CP

Checkpoint Revision
_____________________________________________________________________
NAME: SUBJECT: English DATE:

GRADE: V SEC: MAX. MARKS: 20 M SIGNATURE:

Page 1 | 1
 2

Text A

The Redwood Parks

Come and see the world’s tallest trees!

The Redwood Parks are a World Heritage Site, protecting nearly half of the
world’s old Redwood trees. Some of these champion trees grow to be more than
113 metres tall. This land of towering giants will amaze and delight you. There is
nothing like it anywhere else on Earth! 5

Look around – you are standing among giants! See the Giant Sequoias and
Giant Redwoods for yourself by taking a trip with Mercury Travel. We guarantee
to make this a trip of a lifetime.

Here are some more astounding facts to tempt you to make that booking …

The Giant Redwoods

These enormous trees are known as both Giant Redwoods and Coastal 10
Redwoods. They thrive in the humid climate of the Northern California coast.

These dramatic plants have been on our planet for an astonishing 240 million
years, and each individual tree can live to be 2,000 years old! Wow! How
incredible is that?

By visiting the Redwood Parks with us – Mercury Travel – you can touch living 15
history.

The Giant Sequoias

These immense trees only grow along the western slope of the Sierra Nevada
Mountains – an area of stunning natural beauty.

Although they reach an impressive height (up to 76 metres tall), Giant Sequoias
are usually shorter than Redwoods. What they lack in height, however, they 20
make up for in width. You cannot believe your eyes! Giant Sequoias grow to nine
metres in diameter – thereby outweighing a Giant Redwood. The largest tree in
the world is known as General Sherman, a Giant Sequoia weighing a staggering
1.2 million kilos. Don’t miss out on seeing this record breaker.

So visit the Redwood Parks with us – be inspired; be amazed! 25

Reserve your tickets online with Mercury Travel.

© UCLES 2021 0844/01/INSERT/O/N/21

 3

Text B

Trees are extremely important for our world. They provide wood for all sorts of
things and pulp for making paper. Many trees produce fruits and nuts. Trees also
provide habitats for insects, birds and other animals. Even the sap* of trees is
useful as food for insects and for making maple syrup. Most importantly, trees
also help to keep our air clean. We breathe in oxygen and breathe out carbon 5
dioxide. Trees do the opposite. They breathe in carbon dioxide and breathe out
oxygen. So, humans and trees are perfect partners!

There are two main types of tree: deciduous and evergreen. Deciduous trees
lose all of their leaves for part of the year. In cold climates this happens in
autumn, so the trees are bare throughout the winter. In hot and dry climates, 10
deciduous trees drop their leaves during the dry season. Evergreen trees do not
lose all of their leaves at the same time. They lose their leaves gradually, with
new ones growing to replace the old. A healthy evergreen tree is never
completely without leaves.

The part of a tree which is made up of the leaves and branches is known as the 15
crown. Tree crowns come in many shapes and sizes. Not only does the crown
shade the roots, it also collects energy from the sun and allows the tree to
remove excess water to keep it cool. It is very important for trees to have a
healthy crown as it is their leaves that keep the tree – and the whole wide world –
healthy.

Glossary
sap – the liquid inside trees

DO NOT WRITE IN THIS SPACE

© UCLES 2021 0844/01/INSERT/O/N/21

 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A, in the insert, and answer Questions 1–11.

1 Complete the sentence below with one word.

Redwood trees are described as champions because they are the

trees on Earth. [1]

2 Look at lines 2–9.

What promise is made?

[1]

3 Look at this sentence: ‘Look around – you are standing among giants!’ (Line 6)
The phrase ‘you are standing among giants’ makes you feel that you are in the
park.
Give two more phrases from Text A that do this.

•
[2]

4 Give one word from Text A that shows that Giant Redwoods do well in a part
of California.

[1]

© UCLES 2021 0844/01/O/N/21

 3

5 Look at lines 10–18.

Which of the phrases below are examples of an opinion?
Tick () two boxes.

They thrive in the humid climate …

… an area of stunning natural beauty.

… each individual tree can live to be 2,000 years old!

How incredible is that?

… are known as both Giant Redwoods and Coastal Redwoods.

[2]

6 Look at lines 17–18.

What does the writer’s use of the word only tell us about the Giant Sequoias?

[1]

7 Give one difference between the size of a Giant Sequoia and a Giant
Redwood.

[1]

8 How do you book a place on the trip?

[1]

9 Look at this sentence: ‘These enormous trees are known as both Giant
Redwoods and Coastal Redwoods.’ (Lines 10–11)
The word enormous is an adjective describing the huge size of the trees.
Give two more adjectives from Text A that describe the size of the trees.

•
[2]

© UCLES 2021 0844/01/O/N/21 [Turn over

 4

10 The writer wants you to remember the name Mercury Travel.

Explain how the writer emphasises the name in the text.
Give two explanations.

[2]

11 Which of the following is used throughout Text A?

Tick () two boxes.

first person

present tense

personal voice

time connectives

formal language

[2]

Read Text B, in the insert, and answer Questions 12–18.

12 Which part of a tree is used to produce paper?

[1]

13 Give one word from the first paragraph (lines 1–7) that means ‘homes’.

[1]

14 Look at this sentence: ‘Trees do the opposite.’ (Line 6)

Why is a short sentence used here?

[1]

© UCLES 2021 0844/01/O/N/21

 5

15 Look at this sentence: ‘There are two main types of tree: deciduous and
evergreen.’ (Line 8)
Why is a colon ( : ) used in the sentence above?
Tick () one box.

to add extra information

to offer an example idea

to connect two sentences

to present a different idea

[1]

16 Look at the second paragraph (lines 8–14).

Complete the sentence below with one word from the second paragraph in
each gap.

Deciduous trees lose their leaves during

in climates that are .

[2]

17 Text B is a non-chronological report.

Complete the statements below describing how typical features of a non-

chronological report work. The first statement has been completed for you.

• The present tense is used because non-chronological

reports tell you information that is always true.

• words are used to give information that is specific

to the topic.

• language is used to give factual information in a

neutral tone. [2]

18 Look at the last paragraph (lines 15–20).

Give one example of alliteration.

[1]

© UCLES 2021 0844/01/O/N/21 [Turn over

 6

Section B: Writing

Spend 30 minutes on this section.

19 In your class, you’ve been discussing different ways to be healthy. Now your
teacher has asked you to write a leaflet persuading the other children in your
school to stay healthy.

Write a text using persuasive language and techniques, explaining why it’s
important to stay healthy and how to do it.

Space for your plan:

Write your text on the next page. [25 marks]

© UCLES 2021 0844/01/O/N/21

 7

© UCLES 2021 0844/01/O/N/21 [Turn over

 8

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 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 2021 0844/01/O/N/21

 2

Text for Section A, an extract from ‘Moon Bear’ by Gill Lewis

On cool winter evenings when the rain would funnel up from the valleys and spit
and fizzle in the fire, I’d pull a blanket around me and sit close to Grandfather.

‘Tell me the story of Naam-peng,’ I’d say.

Grandfather would smile. ‘Naam-peng? Who’s he?’

‘Naam-peng, the bravest bee.’ 5

‘Pah!’ Grandfather would say. ‘He was only a small bee. Hardly worth a mention.’

‘Please tell me,’ I’d beg.

‘Long, long ago,’ Grandfather would begin, ‘when the world was bright and new,
a Great River came flowing down from the White Mountains. The river brought
forests filled with tigers and elephants, moon bears and sun bears, clouded 10
leopards and marbled cats, mousedeer and macaques and weaverbirds and ...
so many animals!

‘These forests reached up to the sky and caught the rain clouds in their
branches, and soon there were many rivers flowing into the Great River, all of
them teeming with fish.’ 15

‘But a monster came, didn’t it?’ I’d say. I loved this part.

Grandfather frowned and nodded. ‘But one day a monster came. Tam-laai came
in the dark before the dawn, striding through forests, eating the animals and
trees, then spitting out bones and pith onto the ground. He devoured anything
and everything in his path. The animals ran and flew and swam for cover deeper 20
into the forests, but still the monster came, tearing up the ground and drinking up
the Great River so it became no more than a trickle, and the fish were left
flapping and dying in the mud. By the end of the day, there was only a straggle of
trees clinging to one small mountain.

‘“Please leave us this forest,” the animals squawked, and hooted and barked and 25
squeaked. “It is all we have left.” But still, the monster was hungry. He pulled
himself up to his full height ...’

When Grandfather got to this part, I would stand up and flap my blankets,
throwing giant shadows out behind me. I’d take a deep breath and roar, ‘I am
Tam-laai and I dare anyone to stop me.’ 30

Grandfather would pretend to cower. ‘All the animals hid. Not even the tiger or
the bear were a match for this monster. But just then a small bee flew out from
the forest and buzzed in front of Tam-laai’s face.

© UCLES 2021 0844/02/INSERT/O/N/21

 3

‘“I am Naam-peng,” said the bee, “and I will stop you.”

‘The monster caught Naam-peng in his paw and threw back his head and 35
laughed. “You?” he cried. “You are so small. Your sting would be no more than a
pimple on me. You are nothing, little bee, nothing. It was not your bravery that
brought you here but your stupidity. Is there anything you wish to say before I
crush you with my paw?”

‘Naam-peng quivered in fright but he looked the monster in the eye. 40

‘“Tam-laai ...” he said.

‘“Speak up,” roared the monster. “I can hardly hear you.”

‘“Turn around,” said Naam-peng.

‘“Turn round? Me?” snorted Tam-laai.

‘The monster turned. 45

‘Before him swirled a huge black cloud. A storm of angry bees filled the whole
sky, from end to end, blotting out the sun.

‘Tam-laai crumpled to his knees.

‘“I may be small,” said Naam-peng, “but I am not alone. Did you not hear the
bees?”’ 50

Glossary
to cower: to move away in fear

DO NOT WRITE IN THIS SPACE

© UCLES 2021 0844/02/INSERT/O/N/21

 2

Section A: Reading

Spend 30 minutes on this section.

Read the text, in the insert, and answer Questions 1–20.

1 What does the rain make the fire do?

[1]

2 What item does the boy use to keep himself warm?

[1]

3 Why does Grandfather smile?

Tick () one box.

He is surprised by the boy’s request.

He thinks the boy’s request is not appropriate.

He is feeling confused by the boy’s request.

He is pretending not to know what the boy is requesting.

[1]

4 In the story, what do the trees help to create?

[1]

5 Give a reason why ‘Grandfather frowned’ (line 17).

[1]

© UCLES 2021 0844/02/O/N/21

 3

6 What time of day does the monster arrive?

Tick () one box.

early morning

midday

late afternoon

evening

[1]

7 Look at lines 17–24.

Many different kinds of animals escape from the monster.
How do we know from the information in this paragraph that there are different
kinds of animals?

[1]

8 Why are the fish dying?

[1]

© UCLES 2021 0844/02/O/N/21 [Turn over

 4

9 Look at this sentence: ‘By the end of the day, there was only a straggle of trees
clinging to one small mountain.’ (Lines 23–24)

(a) What is the phrase clinging to one small mountain an example of?
Tick () one box.

a simile

a rhyme

personification

alliteration

[1]

(b) What does the word clinging tell us about the trees?

[1]

10 Look at this sentence: ‘He pulled himself up to his full height …’ (Lines 26–27)

(a) Give a reason why the monster pulled himself up to his full height.

[1]

(b) Why is an ellipsis (…) used in the sentence above? Tick () one box.

to show that the story has been interrupted

to emphasise the information given

to allow Grandfather to think what happens next

to signal the next part of the story

[1]

© UCLES 2021 0844/02/O/N/21

 5

11 Look at this sentence: ‘When Grandfather got to this part, I would stand up and
flap my blankets, throwing giant shadows out behind me.’ (Lines 28–29)
The boy flaps his blankets to make giant shadows behind him.
Why does he do this?

[1]

12 Grandfather pretends to be afraid: ‘Grandfather would pretend to cower.’ (Line

31)
Why does Grandfather pretend to be afraid?

[1]

13 Look at the sentence: ‘Not even the tiger or the bear were a match for this
monster.’ (Lines 31–32)
What does the phrase ‘not even’ tell us about Grandfather’s opinion of the tiger
and bear?

[1]

14 Look at lines 31–33.

Give an example of onomatopoeia from these lines.

[1]

15 What does Tam-laai think will happen to him if the bee attacks him?

[1]

16 Look at this sentence: ‘Naam-peng quivered in fright but he looked the

monster in the eye.’ (Line 40)
What does the sentence above tell us about the character of Naam-peng?

[1]

© UCLES 2021 0844/02/O/N/21 [Turn over

 6

17 Look at line 44: ‘“Turn round? Me?” snorted Tam-laai’.

Why does Tam-laai say this?
Tick () one box.

He thinks the bee is talking to someone else.

He is unable to hear what the bee is saying.

He is surprised that the bee is telling him what to do.

He feels unsure about what the bee wants from him.

[1]

18 What is the huge black cloud made up of?

[1]

19 (a) Grandfather’s story is an example of a fable.

Explain how you know it is a fable. Give two reasons.
•

• [2]

(b) Fables usually have a moral. What is the most suitable moral for Grandfather’s
story?

[1]

20 (a) Who is the point-of-view character in this text?

[1]

(b) How do you know?

[1]

© UCLES 2021 0844/02/O/N/21

 7

Section B: Writing

Spend 30 minutes on this section.

21 Write your own fable.

First, choose a moral for your fable. Then decide what it is going to be about.
Choose your characters and setting.
Write your moral at the end of your story.
You can use the ideas below to help you.

• Don’t give up when things go wrong.

• It is important to think ahead.
moral • Learn from other people’s mistakes.
• Be happy with what you have.
• another moral of your own choice?

• Ant
• Fox
characters • Bear
• Bird
• other animals?

• a forest
• a river
setting • a desert
• a jungle
• another place?

Space for your plan:

Write your fable on the next page. [25 marks]

© UCLES 2021 0844/02/O/N/21 [Turn over

 8

© UCLES 2021 0844/02/O/N/21

 9

© UCLES 2021 0844/02/O/N/21

 2

Text A

Are you cut out for space?

Want to be an astronaut? Of course you do. Who wouldn’t want to float around in
space, gazing back at our gorgeous blue planet in the distance and zooming to
work on a speeding rocket? But it can be tough out there. Have you got what it
takes to fly in space?

What is an astronaut?

It sounds a ridiculously easy question. An astronaut is someone who flies in 5

space, right? Well, yes – but it’s pretty difficult to say where space actually starts.
If you fly straight up from Earth, you’ll get to space eventually. But before you do,
there’s a blanket of gases (the Earth’s atmosphere) which gets thinner until it
fades into nothing. After that, you’re in space. But because the gases fade out
gradually, it’s hard to say where the Earth’s atmosphere ends. So, scientists 10
have invented an imaginary line – the Karman line – 160 kilometres above the
Earth. That’s where space officially starts. Get past that line and you can think of
yourself as an astronaut.

Into space

But getting to the Karman line is a problem. Not many people have spaceships,
as they’re the most expensive form of transport there is. Luxury cars like Rolls 15
Royces? Private jets? They’re dirt cheap compared to your average spacecraft.

Who’s paying?

To get a ride into space, you’ll have to do one of these things:

• work for a government space agency
Government space agencies are the number one employers of
astronauts. 20
• become a billionaire…
With eye-watering sums of money, you can go into space as a tourist.
• …or just work for one
Be a pilot for one of the few billionaires with their own space travel
company and you could fly the rich to space! 25
• win a competition
Some people have won tickets into space. But none of them have flown
yet, so don’t hold your breath.

© UCLES 2022 0844/01/INSERT/A/M/22

 3

Text B

Alan Shepard

Who was Alan Shepard?

Alan Shepard was the second person, and the first American, in space. In the late
1940s, he became a test pilot. Then, in 1959, he was one of the first seven
astronauts chosen by NASA* to train to go into space.

Going into space

On May 5, 1961, Alan Shepard went into space for the first time, on a spaceship
called Freedom 7. There was just enough room for one person on board. On this 5
flight, Shepard did not circle the Earth. He flew 185 kilometres high and came back
down. The flight lasted about 15 minutes; it was a great success!

Experimenting in space

Shepard was the commander on his second spaceflight, which was on Apollo 14.
The other astronauts on this mission to the moon were Stuart Roosa and Edgar
Mitchell. On 15 February 1971, Shepard and Mitchell landed part of their spaceship 10
on the moon, while Roosa kept the main ship orbiting around the moon. Shepard and
Mitchell walked on the moon, did science experiments there, and collected over 45
kilograms of moon rocks. Shepard also surprised everyone by suddenly producing a
golf club and becoming the first person to hit a golf ball on the moon! He
demonstrated how far the ball would go in the moon’s low gravity – so, in a way, that 15
was science, too!

After Alan Shepard flew on two space missions, he then worked as the head of the
Astronaut Office. He left NASA in 1974, but continued to be involved in exploration by
raising money to train new astronauts.

Glossary
*NASA: the North American Space Agency, which is the space organisation of the
USA

DO NOT WRITE IN THIS SPACE

© UCLES 2022 0844/01/INSERT/A/M/22

 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A, an informal report in the insert, and answer Questions 1–11.

1 Find an example of onomatopoeia in the first paragraph (lines 1–4).

[1]

2 Give a short quotation from the first paragraph to show that an astronaut’s job
is not easy.

[1]

3 Look at this sentence: ‘If you fly straight up from Earth, you’ll get to space
eventually.’ (Line 7)
What is the sentence above an example of? Tick () one box.

an imperative

a past verb form

a conditional

a passive verb form

[1]

© UCLES 2022 0844/01/A/M/22

 3

4 Look at these two phrases:

‘…there’s a blanket of gases (the Earth’s atmosphere) which gets thinner until
it fades into nothing.’ (Lines 8–9)

‘…scientists have invented an imaginary line – the Karman line – 160

kilometres above the Earth.’ (Lines 10–12)

(a) Why have brackets and dashes been used in these phrases?

[1]

(b) What effect does the writer achieve by using dashes instead of brackets?

[1]

5 What is the main reason most people cannot go into space?

[1]

6 Give a phrase from Text A that means the same as ‘very low-priced’.

[1]

7 What is the most common way to get a ride into space?

[1]

8 Find a phrase from Text A that means the same as ‘it’s unlikely to happen
soon’.

[1]

© UCLES 2022 0844/01/A/M/22 [Turn over

 4

9 Look at the lines below from Text A.

Which one of them is an example of an opinion? Tick () one box.

‘… our gorgeous blue planet in the distance.’

‘… which gets thinner until it fades into nothing.’

‘Some people have won tickets into space.’

‘… you can go into space as a tourist.’

[1]

10 (a) Text A is written in an informal style.

Complete this table of the features of informal writing with examples from
Text A.

Feature Example from the text

Shortened clauses ‘Get past that…’

(i)
Use of the second person

(ii)
who’s, wouldn’t, don’t

(iii)
Use of questions

[3]

(b) Why has the writer chosen to write in an informal style?

[1]

© UCLES 2022 0844/01/A/M/22

 5

11 What kind of book would you find Text A in?

Tick () one box.

a school dictionary

an instruction manual for pilots

a biography about an astronaut

an information book about astronauts

[1]

Read Text B, in the insert, and answer Questions 12–20.

12 Where is Alan Shepard from?

[1]

13 Which one of the sentences below about Alan Shepard’s first space flight is
true?
Tick () one box.

He flew with six other astronauts.

He flew to the moon.

He flew around the Earth.

He flew for less than an hour.

[1]

14 What are the names of the two spaceships Alan Shepard flew in?
•

• [1]

© UCLES 2022 0844/01/A/M/22 [Turn over

 6

15 Which of the astronauts in Text B did not walk on the moon?

[1]

16 Look at lines 13–15.

What do we learn about Alan’s character?

[1]

17 How did Shepard support space exploration after leaving NASA?

[1]

18 What genre is Text B?

Tick () one box.

a recount

a biography

an information text

a diary entry

[1]

19 Explain why Alan Shepard has the reputation of being an exceptional

astronaut. Give two reasons.
•

• [2]

© UCLES 2022 0844/01/A/M/22

 7

20 Choose the best heading for the last paragraph of Text B.

Tick () one box.

A quiet life

The last flight

Life on Earth

A missed opportunity

[1]

© UCLES 2022 0844/01/A/M/22 [Turn over

 8

Section B: Writing

Spend 30 minutes on this section.

21 Imagine that a team of young explorers from your school has recently returned
from a successful trip to explore a remote place somewhere in the world.

The place the team explored could be:

• a mountainous region
• the bottom of a lake or sea
• a cave system
• a jungle area.

Write a report about the trip.

Space for your plan:

Write your report on the next page. [25 marks]

© UCLES 2022 0844/01/A/M/22

 9

© UCLES 2022 0844/01/A/M/22 [Turn over

 10

© UCLES 2022 0844/01/A/M/22

 2

Text for Section A, an extract from ‘Cowboy showdown’ by Chris Blake

At the museum where his dad works, Tom is helping to set up an exhibition about
the Aztecs. The Aztecs were an ancient people who lived in Central America
during the 14th and 15th centuries. Tom and his dad are just arriving in the Aztec
room.

***

Tom gasped. He felt as though he had just stepped back in time to Ancient
Mexico. There were still several unpacked crates and boxes, but the things that
had been unloaded were amazing.

He pointed to a model of a twin pyramid with a squared-off top. ‘What’s this?’

Before Dad could reply, a woman appeared in the doorway. ‘Dr Sullivan, there’s 5
a call for you,’ she said.

‘I’ll be right back,’ said Dad, heading to the office. ‘Take a look round, but be
careful and don’t touch anything.’

Tom studied the displays. He saw clay statues with wide mouths and big ears,
sword-like weapons and documents written in a strange language. There was 10
even a carved wooden box that looked like a treasure chest.

In a corner, he found a wooden cylinder carved with strange symbols. The label
explained it was a drum that belonged to the rain god, Tlaloc, who would bang it
to create thunder! Beside it lay two mallets*.

‘This I’ve got to hear!’ thought Tom. He reached for one of the mallets, then 15
quickly drew back his hand. Tom knew the rules but his fingers were itching. It
was as if the drum were begging him to play it. He knew he shouldn’t but he was
just too curious.

Tom glanced around the room to be sure there was nobody else in the room.
Then he picked up a mallet and gently swung it down. 20

To his shock, an enormous roll of thunder exploded from the drum. Suddenly,
Tom wasn’t alone any more.

Standing in front of him was a blue girl wearing a feathered headdress.

‘You freed me from that drum!’ the girl exclaimed, throwing her arms around
Tom. ‘Thank you!’ 25

Tom stepped back.

‘I didn’t mean to do anything,’ said Tom.

© UCLES 2022 0844/02/INSERT/A/M/22

 3

Once again, the museum was rocked by an ear-splitting thunderclap. Heavy rain
began to fall…inside the museum!

Another rumble of thunder shook the room. A second stranger appeared. This 30
one had blue skin and fancy feathers. Only he was enormous!

Zuma looked nervous. Tom could only stare.

‘He’s Tlaloc, the rain god,’ she whispered.

Tlaloc picked up the wooden drum and the rain stopped.

‘Zuma! You have escaped your prison after five hundred years!’ Tlaloc roared. 35
‘But you are not free yet!’

The rain god pointed one huge finger at the treasure chest. The lid lifted with a
loud creak, and six shiny coins rose out of the chest and sailed across the room.
They landed with a jangle in his palm.

‘You must find these six coins in order to win your freedom,’ Tlaloc announced. 40
He waved his hand and a powerful wind gusted through the room, bringing with it
a thick white mist. Tlaloc tossed the coins into the mist. For a moment, they spun,
shining in the air. Then the wind howled again and they vanished.

‘What’s happening?’ Zuma cried, her feathered headdress flapping wildly.

Tom was pretty sure he knew what was coming next. ‘Grab my hand,’ he 45
shouted, ‘and hold on tight!’

‘I’m not sure where… or when… we’ll land,’ Tom shouted above the howl of the
cyclone*. ‘But – it’s going to be an adventure!’

Glossary
*mallets – wooden hammers
*cyclone – windstorm

DO NOT WRITE IN THIS SPACE

© UCLES 2022 0844/02/INSERT/A/M/22

 2

Section A: Reading

Spend 30 minutes on this section.

Read the text, in the insert, and answer Questions 1–20.

1 What does the rain make the fire do?

[1]

2 What item does the boy use to keep himself warm?

[1]

3 Why does Grandfather smile?

Tick () one box.

He is surprised by the boy’s request.

He thinks the boy’s request is not appropriate.

He is feeling confused by the boy’s request.

He is pretending not to know what the boy is requesting.

[1]

4 In the story, what do the trees help to create?

[1]

5 Give a reason why ‘Grandfather frowned’ (line 17).

[1]

© UCLES 2021 0844/02/O/N/21

 3

6 What time of day does the monster arrive?

Tick () one box.

early morning

midday

late afternoon

evening

[1]

7 Look at lines 17–24.

Many different kinds of animals escape from the monster.
How do we know from the information in this paragraph that there are different
kinds of animals?

[1]

8 Why are the fish dying?

[1]

© UCLES 2021 0844/02/O/N/21 [Turn over

 4

9 Look at this sentence: ‘By the end of the day, there was only a straggle of trees
clinging to one small mountain.’ (Lines 23–24)

(a) What is the phrase clinging to one small mountain an example of?
Tick () one box.

a simile

a rhyme

personification

alliteration

[1]

(b) What does the word clinging tell us about the trees?

[1]

10 Look at this sentence: ‘He pulled himself up to his full height …’ (Lines 26–27)

(a) Give a reason why the monster pulled himself up to his full height.

[1]

(b) Why is an ellipsis (…) used in the sentence above? Tick () one box.

to show that the story has been interrupted

to emphasise the information given

to allow Grandfather to think what happens next

to signal the next part of the story

[1]

© UCLES 2021 0844/02/O/N/21

 5

11 Look at this sentence: ‘When Grandfather got to this part, I would stand up and
flap my blankets, throwing giant shadows out behind me.’ (Lines 28–29)
The boy flaps his blankets to make giant shadows behind him.
Why does he do this?

[1]

12 Grandfather pretends to be afraid: ‘Grandfather would pretend to cower.’ (Line

31)
Why does Grandfather pretend to be afraid?

[1]

13 Look at the sentence: ‘Not even the tiger or the bear were a match for this
monster.’ (Lines 31–32)
What does the phrase ‘not even’ tell us about Grandfather’s opinion of the tiger
and bear?

[1]

14 Look at lines 31–33.

Give an example of onomatopoeia from these lines.

[1]

15 What does Tam-laai think will happen to him if the bee attacks him?

[1]

16 Look at this sentence: ‘Naam-peng quivered in fright but he looked the

monster in the eye.’ (Line 40)
What does the sentence above tell us about the character of Naam-peng?

[1]

© UCLES 2021 0844/02/O/N/21 [Turn over

 6

17 Look at line 44: ‘“Turn round? Me?” snorted Tam-laai’.

Why does Tam-laai say this?
Tick () one box.

He thinks the bee is talking to someone else.

He is unable to hear what the bee is saying.

He is surprised that the bee is telling him what to do.

He feels unsure about what the bee wants from him.

[1]

18 What is the huge black cloud made up of?

[1]

19 (a) Grandfather’s story is an example of a fable.

Explain how you know it is a fable. Give two reasons.
•

• [2]

(b) Fables usually have a moral. What is the most suitable moral for Grandfather’s
story?

[1]

20 (a) Who is the point-of-view character in this text?

[1]

(b) How do you know?

[1]

© UCLES 2021 0844/02/O/N/21

 7

Section B: Writing

Spend 30 minutes on this section.

21 Write your own fable.

First, choose a moral for your fable. Then decide what it is going to be about.
Choose your characters and setting.
Write your moral at the end of your story.
You can use the ideas below to help you.

• Don’t give up when things go wrong.

• It is important to think ahead.
moral • Learn from other people’s mistakes.
• Be happy with what you have.
• another moral of your own choice?

• Ant
• Fox
characters • Bear
• Bird
• other animals?

• a forest
• a river
setting • a desert
• a jungle
• another place?

Space for your plan:

Write your fable on the next page. [25 marks]

© UCLES 2021 0844/02/O/N/21 [Turn over

 8

© UCLES 2021 0844/02/O/N/21

 9

© UCLES 2021 0844/02/O/N/21

 2

Text A

Gerald Durrell was a famous naturalist. As a child, he collected lots of different

animals. Kokino, a local fisherman, liked to help him. In this autobiographical
account, Gerald tells us about one very exciting day.

One morning, I was looking through a pile of seaweed and Kokino came over to
help me. There was the usual assortment of squids the size of a matchbox, crabs
and tiny fish. Suddenly, Kokino picked something out of tangled seaweed and
held it out to me. I could hardly believe my eyes, for it was a seahorse*. Browny-
green, it lay on Kokino’s hand, gasping, with its tail coiling and uncoiling 5
frantically.

Hurriedly, I snatched it from him and plunged it into a jar which was full of sea
water. To my delight it righted itself*, its tiny fins fluttering. Feverishly, I scrabbled
through the rest of the weed. I was soon rewarded, for in a few minutes, I had six
seahorses in the jar. 10

Thrilled by my good luck, I raced back to our villa. I knew that the oxygen in the
jar would not last long and, if I wanted to keep them alive, I would have to move
quickly. Carrying an aquarium*, I ran down to the sea again, filled the bottom with
sand and dashed back to the villa with it; then I had to run down to the sea again
three times with buckets to fill it up with the required amount of water. I began to 15
wonder whether the seahorses were worth all this trouble.

But as soon as I tipped them into the aquarium, I knew that they were. I had
anchored a small, twiggy branch in the sand, and as the seahorses plopped out
of the jar they righted themselves and then they sped round and round the
aquarium, their fins moving so fast that you could not see them. After that, they 20
all made for the branch, wrapped their tails round it lovingly, and stood there
gravely at attention. The seahorses were an instant success with all the family.
Even Larry used to watch them zooming and bobbing around their tank.

*Glossary
seahorse – a small fish that swims in an upright position and has a head like a horse
righted itself – turned the right way up
aquarium – a glass tank for keeping fish

© UCLES 2022 E/S6/INSERT/01

 3

Text B

The Children’s Guide to Nature-watching

Urban environment

Towns and cities can be great places for watching wildlife. In some places, they
are even better than the surrounding countryside because parks, gardens and
waste ground provide a range of habitats that may no longer exist elsewhere in
the area.

In general, if you are looking for wildlife in towns and cities, try to find the oldest, 5
untidiest places. Neat, modern places have less wildlife. Lakes in city parks, and
rivers running through towns, are great for birds, and you may even see
dragonflies, ducks or frogs there.

Buildings

Some urban wildlife, from nesting sparrows to bats and sometimes even
hedgehogs, depends on buildings. Some birds may roost in towns in winter 10
because it’s warmer there than in the countryside. Tall buildings can also provide
nesting sites for birds of prey, kestrels for instance, and seemingly empty corners
of building sites can have all sorts of insects and wild flowers. Even cracks in
pavements or walls will be colonised by wild flowers. Don't think of them as just
weeds – they are a valuable food source for many insects. 15

Enjoy life

The key for the urban wildlife watcher is just to keep your eyes open. And when
you spot something, try to find out a bit about it and enjoy it for its own sake. It’s
alive, it’s here and it’s fascinating!

© UCLES 2022 E/S6/INSERT/01

 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A in the insert, and answer questions 1–11.

1 Name one of the sea creatures that Gerald finds before he finds the seahorse.

[1]

2 Give one phrase which means ‘amazed ’.

[1]

3 Why is the seahorse gasping?

[1]

4 Look at the second paragraph (lines 7–10).

What does it replace in the first sentence? Tick () one box.

jar

hand

seahorse

sea water

[1]

5 Give two verbs from Text A which mean ‘to run quickly’.
•

• [2]

© UCLES 2022 E/S6/01

 3

6 Look at lines 13–15.

Why has a semi-colon ( ; ) been used in this sentence?

[1]

7 Why do you think Gerald wonders whether the seahorses were worth all this
trouble?

[1]

8 Give one phrase that tells us that Gerald’s relatives immediately liked the
seahorses.

[1]

9 Do you think Gerald is a kind boy?

Yes

No

Give evidence from the text to support your answer.

[1]

10 Look at the last sentence (line 23).

How do you think Larry (Gerald’s brother) usually feels about Gerald’s
animals? Explain your answer using evidence from the text.

[2]

11 The writer uses One morning to mark the start of the events he tells us about.
Give three more adverbial phrases of time the writer uses to show the order of
the events.
•

• [3]

© UCLES 2022 E/S6/01 [Turn over

 4

Now read Text B in the insert, and answer questions 12–15.

12 Look at the first and second paragraphs (lines 1–8).

(a) Why does the writer say that it is sometimes better to look for wildlife in
urban areas?

[1]

(b) Give one superlative adjective.

[1]

(c) Lakes and rivers are good places to see birds.

Give one example from the text of other wildlife you can find in lakes and
rivers.

[1]

13 Look at the third paragraph (lines 9–15).

(a) Give one verb from the text which means ‘rest’ or ‘sleep’.

[1]

(b) Look at lines 11–13.

Why have commas ( , ) been used in this sentence? Tick () one box.

to add a comment

to give an example

to separate items in a list

to give the writer’s opinion

[1]

(c) Give one passive verb form from the third paragraph.

[1]

© UCLES 2022 E/S6/01

 5

14 Look at the last paragraph (lines 16–18).

(a) Give one phrase which means ‘to watch carefully for something’.

[1]

(b) In the last sentence, how does the writer emphasise the excitement of
seeing wildlife?
•

• [2]

15 In Text B the writer uses paragraphs to structure the text.

What other feature does the writer also use to structure Text B?

[1]

© UCLES 2022 E/S6/01 [Turn over

 6

Section B: Writing

Spend 30 minutes on this section.

16 Write a recount of a special event in your life which you enjoyed. It could be about
a special occasion or holiday, a great day out or something else.

Remember to write mainly about yourself. Explain what happened, how you felt
and why.

Space for your plan:

Write your story on the next page. [25 marks]

© UCLES 2022 E/S6/01

 7

© UCLES 2022 E/S6/01 [Turn over

 8

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 annually and is available to download at
https://primary.cambridgeinternational.org/.

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.

© UCLES 2022 E/S6/01

 2

Text for Section A, an adapted extract from Shadowsea by Peter Bunzl

First there was darkness.

Then patches of watery green light.

Then fish, whole schools of them. With luminous fins bright as knives, glowing
scales that shimmered like armour.

They swam past the shadow of a submarine base. 5

The base was the shape of a giant rusted wheel, with spokes that ran from the
exterior to its centre. Parts of it were unfinished – the ties that bound it to the
seabed still under construction. Rising from the hub was a tower.

Through the tower’s only porthole, a blond boy of thirteen with bright, inquisitive
eyes could be seen sitting on the cabin floor. The boy was humming a tune to 10
himself – a tune that matched the buzzing in the walls – as he worked on a
miniature wagon. Jar lids made up the wagon’s wheels, flattened cans its
carriage. It had pencils for axles and wire for its yoke*.

When he was done, the boy plucked a white mouse from his pocket and tied it to
the wagon. He placed the mouse on the floor and it tottered forward on tiny red 15
paws, pulling the wagon behind it.

After a moment it broke into a run, skittering beneath a table, where two adults, a
man and a woman with the same blond hair and inquisitive eyes as the boy, sat
working.

The boy chased the mouse under the table and followed it out the door. 20

Hot on its heels, he ran down the passageway.

The mouse crossed grates and vents and wove beneath pipes, sticking close to
the walls. It clattered its cart past damp bulbous diving suits that stank of the sea,
tumbled across galleys and mess halls where crew members sat eating.

Still the boy chased it. 25

Finally, it ran through a crack where a door stood slightly ajar.

In the room beyond, row upon row of mice scrabbled about in cages.

The white mouse stopped in the centre of the spotless floor.

The boy crouched, mouth half-open, stretching out a hand to pick it up.

© UCLES 2022 E/S6/INSERT/02

 3

A swish of a skirt. 30

A shiny leather shoe stepped across his path.

The boy glanced up. ‘Hey, Aunt Matilda!’

A gaunt-faced woman with short slicked-back hair, wearing a white lab coat and
goggles pushed back on her head, was putting on a pair of rubber gloves. ‘That’s
Professor Milksop to you.’ 35

Professor Milksop scooped up the mouse and dropped the cart unceremoniously
on the floor. ‘This rodent’s valuable. You should never have taken it from the lab.’

‘He looked sad,’ the boy said. ‘I named him Spook, on account of his colouring.
He looks like a Spook*, don’t ya think?’

The boy glanced at the mouse, scrabbling in the professor’s hand. 40

It squeaked softly.

‘Don’t be naming them,’ the professor said. ‘Name a thing and you start to have
feelings for it.’

‘Go back to your quarters now, Dane. You shouldn’t be here.’

The professor kicked aside the cart and headed for a second, lead-lined door at 45
the end of the room.

*Glossary
yoke: used to attach an animal to a cart
spook: ghost

© UCLES 2022 E/S6/INSERT/02

 2

Section A: Reading

Spend 30 minutes on this section.

Read the text in the insert, and answer questions 1–9.

1 Where is the story set? Tick () one box.

in a school

under water

in outer space

in an aquarium

[1]

2 Look at the structure of the first three lines.

Explain how the writer uses structure to attract our interest. Give two ideas.
•

• [2]

© UCLES 2022 E/S6/02

 3

3 Look at lines 1–8.

(a) Give one word which means ‘groups’.

[1]

(b) The phrase bright as knives is a simile.

What does bright as knives tell us about the fish?

[1]

(c) Match each word to the correct word class, as it is used in lines 1–8.

bound adjective

from adverb

giant noun

ties preposition

still verb
[3]

4 Look at lines 9–16.

(a) Why are dashes ( – ) used in this part?

[1]

(b) Who is making the wagon?

[1]

(c) Give two things that are used to make the wagon.
•

• [2]

© UCLES 2022 E/S6/02 [Turn over

 4

5 Look at lines 17–26.

(a) Who do you think the two adults are? Support your answer with evidence
from the text.

[2]

(b) Give one verb which is a synonym for how the mouse runs.

[1]

(c) Give one phrase from the text which means ‘moving quickly, close behind’.

[1]

6 Look at lines 27–35.

How does the writer make Aunt Matilda seem unpleasant? Give two ways.
•

• [2]

7 Look at lines 36–47.

(a) Give one two-word phrase which makes the mouse seem weak and
helpless.

[1]

(b) Give a phrase which shows that Professor Milksop did not care for the
vehicle which the boy made.

[1]

© UCLES 2022 E/S6/02

 5

8 Look at the whole text again.

Which two adjectives would you use to describe the boy?

• lonely
• unkind
• curious
• creative
• naughty

Write the adjectives. Give evidence from the text to support each answer.

Adjective 1:

Evidence 1:

Adjective 2:

Evidence 2:
[2]

9 Match each idea with the correct part of the text. An example has been done
for you.

setting up the game lines 27–35

arriving in the lab lines 36–47

racing round the rooms lines 1–8

looking in from outside lines 17–26

putting an end to the fun lines 9–16

[3]

© UCLES 2022 E/S6/02 [Turn over

 6

Section B: Writing

Spend 30 minutes on this section.

10 Write the beginning of a story. Set the scene, and then describe a surprise
meeting between the main character (an ordinary boy or girl) and somebody else.
It could be someone famous, someone from his or her past, or someone else.

Think about these ideas:

• Setting: Where does the meeting take place?

• Characters: The main character

The other person
Anyone else?
What are they like?
How do they feel?

• Plot: Why are they there?

What happens?

Space for your plan:

Write your story on the next page. [25 marks]

© UCLES 2022 E/S6/02

 7

© UCLES 2022 E/S6/02 [Turn over

 8

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 annually and is available to download at
https://primary.cambridgeinternational.org/.

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.

© UCLES 2022 E/S6/02

 2

Text A

The extraordinary ways that animals sleep

There are as many different types of sleeper as there are animal varieties on the
planet. There are dozers, dreamers, nappers and hardcore dead-to-the-worlders.
Prepare to snuggle up with this gaggle of amazing comatose creatures. 5

Dozing dolphins
Dolphins face a bit of a problem as they spend their whole lives in the water, but
as mammals they need to breathe oxygen to survive. How do they juggle this
when unconscious? Dolphins shut down half of their brain, which rests, while the
other half is alert and looking out for any potential hazards. As they do this, the 10
dolphin will lie on the surface of the water in a behaviour known as ‘logging’.

Forty winks whales

It was always thought that whales also engaged in this ‘brain half asleep’
behaviour. They may well do, but researchers discovered something
extraordinary about the sleep habits of sperm whales. They came across a group 15
of them completely asleep and bobbing vertically in the water like a strange
aquatic forest. The whales didn’t react as the scientists approached them and
seemed completely oblivious* until a boat nudged one, at which point they all
awoke and fled.

Slumbering sea otters 20

We’ve all seen the adorable pictures of sea otters holding paws while asleep to
ensure they don’t float away from each other. Just in case they’re concerned
about the grip, otters also anchor themselves to each other with seaweed. As
many as 100 otters have been spotted floating in the ocean, wrapped in kelp, like
some giant furry raft. 25

Non-energetic elephants
Elephants only manage about two hours of sleep per day, and that’s not even a
concentrated block of shuteye. They tend to nod off for a few minutes at a time
throughout the day. Possibly because of this, most of their sleeping is done
standing up, with just the occasional recumbent* slumber. Interestingly, captive 30
elephants, with no predators or poachers to worry about, sleep many hours
more.

Glossary:
oblivious: not aware of anything
recumbent: if something is recumbent, it is lying down

© UCLES 2023 0058/01/INSERT/O/N/23

 3

Text B

There are four major benefits to sleeping in a hammock:

Benefit 1) Achieve the ideal sleeping position

A hammock will naturally move you into the best sleeping position – and keep
you there. It isn’t going to let you roll onto your side or your stomach, which could 5
hurt your back. Additionally, your head will be slightly elevated above your body,
which is ideal for restful sleep.

Benefit 2) Rocking helps your brain

Rocking is a particularly soothing action for most people. That’s why babies tend
to fall asleep when they are rocked back and forth. Rocking will impact your brain 10
waves, making you rest and fall asleep faster.

Benefit 3) Enjoy a deeper sleep

In addition to falling asleep faster, hammock sleep also tends to be much deeper.
You can achieve REM sleep, which is the most restful form of sleep. Deeper
sleep can lessen anxiety, improve your focus, and increase your memory. 15

Benefit 4) Zero-pressure-point rest

What is zero-pressure-point sleep? In a hammock there are no specific contact
points between the sleep surface and your body. The hammock conforms to your
body, providing equal pressure throughout your body rather than creating
pressure in specific areas. 20

So, if you often find yourself unable to get a deep, restful sleep, then a hammock
may be able to help. Install a hammock with mosquito net outside and use it
when the weather’s fine, or put one beside your bed in your bedroom. It’s that
easy!

© UCLES 2023 0058/01/INSERT/O/N/23

 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A, in the insert, and answer Questions 1–6.

1 Look at the first paragraph (lines 3–5).

Match the type of sleeper to the correct definition. One example has been
done for you.

dozers animals that sleep for short periods

dreamers animals that sleep very deeply

nappers animals that sleep lightly

dead-to-the-worlders animals that sleep imagining things

[2]

2 Look at the second paragraph (lines 7–11).

Explain why logging is an appropriate word to describe what the dolphins are
doing. Give two ideas.
•

[2]

3 Look at the third paragraph (lines 13–19).

(a) Look at the first sentence of the third paragraph. Give one word and one
phrase that link the ideas in the third paragraph to the ideas in the second
paragraph.

Word:

Phrase:
[2]

(b) Why did the sleeping whales look like a forest?

[1]

© UCLES 2023 0058/01/O/N/23

 3

4 Look at the fourth paragraph (lines 21–25).

Give one word that shows us the writer’s opinion of sea otters.

[1]

5 Look at the final paragraph (lines 27–32).

(a) To avoid repeating the noun ‘sleep’, the writer uses synonyms. Give two
nouns that are synonyms for the noun ‘sleep’ from this paragraph.

Synonym 1:

Synonym 2:
[2]

(b) Why do wild elephants only sleep for short periods?

[1]

© UCLES 2023 0058/01/O/N/23 [Turn over

 4

6 Look at the following list of text features:

• literary devices
• vocabulary
• style
• layout

Which two features do you think are most effective in this text?
Explain the reason for your two choices, and support each reason with evidence
from the text.

Feature 1:

Feature 1 Reason:

Feature 1 Evidence:

Feature 2:

Feature 2 Reason:

Feature 2 Evidence:

[4]

© UCLES 2023 0058/01/O/N/23

 5

Read Text B, in the insert, and then answer Questions 7–10.

7 Look at the first paragraph (lines 4–7).

(a) Why is a dash ( – ) used? Tick () one box.

to add an explanation

to link two words together

to emphasise additional information

to introduce an example that follows

[1]

(b) Give one example of a connective from this paragraph.

[1]

8 Look at the final paragraph (lines 21–24).

(a) Give the main clause in the first sentence.

[1]

(b) Why does the second sentence begin with a verb?

[1]

© UCLES 2023 0058/01/O/N/23 [Turn over

 6

9 Look at the whole text.

(a) Which benefit would help a person who takes a long time to get to sleep?
Tick () one box.

Benefit 1

Benefit 2

Benefit 3

Benefit 4

[1]

(b) Which benefit would help a person who keeps forgetting things?
Tick () one box.

Benefit 1

Benefit 2

Benefit 3

Benefit 4

[1]

© UCLES 2023 0058/01/O/N/23

 7

10 Text B is a piece of persuasive writing.

Complete the following table with persuasive language features and examples
from the text.

Persuasive language feature Example from text

The writer uses emotional

‘soothing’
language

Superlative adjectives/adverbs

‘faster’

Scientific-sounding, technical
language

‘will naturally move you’

[4]

© UCLES 2023 0058/01/O/N/23 [Turn over

 8

Section B: Writing

Spend 30 minutes on this section.

11 Here is the topic for this year’s school writing competition:

Make a small change… and change the world

Think of something that people could do differently

to make the world a better place.

Now write an article persuading them to make the change.

You should consider the following:

• the change that you’d like people to make

• the reasons you think people should make this change
• what people could do to make this change happen.

Space for your plan:

Write your article on the next page. [25 marks]

© UCLES 2023 0058/01/O/N/23

 9

© UCLES 2023 0058/01/O/N/23 [Turn over

 10

© UCLES 2023 0058/01/O/N/23

 11

BLANK PAGE

© UCLES 2023 0058/01/O/N/23

 2

Text for Section A, an extract from Lampie by Annet Schaap

Lampie lives with her father, who is a lighthouse-keeper.

***

By the time dusk falls, the lamp must be lit. It is always the girl who lights it.
Every night, she climbs the sixty-one steps, opens the rusty little door, lights the
wick, winds up the mechanism that turns the lamp, shuts the door, and the job is 5
done.

It was hard work when she was younger, but now her arms have grown strong
and her legs can easily climb up and down the steps twice a day. Three times if
she forgets the matches. That happens sometimes, and her father always
grumbles at her. 10

‘It’s almost dark and the lamp’s not lit! What if a ship is lost, child? What if it runs
aground on the rocks and it’s all my fault? No – all your fault! Hurry up! Climb
those stairs! Or should I just do it myself?’

‘I’m on my way,’ the girl mutters, taking the matches from the drawer. The box
rattles quietly. There’s only one match left. 15

Must buy more matches tomorrow, she thinks. Don’t forget.

***

The girl knows though, that remembering can be difficult. She always has so
much inside her head: songs, stories, things she has to learn, things she wants
to forget but that keep coming back.

As she climbs the stairs, she comes up with a little trick. What was it she wanted 20
to remember? Oh yes. In her mind, she picks up a matchbox and then places it
on a table in the middle of her head – with a little lamp shining onto the box, so
that it will be the first thing she sees when she wakes up tomorrow morning. Or
so she hopes.

Think of a lamp, Lampie, she tells herself. 25

Because that’s her name. Lampie.

Her real name is Emilia. But that had been her mother’s name too. And her father
had always found it annoying when two people looked up when he called the
name. So he calls her Lampie instead.

‘You’re not the brightest of lights though, are you, Lampie?’ he always says 30
whenever she forgets something.

© UCLES 2023 0058/02/INSERT/O/N/23

 3

***

Lampie climbs upstairs with the last match. She has to be very careful. It must
not go out before the lamp is lit, because then… Shipwrecks and an angry father.
She is not sure which would be worse.

‘Lampie!’ Her father’s voice is loud, even though it is coming from sixty-one steps 35
below. ‘The light! NOW!’

Usually he has been asleep for ages by this time of day, snoring away in his
chair. But not tonight. She strikes the match. A tiny, useless spark. And again.
This time there is a proper flame. That’s good. She cups her other hand around
the match and brings it to the wick. Come on! The flame hesitates a little, before 40
growing bigger.

‘Flame, flame, burn hot and quick.

Drink the oil and eat the wick!’

She quietly sings to herself, as she looks into the bright light. She could feel a bit
of a knot in her stomach before, but it is starting to loosen now. 45

Wind up the mechanism, done.

‘Matches, matches, must buy matches,’ she sings as she walks back down the
stairs. Must remember to buy matches.

***

But still, she forgets.

DO NOT WRITE IN THIS SPACE

© UCLES 2023 0058/02/INSERT/O/N/23

 2

Section A: Reading

Spend 30 minutes on this section.

Read the Text in the insert, and answer Questions 1–13.

1 Look at lines 3–6.

Look at the first two sentences.

(a) Give one example of a modal verb.

[1]

(b) Give one example of a relative pronoun.

[1]

(c) The third sentence is a long sentence consisting of several short clauses. Why
has the writer chosen to structure the sentence in this way?

[1]

2 Why does the girl have to go up and down the steps twice every day?

[1]

3 Look at the third paragraph (lines 11–13).

(a) How is the third paragraph linked to the second paragraph?

[1]

(b) In the third paragraph the word lost has two possible meanings. What are the
two meanings?

Meaning 1:

Meaning 2:
[2]

© UCLES 2023 0058/02/O/N/23

 3

4 Look at lines 14–15.

How does Lampie know that the matchbox is almost empty?
Tick () one box.

because she hears the sound it makes

because she counts the matches

because she feels how light it is

because she looks inside it

[1]

5 Look at lines 17–19.

The writer gives the reason why Lampie finds it hard to remember things. How
does the writer help us to understand the reason?

[1]

6 Look at line 25.

Why does Lampie give herself this instruction?
Tick () one box.

to remember to light the lamp

to remind herself to buy more matches

to forget some unpleasant thoughts

to distract herself while climbing the stairs

[1]

© UCLES 2023 0058/02/O/N/23 [Turn over

 4

7 Look at lines 27–31.

(a) The father gives his daughter a name that is different from his wife’s name.
Why do you think he chooses Lampie as a name for his daughter?

[1]

(b) What is the father saying about his daughter when he uses the phrase ‘You’re
not the brightest of lights…’?

[1]

8 Look at lines 32–34.

Why does the writer use an ellipsis ( … ) here?

[1]

9 Look at lines 37–41.

Which of the following sentences show Lampie’s voice?
Tick () two boxes.

She strikes the match.

That’s good.

A tiny, useless spark.

Come on!

This time there is a proper flame.

[2]

© UCLES 2023 0058/02/O/N/23

 5

10 Look at lines 42–43.

In the song, the flame is personified. Identify two different ways the flame is
personified.

Way 1:

Way 2:
[2]

11 Look at the idiom ‘She could feel a bit of a knot in her stomach…’ (lines 44–45).
What does the idiom tell us about how she was feeling?

[1]

12 Look at the whole text.

(a) What theme links the end of each section?

[1]

(b) Why has the final sentence been separated from the rest of the text?
Tick () two boxes.

to introduce a change of setting

to signal what will happen next

to end Lampie’s story on a positive note

to show Lampie’s stubbornness

to increase the dramatic effect

[2]

© UCLES 2023 0058/02/O/N/23 [Turn over

 6

13 Which of these opinions about Lampie do you agree with more strongly?
Tick () one box.

Lampie works hard because she is frightened of her father.

Lampie behaves more responsibly than her father.

Give two reasons why you agree with the opinion you have ticked. Support each
reason with a quote from the text.

Reason 1:

Quotation 1:

Reason 2:

Quotation 2:
[4]

© UCLES 2023 0058/02/O/N/23

 7

Section B: Writing

Spend 30 minutes on this section.

14 Write a story for your school magazine about someone who forgot something, and
what happened next.

You should think about:

• who forgot
• what they forgot
• why it was important to remember
• why they forgot
• what happened next.

Space for your plan:

Write your story on the next page. [25 marks]

© UCLES 2023 0058/02/O/N/23 [Turn over

 8

© UCLES 2023 0058/02/O/N/23

 9

© UCLES 2023 0058/02/O/N/23

 10

BLANK PAGE

© UCLES 2023 0058/02/O/N/23

 11

BLANK PAGE

© UCLES 2023 0058/02/O/N/23

 2

Text A

The body factory

The human body is a mobile chemical factory. As in any factory, materials have
to enter it to be processed, or changed, into something useful. Food, as well as
water and oxygen, enters the body and goes through a series of complicated
chemical reactions called metabolism.

Metabolism produces energy which can be put to work in all kinds of ways so 5
that the human body can function properly. For example, it maintains body
temperature, helps to make new cells and permits humans to do things like run
and jump. At the end of the process any waste matter is expelled from the body.

The food you eat can be divided into several categories. The three main ones are
fat, carbohydrate and protein. Fat provides almost twice as much energy as 10
carbohydrate or protein. However, there are good fats and bad fats. Generally,
fat that goes solid at room temperature is bad, and fat that stays runny is good.
The ‘bad’ fats, or saturated fats, are the ones to avoid and are found in foods like
pizza, biscuits and crisps. The ‘good’ fats, or unsaturated fats, are better for the
body. They are present in foods like nuts, avocados, olive oil and fish, such as 15
salmon and tuna. Fat is essential for: the immune system (the body system
which helps fight against disease); keeping joints in working order; and healthy
hair, nails and skin.

There are two main types of carbohydrates – simple and complex. Simple
carbohydrates are known as sugars. They provide instant energy, but not energy 20
that lasts. It is much better to use a fuel that releases its energy slowly – and this
is where complex carbohydrates come in. They are found in food such as
wholemeal bread, nuts and oats. They provide a long-lasting source of energy.

Proteins are important to the body because they provide the ‘building bricks’ that
make new cells and repair or replace old ones. They are found in foods like 25
meat, fish, eggs and milk.

© UCLES 2020 E/S6/INSERT/01

 3

Text B

Meat the future of food

Test-tube burgers anyone?

Did you know that in many countries the price of meat could double over the next
few years, making your hamburger an expensive luxury! Some time ago, clever
Dutch scientists came up with a solution – they produced meat in a science
laboratory! And now scientists around the world are competing to be the first to
create the cheapest, best-tasting ‘test-tube burgers’. Those developed so far 5
apparently taste ‘almost like meat’, but are not as juicy and ‘surprisingly …
crunchy!!’ Mmm, crunchy burgers … yum!

What about insects for dinner?

Yes, really! Not convinced? Well, insects could become a staple of your diet if
meat becomes scarce. They provide as much nutritional value as ordinary meat
and, according to researchers, are a great source of protein. There are actually a 10
staggering 1,400 species that are edible. What’s more, insect burgers and
sausages (made of ground crickets or grasshoppers) are so far a much closer
match to the real thing than the stuff produced in laboratories.

Or perhaps dinner with sound?

If I asked you what makes your favourite dish so appealing before you’ve even
tasted it, you’d probably describe to me the way it looks and smells. Right? But 15
researchers at Oxford University have found that the way we think food tastes
can be altered by different background sounds. World famous chef Heston
Blumenthal has been doing his own experiments. He now serves one of his
dishes accompanied by a recording of the sounds of the seaside; supposedly this
makes people think the food tastes fresher! 20

© UCLES 2020 E/S6/INSERT/01

 2

Section A: Reading

Spend 30 minutes on this section.

Read Text A about how our bodies use food, in the Insert, and then answer
questions 1–9.

1 Which literary technique is used in the first paragraph (lines 1–4)?

Tick () one box.

a simile

alliteration

a metaphor

onomatopoeia

[1]

2 Look at the second paragraph (lines 5–8).

(a) Give one word that means ‘allows’.

[1]

(b) Give one thing that metabolism does for the human body.

[1]

3 Look at this phrase: … any waste matter is expelled from the body. (Line 8)

is expelled is an example of a passive verb form.

Give one more example of a passive verb form from the third paragraph (lines
9–18).

[1]

© UCLES 2020 E/S6/01

 3

4 Which food category provides the most energy?

[1]

5 In the third paragraph, brackets () are used.

Why are they used? Tick () one box.

to give a definition

to give an example

to add a personal opinion

to add dramatic emphasis

[1]

6 Why do you think it is important for athletes to eat foods like nuts and fish?
Give two reasons using information from the text.

[2]

7 Why would an athlete eat a sugary snack just before competing in a race?

[1]

8 Look at the fifth paragraph (lines 24–26).

Why are inverted commas ( ‘ ’ ) used?

[1]

© UCLES 2020 E/S6/01 [Turn over

 4

9 (a) The writer uses bold for some words in the first three paragraphs. These
words are the main topics of the paragraphs.
Give one other technique writers use to show the main topic of a
paragraph.

[1]

(b) Give one word from the fourth paragraph and one word from the fifth
paragraph which should be in bold to tell us the topics of those
paragraphs.
•

• [2]

Read Text B about the future of food, in the Insert, and answer questions 10–16.

10 How has the writer tried to be funny in the heading?

[1]

11 Why is there research to find a replacement for meat?

[1]

12 How do you think the writer feels about eating test-tube burgers? Give a
quotation from the text to support your answer.

• Writer’s feelings:

• Quotation:

[2]

13 Give one reason why insects would be a good source of food for humans.

[1]

© UCLES 2020 E/S6/01

 5

14 What does a staple mean in the way it is used in line 8? Tick () one box.

a main part

a delicious part

a healthy part

an optional part

[1]

15 What does the real thing (line 13) refer to?

[1]

16 (a) Look at this phrase: this makes people think the food tastes fresher (lines
19–20).
This is not the writer’s opinion. Give one word that tells us this.

[1]

(b) From the second paragraph, give another example of an opinion that is not
the writer’s.

[1]

17 Give three typical features used in Text B of an informal text.

•

• [3]

© UCLES 2020 E/S6/01 [Turn over

 6

Section B: Writing

Spend 30 minutes on this section.

18 Text A and Text B give information about food in a way that makes it clear for the
reader.
Write an information text about ‘A healthy lifestyle’ for school students.
You could include: What makes a healthy lifestyle? and/or What doesn’t make a
healthy lifestyle?

Remember to:

• inform your reader

• explain any technical words or words that might be unfamiliar to the reader
• present your information in a logical order
• make yourself clear.

Space for your plan:

Write your information text on the next page. [25 marks]

© UCLES 2020 E/S6/01

 7

© UCLES 2020 E/S6/01 [Turn over

 8

© Bear Grylls; Living Wild; Reprinted by permission of the Random House Group Ltd; 2009.
© Denise Winterman; Future Foods: What will we be eating in 20 years time?; https://www.bbc.co.uk/news/magazine/18813075

Copyright © UCLES, 2020

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.

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 2020 E/S6/01

 2

Text for Section A, an extract from ‘Flambards’ by K. M. Peyton.

Christina Parsons, a teenage orphan, has been sent to live with her Uncle
Russell. The house is called Flambards. In this text, Christina arrives at
Flambards to find that her cousin William has been in an accident.

***

‘This is Flambards, miss.’

Some big chestnut trees lined the long drive: a great heap of rotted leaves lay
tumbled below, with burst conkers* all over the gravel, their shells shrivelled like
little brown oranges. The man stopped the horse in front of the door, and helped
Christina down. Nobody seemed to be waiting for her. 5

‘I’ll’ carry your trunk into the hall, miss. Go in. The door will be open.’

Christina crossed the porch which was full of muddy boots, and anxiously pushed
opened the door. She found herself in a big, cold hall. A thin, worn looking
woman, obviously a servant, was coming through a doorway on one side to greet
her, and in the doorway on the other side a man on crutches appeared suddenly, 10
giving Christina a start.

‘Is it William?’ he said. Seeing Christina, he added, ‘Oh, no, it’s you.’

‘It’s Miss Christina, sir’ said the woman.

‘Yes, well – see to her,’ the man said shortly – very rudely, Christina thought.

She looked at him curiously, having heard so much of Uncle Russell, and found 15
him not unlike she had imagined: a big, but shrunken-looking man, with heavy
shoulders and long, spindly legs, he was wrinkled, with a flattened, broken nose
and very fierce eyes. I shall keep out of his way, she thought, but said politely,
‘How do you do, Uncle’, but he took no notice.

‘Tell me when William comes,’ Russell said to the woman, but the man, coming 20
in with Christina’s trunk said, ‘The carriage is coming up the drive now, sir, and
Dr Porter’s right behind.’

Through the open door the scrunch of several lots of hooves could be heard. The
woman said quickly to Christina, ‘I’ll see you in a minute, miss. Everything’s
happening at once, Mister William’s had an accident.’ 25

Christina shrank back as everyone went to the door. The thin-faced servant
turned and said, ‘Come along, I’ll show you to your room.’ She pointed down the
corridor, ‘That’s your room. Last door on the left.’
Christina walked down the corridor and opened the door. At first glance it looked

© UCLES 2020 E/S5/INSERT/02

 3

charming, much prettier and bigger than any room she had ever been given 30
before. However, on closer inspection, it was shabby. The wallpaper, a close
design of pink and brown flowers was faded, the washstand china was chipped,
and the patchwork quilt all coming apart. The general effect, though, was pretty
and homely, with a big window looking out over the garden. There was plenty of
furniture, a big wardrobe, a dressing table and a carpet on the floor. Her trunk 35
stood at the foot of the bed. She opened it and started to put her things away,
leaving out a navy blue dress to change into for dinner. She did not fancy going
down to Uncle Russell. She took as long as she could about washing and
changing, and became painfully aware that she was very hungry indeed. She
had no alternative but to go downstairs. 40

Glossary
a conker: a kind of nut

© UCLES 2020 E/S6/INSERT/02

 2

Section A: Reading

Spend 30 minutes on this section.

Read the Text in Section A, in the Insert, and answer questions 1–12.

1 Look at lines 1–5.

(a) Give one word that tells us that the pile of leaves is untidy.

[1]

(b) Which two literary techniques are used in lines 3–4? Tick () two boxes.

idiom

alliteration

onomatopoeia

personification

simile

[2]

2 Where is Christina when she first sees Uncle Russell?

[1]

3 Give two phrases from the text that tell you that Uncle Russell has been
injured.
•

• [2]

4 Give one quote that tells you that Christina has not met Uncle Russell before.

[1]

© UCLES 2020 E/S6/02

 3

5 Why has the writer used a colon ( : ) in line 16?

[1]

6 Give a phrase from the text that shows Christina is slightly afraid of Uncle
Russell.

[1]

7 Explain how Uncle Russell is rude to Christina. Give two ways.

•

• [2]

8 Give one phrase from lines 23–28 that shows us that Christina is trying to
keep away from other people.

[1]

9 Look at lines 29–40.

(a) Give two comparative adjectives.

•

• [2]

(b) Give one example of a passive verb form.

[1]

© UCLES 2020 E/S6/02 [Turn over

 4

10 Flambards seems like a house that is uncared for.

Give three examples from the text to support this idea.
•

• [3]

11 How do you think Christina feels about seeing Uncle Russell again? Give two
quotations from the text to support your answer.

Christina feels

Quotations
•

• [3]

12 Number the following events 1–6 as they happen in the text. The first event
has been numbered for you.

Christina sees Flambards for the first time.

Christina greets Uncle Russell.

William has an accident. 1

Christina sees Uncle Russell.

Dr Porter arrives with William’s carriage.

A servant comes to greet Christina.

[4]

© UCLES 2020 E/S6/02

 5

Section B: Writing

Spend 30 minutes on this section.

13 Now write the beginning of a story of your own, in which your character arrives at
a new place for the first time.

Who is your main character?

Where and when is your story set?
What is the new place like?
What happens?

You only need to write the beginning of the story. It can be any genre you like.

Space for your plan:

Write your story on the next page. [25 marks]

© UCLES 2020 E/S6/02 [Turn over

 6

© UCLES 2020 E/S6/02

 7

© UCLES 2020 E/S6/02