[PDF] Cambridge Secondary Progression Test - Stage 7 English MS.pdf | Plain Text

1 © UCLES 2011 English Stage 7 V1

2 © UCLES 2011 Stage 7 Paper 1 Mark Scheme Section A: Reading Question 1 Part Mark Answer Further Information 1 1 They can move quickly and easily. They can detect scent very effectively. Total 2 Question 2 Part Mark Answer Further Information 1 Feeding / How Komodos feed / Catching their prey / The Komodos’ mouth Accept any suitable word or phrase which focuses on how Komodos eat or feed, or their mouth. Do not accept: Teeth. Total 1 Question 3 Part Mark Answer Further Information 2 (they use their) teeth / (they have virulent) bacteria (in their mouth) / (they have a) venom gland (for disabling their prey) 3 correct = 2 marks 1/2 correct = 1 mark Total 2

3 © UCLES 2011 Question 4 Part Mark Answer Further Information 2 A Komodo dragon is a large lizard, which can grow to a length of 3 metres, so it is one of the world’s heaviest living lizards. or A Komodo dragon is a large lizard which can grow to a length of 3 metres, so it is one of the world’s heaviest living lizards. 2 marks for using ‘which’ and ‘so’ and the comma after ‘metres’ 1 mark for using ‘which’ and ‘so’ without commas Total 2 Question 5 Part Mark Answer Further Information 1 You wouldn’t expect such a large animal to be able to move so fast. Total 1 Question 6 Part Mark Answer Further Information 1 disabling Total 1 Question 7 Part Mark Answer Further Information 1 The Komodo dragons’ keen sense of smell (if aided by favourable wind) enables them to seek out carrion* up to 8.5 kilometres away. Accept omission of *. Total 1

4 © UCLES 2011 Question 8 Part Mark Answer Further Information (a) 1 usually (b) 1 ‘can’ ; average (length) Total 2 Question 9 Part Mark Answer Further Information 2 People look up to the dragons. People believe dragons will look after them. The dragons represent knowledge and money. 3 correct = 2 marks 1/2 correct = 1 mark Total 2 Question 10 Part Mark Answer Further Information 1 However Total 1

5 © UCLES 2011 Question 11 Part Mark Answer Further Information 1 1 1 1 1  identification of four main points  use of own words and not copying text too much  organisation of ideas  accuracy of language (punctuation, spelling, grammar)  word length of 70-90 words Main points:  Many/most cultures have dragons.  Different cultures perceive dragons differently.  In China and Vietnam dragons are valued and respected / seen as powerful / protectors.  People born in the Chinese year of the dragon are expected to be healthy, wealthy and wise. Total 5

6 © UCLES 2011 Section B: Writing (Non-fiction) 12 PURPOSE AND AUDIENCE TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION SPELLING Conventions of text type are evident and appropriate for purpose and audience. Viewpoint is sustained, with relevant content developed in detail. 6/7 Paragraphs are sequenced, contributing to the overall shape of the text. Links between paragraphs are effective. A variety of cohesive devices are used to link sentences. 6/7 Beginning to vary sentence structure for effect, e.g. short sentences for emphasis; expanding verb phrases; order of clauses/phrases. 6/7 Generally accurate use of a range of punctuation to make meaning clear, including commas to mark off clauses and phrases. 5 Spelling is virtually correct over a range of vocabulary used, including more complex and difficult words. 4 Some conventions of text type are evident and generally appropriate for purpose and audience. Viewpoint is generally sustained, with content developed in some detail. 4/5 Paragraphs are used to organise the text. Links between paragraphs are clear. Some cohesive devices are used to link sentences. 4/5 A range of sentence structures are used, including complex. Some variety of sentence subjects. A variety of connectives are used to clarify ideas. 4/5 A range of punctuation is used; errors do not impede meaning. Evidence of commas used correctly to mark clause divisions. 4 A few spelling errors, mostly of more difficult words. 3 Some awareness of text type and audience may be shown, though not always sustained. There is evidence of a viewpoint but content lacks detail. 2/3 Writing is not consistently organised into paragraphs. Links between paragraphs are not always helpful or clear. Pronouns and/or repeated words largely used to link sentences. 2/3 Sentence structures are limited or repetitive, with little/partial use of complex structures. Frequent use of ‘and, then, so’. 2/3 Some punctuation evident, but a number of errors/omissions, including misuse of commas. 2/3 A number of errors OR simple vocabulary spelt correctly. 2 Little understanding of conventions of text type, purpose or audience. 1 Little understanding of how to structure a text or link sentences/ideas. 1 Sentence structures are largely additive, and often grammatically incorrect. 1 Generally erratic use of punctuation marks. 1 Many errors, including a range of simple words. 1 Award 0 where performance fails to meet the lowest criteria.

7 © UCLES 2011 Stage 7 Paper 2 Mark Scheme Section A: Reading Question 1 Part Mark Answer Further Information 1 1  Joanna  Any suitable reason, such as : We know what she is thinking and feeling. / It is her thoughts and actions which drive the plot. Total 2 Question 2 Part Mark Answer Further Information 1 in front of the town hall Accept any clear indication of correct answer. Total 1 Question 3 Part Mark Answer Further Information 1 Joanna sees the dragon. 2 Aaron arrives. 4 Joanna looks at the clock. 1 They walk up the road together. 5 A woman takes the dragon away. 3 1 mark for all events in the correct order Total 1

8 © UCLES 2011 Question 4 Part Mark Answer Further Information 1 utter amazement / amazed / very surprised Total 1 Question 5 Part Mark Answer Further Information 1 (It was) looking carefully / looking with interest (at Joanna) / The dragon was trying to tell her something. Accept any answer which shows the dragon was very interested in Joanna or trying to connect with her. Total 1 Question 6 Part Mark Answer Further Information 1 ‘She reached up to touch it.’ / ‘Joanna stared back.’ Total 1 Question 7 Part Mark Answer Further Information 1 thoughts and (silver) sparks Total 1 Question 8 Part Mark Answer Further Information 1 scoop Total 1

9 © UCLES 2011 Question 9 Part Mark Answer Further Information 1 She wants to follow the dragon. Total 1 Question 10 Part Mark Answer Further Information 1  funny  strange Total 1 Question 11 Part Mark Answer Further Information 1 1 Character not very reliable Quotation Aaron was always later than they had agreed. Character gets very involved and enthusiastic about things he enjoys Quotation Aaron was still so wrapped up in all the details of his football match that he wasn’t paying her much attention. / Matt and I needed to discuss tactics Character sporty / good at sport Quotation he was always chosen to play in the team For both marks, the quotation must support the comment about Aaron’s character. Total 2

10 © UCLES 2011 Question 12 Part Mark Answer Further Information 1 He would laugh at her. / He would want to hang around and see for himself. any suitable answer Total 1 Question 13 Part Mark Answer Further Information 1 to show that Aaron was not paying much attention to his sister / He is still thinking about himself / football. any suitable answer Total 1 Question 14 Part Mark Answer Further Information 1 to give/show emphasis / to show the word should be read with a stronger feeling / to make the word important. Total 1 Question 15 Part Mark Answer Further Information 1 1 ‘(bright eyes) shining like two small bonfires’ ‘thoughts like small silver sparks (were flickering across her mind)’ Total 2

11 © UCLES 2011 Question 16 Part Mark Answer Further Information (a) 1 impatient / dissatisfied / She wished she could find something she really liked too. / jealous / annoyed Accept any suitable answer. (b) 1 She feels she now has something of her own that is important to her. Accept any suitable answer. Total 2

12 © UCLES 2011 Section B: Writing (Fiction) 17 CONTENT AND AUDIENCE TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION VOCABULARY SPELLING Narrative features (character, plot and setting) developed convincingly to be of interest to the reader. Viewpoint is sustained. Literary or linguistic devices are generally effective. 6/7 Paragraphs are sequenced, contributing to the overall shape of the text. Links between paragraphs are effective. A variety of cohesive devices are used to link sentences. 5 Beginning to vary sentence structure for effect, e.g. short sentences for emphasis; expanding verb phrases; order of clauses/phrases. 5 Generally accurate use of a range of punctuation to make meaning clear, including commas to mark off clauses and phrases. 5 Vocabulary used precisely and imaginatively to clarify and extend meaning. 4 Spelling is virtually correct over a range of vocabulary used, including more complex and difficult words. 4 Narrative features (character, plot and setting) are in evidence and of some interest to the reader. Viewpoint is generally sustained. Literary or linguistic devices are sometimes used effectively. 4/5 Paragraphs are used to organise the text. Links between paragraphs are clear. Some cohesive devices are used to link sentences. 4 A range of sentence structures are used, including complex. Some variety of sentence subjects. A variety of connectives are used to clarify ideas. 4 A range of punctuation is used; errors do not impede meaning. Evidence of commas used correctly to mark clause divisions. 4 Vocabulary chosen carefully and for effect. 3 A few spelling errors, mostly of more difficult words. 3 Sufficient information is given for a reader to understand the characters, plot and setting described. Viewpoint is established, but lacks appropriate detail and/or credibility. Literary or linguistic devices are used, but not always successfully. 2/3 Writing is not consistently organised into paragraphs. Links between paragraphs are not always helpful or clear. Pronouns and/or repeated words are largely used to link sentences. 2/3 Sentence structures are limited or repetitive, with little/partial use of complex structures. Frequent use of ‘and, then, so’. 2/3 Some punctuation evident, but a number of errors/omissions, including misuse of commas. 2/3 Some evidence of vocabulary chosen for effect. 2 A number of errors OR simple vocabulary spelt correctly. 2 Some basic attempt to engage, but little understanding of narrative devices or viewpoint. 1 Little understanding of how to structure a text or link sentences/ideas. 1 Sentence structures are largely additive, and often grammatically incorrect. 1 Generally erratic use of punctuation marks. 1 Simple, generally appropriate vocabulary used – limited in range but relevant. 1 Many errors, including a range of simple words. 1 Award 0 where performance fails to meet the lowest description.