Cambridge Lower Secondary Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction October 2020
INSERT 1 hour 10 minutes

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 10_1111_01/RP
© UCLES 2020 [Turn over
 2

Text A

How many things have you used or played with in the last two days that are made of plastic?
What did you do with the drinks bottles or burst balloons from your last birthday party? Last time
you spent a day at the beach, did you leave litter on the sand, thinking, ‘Well, the tide will soon
wash that away’?

Around the world, an estimated one million birds and 100 000 marine mammals and sea turtles 5
die each year when they become trapped in plastic or eat it, perhaps mistaking it for a tasty
treat. It is one of the biggest threats to whales and dolphins in all the world’s oceans. Whales in
Scotland have been photographed entangled in plastic strapping; whales have washed up in
Canada wrapped in plastic fishing line; and, in 2012, a young whale was found dead, floating off
the Greek coast. This young whale’s stomach contained 100 plastic bags. 10

Plastic causes death and injury to hundreds of thousands of sea creatures every year through
swallowing and entanglement. The Wildlife Trust estimates that 177 species of reptiles,
mammals and fish are at risk. Plastic bags and fishing nets are a particular problem. Another
worry is the thousands of balloons which inadvertently find their way into the sea every year
from mass balloon releases, such as the ones you see on TV or might have taken part in 15
yourself.

Animals swallow plastic, which can suffocate them or give them an artificial sense of being full,
leading eventually to starvation. Fish and birds get caught up in plastic at sea or when they use
it to build their nests, and they can drown, starve or become easy pickings for bigger creatures.

Perhaps the most worrying fact is that over time, these plastics can break down into tiny 20
particles, be eaten by smaller species and passed up the food chain. So if a shellfish eats some
plastic fragments, then a tuna fish eats the shellfish, we could end up eating the waste plastic
we thought we had dumped!

There are lots of things you can do to help. Make sure that your family recycles all your plastic
waste. Make sure that you set others an example by putting rubbish in a designated bin rather 25
than leaving it on a beach. Don’t release balloons into the sky – remember that 70% of the
Earth’s surface is covered in water so they are likely to land in the sea. Lastly, stop using plastic
bags when shopping – take a bag that you can reuse time after time.

DO NOT WRITE IN THIS SPACE

© UCLES 2020 1111/01/INSERT/O/N/20

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Text B

Endangered green sea turtle with hypothermia rescued!

Green sea turtles are not built for life in the chilly North Pacific, but that’s where one found itself
on Saturday – washed up and hardly moving on a beach in Pacific Rim National Park, Canada.

The endangered turtle – stunned by the cold – was spotted and reported by a tourist near the
high-tide mark on a beach.

Park staff gently lifted ‘the patient’ on a stretcher made of tarpaulins and blankets, to transport it 5
for treatment at the Vancouver Aquarium.

‘The turtle arrived in critical condition but is improving,’ said Dr Martin Haulena, the aquarium’s
head veterinarian. ‘Its temperature is being carefully monitored during warming. It has also
received antibiotics and fluids.’

Treating a cold turtle

The treatment? Warming up, slowly and carefully. 10

Reptiles are cold-blooded, and they depend on their external environment to control their body
temperature. So, for an animal that normally lives in warmer water, the cooler water in the
Pacific leads to hypothermia, also known in reptiles as ‘cold-stunning’. Everything slows down:
heart, respiration rates. They can’t swim. They can’t forage. They get weaker and weaker.

The turtle was admitted for treatment with a body temperature of 11.2 degrees Celsius, and is 15
being warmed gradually, until it reaches normal at 20 degrees.

El Niño visitors?

So why did the turtle travel so far north? Strandings like these are more common in an El Niño
year, which is when a temporary shift in weather patterns brings warmer water to the Pacific.
Sea turtles have been stranded in the Pacific Rim National Park before, including two green sea
turtles in 2011 that did not survive. 20

Dr Haulena encourages any visitor that sees a stranded animal to report it but stay away.

‘Everybody wants to go and see it, but it’s important to keep your distance, because these are
stressed animals,’ he said.

DO NOT WRITE IN THIS SPACE

© UCLES 2020 1111/01/INSERT/O/N/20

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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 1111/01/INSERT/O/N/20

 Cambridge Lower Secondary Checkpoint


ENGLISH 1111/01
Paper 1 Non-fiction October 2020
1 hour 10 minutes

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 10_1111_01/RP
© UCLES 2020 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A, an article from a website, in the insert, and then answer questions 1–10.

1 Explain two ways in which the writer tries to get the reader’s attention in the first paragraph.

[2]

2 Look at the second paragraph.

Give one word which shows that nobody knows the exact number of animals dying because
of plastic each year.

[1]

3 In your own words, explain why marine animals eat plastic.

[1]

4 Look at the sentence ‘Whales in Scotland have been photographed entangled in plastic
strapping; whales have washed up in Canada wrapped in plastic fishing line; and, in 2012, a
young whale was found dead, floating off the Greek coast.’ (lines 7–10)

Explain in your own words two ways in which the writer makes this sentence powerful.

[2]

5 What does the phrase ‘inadvertently find their way’ (line 14) suggest about the balloons?

[1]

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6 Why does the writer include the phrase ‘… might have taken part in yourself’ (lines 15–16)?

Tick () one box.

to blame readers for their actions

to suggest that readers take part in similar events

to inform readers of the popularity of particular events

to make readers realise the consequences of their actions

[1]

7 Look at the fourth paragraph.

(a) Explain in your own words how the writer suggests that eating plastic causes animals to
die of hunger.

[1]

(b) Give one noun phrase which suggests that plastic causes animals to become weak and
vulnerable to predators.

[1]

8 Look at the fifth paragraph.

Explain in your own words what is ironic about the information in this paragraph.

[1]

9 How does the final paragraph differ in purpose from the rest of the text?

Tick () two boxes.

It gives practical advice.

It summarises the article.

It provides a dramatic example.

It explains how a problem occurs.

It encourages readers to be responsible.

[2]

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10 What is the best title for Text A?

Tick () one box.

Endangered animals

The many uses of plastic

Litter in the seas and oceans

The problems fishermen face

[1]

Read Text B, a newspaper article about an endangered green sea turtle, in the insert, and then
answer questions 11–17.

11 Give a phrase from the first paragraph that tells you that the turtle did not intend to be on the
beach.

[1]

12 What does the word ‘stunned’ (line 3) tell you about the effect of the cold on the turtle?

[1]

13 Why is the phrase ‘the patient’ (line 5) in inverted commas?

[1]

14 ‘They can’t swim. They can’t forage. They get weaker and weaker.’ (line 14).

What effect does the writer create by using these three short sentences?

[1]

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15 What are the main purposes of Text B?

Tick () two boxes.

to suggest why a turtle became stranded

to explain how stranded turtles are treated

to inform people about a turtle rescue centre

to persuade more people to help stranded turtles

to describe why green sea turtles are endangered

[2]

16 Make a list of what was done to help the turtle after it was found by the tourist on the beach.

• [3]

17 Write a summary of up to 40 words about what was done to help the turtle. Include five points
from your list. Use your own words as much as possible.

[2]

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Section B: Writing

Spend 30 minutes on this section.

18 Write a letter to your local newspaper about the problem of litter in your local area.

You could include some of the following in your letter:

• where people drop litter and why they do it

• what can be done about it by individuals or groups of people
• why people should take more care of their environment.

You may wish to add some of your own ideas, including experiences that you have had.

Space for your plan:

Write your letter on the next page. [25 marks]

© UCLES 2020 1111/01/O/N/20

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© UCLES 2020 1111/01/O/N/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 1111/01/O/N/20

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 Cambridge Lower Secondary Checkpoint

ENGLISH 1111/02
Paper 2 Fiction October 2020
INSERT 1 hour 10 minutes

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 10_1111_02/RP
© UCLES 2020 [Turn over
 2

Text for Section A, an extract from ‘Jasmine Skies’ by Sita Brahmachari.

Mira, a teenager from a part-Indian family living in the UK, has just travelled alone to India. She
is being met at the airport by her aunt, Anjali, and her cousin, Priya.

***

‘Mira! Mira!’

I suppose that must be Priya leaping up and down, hollering and waving. She looks nothing like
she did last week on Skype* … I’m sure she had long hair. As I draw nearer she vaults over the
barrier and sprints towards me with her arms opening into the widest and warmest of hugs. The
tears that have been threatening to spill over for the last half-hour suddenly cascade down my 5
face. To meet a whole side of your family in the flesh, for the first time in your life, is the
strangest feeling in the world, sort of like coming home.

Anjali steps forward and enfolds me in her graceful arms and the soft folds of her cotton sari.
Her hair’s pulled back into a tight bun, and without wearing a spot of make-up she still looks
beautiful. She takes my head in her hands and studies my face. The tears are rolling down her 10
cheeks too.

‘So pretty, like your ma at your age.’ She smiles at me and kisses my cheek. ‘We were getting
so worried about you. How was your journey? Tiring?’ She sighs, wiping my smudged eyeliner
away.

‘Ha! You didn’t even recognise me!’ Priya laughs and scruffs up her hair, which is now a Pixie 15
crop with red tips. ‘And look at you, all trad*! Anyone would think I am the London chick and you
are the Hindu princess!’ Priya wafts my chunni scarf over my shoulder, blows an egg-sized gum
bubble, then pops it with her tongue.

‘Priya!’ scolds Anjali.

‘Want some?’ Priya grins and hands me a piece. 20

The peppermint feels fresh and cool in my mouth. I can’t wait to brush my teeth properly.

‘Well, thank goodness you’re here safely. We thought you were lost, let me take … but where is
your case?’ asks Anjali.

‘Is that all you brought?’ Priya gasps, taking my shoulder bag from me.

‘Priya! Give Mira a chance to breathe! You should know, Mira, that all of this’ – Anjali points to 25
Priya’s hair, and then down to her skinny jeans and what look like brand-new red Converse –
‘all of this is done in your honour!’

‘I was cutting my hair anyway, Ma. I told you that ages ago.’ Priya shrugs, then turns to me. ‘So
where’s all your stuff?’

‘My case is missing.’ 30

Anjali claps a hand to her forehead in a gesture of total despair. ‘Typical!’ she snaps and then
strides over to an official. But, by her increasingly passionate hand gestures and his crossed
arms and shaking head, I can tell that she’s not having much luck. After a while she comes back
towards us, smoothing her damp hair away from her face.

© UCLES 2020 1111/02/INSERT/O/N/20

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‘Don’t worry Mira. If it doesn’t turn up, we have everything you need here. It’ll be a great 35
hardship for her, but I am sure my Priya won’t mind taking you shopping!’ Anjali laughs, trying to
put a bright spin on things.

‘That’ll be such a chore! I hate shopping! But I suppose I could just make an exception for you,
cous*! I’ll take you to the mall. You’ll love it. All the shops you’ve got in London and more!’
boasts Priya. 40

‘But I brought presents for you all.’ I can hear a wobble in my voice and I swallow hard.

‘Forget about presents! You are the present. Come on, you must be exhausted. Let’s take you
home. I’ll call about the bag later.’ Anjali sighs, then walks towards the exit, gesturing for me
and Priya to follow.

‘What were you going to give me anyway?’ whispers Priya, breaking into my thoughts. 45

Anjali overhears her, and then turns and shoots her an ‘I’ll deal with you later!’ look. I wonder if
all mums, wherever you live, anywhere in the world, have the same silent repertoire of
reprimands.

Priya takes my arm and squeezes it tight. Walking arm in arm with her feels so natural, like
we’ve been friends forever. It’s only now that I realise how nervous I’ve been about meeting her, 50
and Anjali, and how relieved I am that they’re so lovely.

A flock of tiny birds shoots ahead of us, swooping low; shaving the air millimetres from my head.
I automatically duck down.

‘Only airport birds,’ says Priya. ‘They’re always passing through, just like all the other
international travellers! That’s going to be me one day. New York, Paris, London …’ She sighs 55
as we watch the birds dart between people and luggage.

‘And I’m never having kids,’ announces Priya, shaking her head at a little girl who’s throwing a
tantrum. Her mum looks exhausted. ‘Don’t see why I should add to this crazy population! I’ll just
travel, like you, Mira, free as a bird …’

Anjali smiles knowingly at Priya’s chatter. ‘Never is a very long time!’ she says, catching my eye. 60
For a moment a look of sadness sweeps the smile from her face. She quickly turns away and
walks briskly towards the exit.

Glossary
Skype: face to face communication using the internet
trad: traditional
cous: cousin

DO NOT WRITE IN THIS SPACE

© UCLES 2020 1111/02/INSERT/O/N/20

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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 1111/02/INSERT/O/N/20

 Cambridge Lower Secondary Checkpoint


ENGLISH 1111/02
Paper 2 Fiction October 2020
1 hour 10 minutes

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 10_1111_02/2RP
© UCLES 2020 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read the Text in the insert and answer questions 1–17.

1 Give one word that tells the reader that Priya makes a lot of noise when she first sees Mira.

[1]

2 Look at lines 2–7.

Give a two-word phrase that tells the reader that Mira loses control and starts crying freely.

[1]

3 The way that Priya greets Mira is different from the way that Anjali greets Mira.
Complete the table below to describe the different ways.

One word to describe Priya’s greeting Evidence from the text

excited ‘leaping up and down’

One word to describe Anjali’s greeting Evidence from the text

[2]

4 ‘Ha! You didn’t even recognise me!’ (Line 15)

Why is it difficult for Mira to recognise Priya?

[1]

5 ‘Anyone would think I am the London chick and you are the Hindu princess!’ (Lines 16–17)

(a) What do these words tell the reader about the clothes the two girls are wearing?

[1]

(b) Why has Priya chosen the clothes she is wearing?

[1]

© UCLES 2020 1111/02/O/N/20

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6 ‘“Is that all you brought?” Priya gasps …’ (Line 24)

What is Priya’s expectation?

[1]

7 ‘“My case is missing.”’ (Line 30)

(a) Why does the writer use a short sentence?

[1]

(b) How does Mira feel?

[1]

8 ‘“Typical!”’ (Line 31)

What does this tell the reader about Anjali’s opinion of the situation?

[1]

9 Look at lines 35–40. Identify two examples of irony.

Tick () two boxes.

‘Don’t worry Mira.’

‘… we have everything you need here.’

‘It’ll be a great hardship for her …’

‘That’ll be such a chore!’

‘All the shops you’ve got in London and more!’

[2]

10 Give a quotation from the text that shows that Mira almost begins to cry again.

[1]

11 Give an example of alliteration from lines 42–48.

[1]

© UCLES 2020 1111/02/O/N/20 [Turn over

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12 Give one word from lines 49–56 that means ‘diving through the air’.

[1]

13 ‘… shaving the air …’ (Line 52)

What is the phrase above an example of?
Tick () one box.

an oxymoron

rhyme

a metaphor

onomatopoeia

[1]

14 What two things does the reader learn about Priya’s future intentions?

• [2]

15 ‘She quickly turns away …’ (Line 61)

Why does she quickly turn away?

[1]

16 Whose viewpoint is the story told from?

[1]

© UCLES 2020 1111/02/O/N/20

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17 Anjali understands her daughter well. Give two examples of how the reader knows this.
Support each part of your answer with quotations from the whole text.

[4]

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Section B: Writing

Spend 30 minutes on this section.

18 Write a story about arriving in a new place and meeting someone for the first time.

You should consider:

• the place where you both meet

• the person – their appearance and their character
• what happens after you meet.

Space for your plan:

Write your story on the next page. [25 marks]

© UCLES 2020 1111/02/O/N/20

 7

© UCLES 2020 1111/02/O/N/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 1111/02/O/N/20

https://solvedpapers.co.uk

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 Cambridge Lower Secondary Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction April 2020
INSERT 1 hour 10 minutes

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_1111_01/4RP
© UCLES 2020 [Turn over
 2

Text A

The sky’s the limit

10

15
Content removed due to copyright restrictions.

20

25

30

DO NOT WRITE IN THIS SPACE

© UCLES 2020 1111/01/INSERT/A/M/20

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Text B

Sustainable living

What is sustainable living?

Sustainable living is a lifestyle that reduces an individual’s use of the Earth’s natural
resources. For example, this might mean sharing car rides or choosing to do short, daily
journeys on foot rather than by car.

Why is sustainable living important?

It is critical for human survival. Natural resources on Earth are limited, and they are being
exploited every day for the production and transport of materials and manufactured objects. In 5
developed countries, the desire to follow the latest trends means the life-span of items such as
computers or phones is decreasing. Everybody needs to act more responsibly now: consume
less, recycle more and repair broken objects so that enough resources are left on the planet to
support future generations.

Is it possible to do this forever?

For a resource or material to be sustainable, it means that it can be produced forever. Bamboo 10
is considered a sustainable resource as it can be produced much faster than hardwood. As long
as it is replanted at a rate equal to its consumption, bamboo can be produced forever. On the
other hand, plastic – mass-produced since the early 1990s and extensively overused today in
packaging and food containers, toys and non-renewable bags and bottles – is an example of an
unsustainable material. Plastic takes millions of years to decompose and waste sites are 15
overflowing with it.

Can one person make a difference?

Yes. Taking reusable cloth bags when shopping will help to reduce plastic bag consumption.
Buying only locally-grown produce such as fruit and vegetables, means less fuel is consumed in
transport. At home, switch off lights and electrical devices when they are not in use.

DO NOT WRITE IN THIS SPACE

© UCLES 2020 1111/01/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 1111/01/INSERT/A/M/20

 Cambridge Lower Secondary Checkpoint


ENGLISH 1111/01
Paper 1 Non-fiction April 2020
1 hour 10 minutes

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_1111_01/6RP
© UCLES 2020 [Turn over
 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A, in the insert, and answer questions 1–10.

1 Look at the heading: The sky’s the limit.

What is the heading an example of? Tick () one box.

a simile

an idiom

a euphemism

an oxymoron

[1]

2 Give one word from the first paragraph (lines 1–7) that tells the reader that the treehouses of
Finca Bellavista have little effect on their surroundings.

[1]

3 Look at the second paragraph (lines 8–13).

Which two-word phrase shows that Matt and Erica were not initially looking for rainforest
land to buy?

[1]

4 Find evidence in the second paragraph to support the ideas below.

Idea Quotation from the text

Matt and Erica believe it is important that Community members are encouraged to
residents use materials from the area. use locally-grown sustainable hardwoods …

The writer thinks Matt and Erica’s area of

land is beautiful.

The writer feels that the rainforest was

under threat.

Matt and Erica felt it was their duty to

rescue the area.

[3]

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 3

5 Give two ways residents can visit each other.

 [1]

6 Give one phrase from the first paragraph and one phrase from the last paragraph (lines 27–
30), that tell the reader that Finca Bellavista has an independent source of electricity.

 [2]

7 Look at the last sentence (lines 28–30). Matt Hogan tells the reader that the rainforest is
noisy.
What does he suggest about the noise?

[1]

8 Give two examples that show the writer feels that Finca Bellavista is a challenging place to
live.

 [2]

9 Give two reasons why The sky’s the limit is a suitable heading for this article.

 [2]

10 What evidence in the text suggests the article is aimed at young people? Give two examples.

 [2]

© UCLES 2020 1111/01/A/M/20 [Turn over

 4

Read Text B, in the insert, and answer questions 11–14.

11 Explain how the layout and presentation of the text makes the information easy to read. Give
two ways.

 [2]

12 Which of the features below show that Text B is more formal than Text A? Tick () two
boxes.

the use of questions

complex vocabulary

passive verb forms

present tense

the use of adjectives

[2]

13 Make a list of all the things the writer suggests people could do to live more sustainably.

 [3]

© UCLES 2020 1111/01/A/M/20

 5

14 Summarise how people can make their lifestyles more sustainable. Use up to 50 words.

[2]

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 6

Section B: Writing

Spend 30 minutes on this section.

15 Write an article for your school magazine about the advantages and disadvantages of spending
time in a remote area, such as a rainforest, mountains or an island, either alone or with other
people.

You could include some of the following ideas:

 spending time without electrical devices

 enjoyment of everyday necessities, such as clean water
 survival skills, such as getting food.

Space for your plan:

Write your article on the next page. [25 marks]

© UCLES 2020 1111/01/A/M/20

 7

© UCLES 2020 1111/01/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 1111/01/A/M/20

 Cambridge Lower Secondary Checkpoint

ENGLISH 1111/02
Paper 2 Fiction April 2020
INSERT 1 hour 10 minutes

INFORMATION


 This insert contains the reading passage.

 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_1111_02/4RP
© UCLES 2020 [Turn over
 2

Text for Section A, an extract from ‘The boy who drew the future’ by Rhian Ivory

Noah is a boy with an unusual ability – he draws pictures of what will happen in the future, and
can’t stop himself from doing it. His family have just moved to a village called Sible Hedingham.

***

Prologue*

A twitching thing, it moves as if it were still alive. But it can’t be. The hand isn’t attached to
anything. Sinews, veins and skin dried up, discoloured, dead on the page. Yet it moves as if no
one has told it.

The boy draws it with his pen, line after line, unravelling the story that pulls him, down into dark
water. 5

A hand forces itself up to the surface in his drawing, beckoning him* or warning him, he can’t
quite tell yet. And no matter how hard he tries not to, he keeps drawing it.

Twitching and twisting, he draws, as the tide waits patiently, ready to turn.

Chapter 1: Noah

The barber* doesn’t try to engage me in awkward conversation as he cuts off my hair. I’m
relieved he’s a whistler not a talker as I try to make a different face look back at me in the 10
mirror. He brushes the hair off the back of my neck and I attempt a scowl, narrowing my brown
eyes, but it looks wonky. As I get up, I look down at the floor covered in light brown and blond
hair. A haircut feels a good place to start.

Being the new boy again means I get to reinvent myself, I decide, as Mum buys me a new
uniform at Fords’ department store. I try on more black trousers as she picks up a three-pack of 15
white shirts, laughing with the saleswoman about my growth spurt. They talk as if I am not
there. Mum keeps touching the back of my now naked neck as if she hasn’t seen it in years.
She hands me a red and grey striped tie and two V-neck jumpers. They are itchy, not that I’ll be
wearing them in this heat. I wonder why she’s buying them – it is so hot.

We moved to Sible Hedingham three days ago. Unpacking all our stuff into the plain, empty, 20
rented house only took a day or two, and now I’ve ticked the last two items off my list I’m out of
things to do. I leave Mum paying for my clothes and go outside. I walk around looking for
something to fill the weekend quiet with. Anything. I mentally list all the things this new place
has as I pass them: a butcher’s, baker’s, a DIY shop, a grocer’s and a library next to a large
primary school. It’s a new place but still has the same ‘Please drive carefully through our village’ 25
signs.

Another wilderness of normality, but this village has a feel about it. A prickling tingles in my
fingers as I enter Broaks Woods. Something wants to be uncovered – I can smell it coming off
the river. There is something lurking here, whistling under the cover of the shady ash trees,
hidden for now. 30

I sigh and shake it off. I don’t want there to be any room or time for these feelings.

When we drive into the grey school car park on Monday morning, I wish I’d insisted on turning
up on my own. I watch all the other students dragging themselves into school and realise that
it’s going to take more than a new haircut. They all look like they fit, like they know where they
are going. I, on the other hand, have no idea, despite the déjà vu* of Mum’s monologue: 35

© UCLES 2020 1111/02/INSERT/A/M/20

 3

‘I’ve explained about Dad’s work and said that’s why we’ve moved again. There’s no need to go
into details about why you left your last school, OK? This is another chance for you, Noah, a
fresh start for all of us. Just try this time, sweetheart, please?’ She switches the engine off,
unclips her seatbelt and reaches across to squeeze my arm. Her bangles clang and clank in the
silence. I have nothing to say so she carries on in a bright singsong voice. ‘We’re staying put 40
this time, aren’t we?’ She tries to make it sound like a statement or order, but it comes out more
like a question. I nod and she sighs.

She tries to smile as she applies more lipstick, checking her reflection again in the mirror. I wish
it were a real smile. I want to do more than just nod. She needs me to make her a promise, but I
can’t tell her a lie. I’ve tried before but I’ve never been very good at it. 45

Glossary
prologue: an introduction to a story
beckoning him: waving at him to come closer
The barber: the hairdresser
déjà vu: a feeling of familiarity / having heard something before

DO NOT WRITE IN THIS SPACE

© UCLES 2020 1111/02/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 1111/02/INSERT/A/M/20

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