IGCSE
CIE
English Language
1 hour
3 questions
Practice Paper 1D
Total Marks
/80
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1 (a) Read Text A, Thousands of artefacts are discovered at a 12,500-year-old Native
American site in Connecticut, in the insert and then answer Questions 1 (a)–(e).
(a) Name two things found by the archaeologists at the site.
(a) Name two things found by the archaeologists at the site.
Open fire pit
Posts from temporary housing
Primeval tools
You must have 2 correct answers for 1 mark [1 mark]
(1 mark)
(b) (b) Using your own words, explain what the text means by:
(i) ‘once-in-a-lifetime opportunity’ (line 5)
(ii) ‘understand the first peopling’ (line 6)
(b) Using your own words, explain what the text means by:
(i) ‘once-in-a-lifetime opportunity’: A unique chance in the course of someone’s life / a
change that will never be repeated in one’s life
2 marks for a full explanation, 1 mark for a partial explanation. [2 marks]
(ii) ‘understand the first peopling’‘: Comprehend how the area became
populated/inhabited/occupied
2 marks for a full explanation, 1 mark for a partial explanation. [2 marks]
(4 marks)
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(c) (c) Reread paragraph 5 (‘the artefacts discovered… large prey.’). Give two conclusions of
the study that the artefacts confirmed.
(c) Reread paragraph 5 (‘the artefacts discovered… large prey.’). Give two conclusions of
the study that the artefacts confirmed.
North American hunters used spear-throwers
They hurled their weapons over longer distances
Their weapons could bring down large prey
1 mark for each correct answer (max. 2 marks)
[2 marks]
(2 marks)
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(d) (d) Reread paragraphs 6 and 7 (‘Anthropologists have studied… like a javelin.’).
(i) Identify two features contained in the stone spear points that were studied.
(ii) Explain how the weapon works.
(d) Reread paragraphs 6 and 7 (‘Anthropologists have studied… like a javelin.’).
(i) Identify two features contained in the stone spear points that were studied.
Fractures / Tiny fractures
Chips / Distinctive chips
1 mark for each correct answer. No mark for ‘end of the spear or dart’
[2 marks]
(ii) Explain how the weapon worked.
The spear points are attached to the end of the spear or dart
The fractures and chips act as levers
The levers allow it to be thrown fast and far
1 mark for each idea, max. of 3 marks
[3 marks]
(5 marks)
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(e) (e) Reread paragraphs 8 and 9 (‘The new study suggests… range of landscapes’). Using
your own words, explain what the study suggests about the spear points.
(e) Reread paragraphs 8 and 9 (‘‘The new study suggests… range of landscapes’). Using
your own words, explain what the study suggests about the spear points.
These advanced tools were brought by some of the first people to populate North
America.
They could hunt large animals.
They probably would not have been able to hunt large animals without the
technology.
The technology helped these people to skillfully advance across North America.
The weapons helped them live in different types of territory/land.
1 mark for each idea, max. 3 marks. Answers which are entirely in the words of the text get no
marks.
[3 marks]
(3 marks)
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(f) Read Text B, ‘It’s long overdue’: the first exhibition for Native American female
artists, in the insert and then answer Question 1(f).
(f) According to Text B, what does the artwork offer and what did the curators hope to
achieve by devoting the exhibition to Native women artists?
You must use continuous writing (not note form) and use your own words as far as
possible. Your summary should not be more than 120 words.
Up to 10 marks are available for the content of your answer and up to 5 marks for
the quality of your writing.
(f) According to Text B, what does the artwork offer and what did the curators hope to
achieve by devoting the exhibition to Native women artists?
You must use continuous writing (not note form) and use your own words as far as
possible.
What the artwork offers:
The names of Native artists
Recognition of the artists
To show the legacy, relationships and power of Native women
To show how the work is connected to our history
To counteract/refute stereotypes of Native art as unsophisticated or living in the
past
To offer an ignored/oppressed narrative/story
To show the strength of Native people
To show the effects of colonialism from their perspective
To draw attention to the violence against First Nations women
What the curators hoped to achieve:
To honour Native women / Native women artists
To dedicate a show to Native women throughout history to the present day
To identify / individualise Native people
To respond to 19th-century men / male view of Native art
To recognise that 90% of Native art is done by women
To offer a message of healing
To be counter-narrative/to correct the history of art/ to modernise art history
To bring Native art into the mainstream
Reading marks:
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9-10 marks:
A very effective answer that demonstrates a thorough understanding
Demonstrates understanding of a wide range of relevant ideas and is consistently
well-focused.
Points are skilfully selected to demonstrate an overview.
7-8 marks:
An effective answer that demonstrates a competent understanding
Demonstrates understanding of a good range of relevant ideas and is mostly
focused.
Points are carefully selected and there is some evidence of an overview.
5-6 marks:
A partially effective response that demonstrates a reasonable understanding of
the requirements of the task.
Demonstrates understanding of ideas with occasional loss of focus.
Some evidence of selection of relevant ideas but may include excess material.
Writing marks:
4-5 marks:
A relevant response that is expressed clearly, fluently and mostly with concision.
The response is well organised.
The response is in your own words (where appropriate), using a range of wellchosen vocabulary.
Spelling, punctuation and grammar are mostly accurate.
2-3 marks:
A relevant response that is generally expressed clearly, with some evidence of
concision.
There may be some lapses in organisation.
The response is mainly expressed in your own words (where appropriate) but
there may be reliance on the words of the text.
Errors in spelling, punctuation and grammar.
[15 marks]
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(15 marks)
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2 (a) Read Text C, Two Old Women, in the insert and then answer Questions 2(a)–(d).
(a) Identify a word or phrase from the text which suggests the same idea as the words
underlined:
(i) Sa’s mother was concentrating on the night sky to distract herself.
(ii) Younger women dragged Ch’idzigyaak and Sa’s belongings.
(iii) The women’s agreement was successful.
(iv) The two old women both had personality faults.
(a)Identify a word or phrase from the text which suggests the same idea as the words
underlined:
(i) distract herself = take her mind away. [1 mark]
(ii) dragged Ch’idzigyaak and Sa’s belongings = pulled the two elder women’s
possessions. [1 mark]
(iii) agreement was successful = arrangement worked well. [1 mark]
(iv) both had personality faults = shared a character flaw. [1 mark]
(4 marks)
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(b) (b) Using your own words, explain what the writer means by each of the words
underlined:
On that day, something more than the cold hung in the air as The
People gathered around their few flickering fires and listened to the chief. He was a man
who stood almost a head taller than the other men. From within the folds of his parka
ruff he spoke about the cold, hard days they were to expect and of what each would
have to contribute if they were to survive the winter.
(i) gathered
(ii) flickering
(iii) contribute
(b) Using your own words, explain what the writer means by each of the words
underlined:
(i) gathered = Congregated/assembled/came together [1 mark]
(ii) flickering = Quivering/burning or shining unsteadily [1 mark]
(iii) contribute = Share the work or burden/work collectively or collaboratively /
Share responsibility / assist or support or help each other [1 mark]
(3 marks)
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(c) (c) Use one example from the text below to explain how the writer suggests the chief’s
thoughts and feelings at the time of the announcement. Use your own words in your
explanation.
"Then, in a loud, clear voice he made a sudden announcement: ”The council and I have
arrived at a decision.” The chief paused as if to find the strength to voice his next words.
”We are going to have to leave the old ones behind.”
(c) Use one example from the text below to explain how the writer suggests the chief’s
thoughts and feelings at the time of the announcement.
Answers might include:
“In a loud, clear voice” – suggests the chief thought he needed to project authority
and strong leadership by speaking powerfully.
“made a sudden announcement” – suggests the chief wanted to get the bad news
over with quickly and without a dramatic build up; he may have thought the
immediacy might make it easier for him to be unemotional.
“‘The council and I have arrived at a decision” – implies the chief wanted to share
responsibility for the decision, suggesting he may have felt guilty about it; he may
also have wanted to deflect/apportion some of the blame to others.
“The chief paused as if to find the strength” – suggests he found making the
announcement difficult and required. courage; implies he felt uncomfortable
making the announcement and found it challenging to deliver; subtly describes his
nerves and suggests he found it more difficult than he wanted to let on.
”We are going to have to leave the old ones” – the imperative suggests he wanted
the tribe to know they have no choice.
“His eyes quickly scanned the crowd for reactions.” – (image) describes how he
looked for people’s reactions, possibly for any sign of conflict of trouble; suggesting
he was aware of a possible rebellion, or perhaps a show of emotions from the tribe.
3 marks for an appropriate example followed by a detailed and convincing explanation
of how the writer suggests the chief's experiences and feelings
2 marks for an appropriate example followed by a basic explanation of how the writer
suggests the chief's experiences and feelings
1 mark for an example followed by a partial explanation of how the writer suggests the
chief's experiences and feelings.
[3 marks]
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(3 marks)
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(d) (d) Reread paragraphs 7 and 9.
Paragraph 7 begins ‘The starkness of the primitive land …’ and is about how the tribe
reacted initially to the announcement.
Paragraph 9 begins ‘The chief understood why …’ and gives the chief’s impressions
of the tribe’s reaction.
Explain how the writer uses language to convey meaning and to create effect in these
paragraphs. Choose three examples of words or phrases from each paragraph to
support your answer. Your choices should include the use of imagery.
Write about 200 to 300 words.
Up to 15 marks are available for the content of your answer.
(d) Explain how the writer uses language to convey meaning and to create effect in these
paragraphs. Choose three examples of words or phrases from each paragraph to
support your answer. Your choices should include the use of imagery.
The moment the crowd respond to the chief’s announcement in paragraph 7, beginning
‘The starkness of the primitive land…’
starkness – barren, harsh, emphasises how the emptiness of the land contributes
to the difficult lives of the people.
primitive land – suggests something basic, new, unformed/undeveloped. Also links
to the idea of ancient people and history.
Like the younger, more able wolves – (image) the people were ruthless, harsh.
Also suggests ferociousness and the notion of pack mentality/tribalism.
shun the old leader of the pack – to reject cruelly – implication of having outserved usefulness, lack of respect/gratitude.
(without) the extra burden – something unwanted, heavy, holding people back;
dehumanises women
Example top-grade answer:
”
In paragraph seven, the use of the word “starkness” to describe the landscape
shows it is barren and empty. It links to the starkness of the people’s existence
and emphasises their harsh, difficult life. Describing the people as “Like the
younger, more able wolves” shows them to be brutal and ruthless. It also
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reminds us of the pack mentality and tribalism of these people. To continue the
simile, they “shun the old leader of the pack” which suggests a cruel rejection of
the old women, and a lack of respect or gratitude towards them. It suggests
they have out-served their usefulness and reminds us again of the harsh and
uncompromising nature of the people’s lives.
The chief’s impression of the crowd’s reaction in paragraph 9, beginning ‘The chief
understood why…’
cause an uproar – suggests chaos, dissent, disruption to community.
weak and beaten members of the community – (image)mentally less strong,
downtrodden, suggests hierarchy (oxymoron with “community”?
wave of panic – (image) spreads through community, unstoppable force, powerful,
destructive.
cruelty and brutality – harsh nouns, emphasises fragility of community.
Example top-grade answer:
”
In paragraph nine, it states that something said or done wrongly could “cause an
uproar”, meaning to bring chaos or disruption to the community. It helps to
contribute to the idea throughout the paragraph that the community is in fact
quite fragile. This is demonstrated by the “cruelty and brutality” that could follow
the “wave of panic”. The metaphor shows that fear would sweep the community
and implies it would be an unstoppable, destructive force. The harsh nouns
reinforce the idea that to fight for survival people will put themselves first and
the community could break down. It suggests that there is, in fact, little common
spirit.
13-15 marks:
Wide-ranging discussion of judiciously selected language with some high-quality
comments that add meaning and associations to words/phrases in both parts of the
text, and demonstrate the writer’s reasons for using them.
Tackles imagery with some precision and imagination.
There is clear evidence that the candidate understands how language works.
10-12 marks:
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Explanations are given of carefully selected words and phrases.
Explanations of meanings within the context of the text are secure and effects are
identified in both parts of the text.
Images are recognised as such and the response goes some way to explaining them.
There is some evidence that the candidate understands how language works.
7-9 marks:
A satisfactory attempt is made to select appropriate words and phrases.
The response mostly gives meanings of words and any attempt to suggest and
explain effects is basic or very general.
One half of the text may be better addressed than the other.
[15 marks]
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(15 marks)
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3 Re-read Text C, Two Old Women, in the insert and then answer Question 3.
You are the chief. Some years later you are interviewed about your memories of that day
for a newspaper article about your tribe. The interviewer asks you the following three
questions only:
What did you see and feel during your announcement to the tribe that day?
What do you remember about the tribe’s behaviour and reactions that day?
What were your reasons for leaving the two old women that day and what do you
think happened to them?
Write the words of the interview. Base your interview on what you have read in Text
C, but be careful to use your own words.
Address each of the three bullet points.
Begin your interview with the first point.
Write about 250 to 350 words.
Up to 15 marks are available for the content of your answer and up to 10 marks for
the quality of your writing.
Example top-grade answer:
”
It was an extremely cold winter’s day, even by Alaskan standards. The people of
the tribe had huddled around some fires to keep warm, but the fires were just
about surviving – as were they. I could only see in front of me, because the furs of
my coat were limiting my view. Although the announcement was short, I felt
terrible. I wanted it to be finished as quickly as possible. I thought that would be
best for everyone; no long build up – just deliver the news as clearly as possible. I
had to stop for a moment to gather my composure – I knew I needed to appear
strong.
”
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I was struck by how still everybody was. I looked around to see any signs of
rebellion or unpleasantness; fortunately there wasn’t any, perhaps only because
nobody had the energy. Some looked as though they were expecting it. They all
just sat very still, even the poor women’s family. I particularly wanted to see how
Ch’idzigyaak’s daughter and grandson reacted to the news, but they were also
very still.
I obviously felt very guilty, I cared for them very much; I couldn’t manage to look
at them once I delivered the news. But I also knew it was necessary – it was a very
difficult time and we were all struggling to survive. I also felt concern for the rest
of the tribe – I didn’t want fights to break out or for us to waste energy on a
rebellion so I wanted to move on quickly. I’d like to think the two women were
stronger than they made out, and that perhaps they survived the winter and
joined another band. I also know they were used to other people carrying their
things and setting up shelters – they may not have had the skills or strength to do
those things themselves. So I worry those poor women perished in that cold,
unforgiving land. The thought still haunts me to this day.
Reading marks:
13-15:
The response reveals a thorough evaluation and analysis of the text.
Developed ideas are sustained and well related to the text.
A wide range of ideas is applied.
There is supporting detail throughout, which is well integrated into the response,
contributing to a strong sense of purpose and approach.
All three bullets are well covered.
A consistent and convincing voice is used.
10-12:
The response demonstrates a competent reading of the text with some evidence of
basic evaluation or analysis.
A good range of ideas is evident.
Some ideas are developed but the ability to sustain them may not be consistent.
There is frequent, helpful supporting detail, contributing to a clear sense of
purpose.
All three bullets are covered.
An appropriate voice is used.
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7-9:
The text has been read reasonably well.
A range of straightforward ideas is offered.
Opportunities for development are rarely taken.
Supporting detail is present but there may be some mechanical use of the text.
There is uneven focus on the bullets.
The voice is plain.
Writing/structure/order marks:
9-10:
Effective register for audience and purpose.
The language of the response sounds convincing and consistently appropriate.
Ideas are firmly expressed in a wide range of effective and/or interesting language.
Structure and sequence are sound throughout.
Spelling, punctuation and grammar almost always accurate.
7-8:
Some awareness of an appropriate register for audience and purpose.
Language is mostly fluent and there is clarity of expression.
There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
The response is mainly well structured and well sequenced.
Spelling, punctuation and grammar generally accurate.
5-6 marks:
Language is clear but comparatively plain and/or factual, expressing little opinion.
Ideas are rarely extended, but explanations are adequate.
Some sections are quite well sequenced but there may be flaws in structure.
Minor, but more frequent, errors of spelling, punctuation and grammar.
[25 marks]
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(25 marks)
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