JEH01 01 Que 20170531
JEH01 01 Que 20170531
JEH01 01 Que 20170531
English
Year 6
Instructions
• Use black ink or ball-point pen.
• centrethe
Fill in boxes at the top of this page with your name,
number and candidate number.
• Answer all questions.
• A– nswer the questions in the spaces provided
there may be more space than you need.
Information
• The total mark for this paper is 70.
• T–heusemarks for each question are shown in brackets
this as a guide as to how much time to spend on each question.
Advice
• Read each question carefully before you start to answer it.
• Try to answer every question.
• Check your answers if you have time at the end.
Turn over
*P48434RRA0116*
P48434RRA
©2017 Pearson Education Ltd.
1/1/1/1/1/1/1/1/1
SECTION A
These questions are about Text A
Answer ALL questions.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 What is the purpose of the words, ‘“Can I eat this?” asks a boy of about 12, picking up
a live beetle’ written at the start of the text?
Put a cross in one box.
2 Write the word that tells the reader the children are keen to eat insects immediately.
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A excited
B anxious
C confident
D annoyed
4 Read paragraph 2.
How does the writer show that he is unaware of what activities are being planned?
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2
*P48434RRA0216*
5 Write out the word from paragraph 3 that shows someone is in charge of the group.
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6 Put a cross in one box to show why the group cover their bodies with mud.
7 Why does Phoebe say ‘“Dad, you said this was camping!”’
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8 Give two reasons why the people were ‘purifying rat-infested river water’.
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2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
*P48434RRA0316* Turn over
9 Match each of the words below with its synonym.
One has been done for you.
filter decayed
rotten absorb
swallow sieve
digest eat
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4
*P48434RRA0416*
11 Write a number (1-5) against each of these statements to show the order they
happen in the text.
12 Find and copy an example of repetition used by the writer from ‘“Think of Sunday
lunch when we get home”’ to the end of the text.
(a) Find and copy this.
(1)
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13 ‘“Have you noticed the harness in our packs? We’re going to have to climb something
tomorrow,” I tell Phoebe, sorrowfully.’
What does the writer mean by ‘sorrowfully’?
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5
*P48434RRA0516* Turn over
14 The main purpose of the text is to:
Put a cross in one box.
15 How has the writer used language to show the impact of the challenges on Phoebe
and himself?
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6
*P48434RRA0616*
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17 Underline the words in the sentence below that tell the reader that the kookaburra is
aware he could be food for the hungry children.
‘As if sensing her thoughts, he gave a great piercing shriek and went winging down
the gully.’
18 Why has the writer used short sentences at this point in the story?
‘The finches darted away. She had the creek to herself.’
Put a cross in one box.
A to build up tension
C to show contrast
19 Circle one word from the list below that could be used to replace ‘impulsively’
as used in this sentence.
‘Impulsively she slipped off her sandals and ran down to the water’
Angrily Spontaneously Emotionally Passionately
7
*P48434RRA0716* Turn over
20 (a) At the beginning of the third paragraph, how is Mary different to the finches?
(1)
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21 Underline one word in this extract that means acting without thinking.
‘He scrambled up. Sandals, shorts and shirt were discarded as he came charging down
to the stream. With a reckless belly flop he arrived beside the girl in a shower of
drenching spray.’
22 Why did Peter keep to the shallows the second time he went into the water?
Put a cross in one box.
8
*P48434RRA0816*
24 How does the reader know that Mary is older than Peter?
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He is unaware
He is tired
He is anxious
He is vulnerable
He is cautious
26 Give two reasons why a reader might want to carry on reading this story.
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2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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A recount
B adventure
C science fiction
D biography
9
*P48434RRA0916* Turn over
28 What is meant by the word ‘dutifully’?
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29 Look at the final paragraph. Which word emphasises Mary’s determination to protect
Peter?
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30 How does the writer build up tension and interest for the reader? Refer to the whole
text.
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10
*P48434RRA01016*
I haven’t excelled
33 Write the name of the punctuation mark in the boxes. One has been done for you.
But other birds soon took his place: black-bodied cockatoos ripping bark from
hyphen
the trees in search of grubs and bright painted finches, splashing merrily in the
shallow waters of the stream.
11
*P48434RRA01116* Turn over
34 Underline the three words in these sentences that show they are written in the past
tense.
‘Half asleep, half awake, he heard the splash of water. He sat up yawning and rubbing
the sleepiness out of his eyes. Then he caught sight of his sister.’
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12
*P48434RRA01216*
SECTION C: Writing
A challenge
36 A challenge is something that takes great effort to overcome.
Write an account of a challenge you have faced.
You must write in complete sentences.
Remember to:
• include what the challenge was
• describe what happened
• include your thoughts and feelings.
(20)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Pearson Edexcel International Primary Curriculum
English
Year 6
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©2017 Pearson Education Ltd.
1/1/1/1/1/1/1/1/1
Text A
This is an article written by a father who takes his daughter on a weekend survival course.
“Can I eat this?” asks a boy of about 12, picking up a live beetle. We are in the car park
– the survival course hasn’t even started and children are already volunteering to eat
insects. It’s the first sign my daughter Phoebe, 10, and I might have a challenge ahead.
I am not an outdoors person. I thought we’d maybe learn to cook sausages on an open
fire, whittle pointed sticks and find out how to navigate from the North Star. These 5
experiences would compensate for the lack of camping in my daughter’s life – only
someone else would be in charge of erecting the tents!
We are ordered to daub mud all over our faces and arms to block out our natural smells.
“Now into the forest. One, two, three, four…”
Carrying our huge rucksacks, we follow our leader. Phoebe has a trainer sucked off her 10
foot in the mud. She looks at me and says, “Dad, you said this was camping!” But worse is
to follow. Soon we’re crossing a river on a rope and purifying rat-infested river water by
filtering it through an old sock.
Further into the woods mealworms are dug out from under rotten bark. “Don’t swallow
them whole or they’ll chew your insides before your stomach digests them,” our 15
instructor says, placing one on each of our tongues. Everyone else laughs and swallows
their mealworm. Some boys even ask for more. Somehow I get it down. What’s more, so
does my daughter.
The other dads are fitter than I am; some have tough jobs. Others already know how to
tell which way north is from how moss grows on trees. I haven’t done well. I fell off the 20
commando rope (the only dad to do so), I tangled our net fishing and, now, I can’t follow
instructions.
With even my daughter despairing of me, we build a fern and stick shelter to sleep in.
Phoebe and I gather bracken, desperate to soften the hard earth and cover the frame to
keep out the rain. When we rejoin the group, we discover a dead rabbit hanging from a 25
tree. Our dinner. Round the camp fire, our instructor says that the real secret of survival is
positivity.
After our rabbit dinner we retire to our shelters. There are strange noises. The hoot of an
owl. The choke of a fox. Phoebe’s head-torch breaks when I panic and thrash about at the
sight of a giant millipede in my sleeping bag. 30
“Have you noticed the harness in our packs? We’re going to have to climb something
tomorrow,” I tell Phoebe, sorrowfully.
“Think of Sunday lunch when we get home,” she says.
“Positivity?”
She nods and pats my head. Soon Phoebe is snoring and I’m awake. The smell of fern 35
reminds me of childhood. I close my eyes but hear more unfamiliar noises. Things crawl
across my cold face and I don’t sleep until I see sunlight through the trees.
That morning we abseil down a 20ft drop. Sunday lunch.
We cross rivers on fallen trees. Sunday lunch.
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The final challenge is wading through a neck-deep stagnant pond fully clothed. The mud 40
is knee-deep. Sunday lunch.
The cold takes my breath away. But on the other side Land Rovers wait to return us to
base.
Back home we do eat Sunday lunch. We have baths. I feel proud now. I tell everyone
what we did. Nobody believes I ate a mealworm! 45
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Text B - Walkabout
Peter and Mary are lost in the Australian outback.
She turned to Peter. The noise of the kookaburra hadn’t disturbed his sleep. Lying
beneath the great slab of rock, he looked small and helpless, dwarfed by his
surroundings. Once again, pity and tenderness welled up inside her and brought a
prickling feeling to the back of her eyes. How he depended on her now. When he wakes,
she thought, he’ll be hungry - hungry as I am. Feeling in her pocket, she took out the last 5
piece of barley-sugar. Gently, she slipped it into her brother’s pocket.
Food, she realised, was their immediate problem. Water they could get from the stream,
but what could they eat? She looked at the kookaburra. As if sensing her thoughts, he
gave a great piercing shriek and went winging down the gully.
But other birds soon took his place: black–bodied cockatoos ripping bark from the trees 10
in search of grubs and bright painted finches, splashing merrily in the shallow waters of
the stream. The girl watched them. She envied the finches. Already the day was warm.
Her dress was dirty and clammy with dew and the water looked cool and crystal-clear.
Cool and crystal-clear and tempting. She looked carefully around. Peter was asleep and
there was probably no one else within a hundred kilometres. Impulsively she slipped off 15
her sandals and ran down to the water. The finches darted away. She had the creek to
herself. She laughed and splashed and hand-scooped the water over her face, and forgot
she was hungry.
Beside the outcrop of rock, her brother stirred. Half asleep, half awake, he heard the
splash of water. He sat up, yawning and rubbing the sleepiness out of his eyes. For a 20
moment he couldn’t think where he was. Then he caught sight of his sister.
“Hi, Mary!” he yelled. “I’m coming too.”
He scrambled up. Sandals, shorts and shirt were discarded as he came charging down to
the stream. With a reckless belly flop he arrived beside the girl in a shower of drenching
spray. 25
Mary wasn’t pleased. Seizing him under the armpits, she plonked him back on the bank.
“Peter, it’s too deep. Look, you’re full of water.”
He belly flopped a second time into the pool. But Mary noticed he kept to the shallows
now, to the sandy-bottomed shallows where the banks flattened out.
She scrambled out of the pool and then helped him out. 30
She watched him as, cheeks bulging, hands in pockets, he went strolling down the creek.
Thank heavens he didn’t seem to be worried. Not yet. Whatever happened he must never
realise how worried she was - must never lose faith in her ability to look after him.
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Every effort has been made to contact copyright holders to obtain their permission for the use of copyright
material. Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions and include any
such rectifications in future editions.
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