winter.
He liked this so much that he would refuse to go to bed without it, even in summer. We
gave him a drawer in a cabinet in my room to be his warm bed. Putting Pavlo to bed was

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quite a ritual. First, an old towel had to be spread in the drawer and the hot-water bottle
wrapped in it so that he did not burn himself. Then came Pavlos blanket a piece of fur
on which he would curl up and close his eyes blissfully. We had to push the drawer
closed for extra warmth, except for a crack to allow for air. But Pavlo soon learned that by
pushing his head into the crack he could widen it and escape.

50

Every morning Pavlo woke up early and found that his hot-water bottle had gone cold, so
he went looking for alternative warmth. He scampered across the floor and climbed into
my bed, burrowing under the pillow for extra heat. He stayed there, cosy and warm, until
it was time for me to get up. Then Pavlo stood on the pillow chattering and screaming
with rage. When he saw that I had no intention of getting back into bed to keep him
warm, he dashed to my brothers room and crawled into his bed. Here he remained,
stretched luxuriously until my brother got up. Then Pavlo screwed his face into a
ferocious and most human scowl. Sometimes in his efforts to keep warm he joined my
sister for a quick snooze before breakfast. This movement from bed to bed was a regular
morning performance. My sister even bought a baby blanket, and Pavlo liked to be
wrapped in this when he went to her room in the morning.

55

Downstairs he had plenty of heating. There was an electric lamp in the sitting room and
he liked to crawl inside the shade and sit next to the bulb, basking in the heat. He also
had a cushion by the fire, but he preferred the lamp and it was kept on all day for his
benefit, so our fuel bills went up considerably. He insisted on having his meals with us,
and particularly enjoyed fruit, jam and vegetables, always washed down with warm milk.
In winter we had to be careful to ensure that the windows were closed to prevent Pavlo
from being caught in a cold draught. In the first warm days of spring, Pavlo ventured out
into the garden, where his favourite haunt was the fence; he would potter up and down it,
catching spiders for himself. Half-way along this fence was a cluster of glossy green
plants, and Pavlo liked to lie under them to keep warm, hiding from the big white cat next
door, for this beast was obviously under the impression that Pavlo was a strange type of
rat which she had to kill. She would spend hours stalking him, but, since she was as
conspicuous as a ball of snow among the plants, she never managed to catch Pavlo
unawares.
Pavlo lived with us for eight years. When he died, the house and garden seemed empty
without his tiny presence. Even the white cat next door seemed depressed, for without
Pavlo in it our garden had lost its appeal for her. Pavlo was a particularly attractive pet,
and we mourned the loss not only of his quirky personality but also of his affectionate
nature.

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65

70

75

80

2
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) According to the writer, what do most pet owners expect of their pets?

[1]

(b) What single characteristic did Pavlo have which meant that the writer was unable to turn him
into something he was not?
[1]

From paragraph 2:
2

(a) The forest scene at sunset had an effect on the writer. What was the effect?

[1]

(b) What were the two reasons for the writer being puzzled?

[2]

(c) The marmoset caught the cockroach more by good fortune than by skill. Explain in your
own words what this phrase means.
[2]

From paragraph 3:
3

(a) Explain fully how the lives of the marmosets in the pet shop differed from the life of the little
marmoset in South America.
[2]
(b) Give two reasons why Pavlo was the marmoset chosen by the writer.

[2]

(c) The writer was moved by pity. What other expression in the paragraph means the same as
moved by pity?
[1]

From paragraph 4:
4

Why did the rest of the writers family view Pavlo doubtfully?

[1]

From paragraph 5:
5

What prophecies did the writers friends make about Pavlo?

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1120/02 O/N/05

[1]

3
From paragraph 6:
6

What was surprising about the outcome of Pavlos illness? Answer in your own words.

[2]

From paragraph 8:
7

Give two reasons why the cat next door was never able to catch Pavlo unawares.

[2]

From paragraph 9:
8

Using your own words, explain what the family found so attractive about Pavlo.

From the whole passage:

[2]

Choose five of the following words or phrases. For each of them give one word or short phrase (of
no more than seven words) which has the same meaning as the word or phrase in the passage.
1.
2.
3.
4.

curious (line 1)
intensity (line 11)
in profusion (line 16)
bundled (line 25)

5.
6.
7.
8.

imitate (line 36)


blissfully (line 52)
crack (line 54)
ferocious (line 62)

[5]

10 It was very important for Pavlo to be kept warm.


Using your own words as far as possible, summarise the means by which both the family and
Pavlo himself made sure that he was always as warm as possible.
USE ONLY THE MATERIAL FROM LINE 35 TO LINE 75
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:
It was important for Pavlo to be warm and so

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[25]

Page 1

Mark Scheme
GCE O LEVEL November 2005

QUESTION 1: 2 marks (1+1)


Question 1(a)
'pet
owners

Syllabus
1123

Paper
2

[From paragraph 1]

1 mark
that they will behave as you / they want them to // they will do as they are told / as you / they wish //
be obedient
Accept lift of lines 1 2 It is a curious thing.. like them to. Excess denies.
Accept single word answers e.g. obedience.

Question 1(b)
single
characteristic

(1)

1 mark
a strong personality // could not be forced / coerced (into a set pattern of behaviour)

(1)

personality (alone) =0 strong (alone) =0. Lift of lines 2-3 However, some animals...wish = 0
QUESTION 2 : 5 marks (1 + 2 + 2)
Question 2(a)
effect of
forest scene

Question 2(b)
two reasons
.puzzled

[From paragraph 2]

1 mark
(he felt) relaxed / at ease / calm / carefree / peaceful / happy / contented
Accept lift of lines 9 10 I felt totally relaxed and at ease, even although agent is incorrect for the
question.
(1)
1 mark
Answers must focus on lack of knowledge of WHERE and WHAT, rather than his attempts to solve the mystery.
A. he did not know where the sound had come from

(1)

B. he did not know what (creature) had made the sound

(1)

Under A. do not accept lift of line 12 trying to see come from. Candidates must distil the answer.
Under B. accept lift of lines 12 13 it seemedfrom a bird. Excess denies.
If more than two reasons are offered, mark first two only. Two correct answers in one limb = 1 max.
But accept candidates division.
Question 2(c)
good fortune
.skill

2 marks
Note that this is an own words question. Key words are FORTUNE and SKILL. Ignore attempts at more
and good. Ignore grammatical form.

FORTUNE:

luck / chance
happiness / opportunity / money = 0

(1)

SKILL:

talent / expertise / dexterity / knowledge / knowing what he was doing


experience =0

(1)

University of Cambridge International Examinations 2005

Page 2

Mark Scheme
GCE O LEVEL November 2005

QUESTION 3 : 5 marks ( 2 + 2 + 1)
Question 3(a)
life of
marmoset
in the cage

Syllabus
1123

Paper
2

[From Paragraph 3]

2 marks
The answer calls for understanding of the contrast, but do not insist on both sides of the contrast.
Marks can be gained by reference either to the marmosets in the cage or the marmoset in South
America.
Award 1 mark for captivity / freedom idea and 1 mark for cramped / spacious idea. Insist on correct
agent, but not on correct singular and plural.
A. the marmosets in the pet shop were in captivity / not free / in a cage
OR the marmoset in South America was not in captivity / was free / not caged

(1)

B. the marmosets in the pet shop had to fight for a place (to sit)
OR the marmoset in South America had plenty of space

(1)

Under A. lift of lines 21-22 I was moved.America =0. Candidates must distil the answer.
Under B. accept lift of lines 20 21 had to fight for a place to sit, provided agents are correct, or lift of
lines
14- 15 a tiny marmoset.. open highway. Excess denies.
Question 3(b)
Pavlo
chosen

2 marks
A. he was always getting knocked out of the way // he was the one who never had a place to sit /space (1)
B. he was the smallest

(1)

Under A. accept lift of lines 24-25 was always getting knocked out of the way.
Accept as neutral extension lift of lines 23-24 I felt I had to..smallest one, but note that this is not
sufficient to score under B. Candidates must distil the answer to B.
Under B. lifting will not work.
If more than two reasons are offered, mark first two only. Two correct answers in one limb = 1 max.
But accept candidates division.
Question 3(c)
moved
by pity

1 mark
(my) heart went out (to) Excess denies.
(1)
Give 0 if more than one answer is offered. Accept the use of the correct expression in a sentence or
longer expression provided that it is underlined or otherwise highlighted

QUESTION 4 : 1 mark
Question 4
family.
doubtfully

[From paragraph 4]
they thought a monkey could not live in a house / in a domestic situation / with them
lift of line 28 how can a monkey live in house? they asked = 0

QUESTION 5 : 1 mark
Question 5
friends
prophecies

(1)

[From paragraph 5]
1 mark
he would die within a year / soon / would not live more than a year // they would not keep him for long (1)
Accept the lift of lines 31- 32 friends who saw him.for long. Accept as neutral extension lift of
lines 32-33 marmosets.in a cold climate. But note that this alone = 0. Question is specific to Pavlo.

University of Cambridge International Examinations 2005

Page 3

Mark Scheme
GCE O LEVEL November 2005

Syllabus
1123

QUESTION 6 : 2 marks
Question 6
outcome of
Pavlos

DELICATE

INDESTRUCTIBLE

Paper
2

[from paragraph 6]

2 marks
Note that this is an own words question. Key words are DELICATE and INDESTRUCTIBLE.
Do not insist on substitution for illness. Look for required synonyms and be generous with
grammatical form.
weak / frail / unhealthy
Accept opposites, e.g. not / less strong // not / less robust
Accept positive or comparative, viz weak or weaker etc.

(1)

could not be destroyed // would never die / would live for ever

(1)

Could not be hurt / harmed / injured = 0 (N)


QUESTION 7: 2 marks
Question 7
cat next door
unawares

[From paragraph 8]
2 marks
A. Pavlo hid (from the cat / her)

(1)

B. the cat / she was clearly/ obviously seen / clearly / obviously visible // was conspicuous (sic) (1)
Under A. accept the lift of lines 74-76 Half-way alongnext door. Excess denies.
Under B. accept the lift of lines 77-79 she would spend.. unawares. Excess denies.
If more than two reasons are offered, mark first two only. Two correct answers in one limb = 1 max.
But accept candidates division.
QUESTION 8: 2 marks
Question 8
attractive
about Pavlo

[From paragraph 9]
2 marks
Note that this is an own words question. Answer lies at line 83. Key words are QUIRKY and
AFFECTIONATE.
Do not insist on a substitution for personality and nature but be sympathetic with attempts to render
them in own words.

QUIRKY

unusual /not typical / one of a kind / no animal like him / special / singular / tricky / changeable

AFFECTIONATE

loving / caring / fond

(1)

QUESTION 9: 5 marks ( 5 x 1)
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. 'thought' of
and expected' for 'contemplated'.
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.
University of Cambridge International Examinations 2005

(1)

Page 4

Mark Scheme
GCE O LEVEL November 2005

Syllabus
1123

1 mark 0 mark

Paper
2

[Regard as 0(N)

unless
indicated as 0(W)]
inquisitive (W)/inquiring (W)

1. curious
(line 1)

odd / unusual / strange / weird/


rare / singular

2. intensity
(line 11)

concentration / extremity / extreme /


loudness / high pitched / sharpness / sharp

3. in profusion
(line 16)

plentifully / abundantly / excessively /


lavishly / everywhere / a lot (of) / many
extravagantly / liberally / all over / in crowds

some /few / in groups

4. bundled
(line 25)

thrust / hustled / shoved / pushed /


rushed / put quickly / put roughly /
put hastily

put

5. imitate
(line 36)

copy / recreate / emulate / be the same as /


resemble / be like / fake / fabricate

6. blissfully
(line 52)

happily / peacefully / joyfully / ecstatically /


blithely

7. crack
(line 54)

space / gap / opening / split / chink / slit

8. ferocious
(line 62)

fierce / terrifying / angry / cross /


scary / scowling / upsetting

emotion / large

look at

sleepily / heavenly

break / blow /damage

ugly / bad / upset

QUESTION 10 : 25 MARKS (15 +10)


MARK TO A MAXIMUM OF 15 OUT OF 21 FOR POINTS. AWARD A MAXIMUM OF 10 MARKS FOR STYLE
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.

University of Cambridge International Examinations 2005

Page 5

3.

Mark Scheme
GCE O LEVEL November 2005

Syllabus
1123

Paper
2

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 apply the following maxima for the Style mark:
0-25 (0); 26-50 (2); 51-75 (4); 76-100 (6); 101-125 (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.

7.

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.

It was important for Pavlo to be warm and so.


EACH POINT SCORES 1 MARK

Line No.

1. they turned up the (central ) heating

35

2. they massaged his body /him with warm olive oil

36-37

3. they wrapped him in cotton wool (when he lay on his cushion)

39

4. they carried him around the garden when the sun shone

41-42

5. and placed him in patches of sunlight (in the garden)

42

6. they gave him a bottle filled with hot water in winter

47

7. and in summer

48

8. they gave him a (cabinet) drawer as a bed

49

9. and a piece of fur as a blanket

51

10. they closed the drawer (for extra warmth)

52-53

11. Pavlo climbed / got into the writers bed

56-57

12. and went under the pillow

57

13. he went into the brothers bed

60

University of Cambridge International Examinations 2005

Page 6

Mark Scheme
GCE O LEVEL November 2005

Syllabus
1123

14. and the sisters bed

62-63

15. sister bought a baby blanket for Pavlo / to wrap Pavlo in

64-65

16. Pavlo sat inside the lampshade / next to the bulb in the lamp

66-67

17. he had a cushion by the fire

68

18. He was given warm milk

70

19. the windows were kept closed (against draughts) in winter

71-72

20. Pavlo went into the garden / spent time on the garden fence in spring

72-74

21. he lay under (a cluster of ) plants

74-75

Paper
2

( Candidates may write in first or third person. Where confused persons occur, indicate each change as single error and assess
under UE )

SUMMARY QUESTION 1120-1125/02 & 1115/02: 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. Indicate these errors
by underlining.
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

University of Cambridge International Examinations 2005

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Mark Scheme
GCE O LEVEL November 2005

Syllabus
1123

Paper
2

Appendix
Pavlo
Friends who saw him, and who had any knowledge of animals, assured me that I would not keep him
for long. Marmosets, they said, coming from tropical forests, never live more than a year in a cold
climate. It seemed that their depressing prophecies were about to come true when, after six months,
Pavlo became ill. We did all we could, therefore, to keep Pavlo warm. We turned up the central
heating in the house to its highest temperature, trying to imitate the jungles of South America. We
massaged his small body with warm olive oil and were pleased that he did not seem to be in pain.
He had more olive oil in his special diet, which included such delicacies as grapes and pears. He lay
pathetically on a cushion, wrapped in cotton wool for warmth, while the family took it in turns to look
after him. Sunshine was what he needed plenty of, but our climate provided very little. So the
neighbours could see us carrying our invalid round the garden every time the sun shone,
carefully placing his cushion in every patch of sunlight that appeared. At the end of a month,
Pavlo could move his feet slightly and twitch his tail. Soon he was his old self again, and we were
delighted.
Instead of making him more delicate, Pavlos illness seemed to make him tougher. Indeed, he
appeared almost indestructible. However, after his recovery we continued to be anxious about his wellbeing, and gave him a bottle filled with hot water in his bed at night during the cold winter. He
liked this so much that he would refuse to go to bed without it, even in summer. We gave him a
drawer in a cabinet in my room to be his warm bed. Putting Pavlo to bed was quite a ritual. First,
an old towel had to be spread in the drawer and the hot-water bottle wrapped in it so that he did not
burn himself. Then came Pavlos blanket - a piece of fur on which he would curl up and close his
eyes blissfully. We had to push the drawer closed for extra warmth, except for a crack to allow for
air. But Pavlo soon learned that by pushing his head into the crack he could widen it and escape.
Every morning Pavlo woke up early and found that his hot-water bottle had gone cold, so he went
looking for alternative warmth. He scampered across the floor and climbed into my bed, burrowing
under the pillow for extra heat. He stayed there, cosy and warm, until it was time for me to get up.
Then Pavlo stood on the pillow chattering and screaming with rage. When he saw that I had no
intention of getting back into bed to keep him warm, he dashed to my brothers room and crawled
into his bed. Here he remained, stretched luxuriously until my brother got up. Then Pavlo screwed his
face into a ferocious and most human scowl. Sometimes in his efforts to keep warm he joined my
sister for a quick snooze before breakfast. This movement from bed to bed was a regular morning
performance. My sister even bought a baby blanket, and Pavlo liked to be wrapped in this when
he went to her room in the morning.
Downstairs he had plenty of heating. There was an electric lamp in the sitting room and he liked
to crawl inside the shade and sit next to the bulb, basking in the heat. He also had a cushion by
the fire, but he preferred the lamp and it was kept on all day for his benefit, so our fuel bills went up
considerably. He insisted on having his meals with us, and particularly enjoyed fruit, jam and
vegetables, always washed down with warm milk. In winter we had to be careful to ensure that
the windows were closed to prevent Pavlo from being caught in a cold draught. In the first warm
days of spring, Pavlo ventured out into the garden, where his favourite haunt was the fence; he
would potter up and down it, catching spiders for himself. Half-way along this fence was a cluster
of glossy green plants, and Pavlo liked to lie under them to keep warm, hiding from the big white
cat next door, for this beast was obviously under the impression that Pavlo was a strange type of rat
which she had to kill. She would spend hours stalking him, but, since she was as conspicuous as a
ball of snow among the plants, she never managed to catch Pavlo unawares.
Pavlo lived with us for eight years. When he died, the house and garden seemed empty without his
tiny presence. Even the white cat next door seemed depressed, for without Pavlo in it our garden had
lost its appeal for her. Pavlo was a particularly attractive pet, and we mourned the loss of his unique
personality and affectionate nature.
University of Cambridge International Examinations 2005

2
(The passage describes how a little boy, Joseph, gets lost on a shopping trip with his mother.)
1

The pirate king, wearing a fancy white shirt, a scarlet velvet jacket and long black boots,
had an aggressive expression on his face and a sharp, shiny sword in his hand.
Enchanted, Joseph studied the picture in his story book. The letters danced before his
eyes as he tried to recall the words of the story his mother had read to him the previous
night, before she had tucked him into bed and kissed him goodnight.
Joseph! his mother exclaimed, bustling impatiently into the room. Its time to go into
town to buy you new clothes for starting school. Are you pleased? Without waiting for an
answer, she hurriedly pushed him out of the front door in the direction of the bus stop.
Reluctantly, Joseph trailed along behind her. He was the pirate king. He had a mission:
adventures to complete and enemies to confront. He brightened a little as the bus came
bumping and rattling over the hill, because this was his pirate ship dipping and rising with
the turbulence of the ocean. His mother clasped his hand tightly and directed him to a
seat. On the journey she counted the contents of her purse, anxious in case her own
mission might not be successful. When the bus reached the shopping centre, Joseph
found himself propelled onto the pavement and led into a store.
With a practised eye, Josephs mother scanned the rails of childrens clothes, checking
sizes and prices, and picked out trousers, shirts and a jacket. Hiding her irritation at his
indifference to the shopping trip, she coaxed him to co-operate with her by promising a
reward at the end of it a small toy, perhaps, or some fruit. Please be a good boy,
Joseph. I dont know whats got into you today! she complained, as her sons aggressive
face stared back at her from the mirror in the changing room. Josephs young conscience
was stirred by this, and he decided to try looking on the bright side. Maybe the jacket
wasnt scarlet or velvet, but at least the shirts were white, if rather plain, and black
trousers were probably acceptable for pirate kings. Before long, the transaction was
complete, and his new school clothes were put into plastic bags.
Kim! Its so long since I saw you! How are you? Joseph recognised the former
neighbour who greeted his mother at the store counter. He shuffled from foot to foot as
the two women gave their respective accounts of the past two years, until suddenly his
attention was seized by a picture which he had until now failed to notice on the wall of the
childrens section of the store. He could hardly believe his eyes there, complete with
mast and white sails, was the pirate ship of his story book.
As if under a magnetic force, he slipped his hand free of his mothers and moved
towards the picture. He stared at it, wondering whether the pirate king was in his cabin or
had gone ashore. He wandered through into the next section of the store and discovered
that this was the toy department. He gazed at furry bears, model cars and plastic
dinosaurs piled up in a delightful display; best of all, on a huge table two miniature trains
ran round on a track, passing under bridges and past toy stations. Joseph stared
longingly at these for several minutes, but, being an inquisitive child, and still thinking of
himself as the pirate king ashore, he set off for further exploration. Downstairs, he
strolled through the section of the store which sold household goods. A fascinated crowd
had gathered to listen to a salesman demonstrating the efficiency of a kitchen knife
which resembled a sharp, shiny sword. As the salesman talked, peelings from various
fruits fell to the floor in unbroken loops. Had the demonstration been less enthralling,
someone might have noticed a small boy slipping through the front door and out into the
busy street.
A band of amateur musicians had congregated outside the store and Joseph studied
them with interest. Two women in colourful dresses played wind instruments, while their
equally colourful male companions beat drums and moved through their audience,
collecting coins as donations. Joseph squeezed through the crowd and moved further

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10

15

20

25

30

35

40

45

3
down the street. He came across a beggar sitting by the side of the road. A small can
with some coins in it was placed near his feet, but there the similarity with the musicians
ended. His clothes were dull, drab and tattered, and Joseph looked at him warily before
hurrying on. He loitered at a roadside stall selling snacks to passing shoppers and
listened to the friendly exchanges between the young cook a boy wearing an alarmingly
grubby apron and his customers. Nearby, at a small shop selling bales of cloth piled to
the ceiling, Joseph stared at the fabrics which were in almost every colour imaginable
reds, blues, yellows, purples. Emerging from the tiny doorway of the shop was a young
boy accompanied by his mother, who held his hand tightly. At once, a panic clutched at
Josephs heart, making him breathless with fear: where was his own mother? His pirate
king adventures forgotten, he turned round and round in the street, looking for her, but
with no success. All that met his gaze were strange buildings, strange people, strange
shops. The brave pirate king started to cry, tears spouting from his eyes, his sobs so loud
and uncontrollable that they soon produced a flurry of interest from passers-by.
7

Meanwhile, Kim had enjoyed her chat with her former neighbour and they parted
amicably, having made an arrangement to meet up at a later date. Goodbye, Ill see you
soon, cried Kim, turning round to take her son home. But where was he? Suppressing
the urge to panic, she tried to be rational. Why would a five year old wander away from
his mother? Why would he want to go far? She retraced her steps to the rails of
childrens clothes, trying to remain calm. He must be playing or hiding in the changing
area, she thought, and checked out that theory. At this point her thinly disguised terror
caused her to be noticed by a store assistant, who escorted her to an office. Please wait
here until I find the manager, was the instruction. Kim paced the small office impatiently,
filled with guilt and fear.
After what seemed an eternity the manager arrived, trying to reassure Kim that all would
be well. Already I have sent several members of staff out into the street to look for
Joseph; in any case, a small boy cannot go far in a matter of minutes. Nevertheless, I
have telephoned the police. And so, at the same time as Joseph, Kim began to cry, but
not for long. Realising that practicality was preferable to hysteria, she accompanied the
manager to the store entrance. How long it seemed since she had brought Joseph
through that door! As she stood helplessly looking up and down the street, she suddenly
noticed two young women wearing the stores uniform approaching her and, to her great
joy and relief, each was holding the hand of a small boy Joseph! Kim ran towards him,
scooping him up into her arms, and the pirate king allowed himself to be embraced.
On the bus back to their village, Joseph stayed close by his mother. Once inside the
house again, Kim and Joseph carefully hung up the new school clothes in the cupboard.
Over dinner, Joseph was uncharacteristically withdrawn. Noting the change in her son,
Kim offered to read to him from one of his story books.

50

55

60

65

70

75

80

85

What about this one? she asked, holding up the story of the pirate king.
No, another one, replied Joseph firmly, taking the book from his mother and placing it
face downwards on the shelf.

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2
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

How does the writer suggest that Joseph has not yet learned to read?

[1]

From paragraph 2
2

(a) Josephs mother pushed him hurriedly out of the front door. In what two other ways did her
behaviour suggest she was in a hurry?
[2]
(b) Josephs mother was anxious in case her own mission might not be successful. What
exactly was she worried about?
[1]

From paragraph 3
3

Pick out and write down the single word which shows that Josephs mother was treating him very
tactfully.
[1]

From paragraph 4
4

Explain in your own words what Josephs mother and her former neighbour were doing as
Joseph shuffled from foot to foot.
[2]

From paragraph 5
5

(a) What does the word magnetic tell us about the effect of the picture on Joseph?

[1]

(b) Of all the toys for sale, which did Joseph find most attractive?

[1]

(c) Joseph, we are told, was an inquisitive child. What other reason is suggested for his decision
to set off for further exploration?
[1]
(d) Why did nobody in the household goods section notice Joseph leaving the store?

[1]

From paragraph 6
6

(a) What did the beggar and the musicians have in common?

[1]

(b) Why should it be alarming that the boy was wearing a grubby apron?

[1]

UCLES 2006

1120/02 M/J06

3
From paragraph 7
7

(a) Explain in your own words why Josephs mother was noticed by the store assistant.

[2]

(b) Josephs mother was afraid for his safety. Why do you think she was also filled with guilt?
[1]

From paragraph 8
8

Because he was glad to see his mother again, the pirate king allowed himself to be embraced.
What else do you think the writer is suggesting about Josephs feelings at this point?
[1]

From paragraph 9
9

(a) Explain in your own words the change which Kim noticed in her son.

[2]

(b) Why did Joseph place the book face downwards on the shelf?

[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.
enchanted (line 3)
reluctantly (line 9)
with a practised eye (line 16)
efficiency (line 41)

congregated (line 46)


suppressing (line 66)
rational (line 67)
firmly (line 89)

[5]

11 Using your own words as far as possible, write a summary of what Joseph did when he left his
mother, the steps that were taken to find him, and how he was eventually reunited with his mother.
USE ONLY THE MATERIAL FROM LINE 32 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.
Begin your summary as follows:
After Joseph had let go of his mothers hand he

UCLES 2006

1120/02 M/J06

[25]

Page 1

Mark Scheme
GCE O LEVEL May/June 2006

Syllabus
1123

Paper
2

QUESTION 1:

1 mark

[From paragraph 1]

'not learned
to read

the letters danced before his eyes//he was trying to/had to remember the
words/the story// he had to rely on his memory

[1]

Accept the lift, in whole or in part, of lines 3-5 (The letters danced... goodnight)
Excess denies.
he studied the picture = 0 (N)
QUESTION 2:

3 marks (2 + 1)

[From paragraph 2]

(a)

2 marks

behaviour...
in a hurry

A. she was impatient/she bustled (impatiently) into his room

[1]

Accept the lift of line 6 (Joseph! .....into the room) Excess denies.
B. she did not wait for an answer (when she spoke to him)

[1]

Accept the lift, in whole or in part, of lines 6-7 (without waiting for an
answer....the bus stop) Excess denies.
she was in a hurry/she acted hurriedly (alone) = 0 for either A or B.
Question asks for two other ways.
Mere lift of lines 6-8 (Joseph!.......bus stop) scores neither A. nor B.
Candidates must distil the answers.
If more than two answers are offered, mark the first two only. Two correct
answers appearing in one limb of the answer will score 1 max. but accept
the candidates division.
(b)

1 mark

mother was
anxious

Answer can be related to lack of money or lack of purchases


in case she did not/that she would not have enough money (to buy the school
clothes)
OR in case she would have to come back with nothing/empty-handed/with
less than she had hoped for/without (all) the school clothes/without all her
sons (new) clothes
[1]
Any reference to mission (alone) = 0 (N)

University of Cambridge International Examinations 2006

Page 2

Mark Scheme
GCE O LEVEL May/June 2006

Syllabus
1123

Paper
2

QUESTION 3:

1 mark

[From paragraph 3]

'single word

coaxed

[1]

(hiding her) irritation = 0

promising (a reward) = 0

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.
QUESTION 4:

2 marks

[From paragraph 4]

'mother and
neighbour

Note that this is an OWN WORDS question. Key words are RESPECTIVE
and ACCOUNTS
Look for respective synonyms and be generous with grammatical form.
A. RESPECTIVE
each others/in turn/each of them/both/mutual/one after the other

[1]

considerate/deferential/polite = 0 (N)
B. ACCOUNTS
stories/biographies/what they had been doing/news/gossip/tales/explanations/
versions/record/description/narration/chronicle/report
Accept verb forms, e.g. told/narrated/recounted/reported

[1]

judgements/answers = 0 (N)
counting/reckoning/answers/estimates/values = 0 (W)
QUESTION 5:

4 marks (1 + 1 + 1 + 1)

[From paragraph 5]

(a)

1 mark

magnetic

Answer must reflect the idea of pull or force implied in the image. Focus can
be either the boy or the picture.
he was drawn/pulled towards it//his attention was fixed on it//he could not help
himself//he was compelled to look/attracted to it
OR it attracted him/it pulled him towards it/it drew his attention/it was
irresistible
[1]
It was (like) a magnet = 0 (N)

(b)

1 mark

most attractive the (two miniature) trains


[1]
toy
Accept lift of lines 35-37 (he gazed...toy stations) or lines 36-37 (best of
all...toy stations) Excess denies.

University of Cambridge International Examinations 2006

Page 3

Mark Scheme
GCE O LEVEL May/June 2006

Syllabus
1123

Paper
2

(c)

1 mark

further
explorations

(he was still) thinking of himself as the pirate king (ashore)//he was
pretending to be the pirate king/a pirate//he was play acting//it was part of his
game//he was playing a game//it was make-believe//he was in another
world//he was not in the real world
[1]
Accept lift of lines 38-39 (still thinking...explorations) Excess denies.

(d)

1 mark

nobody noticed..
leave the store

everyone/they were watching/enthralled by/the salesman/the demonstration/


the knife
[1]
Lift, in whole or in part, of lines 40-45 (Had the demonstration..... street) = 0.
Answer must be distilled.

QUESTION 6:

2 marks [1 + 1]

(a)

1 mark

beggar and
musicians

(they were)/collecting/hoping for/money/donations/coins

[From paragraph 6]

[1]

Accept lift of line 49 (collecting coins as donations) but do not accept lift of
lines 50-51 (a small can....feet)
Do not insist on agreement of singular beggar and plural musicians.
(b)

1 mark
he was handling/dealing with/food (which requires cleanliness)//it was
unhygienic/he could cause sickness/illness (among his customers)
[1]

QUESTION 7:

3 marks [2 + 1]

[From paragraph 7]

(a)

2 marks

mother noticed
by assistant

Note that this is an OWN WORDS question. Key words are THINLY DISGUISED
and TERROR.
Look for respective synonyms and be generous with grammatical form.
A. THINLY DISGUISED
not/barely/hardly hidden/concealed/covered/masked/veiled/shrouded//(it was)
obvious/clear/could be seen/observed/ spotted/noticed
[1]
B. TERROR
fear/dread/horror/panic/apprehension/trepidation/fright/alarm/dread/dismay/
despair
[1]
worry/anxiety/misgiving/nervousness = 0

University of Cambridge International Examinations 2006

Page 4

Mark Scheme
GCE O LEVEL May/June 2006

Syllabus
1123

(b)

1 mark

filled with guilt

Look for an acceptable inference in either positive or negative form

Paper
2

she had been neglecting her son/had not been looking after him properly/had
not seen him wander off//had been too busy talking to her former
neighbour//had been distracted (in the store)
OR she should not have neglected her son/should have been looking after him
properly/should have seen him wander off//should not have been talking to her
neighbour//should not have been distracted
[1]
QUESTION 8:

1 mark

[From paragraph 8]

pirate king...
embraced

Answer can focus either on boys feelings or on the fact that the game has
stopped
he felt in need of affection/vulnerable//he had been afraid/had a bad
experience/had been lost
he had dropped the pretence//he was no longer the pirate king//he was himself
again
[1]

QUESTION 9:

3 marks (2 + 1)

(a)

2 marks

change noticed
in her son

Note that this is an OWN WORDS question. Key words are


UNCHARACTERISTICALLY and WITHDRAWN.
Look for respective synonyms and be generous with grammatical form.
A.
UNCHARACTERISTICALLY
unexpectedly/unnaturally/atypically

[From paragraph 9]

unusually/abnormally/different

(sic)/
[1]

B. WITHDRAWN quiet/subdued/keeping to himself/uncommunicative//not


talking/responding//introspective
[1]
(b)

1 mark

book face
downwards

Reward any answer which shows that he is dissociating himself from the book.
he did not want this story (read to him)//he no longer liked it//the story had
caused him to be lost/separated from his mother/frightened/have a bad
experience/trouble//he did not want to look at the picture//the picture reminded
him of a bad experience/of being lost//he was dissociating himself from it
[1]

University of Cambridge International Examinations 2006

Page 5

QUESTION 10:

Mark Scheme
GCE O LEVEL May/June 2006

Syllabus
1123

Paper
2

5 marks (5 x 1)
1.
2.
3.
4.
5.
6.
7.
8.

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. thrilled and happy for
enchanted.
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.

(See words and equivalents overleaf.)

University of Cambridge International Examinations 2006

Page 6

Mark Scheme
GCE O LEVEL May/June 2006

Syllabus
1123

Paper
2

1 mark

0 mark
Regard as 0[N] unless indicated as
0[W]

enchanted
(line 3)

thrilled/delighted/spellbound/charmed/
captivated/fascinated/enthralled/
mesmerised/hypnotised//very/utterly/
completely/absolutely/totally/wholly
interested

possessed/happy/amazed/excited
/attracted/interested

reluctantly
(line 9)

unwillingly/against his will/unhappily/


miserably/not wanting (to)/resisting/
hesitantly

struggling/fighting/refusing/slowly/
warily

expert/experienced/accomplished/
with a
practised eye skillfully/she had not done it
before/regularly/she was used to it/it
(line 16)
was not the first time/trained/
professional

efficiency
(line 41)

effectiveness/cleverness/usefulness/
practicality/capability/ability to work/
good use

experience/sharpness/ability/
precision/uses/speed/easiness/
advantages/power/accuracy/
perfection

congregated
(line 46)

gathered/assembled//got/come
together//flocked/grouped/mustered/
united

aggregated/walked/moved/lined
up

suppressing
(line 66)

stopping/fighting/quelling/crushing/
subduing/checking/restraining/
keeping back/holding back/stifling/
resisting/controlling/pushing down/
holding down/repressing

hiding/concealing/disguising/
avoiding/withholding

rational
(line 67)

reasonable/thinking/sensible/
intelligent/logical//using the mind/
brain/head//realistic

calm/unafraid/composed/aware/
open-minded/patient/relaxed/
positive/thoughtful

firmly
(line 89)

determinedly/resolutely/decisively/
tenaciously//unwaveringly//he was
sure/certain/in no doubt/resolved/
constant/unmoved/adamantly/
confidently/definitely/surely

strongly/fixedly/steadily/tightly/
quietly/smoothly/decidedly

usual/normal/clever/smart/
carefully

University of Cambridge International Examinations 2006

Page 7

QUESTION 11:

Mark Scheme
GCE O LEVEL May/June 2006

Syllabus
1123

Paper
2

25 MARKS (15 +10)

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.

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.

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 candidates 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.)

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.

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.

7.

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. Avoid the double penalty.

University of Cambridge International Examinations 2006

Page 8

Question 11 (cont'd.)

Mark Scheme
GCE O LEVEL May/June 2006

Syllabus
1123

Paper
2

EACH POINT SCORES 1 MARK

Line No.

After Joseph had let go of his mothers hand he...........


1

moved towards/went to look at the picture (of the pirate ship)

32-33

he went into the toy department

34-35

he looked at (all) the toys/bears/cars/dinosaurs/trains//he concentrated on the trains

35-37

he set off for further exploration//he went downstairs//he went to the household
department/another section of the store

39-40

he passed/went by the salesmans demonstration/the kitchen knife demonstration

40-42

he left the store/he went out into the street/nobody saw him/the boy leave the store

44-45

he watched/saw/noticed/found/met/came across the musicians (outside the store)

46-47

he moved further down the street/he squeezed through the crowd

49-50

he watched/saw/noticed/found/met/came across the beggar (sitting by the side of the road) 50-52

10 he listened to the conversation between the boy/cook and his customers//he listened to the
conversation at the stall

54-55

11 he looked at the (colourful) fabrics/cloths in the shop (clothes = 0)

55-57

12 he saw the boy and his mother (coming out of the shop)

57-58

13 he realised he had become separated from his mother/realised he was lost/


alone/without mother/wondered where mother was

58-59

14 he looked for his mother//could not find his mother

60-61

15 he started to cry (pirate king (alone) = 0)

62

16 Kim realised/saw/noticed her son was missing//could not find her son

66

17 Kim went back to the (rails of) childrens clothes (retraced steps (alone) = 0)

68-69

18 she looked for him in the changing area/went back to the changing area

69-70

19 she was taken to the (managers) office/manager//a store assistant became


involved/wanted to help
20 the manager sent staff (out) to look for the boy/staff were sent to look for the boy

74-75

21 the manager phoned/contacted/called the police//the police were phoned/contacted/


called

77

22 Kim and/or the manager went to the store entrance (to look for the boy)

78-79

23 two/the store assistants had found him/brought him to his mother

81-82

24 mother and son were re-united/embraced//she scooped him up (she ran towards him =0)

82-83

University of Cambridge International Examinations 2006

2
(Anna has travelled to another country to take up a college place. The passage describes her arrival in
her new surroundings.)

Just remember, Anna, your father and I are very proud of you. Her mothers words to her
before she left rang in Annas ears and she felt tears prick her eyes. She forced herself to
stop thinking about her mother, afraid of making a spectacle of herself in such a public place
as an airport.

Her heart sank when she realised that there were crowds of people waiting to have their
passports checked. In a state of great anxiety, she chose what seemed to be the shortest
queue, and fished in her overloaded handbag for her passport. Panicking, she was
convinced she had lost it, only seconds later to find it. All around her were people of different
nationalities, united in their common purpose to have their passports checked as soon as
possible, leave the bustle of the airport and enter the country. Anna smiled at the young
mother behind her who, with a squalling baby tucked under one arm, was simultaneously
trying to hold the hand of a wriggling toddler. Clearly exasperated, the mother merely stared
angrily back at her. Anna stretched out a hand to the little girl, but the startled and hostile
look she received in exchange discouraged further contact.

Despondently, Anna soon realised that she had picked the wrong queue; the young man
being dealt with at the passport desk for which she was queuing apparently had a problem
which could not be solved, and passengers in other queues were checked through much
more quickly. When she eventually reached the desk, Anna presented her passport to the
immigration officer, who did not respond to her cheerful greeting. A flicker of recognition
crossed his face as he compared Anna with the photograph on her passport and with a
brisk, unfriendly flourish of his hand he waved her through.
Now for my baggage, thought Anna, following the appropriate airport signs. Her mother had
told her that all the suitcases from her aircraft would be placed on a moving conveyor belt,
and that she would have to identify and retrieve her own suitcase from among all the others.
Sure enough, a suitcase appeared through a door at the edge of a conveyor belt, and then
another, and another, until there was an ever-changing mixture of baggage of all colours and
shapes moving slowly round before her eyes. A well-dressed businessman pushed rudely in
front of Anna to haul his expensive-looking suitcase from the conveyor belt; his
inconsiderate behaviour was repeated by a teenage boy who bumped into Anna as he
collected a dilapidated backpack. Anna searched for her own suitcase, but with no success.
Bags were collected, people came and went, until Anna was left standing tearfully in an
empty hall.
By now she had been spotted by a uniformed official. Please come with me, he said to
Anna, not unkindly, leading her to a little office, where he picked up a pen and printed form.
Clearly this was mere routine for him. Now, please give me details about your missing bag
make, colour, size. Because she was by now wildly agitated, Annas mind had gone blank
and she was unable to answer any of these questions. With a disdainful sigh, the official
informed her that when her baggage was traced it would be delivered to the city address
which Anna was able - miraculously, his look suggested - to give him. He glanced at his
watch and sighed again.
As she left the airport through the revolving doors, there was a flurry of activity as several
taxi drivers pestered her, each trying vociferously to persuade her to travel in his cab. She
engineered her way round them, and was relieved to find herself at a bus stop, where she
boarded a bus bound for the city centre. She took out her purse and fumbled with the
strange notes and coins her mother had given her. With thinly veiled impatience, the driver
accepted the proffered coins, and the bus rattled away. Anna slumped dejectedly into a seat,
took her map from her bag, and studied the route from airport to college. She became so

UCLES 2006

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10

15

20

25

30

35

40

45

3
engrossed in this that she raised her head just in time to see the bus moving away from a
sign which pointed to the college. Annoyed at her own stupidity, she leapt to her feet and
jumped off at the next stop, from which she had a long walk back to the college.
7

When she reached the student accommodation, she was disappointed that no suitcase
awaited her in her room, although she consoled herself with the thought that, given the timescale, this was hardly surprising. She surveyed the tiny room which was to be her home for
at least the next year. It seemed so empty and unfriendly after the warmth of home. Perhaps
I shall feel better about it in the morning, thought Anna, as she climbed into bed. The last
thing she remembered before sleep overtook her was an ache of homesickness in the pit of
her stomach.
In the morning, she felt considerably brighter and searched in her handbag for clean clothes
and toiletries, determined to make the most of her free day by investigating her new
environment. Remembering her mistake of the previous evening, she negotiated her way to
the correct bus stop. She also dealt with the foreign currency with a speed and accuracy
which caused her to smile at her growing confidence. The bus shuddered to a halt at the city
centre; how different this all was from the village she had left! Dizzily scanning the buildings,
Anna could appreciate why they were called skyscrapers. People surged past, their faces
set impassively, as they hurried towards their destinations. Cars gave off clouds of exhaust
fumes as they inched along the road, their drivers tapping their fingers in impatience on the
steering wheels. Motor bikes zigzagged through the lines of cars. With a somewhat
inconsistent attention to safety, the bikers wore helmets while their bareheaded passengers
perched on the edge of their seats, often carrying children. The traffic lights changed; Anna
was propelled across the road by the crowd standing on the pavement, and found herself
outside a huge covered market.
The coolness inside provided a refreshing change to the heat outside. There was an aroma
of spices and fruit, and the sound of voices echoed around the high space. Fearfully, Anna
took the precaution of clutching her bag tightly as she walked around, nevertheless relishing
the vastness of the market and the variety of goods on display. At one stall a young woman
was selling ribbons and cheap jewellery in a rainbow of colours, and Anna bought a gift to
send to her baby sister, a bracelet of pink beads. She could imagine it being placed around
her sisters chubby wrist and again she had to fight against waves of homesickness.

10 By now, it was raining outside. People pushed into the market, many with newspapers over
their heads, rain running in little rivers from their chins, their hair, their sandals. A queue for
taxis had formed and people edged to the front of it, watching intently every vehicle that
screeched round the corner. The sun blazed down again and steam hissed up from the
pavement. It was time for Anna to go back to her little room. Back home? she wondered,
amazed at the difference a day could make. As she opened the door of her room, she found
that she was not entirely alone. Standing in the middle of her floor, with make, colour and
size clear to see, was the suitcase she had lost the previous day. Happily, Anna went
downstairs to phone her mother.
Anna! How are you? How was your journey?
Im fine, laughed Anna. And so was the journey.

UCLES 2006

1120/02/O/N//06

50

55

60

65

70

75

80

85

2
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 did Anna fear she might do to draw attention to herself?

[1]

From paragraph 2:
2

(a) Give two reasons which might explain why Anna was unable to find her passport
immediately.
[2]
(b) Anna stretched out her hand to the little girl. In your own words, describe the little girls
reaction.
[2]

From paragraph 5:
3

(a) Pick out and write down two consecutive words which show that the uniformed official was
used to dealing with missing baggage.
[1]
(b) When dealing with her missing baggage, the uniformed official showed two separate
attitudes to Anna. What were these two attitudes? Number your answers (i) and (ii).
[2]
(c) Explain fully why the official seemed to find it miraculous that Anna was able to give him her
address in the city.
[2]

From paragraph 7:
4

Anna was disappointed that no suitcase awaited her in her room. Why was this an unreasonable
reaction?
[1]

From paragraph 8:
5

(a) Pick out and write down the single word which emphasises how high the skyscrapers
seemed to be to Anna.
[1]
(b) People surged past, their faces set impassively. What two impressions of city people does
this suggest? In your answer, do not copy from the passage.
[2]
(c) Why were the car drivers impatient?

[1]

From paragraph 9:
6

(a) Anna was fearful as she walked around the market. What was she afraid of?

[1]

(b) Explain in your own words the two reasons why Anna was relishing the market.

[2]

UCLES 2006

1120/02/O/N//06

3
From paragraph 10:
7

Suggest two reasons why Anna went happily to phone her mother.

[2]

From the whole passage:


8

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.
2.
3.
4.

common (line 9)
flicker (line 19)
veiled (line 45)
dejectedly (line 46)

5.
6.
7.
8.

surveyed (line 53)


zigzagged (line 67)
intently (line 81)
entirely (line 85)

[5]

Using your own words as far as possible, summarise the difficulties, anxieties and unpleasant
experiences which Anna had in the airport and on her journey to, and arrival at, her college
accommodation.
USE ONLY THE MATERIAL FROM LINE 5 TO LINE 57.
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:
The difficulties which Anna experienced started when she realised that

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1120/02/O/N//06

[25]

Page 2

Mark Scheme
GCE O LEVEL - OCT/NOV 2006

QUESTION 1 : 1 mark
Question 1
'fear she might
do

Syllabus
1123

Paper
2
[From paragraph 1]

1 mark
weep / cry / break down / burst into tears
make a spectacle of herself = 0. This is mere repetition of question wording.
tears pricked her eyes = 0
The mark cannot be scored by lifting.

QUESTION 2 : 4 marks (2 + 2)
Question 2(a)
find her passport

[From paragraph 2]

2 marks
A. she was anxious / worried / in a panic / apprehensive / afraid / fearful /
uneasy
[1]
Accept the lift of line 6 (in a state of great anxiety) although this does not
exactly fit the syntax of the question, but any run on into she chose the shortest
queue denies the mark.
Accept the lift of line 7 (panicking) or lines 7-8 (panicking, she thought she
had lost it) but any run on into only seconds later to find it denies the mark.
B. her bag / handbag was overloaded / full // there was so much / too much / a
lot (of things) in her bag
[1]
Accept the lift of line 7 (her overloaded handbag or she fished in her
overloaded handbag)
But fished in her bag = 0
Mere lift of lines 6-7 (In a state....passport) scores neither A. nor B.
Candidates must distil the answers. If more than two answers are offered, mark
the first two only. Two correct answers appearing in one limb of the answer will
score 1 max. but accept the candidates division.

Question 2(b)
little girls reaction

2 marks
Note that this is an OWN WORDS question. Key words are STARTLED and
HOSTILE.

STARTLED

A. surprised / shocked / taken aback / alarmed / frightened / afraid / scared /


fearful
[1]
(be generous with grammatical form)

HOSTILE

B. unfriendly / suspicious / as if she was an enemy / aggressive / scowling /


belligerent / cold (angry / mad / unhappy / furious = 0)
[1]
(be generous with grammatical form)
Number answers A. and B.

UCLES 2006

Page 3

Mark Scheme
GCE O LEVEL - OCT/NOV 2006

Syllabus
1123

QUESTION 3 : 5 marks (1 + 2 + 2)

Paper
2
[From paragraph 5]

Question 3(a)
'two consecutive
words

1 mark
mere routine
[1]
routine (alone) = 0
Give 0 if more than two words are offered. Accept the use of the correct words in
a phrase or a sentence provided that they are underlined or otherwise
highlighted.

Question 3(b)
two separate
attitudes

2 marks
(i) kind / understanding / helpful / patient / polite / sympathetic
not unkind(ly) = 0
nice = 0

[1]

(ii) disdainful / disapproving / sarcastic / contemptuous / scornful / haughty /


unkind / superior // exasperated / frustrated she was wasting his time / was
inferior / was stupid

[1]

disdainful (alone) = 1. But lift, in whole or in part, of lines 37-40 (with a


disdainful...sighed again) = 0.
Candidates must distil the answer.
Note that question calls for attitudes, not mere actions. Regard as 0(N) he told
her to follow him / he looked at his watch / he led her to his office / he told her
that her bag would be delivered / he asked for details of the bag / he sighed
If more than two answers are offered, mark the first two only. Two correct
answers appearing in one limb of the answer will score 1 max. but accept the
candidates division.
Question 3(c)
miraculous

2 marks
(he thought) it was amazing / surprising / marvellous / a marvel / wonderful / a
wonder // he was amazed / surprised // // he was being sarcastic (that she knew
her address)
[1]
it was a miracle = 0
because she had not (even) known the details / make / colour / size of her (own)
bag // she had not known simple / easy / basic information / was not able to
answer his questions / her mind had gone blank (and yet she knew her address
[1]

QUESTION 4 : 1 mark
Question 4
'disappointed
no suitcase

[From paragraph 7]

1 mark
(she had come straight from the airport / had not been delayed and so) there
had been not been (enough) time for her suitcase / it to be delivered / to get
there
[1]

UCLES 2006

Page 4

Mark Scheme
GCE O LEVEL - OCT/NOV 2006

QUESTION 5 : 4 marks (1 + 2 + 1)

Syllabus
1123

Paper
2
[From paragraph 8]

Question 5(a)
single word...
skyscrapers

1 mark
dizzily
[1]
Give 0 if more than one word is offered. Accept the use of the correct word in a
phrase or sentence provided that it is underlined or otherwise highlighted.

Question 5(b)
two impressions of
city people

2 marks
(i) (city people / they are always) in a hurry / rush / dash // hurrying / rushing /
dashing / busy / lead hectic lives
[1]
Lift of line 65 (hurried towards their destination) = 0 as question calls for
generalised response.
But accept they hurry (towards their destinations) = 1
people surged (line 64) / people surge = 0(N)
(ii) (city people / they) dont care about / relate to each other // are isolated from /
indifferent to each other // live independent lives // try to / choose to ignore
whats happening around them / to isolate themselves // keep themselves to
themselves / mind their own business / think only about themselves
[1]
they are independent (alone) / they are impassive / their faces set impassively /
they do not see / hear anything / each other / speak to each other //
are unfriendly = 0
Candidates division does not matter; mark what you see, as in Own Word
questions

Question 5(c)
drivers impatient

1 mark
Answers can focus on the traffic or the drivers themselves.
the traffic was slow (moving) / not going fast / was snarled up // there was
(traffic) congestion / a jam
OR the drivers / they were in a (traffic) jam / moving slowly etc.
[1]
Accept lift of line 66 (they inched along he road) = 1. But they inched along the
road, their drivers tapping their fingers = 0. This does not answer the question.
Any reference to exhaust fumes, or people surging past, or motor bikes, denies
the mark in an otherwise correct answer.
(they were waiting for traffic lights to change = 0)

QUESTION 6: 3 marks [1 + 2]
Question 6(a)
fearful.....
around the market

[From paragraph 9]

1 mark
her bag might be stolen // she might be robbed // there might be thieves (in the
market)
[1]
Accept as 0(N) any reference to loud noise/voices

UCLES 2006

Page 5

Mark Scheme
GCE O LEVEL - OCT/NOV 2006

Syllabus
1123

Paper
2

Question 6(b)
relishing the
market

2 marks
Note that this is an OWN WORDS question. Key words are VASTNESS and
VARIETY.

VASTNESS

A. huge / big / large / gigantic / immense / great / giant size / spacious


size (alone) = 0

[1]

Be generous with grammatical form. Adjectives are more likely than nouns here.
B. selection / number / many / diversity / different / multiplicity / multiple

[1]

VARIETY
Do not insist on synonyms for goods or display. Be generous with attempts to
recast these words. Be generous with grammatical form.
Number answers A. and B.
QUESTION 7 : 2 marks
Question 7
happily to phone
her mother

[From paragraph 10]

2 marks
look for A. an event and B. a feeling
A. her suitcase had arrived / been delivered // she had her suitcase (back)
Accept the lift, in whole or in part, of lines 84-87 (As she opened ...phone her
mother) Excess denies.
[1]
B. she is beginning to settle / she is not (so) homesick / she has had a pleasant
day / time (at the market) / she is feeling better about being on her own / away
from home // she thought of her room as home
[1]
amazed at the difference a day could make = 0 Candidates must distil the
answer
the rain had stopped = 0
Mark first two only, but accept candidates division.

QUESTION 8: 5 marks (5 x 1)
1.
2.
3.
4.
5.
6.
7.
8.

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. shared and simple for 'common'.
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 clearly
understood.
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.)

UCLES 2006

Page 6

Mark Scheme
GCE O LEVEL - OCT/NOV 2006

Syllabus
1123

Paper
2

1 mark

Regard as 0(N) unless indicated


as 0(W)

1. common
(line 9)

shared / same / similar / unifying /


belonging to all / mutual / universal
/ identical / one / sole / single

vulgar (W) / valueless / main /


popular / usual / public / routine /
traditional / communal only / popular
/ public

2. flicker
(line 19)

flash / flutter / sign / quick look /


indication / show / glimmer / gleam /
spark / hint / suggestion / moment /
brief impression

movement / strike / look / glance /


glimpse / gleam / impression / trace

3. veiled
(line 45)

disguised / covered / hidden /


concealed / obscured / masked /
cloaked

muffled / hooded

4. dejectedly
(line 46)

unhappily / moodily / sadly / sullenly /


downhearted / fed up miserably / cast
down / dispiritedly / morosely /
despondently / gloomily / crestfallen /
dolefully / disheartenedly / desperate
/ depressed / wretchedly / hangdog /
glumly / depressed / disheartened /

upset / turned away / rejectedly


distressed / disappointedly /
worriedly / desperately / tired/

5. surveyed
(line 53)

looked at / over / around / in detail


/ through / examined / regarded /
eyed / scanned / scrutinised /
observed / investigated / checked
(out) studied

measured / mapped / searched


overlooked / watched / saw / looked
for

6. zigzagged
(line 67)

wound / wove / twisted / wandered /


(went in a) haphazard (way) / turned /
(went) right and left / this way and
that / here and there / side to side /
one side to the other / negotiated
(their way) / crisscrossed /
meandered / threaded / wended /
tacked / went in all directions /
snaked / swerved

moved / proceeded / raced / spun /


go up and down / went between /
drove around

7. intently
(line 81)

closely / fully / fixedly / concentrating /


diligently / purposefully / earnestly /
studiously / carefully / focused / hard /
intensely / keenly / avidly

meaningfully / intentionally /
consciously

8. entirely
(line 85)

completely / altogether / fully / wholly


/ absolutely / utterly / not at all / not
any more one hundred per cent /
totally / perfectly / all

even / sincerely / really on the whole

UCLES 2006

Page 7

Mark Scheme
GCE O LEVEL - OCT/NOV 2006

Syllabus
1123

QUESTION 9 : 25 MARKS (15 + 10)


MARK TO A MAXIMUM OF 15 OUT OF 22 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)
(ii)
(iii)

Indicate by numbered tick the point rewarded, e.g. 3


Assign the mark-scheme number to points rewarded on all scripts.
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.
7. 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

UCLES 2006

Paper
2

Page 8

Mark Scheme
GCE O LEVEL - OCT/NOV 2006

Syllabus
1123

Question 9 (cont'd.) EACH POINT SCORES 1 MARK

Paper
2
Line No.

The difficulties which Anna experienced started when she realised that
1. many people were waiting to have their passport checked

5-6

2. she thought she had lost her passport / ( panicked when) she couldnt find her passport

7-8

3. the mother was unfriendly / stared angrily back at her

12-13

4. the child/little girl was hostile / unfriendly (startled (alone) = 0)

13-14

5. (she realised) she had picked the wrong queue / there was a problem with her queue /
15-16

young man in her queue had a problem


6. people in (other) queues were checked through more quickly // her queue was slow(er) /

17-18

other queues were quicker


7. (immigration) officer did not respond (to her greeting) / did not speak to her

19

8. and was unfriendly / rude / unpleasant // gave an unfriendly / rude wave (of his hand) /
21

flourish of his hand


9. businessman / man pushed ( in front of) her (to retrieve / get his bag)
(NB people / passengers / everyone = 1; people + man OR boy = 2; people + man + boy = 2

27-30

max)
10. boy pushed (in front of ) her (to collect his backpack / bag) (Accept lift of his
inconsiderate...boy but only if P9 attempted)

29-30

11. her suitcase was missing / she had lost her bag

30

11B she was left alone (in the empty hall) / left in the empty hall

31-32

12. she could not describe her bag / she was unable to answer questions (about her bag)

35-37

13. the official was impatient / unkind / disdainful / thought she was wasting his time

37-40

14. taxi drivers pestered her (to travel in their cabs) // asked her to travel in their cab

41-43

15. she had to deal with / she fumbled / had problems with (strange / new / foreign) currency
44-45

/ notes / coins / currency was strange


16. The bus driver was impatient / rude / unkind

45

17. she missed her stop / saw the bus moving away from the college (sign)

48-49

18. she had to walk (back to the college)

50

19. (she was disappointed that) there was (still) no suitcase / the bag was (still) missing /
51-52

had not arrived


20. the room was tiny/small (she surveyed the tiny room = 0)

53

21. the room was empty / unfriendly / unwelcoming (compared to home / after the warmth /
54

bustle of home)
22. she was homesick / missed home / wanted to go home

UCLES 2006

56

2
(When he was a young man, the writer travelled across Spain. The passage describes a journey he
made from the port of Vigo to the town of Zamora during his first few days in that country.)
1

It was early and still dark when we reached the harbour and the soothingly rhythmic rocking
of the ship stopped. I was awakened by the noise of the rattling anchor going over the side.
I didnt want to move at first, because I had enjoyed the voyage, my very first experience
of the sea. So I lay for a while in the silence of Vigo harbour and listened to the first faint
sounds of Spain a howling dog and the sharp cry of a cockerel. I had at last reached
my destination, and so I went up onto the deck and for the first time in my life I saw,
looped round the bay like a sparkling necklace, the shape of a foreign city. There was no
movement among the houses, but lights were coming on and twinkling as people got up for
the new day.

I was in Spain and a new life was beginning. I had a few coins in my pocket and no return
ticket; I had a rucksack, a tent, some spare clothes, a blanket, a violin and only enough
words to ask for a glass of water. The sun rose, and people started appearing on the street.
I cut my last connection with home by changing my coins into local currency, bought some
bread and fruit and headed straight for the open country.

10

I spent the rest of the day on the long, arduous climb up from the coast, and then decided
to put up my tent for the night on a craggy hilltop. A primitive instinct had forced me to leave
the road and climb to this rocky tower, which gave me an eagles view of the distant harbour
I had recently left. I could see where Id been that day and much of the country still to come,
which rolled desolately away, wild and silent. Faced with its alien magnificence, I felt a pang
of homesickness, but nevertheless a twinge of excitement.

15

Night fell quickly and the valleys filled with heavy shadows which took on strange and eerie
shapes. The jagged coastline looked menacing, like fragments of broken glass. As the sun
went down, Vigo became cold and dim, smothered in the blue dusk. I couldnt help but feel
abandoned, even though it was foolish of me, when I saw the small white ship on which
I had arrived sail off in the gloom. I sat on the hilltop, my teeth chattering as the night
wind rose. I found a little hollow out of the wind, ate some bread and fruit and put up my
small tent. Because I had only a bed of stones to lie on, sleep eluded me. Moreover, I was
troubled by wild dogs which howled in the distance. Not until dawn did their yelping and
snarling stop, and I fell asleep at last.
When I woke next morning it was already light; I looked at my watch and saw that it was six
oclock. Realising that I was uncomfortably drenched in dew, I wriggled out of my blanket
and lay in the rising sun, inhaling the pleasant smell of drying bushes and wild herbs. I felt
the warm earth beneath my stiff limbs and forgot the dew and the wild dogs of the night.
I felt it was for this that I had come: to wake at dawn on a hillside and look out on a new
world, alone and without a plan, in a place that was totally unfamiliar to me.
The next day I followed the track through the hills, giving in to a feeling of loneliness when
I saw occasional signs of life sometimes a shepherds hut, or a boy with a flock of goats.
The track climbed higher into the clear, cold air, and I followed it, frequently convinced that
I had lost my way. That night I took shelter in a ruined castle. The remains of fires and the
skeleton of a sheep, propped in one corner, sent shivers of apprehension down my spine.
This place was, I thought, an obvious refuge for bandits. But I slept well enough, in spite
of the rustlings in the walls and the sighing of the mountain wind. On the following day, I
finished my bread and fruit, and was glad to find some wild grapes to eat. After that, all I
remember about those days is a steadily sharpening hunger, which made me lose all track
of time. I was aware of nothing but a shifting pattern of sun and shadow, hunger and sleep.

UCLES 2007

1120/02/INSERT/M/J/07

20

25

30

35

40

45

3
7

I came down at last to the rich plain around the town of Zamora, where crops grew in
abundance in the Spanish summer. My head thumped in the blindingly bright light and I
screwed up my eyes, which in itself was painful because my face had been burned by the
sun. I stood there, covered in road dust, and looked at Zamora somewhat decrepit now,
but still retaining something of its splendid past. The nearby river was like a leathery arm
of wrinkled mud, with a vein down the middle of green, stagnant water. I padded into the
town square and sat down under a tree. After the long days walk my back was soaked with
sweat. I slipped my bag to the ground; it had felt like a load of stones and I was glad to be
free of it.
As I sat wondering where I would spend the night, I heard music coming from a nearby
street. Two young men with violins like mine who, judging by their speech, were foreigners
too, were giving a concert in the midst of a crowd of wide-eyed children. These musicians
were doing well people threw coins from windows or tossed them over the childrens
heads and I shouted my congratulations to one of the violin players, a tall young man
with feverish blue eyes, as he caught the coins in his hat. I was cheered up by the sight,
as this was how I, too, hoped to earn my living in Spain. After the concert we all sat on the
pavement chattering. Artur, the tall young man, talked with vitality, but his speech was often
broken by jagged rasps of coughing.
Now for more music! he cried, and we made our way to the crumbling warehouse where
they were to hold their next concert. When we stepped on the floorboards, little clouds of
peppery dust rose into the air. Soon an audience of young men and women had gathered
there; they stood, enthralled, as the music from Arturs violin soared above them. After the
concert, Artur leant exhausted against the wall, bathed in sweat, before we went out into
the starlit street. As soon as the cool air met us, Arturs coughing began, and we went up
through the silent town to the restaurant where supper was waiting. After supper we carried
Artur like a corpse to the dark room upstairs. We lit a candle and laid him down, took off
his boots and wiped his forehead. Nobody spoke or even whispered, although probably we
shared the same thought. I lay sleepless for a while in the darkness, my first and last night
in Zamora, listening to the choking rattle of Arturs breath, and the sound of his friends
weeping.
Adapted from As I Walked Out One Midsummer Morning by Laurie Lee

UCLES 2007

1120/02/INSERT/M/J/07

50

55

60

65

70

75

2
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 woke the writer from his sleep?

[1]

(b) The writer was reluctant to move at first. Why did he then get up and go on deck?

[1]

(c) In what two ways did Vigo resemble a sparkling necklace? Number your answers (i) and (ii).
[2]

From paragraph 2
2

(a) Apart from a shortage of money, what other evidence is there to suggest that the writer might
have difficulty settling in this new country?
[1]
(b) The writer cut the last connection with home when he changed his coins into local currency.
What other piece of evidence suggests that he does not intend going back home?
[1]

From paragraph 3
3

A primitive instinct had forced the writer to put up his tent on a hilltop. Explain in your own words
what is meant by primitive instinct.
[2]

From paragraph 4
4

(a) The writer felt abandoned when his ship sailed off. Explain why he might have felt like this.
[1]
(b) The writer says that it was foolish to feel abandoned when he saw the ship sail off. Why does
he describe his feelings as foolish?
[1]

From paragraph 6
5

The writer slept well enough. Give two reasons, apart from the rustlings in the walls and the
sighing of the wind, why this is surprising. Number your answers (i) and (ii).
[2]

From paragraph 7
6

(a) In what two ways does the writer suggest that not much rain fell around Zamora? Number
your answers (i) and (ii).
[2]
(b) In your own words, explain what contrast the writer sees between Zamora as it is now and
as it was in the past.
[2]

UCLES 2007

1120/02/M/J/07

3
From paragraph 8
7

(a) The writer saw that the two young men were foreigners like him. What else did he have in
common with them?
[1]
(b) What two pieces of evidence suggest that Artur is ill? Number your answers (i) and (ii).

[2]

From paragraph 9
8

Why is Arturs friend weeping?

[1]

From the whole passage


9

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.
2.
3.
4.

soothingly (line 1)
faint (line 4)
gloom (line 25)
at last (line 29)

5.
6.
7.
8.

refuge (line 41)


cheered up (line 60)
vitality (line 62)
enthralled (line 67)

[5]

10 Using your own words as far as possible, write a summary of the difficulties experienced by the
writer on his journey from Vigo to Zamora.
USE ONLY THE MATERIAL FROM LINE 15 TO LINE 54.
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:
At the start of his long journey he had to

UCLES 2007

1120/02/M/J/07

[25]

Page 2
1

Mark Scheme
GCE O LEVEL May/June 2007

Syllabus
1123

Paper
02

(a) 'woken from


his sleep

the noise of the (rattling) anchor/the anchor going over the side
[1]
Accept the lift, in whole or in part, of line 2 (I was awakened.....over the
side) even though agent is incorrect. Excess denies.
Mere reference to anchor (alone) =0
Reference to rocking of the ship = 0(N)

(b) get up and


go on deck

he had reached/was curious about/wanted to see his destination/Spain/Vigo


[1]
Accept the lift, in whole or in part, of lines 5 7 (I had at last.......foreign city)
even though agent is incorrect. Excess denies.
Any reference to enjoyed the voyage or first experience of Spain or first
faint sounds of Spain = 0 (N)

(c) sparkling
necklace

Key ideas are (i). SHAPE and (ii). LIGHT


(i) it/Vigo/was looped round the bay//was circular/curved//went round the
bay/coast/land/sea
[1]
shape of foreign city =0(N)
(ii). the lights were bright/twinkling/sparkling/coming on//flashing/shining//
shiny
OR it/Vigo was bright/lit up/illuminated/bright
[1]
Under (i) accept the lift of line 7 (looped round the bay (like a sparkling
necklace)) Excess denies.
Under (ii) accept the lift, in whole or in part of lines 8 9 (lights
were.........the new day) Excess denies.
Any reference to movement =O(W)
Label as (i) and (ii) OR A and B for 1 mark each. If candidate has not
numbered limbs, mark the first two only but
be generous with the candidates division.
[From paragraph 1] 4 marks (1+1+2)

(a) difficulty
settling in

he could not (sic)/could hardly speak the language/didnt speak the language
well
[1]
Accept lift of lines 1112 (only enough words to ask for a glass of water)
But had enough words to ask for a glass of water =0. This doesnt answer
the question.
Any reference to money is neutral gloss, as it is the limb of the question. But
any reference to ticket, rucksack, tent, clothes, blanket, violin =0(W)

(b) cut
connection
with home

he had no return ticket


[1]
Do not accept lift of lines 1011 (I had a few coins..... and no return ticket),
but accept I had no return ticket
Any reference to rucksack, tent, clothes, blanket, violin =0(W) But any
reference to money =0(N)
[From paragraph 2] 2 marks (1 + 1)
UCLES 2007

Page 3
3

Mark Scheme
GCE O LEVEL May/June 2007

Syllabus
1123

Paper
02

'primitive
instinct

Note that this is an own words question. Key words are A. PRIMITIVE and B.
INSTINCT. Look for respective synonyms but be generous with grammatical
form

A. PRIMITIVE

basic/fundamental/primal/primeval/primordial/subconscious/inherent/innate/
inborn/inbred/elemental/natural/
[1]
old/traditional/ancient/antique/simple/old-fashioned =0(N)

B. INSTINCT

urge/impulse/without thought/intuition/spontaneity/without reason/hunch/


reflex (action)/involuntary (action)/(sixth) sense/(gut) feeling/drive/need

[1]

habit/idea/thinking/want/desire = 0(N)
[From paragraph 3] 2 marks
4

(a) 'felt
abandoned

he was in a new/strange/foreign/unfamiliar country/place//he was alone/


didnt know anyone//he had severed his last link with home//something
familiar had gone//he was in inhospitable surroundings
[1]
Any reference to darkness, gloom, shadows, jagged coastline, sunset = 0(N)

(b) foolish to feel he had wanted to go there/he had reached his destination/he had not been
abandoned
abandoned/he had got what he wanted/nobody had forced him to go
there/he knew it was going to happen/he knew the ship would go
[1]
[From paragraph 4] 2 marks (1 + 1)
5

slept well

(i) (he was in a) ruined castle

[1]

(ii) (there was/he was near) the skeleton of a sheep/animal

[1]

(iii) (The place/it was) an (obvious) refuge for bandits

[1]

Accept any two of three, for 1 mark each. Label answers either as (i), (ii) and
(iii) OR A, B and C.
Under (i). accept the lift of line 39 (That night I took shelter in a ruined
castle) Excess denies
Under (ii). accept the lift of lines 3940 (the skeleton ....down my spine)
Excess denies
Under (iii). accept the lift of line 41 (This place was...bandits.) Excess denies
Reference to fires (alone) = o(N) in answers which are not lifted.
[From paragraph 6] 2 marks

UCLES 2007

Page 4
6

(a) not much


rain

Mark Scheme
GCE O LEVEL May/June 2007

Syllabus
1123

Paper
02

Key ideas are DUST and DRIED-UP RIVER


(i) the writer/he was covered in (road) dust/the roads were/the road was
covered in dust/dusty
[1]
Insist on correct agents, except in lifted answers
(ii) the river was dried up/nearly dried up/was mud//the river water was
stagnant
[1]
Under (i) accept the lift, in whole or in part, of the lift of line 49 (I stood there,
covered in road dust, and looked at Zamora), even although the agent is
incorrect. Excess denies.
Under (ii) accept the lift, in whole or in part, of lines 5051 (The nearby
river......stagnant water.) Excess denies.
Label answers (i) and (ii) OR A and B and mark for 1 mark each. If candidate
has not numbered limbs, mark the first two only, but be generous with the
candidates division.

(b) Zamora now


and in the
past

Note that this is an OWN WORDS question. Key words are DECREPIT and
SPLENDID. Look for respective synonyms but ignore grammatical form. Do
not insist on re-casting of retaining

A. DECREPIT ageing/run-down/dilapidated/rotting/crumbling/worn/shabby/decayed/
decaying/falling down

[1]

ruined/spoiled/old/aged/dirty/polluted/deteriorating = o(N)
B. SPLENDID grand/beautiful/sublime/lovely/handsome/very attractive/very charming/
glorious/exquisite/glamorous/smart/elegant/chic/wonderful/marvellous/great/
magnificent/magestic
[1]
pretty/attractive/charming/enchanting/picturesque/rich/prosperous =0
[From paragraph 7] 4 marks (2 + 2)

UCLES 2007

Page 5
7

(a) what they


had in
common

Mark Scheme
GCE O LEVEL May/June 2007

Syllabus
1123

Paper
02

he / they had violins / musical instruments


OR he/they wanted to earn a living through music/concerts/performance/
entertainment
[1]
Lift of line 56 (Two young men with violins like mine) =0. Candidates must
distil the answer.
Lift of line 61 (this was how I too hoped to earn my living in Spain) =0.
Candidates must distil the answer.
Any reference to foreigners =)(N) as this merely repeats the question.
They had no homes/were nomadic = 0(N)

(b) Artur is ill

Look for FEVER and COUGH


(i) he had a fever/feverish (blue) eyes

[1]

(ii) he was coughing (a lot)/his speech was broken by coughing

[1]

Under (i) accept the lift of lines 59 - 60 (a tall young man.... eyes) Excess
denies.
Under (ii) accept the lift of lines 62 63 (his speech ..... rasps of coughing).
Excess denies
Label (i) and (ii) OR A and B for 1 mark each. If candidate has not numbered
limbs, mark the first two only but be generous with the candidates division.
[From paragraph 8] 3 marks (1 + 2)

friend weeping

(he knew) his friend/Artur was going to die/was dying//would not live long/
much longer//was mortally/fatally ill
[1]
He had a cough/fever/was ill//was seriously/very/critically ill =0(N). A more
serious inference is required.
[From paragraph 9] 1 mark

UCLES 2007

Page 6

Mark Scheme
GCE O LEVEL May/June 2007

Syllabus
1123

Paper
02

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'thrilled and happy for 'enchanted'.
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.

(See words and equivalents overleaf.)


1 mark

0 mark
Regard as 0[N] unless indicated as 0[W]

1. soothingly
(line 1)

comfortingly/calmingly/restfully/
pacifyingly/gently/peacefully/relaxingly/
softly/comfortably

supporting/flatter/quietly/relieved/
smoothly/blissfully/ pleasingly/pleasantly

faint
(line 4)

low/soft/weak/distant/dim/small/little/tiny/
minute/minimum/feeble/delicate/slight/
far away

quiet/microscopic/unsteady/fading/
indistinct/unclear/unconscious (W)

gloom
(line 25)

dark(ness)/dimness/dusk/gloaming/
twilight/shadows/obscurity

night/sunset/blackness/haze/dullness

at last
(line 29)

eventually/in the end/finally/ultimately/


after (all) this/after that

as a result/consequently/deeply/
by and by/soundly/in conclusion (W)/
after a long time/afterwards

refuge
(line 41)

hiding place/hideout/retreat/escape/
sanctuary/asylum/retreat/bolthole/den/
lair/shelter/haunt/resting place/haven

resort/habitat/residence/home camp/
lodging/meeting place protection/
safeguard/place to stay/place to live/
outpost

cheered
up
(line 60)

made to) feel better/good//happy/


happier/optimistic/in a good mood/
congenial/lighthearted/contented/elated/
exhilarated/bright/brightened/
encouraged/pleased/heartened/
comforted/delighted

made to feel cheerful/hopeful/amused


excited/motivated/entertained/helped/
enlightened/smiled/laughed/
applauded (W)

vitality
(line 62)

liveliness/energy/life/animation/vigour/
spirit

happiness/lightheartedness/
hopefulness/merriment/amusement/
strength/joy confidence/strength/
enthusiasm/health/power

enthralled
(line 67)

fascinated/mesmerised/enraptured/
captivated/charmed/spellbound/
under a spell/thrilled/fixated/
entranced/engrossed/hypnotized/
absorbed/riveted

happy/enthusiastic/captured/interested/
entertained/excited/joyful/surprised/
astonished/elated/amazed/impressed

5 marks ( 5 x 1)
UCLES 2007

Page 7

Mark Scheme
GCE O LEVEL May/June 2007

Syllabus
1123

Paper
02

10 MARK TO A MAXIMUM OF 15 OUT OF 20 FOR POINTS. AWARD A MAXIMUM OF 10 MARKS


FOR STYLE (See pages 910 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:
025 (0); 2650 (2); 5175 (4); 76100 (6); 101125 (8). So in 121 words, with OW10 and
UE10, Style mark =8
If the candidate uses noteform throughout the answer, give 0 for the Style mark but allow
the points where they are clearly made.

7.

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. Avoid the double penalty.

UCLES 2007

Page 8

Mark Scheme
GCE O LEVEL May/June 2007

Syllabus
1123

Paper
02

EACH POINT SCORES 1 MARK

Line No.

At the start of his long journey he had to..........


1.

climb (from the coast/to a hilltop/to a rocky tower)

2.

the country ahead of him/still to come was desolate/wild/silent/alien (magnificent =0)

3.

he was homesick

4.

there were heavy/eerie/strange shadows (in the valley)

5.

the coastline looked/was menacing//frightening/frightened him

6.

he felt abandoned/sad/lonely/upset/isolated/alone when he saw the ship leave/when the


ship left

2325

7.

he was cold//it was cold and/or windy//Vigo became cold and dim)

2526

8.

he (only) had (a bed of) stones to lie on/he was lying on (a bed of) stones (ground=0) //
uncomfortable sleeping conditions

27

he was troubled by/there were (wild) dogs

28

9.

15
1819
20
2122
22

10. he was drenched in / soaked / wet / damp with dew (felt warm earth beneath stiff limbs
=0)

31

11. his limbs/legs/arms were stiff/sore/uncomfortable

33

12. he felt lonely when he saw signs of life/other people/a shepherds hut/a boy with goats

3637

13. he (frequently) thought that he had lost his way/was lost (he was lost =0)

3839

14. the skeleton of a sheep frightened him/gave him shivers of apprehension (down his
spine)

3940

15. he was in an (obvious) refuge for bandits/robbers/thieves//(he thought) bandits/robbers/


thieves might be nearby

41

16. he was hungry//he finished his bread and fruit/food//he had no/little food/
only had grapes/wild fruit

4243

17. his head thumped /ached//bright light hurt his eyes


18. his face was burnt by the sun/was sunburnt//he was sunburt
19. he was covered in (road) dust

47
4849
49

20. his back was soaked with sweat//he was/had been sweating
21. he was/had been carrying a heavy bag/weight//his bag was heavy

5253
53

Rubric suggests third person summary. If candidate writes throughout in first person, do not penalise,
but penalise in the normal way under use of English every person change which occurs.
25 MARKS (15 +10)

UCLES 2007

2
Grandfathers Party
1

Yusuf! he exclaimed. It is you, isnt it? There was no mistaking my cousin Ali, standing there
in the shopping mall. He was older, certainly, but he retained the cheeky grin of his childhood.
We hadnt seen each other for years, as his family had emigrated to Australia when he was
ten years old. This had pleased me enormously, because the very mention of his name was
a source of embarrassment to me. Recently I had heard that he was back, as a teacher in
my home town. Yes, its me, I stammered, trying to regain my composure. However, standing
face to face with Ali, my cheeks burned with shame because, since I had last seen Ali, the
events of Grandfathers eightieth birthday party had, in my mind, replayed like an old, familiar
movie

Grandfather lived in our house and rarely left it, preferring instead to sit quietly in a chair 10
looking out of the window always the same chair watching family members come and go,
listening to their conversations but seldom volunteering to join in. He was a quiet, contented
old man, whose habits never varied. He had deep lines on his face which, he often told me,
were signs of experience and wisdom. When my mother announced that she would give a
15
party to celebrate his forthcoming eightieth birthday, he seemed quite pleased.

The big day arrived. Beads of perspiration stood on my mothers brow as she busied herself
energetically in the kitchen, putting the final touches to her preparations for the occasion.
Back and forth she went, carrying serving dishes to the table, stirring the contents of cooking
pots, and taking from the cupboards the huge supply of plates and glasses needed. The pots
20
on the stove simmered and bubbled, sending clouds of hot steam around the kitchen.

Suddenly, our house was full of people, as guests arrived at the appointed time. Greetings
were exchanged and people embraced, eager to catch up on news. Elderly aunts and uncles
chatted to children, who were terribly bored by the routine exclamations about how much
taller they had become. My cousin Ali arrived with his mother, who dashed into the kitchen to
offer her services to my mother, while he boasted to me about his new sandals as he stepped 25
out of them on the doorstep.

Ali never lost an opportunity to show what he perceived as his superiority over me. Smirking,
he boasted, Ive got a new bicycle. I bet its much better than yours. We went outside together,
where Ali inspected my bicycle. He hooted with laughter. That little blue bag on the saddle
looks so silly! he screamed. Because I was trying to compensate for my inferior bicycle, I 30
blurted out, Well, Ive got a watch now, and you havent. Pleased to see the envious glint in
Alis eyes, I led him to my room, took my watch from the drawer and handed it to him. Then I
snatched it back and returned it to its place, feeling extremely self-satisfied. Thats just a kids
watch, he said.

It was time that rude boy learned a lesson, I thought. As soon as I was sure that Ali had gone, I 35
took the watch out of the drawer again. Clutching it carefully, I sneaked outside without or so
I thought at the time drawing attention to myself. By now, the house was packed, the noise
levels were rising, and my mother and the other women were clattering about in the kitchen.
The party was in full swing, and this was a good time for revenge. I found Alis new sandals
among the pile lying outside the door glad that he had already pointed them out to me so 40
that they were easily recognisable and hid the watch under them. Trying to look relaxed and
innocent, I skipped past Grandfathers chair and, almost as if I were trying to convince myself
that the lie I was about to tell was true, I returned to my room. Opening the drawer, I saw that,
indeed, the watch was not there. My heart racing, I shot from my room to raise the alarm, this
time hoping to be conspicuous. I was pleased at the way things were turning out and silently 45
congratulated myself on my cleverness. Mother! I wept, dashing into the kitchen. My watch is
missing. The last person to touch it was Ali. He must have stolen it!

UCLES 2007

1120/02/INSERT/O/N/07

3
7

My mother went outside, where Ali, unaware of the accusations I had made, was cheerfully
riding my bicycle at great speed, demonstrating his skills to my two brothers, who were clearly
impressed. When my mother explained to them that my watch was missing, my brothers 50
rushed to my room to begin the search; I think they were glad to escape from Alis showing
off, and an opportunity to please their mother was no doubt a welcome diversion for them.
Meanwhile, my aunt had come from the kitchen and, taking Ali roughly by the arm, led him
back to the house. He looked so confused by events that I almost felt sorry for him. But there
55
was no turning back, I told myself, and, after all, Ali deserved to be humiliated.

By the time I got back to my room, my brothers had emptied out the contents of my drawers;
shirts and trousers made an untidy pile in the centre of the floor. My brothers looked through
the cupboard and even shook my school books, in case the watch had slipped inside one of
them. My mother arrived on the scene and joined in the search, looking under my bed and
my pillow, and further adding to the chaos in the small room. Gradually we became aware of 60
a smell wafting in our direction, not the appetising aromas which had greeted our guests on
their arrival, but the unmistakeable smell of burning food. Simultaneously, in the room next
door, my baby sister awoke. Troubled by the noise coming from my room, the banging of
cupboard doors and things being thrown on the floor, she started to cry, a whimper at first but
65
soon a pathetic wailing sound.

What exactly happened next I cant remember probably remorse and apprehension have
combined to blot it from my memory. But what I do remember is this. When I went back to
the party, Grandfather quietly called me over to his chair. Your mother told me your story,
Yusuf. But I wonder if your watch has really been stolen. He got up slowly from his chair, took
my hand and led me outside. Stooping down, he took my watch from under Alis sandal. We 70
were alone outside; from inside the house, we were aware of loud conversation, the smell of
burning, the screaming of the baby, the raised voices of my mother and brothers. My eyes met
Grandfathers and I knew that he knew the truth. Without saying a word, he put my watch into
the little blue saddlebag of my bicycle.

10 Then he whispered in my ear: Now I think you should put a stop to all the trouble youre 75
causing for Ali. Yes, he is quite annoying but, like you, hes only a child. Running indoors, I told
my mother that my watch had been found and that I had forgotten putting it into the saddlebag
of my bicycle. Both Ali and his mother glared at me, but this was Grandfathers birthday and
enough damage had been done; I knew that nothing more would be said.
11 I realised at the time that Grandfather wanted me to confess my lie but I had neither the 80
courage nor the humility to do so. However, Ali and I were only kids then, and now, fifteen
years later, here we were, two young adults, more experienced and, I hope, wiser. Yes, its
me, I repeated. And I have something to tell you. It was impossible not to think of Grandfather.
Smiling, I resolved to look in the mirror later for at least the beginnings of lines of experience
85
and wisdom.

UCLES 2007

1120/02/INSERT/O/N/07

2
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) Whom did Yusuf meet at the shopping mall?

[1]

(b) Yusuf was embarrassed and tried to regain his composure. In what two ways can we tell that
he was embarrassed?
[2]
(c) Yusuf tells us that, in his mind, the events of Grandfathers birthday replayed like an old,
familiar movie. What does this show about his memory of that day?
[1]

From paragraph 2:
2

(a) Give one piece of evidence from the paragraph which shows that Grandfathers habits never
varied.
[1]
(b) Explain in your own words what, according to Grandfather, the lines on his face showed. [2]

From paragraph 3:
3

(a) Give two reasons why the mother had beads of perspiration on her brow as she set the table
and prepared the food. Number your answers (i) and (ii).
[2]
(b) Which one detail of the mothers preparation shows that she was expecting a large number of
guests that day?
[1]

From paragraph 4:
4

(a) Why did the arrival of the guests happen suddenly?

[1]

(b) The children were bored when they were told how much taller they had become. Pick out and
write down the single word which tells us why they were bored.
[1]

From paragraph 5:
5

(a) Explain in your own words why Yusuf decided to tell Ali about his watch.

[2]

(b) Explain fully why Yusuf was extremely self-satisfied after he showed Ali his watch.

[2]

UCLES 2007

1120/02/O/N/07

3
From paragraph 6:
6

The writer says that the women were clattering about in the kitchen. What effect is created by this
expression that would not have been created by the word moving?
[1]

From paragraph 7:
7

Ali was cheerful because he did not know that he had been accused of stealing. What other
reason does the writer suggest to explain why Ali was cheerful as he rode Yusufs bicycle at great
speed?
[1]

From paragraph 9:
8

Grandfather knew the truth. What is the truth that he knew?

[1]

From paragraph 11:


9

And I have something to tell you. What does Yusuf have to tell Ali?

[1]

10 From the whole passage:


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.
2.
3.
4.

enormously (line 4)
volunteering (line 12)
eager (line 22)
perceived (line 27)

5.
6.
7.
8.

in full swing (line 39)


shot (line 44)
chaos (line 60)
simultaneously (line 62)

[5]

11 Yusuf was angry with Ali and wanted to punish him.


Using your own words as far as possible, write a summary of what Yusuf did in his attempt to
punish Ali, the search which followed and how the search ended.
USE ONLY THE MATERIAL FROM LINE 35 TO LINE 74.
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:
Yusuf wanted to teach Ali a lesson and so he

UCLES 2007

1120/02/O/N/07

[25]

Page 2

Mark Scheme
GCE O LEVEL October/November 2007

Syllabus
1123

Paper
2

(a) who did Yusuf meet


[1]

Ali / his cousin / his cousin Ali


Accept lift, in whole or in part, of lines 12 (There was no mistaking my cousin Ali,
standing there in the shopping mall), even though first person rather than third person is
used. Excess denies.
(b) he was embarrassed
A. he stammered / stuttered / stumbled over his words // couldnt speak properly/ clearly /
sensibly

[1]

Accept lift, in whole or in part, of line 6 (Yes, its me..., composure), even though first
person is used. Excess denies.
B. his face was red/ flushed / his cheeks were red / flushed // he was blushing

[1]

Accept lift, in whole or in part, of line 7 (standing face to face with Ali, my cheeks burned
with shame) even though first person is used. Excess denies.
he had lost / tried to regain his composure = 0
(c) replayed like an old, familiar movie
Answer can focus on idea of replayed or of familiar
he remembered it well / vividly/ clearly // he thought of it often / a lot // he would never
forget it / he kept thinking about it / remembered it as if it were yesterday / remembered
everything about it // it was unforgettable / he cannot forget it / could not forget it / he
would always remember it

[1]

he will not / would not forget it // he still remembered it = 0


[From paragraph 1] 4 marks (1 + 2 + 1)

UCLES 2007

Page 3
2

Mark Scheme
GCE O LEVEL October/November 2007

Syllabus
1123

Paper
2

(a) habits never varied


A. he always sat in the same chair

[1]

OR B. he rarely left the house


Under A accept lift of line 11 (always the same chair)
Under B accept lift, in whole or in part, of line 10 (Grandfather lived in our house and
rarely left it). Excess denies
Under A. preferring to sit quietly in a chair = 0(N)
Any reference to watching people come and go, or to listening to conversations, or to
being quiet, contented or old denies the mark in an otherwise correct answer. Question
asks for one piece of evidence.
(b) lines on his face showed
Note that this is an own words question. Key words are EXPERIENCE and WISDOM.
Look for required synonyms and be generous with grammatical form.
EXPERIENCE he had lived a long time / he had done many things / he had lived through
many events / he had had an eventful life / he had seen a lot // he had
learned from life / the past

[1]

skill / good fortune / intelligence / old / mature = 0(N)


WISDOM

knowledge / understanding, intelligence / cleverness // he knew a lot / he


had good judgment / perspicacity/ / was sage / sensible / enlightenment /
astuteness / insight / discernment / wit

[1]

alertness / awareness / old / mature = 0(N)


[From paragraph 2] 3 marks (1 + 2)
3

(a) beads of perspiration


(i) she was working hard / was using a lot of energy / going back and forth / was busy
Accept lift in whole or in part, of lines 1617 (Beads of perspiration....occasion).
Excess denies.

[1]

she was carrying serving dishes / stirring the contents of cooking pots/ taking plates
and glasses from the cupboard = 0(N)
(ii) the kitchen / pots / pans / stove was hot / there was steam in the kitchen / pots / pans /
stove
Accept lift, in whole or in part, of lines 1920 (The pots....around the kitchen).
Excess denies
But do not accept the pots on the stove simmered and bubbled (alone).
(b) expecting a large number of guests
(she needed) a huge supply / many / loads of plates/ glasses
Accept lift of line 19 (and taking plates and glasses needed). Excess denies.

[1]

[1]

[From paragraph 3] 3 marks (2 + 1)


UCLES 2007

Page 4

Mark Scheme
GCE O LEVEL October/November 2007

Syllabus
1123

Paper
2

(a) guests arrived suddenly


they had been told to come at a particular time // they came on time / punctually / at the
appointed time / it would have been rude to come at any other time
Accept the lift of line 21 (Suddenly...appointed time). Excess denies.

[1]

They came at the same time / at once = 0


(b) the children were bored
routine

[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.
[From paragraph 4] 2 marks (1 + 1)
5

(a) Note that this is an own words question. Key words are COMPENSATE and INFERIOR.
Look for required synonyms and be generous with grammatical form.
COMPENSATE make up / make amends / pay back / atone / rectify (the situation) / put
things right / cover up / redress the balance / get back / get revenge /
defend himself / hide his embarrassment

[1]

give money = 0
INFERIOR

less impressive / not so good / worse / bad / second rate / not making the
grade / cheaper / poorer /
OR Alis bicycle was better / superior // Ali was boasting about his bicycle /
criticising / laughing at Alis bicycle
(Accept either positive or comparative)

[1]

subordinate / silly / small = 0, Yusuf was trying to make Ali jealous


(b) extremely self-satisfied
A. Ali was jealous / envious / (of Yusuf) / covetous / Yusuf had got his own back / turned
the tables
Accept, in whole or in part, lift of lines 3132 (pleased to see the envious glint in Alis
eyes)
B. because Ali didnt have a watch / because Yusuf had a watch and he / Ali didnt / Ali
wished that he had a watch / he had something that Ali didnt have
Note that this second limb cannot be scored by lifting

[1]
[1]

Do not insist on agents throughout, but any suggestion that it is Yusuf who is envious or
who has no watch denies the mark for the limb in which it occurs. But avoid the double
penalty.
[From paragraph 5] 4 marks (2 + 2)
UCLES 2007

Page 5

Mark Scheme
GCE O LEVEL October/November 2007

Syllabus
1123

Paper
2

clattering
(they were making a lot of) noise / din / racket // everyone could hear them // there was sound /
noise as well as movement

[1]

talking = 0 (N)
[From paragraph 6] 1 mark
7

Ali was cheerful


he was showing off (to Yusufs brothers) // Yusufs brothers were impressed / over-awed // he
had an audience // he was the centre of attention // people were watching him / thought he
was great / clever/ talented/ good at riding a bicycle

[1]

Lift of lines 4850 (My mother....clearly impressed) = 0. Candidates must distil one reason
But lift of line 4950 (demonstrating his skills (to my two brothers who were clearly impressed)) = 1
[From paragraph 7] 1 mark
8

Grandfather knew the truth


that Yusuf had hidden the watch // that Ali had not stolen the watch // that Yusuf had been
trying to get Ali into trouble / to get revenge // that Yusuf had told a lie // that the watch had not
been stolen

[1]

[From paragraph 9] 1 mark


9

I have something to tell you


that he had told a lie about Ali // that he had said that Ali had stolen his watch // that he had
tried to get Ali into trouble // that he had treated Ali badly
the truth (about the watch / what happened at the party)

[1]

Do not insist on Ali and Yusuf being mentioned by name, as the question wording allows for
sensible use of pronouns, but withhold the mark if agents are wrongly used.
He had been angry with Ali = 0
[From paragraph 11] 1 mark

UCLES 2007

Page 6

10

Mark Scheme
GCE O LEVEL October/November 2007

Syllabus
1123

Paper
2

Mark only the first FIVE words attempted


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'shared and simple for 'common'.
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.

(See words and equivalents overleaf.)


1 mark

Regard as 0(N) unless indicated


as 0(W)

enormously
(line 4)

greatly / very much / a lot /


tremendously / hugely / a great
deal / immensely / intensely
/considerably / colossally
/mightily/ prodigiously / vastly /
really /massively / highly /
extremely / so much / loads / in a
large amount

largely / fully / completely /


considerably / entirely / mostly /
excessively

volunteering
(line 12)

offering // doing it willingly / by


choice /readily/ unprompted /
unsolicited // without being forced
/ coerced / asked // willing /
deciding himself / of his own
volition

wanting / desiring / helping/


spontaneously / freely/
participating

eager
(line 22)

anxious/ keen / avid/ agog /


raring / yearning / enthusiastic /
impatient / happy / pleased / glad
/ delighted / longing / intent / cant
wait / desperate / looking
forward(to) / excited

ready / volunteering /interested/


willing / curious / wanting to /
desiring

perceived
(line 27)

saw / recognised / understood /


knew / thought / considered /
viewed / was aware of /
visualised / discerned /
apprehended / imagined /
believed / assumed /felt / took as

detected / found out / examined /


inspected / guessed /
estimated/measured

in full swing
(line 39)

underway / in progress / had


begun / lively / buzzing //
everyone was happy / enjoying
themselves / having a great time
// on the go / in top gear / rocking
/ going on

hanging / moving / dangling /


swinging / at its peak / starting / in
the middle

UCLES 2007

Page 7

Mark Scheme
GCE O LEVEL October/November 2007

Syllabus
1123

Paper
2

shot
(line 44)

dashed / rushed / sped / hurried /


flew / hurtled / whizzed / zoomed
scurried //went quickly / fast /
speedily / rapidly / swiftly /
promptly /hastily / without delay /
expeditiously / immediately /
promptly // sprinted / ran /
exploded / raced / tore / burst /
erupted

banged / plunged / went

chaos
(line 60)

disorder / muddle / mayhem /


disharmony / discord / unruliness
/ mess / jumble / shambles / mix
up / bedlam / disarray /
confusion/ lack of order /
pandemonium / uproar /
commotion / turmoil / tumult

anarchy / untidiness / war / fight /


neglect / rebellion / noise /
revolution / trouble / destruction /
catastrophe / lack of control /
racket / riot

simultaneously
(line 63)

at the same time // at that


moment / time / point // coinciding
(with) / concurrently /
contemporaneously / meanwhile

similarly / contemporary /
together / in chorus / in unison /
suddenly / continuously / side by
side
5 marks (5 x 1)

UCLES 2007

Page 8

Mark Scheme
GCE O LEVEL October/November 2007

Syllabus
1123

Paper
2

11 MARK TO A MAXIMUM OF 15 OUT OF 19 FOR POINTS. AWARD A MAXIMUM OF 10


MARKS FOR STYLE (See pages 1011 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.
(i)
(ii)
(iii)
5.

Marking Technique
Indicate by numbered tick the point rewarded, e.g. 3
Assign the mark-scheme number to points rewarded on all scripts.
Assess qualities of Style separately. Add the Style Mark to the Content Mark and
show as a ringed total in the right-hand margin.
For answers shorter than the 150 words apply the following maxima for the Style mark:
0-25 (0); 26-50 (2); 51-75 (4); 76-100 (6); 101-125 (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.

7.

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.

UCLES 2007

Page 9

Mark Scheme
GCE O LEVEL October/November 2007

Syllabus
1123

Paper
2

EACH POINT SCORES 1 MARK

Line No.

Yusuf wanted to teach Ali a lesson and so he


1.

took the watch out of the drawer

36

2.

and took it outside / he went outside

36

3.

he hid / put the watch under Alis sandals

41

4.

he returned to his room

43

5.

he checked / saw that his watch was not in the drawer / looked for the watch

4344

6.

he shot from his room // went to the kitchen // went (to tell) his mother

4447

7.

he told his mother that his watch was missing / that Ali had stolen his watch // he raised the
alarm

8.

9.

47

his mother told his brothers that the watch was missing (asked brothers to look for he watch
=0)

51

his brothers went to his room (to look for the watch) (but need context of search)

52

10. his brothers emptied (out the contents) of his drawers

57

11. they looked through the cupboard


OR 10A they searched everywhere / thoroughly = 1

5859

if there is no 10,11 or 12
12. they shook /looked in /through his (school) books
12A they caused chaos/ turned room upside down/ made a mess/ threw things on floor

60,64

13. his mother came to search // looked under the bed / the pillow

60

14. he returned to the party

6869

15. Grandfather called Yusuf (over to him)

69

16. Grandfather told him he had heard that / wondered if his watch was missing // knew Yusuf was
lying // knew the truth

69-70

17. Grandfather led took Yusuf outside

71

18. Grandfather found the watch under Alis sandal // took the watch from (under) Alis sandal

71

19. Grandfather put the watch into the saddlebag (of his bicycle)

75

(Rubric calls for third person. Penalise confusion of persons as single errors for each switch, and
assess as normal under UE.)
25 marks (15 + 10)

UCLES 2007

Page 12

Mark Scheme
GCE O LEVEL October/November 2007

Syllabus
1123

Paper
2

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.

UCLES 2007

2
Dolphins
1

Dolphins are very much in vogue these days. Along with rainbows, they have become a
symbol of a new age of love, peace and harmony. Although, like human beings, they are
mammals, they have adapted surprisingly well to an environment completely different from
our own. There is no doubt that people love these aquatic creatures, considering them to be
both intelligent and beautiful.

This fascination with dolphins is not a novelty; they have delighted people for centuries and they
occupy a special place in folklore around the world. For example, the ancient Mediterranean
cultures believed that the dolphin represented the vital power of the sea, and early Greek
mythology describes many encounters between their gods and dolphins. Dolphins graced
many forms of art in ancient societies. Killing a dolphin was punished by the death penalty. 10
Around the world, many cultures believed that any intentional harm done to a dolphin could
cause ill-fortune or mortal sickness.

Dolphins are able to make sounds in the form of little clicks, through which they communicate
with each other. Many dolphins are able to leap high out of the water, sometimes to indicate
the presence of fish to their companions, and sometimes simply out of exuberance. As well 15
as making clicking sounds, they make other sounds which damage the balance of their prey,
making it easier to capture. They are also able to work out where their prey is by listening to
the echoes of the sounds which their prey makes. This special ability is called echolocation,
and it enables dolphins to explore their environment over a wider distance than eyesight
allows, and to find their prey in a dark, watery world where sight is often of little use.
20

Modern, efficient methods have been introduced that allow fishermen to bring in record
catches. However, these methods make no distinction between fish and dolphins, so that the
latter then often become the victims of these environmentally destructive fishing methods.
In some parts of the world, fishermen have noticed that particularly large tuna fish swim
underneath dolphins. Realising, therefore, that financially rewarding catches of tuna fish await 25
those willing to take advantage of the tuna-dolphin bond, the fishermen deliberately net these
dolphins in order to catch the tuna swimming below them.

Modern fishing nets, unlike those in even the recent past, are made of very strong materials
which dolphins can neither detect nor break and, in some places, local fishermen use these
nets with the specific intention of catching dolphins for food. It is difficult not to have some 30
sympathy for these fishermen. In many fishing communities, fish stocks on which people
have always depended are dwindling. The sea provides their best food, but local people
are unable to compete with the huge fishing vessels which have recently been sent into
their waters by large international companies. As a result, they have to turn to whatever food
sources remain, simply in order to survive, and the only available food is often dolphins.
35

It is not only sea dolphins that are under threat; river dolphins are also in danger of extinction
because of human behaviour. They frequently become entangled in fishing nets used by local
people whose overriding concern is feeding their families. Other dolphins are accidentally
caught on large fishing hooks strung in lines along river beds. It is perfectly understandable
that people respond to the need to provide food for their families by fishing in local rivers, but 40
their fishing equipment is a major hazard for dolphins. Pesticides, which are used to boost
crop production in agricultural areas, pollute the nearby rivers, and the dolphins living there
stand no chance against these powerful poisons. When rivers flow through areas where there
are a lot of factories, these beautiful creatures can be poisoned by factory waste, which is
often dumped in rivers; this waste may be hidden, but it is still present and highly dangerous. 45

UCLES 2008

1120/02/INSERT/M/J/08

3
7

In many parts of the world, dams are constructed either to provide water to irrigate crops
or to produce hydro-electric power. However, the benefits brought about by these dams are
offset by the damage done to dolphins, which are prevented from swimming upstream to
breed, as are the small, migratory fish on which they feed. Thus an important food source
for dolphins is seriously depleted. In some countries, the construction of dams has led to the 50
extinction of many species of river dolphin. Dams restrict the flow of fresh water in nearby
rivers, and the lack of fresh water deprives dolphins of oxygen. In addition, dams separate
dolphins into small, isolated groups that cannot interbreed. The threat to river dolphins means
that government organisations need to consider holding workshops to deliberate on what can
be done to save river dolphins.
55

In some countries, the meat of river dolphins is considered to have medicinal properties,
and consequently they are killed in large uncontrolled numbers. But, as with sea dolphins,
the majority of deaths are caused inadvertently. Many river dolphins have been found with
appalling injuries after collisions with boats and, as the volume of boat traffic in many parts of
the world is likely to grow, the probability of such encounters is bound to increase. The noise 60
caused by boats interferes with the dolphins hearing, reducing their ability to locate food.
Furthermore, there is plenty of evidence to suggest that the turbulence caused by dense river
traffic reduces the ability of these sensitive creatures to navigate their territory.

However, there are signs of changing attitudes towards the plight of river dolphins. In China,
they have been officially recognised as a protected species, along with the giant panda and 65
other critically threatened creatures. The Chinese government has taken extensive and
surprising measures to educate local people through films, posters and even postage stamps.
All of this has been greeted with interest by local people. More importantly, associations have
been set up, run by local volunteers, to educate fishermen in fishing methods designed to stop
the harm which is often done to river dolphins, however unintentionally. These associations 70
are often delighted at how quickly ordinary people understand the importance of urgent action
to conserve river dolphins. One association has raised public awareness by persuading a
nearby factory to use the river dolphin as its trademark, and other companies have rushed
to follow their example, with a dolphin hotel, a dolphin department store, dolphin shoes
the public imagination has been caught! Not surprisingly, the river dolphin is becoming a 75
household name and its survival problems are well known.

10 In one part of China, a nature reserve has been built to protect river dolphins. Funded by
government money and public donations, this reserve provides a protected breeding area
for river dolphins, which, it is hoped, will result in an increase in the dolphin population. Local
support for this project is considerable, since it is likely to provide new jobs and has a great 80
potential as a tourist attraction. A hospital has also been constructed where injured dolphins
are treated until they are well enough to be returned to the river.
11 We should be heartened by such conservation stories. Nevertheless, through our arrogance
and ignorance we have already managed to cause tremendous harm to our environment.
Dolphins are in the unfortunate position of acting as living indicators of the effects of this 85
damage. They are symbolic not only of love, peace and harmony, but of what we have done,
and are still doing, to our planet.

UCLES 2008

1120/02/INSERT/M/J/08

2
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

Give one reason why, according to the writer, people love dolphins.

[1]

From paragraph 2:
2

(a) How can we tell that in some cultures dolphins were considered to be as important as human
beings?
[1]
(b) What did people in many cultures believe could be the result of intentionally harming a
dolphin? Answer in your own words.
[2]

From paragraph 3:
3

(a) In what two ways do dolphins use their ability to make sounds? Number your answers (i) and
(ii).
[2]
(b) Give two reasons to explain why dolphins leap high out of the water. Answer in your own
words.
[2]
(c) What single feature of the dolphins environment means that their eyesight is often of little
use in catching their prey?
[1]

From paragraph 4:
4

(a) According to the writer, what benefit do fishermen derive from the modern fishing methods?
[1]
(b) In what way are modern fishing methods environmentally destructive?

[1]

(c) Explain fully the benefits gained by fishermen who take advantage of the tuna-dolphin bond.
[2]

From paragraph 5:
5

(a) Why, even in the recent past, were fishermen less likely to be able to catch dolphins than
fishermen today?
[1]
(b) Explain fully why in the past local fishermen did not need to kill dolphins for food.

UCLES 2008

1120/02/M/J/08

[2]

3
From paragraph 8:
6

Why is it unlikely that there will be a reduction in the number of dolphins killed in collisions with
boats?
[1]

From paragraph 9:
7

What does the writer suggest by adding the word even in line 67?

[1]

From paragraph 11:


8

In your own words, explain why, according to the writer, we have caused tremendous harm to
our environment.
[2]

From the whole passage:


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.
2.
3.
4.

in vogue (line 1)
delighted (line 6)
distinction (line 22)
overriding (line 38)

5.
6.
7.
8.

deliberate (line 54)


inadvertently (line 58)
appalling (line 59)
heartened (line 83)

[5]

10 The passage describes the ways in which both sea dolphins and river dolphins are under threat in
modern times.
Using your own words as far as possible, summarise the difficulties and dangers encountered
by river dolphins and the steps taken to protect them.
USE ONLY THE MATERIAL FROM LINE 36 TO LINE 82.
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:
River dolphins are under threat from many human activities because

UCLES 2008

1120/02/M/J/08

[25]

Page 2

'people love
dolphins

Mark Scheme
GCE O LEVEL May/June 2008

Syllabus
1123

Paper
02

they are intelligent/beautiful

[1]

Accept lift of lines 45 (There is no doubt....beautiful), even though it includes


two characteristics. Excess denies.
Aquatic/mammals/symbols of new age etc. = 0(N) but mark first answer only,
e.g. they are intelligent and they are symbols of a new age/they are intelligent
mammals = 1 BUT they are mammals and are intelligent = 0
(From paragraph 1) [1 mark]
2

(a) as important
as human
beings

killing dolphins carried the death penalty/killers of dolphins were put to death/
executed
[1]
Accept lift of line 10 (Killing a dolphin was punished by the death penalty).
Excess denies.
Any reference to dolphins gracing art, having a place in folklore, representing
the power of the sea, = 0(W) and denies the mark in an otherwise correct
answer.

(b) result of
harming a
dolphin

Note that this is an OWN WORDS question. Key words are ILL-FORTUNE
and MORTAL.
A. ILL-FORTUNE bad luck/trouble//bad/nasty/undesirable/unwanted things
could happen
[1]
B. MORTAL

deadly/fatal//leading to/causing death/extinction//making


you/one die/perish/expire
[1]

Do not insist on synonyms for sickness. Be generous with grammatical form.


Label answers A. and B.
From paragraph 2 [3 marks (1 + 2)]
3

(a) 'ability to
make
sounds

(i)

to communicate//pass/send/messages
sounds = 0

[1]

Accept lift, in whole or in part, of lines 1314 (Dolphins are able...each


other). Excess denies.
(ii) to damage the balance of their prey/fish/food they want (to catch)

[1]

Accept lift, in whole or in part, of lines 1517 (As well as making.....to


capture) Excess denies.
Any reference to leap high indicate fish or exuberance = 0(W) ,
denying mark in an otherwise correct limb.

UCLES 2008

Page 3

(b) dolphins leap


...out of the
water

Mark Scheme
GCE O LEVEL May/June 2008

Syllabus
1123

Paper
02

Note that this is an OWN WORDS question. Key words are INDICATE
and EXUBERANCE
A. INDICATE show/point out/demonstrate/mark/intimate/signify/signal//
give a sign of/communicate (sic)
[1]
suggest/hint/warn = 0
B. EXUBERANCE

happiness/joy/high spirits/glee/gaiety/excitement
high =0

[1]

Do not insist on synonyms for the presence of fish or simply. Be


generous with grammatical form.
Label answers A and B.
(c) single feature
...environment

darkness/(it is) dark/there is no light


watery = 0
they cant see = 0. Answer must be a feature of the environment.
Lift of line 20 (to find their prey in a dark, watery world) = 0.
If more than one feature is offered, give 0.

[1]

From paragraph 3 [5 marks (2 + 2 + 1)]


4

(a) 'benefit fishermen (they bring in) record catches (of fish)//more/a lot of fish (confusion
derive...fishing
between fish and dolphins = 0(W)
methods
efficient (sic)/efficiency/better results
[1]
Accept lift of line 2122 (Modern...record catches). Run-on into However,
these methods..... denies the mark.
(b) environmentally
destructive

they catch/trap/kill dolphins/other creatures (apart from fish)//they dont


just/only catch/trap/kill fish
[1]
Accept lift of lines 2223 (However, these methods make no
distinction.....destructive fishing methods), even although syntax is
inaccurate. Excess denies.

(c) tuna-dolphin
bond

(they make/get/obtain)
rewards

money/cash/financial

benefits/financial
[1]

Lift of lines 2526 (Realising, therefore......tuna-dolphin bond) = 0.


But they realise that financial....bond = 1
B

(they catch/get/obtain) big/large fish/tuna


Accept positive, comparative or superlative

[1]

Lift of lines 24-25 (fishermen have noticed etc.) = 0 This is an


observation only and does not answer the question.
Mark the first two reasons only, but be generous with the candidates
division.
From paragraph 4 [4 marks (1 + 1 + 2)]
UCLES 2008

Page 4

(a) fishermen less


likelyto catch
dolphins

Mark Scheme
GCE O LEVEL May/June 2008

Syllabus
1123

Paper
02

their nets were not strong (enough)/as strong as nets today/modern nets//
their nets were not made of strong material/were not made of material as
strong as material used today
OR dolphins/they could see/detect/discover/find out/the nets (of
fishermen in the past)//
dolphins/they could break/destroy the nets (of fishermen in the past) [1]
Lift of lines 2829 (Modern fishing nets....detect nor break) = 0. Focus of
question is fishermen in the past

(b) fishermen did not A they had enough fish/food//fish stocks were not dwindling (as they are
today)
[1]
need to kill
dolphins for food
Lift of lines 3132 (In many....dwindling) = 0. Question calls for a
response about the past.
B

they did not have to compete with large/huge fishing


vessels/international companies (sent into their waters)//there was no
competition
[1]

Lift of lines 3234 (The sea provides.....companies) = 0. Question calls for


a response about the past.
Mark the first two reasons only, but be generous with the candidates
division.
From paragraph 5 [3 marks (1 + 2)]
6

reduction in the
number of dolphins

there will be more/an increase in the number of boats

[1]

Accept, in whole or in part, the lift of lines 5960 (as the volume of boat
traffic.... is bound to increase). Excess denies.
From paragraph 8 [1 mark]
7

adding the word


even

postage stamps are a very/extremely surprising//the most surprising (way


to educate people)
[1]
surprising (alone) = 0 . All the methods are surprising, according to the
text.
Lift of lines 6667, in whole or in part (The Chinese governmentpostage
stamps) = 0 (N)
From paragraph 9 [1 mark]

UCLES 2008

Page 5

tremendous
harm

Mark Scheme
GCE O LEVEL May/June 2008

Syllabus
1123

Paper
02

Note that this is an OWN WORDS question. Key words are


ARROGANCE and IGNORANCE
A

ARROGANCE pride/disdain/pomposity/smugness/thinking we are


superior//thinking we know a lot/more than we
do/everything
[1]

IGNORANCE lack of/no/little knowledge/education/understanding


/comprehension//not knowing (enough)/blindness/ [1]

Be generous with grammatical form.


Label answers A. and B.
From paragraph 11 [1 mark]
9

1.
2.
3.
4.
5.
6.
7.
8.

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'shared and simple for 'common'.
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 clearly understood.
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)]

in vogue
(line 1)

fashionable/modern / popular/
favoured/stylish/all the rage/
modern/trendy

correct

delighted
(line 6)

pleased/thrilled/satisfied/
made happy/glad/ecstatic//
given pleasure/happiness/joy//charmed/
amused

fascinated

distinction
(line 22)

difference/separation/differentiation/
division/distinguishing/discrimination/
disparity/discrepancy

award (W)/prize (W)/clear/

overriding
(line 38)

main/principal/overarching/supreme/
very/really/extremely/most important/
vaulting/greatest/paramount

best/highest

UCLES 2008

Page 6

Mark Scheme
GCE O LEVEL May/June 2008

Syllabus
1123

Paper
02

deliberate
(line 54)

discuss/talk about/through//consider/
weigh up/reflect/mull over/think about/
reason

intentional (W) planned (W)/


meant (W)

inadvertently
(line 58)

unintentionally/accidentally/unplanned/
not meaning to/not purposely//
without calculation/design/intending to

foolishly

appalling
(line 59)

dreadful/horrific/horrifying/shocking/
distressing/ghastly

unpleasant/annoying/
bad/disagreeable

heartened *
(line 83)

cheered (up)/encouraged/elated/
charmed/amused
strengthened//made happy/pleased//optimistic/
hopeful//delighted
* some but not all synonyms for delighted are acceptable
[5 marks (5 x 1)]

MARK TO A MAXIMUM OF 15 OUT OF 21 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.

UCLES 2008

Page 10

Mark Scheme
GCE O LEVEL May/June 2008

Syllabus
1123

Paper
02

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.

UCLES 2008

2
Benjamin
1

The alarm clock buzzed into life. Benjamin resisted the temptation to switch it off and snuggle
back into the pleasant dream he had been enjoying. He experienced the familiar nagging
feeling of anxiety as he thought of another days teaching ahead of him. Still, it was nearly the
end of the working week, he remembered, as he reluctantly got out of bed.

It had seemed only logical that Benjamin should become a teacher of literature, as his
grandmother had been. She had filled his boyhood imagination with tales of wonderful
students, and sacrifices had been made by his parents to ensure his education. He had a
passion for literature, nurtured by a series of excellent teachers.

However, thinking of the senior class in general and of Ahmed in particular, Benjamin realised
that his preconceptions of the job were different from its reality. He admitted to himself that 10
yesterdays poetry lesson had been a disaster. How confident he had been, remembering the
hours of preparation that had produced the worksheets. His own love of poetry could not fail
to win over the students; he had been sure of that.

But Benjamin had scarcely finished reading the poem to the class when Ahmeds hand shot
up. Sir, I dont understand this. This was accompanied by a smirk to the rest of the class, who 15
giggled obediently. Ahmed was the entertainer and the classroom was his theatre. Benjamin
continued the lesson with dogged determination, but more unnecessary questions from
Ahmed were followed by his exaggerated coughing fit. Gone was Benjamins aim of inspiring
these young people with an appreciation of great literature. Instead, Ahmed had stolen the
show. Benjamin was unwilling to involve the school principal in disciplining Ahmed because, 20
in his mind, it would be an admission of failure. It was apparent that a sensible strategy in
dealing with Ahmed was crucial. Clearly, he was the classs role model and, if they took a lead
from him in poor behaviour, then they might do likewise if he behaved well.

Still recollecting the events of yesterday, Benjamin began the short walk to school. Then there
was another problem, he thought. Just because he had happy memories of his former teachers 25
did not mean it was a good idea to accept a teaching post in his former school. He thought of
Mr Tullen, the physical education teacher, who had appointed young Benjamin as the school
cricket team captain, and of old Mr Hemu, the science teacher, who had astonished young
Benjamin with his bunsen flames and test tubes. Now, however, these men were just some of
the teachers who treated Benjamin as an over-grown student rather than as a colleague.
30

And what about Miss Siti, the school librarian? She had reminded Benjamin of his days as
a student at the school and, although there was no doubting her fondness for Benjamin, her
action had the opposite effect to the one intended. Certainly, she remembered him as the
backbone of the school debating club, but her list tailed off into unfortunate anecdotes, like
the school award ceremony when he tripped as he went forward to shake hands with the 35
school principal. What else could Benjamin do but respond to Miss Sitis cues and manage
some hollow laughter? Miss Siti continued to reminisce, clearly oblivious to Benjamins true
feelings.

After Benjamins first lesson that morning, with the junior class, he made his way to the
staffroom for coffee and, seeing Miss Siti approaching from the opposite direction, swerved to 40
avoid her. Later, he made his way back to the classroom, his stomach lurching at the prospect
of the senior class, who, however, settled down unusually quickly to the task Benjamin set
them. Even Ahmed was writing furiously without, for once, scowling at him.

As Benjamin went over to the bin to sharpen his pencil, he was surprised to see a movement
among the papers inside. At first it was an almost imperceptible twitch, so that Benjamin 45
wondered if he was deluding himself. Suddenly, the paper lifted gently upwards. Benjamin
glanced at the class to gauge their reaction, but they were all busy writing. Then Benjamin

UCLES 2008

1120/02/INSERT/O/N/08

3
froze there was no mistaking the hissing sound which was coming from the bin. Rooted
to the spot, his heart racing, Benjamin watched in fascinated horror as two small eyes, like
tiny black beads, stared back at him from under the paper. The class continued to write; from 50
somewhere in the distance came the high-pitched whining sound of a grass-cutting machine;
more closely could be heard the unmistakeable voice of Mr Tullen on the cricket pitch.
Suddenly, a head darted from the paper, with a quick, graceful movement from side to side,
as if its owner were looking for something specific. This was enough for Benjamin to confirm
what he had suspected for several long seconds there was a snake in the classroom! As if 55
to offer further proof to Benjamin of its presence, the snakes tongue shot out, a thin ominous
black dart, causing Benjamins heart to race even faster.
9

By now, Benjamin was not the only person in the classroom aware of the unexpected guest.
Ahmed was pointing at the bin. Here was a transformed boy; there was no smirking now.
Sir, sir... theres a snake in there! he stammered. At that point, chaos ensued. Even those 60
students who attempted at first to appear nonchalant picked up Ahmeds mood and rose to
their feet in alarm. Amidst all the confusion, the fact that Ahmeds entire body was shaking in
terror was not lost on Benjamin.

10 Right, class! said Benjamin sharply. Sit down and be silent. All the students, including Ahmed,
complied with his request. It is crucial that we do not infuriate our guest, Benjamin continued, 65
hoping to maintain a dignified but assertive demeanour. Wide-eyed and solemn, the students
nodded, a model of a well-disciplined class. He is warm and comfortable where he is, but we
must avoid disturbing him by loud noises or sudden movements. Benjamin realised that he
was enjoying exactly the sort of relationship with his students that he had read about in his
70
teacher-training textbooks.
11 In a flash, Benjamin noticed on the classroom shelf the box containing the worksheets which
had been used in yesterdays disastrous lesson. Aware of the necessity for prompt action,
he removed the worksheets from the box, remembering yesterdays attempts by Ahmed to
thwart his plans. Pushing that thought from his mind, he crept over to the bin with the empty
cardboard box. There was neither sound nor sight of the snake now it was almost as if it had 75
never been in the classroom at all. Benjamin hesitated would the box be broad and deep
enough for the job he planned for it? With a quick flick of his wrist, he covered the bin with
the box. Relief flooded over him as he realised that the box was, fortunately, large enough
to cover the top of the bin completely. He picked up the bin with his right hand, fervently
hoping that his plan would work. Holding the lid in place with his left hand, he nodded to 80
Ahmed to open the classroom door. With uncharacteristic meekness, Ahmed followed the
instruction, and watched as Benjamin strode purposefully along the corridor to the school
exit, carrying the class visitor and his new found home. Leaving his burden in the empty
playground, Benjamin made his way to the school caretakers office to report the matter and
85
have the snake removed.
12 Wondering what mischief Ahmed might have planned for his return, Benjamin hurried back
along the corridor. The class sat in total silence, exactly as he had left them. Ahmed was still
standing at the door. Sir, he said, you were brilliant just now. Youre our hero. And Im sorry
about everything... you know.... Benjamin reflected that this was what teaching was all about.
90
Tomorrow will be the first day of the rest of my life, he thought happily.

UCLES 2008

1120/02/INSERT/O/N/08

2
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

Give two reasons why Benjamin was reluctant to get out of bed that morning. Number your
answers (i) and (ii).
[2]

From paragraph 2:
2

Benjamin had a passion for literature. Give two other reasons for his decision to become a
teacher of literature. Number your answers (i) and (ii).
[2]

From paragraph 3:
3

(a) Benjamin realised his preconceptions of the job were different from its reality. Explain in
your own words what this means.
[2]
(b) Give two reasons why it might be surprising that Benjamins poetry lesson had been a
disaster. Number your answers (i) and (ii).
[2]

From paragraph 4:
4

(a) Ahmed was the entertainer and the classroom was his theatre. Pick out and write down the
single word used later in the paragraph which continues this idea.
[1]
(b) Explain in your own words why Benjamin was unwilling to involve the school Principal in
disciplining Ahmed.
[2]
(c) What would be the result, in Benjamins opinion, if he succeeded in improving Ahmeds
behaviour?
[1]

From paragraph 5:
5

One of Benjamins difficulties in his job was caused by Ahmed and the senior class. But there was
another problem. Explain fully what it was.
[2]

From paragraph 6:
6

(a) What effect do you think Miss Siti intended when she reminded Benjamin of his days as a
student at the school?
[1]
(b) What is meant by describing Benjamin as the backbone of the school debating society? [1]
(c) Benjamins laughter at Miss Sitis stories was hollow. What does this show us about his true
feelings at this point?
[1]

UCLES 2008

1120/02/O/N/08

3
From paragraph 8:
7

Benjamin was rooted to the spot. Pick out and write down the single word in the sentence which
reinforces this idea.
[1]

From paragraph 9:
8

Ahmed was shaking in terror. Give one other piece of evidence which shows that Ahmed was
frightened.
[1]

From paragraph 12:


9

Tomorrow will be the first day of the rest of my life. What does Benjamin mean by this?

[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.
2.
3.
4.

logical (line 5)
strategy (line 21)
crucial (line 22)
reminisce (line 37)

5.
6.
7.
8.

imperceptible (line 45)


gauge (line 47)
in a flash (line 71)
thwart (line 74)

[5]

11 Using your own words as far as possible, write a summary in which you explain how it became
increasingly clear to Benjamin that there was a snake in the classroom, how the students reacted
to the snake, and the actions that Benjamin took to solve the problem.
USE ONLY THE MATERIAL FROM LINE 44 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:
Walking over to the bin, Benjamin was surprised to see...

UCLES 2008

1120/02/O/N/08

[25]

Page 2
1

Mark Scheme
GCE O LEVEL October/November 2008

Syllabus
1123

Paper
02

reluctant to get out of bed [From paragraph 1]


(i) he had been enjoying a dream / been having a pleasant dream / he wanted to snuggle back
into the pleasant dream (he had been enjoying) / he wanted to return to the dream he had
been enjoying
[1]
lift of lines 12 (Benjamin resisted....been enjoying) = 0 Candidates must distil the answer
(ii) he had a / another days teaching (ahead of him) / he didnt want to go to work

[1]

Accept lift of lines 23 (He experienced...ahead of him) or line 3 (he thought of....ahead of
him) Excess denies.
2

decision...teacher of literature [From paragraph 2]


(i) his grandmother had been a literature teacher / he was following his grandmothers example
[1]
Accept lift of lines 56 (It had seemed...grandmother had been) or lift of lines 57 (It had
seemed.....tales of wonderful students). Excess denies, i.e. run on into sacrifices had been
made...
(ii) he had (a series of / many) excellent / very good / good teachers

[1]

Accept lift of lines 78 (He had a passion...excellent teachers)


3

(a) preconceptionsreality
Note that this is an OWN WORDS question. Key words are PRECONCEPTIONS and
REALITY.
A. PRECONCEPTIONS

previous / first / initial / early ideas // ideas before(hand) //


what he thought it would be like / imagined /perceived/
Dreamed / believed / assumed / anticipated / expected
Accept noun forms e.g. beliefs / assumptions etc.
[1]

B. REALITY

what (actually / really (sic) ) happened / what it was ( actually /


really (sic) ) like // actuality / experience/ truth
[1]

Do not insist on synonyms for job or different Be generous with attempts to recast these
words.
Be generous with grammatical form.
Label answers A. and B

UCLES 2008

Page 3

Mark Scheme
GCE O LEVEL October/November 2008

Syllabus
1123

Paper
02

(b) poetry lesson a disaster


(i) he had spent hours / a long time worked hard preparing // making / organising the
worksheets

[1]

Lift of lines 1112 (How confident...the worksheets = 0). Candidates must distil the
answer.
He had made / he had worksheets (alone) = 0. This is too weak.
(ii) he thought / was sure that his love of poetry would win them over / guarantee success
/ make the lesson go well
[1]
Accept lift of line 1213 (His own love...he had been sure of that), but lift of lines 12
13 (his own love of poetry could not fail to win over the students (alone)) = 0, as his
love of poetry DID fail.
4

(a) classroom his theatre [From paragraph 4]


show

[1]

Give 0 if more than one word is offered. Accept the use of the correct word in a phrase or
sentence provided that it is underlined or otherwise highlighted.
(b) disciplining Ahmed
Note that this is an OWN WORDS question. Key words are ADMISSION and FAILURE
ADMISSION

acknowledgement / confession / sign / demonstration / owning up / it showed


/ suggested / said / would be thought/ declaration / disclosure / acceptance/
proof / indication / concession
[1]

FAILURE

he hadnt behaved properly / well / as he should // he had got it wrong / he


had behaved / dealt with Ahmed
inappropriately / badly / foolishly / stupidly / he wasnt a good teacher / was
incompetent

[1]

Do not insist on synonyms for in his mind. Be generous with attempts to recast this
expression
Be generous with grammatical form.
Label answers A. and B.
(c) result if he succeededbehviour
the class / the other students / the others would / might behave better / would / might
copy Ahmed / him / the behaviour of the other students would / might improve / get better
Lift of lines 2223 (Clearly...if he behaved well) = 1
They might do likewise (alone) = 0

UCLES 2008

[1]

Page 4
5

Mark Scheme
GCE O LEVEL October/November 2008

Syllabus
1123

Paper
02

another problem [From paragraph 5]


A. he had accepted a job / was working / teaching / a teacher in his former / old school

[1]

Lift of lines 2526 (Just because...in his former school) = 0. It does not answer the question.
B. the staff / teachers / Mr Tullen and / or Mr Hemu treated him like a student // didnt treat him
as a colleague / teacher / professional
[1]
Lift of lines 2930 = 0 (these men were...as a colleague). But some reshaping, e.g. Mr Tullen
was just one of the teachers...rather than a colleague = 1
6

(a) effect Miss Siti intended [From paragraph 6]


to make him feel welcome / happy / important / flattered / appreciated/ proud / liked // to show
affection for him
[1]
Do not accept negative ideas, e.g. embarrassed / uncomfortable / unhappy / awkward
(b) backbone of debating society
(he was) central / very important / the main person // the debating society / it could not cope /
would fail / collapse without him // he supported it
[1]
(c) hollow laughter...true feelings
(he felt / was) unhappy / awkward / embarrassed / miserable /sad /depressed / distressed /
uncomfortable / uneasy
Accept negative feelings e.g. he did not think it was funny / he didnt see the joke
Accept the idea of pretence e.g. // he was pretending to be amused / to think it was funny / to
be entertained
[1]

rooted to the spot [From paragraph 8]


fascinated

[1]

horror = 0 fascinated horror = 0


Accept the use of the correct word in a phrase or sentence, provided that it is underlined or
otherwise highlighted.
8

shaking in terror [From paragraph 9]


he was stammering / stuttering // couldnt speak properly / clearly
he couldnt speak (alone) = 0
he was not smirking = 0 (W)
Accept lift of line 60 (Sir, sirin there) = 1 Excess denies.
But lift of line 59 (Here was a transformed...smirking now) = 0 (N)
UCLES 2008

[1]

Page 5
9

Mark Scheme
GCE O LEVEL October/November 2008

Syllabus
1123

Paper
02

tomorrow will be the first day [From paragraph 12]


Look for a sensible inference about Benjamins improved state of mind, attitude, working life,
etc.
his job will be easier now // he can put his bad experience (with the senior class / teaching / his
job) behind him / he is looking forward to the future // he will be able to start again (with the
senior class / Ahmed)
[1]

10 1.
2.
3.
4.
5.
6.
7.
8.

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'shared and simple for 'common'.
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 clearly understood.
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.)


(5 x 1)

[5]
1 mark

[Regard as 0 (N) unless indicated


as 0 (W)]

1.

logical (line 5)

obvious / clear / expected / sound /


reasonable / rational / sensible / natural /
common sense

thoughtful / normal / sure /


certain / true / right / apparent

2.

strategy (line 21)

plan / system / campaign / way / tactic /


method / procedure / technique /
process / masterminding /scheme / move
routine / policy

war / skill / talent / idea/ path /


ruse / trick/ decision

3.

crucial (line 22)

vital / very important /of utmost /


great(est) importance / fundamental /
basic / critical / pivotal / essential /
the heart of the matter / central

good / important /decisive/


pressing / urgent / necessary /
difficult

4.

reminisce
(line 37)

remember / recollect / reflect / recall /


flashback / see in the minds eye / talk /
think about the past

memorise / remind /
commemorate / look / think / talk

5.

imperceptible
(line 45)

unseen / unnoticeable / unnoticed /


undiscernible / invisible hidden /
concealed/ faint

dim / vague / unbelievable /


minute / unclear / incredible

6.

gauge (line 47)

judge / ascertain/ find out / work out /


deduce / calculate / measure /estimate /
survey / size up / evaluate / determine /
weigh (up) / appraise

know / see / understand / look


watch / notice / observe

UCLES 2008

Page 6

Mark Scheme
GCE O LEVEL October/November 2008

Syllabus
1123

Paper
02

7.

in a flash
(line 71)

quickly / suddenly / immediately / there


and then / without hesitation / instantly /
straight away / in a second / in the
twinkling of an eye

illuminated / lit up / in a rush / in a


hurry

8.

thwart (line 74)

spoil / damage / upset / obstruct / get in


the way of / frustrate / hinder / impede /
block / stop / stall / hamper / ruin / destroy
/ wreck / restrict/ crush/ outwit / foil

break / confuse / disturb / change


/ cancel

11 MARK TO A MAXIMUM OF 15 OUT OF 22 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.

UCLES 2008

Page 7
7.

Mark Scheme
GCE O LEVEL October/November 2008

Syllabus
1123

Paper
02

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.
[Total: 15 + 10 = 25]

EACH POINT SCORES 1 MARK


Line No.
Walking over to the bin, Benjamin was surprised to see.......
1. a movement of / among the paper(s) (inside) / something moved among the paper(s) (inside)
4445
2. the paper(s) lifted (upwards)

46

3. a hissing (sound came from the bin)

48

4. he saw (the snakes) eyes // (the snakes) eyes looked at him

4950

5. he saw the snakes / a head / the snakes / a head darted from the paper / could be seen

53

6. he saw the snakes / a tongue / the snakes / a tongue shot out / could be seen

56

7. Ahmed was pointing at the bin

59

8. Ahmed / said / told Benjamin there was a snake (in the classroom)

60

9. the other students rose to their feet / stood / jumped up

6162

10. Ahmed was shaking (in terror)

6263

11. Benjamin told the class to sit down and be silent

64

12. he explained that they must not infuriate the snake / their guest

65

13. he explained that they must not make loud noises / sudden movements
14. he removed the worksheets from the box / emptied the worksheet box

6768
73

15. he crept / went to the bin with the box / took the box to the bin

7475

16. he covered the bin with the box

7778

17. he picked up / took the bin (with his right / one hand)

79

18. he held the lid in place (with his left / the other hand)

80

19. he indicated / nodded to Ahmed to open the (classroom) door [ told =o]

8081

20. he carried the snake / bin along the corridor / to the exit (Accept visitor and home)

8283

21. he took / left the snake / bin outside / in the playground

8384

22. (and went to) notified / asked / told the caretaker (to remove deal with / the snake / problem)
8485

UCLES 2008

A Frightening Experience
1

Would you believe that giant snakes live underground, and that it is their movements which
create earthquakes? Maybe you wouldnt, but your ancestors did. Ancient peoples had many
fanciful explanations for earthquakes, usually involving something large living beneath the
earths surface. The geography teachers voice droned on as Reena, distracted, looked
5
longingly out of the classroom window, thinking of the long holiday stretching before her and
the luxury of no school for several weeks. By the seventeenth century, descriptions of the
effects of earthquakes were being published around the world, although these early accounts
often exaggerated or distorted the damage done by earthquakes. The teacher pursued the
topic relentlessly, while Reena impatiently watched the second hand on the clock tick-tock its
10
way towards the final bell of the school day.

She dawdled home from school. What kept you, Reena? her mother asked angrily. I have to
go shopping and need you to keep an eye on your brothers. Ill take the baby with me. Then,
to Reenas annoyance, her mother left without a word of gratitude. Reena surprised herself by
managing to complete her homework, a short worksheet on earthquakes. Her brothers had a
tendency to bicker and argue, particularly when their mother was out; it would have been too 15
much to expect this day to be any different. That night Reena went to bed and fell asleep in a
state of extreme irritability.

She drifted into consciousness with the gradual realisation that the house seemed to be
swaying from side to side. Dismissing this as the last remnant of a dream she had been
having, she lay for a few seconds in the half-light of dawn. But the sound of the dishes rattling 20
loudly in the kitchen made her sit bolt upright in bed. What was her mother doing in the kitchen
so early in the morning? And why was she making so much noise? Suddenly, the framed
photograph of her family, taken at a cousins wedding, tumbled from its hook on the bedroom
wall; her mothers smiling expression, captured in a moment that day by the photographer,
seemed somewhat inappropriate at this time. The house started to shake violently, so that 25
Reena had to hold onto the sides of the bed to prevent herself from falling out. She was so
scared she could not summon the energy even to yell for her parents.

Now the sound of broken crockery was reverberating through the house, as cups, plates and
glasses crashed to the kitchen floor, shattering into hundreds of miniscule fragments. Reena
looked on in horror as the chest of drawers in her bedroom started to move inch by inch 30
across the floor, as if the furniture had been willed into life, or as if she were witnessing some
bizarre magic trick. She put her head under the pillow, willing these strange events to be
really no more than a nightmare. But no, now her bed was shifting a foot across the floor, as if
anxious to catch up with the chest of drawers. This was no dream this was terrifying reality.

At this point, her mother appeared in the doorway, clutching her baby sister. Reena realised 35
that her mother was leaning on the door frame to steady herself against the movement of
the floor. Quickly, Reena! she said. Get downstairs into the yard! Her feigned calmness did
little to disguise her obvious sense of impending danger. Reena followed her mother, not a
moment too soon. The house began to rock even more violently, and the wall near which
Reenas mother had so recently stood collapsed, burying the bedrooms runaway furniture 40
under a mountain of broken concrete. Reena had been trying to delude herself that what was
happening was a series of strange coincidences but, as she choked under a huge volume of
dust, she realised that this was the earthquake of her geography lessons.

UCLES 2009

1120/02/INSERT/M/J/09

3
6

Reenas father had already brought her two brothers out into the yard, and the re-united family
members embraced each other gratefully. But there was work to be done, and Reenas father 45
was already turning his attention to looking after his family. He organised a makeshift fireplace
in the yard by digging a hole in the dirt and placing bricks around it, putting a piece of tin over
the bricks to act as a stove top. He broke what branches he could from the tree in the yard;
soon a pile of firewood had accumulated. Meanwhile, Reenas mother, concerned particularly
about keeping the baby warm, was gathering sacks that were lying around the yard, in order 50
to make a kind of tent; some shelter, however primitive, would be needed if the family had to
spend the following night outside, which seemed increasingly likely. By now, every door of
every house as far as the eye could see was spewing out a stream of human beings.

Reenas father risked making several trips back into the stricken house, emerging triumphantly
each time with foodstuffs and utensils from the kitchen, while Reena and her brothers held 55
their breath in anxiety, lest another tremor might cause their father to become trapped inside.
Only the baby was unconcerned; she crawled around the yard, gurgling with happiness,
delighted at the novelty of having all her family in such proximity. By now a long queue of
neighbours was starting to wind around the block to fetch water from the pump at the end of
their street. Reena and her brothers were sent with small containers to join the queue and 60
bring back enough water to fill the large barrel in the yard. When this time-consuming task had
been completed, the scorching sun was already shimmering blood-red through the shroud of
dust enveloping the village, and the baby slept in the shade their mother had created for
her by propping a sheet of cardboard on piles of concrete. What stamina her mother was
demonstrating throughout this ordeal, thought Reena. But when, in the afternoon, Reenas 65
grandparents arrived on foot carrying a supply of blankets from their own damaged home,
her mother finally broke down in tears as she hugged her parents. Your clever grandfather
even remembered to salvage a box of candles and matches before we left, laughed Reenas
grandmother. But Im sure well all be back home in a day or two.

However, her optimism was misplaced. No sooner had Reenas grandmothers words 70
been uttered than a loud explosion could be heard as a gas pipe, fractured by one of the
earthquakes tremors, ignited. A thick cloud of smoke rose above Reenas street, further
proof of this new danger. Throughout that night, the roaring of leaping flames could be heard
for miles around. Reena spent a sleepless night, frantic with worry, in the familys makeshift
accommodation in the yard. Would there be further tremors? The wailing of ambulance and 75
fire-engine sirens would at other times have sent shivers of apprehension down her spine;
tonight, however, there was a kind of comfort in them.

The next morning, when Reena and her father went out to collect more water, they had their
first sight of the structural damage caused by the fire. A three-storey building was ablaze;
some residents sat on the pavement nearby, dazed at the displacement of all that was familiar 80
in their lives, as flames continued to creep up the staircase. A few paltry bags of rescued
possessions by their side gave pathetic witness to the fact that many of them had risked their
lives by returning to their burning homes. Others were being urged by relatives to evacuate
the area; the building was clearly unstable and they were in grave danger. But rumours of
potential looting were circulating and they refused to move.
85

10 It was to be over a week before Reenas family returned to their home, and much, much
longer before they recovered from the havoc created by the earthquake. Reena went back to
school more willing to listen to her teachers, particularly in geography lessons showing the
contrast between the power of nature and the frailty of Man.

UCLES 2009

1120/02/INSERT/M/J/09

2
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) According to the beliefs of ancient peoples, what caused earthquakes to happen?

[1]

(b) Pick out and write down the single word which shows that the teacher did not believe that
ancient peoples understood what caused earthquakes.
[1]

From paragraph 2:
2

(a) Explain fully why Reenas mother was angry when Reena came in from school.

[2]

(b) Give two reasons why Reena went to bed that night in a state of extreme irritability. Number
your answers (i) and (ii).
[2]

From paragraph 3:
3

Why might Reenas mothers smiling expression in the photograph be described as inappropriate
at this time?
[1]

From paragraph 5:
4

Explain in your own words the contrast between the way Reenas mother was pretending to feel
and the way she really felt.
[2]

From paragraph 7:
5

(a) Explain in your own words why the baby was gurgling with happiness.

[2]

(b) Give two reasons why the task given to Reena and her brothers was time-consuming.
Number your answers (i) and (ii).
[2]

From paragraph 8:
6

(a) Give two reasons why, apart from the makeshift nature of their accommodation, Reena spent
a sleepless night, frantic with worry. Number your answers (i) and (ii).
[2]
(b) Why would Reena now feel a kind of comfort in the sound of sirens?

UCLES 2009

1120/02/M/J/09

[1]

3
From paragraph 9:
7

(a) Many people risked their lives by returning to their burning homes. Why does the writer
describe this as pathetic?
[1]
(b) Some people were being urged to evacuate the area. Apart from the danger of being burned,
in what other way might they have been hurt?
[1]

From paragraph 10:


8

When Reena returned to school, in which kind of geography lessons did she pay particular
attention? Answer in your own words.
[2]

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.
1.
2.
3.
4.

relentlessly (line 9)
summon (line 27)
bizarre (line 32)
stricken (line 54)

5.
6.
7.
8.

stamina (line 64)


urged (line 83)
looting (line 85)
havoc (line 87)

[5]

10 Using your own words as far as possible, write a summary in which you explain how it gradually
became clear to Reena that an earthquake was happening, and what the various members of the
family did to survive after it.
USE ONLY THE MATERIAL FROM LINE 18 TO LINE 69.
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:
In the morning when Reena woke up, she realised that.

UCLES 2009

1120/02/M/J/09

[25]

Page 2

(a) what caused


earthquakes

Mark Scheme: Teachers version


GCE O LEVEL May/June 2009

Syllabus
1123

Paper
02

giant snakes (living / moving) underground


Lift of line1 giant snakes live underground (and it is their movements which
create earthquakes)
OR lift of lines 34 (something large living beneath the earths surface) = 1.
Excess denies.
[1]
But lift of lines 12 (Would you believe.earthquakes?) = 0

(b) teacher did


not believe

fanciful
[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.
(From paragraph 1) [2 marks (1 + 1)]

(a) Reenas
mother was
angry

A. Reena was late / (had) dawdled (coming home from school)


[1]
Lift of line 11 (She dawdled home from school) = 1 even though agent is
ambiguous.
B. She needed Reena / her (sic) to look after her brothers / babysit (while
she went shopping)
[1]
Lift of lines 1112 (I have to go shoppingyour brothers) = 0, unless
person of the verb is changed from first to third.
Any reference to baby (sister) = 0 (N)

(b) state of
extreme
irritability

(i)

Her mother was not grateful / (for her help / for what she did) // did not
appreciate her help / what she did // did not thank her (for her help / for
what she did)
[1]
Lift of lines1213 (Then to Reenas annoyance, her mother left without a
word of gratitude) = 1. Excess denies.
But without a word of gratitude (alone) = 0.

(ii) Her brothers bickered / argued / fought (when their mother was out /
when Reena was looking after them / when she was doing her
homework / worksheet)
[1]
Lift of lines 1415 (Her brothers had a tendency to bicker and argue) = 0.
This is too weak.
Lift of lines 1416 (Her brothers had a tendency...this day to be any
different) = 0. Candidates must distil the answer.
Reference to homework / worksheet = 0 (N)
If more than one answer is given in a single limb, mark the first only but
be generous with candidates division.
(From paragraph 2) [4 marks (2 + 2)]

UCLES 2009

Page 3

smiling
expression

Mark Scheme: Teachers version


GCE O LEVEL May/June 2009

Syllabus
1123

Paper
02

Award answers which note the incongruity between smiling expression and
seriousness of the situation, e.g. the situation was serious (sic) / frightening /
terrifying // this was no smiling/ laughing matter// people / they / she/ Reena /
the mother / the family might die / be hurt // an earthquake was happening //
the house was swaying
[1]
The house started to shake / was shaking = 0. Sequence is wrong.
(From paragraph 3) [1 mark]

pretending to
feel and really
felt

Note that this is an OWN WORDS question. Key words are CALMNESS and
IMPENDING DANGER.
Look for respective synonyms but ignore
grammatical form. Under A, do not insist on synonym for feigned as it is
included in the question wording. Under B, do not insist on a synonym for
obvious sense as it is included in the question wording. Also under B, look
for idea of both impending and danger do not award half-marks.
Double underline use of key words or their derivatives, but otherwise ignore.
A. CALMNESS

lack of concern // ability to cope / be relaxed /


unworried // taking things in her stride
[1]

B. IMPENDING DANGER

something terrible / horrible / nasty was close /


about to happen / around the corner

OR accept a word which describes her reaction to the impending danger, e.g.
she was frightened / terrified / fearful
[1]
Label answers A and B.
(From paragraph 5) [2 marks]
5

(a) baby
gurgling with
happiness

Note that this is an OWN WORDS question. Key words are NOVELTY and
PROXIMITY. Look for respective synonyms but ignore grammatical form.
Double underline use of key words or their derivatives, but otherwise ignore.
Ignore attempts at delighted as this idea is included in the question wording.
Do not insist on synonym for family but link must be sensible.
A. NOVELTY

new / unexpected / unusual (event)

B. PROXIMITY

close (by) / near (by) / at hand / beside her / right there /


there (sic)
[1]

Accept negative ideas, e.g. not far away / not distant


Label answers A and B.

UCLES 2009

[1]

Page 4

(b) task was


timeconsuming

Mark Scheme: Teachers version


GCE O LEVEL May/June 2009
(i)

Syllabus
1123

Paper
02

there was a long queue / many / a lot of people (waiting to get water/ at
the pump) // people wound round the block
[1]
Lift, in whole or in part, of lines 5860(By now.at the end of their
street) = 1. Excess denies.

(ii) their containers were small // they had to go back and forth / make many
journeys
Lift of line 60 (Reena and her brothers were sent with small containers)
= 1. Excess denies, including run- on into to join the queuebarrel in
the yard. Some distilling of the text is required.
OR the water barrel was big / would take a lot a water / a lot of filling // it
would take a long time to fill a big barrel
[1]
Block lift of lines 5860 (By now a long queuesmall containers) = 0 as
answer to either (i) or (ii). But if correct lifts are divided into (i) and (ii)
award both marks.
(From paragraph 7) [4 marks (2 + 2)]
6

(a) frantic with


worry

(i)

there was a fire // there was / had been an explosion // a gas pipe had
been fractured / (had) ignited
[1]
Lift, in whole or in part, of lines 7174 (a loud explosionnew danger)
= 1. Excess denies.
Lift of lines 7375, in whole or in part, (Throughout that nightin the
yard) = 1. Excess denies.

(ii) there might be further / more / another tremor(s) / earthquake(s)

[1]

Lifting will not work.


If more than one answer is given in a single limb, mark the first only but
be generous with candidates division.
(b) kind of
comfort

it showed that help was at hand / nearby // they were not alone

[1]

(From paragraph 8) [3 marks (2 + 1)]

UCLES 2009

Page 5

(a) pathetic

Mark Scheme: Teachers version


GCE O LEVEL May/June 2009

Syllabus
1123

Paper
02

they has so little // so few possessions // their possessions were paltry / they
were prepared to risk their lives for a few things
OR It was sad / upsetting that they had so little

[1]

It was sad / upsetting (alone) = 0


(b) they might
have been
hurt

the building would / might collapse (on them)

[1]

Lift of line 84 (the building was unstable) = 0. Candidates must distil the
answer
Any reference to fire = 0 (N) BUT any reference to looters = 0 (W)
(From paragraph 9) [2 marks (1 + 1)]

what geography
lessons

Note that this as OWN WORDS question.


Key words are CONTRAST (1 mark) and POWER / FRAILTY (1 mark
together). There are no half marks. Do not insist on synonyms for nature or
Man. Be generous with grammatical form. Double underline use of key
words or their derivatives, but otherwise ignore.
A. CONTRAST

difference / disparity / diversity / opposing / opposite


(sides etc.) / dissimilarity / divergence / discrepancy
[1]

B. POWER

strength / force / ability to destroy / energy / potency /


might
[1]

FRAILTY

weakness / powerlessness (sic) / puniness

Under A, award mark to candidates who do not give a synonym for contrast,
but who imply it by the conjunctions or adverbs they use in their answer, e.g.
but, however, nevertheless, on the other hand, although. Do not accept
and, moreover or furthermore as acceptable signs of CONTRAST. See
examples below.
Under B, look for understanding and re-casting of the ideas of power and
frailty, but do not insist on synonyms for each word. Award the mark to
candidates who imply the meaning of one of the words by their definition of
the other. See examples below.
(lessons showing) the difference between the strength of nature and the weakness of Man = 2 marks
(lessons showing) that nature is strong = 0 (no attempt at contrast, and only one of power /
frailty attempted. No half marks)
(lessons showing) that nature is strong and Man is not. = 1 mark (for power and frailty alone)
(lessons showing) that nature is strong but Man is not. = 2 marks
(lessons showing) that nature is mighty. However, Man is puny. = 2 marks
(lessons showing) that Man is weak. Moreover, nature is powerful = 0. (no contrast and,
although frailty is re-cast, power is merely repeated.)
Label answers A and B.
(From paragraph 10) [2 marks]

UCLES 2009

Page 6
9

1.
2.
3.
4.
5.
6.
7.
8.

Mark Scheme: Teachers version


GCE O LEVEL May/June 2009

Syllabus
1123

Paper
02

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'thrilled and happy for 'enchanted'.
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.

(See words and equivalents.)


1 mark

Regard as 0[N] unless indicated as 0[W]

1 relentlessly
(line 9)

insistently / persistently / mercilessly //


without stopping / abating //
without giving up / in / over //
resolutely / determinedly / tenaciously /
non-stop / doggedly / on and on /
continuously

unforgivingly / pitilessly / desperately


for a long time / repeatedly /
over and over

2 summon
(line 27)

gather / work up/ collect / muster /


rouse / exert / generate /call up /
call upon

call / shout / assemble / compile /


order / round up / command / develop /
realise

3 bizarre
(line 32)

strange / odd / funny / queer


fantastic / unusual / abnormal /
freakish / ludicrous / eccentric /
absurd / curious / surreal

unnatural / supernatural / incredible /


frightening / new / amazing / uncommon /
outrageous / mad / shocking /

4 stricken
(line 54)

damaged / destroyed / afflicted /


unfortunate /

wounded / unhappy / worried

5 stamina
(line 64)

energy / strength / endurance /


perseverance / tenacity /
tirelessness / indefatigability / willpower

courage / bravery /determination /


power

6 urged
(line 83)

encouraged / persuaded / coaxed /


cajoled / pressed / driven / impelled /
pushed / advised / pressurized /

instinct / forced / bullied

7 looting
(line 85)

stealing / robbing / pilfering / plundering /


thieving / nicking /raiding / burglary

poaching / piracy / swindling / cheating

8 havoc
(line 87)

confusion / chaos / catastrophe /


disorder / bedlam / mayhem / turmoil /
tumult/ pandemonium / shambles /
wreckage/ devastation

untidiness / anarchy/ war / noise /


trouble / riot / panic

[5 marks (5 x 1)]

UCLES 2009

Page 7
10

Mark Scheme: Teachers version


GCE O LEVEL May/June 2009

Syllabus
1123

Paper
02

MARK TO A MAXIMUM OF 15 OUT OF 21 FOR POINTS. AWARD A MAXIMUM OF 10 MARKS


FOR STYLE (See pages 910 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.

UCLES 2009

Page 8

Mark Scheme: Teachers version


GCE O LEVEL May/June 2009

Syllabus
1123

Paper
02

EACH POINT SCORES 1 MARK

Line No

In the morning when Reena woke up, she realised that...


1.

The house was / seemed to be swaying / moving (from side to side)

1819

2.

The dishes rattled (in the kitchen)

3.

The (family) photograph fell (from its hook) from the wall

4.

The house started to shake / rock (violently)

5.

Crockery / cups/ plates / glasses broke // noise of breaking crockery could be heard

6.

The (chest of) drawers started to move / moved across the floor

30

7.

Reenas bed moved across the floor

33

20
2324
25
2829

7A furniture moved (only if neither P6 nor P7 is scored)


8.

Mother (leaned on door frame to) steady herself (against the movement of the floor)

9.

The house began to rock even more violently / again // another / a more violent
tremor occurred

3637
39

10. the wall collapsed

3940

11. the (bedroom) furniture was buried under concrete

4041

12. Reena was choking because of the dust // there was a lot of dust

4243

13. Family assembled in yard // father brought brothers into yard / Mother told Reena
to go into yard

3745

14. Father made a (makeshift) oven / fireplace / a fireplace was made

4647

15. Father gathered firewood / firewood was gathered (broke branches = 0)

4849

16. Mother gathered sacks to make a tent / shelter / a tent / shelter was made

4951

17. Father brought food /utensils out of the house / food / utensils were brought out of
the house

5455

18. Reena and her brothers fetched water / water was fetched

5861

19. Mother made a shaded area / shelter from the sun for the baby / shade was made
for the baby

6365

20. grandparents brought blankets

6566

21. grandparents brought candles and matches

6768

(Note that in points 1219 inclusive, passive form is acceptable but if agents are used they must
be correct)
[25 marks (15 + 10)]
UCLES 2009

Page 11

Mark Scheme: Teachers version


GCE O LEVEL May/June 2009

Syllabus
1123

Paper
02

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.
(ii) 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.

UCLES 2009

2
The Olympic Games

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
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.

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.

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.

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.

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.

UCLES 2009

1123/02/INSERT/O/N/09

3
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.

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.

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
75
Olympic Games bring with them opportunities for urban regeneration.

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?

UCLES 2009

1123/02/INSERT/O/N/09

2
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]
(c) Why was it appropriate that the 1896 Olympic Games took place in Greece?

[1]

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]

UCLES 2009

1123/02/O/N/09

3
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 writers 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.
2.
3.
4.

key (line 5)
mounted (line 13)
elaborate (line 22)
schedule (line 23)

5.
6.
7.
8.

regrettably (line 48)


stage (line 55)
regeneration (line 75)
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

UCLES 2009

1123/02/O/N/09

[25]

Page 2

Mark Scheme: Teachers version


GCE O LEVEL October/November 2009

Syllabus
1123

Paper
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 asthe 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 placeGreek 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 wouldnt have to travel inland / it was convenient
for travel = 0(N)
Olympia became the venue for the Games = 0(N)
[4 marks (4 1)]

UCLES 2009

Page 3

Mark Scheme: Teachers version


GCE O LEVEL October/November 2009

Syllabus
1123

Paper
02

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 judgesif 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 beganfor 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 imposedtraining 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]
UCLES 2009

Page 4

Mark Scheme: Teachers version


GCE O LEVEL October/November 2009

Syllabus
1123

Paper
02

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 excitementnineteenth 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
sitecentury) = 1
(ii) Pierre de Courbertin / a Frenchman worked / campaigned / fought to revive / bring back
the Games
[1]
Lift of lines 26-28 (Many wonderedPierre de Coubertin) = 0. Candidates must distil the
answer.
Lift of lines 28-30 (He believed thatmore 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)]

UCLES 2009

Page 5

Mark Scheme: Teachers version


GCE O LEVEL October/November 2009

Syllabus
1123

Paper
02

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 certainlymight 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]
UCLES 2009

Page 6

Mark Scheme: Teachers version


GCE O LEVEL October/November 2009

Syllabus
1123

Paper
02

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]

UCLES 2009

Page 7

Mark Scheme: Teachers version


GCE O LEVEL October/November 2009

Question 10
1
2
3
4
5
6
7
8

Syllabus
1123

Paper
02
[5 marks total]

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'central and favourable for 'key'.
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.
(See words and equivalents)
1 mark

1. key
(line 5)

2. mounted
(line 13)

3. elaborate
(line 22)

4. schedule
(line 23)

central / vital / main / crucial / basic


important / leading / principal / chief
essential / influential / critical / necessary
significant / major / pivotal / primary / very
big
decisive / fundamental
increased / rose / grew / went up / built up
/ developed / heightened / spiraled /
swelled / intensified / accumulated /
multiplied / piled up
fancy / decorated / ornamental /
embellished / beautified / adorned /
lavish / rich / extravagant / ornate /
ostentatious / showy / luxurious /
detailed / decorative
timetable / programme / plan / scheme /
running order / order of events /
agenda / list of events / calendar

5. regrettably
(line 48)

unfortunately / sadly / lamentably / it is


a pity / shame / unhappily /
disappointingly / alas

6. stage
(line 55)

provide / put on / mount / provide /


produce / lay on / hold /perform /
present / set up / deliver / showcase
renewal / re-growth / rebirth /
renaissance / renovation /
development / rejuvenation / revival /
reinvigoration / rebuild / remake /
reconstruction
thinking / worrying / talking a lot / all the
time / constantly / thinking / worrying /
talking of little / nothing else /
preoccupation / hang up / fixation / really
into / thinking so much / consumed (by)

7. regeneration
(line 75)

8. obsession
(line 81)

[Regard as 0[N] unless indicated


as 0[W]
favourable / good / extreme
big

climbed advanced / progressed /


ascended / gathered / arose

graceful / stylish / big / give


details enlarged / delicate /
intricate / expensive /
complicated / beautiful
proposal / suggestion / list / time /
things to do / session / task / job
arrangements / timings / events /
routine / procedure / business
sorrowfully / worryingly / anxiously
/ regretfully / remorsefully /
unluckily / ruefully / painfully /
unacceptably / pitifully / shamefully
show / reveal / invent / portray / host
display / level / arrange /
accommodate / organize / handle
restoration / change / amendment /
reproduction / modernisation /
restart / revamp / makeover /
rehabilitation / improvement /
upgrade / growth
phobia / desperation / addiction /
craze / desire / passion / stress /
concentration

[5 marks (5 1)]
UCLES 2009

Page 8

Mark Scheme: Teachers version


GCE O LEVEL October/November 2009

Syllabus
1123

Question 11

Paper
02
[Total 20 marks]

Mark to a maximum of 15 out of 20 for points. Award a maximum of 10 marks for style (See
pages 1011 for the Style marking method.)
Notes:
1

Points to be rewarded and their marks are indicated on the next page.

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.

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.)

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.

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.

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.

UCLES 2009

Page 9

Mark Scheme: Teachers version


GCE O LEVEL October/November 2009

Syllabus
1123

Paper
02

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

There will not be enough facilities (across the country) / facilities will be unevenly spread

37-38

There is discrepancy between the estimated and the actual cost (of building new facilities)

38-39

Other projects / education / housing suffer / money could be spent on better / other things /
education / housing

40-41

Only a few / capital cities benefit / benefits are not evenly spread over the country

42-44

Money is taken from charities (to pay for the Games)

44-46

Security / keeping people safe is expensive / costs money / financial implications in


keeping people safe

48-49

Governments (officials) are under pressure to meet targets / it is difficult for governments
to meet targets

51-52

Competition between host countries over / pressure to have (opening/closing) ceremonies

55-56

8
9

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)]

UCLES 2009

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2009

Syllabus
1123

Paper
02

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.

UCLES 2009

Music
1

Music is a universal form of communication, cutting across all periods of history and all regions
of the planet. Human beings were probably inspired to produce music by the sounds they
heard in the world of nature, like birdsong and animal cries, which formed the background
of their daily existence. Even in primitive times, music played an important part in the social
5
life of the community events like birth, marriage and death had their own individual and
appropriate music. The earliest written representations of musical sound are found in India,
providing a beginning for a study of the history of music, and instruments such as flutes and
various types of stringed instruments have been recovered from archaeological sites there.
Because it has the power to touch individuals according to the moods and situations in which
10
they find themselves, people have also always found music to be useful on a personal level.

A particularly poignant story which demonstrates the power of music is told about the 24th of
December 1914. Many European countries had been engaged for four months in a war which
was to continue for almost another four years, but the soldiers in one part of the battlefield,
remembering that this was the night before Christmas, turned their thoughts away from war
towards a celebration of this important Christian festival. Imagine the astonishment of the 15
British soldiers when the sound of Christmas songs being sung by enemy German soldiers
drifted towards them on the clear night air. Moved by the music, although fearful at first, men
who had earlier in the day been fighting against each other stepped from their hiding places.
The language barrier was somehow broken down, enabling limited conversations to take
place. The soldiers spontaneously put down their weapons, exchanging food gifts and even 20
playing football together. The Christmas Truce, as it came to be called, has come to represent
the endurance of human beings in the face of adversity, and music played an important role.

Perhaps the most important turning point in the history of music was the invention of recorded
sound. In 1877 Thomas Edison invented the phonograph, and this was the beginning of the
recording industry as we know it today. The phonograph a machine which played back 25
sounds was hailed as a great scientific breakthrough and there was a chaotic rush to invent
other recording devices. These inventions often overlapped. It is hard to imagine the interest
which was aroused in improving the recording of sound, and Edison was seen as one of the
great scientific figures of the century. Inventors were frequently involved in angry disputes to
be acknowledged as the official inventor of some improvement or other. Nowadays, a mere 30
one hundred and fifty years or so after its invention, recorded music affects millions of people
and involves vast amounts of money per year. It employs thousands of people, including
musicians, sound engineers and salespeople. Thomas Edison began a technology boom
which he could not even have begun to imagine.

Recorded sound brings a wide range of music to ordinary people who, in the past, would have 35
been confined to the one or two sorts of music which characterised their tribe or their region.
Recorded music crosses boundaries and cultures if you want to investigate the music of,
say, Sri Lanka or Kenya, it is easy to do so by a trip to your music shop or even by surfing
the internet. Moreover, air travel has become more frequent and its inexpensiveness means
that people can attend cultural shows in far-flung holiday destinations and buy recordings of 40
the music of the countries they visit. Before the invention of recorded music, people might
have played or listened to live music in their own homes, but in families without either musical
instruments or the skill to play them, this would clearly not have been possible. However,
access to recordings enables ordinary people nowadays to hear music as often as they like,
without needing to own or be able to play an instrument. The fact that buying recorded music 45
is generally cheaper than attending live performances is another attraction.

UCLES 2010

1123/21/INSERT/M/J/10

3
5

As far as musicians themselves are concerned, recorded music has brought about a revolution.
In the past, musicians played only in live performances, where wrong notes might be played,
but now that recordings can be corrected a perfect version of the original can be achieved.
Furthermore, although members of a live audience may spoil a performance with, say, a fit 50
of uncontrollable coughing or their mobile phone ringing, this cannot happen in a recording
studio. In cultures where music was not written down, it could be forgotten and consequently
lost, along with its capacity to give pleasure to many people. Now a recording captures it for
ever; moreover, the efficiency of recording studios means that this can be done in a single
55
afternoon.

However, Thomas Edison, were he to come back to our planet as a time traveller, might not
agree that the invention of recorded sound has brought nothing but good to music. It could be
argued that people have become so used to listening to recorded sound in the privacy of their
own homes that they have no motivation to attend concerts of live music. Why should you buy
a concert ticket and trudge out in the rain to the venue when you can listen to a perfect version 60
of your favourite music in your own living room? When people do attend live performances,
they are so used to the flick of a switch approach to music that they have lost any sense of
wonder at its creation. At many concerts of popular music, the audience wanders in and out
of the auditorium, returning at times to listen to a favourite song or instrumental piece. The
easy availability of high-quality recorded music may also discourage some people, especially 65
the young, from learning to play musical instruments. Is it not likely that potential talent will be
left undiscovered because of the invention of recorded music?

Often, when music is recorded, the focus becomes the musician and not the music. This is
particularly true of popular music aimed at young audiences. When disproportionate attention
is directed towards the musician, this can result in pop stars commanding outrageously 70
high incomes. Because the world of pop music is usually more about image than talent,
recording stars are not necessarily the best musicians, although the young people who buy
their recorded music might be deluded into thinking that they are. How many times are we
bombarded by images of glamorous pop idols staring at us from magazines or the pages of
national newspapers? Their spouses, their holidays, their homes, their clothes, their hairstyles 75
greedy editors decide that we have to be told about these, whether we like it or not. And
often we dont! Young people are frequently under pressure to purchase not only recordings
of their music, but expensive merchandise such as posters, DVDs and T-shirts. In addition,
sometimes these pop stars have a negative effect on their young audiences by being poor role
models for them in the kind of lives that they lead, often at odds with the lifestyles advocated 80
by the young peoples parents.

Throughout history, music has had many functions, ranging from providing aesthetic pleasure
to religious or ceremonial purposes. In our own time, the advent of the internet has transformed
our experience of music, because it affords us both increased access and increased choice.
Think of such diverse activities as primitive man sounding a horn while hunting his prey, a 85
mother soothing her baby with a lullaby, or the school orchestra at the end-of-term concert,
and you have a glimpse of the importance of music down through the ages.

UCLES 2010

1123/21/INSERT/M/J/10

2
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) Why, according to the writer, is music a universal form of communication?

[1]

(b) According to the writer, what probably inspired human beings to produce music?

[1]

(c) What feature of early Indian music provides a beginning for a study of the history of music?
[1]
(d) Apart from the role that music has played in the social life of the community, what is the other
important function of music?
[1]

From paragraph 2:
2

(a) Why would the soldiers be fearful at first?

[1]

(b) Why would the conversations between the soldiers be limited?

[1]

(c) Pick out and write down the single word which shows that the Christmas Truce was not
planned.
[1]
(d) What, according to the writer, has the Christmas truce come to represent? Answer in your
own words.
[2]

From paragraph 3:
3

(a) Why did the phonograph mark the beginning of the recording industry?

[1]

(b) In what two ways was the rush to invent other recording devices chaotic? Number your
answers (i) and (ii).
[2]
(c) Recorded music affects millions of people a mere one hundred and fifty years or so after
its invention. What does the use of the word mere suggest about the writers attitude to the
effects of recorded music?
[1]

From paragraph 4:
4

Why are ordinary people able to visit far-flung holiday destinations?

[1]

From paragraph 6:
5

What, according to the writer, is the result when young people are discouraged from playing
musical instruments?
[1]

UCLES 2010

1123/21/M/J/10

3
From paragraph 7:
6

(a) Explain in your own words why pop stars are not necessarily the best musicians.

[2]

(b) What, according to the writer, do editors hope to gain by publishing information about pop
stars?
[1]

From paragraph 8:
7

Explain in your own words the ways in which the internet has transformed our experience of
music.
[2]

From the whole passage:


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 has in the passage.
1.
2.
3.
4.

individual (line 5)
moods (line 9)
hailed (line 26)
investigate (line 37)

5.
6.
7.
8.

aimed at (line 69)


outrageously (line 70)
negative (line 79)
advent (line 83)
[5]

Using your own words as far as possible, write a summary of the advantages and disadvantages
of recorded music, as identified by the writer of the passage.
USE ONLY THE MATERIAL FROM LINE 35 TO LINE 81.
Your summary, which must be in continuous writing (not note form), must not be longer than 160
words, including the 10 words given below.
Recorded music means that people can choose to listen to
[25]

UCLES 2010

1123/21/M/J/10

Page 2

Mark Scheme: Teachers version


GCE O LEVEL May/June 2010

Syllabus
1123

Paper
21

Question 1 from paragraph 1


(a) universal communication
it cuts across / affects all periods of history / time
OR it cuts across all regions (of the planet) / places / countries / areas
Award either idea of time or idea of place or both

[1]

Lift of lines 12 (Musicthe planet) = 0. Some minor reshaping or distillation is required.


(b) human beings to produce music
the sounds of (the world of) nature // birdsong // animal cries
Accept the lift, in whole or in part, of lines 24 (Human beingsdaily existence). Excess
denies.
[1]
But lift of the background of their daily existence (alone) = 0
(c) Indian music
it was written (down)

[1]

Lift of lines 67 (The earliest writtenhistory of music) = 0. Question asks for a feature of
Indian music
(d) other important function of music
personal (listening) // it touches the individual

[1]

Accept lift of lines 910 (Because it has the power on a personal level). Excess denies.
Accept lift of line 10 (People have always...personal level)
Accept lift of lines 910 (It has the power to touch individuals (according to the moods and
situations in which they find themselves). Excess denies, including because. Some distilling
is required.
Question 2 from paragraph 2
(a) soldiers fearful
the music came from / they could hear / they were approaching enemies / enemy soldiers //
they had been fighting them / the enemy earlier (that day) // the German / enemy soldiers
[1]
might attack them // it might be a trap // they didnt trust the enemy
They had been fighting // they were at war = 0 (N)
They could hear music / they were moved by the music = 0 (W)
Lift, in whole or in part, of lines 1718 (Men who had earlierhiding places) = 0 (N). But
sensible re-shaping, e.g. it came from men who had earlier in the day been fighting against
them = 1

UCLES 2010

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GCE O LEVEL May/June 2010

Syllabus
1123

Paper
21

(b) limited conversations


they spoke different languages / didnt speak the same language // there was a language
barrier
[1]
Lift of line 19 (The language barrier was somehow broken down) = 0. Answer must be
distilled.
(c) unplanned
spontaneously

[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.
(d) Christmas Truce
Note that this is an OWN WORDS question. Key words are ENDURANCE and ADVERSITY
A. ENDURANCE
perseverance / bravery / staying power / putting up with / tolerance / patience // ability to
cope / bear / stand / withstand / undergo strain / stick it out // stamina / willpower
[1]
durability / strength / bravery / persistence = 0 (N)
B. ADVERSITY
difficulty / trouble / suffering / hardship / problems / misfortune / struggles / trials / affliction /
bad times / sorrow / disaster / catastrophe / distress / calamity / woe
[1]
enemy / unhappiness / danger = 0 (N)
Do not insist on synonym for human beings or in the face of. Double underline penal words
or their derivatives. Mark correct answers where they occur, i.e. not just the first two
synonyms offered.
Label answers A and B.
Question 3 from paragraph 3
(a) 'phonographindustry
it played (back) sound(s)

[1]

It recorded sound = 0
Accept lift of lines 2526 (The phonograph machine which plays back sounds). Excess
denies.
Lift of lines 2425 (In 1877, Thomas Edisonas we know it today) = 0 (N). This merely
repeats the question.
Lift of lines 2526 (The phonographscientific breakthrough) = 0. Answer must be distilled.

UCLES 2010

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GCE O LEVEL May/June 2010

Syllabus
1123

Paper
21

(b) chaotic rush


(i) the inventions / they (often) overlapped / happened at the same time / had shared
characteristics / were alike / there was (often) more than one invention happening at the
same time
[1]
Accept lift of line 27 (These inventions often overlapped). Excess denies, i.e. run on into
It is hard to imagine
(ii) inventors were (frequently) involved in disputes / battles / to be acknowledged as the
inventor / for an improvement
[1]
Accept lift of lines 2930 (Inventors were frequently involvedsome improvement or
other). Excess denies.
Any reference in either limb to the interest aroused in improving recording / Edison being
seen as a great inventor = 0 (W) in an otherwise correct answer.
(c) mere
surprise / amazement (that the effects could be so great / that so many people could be
affected by music / that the effects could happen in so short a time)
OR he / she thinks that this is a short time (for all this to happen / considering what has
happened)
OR he / she wants to stress that this happened in a short period of time / quickly

[1]

Question 4 from paragraph 4


(a) 'far-flung destinations
air travel has become / is inexpensive / cheap / doesnt cost much / affordable / cheaper

[1]

Lift of lines 3940 (Air travel has been more frequentholiday destinations) = 0
Lift of line 39 (its inexpensiveness meansholiday destinations) = 0, unless agent is
supplied.
Any reference to frequency of air travel = 0 (N)
Any reference to buying recordings of music of countries visited = 0 (N)
Question 5 from paragraph 6
young people discouraged
(potential) talent / skill / ability will be undiscovered / not found / go to waste / not be used
OR young people / they will not know they have talent / skill / ability
Lift of lines 6667 (Is it not likelyrecorded music?) = 0. Answer must be distilled.

UCLES 2010

[1]

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GCE O LEVEL May/June 2010

Syllabus
1123

Paper
21

Question 6 from paragraph 7


(a) pop stars not best musicians
Note that this is an OWN WORDS question. Key words are IMAGE and TALENT
A. IMAGE
appearance / look(s) / presentation / visual impact / face value / impression // how / what they
seem / portrayal // how they sell themselves
[1]
likeness / performance / identity / fame / glamour = 0
B. TALENT
skill / ability / giftedness / aptitude / proficiency / competence / mastery / prowess / forte /
accomplishment / art / technique / specialism / bent / flair / knack / genius // producing good /
quality music
[1]
Double underline penal words or their derivatives. Ignore grammatical form. Mark correct
answers where they occur, i.e. not just the first two synonyms offered.
Label answers A and B.
(b) editors
money / cash / payment // big / bigger / increased sales (of newspapers / magazines)
Greed / they are greedy = 0. This does not answer the question.

UCLES 2010

[1]

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GCE O LEVEL May/June 2010

Syllabus
1123

Paper
21

Question 7 from paragraph 8


internetexperience
Note that this is an OWN WORDS question. Key words are INCREASED ACCESS and
INCREASED CHOICE
A. INCREASED ACCESS
more / greater / easier opportunity / chance / availability / possibility / entry / ability (to hear / listen
[1]
to) // more ways of getting / finding / obtaining // get music from more places / everywhere
approach / reception / at all times = 0
B. INCREASED CHOICE
more / greater selection / options // (music to) pick from / alternatives / to discriminate among //
[1]
greater variation / range / mixture / types / genre // all sorts
possibility = 0
Insist on synonym for INCREASED, but it need not occur in both limbs, e.g. more opportunity and
selection = 2
If correct synonyms are offered for ACCESS and CHOICE with no attempt at INCREASED,
award 1 mark, e.g. opportunity and selection = 1
If only one correct synonym is offered for either ACCESS or CHOICE, with no attempt at
INCREASED, give 0 marks, e.g. reception and selection = 0
Do not insist on synonym for music. Double underline penal words or their derivatives. Mark
correct answers where they occur, i.e. not just the first two synonyms offered.
Label answers A and B.
8

1.
2.
3.
4.
5.
6.
7.
8.

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. emotions and situations for moods.
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.

UCLES 2010

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GCE O LEVEL May/June 2010

Syllabus
1123

Paper
21

1 mark

Regard as 0[N] unless indicated as 0(W)

1. individual
(line 5)

characteristic / personal / belonging to


them / separate / particular / special /
unique / singular / idiosyncratic /
distinctive / peculiar /specific / private

appropriate / different / single

2. moods
(line 9)

emotions / feelings / temper /


temperament / mental state / frame of
mind / disposition

situations / anger / sullenness / condition /


depression

3. hailed
(line 26)

greeted / acclaimed / praised /


congratulated / applauded / appreciated /
welcomed / complimented / commended /
well-received / acknowledged / cheered /
saluted

cried / shouted / accepted

4. investigate
(line 37)

research / find out (about) / discover /


examine / scrutinize / check / explore

look for / search / test

5. aimed at
(line 69)

directed (at) / meant / designed / written /


created (for) / targeted (at) // (whose)
purpose / intention // objective (is) /
focused on / produced

shot / aspired to

6.
outrageously
(line 70)

extremely / ridiculously / obscenely /


excessively / grossly / immoderately /
atrociously / shamefully / disgracefully /
scandalously / shockingly / exorbitantly

very / quite / reasonably / surprisingly /


notoriously / exceedingly

7. negative
(line 79)

bad / harmful / damaging / hurtful /


disastrous / poor / disadvantageous /
downside / adverse

opposite / odd / strange / wrong /


unwanted

8. advent
(line 83)

arrival / coming / invention / appearance /


debut / introduction

approach / entrance / return / progress /


growth / onset / occurrence
[5 marks (5 1)]

UCLES 2010

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9

Mark Scheme: Teachers version


GCE O LEVEL May/June 2010

Syllabus
1123

Paper
21

MARK TO A MAXIMUM OF 15 OUT OF 21 FOR POINTS. AWARD A MAXIMUM OF 10 MARKS


FOR STYLE (See pages 1011 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 candidates 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:
025 (0); 2650 (2); 5175 (4); 76100 (6); 101125 (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.

UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2010

Syllabus
1123

Paper
21

EACH POINT SCORES 1 MARK


Recorded music means ordinary people can choose to listen to
1.

(people can listen to) a wide range / many / any / all types of music

2.

recorded music crossed boundaries / cultures // people can listen to / buy music of different /
other cultures

3.

people can buy music of holiday destinations / countries visited

4.

people can hear music as often as / whenever they like // dont need to own / be able to play
instrument

5.

recorded music is cheaper than live performances / concerts

6.

musicians can record perfect versions of music // dont worry about wrong notes

7.

no need to worry about audiences spoiling the music / performance // live performances are
flawed by audiences

8.

music is captured for ever // cannot be lost

9.

music can be recorded in an afternoon / quickly

10. people dont go to live performances / concerts


11. people lose a sense of the wonder of (the creation of) music
12. people dont know how to behave at concerts // wander in and out of the auditorium at
concerts
13. (young) people are / might be discouraged from playing / have no motivation to play a
musical instrument
14. talent might not be discovered / might be wasted
15. focus becomes the musician (and not the music)
16. pop stars get too high salaries
17. pop stars are not (necessarily) the best musicians
18. people are bombarded with images of pop stars / musicians
19. (young) people are under pressure to buy merchandise / posters / DVDs
20. pop stars / musicians are often poor role models / examples
21. pop stars / values at odds with parental values
[25 marks (15 + 10)]

UCLES 2010

A Nightmare Journey
1

Come on, Rose, relax! laughed Jameela to her room-mate. Im only going out for two hours.
You cant study all the time! But Rose was not to be dissuaded; with only one week until the
university examinations, the proposed cinema trip, like all Jameelas recent diversions, was
out of the question. In any case, although Roses parents never referred to the sacrifices
they were making to allow her to attend university, how could they ever be far from her mind?
Jameelas typically unrealistic attitude towards time was demonstrated by her return four
hours later, just as Rose was packing up her books and preparing for bed.

As the girls went to their classes the next morning, Jameela took Roses arm affectionately.
Its great that our parents are paying for us to have a trip home after the exams, she said.
Ive been thinking about plane and train timetables and I suggest you leave the arrangements 10
to me. Its too difficult for you. Rose fought against her annoyance at Jameelas insult and
decided to ignore it. Shes probably right, she mused, and, anyway, why should I make work
for myself?

That evening Roses head was buried in her notes as the door of the room was thrown open
and Jameela made her usual dramatic entrance. She was carrying a large shopping basket, 15
from which peeped the provisions she had earlier promised to buy for their evening meal.
From the doorway she kicked her sandals across the room in a flamboyant gesture. Well,
thats that! she exclaimed happily, brandishing a fistful of tickets, before flopping into the
rooms only armchair. Theres nothing left to do except pass the exams, and were off!

The ensuing fortnight passed in a whirlwind of studying and examinations. Jameelas friend, 20
Nizam, arrived to take the girls to the airport in his car, which spluttered and wheezed, as if
it were not even certain itself that it was capable of such a task. Please, climb in, ladies, he
said, untying the piece of string which held the cars back door in place. Cool luggage, he
continued, nodding towards Jameelas decrepit and battered orange rucksack; its straps were
so frayed that they were held together with tape, and several sweaters bulged from its top. At 25
the same time he cast a disparaging eye over Roses little suitcase, bought especially for this
journey home. After a bumpy ride to the airport, the girls had a smooth flight, and were set to
begin the next stage of their journey, which was to make their way to Central Station in the city
centre to catch the express train to their home town.

As soon as the girls got off the plane at Terminal One, Rose pointed to a sign indicating that 30
buses for Central Station left, not from this part of the airport, but from Terminal Two; they
began to move as quickly as they could, a brisk walk at first and then a comfortable jog. A
notice at the bus stop informed them that buses departed only every thirty minutes. A glance
at their watches told them that a bus had just left in fact, they could see its brake lights as
it negotiated the corner. Not to worry, said Jameela cheerfully. The local train station is just 35
downstairs and we can travel from there to Central Station. I much prefer trains to buses.
At least there wasnt a queue for the automatic ticket machine, thought Rose, as she and
Jameela unzipped their bags to find money for the fare, before discovering that the machine
accepted only credit cards and not cash. Smiling in order to conceal their embarrassment, the
girls turned away. A long queue of people snaked in front of them, and they realised that this 40
was the queue for the ticket office.

UCLES 2010

1123/22/INSERT/M/J/10

3
6

Eventually, clutching their tickets, the girls hurled themselves onto the elderly little train which
would take them to Central Station. Sitting beside the door, her luggage at her side, Rose felt
some of her tension leave her. Why not look on the journey as an adventure? Why couldnt
she be more like Jameela? These soothing thoughts were interrupted by disturbing ones that 45
the train had already made several stops; in fact, it seemed to be stopping every kilometre
or so. She had to remind herself that this was no express train; this was a train merely to
serve the local community. Furthermore, the train was becoming increasingly busy; crowds
got on, but nobody left; the girls faces were pressed into the backs of standing passengers
as the train crawled along the track. Apprehensively, the girls held onto their luggage; they 50
had heard stories of pickpockets and thieves on busy local transport. Hunger pangs made
Roses stomach rumble; despite Jameelas confidence in her own organisational skills, she
had forgotten to include a lunch break in their travel plans. Rose, said Jameela awkwardly,
Im beginning to think we might miss the connecting train home. The train leaves Central
Station at 7.07pm. I completely underestimated how long it would take us to transfer from the 55
airport . Her voice tailed off into embarrassment.

Rose surprised them both by taking the initiative. The next stop is North Station. If we stay
until Central, well definitely miss the train, and its the last one home today. Lets get off at
North and take a taxi. Jameela stared at her in amazement; they both knew that poor students
could not afford taxis. But Jameela was in no position to argue; her credibility lay in tatters. 60
Carried by the crowd surging up the station steps, the girls followed the exit signs. It was
6.45pm. But their chosen exit brought them out at the back of the station, where there was no
taxi rank. It was then that the frayed straps of Jameelas cool rucksack snapped. Pedestrians
jostled past, as the rucksacks contents spread all over the ground. Quickly! shouted Rose,
removing a plastic bag from her suitcase. Shove everything in here! They then had to dash to 65
the front of the station. It was 6.49pm. Can you get us to Central Station in fifteen minutes?
gasped Jameela. The driver indicated by an arrogant toss of his head that such a task would
be no problem to a city gent like him. Who were these provincial girls anyway, with their outof-town accents?

He accelerated violently away from the kerb. The girls closed their eyes as he recklessly wove 70
through traffic, narrowly avoiding parked vehicles and pedestrians; he occasionally glanced
at the girls to see if they were impressed by his driving prowess. When his mobile phone
rang, he conducted an animated conversation with the caller, laughing uproariously at his
own jokes and arranging a meeting for the following evening. Thats if he lives until tomorrow,
thought Rose grimly.
75

At 7.02pm, the taxi stopped at Central Station, the driver smug that they had arrived with two
minutes to spare. Luckily, the girls train was leaving from Platform 3, which was near the main
entrance. They ran at great speed down the platform. Rose followed some metres behind
Jameela, aware that they were attracting a lot of attention, not only from passengers on the
train but also from those on other platforms. But why was Jameela suddenly running back 80
down the platform towards her? At that point, with sickening clarity, Rose realised that access
to the train was on the other side; the carriage doors on this side were locked! A further frantic
sprint down the correct side of the platform followed, but they made it with seconds to spare.

10 At the start of the train journey, Rose showed her exasperation with her friend by being
uncommunicative. Furthermore, when Jameela spoke to her she avoided eye contact, but 85
then she began to see the funny side. Little flashbacks from the nightmare journey replayed
in her memory the train packed to capacity, the jaunty rucksack no longer fit for purpose,
Jameelas fists thumping on the wrong side of the carriage. And suddenly she was doubled
up with laughter. She read fear in Jameelas eyes. What would Rose tell Nizam about the
rucksack? What would she tell Jameelas parents about her work rate that year?
90
Dont worry, Jameela. Weve been friends for so long. Lets keep it that way, Rose smiled.
UCLES 2010

1123/22/INSERT/M/J/10

2
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) Where was Jameela going that evening?

[1]

(b) What was Rose going to do that evening?

[1]

(c) Give two reasons why Rose was not to be dissuaded. Number your answers (i) and (ii). [2]
(d) Jameela returned four hours later. In what way did that show her unrealistic attitude towards
time?
[1]

From paragraph 2:
2

(a) Explain what Jameelas insult was.

[1]

(b) Rose thought that Jameela was probably right. Why else did she decide to ignore the insult?
[1]

From paragraph 3:
3

Why was Jameela happy?

[1]

From paragraph 4:
4

(a) Give two reasons why it seemed as if Nizams car might not be capable of taking the girls to
the airport. Number your reasons (i) and (ii).
[2]
(b) Pick out and write down the single word in the paragraph which shows that Nizam disapproved
of Roses luggage.
[1]

From paragraph 5:
5

Before they looked for the ticket office, the girls were smiling. Explain in your own words why
they were smiling.
[2]

From paragraph 6:
6

The girls hurled themselves onto the waiting train. What effect does the writer create here that
would not have been created by the word boarded?
[1]

UCLES 2010

1123/22/M/J/10

3
From paragraph 8:
7

Explain fully what Rose thought might happen to the taxi driver, and why.

[2]

From paragraph 10:


8

(a) Explain in your own words how Rose showed her exasperation with her friend.

[2]

(b) Rose read fear in Jameelas eyes. Explain exactly what two things Jameela was afraid Rose
would do. Number your answers (i) and (ii).
[2]

From the whole passage:


9

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 has in the passage.
1.
2.
3.
4.

diversions (line 3)
mused (line 12)
tension (line 44)
soothing (line 45)

5.
6.
7.
8.

tailed off (line 56)


initiative (line 57)
narrowly (line 71)
smug (line 76)

[5]

10 The girls had a nightmare journey from the airport to the express train.
Using your own words as far as possible, write a summary of the difficulties and anxieties the
girls encountered from the time they reached the airport until the time they got onto the express
train at Central Station in the city centre.
USE ONLY THE MATERIAL FROM LINE 30 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.
When the girls reached Terminal One they soon realised that...

UCLES 2010

1123/22/M/J/10

[25]

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GCE O LEVEL May/June 2010

Syllabus
1123

Paper
22

Question 1 from paragraph 1


(a) 'Jameela was going
(to the) cinema
[1]
Accept lift of line 3 (proposed) cinema trip). Excess denies. i.e. run on into like all Jameelas
recent
(b) Rose going to do
study (for the examinations) // prepare / revise learn for the examinations
Lifting will not work.

[1]

(c) Rose not to be dissuaded


(i) there was (only) one week until examinations / examinations were (only) a week away /
next week / soon
[1]
Lift, in whole or in part, of lines 24 (But Rose was not to be dissuadedout of the
question) = 1. Excess denies.
(ii) her parents had made / were making sacrifices for her to study / go to university
sensible inference related to parents and studying, e.g. she didnt want to let her parents
down
[1]
Lift of lines 45 (Although Roses parentsfrom her mind?) = 0. Answer must be
distilled.
(d) unrealistic attitude
she said she was going out for two hours (but stayed out for four hours / longer) // she stayed
out longer than she said she would
[1]
Lift of line 1 (Im only going out for two hours) = 0. Some distillation is required.
But accept some re-shaping, e.g. Im only going out for two hours, she said.
She stayed out for four hours (alone) = 0. This is question wording only.
She stayed out for a long time // she was (two hours) late = 0 (N)
Question 2 from paragraph 2
(a) Jameelas insult
(Jameela / she said that) arranging the trip home / making travel arrangements was (too)
[1]
difficult for Rose // that Rose couldnt make travel arrangements
Lift of lines 1011, in whole or in part, (I suggest you leavedifficult for you) = 0 (N)
But accept some reshaping, e.g. I suggest you leave the travel arrangements to me, she /
Jameela said.
(b) ignore the insult
she didnt want to give herself work / make things difficult for herself // she wanted to make
things easy for herself
[1]
Lift of lines 1213 (Shes probably rightmake work for myself?) = 0
But accept some re-shaping, e.g. She mused Why should I make work for myself?

UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2010

Syllabus
1123

Paper
22

Question 3 from paragraph 3


Jameela happy
she had bought the tickets for the trip / to go home // she had arranged the trip (home)

[1]

Any answer which suggests cause of happiness as making dramatic entrance / carrying shopping
basket / buying provisions / kicking off sandals/ flopping into armchair / passing exams = 0 (W)
they were going home / she was brandishing tickets = 0 (N)
Question 4 from paragraph 4
(a) Nizams car
(i) it made strange / odd / unusual noises // spluttered / wheezed

[1]

Lift, in whole or in part, of lines 2022 (Jameelas friendsuch a task) = 0. Answer


must be distilled.
Lift of lines 2122 (spluttered and wheezedsuch a task) = 0 as there is no agent.
But accept some re-shaping, e.g. the insertion of suitable agent the car or it (sic).
Excess denies.
(ii) the (back) door was held in place / shut / attached / tied with string

[1]

(pieces) of string (alone) = 0


Accept lift of line 23 (the pieces of string which held the cars back door in place)
But lift of lines 2223 (Please climb inback door in place) = 0. Answer must be distilled.
(b) Nizam disapproved
disparaging
[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.
Question 5 from paragraph 5
girls were smiling
Note that this is an OWN WORDS question. Key words are CONCEAL and EMBARRASSMENT.
A. CONCEAL
hide / cover (up) / pretend not (to be) / disguise / keep secret / camouflage / mask / not show

[1]

evade / prevent / overcome = 0


B. EMBARRASSMENT
awkwardness / humiliation / confusion / disconcertedness // feeling silly / stupid / foolish / out of
place / daft // shame / blushes
[1]
annoyance / inconvenience / adversity / difficulty / problem / guilt / mistake / stupidity (alone) /
silliness (alone) = 0
Label answers A and B
UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2010

Syllabus
1123

Paper
22

Question 6 from paragraph 6


effect of hurled
Look for the idea of either speed or effort / energy
the girls / they were rushing / hurrying / going at (great) speed
OR they were pushing themselves (to the limit) / desperate (to catch the train)

[1]

Answers which merely re-cast meaning rather than give effect = 0 (N), e.g. they threw themselves
They were clumsy / undignified / ungainly = 0 (N)
Question 7 from paragraph 8
happen to taxi driver
(i) he would be killed / would die (in a road accident / accident in his taxi)

[1]

(ii) as a result of careless / bad / dangerous driving

[1]

Wild / violent / rash / furious / bad/ poor / crazy / fast = 0 (N)


Do not insist on reference to his own driving, but answers which suggest accident
caused by someone elses driving = 0 (W)
Any reference to recklessly weaving through traffic / arranging meetings / mobile phone
call = 0 (N)

UCLES 2010

Page 5

Mark Scheme: Teachers version


GCE O LEVEL May/June 2010

Syllabus
1123

Paper
22

Question 8 from paragraph 10


(a) Rose showed exasperation
Note that this is an OWN WORDS question. Key words are UNCOMMUNICATIVE and
AVOIDED CONTACT.
Do not insist on synonym for eye.
A. UNCOMMUNICATIVE (Rose / she) wouldnt / didnt / refused to talk / speak / say a word
to // converse with (Jameela / her (sic)) // was
silent / mute / quiet // didnt speak much / tried not to speak
[1]
made no contact with / ignored = 0
B. AVOIDED (EYE) CONTACT (Rose / she) didnt / wouldnt / tried not to look at Jameela /
her // would look her in the eye / meet her gaze
[1]
Label answers A and B
(b) what Rose would do
(i) (Rose / she would) tell Nizam that the rucksack had burst / broken // wasnt cool / as
good as he had thought // about the disaster with the rucksack
[1]
Lift of lines 8990 (What would Rose tellrucksack?) = 0. Answer must be distilled.
Lift of line 88 (Rucksack no longer fit for purpose) = 0
(ii) (Rose / she would) tell Jameelas parents that Jameela had not been studying / working
// had been lazy
[1]
Lift of line 90 (What would she tell Jameelas parentsthat year?) = 0. Answer must be
distilled.
Any addition of extra information, e.g. She was doubled up with laughter / she
remembered the train packed to capacity = 0 (W) and denies the mark in whatever limb
it occurs.
9

1.
2.
3.
4.
5.
6.
7.
8.

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. thought and wondered for mused.
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.

UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2010

Syllabus
1123

Paper
22

1 mark

Regard as 0 (N) unless indicated as 0(W)

1. diversions
(line 3)

distractions / entertainment / amusement


/ pleasure / delight / recreation / play / fun
/ sport / excuses / avoidances

difference / disagreement / tasks


digressions / hobbies / plans / activities /
things to do / festivity / merriment / revels
/ attractions

2. mused
(line 12)

thought / pondered / contemplated /


meditated / reasoned / speculated /
reflected / ruminated / considered / said
to herself

wondered / studied / said / knew /


believed / dreamed / concentrated /
whispered / realised

3. tension
(line 44)

stress / anxiety / nervousness / strain /


worry / agitation / unease / pressure

fear / timidity / dread / stretch / pull /


concerns / feelings / anger /
apprehension / problem / troubles /
frustration / burdens / depression

4. soothing
(line 45)

comforting / calming / tranquillising /


composing / relieving / cheering / relaxing
/ heartening / alleviating / assuring /
reassuring / encouraging / healing /
chilling

better / soft / sweet / comfortable / happy


/ amusing / rejuvenating / pleasant

5. tailed off
(line 56)

faded / petered out / failed / faltered /


subsided / died (away) / receded /
diminished

decreased / lessened / shrank / fell /


slowed down / calmed / followed /
continued / changed / disappeared /
stopped / ended / weakened / quietened

6. initiative
(line 57)

lead // first / starting / opening / beginning


(step / idea)

main / principal / chief (idea) / plan action


/ the next move / control / choice /
decision / took the offensive

7. narrowly
(line 71)

just // by a fraction / inch / (very) little / not


much // (missing) and no more / barely /
hardly / by a short distance/ with little
space

only / closely / thin / slim / nearly / almost


/ slightly / sparingly

8. smug
(line 76)

pleased with himself / proud / (self)


satisfied / complacent / self-important /
puffed up / swollen headed / bumptious

arrogant / selfish / told / showing off /


important / boastful / bragging / pleased /
happy
[5 marks (5 1)]

UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2010

Syllabus
1123

Paper
22

10 MARK TO A MAXIMUM OF 15 OUT OF 22 FOR POINTS. AWARD A MAXIMUM OF 10 MARKS


FOR STYLE (See pages 910 for the Style marking method.)
NOTES:
1.

Points to be rewarded and their marks are indicated on the next page. Award one mark for
each content point accurately made.

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 candidates 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 apply the following maxima for the Style mark:
025 (0); 2650 (2); 5175 (4); 76100 (6); 101125 (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.

UCLES 2010

Page 8

Mark Scheme: Teachers version


GCE O LEVEL May/June 2010

Syllabus
1123

Paper
22

EACH POINT SCORES 1 MARK


When the girls reached Terminal One they soon realised that
1.

buses left from Terminal Two / elsewhere // didnt leave from there // they were at wrong
Terminal for buses

2.

buses left (only) every half hour // they would have to wait half an hour [needs bus context]

3.

they had (just) missed a / the bus // a / the bus was (just) leaving / had (just) left

4.

(train) ticket machine didnt take cash // only took (credit) cards // they had no (credit) card for
the ticket machine [needs ticket context]

5.

there was a (long) queue / many people waiting at the ticket office / for tickets

6.

train stopped at every station / was not an express / fast train // was slow / crawled // stopped
every km / several times

7.

train became / was (increasingly) busy / crowded / full / cramped

7A. girls faces pressed into passengers backs / girls squashed


8.

the girls / they were worried / afraid of // there might be / were pickpockets / thieves

9.

Rose / the girls / they were hungry // Jameela / they hadnt planned for lunch / meals

10. Jameela underestimated timescale / journey length // they might miss connection / train // not
reach station in time
11. the girls (thought they) couldnt afford a taxi // taxis were / are expensive
12. the girls / they couldnt find a taxi (rank) // took wrong exit for taxis
13. Jameelas / the rucksack / bag (straps) broke
14. contents of rucksack / bag spread all over (the ground) / fell out
15. Jameela / the girls / they (had to) put contents of rucksack into (plastic) bag
16. the girls / they (had to) run to the front of the station
17. taxi / driver drove (too) fast / accelerated violently
18. taxi / driver drove recklessly / wildly / violently etc. // almost hit (parked) cars / pedestrians
19. (taxi) driver using (mobile) phone
20. the girls / they had to run down the platform // they had (only) two minutes to spare // they ran
to catch the train
21. they ran / went down were on wrong (side of ) platform / side of train // entrance to train was
on other (side of) platform / doors of train on that side were locked
22. they (had to) run / went down correct / other (side of ) platform
[25 marks (15 + 10)]
UCLES 2010

2
Advertising

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.

A nave view of advertisements might be to regard them just as ways of relaying necessary
information: a sign simply reading Golden Lion Caf 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 caf might be tempted to add Full three-course lunch only five dollars. Full and threecourse 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

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.

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 Dont 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.

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.

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 advertisers 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?

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!

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

3
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 manufacturers 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 celebritys 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 knockon 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
85
items for sale?
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

2
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 caf 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 advertisers armoury.
What does this choice of words suggest about the advertisers 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

3
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 writers 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.
2.
3.
4.

impending (line 6)
assure (line 8)
paraded (line 16)
necessarily (line 24)

5.
6.
7.
8.

continually (line 26)


complaints (line 34)
cunning (line 39)
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...

UCLES 2010

1123/21/O/N/10

[25]

Page 2

Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
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 nave / innocent // people are innocent / nave/ gullible.
Lift of lines 45 (A nave view.information) = 0. Candidates must distil the answer.
simple = 0, as it is contained in the question.

[1]

(b) Caf 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 89 (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

UCLES 2010

Page 3

Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
21

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]

UCLES 2010

Page 4

Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
21

Question 6 from paragraph 6


(a) advertisers 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 2931 (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 / didnt 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

UCLES 2010

Page 5

Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
21

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 /
doesnt 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.)

UCLES 2010

Page 6

Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
21

1 mark

[Regard as 0[N] unless indicated as 0[W]

1. impending
(line 6 )

coming up / approaching / looming //


about to happen / appear / be / soon /
imminent / prospective / forthcoming /
upcoming / in the pipeline / on the
horizon

threatening / probable / possible / near /


current / ahead / future

2. assure
(line 8)

guarantee /convince/ make (us) certain


/ validate / promise/ affirm / attest /
certify / confirm / pledge

recommend / persuade / ask / insure /


ensure / comfort / swear / vow

3. paraded
(line 16)

displayed / showed (off / flaunted /


demonstrated / presented /exhibited /
brandished

advertised / marched / walked with / held /


saw / processed / swaggered / strutted

4. necessarily
(line 24)

certainly / positively / definitely /


inevitably / unavoidably / assuredly
(sic) // without doubt / as a requirement
// a must / as a matter of course /
perforce / needed / essentially

needed / especially / fully / really

5. continually
(line 26)

repeatedly / time after time / time and


again persistently / insistently/ again
and again / over and over

continuously / without stopping /always /


incessantly / constantly / infinitely / all the
time / endlessly / eternally / for ever

6. complaints
(line 34)

illnesses / ailments / sicknesses /


diseases / bugs/ germs / bacteria /
pains / upsets / maladies / afflictions /
disorders

moans / injuries / dissatisfactions /


problems / disagreements / arguments /
discomforts/ worries/ faults

7. cunning
(line 39)

crafty / wily / foxy /sly / artful / sneaky /


subtle / resourceful / tricky / astute /
shrewd / smart / shifty/ guileful/ canny

cheating / intelligent / mischievous / bad /


clever / perceptive/ ingenious / skilful

8. appetite
(line 61)

desire / wish / craving / want / passion /


yearning / longing / eagerness / hunger
/ relish/ lust/ strong interest

taste / greed / need / demand / liking //


tendency / urge / interest

UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
21

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.

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.

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.)

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.

For answers shorter than the 150 words, award the Style mark in the normal way, but apply the
following maxima:
025 (0); 2650 (2); 5175 (4); 76100 (6); 101125 (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.

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.

UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
21

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.

Establish the celebrity as an expert (example of motor racing driver (alone) = 0).

Take advantage of fact that people admire / wish to emulate celebrities// that celebrities are role
models.

Target young people.

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).

Put manufacturers name on items worn used by celebrity (accept t-shirt / cricket bat / racquet for
items).

Set up appearances of celebrity (to remind people about their clothes / bags / products used).

Use celebritys 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 Celebritys 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)]

UCLES 2010

2
The First Day

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.

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 Emmas
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.

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.

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.

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.

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
25
trees and fields assumed a reddish-golden hue.

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 childrens section where 30
young people could browse as long as they wished, without being expected to buy.

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
40
prospect.

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 Emmas 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
45
briskly.

UCLES 2010

1123/22/INSERT/O/N/10

3
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 teachers 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

2
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 mothers car?

[1]

From paragraph 2:
2

What two events had made Emmas 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 Emmas mother was maintaining a fixed smile?

[1]

(b) Explain fully in your own words what Emmas 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

3
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 secretarys attitude towards Emmas mother?
[1]

From paragraph 17:


10 Why does Emmas 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.
2.
3.
4.

meandering (line 21)


multiplicity (line 26)
enthralled (line 27)
devoted (line 50)

5.
6.
7.
8.

procedures (line 51)


casually (line 56)
focused (line 69)
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 ...

UCLES 2010

1123/22/O/N/10

[25]

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
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 12 (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 67 (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.
OR
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)

UCLES 2010

Page 3

Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
22

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 /werent 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.
OR
(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 / didnt have feelings
[1]

Accept specific emotions appropriate to the context, e.g. he didnt get / feel sadness /
nostalgia
He didnt feel worry / anxiety / fear / happiness etc. = 0 // he was pretending not to be sad = 0
UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
22

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 1819 (they were...on a journey to some distant planet) = 0


It was as if they wereon 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) doesnt sell much // sells similar / special goods = 0
(b) own experience
Accept any valid example e.g. a grocers shop / book shop (sic)
Be generous with local / unknown examples, unless answer to 7(a) is incorrect

UCLES 2010

[1]

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
22

(c) not a good businessman.


(i) he didnt (seem to) want to sell (his books)

[1]

Lift of lines 2829 (an elderly man whoselling 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 3031 (and there was a childrens sectionexpected 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 Emmas mother with) a lack of respect / treats her like a child // she was rude /
unwelcoming / cold / unfriendly // doesnt 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 Emmas mother
was overprotective.

UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
22

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.)

UCLES 2010

Page 7

Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
22

1 mark

[Regard as 0[N] unless indicated as 0[W]

1. meandering
(line 21)

twisting / turning / winding / weaving /


wandering / zigzagging / bending /
(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

moving / proceeding / going / flowing /


running / not straight / rambling / indirect

2. multiplicity
(line 26)

multitude / large numbers / many / a lot /


plenty / abundance / plethora /profusion /
loads of / myriad / numerous /
proliferation

variety / combination / majority


too many

3. enthralled
(line 27)

fascinated / enchanted / bewitched /


captivated / spellbound / entranced /
charmed / mesmerised / hypnotized /
enraptured / beguiled

pleased / interested / surprised /


engrossed / attracted / excited / delighted /
dazzled / amazed / influenced / thrilled /
astonished / besotted / fixated / intrigued /
impressed / riveted / gripped

4. devoted
(line 50)

given (to) / dedicated (to) / allocated (to) /


concentrated (on) / focused (on) /
assigned to / reserved for / set aside for /
kept for

loving (W) / loyalty (W) / attached / spent


on / taken up by / specialised / sacrificed
(W)

5. procedures
(line 51)

methods / ways / conventions / modes /


approaches / routines / processes /
steps / rules / regulations / customs /
formalities / systems / practices

plans / styles / organizations / policies /


tactics / plans / laws / habits / directions /
timetables / programmes / work /
conditions

6. casually
(line 56)

without a fuss / informally / off-hand


(way) / unceremoniously / relaxed /
naturally / nonchalantly / easy-going /
ordinary / normally / laid back

accidentally / unexpectedly / simply /


surprisingly / willingly / politely / carelessly /
gently

7. focused
(line 69)

concentrated / centred / fix / zero in /


was all / mostly about / devoted to / was
based on targeted / gave full / more
attention / homed in

see / notice / gave attention / aimed / was


about /emphasized / stressed

8. imminent
(line 80)

impending / about to happen / around


the corner / soon / shortly / approaching /
looming / about to be / coming up /
forthcoming / near / oncoming / close / in
prospect / at hand / on the horizon

threatening / probable / possible /


inevitable / unavoidable / expected /
advancing / early / bound to happen /
immediate

UCLES 2010

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
22

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.

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.

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.)

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.

For answers shorter than the 150 words, award the Style mark in the normal way, but apply the
following maxima:
025 (0); 2650 (2); 5175 (4); 76100 (6); 101125 (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.

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.

UCLES 2010

Page 9

Mark Scheme: Teachers version


GCE O LEVEL October/November 2010

Syllabus
1123

Paper
22

EACH POINT SCORES 1 MARK


1

The teacher / she smiled (warmly) at her // she received a (warm) smile (from the teacher).

The teacher / she introduced her to class(mates) / everyone // asked class to make her welcome
// she was introduced to class.

The teacher explained to Emma individually the routine // explained the routine in detail / carefully
to Emma. (Accept passive).

The teachers joke about there being two new girls (made Emma feel less alone) // the teacher
was (also) new.

A student / a girl / Tanya (volunteered to) show her the recreation / outdoor area.

Tanya seemed (genuinely) interested in Emma (and her family) // asked / talked about Emma /
her family / previous school.

The science teachers enthusiasm (made her less nervous).

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/ roleplay (drama / acting = 0).
12 She enjoyed / was good at imagining herself in various situations / reacting appropriately/ roleplay (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.

UCLES 2010

Passage 1 Pirates
1

Piracy has been around for as long as people have used the oceans as trade routes, and
there is a probably universal stereotype of the pirate as a ruthless villain, brandishing a sword.
He is in possession of a large fortune, some of it buried on a desert island, to be unearthed in
his old age. In the popular imagination, pirates were rebellious and clever, operating outside
the restrictive bureaucracy of the law. In reality, few became fabulously wealthy and many
died young.

There are many reasons why piracy flourished in former times. Pirates sometimes captured
the inhabitants of other lands, particularly children, and sold them as slaves. Taking hostage a
powerful leader or public figure was a lucrative business, as huge sums of money could then
be demanded as ransom. The famous Roman leader Julius Caesar was captured by pirates 10
and a certain sum of ransom money was demanded; Caesar thought he was worth more and
persuaded his captors to increase their demands! Pirate raids were often used to capture
foreign territory; the Vikings were particularly successful in this regard.

When sailors were marooned because they were on the losing side in a war, they set up small
gangs near river estuaries, initially to protect themselves. Soon they realised that they could 15
plunder ships carrying expensive cargo, like silks and spices. In some parts of the world,
continuous war demanded frequent supplies of fresh horses, imported on sea routes from
Africa; this trade was subjected to frequent raids by thriving bands of pirates based in coastal
cities. In other areas, it was not uncommon for people to consider piracy a legitimate response
to the fact that they could make no money from their poor land, and that piracy was therefore 20
their main source of income.

Not all piracy was illegal. Sometimes privately owned ships called privateers were authorised
by a countrys government to attack and rob foreign vessels during wartime. Privateering was
a form of state-sponsored piracy, where the ship, and not just the cargo, could be stolen.
Privateering was encouraged by governments; it saved them money that they might otherwise 25
have had to spend on building battleships. Because privateers were often thugs who exploited
every opportunity to steal, they sometimes continued to plunder ships in peacetime.

However, piracy is not confined to history books; it continues to be a problem in modern


times. Some modern pirates are content to make relatively limited amounts of money by
boarding small ships and taking cash belonging to the crew; they also steal inexpensive 30
goods which might be on board. Other pirates, working in organised syndicates, attack with
more sophistication and planning, driven by the possibility of large cargoes, for example oil.
The skill and planning of these syndicates mean that they are often able to make vast sums
of money by capturing members of the crew and demanding ransom money for their release.
There have been several recent high profile cases of pirates whose intention is not monetary, 35
but rather the desire to achieve publicity for a political point of view. The worldwide media
coverage which such cases provoke suggests that this type of piracy is effective.

Modern piracy is a growing and successful phenomenon because more and more international
trade takes place via shipping, particularly as the cost of air travel increases. This means
that often ships have to decrease their speed in order to avoid collision in busy shipping 40
lanes, thus increasing the chances of pirate attack. Modern ships tend to have smaller crews
as technology replaces manpower, thus making it easier for pirates to overpower what crew
members there are. Modern technology also works in pirates favour because they are able
to utilise it to discover the location of ships suitable for attack. In former times, what popular
pirate areas, such as the Strait of Malacca, had in common was that they were narrow bodies 45
of water; modern shipping routes also take ships through narrow passages which are more
susceptible to having pirates lying in wait ready to attack them.

Pirates have been around for a long, long time, both in real life and in our personal and
cultural imaginations, and it seems that the situation is unlikely to change.

UCLES 2011

1123/21/INSERT/M/J/11

Passage 2 Victory
1

Lore had it that my father once wrestled a bear, a claim he never denied. If the story had been
about anyone else, it would have been dismissed as exaggeration, which in my country was
almost a national affliction. But no-one ever doubted the veracity of any story about my father.
He was a towering force of nature; when all six foot of him thundered into the room, people
behaved like sunflowers turning towards the sun. With me, Amir, as the glaring exception,
my father moulded the world around him to his liking. He was also a man whose word was
always respected.

My mother had died giving birth to me and the truth was that I always felt my father hated me a
little. And why not? Had I not killed his beloved wife? The least I could do was to turn out a little
more like him. Was having a son who preferred poetry to sport what my father had envisaged? 10
I was a pathetic, blundering liability to my football team, always unwittingly obstructing the
other team members. When it became abundantly clear that I hadnt inherited a shred of my
fathers athletic talents, he settled for trying to turn me into a passionate spectator. I faked
interest for as long as I could, but my father sensed my lack of genuine interest and resigned
himself to the bleak fact that his son was never going either to play or to watch football.
15

Every winter, each district held a kite-fighting tournament, the winner of which was the child
whose kite was the last one flying. This tournament was undeniably the highlight of the cold
season. During the contest, participants tried to cut the strings of all their opponents kites.
On the day of any tournament, the streets filled with kite fighters, jerking and pulling on their
strings, squinting up at the sky, trying to gain position to cut an opponents string. I used to 20
build my own kite from bamboo, glue and paper. Then came the crucial part: I had to make my
own string a long, sharp, and colourful line. It was at one of these tournaments that I sensed
my opportunity to make my father love me.

Already streets and rooftops were jammed with spectators, including my father. I held my kite
high over my head, like an Olympic athlete showing off his gold medal, and tossed it into 25
the air. Within a minute it was rocketing into the sky, making a sound like a bird flapping its
wings. At least two dozen kites already hung in the sky, like roaming paper sharks. Within an
hour the number doubled; soon the cutting started and the first of the defeated kites whirled
out of control and fell from the sky like a shooting star. Soon, kites were coming down all
over the place. I sliced a bright yellow kite, the string also cutting a gash on my index finger. 30
Within another hour, the number of kites flying dwindled from maybe fifty to a dozen. By late
afternoon, shadows started to lengthen. We were down to six kites and mine was still flying.
With each defeated kite, hope grew in my heart.

My eyes kept returning to a blue kite which had been wreaking havoc for the last hour. Then
what had seemed like a fantasy that morning had suddenly become feasible; there was just 35
me and the owner of the blue kite left. The tension in the air was as taut as the glass string
I was tugging with my bloody hands. People were stamping their feet, clapping, whistling,
chanting. All I saw was the blue kite. All I smelled was victory. A gust of wind enabled me
to loop my kite on top of the blue one, the owner of which desperately tried to manoeuvre it
away. I loosened my grip on the string, and saw the blue kite falling from the sky. Perhaps now 40
I had achieved the redemption I had craved all my life.

It happened just the way Id hoped. My father had already returned to his study and I stepped
tentatively in. His head turned and a smile played on his lips. I put my kite down happily and
walked into his thick hairy arms. I buried my face in the warmth of his chest and wept. My
father held me close to him, rocking me back and forth.
45

UCLES 2011

1123/21/INSERT/M/J/11

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
1

(a) Notes [15 marks]


Identify and write down the reasons for piracy, and the actions of pirates, in former
times and in the present day.
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
Reasons for piracy, and the actions of pirates, in former times

They captured people to sell as slaves

Reasons for piracy, and the actions of pirates, in the present day

Modern pirates are content to make relatively little money from small ships

UCLES 2011

1123/21/M/J/11

For
Examiners
Use

3
(b) Summary [5 marks]
Now use your notes to write a summary of the reasons for piracy, and the actions of
pirates, both in former times and in modern times.

For
Examiners
Use

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 years ago, pirates could make a living when they ...................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
No. of words
UCLES 2011

1123/21/M/J/11

[Turn over

From paragraph 1, select and write down one fact about pirates and one opinion about
pirates.
One fact is ................................................................................................................................
............................................................................................................................................ [1]
One opinion is ..........................................................................................................................
............................................................................................................................................ [1]

Based on your reading of paragraph 2, what do you think is the writers attitude towards the
famous Roman leader, Julius Caesar?
The writer thinks .................................................................................................................. [1]

Pirates have been around for a long, long time, both in real life and in our personal and
cultural imaginations.
From your own knowledge or experience, give two examples of piracy. You may take your
examples from personal or cultural imagination, or from real life, or from both. Do not refer
to specific examples from the passage in your answer.
One example is ........................................................................................................................
............................................................................................................................................ [1]
Another example is ..................................................................................................................
............................................................................................................................................ [1]
Total for Section 1 [25]

UCLES 2011

1123/21/M/J/11

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

Read Passage 2 in the insert and answer all the questions below in the order set.
From paragraph 1
5

(a) What story was told about Amirs father?


..................................................................................................................................... [1]
(b) Give two reasons why people tended to believe the story about Amirs father.
(i)

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

(ii)

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

From paragraph 2
6

(a) Give two reasons why, according to Amir, his father hated him.
(i)

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

(ii)

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

(b) Explain in your own words why Amir was a blundering liability to his football team.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(c) Pick out and write down the single word which tells you that eventually Amirs father
realised that his son would never be interested in football.
..................................................................................................................................... [1]

UCLES 2011

1123/21/M/J/11

[Turn over

6
From paragraph 3
7

(a) Explain fully how the winner of the kite-fighting competition was decided.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(b) What single feature of the kites string was crucial in winning the competition?
..................................................................................................................................... [1]

From paragraph 4
8

(a) Why do you think Amir felt like an Olympic athlete showing off his gold medal even
before the tournament began?
..........................................................................................................................................
..................................................................................................................................... [1]
(b) Explain fully why the writer describes the kites as roaming paper sharks.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]

From paragraph 5
9

(a) Explain in your own words the contrast between the way Amir feels at the start of the
tournament and his feelings just before he won it.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(b) Why do you think Amirs hands were bloody?
..........................................................................................................................................
..................................................................................................................................... [1]
(c) What is the redemption Amir refers to?
..........................................................................................................................................
..................................................................................................................................... [1]

UCLES 2011

1123/21/M/J/11

For
Examiners
Use

7
From paragraph 6

For
Examiners
Use

10 Give two reasons why Amir was happy.


(a)

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

(b)

.........................................................................................................................................
.........................................................................................................................................
[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.
(a) affliction (line 3)

(e) undeniably (line 17)

(b) glaring (line 5)

(f)

(c) moulded (line 6)

(g) havoc (line 34)

(d) shred (line 12)

(h) tentatively (line 43)

Five words chosen


(from list above)

highlight (line 17)

Answer

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]
[5]

Total for Section 2 [25]

UCLES 2011

1123/21/M/J/11

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

Paper
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) Points to be rewarded and their marks are indicated below. Indicate by tick the point
rewarded. Accept own words or lifting. Accept sentences or note form. Points 1 and 11 are
already given.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Captured people to sell as slaves


Took hostages // demanded ransom money
Captured (foreign) territory
Plundered / stole ships cargoes
Stole horses
(thought they had to) steal because they were / their land was poor
Privateers / pirates were authorized (to rob / attack / plunder foreign / enemy) ships in
wartime
Privateers stole the ship
Privateers were encouraged by governments.
Privateers were allowed to = 0
Privateers plundered / robbed / attacked ships in peacetime (too)
Modern piracy is carried out to make (relatively little) money / to find cash belonging to
the crew
And goods
Syndicates / pirates steal attack / plunder / rob whole / large cargoes
And hold crew members to ransom // take crew members hostage
(Some pirates) want to make a political statement
(There is) more trade via shipping
Ships have to decrease their speed
(There are) fewer / smaller crew members on board (because of technology)
Pirates use technology to locate ships (to plunder)
Ships sail through narrow bodies / passages of water

1 (i)
(ii)
(iii)
(iv)

If script is entirely verbatim lift give 0 for content.


If point is made in the wrong box, do not award mark.
If more than one content point appears under a single bullet point, award each content
point if clearly made.
If content point depends on information contained in another bullet point, withhold
mark unless clear contextual link is made between two adjacent points.
[15]

University of Cambridge International Examinations 2011

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GCE O LEVEL May/June 2011

Syllabus
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Paper
21

Question 2 from paragraph 1


(one fact and one opinion)
Facts
Piracy has been around for a long time / for as long as people have used the oceans as trade
routes
Few pirates became wealthy / many pirates were poor
Many pirates died young / few pirates lived to an old age
Pirates operated outside the law
[1]
Lift of line 1 piracy trade routes = 1 (Excess denies)
Opinions
Pirates were (ruthless) villains
Pirates had swords
Pirates were rich
Pirates were rebellious
Pirates were clever
Pirates buried treasure (on desert islands)
Any reference to universal stereotype invalidates the answer
If more than one answer is given in either limb mark the first answer only

[1]

Question 3 from paragraph 2


(writers attitude to Julius Caesar)
He was proud / conceited / had a high opinion of himself / egocentric / arrogant / self-centred
He thought he was silly / foolish / selfish / worth more than the pirates were asking = 0

[1]

Question 4 from knowledge or experience


(two examples of piracy, from imagination or reality)
Do not accept examples from the passage, but be generous with candidates interpretation.
Look for ideas such as:
Imagination: Captain Hook, Jack Sparrow, games they played as children
Reality: kidnapping oil tankers (e.g. off coast of Somalia) // kidnapping boating enthusiasts (and
demanding ransom) // pirate cds / videos / dvds / films etc // hijacking planes / lorries // identity
theft. Be generous here .Exact historical detail is not important, but rather the response to the
text.
[2 1]
Selling cds / dvds etc. (alone) = 0(n)

University of Cambridge International Examinations 2011

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GCE O LEVEL May/June 2011

Syllabus
1123

Paper
21

Passage 2
Question 5 from paragraph 1
(a) story about Amirs father
he had (once) wrestled / fought with a bear

[1]

Lift, in whole or in part, of line 1 (Lore had itnever denied) = 1. Excess denies.
(b) people believed it
(i) he never denied it / the claim // (people knew) he was truthful / never lied // his
word was respected / he was respected

[1]

Lift of line 1 (Lore had ithe never denied) = 0. Answer must be distilled.
Lift of line 1 (a claim he never denied) = 0. Answer must be reshaped, e.g. he
never denied the claim = 1
(ii) he was strong / tall / powerful / huge / six foot

[1]

Lift of line 4 (He was a towering force of nature) = 1 Excess denies.


Lift, in whole or in part, of lines 45 (When all ..towards the sun) = 0.
Answer must be distilled.
If more than one answer is offered in either limb mark the first one only
Question 6 from paragraph 2
(a) father hated him
(i) his mother died giving birth to him / when he was born // (he thought) he had killed
his mother / wife (sic)

[1]

Lift, in whole or in part, of lines 89 (My mother ..a little) = 1. Pronouns are
incorrect but can be accepted as according to Amir in the question.
Lift of line 9 (Had I not killedwife?) = 0
(ii) Amir / he preferred poetry to sport / football // didnt like sport / football // he wasnt
good at football / sports // he hadnt turned out like his father
Lift of line 10 (Was having a sonenvisaged?) = 0
Lift of lines 1213 (I hadnt inherited .talents) = 1. Excess denies. Pronouns are
incorrect but can be accepted as according to Amir in the question.

University of Cambridge International Examinations 2011

[1]

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GCE O LEVEL May/June 2011

Syllabus
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Paper
21

(b) blundering liability


Note that this is an OWN WORDS question. Key words are UNWITTINGLY and
OBSTRUCTING. Do not insist on synonyms for team members but a sensible context
is required.
A. UNWITTINGLY unknowingly / unconsciously / without meaning to /
unintentionally
unaware / ignorantly / without realizing / inadvertently /
unsuspectingly

[1]

without wanting to / involuntarily / without comprehension /


accidentally / innocently = 0
B. OBSTRUCTING blocking / getting in the way of / hindering / keeping back /
deterring / impeding / hampering / holding up / holding back

[1]

limiting / annoying / interfering / interrupting = 0


(c) father realised
resigned

[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.
Question 7 from paragraph 3
(a) winner decided
A. the winner / he / she had to cut the (kite) strings

[1]

Lift of line 18 (participants triedopponents kites) = 0. But some re-shaping, e.g.


participants had to cut / participants cut = 1
B. until only his / her kite was flying / was left

[1]

Lift, in whole or in part, of lines 1617 (Every winter.last one flying) = 0. Distilling
is required.
The winner had to cut the strings of all the opponents = 2
The winner had to cut all the strings of the opponents = 1
(b) kites string
sharpness / it was sharp
More than one feature, i.e. reference to length or colour = 0(W)

University of Cambridge International Examinations 2011

[1]

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GCE O LEVEL May/June 2011

Syllabus
1123

Paper
21

Question 8 from paragraph 4


(a) Olympic athlete
he was proud of his kite / his kite would help him to win // be a winner / champion // he
was confident he would win
Reference to father watching = 0(n)

[1]

(b) roaming sharks


Look for ideas of roaming and sharks
A. They were wandering / moving around / going in different directions

[1]

Flying (alone) = 0. Moving (alone) = 0. Image must be decoded. But accept


Comparisons such as kites flying were like sharks swimming
B. predatory / looking for opponents / trying to defeat (opponents) / about to attack /
looking for victims

[1]

about to kill looking for prey / about to bite = 0


Reference to paper = 0
Question 9 from paragraph 5
(a) contrasting feelings
Note that this is an OWN WORDS question. Key words are FANTASY and FEASIBLE.
Do not insist on synonyms for team members but a sensible context is required.
A. FANTASY

dream / illusion / pipedream / impossibility / imaginary / fancy /


something which could not / was unlikely to happen

[1]

hallucination / mirage / improbability = 0


B. FEASIBLE possible / accessible / potential / viable // could be done // could
happen // he was going to win // achievable / attainable / realizable /
there was a chance he would win

[1]

likely / probable / real / reality = 0


(b) bloody hands
Sensible inference must be made at lines 3637 (glass string I was tugging)
Amir / he had cut his hands / himself on the (kite) string (which was sharp / made of
glass) // the (kite) string had cut his hands
the (kite) string was sharp / made of glass = 0(n)

University of Cambridge International Examinations 2011

[1]

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GCE O LEVEL May/June 2011

Syllabus
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Paper
21

(c) Amirs redemption


to make his father / his father would love / be proud of / respect / approve of him //
forgive him (for not being good at football / the son he wanted) // forgive him for his
mothers death

[1]

The redemption he had craved all his life = 0


To make his father happy = 0
Question 10 from paragraph 6
Amir was happy
(i) he had won he tournament / cut the strings of all his opponents kites

[1]

Lift of lines 43 (I put down my kite happily) = 0.


(ii) he had won his fathers love / admiration / affection / approval / respect / Pride /
forgiveness // his father smiled // he had made his father happy / his father was happy

[1]

Lift, in whole or in part, of line 43 (His head..his lips) = 0. But award mark if correct
agent is substituted for ambiguous agent, i.e. father
Question 11 from the whole passage
1.
2.
3.
4.
5.
6.
7.
8.

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'illness and problem for 'affliction'.
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.

(See words and equivalents overleaf.)

University of Cambridge International Examinations 2011

[5]

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

1 mark

Paper
21

0 mark

1.affliction
(line 3)

Illness / disease / disability / weakness /


handicap / sickness / complaint / curse /
scourge

problem / worry / concern suffering


/ evil / trial / trouble / pain / upset

2.glaring
(line 5)

obvious / outstanding / distinct / clear /


conspicuous / prominent / visible / blatant /
flagrant / manifest / patent

looking / peering / gross /


outrageous / rank / bright /
ridiculous / staring

3.moulded
(line 6)

shaped / fashioned / made / structured /


formed / styled / tailored / framed /
modelled / manipulated

designed / carved / created /


influenced combined

4. shred
(line 12)

Trace / scrap / iota // whit / tad / bit / grain /


fraction / modicum / fragment / bit / jot //
one / single / small section

section / piece / rag / sliver /


snippet / a little

5.undeniably
(line 17)

definitely / doubtlessly / without question /


certainly / unequivocally / undisputedly /
assuredly / incontrovertibly / really /
obviously / clearly / evidently / surely /
manifestly / patently / unquestionably / truly

unbelievably

6.highlight
(line 17)

pinnacle / apex / climax / peak / height /


zenith / best part / star event

brightness / best // main / most /


important / popular / remarkable /
exciting

7.havoc
(line 34)

chaos / disorder / disaster / bedlam /


disarray / ructions / destruction /
devastation / confusion / mayhem /
disruption / tumult

Bother / trouble / damage / wreck /


ravage / slaughter / shambles /
commotion

8.tentatively
(line 43)

cautiously / nervously / carefully / warily /


hesitantly / cagily / diffidently / uncertainly

secretly / deliberately / discreetly /


slowly / timidly / shyly / fearfully /
reluctantly / speculatively /
provisionally / apprehensively

University of Cambridge International Examinations 2011

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Syllabus
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Paper
21

Appendix
There are many reasons why piracy flourished in former times. Pirates sometimes captured the
inhabitants of other lands, particularly children, and sold them as slaves. Taking hostage a
powerful leader or public figure was a lucrative business, as huge sums of money could then be
demanded as ransom. The famous Roman leader Julius Caesar was captured by pirates and a
certain sum of ransom money was demanded; Caesar thought he was worth more and persuaded his
captors to increase their demands! Pirate raids were often used to capture foreign territory; the
Vikings were particularly successful in this regard.
When sailors were marooned because they were on the losing side in a war, they set up small gangs
near river estuaries, initially to protect themselves. Soon they realised that they could plunder ships
carrying expensive cargo, like silks and spices. In some parts of the world, continuous war
demanded frequent supplies of fresh horses, imported on sea routes from Africa; this trade
was subjected to frequent raids by thriving bands of pirates based in coastal cities. In other
areas, it was not uncommon for people to consider piracy a legitimate response to the fact that
they could make no money from their poor land, and that piracy was therefore their main source
of income.
Not all piracy was illegal. Sometimes privately owned ships - called privateers - were authorised
by a countrys government to attack and rob foreign vessels during wartime. Privateering was a
form of state-sponsored piracy, where the ship, and not just the cargo, could be stolen.
Privateering was encouraged by governments; it saved them money that they might otherwise
have had to spend on building battleships. Because privateers were often thugs who exploited every
opportunity to steal, they sometimes continued to plunder ships in peacetime.
However, piracy is not confined to history books; it continues to be a problem in modern times. Some
modern pirates are content to make relatively limited amounts of money by boarding small
ships and taking cash belonging to the crew; they also steal inexpensive goods which might be
on board. Other pirates, working in organised syndicates, attack with more sophistication and
planning, driven by the possibility of large cargoes, for example oil. The skill and planning of
these syndicates mean that they are often able to make vast sums of money by capturing
members of the crew and demanding ransom money for their release. There have been several
recent high profile cases of pirates whose intention is not monetary, but rather the desire to
achieve publicity for a political point of view. The worldwide media coverage which such cases
provoke suggests that this type of piracy is effective.
Modern piracy is a growing and successful phenomenon because more and more international
trade takes place via shipping, particularly as the cost of air travel increases. This means that often
ships have to decrease their speed in order to avoid collision in busy shipping lanes, thus
increasing the chances of pirate attack. Modern ships tend to have smaller crews as technology
replaces manpower, thus making it easier for pirates to overpower what crew members there are.
Modern technology also works in pirates favour because they are able to utilise it to discover
the location of ships suitable for attack. In former times, what popular pirate areas, such as the
Strait of Malacca, had in common was that they were narrow bodies of water; modern shipping
routes also take ships through narrow passages which are more susceptible to having pirates
lying in wait ready to attack them.

University of Cambridge International Examinations 2011

Passage 1 Time For Tea


1

After water, tea is the most widely consumed beverage in the world and, by the time you
have read this passage, hundreds of thousands of cups of tea will have been drunk globally.
But how many of us ever stop to consider the origins of tea or the reasons for its continuing
popularity down through the ages?

There is plenty of evidence to show that tea was popular thousands of years ago in China
5
because it was drunk for its medicinal properties. There were many myths surrounding the
origins of tea and, as these myths spread, the popularity of tea increased. For example, one
influential myth concerns Emperor Shennong: taking a sip from a bowl of boiling water into
which some leaves from a nearby bush had been blown, he was pleasantly surprised by its
flavour. This delicious drink began to be drunk as a stimulant because of its restorative powers; 10
theres no better pick-me-up than a good cup of tea. Use of tea for this purpose was supported
by another myth about a prince who developed the habit of chewing leaves from the tea shrub
in order to keep himself awake for prayer. Tea drinking spread when tea leaves were formed
into the shape of bricks because they were easy to trade and transport; they were even used as
a form of currency instead of metal coins. A book entitled The Tea Classic, written by scholar 15
Lu Yu, was the single greatest influence in developing the popularity of tea in China. The Tea
Classic is fascinating to read, describing the weather conditions in which tea should be picked
and even the best water to be used to make the drink.

By the 6th century, tea had spread to Japan, where at first it was the drink of the aristocracy,
before becoming widely accessible to ordinary people when production grew. Tea in Japan 20
took on religious significance with the Tea Ceremony, in which the making of tea expresses
the quest for greatness in the smallest details of life. Thus, the link in Japan between tea
and religious observance increased the importance and popularity of tea. Through time, tea
drinking extended to other Asian countries, for example Vietnam, Korea and Taiwan.

It was not until the 17th century that tea reached the West, when Dutch traders imported it 25
from China. In addition, British merchants had been exporting goods to the East, but their
ships returned empty; thus began a vigorous campaign in Britain to popularise tea among the
ordinary people there to develop it as a profitable return cargo. In order to evade taxes, it was
frequently smuggled into Britain; smuggled tea was cheaper than its legitimately imported
equivalent, and its popularity increased.
30

There are many reasons for the continuing popularity of tea. The ability of tea plants to
replenish their leaves every week during the growing season means that there is always plenty
available, which helps keep down the cost to the consumer. In addition, tea is highly receptive
to absorbing the aromas of other plants. This may cause problems with transportation and
storage, with the true flavour of the tea being adversely affected by other goods, but the 35
advantage of the ability of tea leaves to absorb other aromas allows for an almost endless
range of scented and flavoured teas, such as vanilla and caramel. Moreover, the development
of mixing different types of tea, called blending, makes it possible to obtain better tasting tea
at lower prices. Then came the invention of tea bags, which led to the quick cuppa. Although
connoisseurs of tea complain that tea bags contain merely the waste products of high quality 40
tea, and that their small size does not allow the leaves to diffuse properly, it cannot be denied
that tea bags have made tea accessible and cheap.

As well as being a stimulant because of its caffeine content, a cup of tea is considered by millions
to be wonderfully relaxing. Perhaps the best explanation of this paradox is that the very act of
making tea has a soothing effect on us. Modern medical studies support the claim that tea has 45
a beneficial effect on health, reducing our chances of heart disease, and providing immunity
against certain intestinal disorders. Furthermore, because it contains fluoride, tea even prevents
dental decay. Such scientific data was beyond the knowledge of Emperor Shennong, but it seems
that he was right to have been impressed by what he stumbled upon all those centuries ago.

UCLES 2011

1123/22/INSERT/M/J/11

Passage 2 Betrayal
(A young boy, Amir, has betrayed the trust of Hassan, who is his friend and one of his fathers
servants.)
1

For a week after I had betrayed him, I barely saw Hassan. I woke up to find tea, toast and a
boiled egg already on the kitchen table. My clothes for the day were ironed and folded, left on
the seat where Hassan usually did his ironing. He used to wait for me to sit at the breakfast
table before he started ironing that way we could talk. How I had enjoyed that! Now only the
folded clothes greeted me. That, and a breakfast I didnt finish any more.

Hassan milled about uncertainly on the periphery of my life. I made sure our paths crossed
as little as possible, planning my day that way because, when he was around, the oxygen
seeped out of the room. My chest tightened and Id stand there gasping in my own little bubble
of atmosphere. But even when he wasnt around, he was. He was there in the ironed clothes
on the chair and in the warm slippers left outside my door at night. Everywhere I turned, I saw 10
signs of his unwavering loyalty.

One day, while my father and I were planting tulips in the garden, I saw a solution to my
problem. My father was digging the soil and planting the bulbs I handed to him. He was telling
me how most people thought it was best to plant tulips in the autumn and how that wasnt
true. Father, I said, have you ever thought about getting new servants? My father dropped 15
the tulip bulb and stared at me angrily. My heart started racing. Why would I ever want to do
that? he asked. I was already sorry Id said it. You wouldnt, I guess. It was just a question, I
said, my voice fading away to a murmur. Im sorry, Father.

I was relieved when school started the next week. Most of the boys walked to school and my
fathers limousine drew more than one envious look. I should have been beaming with pride 20
when he dropped me off, but all I could muster was embarrassment. That and emptiness.
However, school gave me an excuse to stay in my room for long hours. I preoccupied myself
with school work instead of thinking about Hassan and how I had betrayed him.

The summer of that year I turned thirteen and my father threw a party for me. For days, the
house teemed with my fathers hired help. I guess, in the ways that parties are judged, mine 25
was a great success. In the yard, guests mingled under the glow of blue, green and red
lights winking in the trees, their faces illuminated by the light of kerosene torches propped
everywhere. The house was inundated with people; guests stood or sat where they found
space. I had to greet each of the guests personally. I hugged dozens of total strangers, my
face aching from the strain of my fixed smile. Fireworks lit up the sky; all the guests stood in 30
the yard, looking up, cheering every time flares sizzled and exploded into bouquets of fire. In
one of these brief bursts of light I saw Hassan serving drinks to some of the guests. Then,
mercifully, darkness.

Sitting in my room the next morning, I ripped open box after box of presents, giving them a
perfunctory glance and pitching them into a corner of the room. The pile was growing there: 35
a radio, a camera, a watch and several sealed envelopes containing cash. My mind was
elsewhere. It had become clear to me: one of us had to go.

The next morning, I waited in my room until I saw Hassan leaving to go grocery shopping. Then
I took a couple of the envelopes of cash and tiptoed out. I paused before my fathers study
and listened; I heard him speaking in an animated way on the telephone about a shipment 40
of rugs due to arrive the following week. I went downstairs and entered Hassans living
quarters. I lifted his mattress and planted the envelopes of money under it. I waited another
thirty minutes. Then I knocked on the door of my fathers study and told him a shameful lie,
wondering how and when Id become capable of causing this kind of anguish.

UCLES 2011

1123/22/INSERT/M/J/11

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
1

(a) Notes [15 marks]


Identify and write down the reasons for the initial popularity of tea and the spread of
tea drinking, and the reasons for the continuing popularity of tea.
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
Reasons for the initial popularity of tea and the spread of tea drinking

It was used as a medicine

Reasons for the continuing popularity of tea


Tea plants ability to replenish themselves makes it plentiful / keeps the cost down

UCLES 2011

1123/22/M/J/11

For
Examiners
Use

3
(b) Summary [5 marks]
Now use your notes to write a summary of the reasons for the initial popularity of tea
and the spread of tea drinking, and the reasons for the continuing popularity of tea.

For
Examiners
Use

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:
Thousands of years ago in China, tea became popular because.....................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
No. of words
UCLES 2011

1123/22/M/J/11

[Turn over

For
Examiners
Use

From paragraph 2, select and write down two opinions.


One opinion is ..........................................................................................................................
............................................................................................................................................ [1]
Another opinion is ....................................................................................................................
............................................................................................................................................ [1]

From your reading of paragraph 5 and paragraph 6, decide whether each of the following
statements is true or false, and tick the box you have chosen.
T

Tea plants grow all year round.


The best quality tea is used to produce tea bags.
Caffeine has a soothing effect on us.
[3]
Total for Section 1 [25]

UCLES 2011

1123/22/M/J/11

5
Section 2: Reading for Meaning

For
Examiners
Use

Read Passage 2 in the insert and answer all the questions below in the order set.
From paragraph 1
4

(a) Before Amirs betrayal of Hassan, what two things did Hassan do for him every
morning?
(i)

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

(ii)

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

(b) Explain fully how, after Amirs betrayal, Hassans behaviour changed.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
From paragraph 2
5

(a) When Hassan was around, the oxygen seeped out of the room. Explain what is
happening here, and why.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(b) Pick out and write down the single word which shows that Hassan and Amir were no
longer as closely involved with each other as they had been before.
..................................................................................................................................... [1]
(c) According to Amir, what did the ironed clothes and the warm slippers indicate? Answer
in your own words.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]

UCLES 2011

1123/22/M/J/11

[Turn over

6
From paragraph 3
6

(a) What solution to his problem did Amir see?


..........................................................................................................................................
..................................................................................................................................... [1]
(b) Amirs father was sure about the right time to plant tulips. What does this suggest about
his personality?
..........................................................................................................................................
..................................................................................................................................... [1]
(c) Apart from what he says, in what two ways does Amir show he regrets asking his father
the question?
(i)

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

(ii)

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

From paragraph 4
7

Explain in your own words how Amir felt when his father dropped him off at school.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]

From paragraph 5
8

(a) The house teemed with the fathers hired help. Pick out and write down the single word
which continues the idea of teemed.
..................................................................................................................................... [1]
(b) What does the word fixed tell you about Amirs feelings at this point?
..........................................................................................................................................
..................................................................................................................................... [1]

UCLES 2011

1123/22/M/J/11

For
Examiners
Use

7
(c) Why is it appropriate to describe the fireworks as bouquets of fire?
..........................................................................................................................................
..................................................................................................................................... [1]
(d) Why do you think Amir thought of the darkness as merciful?
..........................................................................................................................................
..................................................................................................................................... [1]
From paragraph 7
9

Amir told a shameful lie. What do you think this lie was?
..........................................................................................................................................
..................................................................................................................................... [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) barely (line 1)

(e) bursts (line 32)

(b) beaming (line 20)

(f)

(c) preoccupied (line 22)

(g) animated (line 40)

(d) mingled (line 26)

(h) anguish (line 44)

Five words chosen


(from list above)

perfunctory (line 35)

Answer

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]
[5]

Total for Section 2 [25]


UCLES 2011

1123/22/M/J/11

For
Examiners
Use

Page 2

Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

Paper
22

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


FOR STYLE (See page 4 for the Style marking method.)
Question 1
(a) Points to be rewarded and their marks are indicated below. Indicate by tick the point
rewarded. Accept own words or lifting. Accept sentences or note form. Points 1 and 12
are already given.
1.
2.
3.
4.
5.
6.
7.
8.
9
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Used as a medicine
myths about origins of tea (increased its popularity)
Drunk as a stimulant / restorative
Tea bricks made it easier to trade / transport
Lu Yus book / The Tea Classic (a book / a book by a scholar = 0)
Tea spread to Japan / became accessible to people in Japan / was drunk by aristocracy
in Japan
Religious significance of tea in Japan (increased popularity)
Spread to other Eastern / Asian countries / Vietnam / Korea / Taiwan
Dutch brought tea to the West // Dutch imported tea
In Britain, trade was encouraged (so that ships didnt return empty) // campaign in Britain
Smuggled tea was cheaper (and therefore became popular)
Tea plants ability to replenish themselves makes it plentiful / easily available / cheaper
Variety of tea / tea such as vanilla and caramel achieved through absorption of flavours /
aromas
Blending produced better taste / lower prices
Tea bags reduce time
Tea bags reduce cost / are cheaper
Tea is a stimulant (but only award if P3 is not scored)
Tea / making tea calms / soothes / relaxes (people) (link to caffeine spoils)
Beneficial effect on health // prevents heart disease / intestinal disorder
Prevents dental decay (because it contains fluoride)

(i) If script is entirely verbatim lift give 0 for content.


(ii) If point is made in the wrong box, do not award 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 is made between two adjacent points.
[15]

University of Cambridge International Examinations 2011

Page 5

Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

Paper
22

Question 2 from paragraph 2


(two opinions)
(i) tea is delicious / theres no better pick-me-up than a good cup of tea. Excess denies.
Lift of line 9 (This delicious drink) = 0. Some re-shaping is required

[1]

Lift of lines 910 (this delicious drink powers) = 0. Answer must be distilled.
(ii) The Tea Classic / Lu Yus book is fascinating (to read)

[1]

Accept run on, in whole or in part, of describing used to make it


The Tea Classic was the single greatest influence = 0
If more than one answer is offered in either limb, mark the first only.
Question 3 from the whole passage
(true or false)
Statement 1 is False
Statement 2 is False
Statement 3 is False

[1]
[1]
[1]

Two boxes ticked, = 0 for that statement.

University of Cambridge International Examinations 2011

Page 6

Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

Paper
22

Passage 2
Question 4 from paragraph 1
(a) 'two things Hassan did
(i) he made him his breakfast // made him tea, toast and a (boiled) egg

[1]

Lift of line 1 (tea / toast and a (boiled) egg) = 0. But made him tea etc. = 1
Lift of lines 12 (I woke up to find. table) = 0. This is answer to 4(b).
He waited for him to sit at the breakfast table / talked to him = 0 (N)
(ii) he laid out / left him / ironed his clothes (for the day) / did his ironing

[1]

My clothes for the day were ironed and folded = 1


Folded his clothes = 0(N)
talked to him (as he ironed) / talked to him as he ironed his clothes= 0(N)
Accept in any order.
If more than one answer is offered in either limb, mark the first only.
(b) 'Hassans behaviour changed
A. he made Amirs breakfast / ironed Amirs clothes / organised his things (sic) / did his
tasks beforehand / earlier / before Amir appeared / got up // when he was not around [1]
Lift of lines 12 (I woke up to find.table) = 0
Lift, in whole or in part, of lines 23 (My clothes.did his ironing) = 0
Block lift of lines 1 3(I woke up.did his ironing) = 0.
Only the folded clothes greeted me = 0
He didnt wait for Amir to sit at the breakfast table before he started ironing = 1
B. he stopped talking to Amir / was no longer there to talk to Amir
He avoided Amir = 0 He was angry with Amir = 0
This point is inferential and cannot be made by lifting
Mark what you see, as long as correct answer isnt spoiled.

University of Cambridge International Examinations 2011

[1]

Page 7

Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

Paper
22

Question 5 from paragraph 2


(a) oxygen out of room
A. Amir cant / can hardly breathe // needs oxygen // feels / is suffocated

[1]

has no oxygen (alone) / he was gasping / had no air = 0


Lift of lines 89 (my chest tightenedbubble of atmosphere) = 0. Some distilling is
required.
B. because he feels guilty / awkward / embarrassed / upset / uncomfortable /
ashamed / uneasy / stressed (when Hassan is around) // he doesnt want Hassan
to be near him / he doesnt want to be near Hassan

[1]

Nervous / scared / edgy = 0


(b) no longer involved
periphery

[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.
(c) clothes and slippers
Note that this is an OWN WORDS question. Key words are UNWAVERING and
LOYALTY. Do not insist on synonyms for indicate as it is included in the question. Do
not insist on grammatical form.
A. UNWAVERING not stopping / for ever / continual / continuous / eternal / always /
unswerving / unfaltering / everlasting / unvarying / unchanged /
unchanging / unmoved / unmoving / still / went on / not lessening

[1]

unconditional / unaffected = 0
B. LOYALTY

trustworthiness / fidelity / dedication faithfulness / allegiance / not


let (him) down
Service / friendship / liking / trust / obedience / kindness /
sympathy / helpfulness / sincerity / love / care / honesty = 0
Accept answer in negative form, e.g. He would never betray him
=2
Do not insist on agents, but penalise if clearly wrong, e.g. Amir
would never betray Hassan.
Highlight penal words.

University of Cambridge International Examinations 2011

[1]

Page 8

Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

Paper
22

Question 6 from paragraph 3


(a) Amirs solution
to persuade / ask his father to get new servants / to replace Hassan // sack / get rid of
Hassan // get new servants

[1]

ask his father if he has thought of getting new servants (alone) = 0


(b) fathers personality
he is confident // doesnt care about peoples opinions // values his own opinion (more
than other peoples) // arrogant // goes his own way // isnt afraid to be different / to
stand out from the crowd

[1]

he enjoys / knows about gardening / tulips / flowers = 0 (N)


he was confident about gardening = 0
(c) regrets question
(i) his heart started racing / beating fast / he was having palpitations

[1]

Lift of line 16 (My heart started racing = 0). Some distilling is required.
(ii) his voice faded (away) / he could hardly speak / had difficulty speaking / didnt
want to speak / his voice became low / dropped / quietened / became faint

[1]

couldnt speak / was murmuring / says he is sorry = 0 (N) my voice fading away to
a murmur = 0
if more than one answer is offered in either limb mark first only
Question 7 from paragraph 4
dropped off at school
Note that this is an OWN WORDS question. Key words are EMBARRASSMENT and
EMPTINESS. Do not insist on synonyms for muster. Be generous with grammatical form.
A. EMBARRASSMENT

awkwardness
/
self
consciousness
/
confusion
/
disconcertedness // feeling silly / stupid // humiliation / shame /
uneasiness / uncomfortable / abashed

[1]

worry / fear / shyness / bashful / guilt / sadness = 0


B. EMPTINESS

his life was over / not worth living / he had nothing to live for //
Hassan / something / someone was missing from his life /
hollowness / incompleteness
blankness / loneliness / vacant / numbness = 0
Highlight penal words
University of Cambridge International Examinations 2011

[1]

Page 9

Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

Paper
22

Question 8 from paragraph 5


(a) teemed
Inundated

[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) fixed smile
he was unhappy / sad / miserable // he wasnt happy / enjoying himself // he was
pretending to be happy // he didnt feel like smiling // he didnt want to smile

[1]

embarrassed / afraid / bored / awkward / strained = 0


His smile was fake = 0. Question asks for a feeling.
(c) fireworks as bouquets
they were pretty / colourful / vivid / bunched together

[1]

Accept they were shaped like bunches of flowers / bouquets = 1 They looked like /
were like flowers / bouquets / patterned = 0
Answers which do not decode the image = 0, e.g. they were bright / lit up the sky
(d) merciful darkness
he didnt want to see / face Hassan // he didnt want Hassan to see him // it hid Hassan
// seeing Hassan reminded him of what hed done / of his betrayal // reminded him that
their friendship was over / had changed / he and Hassan didnt see one another

[1]

Question 9 from paragraph 7


shameful lie
that Hassan had stolen (some envelopes of) cash from him / his money / money that he had
been given
Hassan stole money = 0
If more than one answer is given, mark the first only.

University of Cambridge International Examinations 2011

[1]

Page 10

Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

Question 10 from the whole passage


1.
2.
3.
4.
5.
6.
7.
8.

Paper
22
[5]

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'smiling and laughing for 'beaming'.
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.

(See words and equivalents overleaf.)

University of Cambridge International Examinations 2011

Page 11

Word

Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

1 mark

Paper
22

0 mark

1. barely (line 1)

hardly / rarely / scarcely / once in a


while / occasionally / seldom / very
little / infrequently / not often / very few
times / almost never / once in a while /
once in a blue moon

Sometimes / usually /
slightly / not a lot / almost
not / negligibly / as little as
possible

2. beaming (line 20)

smiling / grinning / smirking

shining / celebrating /
laughing / rejoicing / glowing

3. preoccupied (line 22)

(kept) busy / distracted / concentrated


(on) / filled (ones) time / focused (on)
/ engrossed / diverted / involved /
engaged / absorbed / immersed /
concerned / threw himself into / gave
himself something to do

amused / forgot

4. mingled (line 26)

interwove / went from group to group /


interacted / mixed / circulated /
socialized

merged / amalgamated /
hung around / got together /
met / grouped / gathered /
walked around / moved
around / combined / got to
know / hung out with

5. bursts (line 32)

Flashes / explosion / flares / splashes


/ emissions / eruptions

breaks / ray / shaft / glints /


sparkles / shows

6. perfunctory (line 35)

casual / fleeting / half-hearted /


careless / offhand / disinterested /
cursory / brief / short / quick / passing
/ minimal / not thorough / skimming

occasional / unhappy /
uninterested

7. animated (line 40)

lively / enthusiastic / excited /


vivacious / spirited / dramatic / eager

emotional / enthralled /
unreal / made up / cheerful /
exaggerated / eager / noisy

8. anguish (line 44)

pain / hurt / grief / suffering / agony /


torment / sorrow / misery / woe / very
unhappy / despair

upset / trouble / bother /


cruelty / hatred / problem /
chaos / worry / nastiness

University of Cambridge International Examinations 2011

Page 12

Mark Scheme: Teachers version


GCE O LEVEL May/June 2011

Syllabus
1123

Paper
22

Appendix
There is plenty of evidence to show that tea was popular thousands of years ago in China because it
was drunk for its medicinal properties. There were many myths surrounding the origins of tea
and, as these myths spread, the popularity of tea increased. For example, one influential myth
concerns Emperor Shennong: taking a sip from a bowl of boiling water into which some leaves from a
nearby bush were blown, he was pleasantly surprised by its flavour. This delicious drink began to be
drunk as a stimulant because of its restorative powers. Use of tea for this purpose was supported by
another myth about a prince who developed the habit of chewing leaves from the tea shrub in order to
keep himself awake for prayer. Tea drinking spread when tea leaves were formed into the shape of
bricks because they were easy to trade and transport; they were even used as a form of currency
instead of metal coins. A fascinating book entitled The Tea Classic, written by scholar Lu Yu, was
the single greatest influence in developing the popularity of tea in China. The book describes the
weather conditions in which tea should be picked and even the best water to be used to make it.
By the 6th century AD, tea had spread to Japan, where at first it was the drink of the aristocracy,
before becoming widely accessible to ordinary people when production grew. Tea in Japan took on
religious significance with The Tea Ceremony, in which the making of tea expresses the quest for
greatness in the smallest details of life. Thus, the link in Japan between tea and religious observance
increased the importance and popularity of tea. Through time, tea drinking extended to other Asian
countries, for example Vietnam, Korea and Taiwan.
It was not until the 17th century that tea reached the West, when Dutch traders imported it from
China. In addition, British merchants had been exporting goods to the East, but their ships returned
empty; thus began a vigorous campaign in Britain to popularise tea among the ordinary
people there to develop it as a profitable return cargo. In order to evade taxes, it was frequently
smuggled into Britain; smuggled tea was cheaper than its legitimately imported equivalent, and its
popularity increased.
There are many reasons for the continuing popularity of tea. The ability of tea plants to replenish
their leaves every week during the growing season means that there is always plenty
available, which helps keep down the cost to the consumer. In addition, tea is highly receptive to
absorbing the aromas of other plants. This may cause problems with transportation and storage, with
the true flavour of the tea being adversely affected by other goods, but the advantage of the ability of
tea leaves to absorb other aromas allows for an almost endless range of scented and
flavoured teas, such as vanilla and caramel. Moreover, the development of mixing different types of
tea, called blending, makes it possible to obtain better-tasting tea at lower prices. Then came
the invention of tea bags, which led to the quick cuppa. Although connoisseurs of tea complain
that tea bags contain merely the waste products of high quality tea, and that their small size does not
allow the leaves to diffuse properly, it cannot be denied that tea bags have made tea accessible
and cheap.
As well as being a stimulant because of its caffeine content, a cup of tea is considered by millions
to be wonderfully relaxing. Perhaps the best explanation of this paradox is that the very act of
making tea has a soothing effect on us. Modern medical studies support the claim that tea has a
beneficial effect on health, reducing our chances of heart disease, and providing immunity against
certain intestinal disorders. Furthermore, because it contains fluoride, tea even prevents dental
decay. Such scientific data was beyond the knowledge of Emperor Shennong, but it seems that he
was right to have been impressed by what he stumbled upon all those centuries ago.

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?

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.

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.

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 others company, each of them is speaking to someone 35
else via a mobile phone.

In schools, there can be regrettable competition among students to have the most up-todate 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.

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

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
Mijs 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.

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

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 Mijs 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.

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 neighbours bag and was in head first, throwing out all the
personal paraphernalia of air travel. But there was worse to come.

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.

By now I was in the passageway myself and, catching sight of Mijs tail disappearing beneath the
legs of a portly gentleman, I tried a flying tackle, landing flat on my face. I missed Mijs tail, but 35
found myself grasping the foot of the gentlemans 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.

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
Read Passage 1 in the insert and answer all the questions below in the order set.
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 dont plan ahead

UCLES 2011

1123/21/O/N/11

For
Examiners
Use

3
(b) Summary [5 marks]
Now use your notes to write a summary of the advantages and disadvantages of
mobile phones, as described in the passage.

For
Examiners
Use

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:
It is clear that mobile phones are useful devices because ...............................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
No. of words
UCLES 2011

1123/21/O/N/11

[Turn over

For
Examiners
Use

From paragraph 4, select and write down two opinions.


One opinion is ..........................................................................................................................
............................................................................................................................................ [1]
Another opinion is ....................................................................................................................
............................................................................................................................................ [1]

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]

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

5
Section 2: Reading for Meaning

For
Examiners
Use

Read Passage 2 in the insert and answer all the questions below in the order set.
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 womans 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 writers request.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]

UCLES 2011

1123/21/O/N/11

[Turn over

6
From paragraph 4
8

(a) Otters are extremely bad at doing nothing. Pick out and write down the single word
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

For
Examiners
Use

7
From paragraph 6
10 Give two reasons why the writer could deduce no meaning from the gentleman who stared
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 writers 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)

(c) coherent (line 14)

(g) paraphernalia (line 28)

(d) provoking (line 19)

(h) craning (line 42)

Word chosen

hoist (line 26)

Answer

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]
[5]

Total for Section 2 [25]

UCLES 2011

1123/21/O/N/11

For
Examiners
Use

Page 2

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
21

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


STYLE (See pages 34 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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

Young people can keep in touch with their parents


Young people (They) can give a precise time to be picked up
Friendships are encouraged
House phone not being used saves money/ means there are no surprise bills for parents
Encourages young people to budget
Direct contact means other people / family / others arent disturbed
Contact can be made wherever you are
Text messages are convenient / cheap / can be sent
Photographs can be taken // there is no need to buy a camera
E-mails can be sent / are convenient / cheap
Help to small businesses // small businesses dont need an office / secretary
People dont plan ahead
People cant make decisions for themselves / cant make simple decisions
Antisocial / Cause general disturbance on public transport
Prevent people living in / concentrating on the present moment
Competition among students to have the most modern phone
Students texting in class hinders education / students are distracted into texting in class
Security issues for teachers when phones are confiscated
Text / email language spelling / grammar is sloppy
(Art of) letter writing has been destroyed (by texting / mobiles)
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 5

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Question 2 from paragraph 4

Paper
21
[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 2627).
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 2931).
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 3133 (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 candidates 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


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
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) womans 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


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
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 / didnt 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]

OR

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
active / destructive = 0 (N) Any reference to confusion = 0 (N)
Lifting will not work.

University of Cambridge International Examinations 2011

[1]

Page 8

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
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 didnt speak

[1]

Lift of lines 3637 (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
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

[1]

Page 9

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
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 4344 (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
1.
2.
3.
4.
5.
6.
7.
8.

[5]

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'in wonder and curiously for 'inquisitively'.
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.

(See words and equivalents overleaf.)

University of Cambridge International Examinations 2011

Page 10

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

1 mark

Paper
21

0 mark

1. inquisitively
(line 5)

curiously / interestedly / wonderingly /


questioningly / nosily / searchingly/
wanting to know

in wonder

2. scant
(line 12)

few / almost none / meagre / little /


slight / limited / sparse / measly /
scarce / minimum

none / less/ reduced/ small /


inadequate/ not enough

3. coherent
(line 14)

clear / making sense / intelligible /


comprehensible / lucid / articulate

intelligent / smart / logical / rational

4. provoking
(line 19)

annoying / irritating / frustrating /


disturbing / maddening / agitating

bothering / taunting / teasing

5. order
(line 19)

tidiness / neatness / organization /


system / perfection

rules / laws / command / sequence /


classification / calm / control / silence /
peace / class / booking / request

6. hoist
(line 26)

lift / lever / heave / move up / pull up /


raise / elevate

throw / pull / move / pick up / remove /


manoeuvre / winch

7. paraphernalia
(line 28)

belongings / property / accessories /


requirements / odds and ends / gear

rubbish / junk / equipment / things

8. craning
(line 42)

stretching / twisting /lifting / elongating


/ straining

pulling / turning / bending

University of Cambridge International Examinations 2011

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
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 others
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

2
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?

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 weeks 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

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.

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

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 lastditch 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 parks 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.

Such news is encouraging, but we must ensure that it is not a case of too little, too late.
Perhaps the extent of humanitys concern for the plight of the orangutan is a measure of the
extent of humanitys concern for the beautiful planet we inhabit.

UCLES 2011

1123/22/INSERT/O/N/11

3
Passage 2 The Chinese Money-Lender
1

Peter stood on the balcony of his sons 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. Christophers apartment was
situated in a lively and increasingly popular location where accommodation was relatively
inexpensive, there was an excellent public transport service and new restaurants and cafes
were springing up all around.

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 husbands love of shopping and, besides,
she was less inclined to be swept away by smooth sales talk.
15

As they strolled on, Peters 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. Its a Chinese money-lender, said the young shop assistant who, it 20
seemed, had eagerly appeared out of nowhere. Closer inspection showed the money-lenders
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-lenders 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.

The shop assistant turned his full attention towards the bewitched Peter. Simultaneously he
positioned himself so that Peter could not see Marians 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, its 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.

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 husbands, 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 its a unique work of art,
replied Peter, and who knows what it will bring?

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 Marians voice from the hallway: Peter, I can hardly believe this. Ive 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
Read Passage 1 in the insert and answer all the questions below in the order set.
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

For
Examiners
Use

3
(b) Summary (5 marks)
Now use your notes to write a summary, in which you explain the reasons why
orangutans are an endangered species, and the steps that are being taken to protect
them.

For
Examiners
Use

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

The writer refers to humanitys concern for the beautiful planet we inhabit. (line 49) From
your own knowledge or experience, give one example of such a concern. Then give an
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]

From your reading of the whole passage, decide whether each of the following statements is
true or false and tick the appropriate box.
T

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

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

Read Passage 2 in the insert and answer all the questions below in the order set.
From paragraph 1
4

(a) How did Christophers 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]
(c) What evidence is given to suggest that the location of Christophers apartment was lively?
..........................................................................................................................................
..................................................................................................................................... [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 Peters character caused Marians impatience?
(i)

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

(ii)

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

UCLES 2011

1123/22/O/N/11

[Turn over

6
From paragraph 3
6

(a) The Chinese money-lender was somewhat mysterious. What single feature of the
ornament was most mysterious?
..................................................................................................................................... [1]
(b) What do you think the shopkeeper was eager to do?
..................................................................................................................................... [1]
(c) Why did the Chinese money-lender glitter in the shop lights?
..................................................................................................................................... [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

For
Examiners
Use

7
From paragraph 5
8

For
Examiners
Use

On the way back, how did Marian show that she was still annoyed with Peter?
............................................................................................................................................ [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)

(c) tantalising (line 10)

(g) unique (line 38)

(d) wafting (line 10)

(h) mundane (line 42)

Word chosen

simultaneously (line 28)

Answer

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]
[5]

Total for Section 2 [25]


UCLES 2011

1123/22/O/N/11

Page 2

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
22

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


STYLE (See pages 34 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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Illegal logging destroys their habitat


Fires to clear land / forest for agriculture (destroys / damages their habitat)
(They are hungry because) Their food (source) is destroyed // they have no / less food
They are hunted because they eat / destroy crops
And rewards / money / weeks salary are / is offered for killing them
Mothers / females are killed for food
Babies are captured / kept as pets
Their habitat is cleared for palm oil plantations / palm oil trees
(Food manufacturers want more and more) palm oil to make healthy food
(World wide desire for) Biofuels made from palm oil
Governments raise public awareness
(Individual) Companies (asked to / should) ensure palm oil comes from orangutanfriendly sources / places where there are no orangutans
Increased size of national /natural parks (parks = 0)
Better training / equipment for rangers in (national) parks
More organisations for / dedicated to saving orangutans
(New) Trees planted in damaged habitats / ravaged rainforests formerly favoured by
orangutans
(People invited to do) Voluntary / unpaid work with orangutans
Rescue centres (set up)
(People are encouraged to / can) adopt an orangutan
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 5

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Question 2 from knowledge or experience

Paper
22
[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 candidates knowledge and experience.
Question 3 from the whole passage
(true or false)
Accept any correct indication, do not insist on ticks.
Box 1:
Box 2:
Box 3:

False
True
False

University of Cambridge International Examinations 2011

[1]

Page 6

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
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 12 (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 // couldnt be bettered/ beaten / improved // better
[1]
than anywhere else / best / perfect / excellent / unequalled / unparalleled / unmatched
good / amazing / better / many / extra / unique / unlimited = 0
EMPLOYMENT

work / a job / earning a living

(c) lively location


(there were) new cafes / restaurants /eating places // restaurants / cafes were springing up

[1]

[1]

Lift of lines 67 (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

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
22

(b) genuine jade tortoise


Answer can focus on either the tortoise or the stallholder.
the tortoise wasnt made of jade // was a fake / phoney / a trick / con
OR
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
wasnt made of jade
assured / guaranteed / convinced = 0
(c) Peters character
Peters character NOTE: focus is Peter, not Marian

[2]

(i) he loved shopping / buying things / spending money // his / her husbands love of
shopping
[1]
Lift of line 14 (her husbands love of shopping) = 1. Excess denies
She did not share her husbands 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 / didnt 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 / couldnt be read /
worked out / fathomed
[1]
blurred / unclear / difficult / strange = 0
Lift, in whole or in part, of lines 2122 (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 (shopkeepers action is required)
Lifting will not work.

University of Cambridge International Examinations 2011

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
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 3132(Peter, its time warned / said Marian) = 1. Excess denies.
But Peter, its 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 wouldnt overcharge
[1]
Cheap / cheaper / bargain / reduced / discounted /affordable = 0 (N)

ILL-FORTUNE

bad luck / be unlucky // would have (good) luck / be lucky


Rich / poor = 0 (W) Unhappy / bad things happening = 0 (N)

University of Cambridge International Examinations 2011

[1]

Page 9

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
22

Question 8 from paragraph 5


Marian still annoyed
she was silent / didnt 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 4344 (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)
OR
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 moneylender
It will / would bring luck etc. (future tense) = 0

University of Cambridge International Examinations 2011

Page 10

Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
22

Question 10 from the whole passage


1.
2.
3.
4.
5.
6.
7.
8.

[5]

Mark only the first FIVE words attempted.


If more than FIVE are offered, cross out the excess and write RUBRIC.
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. 'must and routine for 'priority'.
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.

(See words and equivalents below.)


1 mark

0 mark

1. priority
(line 9)

must / first/ very important / urgent /


focus / main / most important / top
need / necessity / essential / vital /
prime concern

routine / law /rule / preference /


compulsory / important

2. plethora
(line (9)

wide / great variety // wide/ great


range // abundance / many / a lot /
multitude / great number / array / a
load

surfeit / too much / more / excess /


pile / various / increasing number

3. tantalising
(line 10)

tempting / attractive / enticing / mouthwatering / teasing / alluring / seducing


/ seductive / appealing / promising

annoying / delicious / tasty / wonderful

4. wafting
(line 10)

drifting / floating / being carried / borne


/ blowing / spreading / carrying /
diffusing

moving / flying / going / flowing /


swinging / coming out

5. intently
(line 20)

closely / avidly / with concentration /


fixedly / purposefully / attentively /
assiduously / lots of interest / with
attention / carefully / focused

knowingly / accidentally /
enthusiastically / interestedly / willingly
/ seriously/purposely / curiously /
deliberately

6. simultaneously
(line 28)

at the same time / concurrently /


coincidentally

later / as a result / at once / instantly /


quickly / continuously / together

7. unique
(line 38)

one of(f) / nothing like it / original /


singular / unmatched

unusual / different / strange / special /


eccentric / quirky / new / rare /
excellent / uncommon /

8. mundane
(line 42)

ordinary / day-to-day / plain / usual /


uninteresting / run of the mill /
everyday / commonplace / habitual /
dull / boring / tedious / monotonous /
unexciting / lacklustre

normal / exciting / specious / mediocre

University of Cambridge International Examinations 2011

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Mark Scheme: Teachers version


GCE O LEVEL October/November 2011

Syllabus
1123

Paper
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 weeks 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 parks 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 Theatre
1

Theatre began in ancient Greece, where myths and legends were told in story form, rather
than acted out, by a group of people called the chorus, who chanted their lines to enthralled
audiences. Then came the idea of making the dramatic impersonation of someone other than
yourself, in other words acting, and an actor was introduced into the performance. Through
time, plots became more complicated with the introduction of a second or third actor, although
5
the scope for stylish acting was limited by the fact that the actors wore masks to represent the
characters. The popularity of Greek plays increased as they were performed during the major
spring festival, and people flocked to the open-air, hillside amphitheatres to be entertained
by the plays. At first, only tragedies were performed, but the introduction of comedy, with its
often cruel satire of contemporary society, appealed to the ordinary people, thus increasing 10
the popularity of drama. Sometimes, competitions were held to see who could write the best
play in honour of the gods. The link between religion and drama made it an important part of
Greek life.

Later, drama became popular in Rome, and the development of a secondary story, or subplot, came about, which made plays more sophisticated by enabling audiences to look at the 15
lives of more than one set of characters. In addition to theatre-going, the Romans attended
hugely popular shows with gladiators and animals in massive, purpose-built arenas.

In Europe, groups of street actors, often accompanied by acrobats and animals, moved from
town to town, appearing to a succession of appreciative audiences; towns were enlivened
at the news of approaching players, and a great buzz ensued. The Christian church used 20
plays during religious festivals because they were a way of communicating bible stories in
dramatic form to illiterate people who could not read them. Through time, permanent buildings
for the production of plays were established, bringing audiences to the theatre rather than
vice versa, and this development increased the popularity of plays in Europe. It is estimated
that in sixteenth century London, for example, one in eight adults went to the theatre every 25
week. Around the world, various forms of theatre evolved, like the Japanese Noh theatre, in
which actors sing and dance scenes from legends with an immense slowness and solemnity
which is particularly moving.

Today, theatre continues to attract people all over the world. Because plays are performed
live, every performance is different, and actors bring something fresh to each performance. 30
This dynamic nature of theatre means that live performances are always better than films.
Being gripped by the unfolding story of a play can be an excellent form of relaxation, and
the experience of being transported into another setting or someone elses life what is
sometimes described as suspending disbelief can be fascinating. Moreover, theatre lovers
enjoy marvelling at the skill of the actors as much as did the ancient Greeks so long ago, which 35
is why theatre acting is much more challenging than acting in front of a camera. Empathising
with the characters stories can make audiences relate them to their own lives and use them to
make decisions or even to solve problems. The cleansing emotional experience or catharsis
brought about by watching drama can be good for mental health.

A trip to the theatre can bring families together, for example during national holidays 40
or celebrations, giving family members the opportunity to enjoy a common experience.
Technological advances in recent times for example in lighting and special effects
can make theatre a spectacle as well as a play. In addition, theatre sometimes offers the
opportunity of being part of a tradition. An example of this is a play called The Mousetrap,
the longest running play in the world, where the attraction is not just the drama itself, but also 45
being part of a large, world-wide, secret group who share the knowledge of the identity of the
villain. And of course, theatre audiences, often unwittingly, are part of an even longer tradition,
one going back to the Greeks, thousands of years ago.

UCLES 2012

1123/21/INSERT/M/J/12

Passage 2 Octavia
1

The summer wore away, and autumn set in, with rain, damp and an unseasonal frost at night.
When I put gloves on the baby she chewed them and had to sit in her pram with cold, wet
hands. I did not mind for myself, but I did not know how to keep her warm. She dribbled too
and her chest was always damp. She resisted for some time but in the end she caught a cold.

I did not know what to do with her, as I hated going to the doctor. I had thought I would be
5
finished with doctors at her birth, though I subsequently discovered there was an unending
succession of inspections and vaccinations yet to be endured. Now, hearing Octavias heavy
spluttering, I knew I would have to take her, much as I would hate it. I felt I was bothering the
busy doctor unnecessarily. But it was not a simple choice between comfort and duty, and
moreover it was not even my own health that was in question, but Octavias, and so I tried 10
to dismiss the thought of sitting in a freezing cold waiting room with her. Had it been my own
health, I would never have gone.

After I had made up my mind to see the doctor, I consulted my friend Lydia, who suggested
that I should ring up the doctor and ask him to come and see me at home, instead of going to
him; I immediately thought how nice it would be if only I dare. Of course you dare, said Lydia. 15
You cant take a sick baby out in weather like this. Then, with sudden illumination, she said,
Anyway, look how flushed she is! Why dont you take her temperature?

Astounded, I stared at her, for truly the thought of doing such a thing had never crossed
my mind. Looking back, after months with the thermometer as necessary as a spoon or a
saucepan, I can hardly believe this to be possible, but so it was; my life had not yet changed 20
for ever. I took Octavias temperature and it was high enough to justify ringing for the doctor.
To my surprise, the doctors secretary did not sound at all annoyed when I asked if he could
call: I think I had half expected a lecture on my indolence.

When the doctor arrived, he took Octavias pulse and temperature, and told me it was nothing
serious, in fact nothing at all. Then he said he ought to listen to her chest; I pulled up her vest 25
and she smiled and wriggled with delight as he put the stethoscope on her fat ribs. He listened
for a long time and I, who was beginning to think that perhaps I should not have bothered him
after all, sat there absently aware of how innocent she was, how sweet she looked and that
her vest could do with a wash. Had I known, I would have enjoyed that moment more, or
perhaps I mean that I did enjoy that moment but have enjoyed none since. For he said, Well, 30
I dont think theres anything very much to worry about there. I could see that he had not
finished, and did not mean what he said. Just the same, he added, perhaps I ought to book
you an appointment to take her along to the hospital.

I suppose most people would have asked him what was wrong, but I was too frightened. I
think that the truth was the last thing I wanted to hear. When I heard his voice coming at me, 35
saying that the hospital appointment would probably be for the next Thursday, I was relieved a
little; he could not be expecting her to die before next Thursday. I even mustered the strength
to ask what I should do about her cold, and he said, Nothing, nothing at all.

When he had gone, I went back and picked Octavia up and sat her on my knee and gazed at
her, paralysed by fear, aware that my happy state had changed in ten minutes to undefined 40
anguish. I wept, and Octavia put her fingers in my tears as they rolled down my cheek,
as though they were raindrops on a window pane. It seemed that, in comparison with this
moment, the whole of my former life had been a summer afternoon.

UCLES 2012

1123/21/INSERT/M/J/12

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
1

(a) Notes [15 marks]


Identify and write down the information in the passage which describes the stages
in the development, and rise in popularity, of theatre, and the reasons for its continuing
popularity.
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
Stages in the development, and rise in popularity, of theatre

In ancient Greece myths / legends told in story form by chorus / chanting

Reasons for the continuing popularity of theatre

Every performance is different / dynamic

UCLES 2012

1123/21/M/J/12

For
Examiners
Use

3
(b) Summary
Now use your notes to write a summary of the stages in the development, and rise in
popularity, of theatre, and the reasons for its continuing popularity.

For
Examiners
Use

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:
The beginnings of theatre can be traced to ancient Greece ............................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
No. of words
[5]

UCLES 2012

1123/21/M/J/12

[Turn over

4
2

From your reading of paragraph 1, decide which one of the following statements is true and
tick the box you have chosen.
All Greek plays had complicated plots.
The audiences did not enjoy performances by the chorus.
Religion played an important part in Greek society.

[1]

From paragraph 4, select and write down two opinions.


One opinion is .........................................................................................................................
............................................................................................................................................. [1]
Another opinion is ...................................................................................................................
............................................................................................................................................. [1]

From your own knowledge or experience, give two examples of common experiences
which families can enjoy during national holidays. Do not refer to specific examples in the
passage in your answer.
One example is .......................................................................................................................
............................................................................................................................................. [1]
Another example is .................................................................................................................
............................................................................................................................................. [1]
Total for Section 1 [25]

UCLES 2012

1123/21/M/J/12

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

Read Passage 2 in the insert and answer all the questions below in the order set.
From paragraph 1
5

(a) What one feature of the weather was unusual for the time of year?

...................................................................................................................................... [1]
(b) Apart from the bad weather, what were the two reasons why the baby caught a cold?
(i)

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

(ii)

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

From paragraph 2
6

(a) The writer hated going to the doctor. Pick out and write down the other single word
used in the paragraph which reinforces this idea.
...................................................................................................................................... [1]
(b) What two aspects of going to the doctor did the writer expect to hate?
(i)

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

(ii)

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

(c) What eventually made the writer decide to take the spluttering baby to the doctor,
despite her initial reluctance to do so?
..........................................................................................................................................
...................................................................................................................................... [1]

UCLES 2012

1123/21/M/J/12

[Turn over

6
From paragraph 3
7

For what two reasons did Lydia recommend that the doctor should be asked to come to the
writers house?
(i)

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

(ii)

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

From paragraph 4
8

(a) According to the writer, how had her life changed for ever?
..........................................................................................................................................
...................................................................................................................................... [1]
(b) The doctors secretary did not sound at all annoyed when the writer asked the doctor to
call. Explain in your own words what the writer expected to happen.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]

From paragraph 5
9

(a) What did the baby do which showed how innocent she was?
..........................................................................................................................................
...................................................................................................................................... [1]
(b) Explain fully why the writer says that the doctor did not mean what he said.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]

UCLES 2012

1123/21/M/J/12

For
Examiners
Use

7
From paragraph 6

For
Examiners
Use

10 (a) The writer was frightened. Explain exactly what she was frightened of.
..........................................................................................................................................
...................................................................................................................................... [1]
(b) The writer says that the doctors voice was coming at her. What effect is created by the
expression coming at?
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [1]

From paragraph 7
11 (a) The writer says that her happy state had changed in ten minutes. Explain in your own
words what this change was.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
(b) The writer says that the whole of her former life had been a summer afternoon. Explain
what she means by this.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [1]

UCLES 2012

1123/21/M/J/12

[Turn over

8
From the whole passage
12 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.
2.
3.
4.

resisted (line 4)
subsequently (line 6)
in question (line 10)
illumination (line 16)

5.
6.
7.
8.

Five words chosen


(from list above)

For
Examiners
Use

astounded (line 18)


absently (line 28)
mustered (line 37)
paralysed (line 40)

Answer

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]
[5]

Total for Section 2 [25]

Copyright Acknowledgements:
Passage 2

Margaret Drabble; The Millstone; Penguin Books Ltd; 1965/68.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UCLES 2012

1123/21/M/J/12

Page 2

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
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.)
Question 1
(a) Points to be rewarded and their marks are indicated below. Indicate by a tick the point
rewarded. Accept own words or lifting. Accept sentences or note form. Points 1 and 13 are
already given.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

(In ancient Greece) myths / legends told in story form (by chorus/ chanting)
Actor(s) /acting (introduced to chorus) // dramatic impersonation (of someone else)
Plots / plays / theatre / it became more complicated by second (or third) / more /
(an)other actor(s) / character(s)
[It/ Their as agent = 0]
Plays / theatre performed during major / Spring festival(s)
Comedy (introduced and appealed to ordinary people)
Competitions were held to see who could write best plays (in honour of the gods)
[stories = 0]
Drama became linked to religion
Sub-plots / second(ary) story introduced by the Romans (made plays more
sophisticated)
In Europe, travelling actors (entertained) // In Europe street actors moved from town to
town
(Christian) churches used plays to communicate bible stories (in dramatic form)
Permanent theatres / buildings for plays (were established / built)
[arenas = 0]
Various forms of theatre developed worldwide / in other countries [example (alone) = 0]
Every performance is different / dynamic
Plays / theatre / it offer(s) relaxation
Suspending disbelief / being transported into other life / the story / setting can be / is
fascinating
Theatre lovers / audience(s) / people enjoy skill of the actor(s)
[accept passive form but not they as agent]
Audiences / theatre lovers / people empathise with / relate characters (stories) to their
own lives // use characters stories to solve problems / make decisions
[accept passive but not they as agent unless link established with p16]
Emotional experience / catharsis is good for mental health / well-being
Brings families together
Technological advances / lighting / special effects make theatre a spectacle (as well as a
play)
Offers opportunity to be part of a tradition
[do not accept the example]

1 (i)
(ii)
(iii)
(iv)

If answer is entirely verbatim lift, give 0.


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

University of Cambridge International Examinations 2012

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
21

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 a cross 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. This might count as oblique or limited own words when you come
to assess OW.
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:
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
Additional Objects: If there is an Additional Object on a script, indicate that you have seen 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.

University of Cambridge International Examinations 2012

Page 6

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
21

Question 2 from paragraph 1


2

Religion played an important part in Greek society.

[1]

[If more than one box is ticked = 0]


[Accept other notations, e.g. X, *, shading of correct box]
Question 3 from paragraph 4
3

Opinion 1:
(This dynamic nature of theatre means that) live performances are better than films

[1]

Opinion 2:
Theatre lovers enjoy marvelling at the skill of actors as much as did the ancient Greeks

[1]

Opinion 3:
Theatre acting is (much) more challenging than acting in front of a camera

[1]

[block lift of lines 346 (theatre lovers camera) = 0]


[Accept any 2 of 3. Accept in any order. Accept own words versions.]
Question 4 from knowledge or experience
4

Accept any reasonable examples, such as dining out together / dining in together / trips to parks /
excursions etc.
[2 1]
[Answer must focus on an activity rather than the outcome of an activity.
e.g. Families learn about their culture = 0
Families go to a museum to learn about their culture = 1]
[Two correct answers in any one limb = 1 mark max.]

University of Cambridge International Examinations 2012

Page 7

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
21

Passage 2
Question 5 from paragraph 1
(a) frost // it was frosty (at night)

[1]

[Any reference to cold, rain or dampness = 0(W)]


(b) (i) she chewed her gloves and got cold / wet hands // her hands were cold because she
chewed her gloves
[1]
[She had to sit in her pram with cold hands = 0(N) // The mother didnt know how to keep
her warm = 0 (N)]
[Lift of When I put gloves cold hands = 0(N). Change must be made from first to third
person.]
(ii) she dribbled and her chest was / clothes were (always) damp

[1]

[Lift of She dribbled (too) and her chest was always damp = 1
Allow run on into she resisted cold but excess denies]
Question 6 from paragraph 2
(a) endured

[1]

[Give 0 if more than one word is offered. Accept the use of the correct word in a phrase or
sentence provided it is underlined or otherwise highlighted. Ignore mis-spelling.]
(b) (i) she did not want to bother the doctor (unnecessarily)

[1]

[Lift of I felt I was bothering the busy doctor = 0. Need change from 1st to 3rd person.]
(ii) she did not want to wait / sit in a freezing / cold waiting room // the waiting room would
be freezing / cold
[1]
[She dismissed the thought of sitting in a cold / freezing waiting room = 0 Answer must
be distilled.]
[Any reference to choice between comfort and duty or not my own health in question =
0(N)]
(c) it was not her (own) health (in question) // it was not she who was sick // it was the baby /
Octavia who was sick, (not her) // it was her duty
[1]
[Lift of Had it been never have gone or 3rd person equivalent = 0(N)]
[Lift of It was not even my own health = 0]

University of Cambridge International Examinations 2012

Page 8

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
21

Question 7 from paragraph 3


7

(i) The weather was (too) bad / cold /damp // unsuitable to take a sick baby out in

[1]

[Lift of you cant take like this = 0. Candidates must distil the answer.]
[weather like this/that (alone) = 0]
(ii) the baby was flushed / hot // the baby had / seemed to have a (high) temperature

[1]

[Allow she as subject]


[Lift of look how flushed she is! = 0. Candidates must distil the answer.]
Question 8 from paragraph 4
(a) she would (later / soon) have to take Octavias temperature regularly / often // the
thermometer would become as necessary as a spoon / saucepan // the thermometer would
[1]
become part of her life / important for Octavia / her
[Answer may be given in any tense]
(b) This is an OWN WORDS question. Key words are LECTURE and INDOLENCE
LECTURE: row / telling off / talking to / ticking off / sermon / speech / homily / scolding /
reprimand / remonstrated / rebuked / criticised
[1]
[yell / shout / talk / get angry = 0]
INDOLENCE: laziness / idleness / sloth

[1]

[carelessness / inconsiderateness / lethargy = 0]


[indolence linked to looking after the baby = 0(N)]
Question 9 from paragraph 5
(a) she smiled / wriggled with delight when the doctor examined her / put the stethoscope on her
ribs / body / her
[1]
[Needs action by baby]
[Any reference to her vest needing a wash / being pulled up // looking sweet // fat ribs = 0(N)]
(b) (i) (it was clear / she could see that) he had not finished (speaking) / that he had something
else / important to say // he paused / hesitated // she could see / tell by the look on his
face
[1]
[Lift of I could see that he had not finished = 0 Change from 1st to 3rd person needed]
(ii) he wanted to / told the writer he would make a hospital appointment for the baby
[Lift of perhaps I ought to...the hospital = 0. Candidates must distil the answer.]

University of Cambridge International Examinations 2012

[1]

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
21

Question 10 from paragraph 6


(a) that (the doctor would tell her) the baby was very ill / might die // there was something very
wrong with the baby
[1]
[The truth / diagnosis (alone) = 0(N)]
(b) Look for sensible reference either to the state of mind of the writer, or the information that
the doctor was imparting.
The writer was / felt stunned / dazed / confused / frightened / helpless / vulnerable // The
doctor was telling her something unpleasant / that she did not want to hear // she was trying
not to hear what he was saying
[1]
[Any idea of attack / worry = 0(N)]
Question 11 from paragraph 7
(a) This is an OWN WORDS question. Key words are UNDEFINED and ANGUISH.
UNDEFINED: unspecified / cause unknown / inexplicable / unexplained

[1]

ANGUISH: sorrow / torment / pain / heartbreak / misery / sadness

[1]

[horror / fear / worry / concern / disappointment / shock = 0]


(b) (her former life) had been happy / enjoyable / pleasant / carefree / nice / lovely / relaxing /
unworried
[1]
[Accept sensible opposites which describe her current life, e.g. she is now unhappy /
miserable / under a black cloud]
[easy / straightforward / simple = 0(N)]
Question 12 from the whole passage
1.
2.
3.
4.
5.
6.
7.

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. vacantly and unknowingly for 'absently'.
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.

(See words and equivalents overleaf.)

University of Cambridge International Examinations 2012

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

1 mark

Paper
21

0 mark

1. resisted
(line 4)

fought (against) / held out / struggled


(against) / kept at bay / opposed // did not
give in / yield / surrender

denied / refused / controlled /


stayed healthy

2.
subsequently
(line 6)

later / afterwards / following (that) /


(there)after / in the future

next / then

3. in
question
(line 10)

at stake / the problem / in doubt /


the matter / the issue / what it was about /
uncertain / the subject / the concern /
the consideration / thought about

at risk /
in danger / on the line /
asked / talked about / queried

4.
illumination
(line 16)

inspiration / brainwave / perceptiveness /


perception / consciousness / insight /
realisation / dawning / enlightenment /
revelation

knowledge / intelligence /
light

5. astounded
(line 18)

amazed / astonished / very surprised /


stunned / shocked

bemused / puzzled

6. absently
(line 28)

vacantly / without thinking /


abstractedly / without concentrating /
distractedly / not paying attention /
her mind was elsewhere / blankly

unknowingly /
sub / unconsciously
unaware

7. mustered
(line 37)

gathered / summoned //
called up / upon // got together /
conjured / dredged (up) / roused /
raised

built / brought /
gained / demanded /
collected / pulled

8. paralysed
(line 40)

immobilized / unable to move /


numbed / petrified / turned to stone /
frozen / immobile / crippled

motionless / stationary /
still / affected / stunned /
stricken

University of Cambridge International Examinations 2012

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
21

Appendix
Theatre began in ancient Greece, where myths and legends were told in story form, rather than
acted out, by a group of people called the chorus, who chanted their lines to enthralled audiences.
Then came the idea of making the dramatic impersonation of someone other than yourself, in
other words acting, and an actor was introduced into the performance. Through time, plots became
more complicated with the introduction of a second or third actor, although the scope for stylish
acting was limited by the fact that the actors wore masks to represent the characters. The popularity
of Greek plays increased as they were performed during the major spring festival, and people
flocked to the open-air, hillside amphitheatres to be entertained by the plays. At first, only tragedies
were performed, but the introduction of comedy, with its often cruel satire of contemporary
society, appealed to the ordinary people, thus increasing the popularity of drama. Sometimes,
competitions were held to see who could write the best play in honour of the gods. The link
between religion and drama made it an important part of Greek life.
Later, drama became popular in Rome, and the development of a secondary story, or sub-plot,
came about, which made plays more sophisticated by enabling audiences to look at the lives of more
than one set of characters. In addition to theatre-going, the Romans attended hugely popular shows
with gladiators and animals in massive, purpose-built arenas.
In Europe, groups of street actors, often accompanied by acrobats and animals, moved from
town to town, appearing to a succession of appreciative audiences; towns were enlivened at the
news of approaching players, and a great buzz ensued. The Christian church used plays during
religious festivals because they were a way of communicating bible stories in dramatic form to
illiterate people who could not read them. Through time, permanent buildings for the production of
plays were established, bringing audiences to the theatre rather than vice versa, and this
development increased the popularity of plays in Europe. It is estimated that in sixteenth century
London, for example, one in eight adults went to the theatre every week. Around the world, various
forms of theatre evolved, like the Japanese Noh theatre, in which actors sing and dance scenes
from legends with an immense slowness and solemnity which is particularly moving.
Today, theatre continues to attract people all over the world. Because plays are performed live, every
performance is different, and actors bring something fresh to each performance. This dynamic
nature of theatre means that live performances are always better than films. Being gripped by the
unfolding story of a play can be an excellent form of relaxation, and the experience of being
transported into another setting or someone elses life what is sometimes described as suspending
disbelief can be fascinating. Moreover, theatre lovers enjoy marvelling at the skill of the
actors as much as did the ancient Greeks so long ago, which is why theatre acting is much more
challenging than acting in front of a camera. Empathising with the characters stories can make
audiences relate them to their own lives and use them to make decisions or even to solve
problems. The cleansing emotional experience or catharsis brought about by watching
drama can be good for mental health.
A trip to the theatre can bring families together, for example during national holidays or
celebrations, giving family members the opportunity to enjoy a common experience. Technological
advances in recent times for example in lighting and special effects can make theatre a
spectacle as well as a play. In addition, theatre sometimes offers the opportunity of being part of
a tradition. An example of this is a play called The Mousetrap, the longest running play in the world,
where the attraction is not just the drama itself, but also being part of a large, world-wide, secret
group who share the knowledge of the identity of the villain. And of course, theatre audiences, often
unwittingly, are part of an even longer tradition, one going back to the Greeks, thousands of years
ago.

University of Cambridge International Examinations 2012

Passage 1 Shopping
1

Markets, bazaars, corner shops, high street stores or out-of-town retail centres wherever
you live, shopping plays some part in your life, and the hours available for this common activity
will vary. But do extended shopping hours have a positive or a negative effect on society?

Extending the opening hours of shops has many advantages. People do not have to rush to
the supermarket after a hard day at the office, checking their watches to see how much time
5
they have to buy the evening meal for the family. If a shop is open for a restricted number
of hours per week, say forty, then one set of employees is sufficient to run it, but extended
opening hours mean that more people are needed to work in the store, thus providing an
income for them. This can be particularly beneficial for students, who are able to work for
a limited period to earn some money without compromising their studies. Families can also 10
benefit: parents, usually mothers, can work a few hours part-time in the local supermarket
when their spouses are not at work. Not only does this provide additional income for the
family; it can also avoid the costly and sometimes complicated childcare arrangements which
will be necessary if both parents work the same hours. Extended opening hours mean more
income for the shop owner, who will not miss out on a potential sale because the shop is shut. 15

Keeping shops open longer spreads the load for the shopping centre, as not all the potential
shoppers are arriving at the same time, or fighting for a limited number of parking spaces.
People have more time to browse when it suits them, and so shopping can become a form of
relaxation, giving rise to the term retail therapy. In modern times there has been a rise in the
number of covered shopping malls, which are usually open for longer than the conventional 20
high street stores. These malls offer under one roof a wide range of merchandise from
clothes, to food, to electronic equipment and so there is increased availability of goods in
these virtually round-the-clock outlets. Because these malls are normally modern and bright,
they offer an attractive day out for families, and make shopping a valuable family activity.

But extended shopping hours are sometimes under fire from critics who argue that, far from 25
promoting family life, the shop till you drop mentality actually decreases the opportunities
for family activities. Indeed, the very expression shop till you drop suggests silly, robot-like
behaviour. Children miss out on valuable recreational excursions with their parents, who take
them on endless shopping trips instead of, for example, to an art gallery. If mum is working
in the supermarket in the evening, chances for family bonding, such as simply eating dinner 30
together, or watching television, have been removed. Children are not taken to run around
parks and playgrounds because they are shopping instead. There is nothing more depressing
than seeing the long faces of parents pushing baby buggies and trailing youngsters round
yet another computer shop. The resulting lack of exercise perhaps contributes to increasing
childhood obesity in some parts of the world.
35

Extending shopping hours also has a detrimental effect on employees, whose own family life
is interrupted or compromised because one or other of the family members, possibly including
teenage students, is working at any given time. Employers suffer too; they cannot always be
in the shop, and will need to appoint an employee as deputy in their absence, which might
cause problems. If they decide that this is impossible they may choose to close the shop, but 40
they will lose business to the shops which have stayed open. Moreover, as people have a
fixed amount of money to spend shopping, the idea that they spend more because shops are
open longer is a myth in any case, and so employers do not ultimately benefit.

Finally, if people know that the shops are open constantly, they will waste the time that they
might have spent doing more useful things.
45

UCLES 2012

1123/22/INSERT/M/J/12

Passage 2 The Hospital


1

The night before my babys operation I lay awake anxiously; in the morning I packed her
pitifully small requirements and we went to the hospital. She cried when they took her away.
The world had contracted to the small size of her face and her clenching, waving hands; the
poignancy was intolerable. I went away, and walked around outside the hospital for hours.
When I went back at the appointed time, the senior nurse told me that the operation had been
5
successful and that Octavia was well. I could not believe that a mere recital of facts could
thus change my fate; I stood there dumbly, wondering whether she had got the wrong name,
the wrong data, the wrong message. When I got round to speaking, I asked if I could see
her, and they said to come back in the morning, as she was still unconscious. Such was my
nervousness that I did not ask again to see her. I went home and wept copiously.
10

It was only then that I began to be preoccupied with certain details about which I had not
previously dared to think. Would there be a nurse with Octavia at all times? Would they feed
her properly? Earlier these things had seemed trivial, but now their importance swelled in
my mind. Because the threat of fatality had been removed, life seemed to have gone back to
normal. It was the strangeness more than the pain, I thought, that would afflict her, for she 15
liked nobody but me, and strangers she disliked with noisy vehemence.

When I went round in the morning, the senior nurse told me that Octavia was comfortable.
Summoning some courage, I asked to see her, but was told that was impossible. She will
settle in more happily if she doesnt see you, she said. I didnt like the sound of that word
settle; it suggested complete inactivity. Im afraid that for such small infants we dont allow 20
any visiting at all, she continued. Octavia had never been settled in her short life, and I
pictured her lying there in a state of lethargy. Furthermore, it was now imperative to see her.
Already, we had endured the longest separation of our lives, and I began to see it stretching
away, indefinitely prolonged. Why would they not let me see the child? Had the operation not
been a success?
25

The senior nurse showed me the surgeons report. Although it was nothing but a mass of
technicalities to me, I felt better; for all the senior nurse knew, I might have had enough
medical knowledge to understand the report and she would not have taken that silly risk. By
this time I could tell that she considered my behaviour to be tedious, and I left.

But I had been outside the hospital for only a few moments when I thought of my babys 30
possible distress, and I went back inside. Two junior nurses greeted me nervously, repeating
the earlier message, but I told them I had no intention of not seeing my baby. Their voices
hardened. They had that whole building behind them and I had nothing behind me except
my intention. Just then, the senior nurse returned. Well, well, youre back again, she said.
She took my arm and began to push me towards the door. At first I was unable to resist her 35
physical propulsion, but then she took hold of my elbow and started to exert greater pressure,
so I started to scream. I screamed very loudly, shutting my eyes to do it, and listened in
amazement to the deafening noise. Once I had started, I could not stop. I stood there,
motionless, screaming, whilst they shook me and yelled that I was upsetting everyone.

Through the noise I could hear things happening and I felt I had to keep doing this until they let 40
me see her. Inside my head it was red and black and very hot. After a while I heard someone
shouting above the din: For goodness sake, tell her she can see her baby. I instantly stopped
and opened my eyes. I looked at the breathless circle surrounding me: the surgeon himself
looking white with anger; the senior nurse crying; the junior nurses looking stunned. It was as
though I had opened my eyes on a whole new narrative in which I myself had taken no part. 45
But I had no interest in their story; I wished to know only my own. Of course you can see the
baby, said the surgeon, kindly. I will take you to see her myself.

UCLES 2012

1123/22/INSERT/M/J/12

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
1

(a) Notes [15 marks]


Identify and write down information from the passage which describes the advantages
and disadvantages of extended shopping hours.
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 extended shopping hours

People dont have to rush to the shops

Disadvantages of extended shopping hours

Decreases opportunity for family activities

UCLES 2012

1123/22/M/J/12

For
Examiners
Use

3
(b) Summary
Now use your notes to write a summary, in which you explain the advantages and
disadvantages of extended shopping hours, as outlined in the passage.

For
Examiners
Use

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:
Extending hours for shopping is arguably a good thing because ....................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
No. of words
[5]

UCLES 2012

1123/22/M/J/12

[Turn over

4
2

From your reading of paragraph 2, decide which one of the following statements is true and
tick the box you have chosen.
It takes a long time to buy a family meal in a supermarket.
Students can juggle part-time work with their studies.
Fathers never take part-time jobs.

[1]

From paragraph 4, select and write down two opinions.


One opinion is .........................................................................................................................
............................................................................................................................................. [1]
Another opinion is ...................................................................................................................
............................................................................................................................................. [1]

From your own knowledge or experience, give two examples of valuable recreational
excursions for families. Do not refer to specific examples in the passage in your answer.
One example is .......................................................................................................................
............................................................................................................................................. [1]
Another example is .................................................................................................................
............................................................................................................................................. [1]
Total for Section 1 [25]

UCLES 2012

1123/22/M/J/12

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

Read Passage 2 in the insert and answer all the questions below in the order set.
From paragraph 1
5

(a) What was going to happen to the baby in the morning?


..........................................................................................................................................
...................................................................................................................................... [1]
(b) Explain fully why the babys requirements are described as pitifully small.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
(c) After the writer was told that Octavia was well, what two aspects of her behaviour
showed her nervousness?
(i)

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

(ii)

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

From paragraph 2
6

(a) What two things worried the writer about the way in which Octavia might have been
treated in hospital?
(i)

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

(ii)

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

(b) Why do you think that earlier these things had seemed trivial?
...................................................................................................................................... [1]
(c) Explain in your own words why life seemed to have gone back to normal.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
UCLES 2012

1123/22/M/J/12

[Turn over

6
From paragraph 3
7

(a) The writer was worried about Octavias inactivity in hospital. Pick out and write down
the single word used in the paragraph which continues the idea of inactivity.
...................................................................................................................................... [1]
(b) For what two reasons was it now imperative for the writer to see her baby?
(i)

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

(ii)

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

From paragraph 4
8

Explain fully the silly risk the senior nurse had taken.
.................................................................................................................................................
.................................................................................................................................................
............................................................................................................................................. [2]

From paragraph 5
9

(a) Why do you think the nurses greeted the writer nervously?
..........................................................................................................................................
...................................................................................................................................... [1]
(b) The nurses had that whole building behind them whereas the writer had nothing except
her intention. Without copying from the passage, explain in your own words what
this means.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
(c) How did the senior nurse show that she was annoyed with the writer?
..........................................................................................................................................
...................................................................................................................................... [1]

UCLES 2012

1123/22/M/J/12

For
Examiners
Use

7
From paragraph 6

For
Examiners
Use

10 The surgeon was white with anger. Why do you think he was angry?
.................................................................................................................................................
............................................................................................................................................. [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.
2.
3.
4.

poignancy (line 4)
appointed (line 5)
copiously (line 10)
preoccupied (line 11)

Five words chosen


(from list above)

5.
6.
7.
8.

vehemence (line 16)


summoning (line 18)
tedious (line 29)
hardened (line 33)

Answer

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]
[5]

Total for Section 2 [25]

UCLES 2012

1123/22/M/J/12

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
22

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.)
Question 1
(a) Points to be rewarded and their marks are indicated below. Indicate by a tick the point
rewarded. Accept own words or lifting. Accept sentences or note form. Points 1 and 12 are
already given.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

People dont have to rush to the shops


Creates (more) jobs // more people (are needed) to work (in shops) // more employees
(are needed)
Students can work (part-time) without compromising their studies / after school / outside
school hours
Parents / mothers / fathers can work (part-time) when spouse isnt at work
(Families) save on childcare // dont need (expensive / complicated) childcare
[Needs an attempt at point 4]
Shop owner earns more // more business for shop
Spreads the load for the shopping centre // no fighting for car park spaces
(People have) more time to browse / shop // (people can) browse / shop when it suits
[Key = time]
(Provides) relaxation / therapy
Shopping malls / round-the-clock outlets offer wide range / increased availability of
goods (at almost any time)
[Key = variety]
(Malls / Shopping offers / becomes) a family activity // day out / trip for families
Decreases opportunity for family activities
Children miss out on educational / recreational activities [Do not accept examples only]
Chances for family bonding are removed
[Do not accept examples only]
Children not taken to parks / playgrounds
[Do not go to parks (alone) = 0]
[Needs an attempt at point 15]
Lack of exercise contributes to childhood obesity
Employees family life is interrupted / compromised / affected
Employers have to appoint deputy in their absence
[cant always be in the shop (alone) = 0]
Employers / Shops will lose business (to open shops) if they close
People have a fixed amount to spend // Shoppers / Customers have a fixed amount of
money
People / Shoppers will waste time that they might have spent doing (more) useful things
[Accept They as agent where it is clear from context it refers to people/shoppers.
Accept passive form.]

(i)
(ii)
(iii)
(iv)

If script is entirely verbatim lift give 0.


If content point is made in the wrong box, do not award the mark.
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.
[15]

University of Cambridge International Examinations 2012

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Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
22

Question 2 from paragraph 2


Students can juggle part-time work with their studies.

[1]

More than one box ticked = 0


Accept other notations, e.g. X, *, shading of correct box, or T for True.
Question 3 from paragraph 4
Opinion 1:

(far from promoting family life,) the shop till you drop mentality actually decreases the
opportunities for family activities
[inclusion of critics (who) argue = 0]

Opinion 2:

(Indeed, the very expression) shop till you drop suggests silly /robot-like behaviour

Opinion 3:

recreational excursions are valuable

Opinion 4:

There is nothing more depressing than (seeing) the long faces of parents pushing baby
buggies / trailing youngsters round (yet another computer) shop // shops

Accept any two of four for one mark each.


Two correct answers in one limb = 1 mark max.
Accept in any order. Accept own words versions.

[2 x 1]

Question 4 from knowledge or experience


Accept any reasonable examples, such as theatre trips, trips to exhibitions etc.
Accept plausible, if unknown to you, examples, e.g. family trip to Kampong Ayer.
Accept single word answers, e.g. museum, picnic etc.
Two correct answers in one limb = 1 mark max.
art gallery / park (alone) / playground / watching television / meals together (at home) /
any shop = 0 (text)
any activity clearly in the home = 0
going on a trip (alone) = 0 This merely defines the word excursion.

University of Cambridge International Examinations 2012

[2 x 1]

Page 7

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
22

Passage 2
Question 5 from paragraph 1
(a) she was going (into hospital) to have an operation
she was going into hospital (alone) = 0

[1]

(b) Look for ideas of (i) small size of baby / her clothes (ii) limited requirements when going into
hospital (iii) mothers feelings for baby // babys condition
[2]
(i) her clothes / things / stuff were small // she was small / just / only a baby / young
(ii) she wouldnt need much (in hospital)
her requirements were small = 0 (N)
(iii) the mother felt sorrow / anguish // the baby was vulnerable / pathetic / weak
pity / pitiable / pitiful etc = 0 (N) anxiety / worry = 0
She was going into hospital = 0(N) in either limb
Accept any two of three for one mark each
(c) (i) she couldnt speak / she stood (there) dumbly / was speechless

[1]

I stood there dumbly = 0. Person must be changed from 1st to 3rd.


She got round to speaking = 0(N)
Any reference to could not believe that a mere recital of facts or wondering whether
she had got the wrong name etc. = 0(N)
(ii) she did not ask again to see her baby / Octavia
She did not ask to see her (alone) = 0
She did not ask again to see her = 0 Object must be supplied.
I did not ask again to see her = 0. Person must be changed from first to third.
Two correct answers in one limb = 1 mark max.

University of Cambridge International Examinations 2012

[1]

Page 8

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
22

Question 6 from paragraph 2


(a) (i) (she worried that) Octavia / the baby / she would not have a nurse with her at all times //
that Octavia / the baby / she would be left alone // (wondered) if/whether there would be
a nurse with Octavia (or not) at all times
[1]
(ii) (she worried that) Octavia / the baby / she would not be fed properly // that the nurses /
staff would not feed Octavia / the baby properly // (wondered) if/whether the baby would
be fed properly (or not)
[1]
Lift of Would there be nurse ? or Would they feed her properly? = 0.
Candidates must distil the answer.
Any prefix of would there, even without a question mark = 0
(b) she / Octavia might not have got better // she might have died // she had much greater / lifethreatening problems // she was concerned about her survival // there had been a threat of
fatality
[1]
Any reference to having an operation (alone) = 0(N)
She had other serious / important things to worry about = 0(N)
(c) This is an OWN WORDS QUESTION. Key words are THREAT and FATALITY.
FATALITY: death / not surviving / dying / loss

[1]

THREAT: idea / possibility / likelihood / chance / danger / risk /fear

[1]

Accept fatality idea in reverse, e.g. there was no danger to Octavias / her life. = 2
The possibility that Octavia would die had been taken away. = 2
Octavia wasnt going to die. // She had survived. = 2
The chance that Octavia would become worse had been taken away. = 1
Octavia would become more ill. = 0

University of Cambridge International Examinations 2012

Page 9

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
22

Question 7 from paragraph 3


(a) lethargy

[1]

Give 0 if more than one word is offered. Accept the use of the correct word in a phrase or
sentence provided that it is underlined or otherwise highlighted. Ignore mis-spelling.
(b) (i) She had never been separated from Octavia / her for so long (before) // she and Octavia
/ they had endured the longest separation of their lives
[1]
Needs idea of both parties
Lift of we had endured the longest separation of our lives = 0. Candidates must distil the
answer.
Reference to seeing separation stretching away, indefinitely prolonged = 0(N)
Reference to lying in a state of lethargy = 0(W)
(ii) (she thought) the operation had not been a success // she wanted proof that the
operation had been a success // she didnt know whether (or not) the operation had been
a success // she thought the nurses / doctors were hiding something from her
[1]
Lift of had the operation not been a success? = 0(N). Candidates must distil the answer.
Two correct answers in one limb = one mark max.
Question 8 from paragraph 4
(i) showing the writer / her the surgeons / doctors report(s)

[1]

(ii) when she / the writer might have had medical knowledge / might have been able to
understand it // it might not have been a mass of technicalities to her / the writer // the nurse
didnt know if the writer had medical knowledge / would understand it / the report
[1]
The senior nurse showed me the surgeons report = 0(N)
The report was a mass of technicalities = 0(N)

University of Cambridge International Examinations 2012

Page 10

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
22

Question 9 from paragraph 5


(a) Accept any sensible inference concerned with either writers possible actions or nurses
status e.g. They were afraid / thought / knew she might make a fuss // they were afraid /
knew / thought she was going to ask to see her baby (again) // the senior nurse was not
there (to deal with it) / they were (only) junior / inexperienced nurses
[1]
They were nervous / fearful / afraid / angry / worried she would get upset (alone) = 0 (N)
They didnt know what to say / what was going to happen = 0 (N)
They were afraid of the senior nurse / the surgeon / the writer = 0(N)
(b) This is not a conventional own words question, but look for re-casting of WHOLE BUILDING
BEHIND THEM and INTENTION for 1 mark each. Do not insist on synonym for whole, but
idea must be included.
WHOLE BUILDING BEHIND THEM : weight of authority / hospital rules / managers / other
nurses / doctors / staff // they were part of a big organisation // had the support of the (entire)
hospital
[1]
Literal meaning (alone), e.g. hospital = 0
They had support (alone) = 0
INTENTION: desire / wishes / determination / purpose / aim / want / will / thing(s) in mind
/drive
[1]
reason = 0
(c) she pushed her // she propelled her towards the door // she started to push her
She took hold of her elbow (alone) = 0 She took my arm and began to push me = 0
(Needs 3rd person)
She pushed (alone) = 0(N) She pulled = 0(W) She pushed her out = 0(W)
Reference to well youre back = 0(N)

University of Cambridge International Examinations 2012

[1]

Page 11

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
22

Question 10 from paragraph 6


He thought the mother / writer should have been allowed to see her baby / should not have been
turned away by the senior nurse / nurses // should not have had to scream / make a fuss in order to
see her baby // the nurses hadnt allowed her / the writer to see her baby // the nurses had allowed /
caused the commotion / fuss
[1]
Focus must be on the behaviour of the nurses and not the writer but accept incidental references to
the writer being upset, e.g.
The nurses hadnt allowed her to see her baby and so she was screaming = 1
Because the writer had been screaming and the nurses hadnt allowed her to see her baby = 0
The nurses hadnt allowed her to see her baby and the writer had been screaming = 0
Question 11 from the whole passage
1.
2.
3.
4.
5.
6.
7.
8.

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. boring and irritating for 'tedious'.
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.
Tick only correct answers. No need to cross wrong answers but if all answers are incorrect put
one cross only in the bottom corner.

(See words and equivalents overleaf.)

University of Cambridge International Examinations 2012

Page 12

Word

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

1 mark

Paper
22

0 mark

1. poignancy (line 4) sadness / emotion / pain / hurt / feeling / pathos


/ heartbreak / distress / sorrow / agony / misery
/ grief

cruelty / upset / worry /


anxiety

2. appointed (line 5)

(pre-)arranged / official / assigned / designated


/ chosen / planned / scheduled / elected /
selected / given / provided / discussed
previously / prescribed / required / (pre-)
determined / fixed / set / allocated / booked /
agreed / specified / right / stated

promised / exact
necessary / needed
actual

3. copiously
(line 10)

extensively / lots / a great deal / uncontrollably


profusely / many tears / abundantly / in floods

constantly / continuously
repeatedly / excessively /
too much

4. preoccupied
(line 11)

distracted / taken up / obsessed / hung up on /


wrapped up in // concerned (with) // taken over
/ up // thinking solely / only / engrossed /
absorbed

surrounded / filled /
overwhelmed / overcome
engulfed / busy with
thinking about

5. vehemence
(line 16)

anger / rage / fury / passion / intensity /


forcefulness / strength (of feeling)

dislike / resentment

6. summoning
(line 18)

gathering / mustering // calling up / on / upon


getting together / conjuring / dredging (up) /
rousing / raising

calling / building / bringing


gaining / demanding /
showing / collecting

7. tedious
(line 29)

boring / dull / wearisome / a drag / tiresome

nuisance / irritating /
annoying / immature / slow
repetitive / atrocious /
monotonous

8. hardened
(line 33)

(became) stern / harsh / resolute / resolved /


firm / strict / severe / unbending / unyielding /
determined / steely / uncompromising /
authoritative // toughened

loud / angry / powerful /


deep / serious / strong //
raised / stiffened

University of Cambridge International Examinations 2012

Page 13

Mark Scheme: Teachers version


GCE O LEVEL May/June 2012

Syllabus
1123

Paper
22

Appendix
Markets, bazaars, corner shops, high street stores or out-of-town retail centres wherever you live,
shopping plays some part in your life, and the hours available for this common activity will vary. But
do extended shopping hours have a positive or a negative effect on society?
Extending the opening hours of shops has many advantages. People do not have to rush to the
supermarket after a hard day at the office, checking their watches to see how much time they have
to buy the evening meal for the family. If a shop is open for a restricted number of hours per week,
say forty, then one set of employees is sufficient to run it, but extended opening hours mean that
more people are needed to work in the store, thus providing an income for them. This can be
particularly beneficial for students, who are able to work for a limited period to earn some money
without compromising their studies. Families can also benefit; parents, usually mothers, can
work a few hours part-time in the local supermarket when their spouses are not at work. Not
only does this provide additional income for the family; it can also avoid the costly and sometimes
complicated childcare arrangements which will be necessary if both parents work the same hours.
Extended opening hours mean more income for the shop owner, who will not miss out on a
potential sale because the shop is shut.
Keeping shops open longer spreads the load for the shopping centre, as not all the potential
shoppers are arriving at the same time, or fighting for a limited number of parking spaces.
People have more time to browse when it suits them, and so shopping can become a form of
relaxation, giving rise to the term retail therapy. In modern times there has been a rise in the
number of covered shopping malls, which are usually open for longer than the conventional
high street stores. These malls offer under one roof a wide range of merchandise from
clothes, to food, to electronic equipment and so there is increased availability of goods in
these virtually round-the-clock outlets. Because these malls are normally modern and bright, they
offer an attractive day out for families, and make shopping a valuable family activity.
But extended shopping hours are sometimes under fire from critics who argue that, far from promoting
family life, the shop till you drop mentality actually decreases the opportunities for family
activities. Indeed, the very expression shop till you drop suggests silly, robot-like behaviour.
Children miss out on valuable recreational excursions with their parents, who take them on
endless shopping trips instead of, for example, to an art gallery. If mum is working in the supermarket
in the evening, the chances for family bonding, such as simply eating dinner together, or
watching television, has been removed. Children are not taken to run around parks and
playgrounds because they are shopping instead. There is nothing more depressing than seeing the
long faces of parents pushing buggies and trailing youngsters round yet another computer shop. The
resulting lack of exercise perhaps contributes to increasing childhood obesity in some parts of
the world.
Extended shopping hours also has a detrimental effect on employees, whose own family life is
interrupted or compromised because one or other of the family members, possibly including
teenage students, is working at any given time. Employers suffer too; they cannot always be in
the shop, and will need to appoint an employee as deputy in their absence, which might cause
problems. If they decide that such a task is impossible they may choose to close the shop, but
they will lose business to the shops which have stayed open. Moreover, as people have a fixed
amount of money to spend shopping, the idea that they spend more because shops are open
longer is a myth in any case, and so employers do not ultimately benefit.
Finally, if people know that the shops are open constantly, they will waste the time that they might
have spent doing other, more useful things.

University of Cambridge International Examinations 2012

2
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.

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 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
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.

10

15

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 childs 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 others company.

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
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 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
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

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30

35

40

45

3
Passage 2
Akira
Ling had been with Akiras family for a long time.
Content removed due to copyright restrictions.
I could see profound gratitude in Akiras face. Tomorrow afternoon. Three oclock, I said.

UCLES 2012

1123/21/INSERT/O/N/12

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
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

For
Examiners
Use

3
(b) Summary [5 marks]
Now use your notes to write a summary of the advantages and disadvantages of
keeping animals in captivity, as outlined in the passage.

For
Examiners
Use

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:
Animals kept either in zoos or safari parks benefit because .............................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
No. of words

UCLES 2012

1123/21/O/N/12

[Turn over

4
2

From paragraph 4, select and write down two opinions.


One opinion is .........................................................................................................................
............................................................................................................................................. [1]
Another opinion is ...................................................................................................................
............................................................................................................................................. [1]

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]

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

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

Read Passage 2 in the insert and answer all the questions below in the order set.
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]
(c) What is it about Akiras attitude to Ling which puzzled the writer? Answer in your own
words.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [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 familys darkest
secret was.
..........................................................................................................................................
..................................................................................................................................... [2]
(b) Akira referred to his familys 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

6
From paragraph 4
8

(a) In what two ways did Akira show his nervousness when he went near Lings room?
(i) .....................................................................................................................................
.....................................................................................................................................
(ii) .....................................................................................................................................
................................................................................................................................ [2]
(b) What exactly was the result of Akiras goading and bullying?
..........................................................................................................................................
..................................................................................................................................... [1]

From paragraph 5
9

Explain fully the reason for Akiras triumphant flourish of his hand.
.................................................................................................................................................
.................................................................................................................................................
............................................................................................................................................ [2]

From paragraph 6
10 (a) For what two reasons did the writer not ridicule Akiras 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

For
Examiners
Use

7
From paragraph 7

For
Examiners
Use

11 (a) If Akiras difficulty had not arisen, how would he have behaved?
..........................................................................................................................................
..................................................................................................................................... [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.
2.
3.
4.

listlessly (line 2)
embarrassed (line 8)
curious (line 12)
glanced (line 14)

Five words chosen


(from list above)

5.
6.
7.
8.

obsession (line 21)


resolve (line 28)
exaggerated (line 39)
evaporated (line 41)
Answer

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]
[5]

UCLES 2012

1123/21/O/N/12

Page 2

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

Veterinary surgeons give medical attention / medicines


Nutrition experts ensure / give (ready supply of) food
Life expectancy is longer (than in the wild)
Offers safe environments / safety / protection
Prevents extinction of (some) rare species / some (rare) species exist only in zoos
[Rare or extinct species exist only in zoos = 0]
(Enable us / people to) see / learn about the links between humans and animals /
ourselves and other species
(Could) influence future work with apes / animals // allows research into apes / animals
(People / children) learn about (the world of) nature
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
Encourages people to care / raises awareness about caring / see they have
responsibility for the planet
[Caring for animals (alone) = 0]
(Provide) relaxation / entertainment
[day out = 0]
Brings families closer / together // family day out
Animals are kept in small spaces
Deprived of their natural habitat
Natural instincts are curbed
(Live in an) unnatural climate / weather/ temperature // deprived of natural climate, etc.
Reduces (number of) breeding (animals) in the wild
[being taken from the wild endangers the species = 0]
(Animals often) fail to breed (in captivity) // attempts to get them (notoriously) difficult
Dont (all) live as long // elephants / large animals dont live as long
Elephants / large animals (become) stressed
Cruelty / exploitation (of keeping animals in captivity)

Cambridge International Examinations 2012

Page 6

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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) Akiras familys servant // Ling was his servant // Ling worked for Akiras
family

[1]

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


Lift of Ling had been with Akiras family for a long time = 0(N)
Any reference to blood relationship, e.g. uncle = 0(W)
(b) (they) smiled / smiling (at children) // smile
They / he rarely smiled at children = 0
Any reference to being old / scowling / shouting = 0(W)

Cambridge International Examinations 2012

[1]

Page 7

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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 / didnt 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
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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 Lings / the room / along the corridor
The writer followed / accompanied Akira / him (sic) to / towards Lings / 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 Lings 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 wouldnt 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
Lift of he indicated a small bottle on a table beside Lings bed = 0
But lift of he indicated........spiders! = 1

Cambridge International Examinations 2012

[1]

Page 9

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
21

Question 10 from paragraph 6


10 (a) (i) a residue / trace / bit of fear // left-over fear // he still felt fear / afraid // he hadnt 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
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) 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 didnt 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 Lings room /
removing the potion / bottle / something from Lings room // he wouldnt 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 Lings room) // they
would have to go into Lings room again / a second time / back into Lings 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
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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
1 mark
for each
correct
meaning

Words

Expected Answer

Dont Allow

1 listlessly (line 2)

lethargically / without energy / languidly /


unenthusiastically

aimlessly

2 embarrassed
(line 8)

ashamed / awkward / mortified / selfconscious / discomfited / humiliated /

disgraced

3 curious (line 12)

odd / strange / unusual / queer / weird /


bizarre

inquisitive /wanting to
know

4 glanced (line 14)

looked quickly / in passing / fleetingly/


cursorily // glimpsed / cast an eye /
peeked / a slight look / a quick view

peeped / looked
through (quickly) /
looked (in) for a short
time

5 obsession (line
21)

constant / persistent thought / desire /


interest // always thinking about / fixation
/ hang-up / bee in his bonnet / infatuation
/ passion / addiction / (deep) fascination /
craving / cant get enough of something

wanting to do
something a lot / habit
/ uncontrollable desire

6 resolve (line 28)

determination / courage / bravery /


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

motivation / confidence
/ strength

7 exaggerated (line
39)

elaborate / overdone / extravagant /


excessive / inflated / overblown / overstated / over the top / over-reacted /
theatrical / dramatic / more than required

hyped up / extreme /
extra / great / too much
/ more than normal /
emphasised

8 evaporated (line
41)

disappeared / vanished / dissolved //


trickled /faded / melted away / dwindled
away / to nothing // was gone / lost //
dried up

reduced / dispersed /
left / went / ended /
finished

Cambridge International Examinations 2012

Page 11

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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 childs 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 childrens 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 others 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

2
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
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 others 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.
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
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
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 snails 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
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
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,
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 dont need to ha ve 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?
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
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

10

15

20

25

30

35

40

45

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
Christophers 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.

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1123/22/INSERT/O/N/12

[Turn over

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
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

For
Examiners
Use

3
(b) Summary [5 marks]
Now use your notes to write a summary of the advantages and disadvantages of air
travel, as described in the passage.

For
Examiners
Use

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
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[Turn over

4
2

From paragraph 5, select and write down two opinions.


One opinion is .........................................................................................................................
............................................................................................................................................ [1]
Another opinion is ...................................................................................................................
............................................................................................................................................ [1]

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

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

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

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

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]
(c) Give two pieces of evidence which show how important Christophers education was to
Mei Li.
(i) .....................................................................................................................................
.....................................................................................................................................
(ii) .....................................................................................................................................
................................................................................................................................ [2]

From paragraph 2
5

(a) Explain in your own words why it was surprising that Christophers father came into
the library that afternoon.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(b) Apart from the fact that Christophers 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

6
From paragraph 3
6

(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.
..................................................................................................................................... [1]
(b) Why do you think Christopher returned to the table every few seconds?
..........................................................................................................................................
..................................................................................................................................... [1]
(c) In what way was Christophers deception feeble?
..........................................................................................................................................
..................................................................................................................................... [1]
(d) Each of Christophers 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 Akiras 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]

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For
Examiners
Use

7
(c) Explain fully how what Akira had said contradicted Christophers memory of his parents
argument.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [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.
2.
3.
4.

paramount (line 7)
frustratingly (line 17)
inevitable (line 18)
muffled (line 21)

Five words chosen


(from list above)

5.
6.
7.
8.

sanctuary (line 28)


heralded (line 30)
earnestness (line 38)
broached (line 47)
Answer

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]
[5]

UCLES 2012

1123/22/O/N/12

For
Examiners
Use

Page 2

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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
1 mark for
each
correct
point up
to a max.
of 15

Expected Answer

Allow

Dont Allow

[1

Gives people new experiences (of


cultures / climates / cuisine)]

(Air travel / it / experiences / they /


these encourage(s)) tolerance of other
people / races

tolerance (alone)

Is within the budget of ordinary people /


everybody

cheap / cheaper
(alone)

Makes family holidays overseas easy /


easier // brings families together on
overseas holidays

(Makes it possible / easy to) visit friends


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

(Brings) jobs in airports

(Communities in) depressed / poor


areas near airports are built up /
developed

Small businesses can send employees


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

given example of
architects

People / individuals can commute / go


to work in other cities / countries /
places

given example of
architects

10 Reduces congestion / less pressure on


other transport / rail / roads
11 Speed

communication

(brings) jobs for


baggage handlers
+ one other
example

Of course the
sheer speed
snails pace
It makes the speed
of snails pace

[12 Noise (of take-off and landing) disturbs


local residents]

Cambridge International Examinations 2012

Page 3

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
22

13 Runways are built on / spoil / encroach


on countryside
14 Airport buildings / terminals are built on
/ spoil / encroach on the countryside

spoiling rural
views (alone)

15 Damages the ozone layer / planet //


causes / increases carbon footprints

becomes an
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 disasters
19 Journeys to airports take a long time /
increase travel time

any reasonable
example, including
one hour

20 Security checks are time-consuming /


take time
21 Security checks are stressful / invasion
of privacy
22 Delays are stressful // delays imprison
(you) in the airport

Cambridge International Examinations 2012

possibility of
crashes /
accidents (alone)
it increases travel
time
it takes time
(alone)
what could be
worse
demanding
attention?
flights are delayed
(alone)

Page 7
2

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
22

From paragraph 5, select and write down two opinions.


Mark

Allow

1 mark

Opinion 1: (Such) security


checks are stressful / an
invasion of privacy

run on into as belts,


jewellery x-rayed

1 mark

Opinion 2: What could be


worse than the feeling of
being imprisoned in the airport
/ being delayed at the airport /
having a delayed flight

run on into with nothing


attention

Dont Allow

inclusion of occasionally
happens

Additional information
Accept in any order.
Accept own words versions.

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

1 mark

Statement 1 is true

1 mark

Statement 2 is false

1 mark

Statement 3 is false

Allow
Any clear indication of
choice even if it not a tick,
e.g. cross, star, asterisk

Cambridge International Examinations 2012

Dont Allow
If both true and false are
indicated against any
statement

Page 8

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
22

Passage 2
4

From paragraph 1
(a) What was lacking in the house that afternoon because it was raining hard?
Mark
1 mark

Expected Answer

Allow

light / brightness / sunshine /


sunlight

Dont Allow
visibility / sun / warmth /
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

1 mark

it was (really) an anteroom


(lined with books) / small room
// it was too small (to be a
library) / small

Allow

Dont Allow
Lift of (This took place
in) an anteroom lined
with books
Answer must be distilled.
It wasnt 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
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
22

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

Expected Answer

1 mark

(i) she stood (sternly) over /


next to him as he worked (for
up to two hours) // she
supervised his education

1 mark

(ii) she didnt sit down // never


sat down // it never occurred
to her to sit down (opposite
him)

Allow

Dont Allow
Lift of why
else.......worked?
She watched him
worked
Answer must be distilled.
Lift of why did
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

From paragraph 2
(a) Explain in your own words why it was surprising that Christophers father came into
the library that afternoon.
Mark

Expected Answer

1 mark

INTERRUPT: stop / get in the


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

Allow

Cambridge International Examinations 2012

Dont Allow
bother / trouble / enter

Page 10

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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 Christophers father came into the library, what other aspect of
his behaviour seems surprising?
Mark

Expected Answer

1 mark

(he was apparently) oblivious


of their / his presence // didnt
seem to see / notice them /
him / realise they were / he
was there

Allow
he ignored him / them /
didnt speak to / look at /
acknowledge him / them

Dont Allow
He didnt see them / he
closed the door firmly

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

1 mark

(i) he was trying to overhear /


hear his parents (arguing) //
he was listening (in) to /
concentrating on /
eavesdropping on what his
parents were saying

so that he would stop trying


to overhear etc.

(ii) he was distracted from /


wasnt doing / concentrating
on his work / homework /
arithmetic / sums / studies //
he was taking too long /a long
time over his work/ homework
/ sums / studies

so that he would do his work


etc. / she wanted him to do
his work

1 mark

Dont Allow
He / overheard / heard /
caught the argument
Lift of whenever I tried to
hear a little more = 0.
Answer must be distilled.

his pencil hovered too long


over his sums

Cambridge International Examinations 2012

Lift of my pencil hovered


over my sums = 0.
Answer must be distilled.

Page 11
6

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
22

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
1 mark

Expected Answer
apprehensively

Allow
The use of the correct word
in a phrase or sentence
provided that it is underlined
or otherwise highlighted.

Dont Allow
More than one word

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

Expected Answer

1 mark

in case Mei Li came back /


caught him // he was afraid
Mei Li would come back /
would find him out of his seat /
listening to his parents
argument / not working / not
doing his arithmetic

Allow

Dont Allow
He would be reprimanded
= 0(N)
He was afraid (of Mei
Li)(alone)
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
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
22

(c) In what way was Christophers deception feeble?


Mark

Expected Answer

1 mark

(it was obvious / clear / could


be seen that he wasnt
measuring the room / was
listening to his parents
argument // it wouldnt deceive
/ fool Mei Li // you wouldnt
measure a room with a ruler //
measuring the room wasnt his
homework / what he was
supposed to be doing // it was
unreasonable / unrealistic /
unbelievable that he was
measuring the room

Allow

Dont Allow
It was weak /
unconvincing (alone) / it
wouldnt fool anyone
(alone)
he was pretending to
measure the room

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

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

Expected Answer

1 mark

RIGHTEOUS: moral / justified /


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

1 mark

Allow

DESPONDENT: sad / forlorn /


hopeless / wretched /
miserable / downcast /
despairing / disheartened /
gloomy / depressed / glum /
downhearted / down in the
dumps /

Cambridge International Examinations 2012

Dont Allow
angry / scolding / rightful
/ reasonable / truthful

Fearful / afraid / stressed


/ anxious / defensive /
distraught / confused /
stressed / upset /
ashamed / guilty / sorry /
downtrodden / hounded

Page 13

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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 mothers anger was sad but his fathers anger showed he felt he was correct = 1 max.
One parents anger was sad and the other showed they felt they (sic) were correct = 2
One parents anger was sad but the other showed he felt he was correct = 1 (wrong match)

From paragraph 4
Give two reasons why Christopher was not upset by his parents disagreements.
Mark

Expected Answer

1 mark

(i) they did not affect him/ his


life

1 mark

(ii) he was (well) used to such /


these periods // periods of
silence / their silence // he was
used to their disagreements /
these situations // he was used
to it

Allow

Dont Allow
Lift of if their
disagreements...might
have been upset, even if
pronouns are changed.

It had happened often /


many times before

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

Cambridge International Examinations 2012

Lift of Wasnt I used to


such periods?
It had happened before.
(alone)

Page 14
8

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
22

From paragraph 5
(a) What effect is achieved by the word theatrical to describe Akiras laughter that would
not be achieved by the word hearty?
Mark

Expected Answer

1 mark

it wasnt a real laugh / he


wasnt (really) laughing/
amused // he was pretending to
laugh / be amused // he was
kidding / fooling around // he
was acting (the part of being
amused) // he was showing off /
trying to impress Christopher /
laughing for effect // it was
exaggerated / insincere / false /
phoney / fake / forced /
dramatic

Allow

Dont Allow
Reference to kicking his
feet in the air
It was loud / extreme /
not serious
It was funny / a joke /
comic

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

Dont Allow

1 mark

the family falls apart / will fall


apart / breaks down / collapses
/ scatters

children and parents


separate

Fall (alone) / break


(alone)
family life is spoiled
family bonds become
weaker
they fall apart
parents separate /
divorce

Cambridge International Examinations 2012

Page 15

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
22

(c) Explain fully how what Akira had said contradicted Christophers memory of his
parents argument.

Mark

Expected Answer

1 mark

(i) he said that childrens (bad)


behaviour caused parents
arguments // that if parents
argued it was the childrens
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 fathers
job

Allow

Dont Allow

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
9

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
22

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
1 mark
for each
correct
meaning

Words
1 paramount (line 7)

Expected Answer

Dont Allow

utmost / most / greatest /


supreme(st) / uppermost /
topmost / chief / foremost /
highest / first / main /
principal / leading / cardinal
/ second to none / nonpareil

Great / extreme / huge /


very / major / immense /
very big / vital / crucial

2 frustratingly (line 17)

annoyingly / maddeningly /
irritatingly / infuriatingly /
disappointingly /
exasperatingly

stressfully / disturbingly /
angrily

3 inevitable (line 18)

unavoidable / bound to
happen / guaranteed / sure /
sure to happen / inexorable
/ must happen / ineluctable /
unstoppable /
unpreventable / certain

Likely / possible /
probable / obvious /
impending / eventual /
must

4 muffled (line 21)

hard to hear / quietened /


barely audible / deadened /
stifled / unclear / not clear /
faint / softened / muted /
indistinct

Hushed / murmured / dim


/ softer / diminished /
lower / inaudible /
reducing in volume /
fading low-pitched / quiet

5 sanctuary (line 28)

safety / safe place / haven /


refuge / shelter / protection /
security / harbour / asylum

peace / peacefulness /
quietness / tranquillity /
escape / isolation

6 heralded (line 30)

preceded / foreshadowed /
prefaced / ushered in /
presaged / announced /
introduced / was the
forerunner / signalled

caused / continued /
stopped /resulted in /
brought / created / led to /
began

7 earnestness (line 38)

sincerity / seriousness /
solemnity / gravity / gravitas

desire / curiosity /
concern

8 broached (line 47)

introduced / raised / opened


/ brought up / started /
mentioned

touched / asked / brought


(about/forward) /
discussed / proposed /
suggested / approached /
addressed

NB: needs idea of


superlative

Cambridge International Examinations 2012

Page 17

Mark Scheme
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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
GCE O LEVEL October/November 2012

Syllabus
1123

Paper
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 others 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 snails 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
dont 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 The Internet


1

One of the most exciting innovations of recent times has been, without doubt, the internet; it
has brought about change on a grand scale.

The internet has revolutionised the speed with which information can be accessed: students,
for example, can use computers instead of books to research a topic in school, with almost
instantaneous results. The internet is also beneficial because it gives a wide variety of
5
information; people who surf the net never cease to be amazed at the apparently limitless
range of facts available. Moreover, in contrast to expensive reference books, the internet
provides most of its information at no cost to the recipient. The information is easily stored, as
computers take up much less space in a house or a library than rows and rows of bookcases.
No-one wants their house cluttered with books.
10

It is not just school and college students who reap the benefits of the internet. Online courses
can be completed at home, which removes the expense and time it would take to travel to an
educational establishment. In addition, location is not a factor when embarking on an online
course; it is feasible to have a class of students from all over the world participating in the
same course.
15

Messages, called emails, sent via the internet, can be sent without interrupting the recipient in
the way that a ringing telephone does: one would be reluctant to phone a family member late
at night, but there is no problem in sending an email at that time, knowing that ones relative
will not necessarily open the email until the next morning. Friends and family members who
are parted by long distances can keep in touch via Skype, an internet service which allows 20
people to see each other on the computer screen so that contact is visible as well as audible.
The internet helps to create new friendships as well as support existing ones, as people,
often young people, can make new friends on social networking sites such as Facebook.

The internet also frees up time for busy families who are now able to do their weekly shopping
online. Among the other things they might now do in their new-found leisure time is read 25
books online; novels and other texts can be downloaded as e-books, as they are called, which
are much cheaper than conventional books.

However, online shopping has a detrimental effect on conventional shops by taking away
customers, often leaving unsightly gaps and boarded-up stores in the main streets of towns.
The internet removes the social dimension of shopping; people who shop online no longer 30
congregate in shopping centres or meet friends for coffee there. Browsing for books on the
internet rather than in a bookstore denies the pleasure of handling books, and reduces the
opportunity of discovering a wonderful book by sheer accident.

It is possible to become a slave to email, both at home and at work, where there is a nagging
pressure to check that one has not been contacted for a decision. Furthermore, teachers 35
complain that the art of letter writing has been lost because of emails. People can become
addicted to the internet, spending lots of time surfing the net when they could be engaged in
more fulfilling pursuits, like playing sport or studying. The internet has been criticised because
sometimes the material available is inappropriate, particularly for children, although parents
should monitor their childrens access to the internet in any case. Not all websites are reliable: 40
some sites have been shown to contain information which is misleading, or even inaccurate.
However, perhaps this criticism could be levelled at some books too; caution may be the key.

Living in the age of the computer has the drawback that sometimes what would have been
simple transactions in the past are now disproportionately complicated. Take, for example,
queuing to pay for purchases with the exact payment in your hands, and then being greeted 45
with the depressing news that the computer at the checkout has crashed.

The internet is a marvellous and fascinating phenomenon. Whether we allow it to work against
us rather than in our favour is very much in our own hands. At the end of the day, human
beings are more intelligent and resourceful than machines.

UCLES 2013

1123/21/INSERT/M/J/13

Passage 2
A teenage boy called Miles tells the story of a night when he found something extraordinary.
1

My family lived in a tiny, metal-roofed house facing the Pacific Ocean. Behind the house was
a detached garage, over which I had my bedroom. One of the good things about this was its
low, slanted ceilings, which kept the adults away. That night I stepped unnoticed down the
dark outside stairway from my room. It was 2.15am, an hour before low tide, with a full moon.
I could hear the sea hissing faintly, and was aware of the fishy reek of living, dead and dying
seaweed, clams and crabs.

It was my first summer collecting marine specimens for money. I sold starfish, crabs, and
other tidal creatures to public aquariums. Almost everything had a market, I was discovering
I offloaded at a local restaurant the clams I had collected, and for more unusual types of
sealife, I dealt with a private aquarium dealer. Full moon was when I often had my best haul, 10
which complicated things because I wasnt allowed on the mudflats after dusk.

I walked along the edge of the water, the light of my flashlight bouncing ahead of me, picking
my way to avoid crushing clam shells. I saw a massive moon snail, its undersized shell riding
high on its body like the cab of a bulldozer, below which its mound of oozing flesh hunted for
any clam unlucky enough to be in its path. I thought about grabbing it, but it was too big. So 15
I went out toward the oyster farm belonging to Judge Stegner. That was my rather weak alibi
if I was caught out there, that I was tending the judges oysters. He paid me twenty dollars a
month to help maintain them, though not at night, of course. Still, it could be useful if someone
asked what I was doing there at that hour. I knew how everyone felt about Judge Stegner. My
father tucked his shirt in whenever he came around. And when the judge spoke in his deep, 20
easy rumble, nobody interrupted.

There were dozens of shore crabs near the low mesh fence around the judges oyster beds.
Crabs amused me in small numbers, but when they crowded together like this they unhinged
me, especially when they were in water where they moved twice as fast as on land. I heard
their pincers clasping the fence, pushing their bodies higher. The oysters were under siege, 25
but I couldnt bring myself to interfere. I rounded the oyster beds to the far side, relieved to find
them relatively crab free.

And thats where it happened. I heard it long before I saw it. It was the sound of something
exhaling. Was a whale stranded again, I wondered. We had a young minke whale stuck out
there once, and it made similar noises until the tide rose high enough for rescuers to help 30
free it. I waited, but there were no more sounds. Still, I went toward what I thought Id heard,
avoiding stepping into the mud unless I had to. I knew the flats well enough to know the
danger. The general rule was you didnt venture out onto the mud with an incoming tide, or
you were in mortal danger. I sank up to my knees twice, but I kept stepping toward the one
sound Id heard, a growing part of me hoping Id find nothing at all.
35

Then my flashlight crossed it. My first thought? A massive octopus. But when I saw the long
tubular shape of its upper body, I knew it was something else. I came closer, within twenty
metres, close enough to see its body quiver. I couldnt tell if it was making any sounds at that
point because it was impossible to hear anything over the roaring of the blood in my ears. It
was hard to be sure exactly where it all began or ended. The creatures body was triangular, 40
with narrow fins that lay flat on the mud like wings. I was afraid to prise my eyes off its jumble
of tentacles for more than half a second. I didnt know whether I was within its reach, and its
tentacles were as thick as my ankles and lined with suckers. If they had even twitched, I would
have run. Then I gradually realised the dark shiny disc in the rubbery mass was an eye, thirty
centimetres across. I knew that this creature could only be one thing. It was a giant squid, one 45
of the largest and rarest of all sea creatures. And it was still alive.

UCLES 2013

1123/21/INSERT/M/J/13

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
1

(a) Notes [15 marks]


Identify and write down the points in the passage which tell us the advantages and
disadvantages of the internet.
USE ONLY THE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 8 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 the internet

Speed at which information can be accessed

Disadvantages of the internet

Online shopping takes customers away from shops

UCLES 2013

1123/21/M/J/13

For
Examiners
Use

3
(b) Summary [5 marks]
Now use your notes to write a summary in which you state the advantages and
disadvantages of the internet, as outlined in the passage.

For
Examiners
Use

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:
It is clear that the internet has many advantages because ..............................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
No. of words

UCLES 2013

1123/21/M/J/13

[Turn over

4
2

From paragraph 2, select and write down two opinions.


One opinion is .........................................................................................................................
............................................................................................................................................. [1]
Another opinion is ...................................................................................................................
............................................................................................................................................. [1]

From your reading of paragraph 9, decide which one of the following statements is true and
tick the box you have chosen.
The writer doesnt understand how the internet works.
The writer disapproves of technology.
The writer thinks that the internet can be a force for good in the world.
[1]

From your own knowledge or experience, give two examples of ways in which the internet
can be used. Do not refer to specific examples in the passage in your answer.
One example is .......................................................................................................................
............................................................................................................................................. [1]
Another example is .................................................................................................................
............................................................................................................................................. [1]
Total for Section 1 [25]

UCLES 2013

1123/21/M/J/13

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

Read Passage 2 in the insert and then answer all the questions below in the order set.
From paragraph 1
5

What two features of Miless bedroom meant he could live untroubled by adults?
(i)

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

(ii)

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

From paragraph 2
6

From which three sources did Miles get money in exchange for the sea creatures he
collected?
(i)

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

(ii)

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

(iii)

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

From paragraph 3
7

(a) Give two ways in which the snail resembled a bulldozer.


(i)

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

(ii)

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

(b) What was Miless alibi and why was it rather weak?
..........................................................................................................................................
...................................................................................................................................... [2]
(c) What do you think was the attitude of other people towards Judge Stegner?
...................................................................................................................................... [1]

UCLES 2013

1123/21/M/J/13

[Turn over

6
From paragraph 4
8

(a) Explain in your own words the two contrasting attitudes that the writer had towards
crabs.
(i)

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

(ii)

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

(b) Pick out and write down two consecutive words which suggest that the oyster beds
were being attacked by the crabs.
...................................................................................................................................... [1]

From paragraph 5
9

(a) What had happened to the young minke whale?


...................................................................................................................................... [1]
(b) Explain in your own words why Miles knew he had to avoid stepping into the mud.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]

From paragraph 6
10 (a) It was impossible to hear anything over the roaring of the blood in my ears. What is the
writer telling us here about how Miles was feeling?
...................................................................................................................................... [1]
(b) Give two reasons why Miles was unable to be sure of the exact size of the giant squid.
(i)

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

(ii)

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

(c) I didnt know whether I was within its reach. What does its refer to here? Answer in
one word.
...................................................................................................................................... [1]
(d) What finally convinced Miles that the creature was a giant squid?
...................................................................................................................................... [1]
(e) What effect does the writer achieve by the final short sentence?
...................................................................................................................................... [1]
UCLES 2013

1123/21/M/J/13

For
Examiners
Use

7
From the whole passage
11 Choose five of the following words. For each of them give one word or short phrase (not
more than seven words) which has the same meaning that the word has in the passage.
1. detached

(line 2)

5. clasping

2. faintly

(line 5)

6. relatively (line 27)

3. reek

(line 5)

7. exhaling

(line 29)

4. haul

(line 10)

8. prise

(line 41)

Five words chosen


(from list above)

(line 25)

Answer

) ...................................

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

[1]

) ...................................

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

[1]

) ...................................

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

[1]

) ...................................

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

[1]

) ...................................

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

[1]

Total for Section 2 [25]

UCLES 2013

1123/21/M/J/13

For
Examiners
Use

Page 2

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
21

Passage 1
Question 1:
1

(a) MARK TO A MAXIMUM OF 15 FOR CONTENT POINTS.


Points to be rewarded and their marks are indicated below. Indicate by a tick the point
rewarded. Accept own words or lifting. Accept sentences or note form. Points 1 and 13 are
already given.
1

Speed at which information can be accessed

Gives a wide variety of information / (apparently) limitless range of facts available

Gives (mostly) free information (information is cheap(er) / not as expensive as books //


internet has no cost = 0)

Information is easily stored // computers dont take up much space / as much space as
books

Online courses save travel time / money for travel // online courses can be done at home
// no need to go to an educational establishment

People from all over the world can participate in same course (location is not a factor
alone = 0)

Emails / messages dont interrupt / disturb the recipient

Emails / messages can be sent at any time (emails can be sent at night = 0)

Skype allows visual (as well as audible) contact with others / people // an internet service
allows visual contact

10 Friendships made / supported via social networking (sites) (via Facebook / sites like
Facebook = 0)
11 Online shopping saves time (for busy families / people) (frees up busy families = 0)
12 e-books are cheaper than real books
13 Online shopping takes customers away from shops / shopping centres
14 Online shopping removes social dimension / side of shopping // online shopping reduces
the opportunity to meet friends while shopping (lift of lines 3031 people who shop
coffee there = 0)
15 Browsing / shopping for / buying books (on the internet) denies the pleasure of handling
books (reading books = 0)
16 Browsing for books (on the internet) reduces the opportunity of discovering a wonderful /
special / amazing / good book by accident (a new book = 0)
17 Possible to become a slave to email / messages // pressure to check emails / messages
ALLOW answers which capture the idea of excessive reliance, e.g. too reliant (slave to
social sites = 0)
Cambridge International Examinations 2013

Page 3

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
21

18 Destroys (art of) letter writing


19 Addictive // prevents people doing more fulfilling / better things // people waste time / surf
/ use internet instead of doing more fulfilling / better things (specific examples, e.g.
playing sport = 0)
20 (some / sometimes) inappropriate material (any suggestion of all material, e.g. the
material = 0)
21 (some / sometimes) wrong / misleading information // not all websites are reliable (any
suggestion of all information, e.g. the information= 0)
22 Simple transactions become complicated
ALLOW line 44 simple transactions in the past become complicated
[15]

Cambridge International Examinations 2013

Page 7

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Question 2:
2

Paper
21

2 marks [from paragraph 4]

Opinion 1:

People (who surf the net) never cease to be amazed at the (apparently limitless)
range of facts available.
[1]

Opinion 2:

No-one wants their house cluttered with books.

[1]

Opinion 3:

line 5 the internet is beneficial Excess denies

[1]

Allow any 2 of 3 for 1 mark each


Question 3:
3

The writer thinks that the internet can be a force for good in the world.

Question 4:
4

1 mark [from paragraph 9]


[1]

2 marks [from knowledge or experience]

Do not accept examples from the passage, but be generous with candidates interpretation.
[2 1]
Allow: blogging // downloading music // watching movies or television // listening to the radio //
studying for exams // booking flights / train tickets / holidays / travel arrangements / playing
games
Do not accept shopping.
(NB travel arrangements should not be classed as shopping).
Do not accept vague generalisations, e.g. downloading material.

Cambridge International Examinations 2013

Page 8

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
21

Passage 2
Question 5:
5

2 marks [from paragraph 1]

(i) low (slanted) ceilings

[1]

Accept lift of lines 23 One of the adults away. Excess denies.


(ii) It was over a detached garage / behind the house / detached from the house / away from
the house
[1]
Lift of lines 12 behind the housebedroom = 0 (even if agent is changed) Answer must
be distilled
Far from the house = 0
(iii) (dark) outside stairway (from his room)

[1]

Lift of that night my room. = 0 (even if agent is changed) Answer must be distilled.
Any 2 of 3 for 1 mark each
Question 6:
6

1 mark [from paragraph 2)

(i) public aquariums

Accept lift of I sold starfish public aquariums. Excess denies.

(ii) (a local) restaurant(s)

Accept lift of I offloaded.local restaurant. Excess denies.

(iii) a (private aquarium) dealer Accept lift of for the more unusual types aquarium dealer.
Excess denies.
[1]
Accept points where made.
Candidates must have all three points correctly made for 1 mark.

Cambridge International Examinations 2013

Page 9

Mark Scheme
GCE O LEVEL May/June 2013

Question 7:
7

Syllabus
1123

Paper
21

5 marks (2 + 2 + 1) [from paragraph 3)

(a) Accept any two of the following:


(i) (Its) massive / very large
Accept lift of line 13 massive moon snail. Excess denies.
(ii) The shell is like a (bulldozer) cab.
Accept lift of lines 1314 its undersized shellbulldozer.
(iii) Look for answers which capture the idea of the comparative size of the two parts of
the snails body.
e.g. a small section on top of a large(r) one // a small shell compared to / on top of a
large body
Its undersized shellbody = 0
(iv) Its very powerful / not to be deflected // it destroyed anything in its path

[2]

(Clams alone = 0)
[Any 2 of 4 for 1 mark each]
(b) (i) he was tending / looking after / maintaining the judges oysters

[1]

Lift of I was tending the judges oysters = 0.


If person is used, it must be third person. But tending the judges oysters = 1
Lift of line 17 if I was caughtoysters = 0
But if expressed in 3rd person, i.e. if he was caughtoysters = 1
The judges oyster farm alone = 0
(ii) Look for answers which capture the idea of not supposed / expected to tend the
oysters / do that at night
e.g. he wouldnt normally look after the oysters / do that at night // he would normally
look after the oysters / do that during the day
[1]
Lifting will not work, including lift of lines 1718 (he paid me.of course)
(c) they respected him/ were in awe of him
Fear / apprehension = 0 (N)
Dislike / hatred = 0 (W)
My father tucked his shirt in / the judge spoke in a deep, easy rumble = 0(N)

Cambridge International Examinations 2013

[1]

Page 10

Mark Scheme
GCE O LEVEL May/June 2013

Question 8:
8

Syllabus
1123

Paper
21

3 marks (2 + 1) [from paragraph 4)

(a) This is an own words question. Key words are AMUSED/ SMALL NUMBERS and
CROWDED / UNHINGED.
AMUSED/ SMALL NUMBERS: (he found them) funny / entertaining / comical // made him
laugh / smile (he found them) pleasant / interesting / fascinating // he liked them = 0
when there werent many of them / were a few of them
[1]
Both elements are needed for the mark here. There are no half marks. For example,
They entertained him when there were a few of them = 1
They amused him when there were a few of them = 0
They entertained him (alone) = 0
CROWDED / UNHINGED: when there were a lot of / many / several / dozens of them / in
a large group
Surrounded him / more of them / bunch = 0 in a group alone = 0
(they) disturbed / upset / made him uneasy / fearful / afraid / uncomfortable
Bothered / repelled disgusted / horrified // made him unhappy = 0

[1]

Both elements are needed for the mark here. There are no half marks. For example,
They frightened him when there were a lot of them = 1
They frightened him when there were a few of them = 1
They frightened him = 0
(b) under siege

[1]

Give 0 if one or more than two words are offered. Accept the use of the correct word in a
sentence or expression, provided that it is underlined or otherwise highlighted.
Question 9:
9

3 marks (1 + 2) [from paragraph 5)

(a) (once) It got stuck / stranded / trapped (when the tide went out / on land / in the mud
//rescuers (helped to) free it / it was freed (when the tide was high enough)
[1]
Lift of Was a whale stranded again, I wondered = 0. It was stuck in the ocean = 0 It got
stranded again = 0
Lift of it got stuck out there = 0.
(b) This is an own words question. Key words are MORTAL and DANGER.
DANGER: threat / risk / possibility / chance / hazard

[1]

MORTAL: death / dying / life ending / drowning


Life-threatening // his life would be at risk // he could / might have died = 2
He would have died = 1

[1]

Cambridge International Examinations 2013

Page 11

Mark Scheme
GCE O LEVEL May/June 2013

Question 10:

Syllabus
1123

Paper
21

6 marks (1 + 2 + 1 + 1 + 1) [from paragraph 6)

10 (a) (his heart was beating fast and) he was excited/ afraid /scared/ terrified / anxious

[1]

Nervous / overwhelmed = 0 (N) His heart was beating fast = 0. Question asks for a feeling.
(b) (i) it was hard to be sure /you couldnt tell where it began and ended

[1]

Lift of lines 3940 (It was hard.ended ) = 1. Excess denies.


(ii) he couldnt take his eyes off/ stop looking at the tentacles // he was too busy looking
at the tentacles to think of anything else / how big it was // because of the jumble of
tentacles
[1]
Lift of lines 4142 (I was afraidsecond) = 0. But change to third person = 1.
(iii) it was dark

[1]

Lift of my flashlight crossed it = 0. Answer must be distilled.


Accept any two of three for 1 mark
(c) squid(s) / creature(s) / animal(s)

[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.
Tentacles / octopus = 0
(d) its /the huge eye // the size of its eye // an eye 30 centimetres across

[1]

Reference to dark/ shiny = 0(N) the / an eye = 0


Triangular body / fins / tentacles = 0 (W)
Lift of line 44 the dark shiny disc must extend to 30 centimetres across = 1
Lift of line 44 I gradually realized30 centimetres across = 0 But change to 3rd person = 1
(e) the danger (he was in) // the fear (he felt) is stressed / emphasised //( it creates) suspense
/ a cliffhanger // the reader wonders what will happen next
[1]
Fear (alone) / surprise / climax = 0
Emphasis / stress (alone) = 0 (N)
Extends / worsens / heightens the fear = 0

Cambridge International Examinations 2013

Page 12

Mark Scheme
GCE O LEVEL May/June 2013

Question 11:

Syllabus
1123

Paper
21

5 marks [From the whole passage]

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. separate and uninvolved for detached
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.

Mark

Words

Expected Answer

Dont Allow

1 mark
for each
correct
meaning

1 detached (L2)

Separate / not joined / stand


alone / not part of / not
connected / apart

indifferent / uninvolved / not


attached / disconnected /
discrete / not together

2 faintly(L5)

not loud(ly) / softly / quietly /


distantly / in the distance /
difficult to hear / barely audible
/ indistinctly / not clearly

difficult to see / not much noise /


barely / slightly / fading / weakly
/ calmly / lightly

3 reek (L5)

stink / stench/ malodour / pong //


unpleasant / bad/ foul / smell

Scent / perfume/ smell / odour

4 haul(L10)

collection / finds / catch / harvest

Discovery / heave/ pull / gain /


pickings / takings

5 clasping(L25)

holding / gripping /grasping /


seizing fastening onto / getting
hold of / grabbing / hanging on to
/ clinging to / clutching / clamping
on to

embracing / cuddling / pinching /


closing

6 relatively(L27)

quite / fairly / more or less /


comparatively / moderately / to an
extent / mostly / pretty much

almost / nearly/ akin to /


generally / completely /
compared to / closely /
partially / rather

7exhaling (L29)

breathing (out)

sighing

8 prise (L41)

remove / take/ pull / drag / force /


wrench / move

Push / reward / avert / divert

Cambridge International Examinations 2013

Passage 1 Pandas
1

Pandas have always aroused interest and love. In Ancient China, they were thought of as rare
and noble creatures. The mother of one Chinese emperor was buried with a panda skull in
her tomb, and the grandson of another emperor is rumoured to have given Japan two pandas
as a token of goodwill. In the 1970s, loans of pandas to American and Japanese zoos marked
the first signs of friendship between those countries and the Peoples Republic of China,
giving rise to the term panda diplomacy. However, nowadays the panda is also known to be
an endangered species.

Pandas have been the target of poachers since ancient times for many reasons, including their
warm fur. Sometimes their habitat is destroyed by those who want to clear land for agriculture.
This deforestation, as it is called, is sometimes legal, sometimes not, but the effect is the 10
same for the panda. A population explosion in China in the mid-twentieth century increased
the need for land, often panda habitat, for housing. Around the same time, there was a famine
in China which led to increased hunting of wildlife, including pandas, for food. When people
are living under such conditions, it is hardly surprising that conservation issues are not high
on their agenda. Chinas rapid economic expansion in relatively recent times means that 15
some of the pandas habitat has also been removed to make way for industrial development.
Even when their habitat is not completely destroyed, it is increasingly fragmented by roads,
railways and other infrastructure that is part of this economic expansion.

Although pandas have been known to eat fish, bananas and eggs, their staple diet is bamboo,
around a kilo each day, and there are problems finding this large amount. As their habitat is 20
encroached upon, pandas are forced to move higher and higher into the mountains, where
there are fewer types of bamboo available to them.

Pandas are further endangered by the fact that, when a cub is born in the wild, it lives with
its mother for up to three years, and so each female produces only a few cubs in her lifetime.
Furthermore, they are not keen to breed in captivity, despite many efforts by zoologists to 25
encourage them to do so; for example, Bao Bao has lived in Berlin Zoo for 25 years without
reproducing. Although nature reserves do exist to protect pandas, the staff are often
inexperienced and lack knowledge about how to manage such reserves. Conservation
attempts are sometimes hindered by economics; the cost of keeping a panda is up to five
times more than that of keeping the next most expensive endangered animal, the elephant.
30

Nevertheless, we might be encouraged by what is being done to protect this universally loved
animal. Conservation reserves have been opened to prevent their numbers declining. Two
decades ago there were thirteen of these reserves, and by 2006 the number had risen to forty.
At the same time, laws have been passed to limit ownership of guns to prevent poaching, and
to remove people living on territory which has been reserved for these adorable creatures.
35

Conservation organisations, for example the World Wildlife Fund, have worked tirelessly to
protect the panda. The WWF has campaigned for an increase in the area of panda habitat
under legal protection. Sometimes pandas become isolated by the encroachment of towns
on their territory, and the WWF has campaigned for the creation of green corridors to link
isolated pandas. In various parts of China, patrols have been established against poaching 40
and illegal deforestation, manned by experienced and trained personnel.

Some zoos borrow pandas to raise public awareness of the pandas plight by educating
visitors who flock to see them; an example of this is Edinburgh Zoo which, in January 2011,
secured the loan of two pandas. Some of these zoos insist that they will pay the loan fee only
if China spends at least half of it on work on panda conservation. The WWF has used the 45
panda as its logo since the organisations foundation in 1961, thus further raising the profile of
the panda and the need to conserve it.

UCLES 2013

1123/22/INSERT/M/J/13

Passage 2
A teenage boy called Miles tells the story of a night when he went out on the mudflats by the sea with
his friend Phelps.
1

My friend Phelps waded into the sea up to his calves. He was wearing waist-high rubber
waders, so I didnt worry about him getting wet, but the mud usually softened the further out
you went, and I told him that. Thanks, Dad, he said, without looking back. I didnt say anything
when he went in above his knees. He rolled up his sleeves, reached down and came up with
a bright orange starfish. Nice, I praised. Let me take a look. I reached out, hoping to get him
to come back.

Ill just get one more, he said. He bunched his sleeves higher and went on. Suddenly it looked
as if hed skipped a step on a staircase. Water rose past his thighs. He tried to turn and
retreat, but the more he struggled the lower he sank. His waist was almost under water. Im
stuck, he said.
10

I took off my boots and stepped into the water to my knees, then dived and dug around his
feet. The mud felt as loose and light as flour. Then I pulled up his left leg and thats when I felt
the mud grab hold of my right foot and panic rip through the length of me. Id been temporarily
stuck often enough to know that, if I shifted my weight onto my left foot to extricate my right
foot, I might never breathe again. Then Phelps grabbed my hair and neck and, exerting all of 15
his force, pulled me free as if I were a kitten. This selfless act had made the situation worse. I
was now free but the water was up to Phelpss breastbone.

When other people had got stuck, it was when they were crossing soft exposed mud, with
the typical rescue involving laying down wooden planks that the person could crawl free on.
However, Phelps was more than knee deep in mud.
20

When I told him my ideas, he pleaded with me not to leave him. The tide was coming in.
Another hour and it would be over his head. He screamed for help. But nobody lives by the
mudflats. I pulled on my boots and ran back along the beach. Earlier that night Id seen a
piece of plastic piping washed up on the shore. It was still there. I grabbed it, then sprinted
back and tossed it to Phelps. Practise fitting it to your mouth so that you can breathe through 25
it, I said. Ill be back in a flash, though I didnt really know how long it would take me to find
anyone to help. Then I ran, though I felt ashamed for leaving him.

The closest house was a mile away, and the man who answered the door looked so old I
considered running on to the next house. But after he calmed me enough to fill him in, he
found a coil of rope and an inflated raft, and then we ran back toward the mud. Once we burst 30
onto the beach, it was impossible to tell from the tranquil water or the reassuring daybreak in
the east that anything horrific was happening. I could see no sign of Phelps. Nothing. I was in
full side-aching panic.

It took me a few moments to remember that Phelps and I had roamed further south on the
beach, and another sickening moment to spot the narrow plastic pipe sticking up well beyond 35
the shrinking shore. On a second frantic look, there was also the top of Phelpss head breaking
the surface. I gasped, as if Id been underwater too, then, somewhat illogically, yelled that we
were coming, which of course he couldnt hear.

When we got close enough, I climbed on the old mans raft with the end of a rope tied in a
loop. When I got to Phelps, I could see his mouth slightly below the surface, his fist clenched 40
around the pipe and his eyes bulging insanely. I dropped the rope over Phelpss shoulders.
He grabbed it with his free hand. Make sure its around his chest, the old man yelled, then
turned and strode up the beach with the rope knotted around his hips. At first, Phelps didnt
move, then there was a pop and gradually I saw the plastic pipe moving. Next Phelps himself
emerged, coughing in the shallows. His lips were bruised purple. Hell be fine, the old man 45
said.

UCLES 2013

1123/22/INSERT/M/J/13

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
1

(a) Notes [15 Marks]


Identify and write down the points in the passage which tell us why the panda is an
endangered species, and the points which tell us what is being done to protect the
panda.
USE ONLY THE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 7 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
Why the panda is an endangered species

Target of poachers

What is being done to protect the panda

Conservation reserves have been set up

UCLES 2013

1123/22/M/J/13

For
Examiners
Use

3
(b) Summary [5 marks]
Now use your notes to write a summary, in which you state why, according to the
passage, the panda is an endangered species, and what is being done to protect the
panda.

For
Examiners
Use

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:
The panda is under threat and an endangered species because ....................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
No. of words

UCLES 2013

1123/22/M/J/13

[Turn over

4
2

From your reading of paragraph 1, decide whether each of the following statements is True,
False or Cannot Tell from the passage, and tick the box you have chosen.
T

CT

The panda was an important creature in Ancient China.


A Chinese emperor gave two pandas to Japan as a sign of friendship.
The first pandas to be seen in America were loans from China.
[3]

From paragraph 1, which statement best describes what panda diplomacy is? Tick the box
you have chosen.
American and Japanese people love pandas.
Foreign diplomats travelling to the Peoples Republic of China knew how important
pandas were there.
The Peoples Republic of China lent pandas to the Japanese and Americans to
establish good relations.
[1]

From paragraph 5, select and write down one opinion.


One opinion is .........................................................................................................................
............................................................................................................................................ [1]
Total for Section 1 [25]

UCLES 2013

1123/22/M/J/13

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

Read Passage 2 in the insert and then answer all the questions below in the order set.
From paragraph 1
5

(a) What did Miles warn Phelps about when he first went into the sea?
..................................................................................................................................... [1]
(b) Why do you think Phelps said, Thanks Dad to Miles?
..........................................................................................................................................
..................................................................................................................................... [1]
(c) Why do you think the narrator didnt say anything when Phelps went into the water
above his knees?
..................................................................................................................................... [1]

From paragraph 2
6

It looked as if hed skipped a step on a staircase. What actually happened here?


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

From paragraph 3
7

(a) What effect does the writer create by saying that he felt the mud grab hold of his foot?
..................................................................................................................................... [1]
(b) Explain in your own words the problem facing Miles.
..........................................................................................................................................
..................................................................................................................................... [2]
(c) What is the writer saying about Miles when he describes him as a kitten?
..................................................................................................................................... [1]
(d) How did Miles know the situation was worse?
..................................................................................................................................... [1]

UCLES 2013

1123/22/M/J/13

[Turn over

6
From paragraph 4
8

(a) Pick out and write down the single word which tells us that other people had got stuck.
..................................................................................................................................... [1]
(b) From the information in the paragraph, why would Phelpss rescue be particularly
difficult?
..................................................................................................................................... [1]

From paragraph 5
9

What were the two ideas that Miles had to save his friends life?
(i)

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

(ii)

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

From paragraph 6
10 (a) The writer says it was impossible to tell that anything horrific was happening. Explain in
your own words what made him feel this way.
..........................................................................................................................................
..................................................................................................................................... [2]
(b) Why did Miles panic when he reached the beach?
..................................................................................................................................... [1]

From paragraph 7
11 (a) What two things did Miles see just above the surface of the water?
(i)

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

(ii)

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

(b) Why do you think the writer describes the shore as shrinking?
..................................................................................................................................... [1]

UCLES 2013

1123/22/M/J/13

For
Examiners
Use

7
From paragraph 8

For
Examiners
Use

12 Miles and the old man rescued Phelps.


(i)

What did Miles do to rescue Phelps?


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

(ii)

What did the old man do to rescue Phelps?


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

From the whole passage


13 Choose five of the following words or phrases. For each of them give one word or short
phrase (not more than seven words) which has the same meaning that the word has in the
passage.
1.
2.
3.
4.

temporarily (line 13)


fill him in (line 29)
inflated (line 30)
burst (line 30)

5.
6.
7.
8.

sickening (line 35)


slightly (line 40)
clenched (line 40)
insanely (line 41)

Five words chosen


(from list above)

Answer

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]
[5]

Total for Section 2 [25]

UCLES 2013

1123/22/M/J/13

Page 2
1

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

(a) Why the panda is an endangered species and what is being done to protect it.

Mark

Expected Answer

1 mark
for
each
correct
point
up to a
max. of
15

1. target of poachers

Allow

2. Habitat destroyed for agriculture


/ by deforestation

Farming

3. Habitat destroyed for housing


(after population explosion)

For points 2, 3 & 5 allow


habitat used / taken /
cleared / removed

4. (pandas / wildlife) Killed / hunted


(for food) in time of famine

Dont Allow

For points 2, 3 & 5


Land alone = 0

5. Habitat destroyed to make way


for industrial development

territory / their land /


panda land

6. Habitat fragmented/ broken up by


roads / railways / infrastructure

divided

Damaged, destroyed,
used etc

7. Need /eat a lot of / a kilo a day of


bamboo // difficult to get enough
bamboo / large amounts of bamboo

staple diet for bamboo

Food alone = 0

8. Fewer types of / less bamboo


available as habitat disappears / is
encroached upon

lift of lines 2022 As


their habitat is
encroachedavailable
to them

They are forced to


move higher and higher
alone = 0

9. (Females / pandas / they)


produce only a few cubs / few cubs
/ not many cubs (in lifetime)
10. not keen to breed in captivity

A few cubs alone = 0

dont breed etc.

Cant breed = 0

11. Inexperience / lack of


knowledge among staff in (nature)
reserves
12. Conservation is expensive /
conservation is hindered by
economics

keeping / raising pandas Elephant example alone


/ them
=0

13. Conservation reserves set up

There were 13 reserves


and now there are 40

14. Number of reserves is


increasing

Limit ownership of guns


to prevent poaching

15. Gun laws / gun control to


prevent poaching / hunting

Cambridge International Examinations 2013

Page 3

Mark Scheme
GCE O LEVEL May/June 2013

16. People living on reserves


removed

Syllabus
1123

Territory reserved for


them

Paper
22

People living in panda


habitat = 0
Territory alone = 0

17. (WWF / Conservation


organisation[s]) work / campaign to
increase panda habitat / territory
under legal protection
18. (WWF / conservation
organisation[s]) work / campaign for
(creation of) corridors to link
isolated pandas

(Experienced and
trained) personnel
alone = 0

19. Patrols established against


poaching / hunting / illegal
deforestation
20. (Some) zoos borrow pandas to
raise awareness about pandas
plight / educate visitors about
pandas plight

If point 20 is not
attempted, do not allow
point 21 without
reference to loan fee

21. (Some) zoos pay a (loan) fee


only if it / some of it / half of it is
spent on panda conservation
22. Panda used as a logo
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.
Points 1 and 13 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. The following example
would gain 2 marks:
WWF works to protect pandas
It / and works to create corridors to link isolated pandas
However, the following example would gain only the first mark:
WWF works to protect pandas
Creates corridors to link isolated pandas

Cambridge International Examinations 2013

Page 4

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

(b) Use your notes to write a summary of why the panda is an endangered species and
what is being done to protect it, as described 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 page 6 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: in wholesale copying there is
nothing / little that is original, but the copying has been selective and directed at the
question; 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 comments box
beneath the question. Access this comments box by clicking on the speech bubble
on Scoris Task Bar. 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 either cross or carat as appropriate for errors (over the errors). You
may use carats for omission, but you are free to use crosses. 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. There follows a list of serious errors on page 5.

Cambridge International Examinations 2013

Page 7
2

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

From paragraph 1, decide whether each of the following statements is True, False or
Cannot Tell from the passage.

Mark

Expected Answer

Allow

1 mark

Statement 1 is True

1 mark

Statement 2 is False

Any clear indication of


choice even if it not a tick,
e.g. cross, star, asterisk

1 mark

Statement 3 is Cannot Tell


from passage

Dont Allow
If more than one box
indicated against any
statement

Additional information
Tick correct answers. 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.

Cambridge International Examinations 2013

Page 8
3

Mark Scheme
GCE O LEVEL May/June 2013

1 mark

The Peoples Republic of


China lent pandas to the
Japanese and Americans to
establish good relations

Allow

Dont Allow

Any clear indication of


choice even if it not a tick,
e.g. cross, star, asterisk

If more than one box


ticked

From paragraph 5, select and write down one opinion.

Mark

Allow

1 mark

Dont Allow

Own words versions


pandas are universally
loved
OR pandas are adorable

Paper
22

From paragraph 1, which statement best describes what panda diplomacy is? Tick the
box you have chosen

Mark

Syllabus
1123

(this) universally loved


animal / creature
(these) adorable creatures /
animals

We might be encouraged
loved animal
Territory whichadorable
creatures

(a) What did Miles warn Phelps about when he first went into the sea?

Mark

Expected Answer

Allow

Dont Allow

1 mark

the mud usually


softened / got softer / got
soft the further (out) you
went (and you might sink
in) / (he told him) not to
go too far (out) because
of the soft mud

Lift of lines 2-3 (the


mudyou went) Excess
denies

There was soft mud alone


=0

There was soft mud


ahead / in front of him
quicksand

Earth / soil / sand

Additional information
Accept positive or comparative, and ignore tenses.
0 answers are 0(N). i.e. they do not negate an otherwise correct answer.

Cambridge International Examinations 2013

Page 9

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

(b) Why do you think Phelps said, Thanks Dad to Miles?


Mark
1 mark

Expected Answer
Miles was speaking to him
as if he were a child / baby
/as a father would to a
child / son / daughter (sic)
// Miles was patronising
him / talking down to him //
he was being sarcastic /
cheeky / mocking

Allow
Miles / He was worrying
like a father
Miles / He was behaving
like a father
Phelps / He didnt want to
be treated like a child /
baby
Phelps / He didnt want a
friend behaving like his
father

Dont Allow
Any suggestion that
Miles was Phelpss
father = 0(W)
He was being over
protective / worrying
(too much)
He was warning /
giving him advice
He was rude / angry
He was like a father

Additional information
An 0(W) answer negates an otherwise correct answer.
Focus is dad not thanks. Award either the suggestion of a father / son relationship between
the friends OR the tone of Phelps response.
(c) Why do you think the narrator didnt say anything when Phelps went into the water
above his knees?
Mark

Expected Answer

Allow

Dont Allow

1 mark

Phelps / he had ignored /


mocked / been sarcastic
about his (previous) advice

Opinion / comment for


advice

He was wearing waders

// hed found it useless to


give Phelps / him advice

He had already warned him


hed been upset by
Phelpss / his reaction to
his (previous) advice

// Miles / he knew he
wouldnt listen

Phelps had already told


him he was like his dad
Phelps wasnt in danger at
that time
Phelps was getting angry

// Miles / he didnt want to


make him angry / nag him

Additional information
Accept past, future or conditional idea.

Cambridge International Examinations 2013

He didnt want him to


think he was worrying
too much

Page 10
6

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

It looked as if hed skipped a step in a staircase. What actually happened here?

Mark

Expected Answer

1 mark

Phelps plunged // had a


sudden / accidental /
unexpected drop / fall /
sinking / sucking down /
descent / (into the mud)

Allow

Dont Allow
He had jumped /
bounded / leapt /or any
suggestion that his
action was intentional =
0(W)
The water suddenly got
deeper = 0(W)
Slipped / tripped = 0 (N)

Additional information
An 0(W) answer negates an otherwise correct answer.
7

(a) What effect does the writer create by saying that he felt the mud grab hold of his
foot?

Mark

Expected Answer

Allow

Dont Allow

1 mark

That the mud is alive // a


creature / person /
monster

The mud is a hand

dangerous alone = 0 (N)

The mud is malicious / out to


get him

He is personifying the
mud alone = 0 (N)
It was as if the mud
grabbed him = 0 (N)

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

Cambridge International Examinations 2013

Page 11

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

(b) Explain in your own words the problem facing Miles.


Mark

Expected Answer

1 mark

SHIFTED:
(if he) moved / struggled /
repositioned (himself / his
foot) // rearranged /
redistributed / transferred
his foot/ weight

Allow

Dont Allow

Award 1 mark MAX (i.e.


one ) for synonyms of
EITHER shifted
OR extricate

EXTRICATE:
(Tried / attempted) to get
out / escape / recover /
save himself / get his foot
out
1 mark

He would sink

NEVER BREATHE AGAIN:


he would drown/ die / be
killed / perish / expire

Colloquialisms e.g. he was


done for

Additional information
This is an OWN WORDS question. Key words are SHIFTED or EXTRICATE and NEVER
BREATHE AGAIN.
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.
moved and kept still for shifted.
Look for correct synonym. Any given context must be sensible for 2 marks e.g. if he escaped
he would die = 1 for never breathe again, but mark denied for extricate.

Cambridge International Examinations 2013

Page 12

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

(c) What is the writer saying about Miles when he describes him as a kitten?
Mark

Expected Answer

Allow

Dont Allow

1 mark

he is weak / helpless/
light / powerless // not
strong / powerful // he is
weaker etc than Phelps

He is as weak etc as a
kitten.

loveable / cute etc. =0


small / thin / weightless

He is light in water.
he is like a cat holding a
kitten

(d) How did Miles know the situation was worse?


Mark

Expected Answer

Allow

Dont Allow

1 mark

Phelps / his friend had


sunk deeper (into the
water / mud) // the water
was up to Phelpss / his
friends breastbone /
chest // was near
Phelps / his friends face
// Phelps / his friend was
still sinking

Lift of line 17 The water


was up to Phelpss
breastbone =1. Excess
denies, including
insertion of I was now
free but..
But change of pronoun =
1, i.e. He was now free
but the water was up to
Phelpss breastbone.

He alone = 0.

Additional information
Insist on correct agent.
An 0(W) answer negates an otherwise correct answer.

Cambridge International Examinations 2013

The mud was up to his


breastbone = 0(W)

Page 13
8

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

(a) Pick out and write down the single word which tells us that other people had got
stuck.

Mark

Expected Answer

Allow

Dont Allow

1 mark

typical

The use of a correct word


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

More than one word

(b) From the information in the paragraph, why would Phelps rescue be particularly
difficult?
Mark

Expected Answer

Allow

Dont Allow

1 mark

rescue team / rescuers


cant use planks to save
him // he couldnt crawl
(free / out)

The mud was not exposed /


the mud was under water

Lift of lines 19 -20 (typical


rescuecrawl free on) = 0.
Answer must be distilled

Lines 19-20 A typical


rescuecrawl free on +
but they couldnt do that

He was more than knee


deep in mud alone = 0
There were no wooden
planks alone = 0

What were the two ideas that Miles had to save his friend?

Mark

Expected Answer

1 mark

(i) (to grab/ find /give


him) a (piece of plastic)
pipe / piping to breathe
through / to use as a
snorkel

Pipe to breathe through


easily = 0

(ii) to find anyone /


someone to help // to run
/ go for help

Lift of lines 26-27 (I didnt


really knowto help)
= 0. Answer must be
distilled.

1 mark

Allow

Dont Allow

To give him a (piece of)


pipe alone = 0

To call for help


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

Cambridge International Examinations 2013

Page 14

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

10 (a) The writer says it was impossible to tell that anything horrific was happening. Explain
in your own words what made him feel this way.
Mark

Expected Answer

1 mark

TRANQUIL:

Allow

peaceful / calm / quiet /still /


serene // not wild / turbulent
1 mark

Dont Allow

silent

REASSURING
DAYBREAK:
(it was) hopeful /
comforting /
that the sun was rising / it
was dawn / sunrise
// daylight is not
threatening

soothing / promising /
pacifying / encouraging /
calming
Award 1 mark MAX (i.e.
one ) for synonyms of
both

// you can see more clearly


in daylight

reassuring
AND daybreak

Additional information
This is an OWN WORDS question. Key words are TRANQUIL and REASSURING
DAYBREAK.
Do not insist on synonym for water but context must be sensible.
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 they contradict a correct one e.g.
peaceful and noisy for tranquil.

Cambridge International Examinations 2013

Page 15

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

(b) Why did Miles panic when he reached the beach?


Mark

Expected Answer

Allow

Dont Allow

1 mark

He couldnt see / find


(any signs of) Phelps //
Phelps had disappeared
// he thought Phelps had
drowned

He could see no sign of


Phelps

Lift of lines 32-33 (I


could see no sign of
Phelps)
Phelps had drowned
=0(W)
He feared the worst

Additional information
An 0(W) answer negates an otherwise correct answer.

11 (a) What two things did Miles see just above the surface of the water?
Mark

Expected Answer

Allow

1 mark

(i) (the narrow plastic)


pipe

Lift of lines 35- 36 (the


narrow plastic pipe
the shrinking shore)
Excess denies.

(ii) (the top of) Phelpss


head

Lift, in whole or in part


of, lines 3637(On a
second breaking the
surface)

Both elements are


needed for 1 mark.

Accept lift of lines 3537


(the narrow plastic pipe
surface) = 1

Dont Allow

(b) Why do you think the writer describes the shore as shrinking?
Mark

Expected Answer

Allow

Dont Allow

1 mark

the tide was coming in /


had risen / was rising

It was covered / being


covered with water

Mere definition of
shrinking =0, e.g.
because you couldnt
see as much of it

The water level was


rising / had risen

Tide alone = 0
The water / sea was /
waves were coming in

Cambridge International Examinations 2013

There was more water

Page 16

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

12 (i) What did Miles do to rescue Phelps?


Mark

Expected Answer

1 mark

(Miles/ he) dropped (the


loop of) the rope over /
round him / Phelps / his
shoulders / his chest

Allow

Dont Allow
He climbed on the old
mans raft / he jumped
into the water = 0(N)
Threw / tied the rope = 0
rope to / on shoulders
etc
He pulled him out / he
grabbed him = 0(W)

Additional information
0(W) answers negate an otherwise correct answers. All other incorrect answers = 0(N).
(ii) What did the old man do to rescue Phelps?
Mark

Expected Answer

Allow

Dont Allow

1 mark

(the old man / he turned


and) strode up the
beach with the rope
around his hips / pulled
on the rope by walking /
striding up the beach
(with it)

Lift of line 43 (turned and


strodearound his
hips). Excess denies.

Pulled Phelps out of the


water alone = 0

Waist for hips

He tied the rope round


his hips alone
He strode up the beach
alone
He supplied the raft = 0
(N)

Additional information
Do not award a correct answer for either (i) or (ii) if it is accompanied by one of the actions of
the wrong person, e.g. Miles tied the rope around his hips and threw the rope over Phelps =
0 in (i).

Cambridge International Examinations 2013

Page 17

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

13 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 has in
the passage.
Mark

Words

Expected Answer

Dont Allow

1 mark
For each
correct
meaning

1 temporarily
(L13)

for a short time / briefly /


momentarily / for a little while /
for a short period / for a limited
period

Always / never / sometimes /


occasionally / not permanently /
partially / for the time being / for
some time

2 fill him in
(L29)

tell (him everything) / explain


(details) / inform / give information
/ give details / brief / let him know

communicate

3 inflated (L30)

blown up / filled with air / filled


with gas / pumped up

Big / expanded

4 burst(L30)

rushed / hurried / came suddenly


/ spurted / dashed / hurtled / flew /
pelted / ran quickly / hurled
themselves / threw themselves

Exploded / reached / got to /


arrived at / ran

5 sickening
(L35)

horrifying / nauseating /
horrendous / shocking / horrific
/ disturbing / horrid / horrible /
ghastly / dreadful / awful /
terrible / panicking / heartstopping / stomach-churning

Makes you vomit /ill/ /worrying /


frightening / anxious
/terrifying/painful / annoying

6 slightly (L40)

(a) little / (a) bit / (a) touch /


just / barely / (a) tad / narrowly
/ (a) short distance / (a)
fraction

Partially / nearly / almost /


somewhat/ somehow

7clenched
(L40)

fixed/ holding tightly/ closed


tight(ly) / clutching / grasping /
gripping / clasping / locked
/squeezed / clinging / (holding)
fast / firm / tightened / tight

Pulling / wrapped / grabbed /


hanging

8 insanely
(L41)

madly / crazily / frantically /


deranged / like a lunatic /
maniacally / demented /
frenzied / wildly

foolishly / stupidly /abnormally /


unnaturally / hysterically /
unusually / intensely / mental /
barmy / weirdly / desperately

Cambridge International Examinations 2013

Page 18

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
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. clutching and pulling for clenched.
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.
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 2013

Page 19

Mark Scheme
GCE O LEVEL May/June 2013

Syllabus
1123

Paper
22

Appendix
Pandas have always aroused interest and love. In ancient China, they were thought of as rare and
noble creatures. The mother of one Chinese Emperor was buried with a panda skull in her tomb, and
the grandson of another Emperor is rumoured to have given Japan two pandas as a token of goodwill.
In the 1970s, loans of pandas to American and Japanese zoos marked the first signs of friendship
between those countries and the Peoples Republic of China, giving rise to the term panda
diplomacy. However, nowadays the panda is also known to be an endangered species.
Pandas have been the target of poachers since ancient times for many reasons, including their
warm fur. Sometimes their habitat is destroyed by those who want to clear land for agriculture.
This deforestation, as it is called, is sometimes legal, sometimes not, but the effect is the same for
the panda. A population explosion in China in the mid-twentieth century increased the need for land,
often panda habitat, for housing. Around the same time, there was a famine in China which led
to increased hunting of wildlife, including pandas, for food. When people are living under such
conditions, it is hardly surprising that conservation issues are not high on their agenda. Chinas rapid
economic expansion in relatively recent times means that some of the pandas habitat has also
been removed to make way for industrial development. Even when their habitat is not completely
destroyed, it is increasingly fragmented by roads, railways and other infrastructure that is part of
this economic expansion.
Although pandas have been known to eat fish, bananas and eggs, their staple diet is bamboo,
around a kilo each day, and there are problems finding this large amount. As their habitat is
encroached upon, pandas are forced to move higher and higher into the mountains, where
there are fewer types of bamboo available to them.
Pandas are further endangered by the fact that, when a cub is born in the wild, it lives with its mother
for up to three years, and so each female produces only a few cubs in her lifetime. Furthermore,
they are not keen to breed in captivity, despite many efforts by zoologists to encourage them to do
so; for example, Bao Bao of Berlin Zoo has lived there for 25 years without reproducing. Although
nature reserves do exist to protect pandas, the staff are often inexperienced and lack
knowledge about how to manage such reserves. Conservation attempts are sometimes hindered by
economics; the cost of keeping a panda is up to five times more than that of keeping the next most
expensive endangered animal, the elephant.
Nevertheless, we might be encouraged by what is being done to protect this universally loved animal.
Conservation reserves have been opened to prevent their numbers declining. Two decades ago
there were thirteen of these reserves, and by 2006 the number had risen to forty. At the same
time, laws have been passed to limit ownership of guns to prevent poaching, and to remove
people living on territory which has been reserved for these adorable creatures.
Conservation organisations, for example the World Wildlife Fund, have worked tirelessly to
protect the panda. The WWF has campaigned for an increase in the area of panda habitat under
legal protection. Sometimes pandas become isolated by the encroachment of towns on their territory,
and the WWF has campaigned for the creation of green corridors to link isolated pandas. In
various parts of China, patrols have been established against poaching and illegal
deforestation, manned by experienced and trained personnel.
Some zoos borrow pandas to raise public awareness of the pandas plight by educating visitors
who flock to see them; an example of this is Edinburgh Zoo which, in January 2011, secured the loan
of two pandas. Some of these zoos insist they will pay the loan fee only if China spends at least
half of it on panda conservation. The WWF has used the panda as its logo since the
organisations foundation in 1961, thus further raising the profile ofthe panda and the need to
conserve it.

Cambridge International Examinations 2013

2
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.

Films of novels help us to imagine characters; for example, anyone who has seen one of
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
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.

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
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.
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
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
accompanies it.
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
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.
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
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 caf. 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
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 readers
personal interpretation. It is almost impossible to capture such ambiguity in a film; the viewer
is presented with the directors point of view as being the final judgement.

UCLES 2013

1123/21/INSERT/O/N/13

10

15

20

25

30

35

40

45

3
Passage 2
Miss Garnet and Harriet Josephs were teachers who shared an apartment for more than 30 years until
Harriets death.
1

When Miss Garnets friend Harriet died, Miss Garnet decided to spend six months abroad.

Content removed due to copyright restrictions.

I believe it is cheaper at this time of year.


UCLES 2013

1123/21/INSERT/O/N/13

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
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

For
Examiners
Use

3
(b) Summary [5 marks]
Now use your notes to write a summary in which you state the advantages and
disadvantages of film versions of books, as outlined in the passage.

For
Examiners
Use

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

4
2

Going to the cinema is a communal experience (paragraph 4). From your own knowledge or
experience, give one example of a communal experience in which you have taken part. Do
not use the example of the cinema.
An example is ..........................................................................................................................
............................................................................................................................................ [1]

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]

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

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

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

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

From paragraph 1
5

(a) Miss Garnets decision to travel was a bold one. What was it about her decision that
was particularly bold?
..................................................................................................................................... [1]
(b) Explain fully the experience which left its mark on Miss Garnets teaching as well as on
her memory.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(c) Apart from the blow Miss Garnet received, what were the two reasons why she found it
difficult to form good relationships with her students?
(i)

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

(ii)

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

From paragraph 2
6

(a) Give two reasons why Harriets death was a shock to Miss Garnet.
(i)

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

(ii)

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

(b) When heroes die in ancient stories, what, according to the writer, makes their
comrades glad? Answer in your own words.
..........................................................................................................................................
..................................................................................................................................... [2]

UCLES 2013

1123/21/O/N/13

[Turn over

6
From paragraph 3
7

(a) There were lots of things about Harriet that Miss Garnet had found irritating. From the
evidence of the paragraph, what do you think Harriet might have found irritating about
Miss Garnet when they were sharing an apartment?
..................................................................................................................................... [1]
(b) Why was Stella anonymous when she followed Harriet from the station?
..................................................................................................................................... [1]

From paragraph 4
8

(a) What evidence is there that Stella remained particularly attached to Harriet?
..................................................................................................................................... [1]
(b) What risk was Miss Garnet taking when she left milk for Stella outside the main entrance
to the block? Answer in your own words.
..........................................................................................................................................
..................................................................................................................................... [2]
(c) Pick out and write down the three consecutive words which show Miss Garnets
reluctance to face up to the fact that she was wrong about Stellas whereabouts.
..................................................................................................................................... [1]
(d) What did Miss Garnet see as her incompetence?
..................................................................................................................................... [1]

From paragraph 5
9

Explain in your own words why, according to the writer, Miss Garnet found herself in the
letting agents office.
.................................................................................................................................................
.................................................................................................................................................
............................................................................................................................................ [2]

From paragraph 6
10 Miss Garnet noticed that the letting agent had too short a haircut and a fluorescent mobile
phone. What do you think the writer wishes to convey here about Miss Garnet?
............................................................................................................................................ [1]

UCLES 2013

1123/21/O/N/13

For
Examiners
Use

7
From paragraph 7
11 The writer refers to the habits of a lifetime. What habit of Miss Garnet do you think the writer
is referring to here?
.................................................................................................................................................
............................................................................................................................................ [1]

12 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.
1.
2.
3.
4.

tinged (line 3)
inevitably (line 22)
somewhat (line 24)
scavenging (line 29)

5.
6.
7.
8.

ultimately (line 31)


exotic (line 35)
futile (line 35)
indifference (line 41)

Five words chosen


(from list above)

Answer

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

Total for Section 2 [25]

UCLES 2013

1123/21/O/N/13

For
Examiners
Use

Page 2

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
21

Passage 1
1

(a) MARK TO A MAXIMUM OF 15 FOR CONTENT POINTS.


Points to be rewarded and their marks are indicated below. Indicate by a tick the point
rewarded. Accept own words or lifting. Accept sentences or note form. Points 1 and 13 are
already given.
1

We can imagine the characters

Settings come to life // we can imagine the settings

Special effects can be more realistic than the imagination

Films of non-fiction texts can be as informative as the books / more interesting than
the books

(Help) students appreciate the (literary) text( they are studying)

Might stimulate interest in a particular genre, further increasing reading/language skills

Encourages / helps less motivated / less able students to read // reading is easier for
less motivated / less able students
(It motivates students to read = 0. Teachers help students by showing the film first = 0)

Makes language (more) accessible/less difficult than the book // language of the film is
easier to understand

Subtitles make book accessible to / help those who speak another language
(people all over the world = 0)

10 (Gives a more) communal experience (than the book) / provides a communal experience
(Reading is a solitary activity = 0)
11 People buy the book after seeing the film, which increases reading // (Watching films)
encourages people to read the book (version)
(Films make people buy books = 0)
12 Makes reading seem cool // reading the book (of the film) is seen as cool
13 Curbs the imagination
14 Makes people too lazy to read // makes people bypass the book (and take shortcut
to the film)
15 Benefits of reading / language skills / enhanced vocabulary / better spelling / getting
ideas for writing are lost // language skills are not improved / are harder to improve
16 Cant see a film any time you like // films are restricted to when they are available (in
cinemas) // you can read a book any time you like
17 Cant watch a film / DVD anywhere you like // there are place restrictions // you can read
a book anywhere you like
Do not accept specific examples, e.g. bus / park / rooms in your house etc.
18 DVDs / home films are more expensive (than the text)
Cambridge International Examinations 2013

(They/films = 0)

Page 3

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
21

19 Dont become attached to DVDs (in the same way as you do to books)
20 Layers of meaning of books / ambiguity of books cant be captured in a film // film gives
(only) the directors interpretation / point of view (of the book) // film does not allow /
inhibits viewers (personal) interpretation
[15]
(b) 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 5 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 comments box beneath
the question. Access this comments box by clicking on the speech bubble on Scoris Task
Bar. 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) or MR (manipulated or re-worked text).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 either cross or carat as appropriate for errors (over the errors). You may
use carats for omission, but you are free to use crosses. 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. A list of serious errors follows on page 4:

Cambridge International Examinations 2013

Page 6

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
21

Question 2: 1 mark [from paragraph 4]


2

Be generous here. Accept family or other meals/religious services or celebrations / school


events // holiday / visiting a historical site etc.
Experience must be communal, e.g. going to a concert = 1, but listening to music = 0
[1]

Question 3: 1 mark [from paragraph 5]


3

Statement 3: The writer is undecided about teachers criticism of film versions of books.
[1]

Question 4: 3 marks [from paragraph 6]


4

Statement 1 is False

[1]

Statement 2 is False

[1]

Statement 3 is True

[1]

Passage 2
Question 5: 5 marks (1 + 2 + 2) [from paragraph 1]
5

(a) she was spending six months / a long time abroad


Lift of When Miss Garnets friend....abroad, = 1. Excess denies.
OR she decided to travel alone // she would be alone // she would be without Harriet
OR she was breaking habits / it was a sudden change in her lifestyle
OR she hadnt been abroad much before / she was apprehensive about travelling abroad [1]
Lift of her expeditions abroad....apprehension = 1 Excess denies.
But She hadnt travelled much before // she was apprehensive about travelling = 0
Allow she was travelling for six months = 1
She was going (to live) abroad = 0 She was going (to live) abroad for six months = 1
She hadnt travelled much before = 0
Accept she was spending six months in Venice, although Venice isnt mentioned in the
paragraph.
(b) A. She took / volunteered to take a school party / trip abroad / to France
Lift of As a young teacher....France = 1. Excess denies.

[1]

B. The pupils / students had mocked her French accent


[1]
They mocked her French accent = 0. Insist on agent if it is not given or wrong in A
Lifting of What young teacher....accent? will not work, but allow lift of Behind her
back.....accent. Excess denies.
Reference to flustered = 0
(c) (i) she was shy / bashful / withdrawn
Lift of essentially a shy person = 1 Excess denies.
(ii) she had a reputation for strictness / severity / meanness etc. // she was strict
Lift of had she not......severity = 0. Answer must be distilled.
Cambridge International Examinations 2013

[1]
[1]

Page 7

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
21

Question 6: 4 marks (2 + 2) [from paragraph 2]


6

(a) (i) it was sudden / unexpected / out of the blue


[1]
Lift, in whole or in part, of Julia Garnet........shock to Miss Garnet = 0. Answer must
be distilled.
Julia Garnet and Harriet Josephs had lived together for more than thirty years = 0
(ii) Miss Garnet was often sick / ill // Miss Garnet made frequent trips to the doctor / worried
about this or that / various / many ailments / was the one who worried about her health /
had bad health // Miss Garnet / she had not expected Harriet to die (before her)
OR Harriet had never been/wasnt the one who made frequent trips to the doctor //
Harriet was healthy / healthier / was the healthy one
[1]
Lift of Was it not Miss Garnet...ailment? = 0. Answer must be distilled.
Miss Garnet went to the doctor / was sick = 0.
(b) This is an own words question. Key words are CONFRONT and MYSTERY. Do not insist on
synonyms for death as that is implied in the question wording.
CONFRONT: face / challenge / take on / brave / stand up to
[1]
bear / withstand / cope with / deal with / encounter / meet / overcome / endure / see = 0
MYSTERY: enigma / puzzle / they couldnt understand / strangeness / unknown
Problem/confusion = 0
Reference to coming together / sharing a meal etc. = 0

[1]

Question 7: 2 marks (1 + 1) [from paragraph 3]


7

(a) she forbade / wouldnt allow cats (in the apartment) / she wouldnt allow Harriet to have a
cat / her prohibition against cats / she didnt like cats // she was bossy / laid down the law [1]
Lift of Miss Garnets prohibition against cats = 1. Excess denies.
loud laugh / she kept going to the doctors / she didnt like travelling = 0
(b) Harriet / Miss Garnet / the women / they hadnt given her a name (yet) / didnt know her
(name) // she didnt have a name
[1]
Any reference to the owner = 0

Question 8: 5 marks (1 +2 +1 + 1) [from paragraph 4]


8

(a) she disappeared / ran away / went away / left when / after Harriet / she died
Accept lift of Two days after........ Stella disappeared. Excess denies.
She ran away two days after Harriet died = 0
Reference to an elderly and affectionate creature = 0
(b) This is an own words question. Key words are POTENTIAL and RIDICULE
POTENTIAL: possible / they might / there was a chance / could / might
would/likely/expected = 0

[1]

[1]

RIDICULE: mocking / laughter / scorn / make fun of / teasing / derision / laughing at


[1]
criticise / insult / talk badly about = 0
Do not insist on grammatical form. Mark what you see, i.e. allow a wrong answer unless it
contradicts a correct one.
Cambridge International Examinations 2013

Page 8

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
21

(c) forced to accept


[1]
Give 0 if one or more than three words are offered. Accept the use of the correct words in a
sentence or expression, provided that they are underlined or otherwise highlighted.
(d) she was not able to get Stella / the cat back / find Stella / the cat
[1]
Any reference to the fox, e.g. giving the fox milk (instead of Stella) // thinking Stella was
drinking the milk when it was the fox = 0
Lifting will not work.
Trying to deal with it / Stellas disappearance / Stellas loss / Stellas whereabouts // not being
able / failure to deal with it etc. = 0
She was trying to find Stella = 0
Question 9: 2 marks [from paragraph 5]
9

This is an own words question. Key words are EMOTIONAL NUMBNESS and CAUTION
EMOTIONAL NUMBNESS: she felt (almost) nothing // she could not / hardly feel anything / she
had no feelings // she felt empty / drained / detached (from reality) / a lack of awareness
[1]
Note: answer requires the idea of feeling
CAUTION: care / carefulness / tentativeness / wariness // made her bold / daring / audacious /
less wary / less careful / careless
[1]
Do not insist on synonym for removed but context should be established. Do not insist on
grammatical form. Mark what you see, i.e. allow a wrong answer unless it contradicts a correct
one.

Question 10: 1 mark [from paragraph 6]


10 she was old-fashioned/ traditional / reactionary / conservative // judgemental / critical /
disapproving of young / trendy / modern people
[1]
She doesnt like short hair / fluorescent phones = 0 She was observant = 0
Question 11: 1 mark [from paragraph 7]
11 being frugal // being careful / prudent with money // looking for bargains // not being extravagant //
not spending too much // saving money / penny pinching / stingy / mean / parsimonious / miserly /
tight (fisted) / scrimping
[1]
Note: inclusion of any other habit = 0

Cambridge International Examinations 2013

Page 9

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
21

QUESTION 12: 5 marks [From the whole passage]


12 1. Mark only the first FIVE words attempted.
2. 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.
3. For two answers joined by 'and', allow one correct answer if the other answer is not wholly
wrong but neutral, e.g. 'foraging and eating for 'scavenging'.
4. For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct
element within this limit.
5. Ignore mis-spelling if the word is phonetically recognisable.
6. Ignore errors of tense and grammatical form but only if the meaning is correct.
7. 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)
Mark

Words

Expected Answer

Dont Allow

1 tinged (L3)

coloured, infused // a bit (of) / a trace (of) / a


hint (of) / a touch (of) a little

Painted / full of

2 inevitably (L22)

unavoidably / certainly / definitely / surely //


without a doubt / question //
unquestionably / bound to happen / always
going to happen

Expected / going to
happen

3 somewhat (L24)

rather / quite / a bit / slightly / fairly /


relatively / comparatively / sort of / in a way /
kind of

Somehow / almost /
seemingly

4 scavenging(L29)

looking / searching / hunting for food //


foraging / ferreting / rooting (about) / picking
over / going through / rummaging

Eating / hunting

5 ultimately (L31)

eventually/ finally / in the end / in the long


run / at last

lastlys

6 exotic (L35)

unusual / faraway / outlandish / strange /


different / foreign / alien / unfamiliar / out of
the ordinary / far flung

odd / funny / bizarre /


unique / beautiful / fancy /
wonderful

7 futile (L35)

pointless / purposeless / useless / obsolete /


worthless

empty / hopeless

8 indifference
(L41)

not caring / lack of care / uninterested / lack


of interest / lack of concern

disinterested / without a
care / not paying
attention / not noticing /
carelessness

Cambridge International Examinations 2013

2
Passage 1
Electronic Book Readers
1 A new phenomenon is springing up nowadays in railway stations, in airport queues and on
buses. It is the sight of people engrossed, not in a newspaper or paperback novel, but rather
an electronic book reader (e-reader). Are downloaded e-books a passing fad or are they here
to stay?
2 One attraction of e-books is that some of them are free. Others can be downloaded at a
much cheaper price than the bookshop price, and for avid readers this is an obvious
advantage because the money saved can be spent on other things, perhaps new clothes
or days out. There is no need to make time-consuming trips to bookshops, which is a real
hassle, especially for parents with children to bundle into the car or bus. Instead, books can
be paid for and downloaded from the comfort of your own living room. E-readers dont take up
much space, which makes a huge difference to people whose living space might be limited,
for example, families with several young children vying for space for toys, games and all the
paraphernalia of family life. Moreover, e-readers are extremely portable; instead of having to
choose which book to take with you to read on the train, or having to narrow your choice to
three or four books to fit into your holiday suitcase, you can have the delightful experience of
carrying hundreds on your e-reader.
3 E-readers are a blessing to short-sighted or visually-impaired readers because, as with all
computer screens, the size of the print can be increased; no more squinting at the pages of
a book or, worse, having the frustrating experience of not being able to read the book at all.
Lights can also be attached to e-readers, and this is generally conducive to keeping eyes
healthy. Users of e-readers can personalise their reading in the same way that people often
personalise their mobile phones, as e-readers can be purchased with covers in a variety
of materials and colours. While those who are generally wary of technology complain that
e-readers are mere gimmicks, teachers and parents, who often regret that children dont read
enough, hope that the novelty value of e-readers will lead to increased reading and improved
examination results. Gone is the need for bookmarks and the frustration of losing the place in
your book, as e-readers remember where you stopped reading and take you automatically to
that point when you open up to start reading again.
4 However, e-readers have their critics too. There are those who say that e-readers will bring
about the closure of libraries, which will be a great loss to society as a whole. Although
downloaded books are cheap or even free, the initial cost of e-readers is high, as they are
essentially computer-based, and computers are expensive. This is all very well for those who
can afford it, but it is socially divisive because not everyone can. If e-readers do bring about
the closure of libraries, some people those who can afford neither books nor the technology
to read e-books will have little opportunity to read at all.
5 And what about the sheer, aesthetic pleasure of owning books? Many people delight in
holding, and just possessing, their favourite books. Snuggling up on the sofa with an e-reader
pales into insignificance when compared with doing so with a real book. When people are
moved to tears or to fury by characters or plots in a book, they instinctively tell their friends
about it, and often books change hands and are temporarily swapped. This delight is denied
to readers of e-books. Furthermore, students are not able to annotate e-books and use them
for cross-reference in their studies in ways which are possible with books.
6 When buying e-books from home, readers have to know what they are looking for, whereas
browsing in a bookshop allows readers to stumble on books they might otherwise never have
come across. It would be a great pity if bookshops had to close because they were unable
to compete with e-readers, either because the customers didnt come any more, or because
they were reluctant to pay the higher prices inevitably charged for books as opposed to
e-books. Moreover, jobs would be axed if bookshops closed. Will society have to pay too high
a price for this latest technology? Perhaps it is too early to tell.
UCLES 2013

1123/22/INSERT/O/N/13

10

15

20

25

30

35

40

45

3
Passage 2
Miss Garnet has just arrived in Venice, a city of canals where transport is provided by boats
and water-taxis.
1 Miss Garnet thought it was surprisingly cold when she landed at Venice airport.

Content removed due to copyright restrictions.

Despite her thirty-five years of school teaching, Miss Garnet was unused to
receiving attention from young people.
UCLES 2013

1123/22/INSERT/O/N/13

2
Section 1: Reading for Ideas
Read Passage 1 in the insert and answer all the questions below in the order set.
1

(a) Notes [15 marks]


Identify and write down the points in the passage which tell us the advantages and
disadvantages of e-readers.
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 e-readers

Free books can be downloaded

Disadvantages of e-readers

E-readers will bring about the closure of libraries

UCLES 2013

1123/22/O/N/13

For
Examiners
Use

3
(b) Summary [5 marks]
Now use your notes to write a summary in which you state the advantages and
disadvantages of e-readers, as described in the passage.

For
Examiners
Use

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:
These days, people are reading more and more e-books because .................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
No. of words

UCLES 2013

1123/22/O/N/13

[Turn over

4
2

From paragraph 2, write down two opinions.


One opinion is .........................................................................................................................
............................................................................................................................................ [1]
Another opinion is ...................................................................................................................
............................................................................................................................................ [1]

Some people are generally wary of technology (paragraph 3).


From your own knowledge or experience, explain why either you or someone you know was
wary of a piece of technology, and explain briefly why that fear turned out to be justified, or
why that fear turned out to be unjustified. Do not use the example of e-readers.
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
............................................................................................................................................. [2]

What is the writers attitude to e-books? Tick the box you have chosen.
The writer thinks e-books are beneficial to society.
The writer thinks e-books are detrimental to society.
The writer is undecided whether e-books are beneficial or detrimental to society.
[1]
Total for Section 1 [25]

UCLES 2013

1123/22/O/N/13

For
Examiners
Use

5
Section 2: Reading for Meaning

For
Examiners
Use

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

From paragraph 1
5

(a) What kind of weather was Miss Garnet expecting when she arrived in Venice?
..................................................................................................................................... [1]
(b) Miss Garnet had embarked upon an exotic adventure. Pick out and write down the
single word used later in the paragraph which continues the idea of exotic.
..................................................................................................................................... [1]
(c) What two pieces of evidence are there that Miss Garnet was cautious about spending
money?
(i)

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

(ii)

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

(d) What was the job of the man with the clipboard?
..........................................................................................................................................
...................................................................................................................................... [1]

From paragraph 2
6

(a) The American man spoke with the authority of wealth. What two other pieces of
evidence are there that the American couple were wealthy?
(i)

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

(ii)

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

(b) What was the most important factor which contributed to Miss Garnets acting in an
uncharacteristic way?
..................................................................................................................................... [1]
(c) In what way did Miss Garnett assert herself?
..................................................................................................................................... [1]
(d) Explain in your own words how Miss Garnet now felt about attempting this trip to
Venice.
..........................................................................................................................................
...................................................................................................................................... [2]

UCLES 2013

1123/22/O/N/13

[Turn over

6
From paragraph 3
7

(a) For what two reasons did Miss Garnet decide not to throw away the hat that had
belonged to Harriet?
(i)

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

(ii)

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

(b) What was the offer Miss Garnet received, and what was the main reason she thought
she should accept it?
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]

From paragraph 4
8

(a) In what way do you think the slime was dangerous?


...................................................................................................................................... [1]
(b) Why did Miss Garnet feel that it was silly to be upset when the American couple left?
..........................................................................................................................................
...................................................................................................................................... [1]
(c) Explain in your own words what two things Miss Garnet realised just in time about the
three boys who grabbed her suitcase.
(i)

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

(ii)

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

(d) What effect is created by the word commandeered that would not be created by the
word took?
...................................................................................................................................... [1]

UCLES 2013

1123/22/O/N/13

For
Examiners
Use

7
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.
2.
3.
4.

foresight (line 3)
alternately (line 7)
authority (line 14)
scrutinise (line 21)

Five words chosen


(from list above)

5.
6.
7.
8.

urbane (line 29)


own (line 29)
stingy (line 43)
churlish (line 45)

Answer

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]

( ) ...................................... ..............................................................................................

[1]
[5]

Total for Section 2 [25]

UCLES 2013

1123/22/O/N/13

For
Examiners
Use

Page 2

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

Passage 1
1

(a) The advantages and disadvantages of e-readers, as described in the passage.

[15]

Accept own words or lifting. Accept sentences or note form.


Mark

Expected Answer

1 mark
for
each
correct
point
up to a
max. of
15

1. Some books are free


2. (Some) books / others are
cheaper than real / bookshop
books / real / bookshop books are
more expensive than e-books

Allow

Dont Allow

Lift of others can be


downloadedprice

All books etc.


Others / e-books are
cheaper (alone)
Real books are more
expensive (alone)
Others / e-books are
cheap
its less hassle (alone)

3. No need to go (on timeconsuming trip) to bookshop / trips


to bookshops are time-consuming /
hassle / books can be
downloaded/bought from comfort of
your home
4. Dont take up (much) space

Take up less space

5. Portable
Carries more books

6. Carries hundreds of / many


books
7. Help / used by short-sighted /
visually impaired people because
the print size can be increased

Lift of a
blessingincreased

8. Lights can be attached for


healthy eyes
9. Can be personalised / reading
can be personalised

Readers can choose


covers in variety of
materials and colours

10. Novelty leads / might lead to


increased reading / more readers
(and improved examination results)

Cambridge International Examinations 2013

Lift of e-readers can be


purchasedcolours

Page 3

Mark Scheme
GCE O LEVEL October/November 2013

11. Dont need bookmarks /


e-readers / e-books open where
reader left off

Syllabus
1123

Paper
22

Lift of e-readers
rememberreading
Or
take youreading
again
You dont lose your
place

12. Will bring about the closure of


libraries
13. The (initial) cost (of e-readers)
is high
14. Socially divisive

Not everyone can afford


to buy one / them

15. Some people will have little / no


opportunity to read if libraries close

Lift of those who can


afford read at all
(alone)

16. Miss (aesthetic) pleasure of


holding / possessing (real ) books

Reference to snuggling
up etc.
(and what about...?=0)

17. People dont swap /share /


exchange e-books / books / are
deprived of swapping / sharing /
exchanging e-books / books

e-books cannot be
swapped etc.
e-books cannot change
hands

Real books change


hands
e-readers / they cannot
be swapped

Books will no longer be


lent / borrowed

cannot be swapped
(alone)

18. (Students) cant annotate


e-books / (students) cant cross
reference e-books

Cant be used for


referencing (alone)

19. Have to know what youre


looking for when you buy e-books /
books from home / you miss out on
browsing in a bookshop / you dont
stumble on / find new / other books
as in a bookshop / using e-readers

Lift of browsing in a
bookshopcome
across

20. Bookshops have to close


because they cant compete
(because the customers dont come
/ e-books are cheaper)

Lift of it would be a
great pitye-readers

21. Jobs in bookshops are / will /


would be axed

Jobs would axed if


bookshops closed

Cambridge International Examinations 2013

You cant stumble on


bookscome across
(alone)

Page 7

Mark Scheme
GCE O LEVEL October/November 2013
1

Pretty well a complete transcript of


the text expression.
There will also be random
transcription of irrelevant sections of
the text.

Complete transcript

Syllabus
1123

Paper
22

Heavy frequency of serious


errors, sometimes impeding
reading.
Fractured syntax is much more
pronounced at this level.
Heavy frequency of serious
errors throughout.
Fractured syntax

From paragraph 2 write down two opinions.


Mark

Expected Answer

1 mark

Opinion 1:
Going to a
bookshop is a
hassle.

Allow

Dont Allow

Lift of there is no
needhassle
Excess denies

Which is a real hassle


(alone)

Time-consuming
trips to bookshops
are a real hassle
1 mark

Opinion 2:
Carrying a hundred
e-books on your ereader is delightful

You can have the


You can have the
delightful experience of delightful experience
(alone)
carrying hundreds of
books (on your
e-reader)

Additional information
Accept in any order.
Accept own words versions.

Cambridge International Examinations 2013

Page 8
3

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

From your own knowledge or experience, explain (i) why either you or someone you know
was wary of a piece of technology, and explain briefly (ii) why that fear turned out to be
justified or unjustified.
Mark

Expected Answer

Allow

Dont Allow

1 mark

(i) Look for ideas like


Mum afraid her
mobile would give
her cancer, or Dad
thinking the
washing machine
would shrink the
clothes.

Reference to the internet,


social networking sites,
facebook, online banking,
online shopping, e-bay etc.
as a piece of technology.

Generalised statement
about technology. Question
asks for specific example
e.g. computers taking over
the world.

1 mark

(ii) Look for ideas like


the clothes turned
out fine (nonjustification) or the
clothes turned pink
(justification).

Additional information
Under (i) look for personal connection and technological device. Insist on explanation of the fear.
This may be explicitly stated under (i) or implicitly stated under (ii) in the justification/nonjustification of the fear.
Under (ii) do not insist on the word justification/non-justification but look for a sensible link which
may be introduced by words such as and, as, because, however, but, nevertheless, though or
although.
4

What is the writers attitude to e-books? Tick the box you have chosen.
Mark

Expected Answer

Allow

Dont Allow

1 mark

The writer is undecided


whether e-books are
beneficial or detrimental to
society.

Any clear indication of


choice even if it not a tick,
e.g. cross, star, asterisk.

If more than one box is


ticked.

Cambridge International Examinations 2013

Page 9
5

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

(a) What kind of weather was Miss Garnet expecting when she arrived in Venice?
Mark

Expected Answer

1 mark

Warm / warmer / sunny /


sunnier / hot / fine

Allow

Dont Allow
summer
not cold
Lift of Miss Garnet
thought it was surprisingly
cold

(b) Miss Garnet had embarked upon an exotic adventure. Pick out and write down the
single word used later in the paragraph which continues the idea of exotic.

Mark

Expected Answer

Allow

Dont Allow

1 mark

alien

The use of the correct


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

More than one word

(c) What two pieces of evidence are there that Miss Garnet was cautious about spending
money?
Mark

Expected Answer

Allow

Dont Allow

1 mark

(i) (She had ) a


well-worn / old / her
mothers suitcase

Lift of her well-worn


suitcase (with stout
leather strap)
Excess denies including
having collected

stout leather strap


(alone)

She didnt have / buy a


new suitcase
1 mark

(ii) (she had) taken / was


staying in an
apartment in one of
the cheaper areas / a
cheap area (of
Venice)

Lift of She had, through


an agency.....Venice.

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.

Cambridge International Examinations 2013

Page 10

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

(d) What was the job of the man with the clipboard?
Mark

Expected Answer

Allow

Dont Allow

1 mark

He saw that (water) taxi


drivers had passengers /
customers

He directed passengers
to taxis

He organised the taxi


men
He organised the
passengers

OR he organised the
passengers so that they
had a (water) taxi

He told tourists where the


taxis were

OR he brought together
the (water) taxi drivers
and the passengers /
customers
OR he hailed (water)
taxis for passengers /
people who needed them
Additional information
Answer must refer both to passengers and to water-taxi (men).
6

(a) The American man spoke with the authority of wealth. What two other pieces of
evidence are there that the American couple were wealthy?
Mark

Expected Answer

Allow

1 mark

(i) (they were)


elegantly / well /
richly dressed

Lift of (an) elegantly


dressed couple. Excess
denies.

1 mark

Affluently dressed
(ii) (they were) staying
in / going to an
exclusive / luxury /
expensive / (one of)
the most exclusive
hotels (in Venice)

Dont Allow

Wealthily dressed
They were staying at the
Palace Hotel (alone)
The Palace was one of
expensive hotels
Lift of Miss Garnet
knew....many expensive
hotels

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.

Cambridge International Examinations 2013

Page 11

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

(b) What was the most important factor which contributed to Miss Garnets acting in an
uncharacteristic way?
Mark

Expected Answer

1 mark

her dislike of snobbery

Allow

Dont Allow
Any reference to plane
flight or cold rising from
the water
the couples snobbery

(c) In what way did Miss Garnett assert herself?


Mark

Expected Answer

Allow

1 mark

she said that she was first She said she was first to
(in the queue) / had got
call the taxi
there first/she raised her
voice

Dont Allow
Lift of Excuse me...first.
Answer must be distilled.
She said she was first to
see the taxi
She spoke in a high
(pitched) voice

Additional information
If two distinct answers are given, mark the first only. For example, she scraped her leg and
raised her voice = 0 But she raised her voice and scraped her leg = 1
(d) Explain in your own words how Miss Garnet now felt about attempting this trip to
Venice.
Mark

Expected Answer

1 mark

APPREHENSION:
Fear / nervousness/
anxiety / worry / doubt /
uneasiness / disquiet /
agitation / wariness /
fright

1 mark

Allow

Dont Allow

Scared / afraid /
frightened

Anger / regret /
embarrassment /
uncertainty / shock /
dread / irritation / terror /
horror / discomfort

FOOLHARDINESS:
Stupidity / rashness /
silliness / idiocy /
senselessness

Cambridge International Examinations 2013

Temerity / foolishness /
thoughtlessness

Page 12
7

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

(a) For what two reasons did Miss Garnet decide not to throw away the hat that had
belonged to Harriet?
Mark

Expected Answer

Allow

Dont Allow

1 mark

(i) she didnt want to


throw anything / she
never threw anything
away

Lift of she had always


found herself...to the bin.
Excess denies.

She didnt want to throw


it / the hat away, as this
merely repeats the
question.

1 mark

(ii) It reminded her (of


aspects / an aspect /
characteristics / a
characteristic / a
quality / a side) of
Harriet / her / it
reminded her of
Harriets / her (over)
dramatic personality /
it represented / was a
symbol of Harriet /
her / she kept it in
memory of Harriet /
her

Addition of which she had


disregardedalive

It had belonged to Harriet,


as this merely repeat the
question.

She didnt want to forget


Harriet

Lift of Did the hat not


represent...alive? Answer
must be distilled.
Harriet was dead.
Lift of she realised a side
to Harrietalive
Harriet was / had been
her friend

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.

Cambridge International Examinations 2013

Page 13

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

(b) What was the offer Miss Garnet received, and what was the main reason she thought
she should accept it?
Mark

Expected Answer

Allow

Dont Allow

1 mark

A (offer of) a lift with the


couple / Americans (to
travel) in their taxi / boat

the man / they said he /


they would be honoured
etc. = 1

Lift of we would be
honoured if you would
share our taxi

1 mark

B the couple / Americans


had pushed in front of her
/ had jumped/ skipped the
queue / had been rude to
her / wronged her

Lift of And there


remainedof her
Excess denies.

The woman offered etc.


She was tired / scared /
her knee hurt / she didnt
want to be ungracious
She had arrived first.
The man / woman had
pushed in front of her

Additional information
In B, do not insist on correct agent if it has already been given in A.
8

(a) In what way do you think the slime was dangerous?

Mark

Expected Answer

1 mark

it was slippy / slippery /


people / she / Miss
Garnet might slip / fall (on
it)

Allow

Dont Allow
It was green
Poisonous / toxic

(b) Why did Miss Garnet feel it was silly to be upset when the American couple left?
Mark

Expected Answer

Allow

1 mark

(she was feeling


They were not (close)
emotional / forlorn and
friends
yet) she hardly knew them
/ didnt know them / they
were strangers / she had
just met them / they were
newly-met

Dont Allow
The departure of the
newly-met Americans
She was emotional / felt
forlorn, as this merely
repeats the idea of the
question wording.
They were not related.

Cambridge International Examinations 2013

Page 14

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

(c) Explain in your own words what two things Miss Garnet realised just in time about
the three boys who grabbed her suitcase.
Mark

Expected Answer

Allow

Dont Allow

1 mark

SINISTER:
they meant no harm /
were not planning / going
to / did not want to do
something bad / were not
going to / did not want to /
mean to steal her
suitcase

Their intentions / they


were not evil / wicked /
wrong / nasty / rotten /
hurtful / criminal / bad /
They were not thieves /
robbers

mischievous

Their intentions / they


were good / helpful / kind
1 mark

AUGMENT:
Increase / supplement /
get / earn / make more /
add to

Earn / make / get / want


(money)
want more

(d) What effect is created by the word commandeered that would not be created by the
word took?
Mark

Expected Answer

1 mark

The boy was bossy /


assertive / authoritative /
pushed the others out of
the way / muscled in /
took charge / had
authority / was the leader
/ took control / was
leading

Allow

Dont Allow
The boy took command
Took it without Miss
Garnets permission
He was leading the way
He took it by force / as if
he owned it
Boys (plural)

Cambridge International Examinations 2013

Page 15
9

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

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

Dont Allow

1 mark
for each correct
meaning

1 foresight(L3)

Thinking / looking /
seeing ahead / to the
future / precaution /
anticipation / (forward)
planning / earlier
thought / vision

Wisdom / premonition /
presentiment / intention /
prophecy / prudence / care /
foreknowledge / forecast /
idea / guess

2 alternately (L7)

one after the other / one


at a time / in turn / back
and forth / from one to
the other / switching

Change of direction / one


by one / in order /
individually / continuously

3 authority (L14)

power / clout / might /


sway / presence /
prerogative / right /
command / superiority /
mastery / weight /
influence / control /
force / supremacy

Strength / status / sanction /


confidence / in charge

4 scrutinise(L21)

Examine / look closely


at / peer at / study / take
in / inspect / take stock
of / survey / look fixedly
at / assess / read (a
person) / size up

look at / scan / analyse /


notice / observe / take note
of / gaze / see / question

5 urbane(L29)

Sophisticated / cultured /
suave
Courteous / smooth /
civilised / polished /
debonair / smooth-talking /
gentlemanly / wellmannered / mannerly /
refined

Elegant / educated / posh /


upper class / considerate /
well groomed / wealthy /
rich / affluent / from the
city / town

6 own(L29)

Admit/confess
/acknowledge / concede
/grant/allow/avow/ profess /
be honest

possess / claim / accept /


confirm / come to terms
with

7 stingy(L43)

mean / parsimonious /
miserly ungenerous /
tight(-fisted) / penny
pinching / scrimping

Disinterested / money
conscious

Cambridge International Examinations 2013

Page 16

Mark Scheme
GCE O LEVEL October/November 2013
8 churlish(L45)

Rude / bad-mannered /
crude /
Coarse / boorish /
impolite / discourteous /
ill-mannered /
unmannerly / ungracious
/ uncivil / insulting / surly

Syllabus
1123

Paper
22

Dishonest / unfair / foolish /


petty / disrespectful / mean
/ offhand / sullen / bad

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. power and strength for 'authority'.
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 2013

Page 17

Mark Scheme
GCE O LEVEL October/November 2013

Syllabus
1123

Paper
22

Appendix
One attraction of e-books is that some of them are free. Others can be downloaded at a much
cheaper price than the bookshop price, and for avid readers this is an obvious advantage because
the money saved can be spent on other things, perhaps new clothes or days out. There is no need to
make time-consuming trips to bookshops, which is a real hassle, especially for parents with
children to bundle into the car or bus. Instead, books can be paid for and downloaded from the
comfort of your own living room. E-readers dont take up much space, which makes a huge
difference to people whose living space might be limited, for example families with several young
children vying for space for toys, games and all the paraphernalia of family life. Moreover, e-readers
are extremely portable; instead of having to choose which book to take with you to read on the train,
or having to narrow your choice to three or four books to fit into your holiday suitcase, you can have
the delightful experience of carrying hundreds on your e-reader.
E-readers are a blessing to short-sighted or visually-impaired readers because, as with all
computer screens, the size of the print can be increased; no more squinting at the pages of a
book or, worse, having the frustrating experience of not being able to read the book at all. Lights can
also be attached to e-readers, and this is generally conducive to keeping eyes healthy. Users of
e- readers can personalise their reading in the same way that people often personalise their mobile
phones, as e-readers can be purchased with covers in a variety of materials and colours. While those
who are generally wary of technology complain that e-readers are mere gimmicks, teachers and
parents, who often regret that children dont read enough, hope that the novelty value of e-readers
will lead to increased reading and improved examination results. Gone is the need for bookmarks
and the frustration of losing the place in your book, as e-readers remember where you stopped
reading and take you automatically to that point when you open up to start reading again.
However, e-readers have their critics too. There are those who say that e-readers will bring about
the closure of libraries, which will be a great loss to society as a whole. Although downloaded books
are cheap or even free, the initial cost of e-readers is high, as they are essentially computer-based,
and computers are expensive. This is all very well for those who can afford it, but it is socially
divisive because not everyone can. If e-readers do bring about the closure of libraries, some
peoplethose who can afford neither books nor the technology to read e-books - will have little
opportunity to read at all.
And what about the sheer, aesthetic pleasure of owning books? Many people delight in holding,
and just possessing, their favourite books. Snuggling up on the sofa with an e-reader pales into
insignificance when compared with doing so with a real book. When people are moved to tears or to
fury by characters or plots in a book, they instinctively tell their friends about it, and often books
change hands and are temporarily swapped. This delight is denied to readers of e-books.
Furthermore, students are not able to annotate e-books and use them for cross-reference in their
studies in ways which are possible with books.
When buying e-books from home, readers have to know what they are looking for, but
browsing in a bookshop makes readers stumble on books they might otherwise never have
come across. It would be a great pity if bookshops had to close because they were unable to
compete with e-readers, either because the customers didnt come any more, or because they were
reluctant to pay the higher prices inevitably charged for books as opposed to e-books. Moreover, jobs
would be axed if bookshops closed. Will society have to pay too high a price for this latest
technology? Perhaps it is too early to tell.

Cambridge International Examinations 2013

Passage 1 Chess
1

Chess is one of the oldest games in the world, in which two opponents, each with sixteen
pieces, play on a board of sixty-four squares. Such a complex game could not have been
created by a single person, but has clearly been the product of a long process of evolution. It
has been around for centuries, and a look at its development opens a fascinating window on
numerous cultures, transporting our minds to distant lands and eras.

The earliest form of chess originated in India before the sixth century, where its Sanskrit
name chaturanga meant four divisions and referred to the different sections of the army:
soldiers on foot, on horseback, on elephants and in chariots. From India the game spread to
Persia: the story is told of an Indian ambassador who took it as a present to the Persian king,
and a manuscript dating from that period describes the excitement generated by this gift. 10
The popularity of chess in Persia meant that it became an integral part of the education of
young noblemen. The game evolved because the development of strict rules, and the need to
adhere to them, added to its appeal. When the Arab countries conquered Persia, chess was
taken up by the people of the Muslim world, who were attracted by the logical processes the
game entailed. Furthermore, when Buddhist pilgrims travelled from India along the Silk Road, 15
they introduced chess to the Far East, where variations were developed, resulting in many
other games which are still known today.

When chess spread to Europe, it was seen as a prestigious pastime associated with the
nobility: the social value attached to it can be seen in the exquisitely beautiful chessboards
of medieval Europe. It also became a subject for art, and necklaces and other jewellery were 20
often decorated with chess pieces. High-ranking soldiers, or knights, were required to have
other, non-military skills in order to be worthy of their title, and one of these skills was the
ability to play chess. Chess became more popular with the invention of the chequered board,
made of alternate black and white squares, which made it easier to distinguish between the
squares than it had been when the board was all one colour. Such was the popularity of this 25
wonderful game that writings about theories and tactics for winning began to appear in the
fifteenth century.

In modern times, chess tournaments contribute to the continuing popularity of the game; the
first of these took place in London in 1851, and they have become the standard form of
competition among serious players. In the Chess Olympiad, which occurs every two years, 30
the game is played by teams representing various countries globally; it resembles the Olympic
Games in that its international flavour attracts both players and spectators, keen to see their
own country perform well. The foundation of the World Chess Federation popularised chess
because, by acting as the governing body of international chess competition, it defines the
rules of the game and the ratings of players. Modern media keep spectators in touch with 35
championships; for example, the final of the 2012 World Chess Championship was broadcast
with live commentary on the internet. An innovation in chess has been the invention of chess
computers, technology which actually takes on the role of the opponent and enables players
to practise and improve their game.

Chess is more interesting than other board games because the different pieces have different 40
powers. There are several types of chess pieces ranging from the majestic king to the humble
pawn, representing a servant or foot soldier, and part of the attraction of the game is that these
various pieces move in different ways. Moreover, chess is probably unique in that victory for
one particular player depends on the fate of only one of the pieces, the king; merely taking
piece after piece is not sufficient. Chess is no ordinary game, because it demands skill and 45
concentration: there is no element of luck as in, say, some card games. Furthermore, chess
players are given a sense of continuity with the past, of belonging to a great chess-playing
family which extends through centuries and embraces many nations.

UCLES 2014

1123/21/INSERT/M/J/14

Passage 2 Alice
1

One of the rituals of Alices life was going shopping with her grandmother, Elspeth. She was
allowed to hold the shopping bag which, despite its short handles, knocked Alice on the leg
when she carried it. Only certain things went in it. Her grandmother explained that vegetables
and soap shouldnt be in the same bag but tins and soap together were allowed. Peaches
5
shouldnt go in the string bag, as they got bruised. Once, when Alice was carrying a box
of eggs, she opened the lid to inspect them and they slid from her hands, breaking on the
pavement in a shock of shattered shell and a viscous watery blur. Dont worry, dont worry, said
her grandmother, over and over again. On this particular day, Alice was holding the string bag,
which she put over her head and pulled down over her body with the plaited handles, folding
her arms under the webbing. When she wore it like that, did it not make her a perfect Net Man? 10

Elspeth met a friend and they talked for ages outside the antiques shop. Alice started to jiggle
about as she held Elspeths hand. Alice didnt like this friend much. Without stopping her
conversation or even looking down, Elspeth twitched Alices arm, which Alice knew meant
she was expected to behave. Alice bent back the sole of her sandal under her foot. She
tried not to look bored. Eventually, she extricated her fingers from Elspeths, walked over to 15
the window of the antiques shop and pressed her face to it. At first she was looking only at
how tiny beads of moisture left a ghostly imprint of her nose and lips on the glass. Then she
peered into the shop: it was very dark and strange things hung from the ceiling, but then she
saw a glass cabinet, heaped with beads, earrings and rings, and Alices apprehension gave
20
way to exhilaration.

Shall we go in and look? asked Elspeth. Soon Alice was standing next to a table with a
surface so polished that she thought that, if she touched it, ripples would circle out from
under her fingers to lap at its edges. She looked around the dark red walls of this temple of
wonders: feathered fans, gold-edged paintings, lampshades dangling strings of purple beads.
Alice walked over to a carousel of clothes, dived down underneath it, and then resurfaced, 25
surrounded by antique dresses and scarves. She ran her hand reverently down the clothes,
and turned round and round, until dizziness started to smudge her vision.

You must be Alice. It was the shop owner, looming over the top of the carousel. He reached
in and Alice felt him grip her underneath her arms before the floor fell away and she was
rising towards a low red lantern covered with the writhing green bodies of dragons, which 30
was hanging from the ceiling. Then the floor was coming up to meet her again, and she was
set down in front of the man. Tell me, he said, what do you like best in here? Alice didnt
hesitate, but pointed solemnly to the red dragon lantern.

He smiled and holding up a pearl necklace said, When you came in, I was testing these
to see if theyre real or fake. He put the pearls into Alices palm. The best way to do this is 35
to put them into contact with human skin, he explained. If they are real, they start to glow.
Enchanted, Alice watched the pearls for any signs of opalescent glowing. Suddenly the man
whipped them out of her hand. Maybe that method is too time-consuming, he said. The other
way is to rub them against your teeth. Real pearls feel like sand. Open your mouth. The shop
owner rubbed the largest pearl against her two front teeth. Alice waited, spellbound. There 40
was a grainy feeling, a kind of friction. Theyre real! she exclaimed.

The shop owner placed Alice on a dilapidated chair in front of a mirror, fastening the pearls
round her neck. Elspeth appeared behind them in the mirror. Alice, she said, we must go.
Give the man back his necklace. She turned Alice round and began unfastening the clasp.

No, no, said the shop owner, Id like her to have them.

Dont be ridiculous, said her grandmother, propelling Alice towards the door. Are you running
a business or what?

UCLES 2014

1123/21/INSERT/M/J/14

45

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 rise in
worldwide popularity of chess throughout history, and the reasons for its continuing popularity
today.
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
The origins and rise in popularity of chess throughout history

It originated in India before the sixth century

The reasons for the continuing popularity of chess today

Chess tournaments (increase popularity)

UCLES 2014

1123/21/M/J/14

3
1

(b) Summary [5 marks]


Now use your notes to write a summary in which you describe the origins and rise in
worldwide popularity of chess throughout history, and the reasons for its continuing popularity
today, 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:
Chess originated in India before the sixth century and then .....................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
No. of words

UCLES 2014

1123/21/M/J/14

[Turn over

4
2

From your reading of paragraph 1, decide whether each of the following statements is true or
false, and for each statement tick the box you have chosen.
True

False

There are thirty-two pieces on a chessboard at the start of a game.


Chess was created by two people.
Chess was not known until a hundred years ago.
[3]
3

From your reading of paragraph 3, select and write down two opinions.
One opinion is ...................................................................................................................................
..........................................................................................................................................................
Another opinion is .............................................................................................................................
..................................................................................................................................................... [2]
Total for Section 1 [25]

UCLES 2014

1123/21/M/J/14

5
Section 2: Reading for Meaning
Read Passage 2 in the insert and answer all the questions below.
From paragraph 1
4

(a) What were Alice and her grandmother doing on that particular day?
.............................................................................................................................................. [1]
(b) Give two of the ways in which the writer indicates that Alice was only a little girl.
(i) .............................................................................................................................................
(ii) ........................................................................................................................................ [2]
(c) How can we tell that Elspeth is a caring grandmother?
...................................................................................................................................................
.............................................................................................................................................. [1]

From paragraph 2
5

(a) Before she extricated her fingers from Elspeths, in what two ways was Alice misbehaving?
(i) .............................................................................................................................................
(ii) ........................................................................................................................................ [2]
(b) Tiny beads of moisture left a ghostly imprint of her nose and lips on the glass. Without
using the words of the passage, explain exactly what is happening here.
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) Explain in your own words how Alices feelings changed as she looked at the glass cabinet.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]

UCLES 2014

1123/21/M/J/14

[Turn over

6
From paragraph 3
6

(a) Inside the antiques shop, Alice saw a table with a polished surface. What did the surface of
the table remind her of?
.............................................................................................................................................. [1]
(b) Alice thought of the antiques shop as a temple of wonders. Pick out and write down the
single word used later in the paragraph which continues this idea of temple.
.............................................................................................................................................. [1]

From paragraph 4
7

(a) What effect is created by the word looming that would not be created by, for example, the
word appearing?
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) The floor fell away and she was rising towards a low red lantern covered with the writhing
green bodies of dragons, which was hanging from the ceiling. Then the floor was coming up
to meet her again. Explain fully what was happening here.
...................................................................................................................................................
.............................................................................................................................................. [2]

From paragraph 5
8

(a) Explain precisely the two methods, according to the shop owner, for deciding whether pearls
are real pearls or fake.
(i) .............................................................................................................................................
(ii) ........................................................................................................................................ [2]

(b) Alice was enchanted. Pick out and write down the single word used later in the paragraph
which continues the idea of enchanted.
.............................................................................................................................................. [1]

UCLES 2014

1123/21/M/J/14

7
From paragraph 8
9

Dont be ridiculous... . Are you running a business or what? Explain fully what Elspeth means by
this.
..........................................................................................................................................................
..................................................................................................................................................... [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.
2.
3.
4.

rituals (line 1)
peered (line 18)
writhing (line 30)
solemnly (line 33)

5.
6.
7.
8.

whipped (line 38)


friction (line 41)
dilapidated (line 42)
propelling (line 46)

Five words chosen


(from list above)

Answer

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]
[5]

Total for Section 2 [25]

UCLES 2014

1123/21/M/J/14

Page 2

Mark Scheme
GCE O LEVEL May/June 2014

Syllabus
1123

Paper
21

Passage 1
1

(a) Identify and write down the points in the passage which describe the origins and rise
in popularity of chess throughout history, and the reasons for its continuing
popularity today.

Mark

Expected Answer

1 mark
for each
correct
point up
to a max.
of 15

Originated in India before the sixth


century

It spread to Persia

Indian Ambassador
took it as a gift to
King of Persia

Became (integral) part of education of


(young) noblemen in Persia

P3 without
reference to Persia
if Persia context is
established in P2

(Development of) strict rules // need to


adhere to rules

When Arab countries conquered Persia


it was taken up by Muslims / went to
Muslim world // when Arab countries
conquered Persia Muslims were
attracted by its logical processes

Buddhist pilgrims / Buddhists took it


(from India) to Far East (along Silk
Road)

In Europe, it became pastime associated


with nobility

(Became) subject for European art //


necklaces / jewellery decorated with
chess pieces

Knights / high-ranking soldiers had to be


able to play chess

10 Invention of chequered / black and white


board made it easier to distinguish
between the squares

Allow

Dont Allow

Arab / Arab
countries for
Muslim world and
vice versa

Chess was seen


as noble /
prestigious
Allow P8 without
reference to
Europe if Europe
context has already
been established

Reference to
exquisitely
beautiful
chessboards
Knights / highranking soldiers
played chess

Inventionboard
made it easier to
play

11 Writings about theories / tactics


12 Chess tournaments (increase popularity)

Cambridge International Examinations 2014

Page 3

Mark Scheme
GCE O LEVEL May/June 2014
13 Chess Olympiad is international

Syllabus
1123

Paper
21

Some
tournaments /
some
championships /
chess Olympics
are international.
Chess Olympiad,
etc. linked to keen
to see a country do
well

14 World Chess Federation defines


rules / ratings of players
15 Modern media keep spectators / people /
us in touch with matches /
championships

matches /
championships
broadcast on
internet (alone) =
0 (examples only)

16 Chess computers / technology enable(s)


players to practise / improve // Chess
computers / technology act(s) as
opponents

playing online
(alone) = 0

17 Different / various pieces have different


powers / move in different ways
18 Victory depends on (fate of) one
piece / the king

Uniqueness of how
victory is achieved

19 Demands skill / concentration // no


element of luck
20 (Gives sense of) continuity with the
past

Lift in full of lines


4748 belonging
tomany nations

Belonging to a
great chessplaying family
(alone) = 0

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.
Points 1 and 12 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 7
2

Mark Scheme
GCE O LEVEL May/June 2014

Syllabus
1123

Paper
21

From your reading of paragraph 1, decide whether each of the following statements is
true or false, and for each statement tick the box you have chosen.
Mark

Expected Answer

Allow

Dont Allow

1 mark

Statement 1 is True

1 mark

Statement 2 is False

Any clear indication of


choice even if it is not a
tick, e.g. cross, star,
asterisk

If more than one box


indicated against any
statement

1 mark

Statement 3 is False

From your reading of parapgraph 3, select and write down two opinions.
Mark

Expected Answer

Allow

Dont Allow

1 mark

Chess boards of medieval


Europe are / were
(exquisitely) beautiful

(Exquisitely) beautiful
chessboards of medieval
Europe

Chess was seen as a


prestigious pastime

1 mark

Chess / it is a wonderful
game

(Such was the popularity


of) this wonderful game.
Excess denies

Social value attached


to it

Additional information
Accept own words attempts within the parameters of the text answer.
Passage 2
4

(a) What were Alice and her grandmother doing on that particular day?
Mark

Expected Answer

1 mark

(Going) shopping / to
the shops

Allow

Dont Allow
Lift of one of the
rituals...with her
grandmother
Food shopping or any
other specific
shopping
Reference to Alice
holding the bag = 0(N)

Cambridge International Examinations 2014

Page 8
4

Mark Scheme
GCE O LEVEL May/June 2014

Syllabus
1123

Paper
21

(b) Give two of the ways in which the writer indicates that Alice was only a little girl.
Mark

Expected Answer

1 mark

The (shopping) bag


knocked her (on the)
leg

1 mark

She didnt know which


things / purchases went
together / went with other
things / purchases //
things / purchases that
went together had to be
explained to her // she
didnt know that peaches
got bruised / shouldnt be
put in a string bag

1 mark

She pretended to be Net


Man / she play-acted /
pretended to be someone
else // she used the string
bag as a (Net Man)
costume // she could fit in /
she wore the (string) bag

Allow

Dont Allow
Inclusion of she
was allowed to
hold the shopping
bag = 0(N)

She didnt know that


vegetables and soap
shouldnt be in the same
bag // She didnt know that
tins and soap could be in
the same bag

Lift, in whole or in
part, of Alice was
holding...Net Man? =
0(N)

Additional information
Award any two of three to 2 max.
All 0 answers are 0(N), i.e. they do not negate an otherwise correct answer.
4

(c) How can we tell that Elspeth is a caring grandmother?


Mark

Expected Answer

Allow

Dont Allow

1 mark

She told Alice not to worry


over and over / repeatedly
(when the eggs broke) //

Lift of lines 78 Dont


worryagain

She didnt care that


the eggs were broken
= 0(N)

She said Dont worry,


dont worry over and
over / repeatedly //

She took her


shopping =0(N)

She reassured / comforted


Alice over and over /
repeatedly (when the eggs
broke)
Additional information
All 0 answers are 0(N), i.e. they do not negate an otherwise correct answer.

Cambridge International Examinations 2014

Page 9
5

Mark Scheme
GCE O LEVEL May/June 2014

Syllabus
1123

Paper
21

(a) Before she extricated her fingers from Elspeths, in what two ways was Alice
misbehaving?
Mark

Expected Answer

1 mark

(i)

1 mark

(ii) She bent back the


sole of her sandal /
shoe (under her foot)

Allow

She jiggled / fidgeted /


hopped (as she held
Elspeths hand)

Dont Allow
Run-on into Alice
didnt like this
friend much =
0(W)

She was playing with her


sandal / shoe

Run-on into she tried


not to look bored =
0(W)
She was bending her
sandal /shoe = 0(N)
Reference to
extricating her fingers
= 0(N)

Additional information
A 0(W) answer negates an otherwise correct answer.
5

(b) Tiny beads of moisture left a ghostly imprint of her nose and lips on the glass.
Without using the words of the passage, explain exactly what is happening here.
Mark

Expected Answer

Allow

Dont Allow

1 mark

MOISTURE: breath /
breathing / condensation /
steam / vapour / mist

Wetness / dampness
(alone) = 0(N)

1 mark

IMPRINT: shape / outline /


image / copy / mark / trace

Picture / reflection /
pattern = 0(N)

Additional information
This is not a conventional own words question, but look for explanation of MOISTURE and
IMPRINT used in a sensible context. Do not insist on synonym for ghostly but again
context must be sensible.
A 0(N) answer does not negate an otherwise correct answer
A 0(W) answer negates an otherwise correct answer

Cambridge International Examinations 2014

Page 10
5

Mark Scheme
GCE O LEVEL May/June 2014

Syllabus
1123

Paper
21

(c) Explain in your own words how Alices feelings changed as she looked at the glass
cabinet.
Mark

Expected Answer

Allow

Dont Allow

1 mark

APPREHENSION:
fear / anxiety /
nervousness / worry /
doubt / uneasiness /
disquiet / agitation /
wariness / fright /
misgivings / qualms

scared / frightened / afraid

Anger /
embarrassment /
regret / shock /
irritation / terror /
boredom / caution /
upset 0(N)

1 mark

EXHILARATION:
happiness / joy /
delight / elation /
euphoria / excitement

amazement

Additional information
This is an OWN WORDS question. Key words are APPREHENSION and EXHILARATION.
Do not insist on correct grammatical form.
Accept correct synonyms in either order.
She was afraid and excited = 2
She was excited and afraid = 2
She was excited and then afraid = 2
6

(a) Inside the antiques shop, Alice touched a table with a polished surface. What did the
surface of the table remind her of?
Mark

Expected Answer

1 mark

Water / a lake / pond /

Allow

pool

Dont Allow
Lift of she thought
that.....edges
Image must be decoded
/ sea / ocean = 0(N)

Additional information
A 0(N) answer does not negate an otherwise correct answer.

Cambridge International Examinations 2014

Page 11
6

Mark Scheme
GCE O LEVEL May/June 2014

Syllabus
1123

Paper
21

(b) Alice thought of the antiques shop as a temple of wonders. Pick out and write down
the single word used later in the paragraph which continues this idea of temple.
Mark

Expected Answer

Allow

Dont Allow

1 mark

reverently

The use of a correct


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

More than one


word

(a) What effect is created by the word looming that would not be created by, for example,
the word appearing?
Mark

Expected Answer

Allow

Dont Allow

1 mark

The man / shop owner


was / seemed to be tall /
big // the man / shop
owner frightened Alice //
Alice felt threatened

The man / shop owner


seemed ominous

Mysterious = 0(N)
Size (alone) = 0
Alice is small(er) =
0(N)

Additional information
Look for idea either of the mans size or Alices fear / or idea of threat.
7

(b) The floor fell away and she was rising towards a low red lantern covered with the
writhing green bodies of dragons, which was hanging from the ceiling. Then the floor
was coming up to meet her again. Explain fully what was happening here.
Mark

Expected Answer

Allow

1 mark

The man / shop owner


was lifting Alice / her up
from the carousel / clothes
(up) towards the ceiling //
Alice / she was being lifted
up from the carousel /
clothes / (up) towards the
ceiling

Lifted her out = 0(N)

1 mark

and put back down again

Put her on a chair /


she sat down = 0(W)

Cambridge International Examinations 2014

Dont Allow

Page 12
8

Mark Scheme
GCE O LEVEL May/June 2014

Syllabus
1123

Paper
21

(a) Explain precisely the two methods, according to the shop owner, for deciding whether
pearls are real pearls or fake.
Mark

Expected Answer

Allow

1 mark

(i) (Put them) in contact


with your / human skin
(to see if) they glow /
shine

Lift of lines 3536 The


best way to do this is to
...start to glow

1 mark

(ii) Rub them against


(your) teeth (to see if)
they feel like sand //
feel gritty / grainy /
rough

Lift of lines 3839 The


other way...feel like
sand. Excess denies

Dont Allow

They will not feel


smooth

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.
8

(b) Alice was enchanted. Pick out and write down the single word used later in the
paragraph which continues the idea of enchanted.
Mark

Expected Answer

Allow

Dont Allow

1 mark

Spellbound

The use of a correct


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

More than one word

Cambridge International Examinations 2014

Page 13
9

Mark Scheme
GCE O LEVEL May/June 2014

Syllabus
1123

Paper
21

Dont be ridiculous. Are you running a business or what? Explain fully what Elspeth
means by this.
Mark

Expected Answer

1 mark

You cant / its silly / he was


silly / its impossible to give
expensive items / (real)
pearls away

1 mark

If you want to make money /


make a profit / run a business
(sic) / earn a living

Allow

Dont Allow
Shopkeepers
shouldnt give away
merchandise (alone)
=0

The idea of losing


money / failing
business, etc.

Mere definition of a
shopkeeper = 0, e.g.
Shopkeepers
should / could sell
them

Additional information
Look for the expensive nature of the gift and lack of business acumen, e.g.
You cant run a business if you give expensive things away = 2
You cant run a business if you give things away = 1
You cant give expensive things away = 1
You can give expensive things away = 0

Cambridge International Examinations 2014

Page 14

Mark Scheme
GCE O LEVEL May/June 2014

Syllabus
1123

Paper
21

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 has in
the passage.
Mark

Words

Expected Answer

Dont Allow

1 mark
for each
correct
meaning

1 rituals (L1)

customs / traditions / things


that always happen /
routines // regular / common /
usual occurrences / patterns of
behaviour / actions

procedures / processes /
ceremonies / habits /
purposes / objectives

2 peered (L18)

looked closely / intently //


stared / gazed

examined / studied
scrutinised // looked
seriously / deeply

3 writhing (L30)

twisting / snaking / coiling /


wriggling / twining / spiralling /
curving / squirming / twirling /
turning

zigzagging

4 solemnly (L33)

seriously / earnestly / gravely /


soberly

unhappily / bored /
dejectedly / sadly /
unsmilingly / blankly /
directly

5 whipped (L38)

snatched / pulled quickly / took


quickly / seized / grasped /
grabbed / yanked /

commandeered

6 friction (L41)

scratching / scrape /
roughness / rasp / grating /
abrasiveness / rubbing
roughly, etc.

rubbing

7 dilapidated (L42)

tattered / damaged / ruined /


decrepit / shabby / worn /
battered / falling apart / tatty /
in disrepair

neglected / decayed / old /


crumbling

8 propelling (L46)

pushing / shoving / driving /


steering / shunting

throwing / pulling /
directing / moving / rushing /
dragging / twisting

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
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.

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.

By the seventeenth century, vibrant trade between Africa and Venice, Europes 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.

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.

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

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 coffees 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!

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

Passage 2 The Locusts


1

Richard was always gloomy, a pessimist. The car only had to run out of petrol for him to
announce that the engine had broken down.

Content removed due to copyright restrictions.

Each
one grows at an astonishing rate and, together with millions of others, forms one unit in a
monstrous carpet which eats as it moves.

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

3
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

4
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]

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]

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

5
Section 2: Reading for Meaning
Read Passage 2 in the insert and answer all the questions below.
From paragraph 1
5

(a) Richard was always gloomy, a pessimist. Give one example of Richards pessimistic
behaviour.
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) Richard says that he doesnt shirk the truth. What, according to Richard, is the truth?
...................................................................................................................................................
.............................................................................................................................................. [1]

From paragraph 2
6

(a) At first, what did people think the small cloud meant?
.............................................................................................................................................. [1]
(b) Why did they laugh when Richard said: Looks like locusts to me?
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) Why did they stop laughing when the wispy bits began to whirr ?
.............................................................................................................................................. [1]

UCLES 2014

1123/21/O/N/14

[Turn over

6
From paragraph 3
7

(a) Explain exactly why the sky was dark.


.............................................................................................................................................. [1]
(b) Why do you think the birds were excited?
.............................................................................................................................................. [1]
(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?
...................................................................................................................................................
.............................................................................................................................................. [1]
(d) The children were sent out to make a racket. Explain fully in your own words the purpose of
this racket.
...................................................................................................................................................
.............................................................................................................................................. [2]

From paragraph 4
8

(a) What does the word muffled tell us about the effect of the locusts on the countryside?
.............................................................................................................................................. [1]
(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.
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) What two effects did the locusts have on the car?
(i) .............................................................................................................................................
(ii) ........................................................................................................................................ [2]
(d) Explain fully what caused the cracking noise.
...................................................................................................................................................
.............................................................................................................................................. [2]

UCLES 2014

1123/21/O/N/14

7
From paragraph 5
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.
..................................................................................................................................................... [1]

From paragraph 6
10 In what two ways is the large number of hoppers an additional threat to farmers?
(i) ....................................................................................................................................................
(ii) ............................................................................................................................................... [2]

From the whole passage


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.
1.
2.
3.
4.

plopped (line 14)


stone (line 18)
bewildered (line 21)
occasionally (line 26)

5.
6.
7.
8.

succulent (line 34)


swathe (line 35)
opted for (line 37)
miniature (line 45)

Five words chosen


from list above

Answer

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

Total for Section 2 [25]

UCLES 2014

1123/21/O/N/14

Page 2

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
21

Passage 1
1

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

Expected Answer

1 mark
for
each
correct
point
up to a
max. of
15

Kaldi realised berries (of certain bush)


were energising

Monk in Ethiopia / Africa sampled


berries and experienced increased
vitality

Oman / Ethiopian / African holy man


roasted and boiled berries (in water)

(Coffee / It) was exported from Africa to


Yemen

Monks (in Yemen) used it to keep alert


during long periods of prayer / during
night prayer

Yemeni (traders) / Yemen began to


cultivate it / coffee / coffee beans

Bans (against it) were lifted

Became acceptable in / spread to


(many) influential cities (such as
Medina, Baghdad, Istanbul)

Allow

Dont Allow

He realised /
noticed berries
increased
vitality (in birds)

Reference to
coffee drinking /
knowledge of
coffee plants
appears in
monasteries in
Yemen
during prayer
alone = 0 (N)

After the bans


alone as
preamble to p8
=0
(accept any two
of the given
recreational
examples)

Coffee-houses were (popular / lively)


social / recreation centres / places

10 (Coffee) traded with / came to Venice /


Europe / Europes leading port (from
Africa)

Vibrant trade
between Africa
and Venice

Reference to
trading variety
of African
goods
alone = 0
Lift of lines
2021
Venicecoffee

Cambridge International Examinations 2014

Page 3

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
21

11 Venetian merchants introduced coffee /


coffee drinking to the wealthy
12 (Coffee drinking / coffee / coffee
houses) spread to other European
cities / countries // large number of
European coffee houses

Spread across
Europe
Lift of line 2425
by 1675 in
England)

13 (the) Dutch (merchants) obtained coffee


bushes (from Yemen) and began
cultivation (in Sri Lanka)

Cambridge International Examinations 2014

The Dutch
spread coffee
by cultivating it
alone = 0

Page 4

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
21

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

Expected Answer

1 mark
for
each
correct
point
up to a
max. of
15

14 Railways allowed coffee to be


transported more easily

Allow

Dont Allow

15 (opening of) Panama Canal allowed


coffee / it to be exported further afield
16 socially aware consumers / people buy
Fairtrade coffee // consumers / people
are attracted to Fairtrade coffee

An international
system ensures
farmers get a
fair deal

17 (Production) provides employment for


millions (of people)

Accept examples
but must be at
least three of five

18 Crucial / very important to economies of


(some / several) developing countries

Accounts for half


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

A lot / much
foreign trade = 0

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
22 (Seemingly) endless / great / a lot of
varieties / ways of making it

Comes in
different
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 8

Mark Scheme
Cambridge O Level October/November 2014

Pretty well a complete


transcript of the text expression.
There will also be random
transcription of irrelevant
sections of the text.

Complete transcript

Syllabus
1123

Paper
21

Heavy frequency of serious errors,


sometimes impeding reading.
Fractured syntax is much more
pronounced at this level
Heavy frequency of serious errors
throughout.
Fractured syntax

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

1 mark

Box 3: The writer thinks that


the information about the
origins of coffee cannot be
proved

Any clear indication of


choice even if it not a tick,
e.g. cross, star, asterisk

Dont Allow

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

1 mark
+
1 mark

Accept any sensible


examples.
Answers might include
named buildings /
attractions / events //
named geographical /
archaeological / historic
sites

Allow

Dont Allow
Unspecified, unnamed
generalisations, e.g.
restaurants / museums /
game reserves // whole
countries / states etc. e.g.
India / Florida

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
4

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
21

From paragraph 6, select and write down two opinions.


Mark

Expected Answer

Allow

Dont Allow

1 mark

(i) (instant / freeze-dried)


coffee is a must for the
pace of life in the
twenty-first century.

Lift of lines 4445 the


development twenty-first
century

Lift of a must for (alone)


Agent (coffee) must be
supplied.
It / coffee is a must(alone)

1 mark

(ii) Choosing from the


menu in a modern
coffeehouse is a
nightmare.

Coffee (variety) 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 Richards pessimistic
behaviour.
Mark

Expected Answer

Allow

Dont Allow

1 mark

he thought the engine


had broken down when
it had (only) run out of
petrol

Accept lift of The car (only)


had broken down. Excess
denies.

He thought a / the dark


cloud was locusts (wrong
paragraph)

OR If he saw a dark
cloud (on the horizon)
he thought it was
locusts.

Accept lift of Whenever a


dark cloud....to me. Excess
denies.

(b) Richard says that he didnt shirk the truth. What, according to Richard, is the truth?
Mark

Expected Answer

Allow

Dont Allow

1 mark

bad / terrible / awful


things (will) happen (all
the time / occasionally /
always / unexpectedly)

Life is (always) full of


negativity

Dont allow conditionals


such as might, could
which introduce the idea
of tentativeness

Lift in whole or in part of


lines 45
occasionally...happen.
Excess denies

Additional information
Accept addition of to him / others in the above correct answers
Cambridge International Examinations 2014

Page 10
6

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
21

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

Expected Answer

1 mark

rain / it was going to


rain

Allow

Dont Allow
Any reference to possibility it
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

Dont Allow

1 mark

they thought he was


being pessimistic /
negative / gloomy as
usual // he was
behaving as he always
did // he was behaving
as they knew he would
/ expected him to // his
behaviour / reaction
was predictable

He said (things like) this


a lot

They didnt believe him /


thought he was wrong

He always thought that a


dark cloud was locusts

Hed said it before

Lift of lines 23
whenever to me
Allow dramatic for
pessimistic

They thought / knew it was


rain / it wasnt locusts
They thought he was joking /
funny
The cloud had wispy tails = 0
(W)

Additional information
Needs the idea of Richards repetitive behaviour / words
(c) Why did they stop laughing when the the wispy bits began to whirr?
Mark

Expected Answer

Allow

1 mark

(they realised that)


Richard / he was right
// it / the cloud (really)
was locusts

Lift of lines 910 These


were the locusts.swarm.
Lift of lines 911 these
were the locustsfeed
Excess denies.

Cambridge International Examinations 2014

Dont Allow

Page 11
7

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
21

(a) Explain exactly why the sky was dark.


Mark

Expected Answer

Allow

Dont Allow

1 mark

the sun / light was


blotted out / covered by
locusts // locusts were
covering the sun / acted
as a screen

Addition of birds

Lift of the sun was blotted


locust wings = 0. This is
sound, not absence of
light.
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

Dont Allow

1 mark

they were going to


feed on / eat the
locusts // the locusts
would provide food /
they ate locusts

Locusts are the prey of


birds

They were predatory = 0(N)


Their prey had arrived
They had food

Additional information
0(N) answer does not negate correct answer.

Cambridge International Examinations 2014

Page 12

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
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

Dont Allow

1 mark

They came close to


being destroyed / not
surviving // they had to
work hard to survive //
they had survived with
difficulty // they had
barely survived // it had
not been easy to survive

Inferences such as the


farm nearly had to close /
they were almost driven
into poverty / they had
suffered great loss

Anything positive, e.g.


they didnt lose everything
Their crops had been
destroyed (alone)= 0
They had been (badly)
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

1 mark

UNSETTLE: disturb /
disorganise / fluster /
confuse / interrupt / upset /
disrupt / frighten / scare /
startle / make restless /
distract

1 mark

DETER: stop / prevent / put


off / discourage / disallow

Allow

Dont Allow
Make uncomfortable =
0(N)
scare away

Make them not land

forbid / prohibit = 0 (N)


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
8

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
21

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

Expected Answer

Allow

Dont Allow

1 mark

the countryside / it became


/ the locusts made the
countryside / it quiet /silent
// sound was deadened /
hushed

The countryside / it was


covered in locusts

The countryside was


covered in snow =
0(W)

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

Dont Allow

1 mark

(i) (they) had eaten so


much / too much /
so many locusts

They had over eaten / been


greedy

Many / a lot (of locusts)

1 mark

(ii) (they) couldnt fly

They couldnt 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
Cambridge O Level October/November 2014

Syllabus
1123

Paper
21

(c) What two effects did the locusts have on the car?
Mark

Expected Answer

Allow

Dont Allow

1 mark

(i) (they) smothered /


covered / choked
the radiator grille //
(they) made the
engine / car /
radiator overheat

Accept lift of (the locusts)


smothered the radiator
grille and made the engine
overheat. Excess denies,
i.e. run on into We
stopped

Damaged / broke the


radiator (grille)

1 mark

(ii) (they) choked the


tyres (treads)

Lift of the tyre treads


were(immediately) choked
with (crushed) locusts.
Excess denies

Lift, in whole or in part, of


we had to put
chains.......crushed
locusts = 0. Answer must
be distilled.

Accept wheels for tyres


Made the tyres / wheels /
car slip (on the road)

They / locusts were


caught in the tyre treads /
squashed under the
wheels (alone)

(d) Explain fully what caused the cracking noise.


Mark

Expected Answer

Allow

Dont Allow

1 mark

(i) the trees were


breaking / broke

Branches for trees,


although not entirely
accurate

The branches were


cracking = 0(N). Sound
must be explained.
Lift in whole or in part of
lines 2830 then we
sawloud 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
9

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
21

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

Dont Allow

1 mark

devastating

The use of the correct word


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

More than one word

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

Expected Answer

Allow

Dont Allow

1 mark

(i) Each one / they


grow(s) at an
astonishing / surprising
rate

Accept lift of grow(s) at an


astonishing rate. Run-on
into together with millions of
others = 0

Any reference to laying


eggs / hatching eggs
=0(W) in either limb in
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


/ go

They form one unit / a


monstrous carpet which
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

More crops are eaten as


they move (focus is lost)

Page 16

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
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

Dont Allow

plopped (L14)

landed // came down


suddenly / heavily /
noisily// plumped /
plummeted / dropped

Fell / toppled / fluttered /


floundered / settled / dived

stone (L18)

completely / absolutely /
totally / thoroughly /
entirely

Hard / extremely /
seriously / very

bewildered (L21)

puzzled / confused /
bemused / perplexed /
taken aback /
disconcerted / befuddled
/ flummoxed / baffled /
nonplussed / stumped /
floored / bamboozled

Dumbfounded / shocked /
surprised / sad / amazed

occasionally(L26)

from time to time / on


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

Constantly / not often /


seldom / infrequently

succulent (L34)

juicy / fleshy / luscious /


lush / rich /

Tasty / delicious/ fresh /


appetising / delectable /
scrumptious / mouthwatering

swathe (L35)

strip / sweep / portion /


section / band / area

Clothing / covering

opted for (L37)

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

Loved

miniature (L45)

tiny / (very) small / teeny


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

1 mark
1
for each
correct
meaning
(max 5)
2

Cambridge International Examinations 2014

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.

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.

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 worlds 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.

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

Steps are being taken to solve these worrying problems. In 2003, the leaders of the worlds
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. Im at the top of
the list, Papa, Rakesh murmured, after this mark of respect. First in the country.

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 fathers 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.

That was only the beginning of Rakeshs 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 fathers 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

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? Rakeshs 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 fathers 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.

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 Varmas 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.

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

3
(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

4
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]

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

5
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 Rakeshs future was likely
to be a happy and successful one.
.............................................................................................................................................. [1]
(c) Describe in your own words the neighbours reaction to Rakeshs exemplary filial behaviour.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [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

Rakeshs 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

6
From paragraph 4
7

(a) Why did Rakeshs mother die contented?


.............................................................................................................................................. [1]
(b) Describe the two ways in which Rakesh viewed his fathers mysterious diseases. Answer in
your own words.
(i)

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

(ii)

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

(c) When the family flew around Rakeshs father in a flap, what do you think was their mistaken
belief?
.............................................................................................................................................. [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]
(c) Rakesh started to supervise Varmas diet. Explain the two ways in which he did this.
(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

7
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.
2.
3.
4.

bedlam (line 4)
streamed (line 4)
fruits (line 9)
prestigious (line 14)

5.
6.
7.
8.

apparently (line 18)


in the wink of an eye (line 21)
gratifying (line 31)
reproach (line 33)

Five words chosen


(from list above)

Answer

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]

( ) .....................................

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

[1]
[5]

Total for Section 2 [25]

UCLES 2014

1123/22/O/N/14

Page 2
1

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
22

(a) The uses of water down through the ages


Mark
T
h
1 mark
e
for
each
p
correct
r
point
o
up to a
b
max.
l
of 15
e
m
s
a
n
d
s
o
l
u
t
i
o
n
s
a
s
s
o
c
i
a
t
e
d
w
i
t
h
e
n
s
u
r
i
n
g

Expected Answer

Allow

Dont Allow

1. Nomadic people set up shelters near streams


for drinking water
2. Communities / people settled near running
water (for same reason/ for drinking water)

They (sic)
settled near
running water

3. Mesopotamia used river(s) waterway(s) /


Tigris / Euphrates to irrigate crops / for
irrigation

Mesopotamia
used it/them to
irrigate crops

4. the Nile used (by Egyptians) to transport


goods for trade // the Egyptians used the Nile
to transport goods for trade
5. Egypts river/ Nile flooded which provided
free /natural irrigation

Allow river
without
reference to
Egypt / Nile
provided Egypt /
Nile context is
clearly
established

6. Creation of ports / trading centres near rivers


/ water (in modern times)
7. In (Ancient) Greek philosophy seen as /
(Ancient) Greeks saw it as one of the
elements used to create every living thing

Lift of lines 89
The river
floodedirriga
tion without a
clear link to the
Nile / Egypt
On the sea

Accept
examples of
religions, but
must be all four

8. Purifier / ritual washing in (many) religions


9. Floods / water used as punishment by god(s)
(in many religions)
10. (Used in ) recreation / swimming / surfing /
boating // people find (sight / sound of)
water relaxing
11. (Used to ) create electricity / hydro
electricity / energy
12. (Everyday) washing / cleaning / domestic
purposes

ensuring
fertile
agricultural
land alone = 0

accept showers
and washing
machines

Cambridge International Examinations 2014

Page 3

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
22

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

Expected Answer

Allow

1 mark
for
each
correct
point
up to a
max. of
15

13. Some people do not have access to safe


water

N.B.
Accept safe /
drinking / pure /
clean / fresh
(water) as
interchangeabl
e throughout

14. (it) has to be transported long distances


(from wells by women / children) // long
distances have to be covered to get water /
it

Dont Allow

15. Floods cause homelessness / disease


16. Lack of water / droughts cause(s)
starvation / misery / displacement of
(entire) communities

The opposite
problem alone
=0

17. As (global) population rises, so will demand


/ need for water to produce food

As population
rises.demand
for food and
water rises

18. (Leaders of) affluent countries / G8


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

Reduce by
50% /
drastically
reduce etc.

Reduce (alone)

WHO

20. Desalination / removing salt from sea water


produces (more) drinking etc. water

Desalination is
expensive

21. Countries (can) buy water from other


countries / (more water-rich) neighbours

Water can be
bought from
other countries

Cambridge International Examinations 2014

Page 8

Mark Scheme
Cambridge O Level October/November 2014

Complete transcript

Syllabus
1123

Paper
22

Heavy frequency of serious errors


throughout.
Fractured syntax

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

Dont Allow

1 mark

Statement 1 is false

1 mark

Statement 2 is false

Any clear indication of


choice even if it not a
tick, e.g. cross, star,
asterisk

If both true and false are


indicated against any
statement

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

Dont Allow

1 mark

Possible answers will


include global
warming, various
types of pollution,
population control,
poverty, disease,
famine

Aspirational steps,
e.g. the government
should / might /
must

Natural disasters (alone) but


allow consequences of natural
disasters, e.g. tsunami = 0,

But homelessness caused


by tsunami = 1
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
Cambridge O Level October/November 2014

Syllabus
1123

Paper
22

Passage 2
4

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


Mark

Expected Answer

1 mark

He was top of the list


in his examination(s)
// he was first (in the
country) in his
examination(s)

Allow

Dont Allow
He had passed his exams / got his
exam result / passed with flying
colours = 0(N)
Im / 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

1 mark

He bowed (down) to
touch his fathers /
his feet

Allow

Dont Allow
He bowed down (alone) = 0(N) He
touched his fathers feet (alone)
=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

1 mark

watch(es) / a few
watches

Allow

Dont Allow
Any reference to clothes / garlands
/ 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
Cambridge O Level October/November 2014

Syllabus
1123

Paper
22

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

Expected Answer

Allow

Dont Allow

1 mark

shining vistas newly


opened

The use of the


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

More than these four words


Fruits of the sacrifices

(c) Describe in your own words the neighbours reaction to Rakeshs exemplary filial
behaviour.
Mark

Expected Answer

Allow

Dont Allow

1 mark

WONDER:
amazement /
astonishment / awe /
marvel / admiration /
couldnt believe it

Pride / shock / surprise / taken


aback

1 mark

APPROVAL:
respect /
approbation /
commendation /
assent / agreement /
acquiescence /
blessing /
confirmation //
thought he was
doing the right /good
/ appropriate thing //
thought positively
about him

Permission / happiness / pleasure


/ satisfaction / appreciation /
acceptance / / they were
impressed // they thought he was
a good son / he was a good
example / role model
merely repeats question
respect in context of Rakeshs
respect for his father
They thought Varma was giving
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
Cambridge O Level October/November 2014

Syllabus
1123

Paper
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

Dont Allow

1 mark

to show the contrast


with
Rakesh // to show
that Rakeshs
achievement was
great / unexpected
(because his father
was uneducated)

He had never
been to school,
unlike Rakesh //
Rakesh was the
first in his family
to have an
education

He was giving himself airs = 0(N)


he was uneducated / had never
been to school =0(N)

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

Rakeshs mother thought his choice of wife was strange. Explain fully what kind of
woman his mother thought he would marry.
Mark

Expected Answer

Allow

Dont Allow

1 mark

(i) a foreigner //
someone from
another country /
village

From another city /


town / place

Lift of he did not marry a foreign


girl / he married someone from
his own village = 0(N)

(ii) someone who


wanted to / wanted
Rakesh to set up
home
independently (of
his parents)

Someone who
would separate
Rakesh from his
parents / family

1 mark

Lift of too good-natured to want


Rakesh to set up home
independent of his parents = 0(N)
Reference to placid / goodnatured = 0(N)
Modern (alone) = 0(N)

Additional information
Answer must be distilled and cannot be scored by lifting

Cambridge International Examinations 2014

Page 12
7

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
22

(a) Why did Rakeshs mother die contented?


Mark

Expected Answer

1 mark

her son had looked


after / cared for her in
her last illness/ as she
was dying / on her
death bed

Allow

Dont Allow
Lift of was it not....last illness? =
0(N)
Looked after her when she was ill /
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 fathers mysterious diseases.
Answer in your own words.
Mark

Expected Answer

Allow

Dont Allow

1 mark

SIGNIFICANCE:
importance
/seriousness / critical /
import / major //
(something that)
mattered / was of
consequence/ worth
considering/needed
attention

Concerning /
worrying

Understandable / he couldnt
understand the disease // it was a
real / actual illness

FIGMENT OF
IMAGINATION:
dreamed up / pretend
/ in his head / makebelieve / fancy /
fanciful / illusion /
invention / creation /
creativity /
psychosomatic /
hypochondria /
hallucination

Part of his
fathers
thoughts

1 mark

(he was) really


/ very ill

Undecided / insignificant / joke /


tease / unreal / non-existent /
untrue

Cambridge International Examinations 2014

Page 13

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
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
(c) When the family flew around Rakeshs father in a flap, what do you think was their
mistaken belief?
Mark

Expected Answer

Allow

Dont Allow

1 mark

that Varma / he was


dead / had died

Euphemisms
for death

He was ill (alone) = (N)


He was dying // on his death bed
= 0(N)
He wouldnt 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

Dont Allow

1 mark

Rakesh had
always/still looked
after / been
concerned about /
loved his father / him
// Rakesh was a
devoted / good son //
cared for his father /
him a lot // he really
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)

He was always
there for his
father

Mere definition of of course =


0(N), e.g. it was unsurprising /
natural
Rakesh / he was a doctor = 0(N)
Only Rakesh looked after his
father // Rakesh was expected to
look after his father = 0(N)

Cambridge International Examinations 2014

Page 14

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
22

Additional information
Look for something continuing / additional / unsurprising about Rakeshs 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

Dont Allow

1 mark

theatrically

The use of the


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

More than one word

(c) Rakesh started to supervise Varmas diet. Explain the two ways in which he did this.
Mark

Expected Answer

Allow

Dont Allow

1 mark

(i) he wouldnt let him


have the food he
liked / craved /
favoured //
wouldnt give him
rich food / oil /
butter / cream // fat
// fatty/ oily/
unhealthy food

Lift of nothing
rich.........
(Papa)

Lift of A son who


actually....craved? = 0

He told him not


to eat rich food
etc.
He wouldnt
give him
anything rich

Varma had food with no oil etc.


Reference to pills / powders/
medicine = 0(N) in either limb
Reduced his fat etc.

Nothing rich //
no oil /butter /
cream
1 mark

(ii) he wouldnt allow


him another /
second / extra
helpings

He didnt give
him too much
fat etc.
Lift of lines 35
36 If
Varma....shake
his head. But
excess denies

Cambridge International Examinations 2014

Page 15

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
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

Dont Allow

1 mark

powders and pills //


medicine

Lift of lines 38 Powders and pills became a


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
Varmas head. Explain fully the other way Varma thought she showed her hypocrisy.
Mark

Expected Answer

1 mark

she smiled /smirked


when Varma was
refused food / second
helpings // had his
food (intake)
controlled //
She tried to hide / she
hid her cruel smiles

Allow

Dont Allow
Mere definition of hypocritical =
0(N), e.g. she pretended to care
etc.
She smiled (alone) = 0(N)
General references,
e.g. his plight / suffering (alone)

Cambridge International Examinations 2014

Page 16
9

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
22

Varma tucked his feet under him. Why do you think he did that?
Mark

Expected Answer

Allow

Dont Allow

1 mark

(to show) he thought his


son / Rakesh didnt
respect him // so that
Rakesh couldnt show
his respect // to reject
Rakesh // (to show) he
didnt want to bless his
son // to prevent his son
from seeking his blessing

He was angry /
upset with
Rakesh // he
didnt like the
way Rakesh
was treating
him

So that he would not be able to


touch his feet // he did not want
him to touch his feet // he didnt
want to talk to / greet his son //
Rakesh didnt give him the food
he wanted=0(N)
He was stubborn = 0(N)

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

Cambridge International Examinations 2014

Page 17

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
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

Dont Allow

1 mark
For each
correct
meaning
(max 5)

1.bedlam (L4)

chaos / anarchy / clamour /


commotion / pandemonium
/ confusion / hubbub /
tumult /uproar / turmoil /
mayhem / madness / havoc/
disorder

noise/ turbulence/ anger

2. streamed (L4)

processed/ went in
continuously / poured /
flowed / spilled / filed (in) /
came one after the other

rushed/ raced / flooded / trailed


/ gathered / filled // came /
went / made their way (alone) /
surged

3. fruits (L9)

rewards/ results / harvest /


product / produce/ return /
outcome(s) / fulfilment /
consequences

benefits / bonus/ profits


/success/ fruition / income/
merits / work

4.
prestigious(L14)

renowned / esteemed /
celebrated / distinguished /
eminent/ reputable / notable
/ respected / good
reputation / revered /
prominent / highly regarded
/ acclaimed / illustrious /
high status / high standing /
highly rated

important / good / best /


great(est) / respectful /
respectable / reputed / popular
/ honourable / famous high
class

5. apparently
(L18)

seemingly / as if / at first
sight / on the surface / on
the face of it / looking (like) /
ostensibly

allegedly / supposedly /
obviously/ probably/ possibly /
surely / perhaps / pretending /
visibly / appearing

6. in the wink of
an eye (L21)

suddenly / all at once/


abruptly / immediately /
overnight / quickly /
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

Unexpectedly / in a short
period (of time) // in a short
time / in a minute

Cambridge International Examinations 2014

Page 18

Mark Scheme
Cambridge O Level October/November 2014

Syllabus
1123

Paper
22

7. gratifying (L31)

pleasing / rewarding /
agreeable / satisfying /
satisfactory / welcome/
pleasant / pleasurable /
heart-warming

Encouraging / acceptable /
comforting / thankful /
appealing attractive

8 reproach (L33)

criticism / condemnation /
censure / blame /
disapproval / rebuke / slight
/ admonition / reproof /
reprimand / upbraiding

Complaint / dissatisfaction /
denunciation / curse / hurt /
scorn / derision / scold

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

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