1123 English Language: MARK SCHEME For The May/June 2014 Series

CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Ordinary Level
MARK SCHEME for the May/June 2014 series
1123 ENGLISH LANGUAGE

1123/21 Paper 2 (Reading), maximum raw 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 Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ 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.
Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced
Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
GCE O LEVEL – May/June 2014 1123 21
Passage 1
1 (a) Identify and write down the points in the passage which describe the origins and rise
in popularity of chess throughout history, and the reasons for its continuing
popularity today.
Mark Expected Answer Allow Don’t Allow
1 mark 1 Originated in India before the sixth

for each century
correct
point up 2 It spread to Persia Indian Ambassador
to a max. took it as a gift to
of 15 King of Persia
3 Became (integral) part of education of P3 without

(young) noblemen in Persia reference to Persia
if Persia context is
established in P2
4 (Development of) strict rules // need to

adhere to rules
5 When Arab countries conquered Persia Arab / Arab

it was taken up by Muslims / went to countries for
Muslim world // when Arab countries ‘Muslim world’ and
conquered Persia Muslims were vice versa
attracted by its logical processes
6 Buddhist pilgrims / Buddhists took it

(from India) to Far East (along Silk
Road)
7 In Europe, it became pastime associated Chess was seen

with nobility as noble /
prestigious
8 (Became) subject for European art // Allow P8 without Reference to

necklaces / jewellery decorated with reference to exquisitely
chess pieces Europe if Europe beautiful
context has already chessboards
been established
9 Knights / high-ranking soldiers had to be Knights / high-

able to play chess ranking soldiers
played chess
10 Invention of chequered / black and white Invention…board

board made it easier to distinguish made it easier to
between the squares play
11 Writings about theories / tactics
12 Chess tournaments (increase popularity)
© Cambridge International Examinations 2014

13 Chess Olympiad is international Some

tournaments /
some
championships /
chess Olympics
are international.
Chess Olympiad,
etc. linked to ‘keen
to see a country do
well’
14 World Chess Federation defines

rules / ratings of players
15 Modern media keep spectators / people / matches /

us in touch with matches / championships
championships broadcast on
internet (alone) =
0 (examples only)
16 Chess computers / technology enable(s) playing online

players to practise / improve // Chess (alone) = 0
computers / technology act(s) as
opponents
17 Different / various pieces have different

powers / move in different ways
18 Victory depends on (fate of) one Uniqueness of how

piece / the king victory is achieved
19 Demands skill / concentration // no

element of luck
20 (Gives sense of) continuity with the Lift in full of lines Belonging to a
past 47–48 ‘belonging great chess-
to…many nations’ playing family
(alone) = 0
Additional information
If content point is made in the wrong box, do not award the mark.
Accept own words or lifting.
Accept sentences or note form.
Points 1 and 12 are already given.
If script is entirely verbatim lift give 0.
If more than one content point appears under a single bullet point, award each content point
separately if clearly made.
If content point being made depends on information contained in another bullet point,
withhold the mark unless a clear link is made between the two points.

(b) Now use your notes to write a summary in which you describe the origins and rise in
popularity of chess throughout history, and the reasons for its continuing popularity
today, as outlined in the passage.
Candidates have now fleshed out their notes into a piece of formal, continuous prose.
The mark for Style incorporates TWO categories of writing, namely OWN WORDS and
USE OF ENGLISH. The table on page 6 provides descriptors of the mark levels
assigned to these TWO categories.
In assessing the overall mark for Style, first of all assign the script to a mark level under
the category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.
Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but
limited, wholesale copying and complete transcript. The difference between
wholesale copying and complete transcript is that, whereas in wholesale copying
there is nothing / little that is original, the copying has been selective and directed at
the question, but with a complete transcript the candidate has started copying and
continued writing with little sense of a link to the question. Complete transcripts are
rare.
Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the
ability to use original complex sentence structures.
Add the marks for OWN WORDS and USE OF ENGLISH together and divide by two.
Raise any half marks to the nearest whole number, e.g. OW 3, UE 2, giving a mark
of 3.
HOW TO ANNOTATE Q1(b)
Use margin (either left or right) to indicate OWN WORDS assessment, and the body
of the script to indicate USE OF ENGLISH assessment. Under OWN WORDS, use
either T (text), O (own words), MR (manipulated or re-worked text) and / or IR
(irrelevant). Where the candidate has more or less written a wholesale copy, but has
substituted an odd word here and there (single word substitution) indicate these
single words with O above them. Otherwise use the margin only for assessment of
OW.
Under USE OF ENGLISH, use the body of the script for annotations. For accuracy
assessment, use either cross or carat as appropriate for errors (over the errors). You
may use carats for omission, but you are free to use crosses. Indicate only serious
errors. If the same error is made more than once, e.g. omission of definite article,
indicate it each time it is made. Below follows a list of serious errors:

SERIOUS ERRORS
Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.
Mis-spellings of simple, basic words, e.g. were / where // to / too // their / there.
Breakdown of sense.
Serious omissions, or serious intrusions, e.g. of definite article. Ignore what are clearly
slips.
For sentence structure merit, use ticks where appropriate, in the body of the script. Tick
only instances where the sentence structure is both complex and original, i.e. belonging to
the two top boxes in the Use of English column. Ticks, therefore, tend to be over relative
pronouns, present participles and conjunctions. Do not tick vocabulary: this will be taken
into consideration under assessment of OW.
Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance.

If script is entirely irrelevant, mark for style as normal (i.e. arrive at mark under OW and
UE, then add together and halve) and give 2 max for style. Note that such scripts are
extremely rare.
Wrong or invented material: Put a cross in the margin to indicate a stretch / section of
wrong or invented material.
Short answers
While examiners are not asked to count words, candidates have been asked to write 150
words. There is no penalty for long answers but, if a script is OBVIOUSLY short, please
count the words, mark as normal (i.e. arrive at mark under OW and UE, then add together
and halve) and award marks to the following maxima:
51–65 = 3 marks max for style
36–50 = 2 marks max for style
21–35 = 1 mark max for style
0–20 = 0 marks for style. No assessment of OW and UE is necessary.

SUMMARY STYLE DESCRIPTORS
Mark Own Words Mark Use of English
5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips
• Allow phrases from the text which or minor errors. There is a marked
are difficult to substitute. ability to use original complex
syntax outside text structures.
• Punctuation is accurate and helpful
to the reader.
4 • There is a noticeable attempt to 4 • The language is almost always

re-phrase the text. accurate. Serious errors will be
• The summary is free from isolated.
stretches of concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and
generally helpful.
3 • There are recognisable but 3 • The language is largely accurate.

limited attempts to re-phrase the • Simple structures tend to dominate
text detail. Attempt may be limited and serious errors are not
by irrelevance or by oblique or frequent, although they are
mangled relevance. noticeable.
• Groups of text expression are • Where sentences show some variety
interlaced with own words. and complexity, they will generally be
• The expression may not always lifted from the text.
be secure, but the attempt to • Serious errors may occur when
substitute the text will gain credit. more sophisticated structures are
attempted.
• Punctuation is generally accurate.
2 • Wholesale copying of large 2 • Meaning is not in doubt but serious

areas of the text, but not a errors are becoming more
complete transcript. frequent. [8+ errors as a guide]
• Attempts to substitute own • Some simple structures will be
language will be limited to single accurate, although this accuracy is
word expression. not sustained for long.
• Irrelevant sections of the text will • Simple punctuation will usually be
be more frequent at this level and correct.
below.
1 • Pretty well a complete transcript 1 • Heavy frequency of serious errors,

of the text expression. sometimes impeding reading.
• There will also be random • Fractured syntax is much more
transcription of irrelevant sections pronounced at this level.
of the text.
0 • Complete transcript. 0 • Heavy frequency of serious errors

throughout.
• Fractured syntax.

2 From your reading of paragraph 1, decide whether each of the following statements is
true or false, and for each statement tick the box you have chosen.
1 mark Statement 1 is True Any clear indication of If more than one box
choice even if it is not a indicated against any
1 mark Statement 2 is False tick, e.g. cross, star, statement
asterisk
1 mark Statement 3 is False
3 From your reading of parapgraph 3, select and write down two opinions.
1 mark Chess boards of medieval (Exquisitely) beautiful Chess was seen as a

Europe are / were chessboards of medieval prestigious pastime
(exquisitely) beautiful Europe
1 mark Chess / it is a wonderful (Such was the popularity Social value attached
game of) this wonderful game. to it
Excess denies
Accept own words attempts within the parameters of the text answer.
Passage 2
4 (a) What were Alice and her grandmother doing ‘on that particular day’?
1 mark (Going) shopping / to Lift of ‘one of the

the shops rituals...with her
grandmother’
Food shopping or any

other specific
shopping
Reference to Alice
holding the bag = 0(N)

4 (b) Give two of the ways in which the writer indicates that Alice was only a little girl.
1 mark The (shopping) bag Inclusion of ‘she

knocked her (on the) was allowed to
leg hold the shopping
bag’ = 0(N)
1 mark She didn’t know which She didn’t know that
things / purchases went vegetables and soap
together / went with other shouldn’t be in the same
things / purchases // bag // She didn’t know that
things / purchases that tins and soap could be in
went together had to be the same bag
explained to her // she
didn’t know that peaches
got bruised / shouldn’t be
put in a string bag
1 mark She pretended to be Net Lift, in whole or in

Man / she play-acted / part, of ‘Alice was
pretended to be someone holding...Net Man? =
else // she used the string 0(N)
bag as a (Net Man)
costume // she could fit in /
she wore the (string) bag
Award any two of three to 2 max.

All 0 answers are 0(N), i.e. they do not negate an otherwise correct answer.
4 (c) How can we tell that Elspeth is a caring grandmother?
1 mark She told Alice not to worry Lift of lines 7–8 ‘Don’t She didn’t care that
over and over / repeatedly worry…again’ the eggs were broken
(when the eggs broke) // = 0(N)
She said ‘Don’t worry, She took her

don’t worry’ over and shopping =0(N)
over / repeatedly //
She reassured / comforted

Alice over and over /
repeatedly (when the eggs
broke)
All 0 answers are 0(N), i.e. they do not negate an otherwise correct answer.

5 (a) Before she ‘extricated her fingers from Elspeth’s’, in what two ways was Alice
misbehaving?
1 mark (i) She jiggled / fidgeted / Run-on into ‘Alice

hopped (as she held didn’t like this
Elspeth’s hand) friend much’ =
0(W)
1 mark (ii) She bent back the She was playing with her Run-on into ‘she tried
sole of her sandal / sandal / shoe not to look bored’ =
shoe (under her foot) 0(W)
She was bending her

sandal /shoe = 0(N)
Reference to
extricating her fingers
= 0(N)
A 0(W) answer negates an otherwise correct answer.
5 (b) ‘Tiny beads of moisture left a ghostly imprint’ of her nose and lips on the glass.
Without using the words of the passage, explain exactly what is happening here.
1 mark MOISTURE: breath / Wetness / dampness

breathing / condensation / (alone) = 0(N)
steam / vapour / mist
1 mark IMPRINT: shape / outline / Picture / reflection /

image / copy / mark / trace pattern = 0(N)
This is not a conventional own words question, but look for explanation of ‘MOISTURE’ and
‘IMPRINT’ used in a sensible context. Do not insist on synonym for ‘ghostly’ but again
context must be sensible.
A 0(N) answer does not negate an otherwise correct answer

A 0(W) answer negates an otherwise correct answer

5 (c) Explain in your own words how Alice’s feelings changed as she looked at the ‘glass
cabinet’.
1 mark APPREHENSION: scared / frightened / afraid Anger /

fear / anxiety / embarrassment /
nervousness / worry / regret / shock /
doubt / uneasiness / irritation / terror /
disquiet / agitation / boredom / caution /
wariness / fright / upset 0(N)
misgivings / qualms
1 mark EXHILARATION: amazement

happiness / joy /
delight / elation /
euphoria / excitement
This is an OWN WORDS question. Key words are APPREHENSION and EXHILARATION.
Do not insist on correct grammatical form.
Accept correct synonyms in either order.
She was afraid and excited = 2

She was excited and afraid = 2
She was excited and then afraid = 2
6 (a) Inside the antiques shop, Alice touched a table with a ‘polished’ surface. What did the
surface of the table remind her of?
1 mark Water / a lake / pond / Lift of ‘she thought

that.....edges’
pool
Image must be de-
coded
/ sea / ocean = 0(N)
A 0(N) answer does not negate an otherwise correct answer.

6 (b) Alice thought of the antiques shop as ‘a temple of wonders’. Pick out and write down
the single word used later in the paragraph which continues this idea of ‘temple’.
1 mark reverently The use of a correct More than one

word in a phrase or word
sentence provided that
it is underlined or
otherwise highlighted
7 (a) What effect is created by the word ‘looming’ that would not be created by, for example,
the word ‘appearing’?
1 mark The man / shop owner The man / shop owner Mysterious = 0(N)
was / seemed to be tall / seemed ominous Size (alone) = 0
big // the man / shop
owner frightened Alice // Alice is small(er) =
Alice felt threatened 0(N)
Look for idea either of the man’s size or Alice’s fear / or idea of threat.
7 (b) ‘The floor fell away and she was rising towards a low red lantern covered with the
writhing green bodies of dragons, which was hanging from the ceiling. Then the floor
was coming up to meet her again.’ Explain fully what was happening here.
1 mark The man / shop owner Lifted her out = 0(N)

was lifting Alice / her up
from the carousel / clothes
(up) towards the ceiling //
Alice / she was being lifted
up from the carousel /
clothes / (up) towards the
ceiling
1 mark and put back down again Put her on a chair /

she sat down = 0(W)

8 (a) Explain precisely the two methods, according to the shop owner, for deciding whether
pearls are real pearls or fake.
1 mark (i) (Put them) in contact Lift of lines 35–36 ‘The

with your / human skin best way to do this is to
(to see if) they glow / ...start to glow’
shine
1 mark (ii) Rub them against Lift of lines 38–39 ‘The

(your) teeth (to see if) other way...feel like
they feel like sand // sand’. Excess denies
feel gritty / grainy /
rough They will not feel
smooth
If candidate gives two correct answers in one limb, award 1 mark max. However, if
candidate has given two correct answers in one limb and has no response in the other limb,
award 2 marks. Such answers will be rare.
8 (b) Alice was ‘enchanted’. Pick out and write down the single word used later in the
paragraph which continues the idea of ‘enchanted.’
1 mark Spellbound The use of a correct More than one word

word in a phrase or
sentence provided
that it is underlined or
otherwise highlighted

9 ‘Don’t be ridiculous. Are you running a business or what?’ Explain fully what Elspeth
means by this.
1 mark You can’t / it’s silly / he was Shopkeepers

silly / it’s impossible to give shouldn’t give away
expensive items / (real) merchandise (alone)
pearls away =0
1 mark If you want to make money / The idea of losing Mere definition of a
make a profit / run a business money / failing shopkeeper = 0, e.g.
(sic) / earn a living business, etc. Shopkeepers
should / could sell
them
Look for the expensive nature of the gift and lack of business acumen, e.g.
You can’t run a business if you give expensive things away = 2
You can’t run a business if you give things away = 1
You can’t give expensive things away = 1
You can give expensive things away = 0

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 has in
the passage.
Mark Words Expected Answer Don’t Allow
1 mark 1 rituals (L1) customs / traditions / things procedures / processes /

for each that always happen / ceremonies / habits /
correct routines // regular / common / purposes / objectives
meaning usual occurrences / patterns of
behaviour / actions
2 peered (L18) looked closely / intently // examined / studied

stared / gazed scrutinised // looked
seriously / deeply
3 writhing (L30) twisting / snaking / coiling / zigzagging

wriggling / twining / spiralling /
curving / squirming / twirling /
turning
4 solemnly (L33) seriously / earnestly / gravely / unhappily / bored /

soberly dejectedly / sadly /
unsmilingly / blankly /
directly
5 whipped (L38) snatched / pulled quickly / took commandeered

quickly / seized / grasped /
grabbed / yanked /
6 friction (L41) scratching / scrape / rubbing

roughness / rasp / grating /
abrasiveness / rubbing
roughly, etc.
7 dilapidated (L42) tattered / damaged / ruined / neglected / decayed / old /

decrepit / shabby / worn / crumbling
battered / falling apart / tatty /
in disrepair
8 propelling (L46) pushing / shoving / driving / throwing / pulling /

steering / shunting directing / moving / rushing /
dragging / twisting

Mark only the first FIVE words attempted.
For each word attempted, mark the first answer only when more than one answer is offered.
A comma or the word ‘or’ indicates a second attempt.
For two answers joined by ‘and’, allow one correct answer if the other answer is not wholly wrong
but neutral, e.g. ‘stared and looked’ for ‘peered’.
For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct element
within this limit.
Ignore mis-spelling if the word is phonetically recognisable.
Ignore errors of tense and grammatical form but only if the meaning is correct.
If answers are numbered and the question-word has been given as well, credit a correct answer
even if the numbering does not agree.

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CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Ordinary Level

MARK SCHEME for the May/June 2014 series

1123 ENGLISH LANGUAGE

Mark Expected Answer Allow Don’t Allow

1 mark 1 Originated in India before the sixth

3 Became (integral) part of education of P3 without

4 (Development of) strict rules // need to

5 When Arab countries conquered Persia Arab / Arab

6 Buddhist pilgrims / Buddhists took it

7 In Europe, it became pastime associated Chess was seen

8 (Became) subject for European art // Allow P8 without Reference to

9 Knights / high-ranking soldiers had to be Knights / high-

10 Invention of chequered / black and white Invention…board

11 Writings about theories / tactics

12 Chess tournaments (increase popularity)

© Cambridge International Examinations 2014

13 Chess Olympiad is international Some

14 World Chess Federation defines

15 Modern media keep spectators / people / matches /

16 Chess computers / technology enable(s) playing online

17 Different / various pieces have different

18 Victory depends on (fate of) one Uniqueness of how

19 Demands skill / concentration // no

© Cambridge International Examinations 2014

HOW TO ANNOTATE Q1(b)

© Cambridge International Examinations 2014

Wrong verb forms.

Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance.

© Cambridge International Examinations 2014

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

4 • There is a noticeable attempt to 4 • The language is almost always

3 • There are recognisable but 3 • The language is largely accurate.

2 • Wholesale copying of large 2 • Meaning is not in doubt but serious

1 • Pretty well a complete transcript 1 • Heavy frequency of serious errors,

0 • Complete transcript. 0 • Heavy frequency of serious errors

© Cambridge International Examinations 2014

Mark Expected Answer Allow Don’t Allow

Mark Expected Answer Allow Don’t Allow

1 mark Chess boards of medieval (Exquisitely) beautiful Chess was seen as a

Mark Expected Answer Allow Don’t Allow

1 mark (Going) shopping / to Lift of ‘one of the

Food shopping or any

© Cambridge International Examinations 2014

Mark Expected Answer Allow Don’t Allow

1 mark The (shopping) bag Inclusion of ‘she

1 mark She pretended to be Net Lift, in whole or in

Award any two of three to 2 max.

4 (c) How can we tell that Elspeth is a caring grandmother?

Mark Expected Answer Allow Don’t Allow

She said ‘Don’t worry, She took her

She reassured / comforted

© Cambridge International Examinations 2014

Mark Expected Answer Allow Don’t Allow

1 mark (i) She jiggled / fidgeted / Run-on into ‘Alice

She was bending her

A 0(W) answer negates an otherwise correct answer.