UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International Primary Achievement Test

ENGLISH 0841/01
Paper 1 May/June 2008
MARK SCHEME
Maximum Mark : 45
*1693264266*

IMPORTANT NOTICE

Mark Schemes have been issued on the basis of one copy per Assistant examiner and two copies per Team
Leader.

This document consists of 10 printed pages and 2 blank pages.

IB 06_0841_01/MS
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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 give you full guidance regarding
acceptable and unacceptable alternative answers and, where appropriate, 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 judgement; 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 spelling or grammer is
wrong.

• Where more than one mark is available for a question, the mark scheme explains where each
mark should be awarded.

• Half marks should not be awarded and at no point should an answer be awarded more than
the maximum number of marks available, regardless of the quality of the answer.

• If the child has given more than one answer, the marks can be awarded if all the answers
given are correct. However, if correct and incorrect answers are 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 clear that the child has
understood the requirements of the question.

• Each question and part question should be considered independently and marks for one
question should be allowed unless they are contradicted by working or answers in another
question or part question.

• Any legible crossed-out work that has not been replaced can be marked; but 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 record the mark obtained. It is
advisable to use these boxes so that students, and others 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 marking in red ink and using the mark
boxes is an essential requirement for marking the Achievement tests.

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1 What was the name of the toy which was a model of a horse’s head on a [1]
stick?

6R3 Hobby horse

2 List the names of two bicycle inventors and the dates when they made their [1]
bicycles.

6R3 Inventor date

1 Mede de Sivrac 1790

2 Ernest Michaux 1855

ADDITIONAL INFORMATION: All information must be given to award the mark.

3(a) Was this article written in 2007 or 1807? [1]

2007 (1 mark)
6R3

3(b) How do you know? Use words and phrases from the passage to explain [1]
your answer.
References to earlier times and modern times are the evidence (1 mark).
6R3

4 The author ends on a question. What answer does he expect? [1]

Explain why you chose this answer.

6R4 Do not reward a simple ‘yes’ or ‘no’ without a reason.

However, either answer can be accepted, providing the reasoning is
appropriate, e.g.
He expects the answer ‘yes’ because modern bikes are better than the old
ones.
He expects the answer ‘no’ because in 1890 bicycles enabled people to travel
more than previously.

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5 Reread the first and last paragraphs. [2]

Find the two links between the two paragraphs.

6R13 Both mention cycling for leisure (cycle racers).

Both mention cycling in the 1890s (more than a hundred years ago).

ADDITIONAL INFORMATION: One mark for each.

6 Tick (
) the bicycles which have actually been produced. [1]

6R13 The ‘Ordinary’ bicycle

Sketches in the ruins of Pompeii

Tomb paintings from Ancient Egypt

The velocifere

ADDITIONAL INFORMATION: All must be accurately demarcated to be awarded

the mark.

7 Does the author think that bicycles are a good or bad invention? [2]

Find two pieces of evidence to support your answer.

6R6 Good, because:

1 People could travel further to work.

2 Women gained more independence.

3 Title: A Wonderful Invention

ADDITIONAL INFORMATION: One mark for each reason (to maximum of 2). No
mark is available for the first part of the answer.

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8a The paragraphs in this text usually start with phrases explaining the [2]
time frame of inventions. Give two examples of these.

6R15 Historically

From about the 1890s

Nowadays

ADDITIONAL INFORMATION: One mark for each correctly identified, to a

maximum of two.

8b Explain why the author uses these phrases. [1]

6R13 To put developments into context (however expressed).

9 What is the main purpose of this text? Circle the correct answer. [1]

6R15 to give information

10 Are the following statements true or false? [1]

5R9 Leonardo da Vinci made the first bicycle. X

The velocifere had no brakes.

Bicycles nowadays are better than the ones 100 years ago.

Ernest Michaux made the first crank and pedal cycle.

More people had bicycles after 1900 than before.

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11 Another Wonderful Invention [15]

6W9 See table on the next page.

6W10

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 child fails to achieve.
• All the statements should be achieved for a child 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).

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STRUCTURE
Text Structure
Secure use of text type
that establishes content
and purpose.
Paragraphs are used
consistently and correctly.
4 4
Paragraphs give structure
to the whole text and are
introduced by topic
sentences.
The balance of coverage
of the ideas is appropriate
to the purpose.
3 3
Paragraphs may
sometimes be used.
Ideas within each section
are presented clearly.
2 2
Layout is used to clarify
organisation of text.
If appropriate, headings
may be used.
1 1
Award 0 where performance fails to meet the lowest description.
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Sentence structure
Some control of complex
sentences and the
position of clauses to
focus attention.
Adverbials and expanded
noun phrases are used to
engage as well as inform.
Wide range of sentence
constructions extend
meaning intentionally.
Use of expanded phrases
and clauses to develop
ideas.
A variety of appropriate
connectives are used to
link ideas.
Commas are sometimes
used to mark clause
divisions or items in a list.
A limited number of
simple connectives is
used.
Some attempt to vary
sentence openings (e.g.
pronouns).
Simple sentences are
grammatically correct
with accurate
punctuation.
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AUDIENCE AND PURPOSE
Audience
A clear and consistent
viewpoint is established
and controlled.
The reader’s interest is
fully engaged by the
addition or emphasis of
specific details.
3 4
Form is consistently
adapted for the
readership.
The tone is similar to that
in the model text.
2 3
The writer’s interest in the
subject is shared with the
reader.
Choice of information is
appropriate to engage the
reader.
1 2
Purpose
The tone is appropriate to
the ideas and is
sustained.
Effective use of different
styles within the piece for
giving details, description
and information.
The informative register
is established and
maintained.
The tone is appropriate
and is largely sustained.
The informative register is
largely sustained.
There is some attempt to
inform the reader but the
style may not be
sustained.
The writing is relevant to
the task.
1
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12 Underline an adverb in the sentence below. [1]

6Ug1 These days cycling is mainly a leisure activity.

ADDITIONAL INFORMATION: Do not award the mark if more than one word is
underlined.

13 Rewrite the following sentence in the active voice. [1]

An improved bicycle was invented by Ernest Michaux.

6Ug3 Ernest Michaux invented an improved bicycle.

14 Underline the subordinate clause in the sentence below. [1]

6Ug5 When women began cycling, they had to choose their clothes more
carefully.

15 Add the missing punctuation to the following dialogue. [2]

“The saddle is a little high, don’t you think said the engineer.

“Not really, replied the cyclist, I can still reach the ground.

6Ug8 “The saddle is a little high, don’t you think?” said the engineer.

‘Not really,” replied the cyclist, “I can still reach the ground.”

ADDITIONAL INFORMATION: 1 mark for inverted commas all correct.

1 mark for all other punctuation correct.

16 Which is the pronoun used instead of repeating the word “children” in [1]
the sentence below?

Children also found cycling enjoyable, as it gave them more

freedom.

6Ug1 Them

ADDITIONAL INFORMATION:

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17 Join the underlined word in each of the following sentences to the [2]
correct word class. One has been done for you.

6Ug1 Brakes – noun

Admire – verb

Expensive – adjective

For - preposition

ADDITIONAL INFORMATION: Award 1 mark for two or three correct answers, 2

marks for all four correct.

18 Suggest a more interesting verb to replace ‘got better’ in the [1]

sentence below.

The design of bicycles got better over the next hundred years.

6Ug1 Improved

19 Write a synonym for the word ‘good’ in the following sentence. [1]

Many early designers had good ideas.

6Ug1 Excellent / inventive / original, or any other suitable adjective.

20 Rewrite this sentence in the conditional. [2]

This resulted in better job prospects, as it was possible

to travel much further to find work.

6Ug4 This might/could/would result in better job prospects, as it

might/could/would be possible to travel much further to find work.

ADDITIONAL INFORMATION: One mark for each of the two verbs in the
conditional.

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21 Combine the two sentences below into one longer sentence. Do not use [1]
and.

The Penny Farthing was an early bicycle.

It was also known as an ‘Ordinary’ bicycle.

6Ug6 The Penny Farthing which was an early bicycle was also known as an
‘Ordinary’ bicycle.

ADDITIONAL INFORMATION: Or any other appropriate single sentence.

22 Put the missing commas in the following sentence. [1]

Leonardo da Vinci Ernest Michaux James Starley and

Mede de Sivrac were all inventors.

6Ug7 Leonardo da Vinci, Ernest Michaux, James Starley and Mede de Sivrac
were all inventors.

ADDITIONAL INFORMATION: Both commas must be correctly placed for the

mark to be awarded.

23 Add the missing apostrophe to the following sentence. [1]

Womens long dresses were not practical for cycling.

6Ug7 Women’s long dresses were not practical for cycling.

ADDITIONAL INFORMATION: The mark may not be awarded if apostrophes are

placed in any other words.

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0841/01/M/J/08