M Cambridge Assessment

'(J' International Education

Cambridge Lower Sec

ondary Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction Aprll 2020
MARK SCHEME

Maximum Mark: 50

Published
of the
This mark scheme is published os en aid to teachers and learners, to 1nd Icate th e requirements
that would
examination. However, we have not been able lo adjust it to renect the full r nge 0 f answers
ily contain
have been seen as e pert of the normal moderation and marking process, and 1t �oes n 01 necessar
all the possible alternatives that might hove arisen.

Cambridge will not enter Into discussions about the mark scheme.
1111/01 Checkpoint Sccondnry 1 - Mnrk Scliomo
PUBLISHED
Section A• Reading
M1111<1
Question Answer
1
Look at the heading: 'The sky's the limit.'

What Is the heading an example of? Tick (✓) 2!l!? box.

Award 1 mark for the following:
• an Idiom.

Marks
Question Answer
2 Give� word from the first paragraph (lines 1-7) that tolls tho reador that
the treehouses of Flnca Bellavlsta have little effect on their surroundings.
Award 1 mark for the following:
• nestled.

Question Marks
Answer
3 Look at the second paragraph (lines 8-13). 1

Which two-word phrase shows that Matt and Erica were not Initially looking
for rainforest land to buy?
Award 1 mark for the following:

. stumbled on.
 1111101
Checkp oint Secondary 1 - Mork Scheme Aprlf 2020

PUBLISHED
fQueal/on Marka
Answer
Find examples In Ih e 3
text lo support the fol/owing Ideas .
Award 1 mark ior each 3 mar k•··
of the fol/owing examples, up to a maximum of
The Writer think9 M•rt and
• . Erica's area of land Is beautrtul.
(th"•s ,-'"1e slice of) paradise
The writer fe �Is that the rainforest was under threat.
• (on the bnnk of being carved up) (into a timber ha rvest site)

Matt and Erica fell It was their duty to rescue the area.

I
• compelled to save !his chunk of rainforest

Marks
Question Answer
5 Give� ways residents can visit each other.

Award 1 mark for two of the following:

• zip wire
• bridges
• on foot.

Marks
Answer
Give one phrase from the first paragraph and one phrase from the las!
2
6
paragraph (lines 27-30), that tell the reader that Flnca Bellavlsla has an
Independent source of electrlclty.

Award 1 mark for each of the following:

(where) (everything Is) solar-powered

(enjoy living) off the grid.
 1111101 Checkpoint Secondary 1 - Mark Scheme April 2020
PUBLISHED

Question Answer Marks

7 Look at the last sentence (lines 28-30). Matt Hogan tells the reader that the 1
rainforest Is noisy.
What does he suggest about the noise?

Award 1 mark for the following:

• The noise is peaceful/pleasant/ calming/relaxing/continuous/inescapable

I positive/good/tranquil/soothing.

Question Answer Marks

8 Give two examples that show the writer feels that Finca Bellavlsta Is a 2
challenging place to live.

Award 1 mark for any of the following up to a maximum of 2 marks:

• (though modest!)
understandably
just a few hardy residents live permanently in their tree houses
'luxury' of indoor plumbing .

/ Question Answer Marks

9 Give two reasons why ·The sky's the limit' Is a suitabla heading for this
article.

Award 1 mark for each of the following:

• Literal meaning/The houses are built high up in the trees, up in the sky/are
not on the ground.
It mer1ns that every1hing is possible.
 -
1111101
Che c/(po/nr Secondary 1 - Mnrk Schomo Aptll 2020
P UBL IS H E O
Question
�;;;;, ---- --��=�::�---------J
-
10 j�
Ir---;; =�
What -----� �--------J-M
Answer
2
kS11t
evldence In Ih e g poop I 0 ?
Give -.Q lext suggests the artlcle Is almod al yo un
tw examples.

Award 1 mark for any

of the following up to o maximum of 2 marks.
• The fact !hot the writer ossumes o reader finds wl·Onccass very
1mportant ( even, beliovu it or th
, not, i, 111-fi zone I').
really cool', voc(lbulory
used by you
ng.

Ouesllon I Mnrks
Answer
11 Explain how tho layo ut and present1tlon of rho loxt makos tho Info rmation 2
easy lo read. Give two ways,

Award 1 mark for any of the following Ideas, up to a maximum of 2 marks:

• heading end/or subheading (used to structure the telt'I so you know whnt
you·ro about to read)lquestions ore used os subheadings with tho fol/owing
paragraph answering the question/questions that organize/divided In
topics and questions/separate the content In questions
• It is structured Into short paragraphs.
• Each paragraph has o topic sentence .
• Important/relevant/topic vocabulary Is In bold/h/ghllghted/kcy words ore
I marked/writing key words differently/emphasizing some words.

/'
spacinJ befl\een paragraphs.
 1111/01 Checkpoint Secondary 1 - Mark Scheme

Questlein
PUBLISHED

Answer
-__.--- Marks
L---
12 Which of the features below show that Text B Is more formal than Text A? 2
Tick(✓) two boxes.

Award 1 mark for each of the following:

• complex vocabulary
• passive verb forms.

Marks
--
Question Answer _
13 Make a list of all the things the writer suggests people could do to llve more 3
sustainably.

Award 3 marks for 9-12+ points

Award 2 marks for 6-8 points
Award 1 mark for 3-5 points

II
Award O marks for 0-2 points
I • Share transport.
• Walk (on short journeys/going to school) .
• Buy fewer things/toys/gadgets/clothes.
• Consume less.
• Buy fewer items/things.
• Buy/choose things with less packaging.
•C .Use phones/comput�rs/g:idgrts for longer/don't get rid of ga:lgets to get
the latest model/use possessions for longer.
• Recycle things .
• Mend broken things if possible .
• Use reusable bags/renewable bottles.
• Buy local produce.
I
• Switch off lights and electrical devices when not In use/save energy .
' • Act more responsibility.
• Avoid plastic.
• Use bamboo/sustainable materials.
 1111/01
Ch••�(ld.r,f f"'NVl•,Y I 114,1,
,,, , ) ,v

PUOLI w:o
Oueatlon
"" _, u,., "" 7
14 0um mulac how P oplc c.,n m1�11 !heir llfutyl 'mo,. iut11ln1bl1
lo tiO worda.

/iward 2 muq for II aummary thal combm"• "' po-'n ta from fhe ,,,,viou,
QUOIIIJon Into a cohpronl 11nd '(fl)ll·cc@flQd 1umma,Y. "0
orl They
rcenagefl GhCJuld op! 10 walk 111or1 d 111nt4lt or 1h1re 111,n1P
h(l m for 111 long
chould look arter lholr olcclronlc device• c.ircrufly. ►cep <n (I l
il unless
as poulblo, not exchanging them for more /,ahton,blc modo
1hould 111<11 lh"'' own
necotJcory but recycling them ½hon shoppin g, !hoy
bogs and buy local produce . {AO words)
1h11 p r evious
Award 1 mark for a cummary cha! combine• 2-3 polnls from
questlon fnlo a coherent Gummary
__
L_____J____________________ _-
 1111/01
Checkpoint Secondary 1 - Mork Scheme Aprll 2020
r-- PUBLISHED
Content, p
urpose •nd •u
dfence {We) Text structure ■nd org■nla■tlon (Wt)
8 marks 7 marks
The re sPonse ho
s rolevant 1deos
de velop ed In and content The response is presontod coherently and
consistent rel i 81.1 �o create a clear o nd
det
at ons Ip betw een loglcofly to holp the development of Ideas,
reader. !he writer and usually with on introduction and conclusion.

The text type . Well-crafted paragraphs contribute to the

article report
.
app rop' nate
'!t Iearly established, e.g. an
• c., and the tone is
10 the ideas and Is
structure of the text.

sustained.
The vocabulary is Well
chosen for the
purpose.
7-8 6-7
The response has relevant
ideas and content
w�rch are developed with som The response is generally coherent and in a
e detail, and
with some awareness of reader. log/cal order with Ideas evident, with an
attempt at an introduction and conclusion.
The main features of the text type are evident
Paragraphs/sections are evident and help
and the tone is appropriate for the purpose to structure the text.
and is largely sustained.

The vocabulary is relevant for the purpose.

6--6
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.
3--4
The response has limited relevance to the
task.
4-6
The response Is clear but not sequenced
logically to help the develop"!ent of ideas.-
There may be an attempt at an introduction
and I or a conclusion.
Paragraphs/sections may be used but not­
consistentry.
2-3
Some basic sequencing of material grouped
by content is evident.

Some elements of the text type are seen, and

the writer's tone is present bu! inconsistent.

The vocabulary is simple.

1-2
No creditable response. No creditable response.
0 0
 1111/0 1 Checkpoint Secondary 1 - Mark Scheme April 2020

I
Sentence structure and punctuation (Wp)
PUBLISHED

Spelling (Ws)
-
7 mark.a 3 mark.a
A range of approprtale and varied sentence
structures are used to create effect.

The use of sentence features contnbutes to

the overall development c:f the text.

Almost entirely accurate grammar (tenses,

agreement, and word order) with some
choices to enhance and emphasise meaning.

Punctuation Is correcUy used to enhance the

wntlng.
6-7
Appropriate use of sentence structures, with Spelling almost completely accurate, with a
some attempt to create effect. wide range of words correctly attempted.

Some sentence features are used to clarify Polysyllabic, ambitious and more complex,
and emphasise meaning, lower frequency words are used
successfully.
I
Grammar and punctuation are mostly
accurate 3

Umtt<d � ,,.rt;a10 """'''" "" of oom�e,

4-6
Spelling is generally accurate over a
I
sentence structures. reasonable range of words.
,
Mostly simple compound structures based Some polysyllable and more difficult words in
/ on a variety of connectives. frequent use are spelled correctly.

Grammar and punctuation are usually

correct, there may be evidence of comma
splicing.
2-3 2
I
Simple sentence structures are used Simple words are used successfully.
successfully
There are frequent errors in commonly
Some rorrocl "" of ,,.mma, ,od
Ipunctuation e g full stops and capitals.
occurring words.

1 1
/ No creditable response No creditable response,
o, 0
 M Cambridge Assessment
'(J' International Education

Cambridge Lower Sec

ondary Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction Aprll 2020
MARK SCHEME

Maximum Mark: 50

Published
of the
This mark scheme is published os en aid to teachers and learners, to 1nd Icate th e requirements
that would
examination. However, we have not been able lo adjust it to renect the full r nge 0 f answers
ily contain
have been seen as e pert of the normal moderation and marking process, and 1t �oes n 01 necessar
all the possible alternatives that might hove arisen.

Cambridge will not enter Into discussions about the mark scheme.
 Checkpoint secondnry 1 - Mork Scheme Aprll 2020
I 111/02 PUBLISHED

----,-----�:-----
Section A: Reading

Mark•
Answer
Question
What docs thing (llno 1 I rofor to?

Award 1 mark for the following:

(a/1he) hand.
________ __i----

Answer Marks
Question
Look at tho first paragraph of the prologue (llnes 1-3). 3
2

Give three literary features the writer uses to create an atmosphere.

Award 1 mark for each of the following, up to a maximum or 3 marks:

.•. simile
short sentences
metaphors
• visual Imagery
•
.
repetition
• alliteration
personification
' • use of pronouns
• use of contractions .

Question Answer Marks

3 The word surface In llne 6 refers to the surface of two different things.
2
What are the two things?

Award 1 mark for any of the following, up to a maximum of 2 marks:

• the paper/page the boy is drawing
• (dark) water
on
• his Imagination/his mind.
 1111102
Check point Secondary 1 - Mark Scheme Aprll 2020
PUBLISHED

Anawer
The p rol ogue Warne
the reader that aomothlng bad wlll happen.
Gfvo�plec
98 0 , evidence from the prologue that auggeal thla.
Award 1 mark r
or each of the followlng, up to a maximum or 2 marks:

he prologue describes
.� something dead/deao nesh.!The hand Is dead.I
l : .hand Isn't attached to anything.'/'dead on the page' /'as If It were still
al :
Th1 boy Is being pulled
down Into dark water. /'unravelling the story that
p u fs him, down Into dark
water'
The hand seems to be warning
hlm./'beckonlng him or warning him'
The tide waits, ready to turn.t'as
the tide waits patlently, ready to turn'.

Quest/on Marka
Anawer
6 Look al fines 9-13 ('The barber doesn't. ..a good pface to start.')

Why Is the boy glad that the barber Is whlslflng?

Award 1 mark for the following:

The boy doesn't want to be engaged in awkward conversation. /The boy

doesn't want to talk to/chat with the barber.I The barber isn't talking.

Answer Marks

Look al this sentence: 'I wonder why she's buying them ... lt Is so hot.' · 2
(Line 17)

Give� ways that the writer uses structure and punctuation to emphasise
ho w hot It Is.

Award 1 mark for any of the following, up to a maximum of 2 marks:

dash (accept hyphen)

short phrase (accept short sentence)
italics
tack of a contraction of 'it Is'
use of 'so' (as an adverb)
the information comes at the end of the paragraph.
 Checl:J)oini Sccondory 1 - Mork Scheme
1111 _:: PUBLISHED

Answer
[aue.stlon /
1 7 Look at this phrnse: • .•. I've ticked the last two Items off my fist ... ' (llne 19)

Which two Items docs the bo)• me11n?

Tick(✓) two boxes.

Awnrd 1 mark for each of tho follo\\ing:

• hnving o now hair style

• getting a school uniform.

/ Quest/on I Answer Marks

s What docs the one-word sentence Anything. tell the reader about the 1
bo)•'s attitude to Slble Hcdlngham?

Award 1 mark tor an answer that gives one of the following ideas:

... he thinks that there is nothing there to do

.
I
he thinks that it is a boring/dull place

.
he thinks that it is (too/very) quiet
he thinks that nothing happens
he thinks that there is nothing special/new here .

Ouestlon Answer Marks

9 Give two short phrases from fines 27-31 that express the same Idea as 2
something 'hidden for now'.

Award 1 mark for each of the following, up to a maximum of 2 marks:

•
.
(smell of something that) wants to be uncovered (from the river)
(something) lurking (there)
under the cover (of shady ash trees).
 1111/02 Chockpofnl Secondary 1 - Mork Scheme /,p,112020
PUBLISHED

/ Quostlon Answer Mark.II

13 Give� quotations from the text that tell us that the mother shows the
boy affection. Explaln each quote In your own words.

Give a quotation to support your explanation.

Award f mark for an explanalion and 1 further mark for a correct supporting
quotation, e.g.:

1 Quotation Explanatlon
'mum keeps touching the back of my She wants to give him courage/
now naked neck' encourage him/give him confidence
'reaches across to squeeze my arm' /show him affection.
She loves him so she has a name
'sweetheart'
for him.
'I've explained about dad's work and
said that's why we've moved again'
She's protecting him.
'There's no need to go into details
about why you left your last school'.
1

/ Question Answer . .. Marks

' The prologue and chapter 1 are written from different viewpoints.
14 2

Give the. viewpoint :n each.

Award 1 mark for each of the following:

• Viewpoint in prologue: third person/a narrator/someone from the outside

looking at the boy
• Viewpoint in chapter 1: first person/the boy.
 �- �__.-, .. _,, .,,� �.£.:;

� :'! 'I', 'T.

�� �--== =---�- � \
_.. :-,- -.-c-; ,a. =r �,!'. -.e:r"' 4:...-:. �
....-a-:i ::,e:;---::-, :-e � -::z-""r r � W?""i" ;..�..�
; :es;;.-•""' �r:,...i,.-::.;,e�-:..r:.--;---_"'�r�=r:¥!=�'!.-ie ,.. ��and
-=---
:::'1r: -::--z :::c:r ..-C- -;z"r ::. ��
-2 � -.-.. w::-- , ::r:r ::-=.--:= � ;;-� ,, � � =-�
-:z-� � � tr.r. not all

:....rr= :: -:.r-c ..--- � �::,---;z-,::,e

.:.-:.:=::-..a::-.c�z: '"'--=----
- � -- � ,=-- =-=
·- --------...__,....., -=,-- ·-•� �---��:;
.:...:.:-= .c -z:r--_- ::'7 r-.Z:--a '-="' ==-.;,-_ � ::::'� �� z_-::::. �-; �s
t-i-i:r-mal-sized
-AL-=---=--;::: ·- -- - .::e c.-;_., =:>
.... �J � ,�

�-=
'5 7, � - z:-..= '- � __:_• •�
== = =..:: !.'>� z..-rzc-:::a:.!!$ and disadvantages of
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-�=---;- � - , ---� =.. z ra ...., :r=-_ :--=r-�>-i:s :,r zn Island, either alone or

8
...... 7

[Total: 251
 1111102
April 2020
Checkpoint Secondary 1 - Mark Scheme
PUBLISHED

Section B: Writing
C_oueauon /
Answer
I Martes
Notea to mark

...
ers

Use �h e marking grids

on the next two pages.
ar
M krng ,ho uld always begin from tl-e lo west mark in each column and work uriward_
'best_fifj udgement
� en, should be made In judging first In which box to place the response and
wrthrn that box, which mark
. The lower mark within
Note on extent:
Award O marks where the
is appropriate.
a box should be given if some the criteria have been met but not a 11

performance falls to meet the lowest criteria.

Award O m arks for 20 words
or fewer.
Award a maximum of 7 marks
for responses of between 21 and 60 words. .
You need not co unt the words unless you think there will be fewer than 60. In nonnal-srzed
hanct.vntrng 60 words will be approximately
8 lines.

I 15 Carlos Is walkin g home along a tree-llned road Darkness Is already faffing. Soon, th
only fight wffl come from street tamps. Apart fr�m Carlos, the road Is empty"' so �
thinks. Suddenly, he hears a strange, shrill voice coming from the darkness be�rnd th:
trees.

Continue the story. '

Content, purpose and audience. (Wa)

8
15
,__
Text structure and organisation. (Vvt)
7

Sentence structure and punctuation. (Wp)

7
I
3
/ Spelling (Ws)
[Total: 25]
 1111/02 Chockpolnt Socondnry 1 - Mark Sc.homo
PUBLISHED
Content. purpoao and audience (Wa)
I mark•
Tho ,csponso Is rclcvont lo tosk/purposo,
with on npproprlale tone sustained.
The response hos content ond relevant Ideas
developed In dctoll, ond thero Is clear
consls1ent engagement with reader.
The character. point of view and voice ls
sustained.
Ambitious and occasional sophisticated
vocabulary Is used occuratety.
7-8
The response Is mainly relevant to task/
purpose, with clear and appropriate tone.
Content and relevant Ideas are developed
with a clear awareness of audience.
There is some specific, effective vocabulary,
relevant to purpose.
6--6
The response has general relevance to task/
purpose, with an attempt a_t chosen tone.
There are basic ideas with a little
development, and the beginnings of
awareness of audience.
A simple range of vocabulary is relevant to
the purpose.
3-4
The response has limited relevance to task/
purpose, and tone is present but inconsistent.
There is a limited range of material.
A simple, repetitive vocabulary is attempted.
1-2
No creditable response.
Apul 2020
Text ■tructure ■nd organta■Uon (Wtl
\
�
7 marka
The Ideas ore organised Into a planned and
coherent story, Including an effective
opening and satisfying dosing.
Clear we11-orgonlsed parapraphs are linked
to structure the narrative and contribute to
controlling the pace of \he story.
6-7 I
The ideas are developed Into a story from
an appropriate opening but may not reach
an effective conclusion.
Paragraphs/sections are evident and he\p
to structure the text.
4-6
\
The opening, development and concluslon
of the stp ry �re logic�lly relat!'d.
Paragraphs/sections may be used, but not
consistently, accurately or appropriately.
2-3
Some basic sequencing or outline of story is
evident.
1
No creditable response.
0 0