O EngLanguage P2 2007toJun2014

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SJF4319 T26799/2 UCLES 2007 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSGeneral Certificate of Education Ordinary Level

READ THESE INSTRUCTIONS FIRST

This insert contains the passage for comprehension.

ENGLISH LANGUAGE 1115/02, 1120/02 1123/02

Paper 2 Comprehension May/June 2007

INSERT

1 hour 30 minutes

www.XtremePapers.com

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(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.

2 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.

3 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.

4 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.

5 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.

6 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.

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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.

8 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.

9 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

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Copyright Acknowledgements:

Passage Reprinted by permission of PFD on behalf of: The Estate of Laurie Lee.

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.

This document consists of 3 printed pages, 1 blank page and 1 insert.

SJF4319 T26799/2 UCLES 2007 [Turn over



If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black penDo not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.Leave a space of one line between answers to each part of a question, e.g. between 4(a) and 4(b).Leave a space of at least three lines after your completed answer to each whole question.The insert contains the passage for comprehension.Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

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ENGLISH LANGUAGE 1115/02, 1120/02 1123/02

Paper 2 Comprehension May/June 2007

1 hour 30 minutes

Additional Materials: Answer Booklet/Paper


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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]

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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. soothingly (line 1) 5. refuge (line 41) 2. faint (line 4) 6. cheered up (line 60) 3. gloom (line 25) 7. vitality (line 62) 4. at last (line 29) 8. 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 [25]

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Ordinary Level

MARK SCHEME for the May/June 2007 question paper

1123 ENGLISH LANGUAGE

1123/02 Paper 2 (Comprehension), maximum raw mark 50

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners meeting before marking began.

All Examiners are instructed that alternative correct answers and unexpected approaches in candidates scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated.

Mark schemes must be read in conjunction with the question papers and the report on the examination.

CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2007 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.


Mark Scheme Syllabus Paper

GCE O LEVEL May/June 2007 1123 02

UCLES 2007

1 (a) 'woken from the noise of the (rattling) anchor/the anchor going over the side [1] his sleep 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 he had reached/was curious about/wanted to see his destination/Spain/Vigo go on deck [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 Key ideas are (i). SHAPE and (ii). LIGHT necklace (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) 2 (a) difficulty he could not (sic)/could hardly speak the language/didnt speak the language

settling in 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 he had no return ticket [1] connection Do not accept lift of lines 1011 (I had a few coins..... and no return ticket), with home 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

3 'primitive Note that this is an own words question. Key words are A. PRIMITIVE and B. instinct 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 he was in a new/strange/foreign/unfamiliar country/place//he was alone/ abandoned 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

6 (a) not much Key ideas are DUST and DRIED-UP RIVER rain (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 Note that this is an OWN WORDS question. Key words are DECREPIT and and in the SPLENDID. Look for respective synonyms but ignore grammatical form. Do past 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

7 (a) what they he / they had violins / musical instruments had in OR he/they wanted to earn a living through music/concerts/performance/ common 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) 8 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

9 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

2 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)

3 gloom (line 25)

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

night/sunset/blackness/haze/dullness

4 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

5 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

6 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)

7 vitality (line 62)

liveliness/energy/life/animation/vigour/ spirit

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

8 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

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

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) 15

2. the country ahead of him/still to come was desolate/wild/silent/alien (magnificent =0) 1819

3. he was homesick 20

4. there were heavy/eerie/strange shadows (in the valley) 2122

5. the coastline looked/was menacing//frightening/frightened him 22

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

9. he was troubled by/there were (wild) dogs 28

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 47

18. his face was burnt by the sun/was sunburnt//he was sunburt 4849

19. he was covered in (road) dust 49

20. his back was soaked with sweat//he was/had been sweating 5253

21. he was/had been carrying a heavy bag/weight//his bag was heavy 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

SUMMARY QUESTION: STYLE ASSESSMENT

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE OF ENGLISH. The table which follows on the next page provides descriptors of the mark levels assigned to these TWO categories. In assessing the overall mark for Style, first of all assign the script to a mark level under the category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH. Before deciding the mark for this level, take the accuracy of the writing into account, in particular the absence or frequency of serious and minor errors. Underline only serious errors. Add the marks for OWN WORDS and USE OF ENGLISH together and divide by two. Raise any half marks to the nearest whole number. Add this mark to the Content mark and show as a total in the right-hand margin. THE NOTES BELOW SET OUT TYPES OF SERIOUS AND MINOR ERRORS SERIOUS ERRORS Wrong verb forms.

Serious tense errors.

Serious errors of sentence structure, especially in setting up subordination.

Omission or obvious misuse of prepositions.

Wholesale misunderstanding over the meanings of words used.

Serious errors of agreement.

Ingrained weakness of punctuation, i.e. the habitual comma replacing the necessary full stop.

Breakdown of sense. MINOR ERRORS Misspellings of a minor nature. Count as a serious error when the form of the word is severely mangled. Obvious slips of repetition or omission. Minor errors of punctuation, i.e. the failure to complete pairs of commas in parenthetical phrases/clauses, omissions of stops after introductory words like 'however'. Indicate how you arrived at your mark for OW and UE, either by a short comment at the end of the script or by use of left hand margin. Note 1: Scripts placed in the 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 the middle box for UE as this is the best fit. Note 2: For answers written in wholesale or sustained irrelevance, ignore OW assessment and give 4 marks max. for Style, depending on number of errors. Such scripts will be rare, and should not be confused with recognisable OW limited by irrelevance. (5/6 box) Note 3: For answers where relevance is oblique, or written in a mangled or nonsensical fashion, the best fit box will probably be the middle one. (5/6)



UCLES 2007

SUMMARY STYLE DESCRIPTORS

Mark OWN WORDS Mark USE OF ENGLISH

10-9 Candidates make a sustained attempt to re-phrase the text language.

Allow phrases from the text which are difficult to substitute.

10-9 Apart from very occasional slips, the language is accurate.

Any occasional errors are either slips or minor errors. Sentence structure is varied and there is a marked ability to use original complex syntax outside text structures.

Punctuation is accurate and helpful to the reader.

Spelling is secure across the full range of vocabulary used.

8-7 There is a noticeable attempt to re-phrase the text.

The summary is free from stretches of concentrated lifting.

8-7 The language is almost always accurate. Serious errors will be so isolated as to be almost unnoticeable.

Sentences show some variation, including original complex syntax.

Punctuation is accurate and generally helpful.

Spelling is nearly always secure.

6-5 There are recognisable but limited attempts to re-phrase the text detail. Attempt may be limited by irrelevance or by oblique or mangled relevance.

Groups of text expression are interlaced with own words.

The expression may not always be secure, but the attempt to substitute the text will gain credit.

6-5

The language is largely accurate.

Simple structures tend to dominate and serious errors are not frequent, although they are noticeable.

Where sentences show some variety and complexity, they will generally be lifted from the text.

Serious errors may occur when more sophisticated structures are attempted.

Punctuation is generally accurate.

Spelling is mostly accurate.

4-3 Wholesale copying of large areas of the text, but not a complete transcript,

Attempts to substitute own language will be limited to single word expression.

Irrelevant sections of the text will be more frequent at this level and below.

4-3 Meaning is not in doubt but serious errors are becoming more frequent.

Some simple structures will be accurate, although this accuracy is not sustained for long.

Simple punctuation will usually be correct, with occasional errors of sentence separation.

Spelling is largely accurate.

2-0 Pretty well a complete transcript of the text expression.

Originality is barely noticeable.

There will also be random transcription of irrelevant sections of the text.

2-0 Heavy frequency of serious errors, impeding the reading in many places.

Fractured syntax is much more pronounced at this level.

Errors of sentence separation are liable to be frequent.

ENGLISH LANGUAGE

Paper 1123/02 Comprehension

General comments This years paper was another narrative topic and seemed to be accessible to most candidates. Overall, the passage seemed to engage their interest and be well matched to their understanding. The performance of candidates showed that, in general, they had been well prepared by their teachers and understood the nature of the examination. Almost the entire range of marks, from 1 to 48, was seen. Examiners reported very few rubric infringements. As in previous years, candidates seemed to be familiar with the layout of the paper and, in the main, the types of questions likely to be asked. Almost without exception, candidates completed the paper, and more candidates than in previous years managed to offer both a rough draft and a fair copy in response to the summary question. The paper followed the usual pattern. Twenty five marks were allocated to the testing of literal comprehension, inferential comprehension, vocabulary, use of own words and appreciation of writers craft. A further twenty five marks were allocated to the summary question, these marks being divided between assessment of ability to select content points from the text, and assessment of ability to express these points fluently and in own words. As in previous years, the questions giving most difficulty were the questions which required candidates to answer in their own words; some candidates seemed to ignore this rubric or, even when they identified the key words for recasting, or indeed the key words were identified for them by the question, found it impossible to find synonyms. There was a particular problem with this paper in the second of the two own-words questions, where the majority of candidates were unable to isolate the words to be re-cast into own words, and instead often referred to an irrelevant section of the text. A small number of candidates numbered every word in the summary, placing the number above the word, thus making the summary a very crowded marking area, and hindering the task of the Examiner. Examiners reported a higher number of candidates than in the past writing in excess of the 160 words prescribed by the rubric. Where candidates made alterations to their summaries, this was not always done neatly, or was sometimes done in pencil; candidates must understand that such untidy or pencil alterations make it difficult for Examiners to check the accuracy of the number of words used in the summary. Furthermore, untidy or pencil elimination of extra words and phrases, in an attempt to reduce the number of words used, sometimes resulted in crossing out key points or key verbs or articles, producing nonsense and denying marks both for content and for style of writing. Again, some Examiners were concerned about Centres which gave candidates examination booklets of eight or twelve pages, resulting in waste of paper and unnecessary postage expenses. Many Examiners noted the neatness of presentation and handwriting, the fact that spelling and punctuation were generally very good and the overall impressive standard of written English. Comments on specific questions As is customary, Question 1(a) was designed, as the opening question, to ease candidates into the examination with a fairly accessible question, and, indeed, the majority of candidates scored the mark for writing that the noise of the rattling anchor awoke the writer. Similarly, most candidates scored the mark in Question 1(b) for the correct answer that the writer went up on deck because he had reached his destination, or because he wanted to see Spain, or Vigo, or the port; if the candidate also made reference to the cry of the cockerel, the howling of the dog, his enjoyment of the voyage or his first experience of Spain, then these were regarded an neutral extensions and did not deny the mark. Candidates who failed to score the mark here usually did so because they copied the irrelevant sections of the text about cockerel, dog, etc. without also making reference to the fact that he had reached his destination. Very many candidates scored at least one of the two available marks in Question 1(c), where the answers required a reference to shape

1123 English Language June 2007

6

for the first mark and to light for the second mark. Where candidates scored only one mark, it tended to be for the light answer rather than the shape answer. Thus the candidate who wrote that Vigo resembled a sparkling necklace because it was looped or curved around the bay and that the lights were twinkling scored two marks. Some candidates referred only to the shape of the city, without stating what that shape was, and thus were denied the mark for that limb of the answer. Candidates who also made reference to the fact that there was no movement among the houses were denied the mark for the limb in which the reference was made, as such an answer was sufficiently wrong to be regarded as spoiling an otherwise correct answer rather than being simply a neutral extension. Once a candidate referred to lack of movement, he/she failed to show understanding of the question. Candidates fared reasonably well with Question 2(a), where the mark was awarded for writing that the evidence which suggested that the writer might have difficulty settling in the new country was that he did not speak the language, or that he only had enough words to ask for as glass of water. Where candidates failed to score this mark, it was generally because they spoiled a correct answer by also making reference to the writers rucksack, ticket, tent etc. such answers lacked the precision required in the questions asking for what other evidence. Other candidates failed to score here because they gave the lack of return ticket as the evidence, whereas the reference to the lack of return ticket was the answer to Question 2(b). Likewise, in Question 2(b), candidates who failed to gain the mark did so because of lack of precision; the other piece of evidence required was that the writer had no return ticket, and extraneous reference to the rucksack, tent etc. once again was imprecise enough to deny the mark. Many candidates offered the wrong answer that the writer headed for the open country, while others lost the focus of the answer by writing that he could not afford a return ticket. Questions 2 (a) and (b) were relatively easy to answer, but candidates needed to focus on the correct answer rather than haul into their responses extraneous information as a kind of insurance policy against failure. To award such answers would be unfair to those candidates who tackled the questions with the necessary degree of close attention and precision. Question 3 was the first of the three questions on the paper which required candidates to answer in their own words. It was more straightforward than the type of own-words question which requires candidates to isolate the key words for re-casting before they can properly begin to answer the question; in this case, the key words primitive and instinct were set out before the candidate, where acceptable synonyms for primitive were, among others, basic, natural, inbuilt or subconscious, and acceptable synonyms for instinct were urge, feeling, intuition or inclination. Candidates scored badly here; where a mark was scored, it was for giving a synonym for instinct rather than one for primitive. Many candidates made reference to ancient history, or primitive man, without formally defining the key words; there was a general knowledge rather than language precision shown. Other candidates thought that the key words referred to people, e.g. policemen, vigilantes, security guards or government officials; others clearly understood that something ancient was involved, but were unable to express it. Question 4(a) was an inferential question, which was indicated to candidates by the conditional tense used in the question; the mark could be scored for writing that the writer felt abandoned because he was alone, or because there was now no way he could go back home or because he was in a new or unfamiliar country. Very many candidates made a sensible inference here, although a popular wrong answer was merely to paraphrase the question and write that he felt left behind, or an equivalent. In Question 4(b), the mark was awarded to candidates who wrote that the writer felt foolish because he had wanted to go to Spain, or it had been his own idea, or simply that he was not in fact abandoned; again, many candidates were successful here. Popular wrong answers included the feeling of a personal relationship with the ship, his lack of return ticket and the idea that the ship left without waiting for the writer to make up his mind about whether he really wanted to stay in Spain. Question 5 carried two marks, which could be scored for giving any two of three possible correct answers. The first of these was that the writer was sleeping in a ruined castle, the inference being that sleeping in any ruined building would not be conducive to sleep. The second possible correct answer was that he was sleeping near to the skeleton of a sheep, and the third possible correct answer was that there might be bandits nearby. Mere reference to the remains of fires did not score a mark; candidates had to infer the reason for the fires, namely that they had been lit by the bandits. Candidates fared generally well with this question, although some candidates misread the question and wrote an answer which explained why the writer needed to sleep - for example, to be out of the wind or away from the dogs - rather than why it was surprising that he did in fact sleep.


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Question 6 proved to be the most challenging questions on the paper, with many candidates scoring only one or even no mark; full marks were extremely rare, and so this proved to be a discerning question which differentiated candidates. In Question 6(a), a mark could be scored for writing that it could be seen that not much rain fell around Zamora because the roads were, or the writer was, covered in dust. Lifting line 49 scored the mark I stood there, covered in road dust, although the agent in fact was the first person rather than the third person. The second piece of evidence, which scored the second mark, was that the river was dried up. Lifting at lines 50-51 scored the mark here the nearby river was like a leathery arm of wrinkled mud, with a vein down the middle of green, stagnant water. In each case, although lifting was acceptable, the correct agent had to be given, namely the writer (or I in the case of lifted answers) or the road or the river; mere reference to dust or lack of water was insufficient. Where candidates scored only one of the two available marks, it tended to be for the reference to the river; the reference to dusty conditions was beyond the grasp of most candidates. Many wrote wrongly that the bright sunlight or the abundant crops was the evidence that not much rain fell; this was surprising as surely lack of rain would lead to less, rather than more, abundant harvest. Question 6(b) was the second of the questions on the paper which required candidates to answer in their own words. This was more challenging than Question 3 because candidates had first to isolate the key words, namely decrepit and splendid. It had been intended that candidates be led to these key words by the trigger words in the text: now and past. Thus the candidates should have made the link between the text at lines 49-50 (somewhat decrepit now but still retaining something of its splendid past) and the question, which asked candidates what contrast the writer saw between Zamora as it is now and as it was in the past, i.e. it used to be splendid but now it is decrepit. Acceptable synonyms for decrepit were words like ageing, crumbling, worn, shabby and decaying, while acceptable synonyms for splendid were words like beautiful, grand, great and magnificent. Very many candidates came nowhere near the key words, let alone acceptable synonyms, because they focused on an irrelevant section of the text at lines 46-47, and wrote wrongly that Zamora used to be a fertile area but was no longer thus. Perhaps they failed to realise that Zamora was a place although that information was given in the introduction to the text and therefore they focused wrongly on climate and agriculture rather than on the isolation of the key words. Some gave an appropriate synonym for splendid, but lost the mark by wrongly linking it to the countryside rather than the town. Candidates scored generally well in Question 7. The majority of them made the correct point in Question 7(a) that what the writer and the young men had in common was that they all had violins, or that they all intended to earn their living through playing music. The two marks available in Question 7(b) were awarded for writing that evidence of Arturs illness was, firstly, his cough and, secondly, his fever; these were relatively easy points to make and could in fact be scored by lifting at line 60 (feverish blue eyes) and line 63 (rasps of coughing). A popular wrong answer was to write that Artur talked with vitality, a lift which was, presumably, not understood by the candidates who made this mistake. Question 8 was an inferential question, the answer to which had to be the fact that Artur was fatally ill or near to death. Weak answers such as ill or even seriously ill were not sufficient to score the available mark; there was sufficient evidence in the text, in the references to Artur being carried like a corpse, the fact that nobody spoke and the persistent coughing, to suggest imminent death. A popular wrong answer was to write that Artur was already dead, or that his friend was weeping from exhaustion or because their income would be depleted by Arturs not being able to play. Question 9 was the customary vocabulary question, in which candidates were required to show their understanding in context, not necessarily in direct synonyms, of five words or expressions from a choice of eight. Examiners reported marks ranging from 0 to 5 here. Most candidates who attempted finally scored the mark for synonyms such as at last, although a popular wrong answer was after a long time. A reasonable degree of success was gained by candidates who correctly offered darkness or dimness for gloom and hiding place or shelter for refuge (although some candidates confused the word refuge with refugee any suggestion that the word meant a person failed to score). Candidates scored a mark for writing low or soft for faint, and for offering gently or relaxingly for soothingly. A popular wrong answer for faint was unconscious, thus showing the need to read the word in its context rather than blindly offer a synonym. The least popular choices were probably vitality, meaning energy or liveliness, and enthralled, meaning captivated or charmed. Because understanding only is being tested in the vocabulary question, grammatical form is not insisted upon, and therefore, although synonyms such as made happy were preferable as answers to cheered up, answers such as merely happy were acceptable, as well as words like contented and pleased. Examiners reported, as in previous years, some candidates giving the question word in a sentence rather than trying to explain its meaning, but there were many fewer cases of this than in previous years. As ever, there were some candidates who offered two or three synonyms for each word; such candidates must realise that only the first word offered will be credited. Another


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misconception among a few candidates was that all of the words would need to be tackled, or perhaps that the best five of eight would be credited; such candidates must understand that only the first five attempts will be looked at by the Examiner. The final question on the paper was, as is customary, the summary question, carrying half the total marks for the paper. Candidates were asked to summarise the difficulties experienced by the writer on his journey from Vigo to Zamora. As is normal, the rubric asked candidates to base their summary on just more than half of the original text, expressing content points as far as possible in their own words, using a maximum of 160 words, the first ten of which were given. They were to write in continuous prose, not note form. There were twenty-one content points, of which they could identify any combination up to a maximum of fifteen points carrying one mark each. The most common fault was the failure to select and focus exclusively on the writers difficulties. Examiners reported that almost all candidates completed the summary question. However, there continued to be the incidence reported of candidates failing to cross out their rough draft, thus failing to make it clear to the Examiner which version was to be marked. A very small number of candidates forfeited their Style mark by writing their summary in note form rather than continuous prose. There were three content points available in paragraph three. The opening ten words were designed to ease candidates into the summary by leading them to the first content point, which was that the writer had to climb up from the coast, or to a hilltop. Merely writing that the writer put up his tent was not sufficient to score, as there was no obvious difficulty in such an action; the difficulty, according to the text, lay in the climb. The paragraph went on to explain that the country ahead of the writer was desolate, wild or silent and that the writer was homesick. In paragraph four, another six content points were available. Very few candidates made the points that there were eerie shadows in the valley or that the coastline looked menacing. More candidates made the points that the writer felt abandoned or alone when the ship sailed off, that he, or Vigo, became cold, that he had only stones to lie upon and that he was troubled by wild dogs. A further two marks were awarded in paragraph five to candidates who wrote that the writer was drenched in dew and that his limbs were stiff. Many candidates scored the first of these two points, but very few scored the second. In paragraph six, a mark was awarded to candidates who wrote that the writer felt lonely when he saw signs of life; many candidates wrote in random sections of their summary that he was lonely, but scored a mark only when they linked his loneliness to the ship sailing off in paragraph four and to his seeing signs of life in paragraph six. The next content point was that the writer frequently thought that he was lost; many candidates lost the mark for writing that he was in fact lost. The remaining three content points in paragraph six were that the skeleton of the sheep frightened him (not merely the presence of the skeleton, which was sufficient to score in Question 5), that the place was an obvious hideout for bandits, and that he was hungry or that his food had run out, a point which the majority of candidates made. Paragraph seven contained a further five content points. The sunlight gave the writer a sore head, or sore eyes, his face was burnt by the sun, or he had sunburn, he was covered in dust, he was sweating and he had been carrying a heavy load. As is customary, ten marks were allocated to the style of writing in the summary question, where style was assessed according to how well the candidates were able to use their own words and the extent to which they were able to write error-free, continuous prose, using a variety of sentence structures. Examiners reported that ability to break away from the words of the original text varied from candidate to candidate and even from Centre to Centre, but that in general candidates were skilful at recasting the original text in their own words. There was a much lower incidence of random, mindless copying than in the past. However, some weaker candidates played safe by relying fairly heavily on the text wording, thus not scoring highly for use of own words, but in so doing they gained several marks for content points. It seemed that some candidates had been taught, or had decided, to adopt this latter strategy and, indeed, it may be a good course of action for candidates who are lacking in skill or confidence in the use of English. However, only those candidates who were competent and confident enough to grapple with the original text, re-shaping and re-casting it in original complex sentence, were able to gain many, or full, marks for style. Examiners reported a higher than usual incidence of candidates attempting to select content points from irrelevant sections of the text or from paragraphs outside the parameters of the summary as specified by the rubric. In addition, Examiners reported candidates who scored only a few marks for content points, despite being clearly proficient in English, because their summaries were far too generalised and lacking in the precision required to make content points; such candidates made oblique references rather than specific points.


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Common errors reported were the usual failures of agreement in singular and plural, misplaced or omitted prepositions, omission of definite and indefinite articles, use of articles where none were in fact required, and inconsistent and illogical verb tenses. As already indicated, spelling and punctuation were generally very good, and handwriting clear.


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This document consists of 3 printed pages and 1 blank page.

SP (CW) T31884/3 UCLES 2007 [Turn over



This insert contains the passage for comprehension.

ENGLISH LANGUAGE 1115/02, 1120/02 1123/02, 1125/02

Paper 2 Comprehension October/November 2007

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1 hour 30 minutes


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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

2 Grandfather lived in our house and rarely left it, preferring instead to sit quietly in a chair 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 party to celebrate his forthcoming eightieth birthday, he seemed quite pleased.

3 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 on the stove simmered and bubbled, sending clouds of hot steam around the kitchen.

4 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 out of them on the doorstep.

5 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 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.

6 It was time that rude boy learned a lesson, I thought. As soon as I was sure that Ali had gone, I 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 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 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!

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1120/02/INSERT/O/N/07 UCLES 2007

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 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 was no turning back, I told myself, and, after all, Ali deserved to be humiliated.

8 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 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 soon a pathetic wailing sound.

9 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 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 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 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 and wisdom.

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Ordinary Level

MARK SCHEME for the October/November 2007 question paper

1123 ENGLISH LANGUAGE 1123/02 Paper 2 (Comprehension), maximum raw mark 50

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners meeting before marking began.

All Examiners are instructed that alternative correct answers and unexpected approaches in candidates scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated.

Mark schemes must be read in conjunction with the question papers and the report on the examination.

CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2007 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.



GCE O LEVEL October/November 2007 1123 2

UCLES 2007

1 (a) who did Yusuf meet

Ali / his cousin / his cousin Ali [1] 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

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 [1]

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



UCLES 2007

4 (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 [1] Accept the lift of line 21 (Suddenly...appointed time). Excess denies. 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 [1] (Accept either positive or comparative) 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) [1] 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 [1] Note that this second limb cannot be scored by lifting 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

6 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

10

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)

1 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

2 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

3 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

4 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

5 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

6 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

7 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

8 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

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. 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.



UCLES 2007

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 47

8. his mother told his brothers that the watch was missing (asked brothers to look for he watch

=0) 51

9. 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

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 errors. Underline only serious errors. Add the marks for OWN WORDS and USE OF ENGLISH together and divide by two. Raise any half marks to the nearest whole number. Add this mark to the Content mark and show as a total in the right-hand margin. SERIOUS ERRORS Wrong verb forms.

Serious tense errors

Serious errors of sentence structure, especially in setting up subordination

Omission or obvious misuse of prepositions

Wholesale misunderstanding over the meanings of words used

Serious errors of agreement

Ingrained weakness of punctuation, i.e. the habitual comma replacing the necessary full stop

Breakdown of sense.

MINOR ERRORS Mis-spellings of a minor nature. Count as a serious error when the form of the word is

severely mangled.

Obvious slips of repetition or omission.

Minor errors of punctuation, i.e. the failure to complete pairs of commas in parenthetical phrases/clauses, omissions of stops after introductory words like 'however'. Indicate how you arrived at your mark for OW and UE, either by a short comment at the end of the script or by use of left margin.



UCLES 2007

SUMMARY STYLE DESCRIPTORS

Mark OWN WORDS Mark USE OF ENGLISH

109 Candidates make a sustained attempt to re-phrase the text language.

Allow phrases from the text which are difficult to substitute.

109 Apart from very occasional slips, the language is accurate.

Any occasional errors are either slips or minor errors. Sentence structure is varied and there is a marked ability to use original complex syntax outside text structures.

Punctuation is accurate and helpful to the reader.

Spelling is secure across the full range of vocabulary used.

87 There is a noticeable attempt to re-phrase the text.

The summary is free from stretches of concentrated lifting.

87 The language is almost always accurate. Serious errors will be so isolated as to be almost unnoticeable.

Sentences show variation, including original complex syntax.

Punctuation is accurate and generally helpful.

Spelling is nearly always secure.

65 There are recognisable but limited attempts to re-phrase the text detail. Attempt may be limited by patches of irrelevance or by oblique or generalised relevance.

Groups of text expression are interlaced with own words.

The expression may not always be secure, but the attempt to substitute the text will gain credit.

65

The language is largely accurate.

Simple structures tend to dominate and serious errors are not frequent, although they are noticeable.

Where sentences show some variety and complexity, they will generally be lifted from the text.

Serious errors may occur when more sophisticated structures are attempted.

Punctuation is generally accurate. Spelling is mostly secure.

43 Wholesale copying of large areas of the text, but not a complete transcript,

Attempts to substitute own language will be limited to single word expre-ssion.

Mangled or nonsensical relevance, often a patchwork of the text

43 Meaning is not in doubt but serious errors are becoming more frequent.

Some simple structures will be accurate, although this accuracy is not sustained for long.

Simple punctuation will usually be correct, with occasional errors of sentence separation. Spelling is largely accurate,

20 Pretty well a complete transcript of the text expression.

Originality is barely noticeable.

There will also be random transcription of irrelevant sections of the text.

20 Heavy frequency of serious errors, impeding the reading in many places.

Fractured syntax is much more pronounced at this level.

Errors of sentence separation are liable to be frequent.



UCLES 2007

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.

ENGLISH LANGUAGE

Paper 1123/02 Comprehension

General comments As with last year, this Paper offered a narrative topic which seemed to be accessible to most candidates and to engage their interest. It was felt that a family setting was appropriate and within the understanding and experience of most candidates. The majority attempted all questions and completed a summary of the required length. The performance of candidates showed that, in general, they had been well prepared by their teachers and understood the nature of the examination. Almost the entire range of marks was seen. Examiners reported very few rubric infringements. Candidates seemed to be familiar with the layout of the paper and, in the main, the types of questions likely to be asked. Almost without exception, candidates completed the paper, although not all managed to offer both a rough draft and a fair copy of their response to the summary question. Some candidates who did manage to produce both a rough and a fair copy did not delete the rough copy, suggesting that it was the rough copy they wished to have marked; such candidates jeopardised their chance of success and gave extra work to Examiners. The paper followed the usual pattern. Twenty five marks were allocated to the testing of literal comprehension, inferential comprehension, vocabulary, use of own words and appreciation of writers craft. A further twenty five marks were allocated to the summary question, these marks being divided between assessment of ability to select content points from the text and assessment of the ability to express these points fluently and in own words. As in previous years, the type of question giving most difficulty was the question which required candidates to answer in their own words; some candidates seemed to ignore this rubric or, even when they identified the key words for recasting, found it im

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