IGCSE Paper 1 practice (Nov21 Paper 12)

• Engels
• TTO
• Middelbare school
• havo
• Leerjaar 4,5

IGCSE Paper 1 practice

IGCSE First Language English

Paper 1: Written paper, 2 hours, 80 marks

• Candidates answer three compulsory questions on three texts which may be on a similar topic. 
• Candidates write all their answers in the space provided on the question paper.
• Text A and Text B will be 700–750 words in length and Text C will be 500–650 words in length. Candidates should
• spend approximately 15 minutes reading the texts.
• The texts will be printed on the question paper insert.
• Dictionaries may not be used.

 

Question 1

Question 1 - Comprehension and summary task (30 marks)

Comprehension task: 

• This question requires candidates to respond to Text A.
  
• Candidates respond to a series of sub-questions. These include short answers testing understanding of both explicit and implicit meanings.

Summary task: 

• This question requires candidates to respond to Text B.
• Candidates answer a selective summary task in their own words. Candidates write their summary as continuous writing of no more than 120 words. 

Read Text A and answer question 1(a) -
Give two examples of early types of bicycle, according to the text.

Question 1(a)

1 mark for two correct responses:

• stridewalker / laufmaschine

• boneshaker / velocipede

• penny-farthing

• safety bicycle

1 (b) - Using your own words, explain what the text means by (i):
curious transformations

Question 1(b) (i)

2 marks for full explanation (both strands).

1 mark for partial explanation.

• strange / odd / unusual / weird / interesting / intriguing
• changes (to the form or appearance) / (re)designs / developments / versions / adaptations / evolutions / modifications / improvements / advances

1 (b) - Using your own words, explain what the text means by (ii):
carefully straddled

Question 1(b) (i)

2 marks for full explanation (both strands).

1 mark for partial explanation.

• cautiously / gingerly / warily / mindfully / delicately / taking precautions / gently
• seated with legs on either side / put one leg on each side / sat astride

No marks for: ‘with care’.

Question 1(c-e)

Now answer questions 1 (c) - 1 (e) in your booklet. 

Finished? Compare your answers with a partner.

1(c) - Give two reasons why people may not have wanted to ride on the Velocipede.

• railway tracks / dangerous / unsafe
  
• wooden wheels / wooden rim(s) / cobbled streets / uncomfortable / called a ‘Boneshaker’ / shaky
• new pedals

1(d)(i) - Identify two main features of the Penny-farthing that made it look different from previous bicycles.

• big wheel at front / little wheel at back / wheels were different sizes
  
• wheels now made of steel / wheels were not made of wood / used steel

No marks for: ‘the availability of steel’.

1(d)(ii) - Explain why the Safety Bicycle was very popular in the 1890s.

• safe(r) / marketed as ‘safety bicycle’

• easier to mount / easier to ride / huge improvement on the Pennyfarthing

• chain drive / sit in middle

• low(er) height / could reach ground

• wheels both the same size / didn’t look ridiculous

No marks for ‘cheap’.

1(d)(ii) - Explain why the Safety Bicycle was very popular in the 1890s.

Award 1 mark for each idea, predominantly in own words, up to a maximum of 3.

Answers which are entirely in the words of the text should not be credited.

• appeal to different generations / votes for other options divided along young and old lines
• healthy / good for health / voters were health-conscious
  
• cheaper than a car / more affordable than a car / less expensive than a car / cheaper than other forms of transport
• environmental concerns / greener / generates own power / does not need fuel / lower tech

1(e) - Using your own words, explain why you think the bicycle was voted the most significant innovation in technology. 

1(e) - Using your own words, explain why you think the bicycle was voted the most significant innovation in technology. 

Question 1 (f) - How to tackle the summary question

1. Read the question carefully to identify the focus of the summary.
2. Take notes on the key elements of the text (10-15 points)
3. Write the summary (in continuous form). Look  for links between the ideas to structure your summary. 
4. Cross out your notes.
5. Read back the summary and assess whether someone who has not read the original text will be fully informed.

Your notes could look something like this:

1. physical setbacks / effects of childhood accident
   
2. doubting it was possible
   
3. going against what others thought / challenging expectations
4. limiting social norms / low expectations of her due to stereotype(s)
5. (other people’s) worries that she might hurt herself / concerns for her
   
6. physical health
   
7. 6 feeling unattractive / daunted by society’s perception of the perfect
   
8. body
   
9. 7 having to break new ground / being the first female paracyclist to
   
10. complete the mountain tour
    
11. 8 extreme demands of tour(s) / 865 kilometres long ride(s) / near-vertical
    
12. climbing in tours / extreme changes in weather in competition / hours of
    
13. climbing in races
    
14. 9 slow process to improve / many sessions of patient and individualised
    
15. coaching / specialist training
    
16. 10 learning to use the prosthetic leg on the bike / learning not to depend
    
17. on the permanent leg to do the work
    
18. 11 falling off the bike
    
19. 12 concerned might not be able to afford bike / fear of being a financial
    
20. burden to parents / adapted bikes are worryingly expensive
    
21. 13 problems with finding

Your notes could look something like this:

1 physical setbacks / effects of childhood accident

2 doubting it was possible

3 going against what others thought / challenging expectations

4 limiting social norms / low expectations of her due to stereotype(s)

5 (other people’s) worries that she might hurt herself / concerns for her physical health

6 feeling unattractive / daunted by society’s perception of the perfect body

7 having to break new ground / being the first female paracyclist to complete the mountain tour

8 extreme demands of tour(s) / 865 kilometres long ride(s) / near-vertical climbing in tours / extreme changes in      weather in competition / hours of climbing in races

9 slow process to improve / many sessions of patient and individualised coaching / specialist training

10 learning to use the prosthetic leg on the bike / learning not to depend on the permanent leg to do the work

11 falling off the bike

12 concerned might not be able to afford bike / fear of being a financial burden to parents / adapted bikes are          worryingly expensive

13 problems with finding funding / funding sources hard to find / having to wait for funding

1(f)

Marks awarded: 

25 out of 30

2 (a) (i) - Identify a word or phrase from the text which suggests the same idea as the words underlined:

Sonny’s phone is sparkling in the sunshine.

(Sonny’s phone screen) winking (at me from the window)

2 (a) (ii) - Identify a word or phrase from the text which suggests the same idea as the words underlined:

The narrator expected his bike ride to be a new, exciting experience.

(This) novel adventure

2 (a) (iii) - Identify a word or phrase from the text which suggests the same idea as the words underlined:

The narrator considers his fiftieth birthday to be a significant stage

in his life.

(More a) milestone (than a birthday) / (the) big 5-0

2 (a) (iv) - Identify a word or phrase from the text which suggests the same idea as the words underlined:

Sonny plans to record the entire bicycle ride on his mobile phone.

capture the whole event / make an official birthday video

No marks for: ‘Sonny capturing every second’.

2 (b) (i-iii) - Using your own words, explain what the writer means by each of the words underlined:

increasing: become greater / rising / becoming worse / intensifying /

building up / growing

notorious: widely known / generally (and unfavourably) known /

(in)famous / reputed for / well known

dismayed: confidence shaken / demoralised / discouraged / dispirited /

disheartened / disconcerted / despairing / alarmed / shocked / appalled

No marks for: ‘upset’ or ‘disappointed’.

2 (c) - Responses might use the following:

• contorted expression: grimacing / features appear distorted / suggests his face is twisted in pain / concentration / out of comfort zone
• (looking out), gargoyle-like, (over the bike handlebars): suggests (like the architectural gargoyles / water spouts that look out over the sides of buildings) he is open-mouthed (panting) / pulling grotesque faces / pushing his upper body over the handle bars / stony faced determination / feeling ancient
• 'family entertainment’: the inverted commas (quoting Sonny) suggest his ironic tone / unamused or engaging in self-deprecating humour, knows he won’t be allowed to forget this
• I nod and pant: short sentence suggests he can’t speak and needs oxygen in order to perform any additional movement / focused on effort of cycling
•  ‘It’ll soon be ten per cent gradient, Dad.’: (unwelcome) reminder that the ride is going to get tougher; feeling (un)supported/ mocked; specific detail (‘ten per cent’) / anticipated point in the ride
• (my legs) heave a sigh of relief: suggests his legs are feeling the benefit of the changed gear, his overall feeling of exhaustion is emphasised by his legs having a reaction of their own (personifying them) / brief moment of physical comfort

2 (c) - Responses might use the following:

Question 2 (d) - How to tackle the analysis question.

1. Read the question carefully to identify the focus of the analysis.
2. What stylistic devices has the writer used to convey meaning?
3. What effect do the choices made by the writer have on the reader?
4. Quote three words or phrases from each paragraph to support your analysis. 
5.  Use PIE: 

- make a point
- illustrate
- explain/evaluate