Reading Exam Technique: Paper 1 and Paper 2

British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)

The reading section at a glance

Both Checkpoint English papers (and the Stage 8 Progression Test you sit in school, which has the same format) begin with Section A: Reading, worth 25 marks, followed by Section B: Writing, also worth 25 marks. Each paper lasts 1 hour 10 minutes. The reading texts are printed in a separate insert (a booklet); you write your answers in the question paper.

Step 1: Reading the insert the right way

The two papers need two different starting strategies, because non-fiction and fiction are read for different reasons.

Annotating fiction (Paper 2). As you read, make tiny notes in the margin: 'nervous', 'mood changes', 'simile', 'turning point'. For characters, use the STEAL tool you already know from realistic fiction: what the character Says, Thinks, their Effect on others, their Actions and how they Look. Questions about character are almost always answered from these five things.

Step 2: Read every question like a detective

1. Circle the instruction. 'Give ONE word', 'Give two reasons', 'In your own words', 'Tick two', 'Quote', 'Use evidence from paragraph 3'. The instruction is marked as strictly as the content: two words when it asks for one word can score zero.
2. Underline the keywords: the paragraph or line number, the character's name, the feeling or idea you must find.
3. Look at the marks. The number of marks usually tells you the number of separate points the examiner wants (see Step 3).
4. Go to the exact place in the text the question names. Most questions tell you where to look. Answers from elsewhere usually get nothing.
5. Check before you move on: does my answer match the instruction, the number of points and the right part of the text?

Step 3: Marks = points

Look at the mark in brackets before you write a single word. As a rule, one mark = one clear point. A 1-mark question needs a short, precise answer; a 3-mark question needs three separate points (or one point with quotation and explanation, if that is what the question asks for).

Step 4: The question catalogue (with a model method for each)

These are the kinds of question that appear in Checkpoint 8 reading, described in our own words. Learn the method for each one: most students lose marks because they use the wrong method, not because they misunderstand the text.

Sentence types and punctuation are different skills and are tested by different questions, so keep them apart in your head: a sentence-type question asks how many clauses and how they are joined; a punctuation question asks what job a mark is doing.

Tick one / tick two: the rules

• Read the stem twice. Is it asking for the true statement or the one that is not true?
• Count the boxes you must tick. Tick two means exactly two. Ticking three usually scores zero.
• Cross out options that are clearly wrong. Then go back to the text for each remaining option.
• Beware the 'half-right' option: it is true about the text but does not answer this question.
• A tick-two question usually carries 1 mark for both correct ticks, so one wrong tick loses everything.
• If you change your mind, make the change very clear (cross out the old tick completely).

Quoting rules

• Copy exactly. Same spelling, same words. A mis-copied quotation can lose the mark.
• Keep it short. Choose the 1-8 words that prove your point. Copying a whole paragraph shows the examiner you have not found the evidence.
• Use inverted commas around every quotation.
• Embed it in your sentence where possible: The writer calls the market 'a living river of colour', which suggests…
• Always explain after quoting, unless the question asks only for a word or phrase. A quotation is evidence, not an answer.
• Do not quote when the question says 'in your own words', and do not quote in a summary.
• Quote from the right place: the paragraph or lines named in the question, and the right text (A or B).

Timing plan for 35 minutes

Practice Paper 1: Non-fiction reading (25 marks, 35 minutes)

Set a timer for 35 minutes. Read the questions first, then the text. The text is a magazine article. The paragraphs are numbered.

The Rooftop Farmers of Cairo

[1] Look up from almost any street in Cairo and you will see them: satellite dishes, water tanks and forgotten furniture crowding the flat roofs of the city. But on a growing number of buildings, something else is appearing. Between the tanks and the washing lines, green leaves are pushing through wooden boxes. Cairo's rooftop farmers have arrived.

[2] Hoda Mansour, a retired science teacher, started her rooftop garden in Heliopolis five years ago with three plastic crates and a packet of seeds. "My neighbours thought I had lost my mind," she laughs. Today her roof produces tomatoes, mint, rocket, peppers and aubergines — enough to feed her family and two neighbours for most of the year. Shallow trays of water feed the plants slowly, so very little is wasted.

[3] Why does it matter? Cairo is one of the most crowded cities in Africa, and green space is scarce. Rooftop gardens cool the buildings beneath them, which means families switch on their air conditioners less often during the scorching summer months. On a July afternoon, a bare concrete roof can become too hot to touch, while a planted roof stays far cooler. The leaves also trap some of the dust that hangs over the city, and the plants attract bees and birds that had almost vanished from some districts.

[4] There are practical benefits, too. Vegetables grown on a roof travel a few metres to the kitchen instead of hundreds of kilometres by lorry. They are fresher, they cost less and they need no plastic packaging. Some families now sell their extra produce to local shops; others swap it with neighbours for bread or eggs.

[5] Not everyone is convinced. Some building owners worry about the weight of soil and water on old roofs, and they are right to be careful: a fully watered garden is surprisingly heavy. Experts recommend light containers, special soil mixtures and — most importantly — a check by an engineer before you begin.

[6] However, the rooftop movement keeps spreading. Schools in Giza and Alexandria have started gardens where pupils measure plant growth in science lessons and cook what they harvest. At one Giza school, the pupils' own mint now flavours the tea served to visiting parents. Community groups run free weekend workshops, and online forums share advice on everything from fighting pests to saving seeds.

[7] Hoda believes the change is only beginning. "Every roof in this city is an empty field waiting for a farmer," she says. "You don't need land. You need a bucket, some seeds and a little patience." Standing among her tomato plants, with the call to prayer drifting over the rooftops and the traffic far below, it is hard to disagree.

Questions (marks in brackets, total 25). Write your answers, then open each one to check it with the mark guidance.

1. 1 (a) Look at paragraph 2. How long ago did Hoda Mansour start her rooftop garden? [1]

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   Five years ago. (1 mark. Accept 'five years'.)

2. 1 (b) Give TWO things she used to start her garden. [1]

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   Three plastic crates and a packet of seeds. (1 mark for both.)

3. 2 Give ONE word from paragraph 3 that means 'in short supply' or 'hard to find'. [1]

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   scarce. (1 mark. 'crowded' is wrong: different meaning. Two or more words = 0.)

4. 3 (a) In paragraph 1, the writer says green leaves are 'pushing through' wooden boxes. Explain the effect of the word 'pushing'. [2]

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   Award 1 mark for meaning + 1 for effect. Possible answers: 'pushing' suggests the plants are growing strongly / forcing their way up (1). It makes the plants seem determined and full of life, almost like people (personification) (1). It suggests nature is fighting back against the crowded, grey city (1). It creates a positive, hopeful image of growth (1). Max 2.

5. 3 (b) Why does the writer end paragraph 1 with the short sentence 'Cairo's rooftop farmers have arrived.'? [2]

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   Any two of: it is short and dramatic, so it stands out after the longer sentences (1). It emphasises the main idea/topic of the article (1). It creates interest and makes the reader want to read on to find out who the farmers are (1). It sounds like an announcement, as if something important has happened (1). It builds a sense of surprise after describing the cluttered roofs (1).

6. 4 (a) Look at the colon in paragraph 1 ('you will see them: satellite dishes…'). Tick ONE: the colon is used to… A) join two related independent clauses B) introduce a list C) show contrast D) introduce direct speech [1]

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   B: it introduces a list (satellite dishes, water tanks and forgotten furniture).

7. 4 (b) In paragraph 5, what is the purpose of the pair of dashes in '— most importantly —'? [1]

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   They add extra information (the writer's comment that the engineer's check is the most important step). (1 mark)

8. 5 Look at this sentence from paragraph 4: 'Some families now sell their extra produce to local shops; others swap it with neighbours for bread or eggs.' What type of sentence is it? [1]

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   Compound sentence: two independent clauses ('Some families now sell…' and 'others swap…') of equal importance, joined into one sentence. (1 mark)

9. 6 Paragraph 6 begins with 'However'. Explain how this word links paragraph 6 to paragraph 5. [2]

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   1 mark for the link back, 1 for the contrast. Paragraph 5 describes people's worries about rooftop gardens (1). 'However' introduces a contrast, showing that despite these worries the movement is still growing (1).

10. 7 Using paragraph 6, complete the table to show three ways the rooftop movement is spreading. [3] | Who | What they do | Schools … | Community groups … | Online forums …

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    Schools: pupils measure plant growth in science lessons and cook what they harvest (1). Community groups: run free weekend workshops (1). Online forums: share advice (e.g. on fighting pests and saving seeds) (1). 1 mark per correct row.

11. 8 In paragraph 7, Hoda says, 'Every roof in this city is an empty field waiting for a farmer.' What does she mean? [2]

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    1 mark for meaning + 1 for development. Possible answers: every roof could be used to grow food (1). The empty roofs are wasted space with great potential (1). Anyone can become a farmer, you do not need land (1). This is a metaphor that makes the idea hopeful and encouraging (1). Max 2.

12. 9 (a) Tick TWO features that show this text is a magazine article. A) a title that grabs attention B) numbered instructions C) quotations from a real person D) a list of ingredients E) a 'Dear Sir' greeting [1]

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    A and C. (1 mark for both correct, but no mark if more than two are ticked.)

13. 9 (b) Why does the writer include Hoda's own words in the article? [2]

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    Any two of: to show a real example, which makes the article believable (1). To make it personal and human, so readers relate to her (1). To add her lively voice and humour ('My neighbours thought I had lost my mind') (1). To give an expert/experienced opinion that supports the writer's view (1). To encourage readers that they could do it too ('You need a bucket, some seeds and a little patience') (1).

14. 10 Does the writer think rooftop gardens are a good idea? Give your opinion and support it with TWO quotations from the text. [3]

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    1 mark for a clear answer + 1 for each supported quotation. Model: Yes, the writer is in favour (1). The writer lists benefits such as 'Rooftop gardens cool the buildings beneath them', showing they help families in the heat (1). The ending, 'it is hard to disagree', shows the writer agrees with Hoda that the movement is positive (1). Also accept 'They are fresher, they cost less', 'the rooftop movement keeps spreading'. Note: an answer saying the writer is balanced can earn credit if it uses paragraph 5 as evidence, but the overall viewpoint is positive.

15. 11 In 40-50 words, summarise the benefits of rooftop gardens described in paragraphs 3 and 4. Use your own words. [2]

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    Model (45 words): Rooftop gardens make buildings cooler, so families need less air conditioning. They reduce dust and bring back bees and birds. Food grown on roofs is fresher and cheaper, and needs no transport or plastic wrapping. Families can also sell or exchange extra vegetables with neighbours. — 2 marks: most of the points, in own words, within 40-50 words. 1 mark: some points, or copied wording, or over/under the word limit. 0: quotations only or no relevant points.

Practice Paper 2: Fiction reading (25 marks, 35 minutes)

Set a timer for 35 minutes. This time, read the whole extract first and annotate it (characters, setting, feelings, striking language). Then answer the questions. The paragraphs are numbered.

The Night Ferry

[1] The ferry's horn gave one long groan, and the lights of the harbour began to slide away. Layla gripped the rail with both hands. Behind her, the deck was crowded with sacks of rice, crates of complaining chickens and passengers wrapped in blankets, but she had never felt so alone.

[2] "Your aunt will meet you at the jetty," her mother had said that morning, pressing a folded note into her palm. "Show this to the captain if there is any problem. It's just one night. You are twelve now." Layla had nodded and smiled as if it were nothing. Now the note was damp with sweat, and the smile had gone.

[3] The river was wide and black. Every few minutes a fishing boat drifted past, its single lantern swinging like a tired eye. On the far bank, the palm trees stood in a dark line, silent guards watching the water.

[4] "First time alone?"

[5] Layla jumped. An old man was sitting on an upturned crate beside her, peeling an orange with a small knife. His galabeya was patched at the elbows, and his face was as creased as a map that had been folded too many times.

[6] "No," she said quickly. Then, because he only raised an eyebrow, "Yes."

[7] He chuckled and offered her a piece of orange. She hesitated, remembering every warning she had ever been given, then took it. It was sweet and cold, and for a moment the knot in her stomach loosened.

[8] "I worked on this ferry for forty years," he said. "Carried letters, medicine, once even a goat that ate my hat." He pointed the knife at the dark bank. "You see that light? The one that flickers? That is Kafr el-Nour. Your aunt's village, I think."

[9] Layla stared. "How did you know?"

[10] "Everyone on this boat is going somewhere." He shrugged. "You keep looking at that bank as if it might disappear."

[11] She laughed — a small, surprised sound — and realised it was the first time she had laughed all day. She asked him about the goat, and he told her, and the story grew longer and sillier with every sentence until she was holding her sides.

[12] Then the engine coughed. Once. Twice. And stopped.

[13] Silence fell over the deck like a heavy blanket. Somewhere a baby began to cry. The ferry turned slowly in the current, drifting sideways, and the flickering light of Kafr el-Nour slid out of sight behind the boat.

[14] Layla's fingers found the note in her pocket. Her heart was hammering. She looked at the old man, expecting to see fear, but he was calmly wiping his knife on his sleeve.

[15] "Ah," he said. "She does this. She is old, like me." He stood up, stiff-kneed, and handed Layla the rest of the orange. "Hold this. I will be back in a minute..."

[16] He walked towards the engine room, and the crew stepped aside to let him pass, as if he were the captain himself.

Questions (marks in brackets, total 25).

1. 1 (a) Where is Layla travelling to? [1]

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   To her aunt's village (Kafr el-Nour). (1 mark)

2. 1 (b) Who has told Layla that someone will meet her? [1]

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   Her mother. (1 mark)

3. 2 Give ONE word from paragraph 1 which shows that the chickens were noisy. [1]

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   complaining. (1 mark)

4. 3 Give TWO pieces of evidence from paragraphs 1-2 that show Layla is nervous. [2]

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   Any two (1 mark each): she 'gripped the rail with both hands' / 'she had never felt so alone' / 'the note was damp with sweat' / 'the smile had gone'. (She only pretended to be calm: 'smiled as if it were nothing'.)

5. 4 (a) In paragraph 3, the writer describes a lantern 'swinging like a tired eye'. Explain the effect of this simile. [2]

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   1 mark for the meaning, 1 for the effect. Possible answers: the lantern's dim, swinging light is compared to a sleepy eye (1). It makes the river seem dark, lonely and slow (1). It creates a quiet, uneasy, slightly eerie mood (1). It suggests someone/something is watching Layla, adding to her nervousness (1). It reflects how late and tired the night feels (1). Max 2.

6. 4 (b) The palm trees are described as 'silent guards watching the water'. What feeling does this create? [1]

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   Any one: a feeling of being watched / tension / unease / a mysterious, threatening atmosphere / loneliness, as if no one friendly is there. (1 mark)

7. 5 Paragraph 4 is a single line: 'First time alone?' Why does the writer put this in a paragraph on its own? [2]

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   Any two: it makes the line stand out and surprise the reader, just as it surprises Layla (1). It creates a sudden change/interruption in the quiet description (1). It builds suspense, because we do not yet know who is speaking (1). It introduces a new character and a new part of the story (1). The question shows someone has noticed exactly how Layla feels (1).

8. 6 What impression do you get of the old man in paragraphs 5-10? Give TWO impressions, each supported with evidence. [4]

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   2 marks per impression: 1 for the impression (an adjective/idea), 1 for supporting evidence. Possible: kind/generous: 'offered her a piece of orange' (1+1). Observant/wise: he guessed her destination because 'You keep looking at that bank' (1+1). Experienced: 'I worked on this ferry for forty years' (1+1). Humorous/friendly: 'once even a goat that ate my hat' (1+1). Poor/humble: 'His galabeya was patched at the elbows' (1+1). Old and weathered: 'as creased as a map' (1+1). (Think STEAL: what he says, his actions, his effect on Layla, his looks.)

9. 7 Look at paragraph 11: 'She laughed — a small, surprised sound — and…'. What is the purpose of the pair of dashes? [1]

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   They add extra information (describing what her laugh was like). (1 mark)

10. 8 Look at paragraph 12: 'Then the engine coughed. Once. Twice. And stopped.' Explain the effect of the very short sentences. [2]

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    Any two (1 each): the full stops force the reader to pause after each word, copying the engine failing (1). They build tension/suspense (1). They create a sudden, shocking change after the happy, relaxed paragraph 11 (1). They emphasise each sound, so the reader hears the engine dying (1). 'And stopped' gives a dramatic final moment (1). Also credit: 'coughed' personifies the engine as old and ill.

11. 9 'Silence fell over the deck like a heavy blanket.' (paragraph 13). How does this sentence change the mood? [2]

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    1 for the new mood, 1 for explaining the image. The mood becomes tense, anxious and frightening (1). The simile suggests the silence is heavy, sudden and covers everyone, as if smothering them, so the passengers feel trapped and afraid (1). Also credit: contrast with the earlier laughter (1).

12. 10 Explain how Layla's feelings change from the beginning of the extract to paragraph 11, and then in paragraph 14. [3]

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    1 mark for each stage, with evidence or clear reference. At the start she is nervous and lonely ('never felt so alone') (1). By paragraph 11 she has relaxed and is happy, laughing at the old man's story ('holding her sides') (1). In paragraph 14 she is frightened again when the engine stops ('Her heart was hammering') (1).

13. 11 (a) Paragraph 15 ends with an ellipsis: 'I will be back in a minute...'. Tick ONE reason the writer uses it. A) to join two independent clauses B) to create suspense about what will happen next C) to introduce a list D) to show a quotation [1]

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    B. (The ellipsis can also show the speech trailing off as he walks away, but of these options only B is correct.)

14. 11 (b) What does the final sentence suggest about the old man? [2]

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    1 mark for the inference, 1 for the evidence/explanation. Possible: he may actually be the captain or a very important, respected person (1), because the crew 'stepped aside to let him pass' (1). He knows the ferry well and is calm in a crisis (1). The reader now trusts that he will fix the problem, so the ending feels hopeful (1). Max 2.

Final checklist for the reading section

• I know which paper I am on and start the right way (questions first for non-fiction, but the whole text first for fiction and for recounts/biographies).
• I circle every instruction and underline every keyword.
• I match my points to the marks.
• I answer from the paragraph or text named.
• I quote briefly, exactly and inside inverted commas, and I explain every quotation.
• I tick exactly the number of boxes asked.
• I keep my summary within the word limit and in my own words.
• I leave Section A after about 35 minutes and save the full time for my writing.