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Cambridge International Primary Achievement Test

ENGLISH 0841/01
Paper 1 October/November 2008
Maximum Mark : 45


Mark Schemes have been issued on the basis of one copy per Assistant examiner and two copies per Team

This document consists of 13 printed pages and 3 blank pages.

IB08 11_0841_01/MS
© UCLES 2008 [Turn over

English mark schemes – Achievement Test

Guidelines for marking test papers

These mark schemes are designed to provide you with all the information necessary to mark
the Primary Achievement Tests. As far as possible, the mark schemes give you full guidance
regarding acceptable and unacceptable alternative answers and, where appropriate,
include examples of student work to illustrate the marking points. However, it is not always
possible to predict all the alternative answers that may be produced by students and there
could be places where the marker will have to use their professional judgement; in these
cases, it is essential that such judgement be applied consistently.

The guidelines below should be followed throughout (unless the mark scheme states

• A correct answer should always be awarded full marks even if the spelling or grammer
is wrong.

• Where more than one mark is available for a question, the mark scheme explains
where each mark should be awarded.

• Half marks should not be awarded and at no point should an answer be awarded
more than the maximum number of marks available, regardless of the quality of the

• If the student has given more than one answer, the marks can be awarded if all the
answers given are correct. However, if correct and incorrect answers are given
together marks should not be awarded.

• If the answer line is blank but the correct answer is given elsewhere, e.g. within the
question in the usage section, the marks can be awarded provided it is clear that the
student has understood the requirements of the question.

• Each question and part question should be considered independently and marks for
one question should be allowed unless they are contradicted by working or answers in
another question or part question.

• Any legible crossed-out work that has not been replaced can be marked; but if work
has been replaced the crossed-out part should be ignored.

• Where students are required to indicate the correct answer in a specific way, e.g. by
underlining, marks should be awarded for any unambiguous indication, e.g. circling or

Each question on the test paper has a box beside it for the teacher to record the mark
obtained. It is advisable to use these boxes so that students, and others looking at the test
papers, can clearly see where the marks have been awarded.

Finally, it is advisable to use a pen of a different colour to that used by the students so that
the marks and comments can be seen clearly. It should be noted that marking in red ink
and using the mark boxes is an essential requirement for marking the Achievement tests.

© UCLES 2008 0841/01MS/O/N/08


1 What is Ravi studying at school this term? [1]

6R3 Ancient Greeks


2 Did Benji enjoy studying the Greeks? [1]

Find evidence in the text to support your answer.

6R3 Yes.

There are a variety of different quotes from the text including:

• in my opinion it’s the best project ever.

• it’s one of the most exciting ones we’ve ever done.

ADDITIONAL INFORMATION: There is no mark for the first part of the

question. The mark is given for evidence from the text. Accept appropriate

3 Tick () two things about King Midas that you learn from the email. [2]

Everything King Midas touched turned to gold. 

King Midas had slaves.

King Midas hated vegetables.
There is a Greek myth about King Midas. 

We know about King Midas because of paintings on pots.

ADDITIONAL INFORMATION: Award 1 mark for each correct answer. If

more than 2 boxes are ticked no marks to be awarded.

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4 Benji’s email includes both facts and opinions. Tick () the boxes to [2]
show whether these statements are fact or opinion.

6R11 Statement Fact Opinion

It was only a small piece but
somebody had stored oil in it over 
2000 years ago.
The worst thing about Ancient
Greece, I’m sure you’ll agree with me, 
was the slaves.
Between a quarter and a third of

Athens’ population were slaves.
My favourite is Theseus and the

Minotaur, but King Midas is OK too.

5 Benji wants his friend to enjoy studying the Ancient Greeks. [1]
Write an example of persuasive language from the email.

6R14 Accept examples of persuasive language , for example:

• I’m sure you’ll love doing the Myths and Legends.
• I’m sure you’ll agree with me,
• I really hope you enjoy this project.

ADDITIONAL INFORMATION: The mark can only be awarded for a quote

from the text. Do not deduct the mark for incorrect spelling.

6 Reread this part of the email where Benji is quoting from his school [1]
project on the Ancient Greeks:

Most of what we know about Ancient Greek myths comes from

one of two sources: ancient texts and paintings on vases.
Although little remains of any other form of Greek art, over
100 000 pots and vases exist in museums today.

What is the purpose of this text? Underline the best answer.

6R14 To persuade To inform To entertain To argue To show

© UCLES 2008 0841/01MS/O/N/08


7 Benji talks about three different parts of his project on the [1]
Ancient Greeks.

What are they? (The first one is written for you.)

6R13 1 Greek Myths and Legends

2 pots/paintings and Ancient texts
3 slaves

ADDITIONAL INFORMATION: Both answers must be correct for the mark to

be awarded. The answers can be in any order.

8a Compare these two texts. [1]

Text 1 – from the email Text 2 – new text

Tick () the boxes to show features of the different texts.

Some features are in both texts.

6R14 Features Text 1 Text 2

Gives information about slaves in Athens  
Impersonal, formal style 
Friendly chatty style 

ADDITIONAL INFORMATION: All ticks must be correct for the mark to be


b Tick () the text you enjoyed reading more. [1]

Explain why.

6R2 Accept an explanation which supports the text chosen. e.g.

• Text 2 makes it sound more exciting.
• It is easier to find information in Text 1.

ADDITIONAL INFORMATION: Do NOT accept answers which refer to the

fact that one text contains more information than the other.

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9 Reread the extracts from Benji’s project book. Tick () two features of [1]
historical report text which you can find in this email.

Explains something
Gives information 

Informal language
Written in the first person
Written in the past tense 

ADDITIONAL INFORMATION: Both statements must be ticked for the mark

to be awarded. If more than 2 boxes ticked no marks awarded.

10 Write one sentence from the text which is auto-biographical. [1]

6R12 Possible sentences include:

• We did it last term.
• Here’s part of what I found out and wrote in my project book
• We went to visit a museum.
• We were allowed to touch a piece of pot.
• It’s one of the most exciting ones we’ve ever done.

ADDITIONAL INFORMATION: Award the mark for a sentence from the text
• is written in the past tense
• is written in the first person
• tells of something the author has done.

© UCLES 2008 0841/01MS/O/N/08


11 Draw lines to match the sentence from the email with each of these [2]
different text types.

6R14 Sentence Text type

Isn’t that amazing?


You’ll love doing the

Myths and Legends. Report

Some slaves were owned Persuasion

by the state.

Informal chat
When we were doing the Greeks
we went to visit a museum.


2 marks if all four boxes are correctly joined
1 mark for two or three boxes correctly joined
Only accept examples from the text

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12 Write a letter to a friend. Tell them about a school project you enjoyed [15]
working on and try to persuade them to enjoy it too.
See table on the next page.

Notes to markers

Marking should always begin from the bottom of each column (lowest mark).

Stop marking at the first statement in a column that the student fails to achieve.

All the statements should be achieved for a student to achieve the mark (i.e. if there
are two statements to describe a mark, both statements must be achieved before the
mark can be given).

If the writing is unfinished you may use evidence from the planning notes to award up
to one mark each in Text Structure and Purpose.

© UCLES 2008 0841/01MS/O/N/08



Text Structure Sentence structure Audience Purpose
Secure use of text type Some control of complex A clear and consistent The tone is appropriate to
that establishes content sentences and the viewpoint is established the ideas and is
and purpose. position of clauses to and controlled. sustained.
focus attention.

Paragraphs are used The reader’s interest is Effective use of different

consistently and Adverbials and expanded engaged by adding or styles within the piece for
contribute to the noun phrases are used to emphasising specific giving details and for
effectiveness of the text. engage as well as details persuasion.
4 4 3 4
Paragraphs are Wide range of sentence Form is consistently The persuasive purpose
introduced by a topic constructions extend adapted for the is established and
sentence. meaning intentionally. readership. maintained.

Paragraphs are used to Use of expanded phrases Awareness is shown that The tone is appropriate
structure the text. and clauses to develop the reader may not agree and is largely sustained.
ideas. with the writer’s viewpoint
The balance of coverage
and needs to be cajoled.
of the ideas is appropriate
to the purpose.
3 3 2 3
Introduction and Mainly logical The writer’s viewpoint is The persuasive text type
conclusion, where used, connectives (e.g. established and is largely sustained.
are developed. because, so, if…then, in maintained.
addition, moreover)
Many features of the text
Where paragraphs are The reader’s interest is type are used e.g. second
used, they may Commas are sometimes engaged by choice of person, imperative verbs
sometimes be linked. used to mark clause detail or humor. and evidence to persuade
divisions or items in a list. the reader.
Ideas within each section
are presented clearly.
2 2 1 2
Sustains common Some attempt to vary There is some attempt to
conventions of letter or sentence openings (e.g. persuade the reader, but
email writing (e.g. past pronouns). this is not sustained.
tense, mixture of facts
Simple sentences are Some expansion of noun
and opinions).
grammatically correct phrases adds additional
Has an opening and with accurate end of detail.
closing statement. sentence punctuation.
Writing refers to a school
1 1 1

Award 0 where performance fails to meet the lowest description.

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13 Underline a preposition in this sentence. [1]

6Ug1 The old pot was on the table.

ADDITIONAL INFORMATION: If additional words are underlined, do not

award the mark.

14 Find and correct one mistake in each sentence. [2]

6Ug10 When people were captured they become became slaves.

When people were are captured they become slaves.

Some slaves were sendedsent to war.

ADDITIONAL INFORMATION: Award one mark for each correct sentence.

15 Write active or passive beside each of these sentences. [1]

6Ug3 Active or passive?

Some slaves were captured in battle. Passive
Some slaves were part of a police force. Active
Some slaves had difficult jobs. Active

ADDITIONAL INFORMATION: All answers must be correct for the mark to

be awarded.

16 Add two full stops and one capital letter. [1]

5Ug7 The Scythian archers who were the finest archers in Athens had
a competition to see who could fire an arrow the furthest. They
all chose their bow and arrow and waited for the competition to

Also accept: …had a competition. To see who could fire and arrow
the furthest they all…to begin.

ADDITIONAL INFORMATION: All 3 pieces of punctuation must be correct

for the mark to be awarded.

© UCLES 2008 0841/01MS/O/N/08


17 Underline the main clause in this sentence: [1]

6Ug8 Although it was a long time ago I enjoyed studying the Ancient
Greeks because they had good stories.

Also accept: Although… ago I enjoyed studying the Ancient

Greeks because they had good stories.

ADDITIONAL INFORMATION: The entire clause - and no other words - must

be underlined.

18 Add two apostrophes to this sentence. [1]

6Ug10 In Ancient Greece, the children’s toys weren’t made of plastic.

ADDITIONAL INFORMATION: Both apostrophes must be correct for the
mark to be awarded. If additional apostrophes are inserted no marks to be

19 Correct this piece of writing to include two more pronouns. [2]

One has been done for you.

6Ug2 It
People in Ancient Greece liked to go to the theatre. The theatre was a good place to
go and meet friends. The actors were sometimes slaves but the actors often
enjoyed the actors’ jobs.

ADDITIONAL INFORMATION: Award 1 mark for each correct pronoun.

Spelling must be correct.

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20 Finish punctuating this dialogue. [2]

6Ug8 “Did you enjoy studying the Ancient Greeks?” asked Benji.

“Yes I did,” replied Ravi. “What did you like best about it?”

Also accept

“Yes I did!” replied Ravi. “What did you like best about it?”


“Yes, I did,” replied Ravi…


2 marks if 6 or 7 punctuation marks are correct.
1 mark if 4 or 5 marks are correct.
0 marks if fewer than 4 are correct.
Deduct 1 mark for 2 additional incorrect punctuation marks.

21 Rewrite the sentence including the clause: which were beautifully [2]

Remember punctuation.

6Ug7 People used clay pots, which were beautifully painted, to store oil.
6 Ug
ADDITIONAL INFORMATION: Award one mark for a correctly embedded
clause. Award one mark if parenthetical commas are used correctly.
Award both marks for an embedded clause marked by parenthetical commas.

© UCLES 2008 0841/01MS/O/N/08


22 Combine all the information in these two sentences into a complex [2]
sentence. Remember to punctuate the sentence. Do not use the words
and or but.

6Ug6 There are a variety of possible answers, including:

• Rich people had slaves who were sometimes prisoners of
• Prisoners of war were sometimes slaves for rich people.
• Sometimes, rich peoples’ slaves were prisoners of war.

ADDITIONAL INFORMATION: Award one mark for a complex sentence containing all the
required information.
Award the second mark for appropriate punctuation.
Award both marks for a well punctuated complex sentence containing all of the

© UCLES 2008 0841/01MS/O/N/08




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