Cambridge Primary Checkpoint
ENGLISH
0844/01
Paper 1 Non-fiction
April 2020
INSERT
1 hour

INFORMATION
 This insert contains the reading passages.
 You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.
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This document has 4 pages. Blank pages are indicated.
IB20 05_0844_01/4RP
© UCLES 2020
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Text A
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Extreme sports
Definition
Extreme sports involve a high level of danger – whether it’s jumping from an aircraft, performing
daring mid-air flips on a skateboard, or climbing up a vertical rock face. Great speed, height or
depth is what makes the sport extreme. To do any extreme sport, a person needs to be strong
and skilful; extreme sports push people to their physical and mental limits.
History
Most extreme sports are new sports, but some have been around for a very long time. Rock
climbing as a sport dates from the 1880s, but, of course, climbing rocks has been a necessity
throughout history for people who live in mountainous areas. Bungee jumping* developed from
land diving, which has been done for thousands of years. Tribesmen in Vanuatu use land diving
to test the courage of young men.
Equipment
Many extreme sports use specialised equipment designed to keep the people doing them safe.
Such equipment may include ropes, helmets, pads and lifejackets. Wearing the right protective
gear can prevent serious injuries. The kit needs to be strong enough to withstand the extreme
conditions and specific to the needs of each sport.
_______________
The ‘X Games’ is an extreme sports competition that happens twice a year. Athletes from
around the world compete for medals, money and prizes. The events can vary, but usually
include skiing, snowboarding, BMX biking and skateboarding.
Popularity
Extreme sports are becoming very popular. In fact, activities such as mountain biking and
snowboarding are attracting larger numbers every year, whereas fewer people are doing
traditional sports like basketball, because taking part in extreme sport gives a person an
amazing rush of excitement, and challenges their fears. Moreover, new research shows that
people who do extreme sports have better physical and mental health. They become more
confident and motivated in their daily lives.
Glossary
bungee jumping: jumping from a great height while attached to a rope
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Text B
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Mountain biking news roundup!
Here are the big stories leading the way this month …
Silverstar Bike Park
New MTB* trails coming soon!
Not far from the beautiful Scottish fishing port of Invertay, exciting things are happening for bike
fanatics. Hidden in the gently rolling countryside is Silverstar Bike Park – a new playground of
perfect curving bends and a mind-blowing number of jumps.
Motocross rider and superstar biker Ed Stanway is the guy responsible for bringing the trails to
life. He hopes to open the park this summer and has spent the last six months preparing and
digging, trying to get the trails into shape. Ed’s team have moved huge amounts of earth and
created amazing hill features and rugged trails on this spectacular site overlooking the
countryside and nearby sea.
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‘With trail grades from easy blue through to double black, there should be something for
everyone here,’ says Ed.
For more information head to our website.
2017 Mountain Bike World Cup
The Cross-country and Downhill World Cup kicked off earlier this month in Lourdes, France.
This was the first of six rounds of competitions taking place across the globe. This season’s
programme looks excellent, with some amazing courses and the usual high level of biking
talent.
15
Mountain Bike Monthly is running a one-off competition this month to win flights and tickets to
the final round in Cairns, Australia. This is a fantastic chance to get out there and see the
thrilling finale to the season. See page 60 for entry rules and details. Good luck!
20
Glossary
MTB: mountain bike
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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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2020
0844/01/INSERT/A/M/20
Cambridge Primary Checkpoint

Downloaded by Success Groups (SN)
ENGLISH
0844/01
Paper 1 Non-fiction
April 2020
1 hour
You must answer on the question paper.
You will need:
Insert (enclosed)
INSTRUCTIONS
 Answer all questions.
 Use a black or dark blue pen.
 Write your name, centre number and candidate number in the boxes at the top of the page.
 Write your answer to each question in the space provided.
 Do not use an erasable pen or correction fluid.
 Do not write on any bar codes.
INFORMATION
 The total mark for this paper is 50.
 The number of marks for each question or part question is shown in brackets [ ].
 The insert contains the reading passages.
This document has 8 pages. Blank pages are indicated.
IB20 05_0844_01/3RP
© UCLES 2020
[Turn over
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Section A: Reading
Spend 30 minutes on this section.
Read Text A, in the Insert, and answer Questions 1–9.
1
What makes an extreme sport different from an ordinary sport?
[1]
2
Why is a semicolon ( ; ) used in lines 3–4?
[1]
3
Which extreme sport is related to a custom carried out by people from Vanuatu?
[1]
4
Explain why special equipment is needed to take part in extreme sports. Give
two reasons.
[2]
5
Give two words from the third paragraph (lines 10–13) that mean the same as
‘equipment’.


6
[2]
The sports chosen for the X Games are not always the same every year.
Give the phrase from the fourth paragraph (lines 14–16) that tells us this.
[1]
© UCLES 2020
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Connective words are used to structure the fifth paragraph (lines 17–22). The
table below shows why each connective is used.
Complete the table with connectives from the fifth paragraph.
Reason
to add another idea
Connective
Moreover
to give the reason for an idea
to introduce an opposite idea
to emphasise an idea
[3]
8
Text A uses paragraphs with subheadings.
(a) Give one reason why subheadings are used in this text.
[1]
(b) Look at the subheadings used in Text A.
Write a subheading that is suitable for the fourth paragraph.
[1]
9
Which of the features below are used throughout Text A? Tick () two boxes.
chronological order
third person
rhetorical questions
past tense
facts and opinions
[2]
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Read Text B, in the Insert, and answer Questions 10–17.
10 Give the sentence that tells you that Text B is about the most important new
events in mountain biking at the moment.
[1]
11 Read lines 4–6.
Give one noun that tells us Silverstar Bike Park is a fun place.
[1]
12 One natural feature that can be seen from the bike park is rolling countryside
(line 5).
Look at lines 7–11.
Give another natural feature that can be seen.
[1]
13 What does the colour of the trail tell the rider?
[1]
14 Who or what is the biking talent (lines 18–19)? Tick () one box.
the trails
the bikes
the jumps
the riders
[1]
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15 This question is about the 2017 Bike World Cup section of Text B.
The writer uses language to persuade the reader to enter the competition.
Complete the table below.
Persuasive language
speaking directly to the reader
Example from the text
Good luck!
using powerful adjectives
saying it’s your only chance
[2]
16 Text B is a news report from a sports magazine. One feature of a news report is a
short, bold headline.
Give two more features of a news report used in Text B.


[2]
17 Text A and Text B are different genres, but their purpose is the same.
What is the purpose of both Text A and Text B? Tick () one box.
to advise
to argue
to recount
to inform
[1]
© UCLES 2020
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Section B: Writing
Spend 30 minutes on this section.
18 Your school team reached the final of a national school sports competition. The
final took place yesterday. Now your teacher has asked you to write a news report
about the final of the competition for your school newsletter.
You could choose one of the following sports:
 football
 tennis
 cricket
 volleyball
 basketball
 gymnastics.
Write a news report about the final of the sport competition that took place
yesterday. Remember to use the features of a news report.
Space for your plan:
Write your report on the next page.
© UCLES 2020
0844/01/A/M/20
[25 marks]
7
© UCLES 2020
0844/01/A/M/20
[Turn over
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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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2020
0844/01/A/M/20
Cambridge Primary Checkpoint
ENGLISH
0844/02
Paper 2 Fiction
April 2020
INSERT
1 hour

INFORMATION
 This insert contains the reading passages.
 You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.
This document has 4 pages. Blank pages are indicated.
IB20 05_0844_02/2RP
© UCLES 2020
[Turn over
2
Text for Section A, an extract from ‘Granny’ by Anthony Horowitz
Heathrow Airport
The storm broke early in the evening and by seven o’clock it looked as if Heathrow might have
to shut down. Runway one had disappeared in the rain. Runway two was a canal. Half the
planes had been delayed and the other half were circling hopelessly above the clouds, waiting
their turn to land. The wind had blown an Air France DC10 all the way to Luton while, in a jumbo
jet from Tokyo, seventy-nine Japanese passengers had all been sick at the same time. It was a
night no one would forget.
The green Mercedes reached the airport at exactly half past seven, skidding round a corner and
spraying water over two traffic wardens, a porter and a visitor from Norway. Swerving across the
road, it missed a taxi by inches and rocketed into the car park. The electric side window slid
down and a hand with a signet ring* and the initials GW entwined in gold reached out to pluck a
parking ticket from the machine. Then the car jumped forward again, shot up three ramps with
the tyres screaming and crashed into a wall. Ten thousand pounds’ worth of metal and
paintwork crumpled in on itself. The engine died. Steam hissed from beneath the bent and
broken bonnet.
The door of the car opened and three people got out. The driver was a short, bald man. Next to
him was a woman in a fur coat. The back seat had been occupied by a twelve-year-old boy.
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‘You told me to park on the fourth floor!’ the man screamed. ‘The fourth floor!’
‘Yes, Gordon …’ the woman muttered.
‘But this car park’s only got three floors!’ the man moaned. He pointed at the wreck of his car.
‘And now look what’s happened!’
20
‘Oh, Gordon …’ The woman’s lips quivered. For a moment she looked terrified. Then she
blinked. ‘Does it really matter?’ she asked.
The man stared at her. ‘You’re right!’ he exclaimed. He laughed out loud. ‘It doesn’t matter at
all! We’re leaving the car here! We’ll never see it again …!’
They only had two suitcases between them. Part of a pink silk tie, a striped pyjama leg and a
frilly shower cap were poking out of one side.
25
‘Come on!’ the man exclaimed. ‘Let’s go …’
But just then there was a flash of lightning and an explosion of thunder and the three of them
froze, alone in the middle of the dimly lit car park. A plane roared past overhead.
‘Oh, Gordon …’ the woman whimpered.
30
‘It’s all right,’ Gordon snapped. ‘She’s not here. Keep your hair on. We’re going to be all right. I’d
keep my hair on except I packed it …’
‘Come on. We’ve got to get tickets,’ the boy said. And without waiting for his parents he began
to walk towards the lifts.
Ten minutes later, the family was queuing up at the British Airways ticket desk. After the
darkness of the storm, the building was unnaturally bright, like a television set with the colour
turned up too much. There were people everywhere, milling around with their suitcases and
© UCLES 2020
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carrier bags. A policeman patrolled the area. He was the only person smiling.
Glossary
signet ring: a finger ring with a person’s initials on it
DO NOT WRITE IN THIS SPACE
© UCLES 2020
0844/02/INSERT/A/M/20
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2020
0844/02/INSERT/A/M/20
Cambridge Primary Checkpoint

ENGLISH
0844/02
Paper 2 Fiction
April 2020
1 hour
You must answer on the question paper.
You will need:
Insert (enclosed)
INSTRUCTIONS
 Answer all questions.
 Use a black or dark blue pen.
 Write your name, centre number and candidate number in the boxes at the top of the page.
 Write your answer to each question in the space provided.
 Do not use an erasable pen or correction fluid.
 Do not write on any bar codes.
INFORMATION
 The total mark for this paper is 50.
 The number of marks for each question or part question is shown in brackets [ ].
 The insert contains the reading passages.
This document has 8 pages. Blank pages are indicated.
IB20 05_0844_02/4RP
© UCLES 2020
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the Text, in the Insert, and answer Questions 1–18.
1
Give one word from the first paragraph (lines 1–6) that means started.
[1]
2
What is happening at Heathrow Airport to cause problems?
[1]
3
Give one word from the first paragraph that tells us that the people in the
planes did not expect to arrive soon.
[1]
4
Where was one plane forced to go instead of Heathrow?
[1]
5
(a) What happened to the porter?
[1]
(b) How is the Mercedes car being driven?
Complete the table below with two quotations from the text.
How
too fast
Quotation
rocketed into the car park

dangerously

[2]
© UCLES 2020
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Look at this sentence: ‘The electric side window slid down and a hand with a
signet ring and the initials GW entwined in gold reached out to pluck a parking
ticket from the machine.’ (Lines 9–11)
Explain how the writer creates interest in the character driving the car. Give
two ways.
[2]
7
Look at lines 11–14.
How does the writer use language to build up excitement? Complete the table
below.
Language feature
powerful verbs
Quotation
shot up
onomatopoeia
The engine died.
alliteration
[3]
8
What caused the driver to crash into the wall?
[1]
9
Why does the man laugh after the crash? Tick () one box.
because the car is old
because the woman is scared
because the car is unimportant
because the passengers are safe
© UCLES 2020
[1]
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10 Look at this sentence: ‘Part of a pink silk tie, a striped pyjama leg and a frilly
shower cap were poking out of one side.’ (Lines 25–26)
What does this tell us about how the people from the car left home?
[1]
11 ‘… and the three of them froze …’ (Lines 28–29)
What does this tell us about how the characters are feeling?
[1]
12 Give one sentence from the text that tells us that the family are running away
from someone.
[1]
13 What does the phrase ‘Keep your hair on’ (line 31) mean? Tick () one box.
speed up
keep alert
stay calm
be quiet
[1]
14 Look at lines 33–34. The boy is more in control of the situation than his parents.
How does the boy show this?
[1]
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15 (a) Look at this phrase: ‘… like a television set with the colour turned up too
much.’ (Lines 36–37)
What is the phrase above an example of?
[1]
(b) Why does the inside of the airport building seem so bright?
[1]
16 Look at this sentence: ‘He was the only person smiling.’ (Line 38)
Give a reason why the other people in the airport are not as cheerful as the
policeman.
[1]
17 Whose point of view is the story being told from? Tick () one box.
the woman
the boy
the narrator
the man
[1]
18 This text has features from two genres of writing.
What are the two genres? Tick () two boxes.
horror
science fiction
thriller
historical fiction
comedy
© UCLES 2020
[2]
0844/02/A/M/20
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Section B: Writing
Spend 30 minutes on this section.
19 The family discover that they are being followed.
Continue the story.
Ideas to help you:
Who is following the family?


Why are they being followed?
How does the family react?
Where does the action take place?



the airport?
on a plane?
somewhere else?
What happens?


Does the family get away?
How does the story end?
Space for your plan:
Write your story on the next page.
© UCLES 2020
[25 marks]
0844/02/A/M/20
7
© UCLES 2020
0844/02/A/M/20
[Turn over
8
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2020
0844/02/A/M/20
Cambridge Assessment International Education
Cambridge Primary Checkpoint
0844/01
ENGLISH
Paper 1 Non-fiction
April 2019
INSERT
1 hour

This document consists of 3 printed pages and 1 blank page.
IB19 05_0844_01/2RP
© UCLES 2019
[Turn over
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Text A
Lewis Clarke: South Pole trek teenager breaks record
A 16-year-old boy has become the youngest person to trek to the South Pole.
Lewis Clarke, from Bristol, has spent almost 50 days battling temperatures as
low as -40°C and winds of up to 193 kilometres per hour.
The challenge began on 2 December 2013, two weeks after his 16th birthday
and finished on 16 January 2014. It brought an end to an expedition which saw
Lewis ski for an average of eight hours a day, covering about 29 kilometres,
while pulling his supplies behind him on a sled.
5
His only help has been from experienced polar guide, and expedition companion,
Carl Alvey.
Difficulties encountered by Lewis along the way have included blisters*, coughing
caused by being at high altitudes and a broken ski. But the cold itself has not
fazed him. He admits to being the type of person who wears shorts in winter and
much prefers snow to heat.
‘I knew it would be hard but it’s harder than I ever thought it would be’ he said,
still 80 kilometres from the end. ‘However, I think sometimes about how few
people have done this. Only 300 in 100 years. And I’m doing it! That’s pretty
cool.’
Explorer Sir Ranulph Fiennes was full of praise, calling it a ‘great achievement’.
Mr Fiennes said he had not travelled along the same route, but the conditions
would have been dependent on the weather, avoiding crevasses, and how good
Lewis was at skiing.
Lewis’s record – for the same coast-to-pole route – was previously held by 18year-old Sarah McNair Landry, from Canada. Aside from making history, Lewis
has raised more than £3,000 for the Prince’s Trust, a charity helping young
people, through the expedition. His father, Steven, said he was ‘incredibly proud’.
Glossary
blisters: a minor foot injury
DO NOT WRITE IN THIS SPACE
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Text B
Roald Amundsen
Roald Amundsen was born on July 16, 1872 in Borge, Norway. He grew up
longing to be an explorer and to follow in the footsteps of his hero, the British
Arctic explorer John Franklin. Amundsen became the leader of the expedition
which, in 1911, became the first to reach the geographic South Pole. Amundsen
also reached the North Pole in 1926, making him the first man to stand at both
ends of the Earth.
5
The Northwest Passage
Amundsen’s first great achievement was in 1903, when he captained a ship that
found a route from the Atlantic Ocean, through the ice at the North Pole, to the
Pacific Ocean. This passage through the ice had been searched for by many
others over the centuries. Amundsen’s ability to navigate and survive this trip
was a great accomplishment.
10
The South Pole
Amundsen set out on his most famous adventure in 1910: his race to the
geographic South Pole against a British team led by Robert Falcon Scott. They
reached their base camp on Antarctica in January 1911, but it was another ten
months before they were able to set out to reach the pole from their camp.
Amundsen’s team reached the South Pole on December 14, 1911, a few weeks
ahead of Scott’s expedition. It took them 99 days and they travelled for 2,993
kilometres. The Norwegian flag was triumphantly planted at the South Pole to
mark this great achievement. Sadly, Scott’s expedition team did not make it back.
DO NOT WRITE IN THIS SPACE
© UCLES 2019
0844/01/INSERT/A/M/19
15
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019
0844/01/INSERT/A/M/19
Cambridge Assessment International Education
Cambridge Primary Checkpoint

0844/01
ENGLISH
Paper 1 Non-fiction
April 2019
1 hour
Candidates answer on the Question Paper.
Additional Materials:
Insert
READ THESE INSTRUCTIONS FIRST
Write your centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB19 05_0844_01/2RP
© UCLES 2019
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read Text A, in the Insert, and answer questions 1–11.
1
Read lines 1–3. What is Lewis Clarke’s great achievement?
[1]
2
Give one word and one phrase from lines 4–7 that mean completed.
Word
Phrase
3
[2]
Look at this sentence: ‘His only help has been from experienced polar guide,
and expedition companion, Carl Alvey.’ (Lines 8–9)
Using the information in the sentence above, explain in your own words, two
ways in which Carl Alvey helped Lewis on the journey.
[2]
4
What health problem did high ground create for Lewis?
[1]
5
Look at this sentence: ‘But the cold itself has not fazed him.’ (Lines 11–12)
Explain in your own words what has not fazed him means.
[1]
6
Give a quotation that shows Lewis’s surprise at the effort needed to complete
the expedition.
[1]
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7
Look at this phrase: ‘Lewis’s record – for the same coast-to-pole route – was
previously held by ...’ (Line 22)
Why are dashes ( – ) used in the phrase above?
[1]
8
What will the money that Lewis has collected be used for?
[1]
9
What does the last paragraph in Text A (lines 22–25) do?
Tick () one box.
It looks forward to what Lewis will do in the future.
It summarises the information in the text.
It refers back to the information in the headline.
It describes what Lewis’s next challenge will be.
[1]
10 Text A is a news report.
(a) Name one technique the writer has used in the headline. Tick () one box.
alliteration
personification
simile
onomatopoeia
[1]
(b) Give one reason why it is important to have an effective headline.
[1]
© UCLES 2019
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11 Complete the table below so that the features of a journalistic text are matched
with an example from Text A. The first one has been done for you.
Feature
Example from Text A
 Powerful verbs
 battling (temperatures)
 Third person


 Mr Fiennes said he had not
travelled along the same route, but
the conditions would have been
dependent on the weather,
avoiding crevasses, and how good
Lewis was at skiing.
[2]
Text B
Read Text B, in the Insert, and answer questions 12–18.
12 What was Amundsen’s role in the 1911 trek?
[1]
13 What other ‘first’ did Amundsen achieve after he became the first person to
reach the South Pole?
[1]
14 Look at this sentence: ‘Amundsen’s ability to navigate and survive this trip was
a great accomplishment.’ (Lines 10–11)
What does the word survive suggest about this voyage?
[1]
© UCLES 2019
0844/01/A/M/19
5
15 ‘Amundsen set out on his most famous adventure in 1910: his race to the
geographic South Pole against a British team led by Robert Falcon Scott.’
(Lines 12–13)
Why is a colon ( : ) used in the sentence above?
[1]
16 What evidence in the text suggests that the team faced unexpected difficulties
after they had arrived at base camp?
[1]
17 Look at the phrases below from Text B.
Tick () two boxes to show which phrases use a passive verb form.
‘He grew up longing to be an explorer …’
‘… he captained a ship that found a route …’
‘This passage through the ice had been searched for …’
‘… to reach the pole from their camp.’
‘The Norwegian flag was triumphantly planted …’
[2]
18 Text B is from a biography.
(a) What is the purpose of a biography?
[1]
(b) In Text B, the past tense is used. This is one feature of a biography.
Give two more features of a biography that are used in text B.
[2]
© UCLES 2019
0844/01/A/M/19
[Turn over
6
Section B: Writing
Spend 30 minutes on this section.
19 Write a report for your school newsletter about a journey that a group of
students from your school made recently.
The journey could have lasted one day or many days.
It could be about:



a day trip or residential trip that the school organised
a camping adventure that the students organised for themselves
a challenging journey in which the students worked together.
Space for your plan:
Write your report on the next page.
© UCLES 2019
0844/01/A/M/19
[25 marks]
7
© UCLES 2019
0844/01/A/M/19
[Turn over
8
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019
0844/01/A/M/19
Cambridge Assessment International Education
Cambridge Primary Checkpoint
0844/02
ENGLISH
Paper 2 Fiction
April 2019
INSERT
1 hour

This document consists of 3 printed pages and 1 blank page.
IB19 05_0844_02/RP
© UCLES 2019
[Turn over
2
Text for Section A, an extract from ‘An Eagle in the Snow’ by Michael Morpurgo
The train was still in the station, and I was wondering if we’d ever get going. I
was with my ma*. I was tired. My arm was hurting and itching at the same time,
inside the plaster. I remember she was already at her knitting*, her knitting
needles tick-tacking away, automatically, effortlessly. Socks for Dad, this time.
‘This train’s late leaving,’ Ma said. ‘That clock on the platform says it’s well past
twelve already. Still, not surprising, I suppose, under the circumstances.’ Then
she said something that surprised me. ‘If I drop off to sleep, Barney,’ she told me,
‘just you keep your eye on that suitcase, d’you hear? All we got in this world is up
there in that luggage rack, and I don’t want no one pinching it.’
5
I was just thinking, that was quite a strange thing to say because there was no
one else in the carriage except the two of us, when the door opened and a man
got in, slamming the door behind him. He never said a word to us, but took off his
hat, put it up on the rack beside our suitcase, and then settled himself into the
seat opposite. He looked at his watch and opened up his paper, his face
disappearing behind it for a while. He had to put it down to blow his nose, which
was when he caught me staring at him, and nodded.
10
Everything about him was neat. I noticed that at once, from his highly polished
shoes, to his trim moustache and his collar and tie. I decided right away that he
didn’t look like the sort of man who would pinch Ma’s suitcase. There was also
something about him that I thought I recognised; I had the feeling I might have
seen him before. Maybe I hadn’t. Maybe it was just because he seemed about
the same age as Grandpa, with the same searching look in his eye.
But this stranger was neat, and there was nothing neat about my grandpa. My
grandpa was a scarecrow, with his hair always tousled – what there was of it –
his hands and face grimy from delivering his coal, and that was after he had
washed. This stranger had clean hands, and clean nails too, as well looked after
as the rest of him.
15
20
25
‘Hope I pass inspection, son,’ he said, eyeing me meaningfully.
Ma nudged me, and apologised for my rudeness, before she turned on me. ‘How
many times have I told you not to stare at people, Barney? Say sorry to the
gentleman, now.’
30
‘Don’t you worry, missus,’ he said. ‘Boys will be boys. I was one once myself, a
while ago now, but I was.’
The Station Master came past our window then, waving his green flag, blowing
his whistle, his cheeks puffed out so that his face looked entirely round, like a
pink balloon, I thought.
© UCLES 2019
0844/02/INSERT/A/M/19
35
3
Then we were off, the train chuffing itself wearily, reluctantly, into slow motion.
‘’Bout time,’ said Ma.
Glossary
ma: mother
knitting: making clothes from wool
DO NOT WRITE IN THIS SPACE
© UCLES 2019
0844/02/INSERT/A/M/19
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019
0844/02/INSERT/A/M/19
Cambridge Assessment International Education
Cambridge Primary Checkpoint

0844/02
ENGLISH
Paper 2 Fiction
April 2019
1 hour
Candidates answer on the Question Paper.
Additional Materials:
Insert
READ THESE INSTRUCTIONS FIRST
Write your centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB19 05_0844_02/3RP
© UCLES 2019
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the text, in the Insert, and answer questions 1–19.
1
Where are Barney and his mother at the beginning of the text?
[1]
2
Give a quote from the first paragraph (lines 1–4) which tells us that Barney was
impatient.
[1]
3
Explain what the words automatically, effortlessly (line 4) tell the reader about
Ma’s ability to knit.
Give two ideas.


4
[2]
Give a quote from the first paragraph that shows Ma knits regularly for the
family.
[1]
5
Look at the second paragraph. What does Ma mean when she says ‘… not
surprising … under the circumstances’? (Line 6)
Tick () one box.
She thinks the clock is wrong.
She understands the problem.
She finds the late start annoying.
She knows the train is usually late.
© UCLES 2019
0844/02/A/M/19
[1]
3
6
Look at these sentences: ‘Then she said something that surprised me. “If I drop
off to sleep, Barney,” she told me, “just you keep your eye on that suitcase, d’you
hear?”’ (Lines 6–8)
Give the phrase from the sentences above that means watch.
[1]
7
Look at this phrase: ‘All we got in this world is up there in that luggage rack …’
(Lines 8–9)
What does this tell us about Barney’s family?
[1]
8
Look at this phrase: ‘… I don’t want no one pinching it.’ (Line 9)
What is the best word to replace pinching?
Tick () one box.
damaging
squeezing
stealing
opening
9
[1]
Give one word from the third paragraph (lines 10–16) that tells us the man
closed the carriage door loudly.
[1]
© UCLES 2019
0844/02/A/M/19
[Turn over
4
10 What did the man do immediately after he sat down?
[1]
11 In the fourth paragraph (lines 17–22), Barney describes the man as neat.
Give one example of the man’s neatness.
[1]
12 Give one word from the fifth paragraph (lines 23–27) that means
(a) untidy.
[1]
(b) dirty.
[1]
13 What does the phrase … what there was of it … (line 24) suggest about Barney’s
grandpa?
[1]
14 Give the phrase from the text that shows the man knows Barney is looking at
him closely.
[1]
15 Give a quote from lines 29–33 that shows Ma is tired of Barney’s behaviour.
[1]
16 The story is told from Barney’s point of view. How do we know?
[1]
© UCLES 2019
0844/02/A/M/19
5
17 Complete the table below.
Figurative language Lines
onomatopoeia
personification
Example
1–4
23–27
‘My grandpa was a scarecrow …’
34–36
‘… his face looked entirely round, like a
pink balloon …’
37–38
[4]
18 Which text features are used in the text?
Tick () two boxes.
direct speech
facts and dates
personal pronouns
reported speech
rhyming language
[2]
19 What genre is ‘An Eagle in the Snow’?
Tick () one box.
horror
legend
real life story
science fiction
© UCLES 2019
[1]
0844/02/A/M/19
[Turn over
6
Section B: Writing
Spend 30 minutes on this section.
20 Now continue the story.
You should consider:




who the man is
why the man is on the train
what happens on the journey
how the story ends.
Space for your plan:
Write your story on the next page.
© UCLES 2019
[25 marks]
0844/02/A/M/19
7
© UCLES 2019
0844/02/A/M/19
[Turn over
8
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019
0844/02/A/M/19
Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint
1111/01
ENGLISH
Paper 1 Non-fiction
INSERT
October 2019
1 hour plus 10 minutes’ reading time

This document consists of 3 printed pages and 1 blank page.
IB19 10_1111_01/2RP
© UCLES 2019
[Turn over
2
Text A
Using the stage name Charles Blondin, Jean-Francois Gravelet rightly earned the reputation as
the greatest ‘funambulist’ of his time. Upon first glance this term would seem to imply fun, but in
fact it indicates activities involving great personal risk. Funambulist means tightrope walker, and
Gravelet took that popular art form to previously unachieved heights.
The future tightrope walker and acrobat was born in France in 1824. At various times throughout
his storied career, Gravelet was billed as ‘The Great Blondin’, ‘The Daredevil Wire Walker’ and
‘The Prince of Manila’, names that are as evocative of a highly specialised skill as they are of an
era.
Gravelet became interested in high-wire acrobatics at a very early age. In 1829, a circus troupe
performed near his home, and Gravelet became enthralled by the tightrope walker. It was the
first time he had ever seen anyone attempting such stunts. As a result, he felt compelled to try
to achieve the same kind of deeds. Almost immediately after he returned home from the circus,
Gravelet erected a makeshift tightrope in his back yard, using two chairs as supporting
structures, and tried to learn the skill of rope-walking.
Instead of discouraging this rather risky pursuit, which may have been an understandable
reaction, Gravelet’s father supported his son’s ambitions. That same year, he enrolled his son in
a school focused on physical education. Gravelet proved to be quite adept, and after only six
months of training he made his amateur performance debut. Billed as ‘The Little Wonder’,
Gravelet became a popular attraction, as his performances demonstrated surprising skill and
originality.
5
10
15
20
Gravelet then toured America with an acrobat troupe that performed in New York City as part of
‘The Greatest Show on Earth’. During this period, Gravelet changed his name to Charles
Blondin, which he selected, in part, because of his blond hair.
In 1858, his itinerary took him to Niagara Falls, located near the border between the United
States and Canada. Seeing this enormous natural wonder for the first time, he became
obsessed with the idea of crossing the Falls on a tightrope.
When Blondin requested permission to cross the Falls, official roadblocks thwarted his ambition.
The surrounding community felt that the stunt would somehow reduce the Falls’ magnificent
splendour to lowbrow entertainment. In addition, local officials feared the attempt would result in
a horrifying accident. However, Blondin was eventually granted permission to string his rope
across the Falls, and on 30 June 1859, a crowd of 100 000 people witnessed Blondin’s historic
triumph.
© UCLES 2019
1111/01/INSERT/O/N/19
25
30
3
Text B
Niagara has so much to see and do, you may be wondering where to begin!
Get up close and personal and be wowed by Niagara Falls. However you choose to view the
Falls, it is a Canadian landmark that you must see, hear and feel.
In addition to the thundering wonder, Niagara offers nature lovers plenty of other awe-inspiring
options. Hike along Canada’s oldest and longest footpath, or spend a day of quiet discovery at
one of our many beaches. Trade in your four wheels for two and experience Niagara in a whole
new way. The region boasts miles of dedicated cycling trails and fantastic options for mountain
biking.
The secret’s out! Niagara has become a culinary hotspot. Celebrity chefs have opened
restaurants near the Falls and the area is Canada’s number-one food destination. With many
chefs featuring Niagara’s rich bounty of local ingredients on their menus, you’re guaranteed an
unforgettable meal. If you’re looking to unwind after a hearty meal, Niagara is home to some
top-rated, open-air spas. Where else can you partake in unique treatments using the region’s
renowned grapes?
Niagara is the place for family fun. Little travellers and teens alike will be impressed by our
water parks, which are a popular attraction adjacent to the Falls. Adults will enjoy world-class
museums and outdoor heritage sites that celebrate some of the most significant historical
events that have shaped Canada.
With a dedicated golf trail and 48 courses, Niagara has the greatest single concentration of golf
facilities anywhere in Canada. That’s over 850 different golf holes waiting for you!
DO NOT WRITE IN THIS SPACE
© UCLES 2019
1111/01/INSERT/O/N/19
5
10
15
20
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019
1111/01/INSERT/O/N/19
Cambridge Assessment International Education
Cambridge Primary Checkpoint

0844/01
ENGLISH
Paper 1 Non-fiction
October 2019
1 hour
Candidates answer on the Question Paper.
Additional Materials:
Insert
READ THESE INSTRUCTIONS FIRST
Write your centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB19 10_0844_01/4RP
© UCLES 2019
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read Text A, in the Insert, and answer questions 1–12.
1
What was Alexander Graham Bell’s job?
[1]
2
Give one word from the first paragraph (lines 1–4) that tells you that Bell was
trying different ways of doing something.
[1]
3
(a) What is fast friends in the second paragraph (lines 5–11) an example of? Tick
() one box.
alliteration
onomatopoeia
rhyme
simile
[1]
(b) What is the best definition of fast as it is used in the second paragraph? Tick
() one box.
well
quick
hard
good
[1]
4
What was Bell and Watson’s aim when they worked together?
[1]
© UCLES 2019
0844/01/O/N/19
3
5
Give one word from the second paragraph that describes the noise that Watson
made with the string.
[1]
6
Look at this sentence from the third paragraph: ‘The telephone was born!’
(Line 17) ‘Was born’ is a passive verb form.
Give two more passive verb forms from the third paragraph (lines 12–17). Write
only the verb forms, not the whole sentences.


7
[2]
How do we know that Bell was in a hurry to be granted a patent for the telephone?
[1]
8
Name two people who were in the audience when Bell first spoke about his
discovery.


9
[1]
Look at this sentence: ‘The emperor exclaimed, “My gosh! It talks!” ’ (Lines 20–21)
Why are exclamation marks ( ! ) used in the sentences above?
[1]
10 Give one word from the fourth paragraph (lines 18–22) which means the same as
‘wonders’.
[1]
11 Look at this phrase: ‘… the telephone had become a business.’ (Line 23)
What does the phrase above mean?
[1]
© UCLES 2019
0844/01/O/N/19
[Turn over
4
12 Which of the following are used throughout Text A? Tick () two boxes.
indirect speech
impersonal voice
the present tense
informal language
chronological order
[2]
Text B
Read Text B, in the Insert, and answer questions 13–20.
13 Text B is a biography. Which of the following is a typical language feature of a
biography? Tick () one box.
persuasive language
contractions
present tense
time connectives
[1]
14 Name two places where Alexander Graham Bell studied.


[2]
15 Why do people still argue about who invented the telephone?
[1]
© UCLES 2019
0844/01/O/N/19
5
16 How was Bell rewarded for his work on transmitting speech?
[1]
17 What role did Bell have at the beginning of the twentieth century?
[1]
18 (a) Why is a colon ( : ) used in line 17?
[1]
(b) Why is a semicolon ( ; ) used in line 19?
[1]
19 Bell cared about helping people who suffered from physical disabilities.
Give two examples from Text B to support this statement.


[1]
20 Look at both Text A and Text B.
Number these events about Alexander Graham Bell in the correct order. The first
and last ones have been done for you.
He moved to Canada.
He met Thomas Watson.
He was born in Edinburgh.
1
He first spoke about his discovery in Boston.
5
He started work on the mechanics of speech.
© UCLES 2019
0844/01/O/N/19
[1]
[Turn over
6
Section B: Writing
Spend 30 minutes on this section.
21 Write a biography about someone you know about. The person could be:




an actor
a famous scientist
a well-known sports star
someone else you know.
Remember to use the conventions of biography writing. Include a lot of facts.
Space for your plan:
Write your biography on the next page.
© UCLES 2019
0844/01/O/N/19
[25 marks]
7
© UCLES 2019
0844/01/O/N/19
[Turn over
8
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019
0844/01/O/N/19
Cambridge Assessment International Education
Cambridge Primary Checkpoint
0844/02
ENGLISH
Paper 2 Fiction
October 2019
INSERT
1 hour

This document consists of 2 printed pages and 2 blank pages.
IB19 10_0844_02/3RP
© UCLES 2019
[Turn over
2
Text for Section A, an extract from ‘Stig of the Dump’ by Clive King
The Ground Gives Way
If you went too near the edge of the chalk-pit the ground would give way. Barney
had been told this often enough. Everybody had told him. His grandmother, every
time he came to stay with her. His sister, every time she wasn’t telling him
something else. Barney had a feeling, somewhere in his middle, that it was
probably true about the ground giving way. But still, there was a difference
between being told and seeing it happen. And today was one of those grey days
when there was nothing to do, nothing to play, and nowhere to go. Except to the
chalk-pit. The dump.
Barney got through the rickety fence and went to the edge of the pit. This had
been the side of a hill once, he told himself. Men had come to dig away the chalk
and left this huge hole in the earth. He thought of all the sticks of chalk they must
have made, and all the blackboards in the school they must have written on.
They must have dug for hundreds of years. And then got tired of digging, or
somebody had told them to stop before they dug away all the hill. And now they
did not know what to do with this empty hole and they were trying to fill it up
again. Anything people didn’t want they threw into the bottom of the pit.
He crawled through the rough grass and peered over. The sides of the pit were
white chalk, with lines of flints poking out like bones in places. At the top was
crumbly brown earth and the roots of the trees that grew on the edge. The roots
looped over the edge, twined in the air and grew back into the earth. Some of the
trees hung over the edge, holding on desperately by a few roots. The earth and
chalk had fallen away beneath them, and one day they too would fall to the
bottom of the pit. Strings of ivy and the creeper called Old Man’s Beard hung in
the air.
5
10
15
20
Far below was the bottom of the pit. The dump. Barney could see strange bits of
wreckage among the moss and elder bushes and nettles. Was that the steering
wheel of a ship? The tail of an aeroplane? At least there was a real bicycle.
Barney felt sure he could make it go if only he could get at it. They didn’t let him
have a bicycle.
25
Barney wished he was at the bottom of the pit.
30
And the ground gave way.
Barney felt his head going down and his feet going up. There was a rattle of
falling earth beneath him. Then he was falling, still clutching the clump of grass
that was falling with him.
‘This is what it’s like when the ground gives way,’ thought Barney. Then he
seemed to turn a complete somersault in the air, bumped into a ledge of chalk
half-way down, crashed through some creepers and ivy branches, and landed on
a bank of moss.
© UCLES 2019
0844/02/INSERT/O/N/19
35
3
BLANK PAGE
DO NOT WRITE IN THIS SPACE
© UCLES 2019
0844/02/INSERT/O/N/19
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019
0844/02/INSERT/O/N/19
Cambridge Assessment International Education
Cambridge Primary Checkpoint

0844/02
ENGLISH
Paper 2 Fiction
October 2019
1 hour
Candidates answer on the Question Paper.
Additional Materials: Insert
READ THESE INSTRUCTIONS FIRST
Write your centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB19 10_0844_02/3RP
© UCLES 2019
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the text in the Insert, and answer questions 1–19.
1
Give a phrase from the first sentence (line 1) that tells us that the ground was
weak.
[1]
2
Who is Barney visiting on the day he goes to the chalk-pit?
[1]
3
Barney is not certain that what he has been warned about the chalk-pit is true.
Give one quote from the first paragraph (lines 1–8) to support this statement.
[1]
4
Give a three-word phrase from the first paragraph that tells us that Barney
might be bored.
[1]
5
Look at the second paragraph (lines 9–16).
Give one word that means ‘old and unsteady’.
[1]
6
Give two possible reasons from the text why digging at the chalk-pit ended.
[2]
7
Explain in your own words why Barney calls the chalk-pit ‘the dump’.
[1]
© UCLES 2019
0844/02/O/N/19
3
8
Look at this phrase: ‘He crawled through the rough grass …’ (Line 17)
What does the way Barney moved to the edge of the pit suggest?
[1]
9
Look at this phrase: ‘…holding on desperately by a few roots’. (Line 21)
(a) What technique is being used in the phrase above? Tick () one box.
alliteration
rhyme
simile
personification
[1]
(b) What does the phrase above tell us about the trees?
[1]
10 Give an example of a simile from the third paragraph (lines 17–24).
[1]
11 Why does the writer use questions in lines 26–27?
[1]
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12 Draw lines linking the paragraphs below to their main themes. One has been
done for you.
First paragraph
What is in the pit
Second paragraph
Description of the pit
Third paragraph
Danger around the pit
Fourth paragraph
The story of the pit
[2]
13 Why does Barney want to be in the chalk-pit?
[1]
14 What effect does the writer create by including the two, single-sentence
paragraphs in lines 30–31?
[1]
15 Choose the best words below to describe Barney’s character. Tick () two boxes.
curious
detached
obedient
indecisive
imaginative
[2]
16 Give one sentence from the last paragraph (lines 35–38) that shows Barney is
calm in a serious situation.
[1]
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17 What two things happen to soften the final impact of Barney’s fall?
[2]
18 The text is an extract from ‘Stig of the Dump.’
From the evidence in this extract, which genre do you think the story is? Tick
() one box.
fable
horror
adventure
science fiction
[1]
19 The story is told by a narrator, but it is told from Barney’s point of view.
(a) How do we know it is told from Barney’s point of view?
[1]
(b) How would the text be different if the story were told by Barney?
[1]
© UCLES 2019
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Section B: Writing
Spend 30 minutes on this section.
20 Barney is unhurt after his fall to the bottom of the chalk-pit. As he lies there he
sees a cave in front of him. Read a second extract, describing what else Barney
sees:
He lay quiet and looked around. Now that his eyes were used to it he could
see further into the dark part of the cave.
There was somebody there!
Or something!
Something, or somebody, had a lot of shaggy black hair and two bright
black eyes that were looking very hard at Barney.
‘Hello!’ said Barney.
Continue the story.
Ideas to help you:
Characters



Barney
the ‘somebody’ or ‘something’
anybody else?
Setting



the bottom of the chalk-pit?
the cave?
somewhere else?
Plot



Who or what can Barney see in the darkness?
Is the ‘somebody’ or ‘something’ friendly?
How does Barney get out of the chalk-pit?
Space for your plan:
Write your story on the next page.
© UCLES 2019
[25 marks]
0844/02/O/N/19
7
© UCLES 2019
0844/02/O/N/19
[Turn over
8
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019
0844/02/O/N/19
Cambridge International Examinations
Cambridge Primary Checkpoint
0844/01
ENGLISH
Paper 1 Non-fiction
April 2018
INSERT
1 hour

This document consists of 3 printed pages and 1 blank page.
IB18 05_0844_01/2RP
© UCLES 2018
[Turn over
2
Text A
Penguins
Penguin habitat
Penguins are found in many areas in the southern hemisphere. Most people
think they only live in very cold climates like the icy continent of Antarctica, but
they also live in milder areas like the Galapagos Islands, Australia and South
Africa. There are 17 species of penguin. It is the larger species, such as the
Emperor penguin, that live in the colder climates.
5
Penguin characteristics
Penguins are flightless birds, and on land they can only waddle along on their
feet or slide on the ice on their stomachs. However, penguins are excellent
swimmers and spend more than half their time in the sea. They can swim very
fast and dive deep under water when looking for food. A layer of fat together with
air trapped in their feathers keeps them warm in the water and on land in almost
any weather.
10
Penguin appearance
Penguins are black and white, which gives them excellent camouflage in the
water. When swimming in the ocean, their white stomachs make them hard to
see from below against the sky and sunlight above. Likewise, their black backs
mean they are difficult to spot in the dark ocean.
15
Penguins mainly eat fish. The types of fish they eat depend on where they live.
They also eat krill (tiny shrimplike animals), squid, shellfish and octopus. Due to
factors such as overfishing and climate change, fish stocks are declining. This
means that the number of penguins is decreasing too as it’s becoming more
difficult for them to feed themselves.
20
Penguin families
Every spring, penguins return to the same place to lay their eggs. Both parents
take turns sitting on the egg, or eggs, to keep them warm. They also stay close to
new-born chicks to protect them from predators. While one parent watches over
the chick, the other parent will get food, and stores it in its mouth to feed the
chick. The parents look after their chick for several months until it’s old enough to
find food for itself.
© UCLES 2018
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3
Text B
Hiking in the Polar Regions: Antarctica
Imagine standing high up on a slope, overlooking an ice-filled bay. Kayaks* glide
across it, the wind gently kisses the surface of the water, and you smile, as you
realise that Antarctica is everything you imagined it would be.
Nothing prepares you for the heart-stopping beauty of Antarctica. The sight and
sound of the amazing penguin colonies. Ice fields, ice cliffs and deep blue
icebergs that dwarf everything around. Seabirds soaring and swooping. Huge,
fabulous whales and colossal elephant seals! Sunsets and sunrises separated by
crimson-streaked skies. It really is an ice paradise!
5
Who can do it?
Anyone can take part in our hiking programme. The longer hikes last from two to
three hours, but there are shorter walks, up to a number of viewpoints or along
the beach.
10
What is provided?
Although we only organise our hikes in safe areas, conditions can change
quickly, which may result in delays. Our guides, therefore, always carry safety
equipment. We also have trekking poles for your use and snowshoes to help
improve your grip on slippery surfaces and deep snow.
What do you need to bring?
Hiking boots are required for some of the routes offered. In addition, it’s good to
have a small backpack in order to carry some extra supplies as well as an extra
layer of clothing.
Glossary
kayak: a type of small boat.
© UCLES 2018
0844/01/INSERT/A/M/18
15
4
BLANK PAGE
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.
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.
© UCLES 2018
0844/01/INSERT/A/M/18
Cambridge International Examinations
Cambridge Primary Checkpoint

0844/01
ENGLISH
Paper 1 Non-fiction
April 2018
1 hour
Candidates answer on the Question Paper.
Additional Materials:
Insert
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB18 05_0844_01/2RP
© UCLES 2018
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read Text A, in the Insert, and answer questions 1–9.
1
Look at the information in the first paragraph.
Where do Emperor penguins live?
Tick () one box.
South Africa
Australia
The Galapagos Islands
Antarctica
2
[1]
Give two words from the second paragraph which tell us how penguins move
across land.


3
[2]
A penguin has two special features that prevent it from getting too cold. What
are the two features?


4
[2]
Find one word in the third paragraph which tells us the purpose of penguins’
colouring.
[1]
5
Look at this sentence:
‘They also eat krill (tiny shrimplike animals), squid, shellfish and octopus.’
(Line 17)
Why is ‘tiny shrimplike animals’ in brackets?
[1]
© UCLES 2018
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3
6
How does a parent penguin bring fish to its young?
[1]
7
(a) Look at the subheadings in the text. Write a similar subheading that is
suitable for the fourth paragraph.
[1]
(b) What is the purpose of subheadings in a text like this?
[1]
8
Tick () two boxes that we know are true from the passage.
Penguins become independent after a few weeks.
Penguins can be found all over the world.
Penguins are finding it harder to locate food.
Penguins live most of their lives on land.
Penguins from different places eat different food.
9
[2]
Text A is a non-chronological report. Complete this table of the features of
non-chronological reports with examples from Text A.
Feature
Heading / subheading
Example from the text
Penguin families
but, however, likewise
Passive verb forms
[2]
© UCLES 2018
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Text B
Read Text B, in the Insert, and answer questions 10–15.
10 Look at this sentence:
‘Imagine standing high up on a slope, overlooking an ice-filled bay.’ (Line 1)
What effect is the writer trying to have on the reader?
[1]
11 Look at this sentence:
‘It really is an ice paradise!’ (Line 8)
Give two ways the writer has emphasised the information in this sentence.
[2]
12 Give an example of each of the following from Text B.
alliteration
personification
[2]
13 Name two things the company supplies to make walking easier.


[2]
14 Give a reason from Text B to explain why it is a good idea to take along the
following items when hiking:
extra clothing
extra supplies
© UCLES 2018
[2]
0844/01/A/M/18
5
15 Text B has five paragraphs. The main purpose of the first and second
paragraphs is to persuade the reader to go to Antarctica.
(a) What is the main purpose of the third, fourth and fifth paragraphs?
[1]
(b) Explain why the writer has chosen to use questions for subheadings in this
text.
[1]
© UCLES 2018
0844/01/A/M/18
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Section B: Writing
Spend 30 minutes on this section.
16 Text B is a persuasive article, persuading people to go on a trip to Antarctica.
Write your own persuasive article for a school magazine about a leisure-time
activity you really enjoy doing. Try to convince your readers that they would
really enjoy doing it too.
The activity could be:
 an individual or team sport
 a creative activity, such as dancing, painting, playing / listening to music
 a game, such as a computer game or board game.
Space for your plan:
Write your article on the next page.
© UCLES 2018
0844/01/A/M/18
[25 marks]
7
© UCLES 2018
0844/01/A/M/18
[Turn over
8
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.
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.
© UCLES 2018
0844/01/A/M/18
Cambridge International Examinations
Cambridge Primary Checkpoint
0844/02
ENGLISH
Paper 2 Fiction
April 2018
INSERT
1 hour

This document consists of 3 printed pages and 1 blank page.
IB18 05_0844_02/2RP
© UCLES 2018
[Turn over
2
Text for Section A, an extract from ‘The Worst Witch’ by Jill Murphy
Miss Cackle’s Academy for Witches stood at the top of a high mountain
surrounded by a pine forest. It looked more like a prison than a school, with its
gloomy grey walls and turrets. Sometimes you could see the pupils on their
broomsticks flitting like bats above the playground wall, but usually the place was
half hidden in mist, so that if you had glanced up at the mountain you would
probably not have noticed the building was there at all.
Everything about the school was dark and shadowy. There were long, narrow
corridors and winding staircases – and of course there were the girls themselves,
dressed in black gymslips, black stockings, black hob-nailed boots, grey shirts
and black-and-grey ties. The only touches of colour were the sashes round their
gymslips – a different colour for each house – and the school badge, which was
a black cat sitting on a yellow moon.
Mildred Hubble was in her first year at the school. She was one of those people
who always seem to be in trouble. She didn’t exactly mean to break rules and
annoy the teachers, but things just seemed to happen whenever she was
around. You could rely on Mildred to have her hat on back-to-front or her
bootlaces trailing along the floor. She couldn’t walk from one end of a corridor to
the other without someone yelling at her, and nearly every night she was writing
lines or being kept in (not that there was anywhere to go if you were allowed out).
Anyway, she had lots of friends, even if they did keep their distance in the potion
laboratory, and her best friend Maud stayed loyally by her through everything,
however hair-raising. They made a funny pair, for Mildred was tall and thin with
long plaits, which she often chewed absent-mindedly (another thing she was told
off about), while Maud was short and tubby, had round glasses and wore her hair
in bunches.
On her first day at the academy each pupil was given a broomstick and taught to
ride it, which takes quite a long time and isn’t nearly as easy as it looks. Half-way
through the first term they were each presented with a black kitten which they
trained to ride the broomsticks. The cats weren’t for any practical purpose except
to keep tradition going; some schools present owls instead, but it’s just a matter
of taste. Miss Cackle was a very traditional headmistress who did not believe in
any new-fangled nonsense and trained her young witches to keep up all the
customs that had been taught in her young day. At the end of the first year, each
pupil received a copy of The Popular Book of Spells, a three-inch thick volume
bound in black leather. This was not really to be used, as they already had
paperback editions for the classroom, but like the cats it was another piece of
tradition. Apart from yearly prize-giving, there were no more presentations until
the fifth and final year when most pupils were awarded the Witches Higher
Certificate. It did not seem likely that Mildred would ever get that far. After only
two days at the school she crashed her broomstick into the yard wall, breaking
the broomstick in half and bending her hat.
© UCLES 2018
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5
10
15
20
25
30
35
40
3
DO NOT WRITE IN THIS SPACE
© UCLES 2018
0844/02/INSERT/A/M/18
4
BLANK PAGE
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.
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.
© UCLES 2018
0844/02/INSERT/A/M/18
Cambridge International Examinations
Cambridge Primary Checkpoint

0844/02
ENGLISH
Paper 2 Fiction
April 2018
1 hour
Candidates answer on the Question Paper.
Additional Materials:
Insert
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB18 05_0844_02/2RP
© UCLES 2018
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the Text in the Insert, and answer questions 1–18.
1
Look at the first two paragraphs (lines 1–12). Which two statements about The
Academy for Witches are true?
Tick () two boxes.
It is a school for girls and boys.
It has an outside area.
It is situated in a valley.
It has more than one floor.
It is painted in dark colours.
2
[2]
‘Sometimes you could see the pupils on their broomsticks flitting like bats …’
(Lines 3–4)
(a) What is flitting like bats an example of?
Tick () one box.
alliteration
metaphor
rhyme
simile
[1]
(b) Explain in your own words what flitting like bats means. Think about the
kind of movement and the imagery.
flitting
like bats
© UCLES 2018
[2]
0844/02/A/M/18
3
3
Look at this phrase: ‘… but usually the place was half hidden in mist, …’.
(Lines 4–5)
What atmosphere does the writer create with this description?
[1]
4
What are the main colours of the Academy’s uniform?
[1]
5
Give two quotations from the first two paragraphs to show that the writer
thinks the Academy looked like a depressing place.


[2]
6
Why do the teachers get angry with Mildred?
[1]
7
‘… but things just seemed to happen whenever she was around.’ (Lines 15–16)
What does the writer suggest about Mildred’s behaviour in this sentence?
[1]
8
In the potion laboratory, why do Mildred’s friends ‘keep their distance’ (line 20)?
[1]
9
Give one word or short phrase from the third paragraph which means the
same as scary.
[1]
10 From the information given in the third paragraph, why should Mildred be happy
to have Maud as a friend?
[1]
© UCLES 2018
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4
11 Why was Mildred given a black kitten?
[1]
12 Look at this phrase: ‘… it’s just a matter of taste.’ (Lines 30–31) What does
taste mean in this phrase?
Tick () one box.
pleasant flavour
individual opinion
personal preference
nice style
[1]
13 Apart from the black kitten, Mildred was given two other objects in her first
year at the Academy. What were they?
[1]
14 Give one sentence from the text that shows the writer is not confident about
Mildred’s chances of graduating from the Academy.
[1]
15 (a) The headmistress is called Miss Cackle.
Do you think the name suggests that she is a nice person?
Yes
No
Explain your answer.
[1]
(b) Find the best word in the text to describe Miss Cackle’s character.
[1]
© UCLES 2018
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5
16 This story is told by a narrator.
Give two ways the story would be different if it was written from the point of
view of Mildred.


[2]
17 (a) Look at these two phrases from the text:
‘… their gymslips – a different colour for each house – and the school
badge …’ (Lines 10–11)
‘… which she often chewed absent-mindedly (another thing she was told
off about) …’ (Lines 23–24)
Why have dashes and brackets been used in these phrases?
[1]
(b) The writer could have used commas ( , ) instead of dashes in the phrase
above. What effect does using dashes instead of commas have here?
[1]
18 What genre of text is The Worst Witch?
Tick () one box.
fantasy
horror
legend
traditional tale
© UCLES 2018
[1]
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6
Section B: Writing
Spend 30 minutes on this section.
19 Read the paragraph below.
Miss Cackle was very angry with Mildred when she saw that she had broken her
broomstick. Mildred promised her that she could mend the stick, but what
happened surprised everyone!
Now continue the story to explain what happened next to Mildred.
Ideas to help you:
Plot
Was Mildred able to mend the broomstick?
What happened when Mildred tried to fly on it?
What happened that was so surprising?
Characters
Mildred
Maud
Miss Cackle
Anyone else?
Setting
The Academy?
Do they fly somewhere else?
Space for your plan:
Write your story on the next page.
© UCLES 2018
[25 marks]
0844/02/A/M/18
7
© UCLES 2018
0844/02/A/M/18
[Turn over
8
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.
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.
© UCLES 2018
0844/02/A/M/18
Cambridge International Examinations
Cambridge Primary Checkpoint
0844/01
ENGLISH
Paper 1 Non-fiction
October 2018
INSERT
1 hour

This document consists of 3 printed pages and 1 blank page.
IB18 10_0844_01/3RP
© UCLES 2018
[Turn over
2
Text A
The Aztecs
A powerful civilisation in Mexico over 700 years ago
What was Aztec family life like?
Family life was important to the Aztecs. Within the family, everybody had a role.
Husbands generally worked outside the home as farmers, craftsmen or as
soldiers. Wives worked at home, weaving cloth for the family’s clothes and
cooking.
What did Aztec children do?
Surprisingly, by law, all Aztec children had to go to school. At that time in history,
girls from many other civilisations were not educated. Aztec boys and girls went to
separate schools. Boys learned about farming or learned a craft such as pottery
or feather-work. They also learned about their religion, and how to fight. Girls
were taught about religion too, and how to cook and make clothing.
What kinds of homes did Aztecs live in?
The wealthiest people lived near the main square in large stone houses. These
houses had several rooms and some even had an upstairs. There was a separate
room for bathing. Inside the house, the walls were painted in bright colours.
Poorer people lived on the edge of the city in simple, undecorated homes made of
sun-dried mud. These houses usually had only one big room, which was divided
into different areas with no upstairs.
5
10
15
What did Aztec people wear?
There were astonishingly strict rules about clothing in Aztec society. These rules
included laws about the decorations and colours people could wear. For example,
only the most important people could wear clothing decorated with feathers, and
only the emperor could wear a turquoise-coloured cloak.
What was the Aztec diet like?
Maize, a food similar to corn, was a staple. The other typical foods were beans
and squash. Besides these, Aztecs sometimes ate fish, honey or snake meat.
And the cocoa bean, considered highly valuable by the Aztecs, was made into a
chocolate drink.
© UCLES 2018
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3
Text B
Christopher Columbus
Christopher Columbus is well-known as an explorer. He was born in Genoa, in
Italy, in 1451, but later lived in Portugal, where he was taught how to make maps
and pilot a ship. He’s famous for discovering America, although it was already
populated of course. However, it was Columbus’s voyage that started the
exploration of America by Europeans.
Columbus didn’t start out looking for America; it was actually China that appealed
to him for its great riches. However, travelling to China on the Silk Road overland
from Europe was unsafe, and sailing around Africa to get there took too long.
Columbus thought it would be easier to get there by sailing west across the
Atlantic Ocean. He believed that China was about 4 000 kilometres from Portugal.
He was wrong. It is, in fact, 16 000 kilometres away. However, it would still have
been a good plan if only America hadn’t been in the way!
Columbus needed money for his voyage. He finally convinced King Ferdinand of
Spain to back him, and on August 3, 1492, he set sail. The voyage was long and
difficult. At one point, Columbus promised he would turn back in two days if they
hadn’t found land. In his journal, however, he wrote that he had no intention of
turning back.
Then, on October 12, 1492, land was spotted. It was a small island near the coast
of America. Columbus called the people there ‘Indians’ because he thought he’d
landed in Asia!
© UCLES 2018
0844/01/INSERT/O/N/18
5
10
15
20
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2018
0844/01/INSERT/O/N/18
Cambridge International Examinations
Cambridge Primary Checkpoint

0844/01
ENGLISH
Paper 1 Non-fiction
October 2018
1 hour
Candidates answer on the Question Paper.
Additional Materials:
Insert
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB18 10_0844_01/4RP
© UCLES 2018
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read Text A, in the Insert, and answer questions 1–10.
1
What three jobs did Aztec men do?



2
[1]
Explain why the writer is surprised that all Aztec children went to school.
[1]
3
In school, children were taught the skills they needed for adult life.
What else does the text say they studied?
[1]
4
How were the homes of rich Aztecs different from the homes of ordinary Aztecs?
Complete the table below.
Homes of rich Aztecs
Homes of ordinary Aztecs
near the main square
made of sun-dried mud
[4]
5
What kind of Aztec people wore feathered cloaks?
[1]
© UCLES 2018
0844/01/O/N/18
3
6
(a) What did the Aztecs think about the colour turquoise?
[1]
(b) Give evidence from the text to support your answer.
[1]
7
Find an example of an opinion in the fourth paragraph.
[1]
8
Which noun in the fifth paragraph means any food that is eaten regularly?
[1]
9
‘And the cocoa bean, considered highly valuable by the Aztecs, was made into
a chocolate drink.’ (Lines 22–23)
Why are commas ( , ) used in the sentence above?
Tick () one box.
to emphasise
to give an example
to add information
to list items
[1]
10 In Text A, questions are used as headings. Explain how this helps the reader.
Give two ways.


© UCLES 2018
[2]
0844/01/O/N/18
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4
Text B
Read Text B, in the Insert, and answer questions 11–19.
11 Which country was Columbus from?
[1]
12 Find an example of a passive verb form in the first paragraph.
[1]
13 There were people in America before Columbus arrived.
Which short phrase shows the writer believes everyone knows this?
[1]
14 Tick () one box.
The Silk Road was
a short journey.
a slow passage around Africa to China.
a dangerous route.
a direct voyage across the Atlantic to China.
[1]
15 ‘He was wrong.’ (Line 11)
What is the effect of this short sentence?
[1]
© UCLES 2018
0844/01/O/N/18
5
16 It took a long time for Christopher Columbus to get help to pay for the trip.
Which one word in the third paragraph tells us this?
[1]
17 ‘At one point, Columbus promised he would turn back in two days if they hadn’t
found land. In his journal, however, he wrote that he had no intention of turning
back.’ (Lines 15–17)
Explain why the writer uses the word however in the second sentence above.
[1]
18 The writer thinks it is amusing that Columbus believed he had arrived in Asia.
How does the writer show this?
[1]
19 Text B is part of a biography.
(a) What is the purpose of a biography?
[1]
(b) Give two features of a biography that are used in Text B.


© UCLES 2018
[1]
0844/01/O/N/18
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6
Section B: Writing
Spend 30 minutes on this section.
20 Text A is an information text about a historical civilisation. Write an information
text about everyday life where you live.
You could include some of the following:
 family life
 education
 homes
 clothing
 food.
Remember, this is an information text not a personal recount, so use the
conventions of an information text. For example, use the third person.
Space for your plan:
Write your information text on the next page.
© UCLES 2018
0844/01/O/N/18
[25 marks]
7
© UCLES 2018
0844/01/O/N/18
[Turn over
8
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2018
0844/01/O/N/18
Cambridge International Examinations
Cambridge Primary Checkpoint
0844/02
ENGLISH
Paper 2 Fiction
October 2018
INSERT
1 hour

This document consists of 3 printed pages and 1 blank page.
IB18 10_0844_02/3RP
© UCLES 2018
[Turn over
2
Text for Section A, an extract from ‘Matilda’ by Roald Dahl
At two o’clock sharp the class assembled, including Miss Honey, who noted that
the jug of water and the glass were in the proper place. Then she took up a
position standing right at the back. Everyone waited. Suddenly in marched the
gigantic figure of the Headmistress in her belted smock and green breeches.
‘Good afternoon, children,’ she barked.
5
‘Good afternoon, Miss Trunchbull,’ they chirruped*.
The Headmistress stood before the class, legs apart, hands on hips, glaring at
the small boys and girls who sat nervously at their desks in front of her.
‘Not a very pretty sight,’ she said. Her expression was one of utter distaste.
‘What a bunch of nauseating little warts you are.’
10
Everyone had the sense to stay silent.
‘It makes me vomit,’ she went on, ‘to think that I am going to have to put up with
a load of garbage like you in my school for the next six years. I can see that I’m
going to have to expel as many of you as possible as soon as possible to save
myself from going round the bend.’ She paused and snorted several times. It
was a curious noise. You can hear the same sort of thing if you walk through a
riding-stable when the horses are being fed. ‘I suppose,’ she went on, ‘your
mothers and fathers tell you you’re wonderful. Well, I am here to tell you the
opposite, and you’d better believe me. Stand up, everybody!’
They all got quickly to their feet.
15
20
‘Now put your hands out in front of you. And as I walk past I want you to turn
them over so I can see if they are clean on both sides.’
The Trunchbull began a slow march along the rows of desks inspecting the
hands. All went well until she came to a small boy in the second row.
‘What’s your name?’ she barked.
25
‘Nigel,’ the boy said.
‘Nigel what?’
‘Nigel Hicks,’ the boy said.
‘Nigel Hicks what?’ the Trunchbull bellowed. She bellowed so loud she nearly
blew the little chap out of the window.
© UCLES 2018
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30
3
‘That’s it,’ Nigel said. ‘Unless you want my middle names as well.’ He was a
brave little fellow and one could see that he was trying not to be scared by the
Gorgon* who towered above him.
‘I do not want your middle names, you blister!’ the Gorgon bellowed. ‘What is my
name?’
35
‘Miss Trunchbull,’ Nigel said.
‘Then use it when you address me! Now then, let’s try again. What is your
name?’
‘Nigel Hicks, Miss Trunchbull,’ Nigel said.
‘That’s better,’ the Trunchbull said. ‘Your hands are filthy, Nigel! When did you
last wash them?’
40
‘Well, let me think,’ Nigel said. ‘That’s rather difficult to remember exactly. It
could have been yesterday or it could have been the day before.’
The Trunchbull’s whole body and face seemed to swell up as though she were
being inflated by a bicycle-pump.
‘I knew it!’ she bellowed.
Glossary
to chirrup: to make a sound like a bird
Gorgon: a mythical monster
DO NOT WRITE IN THIS SPACE
© UCLES 2018
0844/02/INSERT/O/N/18
45
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2018
0844/02/INSERT/O/N/18
Cambridge International Examinations
Cambridge Primary Checkpoint

0844/02
ENGLISH
Paper 2 Fiction
October 2018
1 hour
Candidates answer on the Question Paper.
Additional Materials:
Insert
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 9 printed pages, 3 blank pages and 1 Insert.
IB18 10_0844_02/4RP
© UCLES 2018
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the Text in the Insert, and answer questions 1–19.
1
What does ‘the class assembled’ (line 1) mean?
Tick () one box.
The class took out their books.
The class went outside to play.
The class came together as a group.
The class sang a song.
2
[1]
What does Miss Honey’s name suggest about her character?
[1]
3
What two objects did Miss Honey check when she came into the classroom?


4
[1]
‘Everyone waited. Suddenly in marched the gigantic figure of the Headmistress
in her belted smock and green breeches.’ (Lines 3–4)
(a) What effect does the short sentence create?
[1]
(b) The word suddenly comes immediately after the short sentence. What
effect does this have?
[1]
© UCLES 2018
0844/02/O/N/18
3
5
Look at lines 5–6.
The narrator tells us the children chirruped, which is the pleasant sound birds
make. In comparison, we are told Miss Trunchbull barked.
Why does the narrator do this?
[1]
6
Look at lines 7–8.
Give two reasons why the children felt uneasy when Miss Trunchbull stood
facing them before she started to speak.


[2]
7
‘Her expression was one of utter distaste.’ (Line 9)
Which word below means the same as utter in the sentence above?
Tick () one box.
near
total
mixed
horrible
8
[1]
Look at the eighth paragraph (lines 12–19).
(a) Find an example of a metaphor in the eighth paragraph.
[1]
© UCLES 2018
0844/02/O/N/18
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4
(b) ‘ … to save myself from going round the bend.’ (Lines 14–15)
‘Going round the bend’ is an idiom. What does it mean?
Tick () one box.
becoming crazy
becoming furious
becoming exhausted
becoming embarrassed
9
[1]
Which sentence below about Miss Trunchbull is true?
Tick () one box.
She is waiting for the children to sit down.
She agrees with the children’s parents.
She feels nervous teaching the class.
She plans to get rid of most of the class.
[1]
10 What does the writer compare the sound Miss Trunchbull makes to?
[1]
11 ‘The Trunchbull began a slow march along the rows of desks inspecting the
hands.’ (Lines 23–24)
Give two ways the narrator makes this seem like a military scene.


© UCLES 2018
[2]
0844/02/O/N/18
5
12 Give one quote from lines 21–25 that shows the writer is suggesting
something unpleasant is about to happen.
[1]
13 Look at lines 25–31.
(a) Why is ‘Nigel what?’ written on a new line?
[1]
(b) ‘That’s it,’ Nigel said.
Write the sentence above as reported speech.
[1]
14 Look at lines 26–33.
Which sentence below is true?
Tick () one box.
The narrator thinks Nigel is being rude.
The narrator thinks Miss Trunchbull is being patient.
The narrator thinks Miss Trunchbull is being unkind.
The narrator thinks Nigel is being unhelpful.
[1]
15 Give one phrase from lines 31–36 that highlights the difference in size
between Miss Trunchbull and Nigel.
[1]
16 Why does Miss Trunchbull stop at Nigel?
[1]
© UCLES 2018
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6
17 Look at lines 40–45.
Explain in your own words what causes Miss Trunchbull’s body and face to
start to swell up.
[1]
18 Throughout the text, the narrator refers to the headmistress as ‘the Trunchbull’
instead of ‘Miss Trunchbull’.
What does the use of the imply about the narrator’s attitude towards the
headmistress?
[1]
19 This story is told by a narrator.
Give two ways the story would be different if it was written from the point of
view of Miss Trunchbull.


[2]
© UCLES 2018
0844/02/O/N/18
7
Section B: Writing
Spend 30 minutes on this section.
20 Imagine you are a new student at the school where Miss Trunchbull is the
headmistress. On your first day, you do something that makes Miss Trunchbull
very angry.
Write a story about what happens.
Ideas to help you:
Character
you
Miss Trunchbull
others?
Setting
the classroom?
Miss Trunchbull’s office?
somewhere else in the school?
Plot
What do you do?
Does it involve other children?
What does Miss Trunchbull say to you?
How is the situation resolved?
Space for your plan:
Write your story on the next page.
© UCLES 2018
[25 marks]
0844/02/O/N/18
[Turn over
8
© UCLES 2018
0844/02/O/N/18
9
© UCLES 2018
0844/02/O/N/18
10
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© UCLES 2018
0844/02/O/N/18
11
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© UCLES 2018
0844/02/O/N/18
12
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2018
0844/02/O/N/18
Cambridge International Examinations
Cambridge Primary Checkpoint

ENGLISH
0844/01
Paper 1
April 2017
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 12 printed pages.
IB17 05_0844_01/7RP
© UCLES 2017
[Turn over
2
Section A: Reading
Spend 20 minutes on this section.
Read the text and then answer the questions.
Swimming the English Channel
The English Channel is 34 kilometres across at the shortest point, from 1st paragraph
Dover in England to Cap Gris Nez in France. Every year, hundreds of
people attempt to swim across this part of the channel, but the success
rate is lower than 10%, and the swim has become known as ‘the Everest
of open-water swimming’.
‘There are a lot of factors that combine to make the swim hard but the 2nd
cold is the biggest hurdle,’ says Alison Streeter, who holds the world
record with a staggering 43 successful swims across the channel.
‘It’s not about the distance – lots of people can swim the equivalent in a 3rd
pool,’ she says, ‘It comes down to the cold. Athletic swimmers are often all
muscle and don’t have much fat on them. This means they get cold more
quickly, and once cold gets into your muscles it is very hard to continue.’
Besides hypothermia* and the risk of cramp*, there are also external 4th
horrors to contemplate such as jellyfish and raw sewage. Then, because
this is a shipping lane, there are 600 commercial ship movements and 80
to 100 ferry crossings between Dover and Calais every day to avoid.
The tides in this part of the Channel are particularly strong and change 5th
direction approximately every six hours. The wind and weather are a
problem too as the Dover Straits are dominated by local weather
conditions that can change very quickly and are hard to forecast
accurately.
The first person to swim unassisted across the Straits of Dover was 6th
Captain Matthew Webb on 25 August 1875. The current world record
holder for the fastest Channel swim is Christof Wandratsch, a German
athlete, who completed his swim in just over seven hours in 2005. The
youngest person to make the crossing, a boy called Thomas Gregory,
was just 11 years old.
Glossary
hypothermia: the condition of having an extremely low body temperature
cramp: contraction of muscles
1
Name the places at either side of the narrow part of the English Channel.
[1]
2
Why do fit athletes in particular have problems with the cold when they are
trying to swim across the English Channel?
[1]
© UCLES 2017
0844/01/A/M/17
3
3
Tick () two boxes to show what problems, according to the text,
swimmers may encounter when they attempt to swim across the Channel.
private sailing boats
sea birds
shark attacks
ships and ferries
waste matter
4
[2]
Rewrite the fifth paragraph to include most of the main points, using no
more than 25 words.
[2]
5
Tick () the best description of the text Swimming the English Channel.
It contains only facts.
It contains mostly facts.
It contains mostly opinions.
It contains about half facts and half opinions.
© UCLES 2017
0844/01/A/M/17
[1]
[Turn over
4
6
Compare these texts.
Text 1
Text 2
You should start training for your
swim months in advance. You can
start this at your local pool. Most
Channel
swimmers,
however,
acclimatise themselves to local
conditions on the beaches of
Folkestone or Hythe in England.
It’s a good idea to start training for
your swim a few months ahead of it.
Your local pool is a great place to
start with but it’s probably best to get
used to the really cold water by
taking a dip in the sea at Folkestone
or Hythe in England.
The information in both texts is the same but the language used is different.
Tick () the text you prefer to read.
Text 1
Text 2
Explain why you chose that text.
[1]
© UCLES 2017
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5
Read this text about jellyfish, and then answer the questions.
Facts about jellyfish
What are jellyfish?
Jellyfish have existed for more than 650 million years and happen to be the
oldest living creatures on the planet. Despite their name, they are not fish
but simple marine invertebrates.
What are they made of?
The jellyfish body lacks any skeletal structure, and is made up of a
gelatinous or jelly-like substance which is 95% water. This is protected by a
thin outer layer called an epidermis. Only 5% of the jellyfish body is solid
matter. They have no heart, lungs, brain or nervous system. Some, though,
possess eye spots capable of sensing light from dark.
How do they breathe?
The walls of their bodies and tentacles are so thin that oxygen is able to
pass directly from the water into their internal organs.
Why do some jellyfish sting?
Some jellyfish have millions of very small cells in their tentacles called
nematocysts. These cells are used to capture food by injecting toxin into
the prey.
How do they swim?
Jellyfish swim by jet propulsion. The jellyfish will expand then quickly
contract its bell-shaped body, which forces water away from the bell and
pushes the jellyfish in the opposite direction.
What do they eat?
They feed on tiny fish, larvae, crustaceans and zooplankton. Some even
eat other jellyfish!
7
(a) Which animal group does the jellyfish belong to?
[1]
(b) In which part of a jellyfish do you find nematocyst cells?
[1]
© UCLES 2017
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[Turn over
6
8
Tick () two boxes to show which statements about jellyfish are FALSE.
The outer layer of a jellyfish is called gelatine.
Jellyfish existed before sharks.
Some jellyfish eat each other.
Jellyfish absorb oxygen through their mouth opening.
The body of a jellyfish consists mainly of water.
9
[2]
Using the text, explain why the body of a jellyfish collapses as soon as it is
removed from water.
[1]
© UCLES 2017
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7
10 These questions refer to both texts.
(a) What is the purpose of the sub-headings in the text Facts about
jellyfish?
[1]
(b) In the text Swimming the English Channel, paragraphs are used.
Draw lines to link each paragraph with its main topic. The first two
have been done for you.
1st
paragraph
2nd
paragraph
3rd
paragraph
4th
paragraph
5th
paragraph
6th
paragraph
© UCLES 2017
Who are the world record holders?
What is the English Channel swim?
What other factors make it difficult to
swim across the Channel?
What is the main problem you face when
swimming across the Channel?
Why is the cold such a problem?
Why can the tides and weather conditions also
make the swim difficult to complete?
0844/01/A/M/17
[1]
[Turn over
8
Section B: Writing
Spend 25 minutes on this section.
11 Swimming the English Channel and Facts about jellyfish are both articles
taken from information books.
Write your own article for an information book about a topic or an object that
you know something about. It could be:
a sport or sport event
for example
 cycling
 skateboarding
 tennis
 football.
an unusual animal
for example
 a tortoise
 a tiger
 a dragonfly
 a dog.
PLANNING
Spend about five minutes making notes in this box:
Purpose and audience
[6]
Punctuation
[2]
Text structure
[5]
Spelling
[2]
Sentence structure
[5]
© UCLES 2017
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9
Write your article here:
© UCLES 2017
0844/01/A/M/17
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10
Section C: Grammar, Punctuation and Vocabulary
Spend 15 minutes on this section.
12 Join the underlined word in each of these sentences to match the correct
word class.
13
They have no brain, heart
or bones.
noun
There are external horrors
to contemplate.
adverb
Weather conditions are
hard to forecast
accurately.
adjective
Only 5% of the body of
the jellyfish is solid matter.
conjunction
[2]
(a) Underline the main clause in this sentence:
The current world record holder for the fastest Channel swim is
Christof Wandratsch, a German athlete, who completed his swim in
[1]
just over seven hours in 2005.
(b) Rewrite this sentence:
David Walliams completed the crossing in 10 hours and 34
minutes.
Include this clause:
who is a famous actor
Remember to add punctuation. Do not add or change any words.
[2]
© UCLES 2017
0844/01/A/M/17
11
14
(a) Change this sentence from the past to the present:
The swimmers were crossing the centre of the Channel when they
suddenly saw a shoal of fish ahead.
[1]
(b) Complete the sentences by writing the passive forms of the verbs given
in brackets. The first one has been done for you.
Jellyfish (find) are found in oceans around the world.
In 2004, the world record (break)
by a
70-year-old woman.
A jellyfish’s body (make)
of 95% water.
The swimmers (support)
15
by people in boats.
[2]
Correct two mistakes in this sentence. Do not change the meaning.
Some jellyfish is transparent which keeps they
h i d d e n f r o m h u n g r y t u r t l e s.
[1]
16 Choose from simple, compound or complex to describe these sentences.
Sentence
Type of sentence
It was a really challenging swim but
he enjoyed it.
Due to the terrible weather
conditions, the swimmer ended up
swimming 56 km to avoid swells.
© UCLES 2017
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[1]
[Turn over
12
17
Add two apostrophes to this sentence:
T h e s w i m m e r s a r m s a n d l e g s w e r e
a c h i n g s o m u c h t h a t h e d i d n t s e e t h e
j e l l y f i s h w i t h i t s t e n t a c l e s s p r e a d o u t . [1]
18
19
Add the missing punctuation to these sentences:
“D i d y o u g e t s t u n g b y t h a t
a s k e d t h e m a n i n t h e b o a t.
j e l l y f i s h
“Y e s s a i d
h u r t s”
i t
t h e
s w i m m e r
a n d
r e a l l y
[2]
Reread this extract from Swimming the English Channel.
‘There are a lot of factors that combine to make the swim hard but the
cold is the biggest hurdle,’ says Alison Streeter …
Write other words or phrases that mean the same as the underlined words.
Your new words must keep the meaning and make sense in the sentence.
factors
[2]
hurdle
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2017
0844/01/A/M/17
Cambridge International Examinations
Cambridge Primary Checkpoint
0844/02
ENGLISH
April 2017
Paper 2 INSERT

This document consists of 3 printed pages and 1 blank page.
IB17 05_0844_02/6RP
© UCLES 2017
[Turn over
2
Read this extract adapted from ‘The Secret Garden’ by Frances Hodgson Burnett and
then answer the questions.
Mary is an orphan who has been sent to live with her uncle on his large estate. In this
extract she hears a strange noise while she is playing alone in the garden and goes to
investigate where the sound is coming from.
***
It was a very strange thing indeed. She quite caught her breath as she stopped to look
at it. A boy was sitting under a tree, with his back against it, playing on a rough
wooden pipe. He was a funny-looking boy about twelve. He looked very clean and his
nose turned up and his cheeks were as red as poppies, and never before had
Mistress Mary seen such round blue eyes in any boy’s face. On the trunk of the tree
he leaned against, a brown squirrel was clinging and watching him, and quite near
him were two rabbits sitting up and sniffing with tremendous noses – and actually it
appeared as if they were all drawing near to watch him and listen to the strange, low,
little calls his pipe seemed to make.
When he saw Mary he held up his hand and spoke to her in a voice almost as low as,
and rather like, his piping.
‘Don’t move,’ he said. ‘It’d flight them.’
Mary stood frozen, not daring to move a muscle. He stopped playing his pipe and
began to rise from the ground. He moved so slowly that it scarcely seemed as though
he were moving at all, but at last he stood on his two feet and then the squirrel
scampered back up into the branches of his tree and the rabbits dropped on all fours
and began to hop away, though not at all as if they were frightened.
‘I’m Dickon,’ the boy said. ‘I know you’re Miss Mary.’
He had a wide, red, curving mouth and his smile spread all over his face.
‘I got up like that,’ he explained, ‘because if you make a quick move it startles them. A
body has to move gently and speak low when wild things are about.’
He did not speak to her as if they had never seen each other before, but as if he knew
her quite well. Mary knew nothing about boys, and spoke to him a little stiffly because
she felt rather shy.
‘Did you get Martha’s letter?’ she asked.
He nodded his curly, rust-coloured head.
‘That’s why I came.’
© UCLES 2017
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3
He stopped to pick up something which had been lying on the ground beside him
when he said, ‘I’ve got the garden tools you wanted. There’s a little spade and rake
and fork. Eh! They are good ones. And the woman in the shop threw in a packet of
white poppy when I bought the other seeds.’
‘Will you show the seeds to me?’ Mary said.
She wished she could talk as he did. His speech was so quick and easy. It sounded
as if he liked her and was not the least afraid she would not like him, even though he
was only a common country boy, in patched-up clothes and with a funny face and a
rough, rusty-red head. As she came closer to him, she noticed that there was a clean
fresh scent of heather* and grass and leaves about him, almost as if he were made of
them. She liked it very much, and when she looked into his funny face with red cheeks
and round blue eyes she forgot that she had felt shy.
Glossary
heather: a wild plant
DO NOT WRITE IN THIS SPACE
© UCLES 2017
0844/02/INSERT/A/M/17
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2017
0844/02/INSERT/A/M/17
Cambridge International Examinations
Cambridge Primary Checkpoint

ENGLISH
0844/02
Paper 2
April 2017
1 hour
Candidates answer on the Question Paper.
Additional Materials: Insert
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB17 05_0844_02/5RP
© UCLES 2017
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the passage from The Secret Garden by Frances Hodgson Burnett
in the INSERT and then answer these questions.
1
Read the statements about Dickon. Tick () two boxes that we know are
TRUE about him from the passage.
His speech was slow and strange.
He had untidy hair.
He wore clean, new clothes.
He had a pale face.
He smelt of natural things.
2
[2]
What did Mary think was the most unusual thing about Dickon’s appearance?
[1]
3
When Mary first saw Dickon under the tree, playing his pipe, what was
surprising about the scene?
[1]
4
Why did Dickon speak to Mary in a low voice when he first saw her?
[1]
© UCLES 2017
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3
5
Was Dickon expecting to meet Mary?
Tick () one box.
Yes
No
Give a reason from the text to support your answer.
[1]
6
The wild animals were not frightened of Dickon. What does this tell you about
Dickon?
[1]
7
Do you think Dickon is a confident boy?
Tick () one box.
Yes
No
Explain your answer in your own words.
Explanation
Words and phrases from the text to support your explanation
[2]
8
What made Dickon go to the shop to buy the gardening tools for Mary?
[1]
© UCLES 2017
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4
9
During this meeting between Mary and Dickon, how do Mary’s feelings
towards Dickon change?
Give evidence from the text to support your answer.
[2]
10 Who is the point of view character in the story?
Explain how you know.
[2]
11 The sentence below comes from the text. Look at the underlined phrase.
‘Mary stood frozen, not daring to move a muscle.’
(a) Tick () one box to say what technique is being used here.
Alliteration
Metaphor
Personification
Rhyme
Simile
© UCLES 2017
[1]
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5
(b) Explain what the underlined phrase means and why it is appropriate.
[2]
12 (a) The text is a short extract from the book, The Secret Garden.
From the evidence in this extract, which genre do you think the story is?
Science fiction
Legend
Horror
Adventure
Ghost story
[1]
(b) Name two features of the genre you chose for 12(a).
1
2
© UCLES 2017
[2]
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[Turn over
6
Section B: Writing
Spend 30 minutes on this section.
13 Read a second extract adapted from The Secret Garden. It is the moment
that Mary shows a disbelieving Dickon a door to a secret garden.
She led him round the laurel path and to the walk where the ivy grew so
thickly. Dickon followed her with an odd, almost pitying look on his face.
When she stepped to the wall and lifted the hanging ivy he gasped in
amazement. There was a door! Mary pushed it slowly open.
‘It’s a secret garden …’
Now continue the story yourself.
Characters
There are at least two characters:
● Mary
● Dickon
Are there any other characters?
● a gardener?
● someone else who knows about the secret garden?
Setting
● The secret garden?
● The house which the garden belongs to?
Plot
● What do they find in the secret garden?
● Why is the garden secret?
● Does something happen to the children in the secret garden?
PLANNING
Spend up to five minutes making notes in this box to plan your story.
© UCLES 2017
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7
Write your story here.
© UCLES 2017
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[Turn over
8
Content
[5]
Punctuation
[4]
Purpose and audience
[4]
Vocabulary
[3]
Text structure
[5]
Spelling
[4]
Sentence structure
[5]
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2017
0844/02/A/M/17
Cambridge International Examinations
Cambridge Primary Checkpoint

ENGLISH
0844/01
Paper 1
April 2016
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 12 printed pages.
IB16 05_0844_01/3RP
© UCLES 2016
[Turn over
2
Section A: Reading
Spend 20 minutes on this section.
Read the text and then answer the questions.
The dawn chorus
The dawn chorus
In spring, as the days lengthen, birds burst into song around first light in a
phenomenon that is known as the ‘dawn chorus’. Birds sing throughout the day, but at
dawn they sing together to create an amazing symphony.
Early birds
The dawn chorus begins an hour or so before sunrise and may continue for an hour
afterwards. It can be heard from March through to July and is at its peak in May, after
the main arrivals of birds visiting for the summer.
Worm-eating birds, such as song thrushes, blackbirds and robins start to sing earlier
in the chorus than smaller, insect-eating birds, such as wrens and warblers. The order
they join in is believed to be related to the size of the birds’ eyes. Those with larger
eyes can see better in lower light levels, so are the first to make themselves heard.
Singing together
Most of the dawn chorus can be attributed to male songbirds. They sing to defend
their territories and attract females. But why first thing in the morning? It is thought
that the low light levels at dawn make it a bad time for a bird to forage for food, but a
good time to make a lot of noise while still avoiding predators. Also, at dawn the
density of the air makes it clear and still which allows sound to carry farther.
The songs
The songs of birds are learned, not inherited. Within a couple of months, young birds
develop a basic song which they then refine over the next year by listening to other
more mature adults of their own species. Some birds, such as the house sparrow,
have just one song. By comparison, other birds, such as song thrushes and
nightingales have several different songs in their repertoire.
1
What is the dawn chorus?
[1]
© UCLES 2016
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3
2
How long in the morning can the dawn chorus go on for?
[1]
3
Tick () two boxes to show which statements below are true.
Only male birds sing.
The smaller a bird’s eyes, the earlier it will start to sing.
Bird song can be heard over a greater distance in the early morning.
The dawn chorus is quieter in May.
Blackbirds start to sing before wrens.
4
[2]
Rewrite the last paragraph to include the main points using no more than 30
words.
[2]
5
Tick () the best description of the text The dawn chorus.
It contains mostly opinions.
It contains mostly facts.
It contains about half facts and half opinions.
© UCLES 2016
0844/01/A/M/16
[1]
[Turn over
4
6
Compare these texts.
Text 1
Text 2
Can you believe that some amazing
birds can mimic the sounds they
hear? Take starlings, for example.
These clever little critters can copy
human sounds like telephone rings
or car sirens and then reproduce
them in their own sweet melodies.
How about that for a good party
trick?
One species of bird, the starling, is
known to be an excellent mimic.
These birds are frequently heard
incorporating sounds which they
have encountered in their
environment, for example, telephone
ring tones and car sirens, into their
own songs.
The information in both texts is the same but the language used is different.
Tick () the text you prefer to read.
Text 1
Text 2
Explain why you chose that text.
[1]
© UCLES 2016
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5
Read the text.
The Nightingale
Where most other species of songbirds sing at dawn, nightingales also sing
in the middle of the night, which is how they got their name. Nightingale, a
name which has been used for well over a thousand years, means night
songstress. It is thought they sing at night because they are relatively plain
birds that do not rely on visual appearance to attract a mate. They have a
drab, brown plumage with only a slightly brighter chestnut-coloured tail and
a sandy underbelly.
Although rather indistinct in appearance, the nightingale is greatly admired
for its beautiful, melodic songs. In the past, it was thought to be the female
that sang, but it is the male bird which is vocal. Unpaired males sing loudly,
through the night, trying to attract a mate. The nightingales that sing at
dawn are not serenading females but defending their territory. Once its
eggs hatch though, a male bird will cease most of his singing to avoid
attracting unnecessary attention to his nest.
The exquisite song of the nightingale is particularly noticeable at night
because no other birds are singing. This is why the nightingale became an
important romantic symbol for poets, writers and composers throughout the
ages, dating as far back as Homer. They are a symbol of nature’s profound
beauty.
7
(a) Why was the nightingale given its name?
[1]
(b) Nightingales are three colours. Name two of them.
[1]
© UCLES 2016
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6
8
Tick () two boxes to show which statements are FALSE.
Nightingales only sing at night.
Nightingales sing less when their young emerge from the eggs.
Nightingales are admired because they are such beautiful-looking birds.
It is the male nightingales that sing at night.
It is easy to hear nightingales at night because there is no other birdsong.
[2]
9
Suggest a reason why the male nightingale wants to avoid attracting unnecessary
attention to its nest.
[1]
© UCLES 2016
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7
10 These questions refer to both texts
(a) What is the purpose of the sub-headings in the text The dawn chorus?
[1]
(b) In the text The Nightingale, paragraphs are used.
Draw lines to link each paragraph with its main topic described in the boxes.
© UCLES 2016
1st paragraph
The nightingale’s song.
2nd paragraph
The symbolism of the nightingale.
3rd paragraph
The nightingale’s name.
0844/01/A/M/16
[1]
[Turn over
8
Section B: Writing
Spend 25 minutes on this section.
11 The reading texts The dawn chorus and The Nightingale are both reports taken
from information books.
Write your own report for an information book.
It could be about:
something that changes with the seasons in your country, for example.
 trees
 weather
 animals
something or someone that is inspired by nature, for example.
 a piece of music
 a poem
 a painting / sculpture
 a book
PLANNING
Spend about five minutes making notes in this box.
Purpose and audience
[6]
Punctuation
[2]
Text structure
[5]
Spelling
[2]
Sentence structure
[5]
© UCLES 2016
0844/01/A/M/16
9
Write your report here.
© UCLES 2016
0844/01/A/M/16
[Turn over
10
Section C: Grammar, Punctuation and Vocabulary
Spend 15 minutes on this section.
12 Join the underlined word of these sentences to match the correct word class.
The nightingale has long been a favourite of poets.
adjective
Birds start singing at first light.
preposition
Bird songs can be long and complex.
adverb
The dawn chorus stops during winter.
noun
[2]
13 (a) Underline the main clause in this sentence.
Male robins are distinct from other birds as they have a bright red belly.
[1]
(b) Rewrite this sentence.
Harike Lake is a brilliant place to go birdwatching.
Include this clause.
which is in India
Remember to add punctuation. Do not add or change any words.
[2]
© UCLES 2016
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11
14 (a) Change this sentence from past to present.
Some poets thought that the nightingale’s song was a love song.
[1]
(b) Complete the sentences by writing the passive forms of the verbs given in
brackets. The first one has been done for you.
Many countries (visit) are visited by migrant birds each year.
Worms (eat)
by birds.
Ravens (keep)
at the Tower of London since the
17th century.
This coming summer Japan (visit)
by many
migrant birds.
[2]
15 Correct two mistakes in this sentence. Do not change the meaning.
It was the most wonderfully sound that he had
never heard.
[1]
16 Choose the type from simple, compound or complex to describe these
sentences.
Sentence
Type of sentence
He wanted to get up at dawn but he
was too tired.
The colourful, exotic bird sat proudly
on the branch of the tree.
[1]
© UCLES 2016
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[Turn over
12
17 Add two apostrophes to this sentence.
A birds song is different from its call because its
longer and has more complex sounds.
[1]
18 Add the missing punctuation to these sentences.
“Wow What a beautiful piece of music he said
Yes she replied. “The flute represents the
nightingale.”
[2]
19 Re-read this sentence from the text.
… young birds develop a basic song which they then refine …
Write other words or phrases that mean the same as the underlined words.
Your new words must keep the meaning and make sense in the sentence.
basic
[2]
refine
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2016
0844/01/A/M/16
Cambridge International Examinations
Cambridge Primary Checkpoint
0844/02
ENGLISH
April 2016
Paper 2 INSERT

This document consists of 3 printed pages and 1 blank page.
IB16 05_0844_02/2RP
© UCLES 2016
[Turn over
2
Read this extract from ‘Kensuke’s Kingdom’ by Michael Morpurgo and then answer
the questions.
While sailing with his parents on a boat called The Peggy Sue, Michael is washed
overboard, ending up on a remote Pacific island with his dog, Stella. He makes friends
with the only other inhabitant, an old man named Kensuke, who has lived on the
island for over forty years. Kensuke does not want either of them to leave the island.
However, Michael wants to send home a message in a bottle…
For some days, I kept the Coke bottle buried under the sand whilst I wrestled with my
conscience or, rather, justified what I wanted to do. It wouldn’t really be a betrayal*,
not as such, I told myself. Even if the bottle was found, no one would know where it
would come from, they’d just know I was alive. I made up my mind to do it, and do it
as soon as I could.
Kensuke had gone off octopus fishing. I had stayed behind to finish a shell painting –
or so I had told him. I found an old bed sheet at the bottom of one of his chests and
tore away a small corner of it. Then I knelt down at the table, stretched it out and
painted my message on it in octopus ink.
To: The Peggy Sue. Fareham. England.
Dear Mum and Dad
I am alive. I am well. I live on an island. I do not know where. Come and find
me.
Love
Michael
I ran the entire length of the island, keeping always to the forest, so that there was no
chance Kensuke could see where I was going or what I was up to. The gibbons*
howled their accusations at me all the way, the entire forest cackling and screeching
its condemnation*. I just hoped Stella would not bark back at them, would not betray
where I was. Fortunately, she didn’t.
At last, I reached the rocks under Watch Hill. I leaped from rock to rock until I was
standing right at the very end of the island, the waves washing over my feet. I looked
around me. Stella was the only witness. I hurled the bottle as far out to sea as I
possibly could. Then I stood and watched it as it bobbed away and out to sea. It was
on its way.
© UCLES 2016
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3
I did not touch my fish soup that night. Kensuke thought I was ill. I could hardly talk to
him. I couldn’t look him in the eye. I lay all night in deep torment, racked* by guilt, yet
at the same time still hoping against hope that my bottle would be picked up.
Kensuke and I were at our painting the next afternoon when Stella came padding into
the cave. She had the Coke bottle in her mouth. She dropped it and looked up at me,
panting and pleased with herself.
Kensuke laughed and reached down to pick it up. I think he was about to hand it to
me when he noticed there was something inside it. By the way he looked at me I was
quite sure he knew at once what it was.
There fell between us a long and aching silence. Kensuke never once reproached*
me for what I had done. He was not angry or sullen with me. But I knew I had hurt him
to the soul. It wasn’t that we didn’t speak – we did – but we no longer talked to one
another as we had before. We lived, each of us, in our separate cocoons, quite civil,
always polite, but not together any more.
Glossary
to betray: to be unfaithful or disloyal
a gibbon: a small ape
condemnation: strong disapproval
racked: distressed, tortured
reproached: found fault with, blamed
Now answer the questions in the answer booklet.
DO NOT WRITE IN THIS SPACE
© UCLES 2016
0844/02/A/M/16
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2016
0844/02/A/M/16
Cambridge International Examinations
Cambridge Primary Checkpoint

ENGLISH
0844/02
Paper 2
April 2016
1 hour
Candidates answer on the Question Paper.
Additional Materials: Insert
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB16 05_0844_02/3RP
© UCLES 2016
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the passage from ‘Kensuke’s Kingdom’ by Michael Morpurgo in the INSERT
and then answer these questions.
1
Read these statements.
Tick () two boxes that we know are TRUE from the passage.
Michael misses his family.
Someone finds the message in the bottle.
Michael does not want to upset Kensuke.
Michael tells Stella to go away when he throws the bottle in the water.
Michael writes the message on paper.
2
[2]
How long does Michael take to make up his mind about sending the message?
[1]
3
At first, Michael hides the Coke bottle. Why?
[1]
4
What lie does Michael tell Kensuke?
[1]
© UCLES 2016
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3
5
When Michael is on his way to send the message, does he meet Kensuke?
Tick () one box.
Yes
No
Give a reason from the passage to support your answer.
[1]
6
Why does Michael hurl the bottle out to sea?
[1]
7
Does Michael have mixed feelings after he has sent the message?
Tick () one box.
Yes
No
Explain your answer in your own words.
Explanation
Words and phrases from the passage to support your explanation
[2]
© UCLES 2016
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8
Stella returns with the Coke bottle. Why is she ‘pleased with herself’?
[1]
9
Does Kensuke know what is in the bottle?
Select evidence from the passage to support your answer.
[2]
10 How does Kensuke feel about Michael’s deception?
Explain how you know.
[2]
11 The sentence below describes Michael’s hurried journey through the forest to
Watch Hill, where he then throws the bottle into the sea.
Look at the underlined phrase.
The gibbons howled their accusations at me all the way, the entire forest cackling
and screeching its condemnation.
(a) Tick () one box to show what technique is being used here.
alliteration
metaphor
onomatopoeia
rhyme
simile
© UCLES 2016
[1]
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(b) Explain what you think the underlined phrase means.
[2]
12 (a) The passage is a short extract from the book Kensuke’s Kingdom.
From the evidence in this extract, which genre do you think the story is?
Tick () the correct answer.
comedy
fairy Tale
horror
real life story
science fiction
[1]
(b) Name two general features of the genre you chose for 12 (a).
1
2
© UCLES 2016
[2]
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Section B: Writing
Spend 30 minutes on this section.
13 Write a story in which there is a difficult decision involved. This story might include
owning up to something, revealing the truth about a friend, or making the decision
to move to a different place or school. Such decisions will involve mixed feelings.
Ideas to help you:
Character
How many characters will you have? What will their role be in the
story?
Will you be writing as if you are the main character – that is, in the
first person?
Setting
Has the place where the story is set got any significance?
How will you bring it into the story?
Plot
Which part of the story will be the most exciting?
How will you end it?
Remember to include as much detail as you can in your story. It can be of any
genre that you like.
PLANNING
Spend up to five minutes making notes in the box below to plan your story.
© UCLES 2016
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7
Write your story here.
© UCLES 2016
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Content
[5]
Punctuation
[4]
Purpose and audience
[4]
Vocabulary
[3]
Text structure
[5]
Spelling
[4]
Sentence structure
[5]
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2016
0844/02/A/M/16
Cambridge International Examinations
Cambridge Primary Checkpoint

0844/01
ENGLISH
Paper 1
October 2016
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 12 printed pages.
IB16 10_0844_01/8RP
© UCLES 2016
[Turn over
2
Section A: Reading
Spend 20 minutes on this section.
Read the text below about Lake Baikal, and then answer the questions.
Lake Baikal
Amazing facts!
Surrounded almost entirely by mountains, the gigantic Lake Baikal is the world’s
oldest lake. While most freshwater lakes are less than twenty thousand years old, it
is estimated that this lake was created more than twenty-five million years ago. The
lake runs for nearly 640 kilometres through south-eastern Siberia, just north of the
Mongolian border. Although it is not the largest lake on Earth, with a depth of more
than 1 600 metres, it is the deepest. It holds one fifth of the world’s total fresh water –
more than any other freshwater lake on the planet. It contains more water than all the
Great Lakes in North America put together!
Many forms of life
The lake’s deep, cold waters are surprisingly abundant with thousands of different
plant forms and animal species. This is because of the lake’s unusually high oxygen
levels. The oxygen allows a much wider variety of plants and animals to live in
depths that would otherwise be unsuitable for life.
Clear waters
The lake has exceptionally crystal clear water. You can see as deep as 40 metres
below its surface. This is probably due to the colossal population of crayfish that live
there. They eat the algae and other particles in the water which, if left, would reduce
the visibility.
Weird and wonderful
The lake’s remarkable qualities have made it home to a number of unusual and
unique creatures. These include nerpa, the world’s only freshwater seals. These
seals have two more litres of blood than other seals, allowing them to store more
oxygen. This means they can dive 300 metres below the surface and can stay under
water for an amazing 70 minutes!
1
According to the text, how old is the freshwater Lake Baikal thought to be?
[1]
2
What is special about Lake Baikal that allows so many plants and animals to
survive in such deep water?
[1]
© UCLES 2016
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3
Tick () two boxes to show which are true statements about Lake Baikal.
It has the largest surface area of all the freshwater lakes in the world.
It is in a very mountainous area.
The lake contains no algae.
It holds more fresh water than any other lake in the world.
There are many different types of freshwater seal in the lake.
[2]
4
Rewrite the last paragraph to include the main points, using no more than
30 words.
[2]
5
Tick () the best description of the text Lake Baikal.
It contains only facts.
It contains mostly facts.
It contains about half facts and half opinions.
It contains only opinions.
[1]
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6
Compare these texts.
Text 1
Text 2
Here’s something you’ll find funny.
Scientists have absolutely no idea how,
or when for that matter, seals managed
to get themselves to a lake in the
middle of Russia – which is zillions of
miles from the nearest ocean. Weird,
hey?
The presence of seals in the deep
interior of Russia has puzzled
evolutionary biologists. They are
uncertain as to how, or at which time,
the animals came to be so far from the
open ocean.
The information in both texts is the same but the language used is different.
Tick () the text you prefer to read.
Text 1
Text 2
Explain why you chose that text.
[1]
© UCLES 2016
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5
Read this text about a type of fish, and then answer the questions.
The golomyanka
The golomyanka is an unusual little fish, unique to Lake Baikal. It is 15–20
centimetres long and has a translucent body with no scales. Nearly 40% of its body
weight is oil, which means it can swim at the bottom of the lake in depths of 1 400
metres. The pressure at such a depth is capable of crushing steel, but these oily fish
are unaffected by it.
As so much of the body mass of the golomyanka is oil, it must remain in waters of
five degrees Celsius or lower. If the water is any warmer than this, the fish literally
melts, leaving behind a skeleton and a pool of oil. For this reason, the fish only
comes to the surface at night and remains in deep water during daylight.
The golomyanka is the only fish in the northern hemisphere to give birth to live
young. When the female is approximately two years old, she produces between
2 000 and 3 000 independent larvae and then dies.
Due to the large number of golomyanka, it is the main food source of nerpa seals.
Although there are thought to be about 150 000 tons of the fish in Lake Baikal,
golomyanka are solitary creatures which do not form groups or shoals. This makes
them difficult to catch, so they are not fished on any major scale, but local people use
their oil for medical remedies.
7
(a) What is special about the body of the golomyanka that allows it to swim in
deep water?
[1]
(b) Why is it difficult to catch the golomyanka in large numbers?
[1]
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8
Tick () two boxes to show which statements are FALSE.
People use the fish oil in some medicines.
The golomyanka is not hunted by any other animals in Lake Baikal.
The female golomyanka’s life cycle lasts about two years.
You cannot find the golomyanka anywhere else in the world apart from
Lake Baikal.
After giving birth, the golomyanka takes care of its young.
[2]
9
Suggest a reason why the golomyanka stays in deep water during sunlight.
[1]
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10 This question refers to both texts.
(a) What is the purpose of the sub-headings in the text Lake Baikal?
[1]
(b) In the text The golomyanka, paragraphs are used. Draw lines to link each
paragraph to its sub-heading.
1st paragraph
Giving birth
2nd paragraph
Swimming alone
3rd paragraph
Beating pressure
4th paragraph
Staying cool
[1]
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Section B: Writing
Spend 25 minutes on this section.
11 The reading texts Lake Baikal and The golomyanka are both reports taken from
information books.
Write your own report for an information book about a place of geographical or
historical interest.
It could be:
of geographical interest
 a mountain / mountain range
 a volcano
 a forest
 a river
of historical interest
 an important building
 a city
 a landmark
 a temple
 a bridge
PLANNING
Spend about five minutes making notes in this box:
Purpose and audience
[6]
Punctuation
[2]
Text structure
[5]
Spelling
[2]
Sentence structure
[5]
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9
Write your report here:
© UCLES 2016
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Section C: Grammar, Punctuation and Vocabulary
Spend 15 minutes on this section.
12 Join the underlined word in each of these sentences to match the correct word
class.
The lake has a much wider variety of
plants than most other lakes.
verb
Native Siberians use the fish oil
medicinally.
adjective
In winter, Lake Baikal can remain
frozen for more than five months.
noun
The golomyanka is a type of
freshwater fish.
adverb
[2]
13 (a) Underline the main clause in this sentence.
As the golomyanka’s body is translucent, it sparkles in the sunlight.
[1]
(b) Rewrite this sentence:
The omul is a popular fish on all the local menus.
Include this clause:
which is caught in Lake Baikal
Remember to add punctuation. Do not add or change any words.
[2]
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11
14 (a) Change this sentence from the present to the past.
Local people catch golomyanka so that they can use the oil to fuel their
lanterns.
[1]
(b) Complete the sentences below by writing the passive form of the verb given in
brackets.
Golomyankas (find)
are found
in Lake Baikal.
Still today, nerpa seals (hunt)
for their fur and meat.
A railway line (build)
around the lake in the 1890s.
The oil from the golomyanka (use)
for hundreds of years.
by local people
[2]
15 Correct two mistakes in this sentence. Do not change the meaning.
The fish known as the golomyanka is unusual beautiful
because of the way it sparkle in the sunshine.
[1]
16 Choose the type from simple, compound or complex to describe these sentences.
Sentence
Type of sentence
As Lake Baikal is situated far inland, it
is a mystery how seals got there.
The nerpa seal is also known as the
Lake Baikal seal.
[1]
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17 Add two apostrophes to this sentence:
I n t h e f r o z e n l a n d s c a p e s o f S i b e r i a, t h e r e s o n e o f
t h e w o r l d s m o s t d i v e r s e a r e a s o f n a t u r a l b e a u t y.
[1]
18 Add the missing punctuation to these sentences:
“Did you see any nerpa seals when you visited
Lake Baikal I asked my
f r i e n d.
“No he replied they are apparently very shy
creatures”
[2]
19 Reread this sentence from the text Lake Baikal:
This is probably due to the colossal population of crayfish that live there.
Write other words or phrases that mean the same as the underlined words.
Your new words must keep the meaning and make sense in the sentence.
due to
[2]
colossal
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2016
0844/01/O/N/16
Cambridge International Examinations
Cambridge Primary Checkpoint
0844/02
ENGLISH
October 2016
Paper 2 INSERT

This document consists of 2 printed pages and 2 blank pages.
IB16 10_0844_02/6RP
© UCLES 2016
[Turn over
2
Read this extract from ‘The Iron Woman’ by Ted Hughes.
Lucy’s Nightmare
In Lucy’s attic bedroom it was still pitch black. But if she had been awake, she would
have heard a strange sound – a skylark singing high in the darkness above the house.
And if she had been standing in the garden, and looking up into the dark sky through
binoculars, she might have seen the glowing, flickering body of the lark, far up there,
catching the first rays of the sun, that peered at the bird from behind the world.
The lark’s song showered down over the dark, dewy fields, over the roofs of the
houses, and over the still, wet gardens. But in Lucy’s bedroom it mingled with an even
stranger sound, a strange, gasping whimper.
Lucy was having a nightmare. In her nightmare, somebody was climbing the creaky
attic stairs towards her. Then, a hand tried the latch. It was a stiff latch. To open the
door, you had to pull the door towards you before you pressed the latch. If you didn’t
know the trick, it was almost impossible to open the door. The hand in Lucy’s
nightmare did not seem to know the trick. The latch on the door clicked and rattled but
stayed shut.
Then the latch gave a loud clack, and the door swung wide. On her pillow, Lucy
became silent. She seemed to have stopped breathing.
For long seconds the bedroom was very dark, and completely silent, except for the
faint singing of the skylark.
Then, in her dream, a hand was laid on Lucy’s shoulder. She twisted her head and
there, in her dream, saw a dreadful thing bending over her. At first, she thought it was a
seal, staring at her with black, shining eyes. But how could it be a seal? It looked like a
seal covered with black, shiny oil. A seal that had swum through an oil slick and
climbed into her attic bedroom and now held her shoulder with its flipper.
But then she saw, on her shoulder, not a flipper but a human hand. And the hand, too,
was slimed with black oil. Then Lucy suddenly knew this was not a seal but a girl, like
herself, maybe a little bit younger. And the hand began to shake her, and the girl’s face
began to cry: ‘Wake up! Oh, wake up! Oh, please wake up!’
She cried those words so loud it was almost a scream, and Lucy did wake up.
She sat up in bed, panting. What a horrible, peculiar dream. She pulled the bedclothes
around her, and stared into the darkness towards the door. Was it open? She knew the
door had been closed, as every night. But if the door was now open...
Now answer the questions in the answer booklet.
© UCLES 2016
0844/02/O/N/16
3
BLANK PAGE
DO NOT WRITE IN THIS SPACE
© UCLES 2016
0844/02/O/N/16
4
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2016
0844/02/O/N/16
Cambridge International Examinations
Cambridge International Primary Achievement Test

0844/02
ENGLISH
Paper 2
October 2016
1 hour
Candidates answer on the Question Paper.
Additional Materials: Insert
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB16 10_0844_02/6RP
© UCLES 2016
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the passage from ‘The Iron Woman’ by Ted Hughes in the INSERT and then
answer the questions.
1
Read these statements about Lucy.
Tick () two boxes that we know are TRUE from the passage.
She had a bedroom in the attic.
She slept peacefully in her bed.
She thought she saw a seal.
She was lying awake in bed.
She went into the garden.
[2]
2
What made the girl in Lucy’s nightmare look so dreadful?
[1]
3
How did Lucy know that the ‘dreaded thing’ was not a seal?
[1]
4
Why was it ‘almost impossible’ to open Lucy’s bedroom door?
[1]
© UCLES 2016
0844/02/O/N/16
3
5
Was Lucy frightened when she woke up?
Tick () one box.
Yes
No
Give a reason from the passage to support your answer.
[1]
6
What was it that stopped Lucy whimpering?
[1]
7
Do you feel sorry for the girl in Lucy’s dream?
Tick () one box:
Yes
No
Explain your answer in your own words.
Explanation:
Words and phrases from the passage to support your explanation:
[2]
8
Why would Lucy have needed binoculars to see the lark?
[1]
© UCLES 2016
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9
The writer builds suspense by telling you what Lucy hears, sees and feels. Which
do you think is the most important?
Tick () one box.
Hearing
Seeing
Feeling (being touched)
Explain your answer in your own words.
Explanation:
Words and phrases from the passage to support your explanation:
[2]
10 Who is the point of view character in this story?
Explain how you know.
[2]
11 The extract below describes part of the setting at the beginning of the story.
Look at the underlined words.
...the lark, far up there, catching the first rays of the sun, that peered at the
bird from behind the world.
(a) Tick () two boxes to show what techniques are being used here.
alliteration
imagery
metaphor
simile
personification
© UCLES 2016
[1]
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5
(b) Explain what ideas you think are being described by the underlined words.
[2]
12 (a) The text Lucy’s Nightmare is a short extract from the book The Iron Woman.
From the evidence in this extract, which genre do you think the story is?
Tick () the correct answer.
biography
adventure
horror
legend
traditional tale
[1]
(b) Name two general features of the genre you chose for 12(a).
1
2
© UCLES 2016
[2]
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Section B: Writing
Spend 30 minutes on this section.
13 You have read about Lucy’s dream.
Write a fantasy story where the main character has a dream.
Ideas to help you:
Character
You could be the main character or it could be an imaginary
person.
Who else or what else is in the story?
Plot
What is the main character doing when the story begins?
Does something exciting or interesting happen?
How are the other characters (if there are any) linked to the
events?
Setting
Dreams are often set in strange places.
What’s odd or interesting about the setting of your dream?
Remember to include as much detail as you can in your story. Try to make it exciting so
that people will want to read on to find out what happens.
PLANNING
Spend up to five minutes making notes in the box below to plan your story:
© UCLES 2016
0844/02/O/N/16
7
Write your story here:
© UCLES 2016
0844/02/O/N/16
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8
Content
[5]
Punctuation
[4]
Purpose and audience
[4]
Vocabulary
[3]
Text structure
[5]
Spelling
[4]
Sentence structure
[5]
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
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.
© UCLES 2016
0844/02/O/N/16
Cambridge International Examinations
Cambridge Primary Checkpoint

0844/01
ENGLISH
Paper 1
October 2015
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 12 printed pages.
IB15 10_0844_01/6RP
© UCLES 2015
[Turn over
2
Section A: Reading
Spend 20 minutes on this section.
Read this information text about chocolate, and then answer the questions.
Chocolate
Ever wondered where chocolate comes from? Well, surprisingly, it grows on trees! It
all starts with a small tropical tree, the Theobroma cacao, usually just called ‘cacao’.
(Theobroma is Greek for ‘food of the gods’.) Cacao is native to Central and South
America, but it is grown commercially throughout the tropics. About 70% of the
world’s cacao is grown in Africa.
A cacao tree can produce close to two thousand pods per year. The ridged, rugbyball-shaped pod, or fruit, of the cacao grows from the branches and, oddly, straight
out of the trunk. The pods, which mature throughout the year, encase a sticky, white
pulp and about thirty or forty seeds. The seeds, at this point, are incredibly bitter –
not at all like the chocolate that comes from them. It’s actually the perfect design
because the fruit attracts forest animals, such as monkeys, which eat the fruit but
cast the seeds aside, dispersing them and allowing new trees to grow.
So what must be done to the seeds to make them taste better? First, the pods must
be harvested. Once they are collected, the workers open the pods by hand, taking
care not to damage the beans inside. The beans are removed and next comes one of
the most important steps in the process – fermentation. The beans are placed in
earthen pits or wooden bins and covered with banana leaves, then left to ferment.
The heat of fermentation changes the bitter flavours in the bean into something more
edible, more chocolatey.
Once they have fermented, the beans are dried in the sun for about a week, during
which time the flavour continues to develop. Finally, the beans are ready to be
shipped to a factory, where they are turned into chocolate.
1
What is unusual about the way the fruit grows on the cacao tree?
[1]
2
What happens to the flavour of the cacao beans during the process of
fermentation?
[1]
© UCLES 2015
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3
3
Number the following processes in the order that they happen.
The pods are opened.
The beans ferment.
The pods are harvested.
[2]
The beans are dried.
4
Rewrite the first paragraph to include all the main points using no more
than 30 words.
[2]
5
Tick () the best description of the text Chocolate.
It contains only facts.
It contains mostly facts.
It contains mostly opinions.
It contains about half facts and half opinions.
© UCLES 2015
0844/01/O/N/15
[1]
[Turn over
4
6
Compare these texts.
Text 1
Text 2
New research shows that, contrary
to popular belief, chocolate actually
fights tooth decay. Scientists have
found that cocoa butter, the main
ingredient in chocolate, coats teeth
and may help protect them by
preventing plaque from growing.
You will never believe this, but
scientists are now saying that
chocolate is good for your teeth!
They say that, when the yummy
cocoa butter in chocolate gets all
over your teeth, it is stopping yucky
plaque from attacking them.
The information in both texts is the same but the language used is different.
Tick () the text you prefer to read.
Text 1
Text 2
Explain why you chose that text.
[1]
© UCLES 2015
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5
Read this information text about aardvarks, and then answer the questions.
Aardvarks
What is an aardvark?
Content removed due to copyright restrictions
7
(a) What is another name for an aardvark or ‘earth pig’?
[1]
(b) Name two ways in which the aardvark is protected from angry termites.
1
2
© UCLES 2015
[1]
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6
8
Tick () two boxes to show which statements are TRUE.
Aardvarks do not travel far from their burrows.
Aardvarks’ burrows often have many different entrances.
Aardvarks hunt during the night.
Aardvarks’ burrows are usually small.
[2]
Aardvarks are related to the pig.
9
Suggest a reason why aardvarks have such long, pig-like, noses.
[1]
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7
10 This question refers to both texts.
(a)
What is the purpose of the sub-headings in the text Aardvarks?
[1]
(b) In the text Chocolate, paragraphs are used.
Draw lines to link each paragraph with its main topic.
1st paragraph
What happens to the beans after
fermentation?
2nd paragraph
What is the cacao fruit like?
3rd paragraph
What happens to the cacao fruits after
they are picked?
4th paragraph
Where does the cacao tree grow?
[1]
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8
Section B: Writing
Spend 25 minutes on this section.
11 The information texts Chocolate and Aardvarks are both texts from
websites for young people.
Write your own information text for a website about a topic or an activity that
you know a lot about.
It could be:
an activity you enjoy


a school subject
a hobby
a favourite topic




an animal
a film
a pop group
the universe
PLANNING
Spend about five minutes making notes in this box.
Purpose and audience
[6]
Punctuation
[2]
Text structure
[5]
Spelling
[2]
Sentence structure
[5]
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Write your text here.
© UCLES 2015
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Section C: Grammar, Punctuation and Vocabulary
Spend 15 minutes on this section.
12 Join the underlined word in each of these sentences to match the correct
word class.
Cacao is native to Central and South
America.
pronoun
It is grown commercially throughout the
tropics.
adverb
Fermentation changes the bitter flavours in
the bean into something more edible.
adjective
It all starts with a small tropical tree.
13
noun
[2]
(a) Underline the main clause in this sentence.
Finally, the beans are ready to be shipped to a factory where they
are turned into chocolate.
[1]
(b) Rewrite this sentence.
The beans are left to ferment.
Include this clause.
which taste very bitter
Remember to add punctuation. Do not add or change any words.
[2]
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11
14
(a) Finish this sentence by choosing the correct verb forms.
A hungry aardvark (forage)
in the grasslands
when it (find)
a termite mound.
[1]
(b) Complete these sentences by writing the passive form. The first one
has been done for you.
The pods (open) are opened carefully by the workers.
About 2,000 pods per year (produce)
A lot of monkeys (attract)
by a cacao tree.
by the fruit.
The flavor of the beans (change)
more ‘chocolatey’.
15
to something
[2]
Correct two mistakes in this sentence. Do not change the meaning.
The
a
aardvark
use
its
mightiness
claws
to
dig
h o l e.
[1]
16 Choose the type from simple, compound or complex to describe these
sentences.
Sentence
Type of sentence
The pods are collected and the workers
take out the beans.
About 70% of the world’s cacao is grown in
Africa, where the aardvark comes from.
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12
17
Add two apostrophes to this sentence.
Aardvarks
able
18
to
tongues
suck
up
are
as
sticky
many
so
ants
that
as
theyre
they
l i k e.
[1]
Add the missing punctuation to these sentences.
“D o
aardvarks
live
in
England
I
asked
my
teacher
“N o
19
she
replied
they
live
In
A f r i c a.”
[2]
Re-read these sentences from the text Chocolate.
It’s actually the perfect design because the fruit attracts forest
animals, such as monkeys, which eat the fruit but cast the seeds
aside, dispersing them and allowing new trees to grow.
Write other words or phrases that mean the same as the underlined words.
Your new words must keep the meaning and make sense in the sentence.
attracts
[2]
dispersing
Copyright Acknowledgements:
Questions 1-19
Question 6
© Where does Chocolate come from? Does it Grow on Trees?; www.facts-about-chocolate.com; 8 March 2011.
© Chocolate has Antioxidants; www.manbir_online.com; 10 March 2011.
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.
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.
© UCLES 2015
0844/01/O/N/15
Cambridge International Examinations
Cambridge Primary Checkpoint
0844/02
ENGLISH
October 2015
Paper 2 INSERT

This document consists of 3 printed pages and 1 blank page.
IB2015 10_0844_02_INS/5RP
© UCLES 2015
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2
Read this extract from ‘Diary of a Wimpy Kid’ by Jeff Kinney.
September
Tuesday
First of all, let me get something straight: this is a JOURNAL, not a diary. I know what
it says on the cover, but when Mom went out to buy this thing I SPECIFICALLY told
her to get one that didn’t say ‘diary’ on it.
The other thing I want to clear up right away is that this was Mom’s idea, not mine.
But if she thinks I’m going to write down my ‘feelings’ in here or whatever, she’s very
wrong. So just don’t expect me to be ‘Dear Diary’ this and ‘Dear Diary’ that.
Saturday
Well, the first week of school is finally over, so today I slept in.
Most kids wake up early on Saturday to watch cartoons or whatever, but not me. The
only reason I get out of bed at all at weekends is because eventually I can’t stand the
taste of my own breath any more. Unfortunately, Dad wakes up at 6:00 in the
morning no matter WHAT day of the week it is, and he is not real considerate of the
fact that I am trying to enjoy my Saturday like a normal person.
I didn’t have anything to do today so I just headed up to Rowley’s house. Rowley is
technically my best friend, but that is definitely subject to change. I’ve been avoiding
Rowley since the first day of school, when he did something that really annoyed me.
We were getting our stuff from our lockers at the end of the day, and Rowley came
up to me and said, ‘Want to come over to my house and plaayyy?’ I have told Rowley
at least a billion times that now that we’re in middle school, you’re supposed to say
‘hang out’, not ‘play’. But no matter how many times I tell him, he always forgets the
next time.
I’ve been trying to be a lot more careful about image ever since I got to middle
school. But having Rowley around is definitely not helping. I met Rowley a few years
ago when he moved into my neighbourhood. His mom bought him this book called
‘How to Make Friends in New Places’ and he came to my house trying all these
dumb gimmicks. I guess I kind of felt sorry for Rowley, and I decided to take him
under my wing. It’s been great having him around, mostly because I get to use all the
tricks my older brother Roderick pulls on ME.
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Monday
You know how I said I play all sorts of pranks on Rowley? Well, I have a little brother
named Manny, and I could NEVER get away with pulling any of that stuff on him.
Mom and Dad protect Manny like he’s a prince or something. And he never gets in
trouble, even if he really deserves it. Yesterday, Manny drew a self-portrait on my
bedroom door in permanent marker. I thought Mom and Dad were really going to let
him have it, but as usual, I was wrong.
Now answer the questions in the answer booklet.
DO NOT WRITE IN THIS SPACE
© UCLES 2015
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4
BLANK PAGE
Copyright Acknowledgements:
Question 1
© Extract from Diary of a Wimpy Kid by Jeff Kinney, published by Penguin Books © Jeff Kinney, 2007.
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.
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.
© UCLES 2015
0844/02/O/N/15
Cambridge International Examinations
Cambridge Primary Checkpoint

0844/02
ENGLISH
Paper 2
October 2015
1 hour
Candidates answer on the Question Paper.
Additional Materials: Insert
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB15 10_0844_02/5RP
© UCLES 2015
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the passage from ‘Diary of a Wimpy Kid’ by Jeff Kinney in the INSERT and
then answer these questions.
1
Read these statements about the writer of the passage.
Tick () two boxes that we know are TRUE from the passage.
The writer has just returned to school.
The writer likes to get up early at weekends.
The writer likes his best friend very much.
The writer is worried about how he appears to others.
The writer’s little brother acts like a prince.
2
[2]
What did Rowley do at the lockers to make the writer want to avoid him?
[1]
3
Why can’t he play tricks on his little brother?
[1]
4
Why does the writer say that it’s unfortunate that his dad wakes up at 6:00
in the morning no matter what day of the week it is?
[1]
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3
5
Was the writer happy that his mother bought him a diary?
Tick () one box.
Yes
No
Give a reason from the passage to support your answer.
[1]
6
Rowley’s mother bought him a book called ‘How to Make Friends in New
Places’.
What does this tell you about Rowley’s character?
[1]
7
Would you like the writer to be your friend?
Tick () one box.
Yes
No
Explain your answer using words and phrases from the passage.
Explanation
Words and phrases to support your explanation
[2]
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8
What do you think the writer’s relationship with Roderick is like?
[1]
9
How do the writer’s parents treat him differently from his younger brother?
Select evidence from the passage to support your answer.
[2]
10 What does the writer see as the difference between a journal and a diary?
Explain how you know.
[2]
11 The sentence below is how the writer describes Rowley.
Look at the underlined phrase.
I guess I kind of felt sorry for Rowley, and I decided to take him under my
wing.
(a) Tick () one box to show what technique is being used here.
Alliteration
Idiom
Irony
Personification
Simile
© UCLES 2015
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(b) Explain what you think the underlined phrase means.
[2]
12 (a) The passage is a short extract from the book Diary of a Wimpy Kid.
From the evidence in this extract which genre do you think the story is?
Tick () the correct answer.
Fantasy
Ghost story
Historical account
Realistic fiction
Science fiction
[1]
(b) Name two features of the genre you chose for 12 (a).
1
2
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Section B: Writing
Spend 30 minutes on this section.
13 Read this introduction to a story.
Tuesday
Today started as usual – Dad woke me up early for school and I
grumbled my way downstairs for breakfast. Dad walked me to the bus
stop and put me on the school bus. I took my usual seat in the middle
of the bus but we had to wait for ages. Then, just as we were about to
leave, a boy and girl I’d never seen before came running down the
street and jumped on the bus. They just sat at the back of the bus,
whispering furiously to each other, without looking at anybody.
Now continue the story yourself to explain what happened next.
Ideas to help you:
Characters
There are at least three characters: the narrator, the boy
and the girl. Who are they? Are they related?
Setting
Do they stay on the bus?
Do they have to get off the bus?
Do they get to school?
Plot
Why are these new kids on the bus?
What did they have to hide? Why were they whispering
and avoiding everyone?
Remember to include as much detail as you can in your story. It can be of
any genre that you like.
PLANNING
Spend up to five minutes making notes in the box below to plan your story.
© UCLES 2015
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Write your story here.
© UCLES 2015
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Content
Purpose and audience
Text structure
Sentence structure
[5]
[4]
[5]
[5]
Punctuation
Vocabulary
Spelling
[4]
[3]
[4]
Copyright Acknowledgements:
Question 1
© Extract from Diary of a Wimpy Kid by Jeff Kinney, published by Penguin Books © Jeff Kinney, 2007.
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.
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.
© UCLES 2015
0844/02/O/N/15
Cambridge International Examinations
Cambridge Primary Checkpoint
ENGLISH
0844/01
For Examination from 2014
Paper 1
1 hour
SPECIMEN PAPER
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 12 printed pages.
IB14 0844_01_SP/4RP
© UCLES 2014
[Turn over
2
Section A: Reading
Spend 20 minutes on this section.
Read the text and then answer the questions.
The Red Fox
The largest of all vulpine foxes, the red fox is the most successful, and certainly the
most recognisable. A doglike animal, its adult mass can vary between three and
fourteen kilograms. The males are, on average, ten to fifteen percent heavier than the
females, although the considerable size differences between individuals in this
species make it difficult to use this as a guideline.
Body length typically varies between 82 and 110 centimetres, of which a prominent
bushy tail accounts for about a third. The tail is useful as a counterbalance while
running and jumping. It also provides insulation and warmth in cold weather, and is
used to communicate with other foxes. Other characteristic features of the red fox are
its elongated muzzle, triangular ears, and luxurious coat of fur.
Foxes, like many other animals, employ digitigrade motion. That is, they walk and run
on their toes, with their heels positioned off the ground, high up on the leg. This
method of locomotion allows silent, swift, and agile movement, and can also be seen
in cats, dogs, and horses.
Several of the fox’s bones are narrower than those of other dogs, and the limb bones
are built much more lightly. The stomach of the fox is proportionately half as large as
those of other canines. This reduction of weight allows it to run extremely quickly
(trotting speed is between six and thirteen kilometres per hour, and speeds up to 72
kilometres per hour have been cited), and with great agility.
The fox pays a penalty for its smaller stomach in that it must eat more frequently.
When eating, it will use its 42 teeth. These include prominent canines which hold prey,
incisors for cutting and shearing meat, and molars for grinding up bones and
vegetable matter.
1
What type of fox is the red fox?
[1]
2
Why is it difficult to use size to tell a male fox from a female fox?
[1]
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3
Tick () two boxes to show why the fox can move so quickly.
Elongated muzzle
Low weight
Moves on its toes
Prominent bushy tail
Shape of ears
4
[2]
Rewrite the final paragraph to include the main points, using about 30
words.
[2]
5
Tick () the best description of the text The Red Fox.
It contains mostly facts.
It contains mostly opinions.
It contains about half facts and half opinions.
© UCLES 2014
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[1]
[Turn over
4
6
Compare these texts.
Text 1
Text 2
The red fox is certainly a beautiful
creature to look at, with its large,
bushy tail and thick, shiny fur. It can
also move extremely quickly. In
addition, it has 42 teeth, which is
more than a human being has.
You’ll just love the red fox. For
starters, it’s got this great bushy tail
and its fur is really thick and shiny. It
also can move really fast! Another
plus point is that it has the most
incredible number of teeth – 42, 10
more than a human being. Can you
believe that?
The information in both texts is the same but the language used is different.
Tick () the text you prefer to read.
Text 1
Text 2
Explain why you chose that text.
[1]
© UCLES 2014
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Read this text about Cotgrave Country Park, and then answer the
questions.
Where is Cotgrave Country Park?
Cotgrave Country Park is located on the northern edge of the
Nottinghamshire town of Cotgrave, some eight miles (12 kms) by road from
Nottingham city centre.
What can I see and do?
The site includes woodland, wetland, lakes and grassland, and part of
Grantham Canal runs through the park.
With around five kilometres of paths and trails, there are plenty of different
routes for gentle or brisk walks, jogging or running. There is also an
extensive orienteering course, for which a free leaflet is available on
request. Most paths are stone surfaced and suitable for walkers,
wheelchairs, prams and pushchairs, but please be aware that some of the
lower lying paths may get wet and muddy during spells of bad weather.
There’s a wide variety of natural habitats at Cotgrave Country Park,
including the lovely Heron Lake, conservation areas and a Nature Trail.
There is also a horse-riding trail around the edge of the site.
Parking and facilities
The park is open from dawn until dusk. Parking is free. There is a height
barrier (2.15 metres) at the entrance to the car park. There is bench seating
at various locations around the park. At present there are no toilets or bad
weather shelters at the park.
7
(a) Give two places in Cotgrave Country Park where visitors might see fish.
1
2
[1]
(b) Cotgrave Country Park offers a range of activities for those visitors who
want to keep fit. Name two of these.
1
2
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[1]
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6
8
Tick () two boxes to show which statements about Cotgrave Country Park
are FALSE.
The park has many paths and trails.
The park is open overnight.
Vehicles of any size can park.
Visitors can’t go indoors when it rains.
Visitor’s don’t have to pay to park.
9
[2]
Explain why walkers might experience difficulty during bad weather.
[1]
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7
10 (a) What is the purpose of the subheadings in the text Cotgrave Country
Park?
[1]
(b) In the text The Red Fox, paragraphs are used.
Draw lines to link each paragraph with its main topic described in the
boxes.
© UCLES 2014
1st paragraph
How the fox moves
2nd paragraph
Variations in size of the fox
3rd paragraph
How the fox uses one part of its body [1]
0844/01/SP/14
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8
Section B: Writing
Spend 25 minutes on this section.
11 The reading texts The Red Fox and Cotgrave Country Park provide clear
information in a way that is easy to read.
Write an information fact sheet on an area you know well for visitors who
have not been there before. You could include information on places to visit
and things to do there. Remember to:
• write about an area you know well
• inform, rather than persuade
• include a range of information.
PLANNING
Spend about five minutes making notes in this box. You might want to think
about some headings you could use in your information text.
Purpose and audience
[6]
Punctuation
[2]
Text structure
[5]
Spelling
[2]
Sentence structure
[5]
© UCLES 2014
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9
Write your information fact sheet here.
© UCLES 2014
0844/01/SP/14
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10
Section C: Grammar, Punctuation and Vocabulary
Spend 15 minutes on this section.
12 Join the underlined word in each of these sentences to match the correct
word class.
13
The red fox can be found in most parts
of Britain.
preposition
The method of locomotion used by the
red fox enables it to run swiftly.
adjective
The red fox has a luxurious coat of fur.
pronoun
It has a small stomach.
adverb
[2]
(a) Underline the main clause in this sentence.
When eating, it will use its 42 teeth.
[1]
(b) Rewrite this sentence.
Cotgrave Country Park has many paths and trails.
Include this clause.
which is in Nottinghamshire
Remember to add punctuation. Do not add or change any words.
[2]
© UCLES 2014
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11
14
(a) Change this sentence from the past to the present.
The park was open all day and many people visited.
[1]
(b) Complete the sentences by writing the passive forms of the verbs given
in brackets. The first one has been done for you.
Country parks (find) are found in many parts of the UK.
First, the visitors (drive)
to the park by coach.
They (drop)
at the main coach park.
Each visitor (escort)
by a guide.
15
to the entrance of the park
[2]
Correct two mistakes in this sentence. Do not change the meaning.
The woman walk very slow along the edge of
t h e p a r k.
[1]
16 Choose the type from simple, compound or complex to describe these
sentences.
Sentence
Type of sentence
The red fox is a successful animal.
As red foxes are very successful,
their numbers are likely to increase.
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12
17
Add two apostrophes to this sentence.
The parks visitors shouldnt be expected to pay
f o r t i c k e t s.
18
[1]
Add the missing punctuation to these sentences.
“Did you enjoy your visit to the nature reserve asked my
friend
“Yes I replied there were lots of things to do.”
19
[2]
Reread this extract from the text The Red Fox.
Body length typically varies between 82 and 110 centimetres, of which
a prominent bushy tail accounts for about a third.
Write other words or phrases that mean the same as the underlined words.
Your new words must keep the meaning and make sense in the sentence.
prominent
accounts for
[2]
Copyright Acknowledgements:
Section A Reading
© http://mynarskiforest.purrsia.com/ev3rdesc.htm.
© http://www.nottinghamshire.gov.uk/home/leisure/countryparks/cotgravecp.htm.
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.
© UCLES 2014
0844/01/SP/14
Cambridge International Examinations
Cambridge Primary Checkpoint
ENGLISH
0844/02
For Examination from 2014
Paper 2 SPECIMEN INSERT
Additional Materials: Answer Booklet
This document consists of 3 printed pages and 1 blank page.
IB14 0844_02_SP/RP
© UCLES 2014
[Turn over
2
Read this extract from ‘The Scarecrow and His Servant’ by Philip Pullman and then answer
the questions.
Mr Pandolfo put together a fine-looking scarecrow, dressed him in an old tweed suit, and
stuffed him with straw. The scarecrow stood in a field, where Mr Pandolfo could admire him,
and he stayed there.
But one night there was a thunderstorm. It was very violent, and everyone in the district
shivered and trembled as the thunder went off like cannon-fire and the lightning lashed down
like whips. The scarecrow stood there in the wind and rain, taking no notice.
And so he might have stayed; but there came one of those million-to-one chances that are
like winning the lottery. All his molecules and atoms and elementary particles and whatnot
were lined up in exactly the right way to switch on when the lightning struck him, which it did
at two in the morning, fizzing its way through his turnip and down his broomstick into the
mud.
On the same night, a small boy called Jack happened to be sheltering in a barn close by. By
the morning the storm had cleared away, and Jack woke up colder than ever.
Then he heard a voice calling from across the fields. Jack was curious, so, standing up he
shaded his eyes to look. The shouts came from a scarecrow who was waving his arms wildly,
yelling at the top of his voice and leaning over at a crazy angle.
‘Help!’ he was shouting. ‘Come and help me!’
‘I think I’m going mad,’ said Jack to himself. ‘Still, look at that poor old thing – I’ll go and help
him anyway. He looks madder than I feel.’
To tell the truth, Jack felt a little nervous. It isn’t every day you find a scarecrow talking to you.
‘Now tell me your name, young man,’ said the scarecrow, when Jack was close enough to
hear.
His voice was rich and sonorous. Mr Pandolfo would undoubtedly have been impressed. His
head was made of a great knobbly turnip, with a broad crack for a mouth, a long thin sprout
for a nose and two bright stones for eyes. He had a tattered straw hat, now badly singed, a
soggy woollen scarf and an old tweed jacket full of holes. His rake-handle arms had gloves
stuffed with straw on the end of them, one glove leather and the other wool. Jack scratched
his head and looked up.
‘Jack.’ he said.
‘Now, Jack, I want to move on,’ said the scarecrow, ‘but I need another leg. If you go and find
me a leg, I shall be very obliged. Just like this one, only the opposite,’ he added, and lifted his
trouser leg daintily to show a stout stick set firmly in the earth.
© UCLES 2014
0844/02/SP/14
3
The end of the stick that Jack brought was splintered and wasn’t easy to push up the soggy
trouser leg, but Jack finally got it all the way up, and then jumped as he felt it twitch in his
hand.
The scarecrow tried to move but the harder he struggled, the deeper he sank into the mud.
Finally, he stopped, and looked at Jack. It was astonishing how much expression he could
manage with his gash-mouth and stone-eyes.
Glossary
scarecrow – a model of a person put in a field to scare away birds
DO NOT WRITE IN THIS SPACE
© UCLES 2014
0844/02/SP/14
4
BLANK PAGE
Copyright Acknowledgements:
Section A Reading
© Philip Pullman; Four Tales; Random House.
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.
© UCLES 2014
0844/02/SP/14
Cambridge International Examinations
Cambridge Primary Checkpoint
ENGLISH
0844/02
For Examination from 2014
Paper 2
1 hour
SPECIMEN PAPER
Candidates answer on the Question Paper.
Additional Materials: Insert
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages and 1 Insert.
IB14 0844_02_SP/3RP
© UCLES 2014
[Turn over
2
Section A: Reading
Spend 30 minutes on this section.
Read the extract from The Scarecrow and His Servant by Philip Pullman in the
INSERT and then answer these questions.
1
Read these statements about the scarecrow. Tick () two boxes that we
know are TRUE from the passage.
He had matching gloves on.
He spoke in a quiet voice.
He wore a tweed suit.
His hair was made of straw.
His mouth was wide.
2
[2]
Why were the people in the district afraid?
[1]
3
What change took place in the scarecrow when lightning struck him?
[1]
4
When Jack awoke, he stood up and looked around. Why?
[1]
© UCLES 2014
0844/02/SP/14
3
5
Did the scarecrow seem calm?
Tick () one box.
Yes
No
Give a reason from the text to support your answer.
[1]
6
Although scarecrows don’t usually talk, Jack decided to go and help the
scarecrow.
What does this tell you about Jack?
[1]
7
Do you feel worried about Jack approaching the scarecrow?
Tick () one box.
Yes
No
Explain your answer using words and phrases from the text.
Explanation
Words and phrases to support your explanation
[2]
8
Why did Jack jump when the scarecrow’s leg twitched in his hand?
[1]
© UCLES 2014
0844/02/SP/14
[Turn over
4
9
What do you think the weather was like outside when Jack woke up?
Give evidence from the text to support your answer.
[2]
10
Who do you think is the point of view character in this story?
Explain how you know.
[2]
11
The sentence below is part of the description of the weather in the story. Look
at the underlined phrase.
‘…the thunder went off like cannon-fire and the lightning lashed down like
whips.’
(a) Tick () one box to say which technique is being used here.
Alliteration
Metaphor
Onomatopoeia
Personification
Simile
© UCLES 2014
[1]
0844/02/SP/14
5
(b) Explain what you think the underlined phrase means.
[2]
12 (a) The text is a short extract from the book The Scarecrow and His
Servant.
From the evidence in this extract, which genre do you think the story
is?
Tick () the correct answer.
Biography
Fantasy
Legend
Mystery
Real-life story
[1]
(b) Name two general features of the genre you chose for 12(a).
1
2
© UCLES 2014
[2]
0844/02/SP/14
[Turn over
6
Section B: Writing
Spend 30 minutes on this section.
13 Read this introduction to a story.
The government’s chief scientist looked in at the creature through the
bars of the cage. It sat there, looking back at him. The chief scientist
was there because the President had sent him to investigate. The
President was taking a real interest in the ‘monster case’.
Now continue the story yourself to explain what the chief scientist discovers
about the creature.
Character
Setting
Plot
There are at least two characters:
• The chief scientist, the President and...
• The creature – what is it? A human being, an unknown
species?
• The chief scientist’s laboratory?
• Do the events happen anywhere else?
• How did the creature get to be in the cage?
• What did the chief scientist do to find out about the
creature?
• Why was the President ‘taking a real interest’?
Remember to include as much detail as you can in your story. It can be of
any genre that you like.
PLANNING
Spend up to five minutes making notes in this box to plan your story.
© UCLES 2014
0844/02/SP/14
7
Write your story here.
© UCLES 2014
0844/02/SP/14
[Turn over
8
Content
[5]
Punctuation
[4]
Purpose and audience
[4]
Vocabulary
[3]
Text structure
[5]
Spelling
[4]
Sentence structure
[5]
Copyright Acknowledgements:
Section A Reading
© Philip Pullman; Four Tales; Random House.
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.
© UCLES 2014
0844/02/SP/14
.
Cambridge
Primary
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge Primary Checkpoint
Checkpoint
Paper 1
i
For Examination from 2012
SPECIMEN PAPER
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
P91
2
Section A: Reading
For
Examiner's
Use
Spend 20 minutes on this section.
Read the text then answer the questions.
Fossils
Fossils are the remains or evidence of animals or plants which have been
preserved naturally. They range from the skeletons of huge dinosaurs to tiny
plants and animals which can only be seen under a microscope. Most fossils are
formed from the hard parts of animals and plants such as shells, bones, teeth or
wood. They may be virtually unchanged from the originals, or be mineral
replacements. Animals and plants have also been preserved in peat, tar, ice and
amber, the resin of ancient trees. Eggs, footprints and burrows can be fossilized
too.
The study of fossils, called palaeontology, shows us that life originated on Earth
at least 3,500 million years ago. Since then there has been a succession of
animal and plant species. Most are now extinct and only a tiny proportion have
survived as fossils. By studying these survivors, we have a fascinating glimpse
of ancient life on Earth.
The process of changing from a living organism to a fossil takes place over
millions of years. Fossilization is an extremely chancy process. As soon as
animals and plants die, they begin to decompose, or rot. The hard parts, such as
the shells, bones, and teeth of animals, or the wood of plants, last longer than
soft tissue but they are often scattered by animals, wind or flowing water. In
order for something to be fossilized it must be buried quickly before it
decomposes. This is most likely to be done by sediment like sand or mud
washed down by water. Some fossils later dissolve; others may be changed
chemically or be distorted due to high temperatures and pressures. Only a tiny
fraction will survive to be found.
1
What are most fossils formed from?
2
What does the study of fossils show us about the origin of life on Earth?
[1]
© UCLES 2011
0844/01/SP/12
P92
3
3
Tick (^) two boxes to show which materials are most likely to be involved in
the formation of fossils.
concrete
mud
pebbles
rocks
sand
[2]
4
Re-write the second paragraph to include the main points using about
30 words.
.. ... ... [2]
P93
For
Examiner
Use
4
5
Tick (Y) the best description of the text ‘Fossils’.
FOt
Examii
Us>
It contains only facts.
It contains mostly facts.
It contains mostly opinions.
It contains about half facts and half opinions.
[1]
6
Compare these texts.
Text 1
Text 2
Many people enjoy fossil hunting.
Fossils are usually formed from the
hard parts of a plant or animal such
as wood, bones and shells. These
materials do not decompose as
quickly as soft parts and last long
enough for fossilization to occur.
You’d love fossil hunting - it’s great
fun! Woody bits from plants plus hard
bits like bones and shells from
animals can change into fossils. Soft
parts are squashy and squidgy and
rot away more quickly before fossils
have a chance to form.
The information in both texts is the same but the style of language used is
different.
Tick (Y) the text you prefer to read.
Text 1
Text 2
Explain why you chose that text.
।
[1]
©UCLES 2011
0844/01/SP/12
P94
5
Read the text, another report from an information book, and then answer the
questions.
A Pearl is Born
Pearls are made by oysters when a tiny piece of grit gets into their shells. Most pearls
develop in a space inside the shell.
Pearl Oyster
Even small oysters can produce reasonably large pearls, although the older and
larger the shell, the greater the chance of finding a good-sized pearl. This type of
oyster grows to about 20 cm (8 in), and is common throughout the Indo-Pacific as well
as the eastern Mediterranean.
Queen Mary’s Pearls
Before the advent of cultured pearls, jewellery made with natural pearls was extremely
expensive and therefore a symbol of great wealth or status. Queen Mary of England
is remembered for the long strings of pearls she wore.
Blister Pearls
A dome-shaped pearl that has developed while attached to the inside surface of an
oyster shell is known as a blister pearl.
Variety in the Pearl World
Pearls come in all shapes and sizes: the largest in the world is 41 mm (1.5 in) in
diameter. The shape of a pearl is also quite variable and, while perfectly spherical
pearls are the most popular, some may be tear-shaped and others irregular. Blue,
black and even yellow forms of pearl exist and, because they are scarcer than the
white forms, they are more highly prized.
GLOSSARY
Cultured - artificial
6
7
(a) Where is the Pearl Oyster found?
........................................................... i,..................................................... [1]
'I'
'
! V i
(b) Pearls are found in different shapes. Name two of them.
।
।
1
2 ......................
8
...................
[1]
Tick (^) two boxes to show which statements are FALSE.
Black pearls are never found.
Cultured pearls are artificial.
Natural pearls are expensive.
Queen Mary wore long strings of pearls.
Yellow pearls are the most common pearls.
9
Suggest a reason why good-sized pearls are found more often in older and
larger shells.
[1]
©UCLES2011
For
Examiner1:
Use
0844/01 /SP/12
P96
7
10 This question refers to both texts.
For
Examiner's
Use
(a) What is the purpose of the sub-headings in the text ‘A Pearl is born’?
... [1]
*
(b) In the text ‘Fossils’, paragraphs are used.
Draw lines to link each paragraph with its main topic
1st paragraph
How are fossils formed?
2nd paragraph
What do fossils tell us?
3rd paragraph
What are fossils?
[1]
P97
8
Section B: Writing
For
Examiner's
Use
Spend 25 minutes on this section.
11 The reading texts Fossils and A Pearl is Born are both reports taken from
information books.
Write your own report for an information book, about a particular kind of item
or something that you know a lot about.
It could be:
A collection of some kind
/
A topic that interests you
e.g.
•
.
.
e.g
.
.
.
.
•
CD collection
MP3 playlist
...other collections?
Butterflies
Flowers
Sport
Trains
Volcanoes
PLANNING:
Spend about 5 minutes making notes in this box.
•• i
Purpose and Audience
[6] □
Punctuation
[2] □
Text Structure
[5] □
Spelling
[2] □
Sentence Structure
[5] □
©UCLES 2011
0844/01/SP/12
P98
9
Write your report here.
For
Examiner's
Use
P99
10
Section C: Grammar, Punctuation and Vocabulary
Spend 15 minutes on this section.
12 Join the underlined word in each of these sentences to match the correct
word class.
Bones are the hard parts of some
animals.
Pearls can be found in the shells of
some oysters.
Some fossils are beautifully
preserved.
They are very valuable.
13 (a) Underline the main clause in this sentence.
Black pearls are more vajuable than white ones because they are
not as common.
[1]
(b) Rewrite this sentence.
Fossils are millions of years old.
Include this clause.
which may be the skeletons of huge dinosaurs
Remember to add the punctuation. Do not add or change any words.
.................................................................................................................... [2]
© UCLES 2011
0844/01/SP/12
FIDO
For
Examiner's
Use
11
14 (a) Change this sentence to the present tense.
For
Examiner^
Use
Fossil hunters searched every rock to try to find a fossil.
.................................................................................................................... [1]
(b) Finish the text by writing the passive form of the verb, given in brackets.
The first one has been done for you.
The pearls (find) are found in oyster shells.
First, the oysters (take)
from the seabed by divers.
onto the deck of fishing boats in nets.
They (pull)
to show the pearl inside.
Each shell (open)
[2]
15 Correct two mistakes in this sentence. Do not change the meaning.
The man look very careful in the pile of rocks to find fossils.
[1]
16 Choose the type from simple, compound or complex to describe these
sentences.
type of sentence
sentence
The fossil is very old.
Although the water was deep, the diver found the
oyster.
[1
17 Add two apostrophes to this sentence.
Pearls cant be collected
are tightly closed.
if the oysters shells
[1]
P101
12
18 Add the missing punctuation to these sentences.
F
Exar
L
“Did you find this fossil asked my friend
“Yes I replied there were lots of them lying on the beach.”
[2]
19 Re-read these sentences from the text ‘Fossils’.
Most are now extinct and only a tiny proportion have survived as
fossils. By studying these survivors, we have a fascinating glimpse of
ancient life on Earth.
Write other words or phrases that mean the same as the underlined words.
Your new words must keep the meaning and make sense in the sentence.
proportion
fascinating
[2]
Copyright Acknowledgements:
Section A Reading
Section A Reading
© David Ward; Eyewitness Guides: Fossil; Dorling Kindersley; 2000.
© Alex Arthur; Eyewitness Guides; Shell; Dorling Kindersley; 2000.
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.
©UCLES 2011
0844/01/SP/12
P1 02
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge Primary Checkpoint
0844/01
ENGLISH
For Examination from 2011
Paper 1
SPECIMEN PAPER
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question
or part question.
Suggestions for how long to spend on each section are given in the booklet.
For Examiner's Use
1
2
3
4
5
6
7
8
9
10
11
12
Total
This document consists of 12 printed pages.
© UCLES 2011
[Turn over
2
Section A: Reading
For
Examiner's
Use
Spend 20 minutes on this section.
Read the text then answer the questions.
Fossils
Fossils are the remains or evidence of animals or plants which have been
preserved naturally. They range from the skeletons of huge dinosaurs to tiny
plants and animals which can only be seen under a microscope. Most fossils are
formed from the hard parts of animals and plants such as shells, bones, teeth or
wood. They may be virtually unchanged from the originals, or be mineral
replacements. Animals and plants have also been preserved in peat, tar, ice and
amber, the resin of ancient trees. Eggs, footprints and burrows can be fossilized
too.
The study of fossils, called palaeontology, shows us that life originated on Earth
at least 3,500 million years ago. Since then there has been a succession of
animal and plant species. Most are now extinct and only a tiny proportion have
survived as fossils. By studying these survivors, we have a fascinating glimpse
of ancient life on Earth.
The process of changing from a living organism to a fossil takes place over
millions of years. Fossilization is an extremely chancy process. As soon as
animals and plants die, they begin to decompose, or rot. The hard parts, such as
the shells, bones, and teeth of animals, or the wood of plants, last longer than
soft tissue but they are often scattered by animals, wind or flowing water. In
order for something to be fossilized it must be buried quickly before it
decomposes. This is most likely to be done by sediment like sand or mud
washed down by water. Some fossils later dissolve; others may be changed
chemically or be distorted due to high temperatures and pressures. Only a tiny
fraction will survive to be found.
1
What are most fossils formed from?
[1]
2
What does the study of fossils show us about the origin of life on Earth?
[1]
© UCLES 2011
3
3
Tick () two boxes to show which materials are most likely to be involved in
the formation of fossils.
For
Examiner's
Use
concrete
mud
pebbles
rocks
sand
[2]
4
Re-write the second paragraph to include the main points using about
30 words.
[2]
© UCLES 2011
[Turn over
4
5
Tick () the best description of the text ‘Fossils’.
For
Examiner's
Use
It contains only facts.
It contains mostly facts.
It contains mostly opinions.
It contains about half facts and half opinions.
[1]
6
Compare these texts.
Text 1
Text 2
Many people enjoy fossil hunting.
Fossils are usually formed from the
hard parts of a plant or animal such
as wood, bones and shells. These
materials do not decompose as
quickly as soft parts and last long
enough for fossilization to occur.
You’d love fossil hunting – it’s great
fun! Woody bits from plants plus hard
bits like bones and shells from
animals can change into fossils. Soft
parts are squashy and squidgy and
rot away more quickly before fossils
have a chance to form.
The information in both texts is the same but the style of language used is
different.
Tick () the text you prefer to read.
Text 1
Text 2
Explain why you chose that text.
[1]
© UCLES 2011
5
Read the text, another report from an information book, and then answer the
questions.
A Pearl is Born
Pearls are made by oysters when a tiny piece of grit gets into their shells. Most pearls
develop in a space inside the shell.
Pearl Oyster
Even small oysters can produce reasonably large pearls, although the older and
larger the shell, the greater the chance of finding a good-sized pearl. This type of
oyster grows to about 20 cm (8 in), and is common throughout the Indo-Pacific as well
as the eastern Mediterranean.
Queen Mary’s Pearls
Before the advent of cultured pearls, jewellery made with natural pearls was extremely
expensive and therefore a symbol of great wealth or status. Queen Mary of England
is remembered for the long strings of pearls she wore.
Blister Pearls
A dome-shaped pearl that has developed while attached to the inside surface of an
oyster shell is known as a blister pearl.
Variety in the Pearl World
Pearls come in all shapes and sizes: the largest in the world is 41 mm (1.5 in) in
diameter. The shape of a pearl is also quite variable and, while perfectly spherical
pearls are the most popular, some may be tear-shaped and others irregular. Blue,
black and even yellow forms of pearl exist and, because they are scarcer than the
white forms, they are more highly prized.
GLOSSARY
Cultured – artificial
© UCLES 2011
[Turn over
6
7
(a) Where is the Pearl Oyster found?
[1]
(b) Pearls are found in different shapes. Name two of them.
1
2
8
[1]
Tick () two boxes to show which statements are FALSE.
Black pearls are never found.
Cultured pearls are artificial.
Natural pearls are expensive.
Queen Mary wore long strings of pearls.
Yellow pearls are the most common pearls.
[2]
9
Suggest a reason why good-sized pearls are found more often in older and
larger shells.
[1]
© UCLES 2011
For
Examiner's
Use
7
10 This question refers to both texts.
For
Examiner's
Use
(a) What is the purpose of the sub-headings in the text ‘A Pearl is born’?
[1]
(b) In the text ‘Fossils’, paragraphs are used.
Draw lines to link each paragraph with its main topic
1st paragraph
How are fossils formed?
2nd paragraph
What do fossils tell us?
3rd paragraph
What are fossils?
[1]
© UCLES 2011
[Turn over
8
Section B: Writing
For
Examiner's
Use
Spend 25 minutes on this section.
11 The reading texts Fossils and A Pearl is Born are both reports taken from
information books.
Write your own report for an information book, about a particular kind of item
or something that you know a lot about.
It could be:
e.g.
A collection of some kind
•
•
•
A topic that interests you
CD collection
MP3 playlist
…other collections?
e.g
•
•
•
•
•
Butterflies
Flowers
Sport
Trains
Volcanoes
PLANNING:
Spend about 5 minutes making notes in this box.
Purpose and Audience
Text Structure
Sentence Structure
© UCLES 2011
[6] [5] [5] Punctuation
Spelling
[2] [2] 9
Write your report here.
© UCLES 2011
For
Examiner's
Use
[Turn over
10
Section C: Grammar, Punctuation and Vocabulary
For
Examiner's
Use
Spend 15 minutes on this section.
12 Join the underlined word in each of these sentences to match the correct
word class.
Bones are the hard parts of some
animals.
preposition
Pearls can be found in the shells of
some oysters.
adverb
Some fossils are beautifully
preserved.
adjective
They are very valuable.
pronoun
[2]
13 (a) Underline the main clause in this sentence.
Black pearls are more valuable than white ones because they are
not as common.
[1]
(b) Rewrite this sentence.
Fossils are millions of years old.
Include this clause.
which may be the skeletons of huge dinosaurs
Remember to add the punctuation. Do not add or change any words.
[2]
© UCLES 2011
11
14 (a) Change this sentence to the present tense.
For
Examiner's
Use
Fossil hunters searched every rock to try to find a fossil.
[1]
(b) Finish the text by writing the passive form of the verb, given in brackets.
The first one has been done for you.
The pearls (find) are found in oyster shells.
First, the oysters (take)
They (pull)
from the seabed by divers.
onto the deck of fishing boats in nets.
Each shell (open)
to show the pearl inside.
[2]
15 Correct two mistakes in this sentence. Do not change the meaning.
The man look very careful in the pile of rocks to find fossils.
[1]
16 Choose the type from simple, compound or complex to describe these
sentences.
sentence
type of sentence
The fossil is very old.
Although the water was deep, the diver found the
oyster.
[1]
17 Add two apostrophes to this sentence.
Pearls cant be collected if the oysters shells
a r e t i g h t l y c l o s e d.
[1]
© UCLES 2011
[Turn over
12
18 Add the missing punctuation to these sentences.
For
Examiner's
Use
“Did you find this fossil asked my friend
“Yes I replied there were lots of them lying on the beach.”
[2]
19 Re-read these sentences from the text ‘Fossils’.
Most are now extinct and only a tiny proportion have survived as
fossils. By studying these survivors, we have a fascinating glimpse of
ancient life on Earth.
Write other words or phrases that mean the same as the underlined words.
Your new words must keep the meaning and make sense in the sentence.
proportion
fascinating
[2]
Copyright Acknowledgements:
Section A Reading
Section A Reading
© David Ward; Eyewitness Guides: Fossil; Dorling Kindersley; 2000.
© Alex Arthur; Eyewitness Guides; Shell; Dorling Kindersley; 2000.
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.
© UCLES 2011
Cambridge International Examinations
Cambridge Primary Checkpoint
ENGLISH
0844/02
For Examination from 2011
Paper 2
SPECIMEN PAPER
Candidates answer on the Question Paper.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
Suggestions for how long to spend on each section are given in the booklet.
The total number of marks for this paper is 50.
This document consists of 8 printed pages
[Turn over
UCLES2011
0844/02/SP/11
2
Section A: Reading
Spend 30 minutes on this section.
Read the extract from The Scarecrow and His Servant by Philip Pullman in the
INSERT and then answer these questions.
1
Read these statements about the scarecrow. Tick () two boxes that we
know are TRUE from the passage.
He had matching gloves on.
He spoke in a quiet voice.
He wore a tweed suit.
His hair was made of straw.
His mouth was wide.
2
[2]
Why were the people in the district afraid?
[1]
3
What change took place in the scarecrow when lightning struck him?
[1]
4
When Jack awoke, he stood up and looked around. Why?
[1]
UCLES2011
0844/02/SP/11
3
5
Did the scarecrow seem calm?
Tick () one box.
Yes
No
Give a reason from the text to support your answer.
[1]
6
Although scarecrows don’t usually talk, Jack decided to go and help the
scarecrow.
What does this tell you about Jack?
[1]
7
Do you feel worried about Jack approaching the scarecrow?
Tick () one box.
Yes
No
Explain your answer using words and phrases from the text.
Explanation
Words and phrases to support your explanation
[2]
8
Why did Jack jump when the scarecrow’s leg twitched in his hand?
[1]
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4
9
What do you think the weather was like outside when Jack woke up?
Give evidence from the text to support your answer.
[2]
10
Who do you think is the point of view character in this story?
Explain how you know.
[2]
11
The sentence below is part of the description of the weather in the story. Look
at the underlined phrase.
‘…the thunder went off like cannon-fire and the lightning lashed down like
whips.’
(a) Tick () one box to say which technique is being used here.
Alliteration
Metaphor
Onomatopoeia
Personification
Simile
UCLES2011
[1]
0844/02/SP/11
5
(b) Explain what you think the underlined phrase means.
[2]
12 (a) The text is a short extract from the book The Scarecrow and His
Servant.
From the evidence in this extract, which genre do you think the story
is?
Tick () the correct answer.
Biography
Fantasy
Legend
Mystery
Real-life story
[1]
(b) Name two general features of the genre you chose for 12(a).
1
2
UCLES2011
[2]
0844/02/SP/11
[Turn over
6
Section B: Writing
Spend 30 minutes on this section.
13 Read this introduction to a story.
The government’s chief scientist looked in at the creature through the
bars of the cage. It sat there, looking back at him. The chief scientist
was there because the President had sent him to investigate. The
President was taking a real interest in the ‘monster case’.
Now continue the story yourself to explain what the chief scientist discovers
about the creature.
Character
Setting
Plot
There are at least two characters:
• The chief scientist, the President and...
• The creature – what is it? A human being, an unknown
species?
• The chief scientist’s laboratory?
• Do the events happen anywhere else?
• How did the creature get to be in the cage?
• What did the chief scientist do to find out about the
creature?
• Why was the President ‘taking a real interest’?
Remember to include as much detail as you can in your story. It can be of
any genre that you like.
PLANNING
Spend up to five minutes making notes in this box to plan your story.
UCLES2011
0844/02/SP/11
7
Write your story here.
UCLES2011
0844/02/SP/11
[Turn over
8
Content
[5]
Punctuation
[4]
Purpose and audience
[4]
Vocabulary
[3]
Text structure
[5]
Spelling
[4]
Sentence structure
[5]
Copyright Acknowledgements:
Section A Reading
UCLES2011
© Philip Pullman; Four Tales; Random House.
0844/02/SP/11
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge International Primary Achievement Test
*9772641604*
May/June 2011
Paper 1
60 minutes
Candidates Answer on the Question Paper.
No Additional Materials required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
DO NOT WRITE IN ANY BARCODES.
For Examiner’s Use
Answer all questions.
1
The number of marks is given in brackets [ ] at the end of each question or part
question.
2
Suggestions for how long to spend on each section are given in the booklet
3
4
5
6
♦
7
8
9
10
11
12
Total
l his document consists of 11 printed pages and 1 blank page.
IB11 06_0841_01/2RP
©UCLES 2011
UNIVERSITY of CAMBRIDGE
International Examinations
P80
[Turn over
5
6
(a) Compare these two texts.
Text 1 - from Day 44 of Netta’s
diary
I couldn’t believe it when I
woke up this morning! It was
raining really, really hard.
We were slipping and
sliding everywhere. Mother
got really cross with Billy
when he splashed in the
puddles. The river bank was
a great, slushy mess! We
could not even try to get
across.
Text 2 - new text
There had been a month’s worth
of rain overnight. 24 people got
stuck in the mud. 5 wagons lost a
wheel.
At the north creek, the river bank
had been washed away. The
depth of the river made it
impossible to attempt a crossing.
/
Tick (^) the boxes to show the features of the different texts.
Some features are in both texts.
Features
Text 1
Text 2
informs about events
1
informal style
formal style
personal viewpoint
[2]
(b) Tick (^) the text you enjoyed reading more.
Text 1
J
Text 2
Explain why.
Page Total
© UCLES 2011
0341/017M/J/11
PS4
[Turn over
6
7
Does Netta like the ox?
Tick (^) one box.
Yes
No
1
Explain your answer using words from the text.
[1]
8
•Jnderline a metaphor in this text.
The ox smells horribJe^My boots are nearly worn through. My blankets
are a coat of steel
any comfort. Mother says we will wash them next time we stop for a
day’s rest.
9
When Netta describes the daily routine, she writes:
Walk. Walk. Walk...
X
What does writing in this way tell us about the daily routine?
...
~
................. .................... [1]
10 Re-read these sentences from Day 43 (29th May 1844).
When I had finished my chores, I was able to have fun with my friends-.
Once the animals had been unhitched, we played hide and seek around
the wagons.
Suggest another word or phrase that means the same as each of the
underlined words and still makes sense.
chores
[2]
.unhitched
Hage Total
© UCLES 2011
0841/01/M/J/11
?85
8
Spend 25 minutes on this section.
11 You have read two diary extracts written by Netta Blake travelling on The Oregon
Trail. Write your own two diary extracts about a journey you have made. It could
be a long or a short journey.
Think about:
A journey
you have
made
Description
Organisation
and style
•
•
«
•
•
©
®
®
®
•
«
a holiday journey:-a journey to see friends or family
a short journey, for example: to school (Write your two
entries to describe ‘coming to school’ and ‘going
home’.)
an imaginary journey
describe where you went
think about what happened and what you saw
describe what you did and how you felt. Say whether
or not you enjoyed yourself
include details to make your writing interesting
there must be two diary entries
how to structure your writing
what style of writing to use for a diary entry L
L
Spend up to five minutes making notes here.
PLANNING BOX:
Text structure
[4]’
Audience
Sentence structure
[4].
Pwpost
Page Total
©UCLES 2011
0S41/01/M/J/11
P86
9
Write your story here.
\
t
i
t
1
© UCItS 20rf
0841/0l/M/J/n
P87
- - ...........
10
Spend 15 minutes on this section.
12 Underline the proper noun in this sentence.
A young girl called NeVa travelled with her family.
[1]
13 Write this sentence in the passive voice.
Many people read Netta Blake’s diary.
............. [1]
14 Underline the subordinate clause in this sentence.
To make it worse, it hasn’t stopped raining all night.
[1]
15 Improve this sentence by replacing a word with a pronoun.
There were holes in Netta’s boots because Netta had been walking
for miles and miles.
16 Add two commas to make the,meaning clear in this sentence.
We all knew that, although it was dangerous, we had to cross
the river.
Page Total
UCL.ES 2011
0841/0I/M/J/11
P88
11
17 Read this sentence.
Netta walked along the trail.
(a) Replace the verb with a, more interesting one. Re-write your new
sentence.
[1]
(b) Now add an adverb to your sentence. Re-write it.
[1]
18 Join each sentence to the correct sentence type.
Father packed everything into the
wagon.
compound
sentence
Although she was always tired,
Netta helped to look after Billy.
complex
sentence
The trail was long but everyone was
looking forward to a new life.
simple
sentence
19 Add the missing apostrophe to the following sentence.
phildrerrszboots had long laces that needed, to
be tied carefully.
P89
12
20 Finish punctuating the dialogue.
“Can you look after Billy for me?asked Mother-
“ Do I have topi replied. I want to see my friends.
[2]
21 Complete each sentence using a word from the list to show what might
happen.
list of words
sentence
leather-finishes the trail, he__ •
He
•
• __
___be pleased.
find some new land.
should
would
could
will
may
was
[2]
22 Put all the information in these sentences into one sentence. Keep the sense
the same.
-Do not use and.
The trail was 2000 miles long from east to west.
It was also known as The Oregon Trail.
. m
Page Total
Permission to reproduce items where third-party owned material protected by copyright is included has been nought 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
namhridrw I nr.sl Fxaminaticns Syndicate fUCLESi which is itself a deoartment of the University of Cambridqe.
P90
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge International Primary Achievement Test
May/June 2011
Paper 2
60 minutes
Candidates Answer on the Question Paper.
No Additional Materials required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
P73
2
Spend 30 minutes on this section. ;
The Unlucky Break
It was the long summer holidays. Pedro and his sister, Monica, were looking forward
to riding their little pony in the grasslands where the ‘gauchos’, or cowboys, looked
after the cattle and sheep.
The children met their friend,
Miguel, who suggested they might
like to swim in the river as it was
so hot. There was a safe bathing
place two miles upriver beyond
the forest. They set off. The fierce
sun beat down and Pedro and
Monica, on the pony, were
grateful for their wide-brimmed
hats.
The long grass was turning pale brown in the heat Cattle were grazing in the distance
and the far-off shouts of the gauchos could be heard as they rounded up their cattle.
Soon the children came to the forest. The topmost branches of the tall pine trees were
like an umbrella casting deep shadows on the ground. Shafts of sunlight burst through
in places. Insects danced around in their brightness as if trying to escape from the
darkness beyond. Monica shivered in spite of the hot weather. A dip in the track led
down into the blackness. “Yippee!" Miguel shouted as he plunged down the slope.
The others followed him slowly. The pony’s hooves slipped on the stony ground, but
the brave little animal didn’t give up and soon they saw Miguel waving excitedly and
pointing into the dimness.
'“Come and see this hut!” he shouted. “They say it is haunted.” Monica could just
recognise a rectangular outline that turned out to be a three-sided shelter.
“I'm scared.” Monica’s voice shook as she spoke. “P-please let’s get out of here.”
Pedro dismounted to join Miguel who was running around the outside of the hut
malting loud 'whoo - co' noises. Then Miguel ran off deeper into the forest. The
brother and sister heard the sound of old twigs and brushwood snapping as Miguel
charged through them. This was closely followed by a yell of pain. Pedro ventured
after his friend and disappeared from view as the trees seemed to close in around
him. Soon he reappeared, breathlessly shouting, “Monica, you must ride to get help!
Miguel is hurt!”
3
Although she was frightened, Monica made the little pony move. At least she was
getting out of this awful place! Suddenly, she saw an unfamiliar group of tree trunks.
Panic began to wash over her as she realised that she was lost!
Alone. Lost in the forest. Her fear grew as the trees gazed down at her. Trails of tears
trickled down her cheeks and no sound came when she tried to cry out. It was
hopeless. She let go of the reins. As if by magic, the pony's ears pricked up and it
started scrambling up a slope. She hung on tightly. The pony continued on its way.
Soon they were in bright sunshine. Safe!
The courageous little pony broke into a swift gallop and Monica shouted as she rode,
attracting the attention of a couple of gauchos who cantered to meet her.
“Please...must come...hurt!” Sensing something was badly wrong, the gauchos
followed her as she turned to go back. She found the track into the darkness. Soon,
Pedro came into view waiting on the path...
Later, after Miguel had been rescued and taken to hospital with a broken leg, the
gauchos escorted the other two children home. Although they were grateful to the
children’s rescuers, their parents sat in horrified silence listening to the gauchos
describing what had happened. After they had left, the children turned to their father
with bowed heads so they could not see the angry expression on his face...
Read the story The Unlucky Break and answer the following questions.
1
What do gauchos do?
...... . .... ..................... [1]
•2
Why were the children grateful for their wide-brimmed hats?
4
3
Number these events to show th
one has been done for you.
order in which they happened. The first
Monica set off to get help.
Miguel ran around the hut.
They saw Miguel waving.
Miguel broke his leg.
Miguel carried on running.
[2]
4
The author uses the word ‘darkness’ in paragraph 4 when describing the forest.
Find two other words, or short phrases in the same paragraph that have the same
meaning.
1
2
5
[1]
Explain how the author creates suspense when Monica rides for help.
Write words and phrases from the text in your answer.
Explanation
Words and phrases from text
Page Total
5
6
(a) Which genre do you think the story is?
Tick {/) one box.
adventure
fantasy
historical
horror
science fiction
[1]
(b) Identify two features of the genre you chose for 6 (a).
■
1
2
.
P77
6
7
(a) Look at this phrase from the story.
...as the trees gazed down at her.
Tick (/) one box to say which technique the author is using at this point
of the story.
alliteration
metaphor
onomatopoeia
personification
[1]
(b) Look at this phrase from the story.
Trails of tears trickled...
Tick (/) one box to say which technique the author is using at this point
of the story'.
alliteration
।
metaphor
j
------ J
I
onomatopoeia
personification
[1]
Page Total
P73
7
8
Re-read this passage.
Soon the children came to the forest. The topmost branches of the tall
pine trees were like an umbrella casting deep shadows on the ground,
Shafts of sunlight burst through in places. Insects danced around in
their brightness as if trying to escape from the darkness beyond,
Monica shivered in spite of the hot weather.
Why do you think Monica shivered?
9
The author used this phrase.
Panic began to wash over her...
Do you think that this was a good way of describing how Monica felt?
Tick K) one box.
Yes
i
No
Explain your answer.
10 When Monica sees the gauchos she speaks to them:
“Please.must come... hurt!”
Why are ellipses (...) used here?
[1]
Page Total
P79
8
11 Tick (^) the best description to describe Monica’s-feelings when she came out of
the forest.
Monica was annoyed
with Pedro.
*
\
Monica was enjoying tae ride on her pony.
Monica was relieved to see the sun.
Monica was tired.
[1]
12 Who is the hero or heroine of this story?
Explain why you think this. Use words and phrases from the story to support your
answer.
P80
9
13 Re-read these sentences.
Although they were grateful to the children’s rescuers, their parents sat in
horrified silence listening to the gauchos describing what had happened.
After they had left, the children turned to their father with bowed heads.
They did not see the expression on his face...
What do you think Pedro said to his father?
Write your idea in the speech bubble.
[1]
14 The title of the story is ‘An UnluckyJgj^k’.
What do you think the word ‘Break’ means in the title?
[1]
Page Total
P81
10
Spend 30 minutes on this section. •
15 You have read the story ‘The Unlucky Break’ in which Monica got lost.
Write a story of your own where one of the main characters gets lost.
It can be any genre you like but it must not be set in a forest.
Think about:
Plot
Character
«
®
*
•
©
Setting
®
What happens before your character gets lost?
What was he/she trying to do?
How did he/she get lost?
Language choices and details should bring your
characters to life.
They cannot be based upon characters from films, TV or
comics.
Describe your setting so that your readers can see it
inside their heads.
Spend up to five minutes making notes here.
PLANNING BOX:
Content
$
—
A]
Vocabulary
[3]
L.
_
Audience/Composition
[3]
Text structure
Kf
Spelling
Pane Tot a
P32
P83
Content [4]
Audience [3]
Style [4]
Text structure and organisation [4]
Vocabulary [3]
Spelling [ij
Page Total
P34
6 I
2
Read this passage from ‘Why the Whaias Came’ by Michael Morpurgo and then
answer the questions.
‘We mustn’t talk to him. We’re not supposed to.”
Gracie and Daniel have been warned to stay away from the Birdman.
Dragging Daniel behind me I ran for the door which opened in front of us just as we
reached it. Prince [the Birdman’s dog] was suddenly around our legs, jumping up at
us and shaking himself all over us; and blotting out the light from the doorway was
the black, hooded silhouette of the Birdman with a kittiwake [bird] perched on his
shoulder. Above him I could see the sky was white with screeching gulls. Daniel
and I backed away towards the stove knocking over a chair as we went. Prince
followed us sniffing at the bread in Daniel’s hand.
‘Hungry, were you?’ came the voice from inside the sou’wester [waterproof hat].
‘Plenty of bread, always make plenty of bread. Bake one a day. Always have
plenty in reserve in case I get ill. I keep the freshest till last, on the top shelf - you
can have some of that if you like.’ The kittiwake lifted off his shoulder and landed
clumsily amongst the carvings on the table, knocking one of them over. He hopped
on one leg; the other seemed curled up and stunted and he would not use it. The
j Birdman shut the door behind him, pulled off his sou’wester and shook it dry.
‘Bit of a bluster out there I can tell you,’ he said. The words he spoke were
unformed and unfinished. They seemed yawned out rather than spoken and then
thrown out from the top of his mouth. He heaved his black cape off his shoulders
wincing as he did so, folded it and laid it carefully on the floor. All his movements
were painfully slow and stiff. He whistled sharply and Prince left us at once and sat
down on the cape, looking from the Birdman to us and back again as if waiting for
someone to say something, but no-one said a word.
We must have spent a full minute looking at each other. The old man I saw in front
of me was not at all as I had expected him to be. All my life I had thought he would
have a predatory look of an ancient crow under the shadow of his sou’wester. I
could hardly have been more wrong. Only the tired stoop of his body and the loose,
mottled skin of his forearm betrayed his age. His face was the colour of a well-worn
polished brown boot. The skin was creased but still young and supple - not that
you could see much of his face for it was almost entirely hidden by a head and
beard of wild white hair. But it was his eyes that marked him out from any other
man I had ever seen, for they drew you into them somehow so that you could not
look away even if you wanted to.
‘So, at last we meet,’ he said, breaking the long silence. ‘I’m glad you came. I was
afraid you never would you know.
Now answer the questions in the answer booklet.
© UCLES 2011
0844/02/SI/12
P36
3
BLANK PAGE
P37
J
4
I
4
4
4
Copyright Acknowledgements:
Reading Passage
© Michael Morpurgo; Why the Whales Came: Egmont Books Ltd; 2001.
Permission to reproduce items where third-party owned materia! 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 al the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is tne brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2011
0844/02/SI/12
P83
8
11 Tick (^) the best description to describe Monica’s-feelings when she came out of
the forest.
Monica was annoyed
with Pedro.
*
\
Monica was enjoying tae ride on her pony.
Monica was relieved to see the sun.
Monica was tired.
[1]
12 Who is the hero or heroine of this story?
Explain why you think this. Use words and phrases from the story to support your
answer.
P80