Download [PDF] 2018 CAIE P1 Mark Schemes 1111 English Specimen Cambridge Lower Secondary Checkpoint

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This document consists of 10 printed pages and 2 blank pages. © UCLES 2015 [Turn over Cambridge International Examinations Cambridge Secondary 1 Checkpoint ENGLISH 1111/01 Paper 1 Non-fi ction For Examination from 2018 SPECIMEN MARK SCHEME 1 hour plus 10 minutes’ reading time MAXIMUM MARK: 50

1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 2 of 12 © UCLES 2015 The Cambridge Primary Checkpoint reporting strand and sub-strand is shown for each question. The Reading reporting strand has four sub-strands: •Rx Explicit meaning •Ri Implicit meaning •Rw Language and structure of a text •Rv Purpose and viewpoint The Writing reporting strand has four sub-strands: •Wa Content/ purpose and audience •Wt Text structure •Wp Sentence structure •Ws Spelling The curriculum framework code of the learning objective related to each question is also shown, e.g. 9Ri2. Section A Question Answer Marks 1 Why was the pottery so important? Give two reasons. Award 1 mark for each of the following, up to a maximum of 2 marks: •it was very old / ancient / 12th century •it was valuable / worth a lot •it was rare. Ri [7Ri1]2 Question Answer Marks 2 Give one word from the first paragraph which tells you that Mr Kim found the pottery by accident. Award 1 mark for the following: •chance. Rx [8Rx2, 9Rx1]1 Question Answer Marks Look at the phrase ‘another day at the office’ (lines 6–7). 3aWhat does this phrase suggest about Mr Kim? Award 1 mark for correctly identifying: •Mr Kim expected to have a normal working day. Do not accept answers where more than one option has been ticked. [7Ri1] 1

1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 3 of 12 © UCLES 2015 [Turn ove r Question Answer Marks 3bWhy has the writer put this phrase in inverted commas? Award 1 mark for any correct/reasonable explanation, e.g.: •(because the writer is quoting/using) an idiom / well-known saying / common phrase •it doesn’t mean what it says literally •it’s not the writer’s own words / it is someone else’s words. Do not accept: •to draw attention to the phrase. Rw [8Rw5]1 Question Answer Marks 4What does the phrase ‘hauled up’ suggest about Mr Kim’s catch (line 10)? Award 1 mark for an answer that recognises that catch was heavy or difficult to pull up, e.g.: •(the catch was) big / weighed a lot •(it was) hard work / an effort / a struggle to pull up. Ri [7Ri2]1 Question Answer Marks Explain in your own words the meaning of each of the following, as it is used in the text. 5a‘Oblivious’ (line 13) Award 1 mark for an answer that recognises that ‘oblivious’, as it is used in the text, means unaware, e.g.: •unconscious / unmindful / ignorant of •not knowing / not realising. Rx [8Rx2, 9Rx1]1 5b‘examine’ (line 18) Award 1 mark for an answer that recognises that ‘examine’, as it is used in the text, means inspect, e.g.: •investigate •look closely / carefully at. Do not accept ‘test’, or ‘look at’ on its own. Rx [8Rx2, 9Rx1]1

1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 4 of 12 © UCLES 2015 Question Answer Marks 6 Explain two ways in which the opening sentence (‘This story combines ... ’) tries to gain the reader’s attention. Support each explanation with a different word or phrase from the opening sentence. For each way explained, award 1 mark for an appropriate explanation and 1 further mark for a suitable linked quotation in support, up to a maximum of 4 marks, e.g.: •it refers to the word ‘story’ / tells you it’s a ‘story’ (1), but doesn’t tell you what it is about / makes you feel it can’t be true / real (1) •it uses dramatic / vivid / descriptive language (1), e.g. ‘great mysteries’, etc.(1) •it suggests an element of magic / other worldliness (1), ‘conjuring up’, ‘visions’ etc.(1) •it creates a sense of history / the past / exploration (1), e.g. ‘ancient sailors’, ‘discoveries of the sea’, ‘sailing ships’ etc.(1) •it refers to wealth / discovering treasure (1), e.g. ‘laden with riches’ (1). Do not accept quotations without an explanation, or the same quotation more than once. Rw [9Rw1, 9Rw4, 9Rw5]4 Question Answer Marks 7 What is the main purpose of Text A? Award 1 mark for correctly identifying: •to inform you about an unusual discovery. Do not accept answers where more than one option has been ticked. Rv [7Rv1]1 Question Answer Marks 8 Identify two features of a newspaper article, as shown in Text A. Award 1 mark each for any two of the following, up to a maximum of 2 marks: •the story is summarised in the first paragraph •there is a headline •experts are consulted / includes quotes / comments / statements (from experts). Do not accept there is ‘heading’ as a substitute for headline. Rv [8Rv4, 9Rv3]2

1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 5 of 12 © UCLES 2015 [Turn ove r Question Answer Marks 9 What is the main purpose of Text B? Award 1 mark for an answer that the main purpose of the text is to make the reader want to visit Aruba, e.g.: •to persuade you / make reader want to go to Aruba •to tell the reader how beautiful and exciting Aruba is. Rv [9Rv1]1 Question Answer Marks 10Explain in your own words what ‘a melting pot of cultures’ means (line 5). Award 1 mark for an answer that recognises ‘a melting pot of cultures’ means people from different backgrounds blending into one community, e.g.: •people from lots of different countries / who speak different languages / have different beliefs all live together / work together / come together as one / make one community / society. Ri [9Ri2] 1 Question Answer Marks Look at the sentence ‘Visit the old stone California Lighthouse ... which is like a sentry ... ’ (lines 9–10). 11 aWhat technique is the underlined phrase an example of? Award 1 mark for the following: •(a) simile / personification. Rw [7Rw4] 1 11 bWhat does the underlined phrase suggest about the lighthouse? Award 1 mark for an answer that suggests the lighthouse is guarding the island, e.g.: •protecting the shoreline / keeping unwanted people away. Rw [7Rw4, 8Rw4, 9Rw2]1

1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 6 of 12 © UCLES 2015 Question Answer Marks 12How does the final paragraph differ in purpose from the rest of the text? Award 1 mark for an answer that recognises it gives you information about how to get to Aruba, e.g.: •it tells you how to get to Aruba •it’s all about travel arrangements •the rest of the text tells you what you can do when you get there, this is for before you go •it is more informative and less persuasive. Rv [9Rv4]1 Question Answer Marks A friend is trying to decide where to go on holiday, and has asked you for information about Aruba. 13(a)Complete the fact file below about Aruba, using the information in the text. Award 3 marks for 7–8 correct facts Award 2 marks for 5–6 correct facts Award 1 mark for 3–4 correct facts Award 0 marks for 0–2 correct facts All facts should be correct and complete to get the mark. Location: southern Caribbean (sea) Length of the island: 32 km / kilometres Temperature: 28–32 °C Rainfall: less than 50 cm / centimetres per year Area of National Park: 32 square km / kilometres Principal city: Oranjestad Location of highest point: (the) northwest Length of coast: 68.5 km / kilometres Rx [7Rx1]3

1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 7 of 12 © UCLES 2015 [Turn ove r Question Answer Marks 13(b) Summarise why Aruba is a good place to visit. Use up to 30 words. The summary will include the following main points: 1. good climate / sunny and warm 2. lots of activities / activities for all the family / range of activities / from beach to museum activities / land and sea activities / places to visit 3. now easy to reach / easy access by plane. Award 2 marks for a summary that combines the main points into a coherent summary. The third point may be omitted where the range of activities and places to visit has been more extensively described, e.g.: •Aruba is a paradise with a dry climate. There are activities covering a wide range of interests for all the family. Getting to Aruba is easy by plane. [28 words] •Aruba is an exotic paradise. There are activities for families and single people ranging from volleyball on one of the plentiful beaches to visiting attractions in the capital city. [29 words] Award 1 mark for a summary that includes some but not all of the main points. Award 0 marks for a summary made up of facts which are not synthesised. Do not award more than 1 mark where the summary exceeds 30 words. Accept words lifted from the text where they contribute to a cohesive summary. Rx [8Rx1]2

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1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 9 of 12 © UCLES 2015 [Turn ove r Section B: Writing Question Answer Marks Notes to markers •Use the marking grids on the next two pages. •Marking should always begin from the lowest mark in each column and work upward. •A ‘best fit’ judgement should be made in judging first in which box to place the response and then, within that box, which mark is appropriate. •The lower mark within a box should be given if some the criteria have been met but not all. •Note on extent: Award 0 marks where the performance fails to meet the lowest criteria. Award 0 marks for 20 words or fewer. Award a maximum of 7 marks for responses of between 21 and 60 words. You need not count the words unless you think there will be fewer than 60. In normal-sized handwriting 60 words will be approximately 8 lines. 14 Write an article for your school magazine about the importance of school trips and visits. You could include some of the following in your article: •the benefits for students of being taken out of the classroom •the trips and visits you think would be interesting and enjoyable, and why •how visiting other places can help you and your friends develop your understanding of the world. 14 Content, purpose and audience. (Wa)8 Text structure and organisation. (Wt)7 Sentence structure and punctuation. (Wp)7 Spelling (Ws)3 [Total 25]

1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 10 of 12 © UCLES 2015 Section B: Writing grid Content, purpose and audience (Wa) 8 marksSpelling (Ws) 3 marks The response has relevant ideas and content developed in detail to create a clear and consistent relationship between the writer and reader. The text type is clearly established, e.g. an article, report, etc., and the tone is appropriate to the ideas and is sustained. The vocabulary is well chosen for the purpose. 7–8 The response has relevant ideas and content which are developed with some detail, and with some awareness of reader. The main features of the text type are evident and the tone is appropriate for the purpose and is largely sustained. The vocabulary is relevant for the purpose. 5–6Spelling almost completely accurate, with a wide range of words correctly attempted. Polysyllabic, ambitious and more complex, lower frequency words are used successfully. 3 The response includes basic information relevant for the purpose, and some awareness of the reader may be shown. General aspects of the text type are evident and the writer’s tone is established. A simple range of vocabulary is relevant to the purpose. 3–4Spelling is generally accurate over a reasonable range of words. Some polysyllabic and more difficult words in frequent use are spelled correctly. 2 The response has limited relevance to the task. Some elements of the text type are seen and the writer’s tone is present but inconsistent. The vocabulary is simple. 1–2Simple words are used successfully. There are frequent errors in commonly occurring words. 1 No creditable response. 0No creditable response. 0

1111/01 Cambridge Secondary 1 Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 11 of 12 © UCLES 2015 [Turn ove r Text structure and organisation (Wt) 7 marksSentence structure and punctuation (Wp) 7 marks The response is presented coherently and logically to help the development of ideas, usually with an introduction and conclusion. Well-crafted paragraphs contribute to the structure of the text. 6–7A range of appropriate and varied sentence structures are used to create effect. The use of sentence features contributes to the overall development of the text. Almost entirely accurate grammar (tenses, agreement, and word order) with some choices to enhance and emphasise meaning. Punctuation is correctly used to enhance the writing. 6–7 The response is generally coherent and in a logical order with ideas evident, with an attempt at an introduction and conclusion. Paragraphs/sections are evident and help to structure the text. 4–5Appropriate use of sentence structures, with some attempt to create effect. Some sentence features are used to clarify and emphasise meaning. Grammar and punctuation are mostly accurate. 4–5 The response is clear but not sequenced logically to help the development of ideas. There may be an attempt at an introduction and/ or a conclusion. Paragraphs/sections may be used but not consistently. 2–3Limited or partially effective use of complex sentence structures. Mostly simple compound structures based on a variety of connectives. Grammar and punctuation is usually correct; there may be evidence of comma splicing. 2–3 Some basic sequencing of material grouped by content is evident. 1Simple sentence structures are used successfully. Some correct use of grammar and punctuation, e.g. full stops and capitals. 1 No creditable response. 0No creditable response. 0

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