[PDF] Cambridge Secondary Checkpoint - English (1111) Specimen 2012 Paper 1 MS.pdf | Plain Text

This document consists of 5 printed pages and 1 blank page. © UCLES 2011 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge Checkpoint ENGLISH 1111/01 Paper 1 For Examination from 2012 SPECIMEN MARK SCHEME 1 hour 10 minutes MAXIMUM MARK: 50

2 © UCLES 2011 1111/01/SM/12 Question 1 Part Mark Answer Further Information (a) 1 (the iconic) red-eyed (tree frog) (b) 1 slighter and / or smaller (c) 1 surroundings / (the influence of) environment(al factors) / temperature / humidity Total 3 Question 2 Part Mark Answer Further Information (a) 1 calm / peaceful / not easily provoked Do not accept: serene. (b) 1 thinking about / contemplating / pondering (c) 1 characteristic / individual / unique / striking (d) 1 blowing up / distending / dilating / swelling / pumping up / puffing up Total 4

3 © UCLES 2011 1111/01/SM/12 [Turn over Question 3 Part Mark Answer Further Information 2 “I would like to buy a tree frog,” said the customer. “A re you looking for something unusual?” asked the pet retailer. “W e have some interesting captive-bred specimens.” Award 2 marks if 11–14 of the missing punctuation marks are in the correct place. Award 1 mark if 6–10 of the missing punctuation marks are in the correct place. Award 0 marks if 0–5 of the missing punctuation marks are in the correct place. Comma, question mark and full stop must be inside the speech marks. Accept single or double speech marks. Total 2 Question 4 Part Mark Answer Further Information 1 e.g. Green tree frogs, which have a distinctive song, live in the United States. Total 1 Question 5 Part Mark Answer Further Information 1 e.g. Green tree frogs make good pets although they are most active in the evenings. Accept any suitable connective including e.g. since, as. The sentence must make sense in the context of the passage. Total 1

4 © UCLES 2011 1111/01/SM/12 Question 6 Part Mark Answer Further Information 1 When the writer began to keep tree frogs, he kept the large and placid White’s; now he is more experienced, he keeps the iconic red-eyed tree frog. both needed for mark Accept any other suitable verb. Total 1 Question 7 Part Mark Answer Further Information (a) 6 Dragon-flies – top of wall Toads – among brambles Geckos – in cracks (high up the wall) Crane-flies – among the leaves Moths – (withered) plaster Beetles – all over the place; everywhere Total 6 Question 7 Part Mark Answer Further Information (b) 2 2 marks – summary including at least 4 points in mostly well-organised, accurate sentences. 1 mark – summary including 1–3 points in mostly well-organised, accurate sentences. or 4 or more points with some inaccuracies in organisation and sentences. or 4 or more points, mostly lifted from text and noticeably over length. 0 mark – summary includes no relevant points and / or incoherent sentences. Total 2

5 © UCLES 2011 1111/01/SM/12 Section B: Writing (Information Texts) 8 PURPOSE AND AUDIENCE TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION SPELLING The tone is appropriate to the ideas and is sustained. Ideas and content are developed in detail to create a clear and consistent relationship between writer and reader. 6/7 Material presented coherently with introduction and conclusion and in an effective order that establishes the text type. Well crafted paragraphs contribute to control of the text. 6/7 Fluent, beginning to use a range of structural features for effect. Control of complex sentences and the position of clauses to focus attention although may not always be consistent. 6/7 Uses a range of punctuation correctly and with confidence. Secure use of commas to mark clauses. 5 Uses virtual correctness over a range of vocabulary including more complex and difficult words. 4 The tone is appropriate for purpose and is largely sustained. Relevant ideas and content are chosen and developed with some detail. 4/5 The material is generally coherent and in sensible order, with an attempt at an introduction and conclusion. Paragraphs are used to structure the text and are generally helpful. 4/5 Uses a range of sentence structures with some confidence. 4/5 Uses full stops correctly. Some range of punctuation as needed, used correctly, but generally limited. 4 A few spelling errors, mostly of more difficult words. 3 Writer’s tone is established but lacks detail. Some awareness of audience may be shown, though not consistently. 2/3 The material is clear, but not developed coherently and may be presented in a random order. There may be an attempt at an introduction and/or a conclusion. Paragraphs may not be shown. 2/3 Limited or partially effective use of complex structures. Mostly simple or compound structures based on a variety of connectives including – and, but, so 2/3 A number of errors including occasional full stop (evidence of comma splicing). 2/3 A number of errors OR spells a simple vocabulary correctly. 2 Little understanding of the purpose or audience of the text. 1 Little understanding of how to present a text. 1 Sentence structure often grammatically incorrect. 1 Sentences rarely correctly marked. A generally very erratic use of punctuation marks. 1 Many errors including a range of simple words. 1 Award 0 where performance fails to meet the lowest description.

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