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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSCambridge Checkpoint

ENGLISH 1111/01 

Paper 1 For Examination from 2012

SPECIMEN MARK SCHEME

1 hour 10 minutes

MAXIMUM MARK: 50 

w  w  w  . X   t  r  e  m  

e  P  a   p  e  r  s  . c  o  m  

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Question 1

Part Mark Answer Further Information

(a) 1 (the iconic) red-eyed (tree frog) 

(b) 1 slighter and / or smaller  

(c) 1surroundings / (the influence of) environment(alfactors) / temperature / humidity 

Total 3

Question 2

Part Mark Answer Further Information

(a) 1calm / peaceful / not easily provokedDo not accept: serene.

(b) 1 thinking about / contemplating / pondering

(c) 1 characteristic / individual / unique / striking

(d) 1blowing up / distending / dilating / swelling /pumping up / puffing up

Total 4

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Question 3

Part Mark Answer Further Information

2

“I would like to buy a tree frog,” said thecustomer . 

“Are you looking for something unusual?” asked the pet retailer .  “We have someinteresting captive-bred specimens.”

 Award 2 marks if 11–14 of themissing punctuation marks are

in the correct place.

 Award 1 mark if 6–10 of themissing punctuation marks arein the correct place.

 Award 0 marks if 0–5 of themissing punctuation marks arein the correct place.

Comma, question mark andfull stop must be inside thespeech marks.

 Accept single or doublespeech marks.

Total 2

Question 4

Part Mark Answer Further Information

1e.g. Green tree frogs, which have a distinctivesong , live in the United States. 

Total 1

Question 5

Part Mark Answer Further Information

1e.g. Green tree frogs make good pets althoughthey are most active in the evenings. 

 Accept any suitableconnective including e.g.since, as. The sentence mustmake sense in the context of the passage.

Total 1

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Question 6

Part Mark Answer Further Information

1

When the writer began to keep tree frogs, hekept the large and placid White’s; now he is

more experienced, he keeps the iconic red-eyedtree frog. 

both needed for mark

 Accept any other suitableverb.

Total 1

Question 7

Part Mark Answer Further Information

(a) 6

Dragon-flies – top of wall

Toads – among bramblesGeckos – in cracks (high up the wall)Crane-flies – among the leavesMoths – (withered) plaster Beetles – all over the place; everywhere 

Total 6

Question 7

Part Mark Answer Further Information

(b) 2

2 marks – summary including at least 4 points inmostly well-organised, accurate sentences.1 mark – summary including 1–3 points inmostly well-organised, accurate sentences.

or 

4 or more points with some inaccuracies inorganisation and sentences.

or 

4 or more points, mostly lifted from text andnoticeably over length.

0 mark – summary includes no relevant pointsand / or incoherent sentences. 

Total 2

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Section B: Writing (Information Texts)

8

PURPOSE AND AUDIENCE

TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION SPELLING

The tone is appropriate tothe ideas and is sustained.

Ideas and content aredeveloped in detail tocreate a clear andconsistent relationshipbetween writer and reader.

6/7

Material presentedcoherently with introductionand conclusion and in aneffective order thatestablishes the text type.

Well crafted paragraphscontribute to control of thetext.

6/7

Fluent, beginning to use arange of structural featuresfor effect.

Control of complexsentences and the positionof clauses to focusattention although may notalways be consistent.

6/7

Uses a range of punctuation correctly andwith confidence.

Secure use of commas tomark clauses.

5

Uses virtual correctnessover a range of vocabularyincluding more complexand difficult words.

4

The tone is appropriate for purpose and is largelysustained.

Relevant ideas and content

are chosen and developedwith some detail.

4/5

The material is generallycoherent and in sensibleorder, with an attempt atan introduction andconclusion.

Paragraphs are used tostructure the text and aregenerally helpful.

4/5

Uses a range of sentencestructures with someconfidence.

4/5

Uses full stops correctly.Some range of punctuationas needed, used correctly,but generally limited.

4

 A few spelling errors,mostly of more difficultwords.

3

Writer’s tone is establishedbut lacks detail.

Some awareness of audience may be shown,though not consistently.

2/3

The material is clear, butnot developed coherentlyand may be presented in arandom order.

There may be an attemptat an introduction and/or aconclusion.

Paragraphs may not beshown.

2/3

Limited or partially effectiveuse of complex structures.

Mostly simple or compound structuresbased on a variety of connectives including –and, but, so 

2/3

 A number of errorsincluding occasional fullstop (evidence of commasplicing).

2/3

 A number of errors ORspells a simple vocabularycorrectly.

2

Little understanding of thepurpose or audience of thetext.

1

Little understanding of howto present a text.

1

Sentence structure oftengrammatically incorrect.

1

Sentences rarely correctlymarked. A generally veryerratic use of punctuationmarks.

1

Many errors including arange of simple words.

1

Award 0 where performance fails to meet the lowest description.

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