Cambridge International AS Level English General Paper
Answers to coursebook questions
Chapter 1.3 Reading comprehension
All answers were written by the author. In examination, the way marks would be awarded to answers
like these may be different.
Activity 1
Answers will vary. Provided students are able to demonstrate interaction with the purpose-setting
questions, they will have satisfied the requirements for this activity.
Activity 2
Answers will vary based on region and experiences.
Activity 3
Suggested answers (but accept other logical responses supported by textual evidence):
1 Defiance of set Olympic rules; political dissent is not tolerated in Ethiopia.
2 Students may note any of the following:
•• Students asking the government to stop city expansion to avoid encroaching on
surrounding rural lands, which would negatively affect the livelihood of farmers and
agriculture in the area.
•• Challenging the dominance versus under-representation of certain ethnic groups in key
government positions.
•• Demanding action on the greater questions regarding freedom and identity, as well as
self-rule and cultural representation (i.e. language).
3 Supporters raised nearly double this amount in under 24 hours; he would live comfortably if he
had to remain abroad for an extended period of time.
4 Possible answers:
•• blatant
•• bitter
•• matter-of-fact
•• transparent
Potential justifications may note that the author’s use of the word ‘torture’ and the phrase like
‘nothing else’ add an edge of seriousness and directness to the author’s message which is why
‘blatant’ or ‘matter-of-fact’ may, for example, be appropriate tones. Also, students might note
that as a free speech advocate, the speaker is inclined to address the government in question
with caution or potential distrust.
5 Though government officials speak their support for Lilesa by not showing footage of him at the
finish line, they do not appear to stand behind this support in action.
Activity 4
Students may break the text down in any number of ways. The following are guidelines.
Paragraphs 1–2: Introductory material
The author introduces the claim that, while Bollywood has inspired fashion for years, this is less
apparent today due to fears of criticism now that fashion is more widespread.
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Paragraphs 3–4: Perspective 1
Kumar’s perspective is that once the industry starts designing for the entire film and not just the
individual, fashion will advance once again.
Paragraphs 5–6: Examples to establish context of past
The popular fashion trends set by actress Madhubala’s Anarkali character; wedding trends set by
Madhuri Dexit’s styles, the sari’s reappearance, etc.
Paragraphs 7–12: Perspective 2
Styles are a more subtle part of the narrative today, as filmmakers attempt to present a more
realistic storyline.
Paragraphs 13–15: Perspective 3
Trend-setting is for the mindless; movies are more about the talents of the actor and how he/she
conveys the story through movement and expression.
Activity 5
Responses will vary, but the following are suggestions.
Understanding
1 Email 1: Seeking legal representation
Email 2: Junior team rep for Cooper case
Email 3: Cooper case – count me in!
Email 4: Cooper Sands case: permission to lead requested
Email 5: Cooper (or, ‘I’ll take Cooper’)
Email 6: RE: police report, protocols
2 a Philo: enthusiastic, personable, productive, curious
b Julie: formal, firm, confident, nervous
c Warren: casual, pretentious
3 A number of responses may be acceptable, some of which might include:
•• professionally-motivated, career-driven
•• dedicated to the firm
•• success-oriented
•• responsible.
4 Conversational, relaxed
5 Julie Paremen is explaining why she is fit for the position. Use paragraph 2 to highlight aspects
of her skills and experience that are particularly relevant to this case and to win her boss’s
confidence that she deserves the opportunity.
6 a beginning: relaxed, casual
b end: pretentious, self-conscious, patronising
Applying
1 Mr. Eloi is seeking a lawyer to represent his client, Cooper Sands, who was arrested after his
concert for allegedly causing damage to a hotel room.
2 Philo is concerned with the fact that the fire extinguishers, which should have been used at the
scene of the fire, were found elsewhere, therefore seeming suspicious. This may be causing him
to doubt the behaviour of the musician.
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3 Answers will vary, but potential responses may include:
•• constantly under scrutiny and criticism
•• pressure to maintain reputation
•• pressure to maintain a fresh and appealing profile
•• personal dealings become vulnerable to public concern
•• expected to exceed successes of the past
•• desire to leave a legacy.
Analysing
1 Julie: (overly) formal, treats her email as an interview for the position
Warren: (overly) informal, perhaps taking his position at the firm for granted by assuming his
experiences there automatically deem him capable for the position
2 Answers will vary, but evidence from the text is required to support ideas. Answers may mention
that Malik is:
•• a firm leader – delegates responsibility, is direct in communication style
•• professional – speaks respectfully to his workers
•• fair – opens the position to all
•• authoritative – refers to himself as the ‘superior’, demands adherance to protocol
•• success-driven – carefully selects cases which are ‘textbook’, may be attracted to ‘high-profile’
cases for the sake of reputation.
3 Answers will vary, but may include the fact that this case associates his firm with a high-profile
figure is good for his firm’s reputation, since it appears to be easy to win.
4 Standard, uncomplicated, easy to defend
5 Eloi: professional, offers his full name and title
Malik: absolute, offers only his initials so as to indicate that, in his position, he can sign his name
as he pleases; may also indicate comfort and/or familiarity with his employees so he does not
need to write his full name/title
Philo: warm, first-name basis along with a gracious closing line
Julie: professional, perhaps determined to establish herself as an authority, as she includes her
credentials with her full name
Warren: overly casual, perhaps inappropriate as he signs his name with even less formality than
his own boss; attempts to match the authority of his boss or liken himself to his boss/follow the
boss’s form when signing emails
6 Possible answers:
a Going too far professionally, taking one’s assumptions or behaviours too far/beyond
normal expectation.
b Try it.
c No possibility of finishing soon.
d In my care, as part of my responsibility.
7 Possible answers:
a interested, enthusiastic, anxious
b viewing, consideration, inspection
c accusations, charges, claims
d careful, thorough, cautious, attentive
e firm, tough, uncompromising
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8 Possible answers:
a Following the break-in, the audience were keen to find out all the details in the evening news.
b The team of scientists left their notes for the head researcher’s perusal.
c After the man had spent eight years in jail for armed robbery, DNA results confirmed his
innocence and the allegations were lifted.
d The meticulous placement of each colourful dot is what makes Monet’s talents rise above
the rest.
e Authorities no longer believe in the effectiveness of hard-line programmes which aim to
‘scare’ juvenile delinquents away from prison.
9 Authoritative (‘strict condition’, ‘as your superior’, ‘stick with the protocol’)
Evaluating
1 Answers will vary. Use the following table as a guide for potential responses.
Philo
(+)
(–)
•• Professional
•• Potential bias/conflict of interest in the case
•• Personable
•• Busy
•• Productive
•• Organised
•• Experienced
Julie
•• Professional
•• Busy, potential conflict with personal life
•• Driven
•• Confident on the outside, but potentially self-conscious/
nervous/unsure of herself
•• Determined
•• Organised
•• Determination might be in interest of proving herself
•• Prepared
Warren
•• Experienced
•• Somewhat inappropriate/unprofessional
•• Willing to
collaborate
•• Lax, may miss important details
•• Clear schedule might indicate he is not a preferred/
effective lawyer
2 Answers will vary. Use the table as a guide for potential responses.
3 Answers will vary. Possible answers:
•• Avoid criticising others.
•• Start email with his experiences and successes over the years to compete for the position, like
everyone else.
•• Be more tactful in showing a willingness to collaborate (i.e. mentorship to new colleague
Julie, or assistance to a busy Philo) instead of ‘I would be satisfied with’.
4 Answers will vary. Students should support reasons with evidence from the text and present
ideas logically.
Communicating
1 Answers will vary. Qualities should be directly relevant to the case.
2 Answers will vary. Students should provide at least one of each and justify their answer.
3 Answers will vary. Questions should be distinct from one another and attempt to uncover
information in different ways.
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Activity 6
Scenario 1
Main idea: The media has no right to
probe into the lives of celebrities
Details
Subsections of the article
Celebrities
fight back
Legal
situation
Article 3 of the Universal Declaration of
Human Rights states that ‘everyone has
the right to life, liberty and security of
person’. Celebrities are no exception.
Other
opinions
✓
Companies like InkBlot are offering
services to help celebrities who are
harassed by the paparazzi. They will
get rid of imperfections in our digital
footprint, but for a cost. Sports figure
Halo Gordon had to pay the equivalent
of $50 000 to remove incriminating
photos found in his private social media
account which suggested potential use
of performance-enhancing drugs.
The paparazzi have sometimes
provoked celebrities to violence.
Consider last month’s incident where
teen actress Suki Bowser intentionally
ran over the foot of a journalist as he
tried to photograph her leaving popular
night club, Renegade.
Protecting
privacy
✓
✓
In defence of the media, fashion
designer Mikhail Marks mentioned in
an interview: ‘The minute you steal
that place in the public eye, you sign
an invisible contract that hands over
your personal world. Even the brand of
pet food you use goes public. It doesn’t
matter if you asked for it. You just have
to deal with it.’
✓
Scenario 2
Just like news articles, scientific reports also break down long texts into smaller subsections. In
this scenario, a psychologist is drafting a report regarding the influence of celebrities on teenage
appearance. Review the details of her findings, then decide in which section of her report each detail
should appear.
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Main idea: Celebrity culture sets
examples that can have irreversible
effects on the health of adolescents
Details
Subsections of the article
Fad
diets
Eating
disorders
Dysmorphia (dissatisfaction with one’s own
body weight) has more than doubled in the
past three years. According to MedHealth
Journal, many young adults respond by
binging, which may damage their health
sometimes irreversibly.
Case
study
Further
research
✓
New studies in cognitive behavioural therapy
show promising results in treating eating
disorders, though no superior approach for
this form of illness has been identified so far.
Singer-songwriter Viola has total confidence
in the lemon-water and kiwi detox that she
uses before concerts: ‘It gives me the look I
want, and it’s great for my skin.’
✓
✓
At her high school, an astonishing 74% of
girls in Walker’s class reported that dieting
was nothing new to them. This may partly
explain the outcome of her situation.
✓
Activity 7
Image A
Inference: An important sports match; an argument is taking place; perhaps a personal foul took
place or a bad call.
Evidence: Full stadium in the background; two teams, black and white jerseys; serious expressions on
the faces of the players; one player appears to be holding another player back physically, while he is
in conversation with a member of the other team.
Image B
Inference: An average citizen appears to be peering into a private area; enclosed location looks like it
is a wealthy or prestigious place.
Evidence: Everyday clothing, iron gate; golden decoration on the gate, stone statues in the
background, tall walls.
Image C
Inference: Perhaps a humanitarian effort in education; may be taking place in a developing
country; learning is appreciated; ‘teacher’ is possibly a celebrity figure.
Evidence: White teacher, students of a different ethnicity; scarcity of resources (a white board and
wooden seating); smiling, hand raised, engaged; young, trendy male figure.
Image D
Inference: A horse-riding event or competition, in spring or summertime; location appears to be nonEnglish-speaking; rider has fallen off horse and may, or may not, be in danger.
Evidence: Jockey is wearing a shirt with a number on; spectators are wearing hot-weather
clothes and hats, and one is holding a fan; the sign is written in a language that is not English;
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some spectators look shocked, although others don’t look concerned; the rider has fallen near
the horse’s hooves
Activity 8
Possible answers:
1 To advocate for a cause.
2 To share success, bring attention to a matter, inspire others.
3 To entertain through humour, to expose the awkwardness of meeting others/having fans; to
poke fun at those who do not pay attention to detail.
4 To market a new publication, increase sales.
5 To criticise or expose undesirable actions of others.
6 To express frustration with political leadership.
Exam-style questions 1
Possible answers:
1 Hesitant; it is as if she does not want to challenge authority as a means of respect.
2 marks: award 1 mark for identifying a relevant tone; award a second mark for explaining/justifying
why this tone is relevant.
2 Disbelief, frustration. Students should justify responses via text evidence.
3 marks: award 1 mark for a clear explanation as to why tone changes; offer 2 more marks for an
appropriate justification of tone change identified.
3 a Students may note (but are not limited to) the point that Mr. Forti is mildly irritated because
Belle has not taken to any of the suggestions he’s offered thus far. He was particularly excited
about the latest option, which he appears to have put more thought into (‘Ah, another idea
has just come to me!’), but she rejects it as well.
2 marks: award 1 mark for determining why; award a second mark for explaining/justifying this
decision.
b Resigned; thinning patience.
2 marks: award 1 mark for identifying tone; award 1 mark for justifying response.
4 Start: frustrated;
End: advocating, leading.
4 marks: award 1 mark for a clear explanation of tone in beginning context; award 1 mark
for clear explanation of tone at end context; award 2 marks for clear contrast of tone from
beginning to end.
5 Possible answers: performing arts, politics, marketing
Students should justify their response via text evidence.
6 marks: award 1 mark for identifying a relevant career; award 2 marks for each piece of evidence
shared to support the career selected; award 1 mark for linking evidence selected back to career
chosen in order to justify. Note: in this case, students should offer at least two–three pieces of
evidence to justify their decision.
6 Answers will vary. Argument should be focused on the question and offer relevant evidence to
support reasons given.
6 marks: award 2 marks for a clearly-established claim; award 2 marks for each reason + evidence
combination to support the main claim.
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Activity 9
1 lacking definite shape, formless – The plans are still amorphous because I haven’t had time to
research our trip just yet.
2 alleged, apparent, likely, plausible – His ostensible reason for not attending the party was because
he already had a family commitment, although he gave this same excuse last year.
3 absence, scarcity, shortage – The news broke only an hour ago, so we have only a paucity of
information as to the motive behind such a terrible crime.
4 digressive, unrelated, irrelevant – The town meeting was about the proposed new housing
development, so Philip’s tangential comments about the music festival were unhelpful.
5 ever-present, omnipresent, existing everywhere at all times – The influence of technology is so
ubiquitous that it has changed the nature of communication in almost every home and office.
Activity 10
Answers will vary. Use the following table as a guide for potential responses.
Option
‘Green’ features
‘Non-green’ features
1
•• located on a waterway so potential for
hydropower
•• large space will probably require a lot of
electricity
•• lots of open space for projects
•• renovations will take a lot of energy
and resources
•• concrete space of a mall and car
park might not leave a lot of room for
‘green’ growth
2
•• mountainous region could be good for
green growth, composting, access to
natural resources, etc.
•• energy and resources (i.e. fuel)
to transport materials to and from
school, which is contradictory to
the vision
3
•• farmland gives lots of natural space for
green growth and projects
•• silo is ageing, which could pose
potential problems in terms of decay
•• agricultural technology could be
refurbished for projects
•• soil will need to be fertile enough to
sustain green growth
•• proximity to city could offer potential
for partnerships in ‘greening’
urban spaces
•• steel mill environment poses a threat of
decay, chemicals, toxins
4
Activity 11
Possible answers:
1 most spacious (note this is a two-syllable word and thus goes against the standard rule)
2 hardest
3 easier
4 most
5 longer
6 less extensive
7 most unappealing
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Activity 12
Answers will vary.
Exam-style questions 2
Provided student responses are based on the text, a range of responses may be accepted.
Possible answers:
1 Kalif: The cityscape offers frequent shelter from the sunshine, a range of unique cuisines and
nightlife options, and has built-in discounts and affordable rates.
Group: No ‘serene environment’ (Taren); too much walking (Bernie – knee problem); West Side is
closed until October and some tourist areas have limited opening times (both); because there is
so much to do (shopping, food, etc.) and because city expenses tend to be high, they might end
up spending more than they originally budgeted for (both)
4 marks: award 1 mark for each reason for Kalif; award 1 mark for another band member’s
reason against.
2 Possible reasons:
•• Option B is known as a winter destination and they are going in June.
•• 15-minute drive down the mountain to go anywhere else.
•• Theme park involves a lot of walking and sun exposure.
•• Some peace but only when at the hotel.
2 marks: award 1 mark for identifying a reason why; award a second mark for the justification
to follow.
3 Potential advantages might include:
•• sharing expenses
•• bonding experience; enjoying activities with a group.
Potential disadvantages might include:
•• clash of personal interests
•• different schedules and peak times.
6 marks: award 1 mark for each advantage identified; award 1 mark for each disadvantage
identified; award 1 mark for sustaining points raised as advantages; award 1 mark for sustaining
points raised as disadvantages.
4 Answers will vary. Students should use text evidence to justify responses. Use the following table
as a guide for potential responses.
Option
Advantages
Disadvantages
A
•• affordable cabin rates
•• lacks night life
•• cabins suit the various needs for
sleeping arrangements
•• lacks a range of restaurants options
•• outdoor activities such as hiking and
biking could be problematic for one of
the three members
•• activities and excursions offer the
opportunity for the band to ‘bond’
•• free biking
•• exercising options fit two out of three
band members needs
•• local/vegan-style food to suit all
members
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Option
Advantages
Disadvantages
B
•• affordable rates, nice amenities
•• seems very standard for the tastes of
the band members
•• range of options for dining, night life
to suit one of the three members
•• includes amenities and activities,
but nothing that really charms their
individual and collective interests
•• thrill activities of theme park to suit
two of the three members + bonding
•• transportation available
•• no kitchen in the rooms, which will
not suit bernie’s love for cooking or
taren’s early nights in
•• discounted rates suit budget
C
•• affordable rates; particularly suitable
for sleeping arrangements
•• plenty of restaurants to fit the various
dietary needs of the group
•• historical west side, museums, and
music sites particularly appeal to all
three members
D
•• lacks exercise or outdoor/adventure
appeal that is characterstic of two of
the three members
•• nightlife only appeals to one of the
three members
•• renovations to west side dampen the
appeal of visiting there
•• discounted parking and other rates
appeal to budget
•• a great deal of walking; potentially
congested roads and parking could
make sightseeing difficult or tedious
•• private space
•• expensive/top of budget
•• option to upgrade room space could
solve sleeping arrangement issues
•• rooms may not fit sleeping needs of
band members and upgrades add
to cost
•• extra bed available to offset cost of
upgrading rooms
•• rentals and attractions could be
costly
•• locally grown food and gourmet
staff address the food needs of all
members
•• overly private area could seclude
members/take away from bonding
•• live music night, but not
overwhelming – could suit all
members
•• only available in June
•• near the ocean – shellfish dinner
options could trigger allergies in Kalif
•• beachfront appeal suits bernie, whose
and sun exposure could also be a big
birthday falls on the same weekend:
problem
could be a good gift from the band;
also could be good for knee recovery
to remain in one place
•• rentals and attractions could be a
good bonding experience
6 marks: award 1 mark for identifying a relevant option; award 1 mark per reason to support, and
award 1 mark for the evidence to back up each reason offered; award 1 mark for limiting response
to only the chosen option/not mentioning other options. Note: students will need to provide at least
two reasons + two pieces of evidence to acquire the full marks for this question.
5 Answers will vary. Students should use text evidence to justify responses. Use the table as a
guide.
6 marks: award 1 mark for identifying the least relevant option; award 1 mark per reason to support,
and award 1 mark for the evidence to back up each reason offered; award 1 mark for limiting
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response to only the chosen option/not mentioning other options. Note: students will need to provide
at least two reasons + two pieces of evidence to acquire the full marks for this question.
Exam-style questions 3
1 Possible reasons may include:
•• Similarity to past practices, such as taking photos and sharing with family via slide show night;
just an updated form of what we’ve always done.
•• It can benefit economic sectors such as travel industry.
•• Ethical issues associated with today’s selfies are no different than issues faced in previous
decades.
•• Much like souvenirs, which we have collected for years as proof of travel.
2 marks: award 1 mark for each reason identified.
2 Possible evidence may include:
•• Mumbai, selfie-related deaths have prompted ‘selfie-free zones’ to be established by the local
government
•• 19 selfie-related fatalities in Mumbai reported
•• 17-year-old Russian girl’s death
•• 21-year-old Spanish man’s death
•• Intrusion of the ‘selfie arm’ or stretched arm pose which encroaches on the personal space of
others.
2 marks: award 1 mark for each reason identified.
3 a Students should mention that exposure to selfies via social media can broaden and influence
our world view, and encourage us to explore new locations.
3 marks: award 2 marks for explaining the point of view accurately; award 1 mark for using one’s
own words.
b Similarities may include:
•• Prove status as an experienced traveller
•• Both serve as a distraction
•• Represent the impact a destination has on the traveler.
3 marks: award 2 marks for explaining the point of view accurately; award 1 mark for using one’s
own words.
4 a Possible responses may mention:
•• discretion
•• respect of people’s privacy
•• sensitivity to others nearby
•• treating people with dignity when taking others.
3 marks: award 1 mark for providing an accurate meaning for the term; award 1 mark for
explaining/clarifying the meaning offered; award 1 mark for drawing on the context of the text to
justify the response.
b Answers will vary. Possible interpretations may mention that, even as we try to capture the
surrealness of these locations, we get lost more in the destination itself, as opposed to the
photo. The location, more so than the photo, has a way of grasping attention and elevating it.
In the mere act of taking the photo, we get lost in the deeper aspects of the location itself as
we determine how we want to represent it visually, etc.
3 marks: award 1 mark for providing an accurate meaning for the term; award 1 mark for
explaining/clarifying the meaning offered; award 1 mark for drawing on the context of the text to
justify the response.
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5 Students may mention that appeals to history to serve the point that ethical concerns when
taking photographs are nothing new.
2 marks: award 1 mark for accurately identifying the author’s purpose; award a second mark for
using one’s own words to do so.
6 Answers will vary, but may include:
•• Beginning: the opening paragraph indicates that the author is not entirely sure as to whether
the camera phone is a blessing or a curse, and that it likely depends on who is taking the
picture. He sounds open to reasoning through the various perspectives before deciding.
(Shortly after the introduction, he does appear to take a position that selfies are an important
part of the travel experience.)
•• End: he reaffirms that selfies are an essential part of the travel experience, then extends his
initial notion; selfies have the potential to elevate the travel experience to something beyond
a mere photograph/souvenir.
3 marks: award 1 mark for accurately identifying the perspectives offered at the beginning and at
the end; award a second mark for articulating the contrast between the two perspectives; award a
third mark for using one’s own words to respond.
7 a Openly welcoming; offering special treatment to
b Offer firm opinion on; argue; defend
2 marks: award 1 mark for each relevant definition offered.
8 a critique; opinion; insult; abuse
b bother; annoy; harass; agitate
2 marks: award 1 mark for each relevant definition offered.
Exam-style questions 4
Answers will vary. Refer to the coursebook Chapter 1.1, section E Criteria for assessing essays for
more guidance on assessing essays.
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