[PDF] Cambridge Primary Checkpoint - English (0841) November 2009 Paper 1 MS.pdf | Plain Text

This document consists of 14 printed pages and 2 blank pages. IB09 11_0841_01/MS © UCLES 2009 [Turn over *9414789409* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Primary Achievement Test ENGLISH 0841/01 Paper 1 October/November 2009 MARK SCHEME Maximum Mark : 45 IMPORTANT NOTICE Mark Schemes have been issued on the basis of one copy per Assistant examiner and two copies per Team Leader.

2 © UCLES 2009 0841/01/MS/O/N/09 English mark schemes – Achievement Test Guidelines for marking test papers These mark schemes are designed to provide you with all the information \ necessary to mark the Primary Achievement Tests. As far as possible, the mark schemes giv\ e you full guidance regarding acceptable and unacceptable alternative answers and, where app\ ropriate, include examples of student work to illustrate the marking points. Howe\ ver, it is not always possible to predict all the alternative answers that may be produced by \ students and there could be places where the marker will have to use their professional jud\ gement; in these cases, it is essential that such judgement be applied consistently. The guidelines below should be followed throughout (unless the mark scheme states otherwise ).  A correct answer should always be awarded full marks even if the spellin\ g or grammar is wrong.  Where more than one mark is available for a question, the mark scheme ex\ plains where each mark should be awarded.  Half marks should not be awarded and at no point should an answer be awa\ rded more than the maximum number of marks available, regardless of the quali\ ty of the answer.  If the student has given more than one answer, the marks can be awarded \ if all the answers given are correct. However, if correct and incorrect answers ar\ e given together marks should not be awarded.  If the answer line is blank but the correct answer is given elsewhere, e\ .g. within the question in the usage section, the marks can be awarded provided it is c\ lear that the student has understood the requirements of the question.  Each question and part question should be considered independently and m\ arks for one question should be allowed unless they are contradicted by working o\ r answers in another question or part question.  Any legible crossed-out work that has not been replaced can be marked; b\ ut if work has been replaced the crossed-out part should be ignored.  Where students are required to indicate the correct answer in a specific\ way, e.g. by underlining, marks should be awarded for any unambiguous indication, e.g\ . circling or ticking. Each question on the test paper has a box beside it for the teacher to r\ ecord the mark obtained. It is advisable to use these boxes so that students, and othe\ rs looking at the test papers, can clearly see where the marks have been awarded. Finally, it should be noted that marking in re d ink and using the mark boxes is an essential requirement for marking the Achievement tests. A working marksheet, together with instructions for its completion, is i\ ncluded in this mark scheme. A completed copy should be despatched with the moderation sample\ .

3 © UCLES 2009 0841/01/MS/O/N/09 [Turn over 1 Match the student to the description. [1] 6R3 ADDITIONAL INFORMATION: Award 1 mark if all four lines are joined corre\ ctly. 2 Find two similarities between Adam’s and Monica’s experiences at Sunbridge\ . [1] 6R3 Accept appropriate responses including  they both started school in KG.  they both finished in Grade 6.  they both won a prize/ both good at something.  same class. ADDITIONAL INFORMATION: two acceptable responses must be given for the m\ ark to be awarded. Do not accept: same school. 3 This text contains three different text types. Identify two of them: [1] 6R14 letter
autobiography
ADDITIONAL INFORMATION: Both of the ticks must be correctly placed for \ the mark to be awarded. If more than two boxes are ticked award no marks.

4 © UCLES 2009 0841/01/MS/O/N/09 4 (a) One of these texts is biographical. Which one? [1] 6R12 Monica B 4 (b) How do you know? [1] 6R12 It is written in the third person about Monica B. ADDITIONAL INFORMATION: Accept any response that implies it is written by someone else about Mon\ ica B. 5 Reread this sentence from the text. Leaving Grade 6 is a major milestone for all students, so we thought that it was important to find some way of marking the event. Write other words or phrases that mean the same as the underlined words and phrases. Your new words or phrases must make sense in the sentence. \ [2] 6R2 Accept appropriate words or phrases such as major milestone : important event, significant time, moving on, big change, big step. Do not accept: really hard, achievement, any phrase that includes the word ‘major’ as this is already given. marking: remembering, showing, highlighting, celebrating. Do not accept: writing about. ADDITIONAL INFORMATION: Award one mark for each correct word or phrase.\ Indefinite article (a/an) does not need to be accurate.

5 © UCLES 2009 0841/01/MS/O/N/09 [Turn over 6 Is the language used in the introduction generally formal or informal? Give two examples. [2] 6R2 informal A wide variety of examples of informal text is possible, including:  welcome to…  we send our very best wishes for the future to all of you  leaving Grade 6 is a major milestone for all students  it was thought that…  a memento of your time in Sunbridge School ADDITIONAL INFORMATION: No mark for the first part of the question. Howe\ ver, if formal is given, award no marks. 7 Which of these students would you most like to be friends with? Explain why, using words and phrases from the text in your answer. [2] 6R4 Any of the students’ names are acceptable as the answer, as long as t\ he explanation includes words and phrases from the text. e.g.  Adam, because he won the chess trophy in grade 6 and I like playing ches\ s.  Monica, because she is BEST at English and I like writing stories too. ADDITIONAL INFORMATION: There is no mark for the first part of the question. In the example above: Award one mark for including words and phrases from the text: e.g. ‘…because he \ won the chess trophy in grade 6…’ and one mark for an explanation: e.g. ‘…I like playing chess.’ 8 Mae likes to express facts and opinions. Tick (
) one fact. [1] 6R11 Miss Lockwood was very strict about punctuality


6 © UCLES 2009 0841/01/MS/O/N/09 9 Which student shows that they are grateful to the school? Explain why you chose that student, using words and phrases from the tex\ t in your answer. [2] 6R5 Mae Mae says that if she achieves her dream it will be because of Sunbridge.\ This shows that she knows how important the school has been in helping her to\ discover what she wants to do. ADDITIONAL INFORMATION: There is no mark for the first part of the question. Award one mark for including words and phrases from the text: e.g. ‘…if she achi\ eves her dream it will be because of Sunbridge…’ and one mark for an explanation: e.g. ‘This shows how important the school has been…discover what she wants to do\ .’ 10 Who is the audience for this Year Book? How do you know? [1] 6R14 The audience is the other students. We know this because the introductio\ n is talking to the students when it says “We hope you will enjoy reading \ about each other.” ADDITIONAL INFORMATION: Both parts of the question must be answered correctly for the mark to be awarded. An unambiguous reference that impl\ ies ‘…each other’ is essential e.g. Year 6 leavers, fellow students.

7 © UCLES 2009 0841/01/MS/O/N/09 [Turn over 11 Re-read the two main paragraphs in the opening section. Summarize the main topic of each paragraph. Do not copy sentences from \ the paragraphs. Paragraph 1: _____________________________________ Paragraph 2: ___________________________________ [2] 6R13 Accept summary statements which reflect that: Paragraph 1: is about the fact that the year book is written to mark le\ aving 6 th grade. Paragraph 2: is about the different types of entries. ADDITIONAL INFORMATION Award 1 mark for each adequate summary statement.\ Appropriate words or short phrases from the text may be included as part of the answer, but not complete sentences. 12 Write two entries for a school year book. One should be autobiographical (about you) and one should be biographical (about a friend). [15] See table below Notes to markers  Marking should always begin from the lowest mark in each column. (i.e. \ from 1 mark and work upwards. Award 0 if 1 mark is not achieved). The skills n\ eeded to write texts are cumulative and developmental. By the time the students a\ re writing at the top level they need to be able to show all other skills i\ n this column.  All the statements should be achieved for a student to achieve the mark \ (i.e. if there are two statements to describe a mark, both statements must be achieved before the mark can be given).  Stop marking at the first statement in a column that the student fails t\ o achieve and award the mark in the box below.

8 © UCLES 2009 0841/01/MS/O/N/09 STRUCTURE AUDIENCE AND PURPOSE Text Structure Sentence structure Audience Purpose Secure use of text type that establishes content and purpose. The organisation of ideas within each entry is considered and controlled. Some control of complex sentences and the position of clauses to focus attention. Adverbials and expanded noun phrases are used to engage as well as inform. A clear and consistent relationship between writer and reader is established and controlled. The reader’s interest is engaged by adding or emphasising specific details. The tone is appropriate to the ideas and is sustained. The entries are convincing and provide an engaging and appropriate insight into the subject’s school experience. 4 4 3 4 If paragraphs are needed within each entry they are used appropriately. The balance of coverage of the ideas is appropriate to the purpose. Wide range of sentence constructions extend meaning intentionally. Use of expanded phrases and clauses to develop ideas. The writer gives sufficient information for a reader to understand the contents of the events described. Awareness of audience may be shown through some use of informal language. The text types are used consistently, with clear differences between biography and autobiography. The tone is appropriate and is largely sustained. 3 3 2 3 Each entry (there must be two for this mark) has a clear theme which is generally sustained. Ideas within each section are logically related. A wide variety of connective is used appropriately. Commas are sometimes used to mark clause divisions or items in a list. The writer’s attitude to school is established and maintained. The reader’s interest is engaged by choice of detail or humour. The recount text type is largely sustained, although there may be some confusion between biography and autobiography. Many features of the text type are used. (e.g. appropriate pronouns, past tense, brief introduction) 2 2 1 2 Simple overall structure for the recount may include brief introductory sentence. N.B. Allow this mark even if only one entry written. Some attempt to vary sentence openings (e.g. pronouns) Simple sentences are grammatically correct with accurate punctuation. Two year book entries are written, both of which have elements of recount. Some expansion of noun phrases adds additional detail. 1 1 1 Award 0 where performance fails to meet the lowest description. Stop marking at the first statement in a column that the student fails t\ o achieve and award the mark in the box below.

9 © UCLES 2009 0841/01/MS/O/N/09 [Turn over 13 Read this sentence: The children were writing Expand the sentence using the word class shown. The first one is done fo\ r you. [2] Accept any sentence where the part of speech has been successfully added. For example: adverb The children were busily writing/ The children were writing busily. prepositional phrase The children were writing in the classroom. 6Ug1 relative clause The children, who were excited , were writing. ADDITIONAL INFORMATION: Award two marks for all three correctly formed sentences which includes the stated part of speech. Award one mark for any two correctly formed sentences. Do not deduct marks for inaccurate punctuati\ on. 14 Add two commas to help make the meaning clearer in this sentence. [1] 6Ug7 I’ve only been at this school , which I love, for four years but they have been the happiest years of my life. ADDITIONAL INFORMATION: Award one mark for both commas correctly placed. Award zero for only one comma or if any additional commas are placed. 15 Underline the main clause in this sentence. [1] 6Ug5 Although I have enjoyed everything in school, the hockey team has become my family because I spend so much time with them. ADDITIONAL INFORMATION: All of the clause – and no other words – \ must be underlined for the point to be awarded.

10 © UCLES 2009 0841/01/MS/O/N/09 16 Finish this letter which explains the damage to a window in school. The \ letter needs to be written in the passive voice because it is not trying\ to blame any individual. The verb you need to use is written in brackets. The first one has been done for you. [2] 6Ug3 Accept appropriate passive verb forms. For example: Dear Mrs Hobbs, This letter (write) has been written to explain how the window (break) was broken/ has been broken. By accident a ball (kick) was kicked/ has been kicked through the window. The damage (pay) will be paid/ has been paid/ was paid for. Yours sincerely, ADDITIONAL INFORMATION: Award 2 marks if all three passive verb forms are correct. Award 1 mark if two verb passive verb forms are correct. Letter does not need to be signed. 17 Join these sentences into a complex sentence. Do not use and or but. [1] 6Ug6 There are a number of possible variations including:  We all loved drama club although we had to work very hard.  Even though we had to work very hard, we all loved drama club.  We all loved drama club because we had to work very hard.  We all loved drama club until we had to work very hard. ADDITIONAL INFORMATION: Award the mark for a complex sentence which includes all the information\ . Do not award the mark for a comma splice (simply replacing a full stop with a\ comma). Allow ‘drama club’ to be repeated within the new sentence. e.g. We\ all loved drama club because we had to work very hard in drama club.

11 © UCLES 2009 0841/01/MS/O/N/09 [Turn over 18 Correct two mistakes in this sentence. [1] 6Ug10 was could I were very happy at Sunbridge because there were always things I can do. am are I were very happy at Sunbridge because there were always things I can do. ADDITIONAL INFORMATION: Award the mark for either set of corrections, 19 Draw straight lines to match each sentence to its text type. [2] 6Ug2 ADDITIONAL INFORMATION: Award 2 marks for four correctly identified text types. Award 1 mark for two or three correctly identified text types.

12 © UCLES 2009 0841/01/MS/O/N/09 20 Complete each sentence using a word from the list to show what might happen. [1] If I become an actor, I could be famous. should could would 6Ug4 I may be on TV. will may was ADDITIONAL INFORMATION: Both words must be correct for the mark to be awarded. Accept both words correctly indicated in list. e.g. underlined. 21 Finish punctuating the dialogue. “I am happiest she said when I am playing \ football.” “Really ” I asked I thought you preferred hoc\ key.” [2] 6Ug8 “I am happiest , ” she said , “when I am playing football.” “Really ? ” I asked . “ I thought you preferred hockey.” ADDITIONAL INFORMATION: Award 2 marks if 6-7 of the missing punctuation marks are in the correct\ place. Award 1 mark if 3-5 of them are in the correct place. Deduct one mark for two incorrectly placed punctuation marks.

13 © UCLES 2009 0841/01/MS/O/N/09 BLANK PAGE

14 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. Every reasonable effort has been made by the publis her (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 opport\ unity. University of Cambridge International Examinations is part of t he Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a depa\ rtment of the University of Cambridge. © UCLES 2009 0841/01/MS/O/N/09 BLANK PAGE

CAMBRIDGE INTERNATIONAL PRIMARY PROGRAMME ACHIEVEMENT TEST – ENGLISH PAPER 1 NOVEMBER 2009 0841/01 0841/1/CW/S Please read the instructions printed overleaf before completing this form. Centre Number Centre Name Section A Section B Section C Total Mark Candidate Number Candidate Name 1 2 3 4a 4b 5 6 7 8 9 10 11 Total A (max 17) Structure (max 8) Audience & Purpose (max 7) Total B (max 15) 13 14 15 16 17 18 19 20 21 Total C (max 13) (A+B+C) max 45 Teacher completing this form (BLOCK CAPITALS) Date Name of moderator (BLOCK CAPITALS) Date

0841/1/CW/S A. INSTRUCTIONS FOR COMPLETING WORKING MARK SHEET 1. Complete the information at the head of the form. 2. List the candidates in an order which will allow ease of transfer of information to a computer-printed mark sheet (MS1) at a later stage (i.e. in candidate index number order, where this is known). 3. Enter each candidate’s mar ks on this form as follows: a) In the question columns, enter the marks awarded. b) In the columns headed ‘Total Mark ’, enter the total mark awarded. 4. Ensure that the addition of marks is independently checked. 5. Both the teacher completing this form and the internal moderator should check the form and complete the bottom portion. B. PROCEDURES FOR EXTERNAL MODERATION 1. University of Cambridge International Examinations (CIE) sends a compu ter-printed mark sheet (MS1) to each centre showing th e name and index number of each candidate. Transfer the total internally moderated mark for e ach candidate from this WORKING MA RK SHEET to the computer-printed mark sheet (MS1). 2. Despatch the top copy of the co mputer-printed mark sheet (MS1) to CIE. The deadlines for receipt of this completed document are 15 June for the June examination and 16 November for the November examination. 3. Send samples of the candidates’ work c overing the full ability range, together wit h this form and the second copy of MS1, by 15 June for the June examination and 16 November for the November examination. 4. If there are 10 or fewer candidates entering the Achi evement Test, send all the sc ripts for every candidate. 5. If there are more than 10 candidates, sen d the scripts that contributed to the fina l mark for the number of candidates as fo llows. The marks of the candidates’ work selected should cover the whole mark range with marks spaced as evenly as possible from the top mark to the lowest mark. number of candidates entered number of candidates whose work is required 11-50 51-100 above 100 10 15 20 6. If different teachers have prepared classes, select the samples from the classes of different teachers. 7. CIE reserves the right to ask for further samples of scripts.