English

Stage 7

Paper 1 Non-fiction 2024

Cambridge Lower Secondary Progression Test
Insert

3138_01_INS_2RP
© UCLES 2024
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Winter Wonderland

It feels like we have landed on another planet as we drive past volcanic moss-tipped mounds.
Tiny cracks of light peep through the sky between the moody charcoal grey clouds amid the
misty mountainscape. After jetting in to Akureyri airport, we take a car and drive for an hour and
a half, following white wintry wildlands to Deplar Farm, which appears out of nowhere – all 5
wooden lodge chic, bathed in blankets of snow and home to just 12 beautiful bedrooms.

The snow is so fresh and untouched, like freshly ironed white linen sheets stretched across a
mattress of land. And as we check in, my insides are dancing in a nervous frenzy. I’ve always
wanted to go to Iceland. It’s such an intriguing country. So cool and unique. I’m only here for a
couple of days, but all that’s on the agenda is fun. Behaving like kids in a snowy white 10
playground and hopefully – hopefully – catching a glimpse of the Northern Lights1.

I’m here with my friend, James. He’s much more of a snow lover than me. But I’m suited and
booted and ready for action. Everyone who stays here is assigned a guide. Senya, who is our
dedicated guide for the next two days, takes us out on a snowshoe hike. Everything is white,
and I’m awash with a sense of calm that only nature can provide. We walk and walk for what 15
feels like many kilometres, a lot of it in silence as we absorb the sheer beauty surrounding us.
I’m taking in everything when Senya senses an ominous change in the weather, and we head
back to the warmth of Deplar.

The building itself is over 100 years old, though it’s been adapted over the years. It feels very
much like a home from home. Comfy seats are nestled around chunky Icelandic rugs, while 20
coffee tables with tops made of tree trunks are dotted here and there. Telescopes sit patiently
by giant glass windows, waiting for stars to shoot or the Northern Lights to show. Meals are
served next to an enormous crackling fire in the dining room. One long table seats all the
guests, who swap stories of their heroic skiing activities of the day.

The next morning we wake to discover the skies have been hard at work overnight. Snow hangs 25
off the roof like dangerous dollops of icing from a birthday cake, and some doors are almost
entirely snowed shut. We get in the car and drive back towards Akureyri airport, keeping our
fingers crossed that we’re able to take a teeny tiny plane on an air tour of the famous Diamond
Circle. We sit, we wait, we listen to hushed conversations, and try to convince ourselves we
won’t be too disappointed if we can’t go. 30

Then we get the go-ahead to take off. Everything that happens next feels like a dream. We
head east over Godafoss Waterfall, which gushes with a tirade of frothy white waters carving a
circular puzzle piece out of the snow. The snowy mountain tops look like rippled ice cream as
we fly over the beautiful islets of Myvatn. Finally, the magnificent Troll Peninsula mountain
range comes in to view in the west as we head to Eyjafjordur, Iceland’s longest fjord2. And when 35
we finally touch down, I realise I’ve barely taken a breath in the last 45 minutes. The whole thing
is an experience I’ll never forget.

As we’re nibbling on nuts, getting ready for dinner, cocooned in the comfort of our bedroom,
suddenly there’s a frantic knock on the door. ‘The Northern Lights are happening right now,’
says Ivan the dinner waiter, out of breath as he sprints to other bedrooms to let everyone know. 40
‘They never come this early in the year!’ he bellows in disbelief. We park ourselves on the
snow-covered wooden furniture outside, desperately trying to take pictures that will do justice to
the sky we see above us. Streaks of green dance across the darkness. Purple swirls wheel over
the top of the building. We dart around, trying to catch every single light as the display lasts long
into the night. 45

Back inside, we gather in the warm lounge and before we know it Brandon – one of the guests
from America – is standing on the stage in front of us as music starts up. This is karaoke like

© UCLES 2024 E/S7/INSERT/01

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you’ve never experienced it before. There is a full range of instruments should you wish to live
out your wildest rockstar dreams (which I do). We sing and dance until the small hours, laughing
with our new-found best friends, and promising to meet up again once we return to our normal 50
lives.

It’s quite a journey to Deplar, both in distance and mind. But nature will repay you with sights
that will stay in your memory forever.

Glossary
1
the Northern Lights: a natural display of light in the night sky, seen only near the Arctic
2
fjord: a long, narrow inlet of sea, between mountains

© UCLES 2024 E/S7/INSERT/01

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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/

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

© UCLES 2024 E/S7/INSERT/01

English
Stage 7

Paper 1 Non-fiction 2024

1 hour 10 minutes

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.

3138_01_4RP
© UCLES 2024
 2

Section A: Reading

Spend 35 minutes on this section.

Read the text, from a travel writer’s review of her trip to Iceland, in the insert, and then answer
Questions 1–11.

1 Look at the first paragraph (lines 2–6).

(a) What does the scenery remind the writer of?

[1]

(b) Look at the second sentence (lines 3–4).

What literary technique does the writer use in this sentence? Tick () one box.

oxymoron

assonance

personification

onomatopoeia

[1]

(c) Give one word that tells the reader that there is a view of many high peaks.

[1]

2 Explain how the imagery of snow at the end of the first paragraph is continued in the second
paragraph (lines 7–11).

[2]

3 Look at the third paragraph (lines 12–18).

Give one phrase that shows the writer’s enthusiasm to go on a snow adventure.

[1]

4 Look at the fourth paragraph (lines 19–24).

Why are the sentences in the fourth paragraph mostly complex sentences?

[1]

© UCLES 2024 E/S7/01

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5 Look at the fifth paragraph (lines 25–30).

The writer uses a simile to make a contrast between two ideas. Explain what the two ideas are.

[2]

6 Look at the sixth paragraph (lines 31–37). The writer takes a short flight.
Why does the flight feel like a dream?

[1]

7 Look at the seventh paragraph (lines 38–45).

What effect does the writer create by beginning the paragraph with subordinate clauses?

[1]

8 Look at lines 46–51.

Explain why brackets ( ( ) ) and dashes ( – ) are used and what the difference is between them in
this paragraph.

[2]

© UCLES 2024 E/S7/01 [Turn over

 4

9 The structure of the text reflects the different stages of the writer’s holiday and how she felt at
each stage. Complete the flow chart by choosing a word from the box describing how the writer
felt in the relevant paragraphs.

First paragraph Travel: amazed

Second paragraph Arrival: excited

Third paragraph Snowshoe hike:

Fourth paragraph Inside Deplar: relaxed

Fifth paragraph Preparations:

Sixth paragraph Plane tour:

Seventh paragraph Northern Lights: enchanted

Eighth paragraph Party night:

elated hopeful peaceful sociable

[3]

© UCLES 2024 E/S7/01

 5

10 Choose the opinion you agree with most. Tick () one box.

Opinion 1: I think Deplar Farm sounds cosy and friendly.

Opinion 2: I think Deplar Farm sounds expensive and exclusive.

Explain why you agree with the opinion. Give two reasons and support each reason with a
quotation from the text.

First reason:

Quotation:

Second reason:

Quotation:
[4]

© UCLES 2024 E/S7/01 [Turn over

 6

11 Look at the whole text.

(a) Complete the table below with the activities and entertainment for visitors at Deplar Farm.

• Possibility of seeing the Northern Lights

[3]

(b) Using the information in the table, write a summary describing the activities and
entertainment for visitors at Deplar Farm. Write up to 50 words. Use your own words as
much as possible.

At Deplar Farm you can

[2]

© UCLES 2024 E/S7/01

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Section B: Writing

Spend 35 minutes on this section.

12 You won a writing competition in your favourite magazine. The prize was a three-day luxury
camping trip for you and a friend somewhere warm and sunny. Now you are back from your trip.
Write a review of the camping trip for the magazine.

You should think about:

• where you went

• what made it luxurious
• what you did during the day and in the evenings.

Space for your plan:

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

© UCLES 2024 E/S7/01 [Turn over

 8

© UCLES 2024 E/S7/01

 9

© UCLES 2024 E/S7/01 [Turn over

 10

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
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/

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

© UCLES 2024 E/S7/01

English
Stage 7

Paper 1 Non-fiction 2024

Cambridge Lower Secondary Progression Test
Mark Scheme

3138_01_MS_4RP
© UCLES 2024
S7/01 English Stage 7 Paper 1 Mark Scheme From 2024

Section A: Reading

Question Answer Marks

1(a) Award 1 mark for: 1

• another planet.
1(b) Award 1 mark for: 1

• personification.
1(c) Award 1 mark for: 1

• mountainscape.

Question Answer Marks

2 Award 1 mark for: 2

• Snow is referred to as being like a blanket in the first paragraph.

And 1 mark for:

• Snow is referred to as ‘white linen sheets’ / ‘a mattress’ in the second

paragraph.

Question Answer Marks

3 Award 1 mark for: 1

• (But I’m suited and booted and) ready for action.

Question Answer Marks

4 Award 1 mark for: 1

• (To build up) descriptive detail / describing the setting of the hotel / Deplar.

Question Answer Marks

5 Award 1 mark for: 2

• The snow is dangerous.

Award 1 mark for:

• Icing on a birthday cake is reassuring / pleasing / fun.

Page 2 of 10
S7/01 English Stage 7 Paper 1 Mark Scheme From 2024

Question Answer Marks

6 Award 1 mark for: 1

• The sights are so beautiful / unbelievable / unfamiliar / amazing / surreal /

dramatic.

Accept any adjective that conveys the dreamlike nature of the sights.

Question Answer Marks

7 Award 1 mark for: 1

• It shows that the writer was in the middle of something when the Northern
Lights appear. / It shows how the Northern Lights appearing at that time
was unexpected as the writer was busy doing something else. / It sets the
scene / gives a context for the events that follow / adds drama by putting
the climax at the end of the sentence.

Question Answer Marks

8 Award 1 mark for: 2

• They are both used to give extra information.

Award 1 mark for:

• Dashes put more emphasis on the information between them than brackets
do.

Question Answer Marks

9 Award 1 mark for each correct answer up to 3 marks: 3

First paragraph Travel: amazed

Second paragraph Arrival: excited
Third paragraph Snowshoe hike: peaceful
Fourth paragraph Inside Deplar: relaxed
Fifth paragraph Preparations: hopeful
Sixth paragraph Plane tour: elated
Seventh paragraph Northern Lights: enchanted
Eighth paragraph Party night: sociable

Page 3 of 10
S7/01 English Stage 7 Paper 1 Mark Scheme From 2024

Question Answer Marks

10 Award 1 mark for each correct reason and 1 mark for a correct quotation, up to 4
a maximum of 4 marks.

If Opinion 1 is ticked:

Ideas Quotations
the interior is comfy seats are nestled
comfortable and homely around chunky Icelandic
rugs
warm and snug meals are served next to
an enormous crackling
fire
sociable / intimate one long table seats all
the guests
one’s idea of a perfect like a home from home
home

If Opinion 2 is ticked:

Ideas Quotations
it’s a modern, swanky wooden lodge chic
building
limited rooms home to just 12 beautiful
bedrooms
all guests get a personal everyone who stays
guide here is assigned a guide

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S7/01 English Stage 7 Paper 1 Mark Scheme From 2024

Question Answer Marks

11(a) Activities and entertainment: 3

• Skiing
• Snow-shoe hiking
• Star gazing
• Air tour / Plane trip
• Sociable evening meal
• Karaoke
• Dancing

Award 1 mark for 2–3 correct answers

Award 2 marks for 4–5 correct answers
Award 3 marks for 6 correct answers
11(b) Example: 2

At Deplar farm you can go skiing or snow-shoe hiking with a guide. There is an
air tour of the mountains available too. In the evening, you can enjoy a sociable
meal served by the fire, followed by karaoke, star-gazing through a telescope,
and even possibly a sighting of the Northern Lights. (47 words)

Award 2 marks for a summary that combines the main points into a coherent
summary
Award 1 mark for a summary that includes some but not all of the main points
Do not award more than 1 mark where the summary exceeds 50 words.

Page 5 of 10
S7/01 English Stage 7 Paper 1 Mark Scheme From 2024

Section B: Writing

Notes to markers

• Use the marking grids on the following 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 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.

Marks

Creation of texts (Wc) 5

Vocabulary and language (Wv) 3

Grammar and punctuation (Wg) 7

Structure of texts (Ws) 7

Word structure [spelling] (Ww) 3

[Total 25]

Page 6 of 10
S7/01 English Stage 7 Paper 1 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
Content is entirely relevant. The response is well- Grammatical structures are
organised using a good almost always accurate
range of organisational throughout the text. For example,
Ideas are developed so that
features accurately. there is:
features of the text type are
• a wide range of sentence types
clearly established and are
Ideas are developed with to support the text type
used confidently
chronological or logical • a range of complex sentences
throughout.
links throughout the text accurately to provide clarity
from an introduction to and emphasis e.g., by
Viewpoints are well- conclusion. positioning of clauses varying
presented, i.e., detail word order or expansion of
sustains interest with Paragraphs are used verb phrases
writer’s style / personal competently to structure the • consistent use of formal and/or
response which content. There is good informal register according to
emphasises particular cohesion within and context, purpose and
points. between paragraphs. audience.

A good range of carefully There is a good range of

Writing is clearly developed chosen sentence openings punctuation. For example:
to suit the specified and connectives are used • commas, ellipses, colons,
audience and purpose / text appropriately to support semi-colons, dashes and
type. content. hyphens used accurately to
clarify meaning.
• conventions of layout are
always applied consistently
e.g., bullet points.

[4–5] [6–7] [6–7]

Page 7 of 10
S7/01 English Stage 7 Paper 1 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Content is relevant and Material is relevant using The response is is Grammatical structures are Spelling is usually correct
ideas are developed so vocabulary accurately for the generally well-organised mostly accurate throughout the throughout. (There may
that features of the text purpose / text type. using a range of text. For example, there is: occasionally be phonetically
type are clear. organisational features • a range of sentence types to plausible attempts at
Uses well-developed accurately. support the text type. complex words.)
Viewpoints are clear and language to clarify and • some complex sentences to
extend ideas. Ideas are developed with provide clarity and emphasis Correct spelling of most, not
maintained throughout.
chronological or logical e.g., by positioning of clauses all, polysyllabic words, e.g.,
links throughout the text varying word order or appear, information,
Writing is developed to Creates an effect by using though there may be some expansion of verb phrases probably, separate
suit the specified key linguistic and literary inconsistencies. wondering/wandering,
• formal and/or informal register
audience and purpose. techniques. business, essentially,
is generally used appropriately
Paragraphs are used to according to context, purpose accommodation.
Content may have some help structure the text and audience.
different voices within the where the main idea is
text. usually supported by A range of punctuation:
following sentences. • e.g., commas, ellipses, colons,
semi-colons, dashes and
A range of sentence hyphens are used mostly
openings and connectives accurately to clarify meaning
are used appropriately to • conventions of layout are
support content. applied consistently e.g., bullet
points.

[3] [3] [4–5] [4–5] [3]

Page 8 of 10
S7/01 English Stage 7 Paper 1 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Content is mostly relevant Vocabulary is relevant and The response is generally Grammatical structures are Spelling of common and
to the task, though there suitable for the purpose / text organised and attempts generally accurate throughout some less-common words,
may not be many well- type. some organisational the text. including polysyllabic and
developed ideas. features. For example, there is: compound words, is
• some range of sentence types generally accurate, e.g.,
Language and meaning of Some attempt to sequence friend, another, around,
Writing shows purpose. to support the text type
words/phrases is clear. relevant ideas logically. because, anything,
• complex sentences may be
attempted to create effect and something.
There is a straightforward Clear evidence of Paragraphs / sections are convey shades of meaning
viewpoint and awareness appropriate linguistic and evident, though not always Spelling of plurals and some
• some awareness of formal
of the audience. literary techniques. consistently or past and present words is
and/or informal register
appropriately. according to context, purpose generally accurate, e.g.,
and audience. boxes, clothes, told,
Movement between stopped, wanted.
paragraphs or sections, Some range of punctuation:
may be disjointed with a • e.g., commas, semi-colons,
limited range of sentence dashes and hyphens are
openings and connectives. generally accurate and may
sometimes be used for effect.
• There may be evidence of
comma splicing.

Note: if punctuation is totally

lacking and other descriptors met
then give the lower mark here.

[2] [2] [2–3] [2–3] [2]

Page 9 of 10
S7/01 English Stage 7 Paper 1 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
Some material is included Language is simple and Some attempt to organise Basic grammatical structures are Spelling of high frequency
that elaborates on basic relevant. For example, the response. generally correct, for example: words is generally correct,
information. vocabulary conveys meaning • subject and verb generally e.g., their/there, when,
which is suitable for the Some basic sequencing of agree were, what, some, etc.
Some elements of the text purpose / text type. ideas in relation to the • past and present tense of verbs
type can be seen; a stimulus. generally consistent.
maximum of 1 mark can • There is a mix of simple and
be awarded if not the Language and meaning of Paragraphs / sections are some compound sentences
given text type. words/phrases is mainly evident with related points used accurately.
clear, with some errors. grouped together or linked • Some complex sentences may
by time sequence. be attempted to expand detail
There is some evidence of but not always successfully.
some appropriate linguistic Movement between • Formal and/or informal register
and literary techniques. paragraphs or sections, may be attempted but not
is disjointed with a very consistently according to
limited range of sentence context, purpose and audience.
openings and connectives.
Punctuation:
• Demarcation of straightforward
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.

Note: learners should gain marks

for good English with punctuation
errors rather than lose marks for
what is essentially good English.

[1] [1] [1] [1] [1]

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]

Page 10 of 10
English
Stage 7

Paper 2 Fiction 2024

Cambridge Lower Secondary Progression Test
Insert

3138_02_INS_RP
© UCLES 2024
 2

Text for Section A, an extract from The Eye of the Wolf by Daniel Pennac

ONE

The boy standing in front of the wolf’s cage doesn’t move a muscle. The wolf paces backwards
and forwards. He walks the length of the enclosure and back again without stopping.

He’s starting to get on my nerves, the wolf thinks to himself. For the last two hours the boy has 5
been standing in front of the wire fencing, as still as a frozen tree, watching the wolf walking.

What does he want from me? the wolf wonders. He’s not worried (because wolves aren’t afraid
of anything), just curious. What does he want?

The other children jump and run about, shout and burst into tears, stick their tongues out at the
wolf and hide their heads in their mum’s skirts. But this boy is different. He stands there silently, 10
without moving a muscle. Only his eyes shift. They follow the wolf as he paces the length of the
wire fencing.

What’s your problem? Haven’t you seen a wolf before?

The wolf only sees the boy every other time he passes him. That’s because the wolf only has
one eye. He lost the other one ten years ago, the day he was captured. So on his outward 15
journey (if you can call it a journey) the wolf sees the zoo with all its cages, the children making
faces and, standing in the middle of it all, the boy who doesn’t move a muscle. On the return
journey (if you can call it a journey) the wolf sees the inside of his enclosure. It’s an empty
enclosure with a solitary rock and dead tree. When the wolf turns round, there’s the boy again,
breathing steadily, his white breath hanging in the cold air. 20

He’ll give up before I do, thinks the wolf, and he carries on walking.

I’m the wolf.

TWO

But the first thing the wolf sees when he wakes up the next day is the boy, standing in exactly
the same spot in front of his enclosure. The wolf nearly jumps out of his fur. 25

He can’t have spent the night here!

He calms down and begins to pace again, as if nothing is out of the ordinary.

His paws don’t make a sound when they touch the ground. He moves from one end of the
enclosure to the other like a silent pendulum inside a grandfather clock. The boy’s eyes move
slowly, as if he’s following a game of tennis in slow motion. 30

Does he really think I’m that interesting?

The wolf frowns. The bristles on his muzzle stand on end. Sometimes the wolf would take a
break from pacing. Up until last week, that is. He and the she-wolf would sit facing visitors. It
was as if they couldn’t see them. He and the she-wolf would stare straight ahead. They stared
straight through them. It made the visitors feel like they didn’t even exist. It was spooky. 35

‘What are they looking at in that strange way?’

‘What can they see?’

© UCLES 2024 E/S7/INSERT/02

 3

But then the she-wolf, who was grey and white like a snow partridge, died. The wolf hasn’t
stopped moving since. He walks from morning to evening. Outside, straight as a letter i (imagine
the dot is his white breath hanging in the air), the boy watches him. 40

THREE

The next day the boy is there again.

The wolf is starting to feel worn out now. The boy’s stare seems to weigh a ton. At least the zoo
will be closed tomorrow. Once a month there’s a special day when the zookeepers check on the
animals’ health and repair their cages. No visitors are allowed. 45

That’ll get him off my back.

Wrong again. The next day, just like all the other days, the boy is there. He seems to be more
present than ever – all alone in front of the enclosure, all alone in an empty zoo.

All right, thinks the wolf. You’ve asked for it! And suddenly he stops walking. He sits bolt upright
opposite the boy. And he starts staring back. He doesn’t look through him. It’s a real stare, a 50
fixed stare.

There isn’t a single visitor in the zoo.

There’s just the boy.

And the wolf with blue fur.

So you want to stare at me? Fine? I’ll stare at you too. And we’ll soon see… 55

But there’s something bothering the wolf. A silly detail. He’s only got one eye and the boy’s got
two. The wolf doesn’t know which of the boy’s eyes to stare into. He hesitates. His single eye
jumps: right-left, left-right. The boy’s eyes don’t flinch. He doesn’t flutter an eyelash. The wolf
feels extremely uneasy. He won’t turn his head away for the whole world. His eye begins to lose
control. Soon, across the scar of his dead eye, a tear appears. Not because he’s sad, but out of 60
a sense of helplessness and anger.

So the boy does something strange that calms the wolf. The boy closes an eye.

Now they’re looking into each other’s eye, in a zoo that’s silent and empty, and they’ve got all
the time in the world.

© UCLES 2024 E/S7/INSERT/02

 4

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
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/

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

© UCLES 2024 E/S7/INSERT/02

English
Stage 7

Paper 2 Fiction 2024

1 hour 10 minutes

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.

3138_02_3RP
© UCLES 2024
 2

Section A: Reading

Spend 35 minutes on this section.

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

1 Look at lines 3–4.

Find an idiom which means ‘to stay completely still’.

[1]

2 Look at lines 5–13.

The writer uses different literary techniques within these lines. Name two of the techniques and
give an example of each from the text. One has been completed for you.

Literary Technique Example

simile as still as a frozen tree

[4]

3 Look at lines 14–22.

How does the writer show that the enclosure is inadequate for the wolf? Give two ideas. Support
each idea with a quotation from the text.

First idea:

Quotation:

Second idea:

Quotation:
[4]

© UCLES 2024 E/S7/02

 3

4 Look at lines 24–40.

Do you think the one-eyed wolf is upset that the she-wolf is gone? Tick () one box.

Yes

No

Explain your answer with two reasons from the text.

•

[2]

5 Look at lines 42–48. Give one phrase that shows the wolf is increasingly aware of the boy.

[1]

6 (a) Look at lines 49–54.

Explain how the writer uses text structure to slow down the pace of the story, almost to a
stop. Give two ideas.
•

[2]

(b) Why does the writer slow the pace down?

[1]

7 Look at lines 55–58.

Why is the following punctuation used in these lines?

ellipsis ( … ):

colon ( : ):

hyphen ( - ):
[3]

© UCLES 2024 E/S7/02 [Turn over

 4

8 Why does the wolf start to cry?

Tick () one box.

panic

sympathy

frustration

unhappiness

[1]

9 Look at the last sentence. How does the writer create a sense of calm?

[1]

10 Look at the whole text again.

(a) The text is structured into chapters. Why does the writer choose to end each chapter and
begin another?

[1]

(b) What does the writer choose to focus on at the beginning of each of the three chapters?

[1]

© UCLES 2024 E/S7/02

 5

11 (a) Look at the two opinions about the wolf.

Which opinion do you agree with most? Tick () one box.

The wolf is tough and mentally strong.

The wolf is not as tough as he thinks he is.

Give two quotations from the text to support your choice.

First quotation:

Second quotation:
[2]

(b) Whose voices do we hear in the story?

Tick () one box.

the wolf and the boy

the boy and the narrator

the narrator and the wolf

the narrator, the wolf and the boy

[1]

© UCLES 2024 E/S7/02 [Turn over

 6

Section B: Writing

Spend 35 minutes on this section.

12 The wolf and the boy stand eye to eye on either side of the wolf’s enclosure. Each has an
extraordinary story about how they came to be there.

Tell the story of the wolf OR the boy.

You should consider:

• where the wolf or the boy came from

• what the wolf or the boy did there and with whom
• how the wolf or the boy ended up in the zoo.

Space for your plan:

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

© UCLES 2024 E/S7/02

 7

© UCLES 2024 E/S7/02 [Turn over

 8

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/

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

© UCLES 2024 E/S7/02

English
Stage 7

Paper 2 Fiction 2024

Cambridge Lower Secondary Progression Test
Mark Scheme

3138_02_MS_3RP
© UCLES 2024
S7/02 English Stage 7 Paper 2 Mark Scheme From 2024

Section A: Reading

Question Answer Marks

1 Award 1 mark for: 1

• doesn’t move a muscle

Question Answer Marks

2 Award 1 mark for each correct technique and 1 mark for a correct example, up 4
to a maximum of 4 marks:

Literary technique Example

simile as still as a frozen tree
alliteration watching the wolf walking / stands there silently
rhetorical question What does he want from me? / What does he
want? / What’s your problem? / Haven’t you seen
a wolf before?
(allow) repetition What does he want from me? / What does he
want?
doesn’t move a muscle / without moving a muscle
sibilance He stands there silently, without moving a muscle.
Only his eyes shift.

Question Answer Marks

3 Award 1 mark for each correct idea and 1 mark for a correct quotation, up to a 4
maximum of 4 marks:

Idea Quotation
by suggesting it (the enclosure) ‘if you can call it a journey / on
isn’t big enough his outward journey (if you can
call it a journey) / the return
journey (if you can call it a
journey)’
There’s nothing in the enclosure ‘It’s an empty enclosure / (with)
/ No (natural) habitat a solitary rock and dead tree’

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S7/02 English Stage 7 Paper 2 Mark Scheme From 2024

Question Answer Marks

4 Award 1 mark for each of the following, up to a maximum of 2 marks: 2

• Yes: he tenderly describes her as ‘grey and white like a snow partridge’
• Yes: he hasn’t stopped pacing up and down since she died
• Yes: he misses sitting facing visitors, staring straight through them with
her/he’s changed his habits/routine / he misses the two of them making the
visitors feel uncomfortable
• Yes: he doesn’t give details about her death as he doesn’t want to talk
about it
• No: he mentions her death rather nonchalantly, casually, without any feeling
• No: he doesn’t mention her any more
• No: he gives very little/no detail about her death

Question Answer Marks

5 Award 1 mark for one of the following: 1

• The boy’s stare seems to weigh a ton

• He seems to be more present than ever

Question Answer Marks

6(a) Award 1 mark for each of the following, up to a maximum of 2 marks: 2

• short (simple) sentences

• each sentence is on a different line / one-sentence paragraphs
• incomplete sentence / divides one sentence into two.
6(b) Award 1 mark for: 1

• To show that the wolf had stopped moving / that both wolf and boy were
motionless (staring at each other) / there is no movement in the zoo / time
had stood still / to add drama/tension

Question Answer Marks

7 Award 1 mark for each correct answer, up to a maximum of 3 marks: 3

• ellipsis: to show the idea / sentence isn’t finished / is interrupted / to create

a pause / sense of mystery
• colon: starts a list (of wolf’s actions) / to add details to the first idea
• hyphen: joins the two actions together / makes two actions / eye
movements into one / to create a sense of speed

Question Answer Marks

8 Award 1 mark for: 1

• frustration.

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S7/02 English Stage 7 Paper 2 Mark Scheme From 2024

Question Answer Marks

9 Award 1 mark for one of the following ideas: 1

• with a long sentence / clauses of equal length

• (with the information that they have got) all the time in the world

Question Answer Marks

10(a) Award 1 mark for: 1

• To show a new day / the next day has begun

10(b) Award 1 mark for: 1

• The boy (standing in the same position staring)

• what the wolf sees

Question Answer Marks

11(a) Opinion Quotation 2

I think the wolf is He’s not worried (because wolves aren’t afraid of
tough / mentally anything),
strong
What’s your problem? Haven’t you seen a wolf
before?

He’ll give up before I do,

I’m the wolf.

All right, thinks the wolf. You’ve asked for it

He won’t turn his head away for the whole world.

I don’t think the wolf The wolf nearly jumps out of his fur.
is as tough as he
thinks he is He can’t have spent the night here!

He calms down and

The wolf is starting to feel worn out now. The

boy’s stare seems to weigh a ton

That’ll get him off my back.

But there’s something bothering the wolf. A silly

detail.

across the scar of his dead eye, a tear appears

11(b) Award 1 mark for: 1

• The narrator and the wolf

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S7/02 English Stage 7 Paper 2 Mark Scheme From 2024

Section B: Writing

Notes to markers

• Use the marking grids on the following 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.

Marks

Creation of texts (Wc) 5

Vocabulary and language (Wv) 3

Grammar and punctuation (Wg) 7

Structure of texts (Ws) 7

Word structure [spelling] (Ww) 3

[Total 25]

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S7/02 English Stage 7 Paper 2 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
Content is entirely relevant. The response is well- Grammatical structures are
organised and uses a good almost always accurate
Features of the relevant range of organisational throughout the text. For example,
genre, if appropriate, are features accurately. there is:
used confidently • a wide range of sentence
throughout. Events are logically types to add descriptive detail
sequenced throughout the and/or build up tension
Narrative viewpoint is well- text from opening to • a range of complex
established and engages conclusion. sentences accurately to
the reader’s interest provide clarity and emphasis,
throughout. Paragraphs are used e.g., by positioning of clauses
competently to structure the varying word order or
Characters are developed narrative and control the expansion of verb phrases
and well-portrayed with pace of the story. There is • formal and/or informal
some evidence of a good cohesion within and register used appropriately
distinctive voice. between paragraphs. according to context, purpose
and audience.
A good range of sentence
openings and connectives There is a good range of
are used to compare, punctuation. For example:
sequence and qualify • commas, ellipses, colons,
events. semi-colons, dashes and
hyphens used accurately to
clarify meaning in sentences
and dialogue.

[4–5] [6–7] [6–7]

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S7/02 English Stage 7 Paper 2 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Content is relevant. Material is relevant using The response is generally Grammatical structures are Spelling is generally correct
vocabulary accurately for the well-organised and uses a mostly accurate throughout the throughout. (There may
Features of the relevant genre. range of organisational text. For example, there is: occasional be phonetically
genre, if appropriate, are features accurately. • a range of sentence types to plausible attempts at
evident. Ideas are developed with add descriptive detail and/or complex words.)
detail using a variety of Events are logically build up tension
Narrative viewpoint is ambitious vocabulary, sequenced throughout the • some use of complex Correct spelling of nearly all
clear and generally linguistic and literary text though there may be sentences to provide clarity polysyllabic words, e.g.,
engages the reader’s techniques. some inconsistencies. and emphasis e.g., by appear, information,
interest throughout. positioning of clauses varying probably, separate
Paragraphs are used word order or expansion of wondering/wandering,
Main characters are appropriately to structure verb phrases business, essentially,
developed and well- the narrative. • formal and/or informal register accommodation
portrayed with some is generally used appropriately
evidence of a distinctive A range of sentence if relevant e.g., depending on
voice. openings and connectives the target audience.
are used appropriately to
compare, sequence and There is a range of punctuation
qualify events. e.g.,
• commas, ellipses, colons,
semi-colons, dashes and
hyphens are used accurately to
clarify meaning in sentences
and dialogue.

[3] [3] [4–5] [4–5] [3]

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S7/02 English Stage 7 Paper 2 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Content is mostly Vocabulary is relevant and The response is generally Grammatical structures are Spelling of common and
relevant. suitable for the genre. organised and attempts generally accurate throughout some less-common words,
some organisational the text. For example, there is: including polysyllabic and
General features of the Ideas are developed using features. • some range of sentence compound words, is
genre, if appropriate, are appropriate vocabulary. types to add descriptive detail generally accurate. e.g.,
evident. linguistic and literary Events are sequenced and/or build up tension accurate, present, evidence,
techniques. though there are • some complex sentences making, possible, search.
Narrative viewpoint is inconsistencies may be attempted but mainly
generally clear and may a mix of simple and
help engage the reader’s Paragraphs / sections are compound sentences are
interest. used to structure the used accurately to add detail.
narrative though not always • Formal and/or informal
Some characters are consistently or register is attempted
developed and well- appropriately. according to context, purpose
described and audience.
Movement between
paragraphs may be There is some range of
disjointed with a limited punctuation e.g.,
range of sentence openings • commas, semi-colons,
and connectives. dashes and hyphens) is used
accurately to clarify meaning
in sentences and dialogue.
• There may be evidence of
comma splicing.

Note: if punctuation is totally

lacking and other descriptors met
then give the lower mark here.

[2] [2] [2–3] [2–3] [2]

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S7/02 English Stage 7 Paper 2 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
Content has limited Language is simple and Some attempt to organise Basic grammatical structures are Spelling of high frequency
relevance. relevant. For example, the response. generally correct, for example: words is generally correct,
vocabulary conveys meaning • subject and verb generally e.g., their/there, friend,
Some features of the which is suitable for the Some basic sequencing of agree another, around, because,
genre, if appropriate, may genre. ideas in relation to the • past and present tense of verbs anything, something.
be present. stimulus. generally consistent.
Ideas might be developed • There is a mix of simple and
Narrative viewpoint is not using some deliberate Paragraphs / sections are some compound sentences
always consistent. Some choices of vocabulary, evident with related points used accurately.
attempt is made to though may not always be grouped together or linked • Some complex sentences may
engage the reader. accurate. by time sequence. be attempted to expand detail
but not always successfully.
Some characters are Movement between • Formal and/or informal register
described. paragraphs or sections, may be attempted but not
is disjointed with a very consistently according to
A maximum of 1 mark can limited range of sentence context, purpose and audience.
be awarded if not the openings and connectives.
given genre. Punctuation:
• Demarcation of straightforward
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.

Note: learners should gain marks

for good English with punctuation
errors rather than lose marks for
what is essentially good English.

[1] [1] [1] [1] [1]

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]

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S7/02 English Stage 7 Paper 2 Mark Scheme From 2024

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