Mark Scheme (Results)
November 2020
Pearson Edexcel International GCSE
In English Language B (4EB1)
Paper 1R
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November 2020
Publications Code 4EB1_01R_2011_MS
All the material in this publication is copyright
© Pearson Education Ltd 2020
General Marking Guidance
• All candidates must receive the same treatment. Examiners must mark the
first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded for
what they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme not according to their
perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be
used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles
by which marks will be awarded and exemplification may be limited.
• When examiners are in doubt regarding the application of the mark scheme to
a candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.
AO1 Read and understand a variety of texts, selecting and interpreting
information, ideas and perspectives.
AO2 Understand and analyse how writers use linguistic and structural devices
to achieve their effects.
AO3 Explore links and connections between writers’ ideas and perspectives, as
well as how these are conveyed.
AO4 Communicate effectively and imaginatively, adapting form, tone and
register of writing for specific purposes and audiences.
AO5 Write clearly, using a range of vocabulary and sentence structures, with
appropriate paragraphing and accurate spelling, grammar and
punctuation.
2
SECTION A: Reading
Text One
Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
1 One mark for any one of the following:
• anything that could cause damage
• volcanoes
• fire
• earthquakes
• thunder
• lightning
• thunderstorms
(1)
Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
2 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
(1)
3
Question Answer Mark
Number
3 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.
(10)
4
Question 3
Level Mark AO2 Understand and analyse how writers use linguistic and
structural devices to achieve their effects.
0 No rewardable material.
Level 1 1-2 • Basic identification and little understanding of the
language and/or structure used by writers to achieve
effects.
• The use of references is limited.
Level 2 3–4 • Some understanding of and comment on language and
structure and how these are used by writers to achieve
effects, including use of vocabulary.
• The selection of references is valid, but not developed.
Level 3 5–6 • Clear understanding and explanation of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary and sentence structure.
• The selection of references is appropriate and relevant to
the points being made.
Level 4 7–8 • Thorough understanding and exploration of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
• The selection of references is detailed, appropriate and
fully supports the points being made.
Level 5 9–10 • Perceptive understanding and analysis of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
• The selection of references is discriminating and clarifies
the points being made.
5
Text Two
Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
4 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
(1)
Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
5 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)
(2)
6
Question Answer Mark
Number
6 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.
(10)
7
Question 6
Level Mark AO2 Understand and analyse how writers use linguistic and
structural devices to achieve their effects.
0 No rewardable material.
Level 1 1-2 • Basic identification and little understanding of the language
and/or structure used by writers to achieve effects.
• The use of references is limited.
Level 2 3–4 • Some understanding of and comment on language and
structure and how these are used by writers to achieve effects,
including use of vocabulary.
• The selection of references is valid, but not developed.
Level 3 5–6 • Clear understanding and explanation of language and structure
and how these are used by writers to achieve effects, including
use of vocabulary and sentence structure.
• The selection of references is appropriate and relevant to the
points being made.
Level 4 7–8 • Thorough understanding and exploration of language and
structure and how these are used by writers to achieve effects,
including use of vocabulary, sentence structure and other
language features.
• The selection of references is detailed, appropriate and fully
supports the points being made.
Level 5 9–10 • Perceptive understanding and analysis of language and
structure and how these are used by writers to achieve effects,
including use of vocabulary, sentence structure and other
language features.
• The selection of references is discriminating and clarifies the
points being made.
8
Question Indicative content
Number
7 Responses may include the following points:
Text One
• starts with a negative image of the writer: ‘scared of almost anything’, ‘terrified’
• uses time to show how she develops her interest: ‘in second grade’, ‘as I grew
older’
• shows how her obsession with the weather increases: ‘loved it all’, ‘watch it for
hours on end’, ‘how much I loved the weather’
• uses anecdotes to demonstrate her ideas: ‘on vacation with my family’
• the writer’s reactions to the storms show her positivity: ‘mesmerized’, ‘amazed’, ‘a
weather fanatic who couldn’t get enough’
• ends positively with the writer’s enthusiasm for her chosen course at university: ‘to
be surrounded by what I love every day’, ‘I am very excited’, ‘looking forward to
learning new things’.
General points candidates may make on the whole of Text One
• it is a personal account / first-person account
• the style is informal and anecdotal
• it is enthusiastic and positive.
Text Two
• starts with negative impressions: ‘steady drip of water’, ‘huddled under the covers,
shivering’, ‘waterlogged fields’
• maintains references to how wet it is throughout the text: ‘drip’, ‘dampen’, ‘rain’,
‘the river was full again’, ‘flooded fields’, ‘covered in water’
• emphasises the difficulties the weather causes: ‘impassable mud’, ‘treacherous pit’,
‘muddy morass’, ‘wading through deep swampiness’
• comments on the impact on other people: ‘little work for labourers’, ‘many men
complained bitterly’, ‘obtaining money for food was a struggle’
• has some positivity towards the end: ‘the ‘engine boat’ would come down the river,
piled high with village men’, ‘on a trip to Sylhet’, ‘the rain had subsided a little’.
General points candidates may make on the whole of Text Two
• it is a personal / first-person account
• it is informative / descriptive
• it presents the weather as a problem.
Points of comparison
• Text One is a personal account about being inspired; Text Two is a descriptive
account of a personal experience
• Text One comments on short-term weather events, e.g. the storms; Text Two
focuses on a longer-lasting weather event, e.g. the monsoon
• Text One recounts the writer's personal experience over a considerable period of
time and in different places; Text Two describes the impact of a specific weather
event on one settlement
• Text One has a positive perspective; Text Two has a negative perspective
• Text One is about how the weather was an inspiration; Text Two shows how
disruptive a weather event can be
9
• both texts refer to bad weather: Text One - storms /Text Two - torrential rain
• both texts are personal accounts
• both texts describe dramatic events
• both texts are first-person accounts
• both texts clearly convey the writers’ ideas and perspectives.
Reward all valid points.
Question 7
Level Mark AO3 Explore links and connections between writers’ ideas and
perspectives, as well as how these are conveyed.
0 No rewardable material.
Level 1 1-3 • The response does not compare the texts.
• Description of writers’ ideas and perspectives, including
theme, language and/or structure.
• The use of references is limited.
Level 2 4–6 • The response considers obvious comparisons between the
texts.
• Comment on writers’ ideas and perspectives, including
theme, language and/or structure.
• The selection of references is valid, but not developed.
NB: candidates who have considered only ONE text may only
achieve a mark up to the top of Level 2
Level 3 7-9 • The response considers a range of comparisons between the
texts.
• Explanation of writers’ ideas and perspectives, including
theme, language and/or structure.
• The selection of references is appropriate and relevant to
the points being made.
Level 4 10–12 • The response considers a wide range of comparisons
between the texts.
• Exploration of writers’ ideas and perspectives, including how
theme, language and/or structure are used across the texts.
• References are balanced across both texts and fully support
the points being made.
Level 5 13–15 • The response considers a varied and comprehensive range
of comparisons between the texts.
• Analysis of writers’ ideas and perspectives, including how theme,
language and/or structure are used across the texts.
• References are balanced across both texts; they are
discriminating and fully support the points being made.
10
SECTION B: Reading and Writing
Question Indicative content
Number
8 A suitable register for a website contribution should be adopted.
Candidates should address all areas. The following are some points that
candidates may make but there are other possibilities. Some candidates may
interpret the task more widely and use other examples than those mentioned in
the passages.
Different types of extreme weather
• thunder
• lightning
• thunderstorms
• storms
• wind
• rain
• monsoons
The effect on the landscape
• lightning can cause fires
• damage to property/buildings
• the landscape can be changed unrecognisably
• slippery mud
• roads and paths become blocked/damage to infrastructure
• roads become rivers
• areas become like swamps
The effect on people
• can cause fear
• can inspire learning
• can see amazing events
• can be thrilling
• can affect choice of a career
• extreme weather conditions can prevent people from working /
farming/fishing
• can cause hunger/poverty
• problems with transport/can be difficult for people to move around so
social life stops
• produces community spirit/people help each other
• makes people clever at coping with the weather/using boats/ fishing.
Reward all valid points.
11
Question 8
Level Mark AO1 Read and understand a variety of texts, selecting and
interpreting information, ideas and perspectives.
0 No rewardable material.
Level 1 1-2 • Selection and interpretation of the given bullet points is
limited.
• Includes a small number of points with some relevance.
• Demonstrates a limited ability to locate and retrieve
information and ideas.
Level 2 3–4 • Selection and interpretation of the given bullet points is valid,
but not developed.
• Gives some relevant points.
• Brings in some relevant information and ideas.
Level 3 5-6 • Selection and interpretation of the given bullet points is
appropriate and relevant to the points being made.
• Offers a reasonable number of relevant points.
• Shows secure appreciation of information and ideas.
Level 4 7–8 • Selection and interpretation of the given bullet points is
appropriate, detailed and fully supports the points being
made.
• Offers a good number of relevant points.
• Makes well-focused comments about information and ideas.
Level 5 9–10 • Selection and interpretation of the given bullet points is apt
and is persuasive in clarifying the points being made.
• Offers a wide range of relevant points.
• Presents well-focused comments with perceptive references
to information and ideas.
12
Question 8
Level Mark AO4 Communicate effectively and imaginatively, adapting form, tone and
register of writing for specific purposes and audiences.
0 No rewardable material.
Level 1 1-2 • Communication is at a basic level, and limited in clarity.
• Little awareness is shown of the purpose of the writing and the
intended reader.
• Little awareness of form, tone and register.
Level 2 3–4 • Communicates in a broadly appropriate way.
• Shows some grasp of the purpose and of the
expectations/requirements of the intended reader.
• Straightforward use of form, tone and register.
Level 3 5-7 • Communicates clearly.
• Clear sense of purpose and understanding of the
expectations/requirements of the intended reader.
• Appropriate use of form, tone and register.
Level 4 8–10 • Communicates successfully.
• A secure realisation of purpose and the expectations/requirements
of the intended reader.
• Effective use of form, tone and register.
Level 5 11–12 • Communication is perceptive and subtle.
• Task is sharply focused on purpose and the
expectations/requirements of the intended reader.
• Sophisticated use of form, tone and register.
13
Question 8
Level Mark AO5 Write clearly, using a range of vocabulary and sentence
structures, with accurate spelling, paragraphing, grammar
and punctuation.
0 No rewardable material.
Level 1 1–2 • Expresses information and ideas, with limited use of structural and
grammatical features.
• Uses basic vocabulary, often misspelt.
• Uses punctuation with basic control, creating undeveloped, often
repetitive, sentence structures.
Level 2 3–4 • Expresses and orders information and ideas; uses paragraphs and
a range of structural and grammatical features.
• Uses some correctly spelt vocabulary, e.g. words with regular
patterns such as prefixes, suffixes, double consonants.
• Uses punctuation with some control, creating a range of sentence
structures, including coordination and subordination.
Level 3 5-6 • Develops and manages appropriate information and ideas using
structural and grammatical features deliberately with accurate
paragraphing
• Uses a varied and selective vocabulary, including words with
irregular patterns, with occasional spelling errors
• Uses a range of accurate and varied punctuation for clarity,
adapting sentence structures for effect.
Level 4 7-8 • Manipulates complex ideas, utilising a range of structural and
grammatical features to support coherence and cohesion.
• Uses extensive vocabulary strategically; rare spelling errors do not
detract from overall meaning.
• Punctuates writing with accuracy to aid emphasis and precision, using
a range of sentence structures accurately and selectively to achieve
particular effects.
14
SECTION C: Writing
Question Indicative content
Number
9 As no audience is specified, the examiner is assumed to be the audience.
Candidates are free to agree or disagree with the statement and may
present a variety of arguments.
Content may include references to: challenges help us to realise our true
potential; challenges help us to be the best we can be; overcoming
challenges develops self-confidence; people who have faced challenges are
often very successful; challenges can be daunting or overwhelming; people
can be frightened or intimidated by challenging situations; some people do
not respond well to challenges; people who do not like challenges may find
different (or better) ways to learn.
Examiners should be open to a wide range of interpretation.
Question Indicative content
Number
10 No indicative content can be specified, since candidates may choose to
interpret the title as they wish.
Candidates should be rewarded for such qualities as a sense of drama, vivid
description, excitement or suspense.
NB: Explicit reference to the title may not be mentioned until the end of the
story.
Examiners should be open to a wide range of interpretation.
Question Indicative content
Number
11 Candidates may choose a range of different times of year. Answers may
include descriptions of the time of year chosen, accounts of significant
events at that time of year and how they felt.
Candidates should be rewarded for their powers to evoke a sense of
what their chosen time of year was like, using effective vocabulary.
Examiners should be open to a wide range of interpretation.
15
Questions 9, 10 and 11
Level Mark AO4 Communicate effectively and imaginatively, adapting form, tone and
register of writing for specific purposes and audiences.
0 No rewardable material.
Level 1 1-4 • Communication is at a basic level, and limited in clarity.
• Little awareness is shown of the purpose of the writing and the
intended reader.
• Little awareness of form, tone and register.
Level 2 5–8 • Communicates in a broadly appropriate way.
• Shows some grasp of the purpose and of the
expectations/requirements of the intended reader.
• Straightforward use of form, tone and register.
Level 3 9-12 • Communicates clearly.
• Clear sense of purpose and understanding of the
expectations/requirements of the intended reader.
• Appropriate use of form, tone and register.
Level 4 13–16 • Communicates successfully.
• A secure realisation of purpose and the expectations/requirements
of the intended reader.
• Effective use of form, tone and register.
Level 5 17–20 • Communication is perceptive and subtle.
• Task is sharply focused on purpose and the
expectations/requirements of the intended reader.
• Sophisticated use of form, tone and register.
16
Questions 9, 10 and 11
Level Mark AO5: Write clearly, using a range of vocabulary and sentence
structures, with appropriate paragraphing and accurate spelling,
grammar and punctuation.
0 No rewardable material
Level 1 1-2 • Expresses information and ideas, with limited use of structural
and grammatical features.
• Uses basic vocabulary, often misspelt.
• Uses punctuation with basic control, creating undeveloped,
often repetitive, sentence structures.
Level 2 3–4 • Expresses and orders information and ideas; uses paragraphs
and a range of structural and grammatical features.
• Uses some correctly spelt vocabulary, e.g. words with regular
patterns such as prefixes, suffixes, double consonants.
• Uses punctuation with some control, creating a range of
sentence structures, including coordination and subordination.
Level 3 5-6 • Develops and connects appropriate information and ideas;
structural and grammatical features and paragraphing make the
meaning clear.
• Uses a varied vocabulary and spells words containing irregular
patterns correctly.
• Uses accurate and varied punctuation, adapting sentence
structures as appropriate.
Level 4 7–8 • Manages information and ideas, with structural and
grammatical features used cohesively and deliberately across
the text.
• Uses a wide, selective vocabulary with only occasional spelling
errors.
• Positions a range of punctuation for clarity, managing sentence
structures for deliberate effect.
Level 5 9–10 • Manipulates complex ideas, utilising a range of structural and
grammatical features to support coherence and cohesion.
• Uses extensive vocabulary strategically; rare spelling errors do
not detract from overall meaning.
• Punctuates writing with accuracy to aid emphasis and precision,
using a range of sentence structures accurately and selectively
to achieve particular effects.
17
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