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This document consists of 12 printed pages. IB09 11_0841_02/MS © UCLES 2009 [Turn over *7917125872* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Primary Achievement Test ENGLISH 0841/02 Paper 2 October/November 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/O/N/09 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. Howe\ ver, 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 grammar 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 should be noted that marking in re d ink and using the mark boxes is an essential requirement for marking the Achievement tests. A working marksheet, together with instructions for its completion, is i\ ncluded in this mark scheme. A completed copy should be despatched with the moderation sample\ .

3 © UCLES 2009 0841/02/MS/O/N/09 [Turn over 1 Where should the narrator have been throughout the evening? [1] 6R3 In the school hall Watching the concert ADDITIONAL INFORMATION: Award the mark for a reasonable answer. 2 Number these events to show the order in which they happened during the day. [2] 6R7 The narrator: returned to the concert. 5 crept out of the concert. 3 wrote a character portrait. 1 knocked over a pile of books. 4 had a niggling feeling that Miss Lockwood might be upset. 2 ADDITIONAL INFORMATION: Award 2 marks if all of the events are correctly numbered. Award 1 mark if two consecutive events are correctly sequenced (not inc\ luding 4 and the given answer 5). 3 Why does the narrator refer to Miss Lockwood’s classroom as her ‘l\ air’? [1] 6R2 Because he refers to her as a dragon (and dragons have lairs) ADDITIONAL INFORMATION: The answer must refer to a dragon in order to gain the mark.

4 © UCLES 2009 0841/02/O/N/09 4a Which genre do you think this story is? Tick (
) the correct answer. [1] 6R2
Real life stories b Identify two features of the genre you chose for 4a. [2] 6R2 Features of real life stories include:  The setting is a familiar place  The characters could all be real people  The events could actually happen  The story has a contemporary setting  The plot is a familiar theme for a real life story ADDITIONAL INFORMATION: Award one mark for each correct answer. Answers which are correct in addition to those suggested can be awarded \ the mark. If students give the wrong answer for 4a, accept two appropriate feature\ s of the text type they identified. 5 List two verbs from the text that are used instead of ‘went’ [1] 6R2 Accept two of:  sneaked  crept (forward)  inching (my way)  fled  tiptoed  moved ADDITIONAL INFORMATION: Two verbs are required to earn the mark.

5 © UCLES 2009 0841/02/MS/O/N/09 [Turn over 6 Why do you think the author chose to write this story using a first person narrator? [1] 6R6 Accept an answer which recognises the author’s desire to follow one character closely, knowing what they are feeling and thinking throughout. For example:  So that we see the events through the narrator’s eyes.  So that we know the narrator’s point of view/ feelings.  It describes what a person is going through.  To tell you what the person is feeling.  So we can follow the main character all of the time. ADDITIONAL INFORMATION: Do not accept answers that are too vague: e.g. \ more interesting; more exciting; it is realistic. These would be accepta\ ble if they were explained in full e.g. It is more interesting to read a person’s\ reactions to things. 7 Explain how the author’s use of imagery helps your understanding of events in the story. Use examples of images from the text in your answer. [2] 6R5 Possible answers include, for example:  The image of ‘slithering snakes’ in her stomach and her mouth bein\ g as ‘dry as a desert’ helped me to understand how scared she was in th\ e teacher’s room.  When I read that the books were piled as ‘tallest mountains’ and ‘\ high columns’, it helped me to see the teacher’s desk in my head. ADDITIONAL INFORMATION: One mark is available for an explanation. One mark is available for words and phrases from the text. Award both marks for an explanation including words and phrases from the text. In the example: ‘The image of ‘slithering snakes’ in her stomac\ h…’ 1 mark for words and phrases. ‘…helped me to understand how scared she was…’ 1 mark for ex\ planation.

6 © UCLES 2009 0841/02/O/N/09 8 Tick (
) all the reasons the author used for starting new paragraphs. [2] 6R13
change of place
change of time
new event or action ADDITIONAL INFORMATION: Award both marks for three correct reasons ticked. Award one mark for two correct reasons ticked. Award no marks for four or five boxes ticked. 9 Reread this sentence. So when the concert started, I tiptoed out to ‘go to the toilet’ a\ nd sneaked down to Miss Lockwood’s lair. Why are the words ‘go to the toilet’ in inverted commas? [1] 6R5  Because that may be what he said, but it was a lie.  He didn't want to go to the toilet at all, he wanted to go to the classroom.  It was just an excuse. ADDITIONAL INFORMATION: Award the mark for recognition that the words and the narrator’s intention were different.

7 © UCLES 2009 0841/02/MS/O/N/09 [Turn over 10a List two different ways, other than imagery, in which the author creates suspense. Give both the name of the technique and an example. One has been done for you. [2] 6R5 Accept techniques and examples such as:  description of the character’s emotions e.g. my mind kept trying to reassure me that there was nothing scary; stomach full of slithering snakes  descriptive adjectives e.g. grave-silent room  short sentences and sentence fragments: I froze.  Short paragraphs: I fled.  Repetition: Listening for the sound of.. Listening for someone … just listening  Powerful verbs: loomed, crept, bombarded  Alliteration: stomach full of slithering snakes, bombarded with books ADDITIONAL INFORMATION: Award: one mark for each technique named and illustrated. Accept other examples. Accept other named techniques which \ you have taught, with appropriate examples. Award no marks for imagery or description of the setting. 10b Do you think the author was successful at creating suspense? Explain your answer. [1] 6R4 Accept a reasonable answer with explanation. e.g.  Yes the author was successful because the scenes in the classroom made me feel a bit scared.  No the author wasn’t successful because I didn’t believe in the st\ ory and I always knew that there wouldn’t be a problem.

8 © UCLES 2009 0841/02/O/N/09 11 Do you think you would like to have Miss Lockwood as your English teacher? Explain your answer using words and sentences from the text. [2] 6R4  No, I think that I would be terrified of Miss Lockwood. (1 mark)  Yes, because I think that Miss Lockwood seems like a caring sort of teacher. She asks if the narrator is OK because he ‘has been gone a long time and he looks very pale.’ when he comes back to the concert.\ (2 marks) ADDITIONAL INFORMATION: Accept either yes or no with an explanation. Award one mark for an explanation (like the first example given above)\ and a second mark for words and phrases from the text (like the second exampl\ e given above). 12 The narrator exaggerates quite a lot e.g. After a century or so… Does this help you to enjoy the story? Explain your answer. [1] 6R4 Accept a reasonable explanation e.g.  Yes
I like the author’s exaggerations because it gives me an idea about how she is feeling.  No
The exaggeration irritates me because it tells me that I can’t believe anything the narrator says. ADDITIONAL INFORMATION: No mark is awarded for the tick box. Explanation must match the tick box response to gain the mark.

9 © UCLES 2009 0841/02/MS/O/N/09 [Turn over 13 Writing task. Stories in the classroom Write a story set in your classroom at school. It can be in any genre yo\ u like. [20] 6W2 See table below ADDITIONAL INFORMATION: Notes to markers  Marking should always begin from the lowest mark in each column i.e. fro\ m 1 mark and work upward. Award 0 if 1 mark is not achieved. The skills need\ ed to write texts are cumulative and developmental. By the time the students a\ re writing at the top level they need to be able to show all other skills i\ n 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 Permission to reproduce items where third-party 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. © UCLES 2009 0841/02/O/N/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 strong images. Spelling is mostly accurate. This includes words with complex regular patterns and words with more than one potential problem such as polysyllabic, prefixes, suffixes. e.g. interesting, wonderful, 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. Where appropriate, a careful choice of noun may sometimes replace 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, author’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 is set in a classroom and has a simple plot. 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 11 Award 0 where performance fails to meet the lowest description. Stop marking at the first statement in a column that the student fails t\ o achieve and award the mark in the box below.

0841/2/CW/S CAMBRIDGE INTERNATIONAL PRIMARY PROGRAMME ACHIEVEMENT TEST – ENGLISH PAPER 2 NOVEMBER 2009 0841/02 Please read the instructions printed overleaf before completing this form. Centre Number Centre Name Section A Section B Total Mark Candidate Number Candidate Name 1 2 3 4a 4b 5 6 7 8 9 10a 10b 11 12 Total A (max 20) Content & Audience (max 7) Style & Structure (max 8) Vocabulary & Spelling (max 5) Total B (max 20) (A+B) max 40 Teacher completing this form (BLOCK CAPITALS) Date Name of internal moderator (BLOCK CAPITALS) Date

0841/2/CW/S A. INSTRUCTIONS FOR COMPLETING WORKING MARK SHEET 1. Complete the information at the head of the form. 2. List the candidates in an order which will allow ease of transfer of information to a computer-printed mark sheet (MS1) at a later stage (i.e. in candidate index number order, where this is known). 3. Enter each candidate’s mar ks on this form as follows: a) In the question columns, enter the marks awarded. b) In the columns headed ‘Total Mark ’, enter the total mark awarded. 4. Ensure that the addition of marks is independently checked. 5. Both the teacher completing this form and the internal moderator should check the form and complete the bottom portion. B. PROCEDURES FOR EXTERNAL MODERATION 1. University of Cambridge International Examinations (CIE) sends a computer-printed mark sheet (MS1) to each centre showing th e name and index number of each candidate. Transfer the total internally moderated mark for e ach candidate from this WORKING MA RK SHEET to the computer-printed mark sheet (MS1). 2. Despatch the top copy of the co mputer-printed mark sheet (MS1) to CIE. The deadlines for receipt of this completed document are 15 June for the June examination and 16 November for the November examination. 3. Send samples of the candidates’ work c overing the full ability range, together wit h this form and the second copy of MS1, by 15 June for the June examination and 16 November for the November examination. 4. If there are 10 or fewer candidates entering the Achievement Test, send all the sc ripts for every candidate. 5. If there are more than 10 candidates, sen d the scripts that contributed to the fina l mark for the number of candidates as fo llows. The marks of the candidates’ work selected should cover the whole mark range with marks spaced as evenly as possible from the top mark to the lowest mark. number of candidates entered number of candidates whose work is required 11-50 51-100 above 100 10 15 20 6. If different teachers have prepared classes, select the samples from the classes of different teachers. 7. CIE reserves the right to ask for further samples of scripts.