Cambridge O Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2021
MARK SCHEME
Maximum Mark: 50

Published

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 International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 15 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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English & Media subject specific general marking principles

(To be read in conjunction with the Generic Marking Principles (and requiring further guidance
on how to place marks within levels))

Components using level descriptors:

• We use level descriptors as a guide to broad understanding of the qualities normally expected of,
or typical of, work in a level.
• Level descriptors are a means of general guidance, and should not be interpreted as hurdle
statements.
• Where indicative content notes are supplied for a question, these are not a prescription of
required content, and must not be treated as such. Alternative correct points and unexpected
answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we
must at all times be prepared to meet candidates on their chosen ground, provided it is relevant
ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark
scheme requirements for the question).

Components using point-based marking:

Point marking is often used to reward knowledge, understanding and application of skills. We give
credit where the candidate’s answer shows relevant knowledge, understanding and application of
skills in answering the question. We do not give credit where the answer shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey the
same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons…).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for
evidence it is understood and not used wrongly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms with
which they may be confused (e.g. Corrasion/Corrosion).

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Notes about the Mark Scheme

• Underlining of words and phrases indicate that these ideas are essential for the mark(s)
• Brackets round words or phrases indicate that these ideas are not essential for the mark(s)
• Single bar indicates a synonymous form of the answer
• Double bar indicates an alternative answer
• Where a correct answer has been crossed out but not replaced, award the mark(s).

Section 1: Reading for Ideas

Question Answer Marks Not allowed responses

1(a) Identify and write down the information in 12

the passage which describes the origins
and spread of nutmeg in former times,
and the uses of nutmeg in modern times.

1 mark for each correct point to a maximum

of 12 marks

The origins and spread of nutmeg in

former times

1 Given Point: earliest known use on

Pulau Ai, (one of the Banda islands in
Indonesia)

2 Arab(s) (traders) sold nutmeg / it to the any further content

Venetians
Allow lift of lines 4–5 ‘(Before that …
Ages,) Arab … Venetians’

3 Portuguese (sailors) found / discovered Portuguese (sailors)

the source / origins (of nutmeg) //
Portuguese (sailors) found where it found nutmeg (alone)
comes from
Allow lift of lines 8–10 ‘(In 1511 … any further content
trade.) Portuguese sailors … nutmeg (by
recruiting … was.)’
Allow ‘they’ for ‘Portuguese’ if identified
in candidate’s previous bullet point.

4 Portuguese (sailors) (took it back to) sell the Portuguese took it back to
(it) more widely in Europe sell in Europe (alone)
Allow ‘they’ for ‘Portuguese’ if identified
in candidate’s previous bullet point, or
‘and’, ‘then’, etc. if a continuation of
previous point.

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Question Answer Marks Not allowed responses

1(a) 5 (Demand for nutmeg spread because) it any further content

became (a) prized (spice) / (a) precious
(spice) in European societies / Europe // Do not accept
(It was seen as a) symbol of wealth in
European societies / Europe
Allow lift of line 12 ‘Demand …
societies’

Note: reference to an example (precious

commodity / elaborate cuisine, etc.) must
include ‘for example’, ‘like’, ‘such as’, etc. to
distinguish it from the overarching point

6 (The) Dutch took control of nutmeg any further content

production (following a war … people) //
Allow lift of lines 14–15 ‘(Later … and) any further content
took control … production (following a
war … people.)’
Dutch (East India Company) constructed
/ developed / established / created a
(comprehensive nutmeg) trading system
Allow lift of lines 15–17 ‘The Dutch …
system (which … of spice)’

7 (Nutmeg was a) convenient / easy

(product) to trade (because it was small,
easily transported and durable) //
it was small, easily transported and
durable

8 British transported / sent / took (nutmeg) The British were able to

tree(s) / plant(s) to Sri Lanka, Penang negotiate a monopoly of nutmeg
and Singapore / Asia // (alone)
British transported / sent / took nutmeg
production to Sri Lanka, Penang and any further content
Singapore / Asia
Allow fewer than three countries only if
introduced as an example: ‘… to, for
example, Sri Lanka’
Allow lift of lines 20–22, provided the
subject is clear: The British ‘(later took
… and) transported … Singapore (in
order to increase production)’
Allow ‘they’ for ‘British’ if identified in
candidate’s previous bullet point, or
‘and’, ‘then’, etc. if a continuation of
previous point.

The uses of nutmeg in modern times

9 Given point: the cooking of savoury

dishes

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Question Answer Marks Not allowed responses

1(a) 10 (the cooking of) sweet dishes / desserts added to rice pudding (alone)
/ puddings
Allow lift of lines 25–27 ‘(Similarly, of) any further content
sweet dishes (and desserts … Brunei)’

Note: reference to an example (Malaysia /

Brunei / rice pudding) must include ‘for
example’, ‘like’, ‘such as’, etc. to distinguish
it from the overarching point

11 drinks / beverages any further content

Allow lift of line 29 “(nutmeg finds its…)
drinks.”

Note: reference to an example (the

Caribbean / rum punch / mulled wine etc.)
must include ‘for example’, ‘like’, ‘such as’
etc. to distinguish it from the overarching
point

12 (the seed covering gives us) mace mace is preferable to nutmeg

Allow lift of lines 30–31 ‘the seed of the
nutmeg … flavour.’ but do not accept any further content
run into ‘Mace is preferable … (of the
dish)’

13 (essential) nutmeg oil / essential any further content

(nutmeg) oil (sometimes) preferred in
cooking / used in cooking (because it
leaves no particles in the food)
Allow lift of lines 32–34 ‘(Essential)
nutmeg oil, (so-called … fragrance,) is
(sometimes) preferred in cooking
(because … food.)’

14 (has a role in the) industrial world / (in) lubricant (alone)

industry // (nutmeg butter) used as an
industrial lubricant (to reduce friction) any further content
Allow lift of lines 35–37 ‘Nutmeg …
butter (a commodity … can be) used … Do not accept
lubricant (to reduce … another.)’

15 (Our) appearance and well-being (can

be) enhanced / improved

Note: reference to an example (complexion /

cosmetics / perfume, etc.) must include ‘for
example’, ‘like’, ‘such as’, etc. to distinguish
it from the overarching point

16 toothpaste(s) nutmeg helps to remove toxins /

Allow lift of lines 40–41 ‘(Because prevents bad breath (alone)
nutmeg … some) toothpastes (to
prevent bad breath).’ any further content

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Question Answer Marks Not allowed responses

17 medicinal / medical benefits // in

medicine //
for mental and physical health

Note: reference to an example (Insomnia /

digestion / depression, etc.) must include ‘for
example’, ‘like’, ‘such as’, etc. to distinguish
it from the overarching point

1(b) Summary 10

Now use your notes from 1(a) to write a

summary of the origins and spread of
nutmeg in former times, and the uses of
nutmeg in modern times, as outlined in
the passage.

Candidates have now fleshed out their notes

into a piece of formal, continuous prose.

Candidates are advised to write between

150–180 words including the 10 words
given.

Marks are awarded for producing a piece of

writing which is relevant and coherent.

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Summary – Task Fulfilment 10 marks

Band 5 9–10 Excellent understanding of the task demonstrated in an impressive response:

• All content included is relevant, with no unnecessary details/repetitions

• Fluent and coherent presentation of the points, including possible

synthesising where appropriate, and a wide range of appropriate stylish
linking devices

Band 4 7–8 Good understanding of the task demonstrated in a skilful response:

• Almost all content included is relevant, with only occasional unnecessary

details/repetitions

• Generally fluent and coherent presentation of the points, with appropriate

linking devices

Band 3 5–6 Acceptable understanding of the task demonstrated in a competent response:

• Some of the content included is relevant, with unnecessary details/ additions

• Satisfactory presentation of the points with limited fluency and coherence and
occasional misuse of linking devices

Band 2 3–4 Insecure understanding of the task demonstrated in a rather faltering response:

• Content included is of limited relevance, with frequent unnecessary

details/repetitions

• Presentation of the points breaks down, with little coherence and lacking
linking devices

Band 1 1–2 Very little understanding of the task demonstrated in an incoherent response:

• Content included is of little relevance, with noticeably unnecessary details/

repetitions

• Little attempt to present the points with no concept of linking devices

Band 0 0 No understanding of the task demonstrated in:

• A totally irrelevant response

• Insufficient material to reward

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Question Answer Marks Not allowed responses

2 Re-read paragraphs 4, 5, and 6, and give 1 any further content

one opinion from each of these
paragraphs.

Paragraph 4: (a pinch of) nutmeg added to

rice pudding is delicious.

Paragraph 5: Mace is preferable to nutmeg 1 any further content

(as it imparts a saffron-like hue to enhance
the appearance of the dish) //
Mace (which) has a more delicate flavour

Paragraph 6: A paste made with nutmeg and 1 any further content

honey (applied to the face) definitely
produces a clear / beautiful complexion //
(A paste made with) nutmeg and honey
applied to the face definitely produces a
clear / beautiful complexion

Accept own word versions which include all any further content
the relevant detail.
E.g. Paragraph 4: ‘Rice pudding is very tasty
when you add nutmeg’
E.g. Paragraph 5: ‘Mace is nicer than
nutmeg’

Question Answer Marks Not allowed responses

3(a) From paragraph 1 1 summer was approaching (at a

galloping pace)
How can we tell that the summer was
likely to be a particularly hot one? Every plant was dying /
withering / dead
Every plant was / All the plants were
(showing early signs of) wilting / drooping / Plants were wilting / needed
becoming limp (in the heat) // watering daily (alone)
Every plant / all the plants would need to be
watered daily any further content

Allow lift of lines 1–2 (‘Every plant …

watered daily.’)

3(b) The husband’s arrangement was ‘long- 1 announced out of the blue
standing’. Give the phrase used later in
the paragraph which conveys an
opposite idea.

out of the blue

Allow The use of the correct word in a

phrase or a sentence provided that it is
underlined or otherwise highlighted, e.g. ‘the
phrase is “out of the blue”’

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Question Answer Marks Not allowed responses

4(a) From paragraph 2 1 there was a problem.

Why did the writer phone Rene for help? fungus (alone)

(it soon became clear that) a (fungal) Do not accept a correct answer
infection / disease was spreading (wildly) which also includes a reference
through the (olive) trees // to the flies
the trees had a (fungal) infection / disease //
the (olive) trees were sick / ill / diseased //
to get advice about the infected / sick / ill
trees

Accept olives for (olive) trees

4(b)(i) What approach to treating the trees did 1 any further content
Rene recommend?
no chemicals (alone)
(treating / spraying them with) chemicals
Allow spray / spraying (alone)

Allow lift of lines 7–8 ‘the sickness …

chemicals (as soon as possible’

4(b)(ii) What approach did the writer prefer? 1 complete lift of lines 9–10 ‘he
knew…organically’
natural / organic

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Question Answer Marks Not allowed responses

5(a) From paragraph 3 1 affect / end / discourage

Infected trees could ‘jeopardise our the trees would be ruined

status as olive farmers’. Explain in your
own words what the writer fears could
happen.

(The trees / they could) endanger / threaten /

spoil / ruin / put at risk / put at stake / tarnish
/ blot / compromise / put in peril / lose /
reduce / were not good for

their reputation / name / livelihood / position / 1 job / business / sales / career /

standing / image / how they are viewed title / state

This is an OWN WORDS question. Key e.g. jeopardise – ruin;

ideas are to be found in the words status – reputation
JEOPARDISE and STATUS. Any
paraphrases which capture these ideas are
acceptable but do not accept mere
synonyms of the words without a relevant
context.

Do not insist on paraphrase of ‘olive farmers’

Allow inclusion of key words in an answer

which also paraphrases the words correctly
e.g. ‘they jeopardised and ruined their
reputation’ = 2 marks

5(b) ‘Rene had an edge to his voice’. What 1 fury / worry / nervous / fed up
emotion do you think he was feeling?

frustration / impatience / annoyance /

irritation

Allow anger / mad

5(c) Rene’s advice to the writer is ‘Trust my 1 any further content

expertise.’ Give the sentence earlier in
the paragraph which shows he knows
what he is talking about.

Any farmer will back me up on this.

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Question Answer Marks Not allowed responses

6(a)(i) From paragraph 4 1 Quashia / he is a man

Why do you think it is ‘understandable’

that, if Quashia had been there, he would
have done most of the work? Give two
reasons.

Quashia / he was (much) younger (than

Rene) //
Rene was seventy-six (years old) / (much)
older than he was / (too) old / an old man

6(a)(ii) Quashia / he was strong / (much) stronger / 1 he was older / weaker (than
more powerful (than Rene) // Quashia)
Rene was not as strong (as he was) / was
not strong enough nobody strong (enough) was
available / there were (almost)
Allow for (i) or for (ii): 80 trees to treat
Quashia / he worked on (the/a) farm / was
(the/a) farm worker // It was Quashia’s / his
job / work

• 1 mark for each correct response

• Accept in either order
• Credit correct responses where they
appear, even if both are in one limb, or if
a correct response straddles both limbs

6(b) Apart from the fact that Quashia wasn’t 1 lift of lines 22–23 ‘they had all …
there to help, why did the writer offer to elsewhere’ (alone)
be Rene’s assistant?
any further content
None of Rene’s / his friends were available /
could do the work / it // there was a lot of work (for him)
(all of) Rene’s / his friends had committed (alone)
themselves elsewhere
to prove that a woman can do
Allow Lift of lines 21–22 ‘Rene suggested the job
bringing someone with him, one of his
friends (who would accept a reasonable Rene was old and needed help
daily rate), but nobody (strong enough) was
available’

there was far too much (for Rene) to do on

his own //

there were too many trees to treat (for Rene

alone) //

(Rene reiterated / repeated that) he could

not accomplish / do the job on his own //

nobody else (strong enough) was available

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Question Answer Marks Not allowed responses

6(c) When the writer suggested she could be 1 Do not accept

Rene’s assistant, he muttered
‘incomprehensible misgivings.’ Explain he didn’t understand
in your own words what his reaction was.
inaudible / could not be heard
(But what he said) wasn’t understandable / (alone)
couldn’t be understood / was difficult to
understand / was unfathomable / it was confusing / puzzling
unintelligible //
he mumbled //
his words were unclear / hard to make out

He was unsure / uncertain / nervous / wary / 1 worried / unhappy / surprised /

uneasy / unconvinced / had reservations / shocked
doubts / concerns //
he didn’t want any help from a
Allow an explanation for Rene’s ‘misgivings’ woman / girl (alone)
i.e. that Rene / he did not think / believe a
woman / girl could do the job / would be a woman couldn’t do the job
strong enough // (alone)
Rene / he did not think / believe the writer
could do the job because she was a woman he was being sarcastic about /
mocking (the idea of a woman
This is an OWN WORDS question. Key helping him)
ideas are to be found in the words
INCOMPREHENSIBLE and MISGIVINGS. e.g. ‘incomprehensible – not
Any paraphrases which capture these ideas understandable;
are acceptable but do not accept mere misgivings – unsure’
synonyms of the words without a relevant
context.

Do not insist on, or reward, paraphrase of

‘muttered’.

Allow inclusion of key words in an answer

which also paraphrases the words correctly.

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Question Answer Marks Not allowed responses

7 From paragraph 5 1 there were no driving routes

(alone)
Why did they have to take the hosepipe
on foot? it was necessary to walk and
haul the hosepipe (alone)
there were no accessible driving routes /
roads // to spray the trees
there were no driving routes / roads in the
(terraced) olive grove // to ensure it didn’t curl
there was no access for / with a vehicle
any further content
Allow
Lift of lines 33–34 ‘As there were no
accessible driving routes in the (terraced)
olive grove, (it was necessary to walk, and
haul the hosepipe)’.

Question Answer Marks Not allowed responses

8 From paragraph 6 1 the writer was far away (alone)

Why do you think Rene ‘stood no taller he was short / shorter than the
than a matchstick’? tree

He was (standing) under / next to a tall / big / he was looking up into a tall tree
huge tree // the tree was (much) taller /
bigger than he was Lift of lines 40–41 ‘(and) staring
up into a tall, gnarled old olive
Allow tree’
The tree was tall / huge / big

Question Answer Marks Not allowed responses

9 From paragraphs 2–5

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

9(a) B (innocent) 1

9(b) C (seriously) 1

9(c) D (repeated) 1

9(d) A (suggestion) 1

9(e) B (reduced) 1

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Question Answer Marks Not allowed responses

10 Give: Re-read paragraphs 1 and 2, which contain expressions telling us about (a)
the arrival of summer and (b) the olive trees

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

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

10(a) ‘at a galloping pace’ (line 1)

Meaning: (summer / it was coming) quickly / 1 it was getting hot

soon / imminently / fast / at speed
the summer is like a (galloping)
horse /
earlier than before

Effect: (the arrival of summer / it) was 1 the summer was rushing at
unstoppable / unavoidable / uncontrollable / them / coming early
bearing down on them / looming /
unexpected // it was worrying / surprising
coming too fast / quickly / soon //
a sense of threat / power / strength / urgency it was coming fast
//
they / people were not ready / not prepared / preparations had to be made
caught off-guard // faster (a consequence not an
there was little / no time left (for them to effect)
prepare)

10(b) ‘olive trees are prey to flies.’

(line 12)

Meaning: the trees / olives are attacked / 1 the trees / olives attract the flies
eaten / targeted (by the flies / insects) //
they are attacked / eaten / targeted by flies / the trees / olives are damaged /
insects // harmed / infected / destroyed by
flies / insects attack / eat / target the trees / the flies
olives / them // flies are predators // flies hunt
the olives / trees e.g. attack / eat (alone)

Note: active or passive expression is

accepted, but needs context, single words
are not enough.

Effect: the trees / olives are vulnerable / 1 the olive trees are damaged /
weak / fragile / frail / victims / defenceless / destroyed
helpless / in danger //
the flies are aggressive (to the trees) / it is worrying
hostile / threatening / vicious / monstrous (to
the trees) / dangerous // we / the writer feel(s) sad /
the flies are the enemy (of the trees) / angry / threatened / worried
hunters

Note: focus can be on either the trees or the

flies.

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