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This document consists of 14 printed pages. IB16 05_0844_01/RP © UCLES 2016 [Turn over Cambridge International Examinations Cambridge Primary Checkpoint ENGLISH 0844/01 Paper 1 April 2016 MARK SCHEME Maximum Mark: 50

2 © UCLES 2016 0844/01/A/M/16 Section A: Reading Question number 1 What is the dawn chorus? Part Mark Answ er Further Information 1 (A lot of) birds singing (together) in the early morning / first light . Where a quote is given it should be no more than ‘ (In spring, as the days lengthen) birds burst into song around first light … OR ‘…birds burst in to song around first light (in a phenomenon that is known as the ‘dawn chorus’.)’ BUT NOT BOTH Answers must include the information: • ‘birds singing’ AND • ‘first light’ or ‘early’. NB: answers must show an understanding of when ‘dawn’ is. Accept: Birds singing in harmony at first light – harmony is neutral where two required pieces of info are given. However, birds singing in harmony is insufficient. The same is true for ‘amazing symphony’. Do not accept: • any ref erence to ‘spring’ or ‘days lengthen’ on their own. • birds sing throughout the day – this does not answer the question. • ‘bird’ singular Total 1

3 © UCLES 2016 0844/01/A/M/16 [Turn over Question number 2 How long in the morning can the dawn chorus go on for? Part Mark Answ er Further Information 1 (around / up to) two hou rs Accept the entir e first sentence of paragraph 2 (or a paraphrase) but no more. ‘hours’ is essential for the mark. Do not accept: ‘before sunrise and afterwards’ ; the time is essential for the mark. Total 1 Question number 3 Tick ( ) two boxes to show which statements below are true. Part Mark Answ er Further Information 2 Bird song can be heard over a greater distance in the early morning. Blackbirds start to sing before wrens. Boxes 3 and 5 should be ticked. Award 1 mark for each correct tick / unambiguous mark. Award 0 for more than two ticks or unclear marks. Total 2

4 © UCLES 2016 0844/01/A/M/16 Question number 4 Rewrite the last paragraph to include the main points using no more than 30 words. Part Mark Answ er Further Information 2 The summary must conta in 3 or 4 key pieces of information from the following: • songs are learned / not inherited. • (young) birds refine a basic song in the first year / over the next year by listening to adult/mature birds. • some birds / sparrows have one song. • some birds / thrushes/nightingales have several songs. e.g.: Songs are learned. Young birds refine their song over the next year b y listening to adult birds. Some birds like sparrows only have one song. (25 words / 3 pieces of info – 2 marks) Or : e.g.: Two months after they hatch, young birds start by practising a basic song. Different birds have different numbers of songs. A sparrow has one song and a thrush has several. (30 words / 2 pieces of info – i.e. sparrow is one, a thrush is another – 1 mark) Or : e.g.: Young birds do not inherit songs. They have to learn them by listening to adult birds. It can take a year to refine a basic song. Thrushes and nightingales learn several songs. (32 words / exceed limit – 0 marks) Or : e.g.: Birds learn a basic song which they improve by listening to adults. This can take a year. (17 words / 2 pieces of info – 1 mark) Or : • Birdsong is learned by listening to adult birds. • Takes about a year to refine. • Sparrows have one song. (18 words / bullet points – 1 mark) Award 2 marks for: • A summary no more than 30 words + 3 or 4 pieces of required information. Award 1 mark for: • A summary no more than 30 words + only 2 pieces of information. Award 0 marks for: • A summary over 30 words. OR • A summary where there is 1 or 0 pieces of information. OR • Unintelligible, nonsensical responses. Note : Summary must have grammatically correct sentence structures (allow 1 grammatically incorrect sentence). There may be punctuation / spelling errors. ALSO: award 1 mark where candidates have included ALL 4 pieces of information in either bullet points or note form within the word limit. Total 2

5 © UCLES 2016 0844/01/A/M/16 [Turn over Question number 5 Tick ( ) the best description of the text T he dawn chorus. Part Mark Answ er Further Information 1 It contains mostly facts. Total 1 Question number 6 Tick ( ) the text you prefer to read. Explain why you chose that text. Part Mark Answ er Further Information 1 If Text 1 is ticked: If Text 2 is ticked: Do not award the mark if the answer refers to the amount of information given – ther e is no distinction. Answers must match the tick given. Answers must refer to the style of the language. Do not accept just ‘more interesting’ or ‘more exciting’ or ‘simple’, ‘easy to read’ / ‘understand’ on its own without further explanation. Do not accept: ‘It is just facts’ - this refers to content not style. Do not accept references to punctuation on their own, without reference to one of the given descriptors. NOTE: ‘reader friendly’ is not equivalent to informal, whereas ‘friendly language’ is. NB incorrect information can negate a correct answer, e.g. ‘it is more formal and has more information’ gains no marks. EITHER: • a reference to the language as ‘informal’ / ‘personal’ / ‘chatty’ / ‘friendly’ / conversational. OR: • the words are very de scriptive and fun to read (not just ‘fun to read’) . OR: • create a picture in my mind and make it easier to understand. OR: • it uses questions to involve the reader / sound like a conversation. EITHER: • a reference to language as ‘formal’. OR: • it is very fa ctual. OR: • the style is typical of factual / report writing. OR: • the language is clear, precise and to the point. OR: • a reference to the language as more adult / less childish . Total 1

6 © UCLES 2016 0844/01/A/M/16 Question number 7 (a) Why was the nightingale given its name? (b) Nightingales are three colours. Name two of them. Part Mark Answ er Further Information (a) 1 Accept one of: • (The word) nightingale means night songstress. • Nightingales sing at night /mostly at night / overnight. Do not accept ‘they only sing at night’. (b) 1 Any 2 of the following colours: (drab) brown, chestnut, sandy . If all 3 answers are given, accept the third one as neutral provided it is correct, so ‘brown, chestnut, red’ = 0 (incorrect ‘red’ negates). Do not accept simply writing out the whole s entence: ‘They have a drab…underbelly.’ as the question ask s for the colours to be named. Accept a truncated version, e.g. ‘…brown’ on However, a list such as: ‘ brown plumage, chestnut -coloured tail, sandy underbelly ’, is acceptable as this shows some selection by the candidate. Total 2 Question Number 8 Tick ( ) two boxes to show which statements are FALSE . Part Mark Answ er Further information 2 Nightingales only sing at night . Nightingales are admired because they are such beautiful -looking birds. Boxes 1 and 3 should be ticked. Award 1 mark for each correct tick / unambiguous mark. Award 0 for more than two ticks or unclear marks. Total 2

7 © UCLES 2016 0844/01/A/M/16 [Turn over Question Number 9 Suggest a reason why the male nightingale wants to avoid attracting unnecessary attention to its nest. Part Mark Answ er Further information 1 Accept one of the following : • they don’t want predators to find their nest . • to stop the eggs /chicks/baby birds/offspring being eaten. • to stop eggs being stolen/destroyed. • to keep eggs / young safe (from predators). Award one mark for responses that match one of the points. However, do not accept imprecise / insufficient answers , e.g : • the eggs might get hurt • birds might get scared • protecting territory . Note : an incorrect response negates a correct one: • a predator might come or another mate. Do not credit lengthy quotes where the correct answer may be given alongside incorrect information. Total 1

8 © UCLES 2016 0844/01/A/M/16 Question Number 10 (a) What is the purpose of the sub -headings in the text The dawn cho rus ? (b) Draw lines to link each paragraph wi th its main topic described in the boxes . Part Mark Answ er Further information (a) 1 Organisation / presentation, e.g. : • so you know where to look for specific information . • divides / organises / separates informat ion into parts so it is easier to see . • so y ou can quickly find information / find information more easily. • to say what the next section / next paragraph / each paragraph OR section (NOT text ) is about. • so you know what you’re going to read next. Do not acc ep t generalisations on their own: • ‘to organise the text’ • ‘so it is easier to see / read / follow, ’ on its own . • vague / general answers, e.g.: ‘so we know what it is about’ or ‘ so we know what we are going to read’ or ‘so we know what they are talking about’ (these could refer to the whole text not a particular section). • ‘to look for the information’ =0 need ‘specific’ • ‘to find information’=0 need ‘quickly’ / ‘more easily’. (b) 1 1 st paragraph : The nightingale’s name . Award 1 mark for all three lines drawn correctly. Accept a clear unambiguous indication of the correct answers, e.g. numbers 1, 2 and 3 written against each topic . 2 nd paragraph: The nightingale’s song. 3rd paragraph : The symbolism of the nightingale. Total 2

9 © UCLES 2016 0844/01/A/M/16 [Turn over Section B: Writing 11 The reading texts The d awn chorus and The Nightingale are both reports taken from information books. Write your own report for an information book. It could be about: something that changes with the seasons in your country, e.g: • trees • weather • anima ls something or someone that is inspired by nature, e.g: • a piece of music • a poem • painting / sculpture • a book. See table on the next page. Notes to markers • Marking should always begin from the lowest mark in each column ( i.e. from 1 mark and work u pwards. Award 0 if 1 mark is not achieved) . • All the statements should be achieved for a student to achieve the mark (i.e. if there are two statements to describe the mark, both statements must be achieved before the mark can be given). • Stop the marking at the first statement in a column that the student fails to achieve and award the mark in the box below.

10 © UCLES 2016 0844/01/A/M/16 Purpose and Audience Wa Text Structure Wt Sentence Structure Un Punctuation Wp Spelling Ws Writing is well -shaped and wholly appropriate to purpose. Clear viewpoint with a clear and consistent relationship between writer and reader established and controlled. 6 The text type is used consistently , e.g. : features of report are clear and appropriate to purpose. Relevant ideas and content chosen to interest the reader , e.g. : details developed appropriately . The order of the given information is logical and supportive to the reader. 5 Well-crafted paragraphs contribute to control of the text , i. e. : clear logical links between paragraphs. AND / OR Each section with content logically organised 5 Some use of complex sentences is controlled including the position of clauses to focus attention. Range of connectives may be developed e.g. 'although' 'meanwhile' . 5 The text type is largely sus tained, i.e.: features of report writing clear. The writer gives sufficient information for a reader to understand the content, e.g. : some engaging detail. 2 nd person used sparingly. Link to seasons/nature/ given stimulus evident. 4 Paragraphs are used to help structure the text and there may be evidence of appropriate links / sub- headings between paragraphs. 4 Some complex sentences are used to create effect, using expanded phrases to develop ideas , e.g. : noun, adverb , adjectiv e, and verb phrases. A wider variety of connectives is used appropriately , e.g .: if, because, then. Sentences are mostly grammatically correct. 4 Text type is used to convey writer’s attitude to the chosen subject, e.g. : knowledge and enthusiasm for the subject matter. Som e awareness of audience, e.g. : language used is appropriate. 3 Paragraphs used to sequence ideas but not consistently. Balance of coverage of ideas is appropriate , i.e.: more than one idea/aspect chosen AND chosen ideas covered fittingly with ‘appropriat e weighting’. 3 Some complex sentences are used to extend meani ng but not always successfully. Use of past and present tense is generally consistent. Subject and verb generally agree. 3 General a spects of text type are evident , e.g.: 3 rd person (all ow up to two 1st person references) , 2 nd person is allowed. Reader given basic information , e.g.: statements relevant to what has been introduced in Box1. 2 Some attempt to order and sequence ideas logically , e.g. : no information is assumed in one place before it has been given in another. Each section has an opening statement. 2 Some variation in sentence openings, e.g.: not always starting with same noun or pronoun or other word. Compound sentences are used but c onnectives are simple, e.g. : ‘and’ , but’, ‘ so’ with generally grammatically correct clauses . 2 Sentence divisions marked accurately alm ost always throughout the text. There may be the occasional capitalisation error. Commas always used in lists and sometimes to mark clause divisions . 2 Correct spelling of common words with more than one syllable, including compound words , e.g. : anything, something, yesterday . 2 Some elements o f the text type can be seen, i.e. : it is a report / not a recount + sufficient information to identify the purpose/stimulus/topic, e.g. weather, seasons. 1 Evidence of grouping of ideas. 1 Simple sentences are generally grammatically correct. 'and' may be used to connect clauses. 1 Demarcation of basic sentence structures is usually accurate , e.g .: full stops, capital letters, question and exclamation marks. 1 Generally correct spelling of high frequency words, e.g. : because, there, their . 1 Award 0 where performance fails to meet the lowest description. Stop marking at the first statement in a column that the student fails to achieve and award the mark in the box below.

11 © UCLES 2016 0844/01/A/M/16 [Turn over Question Number 12 Join the underlined word of these sentences to match the correct word class. Part Mark Answ er Further information 2 long : preposition Award 2 marks for all four lines correctly drawn. Award 1 mark for two or three lines correctly drawn. Award 0 marks for less than 2 or more than 4 lines drawn. Accept an unambiguous indication of the correct response. light : noun complex : adjective during : adverb Total 2 Question Number 13 (a) Underline the main clause in this sentence. (b) Rewrite this sentence. Include this clause. Part Mark Answ er Further information (a) 1 Male robins are distinct from other birds as they have a bright red belly. Add 1 mark for the correct underlining as shown. No other words should be underlined. (b) 2 Harike Lake, which is in India, is a brilliant place to go birdwatching. Award 1 mark for a correctly embedded clause. Award a further 1 mark for correctly placed parent hetical commas. No brackets or dashes. There should be no additional punctuation. There should be no additional/omitted words. Allow one spelling or copying error. Total 3

12 © UCLES 2016 0844/01/A/M/16 Question Number 14 (a) Change this sentence from past to present. (b) Complete t he sentences by writing the passive forms of the verbs given in brackets. Part Mark Answ er Further information (a) 1 Some poets think that the nightingale’s song is a love song. Award 1 mark for both correct verbs. Verbs must be correctly spelt. Allow one error in other words, e.g. incorrect apostrophe. No words should be added or omitted or re -ordered. Note : No auxiliary verbs, e.g.: are thinking . (b) 2 Worms are eaten / were eaten / will be eaten by birds. Ravens have been kept in the Tower of London since the 17th century. This coming summer Japan will be visited by many migrant birds. Award 2 marks for all 3 correct verbs. Award 1 mark for two 2 correct verbs. Tenses must be correct as given here. Verbs must be correctly spelled . Total 3 Question Number 15 Correct two mistakes in this sentence. Do not change the meaning. Part Mark Answ er Further information 1 It was the most wonderful sound that he had ever heard. Award 1 mark for both corrections. Award 0 marks if any other changes are made, e.g. : words / punctuation added or deleted. Spelling must be correct. Total 1

13 © UCLES 2016 0844/01/A/M/16 [Turn over Question Number 16 Choose the type from simple , compound or complex to describe these sentences. Part Mark Answ er Further information 1 He wanted to ge t up at dawn but he was too tired . (compound) The colourful, exotic bird of paradise sat proudly on the branch of the tree. (simple) Award 1 mark for both sentence types correctly identified. Total 1 Question Number 17 Add two apostrophes to this sentence. Part Mark Answ er Further information 1 A bird ’ s song is different from its call because it ’ s longer and has more complex sounds. Award 1 mark for two correctly placed apostrophes. Award 0 marks if extra apostrophes or other marks are includ ed. Total 1

14 © UCLES 2016 0844/01/A/M/16 Question Number 18 Add the missing punctuation to these sentences. Part Mark Answ er Further information 2 “ W ow ! What a beautiful piece of music , ” he said . “Yes , ” she replied. “The flute represents the nightingale.” The co mmas must be within the speech marks. Allow an exclamation mark after ‘music’, but no capitalisation of ‘he’. Do not allow a full stop after ‘W ow’. 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. Award 0 marks if there are 10 or more punctuation marks. Total 2 Question Number 19 Write other words or phrases that mean the same as the underlined words. Part Mark Answ er Further information 2 basic : simple, initial, first, easy, preliminary, elementary, rudimentary, uncomplicated, plain. refine : improve (upon/on), develop, extend, make better, elaborate (on), adapt, enhance, polish, perfect (as a verb) . Award 1 mark for each appropriate word that retains th e sense of the sentence. Award 0 marks where an incorrect suggestion negates an acceptable one, e.g. : simple, original . Allow a list if both words correct, e.g. : easy, simple. Do not accept: • for ‘basic’: original, straightforward. • for ‘refine’: change, correct, remake, upgrade, practice. Total 2