Progress Test - English Stage 7

Cambridge Lower Secondary Sample Test
For use with curriculum published in

September 2020
English Paper 2
Stage 7
1 hour 10 minutes
Name
Additional materials: Insert
INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should pay attention to punctuation, spelling and handwriting.
INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• Suggestions for how long to spend on each section are given in the booklet.
English_S7_02/5RP
© UCLES 2020
2
Section A: Reading
Spend 30 minutes on this section.
Read the text in the Insert, and answer questions 1–11.
1 Look at the first paragraph (lines 1–6).
(a) Why does the writer make the first paragraph a description of different sounds?
[1]
(b) The writer uses a number of literary features to describe the setting.
Complete the table below, describing the literary features the writer uses and giving an
example from the text.
Literary technique Example from text
•
personification
•
• heads as grey and furry-looking as
little mice
•
sibilance
[3]
2 What is Granny’s attitude towards Masha’s weather prediction?
[1]
3 What does the writer mean by ‘less cotton wool than curdled milk’?
[1]
© UCLES 2020 E/S7/02

3
4 Look at lines 17–23.
(a) The writer mostly uses long sentences here.

Why? Tick () two boxes.
to build up descriptive detail
to add emphasis to the description
to create a slow, relaxing pace
to explain why the action takes place
to show a sequence of events
[2]
(b) Why do you think Granny named their home Icarus?
[1]
5 Explain in your own words how the writer makes Icarus seem like a pleasant place to live.
Give three ways.
•
•
[3]
6 Do you think Masha’s aunt knows Masha better than her uncle? Explain your answer and give
evidence from the text to support your explanation.
Explanation:
Quotation: [2]
© UCLES 2020 E/S7/02 [Turn over

4
7 Explain why Granny sighs. Give two ideas.

•
•
[2]
8 Look at the last paragraph (lines 47–50).
(a) Why is a semi-colon ( ; ) used?
[1]
(b) Give one subordinate clause.
[1]
(c) Masha has a slight ache.

Why?
[1]
9 The text is set in Ukraine, on the edge of Kiev, by the Dnieper River.
Give two other pieces of evidence from the text that tell you the text is set in Ukraine.
•
•
[2]
© UCLES 2020 E/S7/02

5
10 (a) Which of the following do you think best describes Masha’s character? Tick () one box.
irritable
dreamy
lonely
worried
[1]
(b) Which of the following do you think best describe Granny’s character? Tick () one box.
selfish
practical
emotional
adventurous
[1]
11 Look at the structure of this text.

Give two reasons why paragraphs are used in this text.
•
•
[2]

6
Section B: Writing
Spend 30 minutes on this section.
12 Write your own story about a holiday in a caravan somewhere unusual.
You could consider the following:
• the setting
• the characters
• the viewpoint
• how the story develops.
Space for your plan:
Write your story on the next page. [25 marks]
© UCLES 2020 E/S7/02

7

8
© Lily Hyde; Riding Icarus; Walker Books; 2008.
Copyright © UCLES, 2020

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
© UCLES 2020 E/S7/02

September 2020
English Paper 2
Insert
Stage 7
English_S7_02_INS/3RP
© UCLES 2020
2
Text for Section A
Extract from ‘Riding Icarus’ by Lily Hyde.
Birds whistled. Those were the ones with heads as grey and furry-looking as little mice. There
was an endless shushing noise, as if the Dnieper River had slipped the chains of its bank in the
night and lay sighing on the doorstep. The goats in their pen made sleepy bleating sounds.
Faintly, from the car park above, came the banging and scraping of garage doors, the rattle of
engines and the soft squishing of tyres in the sand. The trolleybus wires sang their thin, 5
twanging song.
That was what Masha woke up to every morning. She liked to lie listening before she opened
her eyes; she had a running bet with herself to see if she could predict the weather from what it
sounded like.
‘Sunny,’ she said. ‘Cotton wool sky.’ 10
‘Get yourself out of bed; the kasha’s burning. You and your cotton wool,’ said Granny, who had
no intention of rewarding even correct weather predictions. Granny knew such things as
instinctively as cows, or crows.
Masha sighed and opened her eyes. Kasha was buckwheat boiled with butter. Filling and
cheap, but boring. Next to it on the table, though, Granny had laid out the remains of Masha’s 15
birthday cake. Feeling her stomach rumble, she hopped out of bed.
It was too hazy to be sunny. Less cotton wool than curdled milk. Thunderstorm weather. How
do you work out the differences like that from sounds, Masha pondered, as she slipped out of
the open door, which was covered with a curtain against mosquitoes, and into the morning air.
Why do the trolleybus wires sing even when there’s no wind, she wondered. She returned to her 20
home: Icarus the trolleybus. Lots of buses that drove around had the name ICARUS written on
their fronts, but there was only one trolleybus called Icarus. And only this one trolleybus was
home to a little girl called Masha and her very old grandmother.
Icarus had not gone anywhere for a long time. He was parked among meadows and allotments
on the very edge of Kiev, by the Dnieper River. With no overhead electric wires to fix onto, the 25
two long spring rods attached to the roof waved in the air like antennae, forever searching for a
new source of power on which to drive away. There were no seats inside any more, and in their
place were two cosy beds, two chairs and a table, and a little cooker which ran off a gas
cylinder. A bookcase was tucked between two windows, and a broom handle strung from the
ceiling made a rack for the two occupants to hang up their few clothes. The floor was covered 30
with a strip of red carpet, and embroidered Ukrainian cloths were draped across the window.
This mid-summer morning he was a cheerful, bright home with the birdsong pouring in through
the open windows.
Masha eyed her pile of birthday presents from yesterday as she ate breakfast. It was a very
small pile. Nothing at all from her mother, even now she was ten, into double figures: a one as 35
skinny as she was; a fat zero for a peephole onto the world. ‘A good round number,’ Granny
had said approvingly, as if it were an achievement to reach ten.
Masha didn’t want to think about her mother’s missing present. She reached over and pulled a
big glossy book out of the pile. It was an encyclopaedia of animals. Uncle Igor had given it to
her, but she was sure it was not really from Igor at all, but from his wife, Anya. She knew this 40
because she actually liked it – in contrast to Uncle Igor’s second present, a hideous, pink frilly
dress his daughter Anastasia had worn once or twice and then got tired of, or grown out of.
© UCLES 2020 E/S7/INSERT/02

3
‘Planning your travels?’ Granny said, as Masha opened the book to look through the
Galapagos, where you could ride on giant turtles; the African jungle, full of sleek, patterned
snakes dripping from the trees. Then she got to Siberian tigers, and Granny sighed and turned 45
away.
Looking at the picture made Masha ache faintly inside. But it was not a new ache; it was already
four years old. Her father had grown up beyond Siberia in Kamchatka, thousands of kilometres
away to the east, where the tigers live. He said everything there was twice as big as anywhere
else. 50

4
BLANK PAGE
© Lily Hyde; Riding Icarus; Walker Books; 2008.
Copyright © UCLES, 2020

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

September 2020
English Paper 2
Mark Scheme
Stage 7
English_S7_02_MS/5RP
© UCLES 2020
S7/02 English Stage 7 Paper 2 Mark Scheme From 2020
Section A: Reading
Question Answer Marks
Look at the first paragraph (lines 1–6).

1(a) Why does the writer make the first paragraph of the story (lines 1–6) a 1
description of different sounds?
Award 1 mark for:
• the opening paragraph is describing all the sounds the girl / Masha can hear
when she wakes up / the girl / Masha has just woken up and is describing /
listing the sounds she can hear / listening before she opens her eyes (trying
to predict the weather) / the story starts in the morning describing what
Masha does every morning when she wakes up.
1(b) The writer uses a number of literary features to describe the setting. 3
Complete the table below, describing the literary features the writer uses
and giving an example from the text.
Literary technique Example from text

Dnieper River…lay sighing on the
personification doorstep / the trolleybus wires sang
(their thin twanging song.)
heads as grey and furry-looking
simile
as little mice
Shushing noise / soft squishing (of
sibilance
tyres in the sand)
2 What is Granny’s attitude towards Masha’s weather prediction? 1
• Granny doesn’t think it’s clever / is not impressed (because she knows it
instinctively).
Page 2 of 12
3 What does the writer mean by ‘less cotton wool than curdled milk’? 1
• That the weather was not sunny / the clouds were not fluffy / the sky was
completely hazy / that the sky was not blue with white fluffy clouds but
completely cloudy / white / grey / overcast.
Look at lines 17–23.

4(a) The writer mostly uses long sentence here. 2
Why? Tick () two boxes.
Award 1 mark for each of the following:
• to build up descriptive detail

• to create a slow, relaxing pace
4(b) Why do you think Granny named their home Icarus? 1
• because they live on a trolleybus and that (Icarus) is the name on the
trolleybus
5 Explain in your own words how the writer makes Icarus seem like a 3
pleasant place to live.
Give three ways.
Award 1 mark for each of the following ideas, up to a maximum of 3 marks:
• describes pleasant surroundings

• personification / makes the trolley bus sound like a person
• uses the word ‘cosy’ to describe the beds
• uses the word ‘tucked’ where the bookcase is
• makes the trolley bus sound homely with lots of textiles / red carpet /
Ukrainian textiles in the window
• describes as cheerful / bright in the sunshine
• birdsong pouring in through the open window
Page 3 of 12
6 Do you think Masha’s aunt knows Masha better than her uncle? Explain 2
your answer and give evidence from the text to support your explanation.
Award 1 mark for:
Explanation:
• yes / she gives her a present that she knows she’ll like / gives her a book
that suits her daydreaming character / gives her a book about travelling
which she loves / (whereas) her uncle gives her a (pink) dress which she
hates
Award 1 mark for:
Quotation:
• she was sure it was not really from Igor at all, but from his wife, Anya. She
knew this because she actually liked it – in contrast to Uncle Igor’s second
present, a hideous, pink frilly dress
7 Explain why Granny sighs. Give two ideas. 2
Accept any suitable response based on information from the text.
Award 1 mark for:
• She knows that Masha gets upset when Masha looks at the tigers.
• Masha is always looking / thinking / talking / dreaming about Siberia.
• She knows that Masha is thinking about what her father said about Siberia.
Page 4 of 12
Look at the last paragraph (lines 47–50).

8(a) Why is a semi-colon ( ; ) used in line 47? 1
Award 1 mark for:
• to join two closely related clauses / ideas together / to give more information
8(b) Give one subordinate clause. 1
Award 1 mark for:
• where the tigers live

8(c) Masha has a slight ache. 1
Why?
Award 1 mark for:
• Masha is desperate to see Siberia / go to a place twice as big as anywhere

else
• Masha is desperate to see the place her father had grown up in
9 The text is set in Ukraine, on the edge of Kiev, by the Dnieper River. 2
Give two other pieces of evidence from the text that tell you the text is set
in Ukraine.
Award 1 mark for each of the following up to a maximum of 2 marks:
• Ukrainian textiles (in the window)

• Names of the characters (Anastasia and Masha)
• Kasha (for breakfast)
Page 5 of 12
10(a) Which of the following do you think best describes Masha’s character? 1
Tick () one box.
Award 1 mark for:
• dreamy
10(b) Which of the following do you think best describe Granny’s character? 1
Tick () one box.
Award 1 mark for:
• practical
11 Look at the structure of this text. 2

Give two reasons why paragraphs are used in this text.
Award 1 mark for each of the following up to a maximum of 2 marks
• change of scenery / setting / scene

• direct speech
• change of speaker
• change of topic / idea / subject
Page 6 of 12
Section B: Writing
Notes to markers
• Use the marking grids on the next two pages.

• Marking should always begin from the lowest mark in each column and work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, which mark is appropriate.
• The lower mark within a box should be given if some the criteria have been met but not all.
• Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.
12 Write your own story about a holiday in a caravan somewhere unusual.
You could consider the following:
• the setting
• the characters
• the viewpoint
• how the story develops.
12 Content, purpose and audience. 8
Text structure and organization. 7
Sentence structure and punctuation. 7
Spelling 3
[Total 25]
Page 7 of 12
Content, purpose and audience Text structure and organisation

[8 marks] [7 marks]
Content is relevant and developed with Clear structure with well–organised material
imaginative detail using a variety of within paragraphs.
techniques, e.g. imagery and figurative
language. Paragraphs are used to structure the
narrative e.g. there is an appropriate build up
Features of the genre, if required, are and resolution of the main event, as a
clearly established. refinement of previous box.
Uses adventurous and precise vocabulary. Chronological or logical links help the
development of ideas.
Characterisation is shown through actions
and reactions during the story. Cohesion within and between paragraphs is
achieved using devices such as connectives.
A clear, consistent relationship between
writer and reader is established and
controlled.
Narrative viewpoint is clear with the style

established to engage the reader’s interest
throughout.
[7–8] [6–7]
Relevant content with some detail Paragraphs are used to help structure the
developed using deliberate choices of narrative, e.g. signal a change in time, place
vocabulary for the task. and/or focus on a different character or event,
where the main idea is usually supported by
Main features of the genre are evident. following sentences.
Characters are well described with actions Logical sequence with attempts to link ideas
linked to key events, i.e. need to address is evident but not consistent attempts to link
what happens (next). ideas with fitting openings and closings, i.e.
has to be linked to the stimulus.
A clear relationship between writer and
reader is established in parts of the story,
which engages the reader.
Straightforward viewpoint, with a generally

appropriate and consistent style.
[5–6] [4–5]
Content is straightforward with an Paragraphs / sections are evident with related
appropriate balance, e.g. speech, action points grouped together or linked by time
and description. sequence.
Vocabulary is simple, with some choices to Some attempt to sequence relevant ideas
create interest. logically in relation to the stimulus. Also,
introduction / closing statement may be
At least one event is described, i.e. some evident.
detail about the character’s situation. What
happens (next)? Movement between paragraphs or sections,
may be disjointed.
General features of the genre, if required,
are shown.
Some attempt to engage the reader.

[3–4] [2–3]
Page 8 of 12
Ideas are mostly relevant to the narrative Some basic sequencing with story ideas
with a simple plot. i.e. involves the main evident.
character in an appropriate setting.
Vocabulary is simple and relevant.
Note: allow 1st or 3rd person as long as

viewpoint consistent.
[1–2] [1]
No creditable response. No creditable response.
[0] [0]
Page 9 of 12
Sentence structure and punctuation Spelling

[7 marks] [3 marks]
Use of complex sentences to provide clarity and
emphasis, e.g. by positioning of clauses, using a
wide range of connectives (although,
meanwhile), varying word order or detailed
expansion of phrases.
Grammar is almost always accurate throughout

the text.
Punctuation is used accurately to demarcate

sentences and for speech punctuation – errors
may occur where structures are ambitious.
Commas are always used in lists and usually to

mark clauses.
[6–7]
Some complex sentences are used to create
effect, such as using expanded phrases to
develop ideas e.g. noun, adverbial, adjectival,
and verb phrases, or a range of connectives
(e.g. if, so, because, then).
Grammar in complex sentences is generally

correct in terms of tense and verb form.
End of sentence punctuation is nearly always

accurate throughout the text. Capitalisation is
always correct.
Speech marks may be used around words

spoken but other speech punctuation may not
be accurate.
[4–5]
A mix of simple and compound sentences.
Compound sentences use simple connectives to
join clauses, e.g. and, but.
Generally correct grammar, i.e. subject and verb

generally agree. Past and present tense of
verbs generally consistent.
Spelling is generally correct throughout.
(There may occasional be phonetically
Demarcation of straightforward sentences is
plausible attempts at complex words.)
usually correct. Commas are always used in
lists and occasionally to mark clauses.
Correct spelling of most, not all,
polysyllabic words, e.g. appear,
Note: if punctuation is totally lacking and other
information, making, possible, probably,
descriptors met then give the lower mark here.
wondering, search.
[3]
[2–3]
Page 10 of 12
A mix of simple and compound sentences. Spelling of common words, including

Compound sentences use simple connectives to polysyllabic and compound words, is
join clauses, e.g. and, but. generally accurate, e.g. friend, another,
around, because, anything, something.
Generally correct grammar, i.e. subject and verb
generally agree. Past and present tense of Spelling of plurals and some past and
verbs generally consistent. present words is generally accurate, e.g.
boxes, clothes, told, stopped, wanted.
Demarcation of straightforward sentences is
usually correct. There may be evidence of
comma splicing.
Note: if punctuation is totally lacking and other

descriptors met then give the lower mark here.
[2–3] [2]
Some simple sentence structures are used Spelling of high frequency words is
successfully. generally correct, e.g. their/there, when,
were, what, some, etc.
Some variation in sentence openings.
Some correct use of punctuation, such as full

stops and capital letters.
Note: where more ambitious structures are used

with NO simple sentences, begin marking at 2–3
marks, provided that the 2nd descriptor about
variation in sentence openings has been met.
Also: learners should gain marks for good

English with punctuation errors rather than lose
marks for essentially good English.
[1] [1]
No creditable response. No creditable response.
[0] [0]
Page 11 of 12
BLANK PAGE
Page 12 of 12
1
For
Teacher's
Use
1 hour 10 minutes
English Paper 1 For Teacher's Use
Page Mark
Stage 7 1
Name ………………………………………………….………………………. 3
4
Additional materials: None
5
READ THESE INSTRUCTIONS FIRST
6
Answer all questions in the spaces provided on the question paper.
You should pay attention to punctuation, spelling and handwriting. 7
The number of marks is given in brackets at the end of each question 8

or part question. The total number of marks for this paper is 50.
9
Suggestions for how long to spend on each section are given in the booklet.
10
Total
V1
© UCLES 2011 E8P110/01/M/J/11 [Turn over

2
Section A: Reading For

Teacher's
Use
Read the extract from an information text on the Komodo Dragon and then answer the
questions.
Komodo Dragon
Komodo dragons are the world's heaviest living lizards. They can grow to a length of over
3 metres, with an average length of 2.5 metres and weight of 91 kilograms. Females are
usually under 2.5 metres and weigh about 68 kilograms.
The Komodo dragons’ keen sense of smell, if aided by favourable wind, enables them to seek
out carrion* up to 8.5 kilometres away. Despite their size, Komodos are fast moving and agile. 5
They can climb trees and are good swimmers.
Their teeth are laterally compressed with serrated edges, resembling those of flesh-eating
sharks. They have about 60 teeth that are replaced frequently and that are positioned to cut
out chunks of their prey. Komodos have a highly flexible skull which allows them to swallow
large pieces of their food. A Komodo’s mouth is full of virulent bacteria, so even if their prey 10
survives the original attack, it will die of infection later. In addition, recent research has found
that Komodos have a venom gland which is important in disabling their prey.
Young dragons, up to 0.75 metres in length, live in trees and eat insects, birds, eggs, small
mammals and other reptiles. However, they descend from the trees for carrion.
Glossary
*carrion – dead and decaying flesh
© UCLES 2011 E7P110/01/M/J/11

3
1 Which two facts about Komodo dragons are correct? For

Tick () two boxes. Teacher's
Use
They can move quickly and easily.
They never go in water.
They always live on the ground.
They can detect scent very effectively.

[2]
2 Write a suitable heading for the third paragraph.
[1]
3 Write three ways in which Komodos can kill their prey.
3 [2]
4 Combine these sentences into one sentence, using ‘so’ and ‘which’. Use correct
punctuation.
A Komodo dragon is a large lizard. It can grow to a length of 3 metres. It is one of the
world’s heaviest living lizards.
[2]

4
5 Read the sentence beginning ‘Despite their size, …’. (Line 5) What does this tell us? For
Tick () one box. Teacher's
Use
The Komodo’s size helps it to move so fast.
The Komodo is so big because it can move so fast.
You wouldn’t expect such a large animal to be able to move so fast.

[1]
6 Which of these words from the third paragraph has a prefix?

Tick () one box.
resembling
infection
disabling
[1]
7 There are three sentences in the second paragraph. One of the sentences can be rewritten
using brackets. Rewrite the sentence using brackets.
[1]
8 (a) Find an adverb in the first paragraph which shows that not all female Komodo dragons
are the same size.
[1]
(b) Find a word in the first paragraph which shows that only some Komodo dragons grow
to a length of over 3 metres.
[1]
© UCLES 2011 E7P110/01/M/J/11

5
BLANK PAGE
Now turn the page to answer the next questions.

6
Read this text based on an extract from a website about dragons.

For
Teacher's
Use
Dragons Across Cultures
Wherever you live, you have probably heard of dragons, and may even assume that all
cultures see dragons in the same way. However, such an assumption is not correct! In some
cultures, the dragon is viewed as a monster, but in others – such as China and Vietnam – the
dragon is perceived quite differently. There, they are valued for their magic and beauty – and
respected. Their anatomy, their behaviour, their symbolism and what they mean to society are 5
viewed with quite different eyes.
In these cultures, dragons are used in ceremonies and parades. Although they may look like
monsters, they actually symbolise heroism – not danger and threat. Indeed, they are
considered more a protector than a villain and are very much a symbol of power. The Chinese
even have a year of the dragon, and it is said that everyone born in this year will be healthy, 10
wealthy and wise – all of the qualities which the dragon is said to represent. The year of the
dragon is said to be a very prosperous year for the people of China!
9 Tick () to show which of these statements, according to the text, are true about how
dragons are seen in Chinese and Vietnamese cultures.
People look up to the dragons.
The dragons are symbols of destruction.
People believe dragons will look after them.
The dragons represent knowledge and money.

[2]
10 Write one word from the first paragraph which shows the writer is contrasting ideas
between two sentences.
[1]
© UCLES 2011 E7P110/01/M/J/11

7
11 Write a summary of 70−90 words to describe the way dragons are viewed across cultures.
Use your own words as far as possible. For
Teacher's
Use
[5]

8
Section B: Writing
12 Write an article for young children which gives information about an animal.
You will need to:
• choose an animal that you know about
• use headings to help make the information clear, e.g. Physical characteristics; What they eat;
Where they live; etc.
Do not include illustrations.
Write your plan in this box.
Purpose and Audience [7] Punctuation [5]
Text Structure [7] Spelling [4]
Sentence Structure [7]
© UCLES 2011 E7P110/01/M/J/11

9
Write your article here.

For
Teacher's
Use

10
For
Teacher's
Use
© UCLES 2011 E7P110/01/M/J/11

11
BLANK PAGE
© UCLES 2011 E7P110/01/M/J/11

12
BLANK PAGE
Copyright Acknowledgements:
Section A © Komodo Dragons, Dragons Across Cultures Honolulu 2008 http://www.draconika.com/dulture.php
University of 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 2011 E7P110/01/M/J/11

Cambridge Lower Secondary Progression Test
English question paper 2 insert
Stage 7
*0123456789*
© UCLES 2017
2
Section A: Reading
Read this passage from Escape from Shangri-La by Michael Morpurgo and then answer the questions
in the question paper.
A girl playing her violin notices an old man standing across the road from her house in the
pouring rain.
***
I was ambivalent about my violin. I loved playing my violin, but I had always hated practising,
and in particular I hated being told to practise. Once I could forget that I was practising, once I
could lose myself in the music, then I could play quite happily for hours on end.
I was just beginning to enjoy it, just beginning to feel at one with my violin. I was playing so well
I could feel the skin prickling with pleasure all down my arms. But then the doorbell rang. The 5
magic was broken. I was immediately back to hateful practising. The bell rang again.
I put the violin down on my bed and went to the top of the stairs to see who it was. I heard the
front door opening. There was a shadow down in the hallway, and my mother was standing
beside it, motionless.
‘Who is it?’ I said, as I came down the stairs. 10
The shadow moved suddenly into the light of the hallway and became the old man from across
the road. He was standing there, dripping. ‘I’m sorry,’ he said. ‘I know this is going to sound a
bit odd, but I’m your grandad. I’m your dad’s dad, so that makes me your grandad, doesn’t it?’
I felt my mother take my hand and hold on to it tightly, so tightly it was hurting me.
‘You can’t be,’ my mother whispered, pulling me close to her. ‘You can’t be him. Arthur hasn’t 15
got a father.’ The old man seemed suddenly unsteady on his feet. He swayed and staggered
forward. Instinctively we both backed away from him. He was dripping from his ears, from his
chin, from his fingers too. It was as if his whole body was weeping tears.
The old man was unbuttoning his jacket now, and fumbling deep inside. My mother still held
me by the hand in a grip of steel. The wallet he took out was stuffed full, like some battered 20
leather sandwich. He opened it up with great care, almost reverently. With shaky fingers he
pulled out an old photograph, faded to sepia, torn at the edges and criss-crossed with creases.
He gave it to us. A young man looked at me out of the photograph. Astride his shoulders sat a
small boy clutching his hair with both fists.
‘There’s me with little Arthur, your dad, that is, pulling my hair by the roots. He was always 25
doing that, little rascal. Summer 1950. That was the last summer we were all together.’
I felt a warm shiver creeping up the back of my neck. I looked up into his face. The eyes were
deep-set and gentle. They were blue. He had blue eyes. My father had blue eyes. I had blue
eyes. That was the moment the last doubts vanished. This man had to be my father’s father,
my grandfather. 30
‘You’d better come in,’ I said.
I broke free of my mother’s grasp, took my grandfather gently by the arm and led him into the
warmth of the kitchen.
© UCLES 2017 E/S7/02

3
We sat watching him as he sipped and slurped, both hands holding the mug. He was savouring
it. In between sips he set about the plate of chocolate digestive biscuits, dunking every one till 35
it was soggy all through, and devouring one after another with scarcely a pause for breath. He
must have been really famished. His face was weathered brown and crinkled and craggy, like
the bark of an old oak tree. I’d never seen a face like it. I couldn’t take my eyes off him.
I did all the talking. Someone had to. I can’t stand silences – they make me uncomfortable. He
was obviously too intent on his tea and biscuits to say anything at all, and my mother just sat 40
there staring across the kitchen table at him. How many times had she told me not to stare at
people? And here she was gawping at him shamelessly.
I had to think of something sensible to talk about, and I reasoned that he might want to know
something about me, about his new-found granddaughter. After all, he had my whole life to
catch up on. 45
© UCLES 2017 E/S7/02

4
BLANK PAGE
Section A © Adapted extract taken from Escape from Shangri-La by Michael Morpurgo. Text copyright © 1998 Michael Morpurgo. Published by
Egmont UK Limited and used with permission; adapted by permission of the author.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
© UCLES 2017 E/S7/02

1
For
Teacher's
Use
1 hour 10 minutes
English Paper 2 For Teacher's Use
Page Mark
Stage 7 1
Name ………………………………………………….………………………. 3
4
Additional materials: Insert
5
READ THESE INSTRUCTIONS FIRST
6
Answer all questions in the spaces provided on the question paper.
You should pay attention to punctuation, spelling and handwriting. 7
The number of marks is given in brackets at the end of each question 8

or part question. The total number of marks for this paper is 50.
Total
Suggestions for how long to spend on each section are given in the booklet.
V1
© UCLES 2011 E7110/02/M/J/11 [Turn over

2
Section A: Reading For

Teacher's
Use
Read the passage in the INSERT and then answer these questions.
1 From whose point of view does the writer tell the story?
[1]
Give a reason to support your answer.
[1]
2 Where is Joanna at the beginning of the passage?

Underline the correct answer.
walking along the high street at a football stadium
in front of the town hall outside school

[1]
3 Here are some events from the story.

Number the events from 1 to 5 to show the order in which they happen.
Joanna sees the dragon.
Aaron arrives.
Joanna looks at the clock.
They walk up the road together.
A woman takes the dragon away.

[1]
4 How does Joanna feel when she first sees the dragon?
[1]
© UCLES 2011 E7110/02/M/J/11

3
5 ‘The dragon looked at her intently with its bright eyes…’ (Line 19) For
What does the word intently tell us about the dragon? Teacher's
Use
[1]
6 Give a quotation from the passage which shows Joanna was not frightened by the dragon
during the meeting.
[1]
7 Read these two sentences from the passage.
Suddenly, thoughts like small silver sparks were flickering across her mind. ‘Dragon Flyer’
they cried, and were gone, only to return brighter and faster. (Lines 23-24)
Which two things are compared in these sentences?
[1]
8 Which verb in the fifth paragraph shows that the woman took the dragon quickly?
[1]
9 When Aaron arrives to meet Joanna, she is leaving. Why?

Tick () one box.
She doesn’t feel very well.
She has decided to go home without him.
She wants to give the blanket to the woman.
She wants to follow the dragon.

[1]
10 There is a word in paragraph six and another word in paragraph seven which can mean the
same. Write the two words.
2 [1]

4
11 What sort of boy is Aaron? For

Teacher's
Use
Write one phrase in your own words.
Give a quotation from the passage to support your answer.
[2]
12 Give one reason why Joanna does not want to tell Aaron about the dragon.
[1]
13 What do the words ‘still wrapped up’ suggest about Aaron? (Line 40)
[1]
14 The writer uses italics on words throughout the passage, e.g. ‘Aaron was always later than
they had agreed’. (Line 4) Why does the writer use italics?
[1]
15 Find two examples of imagery in the passage.
2 [2]
16 Joanna’s feelings change from the beginning to the end of the passage.
(a) How does she feel at the beginning of the passage? Write a word or a short phrase.
[1]
(b) Using your own words, write a sentence to describe how her feelings have changed at
the end of the passage.
[1]
© UCLES 2011 E7110/02/M/J/11

5
BLANK PAGE
Now turn the page to answer the next question.

6
Section B: Writing
17 In the passage you have read, Joanna met a dragon. Write a fantasy story of your own
where a girl or a boy meets a dragon.
You will need to consider:
Character Are there any other characters?
Where do the dragon and the girl/boy meet?

Setting
Will the story end in the same place?
How does the girl/boy meet the dragon?

Plot
What happens?
Write your plan in the box.
Content and Audience [7] Punctuation [5]
Text Structure [5] Vocabulary [4]
Sentence Structure [5] Spelling [4]
© UCLES 2011 E7110/02/M/J/11

7
Write your story here.

For
Teacher's
Use

8
For
Teacher's
Use
© UCLES 2011 E7110/02/M/J/11

1
English Paper 2
Stage 7
V1
© UCLES 2011 E7110/02/INS/M/J/11

2
Section A: Reading
Read this passage from Dragon Racer by Margaret Bateson-Hill and then answer the questions in the
question paper.
‘Come on, Aaron!’ Joanna Morris complained impatiently to herself as she looked up the busy
high street for her older brother. ‘Five o’clock on the steps of the town hall, you said, so where
are you?’ She threw her school bag onto the bottom step and leaned against the wall. Aaron
was always later than they had agreed. It was alright for him; he enjoyed his after-school
football club, AND he was always chosen to play in the team. Joanna wished she could find 5
something she really liked too. She’d recently started going to basketball but the only times
she ever got chosen for the team were when they were short of players. ‘And I’m as good as
half the girls there!’ she’d told her mum.
‘Don’t worry, next September, when you start secondary school, there’ll be loads of new clubs
for you to try,’ had been her mother’s rather unhelpful reply. 10
Joanna looked up at the clock on the town hall to check the time. Ten past five. If Aaron didn’t
come in five minutes she’d go home without him. She stood staring up at the clock as if by
staring she could make the giant hands move. Suddenly, a movement caught her eye;
something on one of the statues near the clock.
‘There’s a large pigeon,’ thought Joanna. She looked again, more carefully this time. It was 15
far too big for a pigeon – what was it? And then all she could do was stare up at the clock-
tower in utter amazement. Crawling down the wall straight towards her was a small silver
dragon!
The dragon stopped and looked at her intently with its bright eyes shining like two small
bonfires. Joanna stared back. She could see herself reflected in the dark pupils, only instead 20
of her school uniform, she seemed to be wearing a fitted leather jacket, the sort motorbike
riders wear. The dragon’s face was now so close she could feel its hot breath on her cheeks.
She reached up to touch it. Suddenly, thoughts like small silver sparks were flickering across
her mind. ‘Dragon Flyer’ they cried, and were gone, only to return brighter and faster. Now her
head was spinning and she had to lean against the wall of the town hall to stop herself falling. 25
She looked up just in time to see a woman scoop the dragon up into the thick folds of a
blanket. It happened so quickly that it took Joanna a couple of seconds to realise that the
woman with the blanket was already disappearing through a side door. Joanna ran after her,
but at the same moment she heard her brother calling her.
‘Jo! Wait,’ and Aaron came running up. ‘Mr Wentworth wanted to sort out the details for the 30
match tomorrow. Guess who’s captain? And then Matt and I needed to discuss tactics... Hey,
Joanna, you’re not listening. Are you alright, you look a bit funny?’
‘I don’t know, I feel a bit strange,’ replied Joanna, adding silently, ‘you might too if you’d just
discovered a dragon waiting for you!’ Because she was sure it had been waiting for her...
© UCLES 2011 E7110/02/INS/M/J/11

3
As they walked home all Joanna could think about was the dragon’s face and its round fiery 35
eyes. But, however amazing, there was no way she was going to tell Aaron what she had
seen. If she said she’d seen a dragon crawling down the wall of the town hall he would either
laugh at her, or worse, want to hang around and see for himself! And she certainly didn’t want
that. This was her secret and one she needed to think about before she told anyone. Luckily,
Aaron was still wrapped up in all the details of his football match so he wasn’t paying much 40
attention. They walked slowly up the road together...
© UCLES 2011 E7110/02/INS/M/J/11

4
BLANK PAGE
Section A © Dragon Racer Margaret Bateson Hill 2008 Catnip books ISBN 9781 846470462
© UCLES 2011 E7110/02/INS/M/J/11

1
English
Stage 7
V1
© UCLES 2011
2
Stage 7 Paper 1 Mark Scheme

Section A: Reading
Question 1
Part Mark Answer Further Information

1 They can move quickly and easily.
1 They can detect scent very

effectively.
Total 2
Question 2

Feeding / How Komodos feed / Accept any suitable word or phrase
Catching their prey / The Komodos’ which focuses on how Komodos eat
mouth or feed, or their mouth.
1
Do not accept: Teeth.
Total 1
Question 3

(they use their) teeth / (they have 3 correct = 2 marks
virulent) bacteria (in their mouth) / 1/2 correct = 1 mark
2 (they have a) venom gland (for
disabling their prey)
Total 2
© UCLES 2011
3
Question 4

A Komodo dragon is a large lizard, 2 marks for using ‘which’ and ‘so’ and
which can grow to a length of the comma after ‘metres’
3 metres, so it is one of the world’s
heaviest living lizards. 1 mark for using ‘which’ and ‘so’
without commas
or
2
A Komodo dragon is a large lizard
which can grow to a length of
3 metres, so it is one of the world’s
heaviest living lizards.
Total 2
Question 5

You wouldn’t expect such a large
1 animal to be able to move so fast.
Total 1
Question 6

disabling
1
Total 1
Question 7

The Komodo dragons’ keen sense of Accept omission of *.
smell (if aided by favourable wind)
1 enables them to seek out carrion* up
to 8.5 kilometres away.
Total 1
© UCLES 2011
4
Question 8

usually
(a) 1
‘can’ ; average (length)
(b) 1
Total 2
Question 9

People look up to the dragons. 3 correct = 2 marks
1/2 correct = 1 mark
People believe dragons will look after
them.
2
The dragons represent knowledge
and money.
Total 2
Question 10

However
1
Total 1
© UCLES 2011
5
Question 11

1 • identification of four main points Main points:
1 • use of own words and not copying • Many/most cultures have dragons.
text too much
• Different cultures perceive
1 • organisation of ideas dragons differently.
1 • accuracy of language • In China and Vietnam dragons are

(punctuation, spelling, grammar) valued and respected / seen as
powerful / protectors.
1 • word length of 70-90 words
• People born in the Chinese year of
the dragon are expected to be
healthy, wealthy and wise.
Total 5
© UCLES 2011
6
Section B: Writing (Non-fiction)

12
PURPOSE AND SENTENCE

TEXT STRUCTURE PUNCTUATION SPELLING
AUDIENCE STRUCTURE
Conventions of text type Paragraphs are Beginning to vary Generally accurate use of Spelling is virtually
are evident and sequenced, contributing sentence structure for a range of punctuation to correct over a range of
appropriate for purpose to the overall shape of effect, e.g. short make meaning clear, vocabulary used,
and audience. the text. Links between sentences for emphasis; including commas to including more complex
paragraphs are effective. expanding verb phrases; mark off clauses and and difficult words.
Viewpoint is sustained, order of clauses/phrases. phrases.
with relevant content A variety of cohesive
developed in detail. devices are used to link
sentences.
6/7 6/7 6/7 5 4
Some conventions of text Paragraphs are used to A range of sentence A range of punctuation is A few spelling errors,
type are evident and organise the text. Links structures are used, used; errors do not mostly of more difficult
generally appropriate for between paragraphs are including complex. Some impede meaning. words.
purpose and audience. clear. variety of sentence Evidence of commas
subjects. A variety of used correctly to mark
Viewpoint is generally Some cohesive devices connectives are used to clause divisions.
sustained, with content are used to link clarify ideas.
developed in some detail. sentences.
4/5 4/5 4/5 4 3
Some awareness of text Writing is not consistently Sentence structures are Some punctuation A number of errors OR
type and audience may organised into paragraphs. limited or repetitive, with evident, but a number of simple vocabulary spelt
be shown, though not Links between paragraphs little/partial use of errors/omissions, correctly.
always sustained. are not always helpful or complex structures. including misuse of
clear. Frequent use of ‘and, commas.
There is evidence of a then, so’.
viewpoint but content Pronouns and/or repeated
lacks detail. words largely used to link
sentences.
2/3
2/3 2/3 2/3 2
Little understanding of Little understanding of Sentence structures are Generally erratic use of Many errors, including a
conventions of text type, how to structure a text or largely additive, and often punctuation marks. range of simple words.
purpose or audience. link sentences/ideas. grammatically incorrect.
1 1 1 1 1
Award 0 where performance fails to meet the lowest criteria.
© UCLES 2011
7
Stage 7 Paper 2 Mark Scheme

Section A: Reading
Question 1

1 • Joanna
1 • Any suitable reason, such as:

We know what she is thinking and
feeling. / It is her thoughts and
actions which drive the plot.
Total 2
Question 2

in front of the town hall Accept any clear indication of correct
1 answer.
Total 1
Question 3

1 mark for all events in the correct
Joanna sees the dragon. 2 order
Aaron arrives. 4
Joanna looks at the clock. 1

1
They walk up the road together. 5
A woman takes the dragon away. 3
Total 1
© UCLES 2011
8
Question 4

utter amazement / amazed / very
1 surprised
Total 1
Question 5

(It was) looking carefully / looking with Accept any answer which shows the
interest (at Joanna) / The dragon was dragon was very interested in
1
trying to tell her something. Joanna or trying to connect with her.
Total 1
Question 6

‘She reached up to touch it.’ / ‘Joanna
1 stared back.’
Total 1
Question 7

thoughts and (silver) sparks
1
Total 1
Question 8

scoop
1
Total 1
© UCLES 2011
9
Question 9

She wants to follow the dragon.
1
Total 1
Question 10

• funny
1 • strange
Total 1
Question 11

1 Character For both marks, the quotation must
not very reliable support the comment about Aaron’s
Quotation character.
Aaron was always later than they had
agreed.
1 Character
gets very involved and enthusiastic
about things he enjoys
Quotation
Aaron was still so wrapped up in all
the details of his football match that
he wasn’t paying her much attention. /
Matt and I needed to discuss tactics
Character
sporty / good at sport
Quotation
he was always chosen to play in the
team
Total 2
© UCLES 2011
10
Question 12

He would laugh at her. / He would any suitable answer
want to hang around and see for
1
himself.
Total 1
Question 13

to show that Aaron was not paying any suitable answer
much attention to his sister / He is still
1
thinking about himself / football.
Total 1
Question 14

to give/show emphasis / to show the
word should be read with a stronger
1
feeling / to make the word important.
Total 1
Question 15

1 ‘(bright eyes) shining like two small
bonfires’
1 ‘thoughts like small silver sparks

(were flickering across her mind)’
Total 2
© UCLES 2011
11
Question 16

impatient / dissatisfied / She wished Accept any suitable answer.
she could find something she really
(a) 1
liked too. / jealous / annoyed
She feels she now has something of Accept any suitable answer.
(b) 1 her own that is important to her.
Total 2
© UCLES 2011
12
Section B: Writing (Fiction)
17
CONTENT AND SENTENCE

TEXT STRUCTURE PUNCTUATION VOCABULARY SPELLING
AUDIENCE STRUCTURE
Narrative features Paragraphs are Beginning to vary Generally accurate Vocabulary used Spelling is virtually
(character, plot and sequenced, sentence structure use of a range of precisely and correct over a range
setting) developed contributing to the for effect, e.g. short punctuation to make imaginatively to of vocabulary used,
convincingly to be of overall shape of the sentences for meaning clear, clarify and extend including more
interest to the reader. text. Links between emphasis; expanding including commas to meaning. complex and difficult
Viewpoint is sustained. paragraphs are verb phrases; order mark off clauses and words.
effective. of clauses/phrases. phrases.
Literary or linguistic
devices are generally A variety of cohesive
effective. devices are used to
link sentences.
6/7 5 5 5 4 4
Narrative features Paragraphs are used A range of sentence A range of Vocabulary chosen A few spelling errors,
(character, plot and to organise the text. structures are used, punctuation is used; carefully and for mostly of more
setting) are in Links between including complex. errors do not impede effect. difficult words.
evidence and of paragraphs are clear. Some variety of meaning. Evidence
some interest to the sentence subjects. A of commas used
reader. Viewpoint is Some cohesive variety of connectives correctly to mark
generally sustained. devices are used to are used to clarify clause divisions.
link sentences. ideas.
Literary or linguistic
devices are
sometimes used
effectively.
4/5 4 4 4 3 3
Sufficient information Writing is not Sentence structures Some punctuation Some evidence of A number of errors OR
is given for a reader to consistently are limited or evident, but a number vocabulary chosen simple vocabulary
understand the organised into repetitive, with of errors/omissions, for effect. spelt correctly.
characters, plot and paragraphs. Links little/partial use of including misuse of
setting described. between paragraphs complex structures. commas.
Viewpoint is are not always Frequent use of ‘and,
established, but lacks helpful or clear. then, so’.
appropriate detail
and/or credibility. Pronouns and/or
repeated words are
Literary or linguistic largely used to link
devices are used, but sentences.
not always
successfully.
2/3 2/3 2/3 2/3 2 2
Some basic attempt Little understanding Sentence structures Generally erratic use Simple, generally Many errors,
to engage, but little of how to structure a are largely additive, of punctuation marks. appropriate vocabulary including a range of
understanding of text or link and often used – limited in range simple words.
narrative devices or sentences/ideas. grammatically but relevant.
viewpoint. incorrect.
1 1 1 1 1 1
Award 0 where performance fails to meet the lowest description.
© UCLES 2011

Progress Test - English Stage 7

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Cambridge Lower Secondary Sample Test

For use with curriculum published in

Additional materials: Insert

Spend 30 minutes on this section.

Read the text in the Insert, and answer questions 1–11.

1 Look at the first paragraph (lines 1–6).

Literary technique Example from text

2 What is Granny’s attitude towards Masha’s weather prediction?

© UCLES 2020 E/S7/02

4 Look at lines 17–23.

(a) The writer mostly uses long sentences here.

to build up descriptive detail

to add emphasis to the description

to create a slow, relaxing pace

to explain why the action takes place

to show a sequence of events

(b) Why do you think Granny named their home Icarus?

© UCLES 2020 E/S7/02 [Turn over

7 Explain why Granny sighs. Give two ideas.

8 Look at the last paragraph (lines 47–50).

(a) Why is a semi-colon ( ; ) used?

(b) Give one subordinate clause.

(c) Masha has a slight ache.

© UCLES 2020 E/S7/02

11 Look at the structure of this text.

© UCLES 2020 E/S7/02 [Turn over

Spend 30 minutes on this section.

12 Write your own story about a holiday in a caravan somewhere unusual.

You could consider the following:

Space for your plan:

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

© UCLES 2020 E/S7/02

© UCLES 2020 E/S7/02 [Turn over

© Lily Hyde; Riding Icarus; Walker Books; 2008.

Copyright © UCLES, 2020

© UCLES 2020 E/S7/02

Text for Section A

Extract from ‘Riding Icarus’ by Lily Hyde.

‘Sunny,’ she said. ‘Cotton wool sky.’ 10

© UCLES 2020 E/S7/INSERT/02

© UCLES 2020 E/S7/INSERT/02

© Lily Hyde; Riding Icarus; Walker Books; 2008.

Copyright © UCLES, 2020

© UCLES 2020 E/S7/INSERT/02

Question Answer Marks

Look at the first paragraph (lines 1–6).

Award 1 mark for:

Literary technique Example from text

Question Answer Marks

2 What is Granny’s attitude towards Masha’s weather prediction? 1

Question Answer Marks

Question Answer Marks

Look at lines 17–23.

Award 1 mark for each of the following:

• to build up descriptive detail

Question Answer Marks

Award 1 mark for each of the following ideas, up to a maximum of 3 marks:

• describes pleasant surroundings

Question Answer Marks

Award 1 mark for: