1111_2012_spms_2

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© UCLES 2011 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSCambridge Checkpoint

ENGLISH 1111/02

Paper 2 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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© UCLES 2011 1111/02/SM/12

Section A: Reading

Question 1

Part Mark Answer Further Information

(a) 1 Will

(b) 1

We know what he is thinking and feeling.or It is his thoughts and actions which drivethe plot.

Total 2

Question 2


Phrase Quotation

2

He enjoys reading.

He is thoughtful /sensitive to others’feelings / atmospheres.

He has a goodrelationship with hisbrother James.

He is responsible.

He cares about therabbits.

He likes it when it snows.

‘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 areminder.’

‘they scuffled together, grinning,’

‘remembering a duty:’

He came to his favourite rabbit …affectionately.’Any quotation that supports his carefor the rabbits.

‘I wish it would snow properly.’‘gift he most wished for … it wassnow’

The mark for Phrasecan be awardedeven if theQuotation is missingor incorrect.

The mark for Quotation cannot beawarded if it doesnot match the

Phrase given.

Total 2

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© UCLES 2011 1111/02/SM/12 [Turn over

Question 3


2

He is concerned by their behaviour / feels thatsomething is wrong.

‘Opening doors to fill the feed boxes, Will paused,frowning.’‘Hey!’ Will said, disturbed. ‘Hey James, look at that’‘They’re all jumpy. Even Chelsea.’‘What’s the matter with him? And all of them?’

Total 2

Question 4


2

He does not notice anything / is not really interested.He gives a practical explanation why they arebehaving differently.

‘They seem alright to me.’ / ‘(James said with) mildinterest,’‘I dare say your hands smell wrong. You must havetouched something they don’t like.’

Total 2

Question 5


2

Any two points from the following:

Crowded: There are a lot of children / the houseseems 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 shoutedHelpful: The children are helpful to their mother. /Gwen is helping her mother in the kitchen. / Will andJames are just off to do some chores.Quiet areas: the window seat / where Will is reading.

Total 2

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© UCLES 2011 1111/02/SM/12

Question 6


(a) 2

1. the radio, Gwen’s singing / mother red-faced over the oven

2. silence / cold and hard frozen ground

(b) 1To give a sense of noise, warmth and the security of the house compared with the threatening silence andcold outside. Or similar explanation.

Total 3

Question 7


3

Any three of the following:

restless and/or uneasyrustling to and fro [whole phrase needed](eyes blank and) terrified jumpycringed (into the corner)leapt back in alarm [whole phrase needed]moving distractedly [whole phrase needed]

(strange) frightened (wide eyes)

Total 3

Question 8


(a) 2personification of the snow

being sorry for its poor effect or display

(b) 2The music seems as if it is growing out of the radio.

in order to fill or inflate the kitchen with sound

Total 4

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Section B: Writing (Fiction Text)

9

CONTENT AND AUDIENCE

TEXT STRUCTURESENTENCE

STRUCTUREPUNCTUATION VOCABULARY SPELLING

The atmosphere andsetting are clearlychanged by theweather.

Character development is morecomplex andbelievable.

The reader’sresponse to differentparts of the story iswell controlled.

6/7

Ideas are organisedinto a planned andcoherent story,including an effectiveopening andsatisfying conclusion.

Well craftedparagraphs contributeto controlling the paceof the story.

5

Fluent, wide range of sentence structures,some used for effect.

Some control of complex sentencesand the position of clauses to focusattention

5

Uses a range of punctuation correctlyand with confidence.

Secure use of commas to markclauses.

5

Vocabulary isadventurous, preciseand used effectivelyto create a strongimage.

4

Virtual correctnessover a range of vocabulary usedincluding morecomplex and difficultwords.

4

The changes insetting andatmosphere are notalways convincing butdo evoke a responsefrom the reader.

Development of thecharacter[s] is shownthrough actions andreactions.

4/5

Ideas are developedfrom a sensibleopening but may notreach an effectiveconclusion.

Within paragraphs,sequences of eventsare developed arounda main sentence or theme.

4

Uses a wide range of sentence structureswith someconfidence.

4

Uses full stopscorrectly. Some rangeof punctuation asneeded, usedcorrectly.

General range limited.

4

Some evidence of anemerging vocabularyand efficiency in thechoice of words toconvey detail.

3

A few spelling errors,mostly of moredifficult words.

3

A plain story whichfocuses on either character or actionbut has little sense of

atmosphere.

Some awareness of audience

2/3

The opening,development andconclusion of thestory are logically

related and mostlywell paced.

Paragraphs are usedbut are notconsistently helpful.

2/3

Limited or partiallyeffective use of complex structures.Mostly simple or

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

because

2/3

A number of errorsincluding occasionalfull stop (evidence of comma splicing).

2/3

Vocabulary generallyused accurately;consists of straightforward words

with occasionalevidence of carefulchoice.

2

A number of errorsOR spells a simplevocabulary correctly.

2

The story has anattempt at a simpleplot with somereference to weather conditions.

There is anoccasional awarenessof audience.

1

Ideas are groupedtogether, althoughparagraphs may notbe shown.

1

Sentence structureoften grammaticallyincorrect.

1

Sentences rarelycorrectly marked.Generally a veryerratic use of punctuation marks.

1

Uses a simplevocabulary accuratelybut may make errorsover more complexwords.

1

Many errors includinga range of simplewords.

1

Award 0 where performance fails to meet the lowest description.

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