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Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing May/June 2017
1 hour 30 minutes

No Additional Materials are required.

*7284200594*

READ THESE INSTRUCTIONS FIRST

An answer booklet is provided inside this question paper. You should follow the instructions on the front cover
of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet.

NB: Remember that Section 1 and Section 2 of this paper are worth the same number of marks, so you should
divide your time carefully between them.

Answer both Section 1 and Section 2.

This document consists of 3 printed pages and 1 blank page.

06_1123_12_2017_1.10
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Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this part: 30.

Task

1 In your school grounds, there is some land which is not used at the moment. One idea is to make
it a quiet garden where students can relax during school break times. The Principal asks you to
find out what the students think of this idea and to suggest other ways of using this land. The
Principal asks you to write a report about the best use for the piece of land.

Write your report. You must include the following:

• what students think about having a quiet garden

• what other ideas students have for using the land and why
• which of all the ideas you would choose and how students could help to achieve this.

Cover all three points above in detail. You should make sure your report is polite and informative.
Start your report ‘To the Principal’ and remember to supply a signature and date.

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Section 2: Creative Writing

Begin your answer on a fresh page.

Write on one of the following topics.

At the head of your essay put the number of the topic you have chosen.

You are advised to write between 350 and 500 words. Total marks for this part: 30.

Topics 2–6

2 Describe the effects of different types of weather on your neighbourhood. (Remember to describe
the effects on people as well as on the surroundings.)

3 What are the advantages and disadvantages of being part of either a large or small family? Give
reasons and examples to support your view.

4 Write a story which includes the sentence: ‘I don’t want any argument about this; we are going to
see him now and that’s final.’

5 Water.

6 Write a story in which an unexpected guest arrives at a wedding.

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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 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 06_1123_12_2017_1.10

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Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2017
INSERT
1 hour 45 minutes
*7558588440-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 3 printed pages and 1 blank page.

DC (NF) 128610/2
© UCLES 2017 [Turn over

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2

Passage 1 – Silver
1 Silver is a precious metal, more abundant and more beautiful even than gold. The mining
of silver began some 5 000 years ago in Anatolia and it was a valuable resource for many
flourishing civilisations. By the first century, Spain had become the capital of silver production;
Spanish silver mines provided the major supplies for the Roman Empire, and silver was an
essential trading component for Asian spices. But no single event in the history of silver rivals 5
Spain’s conquest of the so-called New World in the late fifteenth century, resulting in Bolivia,
Peru and Mexico accounting for a huge proportion of the world’s production.

2 Because it has a bright whiteness, silver was often used to make jewellery – rings, bracelets
and necklaces – by many ancient civilisations; modern silversmiths are linked to centuries of
craftsmen, and people with good taste still choose to adorn themselves with silver. There is 10
evidence that silver was being made into coins and used as money for everyday transactions
in Asia Minor almost 3 000 years ago, and many ancient societies in India, Persia and South
America used silver coins. For centuries, silver was used to facilitate international trade; in
the nineteenth century, for example, the Chinese asked for silver in exchange for tea, silk and
porcelain. In some ancient languages, such as Sanskrit and Hebrew, the same words are 15
used to describe both silver and money, thus underpinning its importance.

3 In the religious beliefs of many ancient cultures, silver became associated with various gods,
who kept it shiny and rust-free. Although the Romans had no knowledge of modern biology,
they stored wine in silver containers, realising that it remained drinkable for a longer period
of time, and their army generals discovered that silver coins dropped into water storage 20
containers meant that fewer soldiers would become sick during military campaigns. Other
ancient civilisations, such as Greece and Macedonia, used silver extensively for medicinal
purposes; the Greek physician Hippocrates, the so-called ‘Father of Medicine’, taught that
silver healed wounds and controlled diseases.

4 Mirrors were originally made of polished stone, and later of bronze, but by the fifth century the 25
Chinese were making much better quality mirrors by combining silver and mercury. Silverpoint,
a drawing technique which involves dragging a silver wire across a surface, has been used by
artists since ancient times and flourished in sixteenth century Europe as a fine-line drawing
technique used by many artists, including Leonardo da Vinci.

5 In modern times, silver is used to make solar panels, which provide electricity for commercial 30
and residential premises. As silver is very effective in the collection of solar power, the energy
which comes from the sun, it allows us to access this source of renewable energy. In the past,
aluminium was used to coat telescope mirrors, but silver is now seen as being more effective.
When used to insulate glass, silver is recognised as an extremely efficient method of reducing
heat loss, an important factor in the modern age when conservation of the world’s resources 35
is seen as a priority.

6 As Hippocrates realised all those years ago, silver can be beneficial to healthy living. The use
of silver in water purification systems prevents bacteria and algae from building up in filters,
and helps oxygen to sanitise the water, thus avoiding the need for chlorine in pools and spas.
Mixed with mercury, silver produces amalgams which harden within minutes and are used in 40
dentistry to fill cavities in teeth. It also has a role to play in modern medicine as it can be used
to make instruments to perform surgical procedures. Small electrical devices such as hearing
aids use silver oxide batteries due to their long life and high energy-to-weight ratio.

7 In the music industry, speaker wires are produced using silver cable because many experts
believe that silver improves sound quality. Silver plays an important role in the manufacture of 45
various high-quality wind instruments; for example, flutes are made with silver alloy because
of the fine sound it produces as well as for the beauty of its appearance, and some brass
instruments, such as trumpets, are plated with silver.
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Passage 2 – Mr Lutchman and Gardening

1 When Mr Lutchman’s passion for gardening developed, he firstly bought himself a set of
gardening tools. His interest in gardening seemed to have arisen unpremeditated, coming
upon him suddenly one morning when, probably for the first time since the family had moved
into the house, he noticed the patchy remains of lawn, a ragged reminder of the previous
owner’s industry. He looked over the fence and compared his lawn enviously with the healthy 5
green strip he could see in the neighbour’s garden. That same day, he set to work, weeding
and removing the stumps of dead plants. He went to the local park and uprooted clumps of
grass which he brought back and planted at evenly spaced intervals.

2 ‘It’s public property you’re taking,’ said Mrs Lutchman. ‘Don’t you realise you’ll go to jail if
you’re caught rooting up grass like that? What if somebody goes to the park, likes the look of 10
the railings and thinks they’ll take them home and make a fence with them?’ But, in spite of
this threat, Mr Lutchman persisted. The police did not catch him and with the transplants of
grass the lawn flourished. Success stimulated ambition. He decided to have flower beds on
either side of the house and rose bushes at the front, and it was the purchase of these items
that prompted the excursion he took his children on during the school holidays. Mr Lutchman 15
became the happy family man, and was in a good mood, a straw hat perched rakishly on
his head. Mrs Lutchman, who had not been invited to accompany them, was delighted that
this new air of domesticity had descended on her husband in recent weeks, and that he was
content to spend most of his spare time at home playing with his set of gardening tools.

3 The planned excursion took them out of the city. At first the roads were bordered by fields of 20
rice and watercress. Further on, however, the land was dry and uncultivated, the predominant
colour changing from green to reddish-brown. They left the highway and drove along a
lane for a mile or so before turning on to a stony track. A large sign proclaimed in peeling,
faded letters: ‘Plants for sale. Visitors welcome.’ They drove through the gate. There was a
rambling, red-brick house from which hung baskets full of dead and dying plants. The lawn 25
was being watered by a gardener. The house was set in an extensive, decaying garden dotted
with mango trees. The gardener waved at them. ‘Stop!’ he shouted furiously. ‘This is private
property you know.’ Mr Lutchman was losing his temper. ‘We want to buy some plants,’ he said.

4 The main part of the garden stretched behind the house. Mr Lutchman’s eye was caught by
an orchid and he bought it. ‘I’ll give it to you at half price,’ said the gardener. ‘It’s already half 30
dead.’ Encouraged by the logic of this generosity, Mr Lutchman bought six rose bushes too.

5 While the gardener went away to make up the bill, Mr Lutchman saw a young avocado tree.
He was tempted. There was nobody in sight and nearby was a little gate. Could he not put
the tree outside the gate and collect it later when they were driving back? Swooping down,
he snatched up the tree. The gardener, coming up behind him, tapped him on the shoulder, 35
making small, scolding noises. When Mr Lutchman protested that he was about to come
looking for him to have the price added to his bill, the gardener wagged a finger at him. Later,
in his ‘office’, a dilapidated old shed used mainly for storing tools, he started to enumerate the
prices of the various items with exaggerated care to disguise the fact that he was making up
the prices as he went along. 40

6 When they were planted in Mr Lutchman’s garden, the orchid and the roses were a great
success. The avocado tree, however, worried him. He had planted it in the back yard where
there was more room and where, ironically, he felt it was less likely to be stolen. The tree
grew slowly and reluctantly and seemed on several occasions to be on the point of dying. It
weighed heavily on his mind and Mr Lutchman, overcome by guilt, finally confessed to his 45
wife. ‘It’s because I tried to steal it,’ he said.

7 Comprehension dawned. ‘That’s the exact reason why it doesn’t grow,’ she said. ‘Crime never
pays.’
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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.

© UCLES 2017 1123/22/INSERT/M/J/17

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Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level
* 7 5 5 8 5 8 8 4 4 0 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2017
Candidates answer on the Question Paper. 1 hour 45 minutes
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the beginning or end of each question or part question.

This document consists of 7 printed pages, 1 blank page and 1 Insert.

DC (NF) 128608/2
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Section 1: Reading for Ideas

Read Passage 1 in the Insert and answer all the questions below.

1 (a) Notes [15 marks]

Identify and write down the uses and importance of silver in former times, and the uses and
the advantages of silver in modern times, as outlined in the passage.
USE THE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 7 INCLUSIVE.
At this stage, you need NOT use your own words. To help you get started, the first point in
each section of notes is done for you. You will be awarded up to 15 marks for content points.

MAIN POINTS

The uses and importance of silver in former times

• Used to make jewellery (because of its bright whiteness)

The uses and the advantages of silver in modern times

• Used in solar panels, (which provide electricity for commercial and residential premises)

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(b) Summary [5 marks]

Now use your notes to write a summary in which you explain the uses and importance of
silver in former times, and the uses and the advantages of silver in modern times, as outlined
in the passage.

This time, you will be awarded up to 5 marks for using your own words wherever possible
and for accurate use of language.

Your summary, which must be in continuous writing (not note form), must be no longer than
160 words, including the 10 words given below. Begin your summary as follows:

In former times, silver was used to make jewellery because ....................................................

...................................................................................................................................................

No. of words

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2 From your reading of Paragraph 1, decide whether each of the following statements is true or
false, and tick the box you have chosen.

True False

All civilisations were engaged in the mining of silver.

Spices were traded for silver in Roman times.

Bolivia, Peru and Mexico were the only countries

producing silver in the late fifteenth century.
[3]

3 Select and write down two of the writer’s opinions, one from Paragraph 1 and one from
Paragraph 2. You may use the words of the text or your own words.

The writer’s opinion in Paragraph 1 is ..............................................................................................

..........................................................................................................................................................

The writer’s opinion in Paragraph 2 is ..............................................................................................

..................................................................................................................................................... [2]

Total for Section 1 [25]

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Section 2: Reading for Meaning

Read Passage 2 in the Insert, and answer all the questions below.

From Paragraph 1

4 (a) What was the first sign of Mr Lutchman’s interest in gardening?

.............................................................................................................................................. [1]

(b) Pick out and write down the single word in the paragraph which shows that Mr Lutchman had
more than just an ‘interest’ in gardening.

.............................................................................................................................................. [1]

(c) Why was Mr Lutchman envious of his neighbour?

...................................................................................................................................................

.............................................................................................................................................. [1]

From Paragraph 2

5 (a) What was Mrs Lutchman’s ‘threat’?

...................................................................................................................................................

.............................................................................................................................................. [1]

(b) ‘Success stimulated ambition.’ Explain in your own words what this means.

...................................................................................................................................................

.............................................................................................................................................. [2]

(i) ...........................................................................................................................................

...................................................................................................................................................

(ii) ...........................................................................................................................................

.............................................................................................................................................. [2]

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From Paragraph 3

6 (a) What was it about the landscape on the day of the excursion which showed that it was ‘dry
and uncultivated’?

.............................................................................................................................................. [1]

(b) The sign said ‘Plants for sale’. Give two reasons from the paragraph why this is surprising.

(i) ...........................................................................................................................................

...................................................................................................................................................

(ii) ...........................................................................................................................................

.............................................................................................................................................. [2]

...................................................................................................................................................

.............................................................................................................................................. [1]

From Paragraph 4

7 What exactly was the ‘logic’ of the gardener’s generosity?

..........................................................................................................................................................

..................................................................................................................................................... [1]

From Paragraph 5

8 (a) What was Mr Lutchman ‘tempted’ to do?

...................................................................................................................................................

.............................................................................................................................................. [1]

(b) Mr Lutchman swooped down to take the tree. What effect does ‘swooping down’ have that
would not be achieved by, for example, ‘bending down’?

...................................................................................................................................................

.............................................................................................................................................. [1]

(c) The gardener showed his disapproval of Mr Lutchman by wagging his finger at him. In what
one other way did the gardener show his disapproval?

.............................................................................................................................................. [1]

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(d) Explain in your own words what the gardener did ‘to disguise the fact that he was making
up the prices’ of the various items ‘as he went along’.

...................................................................................................................................................

.............................................................................................................................................. [2]

From Paragraph 6

9 Mr Lutchman planted the avocado tree in the back yard. Explain fully why this was ‘ironic’.

..........................................................................................................................................................

..................................................................................................................................................... [2]

From the whole passage:

10 Choose five of the following words or phrases. For each of them give one word or short phrase
(of not more than seven words) which has the same meaning that the word or phrase has in the
passage.

unpremeditated (line 2) encouraged (line 31)

industry (line 5) dilapidated (line 38)

set to (line 6) reluctantly (line 44)

persisted (line 12) comprehension (line 47)

Five words chosen

Answer
(from list above)

( ) ..................................... .............................................................................................. [1]

[5]

Total for Section 2 [25]

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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.

© UCLES 2017 1123/22/M/J/17

Paperland ~ 0761099116
Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing October/November 2017
1 hour 30 minutes
* 3 6 5 3 3 5 8 1 2 5 *

No Additional Materials are required.

READ THESE INSTRUCTIONS FIRST

NB: Remember that Section 1 and Section 2 of this paper are worth the same number of marks, so you
should divide your time carefully between them.

Answer both Section 1 and Section 2.

This document consists of 3 printed pages, 1 blank page and 1 insert.

DC (NF) 128594/1
© UCLES 2017 [Turn over

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2

Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this part: 30.

Task

1 Every year the older students in your school invite adults to come and talk about why they are
successful in their careers. You decide to write a letter to a well-known personality (for example,
from television or business) to persuade him or her to come and speak to the students.

Write your letter. You must include the following:

• an invitation to speak to the students and the date and venue for the meeting

• what you admire about the personality and his or her work

• how the students benefit from these visits.

Cover all three points above in detail. You should make your letter polite and persuasive. Start
your letter ‘Dear …… ,’ and remember to provide a suitable ending.

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Section 2: Creative Writing

Begin your answer on a fresh page.

Write on one of the following topics.

At the head of your essay put the number of the topic you have chosen.

You are advised to write between 350 and 500 words. Total marks for this part: 30.

Topics 2–6

2 Describe two different places which have special memories for you for different reasons.
(Remember you are describing the atmosphere and your feelings, not just the places.)

3 ‘To save our towns and cities, people should use public transport more and their own cars less.’
Do you agree? Give reasons and examples to support your view.

4 Write a story which includes the sentence: ‘Because the space was so small, it did not seem
possible to get the vehicle through it.’

5 Uniforms.

6 Write a story in which a text message plays an important part.

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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.

© UCLES 2017 1123/12/O/N/17

Paperland ~ 0761099116
Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2017
INSERT
1 hour 45 minutes
*6729513577-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 4 printed pages.

DC (ST) 129357/2
© UCLES 2017 [Turn over

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Aaminah Fazal
2

Passage 1 – Fishing
1 Fishing is an ancient practice dating back at least 40 000 years, and studies of skeletal
remains from this time show that people regularly ate freshwater fish. Shell heaps
discovered by archaeologists prove that sea foods were also important for survival. During
this time most people lived a nomadic life but, where there are early examples of permanent
settlements, they are almost always associated with fishing as a major source of food. 5

2 Evidence exists that killing fish with spears was common in ancient times; a Greek historian
of 2 000 years ago wrote an account of hunting for swordfish using harpoons; this account
is fascinating even today. The Roman poet Oppian wrote of how fishermen struck the
surface of the sea, encouraging frightened fish to jump straight from the sea into nets.
Such was the importance of fishing to these ancient civilisations that their river and sea 10
gods were always depicted carrying a three-pronged fishing spear. As early as the second
century, fishermen were using the fly-fishing method, where artificial bait in bright colours
attracted the fish to bite and made them easy captives.

3 Fish were an important part of the diet in North America, where river fish were caught using
a hook suspended on a line. Line-fishing is a really cruel method by which a fish, attracted 15
by the morsel of food on the end of the line, swallows the hook and then is pulled in on the
line. In addition, some tribes used toxic plants to induce torpor in river fish to make them
easy to catch.

4 Additionally, in other civilisations gill-nets suspended straight down into the water were
used. These gill-nets were made of natural fibres, as archaeological evidence from the 20
Middle East shows. Somewhat similar to gill-nets is trawling, a relatively modern method of
fishing which involves pulling a net behind the boat. Fish are then hauled into the boat as it
moves; however, this fishing method has been criticised by environmental groups because
it catches other species of sea-life as well as the targeted species, and causes damage to
the sea bed. 25

5 By the twentieth century, fishing methods had become so efficient that fish-processing
vessels were developed. Once the fish are caught, these boats enable them to be cleaned,
filleted, sorted and frozen, ready for sale before the boats land. Another improvement has
been the invention of nets made of synthetic fibres, used because they are cheaper to
manufacture, last longer and require less maintenance than traditional nets. Though still 30
in its infancy, fish-farming, which involves breeding and raising fish commercially in tanks
or enclosures, is another method of obtaining fish, the most commonly produced species
worldwide being carp and salmon.

6 In modern times, a problem has been that fish stocks are significantly declining. People
assume that the supply of fish in the world’s rivers and oceans is limitless. Fairly recently, 35
supplies of certain fish began to die out through overfishing because there were no rules
about fishing them. The problem was made worse by the fact that some countries did not
confine their fishing to their own shores, but also fished off the shore of other countries,
causing serious depletion of fish stocks. The problem is worsened by the fact that often
fishermen do not know the size of available fish stocks because they have not been 40
properly informed.

7 One result of the decline in fish stocks is that, in an attempt to halt the decline, defined fishing
seasons are allocated to individual groups of fishermen. There are some disadvantages
in this system – for example, often fishermen are forced to set off in dangerous weather
conditions because they have no choice. The introduction of fishing quotas, whereby 45
commercial fishermen are limited in the number of fish they can take, is another way in
which governments try to stop the decline in fish stocks. Moreover, authorities can pass
laws about the fishing nets fishermen are permitted to use, by increasing the size of the
mesh; this enables smaller fish to escape and boosts their numbers. Attempts are also
made to educate fishermen about dwindling resources. 50
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8 Another problem associated with declining fish stocks is that sometimes the global struggle
for them results in violence. It has been known for angry fishermen to attack fishermen from
other countries, and some have been known to throw frozen fish at foreign coast-guard
vessels. But at least all can agree that they have one common enemy: pirate fishermen.
These pirates fish without licences, ignoring laws designed to preserve fish stocks. 55

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Passage 2 – Michael
1 Michael walked home from school, a mad decision in the heat, even at this time of day. But
when he had left the building, he could see that the buses were stranded in the city traffic,
their wheels motionless on the softening tarmac, so he set off on foot. The houses seemed
to exude heat from their bricks, making the streets into a sweltering labyrinth through which
he must toil. It was the last day of term, the start of the long summer holidays. For six whole 5
weeks there would be no more marking, no more teaching classes, and above all no more
rushing out in the mornings. He had made it to the end of another school year. His relief
was so enormous that it manifested itself physically. He felt happy, he felt unburdened, and
he had a dizzy sensation in his head.

2 He paused under the trees that fringed the park and surveyed the damage caused by 10
this never-ending heatwave. The grass was a scorched brown, and the bare earth was
showing through it; the park was no longer the undulating green he had always loved. He
recalled the park in previous summers as a space of different shades of green. And now
the normally beautiful flowerbeds were empty and arid.

3 He set off on the most direct route, straight across the burnt out grass. Sweat broke out 15
along his hairline and down his spine. He swatted a bead of moisture from his upper lip
and switched his bulging briefcase to the other hand. There was a queue at the water
stand-pipe at the end of his street. Several of his neighbours meandered listlessly across
the pavement and onto the road, carrying empty containers. Some of them chatted to each
other and one or two waved to him as he passed. 20

4 He unlatched the gate and swung it open. He loved his house, and the fact that he and his
wife had bought it with their own money – or their own money along with a large bank loan
– never ceased to amaze him. He didn’t have to leave his home for six whole weeks. Joy
surged involuntarily through him as he remembered that it contained the two people most
precious to him in the world. He unlocked the door, flung his bag to the floor and picked his 25
way through the flotsam of bricks, miniature cars and pieces of jigsaw puzzles on the hall
floor. In the living room his nine-year-old son kissed him and then returned to reclining on
the sofa with his eyes fixed on the television, where grinning cartoon characters danced
across the screen. The debris of more assorted toys covered the floor. ‘Mum’s studying,’ his
son told Michael. ‘She’s not to be disturbed unless it’s a matter of life and death.’ 30

5 At the top of the stairs Michael found his way blocked by the ladder that led up to the attic.
He had bought the ladder because he had always wanted a playroom in an attic when he
had been a boy, and so he had wanted this for his own son, this place of refuge. Never had
he anticipated it being commandeered by his wife, of all people. Now the attic was not how
he had envisaged it at all. Instead of a train set, there was a paper-strewn desk; instead of 35
building bricks, there were shelves of books. There were no collections of shells or leaves
or any of those things children covet, just notebooks and folders.

6 Michael had been thinking for a long time of a way to tell his wife that he was happy to
support her in her newly found passion for learning, her apparent desire to achieve what had,
for a variety of reasons, been beyond her reach before their marriage. But communication 40
with her these days was almost impossible. There was a new look of hostility in her eyes.
She had not even told him that she had enrolled for college classes. As Michael climbed
the ladder into the attic, his wife gradually appeared to him from the feet up – toes, ankles,
legs, her back curved over the table, her arms, her hand clutching a pen. ‘Oh Michael,’ she
said, without turning round. ‘I thought I heard you come in.’ 45
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.

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Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level
* 6 7 2 9 5 1 3 5 7 7 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2017
Candidates answer on the Question Paper. 1 hour 45 minutes
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the beginning or end of each question or part question.

This document consists of 8 printed pages and 1 Insert.

DC (ST) 129356/2
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2

Section 1: Reading for Ideas

Read Passage 1 in the Insert and answer all the questions below.

1 (a) Notes [15 marks]

Identify and write down how fishing has been carried out through the ages, and the reasons
for the decline in fish stocks and the consequences of this decline, as outlined in the passage.

USE THE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 8 INCLUSIVE.

At this stage, you need NOT use your own words. To help you get started, the first point in
each section of notes is done for you. You will be awarded up to 15 marks for content points.

MAIN POINTS
How fishing has been carried out through the ages
• Killing fish with spears common in ancient times

The reasons for the decline in fish stocks and the consequences of this decline
• In modern times, people assume that the supply of fish in the world’s rivers and oceans is
limitless

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3

(b) Summary [5 marks]

Now use your notes to write a summary in which you explain how fishing has been carried
out through the ages, and the reasons for the decline in fish stocks and the consequences of
this decline, as outlined in the passage.

This time, you will be awarded up to 5 marks for using your own words wherever possible
and for accurate use of language.

Your summary, which must be in continuous writing (not note form), must be no longer than
160 words, including the 10 words given below. Begin your summary as follows:

Killing fish with spears was common in ancient times and .......................................................

...................................................................................................................................................

No. of words

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4

2 Read Paragraph 1 and decide whether each of the following statements is true, false or not stated
in the passage, and tick the box you have chosen.
True False Not
stated

1 The first fishermen may have lived more than 40 000 years ago.

2 Around 40 000 years ago, people ate only fish.

3 Fishing was important in all early permanent settlements.

[3]

3 Select and write down two of the writer’s opinions, one from Paragraph 2 and one from
Paragraph 3. You may use the words of the text or your own words.

The writer’s opinion in Paragraph 2 is ..............................................................................................

..........................................................................................................................................................

The writer’s opinion in Paragraph 3 is ..............................................................................................

......................................................................................................................................................[2]

Total for Section 1 [25]

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5

Section 2: Reading for Meaning

Read Passage 2 in the Insert and answer all the questions below.

From Paragraph 1

4 (a) Why was Michael’s decision to walk home a ‘mad’ one?

...............................................................................................................................................[1]

(b) Michael decided to walk home. How do you think he normally went home?

...............................................................................................................................................[1]

...................................................................................................................................................

...............................................................................................................................................[1]

(d) Which one aspect of his job did Michael dislike most?

...............................................................................................................................................[1]

(e) In which one way did Michael’s relief show itself ‘physically’?

...............................................................................................................................................[1]

From Paragraph 2

5 What two things does Michael remember about the park in previous summers?

(i) ...................................................................................................................................................

...................................................................................................................................................

(ii) ...................................................................................................................................................

...............................................................................................................................................[2]

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6

From Paragraph 3

6 (a) Why do you think Michael ‘switched his bulging briefcase to the other hand’?

...............................................................................................................................................[1]

(b) Explain exactly why Michael’s neighbours were out on the street.

...................................................................................................................................................

...............................................................................................................................................[1]

(c) Several neighbours ‘meandered listlessly’ across the pavement. Explain in your own words
what this tells us about their behaviour.

...................................................................................................................................................

...............................................................................................................................................[2]

From Paragraph 4

7 (a) Which two things did Michael like most about his house?

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

.......................................................................................................................................[2]

(b) Michael ‘picked his way through the flotsam of bricks, miniature cars and pieces of jigsaw
puzzles’. Pick out and write down the single word used later in the paragraph which continues
the idea of ‘flotsam’.

...............................................................................................................................................[1]

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7

From Paragraph 5

8 (a) Pick out and write down the three-word phrase used in the paragraph which shows that
Michael was surprised his wife liked spending time in the attic.

...............................................................................................................................................[1]

(b) ‘Now the attic was not how he had envisaged it at all.’ Explain the contrast between what
Michael wanted the attic to contain and what in fact it did contain. Do not copy directly from
the passage.

...................................................................................................................................................

...............................................................................................................................................[2]

From Paragraph 6

9 (a) Michael’s wife had not told him she had enrolled for the college course. What two other
pieces of evidence in the paragraph suggest that ‘communication with her these days was
almost impossible’?

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

.......................................................................................................................................[2]

(b) Why did Michael’s wife gradually appear ‘from the feet up’?

...................................................................................................................................................

...............................................................................................................................................[1]

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8

From the whole passage:

10 Choose five of the following words or phrases. For each of them give one word or short phrase
(of not more than seven words) which has the same meaning that the word or phrase has in the
passage.

exude (line 4) bead (line 16)

labyrinth (line 4) involuntarily (line 24)

unburdened (line 8) picked his way (lines 25–6)

fringed (line 10) refuge (line 33)

Five words chosen

Answer
(from list above)

( ) ..................................... .......................................................................................................

[5]

Total for Section 2 [25]

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.

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Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing May/June 2018
1 hour 30 minutes

No Additional Materials are required.

*0185587772*

READ THESE INSTRUCTIONS FIRST

N.B: Remember that Section 1 and Section 2 of this paper are worth the same number of marks, so you should
divide your time carefully between them.

Answer both Section 1 and Section 2.

This document consists of 3 printed pages and 1 blank page.

06_1123_12_2018_1.14
© UCLES 2018 [Turn over
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Aaminah
2
Fazal

Section 1: Directed Writing

You are advised to write between 200 and 300 words.

• You will be awarded up to 15 marks for following the task instructions.

• You will be awarded up to 15 marks for the language you use.

Task 1

Your school is very popular and the number of students is increasing. This means that it is more difficult
to buy snacks at break time. Your Principal wants to make break time easier for everyone. She asks
you to write a report for her about how to do this.

Write your report. You must include the following:

• some of the difficulties that you and other students have at break time
• suggestions about how the school can make break time easier
• how the students and the school will benefit.

Cover all three points above in detail. You should make your report polite and informative. Start your
report ‘To the Principal’. Remember to give your name and a date.

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3
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Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the task you have chosen.

You are advised to write between 350 and 500 words. You will be awarded marks for accurate
use of language and relevant content: 30.

Tasks 2–6

Description

2 Describe two different places where you would take a relative who is visiting you. (Remember you
can describe the atmosphere and the surroundings, not just what you do there.)

Argument

3 Do you think elderly people are important in the family and modern society? Give reasons and
examples to support your view.

4 What are the arguments for and against students working at part-time jobs while they are still at
school? Give reasons and examples to support your view.

Narrative

5 Write a story which includes the words: ‘When they entered the room, we were impressed by what
they were wearing.’

6 Write a story about someone who lost all his possessions while he was helping other people.

© UCLES 2018 06_1123_12_2018_1.14

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4
Fazal

BLANK PAGE

© UCLES 2018 06_1123_12_2018_1.14

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Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2018
INSERT
1 hour 45 minutes
*6262965818-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 3 printed pages and 1 blank page.

DC (LK) 143410/2
© UCLES 2018 [Turn over

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Aaminah Fazal
2

Passage 1

People and Animals

1 Since earliest times, large animals have been used as a means of human transport, with
camels ferrying riders over vast areas of dry desert, and lavishly decorated elephants
carrying people of rank. Because of their sheer physical strength, some animals, either
harness or pack animals, were used to move objects around. Harness animals included
oxen pulling ploughs or elephants hauling logs out of forests, while pack animals, such as 5
llamas, horses and reindeer, carried heavy loads on their backs.

2 Early humans hunted the hairy mammoths, bears, deer and other animals that shared their
environment, and at some point learned how to use the thick, furry hides from these animals
to keep themselves warm and dry. With this discovery, clothing developed and was later
improved by the invention of needles made from slivers of animal bones. From very early 10
times, people hunted animals for food; a breakthrough came when people domesticated a
wide range of animals, such as goats and sheep, to raise them, rather than hunt them, for
food. Animals have a long history of being useful in the hunting of other animals; for example
the domestic cat is one of the oldest working animals, having protected food supplies from
pests since the foundation of human agriculture, and tamed cheetahs have been used by 15
humans to chase down prey for food.

3 In ancient times, animals had a role to play in warfare, and records exist showing that horses
pulled wagons in battle some 5000 years ago, and later carried armed soldiers on the
battlefield. Elephants were used to charge the enemy and the psychological effect of these
huge beasts, used by civilisations such as those of the Persians and the Carthaginians, 20
cannot be underestimated. Sacrificing animals to a god or gods was an integral part of
most religions; animals were offered as tributes to please or placate these deities, or to
give thanks for their kindness in, for example, the safe birth of a child. Animals were used in
sports in early civilisations. The ancient Greeks and Romans used horses for chariot races,
and animals featured in many kinds of sporting activities, such as horse jumping, polo and 25
even camel racing.

4 While such sporting activities still occur, in our own time animals are also used for educational
purposes, such as allowing people to view, through trips to zoos or safari parks, animals
which they would otherwise be unlikely ever to see in their natural habitat. Entertainment is
provided by going to see animals, like lions and elephants, performing in circuses, although 30
using animals solely for entertainment is definitely cruel and unnatural.

5 Some animals have extraordinarily heightened senses. Horses can be trained to search for
people lost or trapped in dangerous terrain, using their keen hearing, smell and vision; the
horse’s behaviour will indicate it has noted something unusual, thus alerting the rider to a
useful clue to the missing person’s whereabouts. For centuries there have been accounts 35
of animals behaving bizarrely before earthquakes. Now, for the first time, scientists have
filmed the behaviour of wild animals prior to a quake, finding that animals in Peru, such as
pumas, ran for cover days before the earthquake took place. This important study could help
improve short-term forecasting of earthquakes.

6 In the fight against crime, some animals can be trained to sniff out drugs and explosives, 40
perhaps the most surprising of these being rats, which can be cheaply trained within two
weeks, a system which has been pioneered by Dutch police. Animals such as rats, rabbits
and monkeys are used in the scientific testing of, for example, medicines and cosmetics.
Although the medical benefits for humans certainly outweigh animal suffering, opponents
take the view that alternative testing methods should be implemented. In rural communities 45
in some parts of the world, selling animal products such as milk, eggs, wool and meat allows
people to pay for education for their children.

7 Many people derive emotional benefits from keeping animals as pets; for an elderly person,
or someone living alone, a cat can provide companionship and the sense of purpose
which comes from taking care of it. The most exciting innovation in modern medicine is 50
animal-assisted therapy, such as swimming with dolphins, which can improve a patient’s
social, emotional and cognitive functioning.
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3

Passage 2

Nizam

1 Saturdays were always very pleasant days for Nizam, and this should have been no
exception, as he sat in the rooftop café in town, reading the newspaper, watching the world
go by on the street below. As a young teacher, who had made his parents so proud of him
on the day that he qualified, he spent every evening during the week correcting essays
and planning lessons, and this week he had been given the additional burden of having to 5
write reports on his junior classes, a chore he had been forced to defer until the weekend.
More than that, he was distracted from his expected relaxation by the knowledge that his
Principal had asked him to produce a topic for the school’s annual story-writing competition.
He had achieved a lifelong ambition in becoming a teacher, so writing such a topic should
be no problem. He picked up his pencil and wrote on a piece of paper: ‘Write a story about a 10
person who …’ and stopped, his mind a blank. Sighing, he went back to his newspaper.

2 He realised he was irritated at having to produce the competition topic; the task nagged
away at him like mild toothache. Moreover, there was an infuriating article in the newspaper
denouncing all young people as being lazy, inconsiderate, impolite – on and on went the
list in what Nizam felt was an unjustified tirade against the younger generation. The young 15
students Nizam taught were not lazy, inconsiderate or impolite and, in any case, at the age
of twenty-three, was he not able to count himself as being in that age group? ‘Here’s the tea
you ordered.’ Smiling, Nizam looked up at the waiter. Instead of reciprocating the smile, the
waiter, an elderly man, gave Nizam a stony look. Clearly his heart was not in his job as he
clattered the cup on the table, causing some of the tea to spill into the saucer. Picking up the 20
pencil again, Nizam wrote: ‘Write a story about an elderly person who …’ It was no good –
the ideas simply would not present themselves.

3 From the rooftop terrace, Nizam had a bird’s-eye view of the town below. The normal
Saturday morning market was in full swing. Stalls had been set up selling vegetables in a
wild riot of colours, florists coaxed husbands to buy flowers for their wives, and the aroma 25
of various spices competed with one another. Nizam smiled at the cacophonous sales talk
from the stallholders, an apparent hostility to one another which was merely a routine and
good-natured part of the morning’s entertainment.

4 One of the young stallholders was being very attentive to a woman who reminded Nizam of
his grandmother in stature, dress and age. The woman was examining a silk scarf, turning it 30
this way and that in her hands. She seemed to indicate that it was not what she was looking
for, and the smiling stallholder offered another scarf for her to examine. Then another. Then
another. Still she appeared to show little interest in buying any of them. The scarves kept
coming – plain, multicoloured, geometric patterns, bright colours, subdued colours, square,
rectangular. Then, shocked, Nizam gasped in outrage as, almost imperceptibly, the woman’s 35
right hand dropped one of the scarves into her conveniently voluminous handbag, her left
hand casually adjusting the necklace at her throat. She loitered a few moments more at the
stall, affecting nonchalance at the offered scarves, before moving away towards one of the
vegetable stalls. For a second, Nizam was rooted to the spot. ‘Write a story about an elderly
person who steals something at a market,’ he thought. Then his sense of justice prevailed 40
and he shot out of the café, taking the stairs two at a time. ‘Watch where you’re going!’
snarled a customer, staggering to keep his balance and clearly incensed that Nizam had
collided with him.

5 Arriving breathlessly at the vegetable stall, Nizam, summoning all his courage, raised a hand
to tap the scarf thief lightly on the shoulder. It was at that very second that he felt a heavy 45
hand on his own shoulder. ‘Think you can run off without paying, do you? You young people
are all the same.’ Nizam’s imagination latched on to the possible consequences of his actions
and the likelihood of his behaviour being misinterpreted. ‘The irony of it all!’ he thought.
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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.

© UCLES 2018 1123/22/INSERT/M/J/18

Paperland ~ 0761099116
Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level
* 6 2 6 2 9 6 5 8 1 8 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2018
Candidates answer on the Question Paper. 1 hour 45 minutes
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 use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 8 printed pages and 1 Insert.

DC (LK) 143409/2
© UCLES 2018 [Turn over

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2

Section 1: Reading for Ideas

Read Passage 1, People and Animals, in the Insert and answer all the questions below.

1 (a) Notes

Identify and write down the information in the passage which describes people’s uses of
animals in former times, and the uses made of animals today.

USE MATERIAL FROM THE WHOLE PASSAGE.

At this stage, you do not need to use your own words. Use note form. To help you get started,
the first point in each section of notes is done for you. You may find it helpful to use bullet
points when listing the content points.

You will be awarded up to 12 marks for content points.

Content Points

People’s uses of animals in former times

• (means of) human transport

...................................................................................................................................................

Uses made of animals today

• (used for) educational purposes

...................................................................................................................................................

.............................................................................................................................................[12]
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3

1 (b) Summary

Now use your notes from 1(a) to write a summary of people’s uses of animals in former times,
and the uses made of animals today, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

Since earliest times, people have made use of animals as ......................................................

...................................................................................................................................................

.............................................................................................................................................[10]
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4

2 Re-read paragraphs 4, 6 and 7, and identify and write down one opinion from each of these
paragraphs.

• Paragraph 4 ..............................................................................................................................

...................................................................................................................................................

• Paragraph 6 ..............................................................................................................................

...................................................................................................................................................

• Paragraph 7 ..............................................................................................................................

...................................................................................................................................................
[3]

Total marks for Section 1: [25]

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Aaminah Fazal
5

Section 2: Reading for Meaning

Read Passage 2, Nizam, in the Insert and answer all the questions below.

From paragraph 1

3 (a) Give two reasons why Nizam was happy ‘on the day that he qualified’ as a teacher.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

...........................................................................................................................................
[2]

(b) Nizam had ‘to write reports on his junior classes’. What is the other reason why Nizam’s
weekend was less relaxing than it normally was?

...................................................................................................................................................

...............................................................................................................................................[1]

From paragraph 2

4 (a) ‘The young students Nizam taught were not lazy, inconsiderate or impolite’. What is the other
reason why Nizam found the newspaper article ‘infuriating’?

...............................................................................................................................................[1]

(b) ‘Instead of reciprocating the smile, the waiter, an elderly man, gave Nizam a stony look.’
Explain in your own words the waiter’s reaction to Nizam’s smile.

...................................................................................................................................................

...............................................................................................................................................[2]

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6

From paragraph 3

5 (a) A contrast is created between the stallholders’ ‘apparent hostility’ and what is really going on.

Without copying from the passage:

(i) describe what seems to be happening.

...........................................................................................................................................

.......................................................................................................................................[1]

(ii) describe what is really going on.

...........................................................................................................................................

.......................................................................................................................................[1]

(b) Pick out and write down the one word which shows that the stallholders’ sales talk never
varied.

...............................................................................................................................................[1]

From paragraph 4

6 (a) The stallholder showed the woman a scarf. ‘Then another. Then another.’ What does ‘Then
another. Then another’ show about:

(i) the stallholder’s character?

.......................................................................................................................................[1]

(ii) the woman’s character?

.......................................................................................................................................[1]

(b) Nizam was ‘shocked’ and eventually ran after the woman. What two other aspects of his
behaviour show that he was ‘shocked’?

(i) ...........................................................................................................................................

(ii) ...........................................................................................................................................
[2]

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7

From paragraph 5

7 (a) Who do you think laid a ‘heavy hand’ on Nizam’s shoulder?

...............................................................................................................................................[1]

(b) Nizam thought ‘The irony of it all!’ Explain the ‘irony’ in Nizam’s situation.

...................................................................................................................................................

...................................................................................................................................................
[2]

8 From paragraphs 3–5 inclusive

For each of the words or phrases below, circle the letter (A, B, C or D) which has the same
meaning that the word or phrase has in the passage.

(a) riot (line 25)

A crowd B variety C demonstration D mess [1]

(b) coaxed (line 25)

A tricked B teased C motivated D persuaded [1]

(c) imperceptibly (line 35)

A gradually B slightly C invisibly D accidentally [1]

(d) collided with (line 43)

A disagreed with B bumped into C broken up D fought against [1]

(e) likelihood (line 48)

A probability B similarity C pleasure D approval [1]

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9 Re-read paragraph 4, which contains phrases about (a) the woman and (b) Nizam.

Explain:

• the meaning of the phrases as they are used in the passage

• the effect of the phrases as they are used in the passage.

(a) ‘her conveniently voluminous handbag’ (line 36)

Meaning ....................................................................................................................................

...................................................................................................................................................

Effect .........................................................................................................................................

...................................................................................................................................................
[2]

(b) ‘he shot out of the café’ (line 41)

Meaning ....................................................................................................................................

...................................................................................................................................................

Effect .........................................................................................................................................

...................................................................................................................................................
[2]

Total marks for Section 2: [25]

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.

© UCLES 2018 1123/22/M/J/18

Paperland ~ 0761099116
Aaminah Fazal

Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing October/November 2018
1 hour 30 minutes

No Additional Materials are required.

*9981699107*

READ THESE INSTRUCTIONS FIRST

Note: Remember that Section 1 and Section 2 of this paper are worth the same number of marks, so you should
divide your time carefully between them.

Answer both Section 1 and Section 2.

This document consists of 3 printed pages and 1 blank page.

11_1123_12_2018_1.12
© UCLES 2018 [Turn over
Paperland ~ 0761099116
Aaminah
2
Fazal

Section 1: Directed Writing

You are advised to write between 200 and 300 words.

• You will be awarded up to 15 marks for following the task instructions.

• You will be awarded up to 15 marks for the language you use.

Task 1

It is your final week in school. Your teacher asks you to make a speech to the school assembly about
the event from your school life which you will always remember. (It might be an academic memory, a
social event or any other event you wish.)

Write your speech. You must include the following:

• when and where the event took place

• details of what happened

• how the event affected you and other people.

Cover all three points above in detail. You should make your speech interesting and informative.
Start your speech ‘Good morning, everyone.’

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Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the task you have chosen.

You are advised to write between 350 and 500 words. You will be awarded marks for accurate
use of language and relevant content: 30.

Tasks 2–6

Description

2 Describe a relative’s house which you enjoy visiting. (Remember you can describe the atmosphere
and the surroundings, as well as the house itself.)

Argument

3 ‘The future is about science and technology. There is no place for arts and music on the school
timetable.’ Do you agree? Give reasons and examples to support your view.

4 To have a happy life, it is more important to have time to do what you want rather than to have a
lot of money to spend. Do you agree? Give reasons and examples to support your view.

Narrative

5 Write a story which includes the words: ‘The house they lived in as children now looked very
different.’

6 Write a story about a time when you wanted to do something adventurous but you had to change
your plans.

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Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2018
INSERT
1 hour 45 minutes
*8387266548-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 3 printed pages and 1 blank page.

DC (RW) 143576/3
© UCLES 2018 [Turn over

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2

Passage 1

Sugar

1 Sugar is a deliciously sweet substance often used in food. Most of the world’s sugar comes
from a grass called sugar-cane which is cultivated in tropical climates. This cultivation
probably originated in New Guinea, an island in the South Pacific, about 8 000 years ago; it is
fascinating that the explorer Captain Cook saw sugar-cane still growing there many centuries
later. Sugar-cane gradually spread to other nearby islands in the Pacific Ocean. Within 5
2 000 years, with the migrations of some Pacific Islanders, sugar-cane moved westwards to
India. Indian merchants traded sugar-cane with China; some of the most expensive luxury
items in China were the white cakes of boiled-down sugar, or ‘stone honey’, imported from
India. When the Persians invaded India, they took sugar back to Persia with them as a
substitute for honey, describing it as ‘a reed which makes honey without bees’, and it is easy 10
to see why they kept the process of making sugar from sugar-cane a closely guarded secret.

2 It was when Persia was invaded by the Arab peoples in the seventh century that this secret
was broken open; the Arab invaders found sugar-cane being grown and learnt how sugar was
made. As Arab expansion continued, they began sugar production in other lands that they
conquered. European soldiers returning from eleventh century wars in the East brought stories 15
of the ‘new spice’ and how delicious it was. Subsequent centuries saw a major expansion of
European trade with the East, including the importation of sugar. It was nevertheless still a
luxury item. It is recorded, for example, that sugar was available in London in 1319 at ‘two
shillings a pound’, which equates to about US$1000 a kilogram at today’s prices.

3 Sugar spread into the pharmaceutical world, and was considered a valuable medicine with 20
a wide range of uses, for example as a cure for serious illnesses such as tuberculosis.
Additionally, it was used to mask the bitter or unpleasant taste of some medicines, a use it
has even in the present day.

4 There has been a sharp decline in the popularity of sugar in modern times, with the old belief
that sugar is good for health being challenged. Sugar is high in calories – for example, we 25
have to walk for two minutes to burn up the calories in a single lump of sugar – and thus the
link between sugar and obesity is well established. Those who consume too much sugar
may develop illnesses linked to gaining too much weight. Raw sugar contains glucose, easily
absorbed into the body to provide energy, and improves circulation and digestion. However,
nowadays there is a growing awareness that refined sugar – that is the white substance we all 30
recognise, created by a process which removes impurities from raw sugar – can be described
as ‘empty calories’; this means it provides energy but has no nutritional value whatsoever.

5 Sugar surges – short but pleasant energy boosts which come from sugar – lead the body to
crave more, so that sugar can become addictive. If someone has what is described as a ‘sweet
tooth’, this could be a warning that he or she is becoming a sugar addict and needs to take 35
steps to conquer this addiction. Refined sugar enters the bloodstream quickly, causing very
rapid changes in blood sugar levels, and making people, particularly children, hyperactive,
which is why many schools ban sugary foods. However, some scientists dispute the link
between sugar and hyperactivity, saying that this hyperactivity claim discourages parents
from disciplining their children and simply condones bad behaviour. Tooth decay is linked to 40
sugar consumption, not only the amount of sugar eaten, but the frequency of its consumption.
Snacking throughout the day without brushing the teeth between snacks means that sugar
sticks to the teeth and the decaying process is accelerated.

6 Sugar is found in natural foods such as apples and onions and such foods obviously have
nutritional value. However, it is disturbing that hidden sugar is added to processed foods 45
such as cereal, bread and soup, and this awareness often deters people from buying such
foods. As recently as 2016 a multinational producer of pasta sauces issued a warning that its
products should be consumed only once a week because of the health risks associated with
the sugar they contained.
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Passage 2

A Disappointing Day

1 My parents had tentatively agreed to let me continue my education after elementary school,
but my friend Lila’s parents saw no point in high school and, in any case, it did not fall within
their economic possibilities. Shortly before the end of elementary school, Lila pushed me to
do something I would never have had the courage to do by myself. We decided to skip school
and cross the boundaries of the neighbourhood. Lila organised everything. She dreamed up 5
the story to tell our families that after school we were all going to the teacher’s house for a
party and, although this had never happened before, she said that was the very reason we
should say it. The event would seem so exceptional that nobody would doubt it. Things went
just as she had said. At my house everyone believed the story, not only my father and my
sister and brothers but, to my surprise, even my mother. 10

2 Lila said that out to the west was the sea. We were intrigued by the invisible. On the day
planned for our excursion, Lila and I walked towards the tunnel which led out of town. We
took off our school jackets, and hid them and our schoolbags in some bushes. The tunnel
was so long that the luminous circle of the exit seemed far away. Apprehensively, enchanted
by the echo created by our steps, we kept going. This prompted Lila to let out a shout; we 15
laughed at the resulting violent explosion of sound.

3 When as an adult I think of the pleasures of childhood, I think of the harmonious start of that day.
Ahead of us were many hours when no adult would look for us. As usual, it was as if Lila were
ten steps ahead and knew precisely what to do and where to go: the pace, the calculation of time
available, the route to the sea. Like all girls of my age, I was so happy to have a close friend. I 20
felt as if she had everything planned so that the world around us would never be disordered.

4 Then occasionally I caught Lila looking at me as if she had done something mean to me
and was sorry. I realised that she kept turning round; her hand on mine began to sweat. The
tunnel, which was the boundary of the neighbourhood, had been out of sight for a long time.
People we passed seemed indifferent to our escapade. Large heavy clouds appeared, and in 25
the distance thunder was heard.

5 The first fat raindrops arrived, leaving small brown stains as they hit the dusty road. ‘Let’s go
back,’ said Lila. I had never seen her so agitated. There was something she had on the tip of
her tongue, but couldn’t make up her mind to tell me, that suddenly compelled her to take me
home. Whether we went back or continued, we’d get wet just the same. I didn’t understand – 30
why didn’t we keep going? It was her own type of reasoning, and I was bewildered when she
didn’t apply it.

6 Lila gave me a tug. I found myself running, unwillingly, back towards our neighbourhood. The
drops fell more thickly, and we ran blinded by rain, our clothes soaked and our bare feet in
worn sandals that had no purchase on the now muddy ground. We went back through the 35
tunnel and, having found our schoolbags, we put our school jackets over our wet clothes, and
set out towards home. Tense, her eyes lowered, Lila let go of my hand.

7 We quickly understood that things had not happened as we expected. When school was
over, my mother had gone to school with an umbrella to take me to the party. For an hour she
had been looking for me. When she saw me, she started crying. She had discovered that I 40
wasn’t in school, that there was no party. Lila knew her own mother was less attentive, but
took off anyway. Sure enough, at her house nobody had noticed anything.

8 As a punishment, I was not to leave the house for a week unless to go to school. Next day,
before class, I explained my punishment to Lila. ‘Is that all?’ she said, petulantly. ‘Are they still
sending you to high school?’ I looked at her in bewilderment as the force of her betrayal sank 45
in. Was that why she had taken me with her?

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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.

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Cambridge International Examinations

Cambridge Ordinary Level
* 8 3 8 7 2 6 6 5 4 8 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2018
1 hour 45 minutes
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 8 printed pages and 1 Insert.

DC (RW) 143575/3
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2

Section 1: Reading for Ideas

Read Passage 1, Sugar, in the Insert and answer all the questions below.

1 (a) Notes

Identify and write down the information in the passage which describes the origins and
spread of sugar, and the reasons for the decline in popularity of sugar.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

The origins and spread of sugar

• Cultivation (probably) originated in New Guinea (an island in the South Pacific)

...................................................................................................................................................

Reasons for the decline in popularity of sugar

• Link between sugar and obesity (is well established)

...................................................................................................................................................

1 (b) Summary

Now use your notes from 1(a) to write a summary of the origins and spread of sugar, and the
reasons for the decline in popularity of sugar, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Sugar, which is mostly cultivated in tropical climates, probably originated ...............................

...................................................................................................................................................

.............................................................................................................................................[10]
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2 Re-read paragraph 1.

Identify and write down three opinions from this paragraph.

• .......................................................................................................................................................

..........................................................................................................................................................

• .......................................................................................................................................................

..........................................................................................................................................................

• .......................................................................................................................................................

......................................................................................................................................................[3]

[Total marks for Section 1: 25]

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5

Section 2: Reading for Meaning

Read Passage 2, A Disappointing Day, in the Insert and answer all the questions below.

From paragraph 1

3 (a) Lila and the writer ‘decided to skip school’. Whose idea was it?

...............................................................................................................................................[1]

(b) What was the ‘exceptional’ event the girls used to deceive their parents?

...............................................................................................................................................[1]

From paragraph 2

4 (a) The girls were ‘intrigued by the invisible’. Explain in your own words what this tells us about
the girls.

...................................................................................................................................................

...............................................................................................................................................[2]

(b) What exactly do you think was the ‘violent explosion of sound’?

...............................................................................................................................................[1]

From paragraph 3

5 (a) As an adult, the writer thinks of ‘the pleasures of childhood’. What two particular ‘pleasures of
childhood’ did she experience that day?

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

.......................................................................................................................................[2]

(b) The day had a ‘harmonious’ start. Give the one word used in the paragraph which conveys
the opposite idea.

...............................................................................................................................................[1]

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From paragraph 4

6 ‘People we passed seemed indifferent to our escapade.’ Explain in your own words what the
writer thought about the people they passed.

..........................................................................................................................................................

......................................................................................................................................................[2]

From paragraph 5

7 Why was the writer surprised that Lila wanted to turn back?

......................................................................................................................................................[1]

From paragraph 7

8 Things ‘had not happened as we expected.’

(i) What unexpected thing happened?

...................................................................................................................................................

...............................................................................................................................................[1]

(ii) What expected thing happened?

...................................................................................................................................................

...............................................................................................................................................[1]

From paragraph 8

9 Explain what Lila did to betray the writer. Why did she do this?

..........................................................................................................................................................

......................................................................................................................................................[2]

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10 From paragraphs 1–6

For each of the words below, circle the letter (A, B, C or D) which has the same meaning that the
word has in the passage.

(a) tentatively (line 1)

A foolishly B recently C cautiously D unwillingly [1]

(b) enchanted (line 14)

A frightened B puzzled C surprised D charmed [1]

(c) mean (line 22)

A unusual B miserly C nasty D important [1]

(d) compelled (line 29)

A forced B attracted C influenced D tempted [1]

(e) purchase (line 35)

A movement B grip C sale D place [1]

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11 Re-read paragraphs 3 and 5 which contain phrases about the relationship between Lila and the
writer.

Explain:

• the meaning of the phrases as they are used in the passage

• the effect on the writer suggested by the phrases as they are used in the passage.

(a) ‘As usual, it was as if Lila were ten steps ahead and knew precisely what to do and where to
go’ (lines 18–19)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

...............................................................................................................................................[2]

(b) ‘There was something she had on the tip of her tongue, but couldn’t make up her mind to tell
me’ (lines 28–29)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

...............................................................................................................................................[2]

[Total marks for Section 2: 25]

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.

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Aaminah Fazal

Cambridge Assessment International Education

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing May/June 2019
1 hour 30 minutes

No Additional Materials are required.

*3530943790*

READ THESE INSTRUCTIONS FIRST

Note: Remember that Section 1 and Section 2 of this paper are worth the same number of marks, so you should
divide your time carefully between them.

Answer both Section 1 and Section 2.

This document consists of 3 printed pages and 1 blank page.

06_1123_12_2019_1.14
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Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this part: 30.

• You will be awarded up to 15 marks for following the task instructions.

• You will be awarded up to 15 marks for the language you use.

Task 1

There have been many problems with the public transport in your area. These problems have made
travelling difficult. You decide to write a letter to the Editor of the local newspaper to explain how unhappy
you are with the present situation.

Write your letter. You must include the following:

• details of the problems with the public transport in your area

• an example of when and how you were affected
• what you think should be done to improve the situation.

Cover all three points above in detail. You should make your letter polite and informative.
Start your letter ‘Dear Editor’, and remember to supply a suitable ending.

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Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the task you have chosen.

You are advised to write between 350 and 500 words. Total marks for this part: 30.

Tasks 2-6

Description

2 Describe two places near where you live which are beautiful in different ways. (Remember you
can describe the places, the atmosphere and what makes the places so special.)

Argument

3 What are the most important qualities a friend should have? Give reasons and examples to support
your view.

4 Is being a brave person always about using physical strength or are there other ways of being
brave? Give reasons and examples to support your view.

Narrative

5 Write a story which includes the sentence: ‘He spoke in such a nervous way, she thought he was
going to change their plan.’

6 Write a story in which a map plays an important part.

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BLANK PAGE

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 06_1123_12_2019_1.14

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Cambridge Assessment International Education

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2019
INSERT
1 hour 45 minutes
*6496896609-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 3 printed pages and 1 blank page.

DC (LT) 163130/3
© UCLES 2019 [Turn over

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2

Passage 1

Online and in-store shopping

1 The internet has brought about a revolution in many aspects of our daily lives, with social
media, internet banking and changes to the way education is carried out in our classrooms.
Another area of change caused by the internet revolution is in the way people shop; they
now have a choice between online and in-store shopping.

2 One advantage of online shopping is that purchases are delivered directly to your door and 5
so you don’t have to carry goods, which might be heavy, through town or on a bus or train.
Conventional shops have to pay for things like shelving units and décor, and sometimes
elaborate displays, whereas online items are stored in basic out-of-town warehouses with
much lower overhead costs. This means that goods purchased online are often cheaper
than those bought in shops. Apart from the money saved on the actual goods, online 10
shoppers make further savings as they don’t have to pay to travel to shopping centres –
either for fuel or public transport – or for the coffee or lunch they might have once they get
there. Moreover, online shoppers are not at the mercy of the elements, and don’t get caught
in the rain or burned by the sun, which often happens to those who visit high street shops or
markets. 15

3 Because there is no need to leave your home to shop online, it is much quicker than in-store
shopping; the weekly groceries for an entire family can be bought in a matter of minutes.
This means that time is freed up for people to do more interesting things. After all, wandering
around a supermarket is a very boring activity. Instead of grocery shopping together, families
can spend their precious time at weekends or in the evenings going to a park, beach or 20
gallery.

4 There is nothing more disappointing than finding that a particular item in a store is out of
stock or unavailable in the correct size. However, online shoppers know immediately if the
desired article is available and can quickly make alternative arrangements if it isn’t. People
who shop in stores are restricted to particular opening hours, but the internet is always open 25
for business. If you want to order your groceries or that new jacket in the middle of the night
or on a public holiday, you are free to do so!

5 On the other hand, many people find that in-store shopping reduces stress and is therefore
relaxing, providing ‘retail therapy’, as it is called. It may add to the overall cost of shopping
to stop for coffee in town, but many people like to incorporate their coffee break at the shops 30
with catching up with friends, and so it can be seen that shopping in this way has a social
dimension. Many shoppers find that, although some reductions are made on items for sale
online, more discounts are available in shops. It is really satisfying and even thrilling to
search through discounted items looking for a bargain.

6 In-store shopping nowadays can be carried out in huge, bright malls buzzing with activity, with 35
everything under one roof. Although it can be argued that the internet also has everything
under one roof, the overall experience of a shopping mall is much more interactive than
sitting silently in front of a computer screen placing an order. In-store shopping allows us
to judge items for sale at close quarters: perfumes can be smelled, clothes can be tried on,
fabrics can be seen and felt. 40

7 Goods purchased in-store are instantly available, so that consumers don’t have to stay at
home waiting for deliveries, or rely on delivery companies which might let them down. Shops,
particularly when run by small or independent retailers, add character and local colour to
towns, and attract visitors, who in turn generate income for local areas by purchasing things.
Conversely, the closure of such shops because they can’t compete with online shopping 45
detracts from the appearance of towns and can turn them into unattractive wildernesses.
Moreover, people are needed to work in shops and so having a lively town full of busy
shoppers provides employment for local people and is yet another advantage of in-store
shopping.
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3

Passage 2

Jennifer

1 As some last-minute paperwork had to be dealt with, Jennifer was late getting away from the
office, which upset her as this was the much-anticipated day when her daughter Anna was
coming home from university for the long vacation. Jennifer’s boss was apologetic, but he
was adamant that she should do the extra task, as the paperwork had to be completed that
evening in time for the next morning’s post. 5

2 At long last, the work done, Jennifer rushed to the office car park and jumped into her car.
The rain was pouring down and it was already dark; even worse, the high wind buffeted
Jennifer’s little car, almost as if it were trying to force her off the road. She headed anxiously
in the direction of the motorway which would take her to the airport. Her shoulders hunched
up to her ears with tension, she peered out through the gaps created by the windscreen 10
wipers as they swished quickly and rhythmically back and forth. Her heart raced with the
effort of driving in such difficult conditions, but also at the thought of seeing Anna after her
absence of almost a year. Jennifer thought yet again of her plans for Anna’s vacation: their
visits to family members; their invitations to friends to share dinner with them; their shopping
trips … Jennifer relaxed a little. 15

3 Suddenly the brake lights of the car in front glowed red as its driver slowed down, and
Jennifer had no alternative but to do the same. Signs by the side of the motorway depicting
matchstick-figure workmen warned of roadworks ahead. Jennifer sighed in exasperation,
while realising that endurance and good humour were her best options. ‘Maybe it won’t
take much longer,’ she thought, but after the car had crawled along for half a kilometre, and 20
flashing orange lights confirmed the need for caution, she switched on the car radio to listen
to some calming music. But, when the radio announcer gave his audience a time check, her
anxiety increased and she hastily chose silence again. The queue of traffic edged almost
imperceptibly forward.

4 Sooner than Jennifer had expected, a cluster of huge hotels, like shiny white teeth, rose 25
against the skyline, indicating that she was approaching the airport. She took the appropriate
exit from the motorway and headed for the airport car park. It appeared to be full, and driving
up and down each lane looking for a space shaved even more precious minutes off her
schedule, until, just as she was beginning to despair, her mission was accomplished.

5 The arrivals hall was busy. Jennifer made her way through a huddle of taxi-drivers who were 30
noisily trying to attract prospective passengers, and drivers of hotel cars holding up cards on
which were displayed the names of arriving guests. An extended family of at least 30 people,
all wearing traditional dress in a blaze of colours, was gathered under the electronic board
which displayed details of flight arrivals. Jennifer wove through this group, craning her neck
to study the board. She felt her heart miss a beat at the absence of a reference to Anna’s 35
flight, before realising she was looking at information about domestic and not international
flights. She half-walked, half-ran, in the direction of international arrivals. ‘How could I be so
stupid?’ she berated herself. To her relief, the new arrivals board told her that Anna’s plane,
having been delayed by an hour, had just landed.

6 Jennifer picked a spot which gave her an excellent view of the automatic doors through 40
which her daughter would emerge once she had cleared immigration and collected her
luggage. At first the doors hissed open only occasionally as an irregular trickle of people
came through. Airport meetings can be so emotional, thought Jennifer, as passengers
arrived, their eyes scrutinising the crowd, before lighting up with joy as they recognised their
loved ones. Children fell over themselves as they rushed towards grandparents; fathers 45
and sons shook hands; friends embraced. The doors were opening more frequently now,
releasing a steadier stream of people. And suddenly, at last, there she was – Anna herself!
‘Are you all right, Mum?’ she asked anxiously, noticing her mother’s flustered expression.
‘How was your journey?’

7 ‘Oh, absolutely fine,’ laughed Jennifer. ‘And look what I got at the end of it!’ 50
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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.

© UCLES 2019 1123/22/INSERT/M/J/19

Paperland ~ 0761099116
Aaminah Fazal

Cambridge Assessment International Education

Cambridge Ordinary Level
* 6 4 9 6 8 9 6 6 0 9 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2019
Candidates answer on the Question Paper. 1 hour 45 minutes
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 use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 8 printed pages and 1 Insert.

DC (LT) 163224/3
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2

Section 1: Reading for Ideas

Read Passage 1, Online and in-store shopping, in the Insert and answer all the questions below.

1 (a) Notes

Identify and write down the advantages of online shopping, and the advantages of in-store
shopping, as outlined in the passage.

USE MATERIAL FROM PARAGRAPH 2 TO PARAGRAPH 7.

You will be awarded up to 12 marks for content points.

Content Points

Advantages of online shopping

• online purchases are delivered directly to your door

...................................................................................................................................................

Advantages of in-store shopping

• in-store shopping is relaxing / reduces stress / provides ‘retail therapy’

...................................................................................................................................................

........................................................................................................................................... [12]
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3

(b) Summary

Now use your notes from 1(a) to write a summary of the advantages of online shopping, and
the advantages of in-store shopping, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

An advantage of online shopping is direct delivery of purchases .............................................

...................................................................................................................................................

........................................................................................................................................... [10]
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4

2 Re-read paragraphs 3, 4 and 5.

Give one opinion from each of these paragraphs.

• Paragraph 3 ..............................................................................................................................

............................................................................................................................................. [1]

• Paragraph 4 ..............................................................................................................................

............................................................................................................................................. [1]

• Paragraph 5 ..............................................................................................................................

............................................................................................................................................. [1]

[Total: 25]

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5

Section 2: Reading for Meaning

Read Passage 2, Jennifer, in the Insert and answer all the questions below.

From paragraph 1

3 (a) Why was Jennifer upset that she was ‘late getting away from the office’ (lines 1–2)?

............................................................................................................................................. [1]

(b) ‘Jennifer’s boss was apologetic, but he was adamant that she should do the extra task’ (lines
3–4). Explain in your own words how Jennifer’s boss felt about giving her the extra task.

...................................................................................................................................................

............................................................................................................................................. [2]

From paragraph 2

4 (a) Jennifer ‘headed anxiously in the direction of the motorway’ (lines 8–9). What are the two
physical signs of Jennifer’s anxiety?

(i) ...........................................................................................................................................

(ii) ...........................................................................................................................................
[2]

(b) Jennifer was driving ‘in such difficult conditions’ (line 12). Which was the worst of these
‘difficult conditions’?

............................................................................................................................................. [1]

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From paragraph 3

5 (a) ‘Jennifer had no alternative but to do the same.’ (line 17) What did she have to do?

............................................................................................................................................. [1]

(b) What were the two indications of roadworks ahead?

(i) ...........................................................................................................................................

(ii) ...........................................................................................................................................
[2]

(c) ‘Jennifer sighed in exasperation, while realising that endurance and good humour were her
best options.’ (lines 18–19) Explain in your own words what Jennifer’s ‘best options’ were.

...................................................................................................................................................

............................................................................................................................................. [2]

(d) The car ‘crawled along’ (line 20). Give one word used later in the paragraph which conveys a
similar idea.

............................................................................................................................................. [1]

(e) Jennifer ‘chose silence again’ (line 23). What did she do?

............................................................................................................................................. [1]

From paragraph 4

6 Her ‘mission was accomplished’ (line 29). What was Jennifer’s ‘mission’?

.................................................................................................................................................... [1]

From paragraph 5

7 ‘“How could I be so stupid?” she berated herself.’ (lines 37–38) Why does Jennifer think she has
been stupid?

..........................................................................................................................................................

.................................................................................................................................................... [1]

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8 From paragraphs 3–6

For each of the words below, circle the letter (A, B, C or D) which has the same meaning that the
word has in the passage.

(a) hastily (line 23)

A carelessly B nervously C rapidly D crossly [1]

(b) appropriate (line 26)

A correct B suitable C convenient D subsequent [1]

(c) prospective (line 31)

A planned B visible C wealthy D possible [1]

(d) spot (line 40)

A patch B mark C position D glimpse [1]

(e) scrutinising (line 44)

A inquiring B examining C investigating D reading [1]

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9 Re-read paragraphs 4 and 6, which contain sentences telling us about (a) the hotels near the
airport and (b) the meeting at the airport.

Give:

• the meaning of each sentence as it is used in the passage

• the effect of each sentence as it is used in the passage.

(a) ‘hotels, like shiny white teeth, rose against the skyline’ (lines 25–26)

Meaning ....................................................................................................................................

...................................................................................................................................................

Effect .........................................................................................................................................

...................................................................................................................................................
[2]

(b) ‘And suddenly, at last, there she was – Anna herself!’ (line 47)

Meaning ....................................................................................................................................

...................................................................................................................................................

Effect .........................................................................................................................................

...................................................................................................................................................
[2]

[Total: 25]

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.

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Aaminah Fazal

Cambridge Assessment International Education

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing October/November 2019
1 hour 30 minutes

No Additional Materials are required.

*9430955306*

READ THESE INSTRUCTIONS FIRST

Note: Remember that Section 1 and Section 2 of this paper are worth the same number of marks, so you should
divide your time carefully between them.

Answer both Section 1 and Section 2.

This document consists of 3 printed pages and 1 blank page.

11_1123_12_2019_1.13
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Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this part: 30.

• You will be awarded up to 15 marks for following the task instructions.

• You will be awarded up to 15 marks for the language you use.

Task 1

Last year, your best friend at school moved away to live in another town. Recently, a very important
person came to visit your school. You decide to write a letter to your friend with all the details of the visit.

Write your letter. You must include the following:

• who the important person was and when the visit took place
• details of what happened during the visit
• why the visit was important for you and your school.

Cover all three points above in detail. You should make your letter interesting and informative.
Start your letter ‘Dear ...,’ and remember to supply a suitable ending.

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Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the task you have chosen.

You are advised to write between 350 and 500 words. Total marks for this part: 30.

Tasks 2–6

Description

2 Describe your favourite holiday location. (Remember you can describe the surroundings and the
local people, as well as the place.)

Argument

3 What helps people to succeed in life: their appearance, their personality or their opinions? Give
reasons and examples to support your view.

4 ‘Playing competitive sport is the best way to keep fit and healthy.’ What is your opinion? Give
reasons and examples to support your view.

Narrative

5 Write a story which includes the sentence: ‘There were two very different opportunities and he knew
he had to choose the right one.’

6 Write a story in which a broken light plays an important part.

© UCLES 2019 11_1123_12_2019_1.13

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Cambridge Assessment International Education

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2019
INSERT
1 hour 45 minutes
*7662071653-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 3 printed pages and 1 blank page.

DC (LT) 163132/3
© UCLES 2019 [Turn over

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2

Passage 1

Honey

1 The production of honey has a fascinating history, as shown by a cave painting in Spain of
humans foraging for honey at least 8000 years ago. Honey was a sweetening ingredient in
many dishes in Greek and Egyptian cuisine, and this use is mentioned in the works of many
Roman writers, such as Pliny the Elder and Virgil. Honey also features in the mythology of
many civilisations. For example, in Greek mythology, the infant god Zeus was fed on honey, 5
and the Roman goddess of the moon was often portrayed in the shape of a honey bee. The
texts of many world religions contain references to honey. In the Jewish Bible, milk and honey
flowed through the Promised Land, in Islam the Qur’an promotes honey as a healthy and
nutritious food, and Buddha spent time in the desert where a monkey brought him honey to eat.

2 In ancient times, honey was widely used for medicinal purposes by the Egyptians, Chinese, 10
Greeks and Romans to heal cuts and burns, for example, and to cure diseases of the intestine.
It was seen to be so valuable that it was sometimes given as a precious gift. In ancient Egypt,
people who worked closely with the Pharaoh were allotted daily portions of honey, and honey
was given as a present to the Pharaoh by people living in outlying territories.

3 In an ancient tomb in Georgia, in Western Asia, a clay vessel was discovered which contained 15
the oldest remains of honey ever found, revealing that honey was used there 5000 years
ago as an embalming agent for the dead; this practice was also employed by the Egyptians,
Babylonians and Persians. Additionally, there was an established custom among some
peoples – for example, in both North and Central America – to place jars of honey in tombs
as food for the afterlife. Apple slices dipped in honey during the traditional meal for Jewish 20
New Year symbolised a sweet year ahead, and in ancient Chinese wedding ceremonies the
couple sealed their wedding vows with a drink made with honey. Thus, it can be seen that
honey also had a symbolic value.

4 The popularity of honey continues nowadays. Because it contains antioxidants, it may

improve our bodies’ immunity to many illnesses, even potentially fatal ones. It is thought 25
that honey might be beneficial for patients recovering from illness, with one British hospital
in 2006 reporting that it planned to use honey to speed up the healing process of patients
after surgery. Such research may provide scientific evidence for unconfirmed beliefs, held
by honey-lovers all over the world, that honey possesses healing properties. Honey mixed
with lemon is a reliable cure for coughs and colds. In fact, the World Health Organisation 30
recommends honey as a treatment for coughs and sore throats, even for young children,
stating that there is no reason to believe it is less effective than any man-made remedy such
as pharmaceutical medicines.

5 Honey is a source of many vitamins and minerals, the most common ones being Vitamin C,
calcium and iron; other benefits depend on the type of flowers used by the bees to make their 35
honey. In contrast, if you check the content of any other sweetener, you will find it doesn’t
contain any vitamins and minerals, or only very few. Because eating honey is a good way to
maintain blood sugar levels and encourages muscle recuperation after a workout, it improves
athletic performance.

6 Mixed with milk, honey helps to create smooth skin; consuming this combination every day 40
is a common practice in many countries, and the best shower gels and shampoos are those
advertising that they contain milk and honey. It is thought by some dieticians that, because
honey contains a unique blend of natural sugars, it triggers changes in the body which ensure
we won’t crave other sweet foods. This claim has given rise to a weight loss programme
based on honey, which supposedly makes it possible to lose more than a kilo in a week. 45

7 And when we realise that, even when we are not trying to lose weight, honey can be a part
of our normal diet – for example by being added to tea or to various sauces and cakes – we
would all agree that honey is just delicious!
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Passage 2

Hortense

1 From the age of two, the only thing I ever wanted to do was to study animals and become a
zoologist. I am an exceptionally lucky person; people say that a child whose ambition is to
have a particular job rarely grows up to fulfil that role. But my dream came true when I got the
job I’d always wanted.

2 Throughout my formative years, I drove my family mad by catching or buying, and bringing 5
into the house, every conceivable type of creature, ranging from monkeys to the common
garden snail. My family members comforted each other with the thought that my hobby was
just a phase I was passing through and that I would soon grow out of it, although they were
harassed by my vast assortment of wildlife. But with each fresh acquisition my interest in
animals deepened until, by my late teens, I knew without a shadow of a doubt that I wanted to 10
be a collector of animals for zoos.

3 One day I received a phone call from a school friend who lived in the countryside and who
possessed a deer, called Hortense, which he had looked after since its birth and which he
described – wrongly, as I discovered later – as young. He explained that, as he was moving to
a town apartment, he was unable to keep his pet, even though it was tame and house-trained, 15
he said, and his father could deliver it to me within twenty-four hours, or even sooner. I should
have picked up on his desperation to be rid of it.

4 I was in a quandary. I should have asked my mother how she felt about the addition of a
deer to my already extensive animal collection, but she was not at home. However, the deer
owner was clamouring for an immediate reply, saying that, unless I took it, it would have 20
to be humanely destroyed. That clinched it. It was not a wise decision but I agreed to take
Hortense the following day, without even having seen him. By the time my mother returned,
I had rehearsed my story over and over again, a story that would have softened a heart of
stone, much less such a susceptible one as she had. She said that to allow it to be killed was
unthinkable when we could keep it in a tiny corner of the garage. 25

5 Hortense arrived the next day. Stepping from his truck, he delicately plucked one of my
mother’s prize roses, which he proceeded to chew slowly. He had a pair of horns with a forest
of lethal-looking spikes, and he was about four feet high. Hurriedly, before my mother could
recover from the shock of Hortense’s appearance, I thanked the boy and his father profusely,
attached a rope to Hortense’s collar, and took him into the garage. Before I could tie him up, 30
he spotted a wheelbarrow which he tried to toss into the air with his horns. ‘I do hope he isn’t
going to be fierce,’ said my mother worriedly. ‘You know how Larry feels about fierce things.’ I
knew only too well how my elder brother felt about any animal, fierce or otherwise, and I was
delighted that both he and my sister were out when Hortense arrived.

6 All that week I managed to keep Hortense away from my family, but my success was short- 35
lived. One bright sunny afternoon, when Hortense and I got back from our walk, with me
leading him by a rope attached to his collar, we were treated to the sight of the family seated
round the garden table laden with sandwiches, teacups, cakes and a large bowl of raspberries
and cream. Hortense decided that the table was a four-legged enemy, so he lowered his head
and charged, whipping his rope out of my fingers. He hit the table, getting his horns tangled 40
in the tablecloth and scattering food in all directions. My mother and sister were scalded with
tea and my brother Larry was covered with raspberries and cream.

7 ‘This is the last straw,’ roared Larry, ‘so get that animal out of here!’ He pointed a quivering
finger at Hortense, who, astonished by the havoc he had created, was standing there
demurely with the tablecloth hitched to his horns. So, in spite of my pleas, Hortense was 45
banished to a nearby farm, and with his departure vanished my only chance of experience
with large animals in the home.

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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.

© UCLES 2019 1123/22/INSERT/O/N/19

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Aaminah Fazal

Cambridge Assessment International Education

Cambridge Ordinary Level
* 7 6 6 2 0 7 1 6 5 3 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2019
1 hour 45 minutes
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 8 printed pages and 1 Insert.

DC (LT) 163211/3
© UCLES 2019 [Turn over

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2

Section 1: Reading for Ideas

Read Passage 1, Honey, in the Insert and answer all the questions below.

1 (a) Notes

Identify and write down the information in the passage which describes the importance of
honey in former times, and the possible benefits of honey in modern times.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

The importance of honey in former times

• sweetening ingredient in (many) dishes (in Greek / Egyptian / Roman cuisine)

...................................................................................................................................................

The possible benefits of honey in modern times

• (it may) improve our bodies’ immunity to many illnesses

...................................................................................................................................................

(b) Summary

Now use your notes from 1(a) to write a summary of the importance of honey in former times,
and the possible benefits of honey in modern times, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

In former times, honey was sometimes used to sweeten dishes .............................................

...................................................................................................................................................

........................................................................................................................................... [10]
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4

2 Re-read paragraphs 1, 6 and 7 and give one opinion from each of these paragraphs.

Paragraph 1 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 6 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 7 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

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5

Section 2: Reading for Meaning

Read Passage 2, Hortense, in the Insert and answer all the questions below.

From paragraph 1

3 (a) As a child, what did the writer want to do when he became an adult?

............................................................................................................................................. [1]

(b) Why did the writer think he was ‘an exceptionally lucky person’ (line 2)?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 2

4 (a) The writer brought into the house ‘every conceivable type of creature’ (line 6). Give the phrase
used later in the paragraph which conveys the same meaning.

............................................................................................................................................. [1]

(b) The family comforted each other with the thought that the writer’s hobby ‘was just a phase I
was passing through and that I would soon grow out of it’ (lines 7–8). Explain in your own
words what the family felt about his hobby.

...................................................................................................................................................

............................................................................................................................................. [2]

From paragraph 3

5 (a) Why could the writer’s school friend no longer look after Hortense?

............................................................................................................................................. [1]

(b) What two signs were there of the school friend’s ‘desperation’ (line 17) to be rid of Hortense?

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

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From paragraph 4

6 (a) In what two ways was the writer’s decision to take Hortense not wise?

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

(b) In what way can we tell that the writer wasn’t sure his mother would allow him to take
Hortense?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 5

7 (a) Hortense had ‘a pair of horns with a forest of lethal-looking spikes, and he was about four
feet high’ (lines 27–28). Give one word from the paragraph which shows a surprising contrast
between his appearance and his behaviour.

............................................................................................................................................. [1]

(b) Why do you think the writer was in a hurry to thank the boy and his father?

............................................................................................................................................. [1]

From paragraph 7

8 Explain in your own words what the writer means when he describes Hortense as ‘astonished by
the havoc he had created’ (line 44).

..........................................................................................................................................................

.................................................................................................................................................... [2]

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7

9 From paragraphs 2–7

For each of the words below, circle the letter (A, B, C or D) which has the same meaning that the
word has in the passage.

(a) formative (line 5)

A young B original C early D growing [1]

(b) quandary (line 18)

A dilemma B confusion C disagreement D state [1]

(c) clinched (line 21)

A held B hugged C arranged D settled [1]

(d) profusely (line 29)

A excessively B deeply C gratefully D appropriately [1]

(e) demurely (line 45)

A kindly B shyly C humbly D simply [1]

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8

10 Re-read paragraphs 2 and 7, which contain sentences telling us about

(a) the personality of the writer and (b) the personality of the writer’s brother.

Give:

• the meaning of each sentence as it is used in the passage

• the effect of each sentence as it is used in the passage.

(a) ‘I knew without a shadow of a doubt that I wanted to be a collector of animals’ (lines 10–11)

Meaning .....................................................................................................................................

...................................................................................................................................................

Effect..........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘“This is the last straw,” roared Larry, “so get that animal out of here!”’ (line 43)

Meaning .....................................................................................................................................

...................................................................................................................................................

Effect..........................................................................................................................................

............................................................................................................................................. [2]

[Total: 25]

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.

© UCLES 2019 1123/22/O/N/19

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Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing May/June 2020
1 hour 30 minutes

You must answer on the enclosed answer booklet.

You will need: Answer booklet (enclosed)

*9426229022*

INSTRUCTIONS
• Answer two questions in total:
Section 1: answer Question 1.
Section 2: answer one question.
• Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.

INFORMATION
• The total mark for this paper is 60.
• All questions are worth equal marks.

This document has 4 pages. Blank pages are indicated.

06_1123_12_2020_1.9
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2
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Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this section: 30

You will be awarded up to 15 marks for following the task instructions.

You will be awarded up to 15 marks for the language you use.

Question 1

Your school has many extra-curricular activities. These include a debating team, music groups, sports
teams and others. You are the leader of one of them. Your English teacher asks you to make a speech
to your classmates to inform them about your team or group.

Write your speech. You must include the following:

• which team or group you lead and why it is successful

• the qualities and skills a member of the team or group must have
• how someone who joins the team or group will benefit as a member.

Cover all three points above in detail. You should make your speech informative and interesting. Start
your speech: ‘Good morning, everyone.’

© UCLES 2020 06_1123_12_2020_1.9

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Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the task you have chosen.

You are advised to write between 350 and 500 words.

You will be awarded marks for accurate use of language and relevant content: 30.

Questions 2–6

Description

2 Describe two places which you have been to with your friends, one which you all liked and one
which you all disliked. (Remember that you are describing the atmosphere and any people as well
as the places.)

Argument

3 If you could give your school new sports equipment or new IT equipment, which would you choose?
Give reasons and examples to support your view.

4 What are the advantages and disadvantages of having longer school days but more days off school?
Give reasons and examples to support your view.

Narrative

5 Write a story which includes the sentence: ‘It was my fault so I decided to do something about it.’

6 Write a story in which a pair of sunglasses plays an important part.

© UCLES 2020 06_1123_12_2020_1.9

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BLANK PAGE

© UCLES 2020 06_1123_12_2020_1.9

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Cambridge O Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2020

INSERT 1 hour 45 minutes

INFORMATION
*0316266751-I*

● 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.

DC (KN) 182544/2
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2

Passage 1

Olives

1 Olive trees have been cultivated for thousands of years, and today are still one of the
world’s most extensively grown fruit crops. In traditional herbal medicine, products made
from olives and olive leaves were often used in the treatment of inflammatory problems,
including allergy-related inflammation. Different parts of the tree featured in ancient sporting
events; for example, in the Olympic Games olive branches were used to crown the winning 5
athletes and competitors smeared their bodies in olive oil to strengthen themselves both
physically and mentally. The olive branch was seen in ancient times as a symbol of glory in
warfare, used to crown victors in battles. Additionally, in ancient Rome, defeated generals
used to hold an olive branch as a symbol of peace. The same peace symbol is used today
by the United Nations; this modern global organisation strives to bring together its member 10
countries in an enduring quest for a peaceful world and uses the olive branch as its logo.

2 The olive tree is mentioned in the Hebrew Bible: an olive branch was brought back to Noah
by a dove to demonstrate that the flood was over. But this is not the only link between the
olive tree and religion. The Mount of Olives is mentioned several times in the Christian New
Testament, and the olive is praised as a precious fruit in the Quran. Olive oil was considered 15
to have a ceremonial significance, reflected in the fact that it was used to anoint kings and
priests in many ancient civilisations.

3 There was much wealth to be derived from olive cultivation; for example, more than 5000
years ago, olives grown in Crete may have been the source of the wealth of the mighty
Minoan civilisation, which was renowned for its unique art and stunning architecture. Olives 20
are mentioned in ancient Greek literature, as well as in some Greek myths – for instance,
the goddess Athena won the patronage of an area of Greece by giving olives to the god
Poseidon. This shows that olives featured in ancient writings. They also appear in the factual
text written 2300 years ago by the father of botany, Theophrastus; he wrote a marvellous
account of how olive trees should be tended. Olive wood was used in ancient building to tie 25
together outer and inner walls, giving them lasting endurance as such strong wood did not
decay because of the weather.

4 Modern research has found that oleocanthal, a chemical found in olive oil, inhibits
inflammation in the same way that some drugs do, and acts as a natural painkiller. Like
other fruits and vegetables, olives are rich in antioxidants, which may protect people from 30
developing certain types of cancer. When it comes to antioxidant power, most of the positive
evidence is linked to food and not vitamin supplements. The consumption of olives, because
they are high in fibre, is also linked to a healthy digestive system and the avoidance of some
digestive-related diseases such as gastritis.

5 Vitamin A is crucial for eye health while vitamin E protects the skin from the sun’s ultraviolet 35
rays, thus helping to prevent some skin diseases and premature ageing. Research shows
that olives are rich in both vitamin A and vitamin E. Olives contain fat but, because it is
heart-healthy monounsaturated fat which helps lower levels of the ‘bad’ cholesterol that
increases risk of heart disease, olives are often described as a super-food. It must be borne
in mind, however, that although the fat found in olives is healthy, it contains a lot of calories; 40
eating too many calories, no matter their source, may lead to weight gain, and weight gain is
something we all want to avoid.

6 Olive trees have even more uses. Olives have a long association with fine cooking; they
make a particularly delicious addition to many meals and it is no coincidence that so many
restaurants use the word ‘olive’ in their title. Many people also use olive oil to enhance 45
their appearance by applying a few drops on vulnerable areas of the face and letting the oil
work for fifteen minutes before rinsing off. Similar treatment for hair is popular. Because of
the commercial importance of the fruit, and the slow growth and relatively small size of the
tree, olive wood, which is used to make products such as kitchen utensils, fine furniture and
decorative items, is relatively expensive. Nevertheless, it is much prized for its durability and 50
the interesting patterns in its grain.

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Passage 2

The Garage

1 One day my mother told me about an accident I nearly had in my early childhood. We had
been shopping when I was only three years old, and when we came back she drove the
car into the garage, telling me to stay in my seat in the back of the car while she took the
shopping from the front seat. She did that and was just about to slam the door shut when
she saw that I had got out of the car. I was standing beside her with my hand holding on to 5
the inside edge of the door frame. ‘I very nearly squashed your fingers,’ she said. She held
up the thumb and first finger of her right hand, narrowly parted. There was a short silence. I
was thinking that perhaps I should apologise for being the kind of child who never did as she
was told, persistently putting herself in the way of danger.

2 Although I have no memory of that event, I do remember the garage. I thought it a fascinating 10
but slightly frightening place, with oil stains, thick and pungent, on the concrete floor which,
if looked at one way, could transform into rainbows, shiny and fleeting. It had dark red
doors and a window behind which a confused bird once became trapped, its wings flapping
incessantly. My father wrestled with the catch, which had been painted shut, while the bird
dived again and again into the glass, unable to comprehend that it would not yield. Finally, 15
the catch gave way and the bird flew out, swooping once over the flowerbed, then away
over the hedge. In my memory the garage was a cobwebby, dim place, filled with spades
and other gardening tools, an axe hanging on a high nail. One summer we set up a childish
museum in the garage, arranging our exhibits on the workbench. They included, among
other mismatched and valueless things, some old postage stamps, several dead insects 20
and some pieces of rock.

3 Our cat chose the garage as the place to give birth to her kittens. Awed and delighted, our
family visited her and her new family to worship at the side of the cardboard box which was
their temporary home. We watched the four squirming bodies as they burrowed into their
mother’s grey-striped fur. My mother instructed my sister and me not to touch the kittens, 25
not yet, and we nodded gravely. As soon as she had left the shrine and gone back to the
kitchen, however, I told my sister to keep watch at the garage door. I reasoned with her that
obviously there was no way I was going to leave those kittens untouched. No way at all.
The sheer joy of plunging my hands into the box and lifting up all four kittens in a mewing,
writhing mass and burying my face in their softness, their never-walked-on paws: how could 30
I pass up this opportunity?

4 The cat looked at me with eyes that were alert but which also seemed to me to be full of
forgiveness. She knew it wasn’t possible for me to follow my mother’s edict – there was no
way I could. She purred when I gently touched the kittens, stretching out an ecstatic paw to
touch me on the wrist. 35

5 That cat lived an astonishing twenty-one years. There are photographs in my parents’
house of me holding her when I was a self-conscious ten-year-old, with teeth too large and
numerous crowding my mouth, and photographs of me as an adult with the cat on my lap.
When I was living at the other side of the world, years after the birth of those kittens, my
sister, who was by then a veterinary surgeon, phoned me to say that the cat who, a lifetime 40
ago, gave birth to kittens in a cardboard box in our garage, had died of old age. She had
been sick and could not survive another operation. My sister and I clutched the ends of
our respective phones close to our ears, separated by mountains and countries and seas,
reluctant to end the call because we both knew what would happen next. We would be
transported back to that moment in childhood when we were separated by only the length of 45
the garage, as she stood, an anxious sentinel, keeping watch, her head turning between me
and the house, as I bent over the cardboard box and lifted the kittens out.

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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
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at www.cambridgeinternational.org after the live examination series.

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Cambridge O Level
* 0 3 1 6 2 6 6 7 5 1 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2020

1 hour 45 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.
● Dictionaries are not allowed.

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.

DC (KN) 182543/2
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2

Section 1: Reading for ideas

Read Passage 1, Olives, in the insert and answer all the questions below.

1 (a) Notes

Identify and write down the importance of olive trees and olives in ancient times, and the
reasons for the continuing importance of olive trees and olives in modern times, as outlined in
the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content points

The importance of olive trees and olives in ancient times

• (used in) traditional herbal medicine

...................................................................................................................................................

The reasons for the continuing importance of olive trees and olives in modern times

• oleocanthal, a chemical found in olive oil, is a natural painkiller

...................................................................................................................................................

........................................................................................................................................... [12]
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3

(b) Summary

Now use your notes from 1(a) to write a summary of the importance of olive trees and olives
in ancient times, and the reasons for the continuing importance of olive trees and olives in
modern times, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

In ancient times, olives were used in traditional herbal medicine .............................................

...................................................................................................................................................

........................................................................................................................................... [10]
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2 Re-read paragraphs 3, 5 and 6 and give one opinion from each of these paragraphs.

Paragraph 3 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 5 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 6 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

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5

Section 2: Reading for meaning

Read Passage 2, The Garage, in the insert and answer all the questions below.

From paragraph 1

3 (a) Why do you think the writer did not remember the event described by her mother?

............................................................................................................................................. [1]

(b) What ‘accident’ did the writer nearly have?

...................................................................................................................................................

............................................................................................................................................. [1]

...................................................................................................................................................

............................................................................................................................................. [1]

(d) Write down the single word which shows that this was not the only time the writer was
disobedient as a child.

............................................................................................................................................. [1]

From paragraph 2

4 (a) The writer thought that the garage was ‘a fascinating but slightly frightening place’. Explain in
your own words how she felt about the garage.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) Give the two actions of the trapped bird which show that it was ‘confused’.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

(c) Why do you think that the writer describes the museum with its postage stamps, dead insects
and pieces of rock as ‘childish’?

...................................................................................................................................................

............................................................................................................................................. [1]

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6

From paragraph 3

5 (a) The family visited the cat and her kittens ‘to worship at the side of the cardboard box’. Write
down the single word used later in the paragraph which continues this idea of ‘worship’.

............................................................................................................................................. [1]

(b) The writer told her sister ‘to keep watch at the garage door’. Explain (i) what the writer asked
her sister to do and (ii) why.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

From paragraph 4

6 ‘The cat looked at me with eyes that were alert but which also seemed to me to be full of
forgiveness.’ Explain in your own words what the writer saw in the cat’s look.

..........................................................................................................................................................

.................................................................................................................................................... [2]

From paragraph 5

7 (a) ‘That cat lived an astonishing twenty-one years.’ What evidence is there in the paragraph to
show that the cat was part of the writer’s life for a long time?

............................................................................................................................................. [1]

(b) What comparison do you think the writer is making when she tells us that, as children, she
and her sister ‘were separated by only the length of the garage’?

...................................................................................................................................................

............................................................................................................................................. [1]

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7

8 From paragraphs 2 to 5

For each of the words below, circle the letter (A, B, C or D) which has the same meaning that the
word has in the passage.

(a) pungent (line 11)

A hot B bitter C strong D smelly [1]

(b) gravely (line 26)

A determinedly B lifelessly C seriously D obediently [1]

(c) edict (line 33)

A order B example C suggestion D judgement [1]

(d) self-conscious (line 37)

A quiet B lost C polite D shy [1]

(e) clutched (line 42)

A held lightly B held lovingly C held joyfully D held carefully [1]

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8

9 Re-read paragraphs 3 and 5, which contain phrases telling us about (a) the writer’s attitude to the
kittens and (b) the writer’s phone call with her sister.

Give:

• the meaning of each expression as it is used in the passage

• the effect of each expression as it is used in the passage.

(a) ‘burying my face in their softness, their never-walked-on paws’ (line 30)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘We would be transported back to that moment in childhood’ (lines 44–45)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

[Total: 25]

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.

© UCLES 2020 1123/22/M/J/20

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Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing October/November 2020
1 hour 30 minutes

You must answer on the enclosed answer booklet.

You will need: Answer booklet (enclosed)

*2144703011*

INFORMATION
• The total mark for this paper is 60.
• All questions are worth equal marks.

This document has 4 pages. Blank pages are indicated.

11_1123_12_2020_1.11
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2
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Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this section: 30

You will be awarded up to 15 marks for following the task instructions.

You will be awarded up to 15 marks for the language you use.

Question 1

Your Principal wants to make your school more environmentally friendly. You have an idea which you
think will help. Your Principal asks you to write an article for the school magazine to explain your idea
and to ask other students to help you.

Write your magazine article. You must include the following:

• what your school already does to help the environment

• details of your idea and how the other students can help
• how the whole school will benefit.

Cover all three points above in detail. You should make your magazine article interesting and informative.
Start your magazine article with a suitable headline.

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Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the task you have chosen.

You are advised to write between 350 and 500 words. You will be awarded marks for accurate
use of language and relevant content: 30.

Questions 2–6

Description

2 Describe what the place where you live is like in the early morning and in the early evening.
(Remember you are describing the atmosphere, the activities and any people as well as the place.)

Argument

3 ‘In the future, schools will not exist and all education will be done online at home.’ Would this be a
good thing? Give reasons and examples to support your view.

4 ‘People are influenced more by their friends than by their families.’ Do you think this is true? Give
reasons and examples to support your view.

Narrative

5 Write a story which includes the sentence: ‘It was easy to see why everyone wanted to meet him.’

6 Write a story about a person with a hidden talent.

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BLANK PAGE

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Cambridge O Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2020

INSERT 1 hour 45 minutes

INFORMATION
*4050004350-I*

● 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.

DC (JC) 185781/2
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2

Passage 1

Major sporting events

1 Major sporting events attract public attention at a local and global level and in the media too. A
sense of national pride is generated; hearing your national anthem played when, for example,
competitors start a match or are presented with medals encourages a sense of belonging
to a particular part of the world. Events such as the Olympic Games or the football World
Cup bring people together from different nations as competitors, spectators and sometimes 5
even heads of state. It is reassuring to see leaders of countries sitting together chatting,
smiling and watching when otherwise their names have been linked to hostility and suspicion
towards one another. Hosting such sporting events earns income for the host country or city:
Rio de Janeiro gained £110 million from hosting the 2014 football World Cup, while that same
year the Commonwealth Games brought in £100 million for Glasgow. 10

2 These events can mark the culmination of years of preparation, perhaps gruelling daily
training, so participants gain immeasurable satisfaction just from being there. Viewing these
events raises the profile of sport in general and the importance of keeping fit; seeing a record-
breaking run might motivate people, not necessarily to think they can emulate this success,
but to join a running club or take out a gym membership. Famous athletes act as role-models 15
for people, particularly the young; evidence of this exists in the sale of merchandise ranging
from the obvious, such as sports clothes, to the surprising, such as soap and lunch boxes.
There is nothing more thrilling than witnessing athletes at the peak of their physical fitness.
Major sporting events help people to see what endurance, training and skill can achieve,
whether through running 100 metres in just under ten seconds, skating in perfect harmony 20
with a partner, or scoring that apparently impossible goal.

3 Most major sporting events attract spectators: cricket fans attend international matches
together, members of local tennis clubs attend championship events and groups of football
supporters travel long distances to cheer on their teams. All of this brings extreme enjoyment
to spectators and unites them in a common purpose and friendship. And travel is not necessary 25
to bring about enjoyment, as spectators can view the event at home on television; as many
people can now watch programmes at a time of their choosing, they no longer have to worry
about differences in time zones, although there will always be some fans keen enough to sit
up all night to watch a favourite athlete or team!

4 However, there is a downside to big sporting events. For participants, there is huge pressure 30
to succeed, pressure which might come from the expectations of fans, trainers and even their
families. This might lead to the mentality that sport is about winning at all costs; for example,
it is not uncommon to witness footballers having temper tantrums because the match isn’t
going their way. The view that sport is about winning at all costs might lead to cheating,
sometimes even by taking performance-enhancing drugs like steroids; unfortunately, there 35
are many recorded cases of this kind of behaviour.

5 Although hosting such an event brings wealth to the host country or city, huge sums of money
are needed to build stadiums and to stage the events: some people complain that money
is wasted on increasingly elaborate opening and closing ceremonies, which might have
more to do with politics than sport. Others argue that budgets for more useful things, such 40
as healthcare, schools and roads, suffer when money is used for sporting events instead.
Moreover, ticket prices are usually so expensive that local people often can’t afford to attend.
Depriving locals of the opportunity to experience sporting events is a terrible injustice.
Additionally, after the sporting event has taken place, there are often no advantages for the
local communities because many of the new stadiums lie empty. 45

6 It can be very expensive to send participants to major events. It is all very well for a country
to bring back several medals, but if each one of those medals costs a huge amount of money
per participant because public funding paid for travel, or for specialised equipment or clothing,
it might be questioned whether the expenditure was justified by the results.
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3

Passage 2

Kevin

1 Kevin had recently started high school and his parents were very proud of him. ‘We never
got that opportunity,’ Kevin’s mother told him. ‘Your father was certainly bright enough to go
to high school and maybe he could even have been a teacher instead of working in a shop.’
When Kevin had homework, his father was very interested and sometimes attempted the
exercises from the textbooks on his own before he went to bed, following the examples in 5
Kevin’s mathematics or language books or in his previously corrected work. After a while he
even felt confident enough to try to help his son.

2 One night his father was getting ready to go out and stood shaving in the bathroom. Kevin
came into the tiny room, hoping to get some help with the Latin sentences he had to translate.
‘There are some words I can’t understand,’ he said. His father tried to edge closer to the 10
mirror. ‘Look them up at the back of your book,’ he said. Kevin fumbled through the vocabulary
lists. His father continued shaving, his face covered in soap. He groped for the towel and bent
down to Kevin.

3 ‘I don’t have time to help you work it out for yourself, so I’ll tell you the answers just this one
time,’ he said. Kevin held his pencil poised and wrote the answers into his notebook as his 15
father confidently called them out with great speed. As he rushed out of the front door, his
father shouted up the stairs. ‘Don’t ever ask me to do that again. You have to learn to do it
without my help.’

4 The next morning, Kevin made his way to his Latin class. Of all the teachers in the school, the
Latin teacher, Mr Waldo, was the one who commanded the most respect. Students seeing 20
him walk along the corridor dropped their voices until he was out of earshot. His classroom
entrance was always theatrical. He would take long strides into the room, his books clenched
in his left hand and pressed tightly against his chest. With his right hand he would swing the
door behind him, closing it with a crash. If, as occasionally happened, the door did not close
properly, he did not take his eyes from the class but backed against the door, snapping it shut 25
with his behind. Two strides brought him to the teacher’s desk. He would crack his books
down with a dramatic explosion and make a swift upward-sweeping gesture with his hands.
He hated slovenliness. Once, when presented with an exercise book with a tea stain on its
cover, he picked it up, with the corner between thumb and one finger, opened the window and
dropped it three floors to the ground. 30

5 Today the sweeping hand gesture brought the students quickly to their feet; once this mark of
respect had been made, the hands were lowered to indicate they should sit down again. ‘Right,
homework.’ The atmosphere was tense as Mr Waldo looked from one student to another.
‘We’ll begin with you Kevin.’ Kevin rose to his feet, his fingers trembling under the book. He
read out his first sentence and looked up at Mr Waldo whose face was expressionless. He 35
would let a student, someone who was answering, ramble on and on with great imagination
until that student faltered and admitted that he didn’t know something. Kevin went slowly
through the whole exercise and stopped, waiting anxiously for a comment from the teacher. It
was a long time before he spoke. ‘Every one of them is wrong,’ he said.

6 ‘But, sir, they can’t be wrong.’ Kevin said it with such conviction that Mr Waldo looked at him 40
in surprise.

‘Why not?’

‘Because my …’ Kevin stopped. It was too late to turn back now. ‘Because my father said so.’
Some students giggled quietly behind their hands at Kevin’s assertion as Mr Waldo asked,
‘And where does your father teach Latin?’ There was no escape. He knew now there would 45
be an exhibition for the class.
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4

‘He doesn’t, sir. He works in a shop.’

‘A shop!’ Mr Waldo mimicked and the class roared loudly. ‘If your brilliant father continues to
do your homework for you, you’ll end up working in a shop yourself.’ Mr Waldo looked round
the class. ‘Now we’ll have it right from someone.’ 50

7 As the bell rang at the end of class, Mr Waldo gathered up his books and said, ‘Kevin, I want
a word with you.’ Once the other students had gone, Mr Waldo said, ‘Kevin, I must apologise
to you. I meant your father no harm. He’s probably a good man, a very good man. You may
now join your class.’

‘Yes, sir,’ Kevin nodded. But it was too late. 55

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.

© UCLES 2020 1123/22/INSERT/O/N/20

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level
* 4 0 5 0 0 0 4 3 5 0 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2020

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

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.

DC (JC) 185480/2
© UCLES 2020 [Turn over

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Aaminah Fazal
2

Section 1: Reading for Ideas

Read Passage 1, Major sporting events, in the insert and answer all the questions below.

1 (a) Notes

Identify and write down the benefits and drawbacks of major sporting events, as outlined in
the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Benefits of major sporting events

• sense of national pride is generated

...................................................................................................................................................

Drawbacks of major sporting events

• for participants, there is huge pressure to succeed

...................................................................................................................................................

........................................................................................................................................... [12]
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Aaminah Fazal
3

(b) Summary

Now use your notes from 1(a) to write a summary of the benefits and drawbacks of major
sporting events, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

A benefit of major sporting events is that they generate ...........................................................

...................................................................................................................................................

........................................................................................................................................... [10]
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4

2 Re-read paragraphs 1, 2 and 5.

Give one opinion from each of these paragraphs.

Paragraph 1 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 2 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 5 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

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5

Section 2: Reading for Meaning

Read Passage 2, Kevin, in the insert and answer all the questions below.

From paragraph 1

3 (a) What is the ‘opportunity’ Kevin’s mother refers to?

............................................................................................................................................. [1]

(b) What evidence is there that Kevin’s father was interested in his own education?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 2

4 (a) Give two reasons why you think Kevin’s father had to try ‘to edge closer to the mirror’.

(i) ...........................................................................................................................................

(ii) ..................................................................................................................................... [2]

(b) Kevin’s father ‘groped for the towel’. Why could he not see the towel?

............................................................................................................................................. [1]

From paragraph 3

5 Give two reasons why Kevin’s father called out the answers ‘with great speed’.

(i) ...................................................................................................................................................

(ii) ............................................................................................................................................. [2]

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From paragraph 4

6 (a) When the students saw Mr Waldo approaching, they ‘dropped their voices until he was out of
earshot’. Explain in your own words what the students did.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) Mr Waldo would crack the books down ‘with a dramatic explosion’. Which single word used
earlier in the paragraph reinforces the idea of ‘dramatic’?

............................................................................................................................................. [1]

(c) What do you think Mr Waldo was suggesting when he picked up the exercise book ‘with the
corner between thumb and one finger’?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 5

7 Give two reasons why Kevin did not know immediately what Mr Waldo thought of his answers.

(i) ...................................................................................................................................................

...................................................................................................................................................

(ii) ...................................................................................................................................................

............................................................................................................................................. [2]

From paragraph 6

8 ‘Some students giggled quietly behind their hands at Kevin’s assertion’. Explain in your own
words how the students reacted to the situation.

..........................................................................................................................................................

.................................................................................................................................................... [2]

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7

From paragraph 7

9 ‘But it was too late.’ Why was it too late for Kevin?

..........................................................................................................................................................

.................................................................................................................................................... [1]

10 From paragraphs 4–6

For each of the words below, circle the letter (A, B, C or D) which has the same meaning that the
word has in the passage.

(a) occasionally (line 24)

A soon B surely C sometimes D shortly [1]

(b) backed (line 25)

A reversed B supported C returned D pulled [1]

(c) tense (line 33)

A exciting B stressful C present D frightening [1]

(d) faltered (line 37)

A broke B cried C shook D paused [1]

(e) conviction (line 40)

A hope B certainty C trust D confession [1]

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8

11 Re-read paragraphs 5 and 6, which contain phrases about (a) Mr Waldo’s behaviour and
(b) Mr Waldo’s words.

Explain:

• the meaning of each phrase as it is used in the passage

• the effect of each phrase as it is used in the passage.

(a) ‘the sweeping hand gesture brought the students quickly to their feet’ (line 31)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘ “A shop!” Mr Waldo mimicked’ (line 48)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

[Total: 25]

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.

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Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing May/June 2021
1 hour 30 minutes

You must answer on the enclosed answer booklet.

You will need: Answer booklet (enclosed)

*1482952135*

INFORMATION
• The total mark for this paper is 60.
• All questions are worth equal marks.

This document has 4 pages. Any blank pages are indicated.

06_1123_12_2021_1.11
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2
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Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this section: 30

• You will be awarded up to 15 marks for following the task instructions.

• You will be awarded up to 15 marks for the language you use.

Question 1

On your way home from school recently, you and your friend saw a poster about an event. This led to
an exciting experience for both you and your friend. Some time later, your teacher asks you to make a
speech to your class about the experience.

Write your speech. You must include the following:

• the name of your friend and what the event was

• a detailed account of the experience
• the effect this experience had on both you and your friend.

Cover all three points above in detail. You should make your speech interesting and informative. Start
your speech ‘Good morning, everyone.’

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Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the question you have chosen.

You are advised to write between 350 and 500 words.

You will be awarded marks for accurate use of language and relevant content: 30.

Questions 2–6

Description

2 Describe two of your neighbours who are very different and what your relationship with them is
like. (Remember you are describing the characters of the two people as well as their appearance.)

Argument

3 ‘We should always obey rules, both inside and outside school: there is never an excuse for breaking
them.’ What is your opinion? Give reasons and examples to support your view.

4 Which two aspects of your culture do you think people in your country should be most proud of?
Give reasons and examples to support your view.

Narrative

5 Write a story which includes the sentence: ‘I could see my friend shouting to me but there was too
much noise to hear what my friend was saying.’

6 Write a story in which someone is accused of doing something wrong which they did not actually
do.

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Fazal

BLANK PAGE

© UCLES 2021 06_1123_12_2021_1.11

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Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2021

INSERT 1 hour 45 minutes

INFORMATION
*9592555972-I*

● 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. Any blank pages are indicated.

DC (CJ) 198158/1
© UCLES 2021 [Turn over

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2

Passage 1

Rice

1 It is astonishing that there is archaeological evidence of rice cultivation in China around

8000 years ago. Settlements in rice-growing areas became sophisticated cultures, often
with advanced social and political structures. Such was the importance of rice that it quickly
spread from China to many other parts of the world, for example the Philippines and Taiwan,
Borneo and the Malay Peninsula, and parts of Africa. By the first century, rice was so 5
widespread that grains dating from that time have been recovered from a grave in Iran and
also found in the Po valley in Italy.

2 In many cultures, rice was used to mark celebrations; even today, sometimes relatives and
friends scatter rice over the bride and groom during or after their wedding as a symbol of
good luck, and in the Philippines rice wine is drunk on special occasions such as harvest 10
celebrations. Rice is also mentioned in medieval Islamic texts and, in Indonesia, the rice
goddess Dewi Sri is associated with life and prosperity because rice is the staple food of the
country. Thailand has a similar rice goddess, thus showing the ancient links between rice
and religious belief.

3 Down through the ages, rice has been an important source of food, and today it provides 15
a fifth of the calories people consume globally, making its rate of cultivation the world’s
third highest, outstripped only by sugar and maize. Rice growers in some countries are
disadvantaged because poor infrastructure or inadequate storage facilities mean they
are unable to get their produce to markets or preserve it for long enough for it to be sold.
But many governments show their awareness of the importance of rice by legislating to 20
solve rice-production problems by, for example, building better roads in rice-growing areas.
Acknowledging that rice is the staple food of more than half the world’s population, the United
Nations declared 2004 to be the International Year of Rice, thus affirming the importance of
rice in alleviating global poverty and malnutrition.

4 Rice continues to be a popular crop for a variety of reasons. It comes in a choice of flavours, 25
which depend on the type of rice used or spices added to it; arborio, basmati, jasmine and
coconut rice are but a few of the options. It is impossible to become bored with eating rice.
It is popular because of its variety of food uses; it can be broadly divided into three main
cooking types, according to whether the grain is long, medium or short. Long grains remain
separate when cooked, medium grains become sticky and can be moulded into, for example, 30
sushi, while short grains are used to make rice pudding, which is a delicious combination
of rice, milk, sugar and spices such as cinnamon. Some people prefer brown rice to white
because brown rice is less processed. However, although brown rice is high in fibre and
nutrition, white rice is gentler on the digestive system and often has nutrients added anyway,
so, whatever choice is made, rice is a healthy option in our diets. 35

5 The traditional method of growing rice is to plant seedlings and then flood the fields in 5–10
centimetres of water. This method is labour-intensive but, because it reduces weeds and
deters vermin, it is an inexpensive way to obtain food, particularly in parts of the world where
labour costs are low. Another reason why rice is a popular crop to grow is that it can be
harvested for many seasons through a process called ratooning, where, after the harvest, 40
the roots are left in the ground to sprout again; the ratooning process can produce a crop
for up to thirty years. As long as the temperature is relatively high, rice can be grown almost
anywhere, even on a steep mountainside.

6 Rice straw, left behind after harvest, is used as feed for farm animals, and to make bedding,
mats and roof-hatching. Hulls – the protective covering of newly-harvested rice grains – can 45
be used as fuel, and rice bran oil, extracted from the hulls, is suitable for high-temperature
cooking methods. Thus the popularity of rice is also a result of its useful by-products. Rice
is also noted for its medicinal properties. In some countries, the green part of the plant is
boiled to produce an eye lotion or a cure for inflammation of internal organs, and powdered
rice has been known to cure some skin ailments. 50

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3

Passage 2

Pedro

1 One afternoon we found a note left in our mailbox, written in a spidery hand. ‘Pedro: all
jobs done,’ it said. He was offering his services for tree-cutting, housework, gardening,
painting, decorating, rewiring and car maintenance, among other things. There was a
telephone number at the foot of the list of his advertised accomplishments. My husband was
impressed. ‘We should call him,’ he said. He admired people who went out to find work, who 5
showed signs of ambition.

2 Secretly I am always rather suspicious of those who claim the ability to turn their hand to
everything and I voiced my reluctance to employ Pedro. My reservation was swept aside
when my husband said, ‘I think I’ll ask him to cut back those overhanging cedar trees in the
driveway.’ I pointed out that there was really very little that needed to be done in the garden. 10
But my husband was determined, adding that we had two towering pine trees leaning
precariously over the terrace and stealing sunlight from four of our olive trees; these pine
trees needed to be cut back too.

3 And so, at my husband’s request, Pedro arrived; a gaunt man with a lined face and sunken
cheeks. He was friendly and certainly eager for a few days’ employment. The deal was struck. 15
On the appointed morning, four other men arrived, parking the oldest, most ramshackle
car I had ever seen; they were armed with chainsaws and an arsenal of useless, ageing
gardening tools, plus a stack of ominously heavy lunchboxes. I was thankful we hadn’t
asked Pedro to do car maintenance for us. ‘Pedro always arrives last,’ they announced
proudly. ‘Show us the trees, and we will get to work.’ 20

4 Having done that, I watched from the window as the men stared at the trees and then at one
another with mystified expressions which turned to anger. When Pedro arrived, parking his
own rusty car, the other men rushed as one, waving their tools like swords, down the drive
and attacked him. I was puzzled as to what was going on but, when Pedro yelled at them,
they hung their heads in shame, gathered up their assorted tools and said no more. 25

5 I sat at my desk, working in a world of my own. A wasp catapulted itself at the glass of the
closed windows, trying to find a way out. I unlocked a window and the insect flew free.
Outside, the day was hot and still. It was the silence from outside that drew my attention. I
hadn’t heard the whirr of a chainsaw since the men arrived. On the pretext of going to collect
the mail, I went into the garden, where I discovered the quintet at the foot of the sprawling 30
pine trees, pushing and punching one another, fists at the ready, without so much as a
single branch trimmed. ‘Is everything all right?’ I asked needlessly. They turned, waving and
smiling, as though at a picnic. I was thankful they were being paid by the contract and not
by the hour. Throughout the morning the men continued to fight and seemed to agree only
when they stopped for lunch. 35

6 The gist of their argument, it seemed, was not how best to tackle these gigantic trees but
who should be the one to shimmy up the trunks, and how they were being paid a pittance for
doing such hazardous work. But finally, in the late afternoon, I heard the welcome sound of
chainsaws. In the evening, Pedro banged on the door, sawdust stuck to his sweating face,
to say they were quitting work for the day but would be back early in the morning. 40

7 Later, when my husband came home from work, we went into the coolness of the evening
garden. I saw butterflies everywhere – rich golden wings tinged with yellow. It brought such
pleasure. And then I noticed the damaged olive tree. One of the branches Pedro and his men
had lopped had plummeted to the terrace below and torn away several boughs from one of
our olive trees. I walked over to take a closer look. Ripped from the main trunk, fresh creamy- 45
white wood exposed, the limbs were hanging in the evening light like severed silver wings.
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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.

© UCLES 2021 1123/22/INSERT/M/J/21

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Aaminah Fazal

Cambridge O Level
* 9 5 9 2 5 5 5 9 7 2 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2021

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

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.

DC (CJ) 198159/2
© UCLES 2021 [Turn over

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2

Section 1: Reading for Ideas

Read Passage 1, Rice, in the insert and answer all the questions below.

1 (a) Notes

Identify and write down the information which shows the importance of rice from ancient
times to the present day, and the reasons for the continuing popularity of rice, as outlined in
the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

The importance of rice from ancient times to the present day

• settlements in rice-growing areas became sophisticated cultures

...................................................................................................................................................

The reasons for the continuing popularity of rice

• it comes in a choice of flavours

...................................................................................................................................................

........................................................................................................................................... [12]
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3

(b) Summary

Now use your notes from 1(a) to write a summary of the importance of rice from ancient times
to the present day, and the reasons for the continuing popularity of rice, as outlined in the
passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

Rice was so important that rice-growing settlements became sophisticated cultures ...............

...................................................................................................................................................

........................................................................................................................................... [10]
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4

2 Re-read paragraphs 1 and 4 and give one opinion from paragraph 1 and two opinions from
paragraph 4.

Paragraph 1 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 4 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 4 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

© UCLES 2021 1123/22/M/J/21

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Aaminah Fazal
5

Section 2: Reading for Meaning

Read Passage 2, Pedro, in the insert and answer all the questions below.

From paragraph 1

3 (a) Pedro’s note said: ‘all jobs done’. How does Pedro emphasise this in his note?

...................................................................................................................................................

............................................................................................................................................. [1]

(b) Why is the writer’s husband ‘impressed’ by Pedro’s note?

............................................................................................................................................. [1]

From paragraph 2

4 (a) Give the two reasons why the writer did not want to employ Pedro.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

(b) What did the writer’s husband want Pedro to do in the garden?

............................................................................................................................................. [1]

From paragraph 3

5 (a) The four men arrived with ‘chainsaws and an arsenal of useless, ageing gardening tools, plus
a stack of ominously heavy lunchboxes’. Give two reasons why the writer thought the men
would not do the job efficiently.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

(b) Why do you think the writer was thankful they ‘hadn’t asked Pedro to do car maintenance’?

............................................................................................................................................. [1]

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6

From paragraph 4

6 (a) How did the men show their anger?

............................................................................................................................................. [1]

(b) ‘When Pedro yelled at them, they hung their heads in shame.’ Explain in your own words
what is happening here.

...................................................................................................................................................

............................................................................................................................................. [2]

(c) The writer ‘was puzzled as to what was going on’. Give one other word used in the paragraph
which conveys the same idea as ‘puzzled’.

............................................................................................................................................. [1]

From paragraph 5

7 (a) The writer was surprised at ‘the silence from outside’. What had she been expecting to hear?

............................................................................................................................................. [1]

(b) ‘“Is everything all right?” I asked needlessly.’ Why was the writer’s question needless?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 6

8 The men were arguing because ‘they were being paid a pittance for doing such hazardous work’.
Explain in your own words the reason for the argument.

..........................................................................................................................................................

.................................................................................................................................................... [2]

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7

9 From paragraphs 1–7

For each of the words below, circle the letter (A, B, C or D) which has the same meaning that the
word has in the passage.

(a) accomplishments (line 4)

A achievements B jobs C adventures D skills [1]

(b) gaunt (line 14)

A thin B old C tall D tired [1]

(c) pretext (line 29)

A thought B excuse C trick D story [1]

(d) gist (line 36)

A meaning B result C subject D amount [1]

(e) plummeted (line 44)

A fallen B broken C reached D slipped [1]

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8

10 Re-read paragraphs 2 and 7, which contain expressions about the trees in the garden.

Give:
• the meaning of each expression as it is used in the passage
• the effect of each expression as it is used in the passage.

(a) ‘stealing sunlight’ (line 12)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘Ripped from the main trunk’ (line 45)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

[Total: 25]

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.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing October/November 2021
1 hour 30 minutes

You must answer on the enclosed answer booklet.

You will need: Answer booklet (enclosed)

*8287632761*

INFORMATION
• The total mark for this paper is 60.
• All questions are worth equal marks.

This document has 4 pages. Any blank pages are indicated.

Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this section: 30

You will be awarded up to 15 marks for following the task instructions.

You will be awarded up to 15 marks for the language you use.

Question 1

Recently, you won a prize which you were not expecting to win (perhaps for academic studies, for an
extra-curricular activity or for a competition outside school). Your Principal asks you to write an article
for the school magazine about winning the prize.

Write your magazine article. You must include the following:

• what you received the prize for and why you were not expecting to win it
• details of how other people helped you to win the prize
• how you will benefit from winning the prize.

Cover all three points above in detail. You should make your magazine article interesting and informative.
Start your magazine article with a suitable headline.

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3
Fazal

Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the question you have chosen.

You are advised to write between 350 and 500 words.

You will be awarded marks for accurate use of language and relevant content: 30.

Questions 2–6

Description

2 Describe the scene at a busy roadside bus stop when the bus is very late. (Remember you are
describing the place, the people and the atmosphere.)

Argument

3 ‘Schools should spend more time teaching practical skills which students may need in adult life,
for example, how to cook, how to repair a car and how to be a good parent.’ Do you agree? Give
reasons and examples to support your view.

4 In your community, there is a sum of money to build either a new school or a new medical centre.
Which would you choose? Give reasons and examples to support your view.

Narrative

5 Write a story which includes the sentence: ‘On that particular day, the whole building was
unexpectedly quiet.’

6 Write a story about an occasion when you had to say sorry to someone, even though it was a very
difficult thing to do.

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4
Fazal

BLANK PAGE

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Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2021

INSERT 1 hour 45 minutes

INFORMATION
*0348067618-I*

● 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. Any blank pages are indicated.

Paperland ~ 0761099116
Aaminah Fazal
2

Passage 1

Plastic

1 Plastic was hailed as a wonder product when it was invented, but nowadays we realise there
are problems associated with it. Probably the main problem until recent years was the lack of
awareness about the threats it posed to our planet, threats which were unexplored because
of plastic’s low cost, convenience and durability. Furthermore, there was a lack of knowledge
of just how many products would be made of plastic; who would have thought that chewing 5
gum, paper clips, light bulbs and some so-called paper cups contained plastic?

2 Because most plastic is durable, it disappears, or degrades, very slowly as its chemical
ingredients make it resistant to many natural processes of degradation. In the sea, for
example, a plastic cup takes 50 years to degrade, and a disposable nappy takes 450, while a
plastic fishing line takes an amazing 600 years to degrade. Plastic is very difficult to get rid of: 10
burning it increases carbon emissions, as most burning plastic emits toxic fumes, and burying
it in landfill sites takes up space in an already overcrowded planet.

3 It was estimated in 2019 that, every year, so much plastic flows into the world’s oceans that by
2025 there will be more plastic in the ocean than fish, in terms of weight. Plastic kills marine
life in many ways. Fish become entangled in plastic nets and are choked by plastic bags; 15
other sea creatures die because they mistake plastic for food and swallow it. Endangered
species like some types of turtles are particularly vulnerable and risk extinction because
of ocean plastic. Incredibly, such plastic has even been found lying on uninhabited Pacific
islands and trapped in Arctic ice. Furthermore, although there is currently no real evidence,
there is concern that plastic ingested by sea-life might make its way into the human food 20
chain and turn up on our own plates.

4 One solution to the problem of plastic is to recycle it, although recycling has its critics who
claim that the best solution is not to create waste in the first place; they say that recycling is
no more than an escape route for cowardly governments and lazy consumers. Increasingly,
various types of companies are tackling the problem by not using plastic packaging: more 25
and more supermarkets use paper wrappers for food products, and one large multinational
technology firm has switched from plastic to paper packaging of its smart phones and tablets.
Stores in some countries, for example Germany and the United Kingdom, charge customers
for plastic bags, with the money raised being donated to charity. This charging policy has led to
a drastic reduction in our use of plastic bags and in fact the number used in UK supermarkets 30
dropped by 80% in the four years after the charge was introduced. Some manufacturing firms
are switching from making their products entirely from plastic to using a combination of plastic
and other sustainable materials or avoiding plastic altogether.

5 International environmental agencies, for example Greenpeace, target businesses with a

poor record in plastic use, and call on governments to act. In turn, some governments – such 35
as those of Canada, the UK and Taiwan – have implemented laws to reduce plastic by, for
example, prohibiting the use of microbeads, which are tiny manufactured plastic particles
used in personal care products such as shower gels, skin creams and lotions. A single shower
can wash 100 000 microbeads down the drain, and these find their way into our oceans.
Because it attracts so many tourists, Indonesia, which is a beautiful country, has successfully 40
introduced a tourist tax; the money raised is used to clean up litter, much of it plastic.

6 The battle against plastic is also being fought by individual people, who consciously reduce
the amount of plastic coming into their homes. This might be through using soap instead
of shower gels in plastic bottles, or bamboo toothbrushes instead of plastic ones, carrying
re-usable cloth bags to the shops, or posting their views on social media platforms. In some 45
parts of the world, voluntary groups have sprung up; their aim is to remove plastic and other
rubbish which is littering beaches and countryside. Although they achieve little from a global
perspective, they make some small impact and, perhaps more importantly, draw attention to
the environmental dangers posed by plastic.
© UCLES 2021 1123/22/INSERT/O/N/21
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Aaminah Fazal
3

Passage 2

Sylvia

1 As an enthusiastic new college graduate, Sylvia spent a year working as a volunteer in the
local library. Then, as her first real job, she took up a post as an assistant librarian. She
introduced books by her favourite authors and was disappointed when many of these
remained on the shelves, their covers as pristine as on the day she had unpacked them.
‘I could have told you that would happen,’ said the senior librarian, who had worked there for 5
many years, something which he thought made him an expert in the recreational tastes of the
town.

2 Sylvia stuck it out for a year in that job before successfully applying for the post as children’s
librarian in another town. She moved to a cottage where the rent was justifiably low, but on
a librarian’s salary, she couldn’t have afforded anything else. The walls bore orange stains 10
of damp and the paint was flaking, but the kitchen window had a lovely view of distant hills;
to Sylvia, brought up in an inner city, the cottage seemed picturesque. Outside, the garden
was overrun with impenetrable clumps of weeds but the landlord hastily told Sylvia that it
would be fine with the minimum of effort. Sylvia’s possessions were easily accommodated
in the cottage’s limited space; there was no bookshelf on which to house her most prized 15
possessions, but after packing out the windowsills she stacked as many as she could on the
slanting shelves of the cupboard in the bedroom. For all its apparent inadequacies, her new
home offered promise.

3 Sylvia was an only child and long hours spent alone had encouraged in her the habit of
reading, often by torchlight under the bedclothes, far into the night. Every single Saturday 20
morning, while her father read the newspapers and her mother made a martyr of herself over
household chores, Sylvia walked down to the library. The librarian, Miss Jenkins, would set
aside books she thought young girls would enjoy, and it was a shared love of reading that
reinforced the special bond between Miss Jenkins and Sylvia. Practice in dealing with her
mother’s changing moods had made Sylvia easy-going, at least on the surface, and so she 25
was not without friends; but it was Miss Jenkins who introduced her to characters in fiction
who became her silent allies, her sometimes more-than-friends, her shaping influences.

4 Although Sylvia had a dreaminess that vexed her teachers, she did well enough to secure a
college place to study to be a librarian. ‘A job with a proper future,’ her mother said approvingly
when her daughter revealed her career plan. She was privately relieved that her daughter’s 30
unexpected success in the school play had not, as she had at the time feared, led to a request
to go to drama school.

5 Apart from reading, the only other passion in Sylvia’s family was her father’s love of chess.
He had been taught the game by a young soldier, Pavel, with whom he had spent time in
the army, and her father had revealed an unexpected flair for it. When they parted company 35
at the end of their army careers together, Pavel said, ‘You might as well have this,’ handing
Sylvia’s father the chess set with which he had learned the game. Perhaps out of respect
for his former companion, or perhaps in default of anything else to give her, her father had
attempted to pass this interest on to his only child. In the evenings, when Sylvia had finished
her homework, she and her father sat opposite each other at the kitchen table and played 40
with the inherited chess set. Although she had no real talent for chess, Sylvia guessed an
unmet desire in her father which went beyond just playing chess, and out of loyalty did her
best to master the game. It was a defining moment for them both, one Sylvia never forgot,
when she contrived one evening to beat him.

6 ‘You might as well have this,’ her father said, unconsciously repeating the words with which 45
he had been given the modest wooden box on which the scratched initials of his former
colleague were still visible. ‘With you gone, I won’t have anyone to play with.’

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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.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level
* 0 3 4 8 0 6 7 6 1 8 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2021

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

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.

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Aaminah Fazal
2

Section 1: Reading for Ideas

Read Passage 1, Plastic, in the insert and answer all the questions below.

1 (a) Notes

Identify and write down the problems associated with plastic, and possible solutions to the
problems, as outlined in the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

the problems associated with plastic

• lack of awareness about the threats it posed

...................................................................................................................................................

possible solutions to the problems

• recycling

...................................................................................................................................................

........................................................................................................................................... [12]

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3

(b) Summary

Now use your notes from 1(a) to write a summary of the problems associated with plastic,
and possible solutions to the problems, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

A problem with plastic has been lack of awareness about .......................................................

...................................................................................................................................................

........................................................................................................................................... [10]

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Aaminah Fazal
4

2 Re-read paragraphs 2, 3, and 5, and give one opinion from each of these paragraphs.

Paragraph 2 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 3 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 5 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

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Aaminah Fazal
5

Section 2: Reading for Meaning

Read Passage 2, Sylvia, in the insert and answer all the questions below.

From paragraph 1

3 (a) Sylvia ‘took up a post as an assistant librarian’. Why was this her first ‘real’ job?

...................................................................................................................................................

............................................................................................................................................. [1]

(b) Why was Sylvia ‘disappointed’?

...................................................................................................................................................

............................................................................................................................................. [1]

(c) The senior librarian thought that he was ‘an expert in the recreational tastes of the town’.
Explain in your own words what he thought.

...................................................................................................................................................

............................................................................................................................................. [2]

From paragraph 2

4 (a) The rent was ‘justifiably low’. Why do you think the low rent was justifiable?

...................................................................................................................................................

............................................................................................................................................. [1]

(b) Which one feature of the cottage made it seem ‘picturesque’ to Sylvia?

............................................................................................................................................. [1]

(c) Which items were Sylvia’s ‘most prized possessions’?

............................................................................................................................................. [1]

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6

From paragraph 3

5 (a) Give two pieces of evidence which show that Sylvia loved reading.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

(b) What emotion do you think Sylvia’s mother felt as she did the household chores?

............................................................................................................................................. [1]

From paragraph 4

6 (a) Sylvia ‘had a dreaminess that vexed her teachers’. Explain in your own words how Sylvia’s
teachers felt about her.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) Which career did Sylvia’s mother want her to avoid?

............................................................................................................................................. [1]

From paragraph 5

7 (a) Sylvia ‘had no real talent’ for chess. Give the word used earlier in the paragraph which
conveys the idea of ‘talent’.

............................................................................................................................................. [1]

(b) Sylvia ‘guessed an unmet desire in her father which went beyond just playing chess’. What
do you think this ‘unmet desire’ was?

............................................................................................................................................. [1]

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Aaminah Fazal
7

8 From paragraphs 2–6

For each of the words below, circle the letter (A, B, C or D) which has the same meaning that the
word has in the passage.

(a) flaking (line 11)

A breaking B peeling C falling D fading [1]

(b) inadequacies (line 17)

A curiosities B failings C complaints D problems [1]

(c) approvingly (line 29)

A with humour B with surprise C with agreement D with pleasure [1]

(d) contrived (line 44)

A planned B attempted C pretended D managed [1]

(e) modest (line 46)

A simple B old C private D small [1]

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Aaminah Fazal
8

9 Re-read paragraph 2, which contains expressions telling us about (a) Sylvia’s first real job and
(b) Sylvia’s landlord.

Give:

• the meaning of each expression as it is used in the passage

• the effect of each expression as it is used in the passage.

(a) Sylvia ‘stuck it out’ for a year (line 8)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

(b) the landlord ‘hastily’ told Sylvia (line 13)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

[Total: 25]

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.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing May/June 2022
1 hour 30 minutes

You must answer on the enclosed answer booklet.

You will need: Answer booklet (enclosed)

*4597864663*

INFORMATION
• The total mark for this paper is 60.
• All questions are worth equal marks.

This document has 4 pages. Any blank pages are indicated.

Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this section: 30

• You will be awarded up to 15 marks for following the task instructions.

• You will be awarded up to 15 marks for the language you use.

Question 1

Your cousin got married recently. You helped your cousin to arrange the wedding celebration at a top
hotel. The celebration was enjoyable but the hotel made some mistakes. You decide to write a letter to
the hotel manager about the wedding celebration.

Write your letter. You must include the following:

• the names of the couple who got married and the date of the celebration
• what the guests enjoyed about the celebration
• details of the mistakes the hotel made and what you would like the hotel to do about what happened.

Cover all three points above in detail. You should make your letter polite and informative.
Start your letter ‘Dear Hotel Manager’ and remember to supply a suitable ending.

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3
Fazal

Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the question you have chosen.

You are advised to write between 350 and 500 words.

You will be awarded marks for accurate use of language and relevant content: 30.

Questions 2–6

Description

2 Describe two very different and interesting animals which live in your area. (Remember you can
describe the behaviour of the animals and the places where they live as well as their appearance.)

Argument

3 ‘The world now depends far too much on technology. We are losing the ability to think for ourselves.’
What is your opinion? Give reasons and examples to support your view.

4 ‘I no longer believe that individuals can make any difference in saving the environment.’ Do you
agree? Give reasons and examples to support your view.

Narrative

5 Write a story which includes the sentence: ‘I spent the day wandering through unfamiliar streets
looking for the place he told me about.’

6 Write a story in which a sailing boat plays an important part.

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4
Fazal

BLANK PAGE

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local
Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2022

INSERT 1 hour 45 minutes

INFORMATION
*2504360591-I*

● 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. Any blank pages are indicated.

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Aaminah Fazal
2

Passage 1
Climate change: one person’s view on problems and solutions

1 It has long been my view that as the temperature of our planet rises this, accompanied
by other complicated alterations in the patterns of our weather, is causing many global
problems. These problems will become worse if we do not act now.

2 Storms and hurricanes are naturally occurring phenomena but, as global temperatures
increase, the result is more energy-intensive storms, which cause unprecedented 5
destruction. Another problem is the growing number of wildfires. Although wildfires have
always been common in some parts of the world, recent years have seen a rise in their
occurrence probably due to climate change, as seen in 2020 in Australia, where millions
of acres of forest and millions of animals were lost. Flooding is also an issue. As ice at the
North and South Poles melts into our oceans, sea levels rise, causing flooding in coastal 10
areas. When the oceans heat up, more water evaporates into clouds which falls as rain,
causing further flooding. Furthermore, as ocean temperatures rise, there is a loss of breeding
grounds for some marine creatures which threatens many ocean species with extinction.

3 Our climate emergency demonstrates itself in the increased number of devastating droughts
faced by many countries; these halt food production and create landscapes of withered trees. 15
The incidence of droughts has almost doubled since the early 1990s; one area of northern
Kenya used to experience drought every fifteen years or so, but that has now expanded
to every five years. As the earth warms up, the periods increase when some diseases, for
example malaria and dengue fever, can be transmitted. Record temperatures in Europe and
Australia in 2019 were symptoms of increased heatwaves resulting from climate change. 20
Everyone needs to take great care in high temperatures because heat stress can make
working conditions unbearable and heighten the risk of cardiovascular and respiratory
illness.

4 As if this were not bad enough, the damage brought about by extreme weather events caused
by climate change has huge financial implications for governments and local communities 25
as people struggle to rebuild homes and sometimes entire villages; these tasks can take
years to complete and often rely on monetary help from outside agencies.

5 One solution to the problem of climate change is that governments recognise that there
is an issue here. For too long there was a feeling, even among some world leaders, that
concerns over climate change were somehow exaggerated. But over the years, many 30
summit meetings of world leaders have taken place, which translate discussion into action,
with governments making various pledges and setting targets to bring them about. Ordinary
people should make their voices heard on this crucial topic.

6 In addressing the problems caused by climate change, people can opt for electric or hybrid
cars, which do not pollute the environment, and some countries offer financial incentives to 35
buy these rather than vehicles which run on polluting fuels such as diesel. The provision of
more buses and trams in some cities encourages passengers to leave their cars at home,
although this will work only if the service is efficient and cheap, as it is in some cities such
as Amsterdam and Edinburgh. Although air travel is often essential, people are being invited
to think of the damage flying can do to the environment – what is called our carbon footprint 40
– and to reduce the number of flights they take by using trains for example. Frequent flyers
should, wherever possible, make use of alternative means of travel. Still, governments
cannot advise against air travel if the country’s trains are overcrowded and don’t run on
time!

7 Another solution is to switch from fossil fuels, like coal, oil or natural gas, to other forms of 45
energy, such as wind, water and solar power, all of which are called renewables. Increasing
numbers of wind farms can be seen nowadays, more people opt for solar panels in their
homes and hydro-electric schemes make use of water to generate electricity. Some
companies and global corporations have promised zero carbon emissions – to be carbon
neutral – and have set targets for this to happen. Even better is the ambitious plan by one 50
global giant to be, by 2030, not just carbon neutral but carbon negative, which means it will
devise ways of removing carbon from the earth’s atmosphere.
© UCLES 2022 1123/22/INSERT/M/J/22
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Aaminah Fazal
3

Passage 2

A First Tooth

When I got home from work that evening, Mrs Jennings, the babysitter, reported that the
baby had been a little cross and shoving her fist into her mouth intermittently throughout
the day.

Content removed due to copyright restrictions.

Still, I was content

now that I was in the pharmacy that the baby would not suffer and that in the morning she
would smile charmingly at me with a perfect, white tooth gleaming just above the surface of
her little pink gum.

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Aaminah Fazal
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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level
* 2 5 0 4 3 6 0 5 9 1 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2022

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

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. Any blank pages are indicated.

Paperland ~ 0761099116
Aaminah Fazal
2

Section 1: Reading for Ideas

Read Passage 1, Climate change: one person’s view on problems and solutions, in the insert and
answer all the questions below.

1 (a) Notes

Identify and write down the problems associated with climate change, and the solutions to
the problems associated with climate change, according to the writer.

USE MATERIAL FROM PARAGRAPHS 2 TO 7 INCLUSIVE.

You will be awarded up to 12 marks for content points.

Content Points

Problems associated with climate change

• More energy-intensive storms

...................................................................................................................................................

Solutions to the problems associated with climate change

• Governments recognise that there is an issue here

...................................................................................................................................................

........................................................................................................................................... [12]
© UCLES 2022 1123/22/M/J/22
Paperland ~ 0761099116
Aaminah Fazal
3

(b) Summary

Now use your notes from 1(a) to write a summary of the problems associated with climate
change, and the solutions to the problems associated with climate change, according to the
writer.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

One of the many problems associated with climate change is .................................................

...................................................................................................................................................

........................................................................................................................................... [10]
© UCLES 2022 1123/22/M/J/22 [Turn over
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Aaminah Fazal
4

2 Re-read paragraphs 3, 5, and 6 and write down one piece of advice given by the writer from
each of these paragraphs.

Paragraph 3 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 5 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 6 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

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Aaminah Fazal
5

Section 2: Reading for Meaning

Read Passage 2, A First Tooth, in the insert and answer all the questions below.

From paragraph 1

3 (a) What did the baby do that showed she was ‘teething’?

............................................................................................................................................. [1]

(b) What was the writer referring to when she told Mrs Jennings ‘that’s all right’?

............................................................................................................................................. [1]

From paragraph 2

4 (a) Explain the difference between (i) what the writer thought would happen when her baby was
teething and (ii) what actually happened.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

(b) Give two reasons why it was difficult for the writer to go to the pharmacy.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

............................................................................................................................................. [1]

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6

From paragraph 3

5 (a) The writer says that she could not bear that ‘any negligence of mine should ever cause her
harm’. Explain in your own words what the writer could not bear.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) What did ‘common sense’ suggest to the writer?

............................................................................................................................................. [1]

From paragraph 4

6 (a) The writer went to the pharmacy ‘the proximity of which comforted me’. Explain in your own
words how the writer feels about the pharmacy.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) The writer thought that her neighbour was unfriendly. How did the neighbour show that she
was in fact friendly?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 5

7 The writer felt her mood ‘beginning to lift’. Give two reasons why her mood began ‘to lift’.

(i) ...................................................................................................................................................

...................................................................................................................................................

(ii) ...................................................................................................................................................

............................................................................................................................................. [2]

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Aaminah Fazal
7

8 From paragraphs 2–5

For each of the words or phrases below, circle the letter (A, B, C or D) which has the same
meaning that the word or phrase has in the passage.

(a) relieved (line 12)

A satisfied B reduced C reassured D pleased [1]

(b) protest (line 17)

A demonstration B question C stress D complaint [1]

(c) shrink from (line 33)

A resist B decrease C move D shorten [1]

(d) positively (line 35)

A firmly B happily C really D easily [1]

(e) drifting (line 42)

A sailing B wandering C floating D racing [1]

9 Re-read paragraphs 1 and 3, which contain phrases about (a) the babysitter and (b) the writer.

Explain:

• the meaning of each phrase as it is used in the passage

• the effect of each phrase as it is used in the passage.

(a) ‘Blushing, she stammered’ (line 4)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘a mess of gigantic proportions’ (line 19)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing October/November 2022
1 hour 30 minutes

You must answer on the enclosed answer booklet.

You will need: Answer booklet (enclosed)

*5481761666*

INFORMATION
• The total mark for this paper is 60.
• All questions are worth equal marks.

This document has 4 pages. Any blank pages are indicated.

Section 1: Directed Writing

You are advised to write between 200 and 300 words. Total marks for this section: 30.

You will be awarded up to 15 marks for following the task instructions.

You will be awarded up to 15 marks for the language you use.

Question 1

During the last twelve months, the number of tourists visiting your local area has increased a lot. This
has brought both advantages and disadvantages. The local council has asked residents to give their
opinions about the large increase in tourism. You decide to write a report for the local council giving your
views.

Write your report. You must include the following:

• the advantages of more tourists visiting your local area

• the disadvantages of more tourists visiting your local area

• which one of the disadvantages the council should deal with first and how they should deal with it.

Cover all three points above in detail. You should make your report informative and persuasive.
Start your report ‘To the Local Council’. Remember to give your name and a date.

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3
Fazal

Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the question you have chosen.

You are advised to write between 350 and 500 words.

You will be awarded marks for accurate use of language and relevant content: 30.

Questions 2–6

Description

2 Describe two different possessions which are very important to your family – one which is useful
and one which is for decoration. (Remember you can describe the possessions, how your family
got them and why they are so important to your family.)

Argument

3 ‘People try too hard to be like other people. It is much better to concentrate on being yourself.’ How
far do you think this is true? Give reasons and examples to support your view.

4 ‘I believe everyone should now be forced by law to recycle.’ What is your opinion? Give reasons
and examples to support your view.

Narrative

5 Write a story which includes the sentence: ‘It wasn’t what the woman said to me but the way she
said it which made me hesitate.’

6 Write a story about someone who moves back to their home town after a long time away and finds
their new life there more difficult than expected.

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4
Fazal

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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2022

INSERT 1 hour 45 minutes

INFORMATION
*2645032471-I*

● 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. Any blank pages are indicated.

Paperland ~ 0761099116
Aaminah Fazal
2

Passage 1

Cinemas and Streaming

1 The advent of television more than seventy years ago was seen by many as a threat to
cinemas but cinemas fought back. Nowadays cinemas are under attack again, this time from
streaming services, which provide films on-demand through internet providers. So, which is
better: cinemas or streaming?

2 The cinema has many attractions. Huge screens make the film come alive in a way impossible 5
on a television; cinema screens are between 10 and 30 metres wide and up to 10 metres high,
and this contributes to the audience's enjoyment. A feature called ‘surround sound’ enriches
the depth of sound reproduction, whether dialogue, music or special effects; in particular,
speakers behind the listener create the sensation of sound coming from all directions.
Modern cinemas are sometimes furnished with reclining seats, pillows and blankets, making 10
the experience comfortable and even luxurious.

3 The shared experience of being part of an audience also enhances a trip to the cinema,
as everyone is not only individually but also collectively immersed in the film as the plot
unfolds, and themes and characters develop. Going to the cinema with family and friends
makes for a memorable evening or afternoon out – although avoid the temptation to buy too 15
many unhealthy snacks in the foyer! Watching films at home lends itself to interruptions – the
doorbell rings, dinner has to be served, the children squabble. But watching a film in a cinema
offers total escapism and relaxation as you leave everything behind and settle down to watch
the film.

4 The cinema offers audiences the opportunity to be part of a long tradition of more than a century, 20
one which they can trace from the first silent films through to today’s computer-generated
images and special effects. Both streamed and cinema films can attract much publicity before
the film is released. However, the pre-release hype of cinema films is often accompanied by
merchandise – clothing, stationery and gadgets, particularly for films targeted at children – and
this heightens the anticipation felt as people wait for the film to be released. 25

5 Streaming is a very different experience. One of its attractions is that several people can
access a single streaming account, so that maybe five separate people in one house are able
to watch films of their choice. Moreover, streaming is cheaper than going to the cinema. You
can pay your internet provider for a whole month of streaming for about the same price as
a single cinema ticket; the money saved can make a significant difference to large families 30
or those on a low income. As streaming is accessed through the internet, you can use your
account on any device such as a smart television, tablet or smart phone and thus your
options for watching films are multiplied. Because only an internet connection is required to
use streaming services, films can be watched in a variety of places, for example a cafe; by
simply logging on to your account, you can make a long train journey more fun by watching a 35
film on your tablet, but don’t forget to wear headphones to avoid disturbing other passengers.

6 Some people have work patterns which make cinema trips difficult to schedule; if you work
as, for example, a waiter in a restaurant or a nurse in a hospital, getting to the cinema might
be impossible except on days off. But watching a streamed film can be done at any time that
suits, even in the middle of the night. Busy people may not have time to go out to the cinema 40
and parents of young children are often unable to set aside three consecutive hours. For
people such as these, streaming gives the opportunity to serialise a film, perhaps by watching
it in half hour stages over a few evenings.

7 Sometimes streaming services make a film series and release each episode at the same
time, making it possible to 'binge' view by watching the whole series over a few days; many 45
people enjoy this form of entertainment. In fact, it is recommended to sign up to a streaming
account for this very reason. Cinema films are available for viewing for a limited period of
time. However, many of them eventually arrive in streaming services anyway and, for people
patient enough to wait, the possibility of catching up on something you’ve missed is a further
benefit. 50
© UCLES 2022 1123/22/INSERT/O/N/22
Paperland ~ 0761099116
Aaminah Fazal
3

Passage 2

A New Beginning

The ferry sounded its hooter as we approached land.

Content removed due to copyright restrictions.

Trundling our luggage behind us, we made our way through the line of
grandmothers and the clamouring crowd, wondering if this was a sign of things to come.

Paperland ~ 0761099116
Aaminah Fazal
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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level
* 2 6 4 5 0 3 2 4 7 1 *

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2022

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

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.

Paperland ~ 0761099116
Aaminah Fazal
2

Section 1: Reading for Ideas

Read Passage 1, Cinemas and Streaming, in the insert and answer all the questions below.

1 (a) Notes

Identify and write down the advantages of cinemas, and the advantages of streaming, as
outlined in the passage.

USE MATERIAL FROM PARAGRAPHS 2 TO 7 INCLUSIVE

You will be awarded up to 12 marks for content points.

Content Points

Advantages of cinemas
• Huge screens (make the film come alive)

...................................................................................................................................................

Advantages of streaming
• several people can access a single streaming account

...................................................................................................................................................

........................................................................................................................................... [12]
© UCLES 2022 1123/22/O/N/22
Paperland ~ 0761099116
Aaminah Fazal
3

(b) Summary

Now use your notes from 1(a) to write a summary of the advantages of cinemas, and the
advantages of streaming, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

One of the advantages of cinemas is that they have ................................................................

...................................................................................................................................................

........................................................................................................................................... [10]
© UCLES 2022 1123/22/O/N/22 [Turn over
Paperland ~ 0761099116
Aaminah Fazal
4

2 Re-read paragraphs 3, 5, and 7 and write down one piece of advice given by the writer from
each of these paragraphs.

Paragraph 3 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 5 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 7 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

Paperland ~ 0761099116
Aaminah Fazal
5

Section 2: Reading for Meaning

Read Passage 2, A New Beginning, in the insert and answer all the questions below.

From paragraph 1

3 (a) What was the first sign to passengers on the ferry that they were approaching land?

............................................................................................................................................. [1]

(b) Why were the writer and his wife ‘thrown against the other passengers’?

............................................................................................................................................. [1]

(d) Why does the writer describe his wife as ‘showing remarkable thought-reading talent’?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 2

4 ‘Would it be a disaster?’ What is the ‘disaster’ the writer is referring to?

..........................................................................................................................................................

.................................................................................................................................................... [1]

From paragraph 3

5 (a) ‘Sunlight streamed into the hold’. What do you think had just happened?

............................................................................................................................................. [1]

(b) ‘We moved cautiously past the revving bikes and roaring lorries’. Give one word used later in
the paragraph which conveys the idea of ‘moved cautiously’.

............................................................................................................................................. [1]

(c) Some passengers were ‘quite unaware that their embracing was completely blocking the
exit’. Explain in your own words how the behaviour of these passengers was completely
blocking the exit.

...................................................................................................................................................

............................................................................................................................................. [2]

Paperland ~ 0761099116
Aaminah Fazal
6

From paragraph 4

6 (a) The bus driver was ‘saying repeatedly that he was innocent’. What exactly is he being
accused of?

............................................................................................................................................. [1]

(b) In what two ways was the bus driver being attacked?

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 5

7 What ‘strenuous work’ do you think the young man was doing?

.................................................................................................................................................... [1]

From paragraph 6

8 Nano knew that the incident would ‘eternally be part of village folklore’. Explain in your own
words what Nano knew would happen following the incident.

..........................................................................................................................................................

.................................................................................................................................................... [2]

Paperland ~ 0761099116
Aaminah Fazal
7

9 From paragraphs 1–5

For each of the words or phrases below, circle the letter (A, B, C or D) which has the same
meaning that the word or phrase has in the passage.

(a) squashed (line 2)

A pushed B landed C mixed D crushed [1]

(b) mass (line 16)

A weight B lump C crowd D shape [1]

(c) insisted (line 25)

A said patiently B said loudly C said firmly D said angrily [1]

(d) focus (line 35)

A point B attention C sight D panic [1]

(e) left off (line 38)

A stopped B forgotten C allowed D seen [1]

Paperland ~ 0761099116
Aaminah Fazal
8

10 Re-read paragraphs 1 and 4, which contain phrases about (i) the writer and (ii) the grandmothers.

Explain:
• the meaning of each phrase as it is used in the passage
• the effect of each phrase as it is used in the passage.

(a) ‘searched for something upbeat (to say to her)’ (line 8)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘squadron of grandmothers’ (line 24)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

[Total: 25]

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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing May/June 2023
1 hour 30 minutes

You must answer on the enclosed answer booklet.

You will need: Answer booklet (enclosed)

*9368103742*

INFORMATION
• The total mark for this paper is 60.
• All questions are worth equal marks.

This document has 4 pages. Any blank pages are indicated.

Section 1: Directed Writing

You are advised to write between 200 and 300 words.

Total marks for this section: 30.

You will be awarded up to 15 marks for following the task instructions.

You will be awarded up to 15 marks for the language you use.

Question 1

A local company has bought some land next to your school. The company wants to build on this land
to expand its business. You can see a few advantages to the company’s plan, but you are also very
unhappy about many aspects of it. You decide to write a letter to the editor of the local newspaper to
explain how you feel about the company’s plan.

Write your letter. You must include the following:

• what the land is used for now and what the company wants to build on it

• the advantages and disadvantages of the company's plan

• how you think the land should be used instead.

Cover all three points above in detail. You should make your letter polite and informative. Start your
letter ‘Dear Editor’ and remember to supply a suitable ending.

Paperland ~ 0761099116
Aaminah
3
Fazal

Section 2: Composition

Begin your answer on a new page of your answer booklet.

Write on one of the following topics.

At the beginning of your composition put the number of the question you have chosen.

You are advised to write between 350 and 500 words.

You will be awarded marks for accurate use of language and relevant content: 30.

Questions 2–6

Description

2 Describe the New Year celebrations in your country. (Remember you are describing the events,
the places, the atmosphere and the people.)

Argument

3 ‘Most people spend far too much money these days on things they do not really need.’ Do you think
this is true? Give reasons and examples to support your view.

4 Is it better to be the oldest child in the family or the youngest? Give reasons and examples to support
your view.

Narrative

5 Write a story which includes the sentence: ‘She threw her bag on the back seat of the car and
quickly got into the passenger seat.’

6 Write a story about a person who completely changed their mind about someone.

Paperland ~ 0761099116
Aaminah
4
Fazal

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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

Paperland ~ 0761099116
Aaminah Fazal

Cambridge O Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2023

INSERT 1 hour 45 minutes

INFORMATION
*1016183916-I*

● 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. Any blank pages are indicated.

Paperland ~ 0761099116
Aaminah Fazal
2

Passage 1

Online learning and classroom learning

1 Recent advances in technology have made it possible for students to learn at home, using
devices like laptops, tablets and smartphones, instead of going to school or university every
day. It would be wise to consider carefully the advantages of both types of learning.

2 One advantage of online learning is that students can study in a place that is convenient
for them; this might be at the kitchen table or in the living room or, for the lucky ones, their 5
own room or study. Students can work at a time that suits them and are not confined to the
set times of the school day. This is useful for students who work better in the early evening
or even late at night. Travel time is eliminated too; walking, taking public transport or being
driven to school takes time which can be used by students for pastimes or hobbies instead.
Students really ought to be encouraged to unwind after their studies. And they can do this 10
by playing sport, for example, or even by going to bed earlier to be fresh for the next day’s
learning!

3 Students can learn at their own pace as they progress through online work; there is no need
to stop work because a bell has rung, and there is no pressure to keep up with others. The
removal of time constraints is beneficial for many students who then have the chance to 15
revisit, at a later point, aspects of learning which they have not completely understood. With
online learning, they can do this as often as they like and in their own time.

4 Online learning provides opportunities for individual feedback at a time which is mutually
suitable for both student and teacher, and this feedback can be tailored to the needs of the
individual student. Good teachers always give feedback and opportunities for students to 20
ask questions in a classroom setting, but large classes can sometimes make this difficult.
Students who are shy about speaking out in class might feel empowered to engage in
dialogue with their teacher in the more private setting online. Furthermore, in science, for
instance, some experiments considered too dangerous for the school laboratory – such as
those involving noxious fumes or dangerous elements like phosphorus or mercury – can be 25
demonstrated more safely online. This shows the broader range of learning content which is
available in the online classroom.

5 Classroom learning also has many advantages. Because teachers are physically present,
they can identify immediately any problems students are facing. Classroom students can
work more easily in groups so that they help each other in their learning. This ability to 30
cooperate with others is a life skill that will have a beneficial impact on other aspects of
the students’ lives, for example in personal relationships and, later, in the world of work.
Teachers should never underestimate the advantages of group work. Valuable feedback
from other students, and not just the teacher, is easier to achieve in a classroom setting, and
this feedback from someone their own age may have greater impact. 35

6 Classroom learning provides an important opportunity for students to socialise, whether

during breaks or on the journey to and from school. No one can survive without friends, and
there are many instances of lifelong friendships being formed in school. Schools also offer
chances for extra‑curricular activities, ranging from drama groups and debating societies to
various sports clubs, all of which enhance the overall experience of school life. 40

7 The classroom environment comes with its own rules which are separate from those of the
home, and obeying school rules encourages personal discipline which builds character and
is useful in later life. After all, when they leave school, students will continue to encounter
rules throughout their lives. Moreover, classroom students gain access to facilities which
cannot be provided online, such as gyms and dance or yoga studios, and, of course, the 45
joy of ‘real’ books in a school library. The learning environment of the classroom is generally
more educationally stimulating than the kitchen, living room or study at home, with things
like wall displays of students’ work and study‑related pictures and photographs.
© UCLES 2023 1123/22/INSERT/M/J/23
Paperland ~ 0761099116
Aaminah Fazal
3

Passage 2

Laurent

When Laurent left university, a life devoted to reading was his plan, but it had not worked out
that way.

Content removed due to copyright restrictions.

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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

Paperland ~ 0761099116

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