SA 4EB1 JUNE2020R
Read Text One in the Extracts Booklet, adapted from an American article called My Weather Story
1 Using the first paragraph, name one thing that frightened the writer. (1 mark)
Q1 Mark Scheme
One mark for any one of the following:
• anything that could cause damage
• volcanoes
• fire
• earthquakes
• thunder
• lightning
• thunderstorms
2 Using lines 26–33, identify one experience the writer has of the storm. (1 mark)
Q2 Mark Scheme
One mark for any one of the following:
• clouds begin to form
• the wind began to pick up (a bit)
• lightning (did not stop)
• visible strikes every few seconds (for many, many hours)
• mesmerized by the insane lightning/mesmerized by the storm
• seeing a strike of lightning that started a fire
3 Explain how the writer presents her experiences of the weather. You should support your answer with close reference to the passage, including brief quotations. (10 Marks) Read the Assessment Objectives.
Q3 Mark Scheme
Reward responses that demonstrate how the writer presents her experiences of the weather.
Responses may include:
• the opening paragraph suggests that weather has had a negative effect on her: ‘I was scared of almost anything’, ‘I was terrified of thunderstorms’, ‘hiding inside the house’
• the use of ‘sparked’ (metaphor) suggests how sudden the change is
• the repetition of ‘more’ emphasises her enthusiasm
• the use of ‘further cemented’ suggests how strong her intention is
• the detailed description of the storm: ‘daylight fled’, ‘lightning started’
• the use of the short sentence: ‘And it did not stop’ for emphasis
• ‘many, many hours’ shows how long the storm lasted
• the use of ‘reluctantly’ shows how much she enjoyed herself
• the description of the second storm: ‘even stronger’, ‘very strong wind and rain’, ‘a very intense storm’
• the juxtaposition of ‘scared little kid’ with ‘weather fanatic’
• the use of the simile/idiom ‘like a kid in a candy store’
• the repetition ‘want more’, ‘see more’, ‘want to know more’, again emphasising her desire for knowledge
• the positivity of the end: ‘awesome storms’
• the writer adopts an informal style.
Read Text Two in the Extracts Booklet, adapted from a book called Songs at the
4 Using the second paragraph, state one effect of the monsoon. (1 mark)
Q4 Mark Scheme
One mark for any one of the following:
• the village was transformed
• paths had disintegrated
• there was impassable mud
• the river was full
• they had to use boats to get around
• moving around was difficult
5 In lines 19–35, the writer explains the difficulties she faced during the monsoon. Identify two of the difficulties. (2 marks)
Q5 Mark Scheme
One mark each for any two of the following:
• activities became difficult/exhausting
• the yard changed into a treacherous pit/slippery mud
• every day she managed to lose a flip-flop
• every day she nearly fell over
• getting to the pond to bathe
• she was muddier after washing than before
• her trips to the latrine were nerve-racking
• she had to carry her water pot, umbrella and lantern
• she was sliding through the muddy morass
• her sari became muddy
• wading through deep swampiness
• leeches (hanging onto her feet and ankles)
6 How does the writer describe the monsoon and its effects? You should support your answer with close reference to the passage, including brief quotations. (10 marks)
Q6 Mark Scheme
Reward responses that demonstrate how the writer describes the monsoon and its effects.
Responses may include:
• the use of descriptive language to show how unpleasant it is to wake up to the monsoon rains: ‘steady drip’, ‘muddy’, ‘dampen’, ‘chilly’
• the reaction of the people: ‘huddled’, ‘shivering’, ‘predicting fever’
• the description of the compound: ‘completely still’, ‘strangely quiet’
• the repetition of ‘rain’ and its use in a short sentence, which reinforces how much rain is falling
• the reference to the time before the monsoon: ‘cool morning sunlight’ contrasts with the descriptions of the rain
• the use of language to show how the rain affects the area: ‘treacherous pit’, ‘most slippery mud imaginable’, ‘muddy morass’ (alliteration), ‘deep swampiness’
• the writer’s reactions: ‘exhausted and victorious’, ‘cursed’, ‘fantasised’, ‘prayed fervently’
• the negative impacts the monsoon has: ‘slow down’, ‘came almost to a standstill’, ‘little work’, ‘stay within the confines of their homes’, which suggests how limiting it is
• the positive contrast of how some local people cope: ‘piled high with village men in their best lungis’, ‘on a trip to Sylhet’
• the description of the boats: ‘painted cabins’, ‘great cloth sails’, ‘moving through the water lilies’, which is an attractive contrast to the descriptions of the monsoon.
Refer to BOTH Text One and Text Two to answer the following question.
7 Compare how the writers of Text One and Text Two present their ideas and perspectives about the weather. Support your answer with examples from both texts.. Read the Assessment Objectives.