*1885016395* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Primary Achievement Test ENGLISH 0841/02 Paper 2 May/June 2008 MARK SCHEME Maximum Mark : 40 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. IB08 06_0841_02/MS UCLES 2008 [Turn over
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 2008 0841/02/M/J/08
3 1 What sort of day had Jan had at school? 6R3 It had been a bad day / a usual day / a boring day 2 Here are some of Jan s thoughts during the story. Number them in the order in which they came. The first has been done for you. 6R3 He admired the bicycle. 3 Jan felt guilty about lying to the bus driver. 2 Jan feared he was about to be found out. 4 Jan was curious about an object he saw from the bus. 1 ADDITIONAL INFORMATION: Award the mark if all events are correctly numbered. 3 Did Jan intend to keep the bicycle he found? Give a reason from the text to justify your answer. 6R2 Award the mark if the reason agrees with the answer to the question. e.g. No, he did not intend to keep it because he was looking around for the owner. Yes, he did intend to keep it because he hid it in the shed when he got home. No mark is available for just saying yes or no without a sensible reason. UCLES 2008 0841/02/M/J/08 [Turn over
4 4a 6R3 Read the descriptions below. Tick the best description of Jan s feelings. Jan was depressed by the events of his school day. 4b 6R13 Re-read the first paragraph. Jan pressed his forehead against the glass as the school bus trundled along the empty road. He sighed. School had been as usual: Maths lasted forever, English had been difficult (more so because he had forgotten to learn his spellings), and he had fallen asleep in Geography. The purpose of this paragraph is to make the reader want to read on. Explain how the author achieves this using words and phrases from the text. Award one mark for an adequate explanation and the second for words and phrases from the text. [2] ADDITIONAL INFORMATION: Award 1 mark for each of the above which are mentioned, to a maximum of 2. 5 Was Jan s mother a caring parent? List three ways in which this was shown. 6R3 Yes, because she was waiting for him to come home from school; she was worried that he had travelled home by himself; she had made him a drink; she was clearly on her son s side rather than the teachers ; she was going to take him out later. ADDITIONAL INFORMATION: Award one mark for any three of the above. UCLES 2008 0841/02/M/J/08
5 6 Fill in the missing word and finish each sentence to explain how Jan felt. [2] 6R3 Award one mark for each complete sentence with feasible insertions. For example: When Jan discovered the bicycle, he felt excited because he had always wanted a bicycle. When a knock came at the front door of his house, he felt afraid because he had taken something which did not belong to him. 7 This is a modern story. Explain how you know. 6R2 Award the mark for an explanation which includes reference to any of the following: The school bus The red bicycle Mention of lie detector Newspaper 8a Re-read the final paragraph. Jan picked up the paper and casually looked at the headline: Birthday bicycle goes missing. Police search for stolen red bicycle. He swallowed hard, as he handed the paper over. He felt the colour drain from his cheeks and his palms became clammy. Then, Jan almost jumped out of his skin at a loud rapping at the front door... Underline the word which is least appropriate to describe Jan s mood here. 6R5 Accept only indigestion UCLES 2008 0841/02/M/J/08 [Turn over
6 8b 6R12 Do you think the author is successful at creating Jan s mood? Explain your answer, choosing words and phrases from the paragraph. Accept any explanation which matches the answer to the first part of the question includes words and phrases from the text [2] ADDITIONAL INFORMATION: Award 1 mark for a simple choice of words and phrases to make the point. Award 1 mark if the writer makes an attempt at analysis of the success of the writer in creating the mood. 9 Re-read these paragraphs. Underline two examples of metaphors used to explain Jan s state of mind. At length, he was disturbed in his thoughts by the sight of something lying in the ditch at the side of the road. It was bright and shiny, and the magpie in him was unable to resist further investigation. He quickly picked up his bag and walked to the front of the bus for the driver to stop. Not going straight home, Jan? You don t usually get off here. N-no, I m going to my aunt s. The lie ached in his throat. Twenty pairs of eyes burnt through him from the bus windows as he walked back along the length of it. He thought later that his story would have been more believable if he had carried on walking towards the houses nearby, until the bus had gone out of sight. 6R2 the magpie in him The lie ached in his throat. Twenty pairs of eyes burnt through him ADDITIONAL INFORMATION: Award 1 mark for any two. UCLES 2008 0841/02/M/J/08
7 10 Re-read these paragraphs. Hello, he ventured into the emptiness; then louder, Hello! Anyone there? It was so still that Jan half expected an echo, but there was nothing. Better look after it then, he thought to himself mounting the machine, because whoever owns it will definitely want it back. [2] 6R2 Tentatively, he set off pedalling the cycle towards his house. But should he go home? There would be questions when he turned up with that. Jan suddenly felt stubborn, almost angry. Suggest other words or phrases the author might have used which have the same meaning. The alternative words and phrases should be relevant to the context, for example: ventured: said warily, tried saying, dared to speak tentatively: carefully, nervously, hesitantly ADDITIONAL INFORMATION: Award 1 mark for each word or phrase for which acceptable alternatives are given. 11 Find a phrase or sentence from the text which shows you that Jan did not enjoy telling lies. 6R5 The lie ached in his throat. UCLES 2008 0841/02/M/J/08 [Turn over
8 12 Re-read the following sentences from the story. [2] Put a tick ( ) beside those sentences which refer to actions taken by Jan. Put a cross (X) by those sentences which tell us about his feelings. 6R3 Jan pressed his forehead against the glass. Maths lasted forever. Jan walked and walked. Surely it hadn t been this far back? Again he looked about him. Better look after it then. Jan suddenly felt stubborn, almost angry. He swallowed hard. x x x x ADDITIONAL INFORMATION: All answers must be correct for 2 marks. Award 1 mark for 5 or more correct. 13 Suggest a new title for the story. Explain why you chose it. 6R6 Award the mark for answers which are relevant to the story and explanations which clarify the reasoning behind the answer, e.g. : The Discovery. The bicycle is discovered by Jan. A Disturbing Headline. Until he sees the newspaper, Jan does not know that there is a disturbing story behind the bicycle. ADDITIONAL INFORMATION: Do not award the mark if a title is given without an explanation, or if the title is not relevant to the story. UCLES 2008 0841/02/M/J/08
9 14 The Find [20] Notes to markers See table on the next page. 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 2008 0841/02/M/J/08 [Turn over
10 COMPOSITION AND EFFECT STYLE VOCABULARY AND SPELLING Content Audience Style Text structure & organisation Vocabulary Spelling During the course of the story, the development of the character[s] is shown through actions, reactions, and or dialogue. The reader s response to different parts of the story is well controlled. The writing is atmospheric and evokes an intended response from the reader. Suspense, or excitement, where used, is well built. A well crafted story focuses clearly on either character or action. The story is concluded successfully and without rushing. The story has a simple plot, which includes an item which was found. The ending concludes the story neatly. Character development is more complex and believable. Direct and/or reported speech is used to move the story forward. The information the reader has is carefully controlled. Writing is well structured and shows a coherent grasp of the chosen genre. Pace is controlled by careful use of a variety of well constructed, and correctly punctuated, sentences. Ideas are organised into a planned and coherent series of paragraphs. Use of adventurous and precise vocabulary. Strong images created by use of simile, metaphor, or figurative language Spelling is mostly accurate. This includes words with complex regular patterns, i.e. words with more than one potential problem such as polysyllabic, prefixes, suffixes. E.g. realised interesting, wonderful, position, immediately 4 3 4 4 3 2 Writing engages reader through establishment of mood and feeling. Narrator s viewpoint is established and controlled. Characters actions are linked to key events. A range of simple and complex sentences is used to create effect or extend meaning. Within paragraphs, sequences of events are developed around a main sentence or theme. A careful choice of noun sometimes replaces noun plus adjective. Vocabulary is generally used accurately with careful choice of specific words. Spelling is often accurate. This includes polysyllabic words that conform to regular patterns. (E.g. spelling verbs with ing and ed correctly.) 3 2 3 3 2 1 Characterisation is achieved through good description. The story is well placed in its setting. A wider range of connectives is used. Variation in sentence beginnings for effect. The opening, development and conclusion of the story are logically related and mostly well paced. Vocabulary is sometimes used accurately with careful choice of specific words. Expanded noun phrases are used. 2 1 2 2 1 Simple sentences are grammatically accurate and end of sentence punctuation (.?!) is generally accurate. Ideas are grouped together, although paragraphs may not be shown. Simple, complex and/or compound sentences are used. 1 1 1 Award 0 where performance fails to meet the lowest description. UCLES 2008 0841/02/M/J/08
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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. 0841/02/M/J/08