Cambridge Lower Secondary Progression Test
1 hour plus 10 minutes reading time
For Teacher’s Use
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English question paper 2
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Stage 8
Name ………………………………………………….………………………
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Additional materials:
materials: Insert
Insert
Mark
READ THESE INSTRUCTIONS FIRST
Answer all questions in the spaces provided on the question paper.
You should pay attention to punctuation, spelling and handwriting.
The number of marks is given in brackets [ ] at the end of each question or part question.
The total number of marks for this paper is 50.
Suggestions for how long to spend on each section are given in the booklet.
© UCLES 2017
2
Section A: Reading
For
Teacher’s
Use
Spend 30 minutes on this section.
Read the text in the Insert and then answer questions 1–14.
1–14.
1
Which words
words from lines
lines 1–3 show Mafatu has always lived
lived by the sea?
sea?
............................................................................................................................................ [1]
2
Look at lines 1–3.
Give one thing that Mafatu does not like about the sea.
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3
Look at lines 4–10.
Give one phrase that suggests the
t he boats are far apart from each other.
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4
Look at lines 8–10.
Why are the people ‘ill at ease’?
Tick () one box.
because of the changing weather
because it was late afternoon
because of dangerous animals
because they were feeling unwell
[1]
5
What language feature is ‘it seized the frail craft’ (line 13) an example of?
............................................................................................................................................ [1]
© UCLES 2017
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6
Look at lines 15–20.
For
Teacher’s
Use
Give two ways that the writer builds up a sense of danger in these lines.
Support each answer with examples from the text.
t ext.
•
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7
‘But the palms of Tekoto
Tekoto beckoned with their promise of life’ (line 25).
What impression of the isle of Tekoto do these words give?
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8
Look at lines 23–26.
Give two examples of Mafatu’s behaviour which show his fear.
•
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•
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9
Give one word from line 28 that shows the sea wanted to take Mafatu.
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© UCLES 2017
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[Turn over
4
10 Look at lines 18–30.
For
Teacher’s
What impression does the writer give of Mafatu’s mother?
Identify two characteristics and support each one with examples from the text.
Characteristic: .........................................................................................................................
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Example: .................................................................................................................................
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Characteristic: .........................................................................................................................
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Example: .................................................................................................................................
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11
(a) How does the writer show that Mafatu’s experience
experience of the storm is a memory?
..................................................................................................................................... [1]
(b) How does the mood
mood in the text change
change in lines 31–32?
31–32?
..................................................................................................................................... [1]
12 Look at lines 31–34.
How does Mafatu feel about the sea now? Give a word or phrase from these lines to
support your answer.
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............................................................................................................................................ [2]
13 Look at lines 35–38.
Identify one quotation about the sea in these lines and explain its effect.
Quotation: ................................................................................................................................
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Effect: ......................................................................................................................................
............................................................................................................................................ [2]
© UCLES 2017
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Use
5
14 Look at lines 38–39.
For
Teacher’s
Use
What effects does the writer create by using the following?
Effect
‘Perhaps that was the beginni
beginning
ng of it.’
Introducing Mafatu’s other name,
‘Stout Heart’
Ending with a question
[3]
© UCLES 2017
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[Turn over
6
Section B: Writing
For
Teacher’s
Use
Spend 30 minutes on this section.
15 Write a story in which a person or a group of people face a dangerous event.
You will need to think about:
Character
A narrato
narrator?
r?
A group
group of friends?
A group
group of strangers?
Setting
At home?
On holiday?
Somewhere strange?
Plot
What makes it dangerous?
How do they overcome the dangerous event?
Spend about five minutes planning your story.
Space for your plan:
Write your story on the next page.
© UCLES 2017
[25 marks]
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Copyright Acknowledgements
Acknowledgements::
Section A
© adapted: Armstrong Sperry; The Boy who was Afraid; Heinemann.
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.
opportunity.
Cambridge Assessment International
International Education 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 2017
E/S8/02
Teacher’s
Use