Download [PDF] October 2020 CAIE P1 Questions 0844 English Cambridge Primary Checkpoint

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This document has 8 pages. Blank pages are indicated. IB20 10_0844_01/2RP © UCLES 2020 [Turn ove r  Cambridge Primary Checkpoint ENGLISH 0844/01 Paper 1 Non-fiction October 2020 1 hour You must answer on the question paper. You will need: Insert (enclosed) INSTRUCTIONS • Answer all questions. • Use a black or dark blue pen. • Write your name, centre number and candidate number in the boxes at the top of the page. • Write your answer to each question in the space provided. • Do not use an erasable pen or correction fluid. • Do not write on any bar codes. INFORMATION • The total mark for this paper is 50. • The number of marks for each question or part question is shown in brackets [ ]. • The insert contains the reading passages.

2 © UCLES 2020 0844/01/O/N/20 Section A: Reading Spend 30 minutes on this section. Read Text A, in the insert, and answer questions 1–11. 1 Why do teenagers think they should choose their own bedtimes? [1] 2 Which word in the second paragraph (lines 5–9) means ‘completely certain’? [1] 3 How can choosing their own bedtime help a child with their homework? [1] 4 Look at the third paragraph (lines 10–16). Explain how family life improves when a child sets their own bedtime. [2] 5 Give a phrase from the fourth paragraph (lines 17–20) that means ‘to work well in lessons’. [1] 6 Give a fact from lines 17–23. [1] 7 Look at the fifth paragraph (lines 21–24). Give one problem that children experience when they have not had enough sleep. [1]

3 © UCLES 2020 0844/01/O/N/20 [Turn over 8 Look at the third paragraph (lines 10–16) and sixth paragraph (lines 25–27). Which word used in both paragraphs shows that something could happen as a result of something else? [1] 9 Text A is a balanced argument. Explain how the paragraphs of this balanced argument are organised. The first one has been done for you. First paragraph Introduction to both sides of the argument Second to fifth paragraphs Last paragraph [2] 10 Complete the chart below to show the language features of a balanced argument. Language feature Example from Text A • general names / groups • teenagers • present tense • • discussion connectives • • • Those in favour of … [3] 11 Who is the target audience of Text A? Tick () one box. children teachers parents everybody [1]

4 © UCLES 2020 0844/01/O/N/20 Text B Read Text B, in the insert, and answer questions 12–18. 12 Complete the sentence below with one word from the first paragraph. The of all living things depends on getting enough sleep. [1] 13 What is the purpose of sleep? Tick () two boxes. to help the brain hallucinate to get the body ready for daily life to allow the brain to refuel to shut down the brain and body to give the brain a holiday [2] 14 Which phrase in lines 11–14 implies that the information is well known? [1]

5 © UCLES 2020 0844/01/O/N/20 [Turn over 15 Identify the features of a non-chronological report present in Text B. Complete the chart using examples from Text B. Feature Example from Text B • subheadings • • technical language • • • After missing two nights of sleep, a person will have problems thinking and doing things. [3] 16 Why does the writer use bullet points in the final paragraph (lines 15–24)? [1] 17 ‘… the brain needs to spend time in bed and catch its ZZZs.’ What is this an example of? Tick () one box. alliteration rhyme personification simile [1] Question 18 is about both Text A and Text B in the insert. 18 What is the purpose of the dashes ( – ), used in both texts (Text A, line 8 and Text B, lines 2 and 12)? [1]

6 © UCLES 2020 0844/01/O/N/20 Section B: Writing Spend 30 minutes on this section. 19 Art and music should not be taught in school. Write a balanced argument discussing this statement. Space for your plan: Write your balanced argument on the next page. [25 marks]

7 © UCLES 2020 0844/01/O/N/20 [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 for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. 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. © UCLES 2020 0844/01/O/N/20