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This document consists of 10 printed pages and 2 blank pages. IB09 06_0841_02/MS © UCLES 2009 [Turn over *8969734329* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Primary Achievement Test ENGLISH 0841/02 Paper 2 May/June 2009 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 2009 0841/02/M/J/09 English\bmark\bschemes\b–\c\bAchievement\bTest\b Guidelines\bfor\bmarkin\cg\btest\bpapers\b 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\bthe\bmark\bscheme\c\bstates\botherwise).  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 student 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 student 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. \b 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 2009 0841/02/M/J/09 [Turn over 1 Why was Hyena chasing the impala? [1] 6R3  He wanted to eat it  He was hungry 2 Tick (
) the reason why Hyena did not want to fight with the mother impala. [1] 6R3 She had sharp claws . She had sharp hooves.
She had sharp horns. She had sharp teeth. ADDITIONAL INFORMATION: Do not award the mark if additional ticks are recorded. 3a When Hyena realised he could not catch the mother impala, he did not min\ d. Explain why. [1] 6R3 He knew that the baby would be easy to catch without the mother. 3b Find and copy one word from the story that tells us that Hyena did not mind. [1] 6R5 happily ADDITIONAL INFORMATION: Award 1 mark for each correct answer.

4 © UCLES 2009 0841/02/M/J/09 4 Tick (
) the point of view character in this story. [1] 6R6 Hyena
Impala buck Impala doe Impala fawn ADDITIONAL INFORMATION: Do not award the mark if additional ticks are recorded. 5 At the beginning of the story, why was Hyena so hungry? [1] 6R3  He hadn’t eaten for several days  It was the dry season  Food was scarce

5 © UCLES 2009 0841/02/M/J/09 [Turn over 6 Do you feel sorry for Hyena in the story? Explain your answer. Include words and phrases from the story in your explanation. [2] 6R4  No - because Hyena was greedy. He thought that ‘two dead impalas woul\ d certainly be better than one.’  No - because Hyena was trying to kill a defenceless baby even though he \ knew that the mother impala would ‘fight him for the life of her baby\ .’  Yes - because Hyena was ‘so hungry he could almost taste the smell of\ them’ and then the mother made him chase her for so long and he didn't even ge\ t any food.  Yes - because the mother impala tricked him ‘because she could run fa\ ster than he could and keep on going for longer.’ ADDITIONAL INFORMATION: Award one mark for an appropriate explanation an\ d another for the appropriate use of words and phrases from the text. Ther\ e is NO mark for the first part of the question. 7 Why do you think the author chose to use ‘Hyena’, rather than ‘\ The hyena’? [1] 6R2 To make him seem like a person to the reader when she gave him people’\ s ideas and feelings.

6 © UCLES 2009 0841/02/M/J/09 8 Do you think Hyena knew that the impala were nearby before the beginning\ of this story? Explain your answer. Include words and phrases from the story in your explanation. [2] 6R7 Yes -The very first word is ‘dinner’ which shows that the hyena ha\ d already smelled the impala. Yes - The story begins with hyena creeping ‘forwards, poking his nose\ through the tall waving grasses.’ Yes - It says ‘Now he had a better view of the impala with her fawn’\ . This implies that he has already seen them, but not so well. ADDITIONAL INFORMATION: There is NO mark for the first part of the quest\ ion. Award one mark for an appropriate explanation and another for the approp\ riate use of words and phrases from the text. 9 Explain why the mother impala ran away from her baby. Use words and phrases from the story. [2] 6R3  Because she wanted to lead Hyena away from her baby so she ‘would sometimes stand still for a moment… but when Hyena came close she wou\ ld suddenly bound high up in the air again’.  Because she wanted to give her baby the chance to ‘run towards his fa\ ther and the herd’ for safety.  Instead of ‘fighting Hyena for the life of her baby’ she led Hyena\ away from him. ADDITIONAL INFORMATION: Award one mark for an appropriate explanation and another for the approp\ riate use of words and phrases from the text.

7 © UCLES 2009 0841/02/M/J/09 [Turn over 10 Tick (
) the part of this story which you thought was most exciting. [2] 6R5 The beginning when Hyena is preparing to kill the impala. The part where Hyena decides which impala to chase. The part when Hyena chases the mother impala. The part where Hyena goes back to chase the baby. Explain how the author made it exciting and discuss whether you think it\ is exciting enough. The answer given should reflect the sentence ticked earlier. e.g.: The opening word, ‘Dinner’, was an exciting start because yo\ u knew what was going to happen, but you didn't want the fawn to be killed. I think \ that the author managed to make it quite exciting because she used short sentences to show that the hyena was excited. ADDITIONAL INFORMATION: There is no mark for the first part of the ques\ tion. Award one mark for an adequate explanation that matches the ticked sente\ nce. Award one mark for an evaluation and explanation. Do not award the mark if additional ticks are recorded. 11 Stories like this often end with morals. Write a moral for this story. [1] 6R5  If you are too greedy you get nothing.  Sometimes you can get what you want by running away from it. ADDITIONAL INFORMATION: Award a mark for an appropriate moral that refle\ cts the events in the story.

8 © UCLES 2009 0841/02/M/J/09 12 The final paragraph begins with the words But where was it? Explain why you think the author did not use a proper sentence at the beginning of the paragraph. [1] 6R2 The author is trying to show hyena’s bewilderment and surprise that t\ he fawn wasn’t where he had last seen it. 13 Read the Hyena Haiku at the end of the story. Comment on the author’s use of the sounds in words. [1] 6R8  The first two lines have alliterative words.  There are near rhymes at the end of each word.  The haiku is rhythmical. ADDITIONAL INFORMATION: Award the mark for reference to any of these features. 14 What is the poet’s attitude towards hyenas in Hyena Haiku? Explain your answer. Include words and phrases from the haiku in your explanation. [2] 6R9 The poet doesn’t seem to like hyenas because words like ‘matted’\ , ‘crazy’, and ‘cackling’ are not polite words to use in a description of somethi\ ng you like. If the poet had liked the hyena he would have used more admiring adjecti\ ves.

9 © UCLES 2009 0841/02/M/J/09 [Turn over 15 Greedy Hyena is a fable. It is a story with animal characters where good behaviour is rewarded and bad behaviour is punished. Write your own fable. [20] See table below ADDITIONAL INFORMATION: Notes to markers  Marking should always begin from the lowest mark in each column. The ski\ lls needed to write texts are cumulative and developmental. By the time stud\ ents are writing at the top level they need to be able to show all other skil\ ls in the column.  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).  Stop marking at the first statement in a column that the student fails t\ o achieve and award the mark in the box below.

10 © UCLES 2009 0841/02/M/J/09 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 including words with more than one potential problem such as polysyllabic words, prefixes, suffixes. (e .g. realised interesting, 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 to reflect the moral. The story is concluded successfully and without rushing. Characterization is achieved through good description. 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, with some moral purpose. 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.

11 0841/02/M/J/09 BLANK PAGE

12 Permission to reproduce items where third-par ty owned material protected by copyright is included has been sought and cleared w here 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 t he 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. 0841/02/M/J/09 BLANK PAGE