[PDF] Cambridge Secondary Checkpoint - English (1111) October 2016 Paper 1.pdf | Plain Text

This document consists of 8 printed pages. IB16 10_1111_01/6RP © UCLES 2016 [Turn over   Cambridge International Examinations Cambridge Secondary 1 Checkpoint ENGLISH 1111/01 Paper 1 October 2016 1 hour plus 10 minutes’ reading time Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. You should pay attention to punctuation, spelling and handwriting. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. The total number of marks for this paper is 50.

2 © UCLES 2016 1111/01/O/N/16 Section A: Reading Read this extract from the article ‘Frame by Frame (Writing a film score)’ by Ian Hand. I’ve been a musician and film fan for as long as I can remember. As a child I had been blown away by the Star Wars trilogy. So when I was offered the opportunity to write the music for a short film, I jumped at the chance. The film was a reworking of the Don Quixote story – with our modern-day hero doing battle with pollution-belching buses rather than windmills. The opportunity arose through the singer in my band, who had seen a stage play produced by a local TV company, which included music from local bands and musicians. We contacted the TV company, offering our services for their next production. The company asked for a sample of our music, which we sent off. They liked it, and offered us the position of ‘resident band’ in a two-night multi-media event. The event was a great success, and, soon after, we were offered the chance to write the film score for a short film entitled ‘Windmills’. I had no idea how to write one of these, but I was not about to miss this opportunity so immediately said ‘yes’. The remit was broad – write what I thought was appropriate. My first idea was an upbeat song but I quickly discarded this in favour of something Spanish to tie the film to the original story set in medieval Spain. I already had a Spanish-style chord progression I had been toying with for some time. Now I had found a use for it. The first problem was that the film was not yet finished, and I had only a vague idea of what to expect. I decided the best way to tackle this problem was to write a piece of music with several different parts, which would allow me to place them in different scenes. These parts would need to convey different moods, be lengthened or shortened and be able to fit together in any order. I took my idea to the musicians I was working with, and over the next week, wrote a song with six distinct sections. Eventually, I received a rough cut of the film, and began to restructure the song to fit each scene. Fortunately, the musical ideas fitted well, and I only had to lengthen and shorten the different parts to fit the scenes. Now answer these questions in the spaces provided. 1 (a) What position did the television company first offer the writer’s band? [1] (b) Why did the writer decide to create some Spanish-style music for the film? [1] (c) How did the writer solve the problem of not having seen the film that he was writing the music for? [1]

3 © UCLES 2016 1111/01/O/N/16 [Turn over 2 Give the meaning of each of the following as used in the passage. In each case, give one word or short phrase. (a) blown away [1] (b) arose [1] (c) services [1] (d) score [1] 3 Add the missing punctuation to these sentences. I a n w r o t e a l i s t o f h i s f o u r f a v o u r i t e f i l m s f o r J o e t h e l i s t i n c l u d e d A l i e n P r e d a t o r T e r m i n a t o r a n d R o c k y J o e r e a d t h e l i s t t h e s e a r e m o s t l y s c i – f i h e s a i d I l i k e m u s i c a l f i l m s [2] 4 Rewrite this sentence, adding a relative clause with further information from the passage. Ian Hand wrote the music for a short film. [1] 5 Combine these three sentences into one complex sentence. Do not use and or but. The project was to write a film score. I had no idea how to write a film score. I accepted the project. [1] 6 Complete this sentence using two different forms of the same verb. All the members of the band improved at rehearsal yesterday. Today, they will better progress and with more practice they will be great progress. [1]

4 © UCLES 2016 1111/01/O/N/16 7 Read this extract from a website about script-writing, and then answer the questions. Maybe it’s a funny incident that happened to you, maybe there’s a political statement that you’d like to make or a painting that has inspired you. Whatever the spark, before you become too caught up in the ‘correct’ way to do it, jot down a brief description of the story you want to write. Once you’ve captured your idea on paper, then you can visit the innumerable sites created to help writers turn raw ideas into workable scripts. When you’ve got lots of ideas from these sites, you need to turn the description you have into an outline for a script. The terminology can, at this stage, get confusing, as different approaches to early development are referred to in different ways (such as outlines, synopses and treatments). Don’t get too hung up on which way to go at this stage, as the essential thing is to develop the idea into a structured story that will work as a screenplay. At this stage, you can start showing your work to other people to get feedback (ideally from people working in film or television, but you can always use your friends and family). Rework the idea and think about what makes it cinematic. Who are the characters? What is the plot, the premise, the theme? When these components have come together in your mind, it’s time to put your story down in script format. Formatting a script is not an ‘exact science’ but, as you’ll find, there are industry standards. Production companies and directors are used to scripts that look a certain way, so it’s worth getting to grips with industry conventions early on. It’s always worth reading your favourite film scripts for examples of how it’s done. There are many sites that can help you track down a free copy of a screenplay online. (a) Make a list of all of the main things to do when turning an idea for a story into a film script.          [4]

5 © UCLES 2016 1111/01/O/N/16 [Turn over (b) Write a summary of 80–100 words using your list to describe the main things to do when turning an idea for a story into a film script. Use your own words as much as possible. [4]

6 © UCLES 2016 1111/01/O/N/16 Section B: Writing 8 Write an article for a film magazine, giving your opinion on what makes a great film. You should consider:  the genre of the film, e.g. comedy, musical, sci-fi, documentary, etc.  the elements which help to make it great, e.g. the screenplay, the setting, the special effects, the actors’ performances, etc.  some examples of great films that you know. Space for your plan: Write your article on the next page.

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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 International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. © UCLES 2016 1111/01/O/N/16 Purpose and audience [7] Punctuation [5] Text structure [7] Spelling [4] Sentence structure [7]