Cambridge Assessment International Education Cambridge Lower Secondary Checkpoint ENGLISH 1141104 Paper 1 Non-fiction October 2020 MARK SCHEME Maximum Mark: 50 IMPORTANT NOTICE ‘This mark schome is published as an aid to teachers and candidates, to indicate the requirements of the ‘examination. It shows the basis on which Markers were instructed to award marks. It does not indicate the details of the discussions that took place at a Markers’ meeting before marking began, which would have considered the acceptabiity of altornative answers, Mark schemes should be read in conjunction with the question paper and the End of Series Report. Cambridge will not enter into discussions about these mark schemes, ‘This document has 40 pages. Any biank pages are indicated, veo 10_4111_0¥2RP OUCLES 2020 [Turn over4111/01 ‘Checkpoint Lower Secondary ~ Mark Scheme October 2020 PUBLISHED Section A: Reading Question Answer Marks 1 Explain two ways in which the writer tries to get the reader's attention in| 2 the first paragraph. ‘Award 1 mark for each of the following, up to @ maximum of 2 marks: * challenging the reader * use of (thetorical) questions ‘= use of direct speech / direct address of the reader, ‘pronoun ‘you’ / second person + repetition Question Answer Marks 2 | Give one word which shows that nobody knows the exact number of 1 animals dying because of plastic each year. ‘Award 4 mark for the following: + estimated. Question Answer Marks 3 | Inyour own words, explain why marine animals eat plastic. 1 ‘Award 1 mark for the following ‘They think itis food / something they wil like © Unable to distinguish inedible from edible Question Answer Marks 4 | Explain in your own words two ways the writer makes this sentence 2 powerful. ‘Award 1 mark for each of the following, up to a maximum of 2 marks: The writer gives (real) examples / offers detail (of dates and/or places) It shows that it happens alll over the world / referring to different countries tends by referting to a ‘young’ / ‘dead whale’ Itgives three examples of whales harmed by plastic in one sentence / rule of three, The repetition (of the word ‘whales') Uses emotive language Page 10 of 104114/01 ‘Checkpoint Lower Secondary ~ Mark Scheme October 2020 PUBLISHED Question Answer Marks 5 __| What does the phrase ‘inadvertently find their way’ (line 15) suggest about | 1 the balloons? Award 1 mark for either of the following: ‘© People don't intend to put them in the sea © They end up there accidentally | somehow / not planned Answer Marks Why does the writer include the phrase *...might have taken part in 4 yourself (lines 16-17)? Tick (¥) one box. ‘Award 1 mark for the following: * To make readers realise the consequences of their actions. Question Answer Marks 7a) Explain in your own words how the writer suggests that eating plastic 1 causes animals to die of hunger. ‘Award 1 mark for the following © Itmakes them feel full / not hungry. 7(b) Give one noun phrase which suggests that plastic causes animals to 1 become weak and vulnerable to predators. ‘Award 1 mark for the following: * ‘(become) easy pickings (for bigger creatures/predators)’. Question Answer Marks 8 Explain in your own words what is ironic about the information in this 4 paragraph. ‘Award 1 mark for the following: ‘+ We end up eating the plastic that we threw away. + Itreappears / we think we have disposed of something but we haven't Page 9 of 104111/01 ‘Checkpoint Lower Secondary ~ Mark Scheme October 2020 PUBLISHED Question Answer Marks 9 How does the final paragraph differ in purpose from the rest of the text? Tick (¥) two boxes. ‘Award 1 mark for each of the following: © It gives practical advice ¢ Itencourages readers to be responsible. Question Answer Marks 10 What is the best title for Text A? Tick (¥) one box. ‘Award 1 mark for the following * Liter in the seas and oceans. Question Answer Marks "1 Give a phrase from the fi intend to be on the beach. t paragraph that tells you that the turtle did not ‘Award 1 mark for the following + ‘(but that’s where one) found itself (on Saturday). = washed up Question Answer 12 What does the word ‘stunned (line 4) tell you about the the turtle? ‘Award 11 mark for the following (It's s0 cold that) it can’t move / it can hardly move / immobile / inactive * Itis damaging / harmful 13 Answer Why is the phrase ‘the patient’ (line 6) inverted commas? Award 1 mark for either of the following: It's not literally @ patient Iti treating the turtle as a human. Page 10 of 104114/01 ‘Checkpoint Lower Secondary ~ Mark Scheme October 2020 PUBLISHED Question Answer Marks 14 | What effect does the writer create by using these three short sentences? 4 Award 1 mark for either of the following: + Itemphasises their dectine + itis cramatic © adesolate tone / sad Question Answer Marks 45 _| What are the main purposes of Text B? 2 Tick (7) two boxes. ‘Award 4 mark for each of the following: + tosuggest why a turtle became stranded + toexplain how stranded turtles are treated. Question Answer Marks 16 | Make a list of what was done to help the turtle after it was found by the 3 tourist on the beach. reported / call for help lifted it used a stretcher got it to a treatment centre warmed it monitored it gave antibiotics / gave fluids Qot it (s temperature) up to 20 degrees. Page 9 of 104114/01 ‘Checkpoint Lower Secondary ~ Mark Scheme October 2020 PUBLISHED Question Answer Marks 17 | Write a summary of up to 40 words about what was done to help the turtle. 2 Include five points from your list. Use your own words as much as possible, The summary will be in the candidate's own words and will include at least five Points from the list in question 16. Award 2 marks for 5 or more points ‘Award 1 mark for 2-4 points ‘Award 0 marks for 0-1 point If5 points are found, ensure that no more than 40 words have been used, Place a vertical line after the 40th word. Do not award more than 1 mark when the summary exceeds 40 words. After the turtle was found on the beach, a tourist contacted park staff who came and took it to a treatment centre. It was treated with antibiotics and fluids then warmed up gently unti its body temperature was 20 degrees. (40 words) Page 10 of 104111/01 ‘Checkpoint Lower Secondary ~ Mark Scheme October 2020 PUBLISHED 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 fi 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 of 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. 48 Write a letter to your local newspaper about the problem of litter in your local area. You could include some of the following in your letter: = where people drop litter and why they do it * what can be done about it by Individuals or groups of people why people should take more care of their environment. 78 | Content, purpose and audience. (Wa) 8 Text structure and organisation. (Wt) 7 Sentence structure and punctuation. (Wp) 7 Spelling (Ws) 3 [Total 25] Page 9 of 104114101 Checkpoint Lower Secondary ~ Mark Scheme PUBLISHED Content, purpose and audience (Wa) 8 marks Text structure and organisation (Wt) Tmarks 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 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 eT 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. ‘The response Is generally coherent and in a logical order with ideas evident, with an attempt at an introduction and conelusion Paragraphs/sections are evident and help to structure the text. 45 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. 34 ‘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. 23 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. 12 Some basic sequencing of material grouped by content is evident No creditable response. No creditable response. Page 10 of 10 October 20204114/01 ‘Checkpoint Lower Secondary ~ Mark Scheme October 2020 PUBLISHED Sentence structure and punctuation (Wp) T marks Spelling (Ws) 3marks ‘A 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, 67 Appropriate 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. Spelling almost completely accurate, with a wide range of words correctly attempted. Polysyllabic, ambitious and more complex, lower frequency words are used successfully 45 3 Limited or partially effective use of complex Spelling is generally accurate over a reasonable sentence structures, range of words. Mostly simple compound structures based ona __| Some polysyllabic and more difficult words in variety of connectives. frequent use are spelled correctly. Grammar and punctuation is usually correct; there may be evidence of comma splicing. 23 2 Simple sentence structures are used Simple words are used successfully. successfully, ‘There are frequent errors in commonly occurring Some correct use of grammar and punctuation, | words, 2g. full stops and capitals. 1 1 No creditable response No creditable response. 0 0 Page 9 of 104111/01 ‘Checkpoint Lower Secondary ~ Mark Scheme October 2020 PUBLISHED BLANK PAGE Page 10 of 10