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This document consists of a reading passage about elephants and another passage about a girl named Emma. The elephant passage describes key facts about elephants such as their size and habitat, their historical and cultural significance, threats to their population from poaching and habitat loss, and conservation efforts. The Emma passage describes a situation where Emma finds suspicious signs in her home while house sitting for her parents and worries an intruder may be inside, but discovers her brother could not have been the culprit.

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0% found this document useful (0 votes)

893 views120 pages

1123 V1 5years

Uploaded by

Sarang Kashif

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2018
INSERT
1 hour 45 minutes
*2885678217-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 3 printed pages and 1 blank page.

DC (ST) 143408/2
© UCLES 2018 [Turn over
2

Passage 1

Elephants

1 Elephants are magnificent creatures, the largest animals on earth, and are found in
sub‑Saharan Africa and in parts of Asia. Throughout history, they were used as a form of
transport; for example, kings and emperors were carried on highly decorated elephants,
seen as fitting vehicles for such powerful individuals. Because of their strength, elephants
have commonly been used as working animals, for example in the logging industry, where 5
they can haul wagons and carry trees with minimum damage to surrounding forest areas.
They were invaluable in warfare in many ancient civilisations, such as those of India
and China; male elephants were used to charge against the enemy while their female
counterparts carried provisions such as food and weaponry. Roman soldiers were recorded
as being terrified when they first saw these huge beasts advancing towards them in battle, 10
led by the Carthaginian general, Hannibal. Nor were elephants confined to ancient warfare,
as they had a part to play in modern wars; they could cope with mountainous terrain
impassable by horses and, as late as 1945, they provided brute strength to build bridges
during the Second World War.

2 Elephants have always featured in the religions of several cultures, with tribes in some 15
places believing that their chiefs would be reincarnated as elephants; elsewhere, religious
processions are led by elephants adorned with lavish garments, such as in the Buddhist
Festival of Esala Perahera in Kandy, Sri Lanka. The Hindu god Ganesh, revered as the god
of prosperity, wisdom and intelligence, is depicted as a human with an elephant’s head.
Elephants are said to bring good luck, and there is much debate among some people 20
about the importance of the position of the elephant’s trunk: for example, is the elephant’s
trunk more auspicious if it points upwards or downwards?

3 Because the ivory of which elephants’ tusks are made is really beautiful, it has for centuries
been a much sought‑after commodity, used in ancient times to make valuable works of art
and religious objects, and in modern times to make cutlery handles and piano keys. During 25
drought, elephants dig for water and thus produce water for other animals; this, and other
behaviours, mean that elephants are described as a keystone species, that is, one which
has a huge impact for good on the environment.

4 Elephants have also been used as a form of entertainment. The first elephant imported to
the USA arrived in the late 1790s and was promptly put on display; by the 1880s, elephants 30
had become popular circus performers, trained to perform tricks to dazzle appreciative
audiences.

5 But these are perilous days for elephants. Many are losing their habitats because of the
clearing of land for development projects such as housing, resulting in the loss of many
elephants, and their babies being abandoned. Sometimes they are killed by farmers who 35
do not want to lose their agricultural or grazing ground to national parks. Because ivory
continues to be prized in art and manufacturing, it is still in great demand in some countries
and, although some ivory trade is legal, much of it is the result of large‑scale elephant
poaching. Indeed, poaching of elephants for ivory is now seriously on the increase.

6 Because of concern about the plight of elephants nowadays, they have been classified as 40
a threatened and, in some parts of the world, an endangered species. As the ivory trade
is often perceived as being cruel and barbaric, some countries have banned it. In June
2015, more than a ton of confiscated ivory was crushed in New York’s Times Square by
conservationists to send a message that illegal ivory trade should not be tolerated. Keeping
elephants in captivity is obviously cruel, and therefore many zoos and circuses refuse to 45
display them. For example, the only elephant now seen in Edinburgh Zoo is a fibreglass one
with a sign explaining that the conditions for keeping elephants cannot be met there; other
zoos are publicly criticised for their treatment of elephants by groups such as In Defense
of Animals. Other organisations, for example the World Wild Fund for Nature, raise funds
to equip anti‑poaching patrols and ensure conservation laws are enforced. Such is the 50
success of these awareness‑raising tactics that in many countries elephant refuges and
orphanages have been established, staffed often by volunteer labour.
© UCLES 2018 1123/21/INSERT/M/J/18
3

Passage 2

Emma

1 Emma unlocked and pushed open the back door, staggering under the heavy bags of
groceries she had just bought. She placed the bags on the kitchen counter and almost
instinctively switched on the kettle to make herself a cup of tea. Her parents had gone
on holiday, leaving her, as the elder, in charge of her brother. Their trust placed a huge
responsibility on Emma, felt particularly because it was the first time they had left their 5
children alone in the house together. Groping in a kitchen cupboard, she was irritated to
find that the teabags had been shifted, no doubt by James, her brother. He had also left
the cutlery drawer open slightly. Even worse, he had left muddy footprints all over the floor.
Feeling justifiably aggrieved, Emma resolved to tell James off when he came home.

2 As Emma drank her tea, a cloud crossed her mind and gradually became a storm of doubt. 10
Hadn’t James, in accordance with their parents’ instructions, left for high school before
her to ensure that he was never at home alone? He had a key, but why would he have
come back to the house after she had left for college? She thought again of the rearranged
cupboard, the open drawer and the muddy footprints, and tried to push aside the thought
of an intruder. As the full force of her suspicion hit her, she realised that she would have to 15
look in all the other rooms to dispel it.

3 She could feel her heart pounding against her ribs as she opened the kitchen door and
ventured into the hallway. The living room bore the signs of family life, and it was completely
unremarkable – just the sagging sofa, a slightly dusty table and chairs, bookshelves, the
television, some newspapers and magazines. Upstairs, she stopped briefly to peek into the 20
bathroom. The closed door of her parents’ bedroom creaked open ominously, but revealed
the room to be as tidy as it always was, except for three pairs of her mother’s shoes lying
on the floor, no doubt considered ultimately to have been too much for her already bulging
suitcase. She arrived at her own bedroom door, inundated with fear, but managing to ignore
the fact that she was sweating. There was nothing odd there, and James’s room was, 25
presumably, as he had left it. Emma looked at its dismally familiar features – books strewn
across the desk, the occasional sock languishing on the floor and a rugby ball sitting on,
of all places, James’s pillow. Relief flooded over her as she was now convinced that, apart
from herself, the house was empty.

4 Soon the groceries had been put away, the kitchen floor was washed, and the evening 30
meal was on the table. When Emma opened the door to her brother, he slung his school
blazer on the hall dresser, caught the significance of his sister’s scowl, and went upstairs
with it. Surreptitiously, Emma glanced at his shoes to check for mud, hoping for further
ammunition for the impending battle. The cleanliness of his shoes, however, jangled a little
bell in her head as they sat down to eat. Oblivious to his sister’s mood, James rattled on to 35
her about the runs he had scored in the cricket match at school. ‘James,’ Emma interjected,
‘why did you come home from school today, when you know Mum and Dad wouldn’t have
liked it? I understand that coping with some classes might not be easy, but all of us have to
face up to our responsibilities. In any case, you should have known you’d be found out.’

5 James stared at his sister with a look of undisguised puzzlement, which made her realise 40
that what he was about to say was true. ‘But I didn’t come home,’ he protested. ‘Why on
earth would I want to do that?’ Emma blurted out her story: the kitchen cupboard, the open
drawer, the muddy footprints. James responded with derision. ‘Why would anyone want to
steal teabags and spoons?’ he laughed, before realising that an intruder might want to look
around for valuables in cupboards and drawers. Hadn’t he heard of people keeping money 45
and jewellery in the strangest of places? At that point a loud insistent knocking came from
inside the cupboard in the hall, the one which could be opened only from the outside.

© UCLES 2018 1123/21/INSERT/M/J/18

BLANK PAGE

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 International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2018 1123/21/INSERT/M/J/18

Cambridge International Examinations
Cambridge Ordinary Level
* 2 8 8 5 6 7 8 2 1 7 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2018
1 hour 45 minutes
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 8 printed pages and 1 Insert.

DC (ST) 143407/2
© UCLES 2018 [Turn over
2

Section 1: Reading for Ideas

Read Passage 1, Elephants, in the Insert and answer all the questions below.

1 (a) Notes

Identify and write down the information in the passage which describes the importance of
elephants throughout history, and the reasons for the decline in the elephant population today
and what is being done to stop this decline.

USE MATERIAL FROM THE WHOLE PASSAGE.

At this stage, you do not need to use your own words. Use note form. To help you get started,
the first point in each section of notes is done for you. You may find it helpful to use bullet
points when listing the content points.

You will be awarded up to 12 marks for content points.

Content Points

Importance of elephants throughout history

• (Form of) transport

...................................................................................................................................................

Reasons for the decline in the elephant population today and what is being done to
stop this decline

• Losing their habitats (because of the clearing of land for development projects)

...................................................................................................................................................

.............................................................................................................................................[12]
© UCLES 2018 1123/21/M/J/18
3

1 (b) Summary

Now use your notes from 1(a) to write a summary of the importance of elephants throughout
history, and the reasons for the decline in the elephant population today and what is being
done to stop this decline, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

Elephants have been important throughout history, and were used as ....................................

...................................................................................................................................................

.............................................................................................................................................[10]
© UCLES 2018 1123/21/M/J/18 [Turn over
4

2 Re-read paragraphs 1, 3 and 6, and identify and write down one opinion from each of these
paragraphs.

• Paragraph 1 ..............................................................................................................................

...............................................................................................................................................[1]

• Paragraph 3 ..............................................................................................................................

...............................................................................................................................................[1]

• Paragraph 6 ..............................................................................................................................

...............................................................................................................................................[1]

Total marks for Section 1: [25]

© UCLES 2018 1123/21/M/J/18

Section 2: Reading for Meaning

Read Passage 2, Emma, in the Insert and answer all the questions below.

From paragraph 1

3 (a) Why was Emma ‘staggering’?

...............................................................................................................................................[1]

(b) What was Emma’s ‘huge responsibility’?

...............................................................................................................................................[1]

(d) ‘Feeling justifiably aggrieved, Emma resolved to tell James off when he came home.’ Explain
in your own words how Emma is feeling at this point.

...................................................................................................................................................

...............................................................................................................................................[2]

From paragraph 2

4 (a) A ‘cloud crossed her mind and gradually became a storm of doubt.’

What does this tell you about Emma’s feelings at this point?

...................................................................................................................................................

...............................................................................................................................................[1]

(b) Why did their parents want James to leave the house in the morning before Emma did?

...................................................................................................................................................

...............................................................................................................................................[1]

© UCLES 2018 1123/21/M/J/18 [Turn over

From paragraph 3

5 (a) What are the two physical signs of fear shown by Emma?

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

.......................................................................................................................................[2]

(b) Why do you think Emma’s mother had left three pairs of shoes lying in the bedroom?

...............................................................................................................................................[1]

(c) Emma was ‘inundated’ with fear. Pick out and write down one word used in the paragraph
which continues this idea of ‘inundated’.

...............................................................................................................................................[1]

From paragraph 5

6 (a) ‘James stared at his sister with a look of undisguised puzzlement, which made her realise
that what he was about to say was true.’ Explain in your own words how Emma knew that
James was about to tell the truth.

...................................................................................................................................................

...............................................................................................................................................[2]

(b) Explain fully (i) who you think was knocking on the cupboard door and (ii) why.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

.......................................................................................................................................[2]

© UCLES 2018 1123/21/M/J/18

7 From the whole passage

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

(a) irritated (line 6)

A sad B sore C worried D annoyed [1]

(b) unremarkable (line 19)

A noticeable B normal C visible D perfect [1]

(c) peek (line 20)

A look quickly B look closely C look eagerly D look curiously [1]

(d) surreptitiously (line 33)

A quietly B seriously C secretly D thoughtfully [1]

(e) derision (line 43)

A doubt B scorn C surprise D determination [1]

© UCLES 2018 1123/21/M/J/18 [Turn over

8 Re-read paragraphs 3 and 4, which contain phrases about (a) Emma’s entry into her parents’
bedroom and (b) James’s behaviour when they sat down to eat.

Explain:

• the meaning of the phrases as they are used in the passage

• the effect of the phrases as they are used in the passage.

(a) ‘The closed door of her parents’ bedroom creaked open ominously’. (line 21)

Meaning ....................................................................................................................................

...................................................................................................................................................

Effect .........................................................................................................................................

...............................................................................................................................................[2]

(b) ‘Oblivious to his sister’s mood, James rattled on to her about the runs he had scored in the
cricket match at school.’ (lines 35–36)

Meaning ....................................................................................................................................

...................................................................................................................................................

Effect .........................................................................................................................................

...............................................................................................................................................[2]

Total marks for Section 2: [25]

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 International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.

© UCLES 2018 1123/21/M/J/18

Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2018
INSERT
1 hour 45 minutes
*6900978720-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 3 printed pages and 1 blank page.

DC (SC) 143574/3
© UCLES 2018 [Turn over
2

Passage 1

Cars

1 No invention has ever created a greater revolution than the car has, giving freedom of mobility
on an unprecedented scale for those able to afford them; people used to be restricted to the
villages where they were born, but nowadays car owners have been liberated from the narrow
confines of their homes. A journey of a few miles on foot could easily take more than an hour,
unlike the speed of such journeys by car. Linked to this revolution came the possibility of 5
greater social interaction, resulting in wider circles of friends and increased communication
with families. Greater flexibility in work also came about: it was possible to live in the country
and work in town, and those already living in towns and cities could also go further afield to
work. Sprawling urban areas resulted; for example, modern London is spread over hundreds
of square miles. The modern city with its surrounding industrial and residential suburbs is 10
largely a product of the car industry.

2 Road building schemes launched in the mid-twentieth century in many countries, such as the
USA, Germany and Italy, meant that the car changed the appearance of whole countries as
existing roads were extended and new highways built. Although other forms of city transport
have developed, such as trams, buses and underground trains, the advantage the car has 15
over these is that the car alone makes door-to-door trips possible.

3 Although initially perfected in France and Germany, the car was first mass-produced on
factory assembly lines in the USA by Henry Ford; at the peak of production in the early
twentieth century his factories were responsible for an output of 10 000 cars every day, thus
creating many jobs. Many countries today are involved in car manufacturing: over 19 million 20
people are employed in the car industry in India alone.

4 None of these changes has come without a cost. In the short term, cars have a detrimental
effect on public health because the fuel they burn gives off pollutants which can weaken
the body’s defences against diseases such as respiratory infections. Removing lead from
petrol has gone some way to addressing this problem and, additionally, most modern cars 25
are equipped with devices called catalytic converters which reduce toxic pollutants. Longer
term damage to the environment is caused by cars as they emit greenhouse gases which
contribute to global warming by damaging the ozone layer that protects life on earth from the
sun’s ultraviolet rays.

5 Driving a car carries many dangers, and over a million people are involved each year in 30
road traffic accidents, a number which is predicted to rise significantly worldwide by 2030.
Driverless cars, which at one time would have been considered mere science fiction, are
currently being developed to reduce the number of accidents caused by fallible human
beings. Because the car industry provides so many jobs in some cities, whole communities
are destroyed when car factories close, sometimes as a result of the steel needed to make 35
cars being manufactured more cheaply in other countries.

6 Owning a car might make people less inclined to take exercise, which has been shown to
reduce the risk of major illnesses. It is ironic that many people sit in traffic jams on the way
to their expensive gyms, when going for a walk provides exercise which is absolutely free.
Driving itself is often stressful, with drivers hunched up at the wheel, their faces screwed into a 40
grimace of exasperation, and the term ‘road rage’ becoming a phenomenon of our time. Cars
encourage anti-social behaviour – a quick look at a line of cars waiting at traffic lights reveals
that almost all of them contain only the driver, meaning that the pollution created by each
vehicle is caused by one single person. Such drivers are undoubtedly selfish. In an attempt to
combat this, some cities encourage people to share transport to work, or to use alternatives 45
like the train, with incentives provided such as free parking at the station. Many modern cities
can barely cope with their volume of traffic, and congestion is common, particularly during
rush hours when people are driving to and from work. Solutions are to stagger working hours
or to allow people to work from home; the best remedy is a congestion charge for travelling in
city centres, as has been implemented in London and Singapore. 50
© UCLES 2018 1123/21/INSERT/O/N/18
3

Passage 2

Lila

1 In the early days of our friendship, Lila and I showed off our dolls to each other but without
appearing to; although we were in each other’s vicinity, we each pretended to be alone.
Eventually, the day came when, sitting outside next to the cellar window with the iron grating,
we exchanged our dolls, Lila holding mine and I hers. Lila inexplicably but intentionally pushed
my doll through the opening in the grating and dropped her. 5

2 I felt an intolerable sorrow, realising that Lila could be so mean. I was attached to my plastic
doll; she was the most precious possession I had. For me she was alive, and to know that
she was on the floor of the cellar, amid the thousands of beasts who lived there, threw me
into despair. I had never expected Lila to do something so spiteful to me. But I held back my
feelings on the edges of moistening eyes. 10

3 I experienced a violent pain but knew that the pain of quarrelling with her would be even
stronger. I felt strangled by two agonies, one already happening, and one possible. I said
nothing. I knew I was taking a great risk. I threw Lila’s doll, the one she had just handed
to me, into the cellar. ‘What you do, I do,’ I said immediately. Lila looked at me in disbelief,
recognising this recitation. ‘Now let’s go and get them back,’ I added. 15

4 We went together. At the entrance to the building, on the left, was the door that led to the cellar.
Because it was broken – one of the panels was hanging on just one hinge – the entrance was
blocked by a chain that crudely held the two panels together. Any child would be tempted, but
at the same time terrified, by the thought of forcing the door that little bit to make it possible to
go through to the other side. 20

5 Once through the door, with Lila in the lead, we descended five stone steps into a damp,
dimly lit space. I tried to stay close behind Lila, groping my way forward. All around were
unidentifiable objects, eerie masses, sharp or square or round. Lila worked out the position
of the narrow opening at street level above us from which we had dropped the dolls. We
felt along the rough bumpy wall; we looked into the shadows. The dolls weren’t there. Lila 25
searched along the floor with her hands, something I didn’t have the courage to do. Long
minutes passed. Once I seemed to see my doll and with a tug at my heart I bent over to grab
her, but it was only a crumpled page of an old newspaper. ‘They aren’t here,’ Lila said, and
headed towards the door. At the top of the steps she said, ‘Achille took them.’ Achille was a
feared neighbour, to us like the ogre of fairy tales. I abandoned my doll to her fate and ran 30
after Lila, who was already twisting briskly between the panels of the broken door.

6 We were forbidden to go to neighbours’ houses, but Lila decided to go to Achille’s anyway,

and I followed. That was when I became convinced that nothing in life would ever stop her,
and that every disobedient act contains breathtaking opportunities. I can still feel Lila’s hand
grasping mine as we climbed the stairs, and I like to think she decided to take it, not only 35
because she sensed that I wouldn’t have the courage to get to the top floor, but also because
with that gesture she herself was looking for the strength to continue. At Achille’s door my
heart was pounding. We rang the doorbell. There was silence, then a shuffling.

7 Achille opened the door. ‘Our dolls,’ said Lila. ‘They were in the cellar and you took them.’
I don’t know where she got all that confidence. I couldn’t believe we were there, and Lila 40
was speaking to him like that. He was staring at her in bewilderment. He repeated, as if to
understand clearly the meaning of the words: ‘I took your dolls?’

8 I felt that he was not angry but unexpectedly hurt. He stuck his hand into his trouser pocket.
We clutched each other tightly, waiting for him to bring out a knife. Instead he took out his
wallet and gave Lila some money. ‘Go and buy yourselves dolls,’ he said, not unkindly. ‘And 45
remember that they were a gift from me.’
© UCLES 2018 1123/21/INSERT/O/N/18
4

BLANK PAGE

© UCLES 2018 1123/21/INSERT/O/N/18

Cambridge International Examinations
Cambridge Ordinary Level
* 6 9 0 0 9 7 8 7 2 0 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2018

1 hour 45 minutes
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 8 printed pages and 1 Insert.

DC (SC) 143573/3
© UCLES 2018 [Turn over
2

Section 1: Reading for Ideas

Read Passage 1, Cars, in the Insert and answer all the questions below.

1 (a) Notes

Identify and write down the information in the passage which describes the changes created
by the car and the disadvantages the car has brought.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

The changes created by the car

• Freedom of mobility

...................................................................................................................................................

The disadvantages the car has brought

• Fuel (they burn) gives off pollutants which can weaken the body’s defences against diseases

...................................................................................................................................................

.............................................................................................................................................[12]
© UCLES 2018 1123/21/O/N/18
3

1 (b) Summary

Now use your notes from 1(a) to write a summary of the changes created by the car and the
disadvantages the car has brought, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

The invention of the car created a revolution because it ...........................................................

...................................................................................................................................................

.............................................................................................................................................[10]
© UCLES 2018 1123/21/O/N/18 [Turn over
4

2 Re-read paragraphs 1 and 6, and identify and write down one opinion from paragraph 1 and two
opinions from paragraph 6.

Paragraph 1 ......................................................................................................................................

..........................................................................................................................................................

Paragraph 6 ......................................................................................................................................

..........................................................................................................................................................

Paragraph 6 ......................................................................................................................................

..........................................................................................................................................................
[3]

[Total marks for Section 1: 25]

© UCLES 2018 1123/21/O/N/18

Section 2: Reading for Meaning

Read Passage 2, Lila, in the Insert and answer all the questions below.

From paragraph 1

3 (a) What did the girls do which showed they had become good friends?

...............................................................................................................................................[1]

(b) ‘Lila inexplicably but intentionally pushed my doll through the opening in the grating and
dropped her.’ Explain in your own words what the writer thinks about Lila’s behaviour at this
point.

...................................................................................................................................................

...............................................................................................................................................[2]

From paragraph 2

4 (a) The writer knew that Lila was ‘mean’. Give one word used in the paragraph which reinforces
this idea.

...............................................................................................................................................[1]

(b) The writer held back her ‘feelings on the edges of moistening eyes’. What is she determined
to do?

...............................................................................................................................................[1]

From paragraph 3

5 (a) What were the ‘two agonies’ felt by the writer?

(i) ...........................................................................................................................................

...................................................................................................................................................

(ii) ...........................................................................................................................................

...............................................................................................................................................[2]

(b) The writer says ‘What you do, I do.’ Give one word used in the paragraph which shows that
this was something Lila usually said.

...............................................................................................................................................[1]

© UCLES 2018 1123/21/O/N/18 [Turn over

From paragraph 4

6 ‘Any child would be tempted, but at the same time terrified, by the thought of forcing the door’.
Explain in your own words how the children felt about the cellar.

..........................................................................................................................................................

......................................................................................................................................................[2]

From paragraph 5

7 Why were the objects in the cellar ‘unidentifiable’?

......................................................................................................................................................[1]

From paragraph 6

8 (a) What was the ‘disobedient act’ carried out by Lila and the writer?

...................................................................................................................................................

...............................................................................................................................................[1]

(b) Lila took the writer’s hand because she knew the writer lacked ‘courage’ to go to the top floor.
What was the one other reason for Lila’s action?

...................................................................................................................................................

...............................................................................................................................................[1]

From paragraph 7

9 ‘Lila was speaking to him like that’. Apart from her confidence, what does this tell you about Lila’s
behaviour?

......................................................................................................................................................[1]

From paragraph 8

10 Explain why the girls are surprised by Achille’s reaction to their visit.

..........................................................................................................................................................

......................................................................................................................................................[2]

© UCLES 2018 1123/21/O/N/18

11 From paragraphs 2–7 inclusive

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

(a) intolerable (line 6)

A unwanted B unbearable C unnatural D unwelcome [1]

(b) attached to (line 6)

A linked with B related to C fond of D stuck with [1]

(c) crudely (line 18)

A roughly B incorrectly C insufficiently D weakly [1]

(d) briskly (line 31)

A busily B quickly C carefully D eagerly [1]

(e) bewilderment (line 41)

A amusement B surprise C disappointment D confusion [1]

© UCLES 2018 1123/21/O/N/18 [Turn over

12 Re-read paragraph 5, which contains phrases about the behaviour or feelings of the writer.

Explain:

• the meaning of the phrases as they are used in the passage

• the effect of the phrases as they are used in the passage.

(a) ‘with Lila in the lead, we descended five stone steps into a damp, dimly lit space. I tried to
stay close behind Lila’ (lines 21–22)

Meaning: ..................................................................................................................................

...................................................................................................................................................

Effect: .......................................................................................................................................

...............................................................................................................................................[2]

(b) ‘with a tug at my heart I bent over to grab her, but it was only a crumpled page of an old
newspaper’ (lines 27–28)

Meaning: ..................................................................................................................................

...................................................................................................................................................

Effect: .......................................................................................................................................

...............................................................................................................................................[2]

[Total marks for Section 2: 25]

© UCLES 2018 1123/21/O/N/18

Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2019
INSERT
1 hour 45 minutes
*3800781082-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 3 printed pages and 1 blank page.

DC (JM) 163131/4
© UCLES 2019 [Turn over
2

Passage 1

Shops and shopping in modern times

1 In the past, people always shopped in their own towns or villages, but modern times have
seen the arrival of out-of-town shopping in retail parks. An attractive feature of out-of-town
shopping is that these retail parks have plenty of parking spaces, which are generally free
of charge. Drivers are not faced with as much congestion on the roads as they would be
if they were heading for the town centre, and so the travelling experience is pleasant, with 5
customers arriving at the shops in a relaxed frame of mind.

2 Because retail parks have many stores – perhaps a food store, a bookshop and clothes
shops in close proximity and all in one venue – it is possible to shop for a wide range of
goods in a single trip. Sometimes these out-of-town shopping opportunities are found in
large, bright modern malls, and so shopping can be done in comfortable temperatures 10
under one roof, with no need to keep the weather in mind when preparing for a shopping
trip – simply get into your car and go! Because of the space available, and because the
land tends to be cheaper than in town centres, retailers build bigger stores out of town than
in town, thus offering a greater variety of goods for sale. These big stores often have longer
opening hours than shops in towns; they will be open late into the evening, and every day, 15
while town shops often close early in the evening and possibly one day a week. There is
nothing more relaxing than late-night shopping after a busy day in school or at the office.

3 Because stores in retail parks and shopping malls are bigger than shops in town and have
capacity for more shoppers, they are sometimes able to offer lower prices to their customers.
This might be seen particularly in huge stores, sometimes known as hypermarkets, which 20
sell mainly foodstuffs but also household items, electrical goods and clothing. Sometimes
multi-national companies are attracted to build stores in out-of-town retail parks; these
might well be big, internationally recognised furniture or electronics stores, which pop up
across regions, entire countries and even entire continents. Because of the vast amount
of manufacturing carried out by these multi-national companies, goods for sale may be 25
considerably cheaper than the same sort of goods in smaller shops in town.

4 On the other hand, shops in town centres have many advantages over out-of-town retail
parks and shopping malls. If a town is of historical interest, the shops there will generate
income from tourists who arrive to explore its history. A town might achieve its own individual
character by its types of shops. The features of a university town, a seaside town or a town 30
in an agricultural area are all reflected in the distinctive range of shops to be found there.
However, most out-of-town retail parks are boring and soulless because they are identical
to each other. Sometimes income is derived for a town from occasional but planned events,
from a weekly market to an annual fair or festival. When the circus comes to town, it’s not
wedged in between the computer superstore and the country’s biggest furniture store! 35

5 It’s wonderful to be part of a happy, settled community; in affording their residents the
opportunity to take an interest in what goes on, lively town centres promote a sense of
civic pride. People coming into town to shop will often spend more than simply the price
of the items bought, as they may go for coffee or meet friends for lunch, thus increasing
local income. Furthermore, this social dimension of town centres is also important because 40
many people in our modern world with its fast-paced way of life need to take time out to
relax, and cafes and restaurants in town provide that opportunity, especially at weekends.
Small businesses – maybe belonging to a local jeweller, or dressmaker or lawyer – flourish
in town centres.

6 Town centres have the advantage over out-of-town retail parks, in that, as the name 45
suggests, they are central. This means that often local people can walk or cycle to do their
shopping, or there might be local public transport such as a tram or bus. By comparison,
getting to a retail park usually requires a car, with all the expense which that entails.
© UCLES 2019 1123/21/INSERT/M/J/19
3

Passage 2

Aunt Joan

1 Aunt Joan was frequently confused. Because she lived alone and was, I thought, often
lonely, I regularly went to her small apartment to chat with her. Sometimes she was perfectly
rational, while sometimes it was as though she were seeing the world through a mist. But
she had enriched my life and I knew I would be greatly impoverished if her companionship
were suddenly withdrawn. 5

2 One day I heard a disturbing story about Aunt Joan, which reached me through a well-
intentioned friend. That morning she was in a local market and noticed my aunt examining
several items at a stall, while glancing nervously over her shoulder from time to time. My
friend then realised that the stallholder was also watching Aunt Joan, although he pretended
he wasn’t. So they both witnessed the moment when my aunt picked up a child’s bracelet 10
and stealthily dropped it into her pocket. Then, with a haughty expression, her head held
high, she attempted to walk away. When the stallholder stopped her and asked to see what
was in her pocket, she flung the bracelet across the stall with an arrogant gesture, crying:
‘What do I want with your tawdry trinkets?’

3 When I visited Aunt Joan that same evening, she was unusually quiet; she just looked out 15
of the window as though she had not even heard me. I went into the kitchen to make us
both tea, but when I opened the cupboard, I was dismayed to find an ill-assorted collection
of cheap objects, which were clearly unused: three egg cups, a great quantity of white
ribbon, four children’s colouring books and a necklace of gaudy beads, all with labels still
attached to them. It had clearly been going on for some time. 20

4 A week later, when I called in to see Aunt Joan, she was sitting at the table, busy with
notebooks and pencil. ‘Fetch me my spare pair of glasses, Mary,’ she said as I entered.
‘They’re in the second drawer in my bedside cabinet.’ What made me pull open the third
drawer? It was not intentional but the sight almost paralysed me; for several seconds I
thought I would choke. The open drawer revealed several gold bangles, six diamond rings 25
and a few pearl necklaces – a small fortune in jewellery. I was familiar enough with Aunt
Joan’s past life to know there were no riches like that in our family.

5 I had no concept of time passing until I became aware of Aunt Joan behind me in the
bedroom; she saw the open drawer. An ominous silence developed that was broken when
Aunt Joan hissed: ‘How dare you meddle in my affairs?’ It was so shocking I had to sit down 30
on the edge of the bed. Gradually her old face assumed a tired, almost pathetic quality. She
whimpered: ‘Don’t tell anyone. They’ll take all my pretty things away and then they’ll take me
away.’ Her eyes filled with tears, her lips trembled and the toll of ninety years descended on
her as she crumpled into a sobbing wreck. ‘Of course I won’t tell anyone,’ I said, unwisely.
‘It’s a secret, I promise.’ The awfulness of the dilemma hit me when I went home. What on 35
earth was I going to do? A promise is a promise, but theft is a crime – and that seemed to
me to be the only possible reason for Aunt Joan having these valuables in her possession.

6 Somewhat anxiously, I went to visit Aunt Joan again the next day. This time she made the
tea and, while she was in the kitchen, I took the opportunity to look in her bedside cabinet
once more, but now it was empty. As she made no reference to my discovery of the evening 40
before, I fondly imagined that she had forgotten about it. But now I knew that she had not
forgotten a thing and had taken the precaution of hiding the jewellery elsewhere. But where?
‘I wonder if it was there in the first place or did I dream the whole thing up?’ I said to myself.

7 Later, the tea things cleared away, I was chatting with Aunt Joan, albeit nervously, and she
was sewing. As she put her work away into her capacious sewing bag, she dropped the bag 45
and a shower of gold bangles, rings, and necklaces rolled across the floor. An embarrassed
silence followed. Neither of us knew what to say. What on earth would happen next?

© UCLES 2019 1123/21/INSERT/M/J/19

BLANK PAGE

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 2019 1123/21/INSERT/M/J/19

Cambridge Assessment International Education
Cambridge Ordinary Level
* 3 8 0 0 7 8 1 0 8 2 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2019
1 hour 45 minutes
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Write your centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 8 printed pages and 1 Insert.

DC (JM) 163216/4
© UCLES 2019 [Turn over
2

Section 1: Reading for Ideas

Read Passage 1, Shops and shopping in modern times, in the Insert and answer all the questions
below.

1 (a) Notes

Identify and write down the advantages of out-of-town shops and shopping, and the
advantages of town centre shops and shopping, as outlined in the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

Advantages of out-of-town shops and shopping

• retail parks have plenty of parking spaces, which are generally free of charge

...................................................................................................................................................

Advantages of town centre shops and shopping

• If a town is of historical interest, the shops there will generate income from tourists

...................................................................................................................................................

........................................................................................................................................... [12]
© UCLES 2019 1123/21/M/J/19
3

(b) Summary

Now use your notes from 1(a) to write a summary of the advantages of out-of-town shops
and shopping, and the advantages of town centre shops and shopping, as outlined in the
passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

Out-of-town shopping in retail parks provides plenty of parking spaces ..................................

...................................................................................................................................................

........................................................................................................................................... [10]
© UCLES 2019 1123/21/M/J/19 [Turn over
4

2 Re-read paragraphs 2, 4 and 5, and give one opinion from each of these paragraphs.

• Paragraph 2 ..............................................................................................................................

............................................................................................................................................. [1]

• Paragraph 4 ..............................................................................................................................

............................................................................................................................................. [1]

• Paragraph 5 ..............................................................................................................................

............................................................................................................................................. [1]

[Total: 25]

© UCLES 2019 1123/21/M/J/19

Section 2: Reading for Meaning

Read Passage 2, Aunt Joan, in the Insert and answer all the questions below.

From paragraph 1

3 (a) Why did the writer regularly visit Aunt Joan?

............................................................................................................................................. [1]

(b) In what way does the writer indicate that Aunt Joan was ‘frequently confused’ (line 1)?

............................................................................................................................................. [1]

From paragraph 2

4 (a) What two things did Aunt Joan do which showed that she knew she was doing something
wrong?

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

(b) Aunt Joan attempted to walk away ‘with a haughty expression, her head held high’ (lines 11–12).
Give one word used later in the paragraph which continues this idea.

............................................................................................................................................. [1]

From paragraph 3

5 (a) Why does the writer think that the objects in the cupboard ‘were clearly unused’ (line 18)?

............................................................................................................................................. [1]

(b) ‘It had clearly been going on for some time.’ (line 20) What does ‘it’ refer to?

............................................................................................................................................. [1]

© UCLES 2019 1123/21/M/J/19 [Turn over

From paragraph 4

6 (a) What mistake did the writer make when Aunt Joan asked her to fetch her spare pair of
glasses?

............................................................................................................................................. [1]

(b) ‘It was not intentional but the sight almost paralysed me; for several seconds I thought I would
choke.’ (lines 24–25) Describe in your own words the writer’s reaction to what she saw in
the drawer.

...................................................................................................................................................

............................................................................................................................................. [2]

From paragraph 5

7 (a) Why did Aunt Joan go into the bedroom?

............................................................................................................................................. [1]

(b) ‘Aunt Joan hissed’ (line 30). What emotion do you think she was feeling?

............................................................................................................................................. [1]

(c) ‘A promise is a promise, but theft is a crime’ (line 36). Explain in your own words why the
writer thought she had a ‘dilemma’.

...................................................................................................................................................

............................................................................................................................................. [2]

© UCLES 2019 1123/21/M/J/19

From paragraph 6

8 The writer looked in Aunt Joan’s ‘bedside cabinet once more, but now it was empty’ (lines 39–40).

(i) What was she looking for?

...........................................................................................................................................

..................................................................................................................................... [1]

(ii) Why was the drawer empty?

...........................................................................................................................................

..................................................................................................................................... [1]

9 From paragraphs 1–7

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

(a) enriched (line 4)

A helped B financed C improved D developed [1]

(b) fortune (line 26)

A luxury B wealth C value D luck [1]

(c) ominous (line 29)

A strange B threatening C serious D deep [1]

(d) fondly (line 41)

A kindly B affectionately C proudly D foolishly [1]

(e) capacious (line 45)

A large B extended C wide D comfortable [1]

© UCLES 2019 1123/21/M/J/19 [Turn over

10 Re-read paragraphs 5 and 6, which contain sentences telling us (a) what Joan said and (b) what
the writer said.

Give:

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

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

(a) ‘“They’ll take all my pretty things away and then they’ll take me away.”’ (lines 32–33)

Meaning ....................................................................................................................................

...................................................................................................................................................

Effect .........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘“I wonder if it was there in the first place or did I dream the whole thing up?” I said to myself.’
(line 43)

Meaning .....................................................................................................................................

...................................................................................................................................................

Effect..........................................................................................................................................

............................................................................................................................................. [2]

[Total: 25]

© UCLES 2019 1123/21/M/J/19

Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2019
INSERT
1 hour 45 minutes
*9711702579-I*

READ THESE INSTRUCTIONS FIRST

This Insert contains the two reading passages.

This document consists of 3 printed pages and 1 blank page.

DC (NF) 163129/3
© UCLES 2019 [Turn over
2

Passage 1

Silk

1 Silk is an exceptionally beautiful material that silkworms produce when they are making
their cocoons. Legend gives credit for the discovery of silk to Leizu, a Chinese Empress
who, having seen a cocoon fall into her tea, watched it unravel and realised the cocoon was
made from a long thread, both soft and strong, that came to be known as silk. There soon
followed – perhaps by the same Empress – the invention of silk reels and the silk looms which 5
made the silk threads and enabled them to be spun into fabric. It would be fascinating to
know if the legend is true, but what is certainly known is that silk became a valued commodity
reserved for clothing for Emperors or as gifts to be given to his court guests. Obviously, all
visitors to the royal court who were given gifts of silk would be entranced by its exclusivity.
Through time sericulture – the manufacture of silk – spread, so that ordinary people were 10
allowed to wear it. The use of silk was not confined to clothing: it had many other diverse
uses in manufacturing processes, such as for paper, fishing lines and bows for musical
instruments. At one point it was considered so valuable that it was even used as money in
some Chinese dynasties.

2 The Chinese managed to keep silk-making methods a secret for about 1000 years; its 15
manufacture was shrouded in myths, and smuggling silkworms out of China was punishable
by death. However, some smugglers were successful, and the secret spread quickly to other
parts of the world, such as Korea, Egypt, India, the Middle East and, eventually, Europe. Early
evidence of long-distance silk trade was the discovery of silk in a 3000 year-old Egyptian
mummy, and an ancient religious text describes how silk was used in purification ceremonies 20
following an outbreak of disease such as leprosy. Although many other goods, such as gold
and jade, were also exchanged, through time the trade in silk became so extensive that the
major trade route between Asia and Europe actually became known as the Silk Road.

3 Silk continues to be a valued commodity in modern times. It takes dye well and can be made
in brilliant, luminous colours. Silk has a smooth, soft texture and, because it is neither stiff 25
nor limp, it hangs well, and is ideal for elegant clothing. This elegance is enhanced by the
attractive shimmering appearance of silk, caused by its structure, which allows it to reflect
light at different angles. It blends well with fibres such as wool, camel hair or cotton, and
can also be combined with other fibres to produce, for example, chiffon, crepe de chine and
taffeta. As it is absorbent, silk is comfortable to wear in hot climates; however, because it 30
does not easily conduct heat, it keeps warm air close to the skin during cold weather, making
it suitable for all temperatures. Silk is also excellent in the manufacturing of clothing to protect
wearers against bites from insects such as mosquitoes and horseflies.

4 Wool and cotton are made of short lengths of fibre woven together; by comparison, silk is
made from long, continuous fibres which can bend or stretch without breaking, making it 35
very strong. This strength is particularly valuable in the manufacture of equipment such as
parachutes, medical stitches and other life-saving devices used by emergency services. The
durability of silk was shown when a sunken ship was brought to the sea’s surface after being
submerged for many years; silk clothing on board was intact, whereas the crew’s uniforms,
made of wool and cotton, had disappeared without trace. Silk is sometimes worn today to 40
show status or professional standing; in the legal profession in many parts of the world, for
example, top-ranking lawyers wear silk gowns.

5 The manufacture of silk also has its critics who argue that, because harvesting silkworm
cocoons involves the killing of larvae, sericulture is cruel. Mahatma Gandhi was critical of
silk-making and advocated the production of other fabrics, notably cotton. Nevertheless, the 45
demand for silk continues. The rearing of silkworms and the reeling of silk are labour-intensive
processes which are reflected in the price, meaning that many people will always be anxious
to own silk as an exclusive symbol of wealth.
© UCLES 2019 1123/21/INSERT/O/N/19
3

Passage 2

Albert the lion

1 I had recently achieved my dream of getting a job in a zoo, but was shocked to be told that I
had to start by looking after the lion. I was determined to show no outward sign of uneasiness
when I was given this assignment, but I did feel my boss might have let me start on less
dangerous animals. However, I plucked up my courage and displayed an indifference that I
did not truly feel and set off through the zoo in search of my work area. 5

2 On arrival there, I met my colleague, Joe, who took me along the narrow path which led to
the lion’s enclosure, which was spread over three acres and was surrounded by a tall barred
fence. Moving alongside the fence, Joe and I came to an area of long, lush grass bordering a
pool, where the lion, Albert, lay picturesquely under a tree. Joe rattled a stick along the fence.
Albert merely gave us a withering look. He did not look fierce and wild to me but Joe must 10
have read my thoughts because he fixed me with an intense stare. ‘Now you listen to me,
young man,’ he said. ‘He may look tame, but he’s not. Understand?’ He surveyed me to see if
I had absorbed this lesson.

3 My first few days were fully occupied with memorising the daily chores of feeding and
cleaning, but this work was fairly basic and, once I had mastered it, I had more time for trying 15
to learn something about lions. Joe was amused that I carried an enormous notebook in my
pocket and that I would – at the slightest provocation – write down something I had noticed
about Albert’s behaviour. There is probably no other animal in folklore that has been endowed
with as many imaginary virtues as the lion has; I discovered this when I decided to read all
I could and see how it matched my own observations. Ever since someone, in a moment of 20
un-zoological enthusiasm, called it the King of Beasts, writers have vied with each other to
produce evidence of the lion’s right to this title, although, notably, no scientist has ever done
so. Some writers have praised the lion for its kindness, wisdom and courage. I soon realised
these virtues certainly did not fit Albert; he did not have an ounce of pity in his character.
On that very first morning, I was walking past his enclosure. Albert had concealed himself 25
in a thick bed of grass; suddenly and mercilessly he jumped out against the bars with a
hair-raising roar at me. He did this again on the second day, after which he squatted on his
haunches and fixed me with eyes full of ferocious amusement at my panic.

4 Once a week we had to move Albert so that we could enter the enclosure and clean it. Built
into the side of the enclosure was a large, iron-barred cage accessed by two sliding doors, 30
one into the enclosure and one to the outside world. Looking radiantly innocent, we would
place a huge piece of meat inside the cage, where Albert could both see and smell it. Then,
closing the outer door, we would raise the inner door to the enclosure so that Albert could
get to the meat, while we stood chatting outside as if there was nothing further from our
minds than trapping a lion. In defence of Albert’s intelligence, he was not fooled by any of 35
this for one minute, but it had become a sort of ritual which had to be respected or the whole
procedure would become disorganised.

5 While Albert studied the meat from a distance, we would speak in childish voices to him,
saying: ‘Would you like some meat, Albert?’ We would repeat this endlessly, and the whole
performance was made doubly ridiculous by the fact that Albert understood none of it. The 40
theory was that Albert would obligingly go into the cage to eat the meat; while he feasted we
cleaned the enclosure in safety. If Albert wasn’t taken in by any of our tricks after ten minutes,
we tried another ruse: we would saunter off down the path. But occasionally Albert would
make a sudden dash into the cage, grab his trophy, and escape with it before we had time to
slam the door on him. When that happened we just had to wait till the next day when Albert 45
would be hungry again.

© UCLES 2019 1123/21/INSERT/O/N/19

BLANK PAGE

© UCLES 2019 1123/21/INSERT/O/N/19

Cambridge Assessment International Education
Cambridge Ordinary Level
* 9 7 1 1 7 0 2 5 7 9 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2019
1 hour 45 minutes
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Answer all questions in both Section 1 and Section 2.

The Insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted in this examination.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 8 printed pages and 1 Insert.

DC (NF) 163225/3
© UCLES 2019 [Turn over
2

Section 1: Reading for Ideas

Read Passage 1, Silk, in the Insert and answer all the questions below.

1 (a) Notes

Identify and describe the rise and spread of silk in former times and the reasons why silk is
valued in modern times, as outlined in the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

the rise and spread of silk in former times

• Leizu saw a cocoon made from a long thread (both soft and strong)

...................................................................................................................................................

reasons why silk is valued in modern times

• takes dye well and can be made in brilliant, luminous colours

...................................................................................................................................................

............................................................................................................................................ [12]
© UCLES 2019 1123/21/O/N/19
3

(b) Summary

Now use your notes from 1(a) to write a summary of the rise and spread of silk in former
times and the reasons why silk is valued in modern times, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

Leizu saw a cocoon made from a long thread and ...................................................................

...................................................................................................................................................

............................................................................................................................................ [10]
© UCLES 2019 1123/21/O/N/19 [Turn over
4

2 Re-read paragraph 1, and give three opinions from the paragraph.

• .......................................................................................................................................................

..........................................................................................................................................................

• .......................................................................................................................................................

..........................................................................................................................................................

• .......................................................................................................................................................

..........................................................................................................................................................
[3]

[Total: 25]

© UCLES 2019 1123/21/O/N/19

Section 2: Reading for Meaning

Read Passage 2, Albert the lion, in the Insert and answer all the questions below.

From paragraph 1

3 (a) The writer ‘had to start by looking after the lion’ (line 2). What kind of animals did he expect to
start with?

.............................................................................................................................................. [1]

(b) The writer tells us ‘I plucked up my courage and displayed an indifference that I did not truly
feel’ (lines 4–5). Explain in your own words what the writer did.

...................................................................................................................................................

.............................................................................................................................................. [2]

From paragraph 2

4 (a) Why do you think Joe ‘rattled a stick along the fence’ (line 9)?

.............................................................................................................................................. [1]

(b) What ‘lesson’ did Joe want to teach the writer when he said ‘He may look tame, but he’s not’
(line 12)?

...................................................................................................................................................

.............................................................................................................................................. [1]

From paragraph 3

5 (a) Why did the writer soon have more time to try to ‘learn something about’ (line 16) lions?

.............................................................................................................................................. [1]

(b) What two things did the writer do to try to ‘learn something about’ lions?

(i) ...........................................................................................................................................

...................................................................................................................................................

(ii) ...........................................................................................................................................

.............................................................................................................................................. [2]

...................................................................................................................................................

.............................................................................................................................................. [1]

© UCLES 2019 1123/21/O/N/19 [Turn over

(d) In what way, according to the writer, did Albert show on the first morning that ‘he did not have
an ounce of pity in his character’ (line 24)?

...................................................................................................................................................

.............................................................................................................................................. [1]

(e) The writer says that Albert’s eyes were ‘full of ferocious amusement at my panic’ (line 28).
Describe in your own words Albert’s reaction to the writer’s panic.

...................................................................................................................................................

.............................................................................................................................................. [2]

From paragraph 4

6 (a) Why did Joe and the writer place ‘a huge piece of meat’ (line 32) inside the cage?

...................................................................................................................................................

.............................................................................................................................................. [1]

(b) Give one word from the paragraph which shows that the procedure for ‘trapping a lion’
(line 35) always followed the same pattern.

.............................................................................................................................................. [1]

From paragraph 5

7 In what two ways was the performance to trap the lion ‘doubly ridiculous’ (line 40)?

(i) ...................................................................................................................................................

..........................................................................................................................................................

(ii) ...................................................................................................................................................

..................................................................................................................................................... [2]

© UCLES 2019 1123/21/O/N/19

8 From the whole passage

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

(a) uneasiness (line 2)

A guilt B terror C reluctance D anxiety [1]

(b) withering (line 10)

A tired B uncertain C scornful D dying [1]

(c) vied with (line 21)

A competed with B worked with C raced with D agreed with [1]

(d) obligingly (line 41)

A politely B helpfully C peacefully D wonderfully [1]

(e) trophy (line 44)

A souvenir B medal C prize D cup [1]

© UCLES 2019 1123/21/O/N/19 [Turn over

9 Re-read paragraphs 2 and 5, which contain sentences telling us about (a) what Joe did and (b)
what Joe and the writer did.

Give:

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

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

(a) ‘he fixed me with an intense stare’ (line 11)

Meaning ....................................................................................................................................

...................................................................................................................................................

Effect .........................................................................................................................................

.............................................................................................................................................. [2]

(b) ‘we would saunter off down the path’ (line 43)

Meaning ....................................................................................................................................

...................................................................................................................................................

Effect .........................................................................................................................................

.............................................................................................................................................. [2]

[Total: 25]

© UCLES 2019 1123/21/O/N/19

Cambridge O Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2020

INSERT 1 hour 45 minutes

INFORMATION
*7225849473-I*

● This insert contains the reading passages.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Blank pages are indicated.

DC (SC) 182546/1
© UCLES 2020 [Turn over
2

Passage 1

Coconuts

1 Coconut trees are grown in more than 90 countries in the world, with 61 million tonnes of
coconuts being produced every year. There is a long tradition in coconut-producing countries
of using them to make food. For example, coconut oil is used for frying and making margarine,
while desiccated coconut or coconut milk is added to curries and other savoury dishes, and
the fleshy part of the coconut is used in confectionery and desserts. Drink, as well as food, 5
is manufactured from coconuts; sap is taken from the tree’s flowers and made into a drink
called toddy, which can be either alcoholic or non-alcoholic. Coconut oil added to shower gels
and shampoos, as well as shells ground down and added to skin products, are only two ways
in which coconuts are used in the beauty industry.

2 The leaves of the coconut tree are woven together to thatch roofs and provide a cheap 10
alternative to other types of material. Additionally, timber from coconut trees is utilised to
make houses and boats, and whole tree trunks are used to build small bridges and huts,
being preferred to other wood because the coconut trunk is straighter and stronger than many
other trees. Moreover, coconut trees are ecologically sound alternatives to other wood which
may be endangered. A strong fibre called coir, which comes from coconut husks, is ideal 15
for manufacturing use; it also has the advantage of being waterproof and is one of the few
natural fibres resistant to damage by sea water. Brown coir, which comes from ripe coconuts,
is used in the manufacture of upholstery and sacking, while white coir, which comes from
unripe coconuts, is made into string, rope and fishing nets.

3 Coconuts have particular significance in some societies, where they are used in certain 20
religious ceremonies. In Hinduism they are sometimes decorated with symbols of good
fortune; in various places fishermen may offer coconuts to a sea god at the start of a fishing
season. Coconuts have cultural importance in some countries where they appear in coats of
arms or are displayed as national emblems, for example in The Maldives.

4 However, although demand for coconuts has reached an unprecedented level in some parts 25
of the world, there are problems associated with their production. In some countries, a new
kind of bacteria is wiping out coconut trees and, although this isn’t happening in the biggest
coconut-producing countries, it is an ominous sign for the rest of the world. Seeds of various
fruits can be stored in vaults in case of future disease or shortage, but seed vaults are less
successful with coconut seeds than with other fruits as their water content is much higher. 30
Coconut trees take around five years to mature, which means at least five years between
each generation of trees. This slows down coconut production compared to a crop like corn
which matures in just a few months. Coconut trees grow to over 25 metres high, which makes
harvesting them by hand very dangerous; in some plantations monkeys have been trained
to perform this task because of their speed and agility, although using animals in this way is 35
undoubtedly cruel.

5 Most coconut growers are small-time farmers, so they don’t have money to invest in seed
vaults. In other industries, for example palm oil production, big companies usually pay for this
and other research, but this is not the case with coconuts. Fairtrade programmes ensure a
fair wage for those engaged in the tea, coffee and chocolate industries. However, initiatives 40
designed to help workers in the coconut industry are slow to filter through. Obviously,
everyone hopes this situation will change in the near future.

6 Much is made of the health benefits of coconut products with advertisers claiming that they
are good sources of antioxidants. However, it is clear that some people are being taken in
by clever marketing because in fact coconut products contain lower levels of antioxidants 45
than vegetables and other fruit. Dieticians warn that coconut oil contains even higher levels
of saturated fats than butter, and this is likely to increase ‘bad’ cholesterol, the kind which
causes heart disease and stroke. One cup of unsweetened coconut contains many calories
which means that too much coconut consumption is likely to result in weight gain.
© UCLES 2020 1123/21/INSERT/M/J/20
3

Passage 2

Leaving Home

1 As a little girl I used to run, scarper and dash off, whenever I had the chance. I hated to be
held by the hand or expected to walk in an orderly fashion. I wanted nothing more than to be
on the move, with the street or the garden or the field reeling past. I was perhaps four or five
years old when I first got lost, which was my mother’s constant prediction every time I ran off
or struggled to be free. We once visited a ruined castle on an uninhabited island, a boat ride 5
away from the coast near our home. I had lagged behind, running up and down in zigzag
formations, until I found myself alone, fearsomely but thrillingly alone, on a track in the middle
of a remote island.

2 I wandered, awestruck by this sudden turn of events, convinced that my family would have
got the ferry back to the mainland without me and I would have to look after myself on this 10
wind-battered slice of land. The world was suddenly still; I could stand in the quiet of my own
skin. I could hear only the crunch of my sandals on the grit and the whirring of the wind in the
trees at the side of the path. Where would I sleep? Who would tell me when to go to bed? Left
to my own devices, what would I eat? Then some ladies found me and took me back to the
quay where my family had been frantically looking for me. 15

3 Later in childhood, I ran away from home. It was a move to which I had given a great deal
of consideration, especially as to what I would take with me – a sandwich and the cat.
The cause of my departure was a meal I didn’t want and a disagreement about clothing. I
remember rushing to the cupboard, unhooking my coat from its peg, shoving my hands with
some difficulty into its unyielding woollen sleeves and fastening the brown buttons, one by 20
decisive one. This is it, I was thinking; I am leaving.

4 I yanked open the door, with its frosted glass, through which I had first seen my younger
sister approaching up the front path, held in my mother’s arms – a small, misty, white bundle
topped with fiery red, which turned out to be a baby with auburn hair the closer to the house
they got. I stepped through that door, letting it slam with a satisfying thud, and I was off, down 25
the path, through the rickety white gate and along the pavement, my legs racing under me,
my shoes scuffed – always scuffed no matter how often they were polished – clattering past
the neighbours’ gardens and slumbering kerb-side cats.

5 Ironically, I stopped at the crossroads, watching the cars go by; this was the limit of my solitary
world, and as far as I was permitted to go alone. My older sister and I would loiter here on 30
occasion, longing for my father to come home from work if we had important news to impart:
the death of a pet fish, the arrival of a visitor, my sister leaping off the sofa and hitting her
nose on the side of the bookcase. I was standing here, wondering whether my leaving home
would mean that I was now no longer bound by my family’s rules, when my mother caught
up with me. She had run from the house in her bare feet. For a moment, as I saw her bearing 35
down on me, I thought she was angry, that I was in terrible trouble. However, her face was
wet with tears. Unexpectedly, she caught me in a close, enveloping embrace, and murmured,
‘Don’t go, don’t go,’ into my hair.

6 I was reminded of this moment when, almost two decades later, I said goodbye to her as I
was leaving to work on the other side of the world. We were on the station platform and my 40
train was approaching. I was about to get on it, and I wouldn’t be back for a long, long time.
My mother didn’t tell me not to go, but her grip on my shoulder transmitted her awareness
that I was always going to leave, that we both knew that the urge had always been in me.

© UCLES 2020 1123/21/INSERT/M/J/20

BLANK PAGE

© UCLES 2020 1123/21/INSERT/M/J/20

Cambridge O Level
* 7 2 2 5 8 4 9 4 7 3 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2020

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● Dictionaries are not allowed.

INFORMATION
● The total mark for this paper is 50.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading passages.

This document has 8 pages. Blank pages are indicated.

DC (SC) 182545/2
© UCLES 2020 [Turn over
2

Section 1: Reading for Ideas

Read Passage 1, Coconuts, in the Insert and answer all the questions below.

1 (a) Notes

Identify and write down how coconut trees and coconuts are used, and the problems
associated with the production of coconut trees and coconuts, as outlined in the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

how coconut trees and coconuts are used

• (coconuts are used) to make food

...................................................................................................................................................

the problems associated with the production of coconut trees and coconuts
• (In some countries) a new kind of bacteria is wiping out (coconut) trees

...................................................................................................................................................

........................................................................................................................................... [12]
© UCLES 2020 1123/21/M/J/20
3

(b) Summary

Now use your notes from 1(a) to write a summary of how coconut trees and coconuts are
used, and the problems associated with the production of coconut trees and coconuts, as
outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

As well as having many uses in food manufacturing, coconuts ...............................................

...................................................................................................................................................

........................................................................................................................................... [10]

© UCLES 2020 1123/21/M/J/20 [Turn over

2 Re-read paragraphs 4, 5, and 6, and give one opinion from each of these paragraphs.

Paragraph 4 .....................................................................................................................................

..........................................................................................................................................................

Paragraph 5 .....................................................................................................................................

..........................................................................................................................................................

Paragraph 6 .....................................................................................................................................

..........................................................................................................................................................
[3]

[Total: 25]

© UCLES 2020 1123/21/M/J/20

Section 2: Reading for Meaning

Read Passage 2, Leaving Home, in the Insert and answer all the questions below.

From paragraph 1

3 (a) What did the writer often do when she was a little girl?

...................................................................................................................................................

............................................................................................................................................. [1]

(b) What was the mother’s ‘constant prediction’?

...................................................................................................................................................

............................................................................................................................................. [1]

...................................................................................................................................................

............................................................................................................................................. [2]

From paragraph 2

4 The writer says: ‘I would have to look after myself’. Give the expression used later in the paragraph
which conveys the same idea.

.................................................................................................................................................... [1]

From paragraph 3

5 Why did the writer run away from home later in childhood?

..........................................................................................................................................................

.................................................................................................................................................... [1]

© UCLES 2020 1123/21/M/J/20 [Turn over

From paragraph 4

6 (a) (i) What was the ‘small, misty, white bundle’?

..................................................................................................................................... [1]

(ii) Why do you think the writer describes the bundle as ‘misty’?

..................................................................................................................................... [1]

(b) Why do you think the writer let the door ‘slam with a satisfying thud’?

............................................................................................................................................. [1]

From paragraph 5

7 (a) Explain why it was ironic that the writer ‘stopped at the crossroads’.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) Which two things about her mother’s appearance show how upset she was?

(i) ...........................................................................................................................................

...................................................................................................................................................

(ii) ...........................................................................................................................................

...................................................................................................................................................
[2]

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 6

8 The writer says: ‘her grip on my shoulder transmitted her awareness that I was always going to
leave’. Explain in your own words what is happening here.

..........................................................................................................................................................

.................................................................................................................................................... [2]

© UCLES 2020 1123/21/M/J/20

9 From paragraphs 1–5

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

(a) fashion (line 2)

A trend B shape C way D look [1]

(b) uninhabited (line 5)

A empty B bare C lonely D wild [1]

(c) frantically (line 15)

A carefully B desperately C eagerly D forcefully [1]

(d) unyielding (line 20)

A rough B strict C stiff D harsh [1]

(e) loiter (line 30)

A rest B sit C run D wait [1]

© UCLES 2020 1123/21/M/J/20 [Turn over

10 Re-read paragraphs 3 and 4, which contain phrases about (a) the writer’s coat and (b) the writer’s
shoes.

Explain:

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

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

(a) ‘fastening the brown buttons, one by decisive one’ (lines 20–21)

Meaning: ..................................................................................................................................

...................................................................................................................................................

Effect: .......................................................................................................................................

...................................................................................................................................................
[2]

(b) ‘my shoes scuffed – always scuffed no matter how often they were polished’ (line 27)

Meaning: ..................................................................................................................................

...................................................................................................................................................

Effect: .......................................................................................................................................

...................................................................................................................................................
[2]

[Total: 25]

© UCLES 2020 1123/21/M/J/20

Cambridge O Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2020

INSERT 1 hour 45 minutes

INFORMATION
*3892187031-I*

● This insert contains the reading passages.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Blank pages are indicated.

DC (ST) 185783/1
© UCLES 2020 [Turn over
2

Passage 1

Sport

1 The range of sports depicted in ancient art shows that sport began when people became
interested in pushing the human body to its limits. Furthermore, there are beautiful rock
paintings in Libya from 8000 years ago depicting swimming and archery contests, and
1500-year-old cave paintings in France of sprinting and wrestling contests show that sport
began to evolve from the desire for competition. 5

2 It was in Greece that sport was formalised into recognisable tournaments in the Olympic
Games, held every four years and originally devised as a religious festival to honour the god
Zeus. In ancient times, the best sportsmen were selected for military duties as only the fittest
soldiers were given the honour of serving in battle. Initially, playing sport in civilisations like
Egypt and Greece was a privilege confined to the elite and wealthy and was an expensive 10
venture for those who could afford it. However, through time training areas were created
which offered non-aristocratic young men the opportunity to play sport. Gradually, sport
became more and more accessible, so that by medieval times both rich and poor had access
to some kind of sport and it became an inexpensive pastime available to all. The number of
ball games existing in very many parts of the world today – young people playing football in 15
the park or cricket on the beach – is testimony to this.

3 The emergence of professional sport in more recent times, which has resulted in records
being smashed on a regular basis, has led to investment in players who are trained to a very
high level, and who often require special equipment and clothing. Technology means that
sporting events have gone global because they can be televised and viewed at home by 20
sports enthusiasts; although people have always watched sport, nowadays there are more
spectators than ever before. We all love watching spectator sports, but that doesn’t keep
you fit!

4 In the present day, people are increasingly aware that playing sport brings many proven
benefits. It leads to people growing in self-confidence in all aspects of their lives, not simply 25
on the pitch or in the gym. Physical exercise burns up calories and helps people to maintain
a healthy weight or, if they are overweight, to shed some extra kilos. For example, playing
cricket or golf for an hour burns up around 300 calories, and walking about 200; compare this
to sitting watching television which, unsurprisingly, burns up virtually no calories at all! Our
greatest gift is our health, and there are multiple health benefits for those who play sports or 30
take other regular exercise, including a reduction in the chance of developing heart disease,
stroke or diabetes, as well as an improvement in the balance of the body’s cholesterol.

5 Playing sport produces endorphins, chemicals in the brain which trigger a positive feeling
in the body. These endorphins have a short-term positive effect which is experienced
immediately after playing the sport; this is commonly described as ‘euphoria’ or ‘runner’s 35
high’. But endorphins can also have a long-term beneficial effect which leads to people
having a more positive outlook on life. This is why many studies show that people who
exercise regularly benefit from a long-term boost in mood and lower rates of depression.

6 Playing sports has other benefits too. In team sports, sometimes a better result is achieved
if a player sacrifices his own chance of glory for the greater good of the team; this might 40
happen if, say, a football player gives up his opportunity to score a goal by passing the ball
to a more skilled player. In this way, playing team sports fosters selflessness, which might
be valuable in other walks of life. Participation in sports also gives players the opportunity
to learn how to lose. This might be particularly useful for young people who have never
experienced failure in any aspect of their lives such as in academic studies or friendships. 45
Additionally, in playing sports, people learn to respect the decisions of referees, umpires
and coaches, which is useful both on and off the sports field in that it instils respect for other
legitimate authority. When someone takes part in an individual sport, such as running or
cycling, a sense of well-being may come from achieving one’s personal best.
© UCLES 2020 1123/21/INSERT/O/N/20
3

Passage 2

Michele

1 The wheat was particularly high that summer when I was nine years old. In April it had
rained a lot, and by mid-June the stalks were taller and more luxuriant than ever. They grew
densely packed, ready to be harvested. In the distance, the low hills rolled away like the
waves of a golden ocean. Degrees centigrade didn’t mean much to me at that age. I had no
idea how hot it was but I knew it wasn’t normal. 5

2 That summer was one of the hottest of the century. The heat had got into the stones,
crumbled the earth and scorched the plants in previous years but it had never before killed
the cattle. However, this year was different. The sun took away your breath, your strength,
everything. And it was just as unbearable at night. The adults didn’t leave their houses until
six in the evening. They shut themselves up indoors with the blinds drawn. But the heat was 10
not enough to deter us children from venturing out into the fiery, deserted countryside.

3 One day my friends and I challenged each other to a bicycle race, straight up the nearest hill,
which rose like a huge round cake in front of us. The last one to reach the top would have to
pay a penalty, or a forfeit. I was at a disadvantage because I had to take my little sister with
me. In the lead was Antonio, then Salvatore, then me. I had been going well but suddenly I 15
was at a standstill. Further down the hill my sister had fallen off her bicycle and I could hear
my mother’s voice playing in my head – ‘Are you or are you not her older brother?’ – while I
tried to decide whether or not to go back to look after her.

4 There was my sister, small and unhappy, rubbing her ankle with one hand. As soon as she
saw me, she exploded into a wail, holding her glasses in the other hand. ‘My glasses! My 20
glasses are broken!’ I was angry. It was the third time she had broken her glasses since
school had finished for the holidays. And every time, who did my mother blame? I put the
glasses in my pocket, thinking of the others who must have reached the top of the hill ages
before. My sister was upset because her ankle was sore. I dug my hands into the hot earth.
I picked up a small amount, spat on it and spread it on her ankle. I knew my ruse wouldn’t 25
have any effect but thought my sister might be fooled by it.

5 We set off on foot up the slope towards the top of the hill. All I had in front of my eyes was
wheat, but when I saw a slice of sky I realised that we didn’t have far to go and soon we
were standing on the summit. We discovered that the hill wasn’t round at all; I was startled
to find it had lost its faultless perfection. On the other side we saw an abandoned house with 30
a ramshackle roof. That was where the other boys were waiting for us.

6 ‘What took you so long?’ asked Antonio. ‘You have to pay the forfeit.’ He pointed at me, and
then at the abandoned house. ‘You have to get up onto the balcony on the first floor, go in,
then go right across and jump out of the window at the other side.’ I was feigning a courage
I did not feel as I tried to work my way to the balcony by holding onto the branches of a tree, 35
and from there I found a path through the doorway leading from the balcony into the house.
There was a great fluttering of wings as a flock of pigeons took off. I was in a big room, at
the other end of which was a closed red door. I decided that was the way to go but I had to
struggle through a forest of wild plants which had sprung up through the tiled floor. But in the
second room the floor had completely collapsed and only a single beam connected me to 40
the door on the other side. I was paralysed in the doorway. I couldn’t turn back, as my friends
would guarantee I never forgot that day. Then I recalled reading that lizards can climb up
walls because they have perfect weight distribution as they spread their weight evenly over
legs, stomach and tail. I knelt down, lay flat and started to crawl along the beam. At every
move I made, bits of masonry and tiles fell down. I felt the beam quiver and the floor below 45
lurched towards me. It took me a full five minutes to manoeuvre my way to safety.

© UCLES 2020 1123/21/INSERT/O/N/20

BLANK PAGE

© UCLES 2020 1123/21/INSERT/O/N/20

Cambridge O Level
* 3 8 9 2 1 8 7 0 3 1 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2020

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 50.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading passages.

This document has 8 pages. Blank pages are indicated.

DC (ST) 185782/2
© UCLES 2020 [Turn over
2

Section 1: Reading for Ideas

Read Passage 1, Sport, in the Insert and answer all the questions below.

1 (a) Notes

Identify and write down the ways in which sport has developed since ancient times, and the
benefits of sport in the present day, as outlined in the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

The ways in which sport has developed since ancient times

• People became interested in pushing the human body to its limits

...................................................................................................................................................

The benefits of sport in the present day

• Playing sport leads to people growing in self-confidence

...................................................................................................................................................

........................................................................................................................................... [12]

© UCLES 2020 1123/21/O/N/20

(b) Summary

Now use your notes from 1(a) to write a summary of the ways in which sport has developed
since ancient times, and the benefits of sport in the present day, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

People wanted to push their bodies to the limit and .................................................................

...................................................................................................................................................

........................................................................................................................................... [10]

© UCLES 2020 1123/21/O/N/20 [Turn over

2 Re-read paragraphs 1, 3, and 4, and give one opinion from each of these paragraphs.

Paragraph 1 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 3 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 4 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

© UCLES 2020 1123/21/O/N/20

Section 2: Reading for Meaning

Read Passage 2, Michele, in the Insert and answer all the questions below.

From paragraph 1

3 (a) Why was the wheat ‘particularly high’ that year?

............................................................................................................................................. [1]

(b) Why do you think the writer had ‘no idea how hot’ it was?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 2

4 (a) What was the most surprising effect of the hot weather?

...................................................................................................................................................

............................................................................................................................................. [1]

(b) Why was the countryside ‘deserted’?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 3

5 Give two reasons why the writer was ‘at a standstill’.

(i) ...................................................................................................................................................

...................................................................................................................................................

(ii) ...................................................................................................................................................

............................................................................................................................................. [2]

© UCLES 2020 1123/21/O/N/20 [Turn over

From paragraph 4

6 (a) The writer says his sister ‘exploded into a wail’. Explain in your own words what his sister
did.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) Give two reasons why the writer’s sister was unhappy.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

From paragraph 5

7 How did the writer know that he and his sister were approaching ‘the top of the hill’?

..........................................................................................................................................................

.................................................................................................................................................... [1]

From paragraph 6

8 (a) The writer says ‘I was feigning a courage I did not feel’. Explain in your own words what he
was doing.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) The writer climbed into the first room in the house. Give two pieces of evidence which show
that the house was ‘abandoned’.

(i) ...........................................................................................................................................

...........................................................................................................................................

(ii) ...........................................................................................................................................

..................................................................................................................................... [2]

(c) The writer says ‘I tried to work my way’ to the balcony. Give the single word used later in the
paragraph which conveys the same meaning.

............................................................................................................................................. [1]
© UCLES 2020 1123/21/O/N/20
7

9 From the whole passage

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

(a) densely (line 3)

A stupidly B quickly C heavily D thickly [1]

(b) fiery (line 11)

A burning B hot C angry D wild [1]

(c) ruse (line 25)

A game B trick C joke D plan [1]

(d) ramshackle (line 31)

A shaking B rough C broken D old [1]

(e) recalled (line 42)

A remembered B renamed C replaced D realised [1]

10 Re-read paragraphs 4 and 6, which contain sentences telling us about the writer.

Give:

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

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

(a) ‘And every time, who did my mother blame?’ (line 22)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘I was paralysed in the doorway.’ (line 41)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

[Total: 25]

© UCLES 2020 1123/21/O/N/20

BLANK PAGE

© UCLES 2020 1123/21/O/N/20

Cambridge O Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2021

INSERT 1 hour 45 minutes

INFORMATION
*3840857356-I*

● This insert contains the reading passages.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (CE) 198160/2
© UCLES 2021 [Turn over
2

Passage 1

Nutmeg

1 The earliest known use of the spice called nutmeg was 3500 years ago on Pulau Ai, one of
the Banda Islands in Indonesia; we know this because traces of the spice were found there
on a fragment of pottery dating from that time. Until the middle of the nineteenth century,
the Banda Islands were the only places in the world where nutmeg was grown. Before that,
during the Middle Ages, Arab traders discovered nutmeg there and sold it to the Venetians. 5
The Arabs did not divulge the exact location of their Asian source; the Venetians were unable
to deduce it, and thus prices could be kept high.

2 In 1511, the Portuguese conquered Malacca, the hub of Asian trade. Portuguese sailors
found the source of nutmeg by recruiting sailors from Malacca who knew where that source
was. They spent about a month on the Banda Islands, buying and filling their ships with this 10
precious commodity which they took back to sell more widely in Europe, not just in Venice.
Demand for nutmeg spread because it became a prized spice in European societies; it was
seen as a symbol of wealth, being used in elaborate cuisine, and was considered a cure
for the plague. Later, Dutch ships arrived in the Banda Islands and took control of nutmeg
production following a war with the local people. The Dutch East India Company constructed 15
a comprehensive nutmeg trading system during the seventeenth century which included – as
well as plantations – forts to defend the stores of spice. Nutmeg was a convenient product to
trade because, as with other spices, it was small, easily transported and durable.

3 In time, the British were able to negotiate a monopoly of nutmeg on one of the Banda Islands
by agreeing, in exchange, to protect the islanders from the Dutch. They later took control 20
of all the Banda Islands and transported nutmeg trees, along with their soil, to Sri Lanka,
Penang and Singapore in order to increase production.

4 Nutmeg continues to be a valuable commodity in modern times. It is used in the cooking

of savoury dishes and crosses many cultural boundaries, being used in, for example,
Indonesian, Indian and European cuisine such as potato and pasta dishes. Similarly, it has 25
many uses in the cooking of sweet dishes and desserts in countries such as Malaysia and
Brunei; a pinch of nutmeg added to rice pudding is delicious. In the Caribbean, a Barbados
rum punch is sprinkled with nutmeg, which is also a traditional ingredient in mulled wine,
showing that nutmeg finds its way not only into food but also into many drinks.

5 The seed of the nutmeg tree gives us not only the nutmeg spice, but the seed covering 30
gives us mace, which has a more delicate flavour. Mace is preferable to nutmeg as it imparts
a saffron-like hue to enhance the appearance of the dish. Essential nutmeg oil, so-called
because it contains the essence of the plant’s fragrance, is sometimes preferred in cooking
because it leaves no particles in the food.

6 Nutmeg has a role in the industrial world. Nutmeg butter, a commodity produced by pressing 35
nutmeg seeds, can be used as an industrial lubricant to reduce friction between surfaces in
contact with one another. Our appearance and well-being can be enhanced through the use
of nutmeg. A paste made with nutmeg and honey applied to the face definitely produces a
clear and beautiful complexion and many cosmetics and perfumes are made with nutmeg
oil. Because nutmeg helps to remove toxins from the body, it is used in some toothpastes 40
to prevent bad breath. People might have been wrong to think that nutmeg could cure the
plague, but now many people see medicinal benefits in it. Adding a pinch of it to a glass of
warm milk is said to cure insomnia and grating nutmeg into soup may aid digestion; it has even
been linked to reducing depression and helping concentration. However, as research shows,
nutmeg should be taken in moderation as, when used in excess, it can cause hallucinations 45
and other mental health disorders.

© UCLES 2021 1123/21/INSERT/M/J/21

Passage 2

Tending The Olive Trees

1 Summer was approaching at a galloping pace. Every plant was showing early signs of wilting
in the heat and for the next two months would need to be watered daily. My husband had a
long-standing arrangement to work overseas and I felt sadness at his departure. Then our
farm worker, Quashia, announced out of the blue that he had business to attend to elsewhere;
he assured me that, if I needed anything, I only had to contact Rene, a good friend of his. 5

2 Unfortunately, it soon became clear that a fungal infection was spreading wildly through the
olive trees. I phoned Rene, who told me that the sickness had to be treated with chemicals
as soon as possible. ‘Is there no other way?’ I begged. I sensed his impatience at what he
perceived as my naïve approach to farming; he knew spraying trees did not fit in with my idea
of running the farm organically. ‘Are you absolutely certain there is no natural cure we can 10
come up with?’ He shook his head solemnly and told me that there was another problem:
olive trees are prey to flies during seasons of extreme heat, and these flies were particularly
rife that year.

3 I stared at the trees in dismay; infected trees could jeopardise our status as olive farmers. I told
Rene I had read of another system being tried out to combat those flies, using traps attached 15
to the branches. ‘It’s not efficient,’ he replied. ‘Any farmer will back me up on this. Ninety per
cent of the olives are attacked anyway, fall too soon and rot. Still, it’s up to you if that is your
approach.’ Rene had an edge to his voice I had rarely heard before and I reluctantly agreed.
‘Trust my expertise,’ he said. ‘I can do this, although I can’t manage without assistance.’

4 This was reasonable; he was seventy-six years old, and there were almost eighty trees to 20
treat over many terraces. Rene suggested bringing someone with him, one of his friends who
would accept a reasonable daily rate, but nobody strong enough was available; they had all
committed themselves elsewhere. It was understandable that, if Quashia had been there,
he would have done most of the work. Rene reiterated that he could not accomplish the job
alone, and so I suggested I could be his assistant. His immediate response was to guffaw 25
and then, to cover this rather impolite reaction, he muttered incomprehensible misgivings
which I feared were no more than the fact that I was a woman. ‘Is 7am tomorrow morning too
early for you?’ he asked with a hint of sarcasm. I realised that, to Rene’s way of thinking, this
was no job for a female and it would be difficult to convince him otherwise.

5 The next morning, we filled a huge plastic container with water, before adding the chemicals. 30
Then we were ready to start spraying the trees from the spray-gun attached to a hosepipe.
While Rene did the spraying, my job was to keep the hosepipe flexible, ensuring it didn’t curl
and make the flow of the chemical solution restricted. As there were no accessible driving
routes in the terraced olive grove, it was necessary to walk, and haul the hosepipe. We also
needed hundreds of metres of it. Rene told me it had been necessary for him to drive ten 35
kilometres to borrow this hosepipe for us. We couldn’t just buy our own, he said, as this one
was very special. This sounded rather unlikely to me, as it looked like an ordinary hosepipe,
but I acquiesced, silently plotting that the next time I was in the ironmonger’s I would acquire
a few hundred yards of the stuff.

6 ‘Switch on the machine,’ Rene shouted bossily. He was some distance from me and staring 40
up into a tall, gnarled old olive tree. The machine started to make a rather disgusting slurping
sound. Beneath the tree, Rene stood no taller than a matchstick. The solution started to
feed through, which sent the hosepipe into dancing gyrations. The further we went, the more
hosepipe I had to lift, negotiate and release. I was sticky with perspiration but I didn’t care. I
felt sure that Rene must be just a little impressed with his female assistant. 45

© UCLES 2021 1123/21/INSERT/M/J/21

BLANK PAGE

© UCLES 2021 1123/21/INSERT/M/J/21

Cambridge O Level
* 3 8 4 0 8 5 7 3 5 6 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2021

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 50.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading passages.

This document has 8 pages.

DC (CE) 198161/1
© UCLES 2021 [Turn over
2

Section 1: Reading for Ideas

Read Passage 1, Nutmeg, in the insert and answer all the questions below.

1 (a) Notes

Identify and write down the information in the passage which describes the origins and
spread of nutmeg in former times, and the uses of nutmeg in modern times, as outlined in the
passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

the origins and spread of nutmeg in former times

• Earliest known use on Pulau Ai, (one of the Banda Islands in Indonesia)

...................................................................................................................................................

the uses of nutmeg in modern times

• The cooking of savoury dishes

...................................................................................................................................................

........................................................................................................................................... [12]
© UCLES 2021 1123/21/M/J/21
3

(b) Summary

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.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

Nutmeg probably originated on the Banda Island of Pulau Ai, .................................................

...................................................................................................................................................

........................................................................................................................................... [10]
© UCLES 2021 1123/21/M/J/21 [Turn over
4

2 Re-read paragraphs 4, 5, and 6, and give one opinion from each of these paragraphs.

Paragraph 4 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 5 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 6 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

© UCLES 2021 1123/21/M/J/21

Section 2: Reading for Meaning

Read Passage 2, Tending The Olive Trees, in the insert and answer all the questions below.

From paragraph 1

3 (a) How can we tell that the summer was likely to be a particularly hot one?

...................................................................................................................................................

............................................................................................................................................. [1]

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

............................................................................................................................................. [1]

From paragraph 2

4 (a) Why did the writer phone Rene for help?

............................................................................................................................................. [1]

(b) (i) What approach to treating the trees did Rene recommend?

..................................................................................................................................... [1]

(ii) What approach did the writer prefer?

..................................................................................................................................... [1]

From paragraph 3

5 (a) Infected trees could ‘jeopardise our status as olive farmers’. Explain in your own words
what the writer fears could happen.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) ‘Rene had an edge to his voice’. What emotion do you think he was feeling?

............................................................................................................................................. [1]

(c) Rene’s advice to the writer is ‘Trust my expertise’. Give the sentence earlier in the paragraph
which shows he knows what he is talking about.

............................................................................................................................................. [1]

© UCLES 2021 1123/21/M/J/21 [Turn over

From paragraph 4

6 (a) Why do you think it is ‘understandable’ that, if Quashia had been there, he would have done
most of the work? Give two reasons.

(i) ...........................................................................................................................................

...................................................................................................................................................

(ii) ...........................................................................................................................................

...................................................................................................................................................
[2]

(b) Apart from the fact that Quashia wasn’t there to help, why did the writer offer to be Rene’s
assistant?

...................................................................................................................................................

............................................................................................................................................. [1]

(c) When the writer suggested she could be Rene’s assistant, he muttered ‘incomprehensible
misgivings’. Explain in your own words what his reaction was.

...................................................................................................................................................

............................................................................................................................................. [2]

From paragraph 5

7 Why did they have to take the hosepipe on foot?

..........................................................................................................................................................

.................................................................................................................................................... [1]

From paragraph 6

8 Why do you think Rene ‘stood no taller than a matchstick’?

..........................................................................................................................................................

.................................................................................................................................................... [1]

© UCLES 2021 1123/21/M/J/21

9 From paragraphs 2–5

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

(a) naïve (line 9)

A wrong B innocent C surprising D silly [1]

(b) solemnly (line 11)

A slowly B gently C seriously D energetically [1]

(c) reiterated (line 24)

A complained B regretted C explained D repeated [1]

(d) hint (line 28)

A suggestion B laugh C question D look [1]

(e) restricted (line 33)

A controlled B reduced C forbidden D removed [1]

© UCLES 2021 1123/21/M/J/21 [Turn over

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

Give:

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

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

(a) ‘at a galloping pace’ (line 1)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

...................................................................................................................................................
[2]

(b) ‘olive trees are prey to flies’ (line 12)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

...................................................................................................................................................
[2]

[Total: 25]

Cambridge O Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2021

INSERT 1 hour 45 minutes

INFORMATION
*4524094567-I*

● This insert contains the reading passages.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

Passage 1

Circuses

1 Circuses have their roots in former times and the features we might associate with them
nowadays have developed through the centuries. Juggling skills still attributed to circus
performers have their origins in Egypt and China. A tomb painting for an Egyptian prince
who lived 17 000 years ago depicts juggling, which was also a well-regarded Chinese art
form. Acrobatic traditions found in modern circuses – performances of extraordinary human 5
feats of balance, agility and coordination – were found in Ancient Greece and Rome, as well
as in medieval Europe.

2 In Rome a circus was a building used for entertainment involving sports and animals; people
flocked to circuses for horse-riding shows, chariot races and gladiatorial combat. The most
famous circus in Rome was the Circus Maximus, which had a capacity of around 200 000 10
spectators; and there were other popular circuses throughout the Roman Empire. Circuses
were also associated with spectacle, which meant that the organisers thought nothing
of flooding the circus with water in order to re-enact a famous sea battle, for example.
Circuses were social centres, a tradition which turned out to be a long one. For instance, the
Hippodrome of Constantinople, a kind of circus, operated from its opening in the year 203 15
until the end of the thirteenth century; it had an estimated capacity of 60 000 spectators who
enjoyed a day out and a chance to catch up with friends.

3 Ancient Greek and Roman theatre made use of comic characters, also associated with
circuses; these introduced humour through their hilarious behaviour. A development of the
comic character was the clown who, as well as being funny, exemplified a range of human 20
emotions, and what it means to be human.

4 What might be called the modern circus began when horse-riding shows were performed,
with the horses not in a straight line, as in the past, but in a circle or ring; it was the
Englishman Philip Astley who developed in 1768 the optimum ring circumference to ensure
both rider safety and the best view for the audience. The next development came two years 25
later with the addition by Astley of other traditional performance arts – acrobatics, juggling
and music – to entertain the audience between his own riding stunts and produce a whole
show, or circus, where a compere, or ringmaster, introduced the various acts. As styles
of performance developed in modern times, so too did the types of performance venues.
The first modern circuses took place in the open air, but later venues were custom-made 30
buildings, and then came the large tent, or Big Top, which is often thought of today as a
typical circus venue.

5 Soon, modern circuses spread to Europe. Astley established a circus called Amphitheatre
Anglais in Paris in 1782 and before long there were eighteen other permanent circuses
throughout Europe. The circus craze reached the USA, and it is amazing to realise that 35
the President, George Washington, himself attended a circus in Philadelphia. The American
Phinias Barnum brought about an important development by introducing the concept of a
travelling circus; he was the first businessman to use circus trains to transport his circus
from town to town and he became known as ‘The Greatest Showman’. The film of that
name, released in 2017, was sensational and won several awards. By the twentieth century, 40
there were travelling circuses in many other parts of the world, such as South Africa and
South East Asia, with the Moscow State Circus and the Chinese State Circus being among
the most famous modern touring acts.

6 Horses had always had a role in the modern circus, but at some point wild animals, such
as lions and elephants, were introduced, trained to perform tricks or sometimes shown as 45
a menagerie in tents separate from the Big Top. Sometimes they were paraded through the
street prior to the performance to advertise the circus’s arrival. Public opinion rightly started
to suggest that circus animals were being exploited; it was then that many circuses evolved
to provide entertainment based solely on human skills. They combined traditional circus with
modern theatrical skills to convey a story or theme using aesthetic impact created by lighting 50
and music. Perhaps the most famous of these is Canada’s ‘Cirque Du Soleil’, which is seen
by 90 million spectators in more than 200 countries each year.
© UCLES 2021 1123/21/INSERT/O/N/21
3

Passage 2

The Otter
(The passage describes an incident which happened while Hetta and her brother, called Will, spent
some of their long summer holidays at their aunt’s house.)

1 It was a long train ride to my aunt’s house and Will read for most of the way. I amused
myself by staring out of the window and making up stories about Moonblossom, the fairy I
had invented as my companion. I was not quite seven and was used to being ignored by
Will, but I didn’t mind. It’s hard to convey quite how special he was to me but as a small child
I would have done anything for him. 5

2 I’ve never met anyone who cared quite as passionately as Will did about the people and
things dear to him. Will was protective of me and would have fought anyone who tried to
harm me. Besides being so valiant – or that’s how it seemed to me – Will had initiative. This
was shown when we had been at my aunt’s house less than a day and Will found a place
for us to swim. While the river near the house was good enough for catching fish, it was too 10
shallow for swimming. But, downriver, the water ran deeper. We would swim, said Will, near
a castle he had found that stood about five miles further down.

3 Will carried me on his back part of the long way to the castle. At a bend in the river, under
his direction, we constructed a dam out of some of the rocks which had made the track very
difficult to negotiate. After our swim we were sitting on the bank, enjoying the warmth of the 15
sun, when we heard the loud barking of dogs downstream. Will jumped up, pointing at the
small round head of a creature swimming for its life.

4 It was the first time I’d seen an otter, though I recognised what it was. Confused by the
barking dogs chasing it and by its own sense of peril, the otter began desperately scrambling
over our dam, its paws slipping. Will grabbed his towel and waded downstream. I saw him 20
wrap the towel round his hands, making a kind of sling, and lean down and lift something out
of the water. He hurried back, with a towelled bundle in his arms.

5 The otter lay quite docile, shuddering from time to time and rolling back its lips to expose
pink gums. A rank smell of fear was exuding from its damp pelt. The dogs, by now sensing
defeat, had run off. Will, who was kneeling under a tree nursing the otter, said its paw was 25
badly damaged. I began to cry. Will snapped at me. ‘Be quiet, Hetta. We don’t need cry-
babies,’ he said. I was indeed quiet because Will had a temper and I was scared of rousing
it. Swaddled in the towel, the poor creature occasionally made a high-pitched crying sound.
But the chase and the pain must have depleted its instinct to struggle and the creature
became calm and still. Moreover, Will had that touch with animals which made them sense 30
they were in safe hands, although from time to time the damp little body made frantic
twitches and jerks.

6 Will carried the otter back to the house and offered him mashed sardines from a tin, which
he spurned in disgust. When our uncle came home, he drove Will to the vet with the otter. I
stayed behind but all I wanted was to know what was happening at the vet’s; my kind aunt 35
played a card game with me, although games bored her. In fact, the game bored me too –
but our mother had raised us with a strict regard for manners and I knew to pretend I was
enjoying myself. After a while my aunt said, ‘Hetta, life is just too awful sometimes, don’t you
think?’ I’ve always remembered this because I was grateful to her for talking to me like that.
She never made any concession for children being children. 40

7 When the others came back, they reported that Will had held the poor creature in the towel
while the vet injected him with an antibiotic, cleaned the wound and put a splint and bandage
around the injured paw. His eyes had been open but glazed. When the vet opened the cage
he made no effort to escape. He was to stay there overnight, but the vet assured us that the
little creature was on the mend. 45
© UCLES 2021 1123/21/INSERT/O/N/21
4

BLANK PAGE

Cambridge O Level
* 4 5 2 4 0 9 4 5 6 7 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2021

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 50.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading passages.

This document has 8 pages.

Section 1: Reading for Ideas

Read Passage 1, Circuses, in the insert and answer all the questions below.

1 (a) Notes

Identify and write down the information in the passage which describes the origins and
development of circuses in former times, and the development and spread of circuses in
more modern times, as outlined in the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

the origins and development of circuses in former times

• juggling skills have their origins in Egypt and China

...................................................................................................................................................

the development and spread of circuses in more modern times

• horse-riding shows were performed in a circle

...................................................................................................................................................

........................................................................................................................................... [12]
© UCLES 2021 1123/21/O/N/21
3

(b) Summary

Now use your notes from 1(a) to write a summary of the origins and development of circuses
in former times, and the development and spread of circuses in more modern times, as
outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

Juggling, one of the roots of modern circus, originated in ........................................................

...................................................................................................................................................

........................................................................................................................................... [10]

2 Re-read paragraphs 5 and 6 and give two opinions from paragraph 5 and one opinion from
paragraph 6.

Paragraph 5 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 5 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 6 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

Section 2: Reading for Meaning

Read Passage 2, The Otter, in the insert and answer all the questions below.

From paragraph 1

3 (a) Hetta tells us that she’s ‘not quite seven’. What evidence is there to show this?

...................................................................................................................................................

............................................................................................................................................. [1]

(b) Why did Hetta not ‘mind’ being ignored by her brother?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 2

4 (a) ‘Besides being so valiant…Will had initiative.’ What does this tell us about Hetta’s impression
of Will? Answer in your own words.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) Why did Will have to go five miles to find a place to swim?

............................................................................................................................................. [1]

From paragraph 3

5 Give two reasons why Will carried Hetta on his back.

(i) ...................................................................................................................................................

...................................................................................................................................................

(ii) ...................................................................................................................................................

............................................................................................................................................. [2]

From paragraph 4

6 (a) The otter was ‘Confused by the barking dogs chasing it and by its own sense of peril’. Explain
in your own words the effect of the barking dogs on the otter.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) Why do you think Will made ‘a kind of sling’ to lift the otter out of the water?

...................................................................................................................................................

............................................................................................................................................. [1]

From paragraph 5

7 (a) What did Hetta think would happen if she kept crying?

...................................................................................................................................................

............................................................................................................................................. [1]

(b) After the dogs had run off, in what two ways did the otter show it was still frightened?

(i) ..........................................................................................................................................

...........................................................................................................................................

(ii) ..........................................................................................................................................

..................................................................................................................................... [2]

............................................................................................................................................. [1]

From paragraph 6

8 Both the aunt and Hetta were ‘bored’ playing the card game.

(i) Why did the aunt play?

............................................................................................................................................. [1]

(ii) Why did Hetta play?

............................................................................................................................................. [1]

9 From paragraphs 2–7

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

(a) passionately (line 6)

A quickly B clearly C lovingly D strongly [1]

(b) for its life (line 17)

A to enjoy itself B to save itself C to convince itself D to hurt itself [1]

(c) rank (line 24)

A bad B graded C faint D growing [1]

(d) spurned (line 34)

A twisted B enjoyed C rejected D tolerated [1]

(e) glazed (line 43)

A unhappy B shiny C unfocused D stony [1]

10 Re-read paragraph 5, which contains expressions telling us about (a) how Hetta’s brother spoke
to her, and (b) the otter.

Give:

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

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

(a) Will ‘snapped’ at me (line 26)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘Swaddled’ in the towel (line 28)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

[Total : 25]

Cambridge O Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2022

INSERT 1 hour 45 minutes

INFORMATION
*2788184770-I*

● This insert contains the reading passages.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

Passage 1

Climate change: one person’s view on causes and consequences

1 While climate change is a reality familiar to all of us, those aged 35 or younger will have
experienced average global temperatures rising every year of their lives. These increases are
harmful to our planet and are almost always the result of human behaviour. So, what are the
possible causes and consequences of climate change?

2 One cause is that industrialised countries rely on fossil fuels – fuels formed from the remains 5
of dead animals and plants – notably, coal, oil and natural gas. This means that excessive
amounts of harmful gases are pumped skywards every day, dangerous substances pouring
out as plumes of smoke from factory chimneys. Individuals also contribute to climate change
in their own homes as they produce greenhouse gases in the domestic gas and oil boilers
that provide their hot water and keep their houses at the desired temperature. Homeowners 10
should be encouraged to switch to sustainable heat sources such as solar panels. Many
countries, for example Germany, are leading the way here.

3 Trees are our most effective weapon in combatting climate change and they do this in two ways:
they help to remove the harmful gas carbon dioxide from the air, and they also release beneficial
oxygen into it. However, trees are frequently cut down to make way for ever-increasing industrial 15
complexes and the sprawling cities that support them. Another possible factor in climate change
is animal farming because grazing animals emit the greenhouse gas methane from their
digestive systems. Of course, animals are an excellent source of food, but we all need to think
about reducing our meat consumption to help in the fight against climate change. In order to
ensure higher levels of output for less money, modern farming methods sometimes use toxic 20
pesticides which release vast quantities of greenhouse gases into the earth’s atmosphere.

4 Emissions from planes, released high into the atmosphere, stay there for a long time, triggering
chemical reactions that heat the planet and cause further climate change. Furthermore, in
recent times, there has been a sharp rise in the number of flights taken, linked to both the
increased affluence in some parts of the world, and the advent of budget airlines. Travellers 25
should choose airlines which have committed to reducing carbon emissions by, for example,
switching to electrification, although this is currently unsuitable for flights over 1500 kilometres.
Travelling in polluting vehicles such as petrol and diesel cars produces unacceptable levels of
dangerous emissions which contribute to climate change.

5 There are many serious consequences of climate change. One of these is that, as the earth 30
gets warmer, ice is melting on, for example, mountain glaciers and the ice sheets covering
Antarctica and Greenland. Since glaciers store around 75% of the earth’s fresh water, the
supply of drinking water for human and animal consumption is decreasing in many parts
of the world, including Peru, China and India. Ironically, it is just as the supplies of drinking
water in these countries are decreasing that the population is increasing. Flooding is another 35
serious effect of climate change: melted ice flows into our oceans and, when the ocean levels
rise, the excess water pours into coastal areas. As the Earth’s surface warms up, so too do
the depths of the oceans and, although this may sound attractive to holiday makers, there are
serious consequences. Seafood stocks dwindle, devastating for the millions of people who
rely on our oceans for their food or livelihood. 40

6 Other wildlife and their habitats are affected in an adverse way; for example, one species of
Antarctic penguin has suffered a population decrease of 90% and polar bears are in danger
of extinction. Conversely, some creatures, many of which carry dangerous or even fatal
diseases, thrive in higher global temperatures and their numbers multiply. Some species of
mosquito are increasing, and the booming population of bark beetles that feeds on spruce 45
and pine trees has devastated millions of forested acres in the USA. Extreme weather events
caused by climate change – such as fires, tornadoes and exceptional heatwaves which are
especially dangerous for babies, children and elderly people – are now on the increase. We
all looked on helplessly as bush fires raged through many parts of Australia in recent times.
© UCLES 2022 1123/21/INSERT/M/J/22
3

Passage 2

An Important Person in My Childhood

Today I am a successful university lecturer and would describe myself as a confident person.

Content removed due to copyright restrictions.

Only at this point, do I begin my lecture.

BLANK PAGE

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.

Cambridge O Level
* 2 7 8 8 1 8 4 7 7 0 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2022

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 50.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading passages.

This document has 8 pages.

Section 1: Reading for Ideas

Read Passage 1, Climate change: one person’s view on causes and consequences, in the insert and
answer all the questions below.

1 (a) Notes

Identify and write down what are the causes of climate change, and the consequences of
climate change, according to the writer.

USE MATERIAL FROM PARAGRAPHS 2 TO 6 INCLUSIVE

You will be awarded up to 12 marks for content points.

Content Points

Causes of climate change

• Industrialised countries rely on fossil fuels

...................................................................................................................................................

Consequences of climate change

• Ice is melting

...................................................................................................................................................

........................................................................................................................................... [12]
© UCLES 2022 1123/21/M/J/22
3

(b) Summary

Now use your notes from 1(a) to write a summary of the causes of climate change, and the
consequences of climate change, according to the writer.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

According to the writer, a cause of climate change is ...............................................................

...................................................................................................................................................

........................................................................................................................................... [10]
© UCLES 2022 1123/21/M/J/22 [Turn over
4

2 Re-read paragraphs 2, 3, and 4, and write down one piece of advice given by the writer from
each of these paragraphs.

Paragraph 2 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 3 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 4 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

Section 2: Reading for Meaning

Read Passage 2, An Important Person in My Childhood, in the insert and answer all the questions
below.

From paragraph 1

3 (a) Why was the writer’s mother reluctant to take a job outside the home?

............................................................................................................................................. [1]

(b) Where did Paul live Monday to Friday?

............................................................................................................................................. [1]

From paragraph 2

4 Give two ways in which the writer would benefit from Hugo’s help with his homework.

(i) ...................................................................................................................................................

...................................................................................................................................................

(ii) ...................................................................................................................................................

...................................................................................................................................................
[2]

From paragraph 3

5 (a) What was unusual about the way Hugo laughed?

............................................................................................................................................. [1]

(b) The writer was able to do a few of the poses because of his ‘age and suppleness’. Explain in
your own words why he was able to do a few of the poses.

...................................................................................................................................................

............................................................................................................................................. [2]

(c) Hugo ‘had a great sense of the ridiculous.’ Give two ways in which Paul practised yoga in a
manner that was ‘ridiculous’.

(i) ............................................................................................................................................

...........................................................................................................................................

(ii) ............................................................................................................................................

...........................................................................................................................................
[2]
© UCLES 2022 1123/21/M/J/22 [Turn over
6

From paragraph 4

6 (a) The writer’s mother was ‘wiping her eyes on the edge of her apron’. What was she ‘wiping’
away?

............................................................................................................................................. [1]

(b) Paul’s expression was one of ‘disbelief’. Give one word used earlier in the paragraph which
conveys the idea of ‘disbelief’.

............................................................................................................................................. [1]

From paragraph 5

7 (a) Hugo ‘mimed applause’. Why do you think he had to mime?

............................................................................................................................................. [1]

(b) Hugo had ‘devised a therapy’ for the writer. Explain in your own words what Hugo had done
for the writer.

...................................................................................................................................................

............................................................................................................................................. [2]

8 From paragraphs 1–5

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

(a) charm (line 5)

A spell B attractiveness C wealth D beauty [1]

(b) unfit (line 19)

A unhealthy B unamusing C unprepared D unsuitable [1]

(c) claimed (line 24)

A shouted B guessed C said D asked [1]

(d) openly (line 38)

A seriously B apparently C trustingly D honestly [1]

(e) corresponded to (line 41)

A wrote B matched C knocked D moved [1]

9 Re-read paragraph 5, which contains phrases about the writer.

Explain:

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

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

(a) ‘I longed desperately (for someone to help me)’ (lines 33–34)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

...................................................................................................................................................
[2]

(b) ‘behind the secrecy (of the reading stand)’ (line 43)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

...................................................................................................................................................
[2]

[Total: 25]

Cambridge O Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2022

INSERT 1 hour 45 minutes

INFORMATION
*4282593176-I*

● This insert contains the reading passages.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

Passage 1

Paper

1 It is believed that the first production of paper occurred in China and was accidental; when
clothes were left too long in water after washing, a residue formed which could then be
pressed into a useful new material. There is archaeological evidence that paper made
from rags – a combination of plants and old clothes and fabrics – was being deliberately
manufactured for use by the Chinese military almost 3000 years ago. The first standardised 5
and systematic papermaking process took place in China in the first century and is attributed
to Cai Lun, an inventor who was responsible for standardising the composition of paper
by adding the pulped bark of the mulberry tree to the traditional rags. The development of
paper production continued in China as more and more uses for it were found; for example,
the Song Dynasty was the first government to use paper as money and the Tang Dynasty 10
invented teabags – folded paper sewn into squares which preserved the tea’s flavour.

2 By the sixth century, papermaking techniques had spread from China to other countries,
including Korea, Vietnam and Japan; the trip of a Korean Buddhist monk to Japan is often
cited as the official beginning of papermaking there. When paper reached Arab countries,
paper-making machines designed for bulk manufacturing were invented there and installed 15
in factories in many cities, for example Baghdad, Damascus and Tripoli. Later, following
the Arab invasion of the European continent, paper mills sprang up across Europe – the
first of which was built in Spain – and soon paper was being made all over the continent.
It was used for printing important books and contributed to the increase in learning in
Europe. Preservation of these historic books must be continued if future generations are to 20
appreciate them.

3 Before major industrialisation, paper was made mainly from rags. However, a further
development in papermaking came about in the nineteenth century when only wood was
used to make it. This method was favoured because wood was less expensive and more
abundant than cloth. Another improvement which occurred during industrialisation was the 25
development of a machine which could produce paper at high speed in large quantities,
using a continuous belt to churn it out.

4 However, there are problems associated with paper production in modern times, and we
are being urged to make and use less of it. The industry is heavily reliant on water; it is
estimated that it takes more than three gallons of water to produce a single sheet of paper 30
– although this water can be recycled. Because wood is used in modern paper production,
forests have been cut down, reducing their diversity, and thus the variety of animal and
plant life on earth. Education about wood conservation should take centre stage in all our
schools. Although reforestation is practised in many areas so that trees are a renewable
source, this is not happening everywhere. There is a preference for white paper, which is 35
produced through bleaching. The harmful chemicals used to bleach paper have become a
source of environmental concern so that, recently, paper manufacturers have been devising
alternative whitening methods by using other chemicals.

5 In the fight against plastic, manufacturers are using paper instead of plastic packaging,
paper cups and straws are replacing plastic ones, and we carry our groceries in paper 40
bags. Although paper does eventually degrade, or break down naturally, unlike plastic which
does not, there is still an environmental cost to filling our landfill sites with paper. We all
need to think carefully about how we can minimise our use of paper. Furthermore, when
paper degrades on a landfill site, it emits methane gas which is much more toxic than other
greenhouse gases. Paper can be recycled, but the process has its drawbacks because 45
de-inking – the industrial process of removing printing ink from the original paper – uses
chemicals which damage the environment.

6 Over time, the production of increasingly vast amounts of paper for business uses, whether
notes, files or reports, has led to massive problems in terms of the secure storage of
confidential data. Nowadays, technology enables business to be conducted electronically, 50
which in turn is reducing the demand for paper.

Passage 2

A Retirement Adventure

1 When my wife and I retired from our busy jobs, our son expected us to settle into a quiet,
uneventful life in the town where we had always lived.

Content removed due to copyright restrictions.

‘Our cooking isn’t up to restaurant standards,’ he said, ‘but we

would be really happy if you would join us for dinner at our house on Saturday.’

BLANK PAGE

Cambridge O Level
* 4 2 8 2 5 9 3 1 7 6 *

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2022

1 hour 45 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 50.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading passages.

This document has 8 pages.

Section 1: Reading for Ideas

Read Passage 1, Paper, in the insert and answer all the questions below.

1 (a) Notes

Identify and write down the origin and development of paper production in former times, and
the problems associated with paper production in modern times, as outlined in the passage.

USE MATERIAL FROM THE WHOLE PASSAGE.

You will be awarded up to 12 marks for content points.

Content Points

Origin and development of paper production in former times

• first production occurred in China and was accidental

...................................................................................................................................................

Problems associated with paper production in modern times

• the industry is heavily reliant on water

...................................................................................................................................................

........................................................................................................................................... [12]
© UCLES 2022 1123/21/O/N/22
3

(b) Summary

Now use your notes from 1(a) to write a summary of the origin and development of paper
production in former times, and the problems associated with paper production in modern
times, as outlined in the passage.

Use your own words as far as possible. You will be awarded marks for producing a piece of
writing which is relevant, well organised and easy to follow.

Your summary must be in continuous writing (not note form). You are advised to write
between 150 and 180 words, including the 10 words given below.

Begin your summary as follows:

The first production of paper in former times was probably ......................................................

...................................................................................................................................................

........................................................................................................................................... [10]
© UCLES 2022 1123/21/O/N/22 [Turn over
4

2 Re-read paragraphs 2, 4 and 5 and write down one piece of advice given by the writer from each
of these paragraphs.

Paragraph 2 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 4 .....................................................................................................................................

.................................................................................................................................................... [1]

Paragraph 5 .....................................................................................................................................

.................................................................................................................................................... [1]

[Total: 25]

Section 2: Reading for Meaning

Read Passage 2, A Retirement Adventure, in the insert and answer all the questions below.

From paragraph 1

3 (a) What decision had the writer’s son ‘expected’ his parents to make?

............................................................................................................................................. [1]

(b) The writer’s son was ‘about to be proved wrong’. In what way was he ‘about to be proved
wrong’?

............................................................................................................................................. [1]

From paragraph 2

4 (a) In what two ways was life at first ‘a delightful repetition of the holiday’ they had once spent on
the island?

(i) ..........................................................................................................................................

...........................................................................................................................................

(ii) ..........................................................................................................................................

..................................................................................................................................... [2]

(b) ‘The bay spread out at eye-level around us.’ Why do you think the bay was at ‘eye-level’
around them?

............................................................................................................................................. [1]

(c) The writer and his wife would have to ‘endeavour to gain approval’. Explain in your own
words what they would have to do.

...................................................................................................................................................

............................................................................................................................................. [2]

From paragraph 3

5 (a) The writer was ‘glad there was a hospital on the mainland’. What did he think might happen?

............................................................................................................................................. [1]

(b) In what two ways did the couple show they were ‘puzzled’?

(i) ..........................................................................................................................................

...........................................................................................................................................

(ii) ..........................................................................................................................................

..................................................................................................................................... [2]

From paragraph 4

6 (a) The writer says, ‘it always looked as though someone had rearranged the route’. What had
happened to give this impression?

............................................................................................................................................. [1]

(b) Which short phrase tells us that the writer and his wife were succeeding in their determination
to become real islanders?

............................................................................................................................................. [1]

From paragraph 5

7 (a) The café owner acted as a kind of ‘impromptu counsellor’. Explain in your own words how
the café owner acted.

...................................................................................................................................................

............................................................................................................................................. [2]

(b) Why do you think the café owner ‘chatted about this and that’ before asking people why they
had come to see him?

............................................................................................................................................. [1]

(c) When customers nodded a greeting to the writer and his wife, the other customers ‘always’
noticed. Give one word used earlier in the paragraph which conveys the same meaning as
‘always’.

............................................................................................................................................. [1]

8 From paragraphs 1–5

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

(a) objected (line 5)

A suggested B noticed C preferred D complained [1]

(b) striking up (line 15)

A starting B hitting C continuing D hearing [1]

(c) regular (line 24)

A popular B generous C frequent D normal [1]

(d) tactic (line 32)

A fear B plan C wish D point [1]

(e) wary (line 38)

A scared B cautious C curious D tired [1]

9 Re-read paragraphs 2 and 4, which contain phrases describing scenes in (i) the restaurant
(ii) the street.

Explain:

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

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

(a) ‘all heads swung towards us’ (line 12)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

(b) ‘Shafts of gold’ (line 27)

Meaning: ...................................................................................................................................

...................................................................................................................................................

Effect: ........................................................................................................................................

............................................................................................................................................. [2]

[Total: 25]

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