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This document consists of 10 printed pages and 2 blank pages. IB 06_0841_01/MS © UCLES 2008 [Turn over *1693264266* 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.

2 © UCLES 2008 0841/01/M/J/08 English mark schemes – Achievement Test Guidelines for marking test papers These ma\bk schemes a\be designed to p\bovide you with all the info\bmation necessa\by to ma\bk the P\bima\by Achievement Tests. As fa\b as possible, the ma\bk schemes give you full guidance \bega\bding acceptable and unacceptable alte\bnative answe\bs and, whe\be app\bop\biate, include examples of student wo\bk to illust\bate the ma\bking points. Howeve\b, it is not always possible to p\bedict all the alte\bnative answe\bs that may be p\boduced by stude nts and the\be could be places whe\be the ma\bke\b will have to use thei\b p\bofessional judgement; in the se cases, it is essential that such judgement be applied consistently\g. The guidelines below\g should be followe\gd th\boughout ( unless t\be mark sc\beme\c states ot\berwise).  A co\b\bect answe\b should always be awa\bded full ma\bks even if the spelling o\b g\bamme\b is w\bong.  Whe\be mo\be than one ma\bk is available fo\b a qu estion, the ma\bk scheme explains whe\be each ma\bk should be awa\bd\ged.  Half ma\bks should not be awa\bded and at no point should an answe\b be awa\bded mo\be than the maximum numbe\b \gof ma\bks available, \g\beg a\bdless of the quali\gty of the answe\b.  If the child has given mo\be than one answe\b, the ma\bks can be awa\bded if all the answe\bs given a\be co\b\bect. Howeve\b, if co\b\bect and inco\b\bect answe\bs a\be given togethe\b ma\bks should not be awa\bded.  If the answe\b line is blank but the co\b\bect answe\b i s given elsewhe\be, e.g. within the question in the usage section, the ma\bks can be awa\bded p\bovided it is clea\b that the child has unde\bstood the \bequi\b\gements of the quest\gion.  Each question and pa\bt question should be conside\bed independently and ma\bks fo\b one question should be allowed unless they a\be co nt\badicted by wo\bking o\b answe\bs in anothe\b question o\b pa\bt ques\gtion.  Any legible c\bossed-out wo\bk that has not been \beplaced can be ma\bked; but if wo\bk has been \beplaced the c\bossed\g-out pa\bt should be \gigno\bed.  Whe\be students a\be \bequi\bed to indicate the co\b\bect answe\b in a specific way, e.g. by unde\blining, ma\bks sh\gould be awa\bded fo\b\g any unambi guous indication, e.g\g. ci\bcling o\b ticking. Each question on the test pape\b has a box beside it fo\b the teache\b to \beco\bd the ma\bk obtained. It is advisable to use these boxes so that students, and othe\bs looking at the test pape\bs, can clea\bly see whe\be the ma\bks have\g been awa\bded. Finally, it is advisable to use a pen of a diffe\bent colou\b to that used by the students so that the ma\bks and comments can be seen clea\bly. It should be noted that ma\bking in \bed ink and using the ma\bk boxes is an essenti\gal \bequi\bement fo \b ma\bking the Achievem\gent tests.

3 © UCLES 2008 0841/01/M/J/08 [Turn over 1 What was the name of the toy which was a model of a horse’s head on a\ stick? [1] 6R3 Hobby horse 2 List the names of two bicycle inventors and the dates when they made the\ ir bicycles. [1] 6R3 Inventor date 1 Mede de Sivrac 1790 2 Ernest Michaux 1855 ADDITIONAL INFORMATION: All information must be given to award the mark.\ 3(a) Was this article written in 2007 or 1807? [1] 6R3 2007 (1 mark) 3(b) How do you know? Use words and phrases from the passage to explain your answer. [1] 6R3 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. [1] 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 t\ he old ones. He expects the answer ‘no’ because in 1890 bicycles enabled people\ to travel more than previously.

4 © UCLES 2008 0841/01/M/J/08 5 Reread the first and last paragraphs. Find the two links between the two paragraphs. [2] 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. [1] 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? Find two pieces of evidence to support your answer. [2] 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.

5 © UCLES 2008 0841/01/M/J/08 [Turn over 8a The paragraphs in this text usually start with phrases explaining the time frame of inventions. Give two examples of these. [2] 6R15 Historically From about the 1890s Nowadays ADDITIONAL INFORMATION: One mark for each correctly identified, to a maximum of two. 8b Explain why the author uses these phrases. [1] 6R13 To put developments into context (however expressed). 9 What is the main purpose of this text? Circle the correct answer. [1] 6R15 to give information 10 Are the following statements true or false? [1] 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.


6 © UCLES 2008 0841/01/M/J/08 11 Another Wonderful Invention [15] 6W9 6W10 See table on the 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).

7 © UCLES 2008 0841/01/M/J/08 [Turn over 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 correctly. 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, description and information. 4 4 3 4 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. 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. 3 3 2 3 Paragraphs may sometimes be used. Ideas within each section are presented clearly. A variety of appropriate connectives are used to link ideas. Commas are sometimes used to mark clause divisions or items in a list. The writer’s interest in the subject is shared with the reader. Choice of information is appropriate to engage the reader. The informative register is largely sustained. 2 2 1 2 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. 1 1 1 Award 0 where performance fails to meet the lowest description.

8 © UCLES 2008 0841/01/M/J/08 12 Underline an adverb in the sentence below. [1] 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. [1] 6Ug3 Ernest Michaux invented an improved bicycle. 14 Underline the subordinate clause in the sentence below. [1] 6Ug5 When women began cycling, they had to choose their clothes more carefully. 15 Add the missing punctuation to the following dialogue. “The saddle is a little high, don’t you think said the \ engineer. “Not really, replied the cyclist, I can still reach the gro\ und. [2] 6Ug8 “The saddle is a little high, don’t you think?” said the engine\ er. ‘Not really,” replied the cyclist, “I can still reach the groun\ d.” 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. [1] 6Ug1 Them ADDITIONAL INFORMATION:

9 © UCLES 2008 0841/01/M/J/08 [Turn over 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. [1] 6Ug1 Improved 19 Write a synonym for the word ‘good’ in the following sentence. Many early designers had good ideas. [1] 6Ug1 Excellent / inventive / original, or any other suitable adjective. 20 Rewrite this sentence in the conditional. This resulted in better job prospects, as it was possible to travel much further to find work. [2] 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.

10 © UCLES 2008 0841/01/M/J/08 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. [1] 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. [1] 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. [1] 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.

11 0841/01/M/J/08 BLANK PAGE

12 Permission to reproduce items where thir d-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publis her (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 opport\ unity. 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 depa\ rtment of the University of Cambridge. 0841/01/M/J/08 BLANK PAGE