UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Primary Achievement Test

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1 * * UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Primary Achievement Test ENGLISH 0841/01 Paper 1 May/June 2008 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. This document consists of 10 printed pages and 2 blank pages. IB 06_0841_01/MS UCLES 2008 [Turn over

2 2 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 appropriate, 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 spelling or grammer is wrong. Where more than one mark is available for a question, the mark scheme explains where each mark should be awarded. Half marks should not be awarded and at no point should an answer be awarded 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 clear 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 answers in another question or part question. Any legible crossed-out work that has not been replaced can be marked; but 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 record 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 tests. UCLES /01/M/J/08

3 3 1 What was the name of the toy which was a model of a horse s head on a stick? 6R3 Hobby horse 2 List the names of two bicycle inventors and the dates when they made their bicycles. 6R3 Inventor date 1 Mede de Sivrac Ernest Michaux 1855 ADDITIONAL INFORMATION: All information must be given to award the mark. 3(a) Was this article written in 2007 or 1807? 6R3 3(b) 6R (1 mark) How do you know? Use words and phrases from the passage to explain your answer. References to earlier times and modern times are the evidence (1 mark). 4 The author ends on a question. What answer does he expect? Explain why you chose this answer. 6R4 Do not reward a simple yes or no without a reason. However, either answer can be accepted, providing the reasoning is appropriate, e.g. He expects the answer yes because modern bikes are better than the old ones. He expects the answer no because in 1890 bicycles enabled people to travel more than previously. UCLES /01/M/J/08 [Turn over

4 4 5 Reread the first and last paragraphs. [2] Find the two links between the two paragraphs. 6R13 Both mention cycling for leisure (cycle racers). Both mention cycling in the 1890s (more than a hundred years ago). ADDITIONAL INFORMATION: One mark for each. 6 Tick ( ) the bicycles which have actually been produced. 6R13 The Ordinary bicycle Sketches in the ruins of Pompeii Tomb paintings from Ancient Egypt The velocifere ADDITIONAL INFORMATION: All must be accurately demarcated to be awarded the mark. 7 Does the author think that bicycles are a good or bad invention? [2] Find two pieces of evidence to support your answer. 6R6 Good, because: 1 People could travel further to work. 2 Women gained more independence. 3 Title: A Wonderful Invention ADDITIONAL INFORMATION: One mark for each reason (to maximum of 2). No mark is available for the first part of the answer. UCLES /01/M/J/08

5 5 8a 6R15 The paragraphs in this text usually start with phrases explaining the time frame of inventions. Give two examples of these. Historically From about the 1890s Nowadays [2] ADDITIONAL INFORMATION: One mark for each correctly identified, to a maximum of two. 8b Explain why the author uses these phrases. 6R13 To put developments into context (however expressed). 9 What is the main purpose of this text? Circle the correct answer. 6R15 to give information 10 Are the following statements true or false? 5R9 Leonardo da Vinci made the first bicycle. X The velocifere had no brakes. Bicycles nowadays are better than the ones 100 years ago. Ernest Michaux made the first crank and pedal cycle. More people had bicycles after 1900 than before. UCLES /01/M/J/08 [Turn over

6 6 11 Another Wonderful Invention [15] 6W9 See table on the next page. 6W10 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). UCLES /01/M/J/08

7 7 STRUCTURE AUDIENCE AND PURPOSE Text Structure Sentence structure Audience Purpose Secure use of text type that establishes content and purpose. Some control of complex sentences and the position of clauses to focus attention. A clear and consistent viewpoint is established and controlled. The tone is appropriate to the ideas and is sustained. Paragraphs are used consistently and correctly. Adverbials and expanded noun phrases are used to engage as well as inform. The reader s interest is fully engaged by the addition or emphasis of specific details. Effective use of different styles within the piece for giving details, description and information. Paragraphs give structure to the whole text and are introduced by topic sentences. The balance of coverage of the ideas is appropriate to the purpose. Paragraphs may sometimes be used Wide range of sentence constructions extend meaning intentionally. Use of expanded phrases and clauses to develop ideas. Form is consistently adapted for the readership. The tone is similar to that in the model text. The informative register is established and maintained. The tone is appropriate and is largely sustained A variety of appropriate connectives are used to link ideas. The writer s interest in the subject is shared with the reader. The informative register is largely sustained. Ideas within each section are presented clearly. Commas are sometimes used to mark clause divisions or items in a list. Choice of information is appropriate to engage the reader. Layout is used to clarify organisation of text. If appropriate, headings may be used A limited number of simple connectives is used. Some attempt to vary sentence openings (e.g. pronouns). Simple sentences are grammatically correct with accurate punctuation. There is some attempt to inform the reader but the style may not be sustained. The writing is relevant to the task Award 0 where performance fails to meet the lowest description. UCLES /01/M/J/08 [Turn over

8 8 12 Underline an adverb in the sentence below. 6Ug1 These days cycling is mainly a leisure activity. ADDITIONAL INFORMATION: Do not award the mark if more than one word is underlined. 13 Rewrite the following sentence in the active voice. An improved bicycle was invented by Ernest Michaux. 6Ug3 Ernest Michaux invented an improved bicycle. 14 Underline the subordinate clause in the sentence below. 6Ug5 When women began cycling, they had to choose their clothes more carefully. 15 Add the missing punctuation to the following dialogue. [2] The saddle is a little high, don t you think said the engineer. Not really, replied the cyclist, I can still reach the ground. 6Ug8 The saddle is a little high, don t you think? said the engineer. Not really, replied the cyclist, I can still reach the ground. ADDITIONAL INFORMATION: 1 mark for inverted commas all correct. 1 mark for all other punctuation correct. 16 Which is the pronoun used instead of repeating the word children in the sentence below? Children also found cycling enjoyable, as it gave them more freedom. 6Ug1 Them ADDITIONAL INFORMATION: UCLES /01/M/J/08

9 9 17 Join the underlined word in each of the following sentences to the correct word class. One has been done for you. [2] 6Ug1 Brakes noun Admire verb Expensive adjective For - preposition ADDITIONAL INFORMATION: Award 1 mark for two or three correct answers, 2 marks for all four correct. 18 Suggest a more interesting verb to replace got better in the sentence below. The design of bicycles got better over the next hundred years. 6Ug1 Improved 19 Write a synonym for the word good in the following sentence. Many early designers had good ideas. 6Ug1 Excellent / inventive / original, or any other suitable adjective. 20 Rewrite this sentence in the conditional. [2] This resulted in better job prospects, as it was possible to travel much further to find work. 6Ug4 This might/could/would result in better job prospects, as it might/could/would be possible to travel much further to find work. ADDITIONAL INFORMATION: One mark for each of the two verbs in the conditional. UCLES /01/M/J/08 [Turn over

10 10 21 Combine the two sentences below into one longer sentence. Do not use and. The Penny Farthing was an early bicycle. It was also known as an Ordinary bicycle. 6Ug6 The Penny Farthing which was an early bicycle was also known as an Ordinary bicycle. ADDITIONAL INFORMATION: Or any other appropriate single sentence. 22 Put the missing commas in the following sentence. Leonardo da Vinci Ernest Michaux James Starley and Mede de Sivrac were all inventors. 6Ug7 Leonardo da Vinci, Ernest Michaux, James Starley and Mede de Sivrac were all inventors. ADDITIONAL INFORMATION: Both commas must be correctly placed for the mark to be awarded. 23 Add the missing apostrophe to the following sentence. Womens long dresses were not practical for cycling. 6Ug7 Women s long dresses were not practical for cycling. ADDITIONAL INFORMATION: The mark may not be awarded if apostrophes are placed in any other words. UCLES /01/M/J/08

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12 12 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (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 opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. 0841/01/M/J/08

Cambridge International Examinations Cambridge Primary Checkpoint

Cambridge International Examinations Cambridge Primary Checkpoint ENGLISH 0844/01 Paper 1 October 2016 1 hour Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS