Cambridge Lower Secondary Sample Test

For use with curriculum published in

September 2020

English Paper 1
Mark Scheme
Stage 8

English_S8_01_MS/5RP
© UCLES 2020
S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

Section A: Reading

Question Answer Marks

1 Look at the first paragraph (lines 1–3). 1

Give one word that means ‘fascinated’.

Award 1 mark for:

• intrigued

Question Answer Marks

2 Why do you think the boys moved carefully down the hole? 1

Award 1 mark for:

• They did not know what to expect. / The shaft was almost vertical. / There
were many bats.

Question Answer Marks

3 Look at line 10. 1

Why does the writer begin a new paragraph?

Award 1 mark for:

• to introduce direct speech / a quotation / to shift focus from setting the

scene to introducing a person

Question Answer Marks

4 Why does the writer begin a sentence with To their surprise (lines 12–13)? 1

Award 1 mark for the following idea:

• The writer wants to emphasise the boys’ surprise (rather than the
spectacular paintings) by putting this phrase at the beginning of the
sentence.

Question Answer Marks

5 What does mesmerised (line 15) mean? 1

Award 1 mark for:

• captivated

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S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

Question Answer Marks

6 Look at lines 18–20. 1

Give one word which means ‘promise’.

Award 1 mark for:

• oath

Question Answer Marks

7 Why do you think Marsal says this is ‘the first commercial exploitation of 1
the cave’?

Award 1 mark for an answer that expresses the following idea:

• It was the first time that anyone had charged (money) to visit the cave.
• Later the caves were opened to thousands of tourists - friends paying
money was the beginning of this venture.

Question Answer Marks

Look at this phrase: the news spread like wildfire (line 23).
8(a) What literary technique is used in the phrase above? 1

Award 1 mark for:

• simile
8(b) Why is this an appropriate description of the way the news of the 1
discovery travelled?

Award 1 mark for:

• The news travelled very fast / in an uncontrolled way

Question Answer Marks

9 Why is the writer’s use of flocked appropriate in line 27? 1

Award 1 mark for an answer that recognises that flocked is being used
metaphorically, e.g.:

• The tourists gather in large numbers. / The tourist are like flocks of sheep
wanting to visit the caves in their hundreds / thousands.

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S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

Question Answer Marks

10 Give two features of a newspaper report used in Text A. 2

Award 1 mark for each of the following, up to a maximum of 2 marks:

• written in the third person

• uses facts
• dates are organised chronologically
• written in the past tense
• uses real place-names / people’s names
• uses eyewitness accounts
• uses direct speech
• has a headline

Question Answer Marks

Look at the title.

11(a) Why has the writer used inverted commas ( ‘ ’ )? 1

Award 1 mark for:

• The writer is using the phrase figuratively not literally

• It is not really a cinema
11(b) Explain why you think it is appropriate to use the word cinema in the title. 2
Give one quotation from the text to support your answer.

Award 1 mark for the explanation, award 1 mark for an appropriate quotation,
up to a maximum of 2 marks.

Explanation
• The paintings looked as it they were in a film

Quotation
• ‘seemed to be moving’ / ‘spectacular’ / ‘multicoloured’ / ‘larger than life’

Question Answer Marks

12 What is the purpose of Text B? Tick () one box. 1

Award 1 mark for:

• to instruct

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S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

Question Answer Marks

13 Look at the first paragraph (lines 1–7). 2

Give two ways in which the writer engages the reader.

Award 1 mark for any of the following, up to a maximum of two marks:

• personal pronouns: you/we

• directly addressing the reader
• use of exclamation mark
• use of imperative
• short opening sentence

Question Answer Marks

14 Look at the last sentence of the first paragraph (lines 6–7). 1

Give one word which contributes to the idea of sequencing information.

Award 1 mark for:

• then

Question Answer Marks

15 Look at the third paragraph (lines 11–14). 1

Give one phrase that tells the reader that something has been
successfully completed.

Award 1 mark for:

• hey presto

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S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

Question Answer Marks

16(a) Imagine a friend has a bat trapped in their house. 3

List the ways in which the bat could be removed, using at least five
suggestions from Text B.

Award 3 marks for 5–6 suggestions

Award 2 marks for 3–4 suggestions
Award 1 mark for 1–2 suggestions.

• open windows & doors

• catch with a butterfly net
• wait for the bat to land
• trap it with a container
• use a towel to knock the bat to the ground
• drape a blanket over the bat
• call an expert
16(b) Using your list, write a summary to describe ways to remove a bat from 2
the house. Use up to 50 words.

First, you should open all windows and doors. If the bat does not fly out, wait for
it to land. You could trap it in a container or cover it with a blanket. You could
also try to catch it with a net. If all else fails, phone an expert.

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S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the next two pages.

• Marking should always begin from the lowest mark in each column and work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, which mark is appropriate.
• The lower mark within a box should be given if some the criteria have been met but not all.
• Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.

17 Imagine a situation where something unusual happens that means you need to take
action, for example an injury or extreme weather.

Tell your reader what to do in this situation.

Consider the following:

• the type of situation

• your audience
• what actions need to be taken and why.

17 Content, purpose and audience. 8

Text structure and organization. 7

Sentence structure and punctuation. 7

Spelling 3

[Total 25]

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S8/01 English Stage 8 Paper 1 Mark Scheme
Content, purpose and audience
[8 marks]
Material is wholly relevant with content
developed and a wide vocabulary well
chosen for the purpose / text type,
i.e. powerful verbs, technical vocabulary.
Features of the text type are clearly
established, i.e. certain subjective
commentary on the topic; statements based
on facts.
Clear viewpoint with a consistent, engaging
style throughout, i.e. detail sustains interest
with writer’s style emphasizing particular
points.
[7–8]
Relevant material has ideas and content with
some detail developed with deliberate
choices of vocabulary for the purpose / text
type, i.e. clear detail using technical
language.
Main features of the text type are evident,
e.g. rhetorical questions to interest the reader
or challenge attitude to the topic.
Straightforward viewpoint, with a generally
appropriate and consistent style, which
mostly sustains reader interest, e.g. good
attempts to describe the topic or activity
beyond simple statements.
[5–6]
Relevant material with attempts to develop
basic information using a simple vocabulary
relevant to the purpose / text type, i.e. setting
out some (at least two) arguments with
reasons.
General aspects of text type are evident,
i.e. past tense (apart from circumstances that
are ongoing).
The writer’s attitude to the subject may be
conveyed, with some attempt to engage the
reader, i.e. some background to describe the
subject e.g. some use of 2nd person to
engage, ‘Have you ever… ?’
[3–4]
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From 2020
Text structure and organisation
[7 marks]
A clear structure with well–organised material
within paragraphs.
Chronological or logical links between
paragraphs clearly define the development of
ideas, i.e. paragraph breaks mirror the
chosen order of points.
Cohesion within and between paragraphs is
achieved using devices such as connectives
used to support content. e.g. furthermore,
moreover.
[6–7]
Paragraphs are used to help structure the
text where the main idea is usually supported
by following sentences, e.g. paragraphs may
signal a change in subject / issue.
Logical sequence with attempts to link ideas
is evident but not consistent.
Some use of organisational devices,
e.g. sub-headings, bullet points etc. used as
part of structuring.
[4–5]
Paragraphs / sections are evident with
related points grouped together or linked by
time sequence.
Some attempt to sequence relevant ideas
logically, e.g. introduction / closing statement
may be evident.
Movement between paragraphs or sections,
may be disjointed.
[2–3]
S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

Some material included that is relevant to the Some basic sequencing of material grouped
task and topic. by content.

Vocabulary is simple and relevant.

Some elements of the text type can be seen;

a maximum of 1 mark can be awarded if not
the correct genre.
[1–2] [1]
No creditable response. No creditable response.
[0] [0]

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S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

Sentence structure and punctuation Spelling

[7 marks] [3 marks]
Use of complex sentences to provide clarity
and emphasis, e.g. by positioning of clauses,
using a wide range of connectives (although,
meanwhile), varying word order or detailed
expansion of phrases.

Grammar is almost always accurate

throughout the text.

Punctuation is used accurately to demarcate

sentences and for speech punctuation –
errors may occur where structures are
ambitious.

Commas are always used in lists and usually

to mark clauses.
[6–7]
Some complex sentences are used to create
effect, such as using expanded phrases to
develop ideas e.g. noun, adverbial,
adjectival, and verb phrases, or a range of
connectives (e.g. if, so, because, then).
Grammar in complex sentences is usually
correct in terms of tense and verb form.
Spelling is generally correct throughout.
(There may occasionally be phonetically
plausible attempts at complex words.)
Correct spelling of most, not all, polysyllabic
words, e.g. appear, information, making,
possible, probably, wondering.

End of sentence punctuation is nearly always

accurate throughout the text. Capitalisation is
always correct.

Speech marks may be used around words

spoken but other speech punctuation may
not be accurate.

Commas are always used in lists and

occasionally to mark clauses. [3]
[4–5]

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S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

A mix of simple and compound sentences, Spelling of common words, including

with connectives to join clauses.
Generally correct grammar, i.e. subject and
verb generally agree, verb tense is generally
consistent.
Demarcation of straightforward sentences is
usually correct. There may be evidence of
comma splicing.
polysyllabic and compound words, is
generally accurate, e.g. friend, another,
around, because, anything, something.
Spelling of plurals and some past and
present words is generally accurate,
e.g. boxes, clothes, told, stopped, wanted.

Note: if punctuation is totally lacking and

other descriptors met then give the lower
mark here.
[2–3] [2]
Some simple sentence structures are used Spelling of high frequency words is generally
successfully. correct, e.g. their/there, when, were, what,
some, etc.
Some variation in sentence openings.

Some correct use of punctuation, such as full

stops and capital letters.

Note: where more ambitious structures are

used with NO simple sentences, begin
marking at 2–3 marks, provided that the 2nd
descriptor about variation in sentence
openings has been met.

Also: learners should gain marks for good

English with punctuation errors rather than
lose marks for essentially good English.
[1] [1]
No creditable response. No creditable response.
[0] [0]

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S8/01 English Stage 8 Paper 1 Mark Scheme From 2020

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