[PDF] Cambridge Primary Checkpoint - English (0841) November 2007 Paper 1 MS.pdf | Plain Text

English Mark Schemes Cambridge International Primary Achievement Test

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 give you full guidance regarding acceptable and unacceptable alternative answers and, where app\ ropriate, include examples of student work to illustrate the marking points. However, 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 judgement; 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 grammer 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 quality of\ the answer.  If the child has given more than one answer, the marks can be awarded if\ all the answers given are correct. However, if correct and incorrect answers are 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 child has understood the requirements of the question.  Each question and part question should be considered independently and marks for one question should be allowed unless they are contradicted by working or an\ swers 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 others looking at \ the test papers, can clearly see where the marks have been awarded. Finally, it is advisable to use a pen of a different colour to that used by the students so that the marks and comments can be seen clearly. It should be noted that marking\ in red ink and using the mark boxes is an essential requirement for marking the Achievement t\ ests.

1 When and where will the meeting take place? [1] 6R3 The answer must include three pieces of information:  In the Town Square  On Wednesday 6 June  At 7pm ADDITIONAL INFORMATION: ‘Wednesday’ is not necessary to be awarde\ d the mark. 2 How does a hydro-electric dam make electricity? [1] 6R3 by taking energy from the water which falls to the rocks beneath. 3 Put a tick (
) beside the houses that will be under water. [1] House number Height above valley floor Will the house be under water? 13 3 metres
28 5.5 metres 7 4.5 metres
6 6 metres 6R3 ADDITIONAL INFORMATION: Both of the ticks must be correctly placed for \ the mark to be awarded.

4 Tick (
) two statements about the notice which are true. [1] 6R11 It is a non-fiction text.
It contains both facts and opinions.
ADDITIONAL INFORMATION: Both statements - and no others - must be ticke\ d for the mark to be awarded. 5 Some of the text on the notice is written in bold. Why do you think this decision was made? [1] 6R14 This is important information which needs to attract attention. So you know when and where the meeting is. 6 Which of these statements best summarises the purpose of the notice? [1] 6R14 To encourage people to come to a meeting
7 Has the dam already been built? Include words and phrases from the text in your answer. [2] 6R3 No it hasn’t. Words and phrases which establish this include:  Proposal  When the dam is built  The use of the future e.g. ‘Electricity will be immediately available\ ’ ADDITIONAL INFORMATION: There is no mark for the first part of the question. Award one mark for an explanation and one mark for words and phrases fro\ m the text. Award two marks if the explanation includes words and phrases from the t\ ext.

8 What does the expression ‘Have your say’ mean? [1] 6R2 Accept any reasonable response, for example ‘express your opinion’\ ; ‘say what you want to say’; ‘say what you think’’; ‘have the o\ pportunity to tell people about what you think’. 9 Why do you think the FOR and AGAINST arguments are in columns rather than in paragraphs? [1] 6R13 Accept any reasonable answer e.g.  To make them stand out/ separate them from the rest of the text.  So that you can see how they balance each other.  So bullet points can be used. 10 Why might people not want to move away from their villages? Give one reason from the notice. [1] 6R3 Reasons given in the text include:  Their families have lived in the village for generations.  Their trades will be destroyed.  Their way of life will be destroyed.  The people won’t benefit. ADDITIONAL INFORMATION: Accept additional answers if they are within th\ e spirit of this text.

11 Re-read the two main paragraphs: A hydro-electric dam makes electricity by taking the energy from the water which falls from the dam to the rocks beneath. This energy is changed into electricity which can be stored or sent to where it is most needed. When the dam is built, the water collecting behind it will form a reservoir - like a lake - which will flood the valley to a depth of 5 metres. People whose homes will be under water will have new houses built for them. Complete these sentences to summarise the main topic of each paragraph. Do not copy sentences from the paragraphs. [2] 6R11 Accept summary statements which reflect that: The first paragraph explains how hydro-electric power is generated The second paragraph predicts the impact of the reservoir. ADDITIONAL INFORMATION Award 1 mark for each correctly completed sentence. 12 Do you think that the writer of the notice is for the dam, against the dam or neutral? Explain your answer including words and phrases from the text. [2] 6R4 Accept any answer as long at it is explained. For example: The writer is neutral because he just sets out the facts and shows arguments both for and against e.g. FOR- electricity will be available immediately in the big city; AGAINST – the people who will be mostly \ affected live here; the people who will benefit live 200kms away in the \ big city. ADDITIONAL INFORMATION Award one mark for an explanation and one mark for words and phrases from the text. Award two marks if the explanation includes words and phrases from the t\ ext.

13 Imagine you are going to the meeting about the dam. Prepare your own spe\ ech which tries to persuade people to believe what you believe. [15] See table on next page. Notes to markers  Marking should always begin from the lowest mark in each column.  Stop marking at the first statement in a column that the child fails to \ achieve.  All the statements should be achieved for a child 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.)

STRUCTURE AUDIENCE AND PURPOSE Text Structure Sentence structure Audience Purpose Secure use of text type that establishes content and purpose. Paragraphs are used consistently and contribute to the effectiveness of the text. 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 viewpoint is established and controlled. The reader’s interest is fully engaged by the addition or emphasis of specific details. The tone is appropriate to the ideas and is sustained. Effective use of different styles within the piece for giving details and for persuasion. 4 4 3 4 Relationships between paragraphs are clearly linked and give structure to the whole text. 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. Form is consistently adapted for the readership. Awareness is shown that the reader may not agree with the writer’s viewpoint and needs to be cajoled. The persuasive purpose is established and maintained. The tone is appropriate and is largely sustained. 3 3 2 3 Introduction and conclusion, where used, are developed. Where paragraphs are used, they may sometimes be linked. Ideas within each section are presented clearly. Mainly logical connectives (e.g. because, so, if…then, in addition, moreover) Commas are sometimes used to mark clause divisions or items in a list. The writer’s viewpoint is established and maintained. The reader’s interest is engaged by choice of detail or humour. The persuasive text type is largely sustained. Many features of the text type are used. Language is strong and positive; short sentences can be used to give emphasis. 2 2 1 2 Simple overall structure may include brief introduction or concluding sentence. Some attempt to vary sentence openings (e.g. pronouns). Simple sentences are grammatically correct with accurate punctuation. Some attempt to persuade the reader, but this is not sustained. 1 1 1 Award 0 where performance fails to meet the lowest description.

14 Underline a preposition in the sentence below. [1] 6Ug1 People who live in low-lying villages will be moved to higher ground. ADDITIONAL INFORMATION: Award the mark if either preposition is underlin\ ed. If additional words are underlined, do not award the mark. 15 Write active or passive beside each of the clauses. [1] 6Ug3 When the dam is built… passive The dam will let everyone have electricity. active People will be given better houses. passive ADDITIONAL INFORMATION: All three answers must be correct for the mark \ to be awarded. 16 Finish punctuating this dialogue. “Do you really think this dam is a good idea? I asked. “I think so he replied, but it depends on how much mess they make.” [2] 6Ug8 “Do you really think this dam is a good idea? ” I asked. “I think so ,” he replied , “ but it depends on how much mess they make.” ADDITIONAL INFORMATION: Award both marks if all 4 punctuation marks are correctly shown. Award 1 mark if 2 or 3 of the marks are correctly shown.

17 Match the underlined word in each sentence to a part of speech. [2] 6Ug1 Electricity brings many benefits to communities. Before, people lived in houses in the valley. Animals are frightened by the noise. The reservoir will be very beautiful. adverb adjective verb noun ADDITIONAL INFORMATION: Award both marks if all boxes are correctly joined up. Award 1 mark if one or two sets of boxes are correctly joined up. 18 Underline all parts of the verb in this sentence. [1] 6Ug6 Their culture may be destroyed by the dam. ADDITIONAL INFORMATION: Award the mark if all three words – and no o\ thers- are underlined. 19 Rewrite this sentence in the passive voice. The dam will destroy homes, habitats and land. [1] 6Ug3 Homes, habitats and land will be destroyed. or Homes, habitats and land will be destroyed by the dam. ADDITIONAL INFORMATION: Accept answers in which the passive voice is correct but the tense has been changed, e.g. Homes, habitats and land would be destroyed.

20 Add two apostrophes to the following sentence. The peoples homes will all be destroyed and they wont ever be able to revisit their village. [1] 6Ug8 The people ’ s homes will all be destroyed and they won ’ t ever be able to revisit their village. ADDITIONAL INFORMATION: Both apostrophes must be in place for the point \ to be awarded. 21 Underline all parts of the main clause in the following sentence. [1] 6Ug5 The villagers , who were very sad, looked at the new dam . ADDITIONAL INFORMATION: Both parts of the clause must be underlined. If\ additional words are underlined do not award the mark. 22 Draw a line between the opening sentences and the different types of tex\ t. One has been done for you. [2] 6Ug2 Hydro-electric dams are being built by governments throughout the world. balanced discussion persuasion recount report Today, I went to visit the site of the new dam. It is very important that we consider the environment whilst meeting the needs of the consumer, and that’s why I urge you to acknowledge the benefits of hydro-electricity. Hydro-electricity is a controversial topic with compelling arguments on both sides. ADDITIONAL INFORMATION: Award 2 marks if all lines are correctly drawn. Award 1 mark if two boxes are correctly joined.

23 Punctuate this sentence in two different ways to create two different meanings. [2] 6Ug5 6Ug7 “The villager,” said the constructor, “was angry." The villager said the constructor was angry. The villager said, “The constructor was angry.” (also accept The villager said, “The constructor was angry”.) ADDITIONAL INFORMATION: Accept any two of the above sentences, award 1 mark for each correct sentence. Commas are not necessary to gain the mar\ ks. 24 Combine all the information in these two sentences in a complex sentence. The dam was being built. The dam would provide electricity. [1] 6Ug7 6Ug5 Accept any correctly punctuated complex sentence which contains all the \ information. Solutions include:  The dam, which would provide electricity, was being built.  The dam was being built in order to provide electricity.  Electricity would be provided by the dam that was being built. ADDITIONAL INFORMATION: Do not accept compound sentences e.g. The dam was being built and/so it would provide electricity. Award one mark for any correctly punctuated complex sentence which conta\ ins all the information.