Syllabus Edition

First teaching 2025

First exams 2027

Question 3 Short-Answer Questions: Model Answers (Cambridge (CIE) IGCSE English Language): Revision Note

Exam code: 0500 & 0990

Deb Orrock

Written by: Deb Orrock

Reviewed by: Nick Redgrove

Updated on

Paper 1: Reading is the compulsory exam for the Cambridge IGCSE First Language English qualification, and examiners recommend that you complete the questions in the order they are set.

For exams from 2027, Question 3 is split into two main tasks:

  • Question 3 (a-c) — short answer questions

  • Question 3(d) — language task

The following guide will provide you model answers to Question 3(a-c).

Question 3(a-c) model answers

The following questions are taken from the 2027 specimen paper.

The questions are based on Text C in the source insert.

In 1955, following a serious illness, Annie Wilkins had to leave her farm. Over the next year, she rode her horse, Hero, from Maine on the west coast of America to Los Angeles (LA) on the east coast – a journey of over 5000 km. The following text is about part of that journey.

Annie reached Redding by sunset. To her astonishment, jostling crowds lined the street. Had everyone really come out just to watch her ride by? She grinned and waved back, coming to a halt as yet more well-wishers swarmed and buzzed around her, demanding autographs. Redding’s mayor, keen to publicise his modest town, offered a free room at its fanciest hotel, where a very special visitor – television personality Marty Green – was waiting to meet Annie with an official invitation to appear on his popular TV show in LA.

Annie did not recognise the celebrity’s name, though this wasn’t the first time she’d encountered journalists. No, that had all started way back, just weeks into her ride ...

Annie had been on the road for around an hour that morning, when a car pulled up and two people got out, introducing themselves as reporters. Annie answered their questions patiently. Back then they’d seemed more interested in how many layers of warm clothing she was wearing than what motivated her. She’d waited while they took an interminable number of photographs, unaware her image would soon be in newspapers all around the district: 63‑year‑old woman trying to cross America on a horse!

In those early days, she’d travelled without a map. Not knowing exactly how far she’d get, having no set itinerary was best. Annie avoided getting lost by sticking to main roads and stopping helpful passersby, soon learning that ‘just up the road’ meant different things to different people. Everyone seemed happy to offer suggestions: a town she’d probably make before sundown, a family who might have a spare bed. Battling all weathers and her recurring cough, she’d ridden and led Hero over mountains, across streams and alongside busy traffic.

Annie figured Redding to LA would take another two months. She took Green’s details, promising to call when, if, she arrived in LA. Only small local newspapers had covered her exploits to date; she knew national media would take over now. How had she expected to go so far with so little money? She was fortunate interest had grown in her story, inspiring donations and letters of support for their ‘role model’.

To begin with people had taken sides: some thought her journey a grand adventure, others saw it as imprudence and folly.

At one town, Annie had been unexpectedly ambushed and interrogated by a vet – hired by an unscrupulous newspaper editor sniffing around for a juicy headline. Annie remained courteous, explaining she’d averaged under 24 km daily, carried feed and drew water from natural sources. Yes, she’d had to camp out occasionally, but Hero had invariably bedded down under cover every night. The vet, frowning, regarded the horse solemnly, picking up each hoof in turn and examining it minutely. The editor watched his performance.

‘No problems,’ the vet finally pronounced his verdict, and left.

Her generous hosts that night had prepared a comfortable stall and a hay-net bursting with fragrant herbs for Hero, who tucked in happily. Annie ran her fingers through her wiry grey hair, gazing up at the vast night sky and breathing in freedom. What if Hero really had been ill? She’d come so far already, should she just stop? She’d left home in mud season: an insipid landscape of beige and brown, an air of apology about her. This new life offered companionship, colour and opportunity. She knew now she wouldn’t quit.

Question 3(a) (i-ii)

Worked Example

Question 3(a)

Identify a word or phrase from the text which suggests the same idea as the words in bold:

(i) The two reporters did not ask what made Annie want to do the ride.

[1]

(ii) Annie knew she was lucky that people were curious about her and her journey.

[1]

Answers

(i) (what) motivated (Annie/her) (line 12) [1]

(ii) (Annie/she was) fortunate (line 24) [1]

Question 3(b) (i-iii)

Worked Example

Question 3(b)

Use your own words to explain what the writer means by each of the words in bold:

Annie figured Redding to LA would take another two months. She took Green's details, promising to call when, if, she arrived in LA. Only small local newspapers had covered her exploits to date; she knew national media would take over now.

(i) figured

[1]

(ii) covered

[1]

(iii) exploits

[1]

Answers

(i) worked out/calculated/estimated/reckoned [1]

(ii) reported/recounted the details of/written in the newspaper(s) about/published the story of [1]

(iii) feats/deeds/actions/activities/escapade(s)/adventures [1]

Question 3(c)

Worked Example

Question 3(c)

Use one example from the text below to explain how the writer uses language to suggest the reactions of the people in Redding to Annie's arrival.

Use your own words in your explanation.

[5]

To her astonishment, jostling crowds lined the street. Had everyone really come out just to watch her ride by? She grinned and waved back, coming to a halt as yet more well-wishers swarmed and buzzed around her, demanding autographs.

Answer

Example: "swarmed and buzzed around her"

Explanation: The writer uses the metaphor of a hive of insects to describe the crowd. The word "swarmed" suggests a chaotic, dense mass of people moving unpredictably and closing in on her from all sides, creating an overwhelming and claustrophobic atmosphere. The word "buzzed" describes the constant, low-level noise of their chatter and excitement. This suggests the people are reacting with intense, frantic energy, perhaps acting mindlessly or aggressively in their desire to get close to her, treating her more like an object of fascination than a person. [5]

Commentary

  • The answer chooses a precise and powerful example

  • It acknowledges the movement and noise of the crowd

  • It explores the connotations of the insect imagery to explain exactly how the people are reacting, rather than just saying "they were loud"

Summary

  • Remember to read each sub-question carefully and highlight:

    • What you have to do

    • What you have to look for in the text (the focus of the question)

  • Pay attention to the number of marks awarded for each sub-question and write your answers accordingly

  • Make sure you find and highlight the words and phrases in the text:

    • This will ensure that you are explaining them in the correct context

  • If the question asks you to use your own words, most of your answer needs to be in your own words; you must not just copy from the text

  • These are short-answer questions, so do not waste time writing paragraphs when short sentences will do:

    • Writing more will not get you more marks — the examiner can only award the amount of marks allocated to each sub-question

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Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

Nick Redgrove

Reviewer: Nick Redgrove

Expertise: English Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.