UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International Primary Achievement Test

0841/01

ENGLISH
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
UCLES 2008

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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 horses head on a
stick?

6R3

Hobby horse

List the names of two bicycle inventors and the dates when they made their
bicycles.

6R3

Inventor

date

1 Mede de Sivrac

1790

2 Ernest Michaux

1855

[1]

[1]

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

3(a)
6R3
3(b)

6R3

Was this article written in 2007 or 1807?

[1]

2007 (1 mark)
How do you know? Use words and phrases from the passage to explain
your answer.

[1]

References to earlier times and modern times are the evidence (1 mark).

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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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.

Tick (
) the bicycles which have actually been produced.

6R13

The Ordinary bicycle

[1]

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.

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

8a

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

6R15

Historically

[2]

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.

6R13

To put developments into context (however expressed).

What is the main purpose of this text? Circle the correct answer.

6R15

to give information

10

Are the following statements true or false?

5R9

Leonardo da Vinci made the first bicycle. X

[1]

[1]

[1]

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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Another Wonderful Invention

6W9

See table on the next page.

[15]

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

AUDIENCE AND PURPOSE

Sentence structure

Audience

Some control of complex

sentences and the
position of clauses to
focus attention.

Secure use of text type

that establishes content
and purpose.

Paragraphs are used

consistently and correctly.

Adverbials and expanded

noun phrases are used to
engage as well as inform.

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.

Ideas within each section

are presented clearly.

A clear and consistent

viewpoint is established
and controlled.

The tone is appropriate to

the ideas and is
sustained.

The readers interest is

fully engaged by the
addition or emphasis of
specific details.

Effective use of different

styles within the piece for
giving details, description
and information.

3
Form is consistently
adapted for the
readership.

The informative register

is established and
maintained.

Use of expanded phrases

and clauses to develop
ideas.

The tone is similar to that

in the model text.

The tone is appropriate

and is largely sustained.

A variety of appropriate
connectives are used to
link ideas.

The writers interest in the

subject is shared with the
reader.

The informative register is

largely sustained.

Commas are sometimes

used to mark clause
divisions or items in a list.

Choice of information is
appropriate to engage the
reader.

2
A limited number of
simple connectives is
used.

Layout is used to clarify

organisation of text.

2
There is some attempt to
inform the reader but the
style may not be
sustained.

Some attempt to vary

sentence openings (e.g.
pronouns).

If appropriate, headings
may be used.

Wide range of sentence

constructions extend
meaning intentionally.

Paragraphs may
sometimes be used.

Purpose

The writing is relevant to

the task.

Simple sentences are

grammatically correct
with accurate
punctuation.
1

Award 0 where performance fails to meet the lowest description.

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12

Underline an adverb in the sentence below.

6Ug1

These days cycling is mainly a leisure activity.

[1]

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.

6Ug5

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

15

Add the missing punctuation to the following dialogue.

[1]

[2]

The saddle is a little high, dont you think said the engineer.
Not really, replied the cyclist, I can still reach the ground.
6Ug8

The saddle is a little high, dont 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

the sentence below?
Children also found cycling enjoyable, as it gave them more
freedom.

6Ug1

Them

ADDITIONAL INFORMATION:

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[1]

17

Join the underlined word in each of the following sentences to the

correct word class. One has been done for you.

6Ug1

Brakes noun

[2]

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

sentence below.

[1]

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
and.

[1]

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.

Womens long dresses were not practical for cycling.

6Ug7

Womens 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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reasonable effort has been made by the publisher (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 opportunity.
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 department of the University of Cambridge.

0841/01/M/J/08