Mark Scheme (Results)

Summer 2018

Pearson Edexcel International GCSE

in English Language (4EB1) Paper 01
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Summer 2018
Publications Code 4EB1_01_1806_MS
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© Pearson Education Ltd 2018
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.
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:
 did not like it at first
 then realised how good it was
 comfortable
 lots of space
 has a living space, bathroom and balcony (need more
than one room)
 would not want to live anywhere else
 cosy
 well-insulated
 warm
 privacy is not a problem
 quiet / too quiet
 cheap (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:
 temporary housing
 starter flats (for young people)
 student housing
 replacing slums
 skyscrapers
 3-bedroom family home

(1)
Question Answer Mark
number

3 Reward responses that demonstrate how the writer presents

his ideas about this unusual type of housing.

Responses may include:

 the use of positive language: ‘cheap and easy’

 there is some negative language to describe the
housing: ‘steel box’
 the use of positive quotations from residents: ‘no
regrets’, ‘wouldn’t want to live anywhere else in the
world’
 this is balanced with negative impressions: ‘like a
slum’, ‘there were complaints’
 the use of international examples: ‘Wenckehof’,
‘Mumbai’s Dharavi slum’, ‘Brighton’, ‘British Columbia’
 he uses information to make containers sound
attractive: ‘cosy’, ‘living space, bathroom and balcony’,
‘Insulated panels and radiators’, ‘underfloor heating
and high-end lighting’
 he uses evidence from a number of different people:
several examples
 he uses facts: ‘pay €450 a month’
 the description of proposals for developing countries:
‘brightly-painted’, ‘Another colourful design’ makes the
homes sound attractive
 there are examples of different types of shipping
container housing: ‘a student village’, ‘replace slum
housing’, ‘Brighton Housing Trust’, ‘starter flats for
young people’, ‘three-bedroom family home’
 there is a balanced approach shown in the final
paragraph to make the reader think.
(10)
Question 3
Level Mark AO2 Understand and analyse how writers use linguistic and
structural devices to achieve their effect.
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.
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:
 (a warren of) narrow / dark alleyways
 small / squalid huts
 bamboo poles / tattered sacking bags
 roofs covered in tarpaulin / plastic / pieces of metal /
old clothes
 (piles of) rubbish
 litter
 animal waste
(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:
 six guards
 service entrance (firmly) locked
 barbed wire
 no gaps in boundary wall
 rusty door locked or boarded up
 locked doors
 a thorny jungle (full of acacia bushes)
 brambles
(2)
Questio Answer Mark
n
Number
6 Reward responses that demonstrate how the writer describes
what Ashok and Eketi see and feel.

Responses may include:

 detailed description of slum housing: ‘small, squalid

huts’, ‘ugly patchwork’
 description of the people and animals in the slum:
‘lazed’, ‘Naked children’, ‘caked in dust’, ‘mangy dogs’
 how untidy the slum is: ‘Piles of rubbish’, ‘animal waste’,
‘littered the ground like dead leaves’ (simile)
 the contrasting description of Number Six: ‘high metal
gates’, ‘three-storey marble mansion’, ‘like a permanent
taunt’ (simile)
 how secure the house is: ‘topped by barbed wire’, and
the descriptions of guards, walls and gates: ‘police
uniforms’, ‘no cavities, gaps or fractures which could be
exploited’
 the description of the grounds: ‘thorny jungle’,
‘brambles’, ‘uninhabitable’, ‘virtually inaccessible’, which
suggest how impenetrable the house is
 Ashok is ‘horrified’ at Eketi’s behaviour, which suggests
how dangerous it is
 Ashok’s reaction to being inside Number Six:
‘excitement’, ‘couldn’t believe’
 the description of what Ashok sees and hears inside the
grounds: ‘sound of flowing water’, ‘mechanical hum’,
‘gardener busy shaving the grass’ (metaphor)
 the main features Ashok shows Eketi: ‘the three-storey
mansion’ (repetition), ‘the Olympic-sized pool’, ‘the
gazebo’, ‘the small temple’
 what they see in the woods: ‘two magnificent peacocks’,
‘a man-made waterfall’. (10)
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.
Question Indicative content
number
7 Responses may include the following points:

Text One
 the writer initially suggests it might not be too pleasant: ‘trying to
overcome the idea’, ‘not a good place to live’, ‘living inside a steel
box’
 the writer uses named people to support his ideas: ‘Timothy Ader’,
‘Andy Winter’, ‘Keith Dewey’, which adds authenticity
 these people all have positive experiences: ‘started to like the
place’, ‘the place has worked remarkably well’, ‘an important role
to play’
 there are lots of positive examples from around the world:
‘Amsterdam’, ‘Brighton’, ‘Mumbai’, ‘Canada’, which support the
point of view of the writer
 the description of the shipping container housing makes it sound
attractive: ‘cosy’, ‘less expensive’, ‘colourful design’, ‘having their
own place with their own front door is a great first step’, ‘3-
bedroom family home’.
General points candidates may make on the whole of Text One
 it is an article
 the writer is trying to persuade the reader
 the writer uses a slightly informal style: ‘I’m not living there’ and
direct questions: ‘can they be a permanent solution?’, ‘So what’s it
like to actually live in one?’ which makes the reader feel engaged.

Text Two
 the writer of Text Two also starts with negative descriptions of the
slums: ‘narrow, dark alleyways’, ‘assortment of small, squalid
huts’, ‘ugly patchwork’
 he contrasts this with the description of Number Six: ‘marble
mansion’, ‘towering’, ‘like a permanent taunt’ (simile)
 the focus on the security of the mansion suggests Ashok and Eketi
are doing something wrong
 this is supported by Eketi’s behaviour: ‘sliding up the trunk’,
‘launched himself like a human arrow’, ‘flew through the air and
landed’
 how the writer describes Ashok’s reaction to being inside Number
Six: ‘a state of excitement’, ‘couldn’t believe’, ‘he was actually
inside’.
General points candidates may make on the whole of Text Two
 it is a fictional text
 it is narrative
 the use of negative language at the start is contrasted with the
positive description of Number Six.
Points of comparison
 Text One is positive/encouraging
 Text One is informative/persuasive; Text Two is narrative
 Text One uses real people and facts to present ideas; Text Two
uses description and fictional characters
 Text One mentions places around the world; Text Two is based in
India
 both texts describe houses people live in
 both texts mention people’s reaction to the housing
 both texts clearly convey 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.
SECTION B: Reading and Writing

Question Indicative content

number
8 A suitable register for an article for a school or college magazine 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.

The different types of homes

 slums
 huts
 mansions
 farmhouses
 shipping containers
 ready-made housing
 student flats
 skyscrapers
 starter homes
 family homes

The good points about the different homes

 security/safe
 nice gardens
 big gardens/woods
 beautiful birds
 waterfalls
 swimming pool
 garages
 lots of space
 privacy
 some housing is re-usable – can be moved
 cheap/affordable

The bad points about different homes

 cramped
 dark
 unhygienic
 unattractive
 dirty
 untidy
 can be easy to break into
 temporary
 cold

Reward all valid points.

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.
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.
 Shows a 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.
Question 8

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 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.
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: it depends on where you live;

the type of house may affect how happy you are there; whether
you get on with the people you live with; it is the personal touches
that make a house a home; it does not matter where you live as
long as you are with the people who matter.

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 journeys (providing they are
to or from school, college or work) which may be real or
imaginary. These may be descriptions of physical journeys or
what is seen and experienced.

Candidates should be rewarded for their powers to evoke a

sense of place and atmosphere, using effective vocabulary.

Examiners should be open to a wide range of interpretation.

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.
 Shows a 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.
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.
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