Cambridge Assessment International Education

Cambridge Secondary 1 Checkpoint

ENGLISH 1111/02
Paper 2 Fiction April 2019
FINAL MARK SCHEME
Maximum Mark: 50

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which markers were instructed to award marks. It does not indicate the
details of the discussions that took place at a markers’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
teachers.
Cambridge will not enter into discussions about these mark schemes.

This document consists of 11 printed pages and 1 blank page.

IB19 05_1111_02/3RP
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Section A: Reading

Question Answer Marks

1 Give one word from the first paragraph which shows that Charlie walks 1
unsteadily.

Award 1 mark for the following:

 ‘toddled’

Question Answer Marks

2 What does the word void (line 6) suggest about Charlie’s situation? 1
Tick () one box.

Award 1 mark for the following:

 There is nothing to catch him if he falls.

Question Answer Marks

3 Explain in your own words two ways in which the black bird behaves like a 2
person.

Award 1 mark for each of the following:

 It speaks / talks / communicates / suggests something.

 It met his eye. / It looked at him (intelligently) / watched him.

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Question Answer Marks

4 Look at lines 1–10. 2

Give two short quotations which show how Charlie’s way of looking at
things indicates his feelings.

Award 1 mark for each of the following:

 ‘(teetering precariously) his gaze fixed solemnly/ his gaze fixed solemnly
(on the church tower a quarter-mile away)’
 ‘(and the boy’s) eyes widened with delight.’

Question Answer Marks

5 Look at lines 11–12. 1

What effect is created by the writer in this paragraph?
Tick () one box.

Award 1 mark for the following:

 mystery

Question Answer Marks

6 Look at lines 13–16. 2

What two things does the writer’s use of language in this paragraph tell us
about the way David acts?

Award 1 mark for any two of the following:

 panicking
 speed / urgency / no time to think
 power / strength / in a rough way / aggressively / forcefully
 with care / concern / protectively

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Question Answer Marks

7 Look at lines 20–25. 2

What does the limited use of commas and full stops in this paragraph tell
us about Charlie?
Tick () two boxes.

Award 1 mark for each of the following:

 He is thinking very quickly.

 He is excited.

Question Answer Marks

8 Look at the two sentences in lines 26–27. 2

Explain in your own words the contrast that the writer is trying to show in
these two sentences.

Award 1 mark each for the following:

 The little boy (Charlie) is thinking in a coherent / mature / detailed way / like
an adult / He knows what he is trying to say.
 but he can only speak like a one-year-old / can’t say what he wants to /
something else comes out / can’t make himself understood

Question Answer Marks

9 The writer uses irony by saying David thinks ‘it was useless trying to 1
communicate with a one-year-old …’ (line 28).
Explain in your own words why this is ironic.

Award 1 mark for either of the following:

 David doesn’t realise that Charlie is trying to communicate with him.

 David thinks Charlie can’t understand anything but in fact he is very
advanced / clever / intelligent.

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Answer Marks

10 Look at lines 31–33. 1

Explain in your own words how David feels at this point in the extract.

Award 1 mark for any one of the following:

 He’s shocked / overwhelmed by what has happened / scared / afraid /

panicked / traumatized.
 He feels like he’s drowning.
 He’s anxious / horrified at what might have happened / disturbed / appalled /
worried.

Question Answer Marks

11 The writer uses the technique of flashback to describe events that have 1
previously happened in the extract.
Give one short quotation that shows this.

Award 1 mark for the following:

 ‘A year earlier (David’s father had woken him with a shout.)’

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Question Answer Marks

Look at lines 34–39.

12 (a) Which of David’s actions suggest that he does not want to see his new 2
brother?
Give two examples from the text.

Award 1 mark for each of the following:

 (Not really, David thought,) burying his head (in his pillow.)’
 (David sat up with a) groan…’

12 (b) Give one short quotation from the text which suggests that David is 1
embarrassed by his parents.

Award 1 mark for the following:

 ‘… (grinning and) making inane noises…’

Question Answer Marks

13 Look at this sentence: ‘This disturbed Charlie.’ (Line 49) 1

What does this refer to?

Tick () one box.

Award 1 mark for the following:

 David’s lack of response

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Question Answer Marks

14 Explain in your own words how the David that Charlie can see in the family 1
pictures seems different from the David that Charlie knows.

Award 1 mark for the following:

 He was happy / happier / calmer / more confident / jovial / smiling / relaxed /

having fun / more trusting / less stressed (than he is now).
 Accept the converse: ‘The David he knows is more nervous.’

Question Answer Marks

15 Look at lines 49–62. 4

Complete the table below to show how Charlie seems much older than a
one-year-old child.

Award 1 mark for each correct answer, up to a maximum of 4 marks:

How the quotation shows Charlie

Quotation
is like an adult
He wants to understand what’s
happening around him/ he asks
questions/ wants to know about his
‘… he tried approaching his parents brother/ is curious
for answers …’ Do not accept a response with the
word ‘answer’ unless qualified by one
of the above

‘… worrying about his older brother.’ He shows concern for other people.
‘… his recent attempt to fly had been
He can recognise the consequences
a mistake.’ / ‘…nudged his brother
of his actions.
past some invisible tipping point…’
He feels guilt/sorrow/ shame/ he felt it
was his fault/ he had a bad
conscience/ regrets his actions
‘… filled him with remorse.’ Do not accept ‘feels bad’ ‘feels sad’
alone

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Section B: Writing

Question Answer Marks

16 Imagine you managed to stop something that could have been dangerous to people
from happening. Write a diary entry about it.

16 Content, purpose and audience. (Wa) 8

Text structure and organisation. (Wt) 7

Sentence structure and punctuation. (Wp) 7

Spelling (Ws) 3

[Total 25]

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PRE-STANDARDISATION
Content, purpose and audience (Wa) Text structure and organisation (Wt)
8 marks 7 marks
The response is relevant to task/purpose, The ideas are organised into a planned and
with an appropriate tone sustained. coherent response, including an effective
opening and satisfying closing.
The response has content and relevant ideas
developed in detail, and there is clear Clear well-organised paragraphs are linked
consistent engagement with reader. to structure the narrative and contribute to
controlling the pace of the story.
The character, point of view and voice is
sustained.

Ambitious and occasional sophisticated

vocabulary is used accurately.
7–8
6–7
The response is mainly relevant to The ideas are developed into a response
task/purpose, with clear and appropriate from an appropriate opening but may not
tone. reach an effective conclusion.

Content and relevant ideas are developed Paragraphs/sections are evident and help to
with a clear awareness of audience. structure the text.

There is some specific, effective vocabulary,

relevant to purpose. 4–5
5–6
The response has general relevance to task/ The opening, development and conclusion of
purpose, with an attempt at chosen tone. the response are logically related.

There are basic ideas with a little Paragraphs/sections may be used, but not
development, and the beginnings of consistently, accurately or appropriately.
awareness of audience.

A simple range of vocabulary is relevant to

the purpose. 2–3
3–4
The response has limited relevance to task/ Some basic sequencing or outline of
purpose, and tone is present but response is evident.
inconsistent.

There is a limited range of material.

1
A simple, repetitive vocabulary is attempted.
1–2
No creditable response. No creditable response.
0 0

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Sentence structure and punctuation (Wp) Spelling (Ws)

7 marks 3 marks
A range of appropriate and varied sentence
structures are used to create effect.

The use of sentence features contributes to

the overall development of the text.

Almost entirely accurate grammar (tenses,

agreement and word order) with a range of
devices to enhance and emphasise
meaning.

Punctuation is correctly used to enhance the

writing.
6–7
Appropriate use of sentence structures, with Spelling almost completely accurate, with a
some attempt to create effect. wide range of words correctly attempted.

Some sentence features are used to clarify Polysyllabic and ambitious and more
and emphasise meaning. complex, lower frequency words are used
successfully.
Grammar and punctuation are mostly
accurate.
4–5
3
Limited or partially effective use of complex Spelling is generally accurate over a
sentence structures. reasonable range of words.

Mostly simple compound structures based Some polysyllabic and more difficult words in
on a variety of connectives. frequent use are spelled correctly.

Grammar and punctuation is usually correct;

there may be evidence of comma splicing.
2–3
2
Simple sentence structures are used Simple words are attempted successfully.
successfully.
There are frequent errors in commonly
Some correct use of grammar and occurring words.
punctuation, e.g. full stops and capitals.
1

1
No creditable response. No creditable response.
0 0

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PRE-STANDARDISATION
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