Cambridge Checkpoint English P2 Specimen Mark Scheme 2012
6 Pages

Cambridge Checkpoint English P2 Specimen Mark Scheme 2012

Module Code: ENGLISH 2012, Spring 2003

University or Institution: Cambridge

Word Count: 976

Rating:

Document Preview

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge Checkpoint ENGLISH Paper 2 SPECIMEN MARK SCHEME 1111/02 For Examination from 2012 1 hour 10 minutes MAXIMUM MARK: 50 This document consists of 5 printed pages and 2 blank pages. [Turn over UCLES 2011 2 Section A: Reading Question Part (a) 1 Mark 1 Answer Will We know what he is thinking and feeling. or It is his thoughts and actions which drive...

Unformatted Document Excerpt
Coursehero >> United Kingdom >> Cambridge >> ENGLISH 2012

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

OF UNIVERSITY CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge Checkpoint ENGLISH Paper 2 SPECIMEN MARK SCHEME 1111/02 For Examination from 2012 1 hour 10 minutes MAXIMUM MARK: 50 This document consists of 5 printed pages and 2 blank pages. [Turn over UCLES 2011 2 Section A: Reading Question Part (a) 1 Mark 1 Answer Will We know what he is thinking and feeling. or It is his thoughts and actions which drive the plot. Further Information (b) 1 Total 2 Question Part 2 Mark Answer Phrase He enjoys reading. He is thoughtful / sensitive to others feelings / atmospheres. Quotation Will put aside his book Will put aside his book Will paused, frowning Hey, Will said, disturbed. He pulled up his legs to make room. It would have been too much like a reminder. they scuffled together, grinning, The mark for Phrase can be awarded even if the Quotation is missing or incorrect. The mark for Quotation cannot be awarded if it does not match the Phrase given. Further Information 2 He has a good relationship with his brother James. He is responsible. He cares about the rabbits. remembering a duty: He came to his favourite rabbit affectionately. Any quotation that supports his care for the rabbits. I wish it would snow properly. gift he most wished for it was snow He likes it when it snows. Total 2 UCLES 2011 1111/02/SM/12 3 Question Part 3 Mark Answer He is concerned by their behaviour / feels that something is wrong. 2 Opening doors to fill the feed boxes, Will paused, frowning. Hey! Will said, disturbed. Hey James, look at that Theyre all jumpy. Even Chelsea. Whats the matter with him? And all of them? Further Information Total 2 Question Part 4 Mark Answer He does not notice anything / is not really interested. He gives a practical explanation why they are behaving differently. 2 They seem alright to me. / (James said with) mild interest, I dare say your hands smell wrong. You must have touched something they dont like. Further Information Total 2 Question Part 5 Mark Answer Any two points from the following: Crowded: There are a lot of children / the house seems too small. Noisy: there is a lot of noise. / loud radio in kitchen / the arguing that goes on amongst the children / mother shouted / both of them shouted Helpful: The children are helpful to their mother. / Gwen is helping her mother in the kitchen. / Will and James are just off to do some chores. Quiet areas: the window seat / where Will is reading. Further Information 2 Total 2 UCLES 2011 1111/02/SM/12 [Turn over 4 Question Part 6 Mark Answer 1. the radio, Gwens singing / mother red-faced over the oven 2. silence / cold and hard frozen ground (b) Total 1 3 To give a sense of noise, warmth and the security of the house compared with the threatening silence and cold outside. Or similar explanation. Further Information (a) 2 Question Part 7 Mark Answer Any three of the following: restless and/or uneasy rustling to and fro [whole phrase needed] (eyes blank and) terrified jumpy cringed (into the corner) leapt back in alarm [whole phrase needed] moving distractedly [whole phrase needed] (strange) frightened (wide eyes) Further Information 3 Total 3 Question Part (a) 8 2 Mark being sorry for its poor effect or display The music seems as if it is growing out of the radio. Answer personification of the snow Further Information (b) Total 2 in order to fill or inflate the kitchen with sound 4 UCLES 2011 1111/02/SM/12 5 Section B: Writing (Fiction Text) 9 CONTENT AND AUDIENCE The atmosphere and setting are clearly changed by the weather. Character development is more complex and believable. The readers response to different parts of the story is well controlled. 6/7 The changes in setting and atmosphere are not always convincing but do evoke a response from the reader. Development of the character[s] is shown through actions and reactions. 4/5 A plain story which focuses on either character or action but has little sense of atmosphere. Some awareness of audience 2/3 The story has an attempt at a simple plot with some reference to weather conditions. There is an occasional awareness of audience. 1 TEXT STRUCTURE Ideas are organised into a planned and coherent story, including an effective opening and satisfying conclusion. Well crafted paragraphs contribute to controlling the pace of the story. SENTENCE STRUCTURE Fluent, wide range of sentence structures, some used for effect. Some control of complex sentences and the position of clauses to focus attention PUNCTUATION Uses a range of punctuation correctly and with confidence. Secure use of commas to mark clauses. VOCABULARY Vocabulary is adventurous, precise and used effectively to create a strong image. SPELLING Virtual correctness over a range of vocabulary used including more complex and difficult words. 5 Ideas are developed from a sensible opening but may not reach an effective conclusion. Within paragraphs, sequences of events are developed around a main sentence or theme. 4 The opening, development and conclusion of the story are logically related and mostly well paced. Paragraphs are used but are not consistently helpful. 2/3 Ideas are grouped together, although paragraphs may not be shown. 5 Uses a wide range of sentence structures with some confidence. 5 Uses full stops correctly. Some range of punctuation as needed, used correctly. General range limited. 4 Some evidence of an emerging vocabulary and efficiency in the choice of words to convey detail. 4 A few spelling errors, mostly of more difficult words. 4 Limited or partially effective use of complex structures. Mostly simple or compound structures based on a variety of connectives including and, but, so, because 2/3 Sentence structure often grammatically incorrect. Sentences rarely correctly marked. Generally a very erratic use of punctuation marks. A number of errors including occasional full stop (evidence of comma splicing). 4 3 Vocabulary generally used accurately; consists of straightforward words with occasional evidence of careful choice. A number of errors OR spells a simple vocabulary correctly. 3 2/3 2 Uses a simple vocabulary accurately but may make errors over more complex words. 2 Many errors including a range of simple words. 1 1 1 1 1 Award 0 where performance fails to meet the lowest description. UCLES 2011 1111/02/SM/12 6 BLANK PAGE UCLES 2011 1111/02/SM/12
MOST POPULAR MATERIALS FROM ENGLISH 2012
MOST POPULAR MATERIALS FROM ENGLISH
MOST POPULAR MATERIALS FROM Cambridge