Download [PDF] October 2008 CAIE P1 Mark Schemes 0841 English Cambridge Primary Checkpoint

File Information

Filename:	[PDF] October 2008 CAIE P1 Mark Schemes 0841 English Cambridge Primary Checkpoint.pdf
Filesize:	216.36 KB
Uploaded:	31/07/2021 17:23:55
Keywords:	october 2008 caie p1 mark schemes 0841 english cambridge primary checkpoint pdf
Description:	Download file or read online CAIE Cambridge primary checkpoint past exam paper English 0841/01/O/N/08 October/November 2008 mark schemes paper 1 - Cambridge Assessment International Education
Downloads:	15

File Preview

Download Urls

Short Page Link

https://www.edufilestorage.com/2RP

Full Page Link

https://www.edufilestorage.com/2RP/PDF_October_2008_CAIE_P1_Mark_Schemes_0841_English_Cambridge_Primary_Checkpoint.pdf

HTML Code

<a href="https://www.edufilestorage.com/2RP/PDF_October_2008_CAIE_P1_Mark_Schemes_0841_English_Cambridge_Primary_Checkpoint.pdf" target="_blank" title="Download from eduFileStorage.com"><img src="https://www.edufilestorage.com/cache/plugins/filepreviewer/1025/pdf/150x190_middle_46f4e7862b1eb5bd4935adbbba5d79e8.jpg"/></a>

Forum Code

[url=https://www.edufilestorage.com/2RP/PDF_October_2008_CAIE_P1_Mark_Schemes_0841_English_Cambridge_Primary_Checkpoint.pdf][img]https://www.edufilestorage.com/cache/plugins/filepreviewer/1025/pdf/150x190_middle_46f4e7862b1eb5bd4935adbbba5d79e8.jpg[/img][/url]

[PDF] October 2008 CAIE P1 Mark Schemes 0841 English Cambridge Primary Checkpoint.pdf | Plain Text

This document consists of 13 printed pages and 3 blank pages. IB08 11_0841_01/MS © UCLES 2008 [Turn over *8718816149* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Primary Achievement Test ENGLISH 0841/01 Paper 1 October/November 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 0841/01MS/O/N/08 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 giv\ e you full guidance regarding acceptable and unacceptable alternative answers and, where app\ ropriate, 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 jud\ gement; 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 spellin\ g or grammer is wrong.  Where more than one mark is available for a question, the mark scheme ex\ plains where each mark should be awarded.  Half marks should not be awarded and at no point should an answer be awa\ rded more than the maximum number of marks available, regardless of the quali\ ty of the answer.  If the student has given more than one answer, the marks can be awarded \ if all the answers given are correct. However, if correct and incorrect answers ar\ e 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 c\ lear that the student has understood the requirements of the question.  Each question and part question should be considered independently and m\ arks for one question should be allowed unless they are contradicted by working o\ r answers in another question or part question.  Any legible crossed-out work that has not been replaced can be marked; b\ ut 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 r\ ecord the mark obtained. It is advisable to use these boxes so that students, and othe\ rs 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 mar\ king in red ink and using the mark boxes is an essential requirement for marking the Ach\ ievement tests.

3 © UCLES 2008 0841/01MS/O/N/08 [Turn over 1 What is Ravi studying at school this term? [1] 6R3 Ancient Greeks ADDITIONAL INFORMATION: Accept ‘Greeks’ 2 Did Benji enjoy studying the Greeks? Find evidence in the text to support your answer. [1] 6R3 Yes. There are a variety of different quotes from the text including:  in my opinion it’s the best project ever.  it’s one of the most exciting ones we’ve ever done. ADDITIONAL INFORMATION: There is no mark for the first part of the question. The mark is given for evidence from the text. Accept appropria\ te evidence. 3 Tick (
) two things about King Midas that you learn from the email. [2] 6R3 Everything King Midas touched turned to gold.
King Midas had slaves. King Midas hated vegetables. There is a Greek myth about King Midas.
We know about King Midas because of paintings on pots. ADDITIONAL INFORMATION: Award 1 mark for each correct answer. If more than 2 boxes are ticked no marks to be awarded.

4 © UCLES 2008 0841/01MS/O/N/08 4 Benji’s email includes both facts and opinions. Tick (
) the boxes to show whether these statements are fact or opinion. [2] Statement Fact Opinion It was only a small piece but somebody had stored oil in it over 2000 years ago.
The worst thing about Ancient Greece, I’m sure you’ll agree with me, was the slaves.
Between a quarter and a third of Athens’ population were slaves.
6R11 My favourite is Theseus and the Minotaur, but King Midas is OK too.
5 Benji wants his friend to enjoy studying the Ancient Greeks. Write an example of persuasive language from the email. [1] 6R14 Accept examples of persuasive language , for example:  I’m sure you’ll love doing the Myths and Legends.  I’m sure you’ll agree with me,  I really hope you enjoy this project. ADDITIONAL INFORMATION: The mark can only be awarded for a quote from the text. Do not deduct the mark for incorrect spelling. 6 Reread this part of the email where Benji is quoting from his school project on the Ancient Greeks: Most of what we know about Ancient Greek myths comes from one of two sources: ancient texts and paintings on vases. Although little remains of any other form of Greek art, over 100 000 pots and vases exist in museums today. What is the purpose of this text? Underline the best answer. [1] 6R14 To persuade To inform To entertain To argue To show

5 © UCLES 2008 0841/01MS/O/N/08 [Turn over 7 Benji talks about three different parts of his project on the Ancient Greeks. What are they? (The first one is written for you.) [1] 6R13 1 Greek Myths and Legends 2 pots/paintings and Ancient texts 3 slaves ADDITIONAL INFORMATION: Both answers must be correct for the mark to be awarded. The answers can be in any order. 8a Compare these two texts. Text 1 – from the email Text 2 – new text Tick (
) the boxes to show features of the different texts. Some features are in both texts. [1] Features Text 1 Text 2 Gives information about slaves in Athens

Impersonal, formal style
6R14 Friendly chatty style
ADDITIONAL INFORMATION: All ticks must be correct for the mark to be awarded. b Tick (
) the text you enjoyed reading more. Explain why. [1] 6R2 Accept an explanation which supports the text chosen. e.g.  Text 2 makes it sound more exciting.  It is easier to find information in Text 1. ADDITIONAL INFORMATION: Do NOT accept answers which refer to the fact that one text contains more information than the other.

6 © UCLES 2008 0841/01MS/O/N/08 9 Reread the extracts from Benji’s project book. Tick (
) two features of historical report text which you can find in this email. [1] 6R3 Explains something Gives information
Informal language Written in the first person Written in the past tense
ADDITIONAL INFORMATION: Both statements must be ticked for the mark to be awarded. If more than 2 boxes ticked no marks awarded. 10 Write one sentence from the text which is auto-biographical. [1] 6R12 Possible sentences include:  We did it last term.  Here’s part of what I found out and wrote in my project book  We went to visit a museum.  We were allowed to touch a piece of pot.  It’s one of the most exciting ones we’ve ever done. ADDITIONAL INFORMATION: Award the mark for a sentence from the text which:  is written in the past tense  is written in the first person  tells of something the author has done.

7 © UCLES 2008 0841/01MS/O/N/08 [Turn over 11 Draw lines to match the sentence from the email with each of these different text types. [2] 6R14 When we were doing the Greeks we went to visit a museum. Isn’t that amazing? You’ll love doing the Myths and Legends. Some slaves were owned by the state. Recount Report Persuasion Informal chat Text type Sentence ADDITIONAL INFORMATION: Award: 2 marks if all four boxes are correctly joined 1 mark for two or three boxes correctly joined Only accept examples from the text

8 © UCLES 2008 0841/01MS/O/N/08 12 Write a letter to a friend. Tell them about a school project you enjoyed\ working on and try to persuade them to enjoy it too. [15] See table on the next page. Notes to markers Marking should always begin from the bottom of each column (lowest mark). Stop marking at the first statement in a column that the student fails to achieve. All the statements should be achieved for a student 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). If the writing is unfinished you may use evidence from the planning note\ s to award up to one mark each in Text Structure and Purpose.

9 © UCLES 2008 0841/01MS/O/N/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 contribute to the effectiveness of the text. 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 persuade. A clear and consistent viewpoint is established and controlled. The reader’s interest is engaged by adding or emphasising specific details The tone is appropriate to the ideas and is sustained. Effective use of different styles within the piece for giving details and for persuasion. 4 4 3 4 Paragraphs are introduced by a topic sentence. Paragraphs are used to structure the text. 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. Awareness is shown that the reader may not agree with the writer’s viewpoint and needs to be cajoled. The persuasive purpose is established and maintained. The tone is appropriate and is largely sustained. 3 3 2 3 Introduction and conclusion, where used, are developed. Where paragraphs are used, they may sometimes be linked. Ideas within each section are presented clearly. Mainly logical connectives (e.g. because, so, if…then, in addition, moreover) Commas are sometimes used to mark clause divisions or items in a list. The writer’s viewpoint is established and maintained. The reader’s interest is engaged by choice of detail or humor. The persuasive text type is largely sustained. Many features of the text type are used e.g. second person, imperative verbs and evidence to persuade the reader. 2 2 1 2 Sustains common conventions of letter or email writing (e.g. past tense, mixture of facts and opinions). Has an opening and closing statement. Some attempt to vary sentence openings (e.g. pronouns). Simple sentences are grammatically correct with accurate end of sentence punctuation. There is some attempt to persuade the reader, but this is not sustained. Some expansion of noun phrases adds additional detail. Writing refers to a school project. 1 1 1 Award 0 where performance fails to meet the lowest description.

10 © UCLES 2008 0841/01MS/O/N/08 13 Underline a preposition in this sentence. [1] 6Ug1 The old pot was on the table. ADDITIONAL INFORMATION: If additional words are underlined, do not award the mark. 14 Find and correct one mistake in each sentence. [2] 6Ug10 When people were captured they become became slaves. or When people were are captured they become slaves. Some slaves were sended sent to war. ADDITIONAL INFORMATION: Award one mark for each correct sentence. 15 Write active or passive beside each of these sentences. [1] 6Ug3 Active or passive? Some slaves were captured in battle. Passive Some slaves were part of a police force. Active Some slaves had difficult jobs. Active ADDITIONAL INFORMATION: All answers must be correct for the mark to be awarded. 16 Add two full stops and one capital letter. [1] 5Ug7 The Scythian archers who were the finest archers in Athens had a competition to see who could fire an arrow the furthest . T hey all chose their bow and arrow and waited for the competition to begin . Also accept: …had a competition. T o see who could fire and arrow the furthest they all…to begin. ADDITIONAL INFORMATION: All 3 pieces of punctuation must be correct for the mark to be awarded.

11 © UCLES 2008 0841/01MS/O/N/08 [Turn over 17 Underline the main clause in this sentence: [1] 6Ug8 Although it was a long time ago I enjoyed studying the Ancient Greeks because they had good stories. Also accept: Although… ago I enjoyed studying the Ancient Greeks because they had good stories . ADDITIONAL INFORMATION: The entire clause - and no other words - must be underlined. 18 Add two apostrophes to this sentence. [1] 6Ug10 In Ancient Greece, the children ’s toys weren ’t made of plastic. ADDITIONAL INFORMATION: Both apostrophes must be correct for the mark to be awarded. If additional apostrophes are inserted no marks to b\ e awarded. 19 Correct this piece of writing to include two more pronouns. One has been done for you. [2] 6Ug2 It People in Ancient Greece liked to go to the theatre. The theatre was a good place to they go and meet friends. The actors were sometimes slaves but the actors often their enjoyed the actors’ jobs. ADDITIONAL INFORMATION: Award 1 mark for each correct pronoun. Spelling must be correct.

12 © UCLES 2008 0841/01MS/O/N/08 20 Finish punctuating this dialogue. [2] 6Ug8 “Did you enjoy studying the Ancient Greeks ?” asked Benji. “Yes I did ,” replied Ravi. “ What did you like best about it ?” Also accept “Yes I did !” replied Ravi. “ What did you like best about it ?” or “Yes, I did,” replied Ravi… ADDITIONAL INFORMATION: Award 2 marks if 6 or 7 punctuation marks are correct. 1 mark if 4 or 5 marks are correct. 0 marks if fewer than 4 are correct. Deduct 1 mark for 2 additional incorrect punctuation marks. 21 Rewrite the sentence including the clause: which were beautifully painted. Remember punctuation. [2] 6Ug7 and 6 Ug 9 People used clay pots, which were beautifully painted, to store oil. ADDITIONAL INFORMATION: Award one mark for a correctly embedded clause. Award one mark if parenthetical commas are used correctly. Award both marks for an embedded clause marked by parenthetical commas.\

13 © UCLES 2008 0841/01MS/O/N/08 22 Combine all the information in these two sentences into a complex sentence. Remember to punctuate the sentence. Do not use the words and or but . [2] 6Ug6 There are a variety of possible answers, including:  Rich people had slaves who were sometimes prisoners of war.  Prisoners of war were sometimes slaves for rich people.  Sometimes, rich peoples’ slaves were prisoners of war. ADDITIONAL INFORMATION: Award one mark for a complex sentence containing\ all the required information. Award the second mark for appropriate punctuation. Award both marks for a well punctuated complex sentence containing all o\ f the information.

14 0841/01MS/O/N/08 BLANK PAGE

15 0841/01MS/O/N/08 BLANK PAGE

16 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 t race 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. 0841/01MS/O/N/08 BLANK PAGE