Cambridge O Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2023
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 17 printed pages.

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Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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

GENERIC MARKING PRINCIPLE 2:

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

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

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

GENERIC MARKING PRINCIPLE 4:

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

GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

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English & Media subject specific general marking principles

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

Components using level descriptors:

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

Components using point-based marking:

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

From this it follows that we:

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

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Section 1: Reading for Ideas

Not Allowed
Question Answer Marks
Responses

1(a) Identify and write down the advantages of 12 For all points:
online learning, and the advantages of – examples (alone)
classroom learning, as outlined in the
passage. – the inclusion of
1 mark for each correct point to a maximum of 12 examples without
marks ‘for example’, ‘such
as’, ‘like’, ‘ranging
from’, ‘including’
etc to distinguish
the example from
the overarching
point

Advantages of online learning

1 students can study in a place that is
convenient (for them) (given)

2 (students) can work at a time that suits them / students can work in
at any time / at a convenient time // the early evening / late
at night (examples
(students are) not confined to (the) set times alone)
(of the school day)

Allow lift of lines 6–7 ‘Students can work… day’

3 travel time is eliminated // time for pastimes /

hobbies (alone)
don’t waste time travelling (to school) //
travel is eliminated
time saved not travelling (can be used for
pastimes / hobbies / other things) // saves time (alone)

walking, taking public transport or being time saved can be used

driven to school takes time which can be for pastimes / hobbies
used for pastimes / hobbies
walking, taking public
Allow lift of lines 8–9 ‘Travel time… instead’ transport or being
driven to school takes
time (alone)

4 (students can) learn / work at their own pace / no need to stop

speed // (working) because a
bell has rung (alone)
no pressure / no need to keep up with others

Allow lift of lines 13–14 ‘Students can learn…

with others’

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Not Allowed
Question Answer Marks
Responses

1(a) 5 (students have the chance to) revisit / go over students have the
aspects of learning / topics / work / things chance to / can revisit /
which they have not (completely) understood go over aspects of
(as often as they like / in their own time) // learning (as often as
they like / in their own
Allow: (to) revisit and understand (learning) time)
(alone)

6 (opportunities for) individual / personal feedback (alone)

feedback (at a time which is mutually suitable
for both student and teacher) // any suggestion that the
student is giving the
feedback (from teacher) can be/is tailored / feedback
adapted to (the needs of) the (individual)
student

7 students (who are) shy / timid about speaking helps shy / timid /
out (in class) might feel empowered / unconfident students
confident // (alone)

students (who are) shy / timid about speaking relaxed / comfortable /

out (in class) might engage (with their at ease (for
teacher) // ‘empowered’)

shy / timid students might engage in dialogue shy students might feel
/ might talk / might communicate (with their empowered (alone)
teacher)
shy students might feel
Allow lift of lines 22–23 ‘Students who are shy… empowered to engage
in dialogue (with their teacher in the more private (with their teacher)
setting online)’
texting / messaging

8 broad(er) / wide(r) range of learning content dangerous experiments

(which is available in the online classroom) can be demonstrated
safely online

Advantages of classroom learning

9 teachers can identify immediately any
problems students are facing (given)

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Not Allowed
Question Answer Marks
Responses

1(a) 10 (students can) work (more) easily in groups // group work (alone)

group work is easy // ‘the/this ability to

cooperate with each
(students) help / support / cooperate with other (is a life skill)’
each other (in their learning / is a life skill)
personal relationships /
Accept: Inclusion of reference to ‘life skill’ world of work

teachers should never

underestimate the
advantages of group
work

11 (valuable) feedback from other students /

peers / someone their own age (is easier to feedback from teacher
achieve / may have greater impact) is easy

Allow feedback from teachers and other students

/ peers (is easier / easy)

12 (provides an important) opportunity (for

students) to socialise (during breaks / on
journey to and from school) //

lifelong friendships formed (in school)

13 (chances for) extra-curricular activities schools offer drama

groups / debating
Allow lift of lines 38–40 ‘Schools also offer… societies / sports clubs
activities, (ranging from drama groups and (examples alone)
debating societies… experience of school life)’

14 (obeying school / class) rules encourage(s) (obeying school) rules

self / personal discipline // builds character / is
useful in later life
(obeying school) rules encourage(s) discipline (alone)
which builds character / is useful in later life
(obeying school) rules
Allow lift of lines 42–43 ‘obeying school rules encourage discipline
encourages personal discipline… useful in later (alone)
life’

15 (access to) facilities // access to gyms / dance

/ yoga studios / school
Allow lift of lines 44–46 ‘(Moreover, classroom library (examples
students gain) access to…online, (such as alone)
gyms… library)’

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Not Allowed
Question Answer Marks
Responses

1(a) 16 (learning) environment / setting (of the classroom learning /

classroom) / the classroom is (generally more learning in the
educationally) stimulating (than the kitchen / classroom / it is (more
dining room / study / home) // educationally)
stimulating
(a more educationally) stimulating
environment the atmosphere / feel /
aura / mood / ambience
Focus must be on a physical environment (not (of the classroom) is
just ‘learning’ / ‘classroom learning’) stimulating

Allow lift of lines 46–48 ‘The learning wall displays / pictures /

environment… with things like wall displays… photographs (examples
photographs’ alone)

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Question Answer Marks Not Allowed

Responses

1(b) Summary 10

Now use your notes from 1(a) to write a summary of the

advantages of online learning, and the advantages of
classroom learning, as outlined in the passage.

Candidates have now fleshed out their notes into a piece of

formal, continuous prose.

Candidates are advised to write between 150–180 words

including the 10 words given.

Marks are awarded for producing a piece of writing which is

relevant and coherent.

Q1(b) Summary – Task Fulfilment 10 marks

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

 All content included is relevant, with no unnecessary details/repetitions
 Fluent and coherent presentation of the points, including possible
synthesising where appropriate, and a wide range of appropriate stylish
linking devices

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

 Almost all content included is relevant, with only occasional unnecessary
details/repetitions
 Generally fluent and coherent presentation of the points, with appropriate
linking devices

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

 Some of the content included is relevant, with unnecessary
details/additions
 Satisfactory presentation of the points with limited fluency and coherence
and occasional misuse of linking devices

Band 2 3–4 Insecure understanding of the task demonstrated in a rather faltering response:
 Content included is of limited relevance, with frequent unnecessary
details/repetitions
 Presentation of the points breaks down, with little coherence and lacking
linking devices

Band 1 1–2 Very little understanding of the task demonstrated in an incoherent response:
 Content included is of little relevance, with noticeably unnecessary
details/repetitions
 Little attempt to present the points with no concept of linking devices

Band 0 0 No understanding of the task demonstrated in:

 A totally irrelevant response
 Insufficient material to reward

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Question Answer Marks Not Allowed Responses

2 Re-read paragraphs 1, 2, and 5, and

write down one piece of advice given
by the writer from each of these
paragraphs.

Paragraph 1: 1 any further content

It would be / it is wise to consider
(carefully the) advantages of both types
of learning.

Paragraph 2: 1 any further content

Students (really) ought to be encouraged
to unwind after their studies.

Paragraph 5: 1 any further content

Teachers should never underestimate
(the) advantages of group work.

Question Answer Marks Not Allowed Responses

3(a) From paragraph 1 1

lift of lines 2- 4 ‘it had been
What kind of job did Laurent get when exciting to be recognised as a
he left university? promising young banker / have
responsibilities / earn a lot of
banker / (a career in) banking / working money’
in a bank
‘a promising (young) banker’
Allow ‘young banker’

Allow lift of line 2 ‘He had let himself be

drawn into a career in banking’

3(b) Why did Laurent stay in his job as 1

long as he did? even with a correct answer:
(at first) it was exciting / to be
he was earning / making (a lot of) money recognised as a
// promising/young banker / to
his salary / pay (was high) // have responsibilities
for the money //
the money he was earning (was he had enough money / the
compensation for the problems that money was promising / the
weighed heavily on him / he was facing) money made him happy

Allow lift of line 6 ‘(for a while) the

money he was earning was
compensation (enough)’

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Question Answer Marks Not Allowed Responses

3(c) The contrast between ‘his ideal and 1 what he planned / thought /
his reality’ was too great. Explain in expected / imagined / preferred
your own words what this ‘contrast’
was. ‘a life devoted to reading’
(alone)
(the contrast / difference between)
his ideal life was working with
what he wanted to do / be / become // books (alone)
what he aspired to / desired / hoped for /
wished for // ‘who he really was’
had a passion for a life (working) with
books // he had a passion for / loved /
his ambition / perfect life / goal / dream / liked reading
(was a life devoted to reading / to work
with books)

and 1

what is actually happening / what is he was / became a banker

happening now // (alone)
what he actually / currently is / has
become / is doing // he was ‘drawn into’ / caught up
his actual / current / present life / job / in a career in banking
career (as a banker / working in a bank)
// what he really is doing / his real
life as it actually is/was // the life he life (text-based)
actually has // his life now // the life he
actually got // the life he is/was living (as the ‘opposite of who/what he
a banker) // really was’ / the person he was
what his life in fact / literally / truly was //
daily / regular / everyday life (as a ‘the man he had become’ /
banker) // what/who he became (alone)
how his life turned out // what he ended
up doing ideal – dream
reality – actual life
This is an OWN WORDS question. Key (no context)
ideas are to be found in the words IDEAL
and REALITY. Any paraphrases which
capture these ideas are acceptable but
do not accept mere synonyms of the
words without a relevant context.

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Question Answer Marks Not Allowed Responses

4(a) From paragraph 2 1

Laurent was ‘eager to negotiate an

immediate departure’. Give the three-
word phrase used later in the
paragraph which conveys a similar
meaning to ‘immediate’.

there and then

4(b) ‘On such occasions, especially, he 1

knew that he had made the right even with a correct answer:
decision.’ What were these selling collections of poetry /
‘occasions’? non-fiction books / novels

(hosting) book-signing evenings / events where/when customers queued

// up to buy a book signed by the
writer / a signed book
(evenings / events / occasions)
where/when customers queued up to buy (a writer) signing copies of
a book signed there and then by the/a newly published books
writer

Accept: book signing(s) (alone)

Allow lift of lines 12–14 ‘(But his

favourite task was hosting) book-signing
evenings (where loyal
customers…signed there and then by the
writer)’

Question Answer Marks Not Allowed Responses

5(a) From paragraph 3 1

(he planned) to re-read his
In addition to having breakfast, why notes on it / the book / the novel
did Laurent go to a café? / Pichier

(he planned) to re-read / read his/the (he planned) to re-read the

notes on / about Pichier’s (new) novel / novel / Tears of Sand /
on Tears of Sand
to re-read the notes of Pichier /
Pichier’s notes

to plan his notes on ‘Tears of

Allow lift of lines 18–19 ‘Laurent was Sand’
carrying a copy of Pichier’s new novel…
his notes on it (in peace… bookshop)’

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Question Answer Marks Not Allowed Responses

5(b) Why do you think Laurent ‘glanced 1

around him’? lift of lines 23–24 ‘(an absurd
thing to do as) no woman was
to see if / he thought that the owner of suddenly going to appear (and
the handbag was there / nearby / would claim her property)’
appear //
to find / locate / look for the owner of the to see if the owner/a woman
handbag // would claim it / her property
to see if a woman / the owner would
claim the handbag

Allow ‘bag’ / ‘purse’ (US) for ‘handbag’

5(c) Give two reasons why Laurent 1

thought the handbag ‘had almost
certainly been stolen’.
it wasn’t empty
(i) it bulged //
it obviously / clearly wasn’t empty // it had things inside
it obviously / clearly had things
inside (it) //
it seemed / appeared to have things
inside / to be full //
he could see it wasn’t empty

Allow lift of line 24 ‘From the way the

leather bulged, it obviously wasn’t empty’

(ii) the owner wouldn’t have left it on top 1 it wasn’t old or damaged (alone)
of the bin //
the owner would have thrown it into any suggestion that the bag was
the bin (not left it on top) // old / damaged
the owner wouldn’t throw away a
handbag full of items/contents/things

Accept passive:
it wouldn’t have been (left) on top of
the bin //
it was (left) on top of the bin //
it would have been thrown into the
bin //
it was not thrown into the bin (but left
on top)

Allow lift of lines 25–26 ‘(After all), had

the handbag been old or damaged, the
owner would have thrown it into the bin,
(not left it on top)’

 1 mark for each correct response

 Accept in any order

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Question Answer Marks Not Allowed Responses

6(a) From paragraph 4 1

Why do you think the woman in the any suggestion that her
police station handbag had been found

(i) ‘looked up’ and (ii) then ‘looked she was hopeful (alone)
away again’?
she hoped it was hers (alone)
(i) she thought / hoped / wondered if
the handbag was her (stolen) Laurent / someone had found
handbag / hers // a/her handbag
to see if the handbag was hers //
she thought her handbag was found

(ii) she realised / knew / saw / was 1 she was disappointed (alone)
disappointed that the (contents of
the) handbag was not her (stolen) (she looked away because) it
handbag/hers / was someone else’s wasn’t her bag / it was someone
// else’s bag
she didn’t recognise the contents /
handbag

Allow for (ii) ‘contents’, or ‘it’ (alone) if

reference to ‘handbag’ is clear from (i)

Allow ‘bag’ and ‘purse’ for ‘handbag’

Note: (i) and (ii) need to be answered in

the correct order

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Question Answer Marks Not Allowed Responses

6(b) The silence was broken by ‘a 1 thumping / rumbling

clattering sound which resonated
through the room’. Explain in your heavy / unpleasant / harsh / big
own words what broke the silence. noise

(a) rattling / clinking / clanking / clanging / (a) noise (alone)

banging / crashing (sound) //
(a) noisy / loud (sound) // the items hitting the table / each
(a) lot of noise // other (no sound)
the sound/noise of items hitting / striking
the table / each other the sound of items falling /
dropping on the table (too weak)

commotion / din / clamour

echoed / vibrated / rang / spread / 1 could be heard / came (through

travelled (through the room) // the room)
went around / filled the room

This is an OWN WORDS question. Key

ideas are to be found in the words
CLATTERING and RESONATED. Any
paraphrases which capture these ideas
are acceptable but do not accept mere
synonyms of the words without a relevant clattering – rattling
context. Do not insist on paraphrasing of resonated – echoed
‘through the room’ or ‘sound’. (no context)

6(c) ‘Needless to say, there was no wallet 1

and no phone.’ Why do you think the the wallet and phone were / would
writer says this information was have been stolen (alone)
‘needless to say’?
a thief would steal / not leave a
the wallet and phone / they were (the) wallet / a phone (alone)
valuable / expensive (items / things) //
a thief would steal the valuable /
expensive items (like a phone / wallet) //
a thief would not leave valuable /
expensive items (in the handbag) //
the wallet and phone / they were worth
stealing //
you wouldn’t steal a bag to get a perfume
bottle / some tissues / a diary / a
notebook / keys

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Question Answer Marks Not Allowed Responses

7 From paragraph 6 1

‘The mystery was solved.’ What was

the ‘mystery’?
‘It says Emma Valadier’
the identity / name of the owner of the
handbag (and key chain) // who owned the key chain
(Laurent discovered) who the owner of (alone)
the handbag was //
who owned the handbag the identity / name of the
owner

Allow the owner of the handbag was ‘it’ for handbag: who owned it
Emma Valadier

Question Answer Marks Not Allowed Responses

8(a) (B) slightly 1

8(b) (D) followed 1

8(c) (A) faithful 1

8(d) (B) cried 1

8(e) (C) varied 1

If more than one answer is given, do not award the mark, even if one of them is correct.

Allow any form of indicating the correct answer, e.g. a tick.

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Question Answer Marks Not Allowed Responses

9 Re-read paragraphs 1 and 3, which

contain phrases about Laurent.
Give:
 the meaning of each phrase as it
is used in the passage
 the effect of each phrase as it is
used in the passage.

9(a) ‘he was wasting his life’ (lines 8–9)

Meaning: 1 he is wasting time

(he knows / realises) he is not doing / he is ruining his life / is in the

filling his time/his life with anything wrong job / doesn’t want to
meaningful / valuable / useful / fulfilling / be/like being a banker / has
satisfying // made a mistake

he is not doing what he wants to do / not he doesn’t want to be a banker /

achieving anything / throwing his life he wants to devote his life to
away // books

he spends time / his life / his job doing he is not doing what he planned
things that are boring / unsatisfying / / expected / preferred / should
unfulfilling / without purpose // do

he feels / thinks banking is unfulfilling / banking is unfulfilling / boring /

boring / meaningless / unsatisfying meaningless / unsatisfying
(alone)

he was not following his ‘ideal’

Effect: 1
he will change his job / life
he feels / is depressed / sad / unhappy /
frightened / empty / negative / regretful / he hates / dislikes / does not
frustrated / anxious / dissatisfied / enjoy the job/his life
worried / unfulfilled
he was tired / unsure / doubtful /
the situation / his life is depressing / sad / nervous / tense / stressed
frightening //
uncertain / terrified (text)
the reader feels sympathy / sorry for him
his life is a tragedy / disaster

one word answers: gloom /

sympathy

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Question Answer Marks Not Allowed Responses

9(b) ‘It took a few slow moments to

register (what he had just seen)’ (line
21)

Meaning: 1
he didn’t realise / recognise etc
Note: A correct answer must include a what he had seen (alone without
meaning for a meaning for ‘a few slow
‘a few slow moments’ and ‘to register’ moments’)

it took him (a short) time / a while to examine / analyse /

to realise / recognise / process / grasp / remember / think about /
take in / be sure about / focus on / notice consider / look
/ be aware of / confirm / identify / absorb
(what he had seen) // slowly / momentary /
momentarily (text based)
he didn’t know / catch on / work out /
understand / figure out
at once / right away / immediately / a long time / eventually / ages /
instantly / at first (what he had just seen) minutes / many minutes

Accept any sensible length of time: a

minute / seconds / some seconds / a
while / some time / gradually etc.

Effect: 1

what he saw / it was surprising / he was curious / shocked /

unexpected / took him aback // amazed / inattentive /
bewildered
it / something seemed / was out of place / uncertain
/ odd / strange / unusual //
it was a mystery / suspicious /
he was surprised / taken aback / puzzled unbelievable
/ confused / perplexed
it caught his eye
Note: One word answers work here:
(the effect is) surprise / confusion /
puzzlement

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