Download [PDF] May 2003 CAIE P2 Mark Schemes 1111 English Cambridge Lower Secondary Checkpoint

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[PDF] May 2003 CAIE P2 Mark Schemes 1111 English Cambridge Lower Secondary Checkpoint.pdf | Plain Text

MARKING SCHEMEMAXIMUM MARK :46SYLLABUS/COMPONENT : 1111/1IMPORTANT NOTICEMarking schemes have been issued on the basis of ONE copy per Assistant Examinerand TWO copies per Team Leader.

22Section A: ReadingUnderstand explicit meaningQuestion MarkAnswer1 (a) 2Give a reason why the police officer is so pleased.Give a reason why Abi Shaker is so pleased.(i)He’ll have an easier life/fewer complaints to sort out.(ii)His machine (is the only one outside the US that) does the job so well/he helped to develop the successful machine/process. Help his country – NOT JUST “he invented the machine”.Award 1 mark for each answer(b)2Give the four main stages by which the machine turns trash into compost.1 workers select out the inorganic trash.2 put the rest in the big, turning drum.In either order3 enzymes and bacteria make the garbage into compost. / allow “processed”.4 which is put into barrels (ready for use)./ collect the organic sludge.Award one mark per two points adequately phrased. Award only one mark if the order of all four is incorrect.(c)4(i)soothing: calming (down), stopping them being angry/concerned, placating(ii)rotates: turns/goes round (and round).(iii)sample: an example, a part of the whole showing what it’s like, a tester. NOT “piece”(iv)transforming: making it into something different, a new form, convert, changingWhere candidates give more than one alternative and only one is right, do not allow he mark. Give one mark for each if the answer is a recognisable match to the markscheme.

3Section A: Readingselect and summarise information and ideasQuestion MarkAnswer28The advantages that the compost machine has brought to the village and the villagers.1 prevents pollution (allow this general point notwithstanding points 2 to 5)2 there’s no more burning/smoke3 it doesn’t smell4 the flies have disappeared5 it stops complaints from the public/the public don’t get angry6 It’s clean/healthy/safe7 the process only takes three days/it’s fast8 it makes Kfar Sir famous/ people come to see what is happening/popular town9 the compost can be used to help create a public park/reserve/to nourish trees/provide nutrients for growth/environment10 it makes a lot of people very happy/makes officials happy11 produces plenty/ten barrels a dayCredit any eight points. Tick and number where points are made in the script. If the summary is mainly copied and/or is too long and/or lacks conciseness, deduct 1 - 3 marks, as appropriate.

44Structure contentStyle Audience Sentence structuresPunctuation SpellingParagraphed, clear topic sentence/link; material well sequencedClear, both informative and descriptive, fluentClearly means to appeal to the reader. The description is somewhat lifelike.Fluent, beginning to use range of grammatical features for effectUses a range of punctuation with confidenceVirtual correctness over range of vocabulary used including more complex and difficult words6/7446/744Paragraphed, some sense of introduction. Generally well ordered within paragraphsExplanatory, some elements of description, occasional awkwardnessShows some understanding of the need to communicate a picture and feelings to a reader.Uses a range of different sentence forms, e.g. complex and simple sentences.Uses full stops correctly; commas mainly correct. General range a little limited.A few spelling errors, mostly of more difficult words4/5334/533Paragraphed. Tends to be a series of items rather than cohesive and developed.Sometimes unfocused, or unclear. Occasionally fluent. Simple.Occasionally aware of audience, though most writing neutral (e.g. unattractively factual). Short on some aspects of information.Limited or partially effective use of complex sentences. Mostly simple or compound structures based on and, but, so.May attempt complex sentences but write shapelessly.A number of errors including occasional full stops. Begins to use commas, apostrophes and question marks, but range limited.A number of errors, OR spells a simple vocabulary correctly.2/3222/322Possibly unparagraphed or inadequately so. Material ineffectively list like or in random order.Style often unclear; impeded by poor command of language.Glimmer of understanding that the audience exists.Occasional use of complex sentences. Structures often simple or faulty.Sentences sometimes correctly marked. Little use of other simple punctuation marks.Many errors including a range of simple words.111111Award 0 where performance fails to meet the lowest description.