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This document consists of 9 printed pages and 3 blank pages. IB08 11_0841_02/MS © UCLES 2008 [Turn over *5085850042* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Primary Achievement Test ENGLISH 0841/02 Paper 2 October/November 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.

2 © UCLES 2008 0841/02MS/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 0841/02MS/O/N/08 [Turn over 1 Where did the Minotaur live? [1] 6R3 Either The Minotaur lived in a labyrinth. or The Minotaur lived on Crete. 2 Who helped Theseus? [1] 6R3 Ariadne 3 Do you think Theseus was a hero? Explain your answer. [1] 6R4 Accept any reasonable answer based on the events in the text. e.g. Yes because he killed the minotaur. No because he didn’t fight the minotaur, he killed it by accident. 4a Which genre do you think this story is? Underline the correct answer. [1] 6R2 fairy tale biography fable legend science fiction b Identify two features of the genre you chose for 4 (a). Give features from the story. [2] 6R2 Features of a legend include:  It has a hero who is very brave and strong.  There is a monster.  The hero is helped by the heroine to defeat the monster.  The story happened in historical times. ADDITIONAL INFORMATION: Award one mark for each correct answer. If students give the wrong answer for 4a, accept two appropriate features of the text type they identified.

4 © UCLES 2008 0841/02MS/O/N/08 5 Other nouns or noun phrases are used instead of ‘the Minotaur’. List two of them. [1] 6R3 Accept two of:  Half bull half man  The beast  Monster  Terrible Minotaur ADDITIONAL INFORMATION: Two nouns or noun phrases are required to earn the mark. 6 Why do you think the author chose to begin with a description of the Minotaur? [1] 6R13 Accept any reasonable answer. Answers may refer to the author’s attempt to :  create suspense  start with a story hook to grab the reader’s attention  establish the situation as it was at the beginning of the story  explain the problem that had to be solved. 7 Who is the point-of-view character in the story? Explain how you know. [1] 6R6 Theseus. Explanations could include:  We only know what Theseus knows and see what he sees.  He is the main character in this story.  He is the hero. ADDITIONAL INFORMATION: There is no mark for the first part of the question. Do not award the mark unless an explanation is offered. Do not accept the explanation that we see events from his point-of- view - that has already been established.

5 © UCLES 2008 0841/02MS/O/N/08 [Turn over 8a Find one example of imagery in the story. [1] 6R8 Any of:  its horns were as sharp as daggers  as dark as a grave  fiery breath  a sound like a hundred daggers scraping along a rock face b Explain how the imagery adds to your understanding of the events. [1] 6R5 Accept an explanation which includes the impact on the reader’s perception of the events in the story. For example:  It made it feel more frightening.  It made me feel like I was there. ADDITIONAL INFORMATION: 8(a) does not have to be correct to award the mark in 8(b). 9 Write two things that we know about King Aegeus from this story. [1] 6R3 Accept 2 of:  He is Theseus’ father.  He is King of Greece.  He doesn’t want Theseus to go to kill the Minotaur.  He was unhappy. ADDITIONAL INFORMATION: Award the mark for two reasons from the text.

6 © UCLES 2008 0841/02MS/O/N/08 10 Number these events to show the order in which they happened. [2] 6R7 Theseus entered the labyrinth. 3 Ariadne gave him thread. 2 Theseus told his father that he was going to kill the Minotaur. 1 Theseus sailed home. 5 Theseus killed the Minotaur. 4 ADDITIONAL INFORMATION: Award 2 marks for all four events. 1 mark for two or three events. 11 Explain how the author creates suspense. Use words and phrases from the story in your answer. [2] 6R5 Suspense is created through techniques such as:  use of imagery e.g. it was as dark as a grave  description of the character’s emotions e.g. his heart was thumping in his chest  descriptive adjectives e.g. mighty bellow; fiery breath  short sentences and sentence fragments: Theseus paused. Hardly breathing. Waiting. Waiting. ADDITIONAL INFORMATION: Award: one mark for naming a suspense technique (e.g. use of imagery). and the second mark for illustrative words and phrases from the story (e.g. as dark as the grave).

7 © UCLES 2008 0841/02MS/O/N/08 [Turn over 12 What do you think Theseus said to Ariadne? Write your idea in the speech bubble. [1] 6R4 Accept a reasonable suggestion which must be written in the first person. E.g. “I have come to kill the Minotaur. Can you help me?” “The Minotaur can’t eat any more youths. I must stop him.” 13 Tick (
) two reasons the author used for starting new paragraphs in the story. [1] 6R13 Change of place
Change of time
Different person speaking Introduction of new person To make paragraphs shorter ADDITIONAL INFORMATION: Both ticks must be correct for the mark to be awarded. If more than two boxes are ticked no mark to be awarded. \ 14 Which character do you like better,Theseus or Ariadne? Explain why, using words and phrases from the story. [2] 6R4 Accept any reasoned answer. e.g. I like Theseus because he ‘planned to killed the monster’. I like Ariadne because she ‘decided to help him’. ADDITIONAL INFORMATION: There is no mark for the first part of the question. One mark is available for an explanation explaining the student’s preference. One mark is available for words and phrases from the story. Award both marks for an explanation including words and phrases from the story.

8 © UCLES 2008 0841/02MS/O/N/08 15 Writing task. Write a story of your own in which someone has to fight a monster. [20] 6W2 See table on next page. ADDITIONAL INFORMATION: 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 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 notes to award up to one mark each for Content, Audience, Text structure and organisation.

9 © UCLES 2008 0841/02MS/O/N/08 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 and reactions. The reader’s response to different parts of the story is well controlled. 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. Well crafted paragraphs contribute to controlling the pace of the story. Use of adventurous and precise vocabulary, including the use of figurative language where appropriate. Vocabulary is used effectively to create a strong image. 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 The writing is atmospheric and evokes an intended response from the reader. Suspense, or excitement, where used, is well built. Writing engages reader through establishment of mood and feeling. Narrative viewpoint is established and controlled. Characters’ actions are linked to key events. A range of simple and complex sentences are 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. Powerful verbs are used to create atmosphere. Spelling is generally accurate. This includes polysyllabic words that conform to regular patterns (e.g. making, probably, clapped, possible, possibly). 3 2 3 3 2 1 A well crafted story focuses clearly on either character or action. The story is concluded successfully and without rushing. Characterisation is achieved through good description. The story is well placed in its setting. Some evidence of narrator’s or character’s viewpoint. A wider range of connectives link simple, compound and complex sentences. Variation in sentence beginnings for effect. The opening, development and conclusion of the story are logically related and mostly well paced. Paragraphs are used but not consistently well. Vocabulary is generally used accurately with careful choice of specific words. Expanded noun phrases are used. 2 1 2 2 1 The story has a simple plot, which includes fighting a monster. The ending concludes the story neatly. Simple sentences are grammatically accurate and end of sentence punctuation (.?!) is generally accurate. Ideas are grouped together, although paragraphs may not be shown. 1 1 1 Award 0 where performance fails to meet the lowest description.

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12 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. 0841/02MS/O/N/08 BLANK PAGE