Cambridge International Examinations

Cambridge Primary Checkpoint

ENGLISH 0844/01
Paper 1 Non-Fiction For Examination from 2018
SPECIMEN INSERT
1 hour

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

© UCLES 2015 [Turn over

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Text A

How is chocolate made?

Have you ever wondered where chocolate comes from? Well, chocolate is made
from beans which grow in pods on the Theobroma cacao tree. These trees grow
in several different countries and the flavour of the beans varies depending on
where they come from. The beans also vary in flavour, depending on the age of
the tree. 5

After the beans have been collected and dried, they are transported to chocolate
factories. There, the beans are weighed and separated by type so that the
manufacturer knows exactly what kind of cacao is going into the chocolate. This
ensures the flavour of the chocolate is consistent over time. Some manufacturers
use up to twelve types of cacao, depending on the flavour of chocolate they 10
want to create.

Once weighed, the cacao beans are roasted in large ovens for up to two hours.
The heat not only dries and darkens the beans, but also brings out their flavour.
Next, the cacao beans are cracked, and then winnowed – that is, the broken
shells are blown away, which leaves the crushed pieces of cacao beans, called 15
‘nibs’. These are edible but do not taste very pleasant. The cacao nibs are then
crushed and ground into a thick paste called chocolate liquor. This is bitter and
not very smooth or creamy. To improve the flavour, the manufacturer mixes in
things like sugar, vanilla and milk.

You could eat this mixture, and it would taste pretty good, but it wouldn’t quite 20
have the right texture. So the manufacturer runs the mixture through steel rollers
and then it is ‘conched’. This is a process which involves putting the mixture in a
machine that mixes and mashes the chocolate. Conching can last a few hours
for cheaper chocolate, and up to six days for more expensive types.

Finally, we have chocolate! 25

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Text B

The Chocolate Party Company

Calling all young chocolate lovers. Are you looking for a special theme for a
party? Then come to us!

Our chocolate parties combine the very best quality Belgian chocolate with
fun-packed activities. Our experienced chocolatiers love to share their magic
chocolate-making skills and make sure everyone has a great time. Spend two 5
unforgettable hours creating scrumptious chocolate masterpieces, such as
cute chocolate animals, crispy coconut cups or, best of all, our mouth-watering,
melt-in the-middle chocolate stars. All sorts of delicious toppings are available,
including caramel sprinkles, chocolate-coated honeycomb crumbs and – our
favourite – very berry strawberry curls. 10

Perfect for any special occasion, our fantastically fun parties will help you to
create chocolate delights that will impress everyone. The time will just fly. But
the fun doesn’t stop there because, at the end, you and your friends will take
away party bags crammed with your own, delicious, handmade treats. You will
also take with you a wealth of knowledge about the secret art of the chocolatiers, 15
making this a day you’ll never forget.

Parties last for two hours, are suitable for children from 8–14 years old and are
available seven days a week. We run throughout the day, starting at 10 am, with
the last party finishing at 9 pm on weekdays and 10 pm at weekends and during
holidays. See our website for prices, availability, and more details. 20

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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.

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 2015 0844/01/SI/18

 Cambridge International Examinations
Cambridge Primary Checkpoint

0844/01
*0123456789*

ENGLISH
Paper 1 Non-fiction For Examination from 2018
SPECIMEN PAPER
1 hour
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name in the spaces at the top of this page.

DO NOT WRITE IN ANY BARCODES.

Answer all questions.

Suggestions for how long to spend on each section are given in the booklet.

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

This document consists of 7 printed pages and 1 blank page.

© UCLES 2015 [Turn over

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Section A: Reading

Spend 30 minutes on this section.

Read Text A, in the Insert, and answer questions 1–8.

1 Name one thing that affects the taste of cacao beans.

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

2 ‘This ensures the flavour of the chocolate is consistent over time.’ (lines 8–9)

Explain in your own words what ‘consistent over time’ means.

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

3 Number these processes from the text to show the correct order.

The first process has been numbered for you.

grinding

roasting

weighing 1

winnowing [1]

4 Give one word from the text to describe how chocolate liquor tastes.

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

5 Name two ingredients that are added to chocolate liquor to make it taste better.

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

• ........................................................................................................................... [1]
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6 Why is ‘conching’ important?

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7 (a) Tick (9) two boxes to show phrases which use the passive form of a verb.

‘After the beans have been collected . . .’

‘. . . the manufacturer knows exactly . . .’

‘These trees grow in several different countries . . .’

‘. . . they are transported to chocolate factories.’

‘This is bitter and not very smooth . . .’ [2]

(b) Why is the passive form of the verb often used in Text A?

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

8 (a) Give three connectives used to show time in the text.

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

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

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

(b) Explain why connectives are used to show time in the text.

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

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Text B

Read Text B, in the Insert, and answer questions 9–16.

9 What are the people who teach chocolate-making at the parties called?

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

10 (a) Name one of the chocolate sweets you can make during the party.

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

(b) Name one of the products you can use to decorate your chocolate sweets.

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

11 Look at the phrase ‘time will just fly’ (line 12).

(a) What technique is ‘time will just fly’ an example of?

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

(b) Suggest one reason why time will fly.

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

12 Look at the phrase ‘. . . you and your friends will take away party bags crammed
with your own, delicious, handmade treats’ (lines 13–14).

What does the word ‘crammed’ suggest about the bags?

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

13 Give two examples of alliteration from the text.

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

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

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14 Explain three ways the last paragraph is different from the rest of the text.

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

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Questions 15 and 16 are about Text A and Text B in the Insert.

15 ‘Finally, we have chocolate!’ (Text A, line 25)

‘Then come to us!’ (Text B, line 2)

Give two ways these short sentences are similar.

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

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

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

16 Text A and Text B have different purposes.

(a) What is the purpose of Text A?

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

(b) What is the purpose of Text B?

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

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

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Section B: Writing

Spend 30 minutes on this section

17 Write a newspaper report for your local newspaper about an incident or event
involving chocolate.

It could be about:

• a stolen delivery of chocolate

• a lorry that spills the chocolate it is transporting
• a serious shortage of chocolate
• something that has made chocolate taste bad
• your own idea.

Remember to use the conventions of a newspaper report, such as a headline, an

explanation of what happened, where and when it happened, and comments from
relevant people.

You do not need to use columns or include pictures.

Space for your plan:

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

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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.

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 2015 0844/01/SP/18

 Cambridge International Examinations
Cambridge Primary Checkpoint

ENGLISH 0844/02
Paper 2 Fiction For Examination from 2018
SPECIMEN INSERT
1 hour

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

© UCLES 2015 [Turn over

 2
Text for Section A, an extract from ‘The Boy Who Talked With Animals’ by Roald Dahl

Standing on the balcony of my hotel room looking out at the dark expanse of
sea, I suddenly became aware of a great commotion on the beach. Glancing
over, I saw a crowd of people clustering around something at the water’s edge.
There was a canoe-type fisherman’s boat on the sand nearby, and all I could
think was that the fisherman had come in with lots of fish and that the crowd 5
was looking at it.

But it wasn’t a haul of fish at all. It was a turtle, an upside-down turtle. But what
a turtle it was! I had not thought it possible for a turtle to be as enormous as
this. If it had been the right way up, I think a tall man could have sat on its back
without his feet touching the ground. 10

The fisherman who had caught it had tipped the turtle onto its back to stop it from
getting away. There was also a thick rope tied around the middle of its shell, and
one proud fisherman stood holding the end of the rope tightly with both hands.
Upside down it lay, this magnificent creature, with its four thick flippers waving
frantically in the air; its long wrinkled neck stretching far out of its shell. 15

The crowd was thrilled and delighted. They were discussing the capture and
possible destruction of a creature who seemed, even when upside down, to be
extraordinarily dignified. One thing was certain. He was senior to any of them.
For probably one hundred and fifty years he had been swimming in these green
waters. And now here he was; clearly alarmed by the noise and shouting around 20
him, his old wrinkled neck straining out of its shell; the great head twisting this
way and that.

Suddenly, I heard high-pitched screams. ‘No-o-o-o!’ screamed the scream. ‘No!

No! No!’ The crowd froze. Every single person present turned towards where
the screams were coming from. Half walking, half running down the beach were 25
three people, a man, a woman and a small boy who was pulling the man along.
It was the boy who was screaming. ‘Don’t!’ he screamed. ‘Let him go! Please
let him go! You’re horrible and cruel! All of you!’ He threw the words high and
shrill at all those adults standing there on the beach. ‘Why don’t you put him
back in the sea?’ he shouted. ‘He hasn’t done anything to you!’ He stood small 30
and erect, facing the crowd, his eyes shining like two stars. He was magnificent!
The father was embarrassed by his son. ‘He’s crazy about animals,’ he said,
addressing the crowd. ‘Back home he’s got every kind of animal under the sun.
He talks with them.’

The boy suddenly let go of his father and ran towards the giant turtle. The huge 35
upside-down head turned to face him. The boy dropped to his knees in the
sand and flung his arms around the wrinkled old neck and whispered soft words
that nobody else could hear. The turtle became absolutely still. Even his giant
flippers stopped moving in the air.

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DO NOT WRITE IN THIS SPACE

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Copyright Acknowledgements:

Section A © Roald Dahl; The Wonderful Story Of Henry Sugar And Six More: The Boy Who Talked With Animals; Penguin Books Ltd; 2011.

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.

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 2015 0844/02/SI/18

 Cambridge International Examinations
Cambridge Primary Checkpoint

0844/02
*0123456789*

ENGLISH
Paper 2 Fiction For Examination from 2018
SPECIMEN PAPER
1 hour
Candidates answer on the Question Paper.
Additional Materials: Insert

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name in the spaces at the top of this page.

DO NOT WRITE IN ANY BARCODES.

Answer all questions.

Suggestions for how long to spend on each section are given in the booklet.

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

This document consists of 9 printed pages and 1 blank page.

© UCLES 2015 [Turn over

 2
Section A: Reading

Spend 30 minutes on this section.

Read the Text in the Insert, and answer questions 1–17.

1 At the beginning of the story, what does the narrator think the crowd of people on
the beach are looking at?

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

2 Why does the crowd create ‘a great commotion on the beach’ (lines 2–9)?

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

3 How does the narrator help the reader to understand the size of the turtle?

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

4 Which two statements about the turtle up to line 31 are TRUE?

Tick (9) two boxes.

It is older than anyone there.

It is the right way up.

It is trying to attack the crowd.

Its head is moving around.

Its neck is very smooth. [2]

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5 Suggest two reasons why the fisherman is holding the rope tightly.

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

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

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

6 Give two quotations from lines 1–14 that show the narrator admires the turtle.

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

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

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

7 Give one word from lines 16–22 which means the same as scared.

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

8 Look at lines 16–22.

What is the narrator’s opinion of what is happening on the beach?

Tick (9) one box.

The narrator feels pleased that the turtle has been caught.

The narrator feels upset by all the noise the crowd is making.

The narrator thinks the crowd is fussing too much about the turtle.

The narrator thinks the crowd should show the turtle respect. [1]

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9 ‘The crowd froze.’ (line 24)

Explain in your own words what this sentence means.

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

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

10 Look at these lines: ‘Suddenly I heard high-pitched screams. “No-o-o-o!” screamed

the scream. “No! No! No!” The crowd froze. Every single person turned towards
where the screams were coming from.’ (lines 23–25)

Give three ways the writer builds up tension in these lines.

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

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

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

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

11 ‘“You’re horrible and cruel! All of you!” He threw the words high and shrill at all
those adults standing there on the beach.’ (lines 28–29)

Why does the writer use the word ‘threw’ in these lines?

Tick (9) one box.

to emphasise that the boy is angry and upset

to emphasise that the boy is small and young

to show that the boy is breathless from running

to show that the boy is speaking from a distance [1]

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12 ‘He stood small and erect, facing the crowd, his eyes shining like two stars.’
(lines 30–31)

(a) What is ‘shining like two stars’ an example of?

Tick (9) one box.

alliteration

metaphor

personification

simile [1]

(b) Explain in your own words what ‘shining like two stars’ means.

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

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

13 Why is the father embarrassed by his son?

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

14 ‘The turtle became absolutely still. Even his giant flippers stopped moving in the
air.’ (lines 38–39)

What do these sentences suggest about how the turtle feels at the end of the story?

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

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

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15 Explain in your own words two different things you learn about the boy’s character
from what he does in the story. Use evidence from the text to support each of your
ideas.

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

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

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

16 Write one sentence from the text that shows the narrator’s opinion of the boy.

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

17 This story is told by a narrator.

Give two ways the story would be different if it was written from the point of view of
the boy.

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

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

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

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Section B: Writing

Spend 30 minutes on this section.

18 Read the next part of the story.

All eyes turned to the boy and the turtle. The pair seemed to be caught in silent
conversation. The fisherman was having none of it, however. He began pulling the
turtle towards the hotel.
‘Wait!’ cried the boy’s father.

Now continue the story to explain what happens next to the boy and the turtle.

Characters • The boy

• The father
• The fisherman
• Anyone else?
Setting • Do they stay on the beach?
• Do they go somewhere else?
Plot • What does the father say to the fisherman?
• How does the fisherman respond?
• What happens to the turtle?

Space for your plan:

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

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Copyright Acknowledgements:

Section A © Roald Dahl; The Wonderful Story Of Henry Sugar And Six More: The Boy Who Talked With Animals; Penguin Books Ltd; 2011.

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.

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 2015 0844/02/SP/18