Free Pearson Edexcel GCSE English Language 2.0 (1EN2) Exam Questions and Answers
Pearson Edexcel GCSE English Language 2.0 (1EN2) is Pearson Edexcel's GCSE English Language 2.0 qualification, specification 1EN2, taken in England. The questions here come from Pearson Edexcel's published question papers from June 2022 to June 2025, plus its specimen papers, with answers and marking guidance taken from Pearson Edexcel's own mark schemes. Written-answer questions let you work out your answer and then reveal what the mark scheme accepts; diagrams, graphs and source material appear with the questions that use them.
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Last updated: October 15, 2026
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Question #1
Read this extract. The subscriber has only to put down his receivers and wait a few minutes for the local news, or the theatrical, art, or science notices. Next come the latest foreign, provincial, and sporting information, and all kinds of society and political matter. And this news not only comes with extraordinary promptness, but it is brought to one’s own fireside, without the trouble of running into the street for the paper. But the name of the telephone—its full description is the ‘News and Entertainment Telephone’—implies that the instrument is not monopolised by news. Perhaps the most popular feature of it is its connection with the theatres, concert halls, and the hundred and one other places of amusement in the city. In the extract the writer tries to persuade readers that the Pleasure Telephone will change people’s lives positively. Evaluate how successfully this is achieved. Give three reasons for your opinion and use examples from the extract.
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Correct answer: Evaluate how successfully the extract persuades people that the Pleasure Telephone will change lives positively, giving three reasons supported by evidence. Successful: news is almost instant ('wait a few minutes', 'the latest', 'extraordinary promptness'); it offers a range of uses ('local news, or the theatrical, art, or science notices'; 'local', 'foreign', 'provincial', 'sporting') appealing to varied interests; it is convenient ('brought to one's own fireside', 'without the trouble of running into the street for the paper'); it gives access to culture ('theatres, concert halls, and the hundred and one other places of amusement'). Less successful: 'The subscriber' implies it is not available to all; 'wait a few minutes' and no way to select or revisit information unlike a paper; addresses a particular cultured class of reader; ignores personal communication; 'put down his receivers' suggests only men benefit.
Explanation
Reward evaluation of how successfully the extract persuades. Do not credit references to techniques that make no judgement on success. Three reasons supported by evidence are needed to reach Level 3. Level 1 (1–2): limited reference to ideas, limited evaluative assertions, little personal judgement, limited references. Level 2 (3–4): clear explanation of the writer's ideas, clear evaluative opinion with clear personal judgement, appropriate references. Level 3 (5–6): convincing analysis, developed critical evaluation with convincing personal judgement, apt and discriminating references. All well-argued interpretations are valid.
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Question #2
Write a letter to your local newspaper about a proposal to ban the use of mobile phones in schools or colleges in your area. You should include: • your arguments for the ban • your arguments against the ban • what you would recommend. *Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.
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Correct answer: A formal letter to a local newspaper about banning mobile phones in schools/colleges, covering arguments for, arguments against and recommendations. Arguments for: inappropriate use in lessons; distraction; problems for teachers policing use. Arguments against: need for phones in emergencies; beneficial classroom use (e.g. accessing dictionaries); entertainment at break times. Recommendations about what should be done. May be written as a teenager or an adult.
Explanation
Total 40 marks: AO5 (content and organisation) 24 marks and AO6 (vocabulary, spelling, punctuation, sentence structures) 16 marks. Purpose is to inform and/or persuade. Audience is the editor and local general public. Form: formal letter, opened and closed clearly with an appropriate salutation and ending, organised in paragraphs, with tone and language suitable for a newspaper letter. Any other reasonable points are accepted. AO5 levels: Level 1 (1–4) limited ability, audience/purpose not fully established. Level 2 (5–9) some ability, awareness of audience and purpose, straightforward tone, paragraphs used. Level 3 (10–14) clear ability, selects material and devices to suit audience and purpose, appropriate tone, ideas developed and connected. Level 4 (15–19) secure ability, material organised for effect, effective tone, structural features used cohesively and deliberately. Level 5 (20–24) sophisticated, shapes audience response with subtlety, sustained tone, manipulates complex ideas. AO6 levels: Level 1 (1–4) basic vocabulary often misspelled, basic punctuation, repetitive sentences. Level 2 (5–7) range of correctly spelt regular vocabulary, controlled punctuation, coordination and subordination. Level 3 (8–10) varied vocabulary, irregular spellings correct, accurate varied punctuation, sentence structure adapted for purpose. Level 4 (11–13) wide selective vocabulary with occasional spelling errors, range of punctuation, deliberate sentence effects. Level 5 (14–16) extensive vocabulary used strategically, rare spelling errors, accurate punctuation for emphasis and precision, sentence structures selected for particular effects.
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Question #3
Read Text 2 in the Source Booklet provided and answer Questions 4–6. Read this extract. The fact is that in every form of sport accidents will happen, and the very element of risk is with many an incentive to the sport. Bathing accidents are frequent, yet who would say give up bathing? And hunting, skating, shooting, and even cricket—all give their proportion of mishaps. Take the corresponding advantages of fine, manly exercise, improving to a wonderful extent the pluck, nerve and physique¹ of many a naturally timid boy, and I feel sure that the good far overbalances the necessary evil of risk of injury to limbs, in the way of sprains, strains, or even an occasional breakage. From the extract, identify two reasons why people might take part in sports.
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Correct answer: Any two reasons implied by the text, e.g. the good things outweigh the bad; to take risks; to get exercise; to become braver/more courageous; to overcome nerves; to overcome shyness; to improve your body; to improve your health.
Explanation
1 mark for each reasonable reason implied by the text, up to 2 marks. Other reasonable responses are accepted. Quotations alone that do not answer the question specifically are not accepted.
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Question #4
Write an article for a sports website aimed at your peer group with the title ‘Time for a change – try a new sport’. A student has started a response to this task. Many of us now spend a great deal of time in front of our computers and often have to work or study online. This has meant that we do not get enough exercise. I will explain why it is important to take up a new sport and how to do it. Continue this article using your own ideas. *Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.
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Correct answer: An article for a sports website aimed at peers, persuading/advising/informing readers to try a new sport. Possible content: reasons for taking up a new sport (lack of fitness, boredom, curiosity, new challenge); suggestions of sports (individual, team, competitive, extreme); practical advice on what sports involve and how to get involved; benefits (fitness, confidence, friendship); clear organisation, development and a conclusion.
Explanation
40 marks: AO5 (24 marks) for communication, tone, style, register, organisation and structure; AO6 (16 marks) for vocabulary, sentence structures, spelling and punctuation. Purpose: inform, advise and/or persuade. Audience: the writer's peer group. Form: article with clear organisation, development of ideas and a conclusion. May be written from the perspective of a teenager or an adult. Any other reasonable points accepted. AO5 levels: Level 1 (1–4) limited, basic response; Level 2 (5–9) some ability, awareness of audience and purpose, uses paragraphs; Level 3 (10–14) clear ability, selects devices to suit audience and purpose, develops and connects ideas; Level 4 (15–19) secure, organises material for effect, features used cohesively and deliberately; Level 5 (20–24) sophisticated, shapes audience response with subtlety, manipulates complex ideas. AO6 levels: Level 1 (1–4) basic vocabulary, often misspelled, basic punctuation; Level 2 (5–7) range of correctly spelt vocabulary, controlled punctuation, coordination and subordination; Level 3 (8–10) varied vocabulary, irregular spellings correct, accurate and varied punctuation; Level 4 (11–13) wide, selective vocabulary, only occasional spelling errors, sentence structures managed for effect; Level 5 (14–16) extensive vocabulary used strategically, rare spelling errors, accurate punctuation for emphasis and precision.
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Question #5
Write a formal email to the planning department of your local council about a proposal to build houses on a local recreation and sports site. You should include: • your views about keeping the site for sport and recreation • your views about building houses on the site • what you would recommend. *Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.
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Correct answer: A formal email to the council planning department about a proposal to build houses on a local recreation and sports site, giving views and recommendations. Possible content: introduce the topic and why it is an issue; views on the site (few local open spaces, regularly used by locals and clubs, all ages can use it, community asset, area does not need more housing, could be used for other amenities); views on housing (local need for more homes, site poorly maintained or little used, other facilities such as sports centres and gyms exist); recommendations about what should be done.
Explanation
40 marks: AO5 (24 marks) and AO6 (16 marks). Purpose: to inform and/or persuade. Audience: the planning department of the local council. Form: a formal email, opened and closed clearly with an appropriate salutation and ending, with well-organised paragraphs and a tone and language suitable for local councillors. May be written from the perspective of a teenager or an adult. Any other reasonable points accepted. AO5 levels: Level 1 (1–4) limited; Level 2 (5–9) some ability, straightforward tone and register, uses paragraphs; Level 3 (10–14) clear ability, appropriate tone, style and register, ideas developed and connected; Level 4 (15–19) secure, material organised for effect, features used cohesively and deliberately; Level 5 (20–24) sophisticated, subtle shaping of audience response, sustained tone and register, complex ideas manipulated. AO6 levels: Level 1 (1–4) basic vocabulary, often misspelled, basic punctuation; Level 2 (5–7) correctly spelt range of vocabulary, controlled punctuation, coordination and subordination; Level 3 (8–10) varied vocabulary, irregular spellings correct, accurate and varied punctuation; Level 4 (11–13) wide, selective vocabulary, occasional spelling errors, sentences managed for effect; Level 5 (14–16) extensive vocabulary used strategically, rare spelling errors, accurate punctuation for emphasis and precision.
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Question #6
Read this extract. One class of sufferers in the mine moved my companion more than any other, a number of children who attend at the doors to open them when the horses pass through, and who in this duty are compelled to linger through their lives, in silence, solitude, and darkness, for sixpence a day. When I first came to one of these doors, I saw it open without perceiving by what means, till, looking behind it, I beheld² a miserable little wretch standing without a light, silent and motionless, and resembling in the abjectness³ of its condition some reptile peculiar to the place, rather than a human creature. From the extract, identify two ways the writer shows how horrible it was for the children in the mine. 1 ____ 2 ____
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Correct answer: Any two ways the children suffered, e.g. they were forced to be there/were victims; had no one to talk to; were alone; were in the dark; were paid very little; could not move; appeared inhuman/like reptiles; were very young, underdeveloped or unhappy.
Explanation
1 mark for each reasonable way implied by the text, up to 2 marks. Other reasonable responses implied by the text are accepted. Do not accept quotations alone that do not specifically answer the question.
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Question #7
Write a blog with the title ‘How to choose the best job’. A student has started a response to this task. There is a lot to think about when choosing a job. Will I enjoy it and how much will I earn? Do I have the skills or qualifications, or will they train me? Do I want a permanent or temporary job and will it be full-time or part-time? Continue this blog using your own ideas. *Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.
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Correct answer: Blog titled 'How to choose the best job' (40 marks: AO5 24 for communication and organisation, AO6 16 for vocabulary, sentence structures, spelling and punctuation). Purpose: to inform, advise and/or persuade. Audience: general. Form: a blog with clear organisation, development of ideas and a conclusion.
Explanation
Indicative content (accept any other reasonable points): identify different types of jobs available; evaluate how enjoyable or rewarding different jobs are; consider important factors such as payment; discuss qualifications and skills needed and whether training is provided; may be written from the perspective of a teenager or an adult. AO5 (24 marks) levels: Level 1 (1–4) limited, audience/purpose not fully established; Level 2 (5–9) some ability, awareness of audience and purpose, uses paragraphs and a range of features; Level 3 (10–14) clear ability, selects devices to suit audience and purpose, develops and connects ideas; Level 4 (15–19) secure, organises material for particular effect, features used cohesively and deliberately; Level 5 (20–24) sophisticated, shapes audience response with subtlety, manipulates complex ideas. AO6 (16 marks) levels: Level 1 (1–4) basic vocabulary often misspelled, basic punctuation; Level 2 (5–7) range of correctly spelt vocabulary, controlled punctuation, coordination and subordination; Level 3 (8–10) varied vocabulary, irregular spellings correct, accurate and varied punctuation; Level 4 (11–13) wide selective vocabulary, occasional spelling errors, punctuation positioned for clarity; Level 5 (14–16) extensive vocabulary used strategically, rare spelling errors, accurate punctuation for emphasis and precision.
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Question #8
Write an article for an employment website aimed at young adults, with the title ‘How to make a good impression: a guide to a successful interview’. You should include: • advice on preparation and presentation • what you should say and do • what you should not say and not do. *Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.
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Correct answer: Article for an employment website for young adults titled 'How to make a good impression: a guide to a successful interview' (40 marks: AO5 24, AO6 16). Purpose: to inform, advise and/or persuade. Set out as an article with appropriate headings and/or subheadings, and with tone and language suited to young adults.
Explanation
Indicative content (accept any other reasonable points): introduce the topic; offer advice on how to prepare for the interview; offer advice about dressing for an interview; discuss appropriate and inappropriate things to say and do; may be written from the perspective of a teenager or an adult. AO5 (24 marks) levels: Level 1 (1–4) limited; Level 2 (5–9) some ability, straightforward tone, style and register, uses paragraphs; Level 3 (10–14) clear ability, selects stylistic or rhetorical devices to suit audience and purpose; Level 4 (15–19) secure, organises material for particular effect; Level 5 (20–24) sophisticated, shapes audience response with subtlety, sustained tone and register. AO6 (16 marks) levels: Level 1 (1–4) basic vocabulary, often misspelled, undeveloped repetitive sentences; Level 2 (5–7) range of correctly spelt vocabulary, coordination and subordination; Level 3 (8–10) varied vocabulary, irregular spellings correct, varied accurate punctuation; Level 4 (11–13) wide selective vocabulary, occasional spelling errors, sentence structures managed for deliberate effect; Level 5 (14–16) extensive vocabulary used strategically, accurate punctuation for emphasis and precision, sentence structures used selectively for effect.
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Question #9
How does the writer use language to interest and inform the reader? You should include: • the writer’s use of language • the effect on the reader. Use examples from the whole text and relevant subject terminology.
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Correct answer: Indicative content: 'wish' shows the writer thinks behaviour is important to discuss; repetition/alliteration of 'mistake' and noun 'mischief' show strong opinions; inclusive pronoun 'our' + 'own' suggests everyone, including the reader, could be affected; repetition of 'many' shows extent of problem; 'ashamed' suggests regret/embarrassment; modal 'They can' suggests young people know how to behave but choose not to; positive adjectives 'respectable and polite' show desirable qualities; tricolon 'disrespectful, unkind and rude' shows how unacceptable behaviour is; modal 'should' creates shocking possible situations; 'surly and unkind' shows how nasty the boy is and that families endure it; noun 'shame' shows behaviour is disgraceful and disappointing.
Explanation
Marked out of 8 for AO2 (language, effect on reader, terminology). Level 1 (1–2): comments on text and language; valid but undeveloped references; limited terminology. Level 2 (3–4): explanation of how language achieves effects; generally appropriate references; some terminology. Level 3 (5–6): exploration of effects; detailed, appropriate references; range of terminology. Level 4 (7–8): analysis; discriminating references that clarify points; precise use of a range of terminology. Terminology is rewarded when it supports points. Accept any other reasonable responses.
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Question #10
Read Text 2 in the Source Booklet provided and answer Questions 4–6. Read this extract. Up and down they roam in groups, finding an extraordinary pleasure in howls and vile jokes. What are we to do with this rising generation? In the first place, we might ask them to take a lesson from our French neighbours. The Paris workman takes his family on Sundays to some pleasure resort in the woods or on the river. Does not this compare favourably with the picture presented to us in this country—slovenly⁴ women on doorsteps, yelling at dirty children; unhappy-looking men draining glasses at bar counters; rough boys chasing untidy girls and pulling the bedraggled feathers from their hats? From the extract, identify two ways that the writer suggests that young people’s behaviour could be improved. 1 ____ 2 ____
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Correct answer: Any two ways implied: they should learn from the French; go out with their family; go to the countryside/woods/river at weekends; not be dirty or untidy; dress respectably; parents should set a good example; not chase each other; not engage in boisterous or rowdy behaviour.
Explanation
1 mark for each reasonable way implied by the text, maximum 2. Accept any other reasonable response implied by the text. Do not accept quotations alone that do not specifically answer the question.
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