Cambridge Lower Secondary Sample Test
For use with curriculum published in
September 2020
English Paper 2
Mark Scheme
Stage 7
English_S7_02_MS/5RP
© UCLES 2020
S7/02
English Stage 7 Paper 2 Mark Scheme
From 2020
Section A: Reading
Question
Answer
Marks
Look at the first paragraph (lines 1–6).
1(a)
Why does the writer make the first paragraph of the story (lines 1–6) a
description of different sounds?
1
Award 1 mark for:
•
1(b)
the opening paragraph is describing all the sounds the girl / Masha can hear
when she wakes up / the girl / Masha has just woken up and is describing /
listing the sounds she can hear / listening before she opens her eyes (trying
to predict the weather) / the story starts in the morning describing what
Masha does every morning when she wakes up.
The writer uses a number of literary features to describe the setting.
Complete the table below, describing the literary features the writer uses
and giving an example from the text.
Literary technique
personification
simile
sibilance
Question
2
Example from text
Dnieper River…lay sighing on the
doorstep / the trolleybus wires sang
(their thin twanging song.)
heads as grey and furry-looking
as little mice
Shushing noise / soft squishing (of
tyres in the sand)
Answer
What is Granny’s attitude towards Masha’s weather prediction?
•
3
Granny doesn’t think it’s clever / is not impressed (because she knows it
instinctively).
Page 2 of 12
Marks
1
S7/02
English Stage 7 Paper 2 Mark Scheme
Question
3
Answer
What does the writer mean by ‘less cotton wool than curdled milk’?
•
From 2020
Marks
1
That the weather was not sunny / the clouds were not fluffy / the sky was
completely hazy / that the sky was not blue with white fluffy clouds but
completely cloudy / white / grey / overcast.
Question
Answer
Marks
Look at lines 17–23.
4(a)
The writer mostly uses long sentence here.
Why? Tick () two boxes.
2
Award 1 mark for each of the following:
•
•
4(b)
Why do you think Granny named their home Icarus?
•
Question
5
to build up descriptive detail
to create a slow, relaxing pace
because they live on a trolleybus and that (Icarus) is the name on the
trolleybus
Answer
Explain in your own words how the writer makes Icarus seem like a
pleasant place to live.
Give three ways.
Award 1 mark for each of the following ideas, up to a maximum of 3 marks:
•
•
•
•
•
•
•
1
describes pleasant surroundings
personification / makes the trolley bus sound like a person
uses the word ‘cosy’ to describe the beds
uses the word ‘tucked’ where the bookcase is
makes the trolley bus sound homely with lots of textiles / red carpet /
Ukrainian textiles in the window
describes as cheerful / bright in the sunshine
birdsong pouring in through the open window
Page 3 of 12
Marks
3
S7/02
English Stage 7 Paper 2 Mark Scheme
Question
6
From 2020
Answer
Do you think Masha’s aunt knows Masha better than her uncle? Explain
your answer and give evidence from the text to support your explanation.
Marks
2
Award 1 mark for:
Explanation:
•
yes / she gives her a present that she knows she’ll like / gives her a book
that suits her daydreaming character / gives her a book about travelling
which she loves / (whereas) her uncle gives her a (pink) dress which she
hates
Award 1 mark for:
Quotation:
•
she was sure it was not really from Igor at all, but from his wife, Anya. She
knew this because she actually liked it – in contrast to Uncle Igor’s second
present, a hideous, pink frilly dress
Question
7
Answer
Explain why Granny sighs. Give two ideas.
Accept any suitable response based on information from the text.
Award 1 mark for:
•
•
•
She knows that Masha gets upset when Masha looks at the tigers.
Masha is always looking / thinking / talking / dreaming about Siberia.
She knows that Masha is thinking about what her father said about Siberia.
Page 4 of 12
Marks
2
S7/02
English Stage 7 Paper 2 Mark Scheme
Question
From 2020
Answer
Marks
Look at the last paragraph (lines 47–50).
8(a)
Why is a semi-colon ( ; ) used in line 47?
1
Award 1 mark for:
•
8(b)
to join two closely related clauses / ideas together / to give more information
1
Give one subordinate clause.
Award 1 mark for:
•
8(c)
where the tigers live
Masha has a slight ache.
Why?
1
Award 1 mark for:
•
•
Masha is desperate to see Siberia / go to a place twice as big as anywhere
else
Masha is desperate to see the place her father had grown up in
Question
Answer
9
The text is set in Ukraine, on the edge of Kiev, by the Dnieper River.
Give two other pieces of evidence from the text that tell you the text is set
in Ukraine.
Award 1 mark for each of the following up to a maximum of 2 marks:
•
•
•
Ukrainian textiles (in the window)
Names of the characters (Anastasia and Masha)
Kasha (for breakfast)
Page 5 of 12
Marks
2
S7/02
English Stage 7 Paper 2 Mark Scheme
Question
10(a)
Answer
Which of the following do you think best describes Masha’s character?
Tick () one box.
From 2020
Marks
1
Award 1 mark for:
•
10(b)
dreamy
Which of the following do you think best describe Granny’s character?
Tick () one box.
1
Award 1 mark for:
•
Question
11
practical
Answer
Look at the structure of this text.
Give two reasons why paragraphs are used in this text.
Award 1 mark for each of the following up to a maximum of 2 marks
•
•
•
•
change of scenery / setting / scene
direct speech
change of speaker
change of topic / idea / subject
Page 6 of 12
Marks
2
S7/02
English Stage 7 Paper 2 Mark Scheme
From 2020
Section B: Writing
Question
Answer
Marks
Notes to markers
•
•
•
Use the marking grids on the next two pages.
Marking should always begin from the lowest mark in each column and work upward.
A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, which mark is appropriate.
The lower mark within a box should be given if some the criteria have been met but not all.
Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.
•
•
12 Write your own story about a holiday in a caravan somewhere unusual.
You could consider the following:
•
•
•
•
12
the setting
the characters
the viewpoint
how the story develops.
Content, purpose and audience.
8
Text structure and organization.
7
Sentence structure and punctuation.
7
Spelling
3
[Total 25]
Page 7 of 12
S7/02
English Stage 7 Paper 2 Mark Scheme
From 2020
Content, purpose and audience
Text structure and organisation
[8 marks]
[7 marks]
Clear structure with well–organised material
Content is relevant and developed with
within paragraphs.
imaginative detail using a variety of
techniques, e.g. imagery and figurative
Paragraphs are used to structure the
language.
narrative e.g. there is an appropriate build up
Features of the genre, if required, are
and resolution of the main event, as a
clearly established.
refinement of previous box.
Uses adventurous and precise vocabulary.
Characterisation is shown through actions
and reactions during the story.
Chronological or logical links help the
development of ideas.
Cohesion within and between paragraphs is
achieved using devices such as connectives.
A clear, consistent relationship between
writer and reader is established and
controlled.
Narrative viewpoint is clear with the style
established to engage the reader’s interest
throughout.
[6–7]
[7–8]
Paragraphs are used to help structure the
Relevant content with some detail
narrative, e.g. signal a change in time, place
developed using deliberate choices of
vocabulary for the task.
and/or focus on a different character or event,
where the main idea is usually supported by
following sentences.
Main features of the genre are evident.
Characters are well described with actions
linked to key events, i.e. need to address
what happens (next).
Logical sequence with attempts to link ideas
is evident but not consistent attempts to link
ideas with fitting openings and closings, i.e.
has to be linked to the stimulus.
A clear relationship between writer and
reader is established in parts of the story,
which engages the reader.
Straightforward viewpoint, with a generally
appropriate and consistent style.
[5–6]
[4–5]
Paragraphs / sections are evident with related
Content is straightforward with an
points grouped together or linked by time
appropriate balance, e.g. speech, action
sequence.
and description.
Vocabulary is simple, with some choices to
create interest.
At least one event is described, i.e. some
detail about the character’s situation. What
happens (next)?
Some attempt to sequence relevant ideas
logically in relation to the stimulus. Also,
introduction / closing statement may be
evident.
Movement between paragraphs or sections,
may be disjointed.
General features of the genre, if required,
are shown.
Some attempt to engage the reader.
[3–4]
Page 8 of 12
[2–3]
S7/02
English Stage 7 Paper 2 Mark Scheme
From 2020
Some basic sequencing with story ideas
evident.
Ideas are mostly relevant to the narrative
with a simple plot. i.e. involves the main
character in an appropriate setting.
Vocabulary is simple and relevant.
Note: allow 1st or 3rd person as long as
viewpoint consistent.
[1–2]
No creditable response.
[1]
No creditable response.
[0]
Page 9 of 12
[0]
S7/02
English Stage 7 Paper 2 Mark Scheme
Sentence structure and punctuation
[7 marks]
Use of complex sentences to provide clarity and
emphasis, e.g. by positioning of clauses, using a
wide range of connectives (although,
meanwhile), varying word order or detailed
expansion of phrases.
From 2020
Spelling
[3 marks]
Grammar is almost always accurate throughout
the text.
Punctuation is used accurately to demarcate
sentences and for speech punctuation – errors
may occur where structures are ambitious.
Commas are always used in lists and usually to
mark clauses.
[6–7]
Some complex sentences are used to create
effect, such as using expanded phrases to
develop ideas e.g. noun, adverbial, adjectival,
and verb phrases, or a range of connectives
(e.g. if, so, because, then).
Grammar in complex sentences is generally
correct in terms of tense and verb form.
End of sentence punctuation is nearly always
accurate throughout the text. Capitalisation is
always correct.
Speech marks may be used around words
spoken but other speech punctuation may not
be accurate.
[4–5]
A mix of simple and compound sentences.
Compound sentences use simple connectives to
join clauses, e.g. and, but.
Generally correct grammar, i.e. subject and verb
generally agree. Past and present tense of
verbs generally consistent.
Demarcation of straightforward sentences is
usually correct. Commas are always used in
lists and occasionally to mark clauses.
Note: if punctuation is totally lacking and other
descriptors met then give the lower mark here.
Spelling is generally correct throughout.
(There may occasional be phonetically
plausible attempts at complex words.)
Correct spelling of most, not all,
polysyllabic words, e.g. appear,
information, making, possible, probably,
wondering, search.
[2–3]
Page 10 of 12
[3]
S7/02
English Stage 7 Paper 2 Mark Scheme
A mix of simple and compound sentences.
Compound sentences use simple connectives to
join clauses, e.g. and, but.
Generally correct grammar, i.e. subject and verb
generally agree. Past and present tense of
verbs generally consistent.
From 2020
Spelling of common words, including
polysyllabic and compound words, is
generally accurate, e.g. friend, another,
around, because, anything, something.
Spelling of plurals and some past and
present words is generally accurate, e.g.
boxes, clothes, told, stopped, wanted.
Demarcation of straightforward sentences is
usually correct. There may be evidence of
comma splicing.
Note: if punctuation is totally lacking and other
descriptors met then give the lower mark here.
[2]
[2–3]
Some simple sentence structures are used
successfully.
Spelling of high frequency words is
generally correct, e.g. their/there, when,
were, what, some, etc.
Some variation in sentence openings.
Some correct use of punctuation, such as full
stops and capital letters.
Note: where more ambitious structures are used
with NO simple sentences, begin marking at 2–3
marks, provided that the 2nd descriptor about
variation in sentence openings has been met.
Also: learners should gain marks for good
English with punctuation errors rather than lose
marks for essentially good English.
[1]
No creditable response.
[1]
No creditable response.
[0]
Page 11 of 12
[0]
S7/02
English Stage 7 Paper 2 Mark Scheme
BLANK PAGE
Page 12 of 12
From 2020